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KEMENTERIAN PELAJARAN MALAYSIA
Kurikulum Standard Sekolah Rendah
TEACHER'S GUIDEBOOK
ENGLISH
YEAR 2
Terbitan
Bahagian Pembangunan Kurikulum
2011
Cetakan Pertama 2011
© Kementerian Pelajaran Malaysia
Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian
artikel, ilustrasi dan isi kandungan buku ini dalam apa juga bentuk dan dengan cara
apa jua sama ada secara elektronik, fotokopi, mekanik, rakaman atau cara lain
sebelum mendapat kebenaran bertulis daripada Pengarah, Bahagian Pembangunan
Kurikulum, Kementerian Pelajaran Malaysia, Aras 4-8, Blok E9, Parcel E, Kompleks
Pentadbiran Kerajaan Persekutuan, 62604 Putrajaya.
C O N T E N T
Foreword v Preface vii Section 1 The English Language Curriculum 3 The Year Two English Syllabus 19 Section 2 Listening and Speaking 25 Reading 69 Writing 137 Language Arts 167 Section 3 Sample Lesson 1 211 Sample Lesson 2 231 Sample Lesson 3 267 Sample Lesson 4 285 Section 4 Assessment Checklist 303 Glossary 313 Acknowledgements 315
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FOREWORD
The new Malaysian English Language Curriculum for Primary Schools
will be introduced in stages beginning 2011 starting with Year 1. This will then be continued with Year 2 in 2012. In line with that, CDD has
produced this Year 2 guidebook as a useful resource for teachers in implementing the new curriculum.
CDD believes that the contents of this guidebook will help Year Two English Language teachers to get accustomed to the changes in the
new English Language Curriculum and act as a valuable teaching resource. The guidebook consists of suitable suggested teaching and learning strategies and activities for teachers. It also gives teachers
ideas to help them organise their daily lessons. However, teachers are encouraged not to rely solely on this guidebook only when
planning their lessons as it is hoped that they will use their own creativity and initiative to plan stimulating and enjoyable lessons
suitable to their pupils’ level and background.
Last but not least, CDD would like to take this opportunity to acknowledge with gratitude the contributions made by the panel of
English teachers involved in making this guidebook a reality.
Tn Hj. Ibrahim bin Mohamad
Director Curriculum Development Division
vii
P R E F A C E
This teacher’s guidebook serves as a guide to teachers with regard to the learning standards that should be achieved. It covers some aspects of the language skills, language arts as well as the suggested word list required to be taught in Year Two. Section 1 of the guidebook provides an overview of the English Language Curriculum while Section 2 deals with the four language skills as well as language arts. Suggested activities are presented in a 3-column table for each module. The first is the activity column where suggested activities for teachers include explanations and teaching steps. The second is the content column which includes teaching points and the suggested word list. The third is the teachers’ notes column which includes teaching aids/materials and other instructions for teachers. Section 3 consists of complete sample lessons. In this section, teachers will be able to see and understand how the different language skills and language arts modules are presented for each week, based on one particular theme and topic, in a coherent and cohesive manner. Finally, Section 4 provides teachers with sample assessment checklists which the teacher can use to conduct formative assessment in the classroom. These complete sample lessons are provided to help teachers plan effective and enjoyable lessons. The guidebook provides suitable and practical suggestions of teaching methods via the materials provided. However, teachers are in a better position to make appropriate and relevant decisions when planning their lessons. There is no single ‘best way’ and teachers have to use their pedagogical content knowledge, experience, skills and creativity to plan their lessons in order to help their pupils learn better. Teachers should decide on a theme/topic and then select suitable listening and speaking, reading, writing and language arts activities to be used for teaching that topic. Teachers are also encouraged to use activities from the MOE Teaching courseware, the textbook and other suitable resources when planning their lessons. Assessment is an important aspect of the teaching-learning process. Continuous formative assessment is used as a means of gaining essential feedback and to keep track of pupils’ progress. Awareness of pupils’ capabilities will enable teachers to plan activities for further development. Teachers should set school based assessments for learning standards dealt with in the classroom. This guide book provides some suggestions for the acquisition of the four language skills. Teachers need to use their initiative, imagination and creativity in planning their lessons in order to extend the experiences of their pupils. It is hoped that teachers will find this guidebook useful and pupils will enjoy the activities and hence improve their English language proficiency.
CURRICULUM OVERVIEW SYLLABUS OVERVIEW
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ENGLISH LANGUAGE CURRICULUM FOR PRIMARY SCHOOLS AIM The English Language Curriculum for Primary Schools aims to equip pupils with basic language skills to enable them to communicate effectively in a variety of contexts that‟s appropriate to the pupils‟ level of development. OBJECTIVES By the end of Year 6, pupils should be able to:
communicate with peers and adults confidently and appropriately in formal and informal situations
read and comprehend a range of English texts for information and enjoyment
write a range of texts using appropriate language, style and form through a variety of media
appreciate and demonstrate understanding of English language literary or creative works for enjoyment
use correct and appropriate rules of grammar in speech and writing
OBJECTIVES
1
2
3
4
5
4
CONCEPTUAL FRAMEWORK Primary education is divided into two stages: Stage One refers to Years 1,2 and 3, and Stage Two, Years 4, 5 and 6. The English Language Curriculum has been designed in two strands. Strand 1 is the language focus and strand 2 is language arts. Language focus deals with language skills such as listening & speaking, reading, writing and grammar. Language arts deals with music, poetry, drama and children‟s literature. As English language learning is developmental, the focus in Years 1 and 2 is basic literacy. This is done by building a strong foundation in basic literacy skills namely reading through phonics, penmanship and basic listening and speaking. Activities are contextualized and fun-filled with integration of language skills in meaningful contexts. In Year 3 and onwards, pupils will further develop the ability to speak, listen, read and write in English meaningfully, purposefully and with confidence. A grammar module is introduced from Year 3 to enable pupils develop a sound grasp of the language structures and rules of grammar. The Language Arts module has been added to the English language curriculum from Year 1 to allow pupils to engage and enjoy stories, poems, songs, rhymes and plays written in English.
STRAND 1
STRAND 2
LANGUAGE FOCUS
LANGUAGE ARTS
LEVEL 1 (Years 1, 2 & 3)
Listening & Speaking Reading Writing
Grammar (from Year 3)
Music Poetry Drama
Class Readers
LEVEL 2 (Years 4, 5 & 6)
Listening & Speaking Reading Writing
Grammar
Literature
English at Play:
Music, Poetry & Drama
CURRICULUM ORGANISATION The curriculum is modular in design and this is reflected in the organisation of the content and learning standards. In Years 1 and 2, the English language curriculum emphasises the development of basic language skills so that pupils will have a strong foundation to build their proficiency in the language. In this initial stage, there will only be four modules; namely:
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1. Listening and Speaking 2. Reading 3. Writing 4. Language Arts
From Year 3 onwards, where pupils build on the skills they have acquired in Years 1 and 2, a fifth module, Grammar, is added to the above four modules. Therefore, the modules for this stage are:
1. Listening and Speaking 2. Reading 3. Writing 4. Language Arts 5. Grammar
The following diagram shows the conceptual framework of the curriculum model. Fig.1 The Modular Configuration The modularity of the English Language Curriculum Standards for Primary Schools is a modularity of focus. By organising the curriculum standards under five modules (four for Years 1 and 2), pupils will be able to focus on the development of salient language skills or sub-skills under each module through purposeful activities in meaningful contexts. This modular approach does not exclude integration of skills. However, skills integration is exploited strategically to enhance pupils‟ development of specific and specified language skills as described in the content and learning standards in a module. The approach taken in this curriculum stresses the need for pupils to develop all the four language skills: listening, speaking, reading, and writing. Teachers are expected to sustain a cohesive and coherent organisation between the listening and speaking, reading and writing skills. For the language arts module, teachers may plan lessons in relation to the language skills taught or they may come up with generic lessons. Teachers should incorporate the fun element in specified contexts to make their lessons meaningful.
LISTENING AND SPEAKING
READING
WRITING
LANGUAGE ARTS
GRAMMAR
STAGE TWO
(YEARS 4-6) STAGE ONE
(YEARS 1-3)
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In order to make learning more meaningful and purposeful, language input is presented under themes and topics, which are appropriate for the pupils. Three broad themes which have been used in KBSR have been retained and will be used, namely:
1. World of Self, Family and Friends; 2. World of Stories; and 3. World of Knowledge.
Teachers select topics that are suitable for their pupils‟ level of development. When planning lessons, topics for teaching are initially based on the immediate learning environment of the child. Later on, these are expanded to town, country and more distant foreign locations. ROLE OF THE TEACHER The teacher is the role model of a language user to pupils. Pupils need to be exposed to good language in order for them to learn the language and use it for effective communication. Therefore, the teacher needs to do a lot of talking in order for pupils to listen to good language input. For this purpose, the teacher uses a variety of materials or media to enable pupils to acquire the receptive and productive skills. Fun language activities will have to be devised by the teacher in order to tap pupils‟ interest and engage them in communication. The Standard-Based English Language Curriculum for Malaysian Primary Schools is designed to provide pupils with a strong foundation in the English language. Teachers will use Standard British English as a reference and model for teaching the language. It should be used as a reference for spelling and grammar as well as pronunciation for standardisation. Good time management is also essential. Keeping in mind the time allocated for teaching English in SK and SJK schools is different; lessons should be organized in a manageable form in order to give pupils every opportunity to take part in language activities. In order to facilitate and maximise learning, language skills must be repeated and used constantly. Some activities have been suggested in this book. However, teachers are encouraged to design more creative and challenging tasks and activities based on the needs and interests of pupils. This is important so that appropriate activities and materials are used with pupils of different learning profiles with the intention of helping them to realise their full potential and enable them to gradually develop the ability, knowledge and confidence to use the language effectively. LISTENING AND SPEAKING SKILLS Overview Listening and speaking are seen as core skills of early literacy. As such, pupils should be taught:
how to listen carefully;
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to speak from the basic level of sound, word, phrase and structural sentences
in various situational contexts;
the stress, rhythm and intonation patterns and how to use them correctly;
to recognise, understand and use not only verbal but also non-verbal communication; and
oral communication practice by means of repeating, responding, understanding and applying structures of the language in order to prepare them for communication.
In order to achieve the abovementioned, content and learning standards have been developed from basic listening and speaking, and then progressing to communicating in various situations effectively. Content Standards By the end of the six-year primary schooling, pupils will be able to:
The content standards above are achieved through learning standards that have been devised carefully throughout primary schooling. Learning standards have been developed from basic listening and speaking in order for pupils to grasp the sounds of the English language before learning to articulate words and phrases. This is supported with a „flooding of English sounds and words‟ by the teacher especially in cases where pupils do not have any exposure to the English language.
1.1 pronounce words and speak confidently with the correct stress, rhythm and intonation.
1.2 listen and respond appropriately in formal and informal situations for a variety of purposes.
1.3 understand and respond to oral texts in a variety of contexts.
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The learning standards begin with basic listening and speaking skills which have been developed incrementally in this manner :
develop pupils‟ phonemic awareness engage in fun learning activities such as reciting rhymes, poems and
tongue twisters as well as singing songs participate in daily conversations follow and give instructions and directions able to participate in conversations talk on topics of interest
Relationships are established through the ability to communicate by listening first then speaking thoughts, ideas and feelings. Pupils should aim at becoming confident speakers who can communicate clearly, appropriately and coherently in any given context using language to explore the possibilities and opportunities. Pupils need to listen carefully and respond to what others say and think about the needs of their listeners. Social conventions in listening and speaking such as turn taking, politeness and courtesy need to be observed. These are crucial especially in group discussions where viewpoints and opinions are exchanged.
READING SKILL Overview The teaching of reading skills:
enables pupils to become independent readers who are able to comprehend a text effectively and efficiently.
begins at the word and phrase levels before progressing to sentence recognition and reading at the paragraph level.
focuses on basic literacy with the use of phonics in Years 1 and 2.
teaches pupils to extract specific information from a text and respond to a text with their own ideas and opinions.
In order to achieve the abovementioned, content and learning standards have been devised progressively. The teaching of reading in the early stages begins at the word and phrase levels before progressing to sentence recognition and reading at the paragraph level. Gradually, pupils are taught to extract specific information from a text and to respond to a text with their own ideas and opinions.
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Content Standards By the end of the six-year primary schooling, pupils will be able to: The content standards above are achieved through learning standards that have been devised carefully throughout primary schooling. Learning standards have been developed from recognition of sounds in order for pupils to acquire the sounds of the English language before learning to blend and segment words. This is further developed through vocabulary activities to widen pupils‟ vocabulary. By the end of Year 6, pupils are able to read and demonstrate understanding of text for information as well as read for enjoyment. The learning standards begin with basic literacy which has been developed incrementally in this manner :
distinguish the shapes of the letters; recognise and articulate phonemes; blend and segment words; apply word recognition and word attack skills to acquire vocabulary; read and understand phrases, simple sentences and texts; and read independently for information and enjoyment.
2.1 apply knowledge of sounds of letters to recognize words in linear and non-linear texts.
2.2 demonstrate understanding of a variety of linear and non-linear texts in the form of print and non-print materials using a range of strategies to construct meaning.
2.3 read independently for information and enjoyment.
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The reading aloud strategy is also encouraged in the first two years of primary education:
Teacher reads aloud a text to pupils. Implementing this strategy allows teachers to model reading.
Here, articulation and pronunciation of words by the teacher have to be as
precise as possible for pupils to efficiently imitate and reproduce correctly.
This strategy effectively engage pupils in a text that may be too difficult for them to read on their own, hence, pupils sit back and enjoy the story.
Teachers should also carry out shared reading strategies in the classroom:
During shared reading, the teacher and pupils read together, thus allowing pupils to actively participate and support one another in the process of reading.
Teachers point to the text as they read slowly for word recognition and to
“build a sense of story”. Ultimately, the objective of getting pupils to read a variety of texts enables pupils to see how grammar is used correctly so that they can emulate them in their productive skills; speaking and writing. Reading for enjoyment and pleasure in seeking information and knowledge should be inculcated in pupils. Pupils are also trained to give their own ideas and opinions in order to become efficient readers. WRITING SKILL Overview It is expected that by the end of Year 6 :
pupils will be able to express their ideas clearly on paper in legible handwriting or to communicate via the electronic media.
the focus of writing is on developing pupils‟ writing ability beginning at the
word and phrase levels before progressing to the sentence and paragraph levels.
pupils who are capable must be encouraged to write simple compositions
comprising several paragraphs.
attention is also paid to penmanship so that even from a young age, pupils are taught to write clearly and legibly including cursive writing.
simple compositions and the various steps involved in writing, such as
planning, drafting, revising, and editing are taught. In the process, pupils learn the genre approach to writing as they are taught to use appropriate vocabulary and correct grammar to get their meaning across clearly.
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all pupils will be encouraged to write for different purposes and for different audiences.
although much of the writing at this level is guided, the amount of control is
relaxed for pupils who are able and proficient in the language.
spelling and dictation are also given emphasis. To achieve the abovementioned, content and learning standards have been devised progressively. The teaching of writing in the early stages begins with pre-writing activities to develop pupils‟ visual skills as well as develop hand-eye coordination. This is later developed to writing letters of the alphabet and copying words, phrases and simple sentences. Pupils begin constructing simple sentences with the teacher‟s guidance and later develop to become independent writers by the end of primary schooling. Content Standards
By the end of the six year primary schooling, pupils will be able to: Content standards are achieved through learning standards that have been devised carefully throughout primary schooling. Learning standards have been developed progressively, from acquiring fine motor control of hands and fingers to copying
3.1 form letters and words in neat legible print including cursive writing.
3.3 write and present ideas through a variety of media.
3.2 write using appropriate language, form and style for a range of purposes.
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writing activities, before being taught to write with guidance linear and non-linear texts using appropriate language, form and style. The use of various media is also encouraged and pupils can create both linear and non-linear texts with guidance or independently. LANGUAGE ARTS Overview The rationale behind Language Arts is to steer the continuous growth and development of pupils‟ thinking and language abilities. The standards for Language Arts:
cover a range of creative and literary works in English such as rhymes, songs, poems, stories and plays to activate pupils‟ imagination and interest.
allow pupils to benefit from hearing and using language from fictional as well
as non-fictional sources.
allow pupils to gain rich and invaluable experiences using the English language through fun-filled and meaningful activities.
train pupils to be able to appreciate, demonstrate understanding and express
personal responses to literary and creative works for enjoyment. Hence they will also be able to use English for both functional as well as aesthetic purposes, confidently and competently by the end of Year 6.
In order to achieve the abovementioned, content and learning standards have been devised progressively. The teaching of language arts will help pupils develop their oral and analytical skills as well as hone their creativity. Language Arts creates ample opportunities for pupils to speak in English in a very relaxed atmosphere and this will help increase pupils‟ confidence in using the English language.
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Content Standards By the end of the six year primary schooling, pupils will be able to: The culmination of all content standards in language arts will be shown in practice when pupils are able to come up with their very own production. By the end of Year 6, pupils will learn the art of acting out, play-acting and producing works of creativity such as drawings, poems or singing. Pupils will also learn values of cooperating with people of different race, gender, ability, cultural heritage, religion, economic, social background, and, understand and appreciate the values, beliefs and attitudes of others. Each pupil will also develop knowledge, skills and attitudes, which will enhance his or her own personal life management and promote positive attitudes. Assessment Assessment is necessary to assess pupils‟ achievement in terms of acquisition of knowledge, skills and the application of values through activities conducted in the
4.1 enjoy and appreciate rhymes, poems and songs through performance.
4.2 express personal response to literary texts.
4.3 plan, organize and produce creative works for enjoyment.
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classroom. Assessment also supports pupils‟ learning and gives pertinent feedback to teachers, pupils and parents about their development and achievement. There are two types of school-based assessment. Formative assessment is conducted during the teaching and learning process in the classroom to gauge the acquisition of skills and knowledge during the learning process. Summative assessment is usually conducted at the end of learning, usually at the end of a learning unit, month or semester whereby the focus is on the end product. School-based assessment can be carried out during the teaching-learning process. The teaching-learning process can be conducted in or outside the classroom. Below is a diagram suggesting some types of assessment which can be carried out both in and outside the classroom: Classroom observations are useful tools for teachers to assess their pupils‟ performance. Teachers observe pupils‟ oracy skills as they engage in conversations among peers and when they take part in oral presentations. Teachers can prepare a checklist to record their pupils‟ progress. Perhaps, pupils can speak during the school assembly, put up a performance in front of an audience, and watch a puppet show or listen to a story. Talking about these events can help teachers assess pupils‟ listening and speaking skills.
FORMATIVE SUMMATIVE
ASSESSMENT
METHODS OF ASSESSMENT
Observations Tests
Oral
Presentations
Checklists
Writings Creative Works
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Assessment of reading comprehension can be carried out by setting comprehension questions. Other comprehension activities which can be used to assess comprehension are the use of graphic as well as semantic organisers, story maps, question generation and summarisation. Pupils‟ writing skills can be assessed through written projects, tests, exams and class exercises. Teachers can also hone pupils‟ writing skills through journal and diary writing, the production of creative works such as poems, writing scripts, dialogues as well as lyrics of songs. Creative works such as portfolios, masks, puppets, props and other creative productions produced during the language arts lessons can also be assessed. Activities conducted during language arts lessons such as singing action songs, reciting rhymes or poems, choral speaking, drama, public speaking as well as role-play can be assessed. Assessment should also provide pupils with opportunities for self-assessment using known criteria and pupils should be given input on the evaluation process. In a nutshell, teachers should utilise a variety of assessment techniques to monitor their pupils‟ language growth and development. The on-going process of assessing class exercises and homework should be continued. The main purpose of this is to provide immediate feedback to the pupils in guiding, motivating, correcting and refocusing their efforts.
WORD LIST The list of words selected for teaching is based on common words and high frequency words that can be used repetitively in different contexts. The suggested word list can be expanded upon if pupils demonstrate an ability to acquire more words.
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EDUCATIONAL EMPHASES Educational emphases reflect current developments in education. These emphases are infused and woven into classroom lessons to prepare pupils for the challenges of the real world. Critical Thinking Critical thinking is incorporated in the teaching and learning activities to enable pupils to solve simple problems, make decisions, and express themselves creatively in simple language. Information and Communication Technology Skills (ICT) Information and Communication Technology Skills (ICT) include the use of multimedia resources such as TV documentaries and the Internet as well as the use of computer-related activities such as e-mail activities, networking and interacting with electronic courseware. Learning How to Learn Learning How to Learn strategies are integrated in teaching and learning activities which aims to enable pupils to take responsibility for their own learning. These skills incorporate study skills and information skills to equip them to become independent life-long learners.
EDUCATIONAL EMPHASES
Critical Thinking Information and Communication
Technology Skills
Learning How to Learn
Values & Citizenship
Creativity & Innovation
Entrepreneurship
Multiple Intelligences
Mastery Learning
Constructivism
Contextual Learning
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Values and Citizenship The values contained in the Standard Based Curriculum for Moral is incorporated into the English language lessons. Elements of patriotism and citizenship is also emphasised in lessons in order to cultivate a love for the nation and produce patriotic citizens. Creativity and Innovation Creativity and innovation is the ability to produce something new in an imaginative and fun-filled way. Pupils display interest, confidence and self-esteem through performance and producing simple creative works. Entrepreneurship Fostering an entrepreneurial mind set among pupils at their young age is essential in this new world. Some of the elements that are linked with entrepreneurship are creativity, innovation and initiative, which are also attributes for personal fulfilment and success. Mastery Learning Mastery Learning will ensure that all pupils master the learning standards stipulated in the Standard Based Curriculum. Mastery Learning requires quality teaching and learning in the classroom and teachers need to ensure that pupils master a learning standard before proceeding to the next learning standard. Multiple Intelligences The theory of Multiple Intelligences encompasses eight different intelligences human beings possess. These intelligences are essential in order to maximise teaching and learning in the classroom. . Constructivism Constructivism will enable pupils to build new knowledge and concepts based on existing knowledge or schema that they have. The teacher assists pupils to acquire new knowledge and solve problems through pupil-centred active learning. Contextual Learning Contextual Learning is an approach to learning which connects the contents being learnt to the pupils‟ daily lives, the community around them and the working world. Learning takes place when pupils are able to relate the new knowledge acquired in a meaningful manner in their lives.
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What’s in store for Year Two pupils?
The Year Two English Language Syllabus
THE LISTENING AND SPEAKING SKILL The listening and speaking skills are taught together for effective communication, as these skills are inter-related and dependent on each other.
The listening and speaking lessons would familiarise pupils to the sounds around them. In these lessons pupils need to:
a) tune into sounds (auditory discrimination), b) listen and remember the sounds (auditory memory and sequencing), and c) talk about the sounds (developing vocabulary and language comprehension).
These can be attained through fun language activities conducted in or outside the classroom that include nature walks, using musical instruments, songs, chants, rhymes, body percussion and even listening to a story.
The suggested activities recommended in this section could be used in a variety of lessons by adapting and adopting them in order to teach the sounds of the English language. This skill is the onset to providing a broad and rich language experience for pupils to learn language by engaging in enjoyable learning activities.
pupils need to be exposed to good language with the teacher being the role model
uses a variety of materials or media to enable pupils to acquire the receptive skill of listening and the productive skill of speaking
expose pupils to rich language input in accordance to Standard British English (SBE) as well as getting pupils to talk and communicate effectively
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THE READING SKILL The reading component aims to develop progressively, pupils’ ability to read and comprehend a paragraph of 5-8 simple sentences. The processes of blending and segmenting for reading and spelling are made enjoyable and easy for pupils to understand and apply. Lessons and activities should focus on particular phonemes and make these phonemes familiar to pupils. Then, provide enough practice so that pupils can identify the phonemes in words. For early practice, teachers could help pupils to recognize the phoneme at the beginning of words before progressing to having them recognize the phoneme elsewhere in the word. For this, illustrations may be very useful. Teachers are encouraged to be creative and to explore ways of language play available to help pupils become familiar with the phonemes. The benefits of language play are numerous. Language play involves having fun with the sounds of words, creating new words, and exploring and creating language patterns through rhymes, chants, alliteration and repetitions.
apply knowledge of letter sounds to recognize words in reading texts, which is an essential and useful early reading skill
pupils’ phonemic awareness will be developed by means of phonics
use songs, rhymes, poems, stories, pictures and games to make phonics instruction more enjoyable
teachers should allow pupils to use phonics, and make meaningful connections and encourage them to pronounce and articulate the sounds in a non-restrictive and joyful environment.
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THE WRITING SKILL The writing module for Year 2 reflects the progression of skills ranging from writing words, phrases, to simple sentences in neat handwriting, to the ability to write simple sentences using a variety of media with guidance. As pupils begin to read, they will be able to copy words, phrases and sentences correctly as well as complete other writing tasks by matching, rearranging words and completing lists and messages. When pupils are ready, more difficult writing tasks such as writing sentences with the correct spelling and punctuation can be incorporated. This activity can be conducted in the classroom by introducing parallel writing and then moving on to constructing simple sentences. Pupils are also taught to create simple non-linear texts using a variety of media.
ability to write words, phrases and simple sentences in neat, legible print
ability to write numerals in numeral and word form
ability to spell and write simple sentencs with guidance.
ability to create simple non-linear texts using a variety of media with guidance.
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LANGUAGE ARTS The introduction of the language arts module encompasses the production aspect of the skills learnt during the listening and speaking, reading and writing modules. .
enjoy and appreciate language using stories, poetry, rhymes and plays
encourage pupils’ to perform a song or rhyme or role play a story learnt using their creativity in a fun-filled, non-threatening and enjoyable environment
The main focus of this component is language in action in a fun environment where pupils engage in multi-sensory learning according to their learning abilities.
LISTENING & SPEAKING READING WRITING LANGUAGE ARTS
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THE LISTENING AND SPEAKING SKILL
The listening and speaking skill is crucial for social communication at home, at school, as well as in the community. However, this skill is often neglected or given minimal emphasis during English lessons. In order to develop this skill, teachers have to provide their pupils with various opportunities to listen and to talk about a range of subjects which may include topics on personal interests, school work and even current affairs. It is hoped that the learning standards will offer teachers some ideas on how they could provide opportunities for pupils to engage in various listening and speaking activities at Year Two. The Listening and Speaking Content and Learning Standards for Year 2 are as follows:
Content Standards Learning Standards
1.1 By the end of the 6-year primary schooling, pupils will be able to
pronounce words and speak confidently with the correct stress, rhythm and intonation.
1.1.1 Able to listen and respond to stimulus given with guidance :
(a) environmental sounds (b) instrumental sounds (c) body percussion (d) rhythm and rhyme (e) alliteration (f) voice sounds (g) oral blending and segmenting
1.1.2 Able to listen to and enjoy simple stories. 1.1.3 Able to listen to, say aloud and recite
rhymes or sing songs. 1.1.4 Able to talk about a stimulus with guidance.
1.2 By the end of the 6-year primary schooling, pupils will be able to listen and respond appropriately in formal and informal situations for a variety of purposes.
1.2.1 Able to participate in daily conversations: (a) exchange greetings (b) make polite requests (c) express apologies (d) talk about oneself (e) introduce family members and friends (f) express a simple apology
1.2.2 Able to listen to and follow: a) simple instructions in the classroom. b) simple directions to places in the school. 1.2.3 Able to give: a) simple instructions in school. b) simple directions to places in school.
1.3 By the end of the 6-year primary schooling, pupils will be able to understand and respond to oral texts in a variety of contexts.
1.3.1 Able to listen to and demonstrate understanding of oral texts by:
a) answering simple Wh-Questions b) giving True/False replies
In this module, all Learning Standards for Listening and Speaking have been dealt with extensively. However, teachers are encouraged to plan lessons and activities on their own according to the level of their pupils. The activities provided here are merely suggestions. It is with high expectation and anticipation that teachers of Year 2 English would be able to plan and carry out Listening and Speaking lessons creatively and innovatively.
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Learning Standard 1.1.1 Able to learn and respond to stimulus given with guidance:
(a) environmental sounds
ACTIVITY CONTENT TEACHER’S NOTES
TRY ME 1. Walk around the
classroom. 2. Pupils listen and identify
the sound heard e.g. tapping sound of shoes.
3. Select pupils to walk around with shoes provided by the teacher.
4. Make other sounds and pupils identify them.
5. Pupils do the actions.
Suggested Sounds
1. tapping of shoes 2. crumpling of papers 3. dragging chairs/ tables 4. knocking on doors 5. dropping objects on the
floor
Suggested Material
Prepare: suitable shoes that produce a tapping sound.
GET TO KNOW ME 1. Play recorded sounds. 2. Pupils listen and guess
the sounds. 3. Show pictures and
objects. 4. Play recorded sounds
again. 5. Pupils identify the
sounds heard and pick the correct pictures.
Suggested Sounds
1. raking 2. spraying 3. screeching of brakes 4. glasses breaking 5. scooping sand
Suggested Material
Prepare: 1. pictures of
objects/realia:
rake
spade
fire extinguisher
car
glasses 2. recorded sounds and
the required pictures. e.g.
Note: Teachers are encouraged to use other suitable sounds.
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LET’S MOVE IT 1. Pupils listen to the jazz
chant. 2. Recite with actions and
pupils follow. 3. Show pictures and ask
“WH” questions. 4. Pupils recite and do the
actions.
Suggested Questions
1. Where is the duck? 2. Where is the horse? 3. What is the cat doing? 4. What is the bird doing? 5. What is the hen doing?
Jazz Chant
Where is the duck? Wading in the water. Where is the horse? Galloping in the farm. What is the cat doing? Scratching on the wall. What is the bird doing? Pecking on the tree. What is the hen doing? Flapping its wings. The duck, the horse, the cat, the bird and the hen are having fun.
Suggested Material
1. recorded jazz chant 2. pictures
e.g. 1. duck – wading 2. horse – galloping 3. cat – scratching 4. bird – pecking 5. hen – flapping
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Learning Standard: 1.1.1 Able to learn and respond to stimulus given with guidance:
(b) instrumental sounds
ACTIVITY CONTENT TEACHER’S NOTES
THAT’S MY SOUND! 1. Divide pupils into
groups. 2. Distribute musical
instruments to each group.
3. Play a musical instrument without pupils seeing it.
4. Pupils identify the sound and play the same instrument.
5. Repeat the activity with other instruments.
Suggested Instruments
1. tick- tock 2. triangle 3. tambourine 4. castanet 5. recorder 6. melodian
Suggested Material
Prepare the musical instruments.
WHERE ARE YOU? 1. Divide pupils into four
groups. 2. Distribute musical
instruments. 3. Stand in the middle of
the class. 4. Play an instrument. 5. The group with the
same instrument follows.
6. Repeat with other instruments.
7. Say the jazz chant and pupils play the instruments.
Suggested instruments
1. tick-tock 2. triangle 3. tambourine 4. castanet Jazz Chant Music, music, music Music everywhere On my left On my right In front of me Behind me Music, music, music music everywhere
Suggested Material
Prepare the musical instruments
Instructions for the class: 1. group on the left plays
the tambourine 2. group on the right plays
the triangle 3. group in front of teacher
plays the tick-tock 4. group behind the
teacher plays the castanet.
CATCH ME IF YOU CAN 1. Divide pupils into
groups. 2. Play the game. 3. Repeat the game with
Suggested Instruments
1. recorder 2. tick-tock 3. melodian 4. tambourine
Suggested Material
Musical instruments
Note:
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other instruments.
How to play the game: 1. A pupil from each group will be the ‘wolf’. Another pupil will be the ‘mother hen’. The rest of the pupils are her chicks, each holding an instrument. 2. Teacher plays an instrument. Wolf identifies the chick with the instrument and tries to catch „it‟ by tagging „it‟. 3. Mother hen tries to protect its chick. 5. Once „caught‟, the chick
switches position with the wolf.
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Learning Standard: 1.1.1. Able to learn and respond to stimulus given with guidance: (c) body percussion
ACTIVITY CONTENT TEACHER’S NOTES
FOLLOW ME! 1. Say and show the
actions. 2. Pupils follow. 3. Call a pupil to say and
do the actions. 4. The other pupils follow. 5. Repeat with other
actions.
Suggested Actions
1. Stamp your foot I am stamping my foot 2. Sniff with your nose I am sniffing with my nose. 3. Clap your hands I am clapping my hands. 4. Slap your thighs I am slapping my thighs.
WHAT AM I? 1. Each group is given a
set of 4 jigsaw puzzles. 2. Pupils arrange them to
form pictures. 3. Pupils say the
sentences and do the actions.
Suggested
Sentence Patterns
1. These are my hands. (clap your hands) 2. These are my fingers. (snap your fingers) 3. These are my feet. (stamp your feet) 4. These are my thighs. (slap your thighs )
Suggested Dialogue Teacher: Who puts the nose in the big red box? Siti : Ali puts the nose (sniffing sound) in the big red box. Ali : Who me? Siti : Yes you. Ali : Couldn‟t be. Siti : Then who? Ali : Abu puts the nose (sniffing sound) in the big red box. Abu : Who me?
Suggested Material
1. sentence strips 2. jigsaw puzzle
of the following body parts: 1. hands 2. fingers 3. feet 4. thighs
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Ali : Yes you. Abu : Couldn‟t be . Ali : Then who? Abu : Meena puts the nose(sniffing sound) in the big red box. Meena : Yes, yes, yes it‟s me [Pupil with the cut-out mentioned is out of the game and will say “Yes, yes, yes it‟s me “
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Learning Standard: 1.1.1 Able to learn and respond to stimulus given with guidance: (d) rhythm and rhyme
ACTIVITY CONTENT TEACHER’S NOTES
GIVE ME MORE 1. Put up pictures. 2. Talk about the pictures. 3. Recite the rhyme. 4. Stress on words with
medial sound /ʊ/.
5. Pupils say the words aloud.
6. Pupils are asked to give other words with medial
sound /ʊ/.
Suggested Words
1. cook 2. book 3. look 4. took
Suggested Rhyme
Farook is a cook. He likes to cook. He took a book. To have a look.
Suggested Material
Required pictures Other words with medial /ʊ/
and /u:/ sound:
hook
foot
wood
good
boot
root
hood
wool
moon
food
MAKE IT RIGHT
1. Recite a rhyme. 2. Pupils repeat. 3. Stress on words with
final sound /i:/ as in the graphemes „ee‟ and „ea‟.
4. Pupils say the words aloud.
5. Pupils tap to the beat when saying the rhyme.
6. Give more words with the final /i:/ sounds as in the graphemes „ee‟ and „ea‟.
Suggested Words
1. bee 2. free 3. tree 4. coffee 5. sea 6. tea
Suggested Rhyme I see a bee, Flying free from tree to tree, I like coffee, I like tea, I like to eat by the sea.
Required pictures
33
Learning Standard: 1.1.1 Able to learn and respond to stimulus given with guidance: (d) rhythm and rhyme
ACTIVITY CONTENT TEACHER’S NOTES
RHYME ALONG 1. Pupils identify the
pictures. 2. Display word cards. Say
the words. 3. Pupils put the word
cards on the pictures. 4. Say the sentences. 5. Pupils fill in the blanks
with rhyming words. 6. Say the sentences in
groups.
Suggested
Rhyming Words
1. bone, cone 2. nose, rose 3. line, nine 4. glide, slide 5. pipe, wipe 6. rope, rode
Suggested Sentences
1. There is a cone next to the bone.
2. She smells the rose with her nose.
3. Robbie has a rope and he rode on a pony.
4. All the nine trees are in a line.
5. The snakes glide under the slide.
6. Let‟s wipe the pipe and paint it white.
Suggested Material
1. pictures 2. word cards e.g.
slide
cone
bone
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Learning Standard: 1.1.1 Able to learn and respond to stimulus given with guidance: (e) alliteration
ACTIVITY CONTENT TEACHER’S NOTES
SAY IT RIGHT 1. Put up a composite
picture. 2. Emphasise on the phoneme /s/. e.g. ssssliding sssskipping sssskating 3. Recite the rhyme and pupils repeat. Clap in rhythm. 4. Say “ssss” and tell the pupils to watch each other‟s lips as they say “ssss”. 5. Pupils identify the words starting with “s”.
Suggested Words
1. sliding 2. skipping 3. skating 4. Selvy 5. Soo Chin 6. Siti
Suggested Rhyme
Soo Chin, Selvy and Siti are in the playground, Soo Chin is sliding down, Selvy is skipping round and round, Siti is skating all around, Laughing, merrily, What a happy sound!
Suggested Material
Prepare: a composite picture that illustrates the rhyme
SO NEAR YET SO FAR 1. Put up pictures. 2. Emphasise on the /k/
sound. e.g. The candle is on the cake.
3. Say the sentences. Pupils repeat.
4. Point to the picture and pupils name it.
5. Identify objects that do not begin with the /k/ sound.
6. Identify objects that begin with the /k/ sound.
Suggested Words
1. comb 2. cake 3. coat 4. cat 5. cap 6. cow
Suggested Sentences
1. The candle is on the cake.
2. The cat is near the cow. 3. The comb is in the coat.
Suggested Material
Pictures of objects that begin and do not begin with the /k/ sound.
35
Learning Standard: 1.1.1 Able to learn and respond to stimulus given with guidance: (e) alliteration
ACTIVITY CONTENT TEACHER’S NOTES JOLLY ME 1. Say „l‟ and tell the pupils
to look into a mirror. 2. Identify the pictures. 3. Pupils say the words. e.g.: „lollipop‟ Emphasise on the /l/ sound. 4. Recite the jazz chant. Clap in rhythm. 5. Pupils follow. 6. Divide pupils into three groups. Carry out a competition.
Suggested Words
1. lollipop 2. lip 3. licking 4. lunch 5. limes 6. little
Suggested Jazz Chant Little Lily likes lollipops. Little Lily likes licking limes. Little Lily likes her lunch with lollipops and limes.
Suggested Material
1. pictures as suggested in the word list 2. mirrors Instructions for the competition:
Pupils give words with initial /l/ sound.
The group that has the most words beginning with the /l/ sound is the winner.
36
Learning Standard: Able to listen and respond to stimulus given with guidance:
(f) voice sounds
ACTIVITY CONTENT TEACHER’S NOTES SOUND LIKE ME 1. Show some toy
animals. 2. Play the recorded
sounds of the animals shown and the pupils imitate.
3. Put the toys into a box. 4. A pupil picks a toy from
the box. 5. The others make the
sound of the animal shown.
6. The activity is repeated with other toys.
Suggested
Sounds of Animals 1. Goats bleat 2. Cows moo 3. Cats mew 4. Snakes hiss 5. Owls hoot 6. Frogs croak
Suggested Material
1. recorded sounds of animals 2. toy animals
Note: Teachers may use pictures to substitute the toys.
I CAN HEAR YOU 1. Show pupils a camera. 2. Snap a photo and ask
pupils the sound made by the camera.
3. Do the actions of clicking and pupils follow.
4. Pupils take turns to do the action of clicking the camera and others say „click, click, click‟.
5. Repeat the activity with the other two objects.
6. Some pupils sing the song while the rest make the relevant sounds.
Suggested
Objects and Their Sounds 1. Clicking of camera 2. Clashing of cymbals 3. Clanging of pots and
pans
Suggested Song (to the tune of „Are You Sleeping?‟) Click – 8x Clash - 6x Clang – 12x Click, clash, clang - 2x
Suggested Material
Realia or picture of: 1. a camera 2. cymbals 3. pots and pans e.g.
Lyrics of the song: Are you sleeping? [2X] Brother John, [2x] Morning bells are ringing, [2x] Ding Dong Bell! [2x]
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Learning Standard: 1.1.1 Able to listen and respond to stimulus given with guidance: (g) oral blending and segmenting
ACTIVITY CONTENT TEACHER’S NOTES
LET’S GET TOGETHER 1. Distribute a letter card
to each pupil. 2. Say a word and pupils
with the correct letter cards come out and arrange themselves accordingly.
3. The rest of the class say the sounds of the letters shown and say the word out loudly.
e.g. /p/ /ɒ/ /t/ = pot 4. The activity is repeated
with the other words. 5. Put up sentences. 6. Read and pupils follow.
Suggested Words
1. pot 2. cot 3. hot 4. dot 5. lot 6. not 7. got 8. tot
Suggested Sentence Patterns
1. The pot is hot. 2. The tot is in the cot. 3. It is not a dot. 4. He has got a lot.
Suggested Material
Letter cards e.g.
LET’S JAZZ 1. Recite the jazz chant. 2. Pupils follow. 3. Reinforce oral blending
and segmenting of words by showing pictures.
e.g. /p/ /ɪ/ /n/
/l/ /ɪ/ /p/
/h/ /ɪ/ /t/
Suggested Words
1. pin tin bin fin 2. sit hit pit fit 3. zip lip hip dip
Suggested Jazz Chant The pin is in the fin. The fin is in the tin. The tin is on the bin. I can hit. I can sit. I can fit. In the pit. This is my lip. This is my hip. Let‟s go for a dip.
Suggested Material
Pictures as suggested in the word list e.g.
p
o
t
38
SPLIT ME UP! 1. Divide pupils into
groups. 2. Give each group a box
with word cards. 3. Music is played and the
box is passed around. 4. A pupil takes out a word
card from the box when the music stops.
5. The pupil segments the word. If incorrect, he or she is out of the game.
e.g. rat - /r/, /æ/, /t/ 6. Repeat the activity.
Suggested Words
1. rat, cat, fat , bat, hat 2. bit, hit, pit, kid, lip 3. pot, hot, tot, jog, top 4. bus, cup, rug, mug, pup 5. pen, ten, hen, pet, bed
Suggested Material
1. boxes of word cards 2. music
39
Learning Standard 1.1.2 Able to listen to and enjoy stories.
ACTIVITY CONTENT TEACHER’S NOTES STORY TRAIN 1. Show a puppet/toy and talk about it. 2. Put up a series of pictures and question pupils based on the pictures. 3. Tell a story and pupils listen. 4. Question and answer session based on the story. 5. Remove the pictures. 6. Divide pupils into groups. 7. Each group is given a similar set of pictures. 8. Retell the story. 9. Pupils hold the pictures and arrange themselves according to the story.
Suggested Story
Pipit The Bird This is Pipit. It is a bird. It cannot fly. It lives in a nest. One day, Pipit fell from its nest. It hopped around. It was looking for its mother. Pipit met a duck. Pipit asked, “Mr Duck, can you teach me to fly?” Mr Duck said, “I cannot fly. I can swim.” Pipit walked away. Pipit met a rabbit. Pipit asked, “Mr Rabbit, can you teach me to fly?” Mr Rabbit said, “I cannot fly. I can hop.” Pipit walked away. Pipit met a parrot. Pipit asked, “Mr Parrot, can you teach me to fly?” Mr Parrot said, “Yes, I can fly. I can teach you to fly.” Pipit learned to fly. Pipit flew with the parrot. Pipit could fly back to its nest. Pipit was very happy. Pipit thanked Mr. Parrot. Reference: Zuraidah Che‟ Zin(2000).Pit Pit Learns To Fly.Bestari Series.Anzagain Sdn.Bhd.
Suggested Material
Sets of picture cards based on the story used The group leader distributes a picture to every member in the group.
40
DRESS ME UP 1. Bring a picture of a
bear. 2. Ask questions based on
the picture. 3. Tell a story titled „Rose
Red‟. 4. Divide pupils into small
groups. 5. Each group is given a
box with some items relevant to a specific character in the story.
6. Pupils choose a member and dress him or her up as the character.
7. The group members take turns to describe the character.
Suggested Questions
Questions: 1. What animal is this? 2. Where does it live? Suggested Story
ROSE RED Rose Red lived with her mother. They lived in a small house. One day, a black bear came to the house. The bear stayed with them. They were happy. After two days, the bear went back to the forest. One day, Rose Red saw an angry old man. He could not move. His long beard was caught in a bush. He shouted for help. Rose Red helped him. She cut his beard with a pair of scissors. The old man was very angry. He shouted at Rose Red. Rose Red ran away. On her way home, Rose Red met a handsome young man. He was the bear who had stayed with them. The old man had put a spell on him. The spell was broken when his beard was cut.
Suggested Material
A picture based on the story. Note: Teacher can extend the activity by asking the pupils: 1. Why was the old man angry? 2. How did the prince become a bear?
41
FAMILY TREE 1. Ask questions about
pupils‟ family members. 2. Tell a story. 3. Divide pupils into pairs. 4. Each pair is given a set
of pictures to complete a family tree based on the story.
5. Pupils make their own family tree.
Suggested Story
Azril and Azrul are brothers. Azril is ten years old. Azrul is eight years old. They live in an old wooden house. They live together with their parents, grandparents and their younger sister, Ayuni who is five years old. Their father, Pak Abu goes to the sea to catch fish every day. Sometimes, Pak Kaduk, who is Pak Abu‟s father follows him. Mak Minah, their mother is a housewife. She cooks and cleans the house. Their grandmother, Mak Siti helps her.
Suggested Material
1. the required pictures 2. a family tree
e.g.
MY PARTNER 1. Play the story. 2. Divide pupils into four
groups. 3. Give a set of pictures to
groups A and C respectively. Give a set of sentence strips to groups B and D respectively.
4. Pupils have to find their partners. (pictures to sentence strips)
5. Then, pupils rearrange themselves in the correct sequence.
Suggested Stories
1. Mousedeer and The Crocodile 2. Jack and The Beanstalk
Suggested Material
1. pictures 2. sentence strips
Groups A and C - pictures Groups B and D- sentence strips
LET’S ARRANGE 1. Show pictures of an ant
and a grasshopper. 2. Talk about the pictures. 3. Divide pupils into
Suggested Story
THE ANT AND
THE GRASSHOPPER Mr Grasshopper lived in a
Suggested Material
1. the required pictures 2. story strips 3. recording of the story
Grandfather Grandmother
Mother Father
Azril Ayuni Azrul
42
groups. 4. Each group is given a
worksheet with story strips.
5. Pupils cut out the strips and paste them in the correct sequence.
6. Play the recording of the story.
7. Pupils listen to the story and check their arrangement of the story.
bush. He was hopping around happily. Mr Ant lived in a nest. He was busy collecting food. He asked Mr Ant, “Why are you so busy?” Mr Ant replied, “I am saving food for the rainy days”. Mr Grasshopper laughed at Mr Ant. He hopped away happily. After a few days, it started to rain. Mr Ant stayed in his nest. He had a lot of food to eat. Mr Grasshopper could not find any food. He was wet and hungry. He went to Mr Ant‟s nest. He knocked on the door. Mr Ant invited him in. He gave Mr Grasshopper some food. Mr Grasshopper felt very ashamed. He thanked Mr Ant for giving him food.
e.g.
43
Learning Standard: 1.1.3 Able to listen to, say aloud and recite rhymes or sing songs.
ACTIVITY CONTENT TEACHER’S NOTES MIME ME 1. Play the song. 2. Put up the lyrics. 3. Read and pupils repeat. 4. Sing the song. 5. Divide pupils into
groups. 6. Each group is given a
different set of phrase cards with action words.
7. In turns, each group comes forward and sings the song while some of its members mime the actions based on the phrase cards.
Suggested Actions
1. brush our teeth 2. wash our hands 3. spread the butter 4. carry our bags 5. arrange our books 6. walk to school 7. read our books
Suggested Song
[Tune of: Here We Go Round the Mulberry Bush] This is the way, We brush our teeth, (3x) This is the way, We brush our teeth, so early in the morning. This is the way, We wash our hands,(3x) This is the way, We wash our hands, So early in the morning.
Suggested Material
1. recording of song 2. lyrics 3. sets of phrase cards
SPEEDY SINGING 1. Play the song. 2. Sing together. 3. Divide pupils into
groups. 4. Give each group a line
from the song to sing. First group starts singing the song, followed by the other groups in sequence.
5. Ask pupils to increase the tempo of the song.
6. 7. Repeat the activity.
Suggested Song
Head and shoulders, knees and toes, knees and toes, (2x) Head and shoulders, knees and toes Eyes, ears, mouth and nose. Other Songs: 1. Simple Simon 2. Sing A Song Of Six Pence 3. Mary Had A Little Lamb
Suggested Material
1. recording of song 2. lyrics
44
PICTURE ME 1. Put up the rhyme. 2. Read the rhyme. 3. Pupils repeat the rhyme
in groups and as a class.
4. Divide pupils into groups.
5. Give each group a set of pictures.
6. Pupils have to cut out the pictures and paste them to create the scene for the rhyme.
Suggested Rhyme
Two little black birds, Sitting on a fence, One named Peter, One named Paul, Fly away Peter, Fly away Paul, Come back Peter, Come back Paul.
Suggested Rhyme
Pictures based on the rhyme
e.g. ck
WHERE HAVE YOU BEEN? 1. Display the rhyme. 2. Read with the pupils. 3. Remove the rhyme. 4. Pupils complete
worksheets by pasting the pictures correctly.
Suggested Rhyme
Pussy cat, pussy cat Where have you been? I have been to London To see the queen Pussy cat, pussy cat What did you do there? I frightened a little mouse Under the chair
Suggested Material
Appendix 1
RHYME INNOVATION 1. Display a rhyme. 2. Read and pupils follow. 3. Divide pupils into
groups. 4. Give an envelope with
word cards to each group.
5. Pupils will create a similar rhyme/song using word cards.
Suggested Rhyme
Baa, baa black sheep, Have you any wool? Yes sir, yes sir, Three bags full, One for my master, One for the dame, One for the little boy Who lives down the lane.
Suggested Improvised Rhyme
Cluck, cluck white hen Have you any eggs? Yes sir, yes sir, Three baskets full, One for my master,
Suggested Material
1. word cards 2. a rhyme/song
45
One for my dame, One for the little boy Who lives down the lane.
For more rhymes and song teachers can refer to: http://bussongs.com/animal_songs.php http://www.lanterntree.com/nurseryrhymes/bucklemyshoe.html http://www.rhymes.org.uk/ http://www.nurseryrhymes4u.com/
46
Learning Standard: 1.1.4 Able to talk about a stimulus with guidance.
ACTIVITY CONTENT TEACHER’S NOTES ACT IT OUT 1. Place a „magical‟ box on
the table with picture cards in it.
2. Say the magical words „Abracadabra‟ and wave the magic wand.
3. A pupil comes forward and picks up a picture card. He/ She says and does the action.
4. The rest of the class follows.
5. Place a composite picture (Appendix 2) on the board and ask pupils what actions are seen.
6. Pupils answer and paste the word cards on the composite picture.
Suggested Words
1. sleep 2. walk 3. yawn 4. talk 5. listen 6. sit 7. stand
Suggested Material
1. picture cards based
on the words chosen
2. a composite picture [Appendix 2]
3. words cards e.g.
MY HAPPY FAMILY 1. Show a picture of a
family and play a recording of the poem.
2. Say the poem line by line and pupils repeat.
3. Divide pupils into 4 groups. Each group recites one stanza.
4. Groups take turns to recite the different stanzas.
Suggested Poem
This is my father , Short and steady. Stanza1 (Gr 1) This is my mother, Singing a song, Stanza 2 (Gr 2) This is my brother, Tall you see. Stanza 3 (Gr 3) This is my sister, With a doll on her knee.
Suggested Material:
1. a composite picture of a
family (Appendix 3) 2. a recording of the poem
stand
sit
yawn sleep
47
Stanza 4 (Gr 4) And this is the story about my happy family. Stanza 5 (All groups)
PICTURE CONVERSATION 1. Place a composite
picture on the board. 2. Pupils say what they
see and teacher lists the words.
3. Put up sentence strips. 4. Read the sentence
strips and pupils follow. 5. A pupil reads the
sentence strips and others follow.
6. Pupils complete worksheets.
Suggested Words
1. food 2. drinks 3. girls 4. boys 5. teacher 6. blackboard 7. saree
Suggested Sentences
1. The teacher is wearing a saree.
2. There is a lot of food and drinks on the table.
3. A girl is talking to her teacher.
Suggested Material 1. Composite Picture
(Appendix 4) 2. Sample pictures
(Appendix 5 and 6)
WHAT AM I? 1. Show pictures of
animals. 2. Ask questions about
them. 3. Class is divided into
groups. Each group is given an envelope of pictures of animals.
4. Group leader picks a picture card and describes the animal. The rest of the group will guess the animal.
5. Repeat using other pictures.
Suggested Questions
1. What does it eat? 2. Where does it live? 3. What colour is its fur? 4. Is it wild?
Suggested Material
picture cards
48
LET’S TALK 1. Put up a picture. 2. Teacher provides the
first sentence about the picture seen.
3. Pupils continue by taking turns to make a sentence each to describe the picture.
4. Repeat using other pictures.
Suggested Text
Teachers‟ Day This is my class. Today is 16th May. The class is having a party. There are many pupils. A girl is talking to her teacher. Her teacher, Mrs Ratnam is wearing a saree.
Suggested Material
1. a composite picture
(Refer to Appendix 6) Note: Accept any possible answers given by the pupils.
49
Learning Standard:
1.2.2 Able to participate in daily conversations: (a) exchange greetings
ACTIVITY CONTENT TEACHER’S NOTES LET’S SING 1. Sing a song with
suitable cultural gestures.
2. Pupils sing to one another and do the gestures.
Suggested Song
[Tune of: Happy Birthday] Selamat Hari Raya x3 And how do you do? Repeat using: Happy Deepavali Happy Chinese New Year Merry Christmas Selamat Hari Gawai
Suggested Material
Pictures of gestures e.g.
ROLE PLAY 1. Place a dialogue on the
board. 2. Wear a mask
(kangaroo) and greet the pupils according to the dialogue.
3. Pupils answer based on the dialogue.
4. Pupils repeat the activity using different masks.
Suggested Dialogue
Teacher : Hello, I‟m Mr Kangaroo. Pupils : Hello, Mr Kangaroo. How do you do? Teacher : I‟m fine. Thank you. Pupils : Goodbye, Mr Kangaroo. See you tomorrow. Teacher : Goodbye. Repeat using: Mr Tiger, Mr Orang Utan, Mr Bear, Mr Peacock, Mr Rabbit
Suggested Material
1. masks of animals 2. a dialogue chart
50
Learning Standard: 1.2.1 Able to participate in daily conversations: (b) make polite requests
ACTIVITY CONTENT TEACHER’S NOTES
MAY I? 1. Pupils listen to a
recording of making requests.
2. Pupils repeat after teacher requesting for various objects.
3. Pupils are divided into groups. Each member of the group is given a picture card.
4. Every group member takes turn requesting for objects.
5. Pupils respond accordingly in their respective groups.
Suggested Words
Things in the classroom: 1. ruler 2. pencil 3. eraser 4. book 5. crayons 6. coloured pencils 7. chalk 8. duster
Suggested Sentences 1. May I borrow a pencil? 2. Can you lend me your
pencil? 3. Here you are. 4. Thank you. 5. You‟re welcome. 6. I‟m sorry, I don‟t have
one.
Suggested Material
1. recording 2. picture cards
AMAZING RACE 1. Paste pictures of
objects all around the class.
2. Prepare sentence strips for each picture on making requests and place them on the table.
3. Pupils [in pairs] find the correct strips to match the pictures.
4. Pupils take turns to request and reply aloud.
Suggested
Sentence Strips Father, may I have this shirt?
Can I have these socks and shoes?
Yes, you may.
May I go to the library?
Yes, of course.
Suggested Materials
1. sentence strips 2. picture cards
e.g.
51
Learning Standard: 1.2.1 Able to participate in daily conversations: (c) express apologies
ACTIVITY CONTENT TEACHER’S NOTES
FIND MY PAIR 1. Take pupils to the
field/hall to play this game.
2. Pupils are divided into 2 groups. Each member of the group is given a sentence strip.
Group 1 is given sentence strips on requests. Group 2 is given sentences on the replies. 3. When the teacher gives
the cue, pupils start to find their pair by saying their sentences aloud.
4. The winner of the game will be the first pair with the correct match.
Suggested Sentence
Strips A: Did you bring my football? B: I‟m sorry, I forgot to bring it. A: Ouch! You stepped on my toes. B: I‟m sorry. I didn‟t mean to. A: You broke my table lamp. B: I‟m sorry. It was an accident.
Suggested Materials
sentence strips
STATUE GAME 1. Play music and pupils
dance to the tune. 2. When the music stops,
pupils remain still. Choose two pupils to come to the front.
3. One of them picks up a picture from the box. Pupils role-play the situation of expressing apologies based on the picture.
4. Other pairs repeat with various situations.
Suggested Dialogue
A: Did you bring my football? B: I‟m sorry, I forgot to bring it. A: Ouch! You stepped on my toes. B: I‟m sorry. I didn‟t mean to. A: You broke my table lamp. B: I‟m sorry. It was an accident. Other situations: - knock into each other - lost the ruler - spilt the drink
Suggested Material
Pictures e.g.
Forgot to bring the football
Stepped on my toes
Broke the table lamp
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Learning Standard: 2.2.2 Able to listen to and follow: a) simple instructions in the classroom
Activity Content Teacher’s notes FOLLOW ME 1. Pupils follow teacher‟s
instructions. e.g. “Raise your left hand.” Pupils do the action. 2. Pupils who do the action
incorrectly are out of the game.
3. Repeat the instructions until the last pupil remains standing.
Suggested Instructions
1. Bend your knees. 2. Point to your nose. 3. Raise your left hand. 4. Raise your right hand. 5. Touch your shoulders.
LINE DANCING 1. Pupils stand in straight
rows. 2. Play music. 3. Give instructions. 4. Pupils do the actions.
Suggested Instructions
1. Put your hands on your
waist. 2. Nod your head. 3. Look right. 4. Look left. 5. Shake your body. 6. Raise your left hand. 7. Raise your right hand.
Suggested Material
Instrumental music
53
DRAWING A FACE 1. Provide a blank piece of
paper to each pupil. 2. Give instructions to draw a
face. 3. Pupils follow instructions
and draw accordingly.
Suggested Instructions
1. Draw a big circle. 2. Draw two big round
eyes. 3. Draw a small nose. 4. Draw a small mouth. 5. Draw two ears. e.g.
Suggested Material
Note: Teacher can vary the instructions.
HOKEY-POKEY 1. Take pupils outdoors. 2. Form a circle. 3. Give instructions and
pupils do the actions. 4. Sing the song and pupils
follow. 5. Pupils sing the song and
do the actions.
Suggested Instructions
Put your right hand in Take your right hand out
Hokey-Pokey
Put your right hand in, Take your right hand out, Put your right hand in, And you shake it all about, Do the hokey-pokey, And turn yourself around, That‟s what it‟s all about.
Note: Substitute with: 1. left hand 2. right leg 3. left leg 4. whole self
PIN THE TAIL 1. Put up a picture of a
donkey without its tail on the board.
2. A pupil is blindfolded and given a picture of a tail.
3. Another pupil gives instructions to the blindfolded pupil to reach the donkey.
4. The blindfolded pupil
Suggested Instructions
1. Take three steps to the
front. 2. Turn left/right. 3. Go straight. 4. Stop.
Suggested Material
1. the required picture 2. the instructions
(Instructions can be varied)
e.g.
54
pastes the tail on the donkey.
5. Repeat with other pupils.
Note: Teachers may use other animals.
MAKE A SANDWICH 1. Divide the pupils into
groups. 2. Each group is given the
ingredients. 3. Give instructions on how to
prepare the sandwich. 4. Pupils listen and follow.
Suggested Instructions
1. Spread the butter on a
slice of bread. 2. Take another slice of
bread and spread some jam on it.
3. Put both slices together. 4. Serve it on a plate.
Suggested Material
Ingredients: 1. bread 2. butter 3. jam
Substitute jam with
kaya
peanut butter
honey
55
Learning Standard: 1.2.2 Able to listen to and follow: b) simple directions to places in the school
Activity Content Teacher’s notes
WHERE DO YOU GO? 1. Divide pupils into groups. 2. Each group forms a train. 3. Give instructions on
directions. 4. The group follows the
directions making the „choo-choo‟ sound.
Suggested Instructions
1. Go straight 2. Turn left 3. Turn right 4. Go round 5. Stop
Note: Directions can be given to one group at a time or to all the groups at the same time.
POISON PARCEL 1. Pupils sit in a circle. 2. Play the music and pupils
pass the parcel until the music stops.
3. The pupil who has the parcel picks a paper from the parcel and reads aloud the instructions.
4. Pupil follows the instructions.
e.g. Turn around and walk like a duck to the door.
Suggested Instructions
1. Jump like a frog to the
blackboard. 2. Fly like a bird to the
staffroom. 3. Hop like a kangaroo to
the next class. 4. Gallop like a horse to
the office. 5. Move like a car to the
toilet.
Suggested Material
1. music 2. poison parcel 3. instructions
56
Activity Content Teacher’s notes DIRECTION SONG 1. Place signposts in various
corners of the classroom. 2. A pupil will stand at a
certain part of the class. 3. The pupil will move to the
directions as given by friends in a song.
4. Repeat activity.
Suggested Song
(Tune of: London Bridge Is Falling Down ) Class : Take three steps to your right To your right (2X) Take three steps to your right And turn left Where are you, my friend? My friend (2X) Where are you, my friend? Tell me now. Pupil : I am at the canteen canteen ( 2X) I am at the canteen, Oh, my friends.
Suggested Material
Signposts e.g. Note: Teach the song before the activity
canteen
toilet
off
ice
staffro
om
57
Learning Standard: 1.3.1 Able to listen to and demonstrate understanding of oral texts heard by: a) answering simple Wh-Questions
Activity Content Teacher’s notes
AT THE GARDEN 1. Put up a picture of a
garden. 2. Ask questions based on
the picture. e.g. What flowers can you see? What is the colour of the roses? 3. Chant with pupils. 4. Divide the pupils into two
groups. 5. Pupils chant.
Suggested Jazz Chant
A: Who has a garden? (2X) Who has a garden, my friend? B. Minah has a garden.( 2X) Minah has a garden, my friend. A: What flowers? ( 2X ) What flowers does she have? B: She has roses, she has orchids, sunflowers and hibiscus. A: When does she water them? ( 2X) When does she water the flowers? B: She waters them in the evening, (2X), She waters the flowers in the evening.
Suggested Material
Composite picture of a garden
JAZZ CHANT 1. Put up the jazz chant. 2. Chant and pupils listen. 3. Repeat and pupils follow. 4. A pupil comes to the front. 5. The other pupils ask
questions as in the jazz chant.
6. Pupil answers. 7. Repeat activity with other
pupils.
Suggested Jazz Chant
Class: Who are you? (2X) Pupil : I am Ahmad. (2X) Class : What are you wearing? (2X) Pupil : I‟m wearing a shirt. I‟m wearing a pair of trousers. Class : Where are you going? (2X) Pupil : I‟m going to the canteen. (2X)
Suggested Material
Jazz chant Note: Replace the underlined words with other suitable words.
58
Activity Content Teacher’s notes
WHO STOLE THE COOKIE? 1. Pupils sit in a circle. 2. Put up a big manila card
showing a boy putting his hand into a cookie jar.
3. Ask the pupils: “What is the boy doing?” “Who is the boy?” 4. Explain the activity. 5. Call a pupil to put his face
into the hole in the card. 6. Pupils say the rhyme.
Suggested Rhyme
Class : Who stole the cookie from the cookie jar? Ali stole the cookie from the cookie jar. Ali : Who me? Class: Yes, you. Ali : Couldn‟t be! Class: Then, who? Ali : Tan stole the cookie from the cookie jar.
Suggested Material
Picture e.g.
GUESSING GAME 1. Put picture cards of
animals into a box. 2. A pupil comes forward to
pick a card. (Pupil must not show the card to the class.)
3. Other pupils take turns to ask questions.
4. The pupil answers the questions.
5. Pupils try to guess the animal.
6. Repeat the activity.
Suggested Questions
1. Where does it live? 2. What does it like to eat? 3. What is its colour? 4. How many legs does it have? 5. How does it move?
Suggested Material
Prepare: 1. picture cards of
animals e.g.
2. the questions
59
Activity Content Teacher’s notes
DIALOGUE 1. Pupils listen to a dialogue. 2. Ask questions based on the dialogue. 3. Display the dialogue on the board. 4. Pupils take turns to role- play the dialogue.
Suggested Text
Rani: Hi, Lina. Lina :Hi, Rani. Where did you go for the holidays? Rani: I went to Langkawi with my family. Lina: How did you go there? Rani: By aeroplane. Lina : When did you go there? Rani : I went there last Monday. Lina : What did you do there? Rani :I went up the cable car. It was very exciting. I also went shopping. Lina : That sounds great. Oh! I have to go now. See you. Bye. Rani: Bye.
Suggested Material
1. pre-recorded text 2. dialogue 3. sample
questions Note: Change words to vary the information.
60
Learning Standard: 1.3.1 Able to listen to and demonstrate understanding of oral texts heard by: b) giving True/False replies
Activity Content Teacher’s notes
AM I RIGHT? 1. Take pupils around the
school. 2. Point to any object and
say, “This is a ………… .” e.g.
Point to a car and say, “This is a motorcycle.” Pupils answer : “False. This is a car.” 3. Repeat with other objects.
Suggested Topics
1. objects in the school 2. animals 3. places 4. people
QUIZ 1. Divide the class into two
groups. 2. Read out a statement. e.g. An elephant has a trunk. 3. A pupil from each group
picks the correct flash card. 4. Pupil shows the card to the
rest of the class. 5. Other pupils respond by
saying if the card picked is right or wrong.
6. Points are given if the answer is correct.
Suggested Statements
1. An elephant has a trunk. 2. A cat has a beak. 3. A bird can fly. 4. A cat chirps. 5. A lion roars. Statements are based on any topic for the week.
Suggested Material
Four large flash cards ( two for each group). e.g.
61
OLD MAC DONALD 1. Put up a picture of a farm. 2. Ask questions based on
the picture. e.g. How many cows can you see? 3. Sing the song „Old Mac
Donald‟ and pupils follow. 4. Sing the first two lines of
the song and state the number of animals
e.g.: Teacher :”Old Mac Donald has a farm,” Class : E-I-E-I-O Teacher : And on that farm he has two cows. Class: False 5. Repeat with other animals
from the picture.
Suggested Content
Animals on the farm: 1. three cows 2. five ducks 3. two horses 4. eight chickens 5. ten fishes
Suggested Material
Composite picture of a farm. Note: Number and types of animals can be changed based on the picture chosen.
STORY TIME 1. Play the story. 2. Pupils listen carefully. 3. Replay the story. 4. A pupil answers the
question as given in the CD.
5. Other pupils shout out „True‟ or „False‟.
Suggested Story
The Clever Mousedeer (Refer to the English Language Year 2 (SK) Teaching Courseware – CD 3 - Lesson 64)
Suggested Material
Suitable questions
MY PARTNER 1. Divide class into two equal
groups. 2. Each pupil in Group A will
have a different statement. 3. Each pupil in Group B will
have either a „True‟ or „False‟ card.
4. Pupils in Group A will read their statements as they walk.
Suggested Statements
1. A cow has four legs. (True ) 2. A rose is green in
colour. (False ) Note: Statements can be based on topics taught previously.
Suggested Material
1. sentence strips 2. flash cards
Note: „True‟ or „False‟ flash cards must match the number of statements prepared.
62
5. Pupils in Group B will shout „True‟ or „False‟ and stand with their correct partners.
6. When all have found their pairs, each pair comes out and reads their statement and answer aloud.
63
Appendix 1
Cut and paste the correct picture.
Pussy cat, pussy
Where have you been?
I have been to London
To see the
Pussy pussy cat
What did you do there?
I frightened a little
Under the
64
Appendix 2
MY HAPPY FAMILY
65
3 5
1 2
4
Choose the correct sentence.
Appendix 3
66
Appendix 5
67
Appendix 6
69
THE READING SKILL
By the end of Year Two, pupils should be able to apply knowledge of sounds of letters
to recognize words in order to begin reading and then move on to more complex skills
using a range of strategies to construct meaning from the text read. The ultimate goal
of the reading component in primary school is to produce pupils who will be able to read
independently for information and enjoyment. Pupils of Year 2 will have to acquire the
sounds to be learnt as stipulated in the learning standard 2.2.1 before they reinforce the
new sounds learnt to form words learnt by blending these sounds. Pupils learn how to
spell by segmenting words and then move on to read phrases and sentences.
The learning standards covered in Year 2 are as follows:
CONTENT STANDARD LEARNING STANDARDS
2.1 By the end of the 6-year primary schooling, pupils will be able to apply knowledge of sounds of letters to recognize words in linear and non-linear texts.
2.1.1 Able to recognize and articulate initial, medial and the final sounds in single syllable words within given context:
(a) /eɪ/ (ai )
/i:/ (ee)
/aɪ/
(igh)
/әʊ/
(oa) /ʊ/,/u:/ (oo)
(b) /a:/
(ar) /ɔ:/ (or)
/ɜ:/
(ur)
/әʊ/
(ow) /ɔI/
(oi)
(c) / ә/ (ear)
/eә/
(air )
/ʊә/
(ure) /ɜ:/
(er)
(d) /eɪ/ (ay)
/aʊ/
( ou)
/aI/ ( ie)
/i:/ (ea)
(e) /ɔI/
(oy) /ɜ:/
(ir)
/u:/ ( ue)
/ɔ:/ (aw)
(f) /w/ (wh)
/f/ (ph)
/ju:/ (ew )
/әʊ/
(oe ) /ɔ:/ (au)
(g) /eɪ/ (a-e)
/i:/ (e-e)
/aɪ/
( i-e)
/әʊ/
(o-e)
/u:/ (u-e)
2.1.2 Able to blend phonemes into recognisable words and read them aloud. 2.1.3 Able to segment words into phonemes to spell.
70
2.2 By the end of the 6-year
primary schooling, pupils will be able to demonstrate understanding of a variety of linear and non-linear texts in the form of print and non-print materials using a range of strategies to construct meaning.
2.2.1 Able to read and apply word recognition and word
attack skills by : a) matching words with spoken words b) reading and grouping words according to word
families. 2.2.2 Able to read and understand phrases in linear and
non-linear texts. 2.2.3 Able to read and understand simple sentences in
linear and non-linear texts. 2.2.4 Able to read and understand a paragraph of 5 – 8
simple sentences. 2.2.5 Able to apply basic dictionary skills using picture
dictionaries.
2.3 By the end of the 6-year primary schooling, pupils will be able to read independently for information and enjoyment.
2.3.1 Able to read simple texts with guidance:
a) fiction b) non-fiction
As in Year One, pupils will be taught to articulate the phoneme(s) to be learnt by pupils
of Year Two as stipulated in the learning standard. The following sounds are to be
learnt in Year Two.
71
Grapheme Phoneme Possible Actions
ai
/eI/
Hands on the waist and say „ei‟ as
if in anger.
a – e
ay
ee
/i:/
Show you teeth and say “ee”
ea
e – e
igh
/aI/
Place palm on the chest and say
„I‟
i - e
ie
72
oa
/әʊ /
Palms up, shake your body and
say “au”
oe
o - e
ow
oo
/ʊ /
Place hands above head, tap once
and say „u‟
oo
/u:/
Place hands above head, shake
your head and say “u..”
ue
u - e
73
ar
/a:/
Open your mouth wide and say
“aa”
ear
or
/ɔ:/
Draw a big circle (anti-clockwise)
in the air and say “or”.
aw
au
ur
/ɜ:/
Put your finger on the temple and
say “er”
ir
er
74
wh
/w/
Join two peace signs and say “w”
ph
/f/
Action of bird flying and say “f”
ew
/ju:/
Point to a friend and say „you‟.
ear
/Iә/
Fan your hand in front of your nose
and say “eear”
75
air
/eә/
Hold your jaw and say “air”
ure
/ʊә/
Form a „u‟ with both hands, spread
them like a flower blooming and
say “uwer”
ou
/aʊ/
Pinch yourself and say “aw”
oy
/ɔI/
Hop like a kangaroo and say “oi”
76
These phonemes are to be taught in sequence as stipulated in the learning
standard 2.1.1 (a) – (g). The sounds presented in the table above are not in
chronological order as found in the learning standard. They have been classified
according to phonemes and have various graphemes, which represent a particular
phoneme. Teachers should tell pupils that the phonemes might represent different
graphemes.
For example the phoneme /eI/, is represented by the grapheme “ai”, “a-e” and “ay”
which are present in the following words rain, race and day.
The phonemes learnt can be introduced using various teaching strategies such
as singing songs, telling stories, reciting rhymes, playing games as well as drilling in
order to reinforce the learning of these phonemes.
Phonemes taught in Year One are reinforced in Year Two before teaching
phonemes to be learnt in Year Two as stipulated in the learning standards. The
following are the phonemes learnt in Year One:
Grapheme Phoneme Possible actions
s
ss
c
/s/
(voiceless)
1. Form a cobra head with
your hand.
2. Trace the letter „s‟ in the air
and, say s…
t
/ t /
(voiceless)
Tap two fingers on the desk
and say t…
77
P
/p/
(voiceless)
Place four fingers in front of
your mouth and say p…
n
/n/
(voiced)
Touch the tip of your nose and
say n…
m
/m/
(voiced)
Lick an ice-cream and say m…
d
/d/
(voiced)
Drumming action and say d…
g
/g/
(voiced)
1. You are cold, clutch your
hands and shiver
2. Say ggg
78
c
k
ck
/k/
(voiceless)
Action of flying a kite and say k
r
/r/ (voiced)
Be a lion and say rrr
h
/h/
(voiceless)
1. Place your palm in front
of your mouth
2. Laugh haha
b
/b/
(voiced)
Action of balloon bursting and
say b…
f
ff
/f/ (voiceless)
Action of bird flying and say f…
79
l
ll
/l/ (voiced)
Raise both arms upright and
say ll..
g
j
/dʒ/
(voiced)
Jump and say j.
v
/v/ (voiced)
Show the peace sign and say
v.
w
/w/
(voiced)
Join two peace signs and say
w.
x
/ks/ (voiceless)
Cross your hands and say ks..
80
/gz/
(voiceless)
Slash „x‟ and say gz..
y
/j/ (voiced)
Nod and say yeh
z
zz
/z/
(voiced)
Trace „z‟ in the air and say z..
q
/kw/
(voiced)
Action of a duck flapping its
wings once and say qua
ch
/tʃ/ (voiceless)
1. Action of a moving train
with both arms
2. Say ch.
81
sh
/ʃ/
(voiceless)
Finger on the lips and say sh..
th
/θ/ (voiceless)
Show the thumb and say th.
/ð/ (voiced)
Point with the thumb and say
th.
ng
/ŋ/ (voiced)
Action of mosquito buzzing
around ears and say ng….
82
The short vowels are as follows :
Grapheme Phoneme Possible actions
a
/æ/
Imagine a spider crawling
up your arm and say eh…
/ә/
1. Cross your arms on your
chest and lift your
shoulders.
2. Say er…
i
/ ɪ/
Show your teeth and say e.
o
/ɒ/
Draw a small circle (anti
clockwise) in the air and say o
83
e
/e/
Walk like an elephant and say
eh
u
/ʌ/
Look up and say uh
The long vowels are as follows :
Grapheme Phoneme Possible actions
a
/a:/
Open your mouth wide and say
aaa…
a
o
/ɔ:/
Draw a big circle (anti
clockwise) in the air and say
or…
84
e
/i:/
Show your teeth and say ee..
Word List for Year 1 and 2 (according to phonemes learnt)
Grapheme Phoneme Suggested Words
ə/
ɔ
ɪ/
ʒ/
ɒ
ɔ
85
Grapheme Phoneme Suggested Words
ʌ/
ʒ/
ʃ
ʃ/
θ
ŋ/
ɪ/
ɪ/
əʊ/
86
Grapheme Phoneme Suggested Words
ʊ/
ɔ
ɜaʊ/
/әʊ/
ɪə/
ə/
ʊә
ɜ
ɪ/
aʊ/
aɪ/
ɔɪɜ
ɔ
əʊ
ɔ
87
Grapheme Phoneme Suggested Words
eɪ
ɪ
əʊ
88
Learning Standard: 2.1.2 Able to blend phonemes into recognizable words and read them aloud.
ACTIVITY
CONTENT
TEACHER’S NOTES
Forming Words 1. Place pictures with the grapheme „oa’ in a big box. 2. Pick a picture and name it aloud stressing the
phoneme /әʊ/.
3. Pupils repeat the word individually / in groups. 4. Prepare onset and rime cards based on the word list. 5. Place the cards on the table. 6. Pick pupils at random to select the correct onset and rime cards based on the picture. 7. Pupils blend and read the word aloud.
Word List boat coat soap goat toad e.g.
Materials onset cards rime card picture cards Onset Rime Cards Card
Roll a word 1. Show pictures with the grapheme “ee” . 2. Say aloud the word , stressing the phoneme /i:/. 3. Pupils repeat. 4. Divide pupils into groups. Provide three cube sets for each group. 5. Taking turns, pupils roll cubes 1 - 3 to form words based on the picture. 6. Pupils say the words aloud and write the words that they have formed.
Word List sheep teeth tree weep feet sleep
Materials picture cards cubes template - Appendix 1 contents of onset cube (1)
- sh, t, tr, w, f, sl contents of rime cube (2)
- ee contents of onset cube (3)
- p, th, t -
*can use erasers as cubes. *this activity can be turned into a competition.
b
c
s
oa
t g
d
p
t
sh ee p
b oa
89
ACTIVITY
CONTENT
TEACHER’S NOTES
Word Chain 1. Demonstrate the action
for the phoneme /ɔ: /. 2. Pupils repeat a few times. 3. Show pictures and name them. 4. Pick pupils at random and hang the cards around the pupils‟ necks. 5. Teacher says a word. e.g. saw. 6. Pupils with the respective letter cards will stand side by side to blend the word. 7. Pupils repeat the word.
Word List saw paw draw prawn crawl e.g
Materials letter cards picture cards
Match Me Right 1. Demonstrate the grapheme „i – e’ through a song. 2. Pupils repeat. 3. Show picture cards and blend the phonemes. 4. Pupils repeat individually or in groups. 5. Put up picture cards on the wall with the onset cards. 6. Pupils match the rime cards to the correct picture cards. 7. Pupils read the words.
Word List kite five prize mice rice hide Song chart (Tune of Clementine)
Materials picture cards Onset Rime Cards cards A B
pr
cr
s
p
n
dr
aw
l
b
I like to fly kites (3x) In the sky I have five kites (3x) As my prize I see five mice (3x) Eating rice When they see me(3x) They run and hide
m
ice r
f
k
h
ive
ite
ide
ice
ize pr
w s a
90
ACTIVITY
CONTENT
TEACHER’S NOTES
Word Spinner 1. Demonstrate the action and sound for the
phoneme /eI/.
2. Pupils repeat. 3. Show pictures and say the word. 4. Blend the onset and rime cards. 4. Pupils repeat. 5. Put up a word spinner. 6. Pupils take turns to spin. 7. Pupils blend the onset and rime letters to form correct words. 8. Pupils read the words.
Word List thigh light fight night right bright
Materials Picture cards Word spinner template – Appendix 2 Onset Rime cards cards A B
igh
br
r
n
f
l
th
t
91
Learning Standard:
2.1.3 Able to segment words into phonemes to spell.
ACTIVITY CONTENT TEACHER’S NOTES
Separate Me 1. Demonstrate segmentation of a
word. a. Read the word. b. Pupils repeat. c. Say the phonemes.
e.g.
a-e : snake - /s/, /n/, /e /, /k/ 2. Distribute grapheme cards
randomly to the pupils. 3. Teacher says a word. 4. People with the related
graphemes come to the front to form the word.
5. Teacher says the phoneme and the pupil with the related grapheme card raises it.
6. Teacher repeats the activity with other words.
Suggested Words : snake, bake, tape, cake, lake, make, race, date, spade
Jumping On The Puddles 1. Show a word. 2. Say the word aloud and
separate them into segments.
e.g. girl - /g/ /ɜ:// /l/
3. Pupils repeat after the teacher. 4. Create „puddles‟ across the
classroom floor, each puddle featuring a grapheme.
5. Teacher says a word and picks a pupil at random to demonstrate.
6. Pupil says the phoneme as he/she jumps on it. 7. Repeat the steps for all the
words suggested.
Suggested Words :
girl, bird, thirsty, skirt, shirt, first
Appendix 3
92
ACTIVITY CONTENT TEACHER’S NOTES
Break the Code 1. Divide class into 2 sections. 2. In one section create a „reward
zone‟. e.g. – sweets in a box 3. Another section; pupils stand in
groups of 5-6. 4. Teacher shows a word card. 5. Each group reads the word
aloud. 6. Pupils break the code by saying
the phonemes aloud in order to take the reward.
e.g. Teacher : bow
Pupils : /b/ /әʊ/
Suggested Words:
cow, town, how, bow,
owl, flower, power
Word Boxes 1. Divide pupils into groups. 2. Distribute boxes of letter cards to
each group. 3. Show the picture and say the
word. 4. Pupils segment the sounds and
say the word. e.g. /m/ /i:/, /t/ 5. Each group take turns to
segment the word. 6. Repeat the steps with each word
on the list.
Suggested Words:
sea, pea, meat, read, eat
Materials letter cards
93
ACTIVITY CONTENT TEACHER’S NOTES
Wall Words 1. Show the picture and the word. e.g.
2. Teacher says the word aloud
and segments the word. 3. Pupils repeat after the teacher. 4. Put up the word cards on the
wall. 5. Pupils segment the words. 6. Repeat the steps with each word
on the list.
d o l ph i n
Suggested Words:
alphabet, dolphin, elephant, telephone, photo
Appendix 4
dolphin
94
Learning Standard: 2.2.1 Able to read and apply word recognition and word attack skills by:
a. matching words with spoken words.
ACTIVITIES CONTENT TEACHER’S NOTES
Listen and Choose 1. Pair the pupils. 2. One pupil will be given a set of
picture cards and the other will be given a set of word cards.
3. Teacher says out a word. The 4. pupil who has the correct picture 5. card will put it up followed by the 6. pupil with the correct word card.
Word List: goat coat float boat toad road
Materials Word cards Picture cards
goat
coat
float
boat
toad
road
Read and Find 1. Distribute worksheets to pupils. 2. Pupils are asked to read the
words. 3. Pupils use colour pencils to trace
the dotted lines from the words to the pictures.
Word List: goat coat float boat toad road
Materials colour pencils worksheets Appendix 5
Assemble Me Dear 1. Each group will be given a picture
puzzle in an envelope. 2. Each group will have to assemble
the picture correctly on a manila card.
3. The assembled picture will have to be pasted on the board together with the correct word and pupils say it out loud.
4. The fastest group wins the game.
Word list: girl bird skirt shirt first third
Materials pictures cut into pieces envelopes word cards
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ACTIVITIES CONTENT TEACHER’S NOTES
Bingo 1. Teacher prepares a few sets of
bingo cards with the same words in different arrangements.
2. Distributes the sets to the pupils. 3. Give instructions how to play. 4. Teacher picks words randomly from
a box. 5. Say it out loud. 6. The first pupil to complete the
words in a straight line is the winner.
Word list: blue glue true high night light wheel whale birthday car balloon sir
Materials bingo sets box word cards blue glue true whale car light sir high night glue car sir night blue light true high true
Get Me Right 1. Distribute worksheets to the
pupils. 2. Teacher reads out a word
according to the word list. 3. Pupils listen and circle the correct
word. 4. Repeat the steps for the other
words.
Word list: chew crew screw drew blew flew
Materials Worksheets Appendix 6
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Learning Standard: 2.2.1 Able to read and apply word recognition and word attack skills by : c. reading and grouping words according to word families.
ACTIVITIES CONTENTS TEACHER’S NOTES Put Me Where I Belong 1. Put up the word chart. 2. Drill the pupils with the words. 3. Call pupils at random to read the
word shown and place it in the
correct column.(Final / ɔ:/ and
/ ju:/) 4. Repeat the activity until all the
words are correctly placed.
Word list : screw new blew drew saw jaw draw straw
Materials word chart (Appendix 7)
Crazy Poems 1. Display a poem on the board. 2. Ask pupils to repeat the poem after
the teacher. 3. Distribute worksheet that has two
columns: (animals and clothing). 4. Ask pupils to group the words and write them in the correct column.
A cow goes to town, In a gown, Then passes a toad, In a coat, Ha! Ha! Ha! Laughs the goat, In a rowing boat, Shirt for sale, Skirt for sale, Yells the bird, With the yellow tail.
Materials poem chart worksheets Appendix 8
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Learning Standard:
2.2.2 Able to read and understand phrases in linear and non-linear texts.
ACTIVITIES CONTENT TEACHER’S NOTES Jazz with me... 1. Chant aloud. 2. Pupils read the phrases with
the phoneme /aI/ aloud after
the teacher. 3. Say the words with the
phoneme /aI/ louder while
chanting. 4. Put up Chart A 5. Pupils complete the chant with word cards.
Jazz Chant What a fright Turn to your right Keep a sight Switch on the light Keep it bright Say good night Say it right Chart A
Materials Jazz chant, chart, word cards Another jazz chant : Mother bakes a cake It is a chocolate cake She puts it on a plate She cuts a piece of cake She gives a piece to Jade Jade takes the cake To share it with Miss Kate Sorry it‟s too late It falls into the lake
Butter Cake 1. Sing the song (Happy Wanderer Tune) 2. Teacher says aloud phrases
with the phoneme /eI/ while
flashing the phrase cards. 3. Pupils repeat after teacher. 4. Stress the phrase: a butter cake 5. Paste phrase cards with missing letters on the board. 6. Pupils complete the phrases with letter cards of „a‟ and „e‟.
Song : Butter Cake I love to eat a butter cake that my mother loves to bake The butter cake my mother baked with a candle on the cake Butter cake, Butter cake, Butter cake ha, ha, ha, ha, ha, ha Butter cake and the big piece is for me
Materials Song chart Word cards; cake, bake, lake, date, take, plate Phrase Cards
What a ____ Turn to your ____ Keep a ____ Switch on the ____ Keep it ____ Say good ____ Say it ____
a butter cake
bake a cake
a butter c_k_
b_k_ a c_k_
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ACTIVITIES CONTENT TEACHER’S NOTES It’ s Story Time 1. Teacher reads the story. 2. Stress on the phoneme:
/a:/, / aI /
3. Get pupils to repeat the words. 4. Read the Big Book with the pupils. 5. Read with correct pronunciation and intonation. 6. In groups, pupils arrange sentences to form the correct story (teacher can carry it out as a competition to make it fun.)
Short Story The night was dark. Knight heard a bark. He switched on the light. He had a fright When he saw a duck. What a BIG BIG duck. The duck chased Knight. Knight went to hide. Oh what a fright.
Materials Prepare phrase cards Prepare a Big Book Draw a series of pictures.
Read Me Aloud 1. Teacher reads a short story. 2. Read the phrase cards shown. 3. Stress on the phoneme /i:/ 4. Get pupils to repeat. 5. Pupils read the story with correct pronunciation and intonation. 6. Call pupils randomly. Teacher gives a card to a pupil (e.g: A sad king) 7. Ask the pupil to read the phrase silently and do the actions in front of the class. 8. The rest of the pupils guess the phrase.
Short Story Once there was a king and a queen. The queen did not have a child. They were very sad. Years later, the queen had a baby girl. Everyone was happy. So, they held a party. Then came a witch. She put a spell. She put a curse on the baby. Soon, the princess fell in a deep, deep sleep.
Materials Teachers can prepare a big book for the story. Prepare phrase cards: sad king sad queen a beautiful queen a baby girl sleeps an ugly witch a sad king a sad queen
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Learning Standard: 2.2.3 Able to read and understand simple sentences in linear and non-linear texts.
ACTIVITY CONTENT TEACHER’S NOTES
Read and match 1. Distribute worksheets to
pupils. 2. Pupils read the
sentences and match them to the pictures.
3 . Pupils read the sentences aloud in small groups.
Duplicate the Appendix Appendix 9
Read and match 1. Teacher puts up parts
of sentences. 2. Pupils read the
sentence parts in small groups.
3. Pupils match the sentence parts.
4. Pupils read the completed sentences aloud.
Duplicate the Appendix Appendix 10
Read and paste 1. Distribute a composite
picture to each pupil. 2. Put up a chart
containing sentences on the board.
3. Pupils read the sentences.
4. Pupils cut out the objects and paste them on the picture.
5. Pupils exchange their work and check.
Sentences on the chart. 1. The ball is under the
cupboard. 2. The books are on the
table. 3. The doll is in the pail. 4. The lamp is on the
table.
Materials composite picture chart containing sentences. Appendix 11
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Jigsaw puzzle 1. Divide the pupils into
groups of three. 2. Distribute a jigsaw
puzzle to the groups. 3. Pupils assemble the
jigsaw puzzle to form a picture.
4. Pupils flip over the picture and
read the sentences given.
Duplicate the Appendix Appendix 12a and 12b
Word Maze 1. Pair up pupils. 2. Distribute handouts containing word maze to the pairs. 3. Pupils find four sentences from the maze. 4. Pupils colour the sentences. 5. Pupils read the sentences aloud.
Teacher can prepare different sets of word maze. Appendix 13
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Learning Standard: 2.2.4 Able to read and understand a paragraph of 5- 8 simple sentences.
ACTIVITY CONTENT TEACHER’S NOTES Get Me Right 1. Teacher tells the
story. 2. Divide pupils into
groups. 3. Distribute worksheet
with incomplete paragraphs and the envelope containing the sentence strips.
4. Pupils complete the paragraph with the correct sentence strips.
5. Pupils read the completed paragraph in groups.
Duplicate the Appendix Appendix 14
Read and Do 1. Distribute a handout with instructions on making a paper puppet. 2. Pupils read the instructions. 3. Pupils follow the instructions and do the paper puppet. (Option: Pupils can use the paper puppet to role play.)
Instructions: Take an envelope. Draw two eyes. Draw a nose and a mouth. Colour the face. Cut the sides of the envelope. Paste them as ears.
Materials envelopes glue colour pencils scissors
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ACTIVITY CONTENT TEACHER’S NOTES Read and Transfer 1. Put up a chart containing a
passage about Azlan‟s family.
2. Distribute an empty family tree.
3. Pupils read the passage and complete the family tree.
Pupils should have prior knowledge of family tree. Appendix 15
Read and Sequence 1. Pair up the pupils. 2. Give a map to each
group. 3. Distribute a set of
sentence strips to each group.
4. Pupils read the sentences and sequence them in a paragraph.
5. Pupils read the arranged sentences aloud.
Duplicate the Appendix. Prepare the sentence strips. Appendix 16
Read and Play 1. Divide pupils into groups of four. 2. Distribute the board
game, dice and tokens. 3. Explain the rules. 4. Pupils read and play the
board game.
Rules: If the pupil answers correctly, he /she is allowed to move two steps forward. If he / she fails , the pupil has to move a step backward. Appendix 17
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Learning Standards: 2.2.4 Able to read and understand a paragraph of 5-8 simple sentences. 2.2.5 Able to apply basic dictionary skills using picture dictionaries.
ACTIVITY CONTENT TEACHER’S NOTE
Peeping Mouse 1. Show action of peeping through a mouse hole and name the objects seen in the classroom. 2. Show picture cards and and ask questions about it. 3. Put up the chart. Read the sentences describing the pictures. 4. Drill the keywords. 5. Distribute worksheets. 6. Pupils read the sentences.
A Mouse Tale From the mouse hole I peep out, To see if Kitty is about. I see Kitty sitting on a seat, I see Kitty eating a piece of meat. I eat the cheese, And then I sneeze. Kitty hears the sound, And she turns around. From the mouse hole I can see, Kitty looking at me.
Appendix 18 and 19 Prepare a mouse hole. Use a cardboard or hardboard. 2. Prepare picture cards. - a cat on a chair eating a piece of meat.
- a mouse eating a piece of cheese - a mouse sneezes - a cat on a chair turning its head - a cat looking at the mouse.
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Learning Standards: 2.3.1 Able to read simple texts with guidance:
a) fiction b) non-fiction
2.2.5 Able to apply basic dictionary skills using picture dictionaries
ACTIVITY CONTENT TEACHER’S NOTE
Fix Me Right 1. Put up the chart. Read the text. 2. Distribute worksheets. Pupils work in groups to complete the worksheet. 3. Teacher reads the text line by line. Pupils pick and paste the cut -outs on the board 4. Teacher reads and pupils follow. 5. Pupils read aloud in groups and individually.
This is a mango tree. It is a big tree. It has a trunk and long roots. It has big branches with many leaves. The leaves are green. It has a lot of fruits. They are mangoes. They are sweet.
Materials Worksheet – Appendix 20 Prepare cut-outs parts of a tree as in Appendix 21
Hibiscus and Roses 1. Show pictures or real flowers –(roses and hibiscus) and ask questions about them. 2. Read the text and pupils repeat. 3. Distribute worksheets. Pupils work in groups to complete the worksheets. Pupils need to use dictionaries to help them arrange the words alphabetically. 4. Pupils read the text.
What is this? This is a red hibiscus. It is our national flower. It has five petals. The petals are big. What are these? These are roses. Roses are beautiful The leaves are small. They have thorns.
Materials Pictures – Appendix 22 Worksheet – Appendix 23
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Learning Standard:
2.3.1 Able to read simple texts with guidance :
a) fiction b) non-fiction
ACTIVITY
CONTENT
TEACHER’S NOTES
Seek and Circle 1. Pupils get into 4 groups
according to their birthdays. 2. They are given word cards of
words from the story “Sleeping Beauty”.
3. Pupils put the word cards into the labeled boxes/baskets.
4. Teacher calls out pupils at random and asks them to check and see if the pupils have sorted out the cards correctly.
5. Then, pupils read out the words.
6. Teacher screens the story of “Sleeping Beauty”. Pupils read aloud together with the CD / teacher.
7. Teacher distributes the task sheets.
8. Pupils work in four groups. Pupils read the text and circle the words that have the phonemes learnt.
Groups: January – March April – June July – September October – December Word cards : queen, there, sleeping, beauty, girl, everyone, fairy, etc. Boxes labelled with the graphemes : ee, ea, ir, e-e, o-e, etc. Source : English Year 2 (SK) Teaching Courseware CD 4 Lesson 74 (e-Book). Graphemes : ee, ea, ai, e-e, o-e, etc.
Teacher helps with their birth months, maybe refer to the Pupils‟ Attendance Register. Teacher must prepare the word cards based on the story in the CD. Teacher can prepare small boxes or even little baskets with the labels. Teacher prepares laptop, LCD & screen. Teacher prepares task sheets for the pupils as in Appendix 24.
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Story Comes Alive 1. Pupils are divided into groups
of sports houses, e.g. : red, blue, yellow and green.
2. Teacher distributes envelopes with cut out pieces of pictures from “Sleeping Beauty”.
3. Pupils have to assemble the jigsaw puzzle and talk about the picture.
4. Screen the story and the pupils read aloud together with the CD / teacher.
5. Then, pupils talk about the main characters in the story.
Pictures from “Sleeping Beauty” Source : English Year 2 (SK) Teaching Courseware CD 4 Lesson 74 (e-Book). Eg : Name the people in the story.
Teacher prepares the four jigsaw puzzles, cuts them according to the lines and puts them into four envelopes. – Appendix 25 Teacher prepares laptop, LCD & screen. Teacher prompts the pupils with simple questions.
Let’s Go Round & Round 1. Teacher screens the song
“The Wheels On the Bus”. 2. Pupils sing along together. 3. Teacher screens the reading
lesson of “Going Places”. 4. Pupils read together with the
CD / teacher. 5. Teacher asks pupils to read
the text aloud. 6. Divide pupils into four groups
according to vehicles such as bicycle, car, motorcycle, lorry, bus, train, aeroplane etc.
7. Pupils act out the vehicles with sound effects.
Source : English Year 2 (SJK) Teaching Courseware CD 1 Lesson 4. Source : English Year 2 (SK) Teaching Courseware CD 4 Lesson 78 (e-Book). Word list : bicycle, motorcycle, car, lorry, bus, train, aeroplane
Teacher prepares laptop, LCD & screen. Teacher stresses on the words learnt. Teacher corrects the pupils‟ pronunciation.
107
Appendix 1
108
Appendix 2
109
Appendix 3 Jumping Over Puddles Create puddles across the classroom floor. Each puddle features a grapheme. Pupils say the phonemes as they jump on it.
bird
110
Appendix 4 Wall Words Put up the grapheme cards on the wall. Teacher says a word. Pupils say the phonemes, take out the grapheme cards one at the time while saying it aloud.
d o l ph i
n
111
Appendix 5
Read the word and trace it to the picture. boat coat road float goat toad Teacher can also choose to make this a matching activity (i.e. dotted lines)
112
Appendix 6
Listen and circle the correct word. 1. chew screw crew 2. few new drew 3. screw flew blew 4. flew drew chew 5. grew crew blew 6. crew chew flew
113
Appendix 7
1144
Appendix 8
Crazy Poems
Animals Clothing
115
Appendix 9
116
Appendix 10
My father works
a long neck.
They like
a kind man.
A giraffe has
in a hospital.
The doctor is
to catch fish.
*Teachers are free to construct own sentences.
117
Appendix 11
118
APPENDIX IVb
Appendix 12a
119
Appendix 12b
1. Ali went for a picnic. 2. He went there with his family. 3. He ate sandwiches and noodles. 4. He also fed the ducks.
120
Appendix 13
c k t y m s v x p o h d r f j g u
s i t o n t h e c h a i r l b z
g w n f j p m a g a m e s
a b o o k i n t h e b a g t
q o e u e r u n y a
t h e r e i s a m a n g o o k
k s m a k e g z k f s y u e
a g n h e h a s a s i s t e r
m r e q j d v n h e
w a l k t o t h e g a t e i
a o i v f a n h d k u c x m
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Appendix 14
GET ME RIGHT Sentence strip
A lion and a mouse lived in the jungle.
Then the lion let it go.
A lion and a mouse lived in the jungle
They became a good friends.
One day, the lion caught the mouse.
The mouse asked the lion to let it go.
One day, a hunter caught the lion.
The mouse saved the lion.
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Appendix 15
Azlan’s Family Tree
Azlan is my best friend. There are seven people in his family. His father is Encik Ramli. Puan Siti is his mother. His grandfather‟s name is Encik Karim. His grandmother‟s name is Puan Minah. He has a brother. His name is Halim. His sister‟s name is Timah.
Azlan
123
Appendix 16
RIVER
BRIDGE
Lorong Sihat
124
Appendix 17
125
A MOUSE TALE Appendix 18 Chart From the mousehole I peep out, To see if Kitty is about. I see Kitty sitting on a seat, I see Kitty eating a piece of meat. I eat the cheese, And then I sneeze. Kitty hears the sound, And she turns around. From the mousehole I can see, Kitty looking at me.
Pictures
`
126
Appendix 19
A. Find the word that comes first in the dictionary. Circle it. 1. peep see cheese 2. meat turns seat 3. sneeze peep see B. Find the word that comes last in the dictionary. Circle it. 1. peep see cheese 2. meat turns seat 3. sneeze peep see
127
Appendix 20
Find these words in your dictionary and write down what page they are in. 1. trunk ______________ 2. root ______________ 3. branch ____________ 4. leave ______________ 5 mangoes ____________ „
128
Appendix 21
129
Appendix 22
What is this? This is a red hibiscus.
It is our national flower.
It has five petals. The petals are big. What are these? These are roses. Roses are beautiful. The leaves are small.
They have thorns.
130
Appendix 23
A. Use your dictionary to help Kitty arrange the words alphabetically.
1.
_____________________ _____________________ _____________________ _____________________
2.
_____________________ _____________________ _____________________ _____________________ B. Give suitable answers to the questions below. 1. What page does the „ b‟ section start in your dictionary? Page _________ 2. Which word comes first, „ big‟ or „beautiful‟? ________________ 3. Give the meaning of the words below : small ____________ beautiful ___________
rose
beautiful
leaf
small
hibiscus
petal
big
flower
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Appendix 24 Work in groups. Read the text. Circle words with the phonemes that you have learnt.
One day, the princess saw
a door. She opened the door. She
saw a woman. The woman was
the old fairy. But the princess did
not know that.
A hundred years went by.
Roses covered the palace. One
day, a prince came riding by. The
prince went into the palace. He
saw the princess.
The princess hurt her finger.
She cried out and fell. The old fairy
laughed and went away. The
people found the princess. They
carried her to her room.
Once, there lived a king and
a queen. The queen did not have a
child. They were very sad. Many
years went by. Then, the queen
had a baby. It was a girl!
Everyone was happy.
132
Appendix 25
133
134
135
137
THE WRITING SKILL
Pupils learnt penmanship and started basic writing in Year 1. Therefore, by Year 2, it is hoped that they would have developed good motor skills and other pre writing skills such as penmanship. Year 2 pupils are now expected to write neatly and legibly words, phrases, simple sentences as well as punctuate correctly. With guidance from the teacher, pupils would be able to write and present their ideas through a variety of media. The Writing Content and Learning Standards for Year 2 are as follows:
Content Standards Learning Standards 3.1 By the end of the 6-year primary schooling, pupils will be able to form letters and words
in neat legible print including cursive writing.
3.1.1 Able to write in neat legible print: a) words b) phrases c) simple sentences 3.1.2 Able to write numerals in neat legible print: a) numeral form b) word form
3.2 By the end of the 6 year primary schooling, pupils will be able to write using appropriate language, form and style for a range of purposes.
3.2.1. Able to complete with guidance: a) simple messages b) posters 3.2.2 Able to write simple sentences with guidance. 3.2.3 Able to punctuate correctly: a) capital letters b) full stop c) question mark 3.2.4 Able to spell common sight words.
3.3. By the end of the 6-year primary schooling, pupils will be able to write and present ideas through a variety of media using appropriate language, form and style.
3.3.1 Able to create simple non-linear texts using a variety of media with guidance : a) posters b) signs
Although most of the learning standards have been dealt with in this module, teachers are encouraged to plan lessons and activities on their own and incorporate them into their lessons. The activities provided here are merely suggested ones. Teachers are encouraged to think `outside the box‟, be creative and innovative when devising lessons.
138
Learning Standard:
3.1.1 Able to write in neat legible print:
a) phrases b) simple sentences
ACTIVITY CONTENT TEACHER’S NOTES
THINGS IN MY PENCIL CASE 1. Prepare a treasure box with objects in it. 2. Divide pupils into groups. 3. Pupils from each group take turns to pick an object from the box and show it to the class. 4. The other group members write the name of the object shown on a piece of paper in their respective groups. 5. The group with the highest score is declared the winner.
Things in my pencil case: - a pencil - a sharpener - a ruler - an eraser - a pair of scissors - a bottle of glue
Prepare: related pictures / realia
139
ACTIVITY CONTENT TEACHER’S NOTES KIM’S GAME 1. Put up a covered chart of colourful things on the board. 2. Distribute a worksheet each. 3. Take out the cover of the chart. 4. Give pupils sufficient time to look at the chart. 5. Once again cover the chart. 6. Pupils complete the given worksheet.
Things in the classroom: Sample worksheet a _____ _________ a _____ _________ a _____ _________ ___ _____ _________ ___ _____ _________ e.g. a red bag
Note: May use other suitable realia.
140
ACTIVITY CONTENT TEACHER’S NOTES WHAT HAVE YOU? 1. Distribute a few objects to the pupils. 2. Sing the song “What have you?” 3. Pupil 1 sings the answer and tags his/her friend to continue. 4. Pupils complete worksheet.
Suggested Song (Tune of : Are You Sleeping?) Teacher sings: I have a pencil, I have a pencil, What do you have? What do you have? Pupils sing: I have a ruler, I have a ruler, What do you have? What do you have? Sample worksheet: Complete the text. 1. I have a pencil, I have _____ ________. 2. I have a ruler, I _____ __ ______. 3. I have ___ _______, I _____ ____ _______
Note: Pupils to substitute underlined words
141
ACTIVITY CONTENT TEACHER’S NOTES
HOW AM I DIFFERENT? 1. Pupils talk about their parents‟ occupations. 2. Put up pictures of occupations. 3. Pupils identify the occupations displayed. 4. Pupils complete worksheet.
Note: May use other occupations
policeman wears a blue uniform police station patrol car
1. Samad is a __________ 2. He ________ 3. He works in the ___________ 4. He drives a __________ _____
fireman wears a helmet and boots a fire engine fire station
1. Farid is a __________ 2. He ________ 3. He drives ___________ 4. He works at the ________________.
Samad
Farid
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ACTIVITY CONTENT TEACHER’S NOTES
CHOOSE AND COMPLETE 1. Put up a composite picture and talk about it. 2. Put up an incomplete text based on the picture shown. 3. Show an incomplete text based on the picture shown. 4. Pupils complete the text.
Sample picture:
Based on the picture, complete the text below.
Ali and Ah Meng
are good friends .
Today they are at
the playground.
It is a hot day.
They are playing
swing.
143
Learning Standard: 3.1.2 Able to write numerals in neat legible print:
a) numeral forms b) word forms
ACTIVITY CONTENT TEACHER’S NOTES A VISIT TO UNCLE BOB’S FARM 1. Put up animal picture cards around the class. 2. Give out worksheets to pupils. 3. Pupils walk around to count the number of animals in each picture to complete their worksheets. 4. Pupils write down the numbers in numerals and word forms. 5. The first pupil to complete and get them correct is declared the winner.
Sample worksheet:
Note: May use other pictures and numbers
e.g. 2 two cats _____ rabbits _____ goats
2
6
4
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Learning Standard: 3.1.1 Able to write numerals in neat legible print:
a) word form
ACTIVITY CONTENT TEACHER’S NOTES
BREAK THE CODE 1. Paste picture cards on the board. 2. Pupils name the pictures. 3. Write the first letter for each picture. 4. Pupils break the code and the numerals are spelt. 5. Give worksheets to pupils. 6. Pupils break the code.
Example:
___ ___ ___ ___ Sample worksheet:
*
*
*
*
*
*
___ ___ ___ ___ ___ __
*
*
*
*
*
*
___ ___ __ ___ ___ ___
Picture cards.
f o u r
145
ACTIVITY CONTENT TEACHER’S NOTES
THE CHOO CHOO TRAIN 1. Divide pupils into groups. 2. Give each group 5 wagon-shaped cards with words written on them. 3. Pupils construct a sentence, placing each word in a wagon to form a „choochoo train‟. 4. The fastest group is declared the winner. 5. After that, all pupils are asked to write down the five sentences that have been constructed by the groups.
Sample: Given numeral: Sample sentence: Susan has six blue shirts.
Prepare word cards to form sentences. Choo Choo train
six
146
ACTIVITY CONTENT TEACHER’S NOTES
THE STORY WRITER 1. Divide pupils into groups. 2. Give each group a picture puzzle. 3. The group members assemble the picture and paste it on a card. 4. Pupils write simple sentences to describe the picture.
Example: Picture puzzle
Prepare: picture puzzles
1. This is Pak Dollah‟s farm. 2. There are eight chickens on his farm. 3. There are ten cows under a tree.
Puzzle picture: A farm
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Learning Standard: 3.1.1 Able to write numerals in neat legible print:
a) numeral form b) word form
ACTIVITY CONTENT TEACHER’S NOTES FIND ME IF YOU CAN 1. Read the sentences. 2. Pupils solve the puzzle by decoding the numbers that represent the letters of the alphabet. 3. The first pupil to decode the sentence is declared the winner.
The python is hiding in Uncle Bob‟s farm. Break the code and find what he did.
20 8 5 6 1 20
16 25 20 8 15 14
1 20 5 6 9 22 5
4 21 3 11 19 1 14 4
20 23 15 7 15 1 20 19
The answer: The fat python ate five ducks and two goats.
148
Learning Standard: 3.2.1 Able to complete with guidance:
a) simple messages
ACTIVITY CONTENT TEACHER’S NOTES
DEAR MAMA 1. Divide pupils into groups. 2. Give 3 variations of the same message to the groups. 3. Read the message to the pupils. 4. Pupils complete the given message. 5. Group leaders read out the completed message.
Example: Sample A Sample B
Teacher can have variations for: - buy things from canteen - buy stationery from bookshop
Dear mama, Please buy me a bottle of ____________, a bar of ________, a packet of _________, a tin of ___________, and ____________ apples. I need these for my camp next week. Thank you. Jet Li
Dear mama, Please buy me a _____ ____ of orange juice, a _____ of chocolate, a _______ of sweets, a ________ of biscuits and ______ apples. I need these for my camp next week. Thank you. Jet Li
149
Sample C
Dear mama, Please buy me a bottle of _______, a_______ of chocolate, a packet of _________, a________ of biscuits and ______ ______. I need these for my camp next week. Thank you. Jet Li.
150
Learning Standard:
3.2.1 Able to complete with guidance:
a) posters
ACTIVITY CONTENT TEACHER’S NOTES
FRUITS 1. Put up information of three different fruits. 2. Each pupil draws a poster of one fruit using the information given.
Papaya RM 2.00 each Orange Watermelon RM8.00 each Green Mango RM 2.50 each Yellow Sample poster:
Name: _____
Price: _____
Colour: _____
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Learning Standard: 3.2.1 Able to complete with guidance:
a) posters
ACTIVITY CONTENT TEACHER’S NOTES
PET FOR SALE 1. Divide pupils into groups and distribute word cards. 2. Distribute posters of 3 animals and a comparison table. 3. Pupils complete the table using word cards. 4. Pupils complete a worksheet.
Word cards with:
- name of animals - price - colour - food - home
Poster (Appendix 1)
RM20.00
RM10.00
RM30.00
152
Sample worksheet:
Dear Mummy, May I please have a __________ for a pet? It costs only RM ___________. It is __________. I can feed it ______________. We also need a _____________ for it. Please?
Jacky
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Learning Standard: 3.2.2 Able to write simple sentences with guidance:
ACTIVITY CONTENT TEACHER’S NOTES GLORIOUS FOOD 1. Pupils talk about the food they like. 2. Distribute worksheets for pupils to complete. 3. Pupils name the food they like and state why they like it in sentences. 4. Pupils complete worksheet.
Fill in the blanks. 1. I like to eat ______ because ________. 2. You like to eat _____ because ________. 3. ________ likes to eat ________ because ________. 4. ________ likes to eat ________ because ________.
154
ACTIVITY CONTENT TEACHER’S NOTES
WHAT ARE YOU DOING? 1. Put up Rita‟s time table. 2. Pupils talk about Rita‟s daily activities based on the time table. 3. Pupils complete the worksheet.
Example: Rita‟s time table
Mon Tue Wed Thur Fri
8.00-12.30
School school school school school
12.30- 2.00
Bathe & lunch
Bathe & lunch
Bathe & lunch
Bathe & lunch
Bathe & lunch
2.00-3.30
Piano class
English tuition
Art class
Nap hour
TV hour
3.30-5.00
Math tuition
French class
Nap hour
Video game hour
Nap hour
5.00-7.00
Jogging Swimming Jogging Jogging Swimming
7.00-8.30
Dinner Dinner Dinner Dinner Dinner
8.30-10.00
Study hour
Study hour
Study hour
Study hour
Study hour
10.00 zzz…sleeping time….zzz……
On Monday, Rita has her piano lesson. On Tuesday, Rita ___ __________________. On Wednesday, ____ _________________. On ______________ _________________ On ______________ _________________ On _____________ _________________
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Learning Standards: 3.2.2 Able to write simple sentences with guidance. 3.2.4 Able to spell common sight words.
ACTIVITY CONTENT TEACHER’S NOTES
WRITE AND DRAW 1. Read out the sentences. 2. Pupils listen and write out sentences read. 3. Pupils draw pictures based on what they have written.
Sample worksheet:
1 I have a round face. 2 I have a big nose. 3 I have two small
eyes. 4 I have a big mouth.
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Learning Standards:
3.2.3 Able to punctuate correctly: a) capital letters b) full stop 3.2.4 Able to spell common sight words.
ACTIVITY CONTENT TEACHER’S NOTES
WHAT’S WRONG? 1. Display a text and read it out. 2. Display a similar text with missing or incorrect punctuation and spelling errors. 3. Pupils identify missing or incorrect punctuation and spelling errors. 4. Pupils rewrite text with correct punctuation and spelling.
Sample text: Sample worksheet:
Wrong spelling
Correct spelling
prety pretty
Rewrite the story ____________________ ____________________ ____________________ ____________________ ____________________
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ACTIVITY CONTENT TEACHER’S NOTES
WHAT ARE THESE? 1. Display pictures of fruits. 2. Place word cards below each picture. 3. Pupils construct simple sentences with correct punctuation using the word cards.
Sample worksheet:
Prepare: word cards
- apple - sweet - grapes - juicy
Label the pictures. Then, complete the sentence based on each picture.
__________________ This is an apple. It is sweet.
____________ These are grapes. They are juicy.
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Learning Standards: 3.2.2 Able to write simple sentences with guidance. 3.2.4 Able to spell common sight words.
ACTIVITY CONTENT TEACHER’S NOTES CREATE NEW WORDS 1. Put up the word ‘refrigerator’. 2. Divide pupils into groups. 3. Pupils create new words from the given word. 4. Pupils make simple sentences based on the new words they have created.
Example:
Sample sentences:
1 I see a rat.
2 I walk to school.
3 I go to the market.
4 Please get me the book.
Refrigerator
go
to
rat
get
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Learning Standard: 3.2.2 Able to write simple sentences with guidance.
ACTIVITY CONTENT TEACHER’S NOTES
LIKES AND DISLIKES 1. Display pictures of hobbies. 2. Ask pupils what they like to do. 3. Pupils state what they like and dislike doing. 4. Distribute worksheets to
pupils.
Example:
I like cycling.
I dislike playing football.
Sample worksheet:
Tick (√) or (×) and make sentences.
( √ )
( X )
I like cycling.
I dislike playing football.
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Learning Standard:
3.3.1 Able to create simple non-linear texts using a variety of media with guidance:
a) posters
ACTIVITY CONTENT TEACHER’S NOTES
LOST KITTEN 1. Tell a story. 2. Distribute worksheet. 3. Pupils create a lost and found poster. 4. Repeat story if necessary.
Sample worksheet:
Sample story: “
Name: ____________
Type: _______
Colour of fur: ________
Colour of eyes: ______
Tail: ___________
Owner: ____________
Contact number: _____
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ACTIVITY CONTENT TEACHER’S NOTES
THE TOTEM 1. Talk about an event in school. 2. Divide pupils into groups. 3. Pupils create a poster for an event in their school. 4. Provide information to be included.
SAMPLE : SPORTS DAY Date: Time Place:
SPORTS DAY
SK SRI UTAMA
DATE: _____
TIME : _____
PLACE: _______________
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Learning Standard:
3.3.1 Able to create simple non-linear texts using a variety of media with guidance:
a) signs
ACTIVITY CONTENT TEACHER’S NOTES DRAW ME 1. Display signs that pupils can see in the school. 2. Write simple instructions on the board. 3. Pupils draw signs for the instructions with guidance.
Suggested instructions: Keep quiet! Do not litter! Do not step on the grass! Keep quiet!
163
Learning Standard:
3.3.1 Able to create simple non-linear texts using a variety of media with guidance:
a) posters
ACTIVITY CONTENT TEACHER’S NOTES POSTER or ADVERTISEMENT 1. Take pupils to the school canteen. 2. Talk about food sold at the canteen. 3. Pupils create a poster to show food sold in the canteen and label them.
Sample poster:
Food in the
canteen
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Learning Standard: 3.3.1 Able to create simple non-linear texts using a variety of media with guidance:
a) posters b) signs
ACTIVITY CONTENT TEACHER’S NOTES ROAD SAFETY 1. Talk about road safety. 2. Place picture cards of road signs around the classroom. 3. Distribute worksheets. 4. Pupils draw road signs and colour them.
MATCHING
ROAD SIGNS
165
Appendix 1
167
LANGUAGE ARTS
Language Arts is a new component designed to create appreciation and enjoyment amongst pupils as they learn language. This experience should be fun filled and used as a means to create confidence in pupils to use the language without inhibitions. As such, learning standards have been designed for pupils to achieve the above mentioned goals. Following are the learning standards for language arts for Year Two:
CONTENT STANDARDS
LEARNING STANDARDS
4.1 By the end of the 6- year primary schooling, pupils will be able to enjoy and appreciate rhymes, poems and songs through performance.
4.1.1 Able to enjoy action songs and jazz chants through non-verbal response. 4.1.2 Able to sing action songs and recite jazz chants with correct pronunciation, rhythm and intonation.
4.2 By the end of the 6- year primary schooling, pupils will be able to express personal response to literary texts.
4.2.1 Able to respond to: a. book covers b. pictures in books c. characters with guidance.
4.3. By the end of the 6- year primary schooling, pupils will be able to plan, organize and produce creative works for enjoyment.
4.3.1 Able to produce simple creative works with guidance based on:
a) action songs b) jazz chants c) stories
4.3.2 Able to take part with guidance in a performance based on:
a) action songs b) jazz chants c) stories
As this is a new component, activities for all learning standards have been covered in
this section. However, teachers are encouraged to use their own creative ideas to
conduct lessons in the classroom as well.
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LEARNING STANDARD: 4.1.1 Able to listen to and enjoy action songs and jazz chants through non-verbal
response
ACTIVITY CONTENT TEACHER’S NOTES Stuck! Pupils do actions according to the lyrics while standing in a spot. 1. Pupils stand in a spot and do the required actions as demonstrated by the teacher.
Suggested Action Song: Here We Go Round The Mulberry Bush Here we go round the mulberry bush The mulberry bush [2x] Here we go round the mulberry bush So early in the morning This is the way we wash our face Wash our face [2x] This is the way we wash our face So early in the morning This is the way we brush our teeth Brush our teeth [2x] This is the way we brush our teeth So early in the morning This is the way we have our bath Have our bath [2x] This is the way we have our bath So early in the morning This is the way we comb our hair Comb our hair [2x] This is the way we comb our hair So early in the morning
Suggested actions: Here we go round the mulberry bush [clap your hands in a circular motion] We wash our face [action of washing face with both hands] We brush our teeth [action of brushing teeth] We have our bath [action of having a bath] We comb our hair [action of combing hair]
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ACTIVITY CONTENT TEACHER’S NOTES
Hooked! Pupils do actions according to the words while standing in a spot.
1. Pupils stand in a spot and do the required actions as demonstrated by the teacher.
Suggested Jazz Chant: Orange Shake Shake an orange, shake an orange Shake, shake an orange, Shake. Peel an orange, peel an orange Peel, peel an orange, Peel. Slice an orange, slice an orange, Slice, slice an orange, Slice. Chop an orange, chop an orange, Chop, chop an orange, Chop. Eat an orange, eat an orange, Eat, eat an orange, Eat.
Prepare oranges or any other suitable fruits to match the jazz chant Suggested actions: Shake an orange [clenched fist in a shaking motion] Peel an orange [action of peeling the skin of an orange] Slice an orange [action of slicing an orange] Chop an orange [action of chopping an orange] Eat an orange [action of eating an orange]
Let’s move! Pupils do actions according to the lyrics while moving around in groups. 1. Pupils do the required actions as demonstrated by the teacher while moving around in tempo.
Suggested Action Song: Here We Go Round The Mulberry Bush
Recorded song. Suggested actions: Here we go round the mulberry bush [clap your hands in a circular motion] We wash our face [action of washing face with both hands] We brush our teeth [action of brushing teeth] We have our bath [action of having a bath] We comb our hair [action of combing hair]
170
ACTIVITY CONTENT TEACHER’S NOTES
Lets Jazz! Pupils do actions according to the words while moving around. 1. Pupils do the required actions as demonstrated by the teacher while moving around in tempo.
Suggested Jazz Chant: Orange Shake
Recorded song. Prepare oranges or any other suitable fruits to match the jazz chant Suggested actions: Shake an orange [clenched fist in a shaking motion] Peel an orange [action of peeling the skin of an orange] Slice an orange [action of slicing an orange] Chop an orange [action of chopping an orange] Eat an orange [action of eating an orange]
Let’s Line Dance! Pupils line dance while listening to the song. 1. Pupils stand in lines. 2. Teacher teaches basic dance steps. 3. Pupils learn and dance.
Suggested Action Song: Here We Go Round The Mulberry Bush
Recorded song. Suggested dance steps: 1. Step right, step right, clap 2. Step left, step left, clap 3. Step forward, step forward, clap 4. Step back, step back, clap Teachers may use other suitable songs and steps.
171
LEARNING STANDARD: 4.1.2 Able to sing action songs and recite jazz chants with correct pronunciation,
rhythm and intonation.
ACTIVITY CONTENT TEACHER’S NOTES
Let’s Cheer Pupils sing the action song with correct pronunciation and tempo. 1. Teacher sings action song with correct pronunciation and tempo using phrase cards to show actions. 2. Pupils listen and sing with correct pronunciation. 3. Divide class into two groups. One group shows a phrase card and the other group does action while singing.
Suggested Action Song: Here We Go Round The Mulberry Bush Here we go round the mulberry bush The mulberry bush [2x] Here we go round the mulberry bush So early in the morning This is the way we wash our face Wash our face [2x] This is the way we wash our face So early in the morning This is the way we brush our teeth Brush our teeth [2x] This is the way we brush our teeth So early in the morning This is the way we have our bath Have our bath [2x] This is the way we have our bath So early in the morning This is the way we comb our hair Comb our hair [2x] This is the way we comb our hair So early in the morning
Lyrics and phrase cards. Phrase cards Suggestion: Use other songs for variation: e.g: “If you‟re happy...” “Old McDonald...” “Hokey Pokey...”
wash our face
brush our teeth
have our bath
comb our hair
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ACTIVITY CONTENT TEACHER’S NOTES
Let’s Chant Pupils recite jazz chants with correct pronunciation and tempo. 1. Teacher recites jazz chant with correct pronunciation and tempo. 2. Pupils listen and recite with correct pronunciation.
Suggested Jazz Chant: Orange Shake Shake an orange, shake an orange Shake, shake an orange, Shake. Peel an orange, peel an orange Peel, peel an orange, Peel. Slice an orange, slice an orange, Slice, slice an orange, Slice. Chop an orange, chop an orange, Chop, chop an orange, Chop. Eat an orange, eat an orange, Eat, eat an orange, Eat.
Prepare lyrics and phrase cards. Phrase cards Use other fruits suitable for this chant.
Lyric Tag A pupil tags a friend to continue his or her recitation of the lyrics or words of an action song or jazz chant. 1. Divide pupils into groups. 2. Pupil 1 recite line 1 of the action song or jazz chant learnt. 2. Then, pupil 1 tags pupil 2 to recite line 2 of the same action song or jazz chant learnt.
Suggested Action Song: Here We Go Round The Mulberry Bush
Suggested Jazz Chant: Orange Shake
An object that the pupils can use to tag a friend – e.g. bean bag, toy hammer. Use other suitable songs or jazz chant.
peel an orange
slice an orange
chop an orange
eat an orange
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ACTIVITY CONTENT TEACHER’S NOTES Echo Wall Pupils listen and repeat the lines of the jazz chant in an echo form. 1. Divide pupils into groups. 2. Teacher recites the first line and points to a group at random to echo what has been said. 3. Pupils repeat the activity in their groups to complete the chant.
Suggested Jazz Chant: Orange Shake
Use other suitable jazz chants if necessary.
`Boria’ Pupils sing the song with correct pronunciation. 1. Teacher sings the song line by line and the pupils follow. 2. Teacher incorporates actions while singing. [boria style]
One Malaysia Tune of: Malaysia Baru We are friends, we live in harmony Everyone from villages and cities We are one big happy family Malaysia, our beautiful country. Together, we are one Malaysia Together, we make better tomorrow Together, we are a great nation Tell the world we are proud to be Malaysians.
Lyrics of the song. Use any other suitable songs or performance styles.
174
LEARNING STANDARD: 4.2.1 Able to respond to: (b) pictures in books (c) characters with guidance.
ACTIVITY CONTENT TEACHER’S NOTES
Total Recall Pupils talk about a story with the help of picture cues. 1. Put up picture cues. 2. Tell the story to the pupils. 3. Teacher jumbles up the pictures. 4. Pupils rearrange pictures according to the story. 5. Pupils talk about story with guidance.
Suggested fairy tale: Cinderella
Picture cues. Appendix 1 Pictures taken from http://www.coloriez.com Teacher may use other suitable fairy tales Teacher may use recording of story
Pick Me! Pupils talk about a chosen character. 1. Pupil picks out the figurine of a character from the fairy tale. 2. Pupil talks about that character with guidance.
Suggested fairy tale: Cinderella
Figurines of characters: Appendix 2I
1. Cinderella 2. Fairy Godmother 3. Prince 4. Stepmother 5. Stepsisters 6. Mice
I Am….. Pupils role play characters from the fairy tale. 1. Pupils pick a prop related to a character from the fairy tale. 2. Pupils role play that character.
Suggested fairy tale: Cinderella
Props : 1. a wand 2. a mask 3. a crown
4. a shoe 5. a cane
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ACTIVITY CONTENT TEACHER’S NOTES
Bubble Up Pupils draw a bubble chart based on a character from a fairy tale. 1. Pupils pick a character from a fairy tale. 2. Pupils discuss the character‟s personality traits with their group members. 3. Pupils then fill the bubble around the character with the character‟s personality traits.
Suggested fairy tale: Cinderella Example of personality traits: Cinderella
- pretty - hardworking - obedient - kind
Stepmother
- mean - cruel - lazy - bad
Bubble chart for the characters from the fairy tale. Appendix 4
May I Know? Pupils interview a character from a fairy tale. 1. Pupils are paired. 2. Pupil 1 is the reporter and pupil 2 is the chosen character. 3. The „reporter‟ will interview the „character‟ with guidance
Suggested fairy tale: Cinderella
Sample of interview questions Appendix 3a Appendix 3b Pupils may reverse roles. Make use of any characters from the fairy tale
176
LEARNING STANDARD: 4.3.1 Able to produce simple creative works with guidance based on:
a. action songs b. jazz chants c. fairy tales
ACTIVITY CONTENT TEACHER’S NOTES
Paper Dolls Pupils create costumes for the characters from the fairy tale. 1. Pupils are given the figurines of the characters from the fairy tale. 2. Pupils create costumes and props for the characters. 3. Pupils dress up the figurines.
Suggested fairy tale: Cinderella Puteri Gunung Ledang Puteri Santubong
Figurines and stationery. Appendix 2
My Creation Pupils create their own book cover for a fairy tale. 1.Pupils choose a fairy tale and create the book cover for it.
Any fairy tale.
Manila cards, coloured pencils and scissors.
My Little Friends Pupils make puppets of the characters found in the fairy tale, jazz chant or action song. 1. Divide the pupils into groups. 2. Pupils are given materials to make the puppets.
Characters from the fairy tale “Cinderella”: Stepmother Stepsister Prince Cinderella Mice
Suggested materials to be used for making puppets.
Examples:
ice cream sticks cotton wool glue stockings gloves paper bags buttons egg shells
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ACTIVITY CONTENT TEACHER’S NOTES
Let’s Party Pupils create an invitation card to a party. 1. Pupils are shown a sample of an invitation card to a party. 2. Pupils create their own invitation card.
Sample invitation card. Appendix 5
May use ICT to prepare cards.
My Fairy Tale Car Pupils create their own version of a carriage made out of a pumpkin. 1. Pupils are given a pumpkin template. 2. They design their own carriage using the template. 3. They exhibit their carriage in the classroom.
Sample of the carriage from Cinderella.
Pumpkin template. Appendix 6 Remind pupils to bring their own props Display other samples of carriages.
My Desk Mat Pupils are required to create their own desk mat based on the characters or props from a fairy tale or jazz chant or action song. 1. Pupils choose a character or prop from a fairy tale or jazz chant or action song. 2. They create a desk mat based on the character object chosen.
Sample characters/ objects from a fairy tale: Cinderella carriage pumpkin glass slippers prince
Materials for the desk mat:
- drawing paper or manila card
- coloured pencils - crayons - glue - scissors - stickers - coloured paper
Use other techniques to create desk mat.
178
LEARNING STANDARD: 4.3.2 Able to take part with guidance in a performance based on:
a. action songs b. jazz chants c. fairy tales
ACTIVITY CONTENT TEACHER’S NOTES
Reader’s Theatre Pupils perform a fairy tale with expression. 1. Pupils are given the dialogue of a fairy tale. 2. Pupils are divided into groups and assigned a role each. 3. Pupils perform the fairy tale orally according to the role assigned to them.
Sample dialogue for Reader‟s Theatre
Dialogue for Reader‟s Theatre
Appendix 7 Teacher may use other suitable dialogue
Puppet show Pupils stage a performance using the puppets that they have created. 1. Pupils are given the dialogue for the puppet show. 2. Read through script with pupils. 3. Pupils are trained for their presentation. 4. Pupils perform the puppet show.
Sample dialogue for the puppet show
Dialogue for the puppet show. ( Appendix 7)
1. Pupils are divided into two groups: a. Puppeteer b. Dialogue
reader 2. Arrange pupils in
choir formation facing the audience.
3. Each pupil holds a copy of the dialogue.
4. Pupils read their parts according to their assigned characters.
5. The puppeteer manipulates the puppets according to the dialogue.
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ACTIVITY CONTENT TEACHER’S NOTES
Ode to Cinderella Pupils perform the jazz chant given. 1. Divide pupils into groups. 2. Display the jazz chant. 3. Pupils read aloud. 4. Pupils are trained for the performance. 5. Pupils perform the jazz chant.
Sample Jazz Chant
Lyrics for the jazz chant. Appendix 8 Use other suitable fairy tales if need be.
Let’s Put Up A Show Pupils perform action songs in groups. 1. Pupils are divided into groups. 2. Pupils practice for the performance. 3. Pupils perform the song with their own actions.
Sample Action Song: “Here We Go Round The Mulberry Bush”
Lyrics of the action song or other suitable action songs
Pantomime Pupils perform a pantomime of an action song or jazz chant. 1. Pupils are divided into two groups. 2. Group 1 reads the action song or jazz chant aloud. 3. Group 2 mimes the corresponding actions.
Sample action song: “Here We Go Round The Mulberry Bush” Sample jazz chant: Orange Shake
Action song or jazz chant Use other suitable action songs or jazz chants
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Appendix 1
181
182
183
184
185
186
187
188
189
190
191
192
193
194
195
196
197
Appendix 2
198
199
200
201
202
Appendix 3
203
Sample: An Interview with Cinderella Interviewer: _______________________ Cinderella: ______________________ Ask Cinderella these questions. Write her answers. 1. What is your name?
2. Where do you live?
3. Who do you live with?
4. What do you do at home?
5. Where are your stepmother and stepsisters?
Appendix 4a
204
Sample: An Interview with Cinderella Ask Cinderella these questions. Write her answers.
1. Who are your friends?
______________________________________________________________
2. Do you like your stepsisters?
3. Do you like to go to parties?
4. Where did you meet the Prince?
5. What does your fairy godmother carry?
Appendix 4b
205
Sample: An Invitation to the Party
Appendix 5
Invitation for ……………………
PLEASE COME TO MY PARTY.
206
Appendix 6
207
Appendix 7
208
THE WARNING Cindy, Cindy, Cindy, Cindy, Cinderella dear Wakey, wakey, hurry, hurry They are near. Cindy, Cindy, Cindy, Cindy, Cinderella dear Hurry! Hurry! Or you’ll hear. Where’s my tea? Where’s my dress? Have you polished my boots? Have you made my bed? What do you mean, not yet? Cindy, Cindy, Cindy, Cindy, Cinderella dear Wakey, wakey, hurry, hurry They are here.
Appendix 9
SAMPLE LESSONS
211
Focus: Listening and Speaking Theme: World of Self, Family and Friends Topic: F.R.I.E.N.D.S Pin-Up Content Standard
1.1 By the end of the 6-year primary schooling, pupils will be able to pronounce words and speak confidently with the correct stress, rhythm and intonation.
1.2 By the end of the 6-year primary schooling, pupils will be able to listen and respond appropriately in formal and informal situations for a variety of purposes.
Learning Standard
1.1.1 Able to listen and respond to stimulus given with guidance:
(f) voice sounds 1.2.2 Able to listen to and follow: (a) simple instructions in the classroom.
Objective By the end of the lesson, pupils will be able to follow simple
instructions given. Time 30/60 minutes Teaching Aids Realia [camera], pictures, drawing paper, glue, sticky tape
Activity Teaching and Learning
Strategy Notes
1. Show pupils a camera. Use camera or mobile phone.
Prepare: - camera or mobile
phone/ toy camera or model of a camera
2. Snap a photo and ask pupils to mimic the sound made by the camera.
Listening Mimic
Elicit the sound ‘click’
3. Do the actions of clicking and pupils follow.
Kinaesthetic Activity
4. Pupils take turns to do the actions of clicking the camera and others say ‘click, click, click’.
Responding to peers
5. Introduce the song line by line. Pupils repeat.
Drilling through fun and play Musical Intelligence
Song lyrics [Appendix 1]
6. Pupils sing the song and do actions.
Repetition and reinforcement
Action: clicking a camera
7. Repeat the activity by the pupils clicking at
Repetition and reinforcement
Sample Lesson 1
212
each other while singing. 8. Divide pupils into groups. Pupils do the action of taking photos of group members.
Kinaesthetic Activity
9. Give each pupil the ‘Friendship Pin-up’. Pupils interview their friends and complete the worksheet. Pupils can sketch a simple portrait of their friends based on given instructions.
Visual Spatial Friendship Pin-Up [Appendix 2] (Reserve the new friend column for Language Arts Activity) Suggested instructions: 1. Draw a big circle in the box. 2. Draw two small circles as eyes. 3. Draw a triangle as a nose. 4. Draw a line as a mouth. 5. Add the hair.
10. Collect the ‘Friendship Pin-up’.
Display the ‘Friendship Pin-ups’.
Assessment: 1. Pupils are able to interact with each other. 2. Pupils are able to complete the task.
Observation
Remedial: 1. Pupils join dotted lines
to complete the sketch of their friends.
Identifying Friendship Pin-Up [Appendix 2b]
Enrichment: 1. Pupils talk about their
friends based on the information gathered.
Question and Answer Interpersonal
He/She is ________. He/She is eight years old. He/She likes ___________. He/She likes to eat _________. * Pupils can talk about any information gathered.
213
Focus: Reading Theme: World of Self, Family and Friends Topic: F.R.I.E.N.D.S Pin-Up Content Standard
2.2 Pupils will be able to demonstrate understanding of a variety of linear and non-linear texts in the form of print and non-print materials using a range of strategies to construct meaning.
Learning Standard
2.2.1 Able to read and apply word recognition and word attack skills by: (b) reading and grouping words according to word families.
2.2.2. Able to read and understand phrases in linear and non- linear texts.
Objective By the end of the lesson, pupils will be able to:
a. read and understand simple phrases b. gather information
Time 30/60 minutes
Teaching Aids My Friend chart, pupils’ Friendship Pin-Up, worksheet, charts
Activity Teaching and Learning Strategy
Notes
1. Teacher invites pupils to talk about their friends.
Listening and Speaking Refer to the ‘Friendship Pin-Up’
2. Read phrases on the chart and pupils follow.
Guided reading Appendix 3a & 3b
3. Put up word list: colour. Pupils read and say with guidance.
Recall Previous knowledge
Word list: colours [Appendix 4]
4. Put up word list: food. Pupils read and say with guidance.
Recall Previous knowledge
Word list: food [Appendix 5]
5. Pupils get into their respective group from the first lesson. Distribute pupils’ Friendship Pin-Up and writing paper. Pupils ask their three friends about their favourite colours and food based on the word lists.
Identifying details Pupils’ Friendship Pin-Up
6. Pupils jot down the gathered information on the worksheet.
Verbal linguistic Worksheet [Appendix 6]
214
7. Pupils read out information gathered.
Repetition and reinforcement
Select pupils randomly.
8. Collect ‘Friendship Pin- Ups’ and worksheets.
Staple worksheet to Friendship Pin-Up of each pupil.
Assessment: 1. Pupils are able to gather required information. 2. Pupils are able to complete the task.
Observation
Remedial: 1. Teacher guides pupils to
read the phrases on Appendix 3.
Identify and read Appendix 3
Enrichment: 1. Pupils gather more information about their friends chosen for their ‘Friendship Pin-Up’.
Question and Answer Interpersonal
Suggested further information: hobbies
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Focus: Writing Theme: World of Self, Family and Friends Topic: F.R.I.E.N.D.S Pin-Up Introduction: This lesson focuses on writing. Pupils should be able to copy with
correct spelling and punctuation. Content Standard
3.2 By the end of the 6-year primary schooling, pupils will be able to write using appropriate language, form and style for a range of purposes
Learning Standard
3.2.1 Able to complete with guidance: (b) posters
Objective By the end of this lesson, pupils will be able to:
a. write simple phrases b. use correct spelling and punctuation
Time 30/60 minutes Teaching Aids My Friend chart, pupils’ Friendship Pin-Up, charts, worksheet
Activity Teaching and
Learning Strategy Notes
1. Put up ‘My Friend’ chart. Ask questions about ‘My Friend’.
Recall Question and answer
My Friend Chart [Appendix 3] Suggested questions: 1. What is your friend’s name? 2. How old is she? 3. What is her favourite colour? 4. What is her favourite food?
2. Distribute ‘Friendship Pin-Up’ and written notes. Pupils transfer information from written notes to their ‘Friendship Pin-Up’ for their three friends.
Observation Friendship Pin-Up [Appendix 2]
3. Put up a chart. Read and pupils follow.
Guided reading Chart [Appendix 7]
4. Distribute worksheet. Pupils complete.
Recall Previous knowledge
Worksheet [Appendix 8]
5. Collect ‘Friendship Pin- Up’.
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Assessment: 1. Pupils transfer information correctly. 2. Pupils write with correct spelling and punctuation.
Copying
Remedial: 1. Pupils copy phrases from the word list.
Write neatly
Enrichment: 1. Pupils decorate their ‘Friendship Pin-Up’.
Visual Spatial
Teacher may provide coloured papers for decoration.
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Focus: Language Arts Theme: World of Self, Family and Friends Topic: F.R.I.E.N.D.S Pin-Up Introduction: This lesson focuses on language appreciation. The main focus of
this lesson is to get pupils to respond and recite jazz chants with correct pronunciation, rhythm and intonation.
Content Standard
4.1 By the end of the 6-year primary schooling, pupils will be able to enjoy and appreciate rhymes, poems and songs through performance.
Learning Standard
4.1.2 Able to listen to and sing action songs and recite jazz chants with correct pronunciation, rhythm and intonation.
Objective By the end of this lesson, pupils will be able to recite a jazz chant
with the correct pronunciation and rhythm.
Time 30/60 minutes Teaching Aids Alien toy, Pupils’ Friendship Pin-Up
Activity Teaching and Learning
Strategy Notes
1. Chants jazz chant with the alien toy.
Modelling Modulate voice to show two different characters
2. Divide pupils into two groups: friendsters and aliens.
3. Put up jazz chant. Recite the jazz chant. Pupils follow in their respective groups.
Reading aloud My New Friend [Appendix 9]
4. Pair a friendster with an alien. Randomly select a few pairs to chant.
Determine the pairs to make sure they are new friends to each other. [they must not be already in each other’s ‘Friendship Pin-Up’.
5. Pupils chant in pairs.
Say aloud
6. Distribute ‘Friendship Pin-Up’. Pupils
Verbal Linguistic Friendship Pin-Up [Appendix 2]
218
complete it with information of their new friend. 7. Display the ‘Friendship Pin-Up’.
219
Appendix 1
220
Appendix 2a
Appendix 2a
Friend 1
Friend 2
ME
221
Appendix 2b
Appendix 2b
Friend 2
ME
Name: _________________
Age: _________________________
_________________________
______________
222
My Friend
Appendix 3a
223
Appendix 3b
224
Word List : Colours
Appendix 4
225
Word List : Food
Appendix 5
226 N
ame : _
__
__
__
__
__
__
_
Class : _
__
__
__
Frie
nd 1
Frie
nd 2
Frie
nd 3
Frie
nd 4
Nam
e
Age
Favourite
food
Favourite
colour
Ap
pen
dix
6
227
Appendix 7
228
Complete the sentences correctly. Friend 1
1.
Appendix 8
229
My new friend
Appendix 9
231
Focus : Listening & Speaking Theme : World of Stories Topic : The Ant and The Dove Content Standard : 1.1 By the end of the 6-year primary schooling, pupils will be
able to pronounce words and speak confidently with the correct stress, rhythm and intonation.
Learning Standards : 1.1.2 Able to listen to and enjoy simple stories.
1.1.4 Able to talk about a stimulus with guidance.
Objectives : By the end of the lesson, pupils should be able to : i. say words which contain the phoneme /әυ /. ii. name characters in the story. iii. respond to simple questions based on the story.
Time : 60 minutes Teaching Aids : Pictures ( Picture Cards / PowerPoint)
Activity
Teaching & Learning Strategy
Notes
1. Show pupils an ant in a container and a picture of a dove. 2. Ask questions.
Contextual Learning by drawing pupils’ previous knowledge. Question & Answer session
A container with an ant and a picture of a dove. Sample questions : 1. What is this? 2. Is it big or small? 3. Where can you find it? 4. What is the colour? 5. Can it bite? 6. How do you feel if it bites you?
3. Tell the story : ‘The Ant and The Dove‘
Story-telling Picture cards/PowerPoint Presentation : The Ant and The Dove (Appendix 1)
Sample Lesson 2
232
4. Ask questions based on the story and pupils respond.
Brainstorming Sample questions : 1. What are the animals in the story? 2 What happened to the ant? 3. Who helped the ant? 4. Who wanted to get the dove? 5. How did the ant help the dove?
5. Point to the words with the phoneme /әυ /. 6. Articulate the sound /әu/ and pupils repeat. 7. Repeat words.
Repetition through drillling boat, bow, arrow, no , Joe Show pupils the mouth movement.
8. Divide the pupils into 5 – 6 groups and give each group a set of pictures. 9. Pupils pick out pictures that show the words with the phoneme /әu/.
Reinforcement through fun and play
Picture cards (Appendix 2)
Assessment : Able to read the focus words correctly.
Observation
Remedial : Work with pupils who have difficulty saying the focus words.
Reinforcement through drilling
Enrichment : Get pupils to name and draw the characters in the story.
Appendix 3
233
Focus : Reading Theme : World of Stories Topic : The Ant and The Dove Content Standard : 2.1 By the end of the 6-year primary schooling, pupils will be
able to apply knowledge of sounds of letters to recognize words in linear and non-linear texts.
2.3 By the end of the 6-year primary schooling, pupils will be able to read independently for information and enjoyment.
Learning Standards : 2.1.1 Able to recognise and articulate initial, medial
and the final sounds ( phonemes ) in single syllable words within given context: a) oa 2.1.2 Able to blend phonemes into recognisable words and read them aloud. 2.3.1 Able to read simple texts with guidance: a) fiction
Objectives : By the end of the lesson, pupils should be able to :
i) pronounce and blend words with the phoneme /әu/ correctly. ii) identify words with /әu/ sounds. iii) read a short story with guidance.
Time : 60 minutes Teaching Aids : Pictures ( picture cards/ PowerPoint; word cards )
Activity
Teaching & Learning Strategy
Notes
1. Show the cover of the story.
Recalling Cover of “The Ant and the Dove’ using picture cards / power point.
2. Ask questions.
Question & Answer session Sample questions :
1. What is the name of the story? 2. What happened to the ant? 3. Who helped the ant? 4. What happened to the dove ?
234
5.How did the ant help the dove?
3.Display the story and read the story aloud. Pupils repeat after teacher.
Reading aloud with correct articulation and pronunciation.
Picture cards/PowerPoint Presentation : ‘The Ant and The Dove‘
4. Highlight words with the phoneme /әu/. Read the words and pupils repeat.
Reinforcement boat, bow, arrow, no, Joe
5. Put up letter cards of the words with the /әu/ sound. 6. Articulate the sounds to blend the words. Pupils follow.
Practice
7. Pick a few pupils and hang the letter cards around their necks. 8. Say out the words and pupils with the respective cards come forward and stand side by side.
Practice and reinforcement.
Prepare letter cards with strings attached.
9. Distribute a worksheet with some sentences from the story. 10. Pupils colour the box which has words with the /әu/ sound.
Practice
Appendix 4
Assessment : Pupils complete a worksheet by identifying words with the phoneme /әu/.
Observation
Remedial : Guide pupils to read the story with correct articulation and
Reinforcement through drilling
b oa t
ow b
a rr ow
ww
o n
J oe
b
oa t
235
pronunciation while focussing on the phoneme /әu/. Enrichment : Pupils use picture cards given and take turns to tell the story in a group.
Practice
Appendix 2
236
Focus : Writing Theme : World of Stories Topic : The Ant and The Dove Content Standard : 3.1 By the end of the 6-year primary schooling, pupils
will be able to form letters and words in neat legible print including cursive writing.
Learning Standards : 3.1.1 Able to write neat legible print :
b) simple sentences
Objectives : By the end of the lesson, pupils should be able to match phrases to write simple sentences.
Time : 60 minutes Teaching Aids : Pictures ( Picture Cards / PowerPoint)/worksheet
Activity
Teaching & Learning Strategy
Notes
1. Put up a song chart. Recalling story through fun and play
Appendix 5
2. Show the story to pupils and call out pupils randomly to read.
Integrate reading skill Can read individually / as whole class (*use power point/picture cards)
3. Ask questions on the sentences with words that have the phoneme /әυ /.
Reinforcement of the phoneme /әυ /.
Sample questions: T : What did the leaf look like? P : The leak looked like a boat. T : What was the hunter’s name? P : The hunter’s name was Joe. T : What did Joe have in his hand? P : Joe had a bow and an arrow in his hand. T : What did the ant shout? P : The ant shouted, No! No ! No!
237
4. Distribute worksheets to pupils. 5. Pupils match phrases to form sentences and write them down.
Practice Appendix 6
Assessment : Pupils write simple sentences correctly.
Observation & Correction
Remedial : Pupils match sentences with the pictures.
Application
Appendix 7
Enrichment : Pupils construct sentences based on the words given.
Application
Appendix 8
238
Focus : Language Arts Theme : World of Stories Topic : The Ant and The Dove Content Standard : 4.1 By the end of the 6-year primary schooling, pupils will be able
to enjoy and appreciate rhymes, poems and songs through performance.
4.3 By the end of the 6-year primary schooling, pupils will be able to plan, organise and produce creative works for enjoyment.
Learning Standards : 4.1.2 Able to recite jazz chants and sing action songs with
correct pronunciation, rhythm and intonation. 4.3.1 Able to produce simple creative works with guidance based on c) stories 4.3.2 Able to take part with guidance in a performance based on a) action songs
Objectives : By the end of the lesson, pupils should be able to :
i) produce masks for the characters in the story. ii) perform an action song.
Time : 60 minutes Teaching Aids : pictures (picture cards/ PowerPoint) , manila cards, scissors,
colour pencils
Activity Teaching & Learning Strategy
Notes
1. Display the song. 2. Pupils sing along with the teacher with appropriate actions.
Reinforcement through fun and play.
Appendix 5
3. Divide class into three groups. 4. Each pupil in the group is given a mask template. Group 1 : ant Group 2 : dove
Prepare mask templates for the characters. (Appendix 9 )
239
Group 3 : hunter 5. Pupils draw out the mask individually on a manila card, colour and cut it out.
Creative works.
6. Display song again. 7. Pupils stand in groups and put on masks while singing the song with actions.
Performance
Guide pupils with the actions.
Assessment : 1. Observe pupils’ hands on activity. 2. Observe students’ ability to sing with correct pronunciation.
Observation
240
Appendix 1
241
242
243
244
245
246
247
248
249
250
251
Appendix 2
252
253
254
255
256
257
258
Appendix 3
.
____
__________
259
Appendix 4
1.
2.
3
4.
5
6
260
Appendix 5
261
Appendix 6
.
A B
1. _________________________________________
2. _________________________________________
3. _________________________________________
4. _________________________________________
262
Appendix 7
263
Appendix 8
1. 2.
3. 4.
-
5.
_________________________
___
_________________________
___
_______________________
_________________________
___
_________________________
___
264
Appendix 9
265
266
267
Focus Listening and Speaking
Theme World of Knowledge
Topic My Beautiful Body
Content Standard
1.1 By the end of the 6-year primary schooling, pupils will be able to pronounce words and speak confidently with the correct stress, rhythm and intonation.
1.2 By the end of the 6-year primary schooling, pupils will be able to listen and respond appropriately in formal and informal situations for a variety of purposes.
Learning Standard 1.1.3 Able to listen to, say aloud and recite rhymes or sing songs.
1.2.2 Able to listen to and follow : (a) simple instructions in the classroom
Objective By the end of the lesson, pupils will be able to: i) listen to and sing the song ‘Ten little fingers’ in correct rhythm ii) listen to and follow simple instructions correctly
Time 60 minutes
Teaching Aids word cards , cassette and player
Activity
Teaching and Learning Strategy
Notes
1. Blindfold a pupil. Ask the other pupils to create sounds using their body parts.
Kinaesthetic activity
Teacher can show the other pupils the sounds that they can create by doing the actions. eg. whistling , snapping the fingers
2. The blind folded pupil will guess the sounds made.
Listen and make interpretations
Sounds of clapping of hands , stamping of feet and others.
3. Introduce body parts to the pupils orally. Pupils listen and repeat.
Listening Repetition
Teacher points to the body parts when introducing the various parts. Parts of the body: eyes, nose, mouth, ears, hands and legs
4. Point to the parts of the body and pupils name them.
Vocabulary Parts of the body: eyes , nose , mouth , ears, hands and legs
Sample Lesson 3
2687
5. Pair up the pupils. Pupils practise asking and answering questions related to body parts.
Listening and speaking
Sentence Patterns Q : What is this? A : This is a nose.
6. Show word cards and pupils read them.
Reading aloud Word cards eyes, nose, mouth, ears, hands and legs
7. Play a recorded song on tape. Pupils listen and sing along with action.
Listening and singing Song : Ten Little Fingers (Appendix 1)
8. Play the game ‘Simon says ….’ in the class.
Following instructions Instructions : a) Point to the nose. b) Clap your hands. c) Close your eyes. d) Open your mouth. e) Lift your leg.
Assessment : a) Pupils name the body parts shown by teacher. b) Pupils ask and answer questions related to body parts. c) Pupils do the action during the game ‘Simon says’
Observation Observation Observation
Activity 4 Activity 5 Activity 8
Remedial : a) Peer teaching - Pupils take turns to name the body parts shown by their partner.
Recalling
Enrichment : a) Pupils draw and label the parts of a body.
Labelling
269
Focus: Reading
Theme: World of Knowledge
Topic: My Beautiful Body
Content Standard
2.1 By the end of the 6-year primary schooling, pupils will be able to apply knowledge of sounds of letters to recognize words in linear and non-linear texts. 2.2 By the end of the 6-year primary schooling, pupils will be able to demonstrate understanding of a variety of linear and non- linear texts in the form of print and non-print materials using a range of strategies to construct meaning.
Learning Standard 2.1.2 Able to blend phonemes into recognizable words and read them aloud. 2.2.2 Able to read and understand phrases in linear and non- linear texts. 2.2.3 Able to read and understand simple sentences.
Objective By the end of the lesson, pupils will be able to: i) blend phonemes into correct words and read them aloud. i) read and identify at least three phrases in a jazz chant. ii) read and understand sentences in the jazz chant.
Time 60 minutes
Teaching Aids picture cards , word cards , grapheme cards , chart
Activity Teaching and Learning
Strategy
Notes
1. Pupils sing the song ‘Ten Little Fingers’.
Recalling and reinforcement
Teacher can play the song on tape if the pupils can’t recall the rhythm. (Appendix 1)
2. Show picture cards and pupils name them.
Recalling Vocabulary
Teacher needs to prepare picture cards of : round, mouth, loud, scout, blouse
3. Point out the phoneme
for the grapheme ‘ou’
from the words. Pupils say aloud the phoneme
/әʊ/.
Phonics Pronunciation
Word List : round, mouth, loud, scout, blouse
4. Pupils read the words again as shown by
Reading Practice
Teacher drills the pupils to read the words while
270
teacher while stressing on the phoneme.
stressing on the phoneme taught.
5. Stick jumbled up grapheme cards on the board. Call pupils randomly to form words using the cards while teacher says the phoneme.
Blending sounds
Grapheme cards: eg. Teacher needs to prepare grapheme cards for the words in the word list.
6. Pupils read the words formed, stressing on the phoneme learned.
Practice Reinforcement
7. Put up a chart with the jazz chant. Read aloud and pupils repeat the chant.
Chanting Kinaesthetic activity
Jazz Chant : ‘What I Have’ (Appendix 2)
8. Divide the pupils into two groups. Pupils read the jazz chant in groups.
Practice
9. Pick out a phrase from the chant and say it aloud. Pupils repeat it.
Reading phrases Phrases ; round eyes big mouth sharp nose
10. Pupils identify the other phrases in the chant and read them aloud.
Identifying and reading Teacher can help the pupils to identify the phrases.
11. Distribute worksheets to pupils. Pupils complete the task.
Teacher duplicates the worksheet and explains the task to the pupils. Worksheet (Appendix 3)
Assessment: a) Pupils read sentences from the sentence cards. b) Pupils complete the task in their worksheet.
Observation Written assessment
Teacher needs to prepare sentence cards. (Appendix 4)
Remedial: a) Reinforce words with
the phoneme /әʊ/.
Word List: round , mouth , loud , scout , blouse
Enrichment: a) Pupils solve a crossword puzzle.
Duplicate crossword puzzle accordingly. (Appendix 5)
r ou n d
271
Focus Writing
Theme World of Knowledge
Topic My Beautiful Body
Content Standard
3.1 By the end of the 6-year primary schooling, pupils will be able to form letters and words in neat legible print including cursive writing. 3.2 By the end of the 6-year primary schooling, pupils will be able to write using appropriate language, form and style for a range of purposes.
Learning Standard 3.1.1 Able to write in neat legible print: b) simple sentences 3.2.2 Able to write simple sentences with guidance.
Objective By the end of the lesson, pupils will be able to write at least five simple sentences with correct spelling and punctuation.
Time 60 minutes
Teaching Aids jigsaw puzzle , LCD projector
Activity Teaching and Learning
Strategy
Notes
1. Divide the pupils into six groups. Distribute jigsaw puzzle of a body part to each group.
Teacher has to enlarge 6 different pictures of body parts and cut them into jigsaw puzzles.
2. Pupils assemble the jigsaw puzzle and name them.
Solving jigsaw puzzle Teacher can reward the first group that assembles the jigsaw puzzle.
3. Distribute worksheet to the pupils. Read aloud the phrases. (as found in Appendix 2)
Listening Teacher needs to read the phrases loudly and clearly. Options : Teacher can also record the phrases on a cassette. Worksheet (Appendix 6)
4. Pupils write the phrases on worksheet. Pupils draw the parts of the face.
Writing Drawing
Teacher can put up some of the drawings on the board. (Appendix 6)
5. Pupils write sentences using the phrases given by the teacher. Go around and check the pupils’ work.
Writing
Teacher should check the spelling and punctuation in the sentences. (Appendix 6)
272
6. Project the jazz chant ‘What I Have’ on the screen. Pupils read the jazz chant in groups of five.
Chanting Kinaesthetic activity
Jazz Chant : What I Have (Appendix 2)
7. Pupils work in their groups and come out with three more stanzas for the jazz chant. Check the groups’ work.
Writing Teacher goes around and helps the groups that have difficulties in their task. eg. – two small eyes two long legs two strong hands
8. Pupils chant the stanzas written by them.
Chanting Kinaesthetic activity
Teacher can do this activity as a competition. The most creative group wins the competition.
Assessment: a) Pupils write sentences using the words given.
Written
Teacher needs to prepare worksheet. (Appendix 7)
Remedial: a) Pupils rearrange jumbled up words to form sentences.
Writing
Teacher prepares a worksheet with jumbled words.
Enrichment: a) Pupils complete a worksheet – grouping the actions to the correct body parts
Grouping Writing
Duplicate the worksheet accordingly. (Appendix 8)
273
Focus: Language Arts
Theme: World of Knowledge
Topic: My Beautiful Body
Content Standard
4.1 By the end of the 6-year primary schooling, pupils will be able to enjoy and appreciate rhymes, poems and songs through performance.
Learning Standard 4.1.1 Able to enjoy action songs and jazz chants through non- verbal response.
Objective By the end of the lesson, pupils will be able to listen to and enjoy action songs and jazz chant through performance.
Time 60 minutes
Teaching Aids charts
Activity Teaching and Learning
Strategy Notes
1. Mime a few actions and ask pupils to name the actions.
Miming Actions : Touching the knees Jumping up
2. Put up a chart with the song ‘If You Are Happy’. Pupils read the lines of the song in groups/ individually.
Reading Singing
Song : If You Are Happy And You Know It (Appendix 9)
3. Divide pupils into six groups. Pupils work in groups and create four more stanzas for the song.
Creating stanzas for the song
Appendix 9
4. Pupils perform the song in groups.
Performance
5. Pupils recall and recite the jazz chant.
Whole class activity Jazz Chant: What I Have (Appendix 2)
6. Pupils sing the song. Whole class activity Song: Ten Little Fingers (Appendix 1)
274
Appendix 1
SONG
275
Appendix 2
JAZZ CHANT
-
-
-
-
276
Appendix 3
WORKSHEET
Fill in the blanks
.
277
Appendix 4
READING ASSESSMENT
.
278
Appendix 5
……………………………….
Complete the crossword puzzle below.
279
Appendix 6
1. _____________________________________________
2. _____________________________________________
3. _____________________________________________
4. _____________________________________________
5. _____________________________________________
1. _____________________________________
2. _____________________________________
3. _____________________________________
4. _____________________________________
5. _____________________________________
280
Appendix 7
ASSESSMENT
281
282
Appendix 8
ENRICHMENT ACTIVITY
283
284
Appendix 9
SONG
IF YOU ARE HAPPY AND YOU KNOW
-
-
-
-
285
Focus Listening and Speaking
Theme World of Self, Family and Friends
Topic Find the Way
Content Standard 1.2 Pupils will be able to listen to and respond appropriately in
formal and informal situations for a variety of purposes.
Learning Standard 1.2.2 Able to listen and follow: (b) simple directions to places in the school.
Objective
By the end of the lesson, pupils will be able to listen and follow simple directions to places in the school.
Time 30 / 60 minutes
Teaching Aids chart, picture cards, dice
Activity
Teaching & Learning Strategy
Notes
1. Put up numbered picture cards on the board. Pupils throw a dice and name the pictures according to the number.
Oral Response Fun learning Playing a game
Picture cards of places in the school. e.g. canteen, office , etc.
Assessment Observe pupils’ ability to listen and follow simple directions.
Observation
Remedial Repeat the chant with pupils. Guide them to follow directions.
Reinforcement
Jazz chant
Enrichment Pupils are divided into two groups. Group 1 : ask questions Group 2 : answer
Team work
Use the jazz chant given. Each group takes turns to ask and give directions. e.g: Group 1 – How do I go to the canteen? Group 2 – Go straight, turn right.
1
Sample Lesson 4
286
Focus Reading
Theme World of Self, Family and Friends
Topic Find the Way
Content Standard 2.2 Pupils will be able to demonstrate understanding of a variety of linear and non-linear texts in the form of print and non-print materials using a range of strategies to construct meaning.
Learning Standard 2.1.1 Able to recognise and articulate initial, medial and final sounds (phonemes) in single syllable words within given context: (a) [igh] 2.1.2 Able to blend phonemes into recognizable words and read them aloud.
Objective By the end of the lesson, pupils will be able to recognise and read words with the sound [igh] in the intial, medial and final position.
Time 30 / 60 minutes
Teaching Aids chart, word cards
Activity
Teaching & Learning Strategy
Notes
1. Chant and pupils listen.
Listening Chart ( Appendix 2)
2. Chant line by line. Pupils repeat.
Practice
3. Introduce phoneme /aI/
with its action and sound. Pupils follow.
4. Blend the set A to ‘igh’ and then to set B cards.
Practice
Word cards high thigh right night right bright
.
287
set A set B
5 Pupils recite the jazz chant with the [igh] words.
Recalling
Appendix 2
Assessment Pupils articulate the sound [igh] in single syllable words.
Observation
Remedial Guide pupils with chant.
Reinforcement
Appendix 2
Enrichment 1. Use the word spinner. 2. Pupils take turn to spin. 3. Pupils blend the onset and
rime letters to form correct words.
4. Pupils read the words.
Recalling
Appendix 3
t
t
igh
br
r
n
h t
l
th
t
t
t
t
288
Focus Writing
Theme World of Self, Family and Friends
Topic Find the Way
Content Standard 3.1 Pupils will be able to form letters and words in neat legible print including cursive writing. .
Learning Standard 3.1.1 Able to write in neat legible print: a) words b) phrases
Objective By the end of the lesson, pupils will be able to identify the places in the school and follow the directions given correctly.
Time 30 / 60 minutes
Teaching Aids picture cards, symbol cards, phrase cards, worksheets
Activity Teaching & Learning
Strategy Notes
1.Pupils identify places in school. Drill pupils with direction phrases using symbols.
Recalling Drilling
picture cards of places in school. symbol cards Phrase cards: turn right, turn left, go straight
2. Pupils match the words to pictures in the worksheet given.
Drilling
Appendix 4 Worksheet 1
3. Pupils label the pictures with the given words.
Drilling
Appendix 5 Worksheet 2
Assessment: Pupils complete the worksheet.
practice
Appendix 6 worksheet 3 Appendix 7 worksheet 4
289
Remedial: Pupils complete the worksheets.
drilling
Appendix 8 worksheet 5
Enrichment: Pupils study the map to complete the task
consolidation
Appendix 9 worksheet 6
290
Focus Language Arts
Theme World of Self, Family and Friends
Topic Find the Way
Content Standard 4.1 Pupils will be able to enjoy and appreciate rhymes, poems and songs through performance.
Learning Standard 4.1.2 Able to listen to and sing action songs and recite jazz chants with correct pronunciation, rhythm and intonation.
Objectives By the end of the lesson, pupils will be able to perform jazz chant in front of the class.
Time 30 - 60 minutes
Teaching Aids chart
Activity Teaching & Learning
Strategy Notes
1. Recite the jazz chant with pupils.
Reciting
Appendix 1
2 Divide the class into four groups.
Guide the groups to prepare for their performance.
Group/ class performance
Assessment Observe pupils’ performance.
Observation
Choose a winner.
291
Appendix 1
JAZZ CHANT
292
Appendix 2
293
Appendix 3
294
1.
2.
3.
4.
5.
6.
Appendix 4 Worksheet 1
295
Choose and write.
1. _ _ _ _ _ _ 2. _ _ _ _ _ _ _
3. _ _ _ _ _ _ _ _ _ 4. _ _ _ _ _ _ _
5. _ _ _ _ _ _ 6. _ _ _ _ _ _ _ _ _
Appendix 5 Worksheet 2
296
Rearrange the letters
1.
3.
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
5.
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Appendix 6
Worksheet 3
297
Read and label
1. ___________ _____________________
2.
___________ _____________________
3.
___________ _____________________
Appendix 7
Worksheet 4
298
__________ __________ and _____________ ______________
__________ __________ and _____________ ______________
__________ __________ and _____________ ______________
__________ __________ and _____________ ______________
Appendix 8
Worksheet 5
299
Look, think and write.
Appendix 9
Worksheet 6
×
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talk
abo
ut a
stim
ulu
s w
ith g
uid
an
ce
Put a
√ if th
e p
up
il has m
aste
red th
e a
ctiv
ity.
N
o.
N
am
e o
f Pu
pil
A
ctiv
ity
A
ctiv
ity
A
ctiv
ity
A
ctiv
ity
* Te
ach
er c
an a
dd in
more
activ
ities fo
r assessm
ent if n
ece
ssary
.
C
HE
CK
LIS
T
305
SA
MP
LE
LE
AR
NIN
G S
TA
ND
AR
DS
CH
EC
KL
IST
FO
R R
EA
DIN
G
No
.
Na
me
2
.1.2
A
ble
to
re
cog
niz
e a
nd
art
icu
late
in
itia
l, m
edia
l a
nd
th
e f
inal so
un
ds (
pho
nem
es )
in s
ing
le s
ylla
ble
wo
rds
with
in g
ive
n c
onte
xt :
R
em
ark
s
ai
ee
igh
oa
oo
ar
or
ur
ow
oi
ear
C
HE
CK
LIS
T
306
SA
MP
LE
LE
AR
NIN
G S
TA
ND
AR
DS
CH
EC
KL
IST
FO
R R
EA
DIN
G
No
.
Na
me
2
.1.2
Ab
le to
recog
niz
e a
nd
artic
ula
te in
itial, m
edia
l and
th
e fin
al s
oun
ds ( p
ho
nem
es ) in
sin
gle
sylla
ble
wo
rds
with
in g
ive
n c
onte
xt :
R
em
ark
s
air
ure
er
ay
ou
ie
ea
oy
ir ue
aw
C
HE
CK
LIS
T
307
SA
MP
LE
LE
AR
NIN
G S
TA
ND
AR
DS
CH
EC
KL
IST
FO
R R
EA
DIN
G
No
.
Na
me
2
.1.2
A
ble
to
re
cog
niz
e a
nd
art
icu
late
in
itia
l, m
edia
l a
nd
th
e
fin
al so
un
ds (
pho
nem
es )
in
sin
gle
sylla
ble
wo
rds w
ith
in
giv
en c
onte
xt :
R
em
ark
s
wh
ph
ew
oe
au
a-e
e-e
i-e
o-e
u-e
C
HE
CK
LIS
T
308
SA
MP
LE
LE
AR
NIN
G S
TA
ND
AR
DS
CH
EC
KL
IST
FO
R R
EA
DIN
G
No
. N
am
e
2.1
.2
2.1
.3
2.2
.1 ( a
) 2
.2.1
( b )
2.2
.4
Re
ma
rks
C
HE
CK
LIS
T
309
SA
MP
LE
LE
AR
NIN
G S
TA
ND
AR
DS
CH
EC
KL
IST
FO
R W
RIT
ING
NO
NA
ME
S O
F P
UP
ILS
’
LE
AR
NIN
G S
TA
ND
AR
DS
3.1
.1
(a)
3.1
.1
(b)
3.1
.1
(c)
3.1
.2
(a)
3.1
.2
(b)
3.2
.1
(a)
3.2
.1
(b)
3.2
.2
C
HE
CK
LIS
T
310
SA
MP
LE
LE
AR
NIN
G S
TA
ND
AR
DS
CH
EC
KL
IST
FO
R W
RIT
ING
NO
NA
ME
S O
F P
UP
ILS
’
3
.2.3
(a
)
3
.2.3
(b
)
3
.2.3
(c
)
3
.2.4
(a
)
3
.3.1
(a
)
3
.3.1
(b
)
C
HE
CK
LIS
T
311
S
AM
PL
E L
EA
RN
ING
ST
AN
DA
RD
S C
HE
CK
LIS
T F
OR
LA
NG
UA
GE
AR
TS
LE
AR
NIN
G S
TA
ND
AR
DS
NO
N
AM
ES
OF
PU
PIL
S’
4.1
.1
4.1
.2
4.2
.1
(a)
4
.2.1
(b
)
4.2
.1
(c)
4
.3.1
(a
)
4
.3.1
(b
)
4
.3.1
(c
)
4
.3.2
(a
)
4
.3.2
(b
)
4
.3.2
(c
)
313
1. literacy – ability to read and write
2. literary works – texts with a style of writing used in literature
3. creative works – products or works which are created through imaginative and new ways
4. penmanship – the art of writing by hand
5. learning profiles – learning styles
6. assessment – evaluation or appraisal
7. phoneme – smallest unit of speech
8. phonemic awareness – ability to hear and manipulate individual phonemes
9. blending – joining individual sounds to letters to form words
10. segmenting – breaking down individual letter sounds to sound it accurately
11. gross motor skills – abilities required to control large muscles of the body for running etc
12. fine motor skills – coordination of small muscle movements
13. kinaesthetic intelligence – skillful ability to contol one’s bodily motions and handle objects
14. body percussion – using the body to produce sounds
15. alliteration – repetition of consonants in any syllables
16. sight words - high-frequency words which are commonly used
315
ACKNOWLEDGEMENTS
Advisor : Tn Hj. Ibrahim bin Mohamad Chief Editor: Dr Lee Boon Hua Dr Mohamed Abu Bakar Pn Diana Fatimah Ahmad Sahani Authors : Pn Jagdeesh Kaur Gill Cik Regina Joseph Cyril En. Rabindra Dev Prasad En. Rosdy Wahid Cik Ewe Choy Choo
Contributors: Pn Christine Gnanasothy Sivilingam SK Bandar Sunway, Petaling Jaya Pn Sharon a/p Savarimuthu SK Seri Selangor, Subang Jaya Pn Kwa Jin Nee SK Taman Putra Perdana, Puchong Cik Marlene a/p P. Fernando SK Permatang Badak, Kuantan En Faizul Mohamed SK Padang Garong 1, Kota Bharu En Mohamad Yusoff b. Ahmad SK Methodist, Malim Nawar Pn Siti Rohani Mohd Noor SK Serting Hilir Kompleks, Bandar Seri Jempol En Lai Pak Siong SJKC Katholik, Melaka Cik Suen Sau Chun SJKC Ave Maria Convent, Ipoh Pn Tanggam a/p Karuppiah SK Relong, Kuala Lipis Pn Kanmit Kaur a/p Gurbachan Singh
SK Wan Ibrahim, Kuala Lipis Pn Rozieana Lucy bt. Abdullah
SK Pahit Gerik, Hulu Perak Pn Hemalatha a/p N. Govindasamy SK Perwira, Teluk Intan Pn Subashini a/p A. P. Menon SK La Salle (2) Brickfields, Kuala Lumpur Pn Usha Rani a/p Reginald SK Bukit Raya, Hulu Langat, Cheras Pn Subathira a/p Selvanayakam SK Dato’ Onn Jaafar, Subang Jaya Pn Latifah bt. Abdul Latiff SK Bandar Tasik Kesuma, Beranang Pn Noor Ashikin bt. Hashim SK Seri Besout, Sungkai En Barathidasan a/l Muniandy SK Kebun Sireh, Bukit Mertajam Pn Jeya shanthi a/p N. V. Arumugam SK Tanjong Malim, Tanjong Malim
316
Pn Poonkuzhali a/p Palaniandy SK Seri Amar, Johor Bahru Cik Mageswary a/p Raja Ratnam SK Mahmud, Raub Pn Vasantha Devi a/p N. Raja Ratnam SK Batu Kikir, Batu Kikir Pn Nor Zihana bt. Jamaludin SK Putrajaya P8 (1), Putrajaya En Nagarajan a/l Veloo SJKT Permatang Tinggi, Simpang Ampat, Bukit Mertajam Pn Siti Shakilah Nirmala bt. Abdullah SK Sri Tangkak, Tangkak Pn Baleswari a/p A. Balasubramaniam SK Sultan Ismail, Kemaman Cik K. N. Rema a/p K. K. Narayanan SK Ayer Puteh, Kemaman Cik Vivegi a/p T. K. Rajagopal
SK Ujong Pasir, Melaka Pn Saratha a/p Sri Kandan SK Puchong Jaya, Puchong Pn Gloria Marsh SK Taman Rasah Jaya, Seremban Editors: Cik Mageswary a/p Raja Ratnam SK Mahmud, Raub Pn Kwa Jin Nee SK Taman Putra Perdana, Puchong Cik Marlene a/p P. Fernando SK Permatang Badak, Kuantan Pn Wong Mee Ping SJKC Serdang Baru 1, Seri Kembangan Pn Kan Siew Fong SJKC Serdang Baru 1, Seri Kembangan Pn Usha Rani a/p Reginald SK Bukit Raya, Hulu Langat, Cheras Pn Tanggam a/p Karuppiah SK Relong, Kuala Lipis Pn Kanmit Kaur a/p Gurbachan Singh
SK Wan Ibrahim, Kuala Lipis Pn. Poonkhuzhali a/p Palaniandy SK Pasir Puteh (P), Kelantan Pn. Sarah Matilda Jayaprabha a/p David SK Taman Mount Austin, Johor Baru En Gobalakrishnan a/p Mahaletchumanan SK Dato’ Kamaruddin, Behrang Stesen En Amarjit Singh a/l Dushan Singh SK Perlok, Sungkai En Nagarajan a/l Veloo SJKT Permatang Tinggi, Simpang Ampat, Bukit Mertajam Pn Lailee bt. Shahabudin SK Chuah, Seremban Pn Niza bt. Wahab SK Petaling (1), Kuala Lumpur Pn Kumari Nirmal a/p Jagiri Ram SK Sri Subang Jaya, Subang Jaya
Cik Ida Maria bt. Amiruddin SK Jalan Empat, Bangi
317
Cik Vivegi a/p T. K. Rajagopal SK Ujong Pasir, Melaka
Pn Jeya shanthi a/p N. V. Arumugam SK Tanjong Malim, Tanjong Malim Pn Fatima Nathan a/p Nagiah SK St. Mary, Kuala Lumpur En Muhammad Syuhaidi Ohira b. Abdullah SK (LKTP) Chemomoi, Bandar Bera En Lai Pak Siong SJKC Katholik, Melaka En Yeap Kah Soon SK Methodist (ACS), Ipoh Pn Latifah bt. Abdul Latiff SK Bandar Tasik Kesuma, Beranang Pn Noor Ashikin bt. Hashim SK Seri Besout, Sungkai Pn Jane Cecilia Edward SK Silibin, Ipoh Pn Rozieana Lucy bt. Abdullah
SK Pahit Gerik, Hulu Perak Pn Gloria Marsh SK Taman Rasah Jaya, Seremban Pn Siti Rohani bt. Mohd. Noor SK Taman Rasah Jaya, Seremban
En Mohammad Siraj b. Abdullah SK Penjom, Kuala Lipis
Pn Angelina Jemat SK Putrajaya Presint 9(1), Putrajaya En Louis Marie Neubert Ambrose SK Menjalara, Kepong Pn Helena Ong Ah Nyuk
SK Semerah Padi, Kuching Pn Geraldine Mary Rose a/p Hubert Coray SK (2)Simpang Lima, Klang Pn M. Susilah a/p Moorthy SK Lanar, Kuala Lipis Pn Diana Fatimah Ahmad Sahani Bahagian Pembangunan Kurikulum Pn Jagdeesh Kaur Bahagian Pembangunan Kurikulum Cik Regina Cyril Joseph Bahagian Pembangunan Kurikulum En Rosdy Wahid Bahagian Pembangunan Kurikulum Cik Ewe Choy Choo Bahagian Pembangunan Kurikulum Pn Zaiton Majid Bahagian Buku Teks, Kementerian Pelajaran Malaysia