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KEMENTERIAN PELAJARAN MALAYSIA
Kurikulum Standard Sekolah Rendah Pendidikan Khas
(MASALAH PENDENGARAN)
MODUL PENGAJARAN DAN PEMBELAJARAN
BAHASA INGGERIS
TAHUN 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.
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Week 7 240 minutes
Teaching and Learning Module Sample For
Hearing Impaired Pupils
Theme World Of Knowledge
Topic Numbers 11 to 20 (Week 7)
Content Standard 1.1, 1.2, 2.2, 3.1 Learning Standard 1.1.4 Able to talk (sign) about a stimulus with guidance.
1.2.1 (c) Make simple polite requests. 2.2.1 Able to read (sign) and apply word recognition and word
attack skills by matching words with: (a) matching words with graphics (b) matching words with spoken (signed) words
3.1.1 Able to copy and write in neat legible print (a) words (b) phrases (c) simple sentences
3.1.2 Able to copy and write numerals in neat legible print (a) numeral form (b) word form
Objectives By the end of the lesson, pupils should be able to :
identify the numbers label the numbers fill in the blanks match words to pictures
Teaching and Learning Methods
drilling, practice and reinforcement, questions and answers
Teaching aids word cards, numbered cards, LCD, laptop, pictures Assessment 1. Spelling of words.
2. Matching words to number. 3. Counting and writing numbers in words. 4. Filling in the blanks. 5. Drawing the number of objects.
Suggested Activities 1. Teacher asks pupils to spell. 2. Pupils match words to numbers. 3. Pupils count and write the amount in words. 4. Pupils fill in the blanks. 5. Pupils draw the number of objects.
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PREPARATORY PHASE
1.1 OBSERVATION
1.1.1 Teacher shows pictures of objects and asks pupils to count ( 1 to 10 ).
( Picture of objects from 1 till 10 )
1.2 ANALYSIS
1.2.1 Teacher shows numbered cards and word cards to the pupils.
1.2.2 Pupils spell the words and count the numbers.
( Repeat this for numbers 12 to 20 )
1.2.3 Pupils match words to numbers by arranging the word cards and numbered
cards.
1.2.4 Teacher introduces the sentence pattern to the pupils.
(Repeat this for numbers 12 to 20 )
11 This is number eleven.
eleven 11
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IMAGINATIVE PHASE
1.3 GENERATING IDEAS
1.3.1 Teacher shows the word cards to the pupils.
1.3.2 Pupils draw the correct number of objects based on the word cards.
( Repeat this for numbers 12 to 20 )
1.4 SYNTHESIZING IDEAS
1.4.1 Pupils fill in the blanks with the correct alphabets.
( Repeat this for numbers 14 to 20 )
e l v n
t e l e
t i r e n
eleven * * * * * * * * *
* *
11
12
13
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1.4.2 Pupils fill in the blanks with the correct words and sign the sentence.
T
DEVELOPMENTAL PHASE
1.5 ENHANCEMENT
1.5.1 Teacher gives 3 sets of cards to the pupils.
1st set - numbered cards
2nd set - picture cards
3rd set - word cards
1.5.2 Pupils will match the 3 cards correctly.
(Repeat this for numbers 11 to 20)
eleven * * * * * * * * * * *
11
11
20
twenty eleven
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1.6 ASSESSMENT
1.6.1 Teacher gives worksheets to the pupils.
WORKSHEET
UNIT : 3
TOPIC: NUMBERS 11 TO 20
Write down the words.
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WORKSHEET
UNIT : 3
TOPIC: NUMBERS 11 TO 20
Write down the words.
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WORKSHEET
UNIT : 3
TOPIC: NUMBERS 11 TO 20
Rearrange
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WORKSHEET
UNIT : 3
TOPIC: NUMBERS 11 TO 20
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WORKSHEET
UNIT : 3
TOPIC: NUMBERS 11 TO 20
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Week 8 240 minutes
Teaching and Learning Module Sample For
Hearing Impaired Pupils
Theme World Of Knowledge
Topic Numbers 21 to 30 (Week 8)
Content Standard 1.1, 1.2, 2.2, 3.1 Learning Standard 1.1.4 Able to talk (sign) about a stimulus with guidance.
1.2.1 (c) Make simple polite requests. 2.2.1 Able to read (sign) and apply word recognition and word
attack skills by matching words with: (a) matching words with graphics. (b) matching words with spoken (signed) words
3.1.1 Able to copy and write in neat legible print (a) words
(b) phrases (c) simple sentences
3.1.2 Able to copy and write numerals in neat legible print (a) numeral form (b) word form
Objectives By the end of the lesson, pupils should be able to :
identify the numbers label the numbers fill in the blanks match words to pictures
Teaching and Learning Methods
drilling, practice and reinforcement, questions and answers
Teaching aids word cards, numbered cards, LCD, laptop, pictures Assessment 1. Spelling of words.
2. Matching words to number. 3. Counting and writing numbers in words. 4. Filling in the blanks. 5. Drawing the number of objects.
Suggested Activities 1. Teacher asks pupils to spell. 2. Pupils match words to numbers. 3. Pupils count and write the amount in words. 4. Pupils fill in the blanks. 5. Pupils draw the number of objects.
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PREPARATORY PHASE
1.1 OBSERVATION
1.1.1 Teacher shows pictures of objects and asks pupils to count ( 1 to 20 ).
( Picture of objects from 1 till 20 )
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1.2 ANALYSIS
1.2.1 Teacher shows numbered cards and word cards to the pupils.
1.2.2 Pupils spell the words and count the numbers.
( Repeat this for numbers 22 to 30 )
1.2.3 Pupils match words to numbers by arranging the word cards and numbered cards.
1.2.4 Teacher introduces the sentence pattern to the pupils.
( Repeat this for numbers 22 to 30 )
IMAGINATIVE PHASE
1.3 GENERATING IDEAS
1.3.1 Teacher shows the word cards to the pupils.
1.3.2 Pupils draw the correct number of objects based on the word cards.
( Repeat this for numbers 22 to 30 )
twenty one * * * * * * *
* * * * * * *
* * * * * * *
twenty one 21
21 This is number twenty one.
* * * * * * * * * * * * * * * * * * * * *
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1.4 SYNTHESIZING IDEAS
1.4.1 Pupils fill in the blanks with the correct alphabets.
t w n t o e
t e n y t o
t e n y t r
( Repeat this for numbers 24 to 30 )
1.4.2 Pupils fill in the blanks with the correct words and sign the sentence.
21
22
23
24
30
thirty twenty four
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DEVELOPMENTAL PHASE
1.5 ENHANCEMENT
1.5.1 Teacher gives 3 sets of cards to the pupils.
1st set - numbered cards
2nd set - picture cards
3rd set - word cards
1.5.2 Pupils will match the 3 cards correctly.
( Repeat this for numbers 21 to 30 )
thirty * * * * * * * * * *
* * * * * * * * * * 30
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1.6 ASSESSMENT
1.6.1 Teacher gives worksheets to the pupils.
WORKSHEET
UNIT : 3
TOPIC: NUMBERS 21 TO 30
Write the words.
22
25
27
30
23
24
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WORKSHEET
UNIT : 3
TOPIC: NUMBERS 21 TO 30
Match.
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WORKSHEET
UNIT : 3
TOPIC: NUMBERS 21 TO 30
Write the words.
25
28
21
26
30
24
29
23
27
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WORKSHEET
UNIT : 3
TOPIC: NUMBERS 21 TO 30
Write the sentences.
It is number twenty five.
25
28
21
26
30
24
29
23
27
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WORKSHEET
UNIT : 3
TOPIC: NUMBERS 21 TO 30
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Week 9
240 minutes
Teaching and Learning Module Sample For
Hearing Impaired Pupils
Theme World Of Knowledge
Topic Numbers 11- 30
Content Standard 1.1, 1.3, 2.2, 3.2, 4.3
Learning Standard 1.1.3 Able to listen (sign) to, say aloud and recite rhymes or sing
songs.
1.1.4 Able to talk (sign) about a stimulus with guidance.
1.3.1 Able to sign and demonstrate understanding of texts by:
(a) answering simple WH- questions.
2.2.1 Able to read (sign) and apply word recognition and word attack skills by matching words with:
(a) matching words with graphics.
2.2.3 Able to read and understand simple sentences.
3.1.1 Able to copy and write in neat legible print
(a) words
(b) phrases
(c) simple sentences
3.2.2 Able to write simple sentences with guidance.
4.3.2 Able to take part with guidance in a performance based on
(a) action
Objectives By the end of the lesson, pupils should be able to :
identify the numbers fill in the blanks match sentences to pictures write simple sentences read simple sentences
Teaching and Learning methods
Drilling, practice and reinforcement, questions and answers
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PREPARATORY PHASE
1.1 OBSERVATION
1.1.1 Teacher prepares some groups of objects eg. seashells, erasers and asks
pupils to count.
eg.
1.1.2 Pupils count and state the number of objects.
Teaching aids LCD, laptop, objects, sentence cards
Assessment 1. Question and answer drill
2. Matching phrases/sentences to pictures.
3. Constructing simple sentences from substitution table.
4. Filling in the blanks.
Suggested Activities 1. Teacher asks pupils to count objects.
2. Pupils carry out question and answer drill using
Sentence pattern given.
3. Pupils match phrases/sentences to pictures.
4. Pupils answer simple questions based on pictures.
5. Pupils fill in the blanks.
6. Pupils construct simple sentences from substitution table.
7. Pupils do action songs.
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1.2 ANALYSIS
1.2.1 Teacher introduces the sentence pattern to the pupils.
1.2.2 Pupils repeat after the teacher by signing.
1.2.3 Teacher asks pupils to form sentences using the above sentence pattern based
on the pictures of objects given.
1.2.4 Pupils will form sentences using the above sentence pattern.
Pupils form questions and answers.
How many flowers are there ?
There are twenty two flowers.
How many erasers are there?
erasers.
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1.3.1 Teacher gives the sentence pattern to the pupils.
1.3.2 Pupils draw the number of objects based on the sentence patterns given.
Teacher says : There are sixteen rulers.
Pupils draw 16 rulers.
1. 4 SYNTHESIZING IDEAS
1.4.1 Teacher shows a picture to the pupils.
1.4.2 Pupils fill in the blanks using the answers given.
IMAGINATIVE PHASE
1. 3 GENERATING IDEAS
thirteen , eleven , twelve
There
butterflies on the flowers.
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1.5.1 Teacher divides pupils into groups for a matching game.
1.5.2 Pupils match pictures with sentences.
1.6 ASSESSMENT
1.6.1 Teacher evaluates based on the matching game above.
1.7.1 Teacher gives number of pictures to the pupils.
1.7.2 Pupils write down the sentence patterns based on the pictures given.
DEVELOPMENTAL PHASE
1. 5 ENHANCEMENT
ACTION PHASE
1. 7 IMPLEMENTATION
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1.8 CONTINUOUS APPLICATION
1.8.1 Teacher introduces a song to the pupils.
1.8.2 Pupils do actions based on the song.
Song : One, two, three, four , five,
Once I caught a fish alive,
Six, seven, eight, nine, ten,
Then I let it go again,
Why did you let it go ?
Cause it bit my little finger so.
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WORKSHEET
UNIT : 3
TOPIC: NUMBERS 11 TO 30
Fill in the blanks.
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WORKSHEET
UNIT : 3
TOPIC: NUMBERS 11 TO 30
Answer the questions.
How many flies are there ?
How many flowers are there ?
How many kites are there ?
How many flags are there ?
How many eggs are there ?
How many stars are there ?
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WORKSHEET
UNIT : 3
TOPIC: NUMBERS 11 TO 30
Read and write.
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WORKSHEET
UNIT : 3
TOPIC: NUMBERS 11 TO 30
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WORKSHEET
UNIT : 3
TOPIC: NUMBERS 11 TO 30
Count and write down the words.
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Teaching and Learning Module for Hearing Impaired Pupils
Week : ( Duration)
3 weeks
Unit :
4
Theme :
World of Self, Family & Friends
Topic :
Content Standard :
1.1, 1.2, 1.3, 2.2, 3.3, 4.2
Learning Standard :
1.1.4 Able to talk (sign) about a stimulus with
guidance.
1.2.1 Able to participate in daily conversations by
signing :
e) about oneself
f) introduce family members and friends
1.3.1 Able to sign and demonstrate understanding of texts by :
b) giving True/False replies
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2.2.1 Able to read and apply word recognition and word attack skills by matching words with :
a) matching words with graphics. b) matching words with spoken words.
2.2.2 Able to read and understand simple sentences 3.2.1 Able to punctuate correctly : a) capital letters
b) full stops
c) questions mark
3.3.1 Able to copy and write in neat legible print : a) words
b) phrases
c) simple sentences
4.3.1 Able to produce simple creative works with
guidance
based on:
a) stories.
Objectives
By the end of the lesson, pupils should be able to:
name, identify and introduce family members and friends
give one or two responses to questions asked read and match words and phrases to pictures fill in the missing letters in words read and write simple sentences
Teaching & Learning Methods
1. Observation 2. Questions and answers 3. Practice and reinforcement 4. Drills
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Teaching Aids:
1. Pictures and Powerpoint Presentation 2. Word cards and Letter cards 3. Worksheets
Assessment
1. Naming and identifying family members.
2. Inserting words of family members into a family
tree.
3. Arranging letters to form words
4. Inserting letters in words.
5. Colouring activities.
6. Making a book writing simple sentences .
7. Rearranging jumbled words to form sentences.
Suggested Activities :
1. Introducing members of the family using powerpoint
presentation.
2. Talking about the characters in the slides.
3. Talking about themselves and
introducing their family members.
4. Stating relationship between members of a family
5. Reading comprehension passages.
6. Asking True/ False questions verbally/ written.
7. Identifying positive and negative statements
verbally/ written.
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8. Inserting names of family members into a family
tree.
9. Solving crossword puzzles.
10. Explaining story and the meanings of
the difficult words in the text.
11. Making
12. Colouring pictures of family members.
13. Seeking information through interviews.
14. Writing sentences using a substitution table.
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PREPARATORY PHASE
1.1 Observation
1.1.1 Teacher shows slides of family members. Teacher questions pupils pertaining to slides shown.
Source : internet
1.1.2 Pupils identify and state (sign) family members shown on slides.
1.1.3 Pupils talk (sign) about themselves and introduce their family
members.
1.2 Analysis
1.2.1 To read and arrange letters to form words.
e.g.
b r t o r h e
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IMAGINATIVE PHASE
1.3 GENERATING IDEAS
1.3.1 Stating relationship between people using a family tree.
e.g.
Write.
father uncle grandmother sister
brother mother grandfather aunt
1.4 SYNTHESIZING IDEAS
1.4 Synthesizing idea
1.4.1 Construct sentences using substitution table.
My mother
My father
is a
man.
girl.
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1.5.1 Make a book with each of these sentences at the bottom of each page.
Make a large square in the middle of each page for the students to make a
picture of that sentence as to how it applies to their family.
e.g.
Title of each page:
Page 1:
This is me! My name is __________________.
Page 2:
This is my family
Page 3:
I live in a ____________ house.
Page 4:
I like to play_____________.
Page 5:
I like to eat _____________.
1.5 ENHANCEMENT
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woman
1.6 ASSESSMENT
1.6.1 Rearranging jumbled words to from sentences.
e.g.
ACTION PHASE
1.7 IMPLEMENTATION
1.7.1 Create a family tree (using twigs, plasticine, cards, pictures etc)
1.8 CONTINUOUS APPLICATION
1.8.1. Seeking information through interviews
e.g
1. How many people are there in your family?
2. How many sisters do you have?
References:
http://translate.google.com.my/translate_
mother is a my
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Family
family
father mother
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grandmother grandfather
sister brother
daughter son
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grandfather brother Son
mother grandmother Sister
daughter family Father
Family
NAME
CLASS
WORKSHEET 1 : Fill in the blanks with the words given b l
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f __ m __ __ y
m __ t__ e __
NAME
CLASS
WORKSHEET 2 : Fill in the blanks correctly.
f __ __ h __ r
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__ ra __d __o __he __ gr __ n__ f __th __ __
s__s t __r __r __th __r
d __ u __h__ __ r s __ __
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NAME
CLASS
WORKSHEET 3 : Spelling test
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Unit 4 - Family
Read. Mark
1. There are three children in Sita .
2. Sita has two brothers.
3. Sita likes to play with dolls.
swim.
My name is Sita. I have a sister and a brother. I like
to play with dolls. My sister likes to play with dolls, too. We
do not like to swim. My brother likes to play tennis and to
swim. He does not like to play football.
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5. to play tennis.
football.
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Unit 4 - Family
Write.
grandfather
grandmother
mother
aunt
father
uncle
sister
brother
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r b t h o r e
m t o h r e
r g n a d f t a h r e
s s r i t e r
a n t u
Unit 4 - Family
Rearrange the letters correctly.
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Skill
Week
Duration
3 weeks
240 minutes
Theme World of Knowledge
Topic Parts of the body
Content
Standard
1.1, 2.2, 3.1, 4.3
Learning
Standard
1.1.1 Able to sign and respond to stimulus given with guidance 2.2.1 Able to read (sign)and apply word recognition and word attack
skills by matching words with: a) matching words with graphics b) matching words with spoken words c) reading and grouping words according to categories
2.2.3 Able to read and understand simple sentences
3.1.1 Able to copy and write in neat legible print: a) words b) phrases c) simple sentences
4.3.1 Able to produce simple creative works with guidance based on: a) instructions by teacher
Objectives
By the end of the lesson, pupils should be able to:
Name and identify parts of the body Give one or two responses Copy simple sentences Fill in the missing words
Teaching &
Learning
Methods
1. Drilling 2. Brainstorming 3. Question and answer 4. Discussion
Teaching Aids
1. Word cards 2. Sentences cards 3. Worksheet 4. Pictures
Evaluation
1. Label parts of the body 2. Name parts of the body 3. Write simple sentences 4. Fill in the blanks 5. Follow instructions
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Suggested
Activities
1. Pointing parts of the body 2. Spell and label parts of the body 3. Matching words with the correct pictures 4. Cut and paste parts of the body 5. Making a robot (Instructions given by a teacher) 6. Teacher gets pupils to role-play actions
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PREPARATORY PHASE
1.1 OBSERVATION
1.1.1 Teacher shows the correct signs, pupils follow.
1.1.2 Pupils sign and respond to stimulus given with guidance.
Name : Class : Date :
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1.2 ANALYSIS
1.2.1 Teacher shows the words, the pupils sign and spell the words.
1.2.2 Pupils match words with the correct pictures.
1.2.3 Pupils label parts of the body.
Instruction : Label the body parts.
eye ear nose mouth hand
foot leg arm fingers toes neck hair
5
fingers
8
2
1
toes
10
4
9
6
3 7
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IMAGINATION PHASE
1.3 GENERATING IDEAS
1.3.1 Teacher asks pupils to cut pictures (part of the head).
1.3.2 Pupils paste the pictures on the diagram given.
Instruction : Cut and paste.
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1.4 SYNTHESIZING IDEAS
1.4.1 Making a robot (instructions given by teacher)
Instruction : Follow the instructions given.
1. Draw the eyes. 2. Draw the nose. 3. Draw the mouth. 4. Put the head. 5. Put the arms. 6. Put the legs and feet. 7. Paint the robot.
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DEVELOPMENT PHASE
1.5 ENHANCEMENT
1.5.1 Teacher discusses with the pupils and pupils try to solve a crossword puzzle below.
Instruction : Solve the Crossword puzzle.
1
2
3
4
5
6
7
8 9
10
DOWN
1. 5,
7. 9,
ACROSS
2. 3. 4.
5. 6. 8.
10.
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1.6 EVALUATION
1.6.1 Teacher asks pupils to look at the pictures in the worksheet and write a simple sentence.
Instruction : Look and write.
1.
This is my ear.
2.
These are my eyes.
3.
4.
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5.
6.
7.
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1.7.1 Teacher gets pupils to role-play actions.
Example: Be a teacher, dentist, chef, barber, etc
ACTION PHASE
1.7 IMPLEMENTATION
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1.8 Continous usage/applications
Clap your hands (2x)
Listen to the music and clap your hands
Stamp your feet (2x)
Listen to the music and stamp your feet
Turn around (2x)
Listen to the music and turn around
Jump up high (2x))
Listen to the music and jump up high
Clap your hands (2x)
Listen to the music and clap your hands
Teacher: Clap your hands (2x)
Students: Listen to the music and clap your hands
Teacher: Stamp your feet (2x)
Students: Listen to the music and stamp your feet
Teacher: Turn around (2x)
Students: Listen to the music and turn around
Teacher: Jump up high (2x))
Students: Listen to the music and jump up high
Teacher: Clap your hands (2x)
Students: Listen to the music and clap your hands
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Week : ( Duration)
2 weeks
Unit :
6
Theme :
Story time
Topic :
Stories
Content Standard
4.2,4.3
Learning Standard
4.2.1 Able to respond to : a) book covers b) pictures in books c) Characters in stories with guidance.
4.3.1 Able to produce simple creative works with
guidance based on stories Objectives :
By the end of the lesson, pupils should be able to read and understand a story talk about the story
Suggested activities :
1. Teacher introduces the characters and tells the story of
( text book pg 54 58) 2. Teacher explains the story and the meanings/moral values. 3. Teacher and pupils talk about the characters in the story 4. Teacher asks pupils retell the story as they remember it. 5. Pupils sequence the sentences in the correct order to form the story
6. Pupils complete the worksheet given. 7. Teacher brings pupils to the school library to encourage pupils to
read more story book.
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Week 6 480 minutes
Teaching and Learning Module Sample for Hearing Impaired Pupils.
Theme
Story Time
Topic
Stories (Rose Red)
Content Standard
2.3, 3.2
Learning Standard
2.3.1 Able to read simple texts with guidance a) Fiction b) Non fiction 3.2.3 Able to punctuate correctly: a) Capital letters b) Full stop c) Question mark
Objectives :
By the end of the lesson, pupils should be able to: Read and enjoy simple stories and respond to them by talking about the people and moral values in the stories and relate
Teaching and Learning Methods:
1. Brainstorming. 2. Drilling. 3. Reading. 4. Writing. 5. Matching. 6. Pairing.
Teaching Aids:
Flannel/Magnetic board, Puppets, sentence strips, flashcards, worksheets
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Assessment:
1. Pupils sequence sentences in the correct order to form the
2. Pupils complete the worksheets given. 3. Role play/Act out the story. 4. Colouring activities. 5. Jigsaw puzzle. 6. Make puppets (characters) using discarded materials. 7. Pupils reframe the story using their own words/actions. 8. Making scrap books. 9. Rearranging jumbled words to form sentences.
SUGGESTED ACTIVITIES
(
text book pg 53 59)(see appendix 2. Reading and signing simultaneously and pupils repeat after
the teacher. 3. Explaining the story and the meanings of the difficult words
in the text 5. Selecting difficult words and use the dictionary to find the
meanings of the words. 6. Talking about the characters in the story 7. Retelling the story in their own words 8. Explaining the moral values in the story to the pupils. 9. Bringing pupils to the school library to encourage pupils to
read more story books. 10. Punctuating sentences correctly. 11. Answering simple Wh-Questions . 12. Guessing the ending of the story. 13. Constructing sentences using substitution table.
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1.1.1 Teacher puts up a picture(manila card) (The story of Red Rose) 1.1.2 Discusses about the picture with the pupils.
Eg.
1.1.3 Teacher reads and signs the story in the text book simultaneously and pupils repeat after the teacher.
1.1.4 Teacher explains the story and the meanings of the difficult words in the text
1.1.5 Pupils select difficult words and use the dictionary to find the meanings of the words.
1.2.1 Teacher puts up all the picture cards in sequence and explains the story line.
1.2.2 Teacher jumbles up the picture cards, and then pupils rearrange them correctly according to the story.
eg.
PREPARATORY PHASE
1.1 OBSERVATION
1.2 ANALYSIS
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1.3.1 Pupils guess the ending of the story.
1.4.1 Construct sentences using substitution table.
e.g.
IMAGINATION PHASE
1.3 GENERATING IDEAS
1.4 SYNTHESIZING IDEAS
The Prince
Rose Red
is
handsome.
beautiful.
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1.5.1 Making a scrap book.
e.g. Using newspaper cuttings, old magazines etc.
1.6.1 Rearranging jumbled words to form sentences.
e.g.
1.7.1 Role play/Act out the story
1.8.1 Make a puppet using discarded materials.
e.g. Using old used socks, egg shells etc.
DEVELOPMENT PHASE
1.5 ENHANCEMENT
1.6 ASSESSMENT
ACTION PHASE
1.7 IMPLEMENTATION
1.8 CONTINUOUS APPLICATION
mother Rose Red lives her with
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Appendix (A)
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TEACHING AND LEARNING ENGLISH LANGUAGE YEAR 2 MODULE
FOR HEARING IMPAIRED PUPILS
Skill
Week
Duration
60 minutes
Theme
World of Self, Family and Friends
Topic
Unit 7 : Follow Me
Content
Standard
1.2, 2.2, 3.3
Learning
Standard
1.2.2 Able to see & sign and follow simple directions to places in
school.
1.2.3 Able to give simple directions to places in school.
2.2.3 Able to read and understand simple sentences.
2.2.4 Able to read a paragraph of 5 - 8 simple sentences.
3.3.1 Able to create simple non-linear texts using a variety of
media with guidance :
a) poster
b) signs
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Objectives
By the end of the lesson, pupils should be able to
name places in school see & sign and follow simple directions read and understand simple sentences read a paragraph of 5 - 8 simple sentences create simple non-linear texts using a variety of media with guidance
Teaching &
Learning
Methods
1. Question & Answer 2. LCD Display 3. Brainstorming 4. Observation 5. Drilling 6. Discussing
Teaching Aids
1. LCD 2. Laptop 3. Picture Cards 4. Word Cards
Assessment
1. Labeling 2. Identifying 3. Rearranging 4. Text Completion
Suggested
Activities
1. Matching words with the correct pictures. 2. Matching phrases given to form sentences 3. Role-play. 4. Substitution table to form a paragraph. 5. Crossword puzzles 6. Word Maze/ Word Search.
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1.1.1 Teacher displays pictures (PowerPoint) and pupils identify the places shown
PREPARATORY PHASE
1.1 OBSERVATION
Petronas Twin Tower Parliament Building
Sultan Abdul Samad Building Kuala Lumpur Tower
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1.1.2 Teacher displays cards showing directions, and pupils identify them.
Turn right
Go down Go straight
Turn left
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1.1.3 Teacher displays a map and discusses with the pupils for the directions to school.
J a l a n T u a h
J a
l a
n
M
e r
d e
k a
J a l a n B a k t i
J a
l a n
J a
y a
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1.2.1 Teacher introduces places in school (Picture 3) 1.2.2 Pupils identify the places and spell out words
1.2 ANALYSIS
canteen library
Computer laboratory classroom
school
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1.3.1 Teacher displays a map of the school compound ( display the map of your own school )
1.3.2 Pupils label the places in the map and say out the directions of a given place to another.
1.4.1 Teacher displays a simple map and guides pupils to fill in the correct information based on the map.
IMAGINATIVE PHASE
1.3 GENERATING OF IDEAS
1.4 SYNTHESIS OF IDEAS
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1.5.1 Pupils rearrange the jumbled alphabets to form words
__________________________________________
__________________________________________
__________________________________________
DEVELOPMENT PHASE
1.5 ENHANCEMENT
c s o l h o
o o m s r l c s s a
i l a b r r y
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__________________________________________
___________________________ _________________________________________
n c a t e n e
r e t c m o p u y a l b r o t a r o
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1.6.1 Pupils fill in the blanks based on the pictures with the words given.
Fill in the blanks based on the pictures with the words given:
computer laboratory
canteen school
library classroom
This is Sekolah Kebangsaan Sri Gemilang.
It is a big _______________________
1.6 EVALUATION
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There are many _________________________
There is a big _________________ and a
____________________ . There is a big
_____________________ too.
\
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1.7.1 Teacher takes the class for a tour around the school.
1.7.2 Teacher points to the places around the school and pupils name them.
1.8.1 Pupils prepare a scrap book of interesting places in Malaysia 1.8.2 Pupils are requested to hand over their tasks within 2 weeks
ACTION PHASE
1.7 IMPLEMENTATION
1.8 CONTINUOUS APPLICATION
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VISUAL AIDS Unit 7: Follow Me PowerPoint presentation of Kuala Lumpur.
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Unit 7: FOLLOW ME
Picture card
Turn right
Turn left
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Go straight
Go down
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Unit 7: FOLLOW ME Map
J a l a n T u a h
J a
l a
n
M
e r
d e
k a
J a l a n B a k t i J
a l a
n
J
a y
a
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Unit 7: FOLLOW ME Places In School
school
computer laboratory
classroom
canteen
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WORKSHEETS Unit 7 : FOLLOW ME Date : ________________ Name : _________________________________ Class : _______________
Tick the correct answer.
Turn right.
Turn left.
Go straight.
Turn left.
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Turn right.
Go straight.
Go up.
Go down.
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Unit 7 : FOLLOW ME Date : __________________ Name :______________________________ Class : __________________
1. Sanjay lives on Jalan __________________________ .
2. The ________________________ is next to his house.
3. He likes to read books.
4. He always goes to the ___________________ to borrow books.
5. His father is a doctor.
6. He works in the ______________________ .
7. His mother is a clerk.
8. She works in the ________________________.
Fill in the blanks
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Unit 7 : FOLLOW ME Date : __________________ Name : _________________________________ Class : __________________
Rearrange the jumbled alphabets to form words
c s o l h o
__________________________________________
o o m s r l c s s a
__________________________________________
I l a b r r y
__________________________________________
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n c a t e n e
__________________________________________
___________________________ _________________________________________
y a l b r o t a r o r e t c m o p u
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Unit 7 : FOLLOW ME Date : _________________ Name : __________________________________ Class : ________________
Fill in the blanks based on the pictures with the words given:
computer laboratory
canteen school
library classroom
This is Sekolah Kebangsaan Sri Gemilang.
It is a big _______________________
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There are many _________________________
There is a big _________________ and a
_____________________
There is a big _____________________ too.
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