english teacher guidebook year 2

7/18/2019 English Teacher Guidebook Year 2

http://slidepdf.com/reader/full/english-teacher-guidebook-year-2-56d6b3a216bd7 1/329



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 bahagianartikel, 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 1The English Language Curriculum 3The Year Two English Syllabus 19

Section 2Listening and Speaking 25

Reading 69Writing 137Language Arts 167

Section 3Sample Lesson 1 211Sample Lesson 2 231Sample Lesson 3 267Sample Lesson 4 285

Section 4Assessment Checklist 303Glossary 313

Acknowledgements 315



v

FOREWORD

The new Malaysian English Language Curriculum for Primary Schoolswill be introduced in stages beginning 2011 starting with Year 1. Thiswill then be continued with Year 2 in 2012. In line with that, CDD hasproduced this Year 2 guidebook as a useful resource for teachers inimplementing the new curriculum.

CDD believes that the contents of this guidebook will help Year TwoEnglish Language teachers to get accustomed to the changes in thenew English Language Curriculum and act as a valuable teachingresource. The guidebook consists of suitable suggested teaching and

learning strategies and activities for teachers. It also gives teachersideas to help them organise their daily lessons. However, teachersare encouraged not to rely solely on this guidebook only whenplanning their lessons as it is hoped that they will use their owncreativity and initiative to plan stimulating and enjoyable lessonssuitable to their pupils’ level and background.

Last but not least, CDD would like to take this opportunity toacknowledge with gratitude the contributions made by the panel of

English teachers involved in making this guidebook a reality.

Tn Hj. Ibrahim bin MohamadDirector

Curriculum Development Division



vii

P R E F C E

This teacher’s guidebook serves as a guide to teachers with regard to the learning standardsthat should be achieved. It covers some aspects of the language skills, language arts as wellas the suggested word list required to be taught in Year Two.

Section 1 of the guidebook provides an overview of the English Language Curriculum whileSection 2 deals with the four language skills as well as language arts. Suggested activities arepresented in a 3-column table for each module. The first is the activity column wheresuggested activities for teachers include explanations and teaching steps. The second is thecontent column which includes teaching points and the suggested word list. The third is theteachers’ notes column which includes teaching aids/materials and other instructions forteachers.

Section 3 consists of complete sample lessons. In this section, teachers will be able to see andunderstand how the different language skills and language arts modules are presented for eachweek, 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 toconduct formative assessment in the classroom. These complete sample lessons are providedto help teachers plan effective and enjoyable lessons.

The guidebook provides suitable and practical suggestions of teaching methods via thematerials provided. However, teachers are in a better position to make appropriate and relevantdecisions when planning their lessons. There is no single ‘best way’ and teachers have to usetheir 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 selectsuitable listening and speaking, reading, writing and language arts activities to be used forteaching that topic. Teachers are also encouraged to use activities from the MOE Teachingcourseware, the textbook and other suitable resources when planning their lessons.

Assessment is an important aspect of the teaching-learning process. Continuous formativeassessment 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 furtherdevelopment. Teachers should set school based assessments for learning standards dealt within 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 orderto extend the experiences of their pupils. It is hoped that teachers will find this guidebook usefuland pupils will enjoy the activities and hence improve their English language proficiency.

http://www.google.com.my/imgres?imgurl=http://www.celticbug.com/BugBooks/BookwormBug.gif&imgrefurl=http://www.celticbug.com/BugBooks/List2.html&usg=__QBThkv5JJq4k3YZvJ1R0L-f2b6E=&h=284&w=350&sz=25&hl=en&start=35&zoom=1&itbs=1&tbnid=wPBGNfRqzs-9YM:&tbnh=97&tbnw=120&prev=/search?q=bookworm&start=20&hl=en&sa=N&gbv=2&ndsp=20&biw=999&bih=543&tbm=isch&ei=VQm5TY20PMfrrQfWlODdBA



CURRICULUMOVERVIEW

SYLLABUSOVERVIEW



3

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 ofcontexts that‟s appropriate to the pupils‟ level of development.

OBJECTIVES

By the end of Year 6, pupils should be able to:

communicate with peers andadults confidently andappropriately in formal andinformal situations

read and comprehend arange of English texts forinformation and enjoyment

write a range of texts usingappropriate language, styleand form through a variety ofmedia

appreciate and demonstrateunderstanding of Englishlanguage 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 beendesigned in two strands. Strand 1 is the language focus and strand 2 is languagearts. 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 basicliteracy. This is done by building a strong foundation in basic literacy skills namelyreading through phonics, penmanship and basic listening and speaking. Activitiesare contextualized and fun-filled with integration of language skills in meaningfulcontexts.

In Year 3 and onwards, pupils will further develop the ability to speak, listen, readand write in English meaningfully, purposefully and with confidence. A grammarmodule is introduced from Year 3 to enable pupils develop a sound grasp of thelanguage structures and rules of grammar.

The Language Arts module has been added to the English language curriculum fromYear 1 to allow pupils to engage and enjoy stories, poems, songs, rhymes and playswritten in English.

STRAND 1 STRAND 2

LANGUAGE FOCUS LANGUAGE ARTS

LEVEL 1(Years 1, 2 & 3)

Listening & SpeakingReadingWriting

Grammar (from Year 3)

MusicPoetryDrama

Class Readers

LEVEL 2(Years 4, 5 & 6)

Listening & SpeakingReadingWriting

Grammar

Literature

English at Play:

Music, Poetry & Drama

CURRICULUM ORGANISATION

The curriculum is modular in design and this is reflected in the organisation of thecontent and learning standards.

In Years 1 and 2, the English language curriculum emphasises the development ofbasic language skills so that pupils will have a strong foundation to build theirproficiency in the language. In this initial stage, there will only be four modules;

namely:



5

1. Listening and Speaking2. Reading3. Writing4. Language Arts

From Year 3 onwards, where pupils build on the skills they have acquired in Years 1and 2, a fifth module, Grammar, is added to the above four modules. Therefore, the

modules for this stage are:

1. Listening and Speaking2. Reading3. Writing4. Language Arts5. 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 isa 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 salientlanguage skills or sub-skills under each module through purposeful activities inmeaningful contexts. This modular approach does not exclude integration of skills.However, skills integration is exploited strategically to enhance pupils‟ developmentof specific and specified language skills as described in the content and learningstandards in a module.

The approach taken in this curriculum stresses the need for pupils to develop all thefour language skills: listening, speaking, reading, and writing. Teachers are expectedto sustain a cohesive and coherent organisation between the listening and speaking,reading and writing skills. For the language arts module, teachers may plan lessonsin 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 theirlessons meaningful.

LISTENING AND SPEAKING

READING

WRITING

LANGUAGE ARTS

GRAMMAR

STAGE TWO

(YEARS 4-6)STAGE ONE

(YEARS 1-3)



6

In order to make learning more meaningful and purposeful, language input ispresented under themes and topics, which are appropriate for the pupils.

Three broad themes which have been used in KBSR have been retained and will beused, namely:

1. World of Self, Family and Friends;2. World of Stories; and3. World of Knowledge.

Teachers select topics that are suitable for their pupils‟ level of development. Whenplanning lessons, topics for teaching are initially based on the immediate learningenvironment of the child. Later on, these are expanded to town, country and moredistant foreign locations.

ROLE OF THE TEACHER

The teacher is the role model of a language user to pupils. Pupils need to beexposed to good language in order for them to learn the language and use it foreffective communication. Therefore, the teacher needs to do a lot of talking in orderfor pupils to listen to good language input. For this purpose, the teacher uses avariety of materials or media to enable pupils to acquire the receptive and productiveskills. Fun language activities will have to be devised by the teacher in order to tappupils‟ interest and engage them in communication.

The Standard-Based English Language Curriculum for Malaysian Primary Schools isdesigned to provide pupils with a strong foundation in the English language.Teachers will use Standard British English as a reference and model for teaching thelanguage. 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 forteaching English in SK and SJK schools is different; lessons should be organized in amanageable form in order to give pupils every opportunity to take part in languageactivities.

In order to facilitate and maximise learning, language skills must be repeated andused constantly. Some activities have been suggested in this book. However,teachers are encouraged to design more creative and challenging tasks and activitiesbased on the needs and interests of pupils. This is important so that appropriateactivities and materials are used with pupils of different learning profiles with theintention of helping them to realise their full potential and enable them to graduallydevelop 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, pupilsshould be taught:

how to listen carefully;



7

to speak from the basic level of sound, word, phrase and structural sentencesin 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 preparethem for communication.

In order to achieve the abovementioned, content and learning standards have beendeveloped from basic listening and speaking, and then progressing to communicatingin 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 havebeen devised carefully throughout primary schooling. Learning standards have beendeveloped from basic listening and speaking in order for pupils to grasp the soundsof the English language before learning to articulate words and phrases. This issupported 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 wordsand speak confidentlywith the correctstress, rhythm andintonation.

1.2 listen and respondappropriately in formaland informal situationsfor a variety ofpurposes.

1.3 understand andrespond to oral textsin a variety ofcontexts.



8

The learning standards begin with basic listening and speaking skills which havebeen developed incrementally in this manner :

develop pupils‟ phonemic awarenessengage in fun learning activities such as reciting rhymes, poems andtongue twisters as well as singing songs

participate in daily conversationsfollow and give instructions and directionsable to participate in conversationstalk on topics of interest

Relationships are established through the ability to communicate by listening firstthen speaking thoughts, ideas and feelings. Pupils should aim at becoming confidentspeakers who can communicate clearly, appropriately and coherently in any givencontext using language to explore the possibilities and opportunities. Pupils need tolisten carefully and respond to what others say and think about the needs of theirlisteners. Social conventions in listening and speaking such as turn taking, politenessand 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 comprehenda text effectively and efficiently.

begins at the word and phrase levels before progressing to sentencerecognition 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 textwith their own ideas and opinions.

In order to achieve the abovementioned, content and learning standards have beendevised progressively. The teaching of reading in the early stages begins at theword and phrase levels before progressing to sentence recognition and reading atthe paragraph level. Gradually, pupils are taught to extract specific information froma text and to respond to a text with their own ideas and opinions.



9

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 havebeen devised carefully throughout primary schooling. Learning standards have beendeveloped from recognition of sounds in order for pupils to acquire the sounds of theEnglish language before learning to blend and segment words. This is furtherdeveloped through vocabulary activities to widen pupils‟ vocabulary. By the end ofYear 6, pupils are able to read and demonstrate understanding of text for informationas well as read for enjoyment.

The learning standards begin with basic literacy which has been developedincrementally 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; andread independently for information and enjoyment.

2.1 apply knowledge ofsounds of letters torecognize words inlinear and non-lineartexts.

2.2 demonstrate understandingof a variety of linear and

non-linear texts in the formof print and non-printmaterials using a range ofstrategies to constructmeaning.

2.3 read independentlyfor information andenjoyment.



10

The reading aloud strategy is also encouraged in the first two years of primaryeducation:

Teacher reads aloud a text to pupils. Implementing this strategy allowsteachers 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 forthem 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 allowingpupils to actively participate and support one another in the process ofreading.

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 tosee how grammar is used correctly so that they can emulate them in their productiveskills; speaking and writing. Reading for enjoyment and pleasure in seekinginformation and knowledge should be inculcated in pupils. Pupils are also trained togive 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 legiblehandwriting or to communicate via the electronic media.

the focus of writing is on developing pupils‟ writing ability beginning at theword and phrase levels before progressing to the sentence and paragraphlevels.

pupils who are capable must be encouraged to write simple compositionscomprising several paragraphs.

attention is also paid to penmanship so that even from a young age, pupilsare taught to write clearly and legibly including cursive writing.

simple compositions and the various steps involved in writing, such asplanning, drafting, revising, and editing are taught. In the process, pupilslearn the genre approach to writing as they are taught to use appropriatevocabulary and correct grammar to get their meaning across clearly.



11

all pupils will be encouraged to write for different purposes and for differentaudiences.

although much of the writing at this level is guided, the amount of control isrelaxed 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 devisedprogressively. The teaching of writing in the early stages begins with pre-writingactivities 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, phrasesand simple sentences. Pupils begin constructing simple sentences with the teacher‟sguidance and later develop to become independent writers by the end of primaryschooling.

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 developedprogressively, from acquiring fine motor control of hands and fingers to copying

3.1 form letters andwords in neat legibleprint includingcursive writing.

3.3 write and present ideasthrough a variety ofmedia.

3.2 write using appropriatelanguage, form and stylefor a range of purposes.



12

writing activities, before being taught to write with guidance linear and non-lineartexts using appropriate language, form and style. The use of various media is alsoencouraged and pupils can create both linear and non-linear texts with guidance orindependently.

LANGUAGE ARTS

Overview

The rationale behind Language Arts is to steer the continuous growth anddevelopment 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 wellas non-fictional sources.

allow pupils to gain rich and invaluable experiences using the Englishlanguage through fun-filled and meaningful activities.

train pupils to be able to appreciate, demonstrate understanding and expresspersonal responses to literary and creative works for enjoyment. Hence theywill also be able to use English for both functional as well as aestheticpurposes, confidently and competently by the end of Year 6.

In order to achieve the abovementioned, content and learning standards have beendevised progressively. The teaching of language arts will help pupils develop theiroral and analytical skills as well as hone their creativity. Language Arts createsample opportunities for pupils to speak in English in a very relaxed atmosphere andthis will help increase pupils‟ confidence in using the English language.



13

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 practicewhen pupils are able to come up with their very own production. By the end of Year6, pupils will learn the art of acting out, play-acting and producing works of creativitysuch as drawings, poems or singing. Pupils will also learn values of cooperating withpeople of different race, gender, ability, cultural heritage, religion, economic, socialbackground, and, understand and appreciate the values, beliefs and attitudes ofothers. Each pupil will also develop knowledge, skills and attitudes, which willenhance 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 appreciaterhymes, poems andsongs throughperformance.

4.2 express personalresponse toliterary texts.

4.3 plan, organize andproduce creativeworks forenjoyment.



14

classroom. Assessment also supports pupils‟ learning and gives pertinent feedbackto teachers, pupils and parents about their development and achievement.

There are two types of school-based assessment. Formative assessment isconducted during the teaching and learning process in the classroom to gauge theacquisition of skills and knowledge during the learning process. Summativeassessment 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. Belowis a diagram suggesting some types of assessment which can be carried out both inand outside the classroom:

Classroom observations are useful tools for teachers to assess their pupils ‟ performance. Teachers observe pupils‟ oracy skills as they engage in conversationsamong peers and when they take part in oral presentations. Teachers can prepare achecklist to record their pupils‟ progress. Perhaps, pupils can speak during theschool assembly, put up a performance in front of an audience, and watch a puppetshow or listen to a story. Talking about these events can help teachers assesspupils‟ listening and speaking skills.

FORMATIVE SUMMATIVE

ASSESSMENT

METHODS OFASSESSMENT

Observations Tests

OralPresentations

Checklists

Writings Creative Works



15

Assessment of reading comprehension can be carried out by setting comprehensionquestions. Other comprehension activities which can be used to assesscomprehension are the use of graphic as well as semantic organisers, story maps,question generation and summarisation. Pupils‟ writing skills can be assessedthrough written projects, tests, exams and class exercises. Teachers can also honepupils‟ writing skills through journal and diary writing, the production of creative workssuch as poems, writing scripts, dialogues as well as lyrics of songs.

Creative works such as portfolios, masks, puppets, props and other creativeproductions 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 usingknown criteria and pupils should be given input on the evaluation process. In anutshell, teachers should utilise a variety of assessment techniques to monitor theirpupils‟ language growth and development. The on-going process of assessing classexercises and homework should be continued. The main purpose of this is to provide

immediate feedback to the pupils in guiding, motivating, correcting and refocusingtheir efforts.

WORD LIST

The list of words selected for teaching is based on common words and highfrequency words that can be used repetitively in different contexts. The suggestedword list can be expanded upon if pupils demonstrate an ability to acquire morewords.



16

EDUCATIONAL EMPHASES

Educational emphases reflect current developments in education. These emphasesare infused and woven into classroom lessons to prepare pupils for the challenges ofthe real world.

Critical Thinking

Critical thinking is incorporated in the teaching and learning activities to enable pupilsto solve simple problems, make decisions, and express themselves creatively insimple language.

Information and Communication Technology Skills (ICT)

Information and Communication Technology Skills (ICT) include the use ofmultimedia resources such as TV documentaries and the Internet as well as the useof computer-related activities such as e-mail activities, networking and interactingwith electronic courseware.

Learning How to Learn

Learning How to Learn strategies are integrated in teaching and learning activitieswhich aims to enable pupils to take responsibility for their own learning. These skillsincorporate study skills and information skills to equip them to become independent

life-long learners.

EDUCATIONALEMPHASES

Critical ThinkingInformation andCommunication

Technology Skills

Learning How toLearn

Values &

Citizenship

Creativity &Innovation

Entrepreneurship

MultipleIntelligences

Mastery Learning

Constructivism

ContextualLearning



17

Values and Citizenship

The values contained in the Standard Based Curriculum for Moral is incorporated intothe English language lessons. Elements of patriotism and citizenship is also

emphasised in lessons in order to cultivate a love for the nation and produce patrioticcitizens.

Creativity and Innovation

Creativity and innovation is the ability to produce something new in an imaginativeand fun-filled way. Pupils display interest, confidence and self-esteem throughperformance 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 arecreativity, innovation and initiative, which are also attributes for personal fulfilmentand success.

Mastery Learning

Mastery Learning will ensure that all pupils master the learning standards stipulatedin the Standard Based Curriculum. Mastery Learning requires quality teaching andlearning in the classroom and teachers need to ensure that pupils master a learningstandard before proceeding to the next learning standard.

Multiple Intelligences

The theory of Multiple Intelligences encompasses eight different intelligences humanbeings possess. These intelligences are essential in order to maximise teaching andlearning in the classroom. .

Constructivism

Constructivism will enable pupils to build new knowledge and concepts based onexisting knowledge or schema that they have. The teacher assists pupils to acquirenew knowledge and solve problems through pupil-centred active learning.

Contextual Learning

Contextual Learning is an approach to learning which connects the contents beinglearnt 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 ameaningful manner in their lives.



19

What’s in store for ear Two pupils

The Year Two English Language Syllabus

THE LISTENING AND SPEAKING SKILL

The listening and speaking skills are taught together for effective communication, asthese skills are inter-related and dependent on each other.

The listening and speaking lessons would familiarise pupils to the sounds aroundthem. In these lessons pupils need to:

a) tune into sounds (auditory discrimination),b) listen and remember the sounds (auditory memory and sequencing), andc) talk about the sounds (developing vocabulary and language comprehension).

These can be attained through fun language activities conducted in or outside theclassroom 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 oflessons by adapting and adopting them in order to teach the sounds of the Englishlanguage. This skill is the onset to providing a broad and rich language experiencefor pupils to learn language by engaging in enjoyable learning activities.

pupils need to be exposed togood language with theteacher being the role model

uses a variety of materials ormedia to enable pupils toacquire the receptive skill oflistening and the productive skillof speaking

expose pupils to rich language input in

accordance to Standard BritishEnglish (SBE) as well as getting pupilsto talk and communicate effectively



20

THE READING SKILL

The reading component aims to develop progressively, pupils’ ability to read andcomprehend a paragraph of 5-8 simple sentences.

The processes of blending and segmenting for reading and spelling are madeenjoyable and easy for pupils to understand and apply. Lessons and activities shouldfocus on particular phonemes and make these phonemes familiar to pupils. Then,provide enough practice so that pupils can identify the phonemes in words. For earlypractice, teachers could help pupils to recognize the phoneme at the beginning ofwords before progressing to having them recognize the phoneme elsewhere in theword. For this, illustrations may be very useful. Teachers are encouraged to becreative and to explore ways of language play available to help pupils become

familiar with the phonemes. The benefits of language play are numerous. Languageplay involves having fun with the sounds of words, creating new words, and exploringand creating language patterns through rhymes, chants, alliteration and repetitions.

apply knowledge of letter sounds to recognizewords in reading texts, which is an essentialand useful early reading skill

pupils’ phonemic awareness will bedeveloped by means of phonics

use songs, rhymes, poems, stories, pictures andgames to make phonics instruction more enjoyable

teachers should allow pupils to use phonics, and make meaningfulconnections and encourage them to pronounce and articulate thesounds in a non-restrictive and joyful environment.



21

THE WRITING SKILL

The writing module for Year 2 reflects the progression of skills ranging from writingwords, phrases, to simple sentences in neat handwriting, to the ability to write simplesentences using a variety of media with guidance.

As pupils begin to read, they will be able to copy words, phrases and sentencescorrectly as well as complete other writing tasks by matching, rearranging words andcompleting lists and messages. When pupils are ready, more difficult writing taskssuch as writing sentences with the correct spelling and punctuation can beincorporated. This activity can be conducted in the classroom by introducing parallel

writing and then moving on to constructing simple sentences. Pupils are also taughtto create simple non-linear texts using a variety of media.

ability to write words,phrases and simplesentences in neat, legiblerint

ability to write numerals innumeral and word form

ability to spell and write simplesentencs with guidance.

ability to create simplenon-linear texts using a

variety of media withguidance.



22

LANGUAGE ARTS

The introduction of the language arts module encompasses the production aspect ofthe skills learnt during the listening and speaking, reading and writing modules.

.

enjoy and appreciate language usingstories, poetry, rhymes and plays

encourage pupils’ to perform a song orrhyme or role play a story learnt using theircreativity in a fun-filled, non-threateningand enjoyable environment

The main focus of this component islanguage in action in a fun environmentwhere pupils engage in multi-sensorylearning according to their learningabilities.



LISTENING&SPEAKING

READING WRITING LANGUAGEARTS



25

THE LISTENING ND SPE KING SKILLThe 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 minimalemphasis during English lessons. In order to develop this skill, teachers have to providetheir 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. Itis hoped that the learning standards will offer teachers some ideas on how they couldprovide opportunities for pupils to engage in various listening and speaking activities atYear Two.

The Listening and Speaking Content and Learning Standards for Year 2 are as follows:Content Standards Learning Standards

1.1By the end of the 6-year primaryschooling, pupils will be able to pronounce words and speakconfidently with the correct stress,rhythm and intonation.

1.1.1 Able to listen and respond to stimulusgiven 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.

1.2By the end of the 6-year primary schooling, pupils will be able tolisten and respond appropriately informal 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 demonstrateunderstanding of oral texts by:

a) answering simple Wh-Questionsb) giving True/False replies

In this module, all Learning Standards for Listening and Speaking have been dealt withextensively. However, teachers are encouraged to plan lessons and activities on theirown according to the level of their pupils. The activities provided here are merelysuggestions. It is with high expectation and anticipation that teachers of Year 2 Englishwould be able to plan and carry out Listening and Speaking lessons creatively andinnovatively.



26

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 theclassroom.

2. Pupils listen and identifythe sound heard e.g.tapping sound of shoes.

3. Select pupils to walkaround with shoesprovided by the teacher.

4. Make other sounds andpupils 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 thatproduce a tappingsound.

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 pickthe correct pictures.

Suggested Sounds

1. raking 2. spraying 3. screeching of brakes 4. glasses breaking 5. scooping sand

Suggested Material

Prepare:

1. pictures ofobjects/realia:

rake

spade

fire extinguisher

car

glasses

2. recorded sounds andthe required pictures.

e.g.

Note: Teachers are encouragedto use other suitablesounds.



27

LET’S MOVE IT

1. Pupils listen to the jazzchant.

2. Recite with actions andpupils follow.

3. Show pictures and ask “WH” questions.

4. Pupils recite and do theactions.

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, thecat, 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



28

Learning Standard:

1.1.1 Able to learn and respond to stimulus given with guidance:(b) instrumental sounds


THAT’S MY SOUND!

1. Divide pupils intogroups.

2. Distribute musicalinstruments to eachgroup.

3. Play a musicalinstrument withoutpupils seeing it.

4. Pupils identify thesound and play thesame instrument.

5. Repeat the activity withother instruments.

Suggested Instruments

1. tick- tock 2. triangle 3. tambourine 4. castanet 5. recorder 6. melodian

Suggested Material

Prepare the musicalinstruments.

WHERE ARE YOU?

1. Divide pupils into fourgroups.

2. Distribute musical

instruments. 3. Stand in the middle of

the class. 4. Play an instrument. 5. The group with the

same instrumentfollows.

6. Repeat with otherinstruments.

7. Say the jazz chantand pupils play theinstruments.

Suggested instruments

1. tick-tock 2. triangle 3. tambourine

4. castanet

Jazz Chant

Music, music, music Music everywhere On my leftOn my rightIn front of meBehind me Music, music, musicmusic everywhere

Suggested Material

Prepare the musicalinstruments

Instructions for the class:

1. group on the left playsthe tambourine

2. group on the right playsthe triangle

3. group in front of teacherplays the tick-tock

4. group behind theteacher plays thecastanet.

CATCH ME IF YOU CAN


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:



29

other instruments. How to play the game:

1. A pupil from each group will be the ‘wolf ’. Another pupil will be the ‘motherhen’. The rest of the

pupils are her chicks,each holding aninstrument.

2. Teacher plays aninstrument. Wolfidentifies the chick withthe instrument and triesto catch „it‟ by tagging „it‟.

3. Mother hen tries toprotect its chick.

5. Once „caught‟, the chick switches position withthe wolf.



30

Learning Standard:

1.1.1. Able to learn and respond to stimulus given with guidance:(c) body percussion


FOLLOW ME!

1. Say and show theactions.

2. Pupils follow.

3. Call a pupil to say anddo the actions.

4. The other pupils follow.

5. Repeat with otheractions.

Suggested Actions

1. Stamp your footI am stamping my foot

2. Sniff with your noseI am sniffing with mynose.

3. Clap your hands I am clapping myhands.

4. Slap your thighs I am slapping mythighs.

WHAT AM I?

1. Each group is given aset of 4 jigsaw puzzles.

2. Pupils arrange them toform pictures.

3. Pupils say thesentences and do theactions.

SuggestedSentence 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 redbox?

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) inthe big red box.

Abu : Who me?

Suggested Material

1. sentence strips 2. jigsaw puzzle

of the following bodyparts: 1. hands

2. fingers3. feet

4. thighs



31

Ali : Yes you. Abu : Couldn‟t be . Ali : Then who? Abu : Meena puts the

nose(sniffingsound) in the big

red box. Meena : Yes, yes, yes it‟s

me [Pupil with the cut-out mentioned is out of thegame and will say“Yes, yes, yes it‟s me “



32

Learning Standard:

1.1.1 Able to learn and respond to stimulus given with guidance:(d) rhythm and rhyme


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 wordsaloud.

6. Pupils are asked to give

other words with medialsound /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 thegraphemes „ee‟ and„ea‟.

4. Pupils say the wordsaloud.

5. Pupils tap to the beatwhen saying the rhyme.

6. Give more words withthe final /i:/ sounds as inthe 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


RHYME ALONG

1. Pupils identify thepictures.

2. Display word cards. Saythe words.

3. Pupils put the wordcards on the pictures.

4. Say the sentences.

5. Pupils fill in the blankswith rhyming words. 6. Say the sentences in

groups.

SuggestedRhyming 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 tothe bone.

2. She smells the rosewith her nose.

3. Robbie has a rope andhe rode on a pony.

4. All the nine trees are ina 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



34

Learning Standard:

1.1.1 Able to learn and respond to stimulus given with guidance:(e) alliteration


SAY IT RIGHT

1. Put up a compositepicture.

2. Emphasise on thephoneme /s/. e.g.ssssliding sssskipping sssskating

3. Recite the rhyme andpupils repeat. Clap inrhythm.

4. Say “ssss” and tell thepupils to watch eachother‟s lips as theysay “ssss”.

5. Pupils identify thewords 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 slidingdown, Selvy is skipping roundand round, Siti is skating all around, Laughing, merrily,What a happy sound!

Suggested Material

Prepare: a composite picture thatillustrates the rhyme

SO NEAR YET SO FAR

1. Put up pictures. 2. Emphasise on the /k/

sound. e.g. The candleis on the cake.

3. Say the sentences.Pupils repeat.

4. Point to the picture andpupils name it.

5. Identify objects that donot begin with the /k/sound.

6. Identify objects thatbegin 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 objectsthat begin and do notbegin with the /k/sound.



35

Learning Standard:

1.1.1 Able to learn and respond to stimulus given with guidance:(e) alliteration


JOLLY ME

1. Say „l‟ and tell the pupilsto 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 threegroups. Carry out acompetition.

Suggested Words

1. lollipop 2. lip 3. licking 4. lunch 5. limes 6. little

Suggested Jazz Chant

Little Lily likes lollipops. Little Lily likes lickinglimes. Little Lily likes her lunchwith lollipops and limes.

Suggested Material

1. pictures assuggested in theword list

2. mirrors

Instructions for thecompetition:

Pupils give words withinitial /l/ sound.

The group that has themost words beginningwith the /l/ sound is thewinner.



36

Learning Standard:

Able to listen and respond to stimulus given with guidance:(f) voice sounds


SOUND LIKE ME

1. Show some toyanimals.

2. Play the recordedsounds of the animalsshown and the pupilsimitate.

3. Put the toys into a box.

4. A pupil picks a toy fromthe box.

5. The others make thesound of the animalshown.

6. The activity is repeatedwith other toys.

SuggestedSounds 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 tosubstitute the toys.

I CAN HEAR YOU

1. Show pupils a camera. 2. Snap a photo and ask

pupils the sound madeby the camera.

3. Do the actions ofclicking and pupilsfollow.

4. Pupils take turns to dothe action of clicking thecamera and others say„click, click, click‟.

5. Repeat the activity withthe other two objects.

6. Some pupils sing the

song while the restmake the relevantsounds.

SuggestedObjects and Their Sounds

1. Clicking of camera

2. Clashing of cymbals 3. Clanging of pots and

pans

Suggested Song (to the tune of „Are YouSleeping?‟)

Click – 8x Clash - 6x Clang – 12xClick, clash, clang - 2x

Suggested Material Realia or picture of:

1. a camera

2. cymbals 3. pots and panse.g.

Lyrics of the song: Are you sleeping? [2X] Brother John, [2x] Morning bells are ringing, [2x] Ding Dong Bell! [2x]



37

Learning Standard:

1.1.1 Able to listen and respond to stimulus given with guidance: (g) oral blending and segmenting


LET’S GET TOGETHER

1. Distribute a letter cardto each pupil.

2. Say a word and pupilswith the correct lettercards come out andarrange themselvesaccordingly.

3. The rest of the class

say the sounds of theletters shown and saythe 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

SuggestedSentence 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 ofwords by showingpictures.

e.g. /p/ / / /n/

/l/ / / /p/

/h/ / / /t/

Suggested Words

1. pin tin bin fin

2. sit hit pit fit

3. zip lip hip dip


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 suggestedin the word list

e.g.

p

o

t



38

SPLIT ME UP!


2. Give each group a boxwith word cards.

3. Music is played and thebox is passed around.

4. A pupil takes out a wordcard from the box whenthe music stops.

5. The pupil segments theword. If incorrect, he orshe 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, top4. 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.


STORY TRAIN

1. Show a puppet/toy andtalk about it.

2. Put up a series ofpictures and questionpupils based on thepictures.

3. Tell a story and pupilslisten.

4. Question and answersession 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 themselvesaccording 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 itsnest. It hopped around. It was looking for itsmother.

Pipit met a duck. Pipit asked, “Mr Duck, canyou teach me to fly?” Mr Duck said, “I cannot fly.I can swim.” Pipit walked away.

Pipit met a rabbit. Pipit asked, “Mr Rabbit, canyou teach me to fly?” Mr Rabbit said, “I cannotfly. I can hop.” Pipit walked away.

Pipit met a parrot. Pipit asked, “Mr Parrot, canyou teach me to fly?” Mr Parrot said, “Yes, I canfly. I can teach you to fly.”

Pipit learned to fly. Pipit flew with the parrot. Pipit could fly back to itsnest.

Pipit was very happy. Pipit thanked Mr. Parrot.

Reference:Zuraidah Che‟ Zin(2000).Pit PitLearns To Fly .BestariSeries.Anzagain Sdn.Bhd.

Suggested Material

Sets of picture cardsbased on the story used

The group leader distributesa picture to every member inthe group.



40

DRESS ME UP

1. Bring a picture of abear.

2. Ask questions based onthe picture.

3. Tell a story titled „RoseRed‟.

4. Divide pupils into smallgroups.

5. Each group is given abox with some itemsrelevant to a specificcharacter in the story.

6. Pupils choose amember and dress him

or her up as thecharacter. 7. The group members

take turns to describethe character.

Suggested Questions

Questions: 1. What animal is this? 2. Where does it live?

Suggested Story

ROSE RED

Rose Red lived with hermother. They lived in asmall house.

One day, a black bearcame to the house. The bear stayed with them.

They were happy. After two days, the bearwent back to the forest. One day, Rose Red saw anangry old man. He couldnot move. His long beardwas caught in a bush. Heshouted for help.

Rose Red helped him.She cut his beard with apair of scissors.

The old man was veryangry. He shouted at RoseRed. Rose Red ran away.

On her way home, RoseRed met a handsomeyoung man. He was thebear who had stayed withthem. The old man had puta spell on him. The spellwas broken when his beardwas cut.

Suggested Material

A picture based on thestory.

Note: Teacher can extend theactivity by asking the pupils:

1. Why was the old manangry?

2. How did the princebecome a bear?



41

FAMILY TREE

1. Ask questions aboutpupils‟ family members.

2. Tell a story. 3. Divide pupils into pairs. 4. Each pair is given a set

of pictures to completea family tree based onthe story.

5. Pupils make their ownfamily tree.

Suggested Story

Azril and Azrul arebrothers. Azril is ten yearsold. Azrul is eight years old.They live in an old woodenhouse. They live togetherwith their parents,grandparents and theiryounger sister, Ayuni whois five years old.

Their father, Pak Abugoes to the sea to catchfish every day. Sometimes,Pak Kaduk, who is Pak

Abu‟s father follows him.Mak Minah, their mother isa housewife. She cooksand cleans the house. Theirgrandmother, Mak Sitihelps 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 togroups A and Crespectively. Give a setof sentence strips togroups B and Drespectively.

4. Pupils have to find theirpartners. (pictures tosentence strips)

5. Then, pupils rearrangethemselves in the

correct sequence.

Suggested Stories

1. Mousedeer and TheCrocodile

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 antand a grasshopper.

2. Talk about the pictures. 3. Divide pupils into

Suggested Story

THE ANT ANDTHE GRASSHOPPER

Mr Grasshopper lived in a

Suggested Material

1. the required pictures

2. story strips

3. recording of the story

Grandfather Grandmother

MotherFather

Azril Ayuni Azrul



42

groups.

4. Each group is given aworksheet with storystrips.

5. Pupils cut out the stripsand paste them in thecorrect sequence.

6. Play the recording ofthe story.

7. Pupils listen to the storyand check theirarrangement of thestory.

bush. He was hoppingaround happily. Mr Ant livedin a nest. He was busycollecting food.

He asked Mr Ant, “Why are

you so busy?” Mr Antreplied, “I am saving foodfor the rainy days”.Mr Grasshopper laughed atMr Ant. He hopped awayhappily.

After a few days, it startedto rain. Mr Ant stayed in hisnest. He had a lot of food toeat. Mr Grasshopper couldnot find any food. He was

wet and hungry. He went toMr Ant‟s nest. He knockedon the door.

Mr Ant invited him in. He gave Mr Grasshoppersome food.Mr Grasshopper felt veryashamed. 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.


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 phrasecards with action words.

7. In turns, each groupcomes forward andsings the song whilesome of its membersmime the actions basedon 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 GoRound 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 startssinging the song,followed by the othergroups in sequence.

5. Ask pupils to increasethe tempo of the song.

6. 7. Repeat the activity.

Suggested Song

Head and shoulders, kneesand toes,knees and toes, (2x)Head and shoulders, kneesand toesEyes, 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 rhymein groups and as aclass.


5. Give each group a setof pictures.

6. Pupils have to cut outthe pictures and pastethem to create thescene 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 therhyme e.g.

ck

WHERE HAVE YOUBEEN?

1. Display the rhyme. 2. Read with the pupils. 3. Remove the rhyme. 4. Pupils complete

worksheets by pastingthe pictures correctly.

Suggested Rhyme

Pussy cat, pussy cat Where have you been? I have been to LondonTo see the queen

Pussy cat, pussy cat What did you do there? I frightened a little mouseUnder 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 withword cards to eachgroup.

5. Pupils will create asimilar rhyme/songusing 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.

SuggestedImprovised 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 boyWho 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/

http://bussongs.com/animal_songs.php














46

Learning Standard:

1.1.4 Able to talk about a stimulus with guidance.


ACT IT OUT

1. Place a „magical‟ box onthe table with picturecards in it.

2. Say the magical words„Abracadabra‟ and wavethe magic wand.

3. A pupil comes forwardand picks up a picturecard. He/ She says and

does the action. 4. The rest of the classfollows.

5. Place a compositepicture (Appendix 2) onthe board and askpupils what actions areseen.

6. Pupils answer andpaste the word cards onthe composite picture.

Suggested Words

1. sleep

2. walk

3. yawn

4. talk

5. listen

6. sit

7. stand

Suggested Material

1. picture cards basedon the wordschosen

2. a composite picture [Appendix 2]

3. words cards e.g.

MY HAPPY FAMILY

1. Show a picture of afamily and play arecording of the poem.

2.Say the poem line byline and pupils repeat.

3. Divide pupils into 4groups. Each grouprecites one stanza.

4. Groups take turns torecite the differentstanzas.

Suggested Poem

This is my father , Short and steady. Stanza1

(Gr 1) This is my mother,Singing a song, Stanza2

(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 afamily (Appendix 3)

2. a recording of the poem

stand

sit

yawnsleep



47

Stanza 4(Gr 4)

And this is the story aboutmy happy family.

Stanza 5(All groups)

PICTURECONVERSATION

1. Place a compositepicture on the board.

2. Pupils say what theysee and teacher liststhe words.

3. Put up sentence strips.

4. Read the sentencestrips and pupils follow. 5. A pupil reads the

sentence strips andothers 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 wearinga saree.

2. There is a lot of foodand drinks on the table.

3. A girl is talking to herteacher.

Suggested Material

1. Composite Picture(Appendix 4)

2. Sample pictures (Appendix 5 and 6)

WHAT AM I?

1. Show pictures ofanimals.

2. Ask questions aboutthem.

3. Class is divided intogroups. Each group isgiven an envelope ofpictures of animals.

4. Group leader picks apicture card anddescribes the animal.

The rest of the groupwill guess the animal.

5. Repeat using otherpictures.

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 thefirst sentence about thepicture seen.

3. Pupils continue bytaking turns to make asentence each todescribe the picture.

4. Repeat using otherpictures.

Suggested Text

Teacher s‟ Day

This is my class. Todayis 16th May. The class ishaving a party. There aremany pupils. A girl is talkingto her teacher. Her teacher,Mrs Ratnam is wearing asaree.

Suggested Material

1. a composite picture(Refer to Appendix 6)

Note: Accept any possibleanswers given by thepupils.



49

Learning Standard:

1.2.2 Able to participate in daily conversations:(a) exchange greetings


LET’S SING

1. Sing a song withsuitable culturalgestures.

2. Pupils sing to oneanother and do thegestures.

Suggested Song [Tune of: Happy Birthday]

Selamat Hari Raya x3 And how do you do?

Repeat using:Happy DeepavaliHappy Chinese New Year Merry ChristmasSelamat Hari Gawai

Suggested Material Pictures of gestures e.g.

ROLE PLAY

1. Place a dialogue on theboard.

2. Wear a mask

(kangaroo) and greetthe pupils according tothe dialogue.

3. Pupils answer based onthe dialogue.

4. Pupils repeat theactivity using differentmasks.

Suggested Dialogue

Teacher : Hello, I‟m MrKangaroo.

Pupils : Hello,

Mr Kangaroo.How do you do?

Teacher : I‟m fine. Thankyou.

Pupils : Goodbye, MrKangaroo. Seeyou 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


MAY I?

1. Pupils listen to arecording of makingrequests.

2. Pupils repeat afterteacher requesting forvarious objects.

3. Pupils are divided intogroups. Each member

of the group is given apicture card.

4. Every group membertakes turn requesting forobjects.

5. Pupils respondaccordingly in theirrespective 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 haveone.

Suggested Material

1. recording 2. picture cards

AMAZING RACE

1. Paste pictures ofobjects all around theclass.

2. Prepare sentence stripsfor each picture onmaking requests andplace them on the table.

3. Pupils [in pairs] find thecorrect strips to match

the pictures.4. Pupils take turns torequest and reply aloud.

SuggestedSentence Strips

Father, may I have thisshirt?

Can I have these socksand shoes?

Yes, you may.

May I go to the library?

Yes, of course.

Suggested Materials

1. sentence strips 2. picture cardse.g.



51

Learning Standard:

1.2.1 Able to participate in daily conversations:(c) express apologies


FIND MY PAIR

1. Take pupils to thefield/hall to play thisgame.

2. Pupils are divided into 2groups. Each memberof the group is given asentence strip.Group 1 is givensentence strips onrequests.Group 2 is givensentences on thereplies.

3. When the teacher givesthe cue, pupils start tofind their pair by sayingtheir sentences aloud.

4. The winner of the gamewill be the first pair withthe correct match.

Suggested SentenceStrips

A: Did you bring myfootball?

B: I‟m sorry, I forgot tobring 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 anaccident.

Suggested Materials

sentence strips

STATUE GAME

1. Play music and pupilsdance to the tune.

2. When the music stops,pupils remain still.Choose two pupils tocome to the front.

3. One of them picks up apicture from the box.Pupils role-play the

situation of expressingapologies based on thepicture.

4. Other pairs repeat withvarious 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



52

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‟sinstructions. e.g.“Raise your left hand.” Pupils do the action.

2. Pupils who do the actionincorrectly are out of thegame.

3. Repeat the instructionsuntil the last pupil remainsstanding.

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 straightrows.

2. Play music. 3. Give instructions. 4. Pupils do the actions.


1. Put your hands on yourwaist.

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 ofpaper to each pupil.

2. Give instructions to draw aface.

3. Pupils follow instructionsand draw accordingly.


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 varythe 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 anddo the actions.


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 adonkey without its tail onthe board.

2. A pupil is blindfolded andgiven a picture of a tail.

3. Another pupil givesinstructions to theblindfolded pupil to reachthe donkey.

4. The blindfolded pupil


1. Take three steps to thefront.

2. Turn left/right. 3. Go straight. 4. Stop.

Suggested Material

1. the required picture 2. the instructions

(Instructions can bevaried)

e.g.



54

pastes the tail on thedonkey.

5. Repeat with other pupils. Note: Teachers may use otheranimals.

MAKE A SANDWICH

1. Divide the pupils intogroups.

2. Each group is given theingredients.

3. Give instructions on how toprepare the sandwich.

4. Pupils listen and follow.


1. Spread the butter on aslice of bread.

2. Take another slice ofbread 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


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.


1. Go straight 2. Turn left 3. Turn right 4. Go round

5. Stop

Note:

Directions can be givento one group at a time orto all the groups at thesame time.

POISON PARCEL

1. Pupils sit in a circle. 2. Play the music and pupils

pass the parcel until themusic stops.

3. The pupil who has theparcel picks a paper fromthe parcel and reads aloudthe instructions.

4. Pupil follows theinstructions.e.g.Turn around and walk likea duck to the door .


1. Jump like a frog to theblackboard.

2. Fly like a bird to thestaffroom.

3. Hop like a kangaroo tothe next class.

4. Gallop like a horse to

the office. 5. Move like a car to thetoilet.

Suggested Material

1. music 2. poison parcel 3. instructions



56


DIRECTION SONG

1. Place signposts in variouscorners of the classroom.

2. A pupil will stand at acertain part of the class.

3. The pupil will move to thedirections as given byfriends in a song.

4. Repeat activity.

Suggested Song

(Tune of: London Bridge IsFalling Down )

Class : Take three steps toyour rightTo your right (2X) Take three steps toyour right

And turn left

Where are you, myfriend?

My friend (2X) Where are you, myfriend? Tell me now.

Pupil : I am at the canteen canteen ( 2X) I am at thecanteen,Oh, my friends.

Suggested Material

Signposts e.g.

Note:

Teach the song beforethe activity

canteen

toilet

o f f i c e

staffroom



57

Learning Standard:

1.3.1 Able to listen to and demonstrate understanding of oral texts heard by:a) answering simple Wh-Questions


AT THE GARDEN

1. Put up a picture of agarden.

2. Ask questions based onthe 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.


A: Who has a garden? (2X) Who has a garden, myfriend?

B. Minah has a garden.( 2X) Minah has a garden, myfriend.

A: What flowers? ( 2X ) What flowers does shehave?

B: She has roses, she hasorchids, sunflowers andhibiscus.

A: When does she water them? ( 2X)When does she water theflowers?

B: She waters them in the

evening, (2X), She waters the flowersin the evening.

Suggested Material

Composite pictureof 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 jazzchant.

6. Pupil answers. 7. Repeat activity with other

pupils.


Class: Who are you? (2X) Pupil : I am Ahmad. (2X)

Class : What are youwearing? (2X)

Pupil : I‟m wearing a shirt.

I‟m wearing a pair of trousers.

Class : Where are yougoing? (2X)

Pupil : I‟m going to thecanteen. (2X)

Suggested Material

Jazz chant

Note: Replace the underlinedwords with othersuitable words.



58


WHO STOLE THE COOKIE?

1. Pupils sit in a circle. 2. Put up a big manila card

showing a boy putting hishand 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 thecookie from thecookie jar? Ali stole the cookiefrom the cookie jar.

Ali : Who me?

Class: Yes, you.

Ali : Couldn‟t be!

Class: Then, who?

Ali : Tan stole thecookie from thecookie jar.

Suggested Material

Picture e.g.

GUESSING GAME

1. Put picture cards ofanimals into a box.

2. A pupil comes forward topick a card. (Pupil must notshow the card to theclass.)

3. Other pupils take turns toask questions.

4. The pupil answers thequestions.

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


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 theholidays?

Rani: I went to Langkawiwith 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 dothere? Rani :I went up the cable

car. It was veryexciting. I also wentshopping.

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 varythe information.



60

Learning Standard:

1.3.1 Able to listen to and demonstrate understanding of oral texts heard by:b) giving True/False replies


AM I RIGHT?

1. Take pupils around theschool.

2. Point to any object andsay,“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 twogroups.

2. Read out a statement. e.g.

An elephant has a trunk. 3. A pupil from each group

picks the correct flashcard.

4. Pupil shows the card to therest of the class.

5. Other pupils respond bysaying if the card picked isright 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 onany topic for the week.

Suggested Material

Four large flashcards ( two for eachgroup). 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 thenumber of animals e.g.: Teacher :”Old Mac Donald

has a farm,” Class : E-I-E-I-O

Teacher : And on that farmhe has twocows.

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 pictureof a farm.

Note:

Number and types ofanimals can be changedbased on the picturechosen.

STORY TIME

1. Play the story. 2. Pupils listen carefully.

3. Replay the story. 4. A pupil answers the

question as given in theCD.

5. Other pupils shout out„True‟ or „False‟.

Suggested Story

The Clever Mousedeer (Refer to the English

Language Year 2 (SK)Teaching Courseware – CD3 - Lesson 64)

Suggested Material

Suitable questions

MY PARTNER

1. Divide class into two equalgroups.

2. Each pupil in Group A willhave a different statement.

3. Each pupil in Group B willhave either a „True‟ or„False‟ card.

4. Pupils in Group A will readtheir statements as theywalk.

Suggested Statements

1. A cow has four legs.(True )

2. A rose is green incolour.(False )

Note:

Statements can be basedon topics taught previously.

Suggested Material

1. sentence strips

2. flash cards

Note:

„True‟ or „False‟ flashcards must match thenumber of statementsprepared.



62

5. Pupils in Group B willshout „True‟ or „False‟ andstand with their correctpartners.

6. When all have found theirpairs, each pair comes outand reads their statementand 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 H PPY F MILY



65

3 5

1

2

4

Choose the correct sentence.



66

Appendix 5



67

Appendix 6



69

THE RE DING 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-yearprimary schooling, pupils willbe able to apply knowledgeof sounds of letters torecognize words in linear andnon-linear texts.

2.1.1 Able to recognize and articulate initial, medial andthe final sounds in single syllable wordswithin 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 wordsand read them aloud.

2.1.3 Able to segment words into phonemes to spell.



70

2.2 By the end of the 6-yearprimary schooling, pupilswill be able to demonstrateunderstanding of a variety

of linear and non-lineartexts in the form of print andnon-print materials using arange of strategies toconstruct meaning.

2.2.1 Able to read and apply word recognition and wordattack skills by :a) matching words with spoken wordsb) reading and grouping words according to word

families.

2.2.2 Able to read and understand phrases in linear andnon-linear texts.

2.2.3 Able to read and understand simple sentences inlinear and non-linear texts.

2.2.4 Able to read and understand a paragraph of 5 – 8simple sentences.

2.2.5 Able to apply basic dictionary skills using picture

dictionaries.

2.3 By the end of the 6-yearprimary schooling, pupilswill be able to readindependently forinformation andenjoyment.

2.3.1 Able to read simple texts with guidance:

a) fictionb) 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 andsay “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 /t ʃ /(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 :


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 :


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


ʌ/

ʒ/

ʃ

ʃ/

θ

ŋ/

ɪ/

ɪ/

əʊ/



86


ʊ/

ɔ

ɜ

aʊ/

/әʊ/

ɪə/

ə/

ʊә

ɜ

ɪ/

aʊ/

aɪ/

ɔɪ

ɜ

ɔ

əʊ

ɔ



87


eɪ

ɪ

əʊ



88

Learning Standard:

2.1.2 Able to blend phonemes into recognizable words and read them aloud.


Forming Words

1. Place pictures with thegrapheme „oa’ in a bigbox.

2. Pick a picture and nameit aloud stressing the

phoneme /әʊ/.

3. Pupils repeat the wordindividually / in groups.

4. Prepare onset and rimecards based on theword list.

5. Place the cards on thetable.

6. Pick pupils at randomto select the correctonset and rime cardsbased on the picture.

7. Pupils blend and readthe word aloud.

Word List

boatcoatsoapgoattoad

e.g.

Materialsonset cardsrime cardpicture cards

Onset RimeCards Card

Roll a word

1. Show pictures with thegrapheme “ee” .

2. Say aloud the word ,stressing the phoneme

/i:/. 3. Pupils repeat.4. Divide pupils into

groups. Provide threecube sets for eachgroup.

5. Taking turns, pupils rollcubes 1 - 3 toform words based onthe picture.

6. Pupils say the wordsaloud and write thewords that they haveformed.

Word List

sheepteethtreeweepfeetsleep

Materials

picture cardscubes 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

s

oa

tg

d

p

t

sh ee p

b oa



89


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 cardsaround the pupils‟necks.

5. Teacher says a word.e.g. saw.

6. Pupils with therespective letter cardswill stand side by side toblend the word.

7. Pupils repeat the word.

Word List

saw

pawdrawprawncrawl

e.g

Materials

letter cards

picture cards

Match Me Right

1. Demonstrate thegrapheme „i – e’through a song.

2. Pupils repeat.

3. Show picture cards andblend the phonemes.

4. Pupils repeatindividually or in groups.

5. Put up picture cards onthe wall with the onsetcards.

6. Pupils match the rimecards to the correctpicture cards.

7. Pupils read the words.

Word List

kitefiveprizemice

ricehide

Song chart(Tune of Clementine)

Materialspicture cardsOnset RimeCards cards

A B

pr

cr

s

p

n

dr

aw

l

I like to fly kites (3x)In the skyI have five kites (3x)

As my prize

I see five mice (3x)Eating rice When they see me(3x)They run and hide

m

icer

f

k

h

ive

ite

ide

ice

izepr

ws a



90


Word Spinner

1. Demonstrate the action

and sound for thephoneme /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 formcorrect words.


Word List

thigh

lightfightnightrightbright

Materials

Picture cards

Word spinner template – Appendix 2

Onset Rimecards 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.


Separate Me

1. Demonstrate segmentation of aword.

a. Read the word.b. Pupils repeat.c. Say the phonemes.

e.g.

a-e : snake - /s/, /n/, /e /,/k/

2. Distribute grapheme cardsrandomly to the pupils.

3. Teacher says a word.4. People with the related

graphemes come to the front toform the word.

5. Teacher says the phoneme andthe pupil with the relatedgrapheme card raises it.

6. Teacher repeats the activity withother 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/ / :// /l/

3. Pupils repeat after the teacher.4. Create „puddles‟ across the

classroom floor, each puddlefeaturing a grapheme.

5. Teacher says a word and picks apupil 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


Break the Code

1. Divide class into 2 sections.2. In one section create a „rewardzone‟.e.g. – sweets in a box

3. Another section; pupils stand ingroups 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 totake 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 andsay the word.e.g./m/ /i:/, /t/

5. Each group take turns tosegment the word.

6. Repeat the steps with each wordon the list.

Suggested Words:

sea, pea, meat, read,eat

Materials

letter cards



93


Wall Words

1. Show the picture and the word.

e.g.

2. Teacher says the word aloudand 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 begiven a set of word cards.Teacher says out a word. Thepupil who has the correct picturecard will put it up followed by thepupil with the correct word card.

Word List:

goatcoatfloatboattoadroad

Materials

Word cardsPicture cards

goat

coatfloat

boattoad

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 tothe pictures.

Word List:

goatcoatfloatboattoadroad

Materials

colour pencilsworksheets

Appendix 5

Assemble Me Dear

1. Each group will be given a picturepuzzle in an envelope.

2. Each group will have to assemblethe picture correctly on a manilacard.

3. The assembled picture will have tobe pasted on the board togetherwith the correct word and pupilssay it out loud.

4. The fastest group wins the game.

Word list:

girlbirdskirtshirtfirstthird

Materials

pictures cut into piecesenvelopesword cards



95


Bingo

1. Teacher prepares a few sets of

bingo cards with the same words indifferent 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 thewinner.

Word list:blueglue

truehighnightlightwheelwhalebirthdaycarballoonsir

Materials

bingo sets

boxword cards

blue glue truewhale car lightsir high night

glue car sirnight blue lighttrue high true

Get Me Right

1. Distribute worksheets to thepupils.

2. Teacher reads out a wordaccording to the word list.

3. Pupils listen and circle the correctword.

4. Repeat the steps for the otherwords.

Word list:

chewcrewscrewdrewblewflew

Materials

Worksheets Appendix 6



96

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 :

screwnewblewdrewsaw

jawdrawstraw

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 chartworksheets

Appendix 8



97

Learning Standard:

2.2.2 Able to read and understand phrases in linear and non-linear texts.


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 A5. Pupils complete the chant with

word cards.

Jazz Chant

What a frightTurn to your rightKeep a sightSwitch on the lightKeep it brightSay good night Say it right

Chart A

MaterialsJazz 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 ofcakeShe gives a piece toJade Jade takes the cake To share it with MissKateSorry it‟s too lateIt falls into the lake

Butter Cake

1. Sing the song (HappyWanderer 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 cake5. 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 bakeThe butter cake my motherbaked with a candle on the cakeButter cake,Butter cake,Butter cake ha, ha, ha, ha, ha, haButter cake and the big piece is for me

MaterialsSong chartWord 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_



98


It’ s Story Time

1. Teacher reads the story.2. Stress on the phoneme:

/a:/, / aI /

3. Get pupils to repeat thewords.

4. Read the Big Book withthe pupils.

5. Read with correctpronunciation andintonation.

6. In groups, pupilsarrange sentences toform the correct story(teacher can carry it outas a competition to makeit fun.)

Short Story

The night was dark.Knight heard a bark.He switched on the light.He had a frightWhen he saw a duck.

What a BIG BIG duck.The duck chased Knight.Knight went to hide.Oh what a fright.

Materials

Prepare phrase cardsPrepare a Big Book

Draw a series of pictures.

Read Me Aloud

1. Teacher reads a shortstory.

2. Read the phrase cards

shown.3. Stress on the phoneme/i:/

4. Get pupils to repeat.5. Pupils read the story

with correctpronunciation andintonation.

6. Call pupils randomly.Teacher gives a card toa pupil (e.g: A sad king)

7. Ask the pupil to read the

phrase silently and dothe actions in front ofthe class.

8. The rest of the pupilsguess the phrase.

Short Story

Once there was a king and aqueen.The queen did not have a

child.They were very sad.Years later, the queen had ababy 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 adeep, deep sleep.

Materials

Teachers can prepare a bigbook for the story.

Prepare phrase cards:

sad kingsad queena beautiful queena baby girl sleepsan ugly witcha sad kinga sad queen



99

Learning Standard:

2.2.3 Able to read and understand simple sentences in linear and non-linear texts.


Read and match

1. Distribute worksheets topupils.

2. Pupils read thesentences and matchthem to the pictures.

3 . Pupils read thesentences aloudin small groups.

Duplicate the Appendix

Appendix 9

Read and match

1. Teacher puts up partsof sentences.

2. Pupils read thesentence parts in smallgroups.

3. Pupils match thesentence parts.

4. Pupils read thecompleted sentencesaloud.


Appendix 10

Read and paste

1. Distribute a compositepicture to each pupil.

2. Put up a chartcontaining sentenceson the board.

3. Pupils read thesentences.

4. Pupils cut out theobjects and paste them

on the picture.5. Pupils exchange their

work and check.

Sentences on the chart.

1. The ball is under thecupboard.

2. The books are on thetable.

3. The doll is in the pail.4. The lamp is on the

table.

Materials

composite picturechart containingsentences.

Appendix 11



100

Jigsaw puzzle

1. Divide the pupils intogroups of three.

2. Distribute a jigsaw

puzzle to the groups.3. Pupils assemble the jigsaw puzzle to form apicture.

4. Pupils flip overthe picture andread the sentencesgiven.


Appendix 12a and 12b

Word Maze

1. Pair up pupils.2. Distribute handoutscontaining word mazeto the pairs.

3. Pupils find foursentences from themaze.

4. Pupils colour thesentences.

5. Pupils read thesentences aloud.

Teacher can prepare

different sets of word maze.

Appendix 13



101

Learning Standard:

2.2.4 Able to read and understand a paragraph of 5- 8 simple sentences.


Get Me Right

1. Teacher tells thestory.


3. Distribute worksheetwith incompleteparagraphs and theenvelope containingthe sentence strips.

4. Pupils complete theparagraph with thecorrect sentencestrips.

5. Pupils read thecompleted paragraphin groups.


Appendix 14

Read and Do

1. Distribute a handoutwith instructions on

making a paperpuppet.

2. Pupils read theinstructions.

3. Pupils follow theinstructions anddo the paperpuppet.

(Option:Pupils can usethe paper puppetto role play.)

Instructions:

Take an envelope. Draw

two eyes. Draw a noseand a mouth. Colour theface. Cut the sides of theenvelope. Paste them asears.

Materials

envelopes

gluecolour pencilsscissors



102


Read and Transfer

1. Put up a chartcontaining apassage about Azlan‟s family.

2. Distribute an emptyfamily tree.

3. Pupils read the passageand complete the familytree.

Pupils should have priorknowledge 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 eachgroup.

4. Pupils read thesentences andsequence them in aparagraph.

5. Pupils read thearranged sentences

aloud.

Duplicate the Appendix.

Prepare the sentencestrips.

Appendix 16

Read and Play

1. Divide pupils intogroups of four.

2. Distribute the boardgame, dice and tokens.

3. Explain the rules.

4. Pupils read and play theboard game.

Rules:

If the pupil answerscorrectly, he /she is allowedto move two steps forward.If he / she fails , the pupilhas to move a step

backward.

Appendix 17



103

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 peepingthrough a mouse holeand name the objectsseen in the classroom.

2. Show picture cards andand ask questions aboutit.

3. Put up the chart. Read the

sentences describing thepictures.

4. Drill the keywords.5. Distribute worksheets.6. Pupils read the sentences.

A Mouse Tale

From the mouse hole I peepout,To see if Kitty is about.I see Kitty sitting on a seat,

I see Kitty eating a piece ofmeat.I eat the cheese,

And then I sneeze.Kitty hears the sound,

And she turns around.From the mouse hole I cansee,Kitty looking at me.

Appendix 18 and 19Prepare a mouse hole.Use a cardboard orhardboard.

2. Prepare picturecards.

- a cat on a chaireating a piece ofmeat.

- a mouse eating apiece of cheese

- a mouse sneezes- a cat on a chair

turning its head- a cat looking at

the mouse.



104

Learning Standards:

2.3.1 Able to read simple texts with guidance:

a) fictionb) 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 thetext.

2. Distribute worksheets.Pupils work in groups tocomplete the worksheet.

3. Teacher reads the textline by line. Pupils pickand paste the cut -outs onthe board

4. Teacher reads and pupilsfollow.

5. Pupils read aloud ingroups 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 – Appendix20

Prepare cut-outsparts of a tree as in

Appendix 21

Hibiscus and Roses

1. Show pictures or realflowers –(roses andhibiscus) and askquestions about them.

2. Read the text and pupilsrepeat.

3. Distribute worksheets.Pupils work in groups tocomplete the worksheets.Pupils need to usedictionaries to help themarrange 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 beautifulThe leaves are small.They have thorns.

Materials

Pictures – Appendix22Worksheet – Appendix23



105

Learning Standard:

2.3.1 Able to read simple texts with guidance :a) fictionb) non-fiction


Seek and Circle

1. Pupils get into 4 groupsaccording to their birthdays.

2. They are given word cards ofwords from the story “SleepingBeauty”.

3. Pupils put the word cards into

the labeled boxes/baskets.4. Teacher calls out pupils at

random and asks them tocheck and see if the pupilshave sorted out the cardscorrectly.

5. Then, pupils read out thewords.

6. Teacher screens the story of“Sleeping Beauty”. Pupils readaloud together with the CD /teacher.

7. Teacher distributes the tasksheets.

8. Pupils work in four groups.Pupils read the text and circlethe words that have thephonemes learnt.

Groups:January – March

April – JuneJuly – SeptemberOctober – December

Word cards :

queen, there, sleeping,beauty, girl, everyone,fairy, etc.

Boxes labelled with thegraphemes :ee, ea, ir, e-e, o-e, etc.

Source : English Year

2 (SK) TeachingCourseware CD 4Lesson 74 (e-Book).

Graphemes :ee, ea, ai, e-e, o-e, etc.

Teacher helps with theirbirth months, mayberefer to the Pupils‟

Attendance Register.

Teacher must prepare

the word cards based onthe story in the CD.

Teacher can preparesmall boxes or even littlebaskets with the labels.

Teacher prepares

laptop, LCD & screen.

Teacher prepares tasksheets for the pupils asin Appendix 24.



106

Story Comes Alive

1. Pupils are divided into groupsof sports houses, e.g. : red,

blue, yellow and green.2. Teacher distributes envelopes

with cut out pieces of picturesfrom “Sleeping Beauty”.

3. Pupils have to assemble the jigsaw puzzle and talk aboutthe picture.

4. Screen the story and the pupilsread aloud together with theCD / teacher.

5. Then, pupils talk about themain characters in the story.

Pictures from “SleepingBeauty”

Source : English Year2 (SK) TeachingCourseware CD 4Lesson 74 (e-Book).

Eg : Name the peoplein the story.

Teacher prepares thefour jigsaw puzzles, cutsthem according to the

lines and puts them intofour envelopes. –

Appendix 25

Teacher prepareslaptop, LCD & screen.

Teacher prompts thepupils with simplequestions.

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 asbicycle, car, motorcycle, lorry,bus, train, aeroplane etc.

7. Pupils act out the vehicles withsound effects.

Source : English Year2 (SJK) TeachingCourseware CD 1Lesson 4.

Source : English Year2 (SK) Teaching

Courseware CD 4Lesson 78 (e-Book).

Word list :bicycle, motorcycle,car, lorry, bus, train,aeroplane

Teacher prepareslaptop, LCD & screen.

Teacher stresses on the

words learnt.

Teacher corrects thepupils‟ 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 thephonemes 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.

dol phi

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 us 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 ia o i v f a n h d k u c x m



121

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.



122

Appendix 15

Azlan’s Family Tree

Azlan is my best friend. There are seven people in his family. His fatheris 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



131

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

TH WRITING SKILL

Pupils learnt penmanship and started basic writing in Year 1. Therefore, by Year 2, it ishoped that they would have developed good motor skills and other pre writing skills such aspenmanship. 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, pupilswould 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 beable to form letters and wordsin neat legible print includingcursive 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 formb) word form

3.2 By the end of the 6 yearprimary schooling, pupils will beable to write using appropriatelanguage, form and style for arange 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-yearprimary schooling, pupils willbe able to write and presentideas through a variety ofmedia 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 areencouraged to plan lessons and activities on their own and incorporate them into theirlessons. The activities provided here are merely suggested ones. Teachers areencouraged 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) phrasesb) simple sentences


THINGS IN MY PENCILCASE

1. Prepare a treasure boxwith objects in it.


3. Pupils from each grouptake turns to pick anobject from the boxand show it to theclass.

4. The other groupmembers write thename of the objectshown on a piece ofpaper in theirrespective groups.

5. The group with thehighest score is declaredthe 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


KIM’S GAME

1. Put up a covered chart ofcolourful things on theboard.

2. Distribute a worksheeteach.

3. Take out the cover of thechart.

4. Give pupils sufficienttime to look at the chart.

5. Once again cover thechart.

6. Pupils complete thegiven worksheet.

Things in the classroom:

Sample worksheet

a _____ _________ a _____ _________a _____ _________

___ _____ _________ ___ _____ _________

e.g. a red bag

Note: May use other suitablerealia.



140


WHAT HAVE YOU?

1. Distribute a few objectsto the pupils.

2. Sing the song “Whathave you?”

3. Pupil 1 sings the answerand tags his/her friend tocontinue.

4. Pupils completeworksheet.

Suggested Song (Tune of : Are YouSleeping?)

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 substituteunderlined words



141


HOW AM I DIFFERENT?

1. Pupils talk about theirparents‟ occupations.

2. Put up pictures ofoccupations.

3. Pupils identify the occupations displayed.


Note: May use other occupations

policemanwears a blue uniformpolice stationpatrol car

1. Samad is a __________2. He ________3. He works in the

___________4. He drives a __________

_____

firemanwears a helmet and bootsa fire enginefire station

1. Farid is a __________2. He ________3. He drives ___________4. He works at the

________________.

Samad

Farid



142


CHOOSE ANDCOMPLETE

1. Put up a compositepicture and talk about it.

2. Put up an incompletetext based on the pictureshown.

3. Show an incompletetext based on the pictureshown.

4. Pupils complete the text.

Sample picture:

Based on the picture,complete the text below.

Ali and Ah Mengare 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 formsb) word forms


A VISIT TO UNCLE BOB’SFARM

1. Put up animal picturecards around the class.

2. Give out worksheets topupils.

3. Pupils walk around tocount the number ofanimals in each pictureto complete theirworksheets.

4. Pupils write down thenumbers in numerals andword forms.

5. The first pupil tocomplete and get them

correct is declared thewinner.

Sample worksheet:

Note: May use other pictures andnumbers

e.g.

2 two cats

_____ rabbits

_____ goats

2

6

4



144

Learning Standard:

3.1.1 Able to write numerals in neat legible print:a) word form


BREAK THE CODE

1. Paste picture cards onthe board.

2. Pupils name the pictures.

3. Write the first letter foreach picture.

4. Pupils break the codeand the numerals arespelt.

5. Give worksheets topupils.

6. Pupils break the code.

Example:

___ ___ ___ ___

Sample worksheet:

* * * * * *

___ ___ ___ ___ ___ __

* * * * * *

___ ___ __ ___ ___ ___

Picture cards.

f o u r



145


THE CHOO CHOO TRAIN

1. Divide pupils into groups.

2. Give each group 5wagon-shaped cardswith words written onthem.

3. Pupils construct asentence, placing eachword in a wagon to forma „choochoo train‟.

4. The fastest group isdeclared the winner.

5. After that, all pupils areasked to write down thefive sentences that havebeen constructed by thegroups.

Sample:

Given numeral:

Sample sentence:

Susan has six blue shirts.

Prepare word cards to formsentences.

Choo Choo train

six



146


THE STORY WRITER


2. Give each group apicture puzzle.

3. The group membersassemble the pictureand paste it on a card.

4. Pupils write simplesentences to describe

the picture.

Example: Picture puzzle

Prepare:

picture puzzles

1. This is Pak Dollah‟s farm.

2. There are eightchickens on his farm.

3. There are ten cowsunder a tree.

Puzzle picture: A farm



147

Learning Standard:

3.1.1 Able to write numerals in neat legible print:a) numeral formb) word form


FIND ME IF YOU CAN

1. Read the sentences.

2. Pupils solve thepuzzle by decodingthe numbersthat represent theletters of thealphabet.

3. The first pupil todecode the sentenceis declared thewinner.

The python is hiding in UncleBob‟s farm. Break the code andfind 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 ducksand two goats.



148

Learning Standard:

3.2.1 Able to complete with guidance:a) simple messages


DEAR MAMA


2. Give 3 variations of thesame message to thegroups.

3. Read the message tothe pupils.

4. Pupils complete thegiven message.

5. Group leaders read outthe completed message.

Example:

Sample A

Sample B

Teacher can havevariations for: - buy things from canteen - buy stationery from

bookshop

Dear mama,

Please buy me a bottleof ____________, a barof ________, a packetof _________, a tin of

___________, and ____________ apples. Ineed these for mycamp next week.

Thank you.Jet Li

Dear mama,

Please buy me a _____ ____ of orange juice, a _____ of chocolate, a

_______ of sweets, a ________ of biscuitsand ______ apples. Ineed these for my campnext week.

Thank you.Jet Li



149

Sample C

Dear mama,

Please buy me a bottleof _______, a_______of chocolate, a packet of

_________, a________of biscuits and ______

______. I need these for mycamp next week.

Thank you.

Jet Li.



150

Learning Standard:

3.2.1 Able to complete with guidance:a) posters


FRUITS

1. Put up information ofthree different fruits.

2. Each pupil draws aposter of one fruitusing the informationgiven.

Papaya RM 2.00 each Orange

Watermelon RM8.00 each Green

Mango

RM 2.50 each Yellow

Sample poster:

Name: _____

Price: _____

Colour: _____



151

Learning Standard:

3.2.1 Able to complete with guidance:a) posters


PET FOR SALE

1. Divide pupils intogroups and distributeword cards.

2. Distribute posters of 3animals and acomparison table.

3. Pupils complete thetable using word cards.

4. Pupils complete aworksheet.

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 apet? It costs onlyRM ___________. Itis __________. Ican feed it

______________.We also need a

_____________ forit. Please?

Jacky



153

Learning Standard:

3.2.2 Able to write simple sentences with guidance:


GLORIOUS FOOD

1. Pupils talk about the foodthey like.

2. Distribute worksheetsfor pupils to complete.

3. Pupils name the foodthey like and state whythey like it in sentences.


Fill in the blanks.

1. I like to eat ______because ________.

2. You like to eat _____because ________.

3. ________ likes to eat ________ because ________.



154

ACTIVITY CONTENT TEACHER’SNOTES

WHAT ARE YOU DOING?

1. Put upRita‟s timetable.

2. Pupils talkaboutRita‟sdailyactivitiesbasedon the timetable.

3. Pupilscompletetheworksheet.

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

Pianoclass

Englishtuition

Artclass

Naphour

TV hour

3.30-5.00

Mathtuition

Frenchclass

Naphour

Videogamehour

Nap hour

5.00-7.00

Jogging Swimming Jogging Jogging Swimming

7.00-8.30

Dinner Dinner Dinner Dinner Dinner

8.30-10.00

Studyhour

Studyhour

Studyhour

Studyhour

Studyhour

10.00 zzz…sleeping time….zzz……

On Monday, Rita has her piano lesson.

On Tuesday, Rita ___ __________________.

On Wednesday, ____ _________________.

On ______________ _________________

On ______________

_________________

On _____________



155

Learning Standards:

3.2.2 Able to write simple sentences with guidance.3.2.4 Able to spell common sight words.


WRITE AND DRAW

1. Read out thesentences.

2. Pupils listen and writeout sentences read.

3. Pupils draw picturesbased on what theyhave 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.



156

Learning Standards:

3.2.3 Able to punctuate correctly:a) capital lettersb) full stop

3.2.4 Able to spell common sight words.


WHAT’S WRONG?

1. Display a text and readit out.

2. Display a similar textwith missing orincorrect punctuationand spelling errors.

3. Pupils identify missingor incorrectpunctuation andspelling errors.

4. Pupils rewrite text withcorrect punctuationand spelling.

Sample text:

Sample worksheet:

Wrongspelling

Correctspelling

prety pretty

Rewrite the story ____________________ ____________________ ____________________ ____________________ ____________________



157


WHAT ARE THESE?

1. Display pictures offruits.

2. Place word cardsbelow each picture.

3. Pupils constructsimple sentences withcorrect punctuationusing the word cards.

Sample worksheet: Prepare: word cards

- apple - sweet - grapes - juicy

Label the pictures.Then, complete thesentence based oneach picture.

__________________

This is an apple. It is sweet.

____________

These are grapes. They are juicy.



158

Learning Standards:

3.2.2 Able to write simple sentences with guidance.3.2.4 Able to spell common sight words.


CREATE NEW WORDS

1. Put up the word‘refrigerator’.


3. Pupils create new wordsfrom the given word.

4. Pupils make simplesentences based on the new words they havecreated.

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



159

Learning Standard:



LIKES AND DISLIKES

1. Display pictures ofhobbies.

2. Ask pupils what they liketo do.

3. Pupils state what theylike and dislike doing.

4. Distribute worksheets topupils.

Example:

I like cycling.

I dislike playing football.

Sample worksheet:

Tick (√) or (×) and makesentences.

( √ ) ( X )

I likecycling.

I dislikeplayingfootball.



160

Learning Standard:

3.3.1 Able to create simple non-linear texts using a variety of media with guidance:a) posters


LOST KITTEN

1. Tell a story.

2. Distribute worksheet.

3. Pupils create a lost and

found poster.

4. Repeat story ifnecessary.

Sample worksheet:

Sample story:

“

Name: ____________

Type: _______

Colour of fur: ________

Colour of eyes: ______

Tail: ___________

Owner: ____________

Contact number: _____



161


THE TOTEM

1. Talk about an event inschool.


3. Pupils create a posterfor an event in theirschool.

4. Provide information to

be included.

SAMPLE : SPORTS DAY Date:

Time Place:

SPORTS DAY

SK SRI UTAMADATE: _____

TIME : _____

PLACE: _______________



162

Learning Standard:

3.3.1 Able to create simple non-linear texts using a variety of media with guidance:

a) signs


DRAW ME

1. Display signs that pupilscan see in the school.

2. Write simpleinstructions on theboard.

3. Pupils draw signs forthe instructions withguidance.

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


POSTER orADVERTISEMENT

1. Take pupils to theschool canteen.

2. Talk about food sold atthe canteen.

3. Pupils create a poster

to show food sold in thecanteen and label them.

Sample poster:

Food in the

canteen



164

Learning Standard:

3.3.1 Able to create simple non-linear texts using a variety of media with guidance:a) postersb) signs


ROAD SAFETY

1. Talk about road safety.

2. Place picture cards ofroad signs around theclassroom.

3. Distribute worksheets.

4. Pupils draw road signsand colour them.

MATCHING ROAD SIGNS



165

Appendix 1



167

L NGU GE RTS

Language Arts is a new component designed to create appreciation and enjoymentamongst 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 withoutinhibitions. As such, learning standards have been designed for pupils to achieve theabove mentioned goals. Following are the learning standards for language arts forYear Two:

CONTENT STANDARDS LEARNING STANDARDS

4.1 By the end of the 6-year primary schooling,

pupils will be able toenjoy and appreciaterhymes, poems andsongs throughperformance.

4.1.1 Able to enjoy action songs and jazz chantsthrough non-verbal response.

4.1.2 Able to sing action songs and recite jazzchants with correct pronunciation, rhythmand intonation.

4.2 By the end of the 6-year primary schooling,pupils will be able toexpress personal

response to literarytexts.

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 primaryschooling,pupils will be able toplan, organize andproduce creative works

for enjoyment.

4.3.1 Able to produce simple creative workswith guidance basedon: a) action songs b) jazz chants c) stories

4.3.2 Able to take part with guidance in aperformance 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.



168

LEARNING STANDARD:

4.1.1 Able to listen to and enjoy action songs and jazz chants through non-verbalresponse


Stuck! Pupils do actionsaccording to the lyricswhile standing in a spot.

1. Pupils stand in a spotand do the requiredactions asdemonstrated by the

teacher.

Suggested Action Song:Here We Go Round TheMulberry Bush Here we go round themulberry bushThe mulberry bush [2x] Here we go round themulberry bush So early in the morning

This is the way we washour face Wash our face [2x] This is the way we washour face So early in the morning

This is the way we brushour teeth Brush our teeth [2x] This is the way we brush

our teeth So early in the morning

This is the way we haveour bath Have our bath [2x]This is the way we haveour bath So early in the morning

This is the way we comb

our hair Comb our hair [2x] This is the way we combour hair So early in the morning

Suggested actions:

Here we go round themulberry bush [clap your hands in acircular 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 ]



169


Hooked! Pupils do actionsaccording to the words

while standing in a spot.

1. Pupils stand in a spotand do the requiredactions asdemonstrated by theteacher.

Suggested Jazz Chant:Orange Shake

Shake an orange, shakean orange Shake, shake an orange, Shake.

Peel an orange, peel anorange Peel, peel an orange, Peel.

Slice an orange, slice anorange,

Slice, slice an orange, Slice.

Chop an orange, chop anorange, Chop, chop an orange, Chop.

Eat an orange, eat anorange, Eat, eat an orange,

Eat.

Prepare oranges or anyother suitable fruits tomatch the jazz chant

Suggested actions:

Shake an orange [clenched fist in a shakingmotion]

Peel an orange [action of peeling the skinof an orange]

Slice an orange [action of slicing anorange]

Chop an orange [action of chopping anorange]

Eat an orange [action of eating anorange]

Let’s move! Pupils do actionsaccording to the lyricswhile moving around ingroups.

1. Pupils do therequired actions asdemonstrated by the

teacher while movingaround in tempo.

Suggested Action Song:Here We Go Round TheMulberry Bush

Recorded song.

Suggested actions: Here we go round themulberry bush [clap your hands in acircular 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


Lets Jazz! Pupils do actionsaccording to the words

while moving around.

1. Pupils do therequired actions asdemonstrated by theteacher while movingaround in tempo.


Recorded song.

Prepare oranges or any

other suitable fruits tomatch the jazz chant

Suggested actions:

Shake an orange [clenched fist in a shakingmotion]

Peel an orange [action of peeling the skinof an orange]

Slice an orange [action of slicing anorange]

Chop an orange [action of chopping anorange]

Eat an orange [action of eating an

orange]

Let’s Line Dance! Pupils line dance whilelistening to the song.

1. Pupils stand in lines.

2. Teacher teaches basicdance steps.

3. Pupils learn and dance.


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 othersuitable songs and steps.



171

LEARNING STANDARD:

4.1.2 Able to sing action songs and recite jazz chants with correct pronunciation,rhythm and intonation.


Let’s Cheer Pupils sing the action songwith correct pronunciationand tempo.

1. Teacher sings actionsong with correctpronunciation andtempo using phrasecards to show actions.

2. Pupils listen and singwith correctpronunciation.

3. Divide class into twogroups. One groupshows a phrase cardand the other groupdoes action whilesinging.


Here we go round themulberry bushThe mulberry bush [2x] Here we go round themulberry bush So early in the morning

This is the way we washour face Wash our face [2x] This is the way we washour face So early in the morning

This is the way we brushour teeth Brush our teeth [2x] This is the way we brushour teeth So early in the morning

This is the way we haveour bath Have our bath [2x]This is the way we haveour bath So early in the morning

This is the way we comb

our hair Comb our hair [2x] This is the way we combour hair So early in the morning

Lyrics and phrase cards.

Phrase cards

Suggestion:

Use other songs forvariation:

e.g:

“If you‟re happy...”

“Old McDonald...”

“Hokey Pokey...”

wash our face

brush our teeth

have our bath

comb our hair



172


Let’s Chant Pupils recite jazz chantswith correct pronunciation

and tempo.

1. Teacher recites jazzchant with correctpronunciation andtempo.

2. Pupils listen and recitewith correctpronunciation.


Shake an orange, shakean orange Shake, shake an orange, Shake.

Peel an orange, peel anorange Peel, peel an orange, Peel.

Slice an orange, slice anorange,

Slice, slice an orange, Slice.

Chop an orange, chop anorange, Chop, chop an orange, Chop.

Eat an orange, eat anorange, Eat, eat an orange,

Eat.

Prepare lyrics and phrasecards.

Phrase cards

Use other fruits suitablefor this chant.

Lyric Tag A pupil tags a friend tocontinue his or herrecitation of the lyrics orwords of an action song or jazz chant.


2. Pupil 1 recite line 1 ofthe action song or jazzchant learnt.

2. Then, pupil 1 tags pupil2 to recite line 2 of thesame action song or

jazz chant learnt.



An object that the pupilscan use to tag a friend – e.g. bean bag, toyhammer.

Use other suitable songsor jazz chant.

peel an orange

slice an orange

chop an orange

eat an orange



173


Echo Wall Pupils listen and repeatthe lines of the jazz chant

in an echo form.


2. Teacher recites the firstline and pointsto a group atrandom to echo whathas been said.

3. Pupils repeat

the activity in theirgroups to complete thechant.


Use other suitable jazzchants if necessary.

`Boria’ Pupils sing the song withcorrect pronunciation.

1. Teacher sings the songline by line and the

pupils follow.

2. Teacher incorporatesactions while singing.[boria style]

One Malaysia Tune of: Malaysia Baru

We are friends, we live inharmony Everyone from villages

and cities We are one big happyfamily Malaysia, our beautifulcountry.

Together, we are one Malaysia Together, we make bettertomorrowTogether, we are a greatnation

Tell the world we areproud to be Malaysians.

Lyrics of the song.

Use any other suitablesongs or performancestyles.



174

LEARNING STANDARD:

4.2.1 Able to respond to: (b) pictures in books(c) characters

with guidance.


Total Recall Pupils talk about a storywith the help of picturecues.

1. Put up picture cues.

2. Tell the story to the

pupils.

3. Teacher jumbles up thepictures.

4. Pupils rearrangepictures according tothe story.

5. Pupils talk about storywith guidance.

Suggested fairy tale: Cinderella

Picture cues. Appendix 1

Pictures taken fromhttp://www.coloriez.com

Teacher may use othersuitable fairy tales

Teacher may userecording of story

Pick Me! Pupils talk about a chosencharacter.1. Pupil picks out the

figurine of a characterfrom the fairy tale.

2. Pupil talks about thatcharacter withguidance.


Figurines of characters: Appendix 2I

1. Cinderella 2. Fairy Godmother 3. Prince 4. Stepmother 5. Stepsisters 6. Mice

I Am….. Pupils role play charactersfrom the fairy tale.

1. Pupils pick a proprelated to a characterfrom the fairy tale.

2. Pupils role play thatcharacter.


Props :

1. a wand

2. a mask

3. a crown

4. a shoe

5. a cane

http://www.coloriez.com/





175


Bubble Up

Pupils draw a bubble chart

based on a character froma fairy tale.

1. Pupils pick a characterfrom a fairy tale.

2. Pupils discuss thecharacter‟s personalitytraits with their groupmembers.

3. Pupils then fill the

bubble around thecharacterwith the character‟spersonality traits.


Example of personalitytraits: Cinderella

- pretty - hardworking - obedient - kind

Stepmother - mean - cruel

- lazy - bad

Bubble chart for thecharacters from the fairytale.

Appendix 4

May I Know? Pupils interview acharacter from a fairy tale.

1. Pupils are paired.

2. Pupil 1 is the reporterand pupil 2 is thechosen character.

3. The „reporter‟ willinterview the „character‟with guidance


Sample of interviewquestions

Appendix 3a Appendix 3b

Pupils may reverse roles.

Make use of anycharacters from the fairytale



176

LEARNING STANDARD:

4.3.1 Able to produce simple creative works with guidance based on:a. action songsb. jazz chantsc. fairy tales


Paper Dolls Pupils create costumes forthe characters from thefairy tale.

1. Pupils are given the figurines of thecharacters from the fairy

tale.

2. Pupils create costumesand props for thecharacters.

3. Pupils dress up thefigurines.

Suggested fairy tale: Cinderella Puteri Gunung Ledang Puteri Santubong

Figurines and stationery.

Appendix 2

My Creation

Pupils create their ownbook cover for a fairy tale.

1.Pupils choose a fairytale and create thebook cover for it.

Any fairy tale. Manila cards, coloured

pencils and scissors.

My Little Friends

Pupils make puppets ofthe characters found in thefairy tale, jazz chant oraction song.

1. Divide the pupils intogroups.

2. Pupils are givenmaterials to make thepuppets.

Characters from the fairytale “Cinderella”:

Stepmother Stepsister Prince Cinderella Mice

Suggested materials to beused for making puppets.

Examples:

ice cream sticks cotton wool glue stockings gloves paper bags buttons egg shells



177


Let’s Party Pupils create an invitationcard to a party.

1. Pupils are shown asample of an invitationcard to a party.

2. Pupilscreate their owninvitation card.

Sample invitation card.

Appendix 5

May use ICT to preparecards.

My Fairy Tale Car Pupils create their own

version of a carriage madeout of a pumpkin.

1. Pupils are given apumpkin template.

2. They design their owncarriage using thetemplate.

3. They exhibit their

carriage in theclassroom.

Sample of the carriagefrom Cinderella.

Pumpkin template.

Appendix 6

Remind pupils to bringtheir own props

Display other samples ofcarriages.

My Desk Mat

Pupils are required tocreate their own desk matbased on the characters orprops from a fairy tale or jazz chant or action song.

1. Pupils choose acharacter or propfrom a fairy tale or jazzchant or action song.

2. They create a desk matbased on the characterobject 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 tocreate desk mat.



178

LEARNING STANDARD:

4.3.2 Able to take part with guidance in a performance based on:a. action songsb. jazz chantsc. fairy tales


Reader’s Theatre

Pupils perform a fairy talewith expression.

1. Pupils are given thedialogue of a fairy tale.

2. Pupils are divided intogroups and assigned arole each.

3. Pupils perform the fairytale orally according tothe role assignedto them.

Sample dialogue forReader‟s Theatre

Dialogue for Reader‟sTheatre

Appendix 7

Teacher may use othersuitable dialogue

Puppet show

Pupils stage aperformance using thepuppets that they havecreated.

1. Pupils are given thedialogue for the puppetshow.

2. Read through scriptwith pupils.

3. Pupils are trained fortheir presentation.

4. Pupils perform thepuppet show.

Sample dialogue for the

puppet show

Dialogue for the puppet

show. ( Appendix 7) 1. Pupils are dividedinto two groups: a. Puppeteer

b. Dialoguereader

2. Arrange pupils inchoir formationfacing theaudience.

3. Each pupil holds acopy of thedialogue.

4. Pupils read theirparts according totheir assignedcharacters.

5. The puppeteermanipulates thepuppets accordingto the dialogue.



179


Ode to Cinderella Pupils perform the jazzchant given.


2. Display the jazz chant.

3. Pupils read aloud.

4. Pupils are trained forthe performance.

5. Pupils perform the jazz

chant.

Sample Jazz Chant Lyrics for the jazz chant.

Appendix 8

Use other suitable fairytales if need be.

Let’s Put Up A Show Pupils perform actionsongs in groups.

1. Pupils are divided intogroups.

2. Pupils practice for theperformance.

3. Pupils perform the songwith their own actions.

Sample Action Song: “Here We Go Round TheMulberry Bush”

Lyrics of the action songor other suitable actionsongs

Pantomime Pupils perform apantomime of an actionsong or jazz chant.

1. Pupils are divided intotwo groups.

2. Group 1 reads theaction song or jazzchant aloud.

3. Group 2 mimes thecorresponding actions.

Sample action song: “Here We Go Round TheMulberry Bush”

Sample jazz chant: Orange Shake

Action song or jazz chant

Use other suitable actionsongs or jazz chants



180

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

nvit tion for …………………… PLEASE COME TO MY PARTY.



206

Appendix 6



207

Appendix 7



208

THE WARNING

Cindy, Cindy, Cindy, Cindy, Cinderella dearWakey, wakey, hurry, hurryThey are near.

Cindy, Cindy, Cindy, Cindy, Cinderella dearHurry! 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 dearWakey, wakey, hurry, hurryThey are here.

Appendix 9



SAMPLELESSONS



211

Focus: Listening and Speaking

Theme: World of Self, Family and Friends

Topic: F.R.I.E.N.D.S Pin-Up

ContentStandard

1.1 By the end of the 6-year primary schooling, pupils will beable to pronounce words and speak confidently with thecorrect stress, rhythm and intonation.

1.2 By the end of the 6-year primary schooling, pupils will beable to listen and respond appropriately in formal andinformal situations for a variety of purposes.

LearningStandard

1.1.1 Able to listen and respond to stimulus given withguidance:

(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 simpleinstructions given.

Time 30/60 minutes

Teaching Aids Realia [camera], pictures, drawing paper, glue, sticky tape

Activity Teaching and LearningStrategy

Notes

1. Show pupils a camera. Use camera or mobilephone.

Prepare:

- camera or mobilephone/ toy camera ormodel of a camera

2. Snap a photo and askpupils to mimic thesound made by thecamera.

Listening Mimic

Elicit the sound ‘click’

3. Do the actions of

clicking and pupilsfollow.

Kinaesthetic Activity

4. Pupils take turns to dothe actions of clickingthe camera and otherssay ‘click, click, click’.

Responding to peers

5. Introduce the song lineby line. Pupils repeat.

Drilling through fun andplay Musical Intelligence

Song lyrics[Appendix 1]

6. Pupils sing the songand do actions.

Repetition andreinforcement

Action: clicking a camera

7. Repeat the activity bythe pupils clicking at Repetition andreinforcement

Sample Lesson 1



212

each other whilesinging.

8. Divide pupils intogroups. Pupils dothe action of taking

photos of groupmembers.

Kinaesthetic Activity

9. Give each pupil the‘Friendship Pin-up’.Pupils interview theirfriends and complete the worksheet. Pupils can sketch asimple portrait of theirfriends based on giveninstructions.

Visual Spatial Friendship Pin-Up[Appendix 2] (Reserve the new friendcolumn 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 ‘FriendshipPin-up’.

Display the ‘FriendshipPin-ups’.

Assessment: 1. Pupils are able to

interact with eachother.

2. Pupils are able tocomplete the task.

Observation

Remedial: 1. Pupils join dotted lines

to complete the sketchof their friends.

Identifying Friendship Pin-Up [Appendix 2b]

Enrichment: 1. Pupils talk about their

friends based on theinformation gathered.

Question and Answer Interpersonal

He/She is ________.He/She is eight years old.He/She likes ___________. He/Shelikes to eat _________.

* Pupils can talk about any information gathered.



213

Focus: Reading



ContentStandard

2.2 Pupils will be able to demonstrate understanding of avariety of linear and non-linear texts in the form of print and non-print materials using a range of strategies to constructmeaning.

LearningStandard

2.2.1 Able to read and apply word recognition and word attackskills 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 LearningStrategy Notes

1. Teacher invites pupils to talk about their friends.

Listening and Speaking Refer to the‘Friendship Pin-Up’

2. Read phrases on thechart and pupils follow.

Guided reading Appendix 3a & 3b

3. Put up word list: colour. Pupils read and saywith guidance.

Recall Previous knowledge

Word list: colours [Appendix 4]

4. Put up word list: food. Pupils read and saywith guidance.


Word list: food [Appendix 5]

5. Pupils get into theirrespective group fromthe first lesson. Distributepupils’ Friendship Pin-Upand writing paper. Pupilsask their three friends abouttheir favourite colours andfood based on the word lists.

Identifying details Pupils’ Friendship Pin-Up

6. Pupils jot down the

gathered information onthe worksheet.

Verbal linguistic Worksheet

[Appendix 6]



214

7. Pupils read outinformation gathered.

Repetition andreinforcement

Select pupilsrandomly.

8. Collect ‘Friendship Pin- Ups’ and worksheets.

Staple worksheet toFriendship Pin-Up ofeach pupil.

Assessment: 1. Pupils are able togather requiredinformation.

2. Pupils are able tocomplete the task.

Observation

Remedial: 1. Teacher guides pupils to

read the phrases on Appendix 3.

Identify and read Appendix 3

Enrichment:

1. Pupils gather moreinformation about theirfriends chosen for their‘Friendship Pin-Up’.

Question and Answer Interpersonal

Suggested furtherinformation: hobbies



215

Focus: Writing



Introduction: This lesson focuses on writing. Pupils should be able to copy withcorrect spelling and punctuation.

ContentStandard

3.2 By the end of the 6-year primary schooling, pupils will beable to write using appropriate language, form and style fora range of purposes

LearningStandard

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 andLearning Strategy

Notes

1. Put up ‘My Friend’chart. Ask questionsabout ‘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 transferinformation from writtennotes to their‘Friendship Pin-Up’ fortheir 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.


Worksheet [Appendix 8]

5. Collect ‘Friendship Pin-Up’.



216

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 fordecoration.



217

Focus: Language Arts



Introduction: This lesson focuses on language appreciation. The main focus ofthis lesson is to get pupils to respond and recite jazz chants withcorrect pronunciation, rhythm and intonation.

ContentStandard

4.1By the end of the 6-year primary schooling, pupils will be ableto enjoy and appreciate rhymes, poems and songs throughperformance.

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 chantwith 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 withthe alien toy.

Modelling Modulate voice toshow two differentcharacters

2. Divide pupils into twogroups: friendsters andaliens.

3. Put up jazz chant.Recite the jazz chant.Pupils follow in theirrespective groups.

Reading aloud My New Friend [Appendix 9]

4. Pair a friendster with an

alien. Randomly selecta few pairs to chant.

Determine the pairs to

make sure they arenew friends to eachother.[they must not bealready in eachother’s ‘FriendshipPin-Up’.

5. Pupils chant in pairs. Say aloud

6. Distribute ‘FriendshipPin-Up’. Pupils

Verbal Linguistic Friendship Pin-Up [Appendix 2]



218

complete it withinformation of their newfriend.

7. Display the ‘FriendshipPin-Up’.



219

Appendix 1



220

Appendix 2a

M



221

Appendix 2b

M

_________________________

______________



222

My Friend

Appendix 3a



223

Appendix 3b



224

Word List : Colours

Appendix 4



225

Word List : Food

Appendix 5



2

2 6

N a m e: _ _ _ _ _ _ _ _ _ _ _ _ _ _

C l

a s s : _ _ _ _ _ _ _

F r i e n d 1

F r i e n d 2

F r i e n d 3

F r i e n d 4

N a m e

A g e

F a v o u r i t e

f o o d

F a v o u r i t e

c o l o u r

A p p en d i x 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 beable to pronounce words and speak confidently with thecorrect 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 pictureof a dove.

2. Ask questions.

Contextual Learning bydrawing pupils’ previousknowledge.

Question & Answer session

A container with an antand 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 TheDove‘

Story-telling Picture cards/PowerPointPresentation : The Ant andThe Dove (Appendix 1)

Sample Lesson 2



232

4. Ask questions basedon the story and pupilsrespond.

Brainstorming Sample questions :

1. What are the animalsin 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 withthe phoneme /әυ /.

6. Articulate the sound/әu/ and pupils repeat.

7. Repeat words.

Repetition through drillling boat, bow, arrow, no , Joe

Show pupils the mouthmovement.

8. Divide the pupils into 5 – 6 groups and giveeach group a set ofpictures.

9. Pupils pick out picturesthat show the wordswith the phoneme /әu/.

Reinforcement through funand play

Picture cards(Appendix 2)

Assessment :

Able to read the focuswords correctly. Observation

Remedial : Work with pupils who havedifficulty saying the focuswords.

Reinforcement through drilling

Enrichment : Get pupils to name anddraw the characters in thestory.

Appendix 3



233

Focus : Reading



Content Standard : 2.1By the end of the 6-year primary schooling, pupils will beable to apply knowledge of sounds of letters to recognizewords 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) oa2.1.2 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 thestory?

2. What happened to theant?

3. Who helped the ant? 4. What happened to the

dove ?



234

5.How did the ant help thedove?

3.Display the story and readthe story aloud. Pupils repeat after teacher.

Reading aloud with correctarticulation and pronunciation.

Picture cards/PowerPointPresentation : ‘The Ant and The Dove‘

4. Highlight words with the phoneme /әu/. Read thewords 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 toblend the words. Pupils

follow.

Practice

7. Pick a few pupils andhang the letter cardsaround their necks.

8. Say out the words and pupils with the respectivecards come forward and stand side by side.

Practice and reinforcement.

Prepare letter cards withstrings attached.

9. Distribute a worksheetwith some sentencesfrom the story.

10. Pupils colour the boxwhich has words withthe /әu/ sound.

Practice

Appendix 4

Assessment : Pupils complete aworksheet by identifyingwords with the phoneme/әu/.

Observation

Remedial : Guide pupils to read thestory with correctarticulation and

Reinforcement through drilling

b oa t

ow b

a rr ow

on

J oe

b oa t



235

pronunciation whilefocussing on the phoneme/әu/.

Enrichment :

Pupils use picture cardsgiven and take turns to tellthe story in a group.

Practice Appendix 2



236

Focus : Writing



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 matchphrases 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 pupilsrandomly to read.

Integrate reading skill Can read individually / as

whole class (*use power point/picturecards)

3. Ask questions on the sentences with wordsthat have the phoneme/әυ /.

Reinforcement of thephoneme /әυ /.

Sample questions: T : What did the leaf

look like? P : The leak looked like

a boat.

T : What was thehunter’s name?

P : The hunter’s namewas Joe.

T : What did Joe havein his hand?

P : Joe had a bow andan arrow in hishand.

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 simplesentences correctly.

Observation & Correction

Remedial : Pupils match sentenceswith the pictures. Application Appendix 7

Enrichment : Pupils construct sentencesbased on the words given. Application Appendix 8



238

Focus : Language Arts



Content Standard : 4.1By the end of the 6-year primary schooling, pupils will be ableto enjoy and appreciate rhymes, poems and songs throughperformance.

4.3 By the end of the 6-year primary schooling, pupils will be ableto plan, organise and produce creative works for enjoyment.

Learning Standards : 4.1.2 Able to recite jazz chants and sing action songs withcorrect pronunciation, rhythm and intonation.

4.3.1 Able to produce simple creative works with guidance basedon 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 & LearningStrategy

Notes

1. Display the song.

2. Pupils sing along with theteacher with appropriateactions.

Reinforcement through funand play.

Appendix 5

3. Divide class into threegroups.

4. Each pupil in the group isgiven a mask template.

Group 1 : ant Group 2 : dove

Prepare mask templatesfor the characters.

(Appendix 9 )



239

Group 3 : hunter

5. Pupils draw out the maskindividually on a manilacard, colour and cut it out.

Creative works.

6. Display song again.

7. Pupils stand in groups andput on masks while singing the song with actions.

Performance Guide pupils with theactions.

Assessment :

1. Observe pupils’ hands on activity.

2. Observe students’ ability tosing with correctpronunciation.

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

ContentStandard

1.1 By the end of the 6-year primary schooling, pupils will beable to pronounce words and speak confidently with thecorrect stress, rhythm and intonation.

1.2 By the end of the 6-year primary schooling, pupils will beable to listen and respond appropriately in formal andinformal 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 correctrhythmii) listen to and follow simple instructions correctly

Time 60 minutes

Teaching Aids word cards , cassette and player

ActivityTeaching and Learning

Strategy Notes

1. Blindfold a pupil. Askthe other pupils tocreate sounds usingtheir body parts.

Kinaesthetic activity Teacher can show theother pupils the soundsthat they can create bydoing the actions.eg. whistling , snapping

the fingers

2. The blind folded pupil

will guess the soundsmade.

Listen and make

interpretations

Sounds of clapping of

hands , stamping of feetand others.

3. Introduce body parts tothe pupils orally. Pupilslisten and repeat.

ListeningRepetition

Teacher points to the bodyparts when introducing thevarious parts.Parts of the body:eyes, nose, mouth, ears,hands and legs

4. Point to the parts of thebody and pupils namethem.

Vocabulary Parts of the body:eyes , nose , mouth , ears,hands and legs

Sample Lesson 3



2687

5. Pair up the pupils.Pupils practise askingand answeringquestions related tobody parts.

Listening and speaking Sentence PatternsQ : What is this? A : This is a nose.

6. Show word cards andpupils read them.

Reading aloud Word cardseyes, nose, mouth, ears,hands and legs

7. Play a recorded songon tape. Pupils listenand sing along withaction.

Listening and singing Song : Ten Little Fingers(Appendix 1)

8. Play the game ‘Simonsays ….’ 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 tobody parts.

c) Pupils do the action

during the game ‘Simonsays’

Observation

Observation

Observation

Activity 4

Activity 5

Activity 8

Remedial :a) Peer teaching - Pupils

take turns to name thebody parts shown bytheir 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

ContentStandard

2.1 By the end of the 6-year primary schooling, pupils will beable to apply knowledge of sounds of letters to recognizewords in linear and non-linear texts.

2.2 By the end of the 6-year primary schooling, pupils will beable to demonstrate understanding of a variety of linearand non- linear texts in the form of print and non-printmaterials using a range of strategies to constructmeaning.

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


Strategy Notes

1. Pupils sing the song‘Ten Little Fingers’.

Recalling andreinforcement

Teacher can play the songon tape if the pupils can’trecall the rhythm.(Appendix 1)

2. Show picture cardsand pupils name them.

RecallingVocabulary

Teacher needs to preparepicture cards of :round, mouth, loud, scout,blouse

3. Point out the phoneme

for the grapheme ‘ou’

from the words. Pupilssay aloud the phoneme

/әʊ/.

PhonicsPronunciation

Word List :round, mouth, loud, scout,blouse

4. Pupils read the wordsagain as shown by ReadingPractice Teacher drills the pupils toread the words while



270

teacher while stressingon the phoneme.

stressing on the phonemetaught.

5. Stick jumbled upgrapheme cards

on the board. Call pupilsrandomly to form wordsusing the cards whileteacher says thephoneme.

Blending sounds Grapheme cards:eg.

Teacher needs to preparegrapheme cards for thewords in the word list.

6. Pupils read the wordsformed, stressing onthe phoneme learned.

PracticeReinforcement

7. Put up a chart with the jazz chant. Read aloud

and pupils repeat thechant.

ChantingKinaesthetic activity

Jazz Chant :‘What I Have’

(Appendix 2)

8. Divide the pupils intotwo groups. Pupils readthe jazz chant ingroups.

Practice

9. Pick out a phrase fromthe chant and say italoud. Pupils repeat it.

Reading phrases Phrases ;round eyesbig mouthsharp nose

10. Pupils identify theother phrases in thechant and read themaloud.

Identifying and reading Teacher can help thepupils to identify thephrases.

11. Distribute worksheetsto pupils. Pupilscomplete the task.

Teacher duplicates theworksheet and explainsthe task to the pupils.Worksheet (Appendix 3)

Assessment:a) Pupils read sentencesfrom the sentencecards.

b) Pupils complete thetask in their worksheet.

Observation

Written assessment

Teacher needs to preparesentence 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 crosswordpuzzle accordingly.

(Appendix 5)

r ou n d



271

Focus Writing

Theme World of Knowledge

Topic My Beautiful Body

ContentStandard

3.1 By the end of the 6-year primary schooling, pupils will beable to form letters and words in neat legible printincluding cursive writing.

3.2 By the end of the 6-year primary schooling, pupils will beable to write using appropriate language, form and stylefor a range of purposes.

Learning Standard 3.1.1 Able to write in neat legible print:b) simple sentences


Objective By the end of the lesson, pupils will be able to write at leastfive simple sentences with correct spelling and punctuation.

Time 60 minutes

Teaching Aids jigsaw puzzle , LCD projector


Strategy Notes

1. Divide the pupils into sixgroups. Distribute

jigsaw puzzle of a bodypart to each group.

Teacher has to enlarge 6different pictures of body

parts and cut them into jigsaw puzzles.

2. Pupils assemble the jigsaw puzzle and namethem.

Solving jigsaw puzzle Teacher can reward thefirst group that assemblesthe jigsaw puzzle.

3. Distribute worksheet tothe pupils. Read aloudthe phrases. (as foundin Appendix 2)

Listening Teacher needs to read thephrases loudly and clearly.Options : Teacher canalso record the phrases ona cassette.

Worksheet (Appendix 6)

4. Pupils write the phraseson worksheet. Pupilsdraw the parts of theface.

WritingDrawing

Teacher can put up someof the drawings on theboard. (Appendix 6)

5. Pupils write sentencesusing the phrases givenby the teacher. Goaround and check thepupils’ work.

Writing Teacher should check thespelling and punctuation inthe sentences. (Appendix6)



272

6. Project the jazz chant‘What I Have’ on thescreen. Pupils read the

jazz chant in groups offive.


Jazz Chant :What I Have(Appendix 2)

7. Pupils work in theirgroups and come outwith three more stanzasfor the jazz chant.Check the groups’ work.

Writing Teacher goes around andhelps the groups that havedifficulties in their task.eg. – two small eyes

two long legstwo strong hands

8. Pupils chant thestanzas written by them.


Teacher can do thisactivity as a competition.The most creative groupwins the competition.

Assessment:

a) Pupils write sentencesusing the words given. Written

Teacher needs to prepareworksheet. (Appendix 7)

Remedial:a) Pupils rearrange

jumbled up words toform sentences.

WritingTeacher prepares aworksheet with jumbledwords.

Enrichment:a) Pupils complete a

worksheet – groupingthe actions to the

correct body parts

GroupingWriting

Duplicate the worksheetaccordingly.(Appendix 8)



273

Focus: Language Arts

Theme: World of Knowledge

Topic: My Beautiful Body

ContentStandard

4.1 By the end of the 6-year primary schooling, pupils willbe able to enjoy and appreciate rhymes, poems andsongs through performance.

Learning Standard 4.1.1 Able to enjoy action songs and jazz chants throughnon- verbal response.

Objective By the end of the lesson, pupils will be able to listen to andenjoy action songs and jazz chant through performance.

Time 60 minutes

Teaching Aids charts

Activity Teaching and LearningStrategy

Notes

1. Mime a few actions andask pupils to name theactions.

Miming Actions :Touching the kneesJumping up

2. Put up a chart with thesong ‘If You Are Happy’.

Pupils read the lines ofthe song in groups/individually.

ReadingSinging

Song : If You Are Happy And You Know It

(Appendix 9)

3. Divide pupils into sixgroups. Pupils work ingroups and create fourmore stanzas for thesong.

Creating stanzas for thesong

Appendix 9

4. Pupils perform the songin groups.

Performance

5. Pupils recall and recitethe 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

J ZZ CH NT

-

- -

-



276

Appendix 3

WORKSHEET

Fill in the blanks

.



277

Appendix 4

RE DING SSESSMENT

.



278

Appendix 5

……………………………….

Complete the crossword puzzle below.



279

Appendix 6

1. _____________________________________________

2. _____________________________________________

3. _____________________________________________

4. _____________________________________________

5. _____________________________________________

1. _____________________________________

2. _____________________________________

3. _____________________________________

4. _____________________________________

5. _____________________________________



280

Appendix 7

SSESSMENT



281



282

Appendix 8

ENRICHMENT CTIVITY



283



284

Appendix 9

SONG

IF YOU RE H PPY ND YOU KNOW

-

-

-

-



285

Focus Listening and Speaking

Theme World of Self, Family and Friends

Topic Find the Way

Content Standard1.2 Pupils will be able to listen to and respond appropriately in

formal and informal situations for a variety of purposes.

Learning Standard1.2.2 Able to listen and follow:

(b) simple directions to places in the school.

ObjectiveBy the end of the lesson, pupils will be able to listen and followsimple directions to places in the school.

Time 30 / 60 minutes

Teaching Aids chart, picture cards, dice


Notes

1. Put up numberedpicture cards on theboard. Pupils throw a

dice and name thepictures according tothe number.

Oral ResponseFun learning

Playing a game

Picture cards of places inthe school.e.g. canteen, office , etc.

AssessmentObserve pupils’ ability tolisten and follow simpledirections.

Observation

RemedialRepeat the chant with

pupils. Guide them to followdirections.

Reinforcement Jazz chant

Enrichment Pupils are divided into twogroups.Group 1 : ask questionsGroup 2 : answer

Team workUse the jazz chant given.Each group takes turns toask and give directions.e.g:Group 1 – How do I go tothe canteen?Group 2 – Go straight, turn

right.

1

Sample Lesson 4



286

Focus Reading


Topic Find the Way

Content Standard 2.2 Pupils will be able to demonstrate understanding of avariety of linear and non-linear texts in the form of printand non-print materials using a range of strategies toconstruct meaning.

Learning Standard 2.1.1 Able to recognise and articulate initial, medial and finalsounds (phonemes) in single syllable words withingiven 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 andread words with the sound [igh] in the intial, medial and finalposition.


Teaching Aids chart, word cards


Notes

1. Chant and pupils listen. Listening Chart( Appendix 2)

2. Chant line by line. Pupilsrepeat.

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 thighright nightright bright



287

set A set B

5 Pupils recite the jazzchant with the [igh]words.

Recalling Appendix 2

AssessmentPupils articulate the sound[igh] in singlesyllable 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 correctwords.


Recalling Appendix 3

t

t

igh

br

r

n

h

l

th

t

t

t

t



288

Focus Writing


Topic Find the Way

Content Standard 3.1 Pupils will be able to form letters and words in neat legibleprint including cursive writing.

.

Learning Standard 3.1.1 Able to write in neat legible print:a) wordsb) phrases

Objective By the end of the lesson, pupils will be able to identify theplaces in the school and follow the directions given correctly.


Teaching Aids picture cards, symbol cards, phrase cards, worksheets


Notes

1.Pupils identify placesin school.

Drill pupils withdirection phrasesusing symbols.

Recalling

Drilling

picture cards of places inschool.

symbol cards

Phrase cards:turn right, turn left, go straight

2. Pupils match the

words to pictures inthe worksheet given.

Drilling Appendix 4

Worksheet 1

3. Pupils label thepictures with thegiven words.

Drilling Appendix 5Worksheet 2

Assessment:

Pupils complete theworksheet.

practice

Appendix 6worksheet 3

Appendix 7worksheet 4



289

Remedial:

Pupils complete theworksheets.

drilling Appendix 8worksheet 5

Enrichment:

Pupils study the map tocomplete the task

consolidation Appendix 9worksheet 6



290

Focus Language Arts


Topic Find the Way

Content Standard 4.1 Pupils will be able to enjoy and appreciate rhymes, poemsand songs through performance.

Learning Standard 4.1.2 Able to listen to and sing action songs and recite jazzchants with correct pronunciation, rhythm and intonation.

Objectives By the end of the lesson, pupils will be able to perform jazzchant in front of the class.

Time 30 - 60 minutes

Teaching Aids chart


Notes

1. Recite the jazz chantwith pupils.

Reciting Appendix 1

2 Divide the class intofour groups.Guide the groups toprepare for theirperformance.

Group/ class performance

AssessmentObserve 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 4Worksheet 1



295

Choose and write.

1. _ _ _ _ _ _ 2. _ _ _ _ _ _ _

3. _ _ _ _ _ _ _ _ _ 4. _ _ _ _ _ _ _

5. _ _ _ _ _ _ 6. _ _ _ _ _ _ _ _ _

Appendix 5Worksheet 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



CHECKLIST



CH E CK LI ST

3 0 4

1 .1 .4

A b l e t o t al k a b o u t a

s t i m ul u s wi t h g ui d an c e

P u t a √

i f t h e

p u pi l h a s m a s t er e d t h e a c t i v i t y .

N o.

N am e of P u pi l

A c t i v i t y

A c t i v i t y

A c t i v i t y

A c t i v i t y

* T e a c h er c an a d d i nm

or e a c t i v i t i e s f or a s s e s s m en t i f n e c e s s ar y .



CH E CK LI ST

3 0 6

S AMP L E L E ARNI N G S T ANDARD S C HE C KL I S T F ORRE ADI N G

N o.

N am e

2 .1 .2

A b l e t or e c o gni z e an d

ar t i c ul a t ei ni t i al ,m e d i al an d

t h ef i n al s o un d s ( ph on em e s ) i n s i n gl e s y l l a b l ew or d s

wi t h i n gi v en c on t ex t :

R em ar k s

ai r

ur e

er

a y

o u

i e

e a

o y

i r

u e

aw



C H E C K L I S T

3 0 7

S A M P L E L E A R N I N G S T A N D A R D

S C H E C K L I S T F O R R E A D I N G

N o .

N a m e

2 . 1 . 2

A b l e t o r e c o g n i z e a n d a r

t i c u l a t e i n i t i a l , m e d i a l a n d t h e

f i n a l s o u n d s ( p h o n e m e s ) i n s i n g l e s y l l a b l e w o r d s w i t h i n

g i v e n c o n t e x t :

R e m a r k s

w h

p h

e w

o e

a u

a - e

e - e

i - e

o - e

u - e



CH E CK LI ST

3 0 8

S AMP L E L E ARNI N G S T ANDARD S C HE C KL I S T F ORRE ADI N G

N o.

N a

m e

2 .1 .2

2 .1 . 3

2 .2 .1 ( a )

2 .2 .1 ( b )

2 .2 .4

R em ar k s



C H E C K L I S T

3 0 9

S A M P L E L E A R N I N G S T A N D A R D S C H E C K L I S T F O R W R I T I N G

N O

N A M E S O F P U P I L S ’

L E A R N I N G S T A N D A R D

S

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



CH E CK LI ST

3 1 0

S AMP L E L E ARNI N G S T ANDARD S C HE C KL I S T F ORWRI T I N G

N O

NAME S OF P UP I L S ’

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 H E C K L I S T

3 1 1

S A M P L E L E A R N I N G S T A N D A R D S C

H E C K L I S T F O R L A N G U A G E A R T S

L E A R N I N G S T A N D A R D S

N O

N A M E S O F P U P I L 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 andnew 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 individualphonemes

9. blending – joining individual sounds to letters to form words

10. segmenting – breaking down individual letter sounds to sound itaccurately

11. gross motor skills – abilities required to control large muscles of the body forrunning etc

12. fine motor skills – coordination of small muscle movements

13. kinaesthetic intelligence – skillful ability to contol one’s bodily motions andhandle 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 HuaDr Mohamed Abu BakarPn Diana Fatimah Ahmad Sahani

Authors : Pn Jagdeesh Kaur GillCik Regina Joseph CyrilEn. Rabindra Dev PrasadEn. Rosdy WahidCik Ewe Choy Choo

Contributors: Pn Christine Gnanasothy Sivilingam SK Bandar Sunway, Petaling JayaPn Sharon a/p SavarimuthuSK Seri Selangor, Subang JayaPn Kwa Jin NeeSK Taman Putra Perdana, PuchongCik Marlene a/p P FernandoSK Permatang Badak, KuantanEn Faizul MohamedSK Padang Garong 1, Kota BharuEn Mohamad Yusoff b AhmadSK Methodist, Malim NawarPn Siti Rohani Mohd NoorSK Serting Hilir Kompleks, Bandar Seri JempolEn Lai Pak SiongSJKC Katholik, MelakaCik Suen Sau ChunSJKC Ave Maria Convent, Ipoh

Pn Tanggam a/p KaruppiahSK Relong, Kuala Lipis

Pn Kanmit Kaur a/p Gurbachan SinghSK Wan Ibrahim, Kuala LipisPn Rozieana Lucy bt AbdullahSK Pahit Gerik, Hulu PerakPn Hemalatha a/p N GovindasamySK Perwira, Teluk IntanPn Subashini a/p A P MenonSK La Salle (2) Brickfields, Kuala LumpurPn Usha Rani a/p ReginaldSK Bukit Raya, Hulu Langat, Cheras

Pn Subathira a/p SelvanayakamSK Dato’ Onn Jaafar, Subang JayaPn Latifah bt Abdul LatiffSK Bandar Tasik Kesuma, BeranangPn Noor Ashikin bt HashimSK Seri Besout, SungkaiEn Barathidasan a/l MuniandySK Kebun Sireh, Bukit MertajamPn Jeya shanthi a/p N V ArumugamSK Tanjong Malim, Tanjong Malim



316

Pn Poonkuzhali a/p PalaniandySK Seri Amar, Johor BahruCik Mageswary a/p Raja RatnamSK Mahmud, RaubPn Vasantha Devi a/p N Raja RatnamSK Batu Kikir, Batu KikirPn Nor Zihana bt JamaludinSK Putrajaya P8 (1), Putrajaya

En Nagarajan a/l VelooSJKT Permatang Tinggi, Simpang Ampat, Bukit MertajamPn Siti Shakilah Nirmala bt AbdullahSK Sri Tangkak, TangkakPn Baleswari a/p A BalasubramaniamSK Sultan Ismail, Kemaman

Cik K N Rema a/p K K NarayananSK Ayer Puteh, KemamanCik Vivegi a/p T K RajagopalSK Ujong Pasir, MelakaPn Saratha a/p Sri KandanSK Puchong Jaya, Puchong

Pn Gloria MarshSK Taman Rasah Jaya, Seremban

Editors: Cik Mageswary a/p Raja Ratnam SK Mahmud, Raub

Pn Kwa Jin NeeSK Taman Putra Perdana, PuchongCik Marlene a/p P FernandoSK Permatang Badak, Kuantan Pn Wong Mee PingSJKC Serdang Baru 1, Seri KembanganPn Kan Siew FongSJKC Serdang Baru 1, Seri KembanganPn Usha Rani a/p ReginaldSK Bukit Raya, Hulu Langat, CherasPn Tanggam a/p KaruppiahSK Relong, Kuala LipisPn Kanmit Kaur a/p Gurbachan SinghSK Wan Ibrahim, Kuala LipisPn Poonkhuzhali a/p PalaniandySK Pasir Puteh (P), KelantanPn Sarah Matilda Jayaprabha a/p DavidSK Taman Mount Austin, Johor BaruEn Gobalakrishnan a/p MahaletchumananSK Dato’ Kamaruddin, Behrang Stesen En Amarjit Singh a/l Dushan SinghSK Perlok, Sungkai

En Nagarajan a/l VelooSJKT Permatang Tinggi, Simpang Ampat, Bukit MertajamPn Lailee bt ShahabudinSK Chuah, SerembanPn Niza bt WahabSK Petaling (1), Kuala Lumpur Pn Kumari Nirmal a/p Jagiri RamSK Sri Subang Jaya, Subang JayaCik Ida Maria bt AmiruddinSK Jalan Empat, Bangi



317

Cik Vivegi a/p T K RajagopalSK Ujong Pasir, MelakaPn Jeya shanthi a/p N V ArumugamSK Tanjong Malim, Tanjong MalimPn Fatima Nathan a/p NagiahSK St. Mary, Kuala LumpurEn Muhammad Syuhaidi Ohira b AbdullahSK (LKTP) Chemomoi, Bandar Bera

En Lai Pak SiongSJKC Katholik, MelakaEn Yeap Kah SoonSK Methodist (ACS), IpohPn Latifah bt Abdul LatiffSK Bandar Tasik Kesuma, BeranangPn Noor Ashikin bt HashimSK Seri Besout, SungkaiPn Jane Cecilia EdwardSK Silibin, IpohPn Rozieana Lucy bt AbdullahSK Pahit Gerik, Hulu PerakPn Gloria Marsh

SK Taman Rasah Jaya, SerembanPn Siti Rohani bt Mohd NoorSK Taman Rasah Jaya, SerembanEn Mohammad Siraj b AbdullahSK Penjom, Kuala Lipis

Pn Angelina JematSK Putrajaya Presint 9(1), PutrajayaEn Louis Marie Neubert AmbroseSK Menjalara, KepongPn Helena Ong Ah NyukSK Semerah Padi, KuchingPn Geraldine Mary Rose a/p Hubert CoraySK (2)Simpang Lima, KlangPn M Susilah a/p MoorthySK Lanar, Kuala LipisPn Diana Fatimah Ahmad SahaniBahagian Pembangunan KurikulumPn Jagdeesh KaurBahagian Pembangunan KurikulumCik Regina Cyril JosephBahagian Pembangunan KurikulumEn Rosdy WahidBahagian Pembangunan KurikulumCik Ewe Choy ChooBahagian Pembangunan Kurikulum Pn Zaiton Majid

Bahagian Buku Teks, Kementerian Pelajaran Malaysia

english teacher guidebook year 2

Documents