english_teacher_guidebook_year_2.pdf
TRANSCRIPT
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
1/329
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
2/329
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
3/329
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
4/329
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.
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
5/329
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
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
6/329
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
7/329
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
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
8/329
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
9/329
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
10/329
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
11/329
CURRICULUMOVERVIEW
SYLLABUSOVERVIEW
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
12/329
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
13/329
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 thats appropriate to the pupilslevel 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 formthrough a variety ofmedia
appreciate and demonstrateunderstanding of Englishlanguage literary or creative
works for enjoyment
use correct and appropriaterules of grammarin speech
and writing
OBJECTIVES
1
2
3
4
5
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
14/329
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
childrens 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:
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
15/329
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.1The 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)
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
16/329
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;
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
17/329
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.
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
18/329
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.
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
19/329
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.
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
20/329
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
21/329
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 teachersguidance 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.
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
22/329
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 LanguageArts:
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.
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
23/329
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.
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
24/329
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 pupilsoracy 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
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
25/329
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 writingskills 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.
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
26/329
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
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
27/329
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
28/329
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
29/329
19
Whats 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 therole 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
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
30/329
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 moreenjoyable
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.
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
31/329
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
32/329
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 theircreativityin 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.
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
33/329
LISTENING&SPEAKING
READING
WRITING
LANGUAGEARTS
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
34/329
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
35/329
25
THE LISTENING ND SPE KING SKILL
The listening and speaking skill is crucial for social communication at home, at school,as well as in the community. However, this skill is often neglected or given 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 topronounce 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 primaryschooling, pupils will be able tolisten and respond appropriately informal and informal situations for avariety 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 primaryschooling, pupils will be able to
understand and respond to oraltexts 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.
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
36/329
26
Learning Standard
1.1.1 Able to learn and respond to stimulus given with guidance:(a) environmental sounds
ACTIVITY CONTENT TEACHERS 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 shoes2. crumpling of papers3. dragging chairs/ tables4. knocking on doors5. dropping objects on the
floor
Suggested Material
Prepare:suitable shoes thatproduce a tappingsound.
GET TO KNOW ME1. Play recorded sounds.2. Pupilslisten 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. raking2. spraying3. screeching of brakes4. glasses breaking5. 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.
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
37/329
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
38/329
28
Learning Standard:
1.1.1 Able to learn and respond to stimulus given with guidance:(b) instrumental sounds
ACTIVITY CONTENT TEACHERS NOTES
THATS 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- tock2. triangle3. tambourine4. castanet5. recorder6. 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-tock2. triangle3. tambourine
4. castanet
Jazz Chant
Music, music, musicMusic everywhereOn my leftOn my rightIn front of meBehind meMusic, 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
1. Divide pupils intogroups.
2. Play the game.3. Repeat the game with
Suggested Instruments
1. recorder2. tick-tock3. melodian4. tambourine
Suggested Material
Musical instruments
Note:
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
39/329
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
40/329
30
Learning Standard:
1.1.1. Able to learn and respond to stimulus given with guidance:(c) body percussion
ACTIVITY CONTENT TEACHERS NOTES
FOLLOW ME!
1. Say and show theactions.
2. Pupils follow.3. Call a pupil to say and
do the actions.
4. The other pupils follow.5. Repeat with other
actions.
Suggested Actions
1. Stamp your footI am stamping my foot
2. Sniff with your noseI am sniffing with mynose.
3. Clap your handsI am clapping myhands.
4. Slap your thighsI am slapping mythighs.
WHAT AM I?
1. Each group is given aset of 4jigsaw 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 DialogueTeacher: 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 : Couldnt be.Siti : Then who?
Ali : Abu puts the nose(sniffing sound) inthe big red box.
Abu : Who me?
Suggested Material
1. sentence strips2. jigsaw puzzle
of the following bodyparts:1. hands
2. fingers3. feet4. thighs
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
41/329
31
Ali : Yes you.Abu : Couldnt be .Ali : Then who?Abu : Meena puts the
nose(sniffingsound) in the big
red box.Meena : Yes, yes, yes its
me[Pupil with the cut-outmentioned is out of thegame and will sayYes, yes, yes its me
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
42/329
32
Learning Standard:
1.1.1Able to learn and respond to stimulus given with guidance:(d) rhythm and rhyme
ACTIVITY CONTENT TEACHERS NOTES
GIVE ME MORE
1. Put up pictures.2. Talk about the pictures.3. Recite the rhyme.4. Stress on words with
medial sound //.
5. Pupils say the wordsaloud.
6. Pupils are asked to give
other words with medialsound //.
Suggested Words
1. cook2. book3. look4. 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 //
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 andea.
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 andea.
Suggested Words
1. bee
2. free3. tree4. coffee5. sea6. 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
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
43/329
33
Learning Standard:
1.1.1Able to learn and respond to stimulus given with guidance:(d) rhythm and rhyme
ACTIVITY CONTENT TEACHERS NOTES
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, cone2. nose, rose3. line, nine4. glide, slide5. pipe, wipe6. 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 underthe slide.
6. Lets wipe the pipe andpaint it white.
Suggested Material
1. pictures2. word cards
e.g.
slide
cone
bone
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
44/329
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
45/329
35
Learning Standard:
1.1.1Able to learn and respond to stimulus given with guidance:(e) alliteration
ACTIVITY CONTENT TEACHERS NOTES
JOLLY ME
1. Say land tell the pupilsto look into a mirror.
2. Identify the pictures.3. Pupils say the words.
e.g.: lollipopEmphasise on the /l/sound.
4. Recite the jazz chant.Clap in rhythm.5. Pupils follow.6. Divide pupils into three
groups. Carry out acompetition.
Suggested Words
1. lollipop2. lip3. licking4. lunch5. limes6. 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.
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
46/329
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
47/329
37
Learning Standard:
1.1.1 Able to listen and respond to stimulus given with guidance:(g) oral blending and segmenting
ACTIVITY CONTENT TEACHERS NOTES
LETS 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/ // /t/ = pot4. The activity is repeated
with the other words.5. Put up sentences.6. Read and pupils follow.
Suggested Words
1. pot2. cot3. hot4. dot5. lot6. not7. got8. 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 cardse.g.
LETS 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 fin2. sit hit pit fit3. zip lip hip dip
Suggested Jazz Chant
The pin is in the fin.The fin is in the tin.The tin is on the bin.
I can hit.
I can sit.I can fit.In the pit.
This is my lip.This is my hip.Lets go for a dip.
Suggested Material
Pictures as suggestedin the word list
e.g.
p
o
t
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
48/329
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
49/329
39
Learning Standard
1.1.2 Able to listen to and enjoy stories.
ACTIVITY CONTENT TEACHERS NOTES
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
similarset of pictures.8. Retell the story.9. Pupils hold the pictures
and arrange themselvesaccording to the story.
Suggested StoryPipit The BirdThis 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.
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
50/329
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
51/329
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
Abus father follows him.Mak Minah, their mother isa housewife. She cooksand cleans the house. Theirgrandmother, Mak Sitihelps her.
Suggested Material
1. the required pictures2. 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. pictures2. sentence strips
Groups A and C - picturesGroups B and D-sentence strips
LETS 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 pictures2. story strips3. recording of the story
Grandfather Grandmother
MotherFather
Azril AyuniAzrul
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
52/329
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 Ants 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.
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
53/329
43
Learning Standard:
1.1.3 Able to listen to, say aloud and recite rhymes or sing songs.
ACTIVITY CONTENT TEACHERS NOTES
MIME ME
1. Play the song.2. Put up the lyrics.3. Read and pupils repeat.4. Sing the song.5. Divide pupils into
groups.6. Each group is given a
different set of 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 teeth2. wash our hands3. spread the butter4. carry our bags5. arrange our books6. walk to school7. 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 song2. lyrics3. 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 Simon2. Sing A Song Of Six
Pence3. Mary Had A Little Lamb
Suggested Material
1. recording of song2. lyrics
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
54/329
44
PICTURE ME
1. Put up the rhyme.2. Read the rhyme.
3. Pupils repeat the rhymein groups and as aclass.
4. Divide pupils intogroups.
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 therhymee.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 catWhere have you been?I have been to LondonTo see the queen
Pussy cat, pussy catWhat 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 boyWho lives down the lane.
SuggestedImprovised Rhyme
Cluck, cluck white henHave you any eggs?Yes sir, yes sir,Three baskets full,One for my master,
Suggested Material
1. word cards2. a rhyme/song
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
55/329
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.phphttp://bussongs.com/animal_songs.phphttp://www.lanterntree.com/nurseryrhymes/bucklemyshoe.htmlhttp://www.lanterntree.com/nurseryrhymes/bucklemyshoe.htmlhttp://www.rhymes.org.uk/http://www.rhymes.org.uk/http://www.nurseryrhymes4u.com/http://www.nurseryrhymes4u.com/http://www.nurseryrhymes4u.com/http://www.rhymes.org.uk/http://www.lanterntree.com/nurseryrhymes/bucklemyshoe.htmlhttp://bussongs.com/animal_songs.php -
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
56/329
46
Learning Standard:
1.1.4 Able to talk about a stimulus with guidance.
ACTIVITY CONTENT TEACHERS NOTES
ACT IT OUT
1. Place a magicalbox onthe table with picturecards in it.
2. Say the magical wordsAbracadabra 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. sleep2. walk3. yawn4. talk5. listen6. sit7. stand
Suggested Material
1. picture cards basedon the wordschosen
2. a composite picture[Appendix 2]
3. words cardse.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
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
57/329
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
58/329
48
LETS TALK
1. Put up a picture.2. Teacher provides the
first sentence about thepicture seen.
3. Pupils continue bytaking turns to make asentence each todescribe the picture.
4. Repeat using otherpictures.
Suggested Text
Teachers 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.
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
59/329
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
60/329
50
Learning Standard:
1.2.1 Able to participate in daily conversations:(b) make polite requests
ACTIVITY CONTENT TEACHERS NOTES
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 WordsThings in the classroom:1. ruler2. pencil3. eraser4. book5. crayons6. coloured pencils7. chalk8. duster
Suggested Sentences
1. May I borrow a pencil?2. Can you lend me your
pencil?3. Here you are.4. Thank you.5. Youre welcome.6. Im sorry, I dont have
one.
Suggested Material
1. recording2. 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 strips2. picture cardse.g.
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
61/329
51
Learning Standard:
1.2.1 Able to participate in daily conversations:(c) express apologies
ACTIVITY CONTENT TEACHERS NOTES
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: Im sorry, I forgot tobring it.
A: Ouch! You stepped onmy toes.
B: Im sorry. I didnt meanto.
A: You broke my tablelamp.
B: Im 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 DialogueA: Did you bring my
football?B: Im sorry,I forgot to
bring it.
A: Ouch! You stepped onmy toes.
B: Im sorry. I didnt meanto.
A: You broke my tablelamp.B: Im sorry. It was an
accident.Other situations:- knock into each other- lost the ruler- spilt the drink
Suggested MaterialPictures
e.g.
Forgot to bring the football
Stepped on my toes
Broke the table lamp
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
62/329
52
Learning Standard:
2.2.2 Able to listen to and follow:a) simple instructions in the classroom
Activity ContentTeachers notes
FOLLOW ME
1. Pupils follow teachersinstructions.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.
Suggested Instructions
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
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
63/329
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.
Suggested Instructions
1. Draw a big circle.2. Draw two big round
eyes.3. Draw a small nose.4. Draw a small mouth.5. Draw two ears.e.g.
Suggested Material
Note:
Teacher can 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.
Suggested Instructions
Put your right hand inTake 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,Thats what its all about.
Note:Substitute with:
1. left hand2. right leg3. left leg4. 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
Suggested Instructions
1. Take three steps to thefront.
2. Turn left/right.3. Go straight.4. Stop.
Suggested Material
1. the required picture2. the instructions
(Instructions can bevaried)
e.g.
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
64/329
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.
Suggested Instructions
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 MaterialIngredients:1. bread2. butter3. jam
Substitute jam with
kaya
peanut butter
honey
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
65/329
55
Learning Standard:
1.2.2 Able to listen to and follow:b) simple directions to places in the school
Activity Content Teachers notes
WHERE DO YOU GO?
1. Divide pupils into groups.2. Each group forms a train.3. Give instructions on
directions.4. The group follows the
directions making thechoo-choo sound.
Suggested Instructions
1. Go straight2. Turn left3. Turn right4. Go round5. 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.
Suggested Instructions
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. music2. poison parcel3. instructions
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
66/329
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
67/329
57
Learning Standard:
1.3.1 Able to listen to and demonstrate understanding of oral texts heard by:a) answering simple Wh-Questions
Activity Content Teachers notes
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.
Suggested Jazz 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 waterthem? ( 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.
Suggested Jazz Chant
Class: Who are you? (2X)Pupil : I am Ahmad. (2X)
Class : What are youwearing? (2X)
Pupil : Im wearing a shirt.
Im wearing a pair oftrousers.
Class : Where are yougoing? (2X)
Pupil : Im going to thecanteen. (2X)
Suggested Material
Jazz chant
Note:Replace the underlinedwords with othersuitable words.
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
68/329
58
Activity Content Teachers notes
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 : Couldnt be!
Class: Then, who?
Ali : Tan stole thecookie from thecookie jar.
Suggested Material
Picturee.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
animalse.g.
2. the questions
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
69/329
59
Activity Content Teachers notes
DIALOGUE
1. Pupils listen to a dialogue.2. Ask questions based on the
dialogue.3. Display the dialogue on the
board.4. Pupils take turns to role-
play the dialogue.
Suggested Text
Rani: Hi, Lina.Lina :Hi, Rani. Where did
you go for 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 text2. dialogue3. sample
questions
Note:
Change words to varythe information.
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
70/329
60
Learning Standard:
1.3.1 Able to listen to and demonstrate understanding of oral texts heard by:b) giving True/False replies
Activity Content Teachers notes
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 school2. animals3. places4. 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.
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
71/329
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 animalse.g.:Teacher :Old Mac Donald
has a farm,Class : E-I-E-I-O
Teacher : And on that farmhe has twocows.
Class: False5. Repeat with other animals
from the picture.
Suggested Content
Animals on the farm:
1. three cows2. five ducks3. two horses4. eight chickens5. 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 outTrue or False.
Suggested Story
The Clever Mousedeer(Refer to the English
Language Year 2 (SK)Teaching CoursewareCD3 - 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 orFalse 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.
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
72/329
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
73/329
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
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
74/329
64
Appendix 2
MY H PPY F MILY
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
75/329
65
3 5
1
2
4
Choose the correct sentence.
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
76/329
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
77/329
67
Appendix 6
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
78/329
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
79/329
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) /e/
(ai )
/i:/(ee)
/a/(igh)
//(oa)
//,/u:/(oo)
(b) /a:/
(ar)
/:/
(or)
/:/
(ur)
//(ow)
/I/
(oi)
(c) / /(ear)
/e/(air )
//
(ure)/:/(er)
(d) /e/
(ay)/a/(ou)
/aI/(ie)
/i:/(ea)
(e) /I/(oy)
/:/(ir)
/u:/( ue)
/:/(aw)
(f) /w/(wh)
/f/(ph)
/ju:/(ew )
//(oe )
/:/(au)
(g) /e/(a-e)
/i:/(e-e) /a/( i-e)//(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.
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
80/329
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 58simple 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.
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
81/329
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
Ii - e
ie
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
82/329
72
oa
//
Palms up, shake your body and
say auoe
o - e
ow
oo //
Place hands above head, tap once
and say u
oo
/u:/
Place hands above head, shake
your head and say u..
ue
u - e
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
83/329
73
ar
/a:/ Open your mouth wide and say
aaear
or
/:/
Draw a big circle (anti-clockwise)
in the air and say or.aw
au
ur
/:/ Put your finger on the temple and
say erir
er
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
84/329
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 /I/Fan your hand in front of your nose
and say eear
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
85/329
75
air /e/
Hold your jaw and say air
ure //Form a u with both hands, spread
them like a flower blooming andsay uwer
ou /a/Pinch yourself and say aw
oy /I/Hop like a kangaroo and say oi
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
86/329
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 graphemeai, a-e and ay
which are present in the following wordsrain, raceand 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
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
87/329
77
P /p/
(voiceless)
Place four fingers in front of
your mouth and sayp
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
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
88/329
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
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
89/329
79
l
ll
/l/(voiced)
Raise both arms upright and
say ll..
g
j
/d/(voiced)
Jump and sayj.
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..
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
90/329
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/(voiceless)
1. Action of a moving train
with both arms
2. Say ch.
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
91/329
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
92/329
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
93/329
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
94/329
84
e /i:/ Show your teeth and say ee..
Word List for Year 1 and 2 (according to phonemes learnt)
Grapheme Phoneme Suggested Words
/
/
/
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
95/329
85
Grapheme Phoneme Suggested Words
/
/
/
/
/
/
/
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
96/329
86
Grapheme Phoneme Suggested Words
/
a/
//
/
/
/
a/
a/
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
97/329
87
Grapheme Phoneme Suggested Words
e
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
98/329
88
Learning Standard:
2.1.2 Able to blend phonemes into recognizable words and read them aloud.
ACTIVITY CONTENT TEACHERS NOTES
Forming Words
1. Place pictures with thegrapheme oain a bigbox.
2. Pick a picture and nameit aloud stressing the
phoneme //.3. Pupils repeat the word
individually / 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
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
99/329
89
ACTIVITY CONTENT TEACHERS NOTES
Word Chain
1. Demonstrate the action
for the phoneme /:/.2. Pupils repeat a few
times.3. Show pictures and
name them.4. Pick pupils at random
and hang the cardsaround the pupilsnecks.
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 iethrough 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 riceWhen they see me(3x)They run and hide
m
icer
f
k
h
ive
ite
ide
ice
izepr
ws a
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
100/329
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
101/329
91
Learning Standard:
2.1.3 Able to segment words into phonemes to spell.
ACTIVITY CONTENT TEACHERS NOTES
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
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
102/329
92
ACTIVITY CONTENT TEACHERS NOTES
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/ //
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
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
103/329
93
ACTIVITY CONTENT TEACHERS NOTES
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
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
104/329
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 TEACHERS 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
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
105/329
95
ACTIVITIES CONTENT TEACHERS NOTES
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
WorksheetsAppendix 6
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
106/329
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 TEACHERS 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 /:/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
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
107/329
97
Learning Standard:
2.2.2 Able to read and understand phrases in linear and non-linear texts.
ACTIVITIES CONTENT TEACHERS NOTES
Jazz with me...
1. Chant aloud.2. Pupils read the phrases with
the phoneme /aI/ aloud afterthe teacher.
3. Say the words with the
phoneme /aI/ louder whilechanting.
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 nightSay it right
Chart A
MaterialsJazz chant, chart,word cards
Another jazz chant :
Mother bakesa cakeIt is a chocolate cakeShe puts it on a plateShe cuts a piece ofcakeShe gives a piece toJadeJade takesthe cakeTo shareit with MissKateSorry its toolateItfalls into thelake
Butter Cake
1. Sing the song (HappyWanderer Tune)
2. Teacher says aloud phrases
with the phoneme /eI/ whileflashing 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 cakethat my mother loves to bakeThe butter cakemy motherbakedwith a candle on the cakeButter cake,Butter cake,Butter cakeha, ha, ha, ha, ha, haButter cakeand 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_
-
8/11/2019 English_Teacher_Guidebook_Year_2.pdf
108/329
98
ACTIVITIES CONTENT TEACHERS NOTES
It s Story Time
1. Teacher reads the story.2. Stress on the phoneme:
/a:/, / aI/3. Get pupils to repeat the
words.4. Read the Big Book with
the pupils.5. Read with correct
pronunciation andintonation.
6. In groups, pupilsarrange sentences toform the correct story(teacher can carry it outas a competition to makeit fun