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KEMENTERIAN PELAJARAN MALAYSIA

Kurikulum Standard Sekolah Rendah Pendidikan Khas

(MASALAH PENDENGARAN)

MODUL PENGAJARAN DAN PEMBELAJARAN

BAHASA INGGERIS

TAHUN 2

Terbitan

Bahagian Pembangunan Kurikulum

2011

Cetakan Pertama 2011 © Kementerian Pelajaran Malaysia

Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian artikel, ilustrasi dan isi kandungan buku ini dalam apa juga bentuk dan dengan cara apa jua sama ada secara elektronik, fotokopi, mekanik, rakaman atau cara lain sebelum mendapat kebenaran bertulis daripada Pengarah, Bahagian Pembangunan Kurikulum, Kementerian Pelajaran Malaysia, Aras 4-8, Blok E9, Parcel E, Kompleks Pentadbiran Kerajaan Persekutuan, 62604 Putrajaya.

MODUL PENGAJARAN DAN PEMBELAJARAN DRAF RINTIS BAHASA INGGERIS TAHUN 2 MASALAH PENDENGARAN

1

Week 7 240 minutes

Teaching and Learning Module Sample For

Hearing Impaired Pupils

Theme World Of Knowledge

Topic Numbers 11 to 20 (Week 7)

Content Standard 1.1, 1.2, 2.2, 3.1 Learning Standard 1.1.4 Able to talk (sign) about a stimulus with guidance.

1.2.1 (c) Make simple polite requests. 2.2.1 Able to read (sign) and apply word recognition and word

attack skills by matching words with: (a) matching words with graphics (b) matching words with spoken (signed) words

3.1.1 Able to copy and write in neat legible print (a) words (b) phrases (c) simple sentences

3.1.2 Able to copy and write numerals in neat legible print (a) numeral form (b) word form

Objectives By the end of the lesson, pupils should be able to :

identify the numbers label the numbers fill in the blanks match words to pictures

Teaching and Learning Methods

drilling, practice and reinforcement, questions and answers

Teaching aids word cards, numbered cards, LCD, laptop, pictures Assessment 1. Spelling of words.

2. Matching words to number. 3. Counting and writing numbers in words. 4. Filling in the blanks. 5. Drawing the number of objects.

Suggested Activities 1. Teacher asks pupils to spell. 2. Pupils match words to numbers. 3. Pupils count and write the amount in words. 4. Pupils fill in the blanks. 5. Pupils draw the number of objects.


2

PREPARATORY PHASE

1.1 OBSERVATION

1.1.1 Teacher shows pictures of objects and asks pupils to count ( 1 to 10 ).

( Picture of objects from 1 till 10 )

1.2 ANALYSIS

1.2.1 Teacher shows numbered cards and word cards to the pupils.

1.2.2 Pupils spell the words and count the numbers.

( Repeat this for numbers 12 to 20 )

1.2.3 Pupils match words to numbers by arranging the word cards and numbered

cards.

1.2.4 Teacher introduces the sentence pattern to the pupils.

(Repeat this for numbers 12 to 20 )

11 This is number eleven.

eleven 11


3

IMAGINATIVE PHASE

1.3 GENERATING IDEAS

1.3.1 Teacher shows the word cards to the pupils.

1.3.2 Pupils draw the correct number of objects based on the word cards.


1.4 SYNTHESIZING IDEAS

1.4.1 Pupils fill in the blanks with the correct alphabets.


e l v n

t e l e

t i r e n

eleven * * * * * * * * *

* *

11

12

13


4

1.4.2 Pupils fill in the blanks with the correct words and sign the sentence.

T

DEVELOPMENTAL PHASE

1.5 ENHANCEMENT

1.5.1 Teacher gives 3 sets of cards to the pupils.

1st set - numbered cards

2nd set - picture cards

3rd set - word cards

1.5.2 Pupils will match the 3 cards correctly.

(Repeat this for numbers 11 to 20)

eleven * * * * * * * * * * *

11

11

20

twenty eleven


5

1.6 ASSESSMENT

1.6.1 Teacher gives worksheets to the pupils.

WORKSHEET

UNIT : 3

TOPIC: NUMBERS 11 TO 20

Write down the words.


6

WORKSHEET

UNIT : 3


Write down the words.


7

WORKSHEET

UNIT : 3


Rearrange


8

WORKSHEET

UNIT : 3



9

WORKSHEET

UNIT : 3



10

Week 8 240 minutes




Topic Numbers 21 to 30 (Week 8)

Content Standard 1.1, 1.2, 2.2, 3.1 Learning Standard 1.1.4 Able to talk (sign) about a stimulus with guidance.

1.2.1 (c) Make simple polite requests. 2.2.1 Able to read (sign) and apply word recognition and word

attack skills by matching words with: (a) matching words with graphics. (b) matching words with spoken (signed) words

3.1.1 Able to copy and write in neat legible print (a) words

(b) phrases (c) simple sentences

3.1.2 Able to copy and write numerals in neat legible print (a) numeral form (b) word form


identify the numbers label the numbers fill in the blanks match words to pictures

Teaching and Learning Methods

drilling, practice and reinforcement, questions and answers

Teaching aids word cards, numbered cards, LCD, laptop, pictures Assessment 1. Spelling of words.

2. Matching words to number. 3. Counting and writing numbers in words. 4. Filling in the blanks. 5. Drawing the number of objects.

Suggested Activities 1. Teacher asks pupils to spell. 2. Pupils match words to numbers. 3. Pupils count and write the amount in words. 4. Pupils fill in the blanks. 5. Pupils draw the number of objects.


11

* ** *** **** *****

******

*******

********

*********

**********

***********

************

*************

**************

***************

****************

****************

*

****************

**

****************

***

****************

****

PREPARATORY PHASE

1.1 OBSERVATION

1.1.1 Teacher shows pictures of objects and asks pupils to count ( 1 to 20 ).

( Picture of objects from 1 till 20 )


12

1.2 ANALYSIS

1.2.1 Teacher shows numbered cards and word cards to the pupils.

1.2.2 Pupils spell the words and count the numbers.


1.2.3 Pupils match words to numbers by arranging the word cards and numbered cards.



IMAGINATIVE PHASE


1.3.1 Teacher shows the word cards to the pupils.

1.3.2 Pupils draw the correct number of objects based on the word cards.


twenty one * * * * * * *

* * * * * * *

* * * * * * *

twenty one 21

21 This is number twenty one.

* * * * * * * * * * * * * * * * * * * * *


13


1.4.1 Pupils fill in the blanks with the correct alphabets.

t w n t o e

t e n y t o

t e n y t r


1.4.2 Pupils fill in the blanks with the correct words and sign the sentence.

21

22

23

24

30

thirty twenty four


14

DEVELOPMENTAL PHASE

1.5 ENHANCEMENT

1.5.1 Teacher gives 3 sets of cards to the pupils.

1st set - numbered cards

2nd set - picture cards

3rd set - word cards

1.5.2 Pupils will match the 3 cards correctly.


thirty * * * * * * * * * *

* * * * * * * * * * 30


15

1.6 ASSESSMENT

1.6.1 Teacher gives worksheets to the pupils.

WORKSHEET

UNIT : 3


Write the words.

22

25

27

30

23

24


16

WORKSHEET

UNIT : 3


Match.


17

WORKSHEET

UNIT : 3


Write the words.

25

28

21

26

30

24

29

23

27


18

WORKSHEET

UNIT : 3


Write the sentences.

It is number twenty five.

25

28

21

26

30

24

29

23

27


19

WORKSHEET

UNIT : 3



20

Week 9

240 minutes




Topic Numbers 11- 30

Content Standard 1.1, 1.3, 2.2, 3.2, 4.3

Learning Standard 1.1.3 Able to listen (sign) to, say aloud and recite rhymes or sing

songs.

1.1.4 Able to talk (sign) about a stimulus with guidance.

1.3.1 Able to sign and demonstrate understanding of texts by:

(a) answering simple WH- questions.

2.2.1 Able to read (sign) and apply word recognition and word attack skills by matching words with:

(a) matching words with graphics.

2.2.3 Able to read and understand simple sentences.

3.1.1 Able to copy and write in neat legible print

(a) words

(b) phrases

(c) simple sentences

3.2.2 Able to write simple sentences with guidance.

4.3.2 Able to take part with guidance in a performance based on

(a) action


identify the numbers fill in the blanks match sentences to pictures write simple sentences read simple sentences

Teaching and Learning methods

Drilling, practice and reinforcement, questions and answers


21

PREPARATORY PHASE

1.1 OBSERVATION

1.1.1 Teacher prepares some groups of objects eg. seashells, erasers and asks

pupils to count.

eg.

1.1.2 Pupils count and state the number of objects.

Teaching aids LCD, laptop, objects, sentence cards

Assessment 1. Question and answer drill

2. Matching phrases/sentences to pictures.

3. Constructing simple sentences from substitution table.

4. Filling in the blanks.

Suggested Activities 1. Teacher asks pupils to count objects.

2. Pupils carry out question and answer drill using

Sentence pattern given.

3. Pupils match phrases/sentences to pictures.

4. Pupils answer simple questions based on pictures.

5. Pupils fill in the blanks.

6. Pupils construct simple sentences from substitution table.

7. Pupils do action songs.


22

1.2 ANALYSIS


1.2.2 Pupils repeat after the teacher by signing.

1.2.3 Teacher asks pupils to form sentences using the above sentence pattern based

on the pictures of objects given.

1.2.4 Pupils will form sentences using the above sentence pattern.

Pupils form questions and answers.

How many flowers are there ?

There are twenty two flowers.

How many erasers are there?

erasers.


23

1.3.1 Teacher gives the sentence pattern to the pupils.

1.3.2 Pupils draw the number of objects based on the sentence patterns given.

Teacher says : There are sixteen rulers.

Pupils draw 16 rulers.

1. 4 SYNTHESIZING IDEAS

1.4.1 Teacher shows a picture to the pupils.

1.4.2 Pupils fill in the blanks using the answers given.

IMAGINATIVE PHASE

1. 3 GENERATING IDEAS

thirteen , eleven , twelve

There

butterflies on the flowers.


24

1.5.1 Teacher divides pupils into groups for a matching game.

1.5.2 Pupils match pictures with sentences.

1.6 ASSESSMENT

1.6.1 Teacher evaluates based on the matching game above.

1.7.1 Teacher gives number of pictures to the pupils.

1.7.2 Pupils write down the sentence patterns based on the pictures given.

DEVELOPMENTAL PHASE

1. 5 ENHANCEMENT

ACTION PHASE

1. 7 IMPLEMENTATION


25

1.8 CONTINUOUS APPLICATION

1.8.1 Teacher introduces a song to the pupils.

1.8.2 Pupils do actions based on the song.

Song : One, two, three, four , five,

Once I caught a fish alive,

Six, seven, eight, nine, ten,

Then I let it go again,

Why did you let it go ?

Cause it bit my little finger so.


26

WORKSHEET

UNIT : 3


Fill in the blanks.


27

WORKSHEET

UNIT : 3


Answer the questions.

How many flies are there ?

How many flowers are there ?

How many kites are there ?

How many flags are there ?

How many eggs are there ?

How many stars are there ?


28

WORKSHEET

UNIT : 3


Read and write.


29

WORKSHEET

UNIT : 3



30

WORKSHEET

UNIT : 3


Count and write down the words.


31

Teaching and Learning Module for Hearing Impaired Pupils

Week : ( Duration)

3 weeks

Unit :

4

Theme :

World of Self, Family & Friends

Topic :

Content Standard :

1.1, 1.2, 1.3, 2.2, 3.3, 4.2

Learning Standard :

1.1.4 Able to talk (sign) about a stimulus with

guidance.

1.2.1 Able to participate in daily conversations by

signing :

e) about oneself

f) introduce family members and friends

1.3.1 Able to sign and demonstrate understanding of texts by :

b) giving True/False replies


32

2.2.1 Able to read and apply word recognition and word attack skills by matching words with :

a) matching words with graphics. b) matching words with spoken words.

2.2.2 Able to read and understand simple sentences 3.2.1 Able to punctuate correctly : a) capital letters

b) full stops

c) questions mark

3.3.1 Able to copy and write in neat legible print : a) words

b) phrases

c) simple sentences

4.3.1 Able to produce simple creative works with

guidance

based on:

a) stories.

Objectives

By the end of the lesson, pupils should be able to:

name, identify and introduce family members and friends

give one or two responses to questions asked read and match words and phrases to pictures fill in the missing letters in words read and write simple sentences

Teaching & Learning Methods

1. Observation 2. Questions and answers 3. Practice and reinforcement 4. Drills


33

Teaching Aids:

1. Pictures and Powerpoint Presentation 2. Word cards and Letter cards 3. Worksheets

Assessment

1. Naming and identifying family members.

2. Inserting words of family members into a family

tree.

3. Arranging letters to form words

4. Inserting letters in words.

5. Colouring activities.

6. Making a book writing simple sentences .

7. Rearranging jumbled words to form sentences.

Suggested Activities :

1. Introducing members of the family using powerpoint

presentation.

2. Talking about the characters in the slides.

3. Talking about themselves and

introducing their family members.

4. Stating relationship between members of a family

5. Reading comprehension passages.

6. Asking True/ False questions verbally/ written.

7. Identifying positive and negative statements

verbally/ written.


34

8. Inserting names of family members into a family

tree.

9. Solving crossword puzzles.

10. Explaining story and the meanings of

the difficult words in the text.

11. Making

12. Colouring pictures of family members.

13. Seeking information through interviews.

14. Writing sentences using a substitution table.


35

PREPARATORY PHASE

1.1 Observation

1.1.1 Teacher shows slides of family members. Teacher questions pupils pertaining to slides shown.

Source : internet

1.1.2 Pupils identify and state (sign) family members shown on slides.

1.1.3 Pupils talk (sign) about themselves and introduce their family

members.

1.2 Analysis

1.2.1 To read and arrange letters to form words.

e.g.

b r t o r h e


36

IMAGINATIVE PHASE


1.3.1 Stating relationship between people using a family tree.

e.g.

Write.

father uncle grandmother sister

brother mother grandfather aunt


1.4 Synthesizing idea

1.4.1 Construct sentences using substitution table.

My mother

My father

is a

man.

girl.


37

1.5.1 Make a book with each of these sentences at the bottom of each page.

Make a large square in the middle of each page for the students to make a

picture of that sentence as to how it applies to their family.

e.g.

Title of each page:

Page 1:

This is me! My name is __________________.

Page 2:

This is my family

Page 3:

I live in a ____________ house.

Page 4:

I like to play_____________.

Page 5:

I like to eat _____________.

1.5 ENHANCEMENT


38

woman

1.6 ASSESSMENT

1.6.1 Rearranging jumbled words to from sentences.

e.g.

ACTION PHASE

1.7 IMPLEMENTATION

1.7.1 Create a family tree (using twigs, plasticine, cards, pictures etc)


1.8.1. Seeking information through interviews

e.g

1. How many people are there in your family?

2. How many sisters do you have?

References:

http://translate.google.com.my/translate_

mother is a my


39

Family

family

father mother


40

grandmother grandfather

sister brother

daughter son


41

grandfather brother Son

mother grandmother Sister

daughter family Father

Family

NAME

CLASS

WORKSHEET 1 : Fill in the blanks with the words given b l


42


43


44

f __ m __ __ y

m __ t__ e __

NAME

CLASS

WORKSHEET 2 : Fill in the blanks correctly.

f __ __ h __ r


45

__ ra __d __o __he __ gr __ n__ f __th __ __

s__s t __r __r __th __r

d __ u __h__ __ r s __ __


46

NAME

CLASS

WORKSHEET 3 : Spelling test


47


48

Unit 4 - Family

Read. Mark

1. There are three children in Sita .

2. Sita has two brothers.

3. Sita likes to play with dolls.

swim.

My name is Sita. I have a sister and a brother. I like

to play with dolls. My sister likes to play with dolls, too. We

do not like to swim. My brother likes to play tennis and to

swim. He does not like to play football.


49

5. to play tennis.

football.


50

Unit 4 - Family

Write.

grandfather

grandmother

mother

aunt

father

uncle

sister

brother


51

r b t h o r e

m t o h r e

r g n a d f t a h r e

s s r i t e r

a n t u

Unit 4 - Family

Rearrange the letters correctly.


52

Skill

Week

Duration

3 weeks

240 minutes

Theme World of Knowledge

Topic Parts of the body

Content

Standard

1.1, 2.2, 3.1, 4.3

Learning

Standard

1.1.1 Able to sign and respond to stimulus given with guidance 2.2.1 Able to read (sign)and apply word recognition and word attack

skills by matching words with: a) matching words with graphics b) matching words with spoken words c) reading and grouping words according to categories

2.2.3 Able to read and understand simple sentences

3.1.1 Able to copy and write in neat legible print: a) words b) phrases c) simple sentences

4.3.1 Able to produce simple creative works with guidance based on: a) instructions by teacher

Objectives

By the end of the lesson, pupils should be able to:

Name and identify parts of the body Give one or two responses Copy simple sentences Fill in the missing words

Teaching &

Learning

Methods

1. Drilling 2. Brainstorming 3. Question and answer 4. Discussion

Teaching Aids

1. Word cards 2. Sentences cards 3. Worksheet 4. Pictures

Evaluation

1. Label parts of the body 2. Name parts of the body 3. Write simple sentences 4. Fill in the blanks 5. Follow instructions


53

Suggested

Activities

1. Pointing parts of the body 2. Spell and label parts of the body 3. Matching words with the correct pictures 4. Cut and paste parts of the body 5. Making a robot (Instructions given by a teacher) 6. Teacher gets pupils to role-play actions


54

PREPARATORY PHASE

1.1 OBSERVATION

1.1.1 Teacher shows the correct signs, pupils follow.

1.1.2 Pupils sign and respond to stimulus given with guidance.

Name : Class : Date :


55

1.2 ANALYSIS

1.2.1 Teacher shows the words, the pupils sign and spell the words.

1.2.2 Pupils match words with the correct pictures.

1.2.3 Pupils label parts of the body.

Instruction : Label the body parts.

eye ear nose mouth hand

foot leg arm fingers toes neck hair

5

fingers

8

2

1

toes

10

4

9

6

3 7


56

IMAGINATION PHASE


1.3.1 Teacher asks pupils to cut pictures (part of the head).

1.3.2 Pupils paste the pictures on the diagram given.

Instruction : Cut and paste.


57


58


1.4.1 Making a robot (instructions given by teacher)

Instruction : Follow the instructions given.

1. Draw the eyes. 2. Draw the nose. 3. Draw the mouth. 4. Put the head. 5. Put the arms. 6. Put the legs and feet. 7. Paint the robot.


59

DEVELOPMENT PHASE

1.5 ENHANCEMENT

1.5.1 Teacher discusses with the pupils and pupils try to solve a crossword puzzle below.

Instruction : Solve the Crossword puzzle.

1

2

3

4

5

6

7

8 9

10

DOWN

1. 5,

7. 9,

ACROSS

2. 3. 4.

5. 6. 8.

10.


60

1.6 EVALUATION

1.6.1 Teacher asks pupils to look at the pictures in the worksheet and write a simple sentence.

Instruction : Look and write.

1.

This is my ear.

2.

These are my eyes.

3.

4.


61

5.

6.

7.


62

1.7.1 Teacher gets pupils to role-play actions.

Example: Be a teacher, dentist, chef, barber, etc

ACTION PHASE

1.7 IMPLEMENTATION


63

1.8 Continous usage/applications

Clap your hands (2x)

Listen to the music and clap your hands

Stamp your feet (2x)

Listen to the music and stamp your feet

Turn around (2x)

Listen to the music and turn around

Jump up high (2x))

Listen to the music and jump up high

Clap your hands (2x)

Listen to the music and clap your hands

Teacher: Clap your hands (2x)

Students: Listen to the music and clap your hands

Teacher: Stamp your feet (2x)

Students: Listen to the music and stamp your feet

Teacher: Turn around (2x)

Students: Listen to the music and turn around

Teacher: Jump up high (2x))

Students: Listen to the music and jump up high

Teacher: Clap your hands (2x)

Students: Listen to the music and clap your hands


64

Week : ( Duration)

2 weeks

Unit :

6

Theme :

Story time

Topic :

Stories

Content Standard

4.2,4.3

Learning Standard

4.2.1 Able to respond to : a) book covers b) pictures in books c) Characters in stories with guidance.

4.3.1 Able to produce simple creative works with

guidance based on stories Objectives :

By the end of the lesson, pupils should be able to read and understand a story talk about the story

Suggested activities :

1. Teacher introduces the characters and tells the story of

( text book pg 54 58) 2. Teacher explains the story and the meanings/moral values. 3. Teacher and pupils talk about the characters in the story 4. Teacher asks pupils retell the story as they remember it. 5. Pupils sequence the sentences in the correct order to form the story

6. Pupils complete the worksheet given. 7. Teacher brings pupils to the school library to encourage pupils to

read more story book.


65

Week 6 480 minutes

Teaching and Learning Module Sample for Hearing Impaired Pupils.

Theme

Story Time

Topic

Stories (Rose Red)

Content Standard

2.3, 3.2

Learning Standard

2.3.1 Able to read simple texts with guidance a) Fiction b) Non fiction 3.2.3 Able to punctuate correctly: a) Capital letters b) Full stop c) Question mark

Objectives :

By the end of the lesson, pupils should be able to: Read and enjoy simple stories and respond to them by talking about the people and moral values in the stories and relate

Teaching and Learning Methods:

1. Brainstorming. 2. Drilling. 3. Reading. 4. Writing. 5. Matching. 6. Pairing.

Teaching Aids:

Flannel/Magnetic board, Puppets, sentence strips, flashcards, worksheets


66

Assessment:

1. Pupils sequence sentences in the correct order to form the

2. Pupils complete the worksheets given. 3. Role play/Act out the story. 4. Colouring activities. 5. Jigsaw puzzle. 6. Make puppets (characters) using discarded materials. 7. Pupils reframe the story using their own words/actions. 8. Making scrap books. 9. Rearranging jumbled words to form sentences.

SUGGESTED ACTIVITIES

(

text book pg 53 59)(see appendix 2. Reading and signing simultaneously and pupils repeat after

the teacher. 3. Explaining the story and the meanings of the difficult words

in the text 5. Selecting difficult words and use the dictionary to find the

meanings of the words. 6. Talking about the characters in the story 7. Retelling the story in their own words 8. Explaining the moral values in the story to the pupils. 9. Bringing pupils to the school library to encourage pupils to

read more story books. 10. Punctuating sentences correctly. 11. Answering simple Wh-Questions . 12. Guessing the ending of the story. 13. Constructing sentences using substitution table.


67

1.1.1 Teacher puts up a picture(manila card) (The story of Red Rose) 1.1.2 Discusses about the picture with the pupils.

Eg.

1.1.3 Teacher reads and signs the story in the text book simultaneously and pupils repeat after the teacher.

1.1.4 Teacher explains the story and the meanings of the difficult words in the text

1.1.5 Pupils select difficult words and use the dictionary to find the meanings of the words.

1.2.1 Teacher puts up all the picture cards in sequence and explains the story line.

1.2.2 Teacher jumbles up the picture cards, and then pupils rearrange them correctly according to the story.

eg.

PREPARATORY PHASE

1.1 OBSERVATION

1.2 ANALYSIS


68

1.3.1 Pupils guess the ending of the story.

1.4.1 Construct sentences using substitution table.

e.g.

IMAGINATION PHASE



The Prince

Rose Red

is

handsome.

beautiful.


69

1.5.1 Making a scrap book.

e.g. Using newspaper cuttings, old magazines etc.

1.6.1 Rearranging jumbled words to form sentences.

e.g.

1.7.1 Role play/Act out the story

1.8.1 Make a puppet using discarded materials.

e.g. Using old used socks, egg shells etc.

DEVELOPMENT PHASE

1.5 ENHANCEMENT

1.6 ASSESSMENT

ACTION PHASE

1.7 IMPLEMENTATION


mother Rose Red lives her with


70

Appendix (A)


71

TEACHING AND LEARNING ENGLISH LANGUAGE YEAR 2 MODULE

FOR HEARING IMPAIRED PUPILS

Skill

Week

Duration

60 minutes

Theme

World of Self, Family and Friends

Topic

Unit 7 : Follow Me

Content

Standard

1.2, 2.2, 3.3

Learning

Standard

1.2.2 Able to see & sign and follow simple directions to places in

school.

1.2.3 Able to give simple directions to places in school.

2.2.3 Able to read and understand simple sentences.

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

3.3.1 Able to create simple non-linear texts using a variety of

media with guidance :

a) poster

b) signs


72

Objectives

By the end of the lesson, pupils should be able to

name places in school see & sign and follow simple directions read and understand simple sentences read a paragraph of 5 - 8 simple sentences create simple non-linear texts using a variety of media with guidance

Teaching &

Learning

Methods

1. Question & Answer 2. LCD Display 3. Brainstorming 4. Observation 5. Drilling 6. Discussing

Teaching Aids

1. LCD 2. Laptop 3. Picture Cards 4. Word Cards

Assessment

1. Labeling 2. Identifying 3. Rearranging 4. Text Completion

Suggested

Activities

1. Matching words with the correct pictures. 2. Matching phrases given to form sentences 3. Role-play. 4. Substitution table to form a paragraph. 5. Crossword puzzles 6. Word Maze/ Word Search.


73

1.1.1 Teacher displays pictures (PowerPoint) and pupils identify the places shown

PREPARATORY PHASE

1.1 OBSERVATION

Petronas Twin Tower Parliament Building

Sultan Abdul Samad Building Kuala Lumpur Tower


74

1.1.2 Teacher displays cards showing directions, and pupils identify them.

Turn right

Go down Go straight

Turn left


75

1.1.3 Teacher displays a map and discusses with the pupils for the directions to school.

J a l a n T u a h

J a

l a

n

M

e r

d e

k a

J a l a n B a k t i

J a

l a n

J a

y a


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1.2.1 Teacher introduces places in school (Picture 3) 1.2.2 Pupils identify the places and spell out words

1.2 ANALYSIS

canteen library

Computer laboratory classroom

school


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1.3.1 Teacher displays a map of the school compound ( display the map of your own school )

1.3.2 Pupils label the places in the map and say out the directions of a given place to another.

1.4.1 Teacher displays a simple map and guides pupils to fill in the correct information based on the map.

IMAGINATIVE PHASE

1.3 GENERATING OF IDEAS

1.4 SYNTHESIS OF IDEAS


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1.5.1 Pupils rearrange the jumbled alphabets to form words

__________________________________________

__________________________________________

__________________________________________

DEVELOPMENT PHASE

1.5 ENHANCEMENT

c s o l h o

o o m s r l c s s a

i l a b r r y


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__________________________________________

___________________________ _________________________________________

n c a t e n e

r e t c m o p u y a l b r o t a r o


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1.6.1 Pupils fill in the blanks based on the pictures with the words given.

Fill in the blanks based on the pictures with the words given:

computer laboratory

canteen school

library classroom

This is Sekolah Kebangsaan Sri Gemilang.

It is a big _______________________

1.6 EVALUATION


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There are many _________________________

There is a big _________________ and a

____________________ . There is a big

_____________________ too.

\


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1.7.1 Teacher takes the class for a tour around the school.

1.7.2 Teacher points to the places around the school and pupils name them.

1.8.1 Pupils prepare a scrap book of interesting places in Malaysia 1.8.2 Pupils are requested to hand over their tasks within 2 weeks

ACTION PHASE

1.7 IMPLEMENTATION



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VISUAL AIDS Unit 7: Follow Me PowerPoint presentation of Kuala Lumpur.


84


85

Unit 7: FOLLOW ME

Picture card

Turn right

Turn left


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Go straight

Go down


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Unit 7: FOLLOW ME Map

J a l a n T u a h

J a

l a

n

M

e r

d e

k a

J a l a n B a k t i J

a l a

n

J

a y

a


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Unit 7: FOLLOW ME Places In School

school

computer laboratory

classroom

canteen


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WORKSHEETS Unit 7 : FOLLOW ME Date : ________________ Name : _________________________________ Class : _______________

Tick the correct answer.

Turn right.

Turn left.

Go straight.

Turn left.


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Turn right.

Go straight.

Go up.

Go down.


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Unit 7 : FOLLOW ME Date : __________________ Name :______________________________ Class : __________________

1. Sanjay lives on Jalan __________________________ .

2. The ________________________ is next to his house.

3. He likes to read books.

4. He always goes to the ___________________ to borrow books.

5. His father is a doctor.

6. He works in the ______________________ .

7. His mother is a clerk.

8. She works in the ________________________.

Fill in the blanks


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Unit 7 : FOLLOW ME Date : __________________ Name : _________________________________ Class : __________________

Rearrange the jumbled alphabets to form words

c s o l h o

__________________________________________

o o m s r l c s s a

__________________________________________

I l a b r r y

__________________________________________


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n c a t e n e

__________________________________________

___________________________ _________________________________________

y a l b r o t a r o r e t c m o p u


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Unit 7 : FOLLOW ME Date : _________________ Name : __________________________________ Class : ________________

Fill in the blanks based on the pictures with the words given:

computer laboratory

canteen school

library classroom

This is Sekolah Kebangsaan Sri Gemilang.

It is a big _______________________


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There are many _________________________

There is a big _________________ and a

_____________________

There is a big _____________________ too.

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