English Teacher Guidebook Year 2

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KEMENTERIAN PELAJARAN MALAYSIA

Kurikulum Standard Sekolah Rendah

TEACHER'S GUIDEBOOK

ENGLISH

YEAR 2

Terbitan

Bahagian Pembangunan Kurikulum

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Cetakan Pertama 2011

© Kementerian Pelajaran Malaysia

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C O N T E N T

Foreword

v

Preface

vii

Section 1 The English Language Curriculum

3 The Year Two English Syllabus

19

Section 2 Listening and Speaking

25 Reading

69 Writing

137 Language Arts

167

Section 3 Sample Lesson 1

211 Sample Lesson 2

231 Sample Lesson 3

267 Sample Lesson 4

285

Section 4 Assessment Checklist

303 Glossary

313

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v

FOREWORD

The new Malaysian English Language Curriculum for Primary Schools will be introduced in stages beginning 2011 starting with Year 1. This will then be continued with Year 2 in 2012. In line with that, CDD has produced this Year 2 guidebook as a useful resource for teachers in implementing the new curriculum.

CDD believes that the contents of this guidebook will help Year Two English Language teachers to get accustomed to the changes in the new English Language Curriculum and act as a valuable teaching resource. The guidebook consists of suitable suggested teaching and learning strategies and activities for teachers. It also gives teachers ideas to help them organise their daily lessons. However, teachers are encouraged not to rely solely on this guidebook only when planning their lessons as it is hoped that they will use their own creativity and initiative to plan stimulating and enjoyable lessons

suitable to their pupils’ level and background.

Last but not least, CDD would like to take this opportunity to acknowledge with gratitude the contributions made by the panel of English teachers involved in making this guidebook a reality.

Tn Hj. Ibrahim bin Mohamad Director

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P R E F A C E

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

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

Section 3 consists of complete sample lessons. In this section, teachers will be able to see and understand how the different language skills and language arts modules are presented for each week, based on one particular theme and topic, in a coherent and cohesive manner. Finally, Section 4 provides teachers with sample assessment checklists which the teacher can use to conduct formative assessment in the classroom. These complete sample lessons are provided to help teachers plan effective and enjoyable lessons.

The guidebook provides suitable and practical suggestions of teaching methods via the materials provided. However, teachers are in a better position to make appropriate and relevant decisions when planning their lessons. There is no single „best way‟ and teachers have to use their pedagogical content knowledge, experience, skills and creativity to plan their lessons in order to help their pupils learn better. Teachers should decide on a theme/topic and then select suitable listening and speaking, reading, writing and language arts activities to be used for teaching that topic. Teachers are also encouraged to use activities from the MOE Teaching courseware, the textbook and other suitable resources when planning their lessons.

Assessment is an important aspect of the teaching-learning process. Continuous formative assessment is used as a means of gaining essential feedback and to keep track of pupils‟ progress. Awareness of pupils‟ capabilities will enable teachers to plan activities for further development. Teachers should set school based assessments for learning standards dealt with in the classroom.

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ENGLISH LANGUAGE CURRICULUM FOR PRIMARY SCHOOLS

AIM

The English Language Curriculum for Primary Schools aims to equip pupils with basic language skills to enable them to communicate effectively in a variety of contexts that‟s appropriate to the pupils‟ level of development.

OBJECTIVES

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

communicate with peers and adults confidently and appropriately in formal and informal situations

read and comprehend a range of English texts for information and enjoyment

write a range of texts using appropriate language, style and form through a variety of media

appreciate and demonstrate understanding of English language literary or creative works for enjoyment

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CONCEPTUAL FRAMEWORK

Primary education is divided into two stages: Stage One refers to Years 1,2 and 3, and Stage Two, Years 4, 5 and 6. The English Language Curriculum has been designed in two strands. Strand 1 is the language focus and strand 2 is language arts. Language focus deals with language skills such as listening & speaking, reading, writing and grammar. Language arts deals with music, poetry, drama and children‟s literature.

As English language learning is developmental, the focus in Years 1 and 2 is basic literacy. This is done by building a strong foundation in basic literacy skills namely reading through phonics, penmanship and basic listening and speaking. Activities are contextualized and fun-filled with integration of language skills in meaningful contexts.

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

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

STRAND 1 STRAND 2

LANGUAGE FOCUS LANGUAGE ARTS

LEVEL 1 (Years 1, 2 & 3)

Listening & Speaking Reading

Writing

Grammar (from Year 3)

Music Poetry Drama Class Readers

LEVEL 2 (Years 4, 5 & 6)

Listening & Speaking Reading

Writing Grammar

Literature

English at Play:

Music, Poetry & Drama

CURRICULUM ORGANISATION

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

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1. Listening and Speaking 2. Reading

3. Writing

4. Language Arts

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

1. Listening and Speaking 2. Reading

3. Writing

4. Language Arts 5. Grammar

The following diagram shows the conceptual framework of the curriculum model.

Fig.1 The Modular Configuration

The modularity of the English Language Curriculum Standards for Primary Schools is a modularity of focus. By organising the curriculum standards under five modules (four for Years 1 and 2), pupils will be able to focus on the development of salient language skills or sub-skills under each module through purposeful activities in meaningful contexts. This modular approach does not exclude integration of skills. However, skills integration is exploited strategically to enhance pupils‟ development of specific and specified language skills as described in the content and learning standards in a module.

The approach taken in this curriculum stresses the need for pupils to develop all the four language skills: listening, speaking, reading, and writing. Teachers are expected to sustain a cohesive and coherent organisation between the listening and speaking, reading and writing skills. For the language arts module, teachers may plan lessons in relation to the language skills taught or they may come up with generic lessons. Teachers should incorporate the fun element in specified contexts to make their lessons meaningful.

LISTENING AND SPEAKING

READING

WRITING

LANGUAGE ARTS

GRAMMAR

STAGE TWO

(YEARS 4-6)

STAGE ONE

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

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

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

3. World of Knowledge.

Teachers select topics that are suitable for their pupils‟ level of development. When planning lessons, topics for teaching are initially based on the immediate learning environment of the child. Later on, these are expanded to town, country and more distant foreign locations.

ROLE OF THE TEACHER

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

The Standard-Based English Language Curriculum for Malaysian Primary Schools is designed to provide pupils with a strong foundation in the English language. Teachers will use Standard British English as a reference and model for teaching the language. It should be used as a reference for spelling and grammar as well as pronunciation for standardisation.

Good time management is also essential. Keeping in mind the time allocated for teaching English in SK and SJK schools is different; lessons should be organized in a manageable form in order to give pupils every opportunity to take part in language activities.

In order to facilitate and maximise learning, language skills must be repeated and used constantly. Some activities have been suggested in this book. However, teachers are encouraged to design more creative and challenging tasks and activities based on the needs and interests of pupils. This is important so that appropriate activities and materials are used with pupils of different learning profiles with the intention of helping them to realise their full potential and enable them to gradually develop the ability, knowledge and confidence to use the language effectively.

LISTENING AND SPEAKING SKILLS

Overview

Listening and speaking are seen as core skills of early literacy. As such, pupils should be taught:

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to speak from the basic level of sound, word, phrase and structural sentences in various situational contexts;

the stress, rhythm and intonation patterns and how to use them correctly;

to recognise, understand and use not only verbal but also non-verbal communication; and

oral communication practice by means of repeating, responding, understanding and applying structures of the language in order to prepare them for communication.

In order to achieve the abovementioned, content and learning standards have been developed from basic listening and speaking, and then progressing to communicating in various situations effectively.

Content Standards

By the end of the six-year primary schooling, pupils will be able to:

The content standards above are achieved through learning standards that have been devised carefully throughout primary schooling. Learning standards have been developed from basic listening and speaking in order for pupils to grasp the sounds of the English language before learning to articulate words and phrases. This is supported with a „flooding of English sounds and words‟ by the teacher especially in cases where pupils do not have any exposure to the English language.

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

develop pupils‟ phonemic awareness

engage in fun learning activities such as reciting rhymes, poems and tongue twisters as well as singing songs

participate in daily conversations

follow and give instructions and directions able to participate in conversations talk on topics of interest

Relationships are established through the ability to communicate by listening first then speaking thoughts, ideas and feelings. Pupils should aim at becoming confident speakers who can communicate clearly, appropriately and coherently in any given context using language to explore the possibilities and opportunities. Pupils need to listen carefully and respond to what others say and think about the needs of their listeners. Social conventions in listening and speaking such as turn taking, politeness and courtesy need to be observed. These are crucial especially in group discussions where viewpoints and opinions are exchanged.

READING SKILL

Overview

The teaching of reading skills:

enables pupils to become independent readers who are able to comprehend a text effectively and efficiently.

begins at the word and phrase levels before progressing to sentence recognition and reading at the paragraph level.

focuses on basic literacy with the use of phonics in Years 1 and 2.

teaches pupils to extract specific information from a text and respond to a text with their own ideas and opinions.

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By the end of the six-year primary schooling, pupils will be able to:

The content standards above are achieved through learning standards that have been devised carefully throughout primary schooling. Learning standards have been developed from recognition of sounds in order for pupils to acquire the sounds of the English language before learning to blend and segment words. This is further developed through vocabulary activities to widen pupils‟ vocabulary. By the end of Year 6, pupils are able to read and demonstrate understanding of text for information as well as read for enjoyment.

The learning standards begin with basic literacy which has been developed incrementally in this manner :

distinguish the shapes of the letters; recognise and articulate phonemes; blend and segment words;

apply word recognition and word attack skills to acquire vocabulary; read and understand phrases, simple sentences and texts; and read independently for information and enjoyment.

2.1 apply knowledge of

sounds of letters to

recognize words in

linear and non-linear

texts.

2.2 demonstrate understanding

of a variety of linear and

non-linear texts in the form

of

print

and

non-print

materials using a range of

strategies

to

construct

meaning.

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

Teacher reads aloud a text to pupils. Implementing this strategy allows teachers to model reading.

Here, articulation and pronunciation of words by the teacher have to be as precise as possible for pupils to efficiently imitate and reproduce correctly.

This strategy effectively engage pupils in a text that may be too difficult for them to read on their own, hence, pupils sit back and enjoy the story.

Teachers should also carry out shared reading strategies in the classroom:

During shared reading, the teacher and pupils read together, thus allowing pupils to actively participate and support one another in the process of reading.

Teachers point to the text as they read slowly for word recognition and to “build a sense of story”.

Ultimately, the objective of getting pupils to read a variety of texts enables pupils to see how grammar is used correctly so that they can emulate them in their productive skills; speaking and writing. Reading for enjoyment and pleasure in seeking information and knowledge should be inculcated in pupils. Pupils are also trained to give their own ideas and opinions in order to become efficient readers.

WRITING SKILL

Overview

It is expected that by the end of Year 6 :

pupils will be able to express their ideas clearly on paper in legible handwriting or to communicate via the electronic media.

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

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

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

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

although much of the writing at this level is guided, the amount of control is relaxed for pupils who are able and proficient in the language.

spelling and dictation are also given emphasis.

To achieve the abovementioned, content and learning standards have been devised progressively. The teaching of writing in the early stages begins with pre-writing activities to develop pupils‟ visual skills as well as develop hand-eye coordination. This is later developed to writing letters of the alphabet and copying words, phrases and simple sentences. Pupils begin constructing simple sentences with the teacher‟s guidance and later develop to become independent writers by the end of primary schooling.

By the end of the six year primary schooling, pupils will be able to:

Content standards are achieved through learning standards that have been devised carefully throughout primary schooling. Learning standards have been developed progressively, from acquiring fine motor control of hands and fingers to copying

3.1 form

letters

and

words in neat legible

print

including

cursive writing.

3.3 write and present ideas

through a variety of

media.

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

LANGUAGE ARTS

Overview

The rationale behind Language Arts is to steer the continuous growth and development of pupils‟ thinking and language abilities. The standards for Language Arts:

cover a range of creative and literary works in English such as rhymes, songs, poems, stories and plays to activate pupils‟ imagination and interest.

allow pupils to benefit from hearing and using language from fictional as well as non-fictional sources.

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

train pupils to be able to appreciate, demonstrate understanding and express personal responses to literary and creative works for enjoyment. Hence they will also be able to use English for both functional as well as aesthetic purposes, confidently and competently by the end of Year 6.

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By the end of the six year primary schooling, pupils will be able to:

The culmination of all content standards in language arts will be shown in practice when pupils are able to come up with their very own production. By the end of Year 6, pupils will learn the art of acting out, play-acting and producing works of creativity such as drawings, poems or singing. Pupils will also learn values of cooperating with people of different race, gender, ability, cultural heritage, religion, economic, social background, and, understand and appreciate the values, beliefs and attitudes of others. Each pupil will also develop knowledge, skills and attitudes, which will enhance his or her own personal life management and promote positive attitudes.

Assessment

Assessment is necessary to assess pupils‟ achievement in terms of acquisition of knowledge, skills and the application of values through activities conducted in the

4.1 enjoy and appreciate

rhymes, poems and

songs through

performance.

4.2 express personal

response to

literary texts.

4.3 plan, organize and

produce creative

works for

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

There are two types of school-based assessment. Formative assessment is conducted during the teaching and learning process in the classroom to gauge the acquisition of skills and knowledge during the learning process. Summative assessment is usually conducted at the end of learning, usually at the end of a learning unit, month or semester whereby the focus is on the end product.

School-based assessment can be carried out during the teaching-learning process. The teaching-learning process can be conducted in or outside the classroom. Below is a diagram suggesting some types of assessment which can be carried out both in and outside the classroom:

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

FORMATIVE

SUMMATIVE

ASSESSMENT

METHODS OF

ASSESSMENT

Observations

_Tests

Oral

Presentations

Checklists

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

Creative works such as portfolios, masks, puppets, props and other creative productions produced during the language arts lessons can also be assessed. Activities conducted during language arts lessons such as singing action songs, reciting rhymes or poems, choral speaking, drama, public speaking as well as role-play can be assessed.

Assessment should also provide pupils with opportunities for self-assessment using known criteria and pupils should be given input on the evaluation process. In a nutshell, teachers should utilise a variety of assessment techniques to monitor their pupils‟ language growth and development. The on-going process of assessing class exercises and homework should be continued. The main purpose of this is to provide immediate feedback to the pupils in guiding, motivating, correcting and refocusing their efforts.

WORD LIST

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EDUCATIONAL EMPHASES

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

Critical Thinking

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

Information and Communication Technology Skills (ICT)

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

Learning How to Learn

Learning How to Learn strategies are integrated in teaching and learning activities which aims to enable pupils to take responsibility for their own learning. These skills incorporate study skills and information skills to equip them to become independent life-long learners.

EDUCATIONAL

EMPHASES

Critical Thinking Information and

Communication Technology Skills

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Values and Citizenship

The values contained in the Standard Based Curriculum for Moral is incorporated into the English language lessons. Elements of patriotism and citizenship is also emphasised in lessons in order to cultivate a love for the nation and produce patriotic citizens.

Creativity and Innovation

Creativity and innovation is the ability to produce something new in an imaginative and fun-filled way. Pupils display interest, confidence and self-esteem through performance and producing simple creative works.

Entrepreneurship

Fostering an entrepreneurial mind set among pupils at their young age is essential in this new world. Some of the elements that are linked with entrepreneurship are creativity, innovation and initiative, which are also attributes for personal fulfilment and success.

Mastery Learning

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

Multiple Intelligences

The theory of Multiple Intelligences encompasses eight different intelligences human beings possess. These intelligences are essential in order to maximise teaching and learning in the classroom. .

Constructivism

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

Contextual Learning

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hat’s in store for Year Two pupils?

T

he

Y

ear Two

E

nglish

L

anguage

S

yllabus

THE LISTENING AND SPEAKING SKILL

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

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

a) tune into sounds (auditory discrimination),

b) listen and remember the sounds (auditory memory and sequencing), and c) talk about the sounds (developing vocabulary and language comprehension).

These can be attained through fun language activities conducted in or outside the classroom that include nature walks, using musical instruments, songs, chants, rhymes, body percussion and even listening to a story.

The suggested activities recommended in this section could be used in a variety of lessons by adapting and adopting them in order to teach the sounds of the English language. This skill is the onset to providing a broad and rich language experience for pupils to learn language by engaging in enjoyable learning activities.

pupils need to be exposed to good language with the teacher being therole model

uses a variety of materials or media to enable pupils to acquire the receptive skill of listening and the productive skill of speaking

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THE READING SKILL

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

The processes of blending and segmenting for reading and spelling are made enjoyable and easy for pupils to understand and apply. Lessons and activities should focus on particular phonemes and make these phonemes familiar to pupils. Then, provide enough practice so that pupils can identify the phonemes in words. For early practice, teachers could help pupils to recognize the phoneme at the beginning of words before progressing to having them recognize the phoneme elsewhere in the word. For this, illustrations may be very useful. Teachers are encouraged to be creative and to explore ways of language play available to help pupils become familiar with the phonemes. The benefits of language play are numerous. Language play involves having fun with the sounds of words, creating new words, and exploring and creating language patterns through rhymes, chants, alliteration and repetitions.

apply knowledge of letter sounds to recognize words in reading texts, which is an essential and useful early reading skill

pupils‟ phonemic awareness will be

developed by means of phonics

use songs, rhymes, poems, stories, pictures and games to make phonics instruction moreenjoyable

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THE WRITING SKILL

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

As pupils begin to read, they will be able to copy words, phrases and sentences correctly as well as complete other writing tasks by matching, rearranging words and completing lists and messages. When pupils are ready, more difficult writing tasks such as writing sentences with the correct spelling and punctuation can be incorporated. This activity can be conducted in the classroom by introducing parallel writing and then moving on to constructing simple sentences. Pupils are also taught to create simple non-linear texts using a variety of media.

ability to write words, phrases and simple sentences in neat, legible print

ability to write numerals in numeral and word form

ability to spell and write simple sentencs with guidance.

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LANGUAGE ARTS

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

.

enjoy and appreciate language using stories, poetry, rhymes and plays

encourage pupils‟ to perform a song or rhyme or role play a story learnt using their creativityin a fun-filled, non-threatening and enjoyable environment

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LISTENING & SPEAKING

READING

WRITING

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25 THE LISTENING AND SPEAKING SKILL

The listening and speaking skill is crucial for social communication at home, at school, as well as in the community. However, this skill is often neglected or given minimal emphasis during English lessons. In order to develop this skill, teachers have to provide their pupils with various opportunities to listen and to talk about a range of subjects which may include topics on personal interests, school work and even current affairs. It is hoped that the learning standards will offer teachers some ideas on how they could provide opportunities for pupils to engage in various listening and speaking activities at Year Two.

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

Content Standards Learning Standards

1.1

By the end of the 6-year primary schooling, pupils will be able to pronounce words and speak confidently with the correct stress, rhythm and intonation.

1.1.1

Able to listen and respond to stimulus given with guidance :

1.1.2

Able to listen to and enjoy simple stories.

1.1.3

Able to listen to, say aloud and recite

rhymes or sing songs.

1.1.4

Able to talk about a stimulus with guidance.

1.2

By the end of the 6-year primary

schooling, pupils will be able to listen and respond appropriately in formal and informal situations for a variety of purposes.

1.2.1

Able to participate in daily conversations:

(a)

exchange greetings

(b)

make polite requests

(c)

express apologies

(d)

talk about oneself

(e)

introduce family members and friends

(f)

express a simple apology

1.2.2 Able to listen to and follow: 1.3 By the end of the 6-year primary

schooling, pupils will be able to understand and respond to oral texts in a variety of contexts.

1.3.1 Able to listen to and demonstrate understanding of oral texts by:

a) answering simple Wh-Questions b) giving True/False replies

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Learning Standard

1.1.1 Able to learn and respond to stimulus given with guidance: (a) environmental sounds

ACTIVITY CONTENT TEACHER’S NOTES

TRY ME

1.

Walk around the classroom.

2.

Pupils listen and identify the sound heard e.g. tapping sound of shoes.

3.

Select pupils to walk

around with shoes provided by the teacher.

4.

Make other sounds and

pupils identify them. 5. Pupils do the actions.

Suggested Sounds

1.

tapping of shoes

2.

crumpling of papers

3.

dragging chairs/ tables

4.

knocking on doors

5.

dropping objects on the

floor

1.

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 pick the correct pictures.

Suggested Sounds

1.

raking

2.

spraying

3.

screeching of brakes

4.

glasses breaking

5.

scooping sand



fire extinguisher



car



glasses

2.

recorded sounds and the required pictures. e.g.

Note:

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LET’S MOVE IT

1.

Pupils listen to the jazz chant.

2.

Recite with actions and pupils follow. Wading in the water. Where is the horse? Galloping in the farm. What is the cat doing? Scratching on the wall. What is the bird doing? Pecking on the tree. What is the hen doing? Flapping its wings. The duck, the horse, the cat, the bird and the hen are having fun.

Suggested Material

1.

recorded jazz chant

2.

pictures

e.g.

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Learning Standard:

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

THAT’S MY SOUND!

1.

Divide pupils into groups.

2.

Distribute musical instruments to each group.

3.

Play a musical instrument without pupils seeing it.

4.

Pupils identify the

sound and play the same instrument.

5.

Repeat the activity with

other instruments.



Prepare the musical instruments.

WHERE ARE YOU?

1.

Divide pupils into four groups.

2.

Distribute musical instruments.

Music, music, music Music everywhere On my left

On my right In front of me Behind me

Music, music, music music everywhere



Prepare the musical instruments

Instructions for the class:

1.

group on the left plays the tambourine

2.

group on the right plays the triangle

3.

group in front of teacher plays the tick-tock

4.

group behind the

teacher plays the castanet.



Musical instruments

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other instruments. How to play the game:

1. A pupil from each group will be the ‘wolf’. Another pupil will be the ‘mother hen’. The rest of the pupils are her chicks, each holding an instrument.

2. Teacher plays an instrument. Wolf identifies the chick with the instrument and tries to catch „it‟ by tagging „it‟.

3. Mother hen tries to protect its chick.

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

FOLLOW ME!

form pictures.

3.

Pupils say the

sentences and do the actions.

1.

sentence strips

2.

jigsaw puzzle

of the following body parts:

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Ali : Yes you. Abu : Couldn‟t be . Ali : Then who? Abu : Meena puts the nose(sniffing sound) in the big red box.

Meena : Yes, yes, yes it‟s me

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

GIVE ME MORE

1.

Put up pictures.

2.

Talk about the pictures.

3.

Recite the rhyme. other words with medial sound /ʊ/. graphemes „ee‟ and „ea‟.

4.

Pupils say the words aloud.

5.

Pupils tap to the beat when saying the rhyme.

6.

Give more words with

the final /i:/ sounds as in the graphemes „ee‟ and „ea‟.

Flying free from tree to tree, I like coffee, I like tea, I like to eat by the sea.

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

RHYME ALONG

1.

Pupils identify the pictures.

2.

Display word cards. Say the words.

3.

Pupils put the word cards on the pictures.

4.

Say the sentences.

5.

Pupils fill in the blanks

with rhyming words.

6.

Say the sentences in paint it white.

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

SAY IT RIGHT

Soo Chin, Selvy and Siti are in the playground, Soo Chin is sliding down,

Selvy is skipping round and round,

Siti is skating all around, Laughing, merrily, What a happy sound!

sound. e.g. The candle is on the cake.

3.

Say the sentences. Pupils repeat.

4.

Point to the picture and pupils name it.

5.

Identify objects that do not begin with the /k/ sound.

6.

Identify objects that begin with the /k/ sound.

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

JOLLY ME

Suggested Jazz Chant

Little Lily likes lollipops. Little Lily likes licking limes.

Little Lily likes her lunch with lollipops and limes.

1. pictures as suggested in the word list

2. mirrors

Instructions for the competition:



Pupils give words with initial /l/ sound.

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

SOUND LIKE ME

1.

Show some toy animals.

2.

Play the recorded sounds of the animals shown and the pupils imitate.

3.

Put the toys into a box.

4.

A pupil picks a toy from

the box.

5.

The others make the sound of the animal shown.

6.

The activity is repeated with other toys.

Suggested Sounds of Animals

1.

Goats bleat

1.

recorded sounds of animals

2.

toy animals

Note:

Teachers may use pictures to substitute the toys.

I CAN HEAR YOU

1.

Show pupils a camera.

2.

Snap a photo and ask

pupils the sound made by the camera.

3.

Do the actions of clicking and pupils follow.

4.

Pupils take turns to do the action of clicking the camera and others say „click, click, click‟.

5.

Repeat the activity with

the other two objects.

6.

Some pupils sing the

song while the rest make the relevant sounds.

Suggested

Objects and Their Sounds

1.

Clicking of camera

2.

Clashing of cymbals

3.

Clanging of pots and

Lyrics of the song:

Are you sleeping? [2X] Brother John, [2x]

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

LET’S GET TOGETHER

1.

Distribute a letter card to each pupil.

2.

Say a word and pupils with the correct letter cards come out and arrange themselves accordingly.

3.

The rest of the class say the sounds of the letters shown and say the word out loudly.

e.g. /p/ /

ɒ

/ /t/ = pot

4.

The activity is repeated

with the other words.

5.

Put up sentences.

3.

Reinforce oral blending and segmenting of words by showing pictures.

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SPLIT ME UP!

1.

2.

Give each group a box with word cards.

3.

Music is played and the box is passed around.

4.

A pupil takes out a word

card from the box when the music stops.

5.

The pupil segments the word. If incorrect, he or she is out of the game.

e.g.

rat - /r/, /æ/, /t/

6.

Repeat the activity.

Suggested Words

1.

rat, cat, fat , bat, hat

2.

bit, hit, pit, kid, lip

3.

pot, hot, tot, jog, top

4.

bus, cup, rug, mug, pup

5.

pen, ten, hen, pet, bed

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Learning Standard

1.1.2 Able to listen to and enjoy stories.

STORY TRAIN

5. Remove the pictures. 6. Divide pupils into Pipit The Bird

This is Pipit. It is a bird. It cannot fly. It lives in a nest.

One day, Pipit fell from its nest.

It hopped around. It was looking for its mother.

Pipit met a duck.

Pipit asked, “Mr Duck, can you teach me to fly?”

Mr Duck said, “I cannot fly. I can swim.”

Pipit walked away.

Pipit met a rabbit.

Pipit asked, “Mr Rabbit, can you teach me to fly?” Mr Rabbit said, “I cannot fly. I can hop.”

Pipit walked away.

Pipit met a parrot.

Pipit asked, “Mr Parrot, can you teach me to fly?”

Mr Parrot said, “Yes, I can fly. I can teach you to fly.”

Pipit learned to fly. Pipit flew with the parrot. Pipit could fly back to its nest.

Pipit was very happy. Pipit thanked Mr. Parrot.

Reference:

Zuraidah Che‟ Zin(2000).Pit Pit Learns To Fly.Bestari

Series.Anzagain Sdn.Bhd.

Sets of picture cards based on the story used

The group leader distributes a picture to every member in the group.

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4.

Divide pupils into small groups.

5.

Each group is given a box with some items relevant to a specific character in the story.

6.

Pupils choose a

member and dress him or her up as the

character.

7.

The group members take turns to describe the character.

Suggested Questions

Questions:

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

Suggested Story

ROSE RED

Rose Red lived with her mother. They lived in a small house.

One day, a black bear came to the house.

The bear stayed with them. They were happy.

After two days, the bear went back to the forest. One day, Rose Red saw an angry old man. He could not move. His long beard was caught in a bush. He shouted for help.

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

The old man was very angry. He shouted at Rose Red. Rose Red ran away. On her way home, Rose Red met a handsome young man. He was the bear who had stayed with them. The old man had put a spell on him. The spell was broken when his beard was cut.

A picture based on the story.

Note:

Teacher can extend the activity by asking the pupils:

1. Why was the old man angry?

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FAMILY TREE

1.

Ask questions about pupils‟ family members.

2.

Tell a story.

3.

Divide pupils into pairs.

4.

Each pair is given a set of pictures to complete a family tree based on the story.

5.

Pupils make their own family tree.

Suggested Story

Azril and Azrul are brothers. Azril is ten years old. Azrul is eight years old. They live in an old wooden house. They live together with their parents,

grandparents and their younger sister, Ayuni who is five years old.

Their father, Pak Abu goes to the sea to catch fish every day. Sometimes, Pak Kaduk, who is Pak Abu‟s father follows him. Mak Minah, their mother is a housewife. She cooks and cleans the house. Their grandmother, Mak Siti helps her.

1.

the required pictures

2.

a family tree

e.g.

MY PARTNER

1.

Play the story.

2.

Divide pupils into four groups.

3.

Give a set of pictures to groups A and C

respectively. Give a set of sentence strips to groups B and D respectively.

4.

Pupils have to find their partners. (pictures to sentence strips)

5.

Then, pupils rearrange

themselves in the correct sequence.

sentence strips

LET’S ARRANGE

1.

Show pictures of an ant and a grasshopper.

2.

Talk about the pictures.

3.

Divide pupils into

Suggested Story

THE ANT AND THE GRASSHOPPER

Mr Grasshopper lived in a

1.

the required pictures

2.

story strips

3.

recording of the story

Grandfather Grandmother

Mother Father

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groups.

4.

Each group is given a worksheet with story strips. and check their

arrangement of the story.

bush. He was hopping around happily. Mr Ant lived in a nest. He was busy collecting food.

He asked Mr Ant, “Why are you so busy?” Mr Ant replied, “I am saving food for the rainy days”.

Mr Grasshopper laughed at Mr Ant. He hopped away happily.

After a few days, it started to rain. Mr Ant stayed in his nest. He had a lot of food to eat. Mr Grasshopper could not find any food. He was wet and hungry. He went to Mr Ant‟s nest. He knocked on the door.

Mr Ant invited him in. He gave Mr Grasshopper some food.

Mr Grasshopper felt very ashamed. He thanked Mr Ant for giving him food.

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1.1.3 Able to listen to, say aloud and recite rhymes or sing songs.

MIME ME different set of phrase cards with action words.

7.

In turns, each group

comes forward and sings the song while some of its members mime the actions based on the phrase cards.

Suggested Actions Round the Mulberry Bush]

This is the way,

We brush our teeth, (3x) This is the way,

We brush our teeth, so early in the morning.

This is the way,

We wash our hands,(3x) This is the way,

We wash our hands, So early in the morning.

1.

recording of song

2.

lyrics

3.

sets of phrase cards

SPEEDY SINGING

1.

Play the song. First group starts singing the song, followed by the other groups in sequence.

5.

Ask pupils to increase

the tempo of the song.

6.

7. Repeat the activity.

Suggested Song

Head and shoulders, knees and toes, knees and toes, (2x) Head and shoulders, knees and toes

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PICTURE ME

1.

Put up the rhyme.

2.

Read the rhyme.

3.

Pupils repeat the rhyme in groups and as a the pictures and paste them to create the scene for the rhyme.

Suggested Rhyme

Two little black birds, Sitting on a fence, One named Peter, One named Paul, Fly away Peter, Fly away Paul, Come back Peter, Come back Paul.

Suggested Rhyme

WHERE HAVE YOU BEEN?

1.

Display the rhyme.

2.

Read with the pupils.

3.

Remove the rhyme.

4.

Pupils complete

worksheets by pasting the pictures correctly.

Suggested Rhyme

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

Pussy cat, pussy cat What did you do there? I frightened a little mouse Under the chair

Suggested Material word cards to each group.

5.

Pupils will create a similar rhyme/song using word cards.

Suggested Rhyme

Baa, baa black sheep, Have you any wool? Yes sir, yes sir, Three bags full, One for my master, One for the dame, One for the little boy Who lives down the lane.

Suggested Improvised Rhyme

Cluck, cluck white hen Have you any eggs? Yes sir, yes sir, Three baskets full, One for my master,

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One for my dame, One for the little boy Who lives down the lane.

For more rhymes and song teachers can refer to: http://bussongs.com/animal_songs.php

http://www.lanterntree.com/nurseryrhymes/bucklemyshoe.html

http://www.rhymes.org.uk/

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1.1.4 Able to talk about a stimulus with guidance.

ACT IT OUT

1.

Place a „magical‟ box on the table with picture cards in it.

2.

Say the magical words „Abracadabra‟ and wave the magic wand.

3.

A pupil comes forward and picks up a picture card. He/ She says and does the action.

4.

The rest of the class follows.

5.

Place a composite picture (Appendix 2) on the board and ask pupils what actions are seen.

6.

Pupils answer and paste the word cards on the composite picture.

Suggested Words

1.

picture cards based on the words chosen

2.

a composite picture [Appendix 2]

3.

words cards e.g.

MY HAPPY FAMILY

1.

Show a picture of a family and play a recording of the poem.

2.

Say the poem line by

line and pupils repeat.

3.

Divide pupils into 4

groups. Each group recites one stanza.

4.

Groups take turns to

recite the different stanzas.

Suggested Poem

This is my father ,

Short and steady. Stanza1

(Gr 1) This is my mother,

Singing a song, Stanza 2

(Gr 2) This is my brother,

Tall you see. Stanza 3 family (Appendix 3)

2.

a recording of the poem

stand

sit

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Stanza 4

(Gr 4) And this is the story about my happy family. picture on the board.

2.

Pupils say what they see and teacher lists the words.

3.

Put up sentence strips.

4.

Read the sentence

strips and pupils follow.

5.

A pupil reads the

sentence strips and others follow.

6.

Pupils complete

worksheets. and drinks on the table.

3.

A girl is talking to her

teacher.

1.

Composite Picture (Appendix 4)

2.

Sample pictures

(Appendix 5 and 6)

WHAT AM I?

1.

Show pictures of animals.

2.

Ask questions about them.

3.

Class is divided into groups. Each group is given an envelope of pictures of animals.

4.

Group leader picks a

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LET’S TALK

1.

Put up a picture.

2.

Teacher provides the

first sentence about the picture seen.

3.

Pupils continue by taking turns to make a sentence each to describe the picture.

4.

Repeat using other

pictures.

Suggested Text

Teachers‟ Day

This is my class. Today is 16th May. The class is having a party. There are many pupils. A girl is talking to her teacher. Her teacher, Mrs Ratnam is wearing a saree.

1.

a composite picture (Refer to Appendix 6)

Note:

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

LET’S SING

1.

Sing a song with suitable cultural gestures.

2.

Pupils sing to one another and do the gestures.

Suggested Song [Tune of: Happy Birthday]

Selamat Hari Raya x3 And how do you do?

Repeat using:

Happy Deepavali

Happy Chinese New Year Merry Christmas

Selamat Hari Gawai

(kangaroo) and greet the pupils according to the dialogue.

3.

Pupils answer based on the dialogue.

4.

Pupils repeat the activity using different masks. Teacher : Goodbye.

Repeat using:

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1.2.1 Able to participate in daily conversations: (b) make polite requests

MAY I?

1.

Pupils listen to a recording of making requests.

2.

Pupils repeat after teacher requesting for various objects.

3.

Pupils are divided into

groups. Each member of the group is given a picture card.

4.

Every group member takes turn requesting for objects.

5.

Pupils respond accordingly in their respective groups.

Suggested Words Things in the classroom:

1.

ruler objects all around the class.

2.

Prepare sentence strips for each picture on making requests and place them on the table.

3.

Pupils [in pairs] find the

correct strips to match the pictures.

4.

Pupils take turns to request and reply aloud.

Suggested Sentence Strips

Father, may I have this shirt?

Can I have these socks and shoes?

Yes, you may.

May I go to the library?

Yes, of course.

Suggested Materials

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

FIND MY PAIR

1.

Take pupils to the field/hall to play this game.

2.

Pupils are divided into 2 groups. Each member of the group is given a sentence strip. Group 1 is given the cue, pupils start to find their pair by saying their sentences aloud.

4.

The winner of the game

will be the first pair with the correct match.

Suggested Sentence

pupils remain still. Choose two pupils to come to the front.

3.

One of them picks up a

picture from the box. Pupils role-play the situation of expressing apologies based on the picture.

4.

Other pairs repeat with various situations. - knock into each other - lost the ruler

- spilt the drink

Suggested Material Pictures

e.g.

Forgot to bring the football

Stepped on my toes

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2.2.2 Able to listen to and follow:

a) simple instructions in the classroom

Activity Content Teacher’s notes

FOLLOW ME

1.

Pupils follow teacher‟s instructions.

e.g.

“Raise your left hand.” Pupils do the action.

2.

Pupils who do the action

incorrectly are out of the game.

3.

Repeat the instructions until the last pupil remains standing.

1.

Pupils stand in straight rows.

2.

Play music.

3.

Give instructions.

4.

Pupils do the actions.

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DRAWING A FACE

1.

Provide a blank piece of paper to each pupil.

2.

Give instructions to draw a

face.

3.

Pupils follow instructions and draw accordingly.

Suggested Instructions

1.

Take pupils outdoors.

2.

Form a circle.

3.

Give instructions and pupils do the actions.

4.

Sing the song and pupils

follow.

5.

Pupils sing the song and do the actions.

Put your right hand in Take your right hand out

Hokey-Pokey

Put your right hand in, Take your right hand out, Put your right hand in, And you shake it all about, Do the hokey-pokey, And turn yourself around, That‟s what it‟s all about. donkey without its tail on the board.

2.

A pupil is blindfolded and given a picture of a tail.

3.

Another pupil gives

instructions to the

blindfolded pupil to reach the donkey.

4.

The blindfolded pupil

1.

the required picture

2.

the instructions

(Instructions can be varied)

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pastes the tail on the

donkey.

5.

Repeat with other pupils.

Note:

Teachers may use other animals.

MAKE A SANDWICH

1.

Divide the pupils into groups.

2.

Each group is given the ingredients.

3.

Give instructions on how to prepare the sandwich.

4.

Pupils listen and follow.

1.

Spread the butter on a slice of bread.

2.

Take another slice of bread and spread some jam on it.

3.

Put both slices together.

4.

Serve it on a plate.

Substitute jam with



kaya



peanut butter

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1.2.2 Able to listen to and follow:

b) simple directions to places in the school

WHERE DO YOU GO?

1.

2.

Each group forms a train.

3.

Give instructions on

directions.

4.

The group follows the directions making the „choo-choo‟ sound.

Directions can be given to one group at a time or

pass the parcel until the music stops.

3.

The pupil who has the parcel picks a paper from the parcel and reads aloud the instructions. the next class.

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DIRECTION SONG

1.

Place signposts in various corners of the classroom.

2.

A pupil will stand at a

certain part of the class.

3.

The pupil will move to the

directions as given by friends in a song.

4.

Repeat activity.

Suggested Song (Tune of: London Bridge Is Falling Down )

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

AT THE GARDEN

A: Who has a garden? (2X)

2.

Chant and pupils listen.

3.

Repeat and pupils follow.

4.

A pupil comes to the front.

5.

The other pupils ask

questions as in the jazz chant.

6.

Pupil answers.

7.

Repeat activity with other pupils.

Class: Who are you? (2X)

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WHO STOLE THE COOKIE?

1.

Pupils sit in a circle.

2.

Put up a big manila card

showing a boy putting his hand into a cookie jar.

3.

Ask the pupils:

“What is the boy doing?” “Who is the boy?”

4.

Explain the activity.

5.

Call a pupil to put his face

into the hole in the card.

6.

Pupils say the rhyme.

Suggested Rhyme

Class : Who stole the

GUESSING GAME

1.

Put picture cards of animals into a box.

2.

A pupil comes forward to

pick a card. (Pupil must not show the card to the

6.

Repeat the activity.

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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. Rani: By aeroplane.

Lina : When did you go

1.

pre-recorded text

2.

dialogue

3.

sample questions

Note:

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

AM I RIGHT?

Suggested Topics

1.

objects in the school

5.

Other pupils respond by saying if the card picked is right or wrong.

Statements are based on any topic for the week.

Four large flash cards ( two for each group).

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OLD MAC DONALD

1.

Put up a picture of a farm. Donald‟ and pupils follow.

4.

Sing the first two lines of

the song and state the number of animals e.g.:

5.

Repeat with other animals from the picture.

Suggested Content

Number and types of animals can be changed based on the picture chosen.

STORY TIME

1.

Play the story.

2.

Pupils listen carefully.

3.

Replay the story.

4.

A pupil answers the

question as given in the CD.

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

Suggested Story



The Clever Mousedeer (Refer to the English

1.

Divide class into two equal groups.

2.

Each pupil in Group A will have a different statement.

3.

Each pupil in Group B will

have either a „True‟ or „False‟ card.

4.

Pupils in Group A will read their statements as they walk.

Statements can be based on topics taught previously.

1.

sentence strips

2.

flash cards

Note:

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5.

Pupils in Group B will

shout „True‟ or „False‟ and stand with their correct partners.