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KEMENTERIAN PELAJARAN MALAYSIA

Kurikulum Standard Sekolah Rendah





TEACHER'S GUIDEBOOK

ENGLISH


YEAR 2






Terbitan


Bahagian Pembangunan Kurikulum

2011

Cetakan Pertama 2011
Kementerian Pelajaran Malaysia

Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana 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.


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


Acknowledgements 315









































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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
Curriculum Development Division




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P R E F A C E



This teachers 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.

This guide book provides some suggestions for the acquisition of the four language skills.
Teachers need to use their initiative, imagination and creativity in planning their lessons in order
to extend the experiences of their pupils. It is hoped that teachers will find this guidebook useful
and pupils will enjoy the activities and hence improve their English language proficiency.









CURRICULUMOVERVIEW
SYLLABUSOVERVIEW


3

ENGLISH LANGUAGE CURRICULUM FOR PRIMARY SCHOOLS



AIM

The English Language Curriculum for Primary Schools aims to equip pupils with
basic language skills to enable them to communicate effectively in a variety of
contexts thats 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

use correct and appropriate
rules of grammar in speech
and writing
OBJECTIVES
1
2
3
4
5

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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
childrens 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.

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


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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
(YEARS 1-3)

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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:

how to listen carefully;

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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.


1.1 pronounce words
and speak confidently
with the correct
stress, rhythm and
intonation.


1.2 listen and respond
appropriately in formal
and informal situations
for a variety of
purposes.

1.3 understand and
respond to oral texts
in a variety of
contexts.


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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.



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










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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 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.

2.3 read independently
for information and
enjoyment.





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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.

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


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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 teachers
guidance and later develop to become independent writers by the end of primary
schooling.



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 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.

3.2 write using appropriate
language, form and style
for a range of purposes.










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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.


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





















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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 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
enjoyment.


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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
Writings Creative Works

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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

The list of words selected for teaching is based on common words and high
frequency words that can be used repetitively in different contexts. The suggested
word list can be expanded upon if pupils demonstrate an ability to acquire more
words.




























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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
Learning How to
Learn
Values &
Citizenship
Creativity &
Innovation
Entrepreneurship
Multiple
Intelligences
Mastery Learning
Constructivism
Contextual
Learning

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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

Contextual Learning is an approach to learning which connects the contents being
learnt to the pupils daily lives, the community around them and the working world.
Learning takes place when pupils are able to relate the new knowledge acquired in a
meaningful manner in their lives.





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Whats in store for Year Two pupils?
The Year Two English Language Syllabus

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 the role model
uses a variety of materials or
media to enable pupils to
acquire the receptive skill of
listening and the productive skill
of speaking
expose pupils to rich language input in
accordance to Standard British
English (SBE) as well as getting pupils
to talk and communicate effectively


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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 more enjoyable
teachers should allow pupils to use phonics, and make meaningful
connections and encourage them to pronounce and articulate the
sounds in a non-restrictive and joyful environment.



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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.
ability to create simple
non-linear texts using a
variety of media 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
creativity in a fun-filled, non-threatening
and enjoyable environment
The main focus of this component is
language in action in a fun environment
where pupils engage in multi-sensory
learning according to their learning
abilities.




LISTENING&SPEAKING
READING
WRITING
LANGUAGEARTS


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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 :
(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.
1.2 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:
a) simple instructions in the classroom.
b) simple directions to places in the school.
1.2.3 Able to give:
a) simple instructions in school.
b) simple directions to places in school.
1.3 By the end of the 6-year primary
schooling, pupils will be able to
understand and respond to oral
texts in a variety of contexts.
1.3.1 Able to listen to and demonstrate
understanding of oral texts by:
a) answering simple Wh-Questions
b) giving True/False replies

In this module, all Learning Standards for Listening and Speaking have been dealt with
extensively. However, teachers are encouraged to plan lessons and activities on their
own according to the level of their pupils. The activities provided here are merely
suggestions. It is with high expectation and anticipation that teachers of Year 2 English
would be able to plan and carry out Listening and Speaking lessons creatively and
innovatively.

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 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

Suggested Material

Prepare:
suitable shoes that
produce a tapping
sound.

GET TO KNOW ME
1. Play recorded sounds.
2. Pupils listen and guess
the sounds.
3. Show pictures and
objects.
4. Play recorded sounds
again.
5. Pupils identify the
sounds heard and pick
the correct pictures.









Suggested Sounds

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










Suggested Material

Prepare:

1. pictures of
objects/realia:
rake
spade
fire extinguisher
car
glasses

2. recorded sounds and
the required pictures.
e.g.


Note:
Teachers are encouraged
to use other suitable
sounds.

27


LETS MOVE IT

1. Pupils listen to the jazz
chant.
2. Recite with actions and
pupils follow.
3. Show pictures and ask
WH questions.
4. Pupils recite and do the
actions.

Suggested Questions

1. Where is the duck?
2. Where is the horse?
3. What is the cat doing?
4. What is the bird doing?
5. What is the hen doing?


Jazz Chant

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



Suggested Material

1. recorded jazz chant
2. pictures

e.g.
1. duck wading
2. horse galloping
3. cat scratching
4. bird pecking
5. hen flapping


























28

Learning Standard:

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

ACTIVITY CONTENT TEACHERS NOTES

THATS 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.


Suggested Instruments

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


Suggested Material

Prepare the musical
instruments.





WHERE ARE YOU?

1. Divide pupils into four
groups.
2. Distribute musical
instruments.
3. Stand in the middle of
the class.
4. Play an instrument.
5. The group with the
same instrument
follows.
6. Repeat with other
instruments.
7. Say the jazz chant
and pupils play the
instruments.


Suggested instruments

1. tick-tock
2. triangle
3. tambourine
4. castanet

Jazz Chant

Music, music, music
Music everywhere
On my left
On my right
In front of me
Behind me
Music, music, music
music everywhere

Suggested Material

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.


CATCH ME IF YOU CAN

1. Divide pupils into
groups.
2. Play the game.
3. Repeat the game with

Suggested Instruments

1. recorder
2. tick-tock
3. melodian
4. tambourine

Suggested Material
Musical instruments

Note:



29

other instruments.

How to play the game:

1. A pupil from each group
will be the wolf. Another
pupil will be the 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.

5. Once caught, the chick
switches position with
the wolf.





























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 the
actions.
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 foot
I am stamping my foot
2. Sniff with your nose
I am sniffing with my
nose.
3. Clap your hands
I am clapping my
hands.
4. Slap your thighs
I am slapping my
thighs.








WHAT AM I?


1. Each group is given a
set of 4 jigsaw puzzles.
2. Pupils arrange them to
form pictures.
3. Pupils say the
sentences and do the
actions.

Suggested
Sentence Patterns

1. These are my hands.
(clap your hands)
2. These are my fingers.
(snap your fingers)
3. These are my feet.
(stamp your feet)
4. These are my thighs.
(slap your thighs )


Suggested Dialogue
Teacher: Who puts the
nose in the big red
box?
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) in
the big red box.
Abu : Who me?

Suggested Material

1. sentence strips
2. jigsaw puzzle
of the following body
parts:
1. hands
2. fingers
3. feet
4. thighs


31

Ali : Yes you.
Abu : Couldnt be .
Ali : Then who?
Abu : Meena puts the
nose(sniffing
sound) in the big
red box.
Meena : Yes, yes, yes its
me
[Pupil with the cut-out
mentioned is out of the
game and will say
Yes, yes, yes its me






































32

Learning Standard:

1.1.1 Able 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 words
aloud.
6. Pupils are asked to give
other words with medial
sound //.


Suggested Words

1. cook
2. book
3. look
4. took

Suggested Rhyme

Farook is a cook.
He likes to cook.
He took a book.
To have a look.

Suggested Material

Required pictures

Other words with medial //
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 the
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.

Suggested Words

1. bee
2. free
3. tree
4. coffee
5. sea
6. tea

Suggested Rhyme

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


Required pictures









33


Learning Standard:

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

ACTIVITY CONTENT TEACHERS NOTES

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
groups.


Suggested
Rhyming Words

1. bone, cone
2. nose, rose
3. line, nine
4. glide, slide
5. pipe, wipe
6. rope, rode

Suggested Sentences

1. There is a cone next to
the bone.
2. She smells the rose
with her nose.
3. Robbie has a rope and
he rode on a pony.
4. All the nine trees are in
a line.
5. The snakes glide under
the slide.
6. Lets wipe the pipe and
paint it white.








Suggested Material

1. pictures
2. word cards

e.g.























slide
cone
bone

34

Learning Standard:

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

ACTIVITY CONTENT TEACHERS NOTES

SAY IT RIGHT

1. Put up a composite
picture.
2. Emphasise on the
phoneme /s/. e.g.
ssssliding
sssskipping
sssskating
3. Recite the rhyme and
pupils repeat. Clap in
rhythm.
4. Say ssss and tell the
pupils to watch each
others lips as they
say ssss.
5. Pupils identify the
words starting with s.


Suggested Words

1. sliding
2. skipping
3. skating
4. Selvy
5. Soo Chin
6. Siti

Suggested Rhyme

Soo Chin, Selvy and Siti
are in the playground,
Soo Chin is sliding
down,
Selvy is skipping round
and round,
Siti is skating all around,
Laughing, merrily,
What a happy sound!


Suggested Material

Prepare:
a composite picture that
illustrates the rhyme

SO NEAR YET SO FAR

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

Suggested Words

1. comb
2. cake
3. coat
4. cat
5. cap
6. cow

Suggested Sentences
1. The candle is on the
cake.
2. The cat is near the cow.
3. The comb is in the coat.


Suggested Material

Pictures of objects
that begin and do not
begin with the /k/
sound.









35


Learning Standard:

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

ACTIVITY CONTENT TEACHERS NOTES

JOLLY ME

1. Say l and tell the pupils
to look into a mirror.
2. Identify the pictures.
3. Pupils say the words.
e.g.: lollipop
Emphasise on the /l/
sound.
4. Recite the jazz chant.
Clap in rhythm.
5. Pupils follow.
6. Divide pupils into three
groups. Carry out a
competition.


Suggested Words

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

Suggested Jazz Chant

Little Lily likes lollipops.
Little Lily likes licking
limes.
Little Lily likes her lunch
with lollipops and limes.

Suggested Material

1. pictures as
suggested in the
word list
2. mirrors






Instructions for the
competition:

Pupils give words with
initial /l/ sound.
The group that has the
most words beginning
with the /l/ sound is the
winner.






















36


Learning Standard:

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

ACTIVITY CONTENT TEACHERS NOTES

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
2. Cows moo
3. Cats mew
4. Snakes hiss
5. Owls hoot
6. Frogs croak

Suggested Material

1. recorded sounds of animals
2. toy animals



Note:
Teachers may use pictures 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
pans

Suggested Song
(to the tune of Are You
Sleeping?)

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


Suggested Material
Realia or picture of:

1. a camera
2. cymbals
3. pots and pans
e.g.


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






37

Learning Standard:

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

ACTIVITY CONTENT TEACHERS NOTES

LETS 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/ // /t/ = pot
4. The activity is repeated
with the other words.
5. Put up sentences.
6. Read and pupils follow.


Suggested Words

1. pot
2. cot
3. hot
4. dot
5. lot
6. not
7. got
8. tot

Suggested
Sentence Patterns

1. The pot is hot.
2. The tot is in the cot.
3. It is not a dot.
4. He has got a lot.


Suggested Material

Letter cards
e.g.


LETS JAZZ

1. Recite the jazz chant.
2. Pupils follow.
3. Reinforce oral blending
and segmenting of
words by showing
pictures.
e.g. /p/ // /n/
/l/ // /p/
/h/ // /t/

Suggested Words

1. pin tin bin fin
2. sit hit pit fit
3. zip lip hip dip

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 suggested
in the word list

e.g.



p
o
t

38


SPLIT ME UP!

1. Divide pupils into
groups.
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/, //, /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




Suggested Material


1. boxes of word cards
2. music


































39


Learning Standard

1.1.2 Able to listen to and enjoy stories.

ACTIVITY CONTENT TEACHERS NOTES

STORY TRAIN

1. Show a puppet/toy and
talk about it.
2. Put up a series of
pictures and question
pupils based on the
pictures.
3. Tell a story and pupils
listen.
4. Question and answer
session based on the
story.
5. Remove the pictures.
6. Divide pupils into
groups.
7. Each group is given a
similar set of pictures.
8. Retell the story.
9. Pupils hold the pictures
and arrange themselves
according to the story.


Suggested Story
Pipit The Bird
This is Pipit.
It is a bird.
It cannot fly.
It lives in a nest.

One day, Pipit fell from 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.

Suggested Material

Sets of picture cards
based on the story used

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








40



DRESS ME UP

1. Bring a picture of a
bear.
2. Ask questions based on
the picture.
3. Tell a story titled Rose
Red.
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.











Suggested Material

A picture based on the
story.








Note:
Teacher can extend the
activity by asking the pupils:

1. Why was the old man
angry?
2. How did the prince
become a bear?


41


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
Abus father follows him.
Mak Minah, their mother is
a housewife. She cooks
and cleans the house. Their
grandmother, Mak Siti
helps her.


Suggested Material

1. the required pictures
2. a family tree

e.g.



MY PARTNER

1. Play the story.
2. Divide pupils into four
groups.
3. Give a set of pictures 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.

Suggested Stories

1. Mousedeer and The
Crocodile
2. Jack and The Beanstalk

Suggested Material

1. pictures
2. sentence strips

Groups A and C - pictures
Groups B and D-
sentence strips







LETS 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

Suggested Material

1. the required pictures
2. story strips
3. recording of the story

Grandfather Grandmother

Mother Father
Azril Ayuni Azrul

42

groups.
4. Each group is given a
worksheet with story
strips.
5. Pupils cut out the strips
and paste them in the
correct sequence.
6. Play the recording of
the story.
7. Pupils listen to the story
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 Ants 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.



e.g.


























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 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

1. brush our teeth
2. wash our hands
3. spread the butter
4. carry our bags
5. arrange our books
6. walk to school
7. read our books

Suggested Song
[Tune of: Here We Go
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.


Suggested Material

1. recording of song
2. lyrics
3. sets of phrase cards



SPEEDY SINGING

1. Play the song.
2. Sing together.
3. Divide pupils into
groups.
4. Give each group a line
from the song to sing.
First group 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
Eyes, ears, mouth and
nose.

Other Songs:
1. Simple Simon
2. Sing A Song Of Six
Pence
3. Mary Had A Little Lamb


Suggested Material

1. recording of song
2. lyrics







44


PICTURE ME

1. Put up the rhyme.
2. Read the rhyme.
3. Pupils repeat the rhyme
in groups and as a
class.
4. Divide pupils into
groups.
5. Give each group a set
of pictures.
6. Pupils have to cut out
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

Pictures based on the
rhyme
e.g.



ck


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

Appendix 1



RHYME INNOVATION

1. Display a rhyme.
2. Read and pupils follow.
3. Divide pupils into
groups.
4. Give an envelope with
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,

Suggested Material

1. word cards
2. a rhyme/song



45


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/

http://www.nurseryrhymes4u.com/





































46

Learning Standard:

1.1.4 Able to talk about a stimulus with guidance.

ACTIVITY CONTENT TEACHERS NOTES

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. sleep
2. walk
3. yawn
4. talk
5. listen
6. sit
7. stand



Suggested Material

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
(Gr 3)
This is my sister,
With a doll on her knee.

Suggested Material:

1. a composite picture of a
family (Appendix 3)
2. a recording of the poem





stand
sit
yawn sleep

47

Stanza 4
(Gr 4)
And this is the story about
my happy family.
Stanza 5
(All groups)


PICTURE
CONVERSATION

1. Place a composite
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.


Suggested Words

1. food
2. drinks
3. girls
4. boys
5. teacher
6. blackboard
7. saree

Suggested Sentences

1. The teacher is wearing
a saree.
2. There is a lot of food
and drinks on the table.
3. A girl is talking to her
teacher.


Suggested Material

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
picture card and
describes the animal.
The rest of the group
will guess the animal.
5. Repeat using other
pictures.





Suggested Questions

1. What does it eat?
2. Where does it live?
3. What colour is its fur?
4. Is it wild?


Suggested Material

picture cards








48


LETS 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 16
th
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.

Suggested Material

1. a composite picture
(Refer to Appendix 6)


Note:
Accept any possible
answers given by the
pupils.






































49

Learning Standard:

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

ACTIVITY CONTENT TEACHERS NOTES

LETS 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






Suggested Material
Pictures of gestures
e.g.


ROLE PLAY

1. Place a dialogue on the
board.
2. Wear a mask
(kangaroo) and greet
the pupils according to
the dialogue.
3. Pupils answer based on
the dialogue.
4. Pupils repeat the
activity using different
masks.



Suggested Dialogue

Teacher : Hello, Im Mr
Kangaroo.
Pupils : Hello,
Mr Kangaroo.
How do you do?
Teacher : Im fine. Thank
you.
Pupils : Goodbye, Mr
Kangaroo. See
you tomorrow.
Teacher : Goodbye.

Repeat using:
Mr Tiger, Mr Orang Utan,
Mr Bear, Mr Peacock,
Mr Rabbit


Suggested Material

1. masks of animals
2. a dialogue chart












50

Learning Standard:

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

ACTIVITY CONTENT TEACHERS NOTES

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
2. pencil
3. eraser
4. book
5. crayons
6. coloured pencils
7. chalk
8. duster

Suggested Sentences

1. May I borrow a pencil?
2. Can you lend me your
pencil?
3. Here you are.
4. Thank you.
5. Youre welcome.
6. Im sorry, I dont have
one.

Suggested Material

1. recording
2. picture cards



AMAZING RACE

1. Paste pictures of
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

1. sentence strips
2. picture cards
e.g.







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 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
sentence strips on
requests.
Group 2 is given
sentences on the
replies.
3. When the teacher gives
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
Strips

A: Did you bring my
football?
B: Im sorry, I forgot to
bring it.

A: Ouch! You stepped on
my toes.
B: Im sorry. I didnt mean
to.

A: You broke my table
lamp.
B: Im sorry. It was an
accident.


Suggested Materials

sentence strips


STATUE GAME

1. Play music and pupils
dance to the tune.
2. When the music stops,
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.

Suggested Dialogue
A: Did you bring my
football?
B: Im sorry, I forgot to
bring it.

A: Ouch! You stepped on
my toes.
B: Im sorry. I didnt mean
to.

A: You broke my table
lamp.
B: Im sorry. It was an
accident.
Other situations:
- knock into each other
- lost the ruler
- spilt the drink

Suggested Material
Pictures
e.g.

Forgot to bring the football

Stepped on my toes

Broke the table lamp




52

Learning Standard:

2.2.2 Able to listen to and follow:
a) simple instructions in the classroom
Activity Content Teachers notes

FOLLOW ME

1. Pupils follow teachers
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.


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




Suggested Instructions

1. Put your hands on your
waist.
2. Nod your head.
3. Look right.
4. Look left.
5. Shake your body.
6. Raise your left hand.
7. Raise your right hand.


Suggested Material

Instrumental music



53





DRAWING A FACE

1. Provide a blank piece of
paper to each pupil.
2. Give instructions to draw a
face.
3. Pupils follow instructions
and 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 vary
the 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 and
do the actions.



Suggested Instructions

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,
Thats what its all about.


Note:
Substitute with:

1. left hand
2. right leg
3. left leg
4. whole self

PIN THE TAIL

1. Put up a picture of a
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

Suggested Instructions

1. Take three steps to the
front.
2. Turn left/right.
3. Go straight.
4. Stop.



Suggested Material

1. the required picture
2. the instructions
(Instructions can be
varied)
e.g.




54


































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.



Suggested Instructions

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.




Suggested Material
Ingredients:
1. bread
2. butter
3. jam
Substitute jam with
kaya
peanut butter
honey

55


Learning Standard:

1.2.2 Able to listen to and follow:
b) simple directions to places in the school















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 the
choo-choo sound.


Suggested Instructions

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

Note:

Directions can be given
to one group at a time or
to all the groups at the
same time.

POISON PARCEL

1. Pupils sit in a circle.
2. Play the music and pupils
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.
4. Pupil follows the
instructions.
e.g.
Turn around and walk like
a duck to the door.


Suggested Instructions

1. Jump like a frog to the
blackboard.
2. Fly like a bird to the
staffroom.
3. Hop like a kangaroo to
the next class.
4. Gallop like a horse to
the office.
5. Move like a car to the
toilet.


Suggested Material

1. music
2. poison parcel
3. instructions


56

























Activity Content Teachers notes

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 )

Class : Take three steps to
your right
To your right (2X)
Take three steps to
your right
And turn left

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

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


Suggested Material

Signposts
e.g.













Note:

Teach the song before
the activity
canteen
toilet
o
f
f
i
c
e

s
t
a
f
f
r
o
o
m


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 a
garden.
2. Ask questions based on
the 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, my
friend?
B. Minah has a garden.( 2X)
Minah has a garden, my
friend.

A: What flowers? ( 2X )
What flowers does she
have?
B: She has roses, she has
orchids, sunflowers and
hibiscus.

A: When does she water
them? ( 2X)
When does she water the
flowers?
B: She waters them in the
evening, (2X),
She waters the flowers
in the evening.

Suggested Material

Composite picture
of 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 jazz
chant.
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 you
wearing? (2X)
Pupil : Im wearing a shirt.
Im wearing a pair of
trousers.

Class : Where are you
going? (2X)
Pupil : Im going to the
canteen. (2X)

Suggested Material

Jazz chant

Note:
Replace the underlined
words with other
suitable words.

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 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
cookie from the
cookie jar?
Ali stole the cookie
from the cookie jar.

Ali : Who me?

Class: Yes, you.

Ali : Couldnt be!

Class: Then, who?

Ali : Tan stole the
cookie from the
cookie jar.




Suggested Material
Picture
e.g.












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
class.)
3. Other pupils take turns to
ask questions.
4. The pupil answers the
questions.
5. Pupils try to guess the
animal.
6. Repeat the activity.

Suggested Questions

1. Where does it live?
2. What does it like to eat?
3. What is its colour?
4. How many legs does it
have?
5. How does it move?

Suggested Material
Prepare:
1. picture cards of
animals
e.g.








2. the questions




59
























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 the
holidays?
Rani: I went to Langkawi
with 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 do
there?
Rani :I went up the cable
car. It was very
exciting. I also went
shopping.
Lina : That sounds great.
Oh! I have to go now.
See you. Bye.
Rani: Bye.


Suggested Material

1. pre-recorded text
2. dialogue
3. sample
questions

Note:

Change words to vary
the information.



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 the
school.
2. Point to any object and
say,
This is a .
e.g.
Point to a car and say,
This is a motorcycle.
Pupils answer :
False. This is a car.
3. Repeat with other objects.



Suggested Topics

1. objects in the school
2. animals
3. places
4. people





QUIZ

1. Divide the class into two
groups.
2. Read out a statement.
e.g.
An elephant has a trunk.
3. A pupil from each group
picks the correct flash
card.
4. Pupil shows the card to the
rest of the class.
5. Other pupils respond by
saying if the card picked is
right 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 on
any topic for the week.



Suggested Material

Four large flash
cards ( two for each
group).
e.g.





61


OLD MAC DONALD

1. Put up a picture of a farm.
2. Ask questions based on
the picture.
e.g. How many cows can
you see?
3. Sing the song Old Mac
Donald and pupils follow.
4. Sing the first two lines of
the song and state the
number of animals
e.g.:
Teacher :Old Mac Donald
has a farm,
Class : E-I-E-I-O
Teacher : And on that farm
he has two
cows.
Class: False
5. Repeat with other animals
from the picture.


Suggested Content

Animals on the farm:

1. three cows
2. five ducks
3. two horses
4. eight chickens
5. ten fishes





Suggested Material

Composite picture
of a farm.

Note:

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
Language Year 2 (SK)
Teaching Courseware CD
3 - Lesson 64)


Suggested Material

Suitable questions

MY PARTNER

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.

Suggested Statements

1. A cow has four legs.
(True )
2. A rose is green in
colour.
(False )

Note:

Statements can be based
on topics taught previously.

Suggested Material

1. sentence strips
2. flash cards

Note:

True or False flash
cards must match the
number of statements
prepared.

62


5. Pupils in Group B will
shout True or False and
stand with their correct
partners.

6. When all have found their
pairs, each pair comes out
and reads their statement
and answer aloud.





63

Appendix 1
Cut and paste the correct picture.


Pussy cat, pussy


Where have you been?

I have been to London

To see the




Pussy pussy cat

What did you do there?

I frightened a little

Under the





























64

Appendix 2











MY HAPPY FAMILY


65









3 5
1
2
4
Choose the correct sentence.
Appendix 3

66


Appendix 5

67


Appendix 6


69

THE READING 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-year
primary schooling, pupils will
be able to apply knowledge
of sounds of letters to
recognize words in linear and
non-linear texts.

2.1.1 Able to recognize and articulate initial, medial and
the final sounds in single syllable words
within 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 words
and read them aloud.

2.1.3 Able to segment words into phonemes to spell.

70



2.2 By the end of the 6-year
primary schooling, pupils
will be able to 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.

2.2.1 Able to read and apply word recognition and word
attack skills by :
a) matching words with spoken words
b) reading and grouping words according to word
families.

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

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

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

2.2.5 Able to apply basic dictionary skills using picture
dictionaries.

2.3 By the end of the 6-year
primary schooling, pupils
will be able to read
independently for
information and
enjoyment.


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

As in Year One, pupils will be taught to articulate the phoneme(s) to be learnt by pupils
of Year Two as stipulated in the learning standard. The following sounds are to be
learnt in Year Two.











71

Grapheme Phoneme Possible Actions

ai



/eI/



Hands on the waist and say ei as
if in anger.


a e

ay

ee



/i:/


Show you teeth and say ee









ea

e e

igh



/aI/



Place palm on the chest and say
I




i - e

ie




72



oa



/ /





Palms up, shake your body and
say au


oe

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




73



ar


/a:/



Open your mouth wide and say
aa






ear

or




/:/



Draw a big circle (anti-clockwise)
in the air and say or.




aw

au

ur



/:/





Put your finger on the temple and
say er


ir

er




74





wh



/w/




Join two peace signs and say w







ph




/f/



Action of bird flying and say f



ew


/ju:/



Point to a friend and say you.






ear


/I/



Fan your hand in front of your nose
and say eear











75




air


/e/


Hold your jaw and say air








ure


//


Form a u with both hands, spread
them like a flower blooming and
say uwer





ou



/a/


Pinch yourself and say aw







oy


/I/



Hop like a kangaroo and say oi










76


These phonemes are to be taught in sequence as stipulated in the learning
standard 2.1.1 (a) (g). The sounds presented in the table above are not in
chronological order as found in the learning standard. They have been classified
according to phonemes and have various graphemes, which represent a particular
phoneme. Teachers should tell pupils that the phonemes might represent different
graphemes.
For example the phoneme /eI/, is represented by the grapheme ai, a-e and ay
which are present in the following words rain, race and day.
The phonemes learnt can be introduced using various teaching strategies such
as singing songs, telling stories, reciting rhymes, playing games as well as drilling in
order to reinforce the learning of these phonemes.

Phonemes taught in Year One are reinforced in Year Two before teaching
phonemes to be learnt in Year Two as stipulated in the learning standards. The
following are the phonemes learnt in Year One:

Grapheme Phoneme Possible actions

s

ss

c


/s/
(voiceless)


1. Form a cobra head with
your hand.
2. Trace the letter s in the air
and, say s



t




/ t /
(voiceless)

Tap two fingers on the desk
and say t











77


P





/p/
(voiceless)

Place four fingers in front of
your mouth and say p






n

/n/
(voiced)

Touch the tip of your nose and
say n








m

/m/
(voiced)

Lick an ice-cream and say m










d

/d/
(voiced)


Drumming action and say d






g

/g/
(voiced)


1. You are cold, clutch your
hands and shiver
2. Say ggg










78


c
k
ck



/k/
(voiceless)


Action of flying a kite and say k









r



/r/
(voiced)


Be a lion and say rrr









h



/h/
(voiceless)

1. Place your palm in front
of your mouth
2. Laugh haha








b



/b/
(voiced)


Action of balloon bursting and
say b







f

ff


/f/
(voiceless)


Action of bird flying and say f














79


l

ll



/l/
(voiced)


Raise both arms upright and
say ll..








g
j



/d/
(voiced)


Jump and say j.









v



/v/
(voiced)


Show the peace sign and say
v.








w



/w/
(voiced)

Join two peace signs and say
w.












x


/ks/
(voiceless)

Cross your hands and say ks..














80



/gz/
(voiceless)

Slash x and say gz..










y



/j/
(voiced)


Nod and say yeh








z

zz


/z/
(voiced)

Trace z in the air and say z..










q



/kw/
(voiced)

Action of a duck flapping its
wings once and say qua









ch



/t/
(voiceless)

1. Action of a moving train
with both arms
2. Say ch.













81



sh



//
(voiceless)


Finger on the lips and say sh..









th



//
(voiceless)


Show the thumb and say th.









//
(voiced)

Point with the thumb and say
th.









ng



//
(voiced)

Action of mosquito buzzing
around ears and say ng.























82

The short vowels are as follows :


Grapheme Phoneme Possible actions




a



//



Imagine a spider crawling
up your arm and say eh






//
1. Cross your arms on your
chest and lift your
shoulders.
2. Say er





i


/ /


Show your teeth and say e.










o


//

Draw a small circle (anti
clockwise) in the air and say o












83




e


/e/

Walk like an elephant and say
eh









u


//

Look up and say uh









The long vowels are as follows :

Grapheme Phoneme Possible actions


a


/a:/

Open your mouth wide and say
aaa








a

o


/:/

Draw a big circle (anti
clockwise) in the air and say
or











84




e


/i:/


Show your teeth and say ee..





Word List for Year 1 and 2 (according to phonemes learnt)

Grapheme Phoneme Suggested Words
/

/
/



85

Grapheme Phoneme Suggested Words
/
/

/
/
/
/

86

Grapheme Phoneme Suggested Words
/

a/
//
/
/

/
a/
a/









87

Grapheme Phoneme Suggested Words
e










































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 the
grapheme oa in a big
box.
2. Pick a picture and name
it aloud stressing the
phoneme //.
3. Pupils repeat the word
individually / in groups.
4. Prepare onset and rime
cards based on the
word list.
5. Place the cards on the
table.
6. Pick pupils at random
to select the correct
onset and rime cards
based on the picture.
7. Pupils blend and read
the word aloud.


Word List

boat
coat
soap
goat
toad


e.g.



Materials
onset cards
rime card
picture cards

Onset Rime
Cards Card















Roll a word

1. Show pictures with the
grapheme ee .
2. Say aloud the word ,
stressing the phoneme
/i:/.
3. Pupils repeat.
4. Divide pupils into
groups. Provide three
cube sets for each
group.
5. Taking turns, pupils roll
cubes 1 - 3 to
form words based on
the picture.
6. Pupils say the words
aloud and write the
words that they have
formed.

Word List

sheep
teeth
tree
weep
feet
sleep



Materials

picture cards
cubes 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
c
s
oa
t
g
d
p

t

sh ee p
b oa

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 cards
around the pupils
necks.
5. Teacher says a word.
e.g. saw.
6. Pupils with the
respective letter cards
will stand side by side to
blend the word.
7. Pupils repeat the word.


Word List

saw
paw
draw
prawn
crawl

e.g

Materials

letter cards
picture cards




Match Me Right

1. Demonstrate the
grapheme i e
through a song.
2. Pupils repeat.
3. Show picture cards and
blend the phonemes.
4. Pupils repeat
individually or in groups.
5. Put up picture cards on
the wall with the onset
cards.
6. Pupils match the rime
cards to the correct
picture cards.
7. Pupils read the words.









Word List

kite
five
prize
mice
rice
hide

Song chart
(Tune of Clementine)









Materials
picture cards
Onset Rime
Cards cards
A B



pr
cr
s
p
n
dr
aw
l
b
I like to fly kites (3x)
In the sky
I have five kites (3x)
As my prize

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

m
ice r
f
k
h
ive
ite
ide
ice
ize pr

w s a

90


ACTIVITY

CONTENT

TEACHERS NOTES

Word Spinner

1. Demonstrate the action
and sound for the
phoneme /eI/.
2. Pupils repeat.
3. Show pictures and
say the word.
4. Blend the onset and
rime cards.
4. Pupils repeat.
5. Put up a word spinner.
6. Pupils take turns to
spin.
7. Pupils blend the onset
and rime letters to form
correct words.
8. Pupils read the words.














Word List

thigh
light
fight
night
right
bright


Materials

Picture cards
Word spinner template
Appendix 2

Onset Rime
cards cards
A B















igh
br
r
n
f
l
th
t

91


Learning Standard:

2.1.3 Able to segment words into phonemes to spell.

ACTIVITY CONTENT TEACHERS NOTES

Separate Me

1. Demonstrate segmentation of a
word.
a. Read the word.
b. Pupils repeat.
c. Say the phonemes.
e.g.
a-e : snake - /s/, /n/, /e /,
/k/
2. Distribute grapheme cards
randomly to the pupils.
3. Teacher says a word.
4. People with the related
graphemes come to the front to
form the word.
5. Teacher says the phoneme and
the pupil with the related
grapheme card raises it.
6. Teacher repeats the activity with
other 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 puddle
featuring a grapheme.
5. Teacher says a word and picks a
pupil at random to demonstrate.
6. Pupil says the phoneme as
he/she jumps on it.
7. Repeat the steps for all the
words suggested.



Suggested Words :

girl, bird, thirsty, skirt,
shirt, first

Appendix 3

92


ACTIVITY CONTENT TEACHERS NOTES

Break the Code

1. Divide class into 2 sections.
2. In one section create a reward
zone.
e.g. sweets in a box
3. Another section; pupils stand in
groups 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 to
take 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 and
say the word.
e.g.
/m/ /i:/, /t/
5. Each group take turns to
segment the word.
6. Repeat the steps with each word
on the list.


Suggested Words:

sea, pea, meat, read,
eat


Materials

letter cards

93


ACTIVITY CONTENT TEACHERS NOTES

Wall Words

1. Show the picture and the word.

e.g.









2. Teacher says the word aloud
and segments the word.
3. Pupils repeat after the teacher.
4. Put up the word cards on the
wall.
5. Pupils segment the words.
6. Repeat the steps with each word
on the list.

d o l ph i n

Suggested Words:

alphabet, dolphin,
elephant, telephone,
photo



Appendix 4






















dolphin


94

Learning Standard:

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

ACTIVITIES CONTENT TEACHERS NOTES

Listen and Choose

1. Pair the pupils.
2. One pupil will be given a set of
picture cards and the other will be
given a set of word cards.
3. Teacher says out a word. The
4. pupil who has the correct picture
5. card will put it up followed by the
6. pupil with the correct word card.

Word List:

goat
coat
float
boat
toad
road

Materials

Word cards
Picture cards
goat
coat
float
boat
toad
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 to
the pictures.


Word List:

goat
coat
float
boat
toad
road

Materials

colour pencils
worksheets
Appendix 5


Assemble Me Dear

1. Each group will be given a picture
puzzle in an envelope.
2. Each group will have to assemble
the picture correctly on a manila
card.
3. The assembled picture will have to
be pasted on the board together
with the correct word and pupils
say it out loud.
4. The fastest group wins the game.


Word list:

girl
bird
skirt
shirt
first
third


Materials

pictures cut into pieces
envelopes
word cards




95


ACTIVITIES CONTENT TEACHERS NOTES

Bingo

1. Teacher prepares a few sets of
bingo cards with the same words in
different 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 the
winner.


Word list:
blue
glue
true
high
night
light
wheel
whale
birthday
car
balloon
sir


Materials

bingo sets
box
word cards

blue glue true
whale car light
sir high night


glue car sir
night blue light
true high true

Get Me Right

1. Distribute worksheets to the
pupils.
2. Teacher reads out a word
according to the word list.
3. Pupils listen and circle the correct
word.
4. Repeat the steps for the other
words.


Word list:

chew
crew
screw
drew
blew
flew






Materials

Worksheets
Appendix 6



























96

Learning Standard:

2.2.1 Able to read and apply word recognition and word attack skills by :
c. reading and grouping words according to word families.

ACTIVITIES CONTENTS 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 :

screw
new
blew
drew
saw
jaw
draw
straw


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 chart
worksheets
Appendix 8


















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 after
the teacher.
3. Say the words with the
phoneme /aI/ louder while
chanting.
4. Put up Chart A
5. Pupils complete the chant with
word cards.


Jazz Chant

What a fright
Turn to your right
Keep a sight
Switch on the light
Keep it bright
Say good night
Say it right

Chart A











Materials
Jazz chant, chart,
word cards

Another jazz chant :

Mother bakes a cake
It is a chocolate cake
She puts it on a plate
She cuts a piece of
cake
She gives a piece to
Jade
Jade takes the cake
To share it with Miss
Kate
Sorry its too late
It falls into the lake


Butter Cake

1. Sing the song (Happy
Wanderer Tune)
2. Teacher says aloud phrases
with the phoneme /eI/ while
flashing the phrase cards.
3. Pupils repeat after teacher.
4. Stress the phrase:
a butter cake
5. Paste phrase cards with
missing letters on the board.
6. Pupils complete the phrases
with letter cards of a and e.

Song : Butter Cake

I love to eat a butter cake
that my mother loves to bake
The butter cake my mother
baked
with a candle on the cake
Butter cake,
Butter cake,
Butter cake
ha, ha, ha, ha, ha, ha
Butter cake
and the big piece is for me






Materials
Song chart
Word cards;
cake, bake,
lake, date,
take, plate

Phrase Cards








What a ____
Turn to your ____
Keep a ____
Switch on the ____
Keep it ____
Say good ____
Say it ____

a butter cake
bake a cake
a butter c_k_

b_k_ a c_k_


98






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 and
intonation.
6. In groups, pupils
arrange sentences to
form the correct story
(teacher can carry it out
as a competition to make
it fun.)

Short Story

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

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


Materials

Prepare phrase cards
Prepare a Big Book


Draw a series of pictures.

Read Me Aloud

1. Teacher reads a short
story.
2. Read the phrase cards
shown.
3. Stress on the phoneme
/i:/
4. Get pupils to repeat.
5. Pupils read the story
with correct
pronunciation and
intonation.
6. Call pupils randomly.
Teacher gives a card to
a pupil (e.g: A sad king)
7. Ask the pupil to read the
phrase silently and do
the actions in front of
the class.
8. The rest of the pupils
guess the phrase.

Short Story

Once there was a king and a
queen.
The queen did not have a
child.
They were very sad.
Years later, the queen had a
baby girl.
Everyone was happy.
So, they held a party.
Then came a witch.
She put a spell.
She put a curse on the baby.
Soon, the princess fell in a
deep, deep sleep.


Materials

Teachers can prepare a big
book for the story.

Prepare phrase cards:

sad king
sad queen
a beautiful queen
a baby girl sleeps
an ugly witch
a sad king
a sad queen


99

Learning Standard:

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

ACTIVITY CONTENT TEACHERS NOTES

Read and match

1. Distribute worksheets to
pupils.
2. Pupils read the
sentences and match
them to the pictures.
3 . Pupils read the
sentences aloud
in small groups.







Duplicate the Appendix

Appendix 9

Read and match

1. Teacher puts up parts
of sentences.
2. Pupils read the
sentence parts in small
groups.
3. Pupils match the
sentence parts.
4. Pupils read the
completed sentences
aloud.





Duplicate the Appendix

Appendix 10


Read and paste

1. Distribute a composite
picture to each pupil.
2. Put up a chart
containing sentences
on the board.
3. Pupils read the
sentences.
4. Pupils cut out the
objects and paste them
on the picture.
5. Pupils exchange their
work and check.



Sentences on the chart.

1. The ball is under the
cupboard.
2. The books are on the
table.
3. The doll is in the pail.
4. The lamp is on the
table.



Materials

composite picture
chart containing
sentences.

Appendix 11




100




















































Jigsaw puzzle

1. Divide the pupils into
groups of three.
2. Distribute a jigsaw
puzzle to the groups.
3. Pupils assemble the
jigsaw puzzle to form a
picture.
4. Pupils flip over
the picture and
read the sentences
given.






Duplicate the Appendix

Appendix 12a and 12b

Word Maze

1. Pair up pupils.
2. Distribute handouts
containing word maze
to the pairs.
3. Pupils find four
sentences from the
maze.
4. Pupils colour the
sentences.
5. Pupils read the
sentences aloud.








Teacher can prepare
different sets of word maze.

Appendix 13

101

Learning Standard:

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









ACTIVITY CONTENT TEACHERS NOTES

Get Me Right

1. Teacher tells the
story.
2. Divide pupils into
groups.
3. Distribute worksheet
with incomplete
paragraphs and the
envelope containing
the sentence strips.
4. Pupils complete the
paragraph with the
correct sentence
strips.
5. Pupils read the
completed paragraph
in groups.







Duplicate the Appendix

Appendix 14


Read and Do

1. Distribute a handout
with instructions on
making a paper
puppet.
2. Pupils read the
instructions.
3. Pupils follow the
instructions and
do the paper
puppet.
(Option:
Pupils can use
the paper puppet
to role play.)





Instructions:

Take an envelope. Draw
two eyes. Draw a nose
and a mouth. Colour the
face. Cut the sides of the
envelope. Paste them as
ears.







Materials

envelopes
glue
colour pencils
scissors




102


ACTIVITY CONTENT TEACHERS NOTES

Read and Transfer

1. Put up a chart
containing a
passage about
Azlans family.
2. Distribute an empty
family tree.
3. Pupils read the passage
and complete the family
tree.







Pupils should have prior
knowledge of family tree.

Appendix 15


Read and Sequence

1. Pair up the pupils.
2. Give a map to each
group.
3. Distribute a set of
sentence strips to each
group.
4. Pupils read the
sentences and
sequence them in a
paragraph.
5. Pupils read the
arranged sentences
aloud.



















Duplicate the Appendix.

Prepare the sentence
strips.

Appendix 16

Read and Play

1. Divide pupils into
groups of four.
2. Distribute the board
game, dice and tokens.
3. Explain the rules.
4. Pupils read and play the
board game.




Rules:

If the pupil answers
correctly, he /she is allowed
to move two steps forward.
If he / she fails , the pupil
has to move a step
backward.

Appendix 17







103

Learning Standards:

2.2.4 Able to read and understand a paragraph of 5-8 simple sentences.
2.2.5 Able to apply basic dictionary skills using picture dictionaries.


ACTIVITY CONTENT TEACHERS NOTE

Peeping Mouse

1. Show action of peeping
through a mouse hole
and name the objects
seen in the classroom.
2. Show picture cards and
and ask questions about
it.
3. Put up the chart. Read the
sentences describing the
pictures.
4. Drill the keywords.
5. Distribute worksheets.
6. Pupils read the sentences.



A Mouse Tale

From the mouse hole I peep
out,
To see if Kitty is about.
I see Kitty sitting on a seat,
I see Kitty eating a piece of
meat.
I eat the cheese,
And then I sneeze.
Kitty hears the sound,
And she turns around.
From the mouse hole I can
see,
Kitty looking at me.

Appendix 18 and 19
Prepare a mouse hole.
Use a cardboard or
hardboard.




2. Prepare picture
cards.
- a cat on a chair
eating a piece of
meat.
- a mouse eating a
piece of cheese
- a mouse sneezes
- a cat on a chair
turning its head
- a cat looking at
the mouse.






















104

Learning Standards:

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

2.2.5 Able to apply basic dictionary skills using picture dictionaries

ACTIVITY CONTENT TEACHERS NOTE

Fix Me Right

1. Put up the chart. Read the
text.
2. Distribute worksheets.
Pupils work in groups to
complete the worksheet.
3. Teacher reads the text
line by line. Pupils pick
and paste the cut -outs on
the board
4. Teacher reads and pupils
follow.
5. Pupils read aloud in
groups and individually.





This is a mango tree.
It is a big tree.
It has a trunk and long roots.
It has big branches with many
leaves.
The leaves are green.
It has a lot of fruits.
They are mangoes.
They are sweet.

Materials

Worksheet Appendix
20

Prepare cut-outs
parts of a tree as in
Appendix 21


Hibiscus and Roses

1. Show pictures or real
flowers (roses and
hibiscus) and ask
questions about them.
2. Read the text and pupils
repeat.
3. Distribute worksheets.
Pupils work in groups to
complete the worksheets.
Pupils need to use
dictionaries to help them
arrange the words
alphabetically.
4. Pupils read the text.




What is this?
This is a red hibiscus.
It is our national flower.
It has five petals.
The petals are big.

What are these?
These are roses.
Roses are beautiful
The leaves are small.
They have thorns.






Materials

Pictures Appendix
22
Worksheet Appendix
23





105


Learning Standard:

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


ACTIVITY

CONTENT

TEACHERS NOTES

Seek and Circle

1. Pupils get into 4 groups
according to their birthdays.
2. They are given word cards of
words from the story Sleeping
Beauty.
3. Pupils put the word cards into
the labeled boxes/baskets.
4. Teacher calls out pupils at
random and asks them to
check and see if the pupils
have sorted out the cards
correctly.
5. Then, pupils read out the
words.
6. Teacher screens the story of
Sleeping Beauty. Pupils read
aloud together with the CD /
teacher.
7. Teacher distributes the task
sheets.
8. Pupils work in four groups.
Pupils read the text and circle
the words that have the
phonemes learnt.


Groups:
January March
April June
July September
October December

Word cards :
queen, there, sleeping,
beauty, girl, everyone,
fairy, etc.

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




Source : English Year
2 (SK) Teaching
Courseware CD 4
Lesson 74 (e-Book).

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



Teacher helps with their
birth months, maybe
refer to the Pupils
Attendance Register.


Teacher must prepare
the word cards based on
the story in the CD.


Teacher can prepare
small boxes or even little
baskets with the labels.




Teacher prepares
laptop, LCD & screen.



Teacher prepares task
sheets for the pupils as
in Appendix 24.


106



Story Comes Alive

1. Pupils are divided into groups
of sports houses, e.g. : red,
blue, yellow and green.
2. Teacher distributes envelopes
with cut out pieces of pictures
from Sleeping Beauty.
3. Pupils have to assemble the
jigsaw puzzle and talk about
the picture.
4. Screen the story and the pupils
read aloud together with the
CD / teacher.
5. Then, pupils talk about the
main characters in the story.








Pictures from Sleeping
Beauty

Source : English Year
2 (SK) Teaching
Courseware CD 4
Lesson 74 (e-Book).

Eg : Name the people
in the story.



Teacher prepares the
four jigsaw puzzles, cuts
them according to the
lines and puts them into
four envelopes.
Appendix 25

Teacher prepares
laptop, LCD & screen.

Teacher prompts the
pupils with simple
questions.

Lets Go Round & Round

1. Teacher screens the song
The Wheels On the Bus.
2. Pupils sing along together.
3. Teacher screens the reading
lesson of Going Places.
4. Pupils read together with the
CD / teacher.
5. Teacher asks pupils to read
the text aloud.
6. Divide pupils into four groups
according to vehicles such as
bicycle, car, motorcycle, lorry,
bus, train, aeroplane etc.
7. Pupils act out the vehicles with
sound effects.




Source : English Year
2 (SJK) Teaching
Courseware CD 1
Lesson 4.

Source : English Year
2 (SK) Teaching
Courseware CD 4
Lesson 78 (e-Book).

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







Teacher prepares
laptop, LCD & screen.




Teacher stresses on the
words learnt.

Teacher corrects the
pupils pronunciation.














107

Appendix 1

















108


Appendix 2












109

Appendix 3



Jumping Over Puddles

Create puddles across the classroom floor. Each puddle features a grapheme. Pupils say the
phonemes as they jump on it.











bird

110

Appendix 4


Wall Words

Put up the grapheme cards on the wall. Teacher says a word. Pupils say the phonemes, take
out the grapheme cards one at the time while saying it aloud.












































d
o l
ph
i
n

111

Appendix 5


Read the word and trace it to the picture.



boat coat road float goat toad























Teacher can also choose to make this a matching activity (i.e. dotted lines)
















112

Appendix 6



Listen and circle the correct word.


1. chew screw crew


2. few new drew


3. screw flew blew


4. flew drew chew


5. grew crew blew


6. crew chew flew

























113

Appendix 7















































1144

Appendix 8



Crazy Poems

Animals Clothing


































115

Appendix 9





















































116

Appendix 10







My father works




a long neck.


They like




a kind man.


A giraffe has




in a hospital.


The doctor is




to catch fish.




*Teachers are free to construct own sentences.










117

Appendix 11
















































118



































APPENDIX IVb












Appendix 12a




119

Appendix 12b




1. Ali went for a picnic.

2. He went there with his family.

3. He ate sandwiches and noodles.

4. He also fed the ducks.






























120


Appendix 13












































c k t y m s v x p o h d r f j g u
s i t o n t h e c h a i r l b z
g w n f j p m a g a m e s
a b o o k i n t h e b a g t
q o e u e r u n y a
t h e r e i s a m a n g o o k
k s m a k e g z k f s y u e
a g n h e h a s a s i s t e r
m r e q j d v n h e
w a l k t o t h e g a t e i
a o i v f a n h d k u c x m


121

Appendix 14

GET ME RIGHT


























Sentence strip
















A lion and a mouse lived in the jungle.


Then the lion let it go.
A lion and a mouse lived in the jungle

They became a good friends.
One day, the lion caught the mouse.
The mouse asked the lion to let it go.
One day, a hunter caught the lion.
The mouse saved the lion.

122


Appendix 15



Azlans Family Tree







Azlan is my best friend. There are seven people in his family. His father
is Encik Ramli. Puan Siti is his mother. His grandfathers name is Encik Karim.
His grandmothers name is Puan Minah. He has a brother. His name is Halim.
His sisters name is Timah.






Azlan

123

Appendix 16
RIVER

BRIDGE
Lorong Sihat


124




Appendix 17


125

A MOUSE TALE Appendix 18

Chart


From the mousehole I peep out,

To see if Kitty is about.

I see Kitty sitting on a seat,

I see Kitty eating a piece of meat.

I eat the cheese,

And then I sneeze.

Kitty hears the sound,

And she turns around.

From the mousehole I can see,

Kitty looking at me.



Pictures


`







126

Appendix 19




A. Find the word that comes first in the dictionary. Circle it.


1. peep see cheese


2. meat turns seat


3. sneeze peep see


B. Find the word that comes last in the dictionary. Circle it.


1. peep see cheese


2. meat turns seat


3. sneeze peep see





















127

Appendix 20


Find these words in your dictionary and write down what page they are in.


1. trunk ______________


2. root ______________


3. branch ____________


4. leave ______________


5 mangoes ____________





























128

Appendix 21









































129

Appendix 22

















































What is this?

This is a red hibiscus.

It is our national flower.

It has five petals.

The petals are big.


What are these?

These are roses.

Roses are beautiful.

The leaves are small.

They have thorns.

130

Appendix 23

A. Use your dictionary to help Kitty arrange the words alphabetically.

1.
_____________________


_____________________



_____________________


_____________________


2.
_____________________


_____________________



_____________________


_____________________


B. Give suitable answers to the questions below.

1. What page does the b section start in your dictionary?

Page _________


2. Which word comes first, big or beautiful?

________________


3. Give the meaning of the words below :

small ____________

beautiful ___________


rose
beautiful
leaf
small
hibiscus
petal
big
flower

131

Appendix 24

Work in groups.

Read the text. Circle words with the phonemes that you have learnt.







































One day, the princess saw
a door. She opened the door. She
saw a woman. The woman was
the old fairy. But the princess did
not know that.


A hundred years went by.
Roses covered the palace. One
day, a prince came riding by. The
prince went into the palace. He
saw the princess.


The princess hurt her finger.
She cried out and fell. The old fairy
laughed and went away. The
people found the princess. They
carried her to her room.


Once, there lived a king and
a queen. The queen did not have a
child. They were very sad. Many
years went by. Then, the queen
had a baby. It was a girl!
Everyone was happy.

132

Appendix 25
















































133


















































134




































135







137

THE WRITING SKILL

Pupils learnt penmanship and started basic writing in Year 1. Therefore, by Year 2, it is
hoped that they would have developed good motor skills and other pre writing skills such as
penmanship. Year 2 pupils are now expected to write neatly and legibly words, phrases,
simple sentences as well as punctuate correctly. With guidance from the teacher, pupils
would be able to write and present their ideas through a variety of media.

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

Content Standards Learning Standards
3.1 By the end of the 6-year
primary schooling, pupils will be
able to form letters and words
in neat legible print including
cursive writing.

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

3.1.2 Able to write numerals in neat legible print:
a) numeral form
b) word form

3.2 By the end of the 6 year
primary schooling, pupils will be
able to write using appropriate
language, form and style for a
range of purposes.


3.2.1. Able to complete with guidance:

a) simple messages
b) posters

3.2.2 Able to write simple sentences with guidance.

3.2.3 Able to punctuate correctly:

a) capital letters
b) full stop
c) question mark

3.2.4 Able to spell common sight words.

3.3. By the end of the 6-year
primary schooling, pupils will
be able to write and present
ideas through a variety of
media using appropriate
language, form and style.
3.3.1 Able to create simple non-linear texts using a variety
of media with guidance :

a) posters
b) signs


Although most of the learning standards have been dealt with in this module, teachers are
encouraged to plan lessons and activities on their own and incorporate them into their
lessons. The activities provided here are merely suggested ones. Teachers are
encouraged to think `outside the box, be creative and innovative when devising lessons.



138

Learning Standard:

3.1.1 Able to write in neat legible print:
a) phrases
b) simple sentences

ACTIVITY CONTENT TEACHERS NOTES

THINGS IN MY PENCIL
CASE

1. Prepare a treasure box
with objects in it.

2. Divide pupils into
groups.

3. Pupils from each group
take turns to pick an
object from the box
and show it to the
class.

4. The other group
members write the
name of the object
shown on a piece of
paper in their
respective groups.

5. The group with the
highest score is declared
the winner.


Things in my pencil case:
- a pencil
- a sharpener
- a ruler
- an eraser
- a pair of scissors
- a bottle of glue




Prepare:
related pictures / realia




















139


ACTIVITY CONTENT TEACHERS NOTES

KIMS GAME

1. Put up a covered chart of
colourful things on the
board.

2. Distribute a worksheet
each.

3. Take out the cover of the
chart.

4. Give pupils sufficient
time to look at the chart.

5. Once again cover the
chart.

6. Pupils complete the
given worksheet.












Things in the classroom:


















Sample worksheet


a _____ _________
a _____ _________
a _____ _________
___ _____ _________
___ _____ _________

e.g.
a red bag

Note:
May use other suitable
realia.


140


ACTIVITY CONTENT TEACHERS NOTES

WHAT HAVE YOU?

1. Distribute a few objects
to the pupils.

2. Sing the song What
have you?

3. Pupil 1 sings the answer
and tags his/her friend to
continue.

4. Pupils complete
worksheet.


Suggested Song
(Tune of : Are You
Sleeping?)

Teacher sings:

I have a pencil,
I have a pencil,
What do you have?
What do you have?

Pupils sing:
I have a ruler,
I have a ruler,
What do you have?
What do you have?

Sample worksheet:
Complete the text.





1. I have a pencil,
I have _____ ________.







2. I have a ruler,
I _____ __ ______.






3. I have ___ _______,
I _____ ____ _______



Note:
Pupils to substitute
underlined words










141



ACTIVITY CONTENT TEACHERS NOTES

HOW AM I DIFFERENT?

1. Pupils talk about their
parents occupations.

2. Put up pictures of
occupations.

3. Pupils identify the
occupations displayed.

4. Pupils complete
worksheet.




































Note:
May use other occupations










policeman
wears a blue uniform
police station
patrol car


1. Samad is a __________
2. He ________
3. He works in the
___________
4. He drives a __________
_____
fireman
wears a helmet and boots
a fire engine
fire station


1. Farid is a __________
2. He ________
3. He drives ___________
4. He works at the
________________.
Samad
Farid

142

ACTIVITY CONTENT TEACHERS NOTES

CHOOSE AND
COMPLETE

1. Put up a composite
picture and talk about it.

2. Put up an incomplete
text based on the picture
shown.

3. Show an incomplete
text based on the picture
shown.

4. Pupils complete the text.




Sample picture:

Based on the picture,
complete the text below.


























Ali and Ah Meng
are good friends .
Today they are at
the playground.
It is a hot day.
They are playing
swing.

143

Learning Standard:

3.1.2 Able to write numerals in neat legible print:
a) numeral forms
b) word forms

ACTIVITY CONTENT TEACHERS NOTES

A VISIT TO UNCLE BOBS
FARM

1. Put up animal picture
cards around the class.

2. Give out worksheets to
pupils.

3. Pupils walk around to
count the number of
animals in each picture
to complete their
worksheets.

4. Pupils write down the
numbers in numerals and
word forms.

5. The first pupil to
complete and get them
correct is declared the
winner.


























Sample worksheet:





















Note:
May use other pictures and
numbers
e.g.

2 two cats

_____ rabbits


_____ goats
2
6
4

144

Learning Standard:

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

ACTIVITY CONTENT TEACHERS NOTES

BREAK THE CODE

1. Paste picture cards on
the board.

2. Pupils name the pictures.

3. Write the first letter for
each picture.

4. Pupils break the code
and the numerals are
spelt.

5. Give worksheets to
pupils.

6. Pupils break the code.




Example:








___ ___ ___ ___


Sample worksheet:



*



*


*


*


*


*

___ ___ ___ ___ ___ __



*



*

*

*

*

*

___ ___ __ ___ ___ ___











Picture cards.


f o u r

145




ACTIVITY CONTENT TEACHERS NOTES

THE CHOO CHOO TRAIN

1. Divide pupils into groups.

2. Give each group 5
wagon-shaped cards
with words written on
them.

3. Pupils construct a
sentence, placing each
word in a wagon to form
a choochoo train.

4. The fastest group is
declared the winner.

5. After that, all pupils are
asked to write down the
five sentences that have
been constructed by the
groups.



Sample:

Given numeral:





Sample sentence:

Susan has six blue shirts.


Prepare word cards to form
sentences.

Choo Choo train
















six

146


ACTIVITY CONTENT TEACHERS NOTES

THE STORY WRITER

1. Divide pupils into
groups.

2. Give each group a
picture puzzle.

3. The group members
assemble the picture
and paste it on a card.

4. Pupils write simple
sentences to describe
the picture.




Example:
Picture puzzle















Prepare:
picture puzzles






















1. This is Pak Dollahs
farm.
2. There are eight
chickens on his farm.
3. There are ten cows
under a tree.
Puzzle picture:
A farm

147

Learning Standard:

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

ACTIVITY CONTENT TEACHERS NOTES

FIND ME IF YOU CAN

1. Read the sentences.

2. Pupils solve the
puzzle by decoding
the numbers
that represent the
letters of the
alphabet.

3. The first pupil to
decode the sentence
is declared the
winner.








The python is hiding in Uncle
Bobs farm. Break the code and
find what he did.











20 8 5 6 1 20


16 25 20 8 15 14


1 20 5 6 9 22 5


4 21 3 11 19 1 14 4


20 23 15 7 15 1 20 19





















The answer: The fat
python ate five ducks
and two goats.












148

Learning Standard:

3.2.1 Able to complete with guidance:
a) simple messages

ACTIVITY CONTENT TEACHERS NOTES

DEAR MAMA

1. Divide pupils into
groups.

2. Give 3 variations of the
same message to the
groups.

3. Read the message to
the pupils.

4. Pupils complete the
given message.

5. Group leaders read out
the completed message.


























Example:

Sample A

















Sample B








Teacher can have
variations for:
- buy things from canteen
- buy stationery from
bookshop

Dear mama,

Please buy me a bottle
of ____________, a bar
of ________, a packet
of _________, a tin of
___________, and
____________ apples. I
need these for my
camp next week.

Thank you.
Jet Li

Dear mama,

Please buy me a _____
____ of orange juice, a
_____ of chocolate, a
_______ of sweets, a
________ of biscuits
and ______ apples. I
need these for my camp
next week.

Thank you.
Jet Li


149












Sample C































Dear mama,

Please buy me a bottle
of _______, a_______
of chocolate, a packet of
_________, a________
of biscuits and ______
______.
I need these for my
camp next week.

Thank you.
Jet Li.

150

Learning Standard:

3.2.1 Able to complete with guidance:
a) posters

ACTIVITY CONTENT TEACHERS NOTES

FRUITS

1. Put up information of
three different fruits.

2. Each pupil draws a
poster of one fruit
using the information
given.














Papaya
RM 2.00 each
Orange





Watermelon
RM8.00 each
Green





Mango
RM 2.50 each
Yellow

Sample poster:




















Name: _____
Price: _____
Colour: _____

151

Learning Standard:

3.2.1 Able to complete with guidance:
a) posters

ACTIVITY CONTENT TEACHERS NOTES

PET FOR SALE

1. Divide pupils into
groups and distribute
word cards.

2. Distribute posters of 3
animals and a
comparison table.

3. Pupils complete the
table using word cards.

4. Pupils complete a
worksheet.









































Word cards with:
- name of animals
- price
- colour
- food
- home

Poster (Appendix 1)



RM20.00
RM10.00
RM30.00

152






























Sample worksheet:




















Dear Mummy,

May I please have a
__________ for a
pet? It costs only
RM ___________. It
is __________. I
can feed it
______________.
We also need a
_____________ for
it. Please?

Jacky

153

Learning Standard:

3.2.2 Able to write simple sentences with guidance:

ACTIVITY CONTENT TEACHERS NOTES

GLORIOUS FOOD

1. Pupils talk about the food
they like.

2. Distribute worksheets
for pupils to complete.

3. Pupils name the food
they like and state why
they like it in sentences.

4. Pupils complete
worksheet.

































Fill in the blanks.

1. I like to eat ______
because ________.

2. You like to eat _____
because ________.

3. ________ likes to eat
________ because
________.

4. ________ likes to eat
________ because
________.















154


ACTIVITY CONTENT TEACHERS
NOTES

WHAT ARE
YOU DOING?

1. Put up
Ritas time
table.

2. Pupils talk
about
Ritas
daily
activities
based
on the time
table.

3. Pupils
complete
the
worksheet.





















Example: Ritas time table


Mon Tue Wed Thur Fri
8.00-
12.30
School school school school school
12.30-
2.00
Bathe
& lunch
Bathe &
lunch
Bathe
& lunch
Bathe
& lunch
Bathe &
lunch
2.00-
3.30
Piano
class
English
tuition
Art
class
Nap
hour
TV hour
3.30-
5.00
Math
tuition
French
class
Nap
hour
Video
game
hour
Nap hour
5.00-
7.00
Jogging Swimming Jogging Jogging Swimming
7.00-
8.30
Dinner Dinner Dinner Dinner Dinner
8.30-
10.00
Study
hour
Study
hour
Study
hour
Study
hour
Study
hour
10.00
zzzsleeping time.zzz









On Monday, Rita has her piano lesson.

On Tuesday, Rita ___
__________________.

On Wednesday, ____
_________________.


On ______________
_________________


On ______________

_________________

On _____________

_________________





155

Learning Standards:

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

ACTIVITY CONTENT TEACHERS NOTES

WRITE AND DRAW

1. Read out the
sentences.

2. Pupils listen and write
out sentences read.

3. Pupils draw pictures
based on what they
have written.





Sample worksheet:


























































1 I have a round face.
2 I have a big nose.
3 I have two small
eyes.
4 I have a big mouth.


156


Learning Standards:

3.2.3 Able to punctuate correctly:
a) capital letters
b) full stop

3.2.4 Able to spell common sight words.

ACTIVITY CONTENT TEACHERS NOTES

WHATS WRONG?

1. Display a text and read
it out.

2. Display a similar text
with missing or
incorrect punctuation
and spelling errors.

3. Pupils identify missing
or incorrect
punctuation and
spelling errors.

4. Pupils rewrite text with
correct punctuation
and spelling.


Sample text:


















Sample worksheet:

Wrong
spelling
Correct
spelling
prety pretty






Rewrite the story
____________________
____________________
____________________
____________________
____________________




157



ACTIVITY CONTENT TEACHERS NOTES

WHAT ARE THESE?

1. Display pictures of
fruits.

2. Place word cards
below each picture.

3. Pupils construct
simple sentences with
correct punctuation
using the word cards.



Sample worksheet:































Prepare:
word cards
- apple
- sweet
- grapes
- juicy














Label the pictures.
Then, complete the
sentence based on
each picture.






__________________

This is an apple.
It is sweet.








____________

These are grapes.
They are juicy.



158


Learning Standards:

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

ACTIVITY CONTENT TEACHERS NOTES

CREATE NEW WORDS

1. Put up the word
refrigerator.

2. Divide pupils into
groups.

3. Pupils create new words
from the given word.

4. Pupils make simple
sentences based on the
new words they have
created.


























Example:



Sample sentences:
1 I see a rat.
2 I walk to school.
3 I go to the market.
4 Please get me the book.



Refrigerator
go
to
rat
get

159


Learning Standard:

3.2.2 Able to write simple sentences with guidance.

ACTIVITY CONTENT TEACHERS NOTES

LIKES AND DISLIKES

1. Display pictures of
hobbies.

2. Ask pupils what they like
to do.

3. Pupils state what they
like and dislike doing.

4. Distribute worksheets to
pupils.




































Example:
I like cycling.
I dislike playing football.

Sample worksheet:
Tick () or () and make
sentences.




( )



( X )

I like
cycling.


I dislike
playing
football.










160



Learning Standard:

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


ACTIVITY CONTENT TEACHERS NOTES

LOST KITTEN

1. Tell a story.

2. Distribute worksheet.

3. Pupils create a lost and
found poster.

4. Repeat story if
necessary.

Sample worksheet:



















Sample story:















Name: ____________
Type: _______
Colour of fur: ________
Colour of eyes: ______
Tail: ___________
Owner: ____________
Contact number: _____


161



ACTIVITY CONTENT TEACHERS NOTES

THE TOTEM

1. Talk about an event in
school.

2. Divide pupils into
groups.

3. Pupils create a poster
for an event in their
school.

4. Provide information to
be included.








SAMPLE : SPORTS DAY
Date:
Time
Place:










































SPORTS DAY
SK SRI UTAMA
DATE: _____
TIME : _____
PLACE: _______________


162


Learning Standard:

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

ACTIVITY CONTENT TEACHERS NOTES

DRAW ME

1. Display signs that pupils
can see in the school.

2. Write simple
instructions on the
board.

3. Pupils draw signs for
the instructions with
guidance.















Suggested instructions:

Keep quiet!
Do not litter!
Do not step on the grass!








Keep quiet!


















163


Learning Standard:

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

ACTIVITY CONTENT TEACHERS NOTES

POSTER or
ADVERTISEMENT

1. Take pupils to the
school canteen.

2. Talk about food sold at
the canteen.

3. Pupils create a poster
to show food sold in the
canteen and label them.









Sample poster:















































Food in the
canteen




164


Learning Standard:

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

ACTIVITY CONTENT TEACHERS NOTES

ROAD SAFETY

1. Talk about road safety.

2. Place picture cards of
road signs around the
classroom.

3. Distribute worksheets.

4. Pupils draw road signs
and colour them.

















MATCHING
ROAD SIGNS








































165




Appendix 1






167


LANGUAGE ARTS

Language Arts is a new component designed to create appreciation and enjoyment
amongst pupils as they learn language. This experience should be fun filled and
used as a means to create confidence in pupils to use the language without
inhibitions. As such, learning standards have been designed for pupils to achieve the
above mentioned goals. Following are the learning standards for language arts for
Year Two:


CONTENT STANDARDS

LEARNING STANDARDS

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


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

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


4.2 By the end of the 6-
year primary schooling,
pupils will be able to
express personal
response to literary
texts.


4.2.1 Able to respond to:

a. book covers
b. pictures in books
c. characters

with guidance.


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

4.3.1 Able to produce simple creative works
with guidance based
on:
a) action songs
b) jazz chants
c) stories

4.3.2 Able to take part with guidance in a
performance
based on:
a) action songs
b) jazz chants
c) stories

As this is a new component, activities for all learning standards have been covered in
this section. However, teachers are encouraged to use their own creative ideas to
conduct lessons in the classroom as well.

168


LEARNING STANDARD:

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

ACTIVITY CONTENT TEACHERS NOTES

Stuck!
Pupils do actions
according to the lyrics
while standing in a spot.

1. Pupils stand in a spot
and do the required
actions as
demonstrated by the
teacher.


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

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

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

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

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

Suggested actions:

Here we go round the
mulberry bush
[clap your hands in a
circular motion]

We wash our face
[action of washing face
with both hands]

We brush our teeth
[action of brushing teeth]

We have our bath
[action of having a bath]

We comb our hair
[action of combing hair]











169

ACTIVITY CONTENT TEACHERS NOTES

Hooked!
Pupils do actions
according to the words
while standing in a spot.

1. Pupils stand in a spot
and do the required
actions as
demonstrated by the
teacher.


Suggested Jazz Chant:
Orange Shake

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

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

Slice an orange, slice an
orange,
Slice, slice an orange,
Slice.

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

Eat an orange, eat an
orange,
Eat, eat an orange,
Eat.


Prepare oranges or any
other suitable fruits to
match the jazz chant

Suggested actions:

Shake an orange
[clenched fist in a shaking
motion]

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

Slice an orange
[action of slicing an
orange]

Chop an orange
[action of chopping an
orange]

Eat an orange
[action of eating an
orange]


Lets move!
Pupils do actions
according to the lyrics
while moving around in
groups.

1. Pupils do the
required actions as
demonstrated by the
teacher while moving
around in tempo.


Suggested Action Song:
Here We Go Round The
Mulberry Bush


Recorded song.

Suggested actions:
Here we go round the
mulberry bush
[clap your hands in a
circular motion]

We wash our face
[action of washing face
with both hands]

We brush our teeth
[action of brushing teeth]

We have our bath
[action of having a bath]

We comb our hair
[action of combing hair]




170

ACTIVITY CONTENT TEACHERS NOTES

Lets Jazz!
Pupils do actions
according to the words
while moving around.

1. Pupils do the
required actions as
demonstrated by the
teacher while moving
around in tempo.


Suggested Jazz Chant:
Orange Shake



Recorded song.

Prepare oranges or any
other suitable fruits to
match the jazz chant

Suggested actions:

Shake an orange
[clenched fist in a shaking
motion]

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

Slice an orange
[action of slicing an
orange]

Chop an orange
[action of chopping an
orange]

Eat an orange
[action of eating an
orange]


Lets Line Dance!
Pupils line dance while
listening to the song.

1. Pupils stand in lines.

2. Teacher teaches basic
dance steps.

3. Pupils learn and dance.


Suggested Action Song:
Here We Go Round The
Mulberry Bush



Recorded song.

Suggested dance steps:

1. Step right, step right,
clap
2. Step left, step left, clap
3. Step forward, step
forward, clap
4. Step back, step back,
clap

Teachers may use other
suitable songs and steps.









171

LEARNING STANDARD:

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

ACTIVITY CONTENT TEACHERS NOTES

Lets Cheer
Pupils sing the action song
with correct pronunciation
and tempo.

1. Teacher sings action
song with correct
pronunciation and
tempo using phrase
cards to show actions.

2. Pupils listen and sing
with correct
pronunciation.

3. Divide class into two
groups. One group
shows a phrase card
and the other group
does action while
singing.


Suggested Action Song:
Here We Go Round The
Mulberry Bush

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

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

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

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

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


Lyrics and phrase cards.

Phrase cards













Suggestion:

Use other songs for
variation:

e.g:

If youre happy...

Old McDonald...

Hokey Pokey...

wash our face
brush our teeth
have our bath
comb our hair

172

ACTIVITY CONTENT TEACHERS NOTES

Lets Chant
Pupils recite jazz chants
with correct pronunciation
and tempo.

1. Teacher recites jazz
chant with correct
pronunciation and
tempo.

2. Pupils listen and recite
with correct
pronunciation.

Suggested Jazz Chant:
Orange Shake

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

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

Slice an orange, slice an
orange,
Slice, slice an orange,
Slice.

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

Eat an orange, eat an
orange,
Eat, eat an orange,
Eat.


Prepare lyrics and phrase
cards.

Phrase cards













Use other fruits suitable
for this chant.

Lyric Tag
A pupil tags a friend to
continue his or her
recitation of the lyrics or
words of an action song or
jazz chant.

1. Divide pupils into
groups.

2. Pupil 1 recite line 1 of
the action song or jazz
chant learnt.

2. Then, pupil 1 tags pupil
2 to recite line 2 of the
same action song or
jazz chant learnt.


Suggested Action Song:
Here We Go Round The
Mulberry Bush

Suggested Jazz Chant:
Orange Shake


An object that the pupils
can use to tag a friend
e.g. bean bag, toy
hammer.


Use other suitable songs
or jazz chant.
peel an orange
slice an orange
chop an orange
eat an orange

173

ACTIVITY CONTENT TEACHERS NOTES

Echo Wall
Pupils listen and repeat
the lines of the jazz chant
in an echo form.

1. Divide pupils into
groups.

2. Teacher recites the first
line and points
to a group at
random to echo what
has been said.

3. Pupils repeat
the activity in their
groups to complete the
chant.


Suggested Jazz Chant:
Orange Shake

















Use other suitable jazz
chants if necessary.

















`Boria
Pupils sing the song with
correct pronunciation.

1. Teacher sings the song
line by line and the
pupils follow.

2. Teacher incorporates
actions while singing.
[boria style]


One Malaysia
Tune of: Malaysia Baru

We are friends, we live in
harmony
Everyone from villages
and cities
We are one big happy
family
Malaysia, our beautiful
country.

Together, we are one
Malaysia
Together, we make better
tomorrow
Together, we are a great
nation
Tell the world we are
proud to be Malaysians.


Lyrics of the song.

Use any other suitable
songs or performance
styles.


174

LEARNING STANDARD:

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

with guidance.

ACTIVITY CONTENT TEACHERS NOTES

Total Recall
Pupils talk about a story
with the help of picture
cues.

1. Put up picture cues.

2. Tell the story to the
pupils.

3. Teacher jumbles up the
pictures.

4. Pupils rearrange
pictures according to
the story.

5. Pupils talk about story
with guidance.

Suggested fairy tale:
Cinderella

Picture cues.
Appendix 1

Pictures taken from
http://www.coloriez.com

Teacher may use other
suitable fairy tales

Teacher may use
recording of story

Pick Me!
Pupils talk about a chosen
character.
1. Pupil picks out the
figurine of a character
from the fairy tale.

2. Pupil talks about that
character with
guidance.

Suggested fairy tale:
Cinderella

Figurines of characters:
Appendix 2I

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

I Am..
Pupils role play characters
from the fairy tale.

1. Pupils pick a prop
related to a character
from the fairy tale.


2. Pupils role play that
character.



Suggested fairy tale:
Cinderella

Props :

1. a wand

2. a mask

3. a crown

4. a shoe

5. a cane

175

ACTIVITY CONTENT TEACHERS NOTES

Bubble Up

Pupils draw a bubble chart
based on a character from
a fairy tale.

1. Pupils pick a character
from a fairy tale.

2. Pupils discuss the
characters personality
traits with their group
members.

3. Pupils then fill the
bubble around the
character
with the characters
personality traits.


Suggested fairy tale:
Cinderella

Example of personality
traits:
Cinderella
- pretty
- hardworking
- obedient
- kind

Stepmother
- mean
- cruel
- lazy
- bad

Bubble chart for the
characters from the fairy
tale.

Appendix 4

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

1. Pupils are paired.

2. Pupil 1 is the reporter
and pupil 2 is the
chosen character.

3. The reporter will
interview the character
with guidance


Suggested fairy tale:
Cinderella

Sample of interview
questions

Appendix 3a
Appendix 3b

Pupils may reverse roles.

Make use of any
characters from the fairy
tale

176

LEARNING STANDARD:

4.3.1 Able to produce simple creative works with guidance based on:
a. action songs
b. jazz chants
c. fairy tales

ACTIVITY CONTENT TEACHERS NOTES

Paper Dolls
Pupils create costumes for
the characters from the
fairy tale.

1. Pupils are given the
figurines of the
characters from the fairy
tale.

2. Pupils create costumes
and props for the
characters.

3. Pupils dress up the
figurines.


Suggested fairy tale:
Cinderella
Puteri Gunung Ledang
Puteri Santubong

Figurines and stationery.

Appendix 2

My Creation

Pupils create their own
book cover for a fairy tale.

1.Pupils choose a fairy
tale and create the
book cover for it.



Any fairy tale.

Manila cards, coloured
pencils and scissors.

My Little Friends

Pupils make puppets of
the characters found in the
fairy tale, jazz chant or
action song.

1. Divide the pupils into
groups.

2. Pupils are given
materials to make the
puppets.


Characters from the fairy
tale Cinderella:

Stepmother
Stepsister
Prince
Cinderella
Mice

Suggested materials to be
used for making puppets.

Examples:

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

177

ACTIVITY CONTENT TEACHERS NOTES

Lets Party
Pupils create an invitation
card to a party.

1. Pupils are shown a
sample of an invitation
card to a party.

2. Pupils
create their own
invitation card.


Sample invitation card.

Appendix 5

May use ICT to prepare
cards.

My Fairy Tale Car
Pupils create their own
version of a carriage made
out of a pumpkin.

1. Pupils are given a
pumpkin template.

2. They design their own
carriage using the
template.

3. They exhibit their
carriage in the
classroom.


Sample of the carriage
from Cinderella.

Pumpkin template.

Appendix 6

Remind pupils to bring
their own props

Display other samples of
carriages.

My Desk Mat

Pupils are required to
create their own desk mat
based on the characters or
props from a fairy tale or
jazz chant or action song.

1. Pupils choose a
character or prop
from a fairy tale or jazz
chant or action song.

2. They create a desk mat
based on the character
object chosen.


Sample characters/
objects from a fairy tale:

Cinderella
carriage
pumpkin
glass slippers
prince

Materials for the desk mat:
- drawing paper or
manila card
- coloured pencils
- crayons
- glue
- scissors
- stickers
- coloured paper

Use other techniques to
create desk mat.





178

LEARNING STANDARD:

4.3.2 Able to take part with guidance in a performance based on:
a. action songs
b. jazz chants
c. fairy tales

ACTIVITY CONTENT TEACHERS NOTES

Readers Theatre

Pupils perform a fairy tale
with expression.

1. Pupils are given the
dialogue of a fairy tale.

2. Pupils are divided into
groups and assigned a
role each.

3. Pupils perform the fairy
tale orally according to
the role assigned
to them.


Sample dialogue for
Readers Theatre


Dialogue for Readers
Theatre

Appendix 7

Teacher may use other
suitable dialogue

Puppet show

Pupils stage a
performance using the
puppets that they have
created.

1. Pupils are given the
dialogue for the puppet
show.

2. Read through script
with pupils.

3. Pupils are trained for
their presentation.

4. Pupils perform the
puppet show.


Sample dialogue for the
puppet show


Dialogue for the puppet
show. ( Appendix 7)
1. Pupils are divided
into two groups:
a. Puppeteer
b. Dialogue
reader
2. Arrange pupils in
choir formation
facing the
audience.
3. Each pupil holds a
copy of the
dialogue.
4. Pupils read their
parts according to
their assigned
characters.
5. The puppeteer
manipulates the
puppets according
to the dialogue.

179

ACTIVITY CONTENT TEACHERS NOTES

Ode to Cinderella
Pupils perform the jazz
chant given.

1. Divide pupils into
groups.

2. Display the jazz chant.

3. Pupils read aloud.

4. Pupils are trained for
the performance.

5. Pupils perform the jazz
chant.

Sample Jazz Chant


Lyrics for the jazz chant.

Appendix 8

Use other suitable fairy
tales if need be.

Lets Put Up A Show
Pupils perform action
songs in groups.

1. Pupils are divided into
groups.

2. Pupils practice for the
performance.

3. Pupils perform the song
with their own actions.


Sample Action Song:
Here We Go Round The
Mulberry Bush

Lyrics of the action song
or other suitable action
songs

Pantomime
Pupils perform a
pantomime of an action
song or jazz chant.

1. Pupils are divided into
two groups.

2. Group 1 reads the
action song or jazz
chant aloud.

3. Group 2 mimes the
corresponding actions.


Sample action song:
Here We Go Round The
Mulberry Bush

Sample jazz chant:
Orange Shake

Action song or jazz chant

Use other suitable action
songs or jazz chants


180


Appendix 1




181




182




183






184





185




186




187




188




189




190




191




192




193




194




195




196





197


Appendix 2

198



199



200



201




202




Appendix 3


















203



Sample: An Interview with Cinderella


Interviewer: _______________________ Cinderella: ______________________


Ask Cinderella these questions. Write her answers.


1. What is your name?






2. Where do you live?






3. Who do you live with?






4. What do you do at home?






5. Where are your stepmother and stepsisters?









Appendix 4a

204




Sample: An Interview with Cinderella

Ask Cinderella these questions. Write her answers.

1. Who are your friends?




______________________________________________________________


2. Do you like your stepsisters?






3. Do you like to go to parties?






4. Where did you meet the Prince?








5. What does your fairy godmother carry?










Appendix 4b

205

Sample:

An Invitation to the Party












































Appendix 5
Invitation for
PLEASE COME TO MY PARTY.














206




















































Appendix 6

207






Appendix 7

208






THE WARNING

Cindy, Cindy, Cindy, Cindy, Cinderella dear
Wakey, wakey, hurry, hurry
They are near.

Cindy, Cindy, Cindy, Cindy, Cinderella dear
Hurry! Hurry! Or youll hear.

Wheres my tea? Wheres my dress?
Have you polished my boots?
Have you made my bed?
What do you mean, not yet?

Cindy, Cindy, Cindy, Cindy, Cinderella dear
Wakey, wakey, hurry, hurry
They are here.






Appendix 9





SAMPLELESSONS


211

Focus: Listening and Speaking

Theme: World of Self, Family and Friends

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

Content
Standard
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.
1.2 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.


Learning
Standard
1.1.1 Able to listen and respond to stimulus given with
guidance:
(f) voice sounds
1.2.2 Able to listen to and follow:
(a) simple instructions in the classroom.

Objective By the end of the lesson, pupils will be able to follow simple
instructions given.

Time 30/60 minutes

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


Activity Teaching and Learning
Strategy
Notes
1. Show pupils a camera. Use camera or mobile
phone.
Prepare:
- camera or mobile
phone/ toy camera or
model of a camera
2. Snap a photo and ask
pupils to mimic the
sound made by the
camera.
Listening
Mimic
Elicit the sound click
3. Do the actions of
clicking and pupils
follow.
Kinaesthetic Activity
4. Pupils take turns to do
the actions of clicking
the camera and others
say click, click, click.
Responding to peers
5. Introduce the song line
by line. Pupils repeat.
Drilling through fun and
play
Musical Intelligence
Song lyrics
[Appendix 1]
6. Pupils sing the song
and do actions.
Repetition and
reinforcement
Action: clicking a camera
7. Repeat the activity by
the pupils clicking at
Repetition and
reinforcement

Sample Lesson 1

212

each other while
singing.
8. Divide pupils into
groups. Pupils do
the action of taking
photos of group
members.
Kinaesthetic Activity
9. Give each pupil the
Friendship Pin-up.
Pupils interview their
friends and complete
the worksheet.
Pupils can sketch a
simple portrait of their
friends based on given
instructions.
Visual Spatial Friendship Pin-Up
[Appendix 2]
(Reserve the new friend
column for Language Arts
Activity)

Suggested instructions:
1. Draw a big circle in the
box.
2. Draw two small circles
as eyes.
3. Draw a triangle as a
nose.
4. Draw a line as a
mouth.
5. Add the hair.
10. Collect the Friendship
Pin-up.
Display the Friendship
Pin-ups.
Assessment:
1. Pupils are able to
interact with each
other.
2. Pupils are able to
complete the task.

Observation

Remedial:
1. Pupils join dotted lines
to complete the sketch
of their friends.
Identifying Friendship Pin-Up
[Appendix 2b]
Enrichment:
1. Pupils talk about their
friends based on the
information gathered.















Question and Answer
Interpersonal
He/She is ________.
He/She is eight years old.
He/She likes
___________. He/She
likes to eat _________.
* Pupils can talk about any
information gathered.


213

Focus: Reading

Theme: World of Self, Family and Friends

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

Content
Standard
2.2 Pupils will be able to 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.

Learning
Standard
2.2.1 Able to read and apply word recognition and word attack
skills by:
(b) reading and grouping words according to word
families.

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

Objective By the end of the lesson, pupils will be able to:
a. read and understand simple phrases
b. gather information
Time 30/60 minutes

Teaching Aids My Friend chart, pupils Friendship Pin-Up, worksheet, charts


Activity Teaching and Learning
Strategy
Notes
1. Teacher invites pupils to
talk about their friends.
Listening and Speaking Refer to the
Friendship Pin-Up
2. Read phrases on the
chart and pupils follow.
Guided reading Appendix 3a & 3b
3. Put up word list: colour.
Pupils read and say
with guidance.
Recall
Previous knowledge
Word list: colours
[Appendix 4]

4. Put up word list: food.
Pupils read and say
with guidance.
Recall
Previous knowledge
Word list: food
[Appendix 5]
5. Pupils get into their
respective group from
the first lesson. Distribute
pupils Friendship Pin-Up
and writing paper. Pupils
ask their three friends about
their favourite colours and
food based on the word lists.


Identifying details Pupils Friendship Pin-
Up


6. Pupils jot down the
gathered information on
the worksheet.
Verbal linguistic Worksheet
[Appendix 6]

214

7. Pupils read out
information gathered.
Repetition and
reinforcement
Select pupils
randomly.
8. Collect Friendship Pin-
Ups and worksheets.
Staple worksheet to
Friendship Pin-Up of
each pupil.
Assessment:
1. Pupils are able to
gather required
information.
2. Pupils are able to
complete the task.

Observation

Remedial:
1. Teacher guides pupils to
read the phrases on
Appendix 3.

Identify and read Appendix 3
Enrichment:
1. Pupils gather more
information about their
friends chosen for their
Friendship Pin-Up.

Question and Answer
Interpersonal

Suggested further
information:
hobbies
































215

Focus: Writing

Theme: World of Self, Family and Friends

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

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

Content
Standard
3.2 By the end of the 6-year primary schooling, pupils will be
able to write using appropriate language, form and style for
a range of purposes

Learning
Standard
3.2.1 Able to complete with guidance:
(b) posters

Objective By the end of this lesson, pupils will be able to:
a. write simple phrases
b. use correct spelling and punctuation

Time 30/60 minutes

Teaching Aids My Friend chart, pupils Friendship Pin-Up, charts, worksheet


Activity Teaching and
Learning Strategy
Notes
1. Put up My Friend
chart. Ask questions
about My Friend.

Recall
Question and answer
My Friend Chart
[Appendix 3]
Suggested questions:
1. What is your friends
name?
2. How old is she?
3. What is her favourite
colour?
4. What is her favourite
food?
2. Distribute Friendship
Pin-Up and written
notes. Pupils transfer
information from written
notes to their
Friendship Pin-Up for
their three friends.
Observation Friendship Pin-Up
[Appendix 2]

3. Put up a chart.
Read and pupils follow.
Guided reading Chart
[Appendix 7]
4. Distribute worksheet.
Pupils complete.
Recall
Previous knowledge
Worksheet
[Appendix 8]
5. Collect Friendship Pin-
Up.




216

Assessment:
1. Pupils transfer
information correctly.
2. Pupils write with correct
spelling and punctuation.

Copying

Remedial:
1. Pupils copy phrases
from the word list.

Write neatly

Enrichment:
1. Pupils decorate their
Friendship Pin-Up.

Visual Spatial

Teacher may provide
coloured papers for
decoration.








































217

Focus: Language Arts

Theme: World of Self, Family and Friends

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

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



Content
Standard
4.1 By the end of the 6-year primary schooling, pupils will be able
to enjoy and appreciate rhymes, poems and songs through
performance.

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

Objective By the end of this lesson, pupils will be able to recite a jazz chant
with the correct pronunciation and rhythm.

Time 30/60 minutes

Teaching Aids Alien toy, Pupils Friendship Pin-Up


Activity Teaching and Learning
Strategy
Notes
1. Chants jazz chant with
the alien toy.
Modelling Modulate voice to
show two different
characters
2. Divide pupils into two
groups: friendsters and
aliens.

3. Put up jazz chant.
Recite the jazz chant.
Pupils follow in their
respective groups.
Reading aloud My New Friend
[Appendix 9]
4. Pair a friendster with an
alien. Randomly select
a few pairs to chant.
Determine the pairs to
make sure they are
new friends to each
other.
[they must not be
already in each
others Friendship
Pin-Up.
5. Pupils chant in pairs.



Say aloud
6. Distribute Friendship
Pin-Up. Pupils
Verbal Linguistic Friendship Pin-Up
[Appendix 2]

218

complete it with
information of their new
friend.
7. Display the Friendship
Pin-Up.


219









Appendix 1

220

Appendix 2a



































Appendix 2a




Friend 1



Friend 2















ME


221




Appendix 2b

Appendix 2b








Friend 2











ME
Name: _________________

Age: _________________________
_________________________
______________

222


My Friend























Appendix 3a




223


Appendix 3b


224

Word List : Colours



Appendix 4




































225


Word List : Food



Appendix 5




































2
2
6
N
a
m
e

:

_
_
_
_
_
_
_
_
_
_
_
_
_
_



















C
l
a
s
s

:

_
_
_
_
_
_
_



F
r
i
e
n
d

1


F
r
i
e
n
d

2


F
r
i
e
n
d

3


F
r
i
e
n
d

4

N
a
m
e






A
g
e









F
a
v
o
u
r
i
t
e


f
o
o
d






F
a
v
o
u
r
i
t
e


c
o
l
o
u
r






A
p
p
e
n
d
i
x

6



227














Appendix 7




































228


Complete the sentences correctly.

Friend 1

1.
Appendix 8




































229



My new friend




Appendix 9





































231


Focus : Listening & Speaking

Theme : World of Stories

Topic : The Ant and The Dove

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


Learning Standards : 1.1.2 Able to listen to and enjoy simple stories.
1.1.4 Able to talk about a stimulus with guidance.

Objectives : By the end of the lesson, pupils should be able to :
i. say words which contain the phoneme
/ /.
ii. name characters in the story.
iii. respond to simple questions based on the story.

Time : 60 minutes

Teaching Aids : Pictures ( Picture Cards / PowerPoint)



Activity
Teaching & Learning
Strategy

Notes
1. Show pupils an ant in a
container and a picture
of a dove.


2. Ask questions.

Contextual Learning by
drawing pupils previous
knowledge.


Question & Answer session
A container with an ant
and a picture of a dove.


Sample questions :

1. What is this?
2. Is it big or small?
3. Where can you find it?
4. What is the colour?
5. Can it bite?
6. How do you feel if it
bites you?

3. Tell the story :
The Ant and The
Dove






Story-telling Picture cards/PowerPoint
Presentation : The Ant and
The Dove
(Appendix 1)


Sample Lesson 2

232

4. Ask questions based
on the story and pupils
respond.

Brainstorming Sample questions :

1. What are the animals
in the story?
2 What happened to the
ant?
3. Who helped the ant?
4. Who wanted to get
the dove?
5. How did the ant help the
dove?

5. Point to the words with
the phoneme / /.
6. Articulate the sound
/u/ and pupils repeat.
7. Repeat words.

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

Show pupils the mouth
movement.
8. Divide the pupils into 5
6 groups and give
each group a set of
pictures.

9. Pupils pick out pictures
that show the words
with the phoneme /u/.

Reinforcement through fun
and play
Picture cards
(Appendix 2)
Assessment :
Able to read the focus
words correctly.



Observation

Remedial :
Work with pupils who have
difficulty saying the focus
words.

Reinforcement through drilling
Enrichment :
Get pupils to name and
draw the characters in the
story.


Appendix 3













233

Focus : Reading

Theme : World of Stories

Topic : The Ant and The Dove

Content Standard :
2.1 By the end of the 6-year primary schooling, pupils will be
able to apply knowledge of sounds of letters to recognize
words in linear and non-linear texts.
2.3 By the end of the 6-year primary schooling, pupils
will be able to read independently for information
and enjoyment.


Learning Standards : 2.1.1 Able to recognise and articulate initial, medial
and the final sounds ( phonemes ) in single
syllable words within given context:
a) oa
2.1.2 Able to blend phonemes into recognisable
words and read them aloud.
2.3.1 Able to read simple texts with guidance:
a) fiction


Objectives : By the end of the lesson, pupils should be able to :
i) pronounce and blend words with the phoneme /u/
correctly.
ii) identify words with /u/ sounds.
iii) read a short story with guidance.


Time : 60 minutes

Teaching Aids : Pictures ( picture cards/ PowerPoint; word cards )



Activity
Teaching & Learning
Strategy

Notes
1. Show the cover of the
story.
Recalling Cover of The Ant and the
Dove using picture cards
/ power point.

2. Ask questions.

Question & Answer session Sample questions :

1. What is the name of the
story?
2. What happened to the
ant?
3. Who helped the ant?
4. What happened to the
dove ?


234

5.How did the ant help the
dove?
3.Display the story and read
the story aloud. Pupils
repeat after teacher.

Reading aloud with correct
articulation and pronunciation.
Picture cards/PowerPoint
Presentation :
The Ant and The Dove


4. Highlight words with the
phoneme /u/. Read the
words and pupils repeat.

Reinforcement boat, bow, arrow, no, Joe
5. Put up letter cards of the
words with the /u/
sound.

6. Articulate the sounds to
blend the words. Pupils
follow.












Practice




7. Pick a few pupils and
hang the letter cards
around their necks.

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





Practice and reinforcement.
Prepare letter cards with
strings attached.
9. Distribute a worksheet
with some sentences
from the story.

10. Pupils colour the box
which has words with
the /u/ sound.




Practice
Appendix 4




Assessment :
Pupils complete a
worksheet by identifying
words with the phoneme
/u/.


Observation

Remedial :
Guide pupils to read the
story with correct
articulation and

Reinforcement through drilling

b oa t
ow b
a rr ow
ww
o n
J oe

b

oa t

235

pronunciation while
focussing on the phoneme
/u/.

Enrichment :

Pupils use picture cards
given and take turns to tell
the story in a group.



Practice


Appendix 2










































236

Focus : Writing

Theme : World of Stories

Topic : The Ant and The Dove

Content Standard : 3.1 By the end of the 6-year primary schooling, pupils
will be able to form letters and words in neat
legible print including cursive writing.

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

Objectives : By the end of the lesson, pupils should be able to match
phrases to write simple sentences.

Time : 60 minutes

Teaching Aids : Pictures ( Picture Cards / PowerPoint)/worksheet




Activity
Teaching & Learning
Strategy

Notes
1. Put up a song chart. Recalling story through fun
and play
Appendix 5

2. Show the story to pupils
and call out pupils
randomly to read.
Integrate reading skill Can read individually / as
whole class
(*use power point/picture
cards)

3. Ask questions on the
sentences with words
that have the phoneme
/ /.

Reinforcement of the
phoneme / /.
Sample questions:
T : What did the leaf
look like?
P : The leak looked like
a boat.

T : What was the
hunters name?
P : The hunters name
was Joe.

T : What did Joe have
in his hand?
P : Joe had a bow and
an arrow in his
hand.

T : What did the ant shout?
P : The ant shouted,
No! No ! No!


237

4. Distribute worksheets to
pupils.

5. Pupils match phrases to
form sentences and
write them down.

Practice Appendix 6


Assessment :

Pupils write simple
sentences correctly.



Observation & Correction

Remedial :
Pupils match sentences
with the pictures.



Application


Appendix 7
Enrichment :
Pupils construct sentences
based on the words given.



Application


Appendix 8
































238

Focus : Language Arts

Theme : World of Stories

Topic : The Ant and The Dove

Content Standard :
4.1 By the end of the 6-year primary schooling, pupils will be able
to enjoy and appreciate rhymes, poems and songs through
performance.
4.3 By the end of the 6-year primary schooling, pupils will be able
to plan, organise and produce creative works for enjoyment.


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

4.3.1 Able to produce simple creative works with guidance based
on
c) stories

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


Objectives : By the end of the lesson, pupils should be able to :
i) produce masks for the characters in the story.
ii) perform an action song.


Time : 60 minutes

Teaching Aids : pictures (picture cards/ PowerPoint) , manila cards, scissors,
colour pencils



Activity Teaching & Learning
Strategy
Notes
1. Display the song.

2. Pupils sing along with the
teacher with appropriate
actions.



Reinforcement through fun
and play.


Appendix 5

3. Divide class into three
groups.

4. Each pupil in the group is
given a mask template.

Group 1 : ant
Group 2 : dove








Prepare mask templates
for the characters.

(Appendix 9 )

239






























Group 3 : hunter

5. Pupils draw out the mask
individually on a manila
card, colour and cut it out.




Creative works.
6. Display song again.

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



Performance


Guide pupils with the
actions.

Assessment :

1. Observe pupils hands on
activity.

2. Observe students ability to
sing with correct
pronunciation.




Observation


240

Appendix 1
















































241





242











243























































244










































245







246










247



248





249





250










251

Appendix 2





































252

































253

























254


















255






















































256





















257



































258

Appendix 3

.



















____












__________

































259

Appendix 4






1.

2.


3

4.

5


6















260

Appendix 5



261

Appendix 6

.


A B









1. _________________________________________

2. _________________________________________

3. _________________________________________

4. _________________________________________




262

Appendix 7





























263

Appendix 8


1. 2.
















3. 4.





-







5.




















_________________________
___



_________________________
___




_______________________



_________________________
___




_________________________
___

264


Appendix 9











265





















































266





















267


Focus Listening and Speaking

Theme World of Knowledge

Topic My Beautiful Body

Content
Standard
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.
1.2 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.


Learning Standard 1.1.3 Able to listen to, say aloud and recite rhymes or sing
songs.
1.2.2 Able to listen to and follow :
(a) simple instructions in the classroom

Objective By the end of the lesson, pupils will be able to:
i) listen to and sing the song Ten little fingers in correct
rhythm
ii) listen to and follow simple instructions correctly
Time 60 minutes

Teaching Aids word cards , cassette and player




Activity
Teaching and Learning
Strategy

Notes
1. Blindfold a pupil. Ask
the other pupils to
create sounds using
their body parts.
Kinaesthetic activity

Teacher can show the
other pupils the sounds
that they can create by
doing the actions.
eg. whistling , snapping
the fingers
2. The blind folded pupil
will guess the sounds
made.
Listen and make
interpretations
Sounds of clapping of
hands , stamping of feet
and others.

3. Introduce body parts to
the pupils orally. Pupils
listen and repeat.
Listening
Repetition

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

4. Point to the parts of the
body and pupils name
them.

Vocabulary Parts of the body:
eyes , nose , mouth , ears,
hands and legs
Sample Lesson 3

2687

5. Pair up the pupils.
Pupils practise asking
and answering
questions related to
body parts.

Listening and speaking

Sentence Patterns
Q : What is this?
A : This is a nose.
6. Show word cards and
pupils read them.
Reading aloud Word cards
eyes, nose, mouth, ears,
hands and legs

7. Play a recorded song
on tape. Pupils listen
and sing along with
action.

Listening and singing Song : Ten Little Fingers
(Appendix 1)
8. Play the game Simon
says . in the class.

Following instructions Instructions :
a) Point to the nose.
b) Clap your hands.
c) Close your eyes.
d) Open your mouth.
e) Lift your leg.

Assessment :
a) Pupils name the body
parts shown by teacher.
b) Pupils ask and answer
questions related to
body parts.
c) Pupils do the action
during the game Simon
says



Observation

Observation


Observation


Activity 4

Activity 5


Activity 8
Remedial :
a) Peer teaching - Pupils
take turns to name the
body parts shown by
their partner.



Recalling

Enrichment :
a) Pupils draw and label
the parts of a body.



Labelling


269

Focus: Reading

Theme: World of Knowledge

Topic: My Beautiful Body

Content
Standard
2.1 By the end of the 6-year primary schooling, pupils will be
able to apply knowledge of sounds of letters to recognize
words in linear and non-linear texts.
2.2 By the end of the 6-year primary schooling, pupils will be
able to 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.


Learning Standard 2.1.2 Able to blend phonemes into recognizable words and
read them aloud.
2.2.2 Able to read and understand phrases in linear and non-
linear texts.
2.2.3 Able to read and understand simple sentences.


Objective By the end of the lesson, pupils will be able to:
i) blend phonemes into correct words and read them aloud.
i) read and identify at least three phrases in a jazz chant.
ii) read and understand sentences in the jazz chant.

Time 60 minutes

Teaching Aids picture cards , word cards , grapheme cards , chart



Activity
Teaching and Learning
Strategy

Notes
1. Pupils sing the song
Ten Little Fingers.
Recalling and
reinforcement
Teacher can play the song
on tape if the pupils cant
recall the rhythm.
(Appendix 1)

2. Show picture cards
and pupils name them.
Recalling
Vocabulary
Teacher needs to prepare
picture cards of :
round, mouth, loud, scout,
blouse

3. Point out the phoneme
for the grapheme ou
from the words. Pupils
say aloud the phoneme
//.

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

4. Pupils read the words
again as shown by
Reading
Practice
Teacher drills the pupils to
read the words while

270

teacher while stressing
on the phoneme.

stressing on the phoneme
taught.
5. Stick jumbled up
grapheme cards
on the board. Call pupils
randomly to form words
using the cards while
teacher says the
phoneme.
Blending sounds

Grapheme cards:
eg.



Teacher needs to prepare
grapheme cards for the
words in the word list.
6. Pupils read the words
formed, stressing on
the phoneme learned.

Practice
Reinforcement

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

Chanting
Kinaesthetic activity

Jazz Chant :
What I Have
(Appendix 2)
8. Divide the pupils into
two groups. Pupils read
the jazz chant in
groups.

Practice
9. Pick out a phrase from
the chant and say it
aloud. Pupils repeat it.

Reading phrases Phrases ;
round eyes
big mouth
sharp nose

10. Pupils identify the
other phrases in the
chant and read them
aloud.

Identifying and reading Teacher can help the
pupils to identify the
phrases.
11. Distribute worksheets
to pupils. Pupils
complete the task.

Teacher duplicates the
worksheet and explains
the task to the pupils.
Worksheet (Appendix 3)

Assessment:
a) Pupils read sentences
from the sentence
cards.
b) Pupils complete the
task in their worksheet.



Observation


Written assessment


Teacher needs to prepare
sentence cards.
(Appendix 4)
Remedial:
a) Reinforce words with
the phoneme //.
Word List:
round , mouth , loud ,
scout , blouse
Enrichment:
a) Pupils solve a
crossword puzzle.

Duplicate crossword
puzzle accordingly.
(Appendix 5)

r ou n d

271

Focus Writing

Theme World of Knowledge

Topic My Beautiful Body

Content
Standard
3.1 By the end of the 6-year primary schooling, pupils will be
able to form letters and words in neat legible print
including cursive writing.
3.2 By the end of the 6-year primary schooling, pupils will be
able to write using appropriate language, form and style
for a range of purposes.

Learning Standard 3.1.1 Able to write in neat legible print:
b) simple sentences
3.2.2 Able to write simple sentences with guidance.

Objective By the end of the lesson, pupils will be able to write at least
five simple sentences with correct spelling and punctuation.
Time 60 minutes

Teaching Aids jigsaw puzzle , LCD projector



Activity
Teaching and Learning
Strategy

Notes
1. Divide the pupils into six
groups. Distribute
jigsaw puzzle of a body
part to each group.
Teacher has to enlarge 6
different pictures of body
parts and cut them into
jigsaw puzzles.

2. Pupils assemble the
jigsaw puzzle and name
them.
Solving jigsaw puzzle Teacher can reward the
first group that assembles
the jigsaw puzzle.

3. Distribute worksheet to
the pupils. Read aloud
the phrases. (as found
in Appendix 2)

Listening Teacher needs to read the
phrases loudly and clearly.
Options : Teacher can
also record the phrases on
a cassette.
Worksheet (Appendix 6)

4. Pupils write the phrases
on worksheet. Pupils
draw the parts of the
face.

Writing
Drawing
Teacher can put up some
of the drawings on the
board. (Appendix 6)
5. Pupils write sentences
using the phrases given
by the teacher. Go
around and check the
pupils work.


Writing

Teacher should check the
spelling and punctuation in
the sentences. (Appendix
6)



272

6. Project the jazz chant
What I Have on the
screen. Pupils read the
jazz chant in groups of
five.

Chanting
Kinaesthetic activity

Jazz Chant :
What I Have
(Appendix 2)

7. Pupils work in their
groups and come out
with three more stanzas
for the jazz chant.
Check the groups work.

Writing Teacher goes around and
helps the groups that have
difficulties in their task.
eg. two small eyes
two long legs
two strong hands
8. Pupils chant the
stanzas written by them.

Chanting
Kinaesthetic activity

Teacher can do this
activity as a competition.
The most creative group
wins the competition.
Assessment:
a) Pupils write sentences
using the words given.



Written

Teacher needs to prepare
worksheet. (Appendix 7)
Remedial:
a) Pupils rearrange
jumbled up words to
form sentences.



Writing

Teacher prepares a
worksheet with jumbled
words.
Enrichment:
a) Pupils complete a
worksheet grouping
the actions to the
correct body parts



Grouping
Writing

Duplicate the worksheet
accordingly.
(Appendix 8)

273

Focus: Language Arts

Theme: World of Knowledge

Topic: My Beautiful Body

Content
Standard
4.1 By the end of the 6-year primary schooling, pupils will
be able to enjoy and appreciate rhymes, poems and
songs through performance.

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

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

Time 60 minutes

Teaching Aids charts


Activity Teaching and Learning
Strategy
Notes
1. Mime a few actions and
ask pupils to name the
actions.
Miming Actions :
Touching the knees
Jumping up
2. Put up a chart with the
song If You Are Happy.
Pupils read the lines of
the song in groups/
individually.
Reading
Singing
Song : If You Are Happy
And You Know It
(Appendix 9)
3. Divide pupils into six
groups. Pupils work in
groups and create four
more stanzas for the
song.

Creating stanzas for the
song
Appendix 9

4. Pupils perform the song
in groups.

Performance
5. Pupils recall and recite
the jazz chant.

Whole class activity Jazz Chant: What I Have
(Appendix 2)
6. Pupils sing the song. Whole class activity Song: Ten Little Fingers
(Appendix 1)







274

Appendix 1
SONG








275


Appendix 2

JAZZ CHANT

-
-
-
-











276




Appendix 3


WORKSHEET
Fill in the blanks


































.





277







Appendix 4

READING ASSESSMENT








.













278

Appendix 5

.

Complete the crossword puzzle below.












279

Appendix 6

1. _____________________________________________

2. _____________________________________________

3. _____________________________________________

4. _____________________________________________

5. _____________________________________________

1. _____________________________________

2. _____________________________________

3. _____________________________________

4. _____________________________________

5. _____________________________________








280





Appendix 7

ASSESSMENT


281























282


Appendix 8

ENRICHMENT ACTIVITY
















































283
















































284


Appendix 9

SONG

IF YOU ARE HAPPY AND YOU KNOW

-
-
-
-




285


Focus Listening and Speaking

Theme World of Self, Family and Friends

Topic Find the Way

Content Standard
1.2 Pupils will be able to listen to and respond appropriately in
formal and informal situations for a variety of purposes.

Learning Standard
1.2.2 Able to listen and follow:
(b) simple directions to places in the school.

Objective

By the end of the lesson, pupils will be able to listen and follow
simple directions to places in the school.

Time 30 / 60 minutes

Teaching Aids chart, picture cards, dice



Activity

Teaching & Learning
Strategy

Notes
1. Put up numbered
picture cards on the
board. Pupils throw a
dice and name the
pictures according to
the number.



Oral Response
Fun learning
Playing a game
Picture cards of places in
the school.
e.g. canteen, office , etc.





Assessment
Observe pupils ability to
listen and follow simple
directions.


Observation

Remedial
Repeat the chant with
pupils. Guide them to follow
directions.



Reinforcement



Jazz chant
Enrichment
Pupils are divided into two
groups.
Group 1 : ask questions
Group 2 : answer


Team work

Use the jazz chant given.
Each group takes turns to
ask and give directions.
e.g:
Group 1 How do I go to
the canteen?
Group 2 Go straight, turn
right.


1
Sample Lesson 4

286


Focus Reading

Theme World of Self, Family and Friends

Topic Find the Way

Content Standard 2.2 Pupils will be able to 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.

Learning Standard 2.1.1 Able to recognise and articulate initial, medial and final
sounds (phonemes) in single syllable words within
given context:
(a) [igh]
2.1.2 Able to blend phonemes into recognizable words and
read them aloud.


Objective By the end of the lesson, pupils will be able to recognise and
read words with the sound [igh] in the intial, medial and final
position.

Time 30 / 60 minutes

Teaching Aids chart, word cards



Activity

Teaching & Learning
Strategy

Notes
1. Chant and pupils listen.

Listening Chart
( Appendix 2)

2. Chant line by line. Pupils
repeat.
Practice
3. Introduce phoneme /aI/
with its action and sound.
Pupils follow.







4. Blend the set A to igh
and then to set B cards.


Practice

Word cards

high thigh
right night
right bright



.

287


set A set B















5 Pupils recite the jazz
chant with the [igh]
words.


Recalling

Appendix 2

Assessment
Pupils articulate the sound
[igh] in single
syllable words.



Observation



Remedial

Guide pupils with chant.



Reinforcement


Appendix 2
Enrichment

1. Use the word spinner.
2. Pupils take turn to spin.
3. Pupils blend the onset and
rime letters to form correct
words.
4. Pupils read the words.



Recalling







Appendix 3















t
t
igh
br
r
n
h

t

l
th
t
t
t
t

288

Focus Writing

Theme World of Self, Family and Friends

Topic Find the Way

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

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


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


Time 30 / 60 minutes

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




Activity Teaching & Learning
Strategy
Notes

1.Pupils identify places
in school.

Drill pupils with
direction phrases
using symbols.


Recalling


Drilling

picture cards of places in
school.

symbol cards



Phrase cards:
turn right, turn left, go straight

2. Pupils match the
words to pictures in
the worksheet given.


Drilling

Appendix 4
Worksheet 1

3. Pupils label the
pictures with the
given words.

Drilling

Appendix 5
Worksheet 2

Assessment:

Pupils complete the
worksheet.


practice


Appendix 6
worksheet 3

Appendix 7
worksheet 4


289

Remedial:

Pupils complete the
worksheets.

drilling

Appendix 8
worksheet 5
Enrichment:

Pupils study the map to
complete the task
consolidation

Appendix 9
worksheet 6











































290

Focus Language Arts

Theme World of Self, Family and Friends

Topic Find the Way

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


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

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

Time 30 - 60 minutes

Teaching Aids chart



Activity Teaching & Learning
Strategy
Notes

1. Recite the jazz chant
with pupils.


Reciting


Appendix 1
2 Divide the class into
four groups.
Guide the groups to
prepare for their
performance.

Group/ class performance
Assessment
Observe pupils
performance.

Observation

Choose a winner.

291

Appendix 1

JAZZ CHANT














292

Appendix 2





















293

Appendix 3















294



































































1.








2.






3.








4.







5.







6.

Appendix 4
Worksheet 1

295


Choose and write.
















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














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














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







Appendix 5
Worksheet 2

296




Rearrange the letters
















1.












3.
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _












5.
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _








Appendix 6
Worksheet 3

297





Read and label





1.




___________ _____________________






2.





___________ _____________________




3.








___________ _____________________














Appendix 7
Worksheet 4

298
















__________ __________ and _____________ ______________









__________ __________ and _____________ ______________









__________ __________ and _____________ ______________








__________ __________ and _____________ ______________




Appendix 8
Worksheet 5

299




Look, think and write.























Appendix 9
Worksheet 6






CURRICULUM
OVERVIEW
SYLLABUS
OVERVIEW


CHECKLIST










C
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C
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L
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3
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3
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3
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313

1. literacy ability to read and write
2. literary works texts with a style of writing used in literature
3. creative works products or works which are created through imaginative and
new ways

4. penmanship the art of writing by hand
5. learning profiles learning styles
6. assessment evaluation or appraisal
7. phoneme smallest unit of speech
8. phonemic awareness ability to hear and manipulate individual
phonemes

9. blending joining individual sounds to letters to form words
10. segmenting breaking down individual letter sounds to sound it
accurately

11. gross motor skills abilities required to control large muscles of the body for
running etc

12. fine motor skills coordination of small muscle movements
13. kinaesthetic intelligence skillful ability to contol ones bodily motions and
handle objects

14. body percussion using the body to produce sounds
15. alliteration repetition of consonants in any syllables
16. sight words - high-frequency words which are commonly used



315

ACKNOWLEDGEMENTS

Advisor : Tn Hj. Ibrahim bin Mohamad

Chief Editor: Dr Lee Boon Hua
Dr Mohamed Abu Bakar
Pn Diana Fatimah Ahmad Sahani

Authors : Pn Jagdeesh Kaur Gill
Cik Regina Joseph Cyril
En. Rabindra Dev Prasad
En. Rosdy Wahid
Cik Ewe Choy Choo

Contributors: Pn Christine Gnanasothy Sivilingam
SK Bandar Sunway, Petaling Jaya
Pn Sharon a/p Savarimuthu
SK Seri Selangor, Subang Jaya
Pn Kwa Jin Nee
SK Taman Putra Perdana, Puchong
Cik Marlene a/p P. Fernando
SK Permatang Badak, Kuantan
En Faizul Mohamed
SK Padang Garong 1, Kota Bharu
En Mohamad Yusoff b. Ahmad
SK Methodist, Malim Nawar
Pn Siti Rohani Mohd Noor
SK Serting Hilir Kompleks, Bandar Seri Jempol
En Lai Pak Siong
SJKC Katholik, Melaka
Cik Suen Sau Chun
SJKC Ave Maria Convent, Ipoh
Pn Tanggam a/p Karuppiah
SK Relong, Kuala Lipis

Pn Kanmit Kaur a/p Gurbachan Singh
SK Wan Ibrahim, Kuala Lipis
Pn Rozieana Lucy bt. Abdullah
SK Pahit Gerik, Hulu Perak
Pn Hemalatha a/p N. Govindasamy
SK Perwira, Teluk Intan
Pn Subashini a/p A. P. Menon
SK La Salle (2) Brickfields, Kuala Lumpur
Pn Usha Rani a/p Reginald
SK Bukit Raya, Hulu Langat, Cheras
Pn Subathira a/p Selvanayakam
SK Dato Onn Jaafar, Subang Jaya
Pn Latifah bt. Abdul Latiff
SK Bandar Tasik Kesuma, Beranang
Pn Noor Ashikin bt. Hashim
SK Seri Besout, Sungkai
En Barathidasan a/l Muniandy
SK Kebun Sireh, Bukit Mertajam
Pn Jeya shanthi a/p N. V. Arumugam
SK Tanjong Malim, Tanjong Malim

316

Pn Poonkuzhali a/p Palaniandy
SK Seri Amar, Johor Bahru
Cik Mageswary a/p Raja Ratnam
SK Mahmud, Raub
Pn Vasantha Devi a/p N. Raja Ratnam
SK Batu Kikir, Batu Kikir
Pn Nor Zihana bt. Jamaludin
SK Putrajaya P8 (1), Putrajaya
En Nagarajan a/l Veloo
SJKT Permatang Tinggi, Simpang Ampat, Bukit Mertajam
Pn Siti Shakilah Nirmala bt. Abdullah
SK Sri Tangkak, Tangkak
Pn Baleswari a/p A. Balasubramaniam
SK Sultan Ismail, Kemaman

Cik K. N. Rema a/p K. K. Narayanan
SK Ayer Puteh, Kemaman
Cik Vivegi a/p T. K. Rajagopal
SK Ujong Pasir, Melaka
Pn Saratha a/p Sri Kandan
SK Puchong Jaya, Puchong
Pn Gloria Marsh
SK Taman Rasah Jaya, Seremban

Editors: Cik Mageswary a/pRaja Ratnam
SK Mahmud, Raub
Pn Kwa Jin Nee
SK Taman Putra Perdana, Puchong
Cik Marlene a/p P. Fernando
SK Permatang Badak, Kuantan
Pn Wong Mee Ping
SJKC Serdang Baru 1, Seri Kembangan
Pn Kan Siew Fong
SJKC Serdang Baru 1, Seri Kembangan
Pn Usha Rani a/p Reginald
SK Bukit Raya, Hulu Langat, Cheras
Pn Tanggam a/p Karuppiah
SK Relong, Kuala Lipis
Pn Kanmit Kaur a/p Gurbachan Singh
SK Wan Ibrahim, Kuala Lipis
Pn. Poonkhuzhali a/p Palaniandy
SK Pasir Puteh (P), Kelantan
Pn. Sarah Matilda Jayaprabha a/p David
SK Taman Mount Austin, Johor Baru
En Gobalakrishnan a/p Mahaletchumanan
SK Dato Kamaruddin, Behrang Stesen
En Amarjit Singh a/l Dushan Singh
SK Perlok, Sungkai
En Nagarajan a/l Veloo
SJKT Permatang Tinggi, Simpang Ampat, Bukit Mertajam
Pn Lailee bt. Shahabudin
SK Chuah, Seremban
Pn Niza bt. Wahab
SK Petaling (1), Kuala Lumpur
Pn Kumari Nirmal a/p Jagiri Ram
SK Sri Subang Jaya, Subang Jaya
Cik Ida Maria bt. Amiruddin
SK Jalan Empat, Bangi

317

Cik Vivegi a/p T. K. Rajagopal
SK Ujong Pasir, Melaka
Pn Jeya shanthi a/p N. V. Arumugam
SK Tanjong Malim, Tanjong Malim
Pn Fatima Nathan a/p Nagiah
SK St. Mary, Kuala Lumpur
En Muhammad Syuhaidi Ohira b. Abdullah
SK (LKTP) Chemomoi, Bandar Bera
En Lai Pak Siong
SJKC Katholik, Melaka
En Yeap Kah Soon
SK Methodist (ACS), Ipoh
Pn Latifah bt. Abdul Latiff
SK Bandar Tasik Kesuma, Beranang
Pn Noor Ashikin bt. Hashim
SK Seri Besout, Sungkai
Pn Jane Cecilia Edward
SK Silibin, Ipoh
Pn Rozieana Lucy bt. Abdullah
SK Pahit Gerik, Hulu Perak
Pn Gloria Marsh
SK Taman Rasah Jaya, Seremban
Pn Siti Rohani bt. Mohd. Noor
SK Taman Rasah Jaya, Seremban
En Mohammad Siraj b. Abdullah
SK Penjom, Kuala Lipis

Pn Angelina Jemat
SK Putrajaya Presint 9(1), Putrajaya
En Louis Marie Neubert Ambrose
SK Menjalara, Kepong
Pn Helena Ong Ah Nyuk
SK Semerah Padi, Kuching
Pn Geraldine Mary Rose a/p Hubert Coray
SK (2)Simpang Lima, Klang
Pn M. Susilah a/p Moorthy
SK Lanar, Kuala Lipis
Pn Diana Fatimah Ahmad Sahani
Bahagian Pembangunan Kurikulum
Pn Jagdeesh Kaur
Bahagian Pembangunan Kurikulum
Cik Regina Cyril Joseph
Bahagian Pembangunan Kurikulum
En Rosdy Wahid
Bahagian Pembangunan Kurikulum
Cik Ewe Choy Choo
Bahagian Pembangunan Kurikulum
Pn Zaiton Majid
Bahagian Buku Teks, Kementerian Pelajaran Malaysia

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