Professional Documents
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Grapheme Phoneme Suggested Words
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Grapheme Phoneme Suggested Words
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a/
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a/
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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
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r
i
t
e
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o
o
d
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r
i
t
e
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o
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r
A
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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
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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