English Teacher Guidebook 2

KEMENTERIAN PELAJARAN MALAYSIA
Kurikulum Standard Sekolah Rendah
TEACHER'S GUIDEBOOK
ENGLISH
YEAR 2
Terbita
n
Bahagian Pembangunan
Kurikulum
2011
Cetakan Pertama 2011

Kementerian Pelajaran Malaysia
Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian
artikel, ilustrasi dan isi kandungan buku ini dalam apa juga bentuk dan dengan cara
apa jua sama ada secara elektronik, fotokopi, mekanik, rakaman atau cara lain
sebelum mendapat kebenaran bertulis daripada Pengarah, Bahagian Pembangunan
Kurikulum, Kementerian Pelajaran Malaysia, Aras 4-8, Blok E9, Parcel E, Kompleks
Pentadbiran Kerajaan Persekutuan, 62604 Putrajaya.
CONTENT
Foreword
Preface
v
vii
Section 1
The English Language Curriculum
The Year Two English Syllabus
3
19
Section 2
Listening and Speaking
Reading
Writing
Language Arts
Section 3
Sample Lesson
Sample Lesson
Sample Lesson
Sample Lesson
1
2
3
4
Section 4
Assessment Checklist
Glossary
Acknowledgements
25
69
13
7
16
7
21
23
1
26
7
28
5
30
31
3
31
5
FOREWORD
The new Malaysian English Language Curriculum for Primary Schools

will be introduced in stages beginning 2011 starting with Year 1. This
will then be continued with Year 2 in 2012. In line with that, CDD has
produced this Year 2 guidebook as a useful resource for teachers in
implementing the new curriculum.
CDD believes that the contents of this guidebook will help Year Two
English Language teachers to get accustomed to the changes in the
new English Language Curriculum and act as a valuable teaching
resource. The guidebook consists of suitable suggested teaching and
learning strategies and activities for teachers. It also gives teachers
ideas to help them organise their daily lessons.
However, teachers
are encouraged not to rely solely on this guidebook only when
planning their lessons as it is hoped that they will use their own
creativity and initiative to plan stimulating and enjoyable lessons
suitable to their pupils level and background.
Last but not least, CDD would like to take this opportunity to
acknowledge with gratitude the contributions made by the panel of
English teachers involved in making this guidebook a reality.
Tn Hj. Ibrahim bin Mohamad

Director
Curriculum Development Division
PREFACE
This teachers guidebook serves as a guide to teachers with regard to the learning standards
that should be achieved. It covers some aspects of the language skills, language arts as well
as the suggested word list required to be taught in Year Two.
Section 1 of the guidebook provides an overview of the English Language Curriculum while
Section 2 deals with the four language skills as well as language arts. Suggested activities are
presented in a 3-column table for each module.
The first is the activity column where
suggested activities for teachers include explanations and teaching steps. The second is the
content column which includes teaching points and the suggested word list. The third is the
teachers notes column which includes teaching aids/materials and other instructions for
teachers.
Section 3 consists of complete sample lessons. In this section, teachers will be able to see and
understand how the different language skills and language arts modules are presented for each
week, based on one particular theme and topic, in a coherent and cohesive manner. Finally,
Section 4 provides teachers with sample assessment checklists which the teacher can use to
conduct formative assessment in the classroom. These complete sample lessons are provided
to help teachers plan effective and enjoyable lessons.
The guidebook provides suitable and practical suggestions of teaching methods via the
materials provided. However, teachers are in a better position to make appropriate and relevant
decisions when planning their lessons. There is no single best way and teachers have to use
their pedagogical content knowledge, experience, skills and creativity to plan their lessons in
order to help their pupils learn better. Teachers should decide on a theme/topic and then select
suitable listening and speaking, reading, writing and language arts activities to be used for
teaching that topic. Teachers are also encouraged to use activities from the MOE Teaching
courseware, the textbook and other suitable resources when planning their lessons.
Assessment is an important aspect of the teaching-learning process. Continuous formative
assessment is used as a means of gaining essential feedback and to keep track of pupils
progress. Awareness of pupils capabilities will enable teachers to plan activities for further
development. Teachers should set school based assessments for learning standards dealt with
in the classroom.
This guide book provides some suggestions for the acquisition of the four language skills.
Teachers need to use their initiative, imagination and creativity in planning their lessons in order
to extend the experiences of their pupils. It is hoped that teachers will find this guidebook useful
and pupils will enjoy the activities and hence improve their English language proficiency.
vii
CURRICULUM OVERVIEW
SYLLABUS OVERVIEW
ENGLISH LANGUAGE CURRICULUM FOR PRIMARY SCHOOLS
AIM
The English Language Curriculum for Primary Schools aims to equip pupils with
basic language skills to enable them to communicate effectively in a variety of
contexts thats appropriate to the pupils level of development.
OBJECTIVES
By the end of Year 6, pupils should be able to:
read and comprehend a

range of English texts for
information and enjoyment
communicate with peers and

adults
confidently
and
appropriately in formal and
informal situations
write a range of texts using

appropriate language, style
and form through a variety of
media
2
3
1
OBJECTIVES
4
appreciate and demonstrate

understanding of English
language literary or creative
works for enjoyment
use correct and appropriate

rules of grammar in speech
and writing
CONCEPTUAL FRAMEWORK
Primary education is divided into two stages: Stage One refers to Years 1,2 and 3,
and Stage Two, Years 4, 5 and 6. The English Language Curriculum has been
designed in two strands. Strand 1 is the language focus and strand 2 is language
arts. Language focus deals with language skills such as listening & speaking,
reading, writing and grammar. Language arts deals with music, poetry, drama and
childrens literature.
As English language learning is developmental, the focus in Years 1 and 2 is basic
literacy. This is done by building a strong foundation in basic literacy skills namely
reading through phonics, penmanship and basic listening and speaking. Activities
are contextualized and fun-filled with integration of language skills in meaningful
contexts.
In Year 3 and onwards, pupils will further develop the ability to speak, listen, read
and write in English meaningfully, purposefully and with confidence. A grammar
module is introduced from Year 3 to enable pupils develop a sound grasp of the
language structures and rules of grammar.
The Language Arts module has been added to the English language curriculum from
Year 1 to allow pupils to engage and enjoy stories, poems, songs, rhymes and plays
written in English.
LEVEL 1
(Years 1, 2 & 3)
LEVEL 2
(Years 4, 5 & 6)
STRAND 1
STRAND 2
LANGUAGE FOCUS
LANGUAGE ARTS
Listening & Speaking

Reading Writing
Grammar (from Year 3)
Music
Poetry
Drama
Class Readers

Reading Writing
Grammar
Literature
English at Play: Music,
Poetry & Drama
CURRICULUM ORGANISATION
The curriculum is modular in design and this is reflected in the organisation of the
content and learning standards.
In Years 1 and 2, the English language curriculum emphasises the development of
basic language skills so that pupils will have a strong foundation to build their
proficiency in the language. In this initial stage, there will only be four modules;
namely:
1.
2.
3.
4.

Reading
Writing
Language Arts
From Year 3 onwards, where pupils build on the skills they have acquired in Years 1
and 2, a fifth module, Grammar, is added to the above four modules. Therefore, the
modules for this stage are:
1.
2.
3.
4.
5.

Reading
Writing
Language Arts
Grammar
The following diagram shows the conceptual framework of the curriculum model.
LISTENING AND SPEAKING
READING
WRITING
LANGUAGE ARTS
GRAMMAR
STAGE ONE
(YEARS 1-3)
STAGE TWO
(YEARS 4-6)
Fig.1 The Modular Configuration

The modularity of the English Language Curriculum Standards for Primary Schools is
a modularity of focus. By organising the curriculum standards under five modules
(four for Years 1 and 2), pupils will be able to focus on the development of salient
language skills or sub-skills under each module through purposeful activities in
meaningful contexts. This modular approach does not exclude integration of skills.
However, skills integration is exploited strategically to enhance pupils development
of specific and specified language skills as described in the content and learning
standards in a module.
The approach taken in this curriculum stresses the need for pupils to develop all the
four language skills: listening, speaking, reading, and writing. Teachers are expected
to sustain a cohesive and coherent organisation between the listening and speaking,
reading and writing skills. For the language arts module, teachers may plan lessons
in relation to the language skills taught or they may come up with generic lessons.
Teachers should incorporate the fun element in specified contexts to make their
lessons meaningful.
In order to make learning more meaningful and purposeful, language input is

presented under themes and topics, which are appropriate for the pupils.
Three broad themes which have been used in KBSR have been retained and will be
used, namely:
1. World of Self, Family and Friends;
2. World of Stories; and
3. World of Knowledge.
Teachers select topics that are suitable for their pupils level of development. When
planning lessons, topics for teaching are initially based on the immediate learning
environment of the child. Later on, these are expanded to town, country and more
distant foreign locations.
ROLE OF THE TEACHER
The teacher is the role model of a language user to pupils. Pupils need to be
exposed to good language in order for them to learn the language and use it for
effective communication. Therefore, the teacher needs to do a lot of talking in order
for pupils to listen to good language input. For this purpose, the teacher uses a
variety of materials or media to enable pupils to acquire the receptive and productive
skills. Fun language activities will have to be devised by the teacher in order to tap
pupils interest and engage them in communication.
The Standard-Based English Language Curriculum for Malaysian Primary Schools is
designed to provide pupils with a strong foundation in the English language.
Teachers will use Standard British English as a reference and model for teaching the
language. It should be used as a reference for spelling and grammar as well as
pronunciation for standardisation.
Good time management is also essential. Keeping in mind the time allocated for
teaching English in SK and SJK schools is different; lessons should be organized in a
manageable form in order to give pupils every opportunity to take part in language
activities.
In order to facilitate and maximise learning, language skills must be repeated and
used constantly. Some activities have been suggested in this book. However,
teachers are encouraged to design more creative and challenging tasks and activities
based on the needs and interests of pupils. This is important so that appropriate
activities and materials are used with pupils of different learning profiles with the
intention of helping them to realise their full potential and enable them to gradually
develop the ability, knowledge and confidence to use the language effectively.
LISTENING AND SPEAKING SKILLS
Overview
Listening and speaking are seen as core skills of early literacy. As such, pupils
should be taught:
how to listen carefully;
to speak from the basic level of sound, word, phrase and structural sentences
in various situational contexts;
the stress, rhythm and intonation patterns and how to use them correctly;
to recognise, understand and use not only verbal but also non-verbal
communication; and
oral
communication
practice
by
means
of
repeating,
responding,
understanding and applying structures of the language in order to prepare

them for communication.
In order to achieve the abovementioned, content and learning standards have been
developed from basic listening and speaking, and then progressing to communicating
in various situations effectively.
Content Standards
By the end of the six-year primary schooling, pupils will be able to:
1.1 pronounce words

and speak confidently
with the correct
stress, rhythm and
intonation.
1.2 listen
and
respond
appropriately in formal
and informal situations
for
a
variety of
purposes.
1.3 understand
and
respond to oral texts
in a
variety
of
contexts.
The content standards above are achieved through learning standards that have
been devised carefully throughout primary schooling. Learning standards have been
developed from basic listening and speaking in order for pupils to grasp the sounds
of the English language before learning to articulate words and phrases. This is
supported with a flooding of English sounds and words by the teacher especially in
cases where pupils do not have any exposure to the English language.
The learning standards begin with basic listening and speaking skills which have
been developed incrementally in this manner :
develop pupils phonemic awareness
engage in fun learning activities such as reciting rhymes, poems and
tongue twisters as well as singing songs
participate in daily conversations
follow and give instructions and directions
able to participate in conversations
talk on topics of interest
Relationships are established through the ability to communicate by listening first
then speaking thoughts, ideas and feelings. Pupils should aim at becoming confident
speakers who can communicate clearly, appropriately and coherently in any given
context using language to explore the possibilities and opportunities. Pupils need to
listen carefully and respond to what others say and think about the needs of their
listeners. Social conventions in listening and speaking such as turn taking, politeness
and courtesy need to be observed. These are crucial especially in group discussions
where viewpoints and opinions are exchanged.
READING SKILL
Overview
The teaching of reading skills:
enables pupils to become independent readers who are able to comprehend
a text effectively and efficiently.
begins at the word and phrase levels before progressing to sentence
recognition and reading at the paragraph level.
focuses on basic literacy with the use of phonics in Years 1 and 2.
teaches pupils to extract specific information from a text and respond to a text
with their own ideas and opinions.
devised progressively. The teaching of reading in the early stages begins at the
word and phrase levels before progressing to sentence recognition and reading at
the paragraph level. Gradually, pupils are taught to extract specific information from
a text and to respond to a text with their own ideas and opinions.
Content Standards
By the end of the six-year primary schooling, pupils will be able to:
2.1
2.2 demonstrate understanding

of a variety of linear and
non-linear texts in the form
of print and non-print
materials using a range of
strategies
to
construct
meaning.
apply knowledge of
sounds of letters to
recognize words in
linear and non-linear
texts.
2.3 read
independently
for information and
enjoyment.
The content standards above are achieved through learning standards that have
been devised carefully throughout primary schooling. Learning standards have been
developed from recognition of sounds in order for pupils to acquire the sounds of the
English language before learning to blend and segment words. This is further
developed through vocabulary activities to widen pupils vocabulary. By the end of
Year 6, pupils are able to read and demonstrate understanding of text for information
as well as read for enjoyment.
The learning standards begin with basic literacy which has been developed
incrementally in this manner :
distinguish the shapes of the letters;
recognise and articulate phonemes;
blend and segment words;
apply word recognition and word attack skills to acquire vocabulary;
read and understand phrases, simple sentences and texts; and
read independently for information and enjoyment.
The reading aloud strategy is also encouraged in the first two years of primary
education:
Teacher reads aloud a text to pupils. Implementing this strategy allows
teachers to model reading.
Here, articulation and pronunciation of words by the teacher have to be as
precise as possible for pupils to efficiently imitate and reproduce correctly.
This strategy effectively engage pupils in a text that may be too difficult for
them to read on their own, hence, pupils sit back and enjoy the story.
Teachers should also carry out shared reading strategies in the classroom:
During shared reading, the teacher and pupils read together, thus allowing
pupils to actively participate and support one another in the process of
reading.
Teachers point to the text as they read slowly for word recognition and to
build a sense of story.
Ultimately, the objective of getting pupils to read a variety of texts enables pupils to
see how grammar is used correctly so that they can emulate them in their productive
skills; speaking and writing.
Reading for enjoyment and pleasure in seeking
information and knowledge should be inculcated in pupils. Pupils are also trained to
give their own ideas and opinions in order to become efficient readers.
WRITING SKILL
Overview
It is expected that by the end of Year 6 :
pupils will be able to express their ideas clearly on paper in legible
handwriting or to communicate via the electronic media.
the focus of writing is on developing pupils writing ability beginning at the
word and phrase levels before progressing to the sentence and paragraph
levels.
pupils who are capable must be encouraged to write simple compositions
comprising several paragraphs.
attention is also paid to penmanship so that even from a young age, pupils
are taught to write clearly and legibly including cursive writing.
simple compositions and the various steps involved in writing, such as
planning, drafting, revising, and editing are taught. In the process, pupils
learn the genre approach to writing as they are taught to use appropriate
vocabulary and correct grammar to get their meaning across clearly.
10
all pupils will be encouraged to write for different purposes and for different
audiences.
although much of the writing at this level is guided, the amount of control is
relaxed for pupils who are able and proficient in the language.
spelling and dictation are also given emphasis.
To achieve the abovementioned, content and learning standards have been devised
progressively. The teaching of writing in the early stages begins with pre-writing
activities to develop pupils visual skills as well as develop hand-eye coordination.
This is later developed to writing letters of the alphabet and copying words, phrases
and simple sentences. Pupils begin constructing simple sentences with the teachers
guidance and later develop to become independent writers by the end of primary
schooling.
Content Standards
By the end of the six year primary schooling, pupils will be able to:
3.1
form
letters
and
words in neat legible
print
including
cursive writing.
3.2
write using appropriate

language, form and style
for a range of purposes.
3.3 write and present ideas

through a variety of
media.
Content standards are achieved through learning standards that have been devised
carefully throughout primary schooling. Learning standards have been developed
progressively, from acquiring fine motor control of hands and fingers to copying
11
writing activities, before being taught to write with guidance linear and non-linear
texts using appropriate language, form and style. The use of various media is also
encouraged and pupils can create both linear and non-linear texts with guidance or
independently.
LANGUAGE ARTS
Overview
The rationale behind Language Arts is to steer the continuous growth and
development of pupils thinking and language abilities. The standards for Language
Arts:
cover a range of creative and literary works in English such as
rhymes,
songs, poems, stories and plays to activate pupils imagination and interest.
allow pupils to benefit from hearing and using language from fictional as well
as non-fictional sources.
allow pupils to gain
rich and invaluable experiences using the English
language through fun-filled and meaningful activities.

train pupils to be able to appreciate, demonstrate understanding and express
personal responses to literary and creative works for enjoyment. Hence they
will also be able to use English for both functional as well as aesthetic
purposes, confidently and competently by the end of Year 6.
devised progressively. The teaching of language arts will help pupils develop their
oral and analytical skills as well as hone their creativity. Language Arts creates
ample opportunities for pupils to speak in English in a very relaxed atmosphere and
this will help increase pupils confidence in using the English language.
12
Content Standards
By the end of the six year primary schooling, pupils will be able to:
4.1
enjoy and appreciate

rhymes, poems and
songs through
performance.
4.2
express personal
response to
literary texts.
4.3 plan, organize and

produce creative
works for
enjoyment.
The culmination of all content standards in language arts will be shown in practice
when pupils are able to come up with their very own production. By the end of Year
6, pupils will learn the art of acting out, play-acting and producing works of creativity
such as drawings, poems or singing. Pupils will also learn values of cooperating with
people of different race, gender, ability, cultural heritage, religion, economic, social
background, and, understand and appreciate the values, beliefs and attitudes of
others. Each pupil will also develop knowledge, skills and attitudes, which will
enhance his or her own personal life management and promote positive attitudes.
Assessment
Assessment is necessary to assess pupils achievement in terms of acquisition of
knowledge, skills and the application of values through activities conducted in the
13
classroom.
Assessment also supports pupils learning and gives pertinent
feedback
to teachers, pupils and parents about their development and achievement.
There are two types of school-based assessment.
Formative assessment is
conducted during the teaching and learning process in the classroom to gauge the
acquisition of skills and knowledge during the learning process.
Summative
assessment is usually conducted at the end of learning, usually at the end of a
learning unit, month or semester whereby the focus is on the end product.
ASSESSMENT
SUMMATIVE
FORMATIVE
School-based assessment can be carried out during the teaching-learning process.

The teaching-learning process can be conducted in or outside the classroom. Below
is a diagram suggesting some types of assessment which can be carried out both in
and outside the classroom:
Observations
Tests
Oral
Presentations
METHODS OF
ASSESSMENT
Writings
Checklists
Creative Works
Classroom observations are useful tools for teachers to assess their pupils
performance. Teachers observe pupils oracy skills as they engage in conversations
among peers and when they take part in oral presentations. Teachers can prepare a
checklist to record their pupils progress. Perhaps, pupils can speak during the
school assembly, put up a performance in front of an audience, and watch a puppet
show or listen to a story. Talking about these events can help teachers assess
pupils listening and speaking skills.
14
Assessment of reading comprehension can be carried out by setting comprehension

questions.
Other comprehension activities which can be used to assess
comprehension are the use of graphic as well as semantic organisers, story maps,
question generation and summarisation. Pupils writing skills can be assessed
through written projects, tests, exams and class exercises. Teachers can also hone
pupils writing skills through journal and diary writing, the production of creative
works such as poems, writing scripts, dialogues as well as lyrics of songs.
Creative works such as portfolios, masks, puppets, props and other creative
productions produced during the language arts lessons can also be assessed.
Activities conducted during language arts lessons such as singing action songs,
reciting rhymes or poems, choral speaking, drama, public speaking as well as roleplay can be assessed.
Assessment should also provide pupils with opportunities for self-assessment using
known criteria and pupils should be given input on the evaluation process. In a
nutshell, teachers should utilise a variety of assessment techniques to monitor their
pupils language growth and development. The on-going process of assessing
class exercises and homework should be continued. The main purpose of this is to
provide immediate feedback to the pupils in guiding, motivating, correcting and
refocusing their efforts.
WORD LIST
The list of words selected for teaching is based on common words and high
frequency words that can be used repetitively in different contexts. The suggested
word list can be expanded upon if pupils demonstrate an ability to acquire more
words.
15
EDUCATIONAL EMPHASES
Educational emphases reflect current developments in education. These emphases
are infused and woven into classroom lessons to prepare pupils for the challenges of
the real world.
Critical Thinking
Multiple
Intelligences
Information and
Communication
Technology Skills
Contextual
Learning
Values &
Citizenship
EDUCATIONAL
EMPHASES
Mastery Learning
Learning How to
Learn
Entrepreneurship
Constructivism
Creativity &
Innovation
Critical Thinking
Critical thinking is incorporated in the teaching and learning activities to enable pupils
to solve simple problems, make decisions, and express themselves creatively in
simple language.
Information and Communication Technology Skills (ICT)
Information and Communication Technology Skills (ICT) include the use of
multimedia resources such as TV documentaries and the Internet as well as the use
of computer-related activities such as e-mail activities, networking and interacting
with electronic courseware.
Learning How to Learn
Learning How to Learn strategies are integrated in teaching and learning activities
which aims to enable pupils to take responsibility for their own learning. These skills
incorporate study skills and information skills to equip them to become independent
life-long learners.
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Values and Citizenship

The values contained in the Standard Based Curriculum for Moral is incorporated into
the English language lessons. Elements of patriotism and citizenship is also
emphasised in lessons in order to cultivate a love for the nation and produce patriotic
citizens.
Creativity and Innovation
Creativity and innovation is the ability to produce something new in an imaginative
and fun-filled way. Pupils display interest, confidence and self-esteem through
performance and producing simple creative works.
Entrepreneurship
Fostering an entrepreneurial mind set among pupils at their young age is essential in
this new world. Some of the elements that are linked with entrepreneurship are
creativity, innovation and initiative, which are also attributes for personal fulfilment
and success.
Mastery Learning
Mastery Learning will ensure that all pupils master the learning standards stipulated
in the Standard Based Curriculum. Mastery Learning requires quality teaching and
learning in the classroom and teachers need to ensure that pupils master a learning
standard before proceeding to the next learning standard.
Multiple Intelligences
The theory of Multiple Intelligences encompasses eight different intelligences human
beings possess. These intelligences are essential in order to maximise teaching and
learning in the classroom. .
Constructivism
Constructivism will enable pupils to build new knowledge and concepts based on
existing knowledge or schema that they have. The teacher assists pupils to acquire
new knowledge and solve problems through pupil-centred active learning.
Contextual Learning
Contextual Learning is an approach to learning which connects the contents being
learnt to the pupils daily lives, the community around them and the working world.
Learning takes place when pupils are able to relate the new knowledge acquired in a
meaningful manner in their lives.
17
Whats in store for Year Two pupils?

The Year Two English Language
Syllabus
THE LISTENING AND SPEAKING SKILL
The listening and speaking skills are taught together for effective communication, as
these skills are inter-related and dependent on each other.
pupils need to be exposed to
good language with the
teacher being the role model
uses a variety of materials or media to enable pupils to acquire the receptive skill of
listening and the productive skill of speaking
expose pupils to rich language input in

accordance to Standard British
English (SBE) as well as getting pupils
to talk and communicate effectively
The listening and speaking lessons would familiarise pupils to the sounds around
them. In these lessons pupils need to:
a) tune into sounds (auditory discrimination),
b) listen and remember the sounds (auditory memory and sequencing), and
c) talk about the sounds (developing vocabulary and language comprehension).
These can be attained through fun language activities conducted in or outside the
classroom that include nature walks, using musical instruments, songs, chants,
rhymes, body percussion and even listening to a story.
The suggested activities recommended in this section could be used in a variety of
lessons by adapting and adopting them in order to teach the sounds of the English
language. This skill is the onset to providing a broad and rich language experience
for pupils to learn language by engaging in enjoyable learning activities.
19
THE READING SKILL

The reading component aims to develop progressively, pupils ability to read and
comprehend a paragraph of 5-8 simple sentences.
pupils phonemic awareness will be
developed by means of phonics
apply knowledge of letter sounds to recognize

words in reading texts, which is an essential
and useful early reading skill
use songs, rhymes, poems, stories, pictures and

games to make phonics instruction more enjoyable
teachers should allow pupils to use phonics, and make meaningful

connections and encourage them to pronounce and articulate the
sounds in a non-restrictive and joyful environment.
The processes of blending and segmenting for reading and spelling are made
enjoyable and easy for pupils to understand and apply. Lessons and activities should
focus on particular phonemes and make these phonemes familiar to pupils. Then,
provide enough practice so that pupils can identify the phonemes in words. For early
practice, teachers could help pupils to recognize the phoneme at the beginning of
words before progressing to having them recognize the phoneme elsewhere in the
word. For this, illustrations may be very useful. Teachers are encouraged to be
creative and to explore ways of language play available to help pupils become
familiar with the phonemes. The benefits of language play are numerous. Language
play involves having fun with the sounds of words, creating new words, and exploring
and creating language patterns through rhymes, chants, alliteration and repetitions.
20
THE WRITING SKILL

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

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

numeral and word form
ability to spell and write simple

sentencs with guidance.
ability to create simple

non-linear texts using a
variety of media with
guidance.
As pupils begin to read, they will be able to copy words, phrases and sentences
correctly as well as complete other writing tasks by matching, rearranging words and
completing lists and messages. When pupils are ready, more difficult writing tasks
such as writing sentences with the correct spelling and punctuation can be
incorporated. This activity can be conducted in the classroom by introducing parallel
writing and then moving on to constructing simple sentences. Pupils are also taught
to create simple non-linear texts using a variety of media.
21
LANGUAGE ARTS
The introduction of the language arts module encompasses the production aspect of
the skills learnt during the listening and speaking, reading and writing modules.
enjoy and appreciate language using

stories, poetry, rhymes and plays
encourage pupils to perform a song or

rhyme or role play a story learnt using their
creativity in a fun-filled, non-threatening
and enjoyable environment
The main focus of this component is

language in action in a fun environment
where pupils engage in multi-sensory
learning according to their learning
abilities.
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LISTENING & SPEAKING

READING WRITING
LANGUAGE ARTS
THE LISTENING AND SPEAKING SKILL

The listening and speaking skill is crucial for social communication at home, at school,
as well as in the community. However, this skill is often neglected
or given minimal
emphasis during English lessons. In order to develop this skill, teachers have to provide
their pupils with various opportunities to listen and to talk about a range of subjects
which may include topics on personal interests, school work and even current affairs. It
is hoped that the learning standards will offer teachers some ideas on how they could
provide opportunities for pupils to engage in various listening and speaking activities at
Year Two.
The Listening and Speaking Content and Learning Standards for Year 2 are as follows:
Content Standards
Learning Standards
1.1 By the end of the 6-year primary
1.1.1 Able to listen and respond to stimulus
schooling, pupils will be able to
given with guidance :
pronounce words and speak
(a) environmental sounds
confidently with the correct stress,
(b) instrumental sounds
rhythm and intonation.
(c) body percussion
(d) rhythm and rhyme
(e) alliteration
(f) voice sounds
(g) oral blending and segmenting
1.1.2 Able to listen to and enjoy simple stories.
1.1.3 Able to listen to, say aloud and recite
rhymes or sing songs.
1.1.4 Able to talk about a stimulus with guidance.

listen and respond appropriately in
formal and informal situations for a
variety of purposes.
1.2.1 Able to participate in daily conversations:

(a) exchange greetings
(b) make polite requests
(c) express apologies
(d) talk about oneself
(e) introduce family members and friends
(f)express a simple apology
1.2.2
a)
b)
1.2.3
a)
Able to listen to and follow:

simple instructions in the classroom.
simple directions to places in the school.
Able to give:
simple instructions in school.
b) simple directions to places in school.

understand and respond to oral
texts in a variety of contexts.
1.3.1 Able to listen to and demonstrate

understanding of oral texts by:
a) answering simple Wh-Questions
b) giving True/False replies
In this module, all Learning Standards for Listening and Speaking have been dealt with
extensively. However, teachers are encouraged to plan lessons and activities on their
own according to the level of their pupils. The activities provided here are merely
suggestions. It is with high expectation and anticipation that teachers of Year 2 English
would be able to plan and carry out Listening and Speaking lessons creatively and
innovatively.
25
Learning Standard
1.1.1
Able to learn and respond to stimulus given with guidance:

(a) environmental sounds
ACTIVITY
TRY ME
1. Walk around the

2.
3.
4.
5.
classroom.
Pupils listen and identify
the sound heard e.g.
tapping sound of shoes.
Select pupils to walk
around with shoes
provided by the teacher.
Make other sounds and
pupils identify them.
Pupils do the actions.
GET TO KNOW ME
1. Play recorded sounds.
2. Pupils listen and guess
the sounds.
3. Show pictures and
objects.
4. Play recorded sounds
again.
5. Pupils identify the
sounds heard and pick
the correct pictures.
1.
2.
3.
4.
5.
CONTENT
TEACHERS NOTES
Suggested Sounds
Suggested Material
tapping of shoes
crumpling of papers
dragging chairs/ tables
knocking on doors
dropping objects on the
floor
Suggested Sounds
1.
2.
3.
4.
5.
raking
spraying
screeching of brakes
glasses breaking
scooping sand
Prepare:
suitable shoes that
produce a tapping
sound.
Suggested Material
Prepare:
1. pictures of
objects/realia:
rake
spade
fire extinguisher
car
glasses
2. recorded sounds and
the required pictures.

e.g.
Note:
Teachers are encouraged
to use other suitable
sounds.
26
LET S M O VE I T
1. Pupils listen to the jazz
chant.
2. Recite with actions and
pupils follow.
3. Show pictures and ask
WH questions.
4. Pupils recite and do the
actions.
Suggested Questions
1. Where is the duck?
2. Where is the horse?
3. What is the cat doing?
4. What is the bird doing?
5. What is the hen doing?
Jazz Chant
Where is the duck?
Wading in the water.
Where is the horse?
Galloping in the farm.
What is the cat doing?
Scratching on the wall.
What is the bird doing?
Pecking on the tree.
What is the hen doing?
Flapping its wings.
The duck, the horse, the
cat, the bird and the hen
are having fun.
27
Suggested Material
1. recorded jazz chant

2. pictures
e.g.
1. duck wading
2. horse galloping
3. cat scratching
4. bird pecking
5. hen flapping
Learning Standard:
1.1.1
Able to learn and respond to stimulus given with guidance:

(b) instrumental sounds
ACTIVITY
TH ATS M Y SO UND!
1. Divide pupils into

2.
3.
4.
5.
groups.
Distribute musical
instruments to each
group.
Play a musical
instrument without
pupils seeing it.
Pupils identify the
sound and play the
same instrument.
Repeat the activity with
other instruments.
WHERE ARE YOU?
1. Divide pupils into four

2.
3.
4.
5.
6.
7.
groups.
Distribute musical
instruments.
Stand in the middle of
the class.
Play an instrument.
The group with the
same instrument
follows.
Repeat with other
instruments.
Say the jazz chant
and pupils play the
instruments.
CATCH ME IF YOU CAN

groups.
2. Play the game.

3. Repeat the game with
CONTENT
TEACHERS NOTES
Suggested Instruments
Suggested Material
1. tick- tock
2. triangle
3. tambourine
4. castanet
5. recorder
6. melodian
Suggested instruments
Prepare the musical

instruments.
Suggested Material
1. tick-tock
2. triangle
3. tambourine
4. castanet
Jazz Chant
1. group on the left plays
Music, music, music

Music everywhere
On my left
On my right
In front of me
Behind me
Music, music, music
music everywhere
Instructions for the class:

the tambourine
2. group on the right plays
the triangle
3. group in front of teacher
plays the tick-tock
4. group behind the
teacher plays the
castanet.
Suggested Instruments
1.
2.
3.
4.
recorder
tick-tock
melodian
tambourine
28
Prepare the musical

instruments
Suggested Material
Musical instruments
Note:
other instruments.
How to play the game:

1. A pupil from each group
will be the wolf. Another
pupil will be the mother
hen. The rest of the
pupils are her chicks,
each holding an
instrument.
2. Teacher plays an
instrument. Wolf
identifies the chick with
the instrument and tries
to catch it by tagging it.
3. Mother hen tries to
protect its chick.
5. Once caught, the chick

switches position with
the wolf.
29
Learning Standard:
1.1.1. Able to learn and respond to stimulus given with guidance:
(c) body percussion
ACTIVITY
FOLLOW ME!
1. Say and show the

2.
3.
4.
5.
actions.
Pupils follow.
Call a pupil to say and
do the actions.
The other pupils follow.
Repeat with other
actions.
WHAT AM I?
1. Each group is given a
set of 4 jigsaw puzzles.
2. Pupils arrange them to

form pictures.
3. Pupils say the
sentences and do the

actions.
CONTENT
TEACHERS NOTES
Suggested Actions
1. Stamp your foot
I am stamping my foot
2. Sniff with your nose
I am sniffing with my
nose.
3. Clap your hands
I am clapping my
hands.
4. Slap your thighs
I am slapping my
thighs.
Suggested
Sentence Patterns
1. These are my hands.
(clap your hands)
2. These are my fingers.
(snap your fingers)
3. These are my feet.
(stamp your feet)
4. These are my thighs.
(slap your thighs )
Suggested Dialogue
Teacher: Who puts the
nose in the big red
box?
Siti :
Ali puts the nose
(sniffing sound) in
the big red box.
Ali :
Who me?
Siti :
Yes you.
Ali :
Couldnt be.
Siti :
Then who?
Ali :
Abu puts the nose
(sniffing sound) in
the big red box.
Abu :
Who me?
30
Suggested Material
1. sentence strips
2. jigsaw puzzle
of the following body

parts:
1. hands
2. fingers
3. feet
4. thighs
Ali :
Abu :
Ali :
Abu :
Yes you.
Couldnt be .
Then who?
Meena puts the
nose(sniffing
sound) in the big
red box.
Meena : Yes, yes, yes its
me
[Pupil with the cut-out
mentioned is out of the
game and will say
Yes, yes, yes its me
31
Learning Standard:
1.1.1 Able to learn and respond to stimulus given with guidance:
ACTIVITY
GIVE ME MORE
1.
2.
3.
4.
Put up pictures.
Talk about the pictures.
Recite the rhyme.
Stress on words with
medial sound //.
5. Pupils say the words
aloud.
6. Pupils are asked to give
other words with medial
sound //.
1.
2.
3.
4.
CONTENT
TEACHERS NOTES
Suggested Words
Suggested Material
Required pictures
cook
book
look
took
Suggested Rhyme
Farook is a cook.
He likes to cook.
He took a book.
To have a look.
MAKE IT RIGHT
Other words with medial //

and /u:/ sound:
hook
foot
wood
good
boot
root
hood
wool
moon
food
Suggested Words
Required pictures
1. Recite a rhyme.
2. Pupils repeat.
3. Stress on words with
final sound /i:/ as in the

graphemes ee and
ea.
aloud.
5. Pupils tap to the beat
when saying the rhyme.
6. Give more words with
the final /i:/ sounds as in
the graphemes ee and
ea.
1.
2.
3.
4.
5.
6.
bee
free
tree
coffee
sea
tea
Suggested Rhyme
I see a bee,
Flying free from tree to tree,
I like coffee, I like tea,
I like to eat by the sea.
32
Learning Standard:
ACTIVITY
RHYME ALONG

2.
3.
4.
5.
6.
pictures.
Display word cards. Say
the words.
Pupils put the word
cards on the pictures.
Say the sentences.
Pupils fill in the blanks
with rhyming words.
Say the sentences in
groups.
1.
2.
3.
4.
5.
6.
CONTENT
TEACHERS NOTES
Suggested
Rhyming Words
Suggested Material
bone, cone
nose, rose
line, nine
glide, slide
pipe, wipe
rope, rode
1. pictures
2. word cards
e.g.
Suggested Sentences
1. There is a cone next to
bone
the bone.
2. She smells the rose

3.
4.
5.
6.
with her nose.

Robbie has a rope and
he rode on a pony.
All the nine trees are in
a line.
The snakes glide under
the slide.
Lets wipe the pipe and
paint it white.
slide
cone
33
Learning Standard:
(e) alliteration
ACTIVITY
SAY IT RIGHT
1. Put up a composite
2.
3.
4.
5.
picture.
Emphasise on the
phoneme /s/. e.g.
ssssliding
sssskipping
sssskating
Recite the rhyme and
pupils repeat. Clap in
rhythm.
Say ssss and tell the
pupils to watch each
others lips as they
say ssss.
Pupils identify the
words starting with s.
1.
2.
3.
4.
5.
6.
3.
4.
5.
6.
TEACHERS NOTES
Suggested Words
Suggested Material
sliding
skipping
skating
Selvy
Soo Chin
Siti
Prepare:
a composite picture that
illustrates the rhyme
Suggested Rhyme
Soo Chin, Selvy and Siti
are in the playground,
Soo Chin is sliding
down,
Selvy is skipping round
and round,
Siti is skating all around,
Laughing, merrily,
What a happy sound!
SO NEAR YET SO FAR
1. Put up pictures.
2. Emphasise on the /k/
CONTENT
Suggested Words
1.
2.
3.
4.
5.
6.
comb
cake
coat
cat
cap
cow
sound. e.g. The candle

is on the cake.
Say the sentences.
Pupils repeat.
Point to the picture and
pupils name it.
Suggested Sentences
Identify objects that do
1. The candle is on the
not begin with the /k/
cake.
sound.
2. The cat is near the cow.
Identify objects that
3. The comb is in the coat.
begin with the /k/ sound.
34
Suggested Material
Pictures of objects
that begin and do not
begin with the /k/
sound.
Learning Standard:
(e) alliteration
ACTIVITY
JOLLY ME
1. Say l and tell the pupils 1.

to look into a mirror.
2.
2. Identify the pictures.
3.
3. Pupils say the words.
4.
e.g.: lollipop
5.
Emphasise on the /l/
6.
sound.
4. Recite the jazz chant.
Clap in rhythm.
5. Pupils follow.
6. Divide pupils into three
groups. Carry out a
competition.
CONTENT
TEACHERS NOTES
Suggested Words
Suggested Material
1. pictures as
suggested in the
word list
2. mirrors
lollipop
lip
licking
lunch
limes
little
Suggested Jazz Chant

Little Lily likes lollipops.
Little Lily likes licking
limes.
Little Lily likes her lunch
with lollipops and limes.
Instructions for the

competition:
35
Pupils give words with

initial /l/ sound.
The group that has the
most words beginning
with the /l/ sound is the
winner.
Learning Standard:
Able to listen and respond to stimulus given with guidance:
(f) voice sounds
ACTIVITY
SOUND LIKE ME
1. Show some toy

2.
3.
4.
5.
6.
animals.
Play the recorded
sounds of the animals
shown and the pupils
imitate.
Put the toys into a box.
A pupil picks a toy from
the box.
The others make the
sound of the animal
shown.
The activity is repeated
with other toys.
I CAN HEAR YOU
1. Show pupils a camera.

2. Snap a photo and ask
3.
4.
5.
6.
pupils the sound made

by the camera.
Do the actions of
clicking and pupils
follow.
Pupils take turns to do
the action of clicking the
camera and others say
click, click, click.
Repeat the activity with
the other two objects.
Some pupils sing the
song while the rest
make the relevant
sounds.
1.
2.
3.
4.
5.
6.
CONTENT
TEACHERS NOTES
Suggested
Sounds of Animals
Suggested Material
Goats bleat
Cows moo
Cats mew
Snakes hiss
Owls hoot
Frogs croak
1. recorded sounds of animals

2. toy animals
Note:
Teachers may use pictures to
substitute the toys.
Suggested
Objects and Their Sounds
1. Clicking of camera
2. Clashing of cymbals
3. Clanging of pots and
pans
Suggested Material
Realia or picture of:
1. a camera
2. cymbals
3. pots and pans
e.g.
Suggested Song
(to the tune of Are You
Sleeping?)
Click 8x
Clash - 6x
Clang 12x
Click, clash, clang - 2x
36
Lyrics of the song:

Are you sleeping? [2X]
Brother John, [2x]
Morning bells are ringing, [2x]
Ding Dong Bell! [2x]
Learning Standard:
1.1.1 Able to listen and respond to stimulus given with guidance:
(g) oral blending and segmenting
ACTIVITY
CONTENT
TEACHERS NOTES
LET S G ET TOGETHER
Suggested Words
Suggested Material
1. Distribute a letter card
to each pupil.
2. Say a word and pupils
with the correct letter
cards come out and
arrange themselves
accordingly.
3. The rest of the class
say the sounds of the
letters shown and say
the word out loudly.
e.g. /p/ // /t/ = pot
4. The activity is repeated
with the other words.
5. Put up sentences.
6. Read and pupils follow.
LETS JAZZ
1. Recite the jazz chant.

2. Pupils follow.
3. Reinforce oral blending
and segmenting of
words by showing
pictures.
e.g. /p/ // /n/
/l/ // /p/
/h/ // /t/
1.
2.
3.
4.
5.
6.
7.
8.
1.
2.
3.
4.
Letter cards
e.g.
pot
cot
hot
dot
lot
not
got
tot
Suggested
Sentence Patterns
The pot is hot.

The tot is in the cot.
It is not a dot.
He has got a lot.
Suggested Words
1. pin tin bin fin

2. sit hit pit fit
3. zip lip hip dip
The pin is in the fin.
The fin is in the tin.
The tin is on the bin.
I can hit.
I can sit.
I can fit.
In the pit.
This is my lip.
This is my hip.
Lets go for a dip.
37
Suggested Material
Pictures as suggested
in the word list
e.g.
SPLIT ME UP!

2.
3.
4.
5.
6.
groups.
Give each group a box
with word cards.
Music is played and the
box is passed around.
A pupil takes out a word
card from the box when
the music stops.
The pupil segments the
word. If incorrect, he or
she is out of the game.
e.g.
rat - /r/, //, /t/
Repeat the activity.
Suggested Words
1.
2.
3.
4.
5.
rat, cat, fat , bat, hat

bit, hit, pit, kid, lip
pot, hot, tot, jog, top
bus, cup, rug, mug, pup
pen, ten, hen, pet, bed
38
Suggested Material
1. boxes of word cards

2. music
Learning Standard
1.1.2 Able to listen to and enjoy stories.
ACTIVITY
STORY TRAIN
1. Show a puppet/toy and
talk about it.
2. Put up a series of
pictures and question
pupils based on the
pictures.
3. Tell a story and pupils
listen.
4. Question and answer
session based on the
story.
5. Remove the pictures.
groups.
similar set of pictures.
8. Retell the story.
9. Pupils hold the pictures
and arrange themselves
according to the story.
CONTENT
Suggested Story
Pipit The Bird
This is Pipit.
It is a bird.
It cannot fly.
It lives in a nest.
One day, Pipit fell from its
nest.
It hopped around.
It was looking for its
mother.
Pipit met a duck.
Pipit asked, Mr Duck, can
you teach me to fly?
Mr Duck said, I cannot fly.
I can swim.
Pipit walked away.
Pipit met a rabbit.
Pipit asked, Mr Rabbit, can
Mr Rabbit said, I cannot
fly. I can hop.
Pipit walked away.
Pipit met a parrot.
Pipit asked, Mr Parrot, can
Mr Parrot said, Yes, I can
fly. I can teach you to fly.
Pipit learned to fly.
Pipit flew with the parrot.
Pipit could fly back to its
nest.
Pipit was very happy.
Pipit thanked Mr. Parrot.
Reference:
Zuraidah Che Zin(2000).Pit
Pit Learns To Fly.Bestari
Series.Anzagain Sdn.Bhd.
39
TEACHERS NOTES
Suggested Material
Sets of picture cards
based on the story used
The group leader distributes
a picture to every member in
the group.
DRESS ME UP
1. Bring a picture of a
2.
3.
4.
5.
6.
7.
bear.
Ask questions based on
the picture.
Tell a story titled Rose
Red.
Divide pupils into small
groups.
Each group is given a
box with some items
relevant to a specific
character in the story.
Pupils choose a
member and dress him
or her up as the
character.
The group members
take turns to describe
the character.
Suggested Questions
Questions:
1. What animal is this?
2. Where does it live?
Suggested Material
A picture based on the
story.
Suggested Story
ROSE RED
Rose Red lived with her
mother. They lived in a
small house.
One day, a black bear
came to the house.
The bear stayed with them.
They were happy.
After two days, the bear
went back to the forest.
One day, Rose Red saw an
angry old man. He could
not move. His long beard
was caught in a bush. He
shouted for help.
Rose Red helped him.
She cut his beard with a
pair of scissors.
The old man was very
angry. He shouted at Rose
Red. Rose Red ran away.
On her way home, Rose
Red met a handsome
young man. He was the
bear who had stayed with
them. The old man had put
a spell on him. The spell
was broken when his beard
was cut.
40
Note:
Teacher can extend the
activity by asking the pupils:
1. Why was the old man
angry?
2. How did the prince
become a bear?
FAMILY TREE
1. Ask questions about

2.
3.
4.
5.
pupils family members.

Tell a story.
Divide pupils into pairs.
Each pair is given a set
of pictures to complete
a family tree based on
the story.
Pupils make their own
family tree.
MY PARTNER
1. Play the story.

2. Divide pupils into four
groups.
3. Give a set of pictures to
groups A and C
respectively. Give a set
of sentence strips to
groups B and D
respectively.
4. Pupils have to find their
partners. (pictures to
sentence strips)
5. Then, pupils rearrange
themselves in the
correct sequence.
LET S AR R ANG E
1. Show pictures of an ant

and a grasshopper.
2. Talk about the pictures.
Suggested Story
Azril and Azrul are
brothers. Azril is ten years
old. Azrul is eight years old.
They live in an old wooden
house. They live together
with their parents,
grandparents and their
younger sister, Ayuni who
is five years old.
Their father, Pak Abu
goes to the sea to catch
fish every day. Sometimes,
Pak Kaduk, who is Pak
Abus father follows him.
Mak Minah, their mother is
a housewife. She cooks
and cleans the house. Their
grandmother, Mak Siti
helps her.
Suggested Stories
1. Mousedeer and The
Crocodile
2. Jack and The Beanstalk
Suggested Material
1. the required pictures

2. a family tree
e.g.
Grandmother
Grandfather
Mother
Father
Azrul
Azril
Ayuni
Suggested Material
1. pictures
2. sentence strips
Groups A and C - pictures
Groups B and Dsentence strips
Suggested Story
THE ANT AND THE
GRASSHOPPER
Mr Grasshopper lived in a
Suggested Material
1. the required pictures

2. story strips
3. recording of the story
41
groups.
worksheet with story
strips.
5. Pupils cut out the
strips and paste them

in the correct
sequence.
6. Play the recording of

the story.
7. Pupils listen to the story

and check their
arrangement of the
story.
bush. He was hopping

around happily. Mr Ant lived
in a nest. He was busy
collecting food.
He asked Mr Ant, Why are
you so busy? Mr Ant
replied, I am saving food
for the rainy days.
Mr Grasshopper laughed at
Mr Ant. He hopped away
happily.
After a few days, it started
to rain. Mr Ant stayed in his
nest. He had a lot of food to
eat. Mr Grasshopper could
not find any food. He was
wet and hungry. He went to
Mr Ants nest. He knocked
on the door.
Mr Ant invited him in.
He gave Mr Grasshopper
some food.
Mr Grasshopper felt very
ashamed. He thanked Mr
Ant for giving him food.
42
e.g.
Learning Standard:
1.1.3 Able to listen to, say aloud and recite rhymes or sing songs.
ACTIVITY
MIME ME
1.
2.
3.
4.
5.
Play the song.

Put up the lyrics.
Read and pupils repeat.
Sing the song.
Divide pupils into
groups.
different set of phrase
cards with action words.
7. In turns, each group
comes forward and
sings the song while
some of its members
mime the actions based
on the phrase cards.
1.
2.
3.
4.
5.
6.
7.
CONTENT
TEACHERS NOTES
Suggested Actions
Suggested Material
brush our teeth

wash our hands
spread the butter
carry our bags
arrange our books
walk to school
read our books
1. recording of song
2. lyrics
3. sets of phrase cards
Suggested Song
[Tune of: Here We Go
Round the Mulberry Bush]
This is the way,
We brush our teeth, (3x)
This is the way,
We brush our teeth,
so early in the morning.
This is the way,
We wash our hands,(3x)
This is the way,
We wash our hands,
So early in the morning.
SPEEDY SINGING
Suggested Song
Suggested Material
1. Play the song.

2. Sing together.
Head and shoulders, knees

and toes,
knees and toes, (2x)
Head and shoulders, knees
and toes
Eyes, ears, mouth and
nose.
1. recording of song
2. lyrics
groups.
4. Give each group a line
from the song to sing.

First group starts
singing the song,
followed by the other
groups in sequence.
5. Ask pupils to increase
the tempo of the song.
6. 7. Repeat the activity.
Other Songs:
1. Simple Simon
2. Sing A Song Of Six
Pence
3. Mary Had A Little Lamb
43
PICTURE ME
1. Put up the rhyme.

2. Read the rhyme.
3. Pupils repeat the rhyme
in groups and as a
class.
groups.
5. Give each group a set
of pictures.
6. Pupils have to cut out
the pictures and paste
them to create the
scene for the rhyme.
WHERE HAVE YOU

BEEN?
1.
2.
3.
4.
Display the rhyme.

Read with the pupils.
Remove the rhyme.
Pupils complete
worksheets by pasting
the pictures correctly.
RHYME INNOVATION
1. Display a rhyme.
2. Read and pupils follow.
groups.
4. Give an envelope with
word cards to each
group.
5. Pupils will create a
similar rhyme/song
using word cards.
Suggested Rhyme
Suggested Rhyme
Pictures based on the
rhyme
e.g.
Two little black birds,

Sitting on a fence,
One named Peter,
One named Paul,
Fly away Peter,
Fly away Paul,
Come back Peter,
Come back Paul.
ck
Suggested Rhyme
Pussy cat, pussy cat
Where have you been?
I have been to London
To see the queen
Suggested Material
Appendix 1
Pussy cat, pussy cat

What did you do there?
I frightened a little mouse
Under the chair
Suggested Rhyme
Baa, baa black sheep,
Have you any wool?
Yes sir, yes sir,
Three bags full,
One for my master,
One for the dame,
One for the little boy
Who lives down the lane.
Suggested
Improvised Rhyme
Cluck, cluck white hen
Have you any eggs?
Yes sir, yes sir,
Three baskets full,
One for my master,
44
Suggested Material
1. word cards
2. a rhyme/song
One for my dame,

One for the little boy
Who lives down the lane.
For more rhymes and song teachers can refer to:
http://bussongs.com/animal_songs.php
http://www.lanterntree.com/nurseryrhymes/bucklemyshoe.html
http://www.rhymes.org.uk/
http://www.nurseryrhymes4u.com/
45
Learning Standard:
1.1.4
Able to talk about a stimulus with guidance.

ACTIVITY
ACT IT OUT
1. Place a magical box on 1.

the table with picture
2.
cards in it.
3.
2. Say the magical words
4.
Abracadabra and wave 5.
the magic wand.
6.
3. A pupil comes forward
7.
and picks up a picture
card. He/ She says and
does the action.
4. The rest of the class
follows.
5. Place a composite
picture (Appendix 2) on
the board and ask
pupils what actions are
seen.
6. Pupils answer and
paste the word cards on
the composite picture.
CONTENT
TEACHERS NOTES
Suggested Words
Suggested Material
1. picture cards based
sleep
walk
yawn
talk
listen
sit
stand
on the words
chosen
2. a composite picture
[Appendix 2]
3. words cards
e.g.
sleep
yawn
sit
stand
MY HAPPY FAMILY
1. Show a picture of a
family and play a
recording of the poem.
2. Say the poem line by
line and pupils repeat.
3. Divide pupils into 4
groups. Each group
recites one stanza.
4. Groups take turns to
recite the different
stanzas.
Suggested Poem
Suggested Material:
This is my father ,
1. a composite picture of a
family (Appendix 3)
Short and steady. Stanza1
(Gr 1)
2. a recording of the poem
This is my mother,
Singing a song,
Stanza
2
(Gr 2)
This is my brother,
Tall you see.
Stanza 3
(Gr 3)
This is my sister,
With a doll on her knee.
46
Stanza 4
(Gr 4)
And this is the story about
my happy family.
Stanza 5
(All groups)
PICTURE
CONVERSATION
1. Place a composite
2.
3.
4.
5.
6.
picture on the board.

Pupils say what they
see and teacher lists
the words.
Put up sentence strips.
Read the sentence
strips and pupils follow.
A pupil reads the
sentence strips and
others follow.
Pupils complete
worksheets.
Suggested Words
Suggested Material
1.
2.
3.
4.
5.
6.
7.
food
drinks
girls
boys
teacher
blackboard
saree
1. Composite Picture
(Appendix 4)
2. Sample pictures
(Appendix 5 and 6)
Suggested Sentences
1. The teacher is wearing

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

teacher.
WHAT AM I?
1. Show pictures of
2.
3.
4.
5.
animals.
Ask questions about
them.
Class is divided into
groups. Each group is
given an envelope of
pictures of animals.
Group leader picks a
picture card and
describes the animal.
The rest of the group
will guess the animal.
Repeat using other
pictures.
Suggested Questions
1. What does it eat?
3. What colour is its fur?
4. Is it wild?
47
Suggested Material
picture cards
LET S T AL K
1. Put up a picture.
2. Teacher provides the
first sentence about the

picture seen.
3. Pupils continue by
taking turns to make a
sentence each to
describe the picture.
4. Repeat using other
pictures.
Suggested Text
Teachers Day
Suggested Material
1. a composite picture
(Refer to Appendix 6)
This is my class. Today

th
is 16 May. The class is
having a party. There are
many pupils. A girl is talking
to her teacher. Her teacher,
Mrs Ratnam is wearing a
saree.
48
Note:
Accept any possible
answers given by the
pupils.
Learning Standard:
(a) exchange greetings
ACTIVITY
LET S SI NG
CONTENT
Suggested Song
[Tune of: Happy Birthday]
1. Sing a song with
suitable cultural
gestures.
2. Pupils sing to one
another and do the
gestures.
ROLE PLAY
1. Place a dialogue on the
board.
2. Wear a mask
(kangaroo) and greet
the pupils according to
the dialogue.
3. Pupils answer based on
the dialogue.
4. Pupils repeat the
activity using different
masks.
TEACHERS NOTES
Suggested Material
Pictures of gestures
e.g.
Selamat Hari Raya x3

And how do you do?
Repeat using:
Happy Deepavali
Happy Chinese New Year
Merry Christmas
Selamat Hari Gawai
Suggested Dialogue
Teacher : Hello, Im Mr
Kangaroo.
Pupils : Hello,
Mr Kangaroo.
How do you do?
Teacher : Im fine. Thank
you.
Pupils : Goodbye, Mr
Kangaroo. See
you tomorrow.
Teacher : Goodbye.
Repeat using:
Mr Tiger, Mr Orang Utan,
Mr Bear, Mr Peacock,
Mr Rabbit
49
Suggested Material
1. masks of animals
2. a dialogue chart
Learning Standard:
(b) make polite requests
ACTIVITY
MAY I?
1. Pupils listen to a
2.
3.
4.
5.
recording of making
requests.
Pupils repeat after
teacher requesting for
various objects.
Pupils are divided into
groups. Each member
of the group is given a
picture card.
Every group member
takes turn requesting for
objects.
Pupils respond
accordingly in their
respective groups.
AMAZING RACE
1. Paste pictures of
objects all around the
class.
2. Prepare sentence strips
for each picture on
making requests and
place them on the table.
3. Pupils [in pairs] find the
correct strips to match
the pictures.
4. Pupils take turns to
request and reply aloud.
CONTENT
Suggested Words
Things in the classroom:
1. ruler
2. pencil
3. eraser
4. book
5. crayons
6. coloured pencils
7. chalk
8. duster
TEACHERS NOTES
Suggested Material
1. recording
2. picture cards
Suggested Sentences
1. May I borrow a pencil?

2. Can you lend me your
3.
4.
5.
6.
pencil?
Here you are.
Thank you.
Youre welcome.
Im sorry, I dont have
one.
Suggested
Sentence Strips
Father, may I have this

shirt?
Can I have these socks
and shoes?
Yes, you may.
May I go to the library?
Yes, of course.
50
Suggested Materials
1. sentence strips
2. picture cards
e.g.
Learning Standard:
(c) express apologies
ACTIVITY
FIND MY PAIR
1. Take pupils to the

field/hall to play this
game.
2. Pupils are divided into 2
groups. Each member
of the group is given a
sentence strip.
Group 1 is given
sentence strips on
requests.
Group 2 is given
sentences on the
replies.
3. When the teacher gives
the cue, pupils start to
find their pair by saying
their sentences aloud.
4. The winner of the game
will be the first pair with
the correct match.
STATUE GAME
1. Play music and pupils
dance to the tune.

2. When the music stops,
pupils remain still.
Choose two pupils to
come to the front.
3. One of them picks up a
picture from the box.
Pupils role-play the
situation of expressing
apologies based on the
picture.
4. Other pairs repeat with
various situations.
CONTENT
TEACHERS NOTES
Suggested Sentence
Strips
Suggested Materials
A: Did you bring my

football?
B: Im sorry, I forgot to
bring it.
sentence strips
A: Ouch! You stepped on

my toes.
B: Im sorry. I didnt mean
to.
A: You broke my table
lamp.
B: Im sorry. It was an
accident.
Suggested Dialogue
A: Did you bring my
football?
B: Im sorry, I forgot to
bring it.
Suggested Material
Pictures
e.g.
A: Ouch! You stepped on

Forgot to bring the football
my toes.
B: Im sorry. I didnt mean
to.
A: You broke my table
lamp.
B: Im sorry. It was an
accident.
Other situations:
- knock into each other
- lost the ruler
- spilt the drink
51
Stepped on my toes
Broke the table lamp
Learning Standard:
2.2.2 Able to listen to and follow:
a) simple instructions in the classroom
Activity
FOLLOW ME
1. Pupils follow teachers
instructions.
e.g.
Raise your left hand.
Pupils do the action.
2. Pupils who do the action
incorrectly are out of the
game.
3. Repeat the instructions
until the last pupil remains
standing.
LINE DANCING
1. Pupils stand in straight

rows.
2. Play music.
3. Give instructions.
4. Pupils do the actions.
Content
Teachers notes
Suggested Instructions
1.
2.
3.
4.
5.
Bend your knees.

Point to your nose.
Raise your right hand.
Touch your shoulders.
Suggested Material
1. Put your hands on your
Instrumental music
2.
3.
4.
5.
6.
7.
waist.
Nod your head.
Look right.
Look left.
Shake your body.
Raise your right hand.
52
DRAWING A FACE
1. Provide a blank piece of
paper to each pupil.

2. Give instructions to draw a
face.
3. Pupils follow instructions
and draw accordingly.
Suggested Material
Note:
1. Draw a big circle.

2. Draw two big round
eyes.
Teacher can vary

the instructions.
3. Draw a small nose.

4. Draw a small mouth.
5. Draw two ears.
e.g.
HOKEY-POKEY
1. Take pupils outdoors.

2. Form a circle.
3. Give instructions and
pupils do the actions.

4. Sing the song and pupils
follow.
5. Pupils sing the song and
do the actions.
PIN THE TAIL
1. Put up a picture of a
donkey without its tail on

the board.
2. A pupil is blindfolded and
given a picture of a tail.
3. Another pupil gives
instructions to the
blindfolded pupil to reach
the donkey.
4. The blindfolded pupil
Put your right hand in
Take your right hand out
Hokey-Pokey
Note:
Substitute with:
1.
2.
3.
4.
left hand
right leg
left leg
whole self
Put your right hand in,

Take your right hand out,
Put your right hand in,
And you shake it all about,
Do the hokey-pokey,
And turn yourself around,
Thats what its all about.
Suggested Material
1. Take three steps to the
1. the required picture

2. the instructions
front.
2. Turn left/right.
3. Go straight.
4. Stop.
53
(Instructions can be
varied)
e.g.
pastes the tail on the

donkey.
5. Repeat with other pupils.
MAKE A SANDWICH
1. Divide the pupils into
groups.
2. Each group is given the
ingredients.
3. Give instructions on how to
prepare the sandwich.
4. Pupils listen and follow.
Note:
Teachers may use other
animals.
1. Spread the butter on a
slice of bread.
2. Take another slice of
bread and spread some
jam on it.
3. Put both slices together.
4. Serve it on a plate.
54
Suggested Material
Ingredients:
1. bread
2. butter
3. jam
Substitute jam with
kaya
peanut butter
honey
Learning Standard:
b) simple directions to places in the school
Activity
WHERE DO YOU GO?
1. Divide pupils into groups.

2. Each group forms a train.
3. Give instructions on
directions.
4. The group follows the
directions making the
choo-choo sound.
POISON PARCEL
1. Pupils sit in a circle.

2. Play the music and pupils
pass the parcel until the

music stops.
3. The pupil who has the
parcel picks a paper from
the parcel and reads aloud
the instructions.
4. Pupil follows the
instructions.
e.g.
Turn around and walk like
a duck to the door.
Content
1.
2.
3.
4.
5.
Go straight
Turn left
Turn right
Go round
Stop
1. Jump like a frog to the

2.
3.
4.
5.
blackboard.
Fly like a bird to the
staffroom.
Hop like a kangaroo to
the next class.
Gallop like a horse to
the office.
Move like a car to the
toilet.
55
Teachers notes
Note:
Directions can be given
to one group at a time or
to all the groups at the
same time.
Suggested Material
1. music
2. poison parcel
3. instructions
DIRECTION SONG
1. Place signposts in various

corners of the classroom.
2. A pupil will stand at a
certain part of the class.
3. The pupil will move to the
directions as given by
friends in a song.
4. Repeat activity.
Content
Suggested Song
(Tune of: London Bridge Is
Falling Down )
Teachers notes
Suggested Material
e.g.
Class : Take three steps to

your right
To your right (2X)
Take three steps to
your right
And turn left
Signposts
canteen
Where are you, my

friend?
My friend (2X)
Where are you, my
friend?
Tell me now.
Pupil : I am at the canteen
canteen ( 2X)
I am at the
canteen,
Oh, my friends.
56
sta
ffr
oo
m
office
Activity
toilet
Note:
Teach the song before
the activity
Learning Standard:
1.3.1 Able to listen to and demonstrate understanding of oral texts heard by:
a) answering simple Wh-Questions
Activity
AT THE GARDEN
1. Put up a picture of a
garden.
2. Ask questions based on
the picture.
e.g.
What flowers can you see?
What is the colour of the
roses?
3. Chant with pupils.
4. Divide the pupils into two
groups.
5. Pupils chant.
Content
Teachers notes
Suggested Material
A: Who has a garden? (2X)

Who has a garden, my
friend?
B. Minah has a garden.( 2X)
Minah has a garden, my
friend.
Composite picture
of a garden
A: What flowers? ( 2X )
What flowers does she
have?
B: She has roses, she has
orchids, sunflowers and
hibiscus.
A: When does she water
them? ( 2X)
When does she water the
flowers?
B: She waters them in the
evening, (2X),
She waters the flowers
in the evening.
JAZZ CHANT
1.
2.
3.
4.
5.
Put up the jazz chant.

Chant and pupils listen.
Repeat and pupils follow.
A pupil comes to the front.
The other pupils ask
questions as in the jazz
chant.
6. Pupil answers.
7. Repeat activity with other
pupils.

Class: Who are you? (2X)
Pupil : I am Ahmad. (2X)
Class : What are you
wearing?
(2X)
Pupil : Im wearing a shirt.
Im wearing a pair of
trousers.
Class : Where are you
going?
(2X)
Pupil : Im going to the
canteen.
(2X)
57
Suggested Material
Jazz chant
Note:
Replace the underlined
words with other
suitable words.
Activity
Content
WHO STOLE THE COOKIE?
1. Pupils sit in a circle.

2. Put up a big manila card
3.
4.
5.
6.
showing a boy putting his

hand into a cookie jar.
Ask the pupils:
What is the boy doing?
Who is the boy?
Explain the activity.
Call a pupil to put his face
into the hole in the card.
Pupils say the rhyme.
Suggested Rhyme
Class : Who stole the
cookie from the
cookie jar?
Ali stole the cookie
from the cookie jar.
Ali
Teachers notes
Suggested Material
Picture
e.g.
: Who me?
Class: Yes, you.

Ali
: Couldnt be!
Class: Then, who?

Ali
GUESSING GAME
1. Put picture cards of

2.
3.
4.
5.
6.
animals into a box.

A pupil comes forward to
pick a card. (Pupil must not
show the card to the
class.)
Other pupils take turns to
ask questions.
The pupil answers the
questions.
Pupils try to guess the
animal.
Repeat the activity.
: Tan stole the

cookie from the
cookie jar.
Suggested Questions
2. What does it like to eat?
3. What is its colour?
4. How many legs does it
have?
5. How does it move?
Suggested Material
Prepare:
1. picture cards of
animals
e.g.
2. the questions
58
Activity
DIALOGUE
1. Pupils listen to a dialogue.
2. Ask questions based on the
dialogue.
3. Display the dialogue on the
board.
4. Pupils take turns to roleplay the dialogue.
Content
Teachers notes
Suggested Text
Suggested Material
Rani: Hi, Lina.

Lina :Hi, Rani. Where did
you go for the
holidays?
Rani: I went to Langkawi
with my family.
Lina: How did you go there?
Rani: By aeroplane.
Lina : When did you go
there?
Rani : I went there last
Monday.
Lina : What did you do
there?
Rani :I went up the cable
car. It was very
exciting. I also went
shopping.
Lina : That sounds great.
Oh! I have to go now.
See you. Bye.
Rani: Bye.
59
1. pre-recorded text
2. dialogue
3. sample
questions
Note:
Change words to vary
the information.
Learning Standard:
1.3.1 Able to listen to and demonstrate understanding of oral texts heard by:
b) giving True/False replies
Activity
Content
AM I RIGHT?
1. Take pupils around the
school.
2. Point to any object and
say,
This is a .
e.g.
Point to a car and say,
This is a motorcycle.
Pupils answer :
False. This is a car.
3. Repeat with other objects.
QUIZ
1. Divide the class into two

2.
3.
4.
5.
6.
groups.
Read out a statement.
e.g.
An elephant has a trunk.
A pupil from each group
picks the correct flash
card.
Pupil shows the card to the
rest of the class.
Other pupils respond by
saying if the card picked is
right or wrong.
Points are given if the
answer is correct.
Teachers notes
Suggested Topics
1.
2.
3.
4.
objects in the school

animals
places
people
Suggested Statements
1.
2.
3.
4.
5.
An elephant has a trunk.

A cat has a beak.
A bird can fly.
A cat chirps.
A lion roars.
Statements are based on

any topic for the week.
60
Suggested Material
Four large flash
cards ( two for each
group).
e.g.
OLD MAC DONALD
1. Put up a picture of a farm.

2. Ask questions based on
the picture.
e.g. How many cows can
you see?
3. Sing the song Old Mac
Donald and pupils follow.
4. Sing the first two lines of
the song and state the
number of animals
e.g.:
Teacher :Old Mac Donald
has a farm,
Class : E-I-E-I-O
Teacher : And on that farm
he has two
cows.
Class:
False
5. Repeat with other animals
from the picture.
Suggested Content
Suggested Material
Animals on the farm:
Composite picture
of a farm.
1.
2.
3.
4.
5.
three cows
five ducks
two horses
eight chickens
ten fishes
STORY TIME
1.
2.
3.
4.
Play the story.

Pupils listen carefully.
Replay the story.
A pupil answers the
question as given in the
CD.
5. Other pupils shout out
True or False.
MY PARTNER
1. Divide class into two equal
groups.
2. Each pupil in Group A will
have a different statement.
3. Each pupil in Group B will
have either a True or
False card.
4. Pupils in Group A will read
their statements as they
walk.
Note:
Number and types of
animals can be changed
based on the picture
chosen.
Suggested Story
Suggested Material
The Clever Mousedeer

(Refer to the English
Language Year 2 (SK)
Teaching Courseware CD
3 - Lesson 64)
Suitable questions
Suggested Statements
Suggested Material
1. A cow has four legs.

(True )
2. A rose is green in
colour.
(False )
Note:
Statements can be based
on topics taught previously.
61
1. sentence strips
2. flash cards
Note:
True or False flash
cards must match the
number of statements
prepared.
5. Pupils in Group B will

shout True or False
and stand with their
correct partners.
6. When all have found their

pairs, each pair comes out
and reads their statement
and answer aloud.
62
Cut and paste the correct

picture.
W
h
Pussy cat,
puss
t
Where have you been?
I have been to London
the
To see
i
d
Pussy
pussy cat
y
o
u
d
o
t
h
e
r
e
?
Appendix
1
I frightened a
little Under t
he
6
3
Appendix 2
MY HAPPY FAMILY
64
Choose the correct sentence.
3
1
65
Appendix 5
66
Appendix 6
67
THE READING SKILL

By the end of Year Two, pupils should be able to apply knowledge of sounds of
letters to recognize words in order to begin reading and then move on to more complex
skills using a range of strategies to construct meaning from the text read.
The
ultimate goal of the reading component in primary school is to produce pupils who will
be able to read independently for information and enjoyment. Pupils of Year 2 will
have to acquire the sounds to be learnt as stipulated in the learning standard 2.2.1
before they reinforce the new sounds learnt to form words learnt by blending these
sounds. Pupils learn how to spell by segmenting words and then move on to read
phrases and sentences.
The learning standards covered in Year 2 are as follows:
CONTENT STANDARD
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.
LEARNING STANDARDS
2.1.1
Able to recognize and articulate initial, medial and

the final sounds in single syllable words
within given context:
(a)
/e/
(ai )
/i:/
(ee)
/a/
(igh)
//
(oa)
//,/u:/
(oo)
(b)
/a:/
(ar)
/:/
(or)
/:/
(ur)
//
(ow)
/I/
(oi)
(c)
/ /
(ear)
/e/
(air )
//
(ure)
(d)
/e/
(ay)
/a/
( ou)
/aI/
/:/
(er)
/i:/
(ea)
(e)
/I/
(oy)
/:/
(ir)
(f)
/w/
(wh)
/f/
(ph)
/ju:/
(ew )
//
(oe )
/:/
(au)
(g)
/e/
(a-e)
/i:/
(e-e)
/a/
( i-e)
//
(o-e)
/u:/
(u-e)
( ie)
/u:/
( ue)
/:/
(aw)
2.1.2
Able to blend phonemes into recognisable words

and read them aloud.
2.1.3
Able to segment words into phonemes to spell.
69
2.2
2.3
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.
By the end of the 6-year

primary schooling, pupils
will be able to read
independently for
information and
enjoyment.
2.2.1
Able to read and apply word recognition and word

attack skills by :
a) matching words with spoken words
b) reading and grouping words according to word
families.
2.2.2
Able to read and understand phrases in linear and

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

linear and non-linear texts.
2.2.4
Able to read and understand a paragraph of 5 8

simple sentences.
2.2.5
Able to apply basic dictionary skills using picture

dictionaries.
2.3.1
Able to read simple texts with guidance:

a) fiction
b) non-fiction
As in Year One, pupils will be taught to articulate the phoneme(s) to be learnt by

pupils of Year Two as stipulated in the learning standard. The following sounds
are to be
learnt in Year Two.
70
Grapheme Phoneme
ai
ae
Possible Actions
Hands on the waist and say ei as
/eI/
if in anger.
ay
ee
ea
Show you teeth and say ee

/i:/
ee
igh
i-e
/aI/
Place palm on the chest and say

I
ie
71
oa
Palms up, shake your body and

say au
oe
/ /
o-e
ow
oo
Place hands above head, tap once

/ /
oo
and say u
Place hands above head, shake

your head and say u..
ue
/u:/
u-e
72
ar
/a:/
Open your mouth wide and say

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

/:/
au
ur
ir
/:/
Put your finger on the temple and

say er
er
73
wh
/w/
ph
/f/
ew
/ju:/
ear
/I/
Join two peace signs and say w
Action of bird flying and say f
Point to a friend and say you.
Fan your hand in front of your nose

and say eear
74
air
/e/
ure
//
Hold your jaw and say air
Form a u with both hands, spread

them like a flower blooming and
say uwer
ou
/a/
oy
/I/
Pinch yourself and say aw
Hop like a kangaroo and say oi
75
These phonemes are to be taught in sequence as stipulated in the learning

standard 2.1.1 (a) (g).
The sounds presented in the table above are not in
chronological order as found in the learning standard.
They have been classified
according to phonemes and have various graphemes, which represent a particular

phoneme.
Teachers should tell pupils that the phonemes might represent different
graphemes.
For example the phoneme /eI/, is represented by the grapheme ai, a-e and ay
which are present in the following words rain, race and day.
The phonemes learnt can be introduced using various teaching strategies
such as singing songs, telling stories, reciting rhymes, playing games as well as drilling
in order to reinforce the learning of these phonemes.
Phonemes taught in Year One are reinforced in Year Two before teaching
phonemes to be learnt in Year Two as stipulated in the learning standards.
The
following are the phonemes learnt in Year One:
Grapheme Phoneme
s
1. Form a cobra head with

/s/
ss
Possible actions
(voiceless)
your hand.
2. Trace the letter s in the air
and, say s
c
t
/t/
(voiceless)
Tap two fingers on the desk

and say t
76
/p/
(voiceless)
/n/
(voiced)
/m/
Place four fingers in front of

your mouth and say p
Touch the tip of your nose and

say n
Lick an ice-cream and say m
(voiced)
/d/
d
(voiced)
/g/
(voiced)
Drumming action and say d
1. You are cold, clutch your

hands and shiver
2. Say ggg
77
c
k
ck
/k/
Action of flying a kite and say k
(voiceless)
/r/
(voiced)
Be a lion and say rrr
1. Place your palm in front

h
/h/
(voiceless)
/b/
(voiced)
of your mouth
2. Laugh haha
Action of balloon bursting and

say b
/f/
(voiceless) Action of bird flying and say f
ff
78
l
/l/
(voiced)
ll
/d/
Raise both arms upright and

say ll..
Jump and say j.
j
(voiced)
/v/
(voiced)
Show the peace sign and say

v.
Join two peace signs and say

w
/w/
(voiced)
/ks/
(voiceless)
w.
Cross your hands and say ks..
79
/gz/
(voiceless)
/j/
(voiced)
/z/
(voiced)
Slash x and say gz..
Nod and say yeh
Trace z in the air and say z..
zz
Action of a duck flapping its

q
/kw/
(voiced)
wings once and say qua
1. Action of a moving train

ch
with both arms

/t/
(voiceless) 2. Say ch.
80
sh
//
Finger on the lips and say sh..
(voiceless)
th
//
(voiceless)
//
(voiced)
Show the thumb and say th.
Point with the thumb and say

th.
Action of mosquito buzzing

ng
//
(voiced)
around ears and say ng.
81
The short vowels are as follows :

Grapheme Phoneme
Possible actions
Imagine a spider crawling
up your arm and say eh
//
a
1. Cross your arms on your
chest
//
and
lift
your
shoulders.
2. Say er
/ /
//
Show your teeth and say e.
Draw
small
circle
(anti
clockwise) in the air and say o
82
Walk like an elephant and say

e
/e/
/ /
eh
Look up and say uh
The long vowels are as follows :

Grapheme Phoneme
Possible actions
Open your mouth wide and say
/a:/
/:/
aaa
Draw
big
circle
(anti
clockwise) in the air and say

or
83
/i:/
Show your teeth and say ee..
Word List for Year 1 and 2 (according to phonemes learnt)

Grapheme
Phoneme
Suggested Words
84
Grapheme
Phoneme
Suggested Words
/
/
/
85
Grapheme
Phoneme
Suggested Words
a /
//
/
/
/
a /
a /
86
Grapheme
Phoneme
Suggested Words
87
Learning Standard:
2.1.2 Able to blend phonemes into recognizable words and read them aloud.
ACTIVITY
CONTENT
TEACHERS NOTES
Forming Words
Word List
Materials
onset cards
rime card
picture cards
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.
boat
coat
soap
goat
toad
Roll a word
Word List
Materials
1. Show pictures with the

grapheme ee .
2. Say aloud the word ,
stressing the phoneme
/i:/.
3. Pupils repeat.
groups. Provide three
cube sets for each
group.
5. Taking turns, pupils roll
cubes 1 - 3 to
form words based on
the picture.
aloud and write the
words that they have
formed.
sheep
teeth
tree
weep
feet
sleep
picture cards
cubes template - Appendix 1
Onset
Cards
Rime
Card
e.g.
oa
oa
contents of onset cube (1)

-
sh, t, tr, w, f, sl
contents of rime cube (2)

-
ee
contents of onset cube (3)
sh
ee
p
88
- p, th, t
*can use erasers as cubes.
*this activity can be turned into
a competition.
ACTIVITY
CONTENT
TEACHERS NOTES
Word Chain
Word List
Materials
1. Demonstrate the action
saw
paw
draw
prawn
crawl
letter cards
picture cards
for the phoneme /: /.

2. Pupils repeat a few
times.
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.
pr
aw
cr
e.g
Match Me Right
Word List
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.
kite
five
prize
mice
rice
hide
dr
Materials
picture cards
Onset
Rime
Cards
cards
A
B
ice
Song chart
(Tune of Clementine)
ide
I like to fly kites (3x)

In the sky
I have five kites (3x)
As my prize
ite
ive
ice
pr
ize
I see five mice (3x)

Eating rice
When they see me(3x)
They run and hide
89
ACTIVITY
CONTENT
TEACHERS NOTES
Word Spinner
Word List
Materials
1. Demonstrate the action

and sound for the
phoneme /eI/.
2. Pupils repeat.
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.
thigh
light
fight
night
right
bright
Picture cards
Word spinner template
Appendix 2
Onset
cards
A
th
l
f
n
r
br
t
90
Rime
cards
B
igh
Learning Standard:
2.1.3 Able to segment words into phonemes to spell.
ACTIVITY
Separate Me
CONTENT
TEACHERS NOTES
Suggested Words :
1. Demonstrate segmentation of a snake, bake, tape,

word.
cake, lake, make, race,
a. Read the word.
date, spade
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.
Jumping On The Puddles

1. Show a word.
2. Say the word aloud and
separate them into segments.
3.
4.
5.
6.
7.
Suggested Words :
girl, bird, thirsty, skirt,
shirt, first
e.g. girl - /g/ /:// /l/

Pupils repeat after the teacher.
Create puddles across the
classroom floor, each puddle
featuring a grapheme.
Teacher says a word and picks a
pupil at random to demonstrate.
Pupil says the phoneme as
he/she jumps on it.
Repeat the steps for all the
words suggested.
91
Appendix 3
ACTIVITY
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/ //
Word Boxes
CONTENT
TEACHERS NOTES
Suggested Words:
cow, town, how, bow,
owl, flower, power
Suggested Words:
sea, pea, meat, read,

2. Distribute boxes of letter cards to eat
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.
92
Materials
letter cards
ACTIVITY
CONTENT
Wall Words
Suggested Words:
1. Show the picture and the word.

e.g.
alphabet, dolphin,
elephant, telephone,
photo
dolphin
d
ph
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.
93
TEACHERS NOTES
Appendix 4
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
Word List:
Materials
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.
Teacher says out a word. The
pupil who has the correct picture
card will put it up followed by the
pupil with the correct word card.
goat
coat
float
boat
toad
road
Word cards
Picture cards
goat
coat
float
boat
toad
road
Read and Find
Word List:
Materials
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.
goat
coat
float
boat
toad
road
colour pencils
worksheets
Appendix 5
Word list:
Materials
girl
bird
skirt
shirt
first
third
pictures cut into pieces

envelopes
word cards
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.
94
ACTIVITIES
CONTENT
Bingo
Materials
1.
bingo sets
box
word cards
2.
3.
4.
5.
6.
Word list:
blue
Teacher prepares a few sets of
glue
bingo cards with the same words in true
different arrangements.
high
Distributes the sets to the pupils.
night
Give instructions how to play.
light
Teacher picks words randomly from wheel
a box.
whale
Say it out loud.
birthday
The first pupil to complete the
car
words in a straight line is the
balloon
winner.
sir
TEACHERS NOTES
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.
blue
glue true
whale car
light
sir
high night
glue car
night blue
true high
Word list:
Materials
chew
crew
screw
drew
blew
flew
Worksheets
Appendix 6
95
sir
light
true
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
Word list :
Materials
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.
screw
new
blew
drew
saw
jaw
draw
straw
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.
Materials
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.
96
poem chart
worksheets
Appendix 8
Learning Standard:
2.2.2 Able to read and understand phrases in linear and non-linear texts.
ACTIVITIES
CONTENT
Jazz with me...
Jazz Chant
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.
What a fright Turn

to your right Keep
a sight Switch on
the light Keep it
bright
Say good night
Say it right
Butter Cake
Song : 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.
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
Chart A
What a
Turn to your
Keep a
Switch on the
Keep it
Say good
Say it
TEACHERS NOTES
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
Materials
Song chart
Word cards;
cake, bake,
lake, date,
take, plate
Phrase Cards
a butter cake
bake a cake
a butter c_k_
b_k_ a c_k_
97
ACTIVITIES
CONTENT
TEACHERS NOTES
I t s St ory Ti me
Short Story
Materials
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.)
The night was dark.

Knight heard a bark.
He switched on the light.
He had a fright
When he saw a duck.
Prepare phrase cards

Prepare a Big Book
Read Me Aloud
Short Story
Materials
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.
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.
Teachers can prepare a big

book for the story.
Draw a series of pictures.
What a BIG BIG duck.

The duck chased Knight.
Knight went to hide.
Oh what a fright.
98
Prepare phrase cards:

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

Duplicate the Appendix
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.
Appendix 9
Read and match

1.
2.
3.
4.
Teacher puts up parts

of sentences.
Pupils read the
sentence parts in small
groups.
Pupils match the
sentence parts.
Pupils read the
completed sentences
aloud.
Appendix 10
Read and paste

1.
2.
3.
4.
5.
Distribute a composite
picture to each pupil.
Put up a chart
containing sentences
on the board.
Pupils read the
sentences.
Pupils cut out the
objects and paste them
on the picture.
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.
99
Materials
composite picture
chart containing
sentences.
Appendix 11
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.
Appendix 12a and 12b
Word Maze
Teacher can prepare
different sets of 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.
Appendix 13
100
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.
2.
3.
4.
5.
Teacher tells the

story.
Divide pupils into
groups.
Distribute worksheet
with incomplete
paragraphs and the
envelope containing
the sentence strips.
Pupils complete the
paragraph with the
correct sentence
strips.
Pupils read the
completed paragraph
in groups.
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:
Materials
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.
envelopes
glue
colour pencils
scissors
101
ACTIVITY
CONTENT
TEACHERS NOTES
Read and Transfer

Pupils should have prior
knowledge of family tree.
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.
Appendix 15
Read and Sequence

Duplicate the Appendix.
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.
Prepare the sentence

strips.
Appendix 16
Read and Play
Rules:

groups of four.
2. Distribute the board
game, dice and tokens.
3. Explain the rules.
4. Pupils read and play the
board game.
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
102
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
A Mouse Tale
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.
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.
103
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.
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
Fix Me Right
1. Put up the chart. Read the
text.
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.
Materials
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.
Hibiscus and Roses

1. Show pictures or real
flowers (roses and
hibiscus) and ask
questions about them.
2. Read the text and pupils
repeat.
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.
TEACHERS NOTE
Worksheet Appendix
20
Prepare cut-outs
parts of a tree as in
Appendix 21
Materials
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.
104
Pictures Appendix
22
Worksheet Appendix
23
Learning Standard:
2.3.1
Able to read simple texts with guidance :

a) fiction
b) non-fiction
ACTIVITY
CONTENT
TEACHERS NOTES
Groups:
January March
April June
July September
October December
Teacher helps with their

birth months, maybe
refer to the Pupils
Attendance Register.
Word cards :
queen, there, sleeping,
beauty, girl, everyone,
fairy, etc.
Teacher must prepare

the word cards based on
the story in the CD.
Boxes labelled with the

graphemes :
ee, ea, ir, e-e, o-e, etc.
Teacher can prepare

small boxes or even little
baskets with the labels.
Source : English Year

2 (SK) Teaching
Courseware CD 4
Lesson 74 (e-Book).
Teacher prepares
laptop, LCD & screen.
Graphemes :
ee, ea, ai, e-e, o-e, etc.
Teacher prepares task

sheets for the pupils as
in Appendix 24.
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.
105
Story Comes Alive

1.
2.
3.
4.
5.
Pupils are divided into groups

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

Beauty
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
Teacher prompts the
pupils with simple
questions.
Let s G o Round & Round

1.
2.
3.
4.
5.
6.
7.
Teacher screens the song

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

2 (SJK) Teaching
Courseware CD 1
Lesson 4.
2 (SK) Teaching
Courseware CD 4
Lesson 78 (e-Book).
Word list :
bicycle, motorcycle,
car, lorry, bus, train,
aeroplane
106
Teacher prepares
Teacher stresses on the

words learnt.
Teacher corrects the
pupils pronunciation.
Appendix 1
107
Appendix 2
108
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
109
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.
ph
110
d
n
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)
111
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
112
Appendix 7
113
Appendix 8
Crazy Poems
Animals
Clothing
1144
Appendix 9
115
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.
116
Appendix 11
117
Appendix 12a
APPENDIX IVb
118
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.
119
Appendix 13
c k
t y
s i t
g w n f
a
b o
q o
t h e r e
k s
m
a
g n
m r
w a l k
a
o
m s v
o n t
j
p m
o k i
e
i s
a k e
h e h
e
t o
i v
f
x p o h
h e
c
a
n
t h
u e
r
a
m a
g
z k
a s
a
q j d
t h e
a n
h
120
d r
h a i r
g a
e
b a
u n
n g o
f
s y
s i s
v
n h
g a t e
d k u c
f j
l
m e
g
y
o
u
t e
e
i
x
g u
b z
s
t
a
k
e
r
Appendix 14
GET ME RIGHT
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.

Sentence strip
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.
121
Appendix 15
Azlans Family Tree
Azlan
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.
122
'Appendix
Appendix 16
.
~~~~
:'\.,~
'
RIVER
BRIDGE
Roy wants to go to the hospital. Help him to find the way. Sequence the
sentences to help him.
Use the bridge to cross the river.

Turn right into Jalan Kasih.
Turn right into Jalan Sihat.
The hospital is on your right .
Lorong Sihat
At the roundabout, turn left into Jalan Selesa.

Walk along Jalan Batu.
Turn right into Jalan Asam.
123
18
We bor
from th
Appendix 17
Spell the number

12.
15
row books
e
12
11
The doctor works
Name the colour

on the national
flag.
16
You did not do

your homework.
Go back four
steps.
10
in a
---5
8
Move one st
forward.
4
A ---
3
barks.
Say 'yellow'
124
ep
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
125
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
126
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
127
Appendix 21
128
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.
129
Appendix 23
A. Use your dictionary to help Kitty arrange the words alphabetically.
1.
rose
beautiful
leaf
small
2.
hibiscus
petal
big
flower
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
130
Appendix 24
Work in groups.
Read the text. Circle words with the phonemes that you have learnt.
One day, the princess saw
A hundred years went by.
a door. She opened the door. She
Roses covered the palace.
saw a woman.
day, a prince came riding by. The
The woman was
the old fairy. But the princess did
prince went into the palace.
not know that.
saw the princess.
One
He
The princess hurt her finger.
Once, there lived a king and
She cried out and fell. The old fairy
a queen. The queen did not have a
laughed and went away.
The
child. They were very sad. Many
people found the princess.
They
carried her to her room.
years went by.
Then, the queen
had a baby.
It was a girl!
Everyone was happy.
131
Appendix 25
132
133
134
135
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
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 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.
137
Learning Standard:
3.1.1
Able to write in neat legible print:

a) phrases
b) simple sentences
ACTIVITY
THINGS IN MY PENCIL
CASE
1. Prepare a treasure box
with objects in it.
groups.
CONTENT
Things in my pencil case:
- a pencil
- a sharpener
- a ruler
- an eraser
- a pair of scissors
- a bottle of glue
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.
138
TEACHERS NOTES
Prepare:
related pictures / realia
ACTIVITY
KI M S G AM E
CONTENT
Things in the classroom:
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.
Sample worksheet
a
a
a
e.g.
a red bag
139
TEACHERS NOTES
Note:
May use other suitable
realia.
ACTIVITY
WHAT HAVE YOU?
1. Distribute a few objects
to the pupils.
CONTENT
TEACHERS NOTES
Suggested Song
(Tune of : Are You
Sleeping?)
Note:
Pupils to substitute
underlined words
Teacher sings:
2. Sing the song What
have you?
3. Pupil 1 sings the answer
and tags his/her friend to
continue.
4. Pupils complete
worksheet.
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:
Co mplete the text .
1. I have a pencil,
I have
2. I have a ruler,
I
3. I have
_, I
140
ACTIVITY
HOW AM I DIFFERENT?
CONTENT
Samad
1. Pupils talk about their

parents occupations.
2. Put up pictures of
occupations.
policeman
wears a blue uniform
police station
patrol car

occupations displayed.
1. Samad is a
2. He
3. He works in the
4. Pupils complete
worksheet.
4. He drives a
Farid
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
141
TEACHERS NOTES
Note:
May use other occupations
ACTIVITY
CHOOSE AND
COMPLETE
CONTENT
Sample picture:
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.
Based on the picture,

complete the text below.
4. Pupils complete the text.
Ali and Ah Meng

are good friends .
Today they are at
the playground.
It is a hot day.
They are playing
swing.
142
TEACHERS NOTES
Learning Standard:
a) numeral forms
b) word forms
ACTIVITY
A VISIT TO UNCLE BOBS
FARM
CONTENT
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.
Sample worksheet:
5. The first pupil to
complete and get them
correct is declared the
winner.
e.g.
2
2
two
cats
rabbits
goats
143
TEACHERS NOTES
Note:
May use other pictures and
numbers
Learning Standard:
3.1.1
Able to write numerals in neat legible print:

a) word form
ACTIVITY
CONTENT
TEACHERS NOTES
BREAK THE CODE
Picture cards.
Example:
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.
Sample worksheet:
5. Give worksheets to
pupils.
6. Pupils break the code.
144
ACTIVITY
CONTENT
TEACHERS NOTES
THE CHOO CHOO TRAIN

Prepare word cards to form
sentences.
Sample:
Given numeral:
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.
six
Sample sentence:
Susan has six blue shirts.
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.
145
Choo Choo train
ACTIVITY
CONTENT
TEACHERS NOTES
THE STORY WRITER

groups.
Example:
Picture puzzle
Prepare:
picture puzzles
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.
Puzzle picture:
A farm
1. This is Pak Dollahs

farm.
2. There are eight
chickens on his farm.
3. There are ten cows
under a tree.
146
Learning Standard:
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.
The python is hiding in Uncle

Bobs farm. Break the code and
find what he did.
3. The first pupil to

decode the sentence
is declared the
winner.
20
16
25
20
20
20
21
23
15
14
11
15
20
19
147
15
The answer: The fat

python ate five ducks
and two goats.
22
14
20
19
Learning Standard:
3.2.1
Able to complete with guidance:

a) simple messages
ACTIVITY
CONTENT
TEACHERS NOTES
DEAR MAMA
Example:
groups.
2. Give 3 variations of the
same message to the
groups.
3. Read the message to
the pupils.
given message.
5. Group leaders read out
the completed message.
Teacher can have

variations for:
- buy things from canteen
- buy stationery from
bookshop
Sample A
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
Sample B
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.
148
Jet Li
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.
Jet Li.
Thank you.
149
Learning Standard:
3.2.1

a) posters
ACTIVITY
CONTENT
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:
150
TEACHERS NOTES
Learning Standard:
3.2.1

a) posters
ACTIVITY
PET FOR SALE
CONTENT
RM30.00

groups and distribute
word cards.
2. Distribute posters of 3
animals and a
comparison table.
table using word cards.
TEACHERS NOTES
Word cards with:
- name of animals
- price
- colour
- food
- home
Poster (Appendix 1)
RM10.00
4. Pupils complete a
worksheet.
RM20.00
151
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
152
Learning Standard:
3.2.2
Able to write simple sentences with guidance:

ACTIVITY
CONTENT
TEACHERS NOTES
GLORIOUS FOOD
Fill in the blanks.
1. Pupils talk about the food

they like.
1. I like to eat
because
2. Distribute worksheets
for pupils to complete.
2. You like to eat

because
3. Pupils name the food

they like and state why
they like it in sentences.
3.
likes to eat
because
.
4. Pupils complete
worksheet.
153
ACTIVITY
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.
CONTENT
TEACHERS
NOTES
Example: Ritas time table
8.0012.30
12.302.00
2.003.30
3.305.00
5.007.00
7.008.30
8.3010.00
10.00
Mon
School
Tue
school
Wed
school
Thur
school
Fri
school
Bathe
& lunch
Piano
class
Math
tuition
Bathe &
lunch
English
tuition
French
class
Bathe
& lunch
Art
class
Nap
hour
Bathe &
lunch
TV hour
Jogging
Swimming
Jogging
Bathe
& lunch
Nap
hour
Video
game
hour
Jogging
Swimming
Dinner
Dinner
Dinner
Dinner
Dinner
Study
hour
Study
hour
Study
hour
Study
hour
Study
hour
Nap hour
zzzsleeping time.zzz
On Monday, Rita has her piano lesson.

On Tuesday, Rita
On Wednesday,
.
.
On
On
On
154
Learning Standards:
3.2.2
3.2.4
Able to write simple sentences with guidance.

Able to spell common sight words.
ACTIVITY
CONTENT
WRITE AND DRAW

1. Read out the
sentences.
Sample worksheet:
2. Pupils listen and write

out sentences read.
3. Pupils draw pictures
based on what they
have written.
1
2
3
4
I have a round face.

I have a big nose.
I have two small
eyes.
I have a big mouth.
155
TEACHERS NOTES
Learning Standards:
3.2.3
Able to punctuate correctly:

a) capital letters
b) full stop
3.2.4

ACTIVITY
WH AT S WRONG?
CONTENT
Sample text:
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 worksheet:
Wrong
spelling
prety
Correct
spelling
pretty
Rewrite the story
156
TEACHERS NOTES
ACTIVITY
WHAT ARE THESE?
1. Display pictures of
fruits.
2. Place word cards
below each picture.
CONTENT
Sample worksheet:
Label the pictures.
Then, complete the
sentence based on
each picture.
3. Pupils construct
simple sentences with
correct punctuation
using the word cards.
This is an apple.
It is sweet.
These are grapes.

They are juicy.
157
TEACHERS NOTES
Prepare:
word cards
- apple
- sweet
- grapes
- juicy
Learning Standards:
3.2.2
3.2.4
Able to write simple sentences with guidance.

ACTIVITY
CONTENT
CREATE NEW WORDS

Example:
1. Put up the word
refrigerator.
Refrigerator

groups.
3. Pupils create new words
from the given word.
4. Pupils make simple
sentences based on the
new words they have
created.
go
rat
to
get
Sample sentences:
1 I see a rat.
2 I walk to school.
3 I go to the market.
4 Please get me the book.
158
TEACHERS NOTES
Learning Standard:
ACTIVITY
CONTENT
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.
( )
I like
cycling.
I dislike
playing
football.
159
TEACHERS NOTES
Learning Standard:
3.3.1
Able to create simple non-linear texts using a variety of media with guidance:
a) posters
ACTIVITY
LOST KITTEN
CONTENT
Sample worksheet:
1. Tell a story.
2. Distribute worksheet.
3. Pupils create a lost and
found poster.
Name:
Type:
4. Repeat story if
necessary.
Colour of fur:
Colour of eyes:
Tail:
Owner:
Contact number:
Sample story:
160
TEACHERS NOTES
ACTIVITY
THE TOTEM
1. Talk about an event in
school.
CONTENT
SAMPLE : SPORTS DAY
Date:
Time
Place:

groups.
3. Pupils create a poster
for an event in their
school.
4. Provide information to
be included.
SPORTS
DAY SK SRI
UTAMA
DATE:
TIME :
PLACE:
161
TEACHERS NOTES
Learning Standard:
3.3.1
a) signs
ACTIVITY
CONTENT
DRAW ME
1. Display signs that pupils
can see in the school.
2. Write simple
instructions on the
board.
Suggested instructions:
Keep quiet!
Do not litter!
Do not step on the grass!
3. Pupils draw signs for

the instructions with
guidance.
Keep quiet!
162
TEACHERS NOTES
Learning Standard:
3.3.1
a) posters
ACTIVITY
POSTER or
ADVERTISEMENT
1. Take pupils to the
school canteen.
CONTENT
Sample poster:
Food in the
canteen
2. Talk about food sold at

the canteen.
3. Pupils create a poster
to show food sold in the
canteen and label them.
163
TEACHERS NOTES
Learning Standard:
3.3.1
a) posters
b) signs
ACTIVITY
ROAD SAFETY
CONTENT
MATCHING
ROAD SIGNS
1. Talk about road safety.

2. Place picture cards of
road signs around the
classroom.
4. Pupils draw road signs
and colour them.
164
TEACHERS NOTES
Appendix 1
165
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
4.1 By the end of the 6year primary schooling,

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

express personal
response to literary
texts.
LEARNING STANDARDS
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.
4.2.1 Able to respond to:

a. book covers
b. pictures in books
c. characters
with guidance.
4.3. By the end of the 6year primary

schooling,
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.
167
LEARNING STANDARD:
4.1.1
Able to listen to and enjoy action songs and jazz chants through non-verbal
response
ACTIVITY
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.
CONTENT
Suggested Action Song:
Here We Go Round The
Mulberry Bush
Here we go round the
mulberry bush
The mulberry bush [2x]
mulberry bush
So early in the morning
This is the way we wash
our face
Wash our face [2x]
our face
This is the way we brush
our teeth
Brush our teeth [2x]
our teeth
This is the way we have
our bath
Have our bath [2x]
our bath
This is the way we comb
our hair
Comb our hair [2x]
our hair
168
TEACHERS NOTES
Suggested actions:
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]
ACTIVITY
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.
CONTENT
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.
TEACHERS NOTES
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]
Recorded song.
Lets move! Pupils do
actions according to
the lyrics while moving
around in groups.

Mulberry Bush
1. Pupils do the
required actions as
demonstrated by the
teacher while moving
around in tempo.
Suggested actions:
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
Lets Jazz!
Pupils do actions
according to the words
while moving around.
CONTENT
Orange Shake
TEACHERS NOTES
Recorded song.
Prepare oranges or any
other suitable fruits to
match the jazz chant
1. Pupils do the
required actions as
demonstrated by the
teacher while moving
around in tempo.
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.

Mulberry Bush
1. Pupils stand in lines.
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
2. Teacher teaches basic

dance steps.
3. Pupils learn and dance.
Teachers may use other

suitable songs and steps.
170
LEARNING STANDARD:
4.1.2
Able to sing action songs and recite jazz chants with correct pronunciation,
rhythm and intonation.
ACTIVITY
CONTENT

Let s Cheer
Pupils sing the action song Here We Go Round The
Mulberry Bush
with correct pronunciation
and tempo.
mulberry bush
1. Teacher sings action
The mulberry bush [2x]
song with correct
pronunciation and
mulberry bush
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.
TEACHERS NOTES
Lyrics and phrase cards.
Phrase cards
wash our face
brush our teeth
have our bath

our face
Wash our face [2x]
our face
comb our hair

our teeth
Brush our teeth [2x]
our teeth
Suggestion:

our bath
Have our bath [2x]
our bath
If youre happy...

our hair
Comb our hair [2x]
our hair
171
Use other songs for

variation:
e.g:
Old McDonald...
Hokey Pokey...
ACTIVITY
Let s 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.
CONTENT
TEACHERS NOTES

Orange Shake
Prepare lyrics and phrase

cards.
Shake an orange, shake

an orange
Shake, shake an orange,
Shake.
Phrase cards
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.
peel an orange
slice an orange
chop an orange
eat an orange
Use other fruits suitable

for this chant.
Eat an orange, eat an

orange,
Eat, eat an orange,
Eat.
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.

Mulberry Bush
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.

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.
172
ACTIVITY
Echo Wall
Pupils listen and repeat
the lines of the jazz chant
in an echo form.
CONTENT
TEACHERS NOTES

Orange Shake
Use other suitable jazz

chants if necessary.
One Malaysia
Tune of: Malaysia Baru
Lyrics of the song.

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.
`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]
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.
173
Use any other suitable

songs or performance
styles.
LEARNING STANDARD:
4.2.1
Able to respond to: (b) pictures in books

(c) characters
with guidance.
ACTIVITY
Total Recall
Pupils talk about a story
with the help of picture
cues.
CONTENT
Suggested fairy tale:
Cinderella
TEACHERS NOTES
Picture cues.
Appendix 1
Pictures taken from
http://www.coloriez.com
1. Put up picture cues.

Teacher may use other
suitable fairy tales
2. Tell the story to the

pupils.
Teacher may use

recording of story
3. Teacher jumbles up the

pictures.
4. Pupils rearrange
pictures according to
the story.
5. Pupils talk about story
with guidance.
Pick Me!
Pupils talk about a chosen
character.
1. Pupil picks out the
figurine of a character
from the fairy tale.

Cinderella
1.
2.
3.
4.
5.
6.
2. Pupil talks about that

character with
guidance.
I Am..
Pupils role play characters
Figurines of characters:
Appendix 2I

Cinderella
Cinderella
Fairy Godmother
Prince
Stepmother
Stepsisters
Mice
Props :
1. a wand
1. Pupils pick a prop

related to a character
2. a mask
3. a crown
4. a shoe
2. Pupils role play that

character.
5. a cane
174
ACTIVITY
CONTENT
TEACHERS NOTES
Bubble Up

Cinderella
Bubble chart for the

characters from the fairy
tale.
Pupils draw a bubble chart

based on a character from Example of personality
traits:
a fairy tale.
Cinderella
- pretty
1. Pupils pick a character
- hardworking
from a fairy tale.
- obedient
- kind
2. Pupils discuss the
characters personality
Stepmother
traits with their group
- mean
members.
- cruel
- lazy
3. Pupils then fill the
- bad
bubble around the
character
with the characters
personality traits.
May I Know? Pupils

interview a character from
a fairy tale.

Cinderella
Appendix 4
Sample of interview
questions
Appendix 3a
Appendix 3b
1. Pupils are paired.
Pupils may reverse roles.
2. Pupil 1 is the reporter

and pupil 2 is the
chosen character.
Make use of any

tale
3. The reporter will

interview the character
with guidance
175
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
Paper Dolls
Pupils create costumes for
the characters from the
fairy tale.
CONTENT
TEACHERS NOTES

Cinderella
Puteri Gunung Ledang
Puteri Santubong
Figurines and stationery.
Any fairy tale.
Manila cards, coloured

pencils and scissors.
Characters from the fairy

tale Cinderella:
Suggested materials to be
used for making puppets.
Stepmother
Stepsister
Prince
Cinderella
Mice
Examples:
Appendix 2
1. Pupils are given the

figurines of the
tale.
2. Pupils create costumes
and props for the
characters.
3. Pupils dress up the
figurines.
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.
My Little Friends
Pupils make puppets of
the characters found in the
fairy tale, jazz chant or
action song.
groups.
ice cream sticks

cotton wool
glue
stockings
gloves
paper bags
buttons
egg shells
2. Pupils are given

materials to make the
puppets.
176
ACTIVITY
CONTENT
TEACHERS NOTES
Let s Part y
Pupils create an invitation
card to a party.
Sample invitation card.
1. Pupils are shown a

sample of an invitation
card to a party.
May use ICT to prepare

cards.
Appendix 5
2. Pupils
create their own
invitation card.
My Fairy Tale Car Pupils

create their own version of
a carriage made out of a
pumpkin.
Sample of the carriage

from Cinderella.
Pumpkin template.
Appendix 6
Remind pupils to bring
their own props
1. Pupils are given a

pumpkin template.
Display other samples of

carriages.
2. They design their own

carriage using the
template.
3. They exhibit their
carriage in the
classroom.
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.
Sample characters/
objects from a fairy tale:
Cinderella
carriage
pumpkin
glass slippers
prince
1. Pupils choose a
character or prop
from a fairy tale or jazz
chant or action song.
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.
2. They create a desk mat

based on the character
object chosen.
177
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
Reader s Theatr e
CONTENT
Sample dialogue for
Readers Theatre
TEACHERS NOTES
Dialogue for Readers
Theatre
Pupils perform a fairy tale

with expression.
Appendix 7

dialogue of a fairy tale.
Teacher may use other

suitable dialogue
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.
Puppet show
Sample dialogue for the

puppet show
Pupils stage a
performance using the
puppets that they have
created.
dialogue for the puppet
show.
2. Read through script
with pupils.
3. Pupils are trained for
their presentation.
4. Pupils perform the
puppet show.
178
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.
ACTIVITY
Ode to Cinderella
Pupils perform the jazz
chant given.
CONTENT
TEACHERS NOTES
Sample Jazz Chant
Lyrics for the jazz chant.

Appendix 8

groups.
Use other suitable fairy

tales if need be.
2. Display the jazz chant.

3. Pupils read aloud.
4. Pupils are trained for
the performance.
5. Pupils perform the jazz
chant.
Let s Put Up A
Show Pupils perform
action songs in
groups.
Sample Action Song:

Mulberry Bush
Lyrics of the action song

or other suitable action
songs
Sample action song:

Mulberry Bush
Action song or jazz chant

groups.
2. Pupils practice for the
performance.
3. Pupils perform the song
with their own actions.
Pantomime Pupils
perform a pantomime
of an action song or
jazz chant.
two groups.
Sample jazz chant:

Orange Shake
2. Group 1 reads the

action song or jazz
chant aloud.
3. Group 2 mimes the
corresponding actions.
179
Use other suitable action

songs or jazz chants
Appendix 1
180
181
182
183
184
185
186
187
188
189
190
191
192
193
194
195
196
Appendix 2
197
198
199
200
201
Appendix 3
202
Appendix 4a
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?
203
Appendix 4b
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?
204
Appendix 5
Sample:
An Invitation to the Party
Invitation for
PLEASE COME TO MY PARTY.
205
Appendix 6
206
Appendix 7
207
Appendix 9
THE WARNING
Cindy, Cindy, Cindy, Cindy, Cinderella dear
Wakey, wakey, hurry, hurry
They are near.
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?
Wakey, wakey, hurry, hurry
They are here.
208
SAMPLE LESSONS
Sample Lesson 1
Focus:
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
Learning
Standard
1.1.1 Able to listen and respond to stimulus given with
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
able to pronounce words and speak confidently with the

correct stress, rhythm and intonation.
able to listen and respond appropriately in formal and
informal situations for a variety of purposes.
guidance:
(f) voice sounds
(a) simple instructions in the classroom.
Activity
1. Show pupils a camera.
2. Snap a photo and ask

pupils to mimic the
sound made by the
camera.
3. Do the actions of
clicking and pupils
follow.
4. Pupils take turns to do
the actions of clicking
the camera and others
say click, click, click.
5. Introduce the song line
by line. Pupils repeat.
6. Pupils sing the song
and do actions.
7. Repeat the activity by
the pupils clicking at
Teaching and Learning

Strategy
Use camera or mobile
phone.
Listening
Mimic
Notes
Prepare:
- camera or mobile
phone/ toy camera or
model of a camera
Elicit the sound click
Kinaesthetic Activity
Responding to peers
Drilling through fun and

play
Musical Intelligence
Repetition and
reinforcement
Repetition and
reinforcement
211
Song lyrics
[Appendix 1]
Action: clicking a camera
each other while

singing.
groups. Pupils do
the action of taking
photos of group
members.
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.
10. Collect the Friendship

Pin-up.
Assessment:
1. Pupils are able to
interact with each
other.
complete the task.
Remedial:
1. Pupils join dotted lines
to complete the sketch
of their friends.
Enrichment:
1. Pupils talk about their
friends based on the
information gathered.
Kinaesthetic Activity
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.
Display the Friendship
Pin-ups.
Observation
Identifying
Friendship Pin-Up
[Appendix 2b]
Question and Answer

Interpersonal
212
He/She is
.
He/She is eight years old.
He/She likes
. He/She
likes to eat
.
* Pupils can talk about any
Focus:
Reading
Theme:
Topic:
Content
Standard
2.2 Pupils will be able to demonstrate understanding of a
Learning
Standard
2.2.1 Able to read and apply word recognition and word attack
variety of linear and non-linear texts in the form of print and

non-print materials using a range of strategies to construct
meaning.
skills by:
(b) reading and grouping words according to word
families.
2.2.2. Able to read and understand phrases in linear and nonlinear texts.
Objective
Time
By the end of the lesson, pupils will be able to:

a. read and understand simple phrases
b. gather information
30/60 minutes
Teaching Aids
My Friend chart, pupils Friendship Pin-Up, worksheet, charts
Activity
1. Teacher invites pupils to
talk about their friends.
2. Read phrases on the
chart and pupils follow.
3. Put up word list: colour.
Pupils read and say
with guidance.
4. Put up word list: food.
Pupils read and say
with guidance.
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.
6. Pupils jot down the

gathered information on
the worksheet.

Strategy
Notes
Guided reading
Refer to the
Friendship Pin-Up
Appendix 3a & 3b
Recall
Previous knowledge
Word list: colours

[Appendix 4]
Recall
Previous knowledge
Word list: food

[Appendix 5]
Identifying details
Pupils Friendship PinUp
Verbal linguistic
Worksheet
[Appendix 6]
213
7. Pupils read out

8. Collect Friendship PinUps and worksheets.
Assessment:
gather required
information.
complete the task.
Remedial:
1. Teacher guides pupils to
read the phrases on
Appendix 3.
Enrichment:
1. Pupils gather more
information about their
friends chosen for their
Friendship Pin-Up.
Repetition and
reinforcement
Select pupils
randomly.
Staple worksheet to
Friendship Pin-Up of
each pupil.
Observation
Identify and read
Appendix 3
Question and Answer

Interpersonal
Suggested further
information:
hobbies
214
Focus:
Writing
Theme:
Topic:
Introduction:
This lesson focuses on writing. Pupils should be able to copy with

correct spelling and punctuation.
Content
Standard
Learning
Standard
3.2.1 Able to complete with guidance:
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
able to write using appropriate language, form and style for

a range of purposes
(b) posters
Activity
1. Put up My Friend
chart. Ask questions
about My Friend.
Teaching and
Learning Strategy
Recall
Question and answer
2. Distribute Friendship
Pin-Up and written
notes. Pupils transfer
information from written
notes to their
Friendship Pin-Up for
their three friends.
Observation
3. Put up a chart.
Read and pupils follow.
4. Distribute worksheet.
Pupils complete.
5. Collect Friendship PinUp.
Guided reading
Recall
Previous knowledge
215
Notes
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?
Friendship Pin-Up
[Appendix 2]
Chart
[Appendix 7]
Worksheet
[Appendix 8]
Assessment:
1. Pupils transfer
information correctly.
2. Pupils write with correct
spelling and punctuation.
Remedial:
1. Pupils copy phrases
from the word list.
Enrichment:
1. Pupils decorate their
Friendship Pin-Up.
Copying
Write neatly
Visual Spatial
216
Teacher may provide

coloured papers for
decoration.
Focus:
Language Arts
Theme:
Topic:
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
Learning
Standard
4.1.2 Able to listen to and sing action songs and recite jazz
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
to enjoy and appreciate rhymes, poems and songs through

performance.
chants with correct pronunciation, rhythm and intonation.
Activity
1. Chants jazz chant with
the alien toy.
2. Divide pupils into two
groups: friendsters and
aliens.
3. Put up jazz chant.
Recite the jazz chant.
Pupils follow in their
respective groups.
4. Pair a friendster with an
alien. Randomly select
a few pairs to chant.

Strategy
Modelling
Reading aloud
Notes
Modulate voice to
show two different
characters
My New Friend
[Appendix 9]
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
217
Friendship Pin-Up
[Appendix 2]
complete it with
information of their new
friend.
7. Display the Friendship
Pin-Up.
218
Appendix 1
219
Appendix 2a
ME
220
Appendix 2b
ME
221
Appendix 3a
My Friend
222
Appendix 3b
223
Word List : Colours
Appendix 4
224
Appendix 5
Word List
: Food
225
Appendix 6
Name :
Class :
Friend 1
Friend 2
Name
Age
Favourite
food
Favourite
colour
226
Friend 3
Friend 4
Appendix 7
227
Appendix 8
Complete the sentences correctly.

Friend 1
1.
228
Appendix 9
My new friend
229
Sample Lesson 2
Focus :
Theme :
World of Stories
Topic :
The Ant and The Dove
Content Standard :

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.
respond to simple questions based on the story.
iii.
Time :
60 minutes
Teaching Aids :
Pictures ( Picture Cards / PowerPoint)
Activity
1. Show pupils an ant in a
container and a picture
of a dove.
Teaching & Learning

Strategy
Contextual Learning by
drawing pupils previous
knowledge.
2. Ask questions.
Question & Answer session
Notes
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)
231
4. Ask questions based

on the story and pupils
respond.
Brainstorming
5.
Repetition through drillling
6.
7.
Point to the words with

the phoneme / /.
Articulate the sound
/u/ and pupils repeat.
Repeat words.
8. Divide the pupils into 5

6 groups and give
each group a set of
pictures.
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?
boat, bow, arrow, no , Joe
Show pupils the mouth
movement.
Reinforcement
and play
through
fun Picture cards

(Appendix 2)
9. Pupils pick out pictures

that show the words
with the phoneme /u/.
Assessment :
Able to read the focus
words correctly.
Observation
Remedial :
Reinforcement through drilling
Work with pupils who have
difficulty saying the focus
words.
Enrichment :
Get pupils to name and
draw the characters in the
story.
Appendix 3
232
Focus :
Reading
Theme :
World of Stories
Topic :
Content Standard :
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.
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 :

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 )
Teaching & Learning

Strategy
Activity
1. Show the cover of the Recalling
story.
2. Ask questions.
Question & Answer session
Notes
Cover of The Ant and the
Dove using picture cards
/ power point.
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 ?
233
3.Display the story and read

the story aloud. Pupils
repeat after teacher.
4. Highlight words with the

phoneme /u/. Read the
words and pupils repeat.
5.How did the ant help the

dove?
Reading aloud with correct Picture cards/PowerPoint
articulation and pronunciation. Presentation :
Reinforcement
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.
boat, bow, arrow, no, Joe
oa
ow
rr
oe
ow
Prepare letter cards with

strings attached.
Practice and reinforcement.
9. Distribute a worksheet
with some sentences
from the story.
Appendix 4
10. Pupils colour the box

Practice
which has words with
the /u/ sound.
Assessment :
Pupils
complete
a Observation
worksheet by identifying
words with the phoneme
/u/.
Remedial :
Guide pupils to read the Reinforcement through drilling
story
with
correct
articulation
and
234
oa
pronunciation
while
focussing on the phoneme
/u/.
Enrichment :
Pupils use picture cards Practice
given and take turns to tell
the story in a group.
Appendix 2
235
Focus :
Writing
Theme :
World of Stories
Topic :
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.
3.1.1 Able to write neat legible print :

b) simple sentences
Objectives :
By the end of the lesson, pupils should be able to

phrases to write simple sentences.
Time :
60 minutes
Teaching Aids :
Pictures ( Picture Cards / PowerPoint)/worksheet
Activity
1. Put up a song chart.
2. Show the story to pupils
and call out pupils
randomly to read.
3. Ask questions on the

sentences with words
that have the phoneme
/ /.
match
Teaching & Learning

Strategy
Notes
Recalling story through fun Appendix 5
and play
Integrate reading skill
Can read individually / as
whole class
(*use power point/picture
cards)
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!
236
4. Distribute worksheets to Practice

pupils.
Appendix 6
5. Pupils match phrases to

form sentences and
write them down.
Assessment :
Pupils
write
simple Observation & Correction
sentences correctly.
Remedial :
Pupils match sentences
with the pictures.
Application
Appendix 7
Enrichment :
Pupils construct sentences
based on the words given. Application
Appendix 8
237
Focus :
Language Arts
Theme :
World of Stories
Topic :
Content Standard :
to enjoy and appreciate rhymes, poems and songs through
performance.
to plan, organise and produce creative works for enjoyment.
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 :

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.
3. Divide class into three

groups.
Appendix 5
Prepare mask templates

for the characters.
4. Each pupil in the group is

given a mask template.
(Appendix 9 )
Group 1 : ant
Group 2 : dove
238
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
Assessment :
1. Observe pupils hands on
activity.
Observation
2. Observe students ability to

sing with correct
pronunciation.
239
Guide pupils with the

actions.
Appendix 1
240
241
242
243
The dove put a leaf in the river.

The ant got on the leaf. The leaf was
like a little boat.
244
245
246
247
248
249
250
Appendix 2
251
252
253
254
255
256
257
Appendix 3
258
Appendix 4
1.
2.
4.
259
Appendix 5
260
Appendix 6
.
A
1.
2.
3.
4.
261
Appendix 7
262
1.
Appendix 8
2.
3.
4.
5.
2
6
3
Appendix 9
264
265
266
Sample Lesson 3
Focus
Theme
World of Knowledge
Topic
My Beautiful Body
Content
Standard

able to listen and respond appropriately in formal and
informal situations for a variety of purposes.
Learning Standard
1.1.3
1.2.2
Objective
Able to listen to, say aloud and recite rhymes or sing

songs.
Able to listen to and follow :
(a) simple instructions in the classroom
Time

i) listen to and sing the song Ten little fingers in correct
rhythm
ii) listen to and follow simple instructions correctly
60 minutes
Teaching Aids
word cards , cassette and player
Activity
1. Blindfold a pupil. Ask
the other pupils to
create sounds using
their body parts.

Strategy
Kinaesthetic activity
Notes
Teacher can show the
other pupils the sounds
that they can create by
doing the actions.
eg. whistling , snapping
the fingers
Sounds of clapping of
hands , stamping of feet
and others.
2. The blind folded pupil

will guess the sounds
made.
Listen and make

interpretations
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
267
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.
Observation
Activity 4
Observation
Activity 5
Observation
Activity 8
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
Remedial :
a) Peer teaching - Pupils
take turns to name the
body parts shown by
their partner.
Enrichment :
a) Pupils draw and label
the parts of a body.
Recalling
Labelling
2687
Focus:
Reading
Theme:
World of Knowledge
Topic:
My Beautiful Body
Content
Standard

able to apply knowledge of sounds of letters to recognize
words in linear and non-linear texts.
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 nonlinear texts.
2.2.3 Able to read and understand simple sentences.
Objective

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
1. Pupils sing the song
Ten Little Fingers.

Strategy
Recalling and
reinforcement
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
Reading
Practice
Teacher drills the pupils to

read the words while
Notes
Teacher can play the song
on tape if the pupils cant
recall the rhythm.
(Appendix 1)
//.
4. Pupils read the words

again as shown by
269
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
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

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

other phrases in the
chant and read them
aloud.
Identifying and reading
Teacher can help the

pupils to identify the
phrases.
ou

grapheme cards for the
words in the word list.
11. Distribute worksheets

to pupils. Pupils
complete the task.
Assessment:
a) Pupils read sentences
from the sentence
cards.
b) Pupils complete the
task in their worksheet.
Grapheme cards:
eg.
Jazz Chant :
What I Have
(Appendix 2)
Teacher duplicates the

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

sentence cards.
(Appendix 4)
Written assessment
Remedial:
a) Reinforce words with
the phoneme //.
Enrichment:
a) Pupils solve a
crossword puzzle.
Word List:
round , mouth , loud ,
scout , blouse
Duplicate crossword
puzzle accordingly.
(Appendix 5)
270
Focus
Writing
Theme
World of Knowledge
Topic
My Beautiful Body
Content
Standard

able to form letters and words in neat legible print
including cursive writing.
able to write using appropriate language, form and style
for a range of purposes.
Learning Standard

b) simple sentences
Objective
Time
By the end of the lesson, pupils will be able to write at least

five simple sentences with correct spelling and punctuation.
60 minutes
Teaching Aids
jigsaw puzzle , LCD projector
Activity
1. Divide the pupils into six
groups. Distribute
jigsaw puzzle of a body
part to each group.

Strategy
Notes
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)
271
6. Project the jazz chant

What I Have on the
screen. Pupils read the
jazz chant in groups of
five.
Chanting
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
Teacher can do this
activity as a competition.
The most creative group
wins the competition.
8. Pupils chant the

Chanting
stanzas written by them. Kinaesthetic activity
Assessment:
a) Pupils write sentences
using the words given.
Remedial:
a) Pupils rearrange
jumbled up words to
form sentences.
Enrichment:
a) Pupils complete a
worksheet grouping
the actions to the
correct body parts

worksheet. (Appendix 7)
Written
Teacher prepares a
worksheet with jumbled
words.
Writing
Duplicate the worksheet

accordingly.
(Appendix 8)
Grouping
Writing
272
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
1. Mime a few actions and
ask pupils to name the
actions.
2. Put up a chart with the
song If You Are Happy.
Pupils read the lines of
the song in groups/
individually.
3. Divide pupils into six
groups. Pupils work in
groups and create four
more stanzas for the
song.

Strategy
Miming
Reading
Singing
Creating stanzas for the

song
Notes
Actions :
Touching the knees
Jumping up
Song : If You Are Happy
And You Know It
(Appendix 9)
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)
273
SONG
Appendix 1
274
Appendix 2
JAZZ CHANT
275
Appendix 3
WORKSHEET
Fill in the blanks
276
Appendix 4
READING ASSESSMENT
277
Appendix 5
.
Complete the crossword puzzle below.
278
Appendix 6
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
279
Appendix 7
ASSESSMENT
280
281
Appendix 8
ENRICHMENT ACTIVITY
282
283
Appendix 9
SONG
IF YOU ARE HAPPY AND YOU KNOW
284
Sample Lesson 4
Focus
Theme
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
1. Put up numbered
picture cards on the
board. Pupils throw a
dice and name the
pictures according to
the number.
Assessment
Observe pupils ability to
listen and follow simple
directions.
Remedial
Repeat the chant with
pupils. Guide them to follow
directions.
Enrichment
Pupils are divided into two
groups.
Group 1 : ask questions
Group 2 : answer
Teaching & Learning

Strategy
Oral Response
Fun learning
Playing a game
Notes
Picture cards of places in
the school.
e.g. canteen, office , etc.
Observation
Reinforcement
Team work
285
Jazz chant
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.
Focus
Reading
Theme
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
1.
Chant and pupils listen.
2.
Chant line by line. Pupils

repeat.
Introduce phoneme /aI/
with its action and sound.
Pupils follow.
3.
4.
Blend the set A to igh

and then to set B cards.
Teaching & Learning

Strategy
Listening
Notes
Chart
( Appendix 2)
Practice
Practice
Word cards
high
right
right
286
thigh
night
bright
set A
set B
th
l
Pupils recite the jazz

chant with the [igh]
words.
Assessment
Pupils articulate the sound
[igh] in single
syllable words.
Recalling
t
igh
br
Appendix 2
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.
Recalling
287
Appendix 3
Focus
Writing
Theme
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

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
1.Pupils identify places
in school.
Drill pupils with
direction phrases
using symbols.
Teaching & Learning

Strategy
Notes
Recalling
picture cards of places in

school.
Drilling
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.
Appendix 6
worksheet 3
practice
Appendix 7
worksheet 4
288
Remedial:
Pupils complete the
worksheets.
Appendix 8
worksheet 5
drilling
Enrichment:
Pupils study the map to
complete the task
consolidation
289
Appendix 9
worksheet 6
Focus
Language Arts
Theme
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
1. Recite the jazz chant

with pupils.
Reciting
Group/ class performance
Divide the class into

four groups.
Guide the groups to
prepare for their
performance.
Assessment
Observe pupils
performance.
Notes
Appendix 1
Observation
Choose a winner.
290
Appendix 1
JAZZ CHANT
291
Appendix 2
292
Appendix 3
293
Appendix 4
Worksheet 1
1.
2.
3.
4.
5.
6.
294
Appendix 5
Worksheet 2
Choose and write.
1.
______
2.
_______
3.
_________
4.
_______
5.
______
6.
_________
295
Rearrange the letters
Appendix 6
Worksheet 3
1.
3.
_________
________
______
_______ _ _
5.
296
Appendix 7
Worksheet 4
Read and label
1.
2.
3.
297
Appendix 8
Worksheet 5
and
and
and
and
298
Appendix 9
Worksheet 6
Look, think and write.
299
CHECKLIST
CHECKLIST
SAMPLE LEARNING STANDARDS CHECKLIST FOR LISTENING AND SPEAKING
1.1.1 Able to listen and respond to stimulus given with guidance :
( Put a if the pupil is able to master the skill based on the activities given )
1.1.1 ( a)
environmental
sounds
NAMES
OF
NO PUPILS
Act.
1
Act.
2
Act.
3
1.1.1 ( b )
instrumental
sounds
Act.
1
Act.
2
Act.
3
LEARNING STANDARDS
1.1.1 ( c )
1.1.1 ( d )
1.1.1 ( e )
alliteration
body
rhythm and
percussion
rhyme
Act.
1
Act. Act.
2
3
Act.
1
Act. Act. Act. Act.

2
3
1
2
Note : Teacher can modify the form based on the number of activities to be evaluated.
303
Act.
3
1.1.1 ( f )
voice sounds
Act. Act. Act.
1
2
3
1.1.1 ( g )
Oral blending
and
segmenting
Act. Act. Act.
1
2
3
CHECKLIST
1.1.4
Able to talk about a stimulus with guidance

Put a if the pupil has mastered the activity.
No.
Name of Pupil
Activity
* Teacher can add in more activities for assessment if necessary.
304
Activity
Activity
Activity
CHECKLIST
SAMPLE LEARNING STANDARDS CHECKLIST FOR READING
No.
Name
2.1.2 Able to recognize and articulate initial, medial and

the final sounds ( phonemes ) in single syllable words
within given context :
ai ee igh oa oo ar
or
ur ow oi ear
305
Remarks
CHECKLIST
No.
Name
2.1.2 Able to recognize and articulate initial, medial and

the final sounds ( phonemes ) in single syllable words
within given context :
air ure er ay ou
ie ea oy
ir
ue aw
306
Remarks
CHECKLIST
No.
Name
2.1.2 Able to recognize and articulate initial, medial and the

final sounds ( phonemes ) in single syllable words within
given context :
wh ph ew oe au
a-e e-e i-e o-e u-e
307
Remarks
CHECKLIST
No.
Name
2.1.2
2.1.3
2.2.1 ( a )
308
2.2.1 ( b )
2.2.4
Remarks
CHECKLIST
SAMPLE LEARNING STANDARDS CHECKLIST FOR WRITING
LEARNING STANDARDS
NO NAMES OF PUPILS
3.1.1
(a)
3.1.1
(b)
309
3.1.1
(c)
3.1.2
(a)
3.1.2
(b)
3.2.1
(a)
3.2.1
(b)
3.2.2
CHECKLIST
SAMPLE LEARNING STANDARDS CHECKLIST FOR WRITING
3.2.3
(a)
NO NAMES OF PUPILS
310
3.2.3
(b)
3.2.3
(c)
3.2.4
(a)
3.3.1
(a)
3.3.1
(b)
CHECKLIST
SAMPLE LEARNING STANDARDS CHECKLIST FOR LANGUAGE ARTS
LEARNING STANDARDS
NO
NAMES OF PUPILS
4.1.1
4.1.2
4.2.1
(a)
4.2.1
(b)
4.2.1
(c)
311
4.3.1
(a)
4.3.1
(b)
4.3.1
(c)
4.3.2
(a)
4.3.2
(b)
4.3.2
(c)
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
31
3
ACKNOWLEDGEM
ENTS
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
31
5
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
31
6
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
31
7

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KEMENTERIAN PELAJARAN MALAYSIA

Kurikulum Standard Sekolah Rendah

Cetakan Pertama 2011

The new Malaysian English Language Curriculum for Primary Schools

Tn Hj. Ibrahim bin Mohamad

ENGLISH LANGUAGE CURRICULUM FOR PRIMARY SCHOOLS

read and comprehend a

communicate with peers and

write a range of texts using

appreciate and demonstrate

use correct and appropriate

Listening & Speaking

Listening & Speaking

Listening and Speaking

Listening and Speaking

LISTENING AND SPEAKING

Fig.1 The Modular Configuration

In order to make learning more meaningful and purposeful, language input is

understanding and applying structures of the language in order to prepare

1.1 pronounce words

2.2 demonstrate understanding

write using appropriate

3.3 write and present ideas

rich and invaluable experiences using the English

language through fun-filled and meaningful activities.

enjoy and appreciate

4.3 plan, organize and

School-based assessment can be carried out during the teaching-learning process.

Assessment of reading comprehension can be carried out by setting comprehension

Values and Citizenship

Whats in store for Year Two pupils?

expose pupils to rich language input in

THE READING SKILL

apply knowledge of letter sounds to recognize

use songs, rhymes, poems, stories, pictures and

teachers should allow pupils to use phonics, and make meaningful

THE WRITING SKILL

ability to write words,

ability to write numerals in

ability to spell and write simple

ability to create simple

enjoy and appreciate language using

encourage pupils to perform a song or

The main focus of this component is

LISTENING & SPEAKING

THE LISTENING AND SPEAKING SKILL

1.2 By the end of the 6-year primary

schooling, pupils will be able to

1.2.1 Able to participate in daily conversations:

Able to listen to and follow:

1.3 By the end of the 6-year primary

1.3.1 Able to listen to and demonstrate

Able to learn and respond to stimulus given with guidance:

1. Walk around the

2. recorded sounds and

the required pictures.

1. Pupils listen to the jazz

1. recorded jazz chant

Able to learn and respond to stimulus given with guidance:

1. Divide pupils into

WHERE ARE YOU?

1. Divide pupils into four

CATCH ME IF YOU CAN

1. Divide pupils into