English Teacher Guidebook Year 2
KEMENTERIAN PELAJARAN MALAYSIA
Kurikulum Standard Sekolah Rendah
TEACHER'S GUIDEBOOK
ENGLISH
YEAR 2
Terbitan
Bahagian Pembangunan Kurikulum
2011
Cetakan Pertama 2011
© Kementerian Pelajaran Malaysia
Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian
artikel, ilustrasi dan isi kandungan buku ini dalam apa juga bentuk dan dengan cara
apa jua sama ada secara elektronik, fotokopi, mekanik, rakaman atau cara lain
sebelum mendapat kebenaran bertulis daripada Pengarah, Bahagian Pembangunan
Kurikulum, Kementerian Pelajaran Malaysia, Aras 4-8, Blok E9, Parcel E, Kompleks
Pentadbiran Kerajaan Persekutuan, 62604 Putrajaya.
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
25
69
137
167
Section 3
Sample Lesson 1
Sample Lesson 2
Sample Lesson 3
Sample Lesson 4
211
231
267
285
Section 4
Assessment Checklist
Glossary
303
313
Acknowledgements
315
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
v
P RE FA C E
This teacher‟s guidebook serves as a guide to teachers with regard to the learning standards
that should be achieved. It covers some aspects of the language skills, language arts as well
as the suggested word list required to be taught in Year Two.
Section 1 of the guidebook provides an overview of the English Language Curriculum while
Section 2 deals with the four language skills as well as language arts. Suggested activities are
presented in a 3-column table for each module.
The first is the activity column where
suggested activities for teachers include explanations and teaching steps. The second is the
content column which includes teaching points and the suggested word list. The third is the
teachers‟ notes column which includes teaching aids/materials and other instructions for
teachers.
Section 3 consists of complete sample lessons. In this section, teachers will be able to see and
understand how the different language skills and language arts modules are presented for each
week, based on one particular theme and topic, in a coherent and cohesive manner. Finally,
Section 4 provides teachers with sample assessment checklists which the teacher can use to
conduct formative assessment in the classroom. These complete sample lessons are provided
to help teachers plan effective and enjoyable lessons.
The guidebook provides suitable and practical suggestions of teaching methods via the
materials provided. However, teachers are in a better position to make appropriate and relevant
decisions when planning their lessons. There is no single „best way‟ and teachers have to use
their pedagogical content knowledge, experience, skills and creativity to plan their lessons in
order to help their pupils learn better. Teachers should decide on a theme/topic and then select
suitable listening and speaking, reading, writing and language arts activities to be used for
teaching that topic. Teachers are also encouraged to use activities from the MOE Teaching
courseware, the textbook and other suitable resources when planning their lessons.
Assessment is an important aspect of the teaching-learning process. Continuous formative
assessment is used as a means of gaining essential feedback and to keep track of pupils‟
progress. Awareness of pupils‟ capabilities will enable teachers to plan activities for further
development. Teachers should set school based assessments for learning standards dealt with
in the classroom.
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 that‟s 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
5
appreciate and demonstrate
understanding of English
language literary or creative
works for enjoyment
use correct and appropriate
rules of grammar in speech
and writing
3
CONCEPTUAL FRAMEWORK
Primary education is divided into two stages: Stage One refers to Years 1,2 and 3,
and Stage Two, Years 4, 5 and 6. The English Language Curriculum has been
designed in two strands. Strand 1 is the language focus and strand 2 is language
arts. Language focus deals with language skills such as listening & speaking,
reading, writing and grammar. Language arts deals with music, poetry, drama and
children‟s literature.
As English language learning is developmental, the focus in Years 1 and 2 is basic
literacy. This is done by building a strong foundation in basic literacy skills namely
reading through phonics, penmanship and basic listening and speaking. Activities
are contextualized and fun-filled with integration of language skills in meaningful
contexts.
In Year 3 and onwards, pupils will further develop the ability to speak, listen, read
and write in English meaningfully, purposefully and with confidence. A grammar
module is introduced from Year 3 to enable pupils develop a sound grasp of the
language structures and rules of grammar.
The Language Arts module has been added to the English language curriculum from
Year 1 to allow pupils to engage and enjoy stories, poems, songs, rhymes and plays
written in English.
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
Listening & Speaking
Reading
Writing
Grammar
Literature
English at Play:
Music, Poetry & Drama
CURRICULUM ORGANISATION
The curriculum is modular in design and this is reflected in the organisation of the
content and learning standards.
In Years 1 and 2, the English language curriculum emphasises the development of
basic language skills so that pupils will have a strong foundation to build their
proficiency in the language. In this initial stage, there will only be four modules;
namely:
4
1.
2.
3.
4.
Listening and Speaking
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.
Listening and Speaking
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 TWO
(YEARS 4-6)
STAGE ONE
(YEARS 1-3)
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.
5
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;
6
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.
7
The learning standards begin with basic listening and speaking skills which have
been developed incrementally in this manner :
develop pupils‟ phonemic awareness
engage in fun learning activities such as reciting rhymes, poems and
tongue twisters as well as singing songs
participate in daily conversations
follow and give instructions and directions
able to participate in conversations
talk on topics of interest
Relationships are established through the ability to communicate by listening first
then speaking thoughts, ideas and feelings. Pupils should aim at becoming confident
speakers who can communicate clearly, appropriately and coherently in any given
context using language to explore the possibilities and opportunities. Pupils need to
listen carefully and respond to what others say and think about the needs of their
listeners. Social conventions in listening and speaking such as turn taking, politeness
and courtesy need to be observed. These are crucial especially in group discussions
where viewpoints and opinions are exchanged.
READING SKILL
Overview
The teaching of reading skills:
enables pupils to become independent readers who are able to comprehend
a text effectively and efficiently.
begins at the word and phrase levels before progressing to sentence
recognition and reading at the paragraph level.
focuses on basic literacy with the use of phonics in Years 1 and 2.
teaches pupils to extract specific information from a text and respond to a text
with their own ideas and opinions.
In order to achieve the abovementioned, content and learning standards have been
devised progressively. The teaching of reading in the early stages begins at the
word and phrase levels before progressing to sentence recognition and reading at
the paragraph level. Gradually, pupils are taught to extract specific information from
a text and to respond to a text with their own ideas and opinions.
8
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.
9
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 teacher‟s
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
3.2
form
letters
and
words in neat legible
print
including
cursive writing.
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.
In order to achieve the abovementioned, content and learning standards have been
devised progressively. The teaching of language arts will help pupils develop their
oral and analytical skills as well as hone their creativity. Language Arts creates
ample opportunities for pupils to speak in English in a very relaxed atmosphere and
this will help increase pupils‟ confidence in using the English language.
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
METHODS OF
ASSESSMENT
Oral
Presentations
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.
16
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
What’s 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.
.
22
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.
1.2 By the end of the 6-year primary
1.2.1 Able to participate in daily conversations:
schooling, pupils will be able to
(a) exchange greetings
listen and respond appropriately in
(b) make polite requests
formal and informal situations for a
(c) express apologies
variety of purposes.
(d) talk about oneself
(e) introduce family members and friends
(f)express a simple apology
1.2.2 Able to listen to and follow:
a) simple instructions in the classroom.
b) simple directions to places in the school.
1.2.3 Able to give:
a) simple instructions in school.
b) simple directions to places in school.
1.3 By the end of the 6-year primary
1.3.1 Able to listen to and demonstrate
schooling, pupils will be able to
understanding of oral texts by:
understand and respond to oral
a) answering simple Wh-Questions
texts in a variety of contexts.
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
TEACHER’S 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 MOVE IT
1. Pupils listen to the jazz
chant.
2. Recite with actions and
pupils follow.
3. Show pictures and ask
“WH” questions.
4. Pupils recite and do the
actions.
Suggested Questions
1. Where is the duck?
2. Where is the horse?
3. What is the cat doing?
4. What is the bird doing?
5. What is the hen doing?
Jazz Chant
Where is the duck?
Wading in the water.
Where is the horse?
Galloping in the farm.
What is the cat doing?
Scratching on the wall.
What is the bird doing?
Pecking on the tree.
What is the hen doing?
Flapping its wings.
The duck, the horse, the
cat, the bird and the hen
are having fun.
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
CONTENT
TEACHER’S NOTES
Suggested Instruments
Suggested Material
ACTIVITY
THAT’S MY SOUND!
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
1. Divide pupils into
groups.
2. Play the game.
3. Repeat the game with
1. tick- tock
2. triangle
3. tambourine
4. castanet
5. recorder
6. melodian
Suggested instruments
1. tick-tock
2. triangle
3. tambourine
4. castanet
Jazz Chant
Suggested Material
Prepare the musical
instruments
Instructions for the class:
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
Suggested Instruments
1.
2.
3.
4.
Prepare the musical
instruments.
recorder
tick-tock
melodian
tambourine
28
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 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
TEACHER’S 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 :
Couldn‟t 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.
Couldn‟t be .
Then who?
Meena puts the
nose(sniffing
sound) in the big
red box.
Meena : Yes, yes, yes it‟s
me
[Pupil with the cut-out
mentioned is out of the
game and will say
“Yes, yes, yes it‟s me “
31
Learning Standard:
1.1.1 Able to learn and respond to stimulus given with guidance:
(d) rhythm and rhyme
ACTIVITY
GIVE ME MORE
1.
2.
3.
4.
Put up pictures.
Talk about the pictures.
Recite the rhyme.
Stress on words with
medial sound /ʊ/.
5. Pupils say the words
aloud.
6. Pupils are asked to give
other words with medial
sound /ʊ/.
1.
2.
3.
4.
CONTENT
TEACHER’S 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.
Other words with medial /ʊ/
and /u:/ sound:
hook
foot
wood
good
boot
root
hood
wool
moon
food
Suggested Words
MAKE IT RIGHT
Required pictures
1. Recite a rhyme.
2. Pupils repeat.
3. Stress on words with
final sound /i:/ as in the
graphemes „ee‟ and
„ea‟.
4. Pupils say the words
aloud.
5. Pupils tap to the beat
when saying the rhyme.
6. Give more words with
the final /i:/ sounds as in
the graphemes „ee‟ and
„ea‟.
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:
1.1.1 Able to learn and respond to stimulus given with guidance:
(d) rhythm and rhyme
ACTIVITY
RHYME ALONG
CONTENT
TEACHER’S NOTES
Suggested
Rhyming Words
Suggested Material
1. Pupils identify the
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.
bone, cone
nose, rose
line, nine
glide, slide
pipe, wipe
rope, rode
1. pictures
2. word cards
e.g.
Suggested Sentences
bone
1. There is a cone next to
the bone.
2. She smells the rose
with her nose.
3. Robbie has a rope and
he rode on a pony.
4. All the nine trees are in
a line.
5. The snakes glide under
the slide.
6. Let‟s wipe the pipe and
paint it white.
slide
cone
33
Learning Standard:
1.1.1 Able to learn and respond to stimulus given with guidance:
(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
other‟s lips as they
say “ssss”.
Pupils identify the
words starting with “s”.
1.
2.
3.
4.
5.
6.
3.
4.
5.
6.
TEACHER’S 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:
1.1.1 Able to learn and respond to stimulus given with guidance:
(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
TEACHER’S 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
CONTENT
TEACHER’S NOTES
Suggested
Sounds of Animals
Suggested Material
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.
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
Suggested Material
Realia or picture of:
1. a camera
2. cymbals
3. pots and pans
e.g.
pans
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
CONTENT
TEACHER’S NOTES
Suggested Words
Suggested Material
ACTIVITY
LET’S GET TOGETHER
1. Distribute a letter card
to each pupil.
2. Say a word and pupils
with the correct letter
cards come out and
arrange themselves
accordingly.
3. The rest of the class
say the sounds of the
letters shown and say
the word out loudly.
e.g. /p/ /ɒ/ /t/ = pot
4. The activity is repeated
with the other words.
5. Put up sentences.
6. Read and pupils follow.
LET’S JAZZ
1. Recite the jazz chant.
2. Pupils follow.
3. Reinforce oral blending
and segmenting of
words by showing
pictures.
e.g. /p/ /ɪ/ /n/
/l/ /ɪ/ /p/
1.
2.
3.
4.
5.
6.
7.
8.
1.
2.
3.
4.
Letter cards
e.g.
pot
cot
hot
dot
lot
not
got
tot
o
Suggested
Sentence Patterns
t
p
The pot is hot.
The tot is in the cot.
It is not a dot.
He has got a lot.
Suggested Words
Suggested Material
Pictures as suggested
in the word list
1. pin tin bin fin
2. sit hit pit fit
3. zip lip hip dip
e.g.
Suggested Jazz Chant
The pin is in the fin.
The fin is in the tin.
The tin is on the bin.
/h/ /ɪ/ /t/
I can hit.
I can sit.
I can fit.
In the pit.
This is my lip.
This is my hip.
Let‟s go for a dip.
37
SPLIT ME UP!
1. Divide pupils into
groups.
2. Give each group a box
3.
4.
5.
6.
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/, /æ/, /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
list
Kurikulum Standard Sekolah Rendah
TEACHER'S GUIDEBOOK
ENGLISH
YEAR 2
Terbitan
Bahagian Pembangunan Kurikulum
2011
Cetakan Pertama 2011
© Kementerian Pelajaran Malaysia
Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian
artikel, ilustrasi dan isi kandungan buku ini dalam apa juga bentuk dan dengan cara
apa jua sama ada secara elektronik, fotokopi, mekanik, rakaman atau cara lain
sebelum mendapat kebenaran bertulis daripada Pengarah, Bahagian Pembangunan
Kurikulum, Kementerian Pelajaran Malaysia, Aras 4-8, Blok E9, Parcel E, Kompleks
Pentadbiran Kerajaan Persekutuan, 62604 Putrajaya.
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
25
69
137
167
Section 3
Sample Lesson 1
Sample Lesson 2
Sample Lesson 3
Sample Lesson 4
211
231
267
285
Section 4
Assessment Checklist
Glossary
303
313
Acknowledgements
315
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
v
P RE FA C E
This teacher‟s guidebook serves as a guide to teachers with regard to the learning standards
that should be achieved. It covers some aspects of the language skills, language arts as well
as the suggested word list required to be taught in Year Two.
Section 1 of the guidebook provides an overview of the English Language Curriculum while
Section 2 deals with the four language skills as well as language arts. Suggested activities are
presented in a 3-column table for each module.
The first is the activity column where
suggested activities for teachers include explanations and teaching steps. The second is the
content column which includes teaching points and the suggested word list. The third is the
teachers‟ notes column which includes teaching aids/materials and other instructions for
teachers.
Section 3 consists of complete sample lessons. In this section, teachers will be able to see and
understand how the different language skills and language arts modules are presented for each
week, based on one particular theme and topic, in a coherent and cohesive manner. Finally,
Section 4 provides teachers with sample assessment checklists which the teacher can use to
conduct formative assessment in the classroom. These complete sample lessons are provided
to help teachers plan effective and enjoyable lessons.
The guidebook provides suitable and practical suggestions of teaching methods via the
materials provided. However, teachers are in a better position to make appropriate and relevant
decisions when planning their lessons. There is no single „best way‟ and teachers have to use
their pedagogical content knowledge, experience, skills and creativity to plan their lessons in
order to help their pupils learn better. Teachers should decide on a theme/topic and then select
suitable listening and speaking, reading, writing and language arts activities to be used for
teaching that topic. Teachers are also encouraged to use activities from the MOE Teaching
courseware, the textbook and other suitable resources when planning their lessons.
Assessment is an important aspect of the teaching-learning process. Continuous formative
assessment is used as a means of gaining essential feedback and to keep track of pupils‟
progress. Awareness of pupils‟ capabilities will enable teachers to plan activities for further
development. Teachers should set school based assessments for learning standards dealt with
in the classroom.
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 that‟s 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
5
appreciate and demonstrate
understanding of English
language literary or creative
works for enjoyment
use correct and appropriate
rules of grammar in speech
and writing
3
CONCEPTUAL FRAMEWORK
Primary education is divided into two stages: Stage One refers to Years 1,2 and 3,
and Stage Two, Years 4, 5 and 6. The English Language Curriculum has been
designed in two strands. Strand 1 is the language focus and strand 2 is language
arts. Language focus deals with language skills such as listening & speaking,
reading, writing and grammar. Language arts deals with music, poetry, drama and
children‟s literature.
As English language learning is developmental, the focus in Years 1 and 2 is basic
literacy. This is done by building a strong foundation in basic literacy skills namely
reading through phonics, penmanship and basic listening and speaking. Activities
are contextualized and fun-filled with integration of language skills in meaningful
contexts.
In Year 3 and onwards, pupils will further develop the ability to speak, listen, read
and write in English meaningfully, purposefully and with confidence. A grammar
module is introduced from Year 3 to enable pupils develop a sound grasp of the
language structures and rules of grammar.
The Language Arts module has been added to the English language curriculum from
Year 1 to allow pupils to engage and enjoy stories, poems, songs, rhymes and plays
written in English.
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
Listening & Speaking
Reading
Writing
Grammar
Literature
English at Play:
Music, Poetry & Drama
CURRICULUM ORGANISATION
The curriculum is modular in design and this is reflected in the organisation of the
content and learning standards.
In Years 1 and 2, the English language curriculum emphasises the development of
basic language skills so that pupils will have a strong foundation to build their
proficiency in the language. In this initial stage, there will only be four modules;
namely:
4
1.
2.
3.
4.
Listening and Speaking
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.
Listening and Speaking
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 TWO
(YEARS 4-6)
STAGE ONE
(YEARS 1-3)
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.
5
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;
6
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.
7
The learning standards begin with basic listening and speaking skills which have
been developed incrementally in this manner :
develop pupils‟ phonemic awareness
engage in fun learning activities such as reciting rhymes, poems and
tongue twisters as well as singing songs
participate in daily conversations
follow and give instructions and directions
able to participate in conversations
talk on topics of interest
Relationships are established through the ability to communicate by listening first
then speaking thoughts, ideas and feelings. Pupils should aim at becoming confident
speakers who can communicate clearly, appropriately and coherently in any given
context using language to explore the possibilities and opportunities. Pupils need to
listen carefully and respond to what others say and think about the needs of their
listeners. Social conventions in listening and speaking such as turn taking, politeness
and courtesy need to be observed. These are crucial especially in group discussions
where viewpoints and opinions are exchanged.
READING SKILL
Overview
The teaching of reading skills:
enables pupils to become independent readers who are able to comprehend
a text effectively and efficiently.
begins at the word and phrase levels before progressing to sentence
recognition and reading at the paragraph level.
focuses on basic literacy with the use of phonics in Years 1 and 2.
teaches pupils to extract specific information from a text and respond to a text
with their own ideas and opinions.
In order to achieve the abovementioned, content and learning standards have been
devised progressively. The teaching of reading in the early stages begins at the
word and phrase levels before progressing to sentence recognition and reading at
the paragraph level. Gradually, pupils are taught to extract specific information from
a text and to respond to a text with their own ideas and opinions.
8
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.
9
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 teacher‟s
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
3.2
form
letters
and
words in neat legible
including
cursive writing.
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.
In order to achieve the abovementioned, content and learning standards have been
devised progressively. The teaching of language arts will help pupils develop their
oral and analytical skills as well as hone their creativity. Language Arts creates
ample opportunities for pupils to speak in English in a very relaxed atmosphere and
this will help increase pupils‟ confidence in using the English language.
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
METHODS OF
ASSESSMENT
Oral
Presentations
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.
16
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
What’s 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
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.
.
22
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.
1.2 By the end of the 6-year primary
1.2.1 Able to participate in daily conversations:
schooling, pupils will be able to
(a) exchange greetings
listen and respond appropriately in
(b) make polite requests
formal and informal situations for a
(c) express apologies
variety of purposes.
(d) talk about oneself
(e) introduce family members and friends
(f)express a simple apology
1.2.2 Able to listen to and follow:
a) simple instructions in the classroom.
b) simple directions to places in the school.
1.2.3 Able to give:
a) simple instructions in school.
b) simple directions to places in school.
1.3 By the end of the 6-year primary
1.3.1 Able to listen to and demonstrate
schooling, pupils will be able to
understanding of oral texts by:
understand and respond to oral
a) answering simple Wh-Questions
texts in a variety of contexts.
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
TEACHER’S 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 MOVE IT
1. Pupils listen to the jazz
chant.
2. Recite with actions and
pupils follow.
3. Show pictures and ask
“WH” questions.
4. Pupils recite and do the
actions.
Suggested Questions
1. Where is the duck?
2. Where is the horse?
3. What is the cat doing?
4. What is the bird doing?
5. What is the hen doing?
Jazz Chant
Where is the duck?
Wading in the water.
Where is the horse?
Galloping in the farm.
What is the cat doing?
Scratching on the wall.
What is the bird doing?
Pecking on the tree.
What is the hen doing?
Flapping its wings.
The duck, the horse, the
cat, the bird and the hen
are having fun.
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
CONTENT
TEACHER’S NOTES
Suggested Instruments
Suggested Material
ACTIVITY
THAT’S MY SOUND!
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
1. Divide pupils into
groups.
2. Play the game.
3. Repeat the game with
1. tick- tock
2. triangle
3. tambourine
4. castanet
5. recorder
6. melodian
Suggested instruments
1. tick-tock
2. triangle
3. tambourine
4. castanet
Jazz Chant
Suggested Material
Prepare the musical
instruments
Instructions for the class:
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
Suggested Instruments
1.
2.
3.
4.
Prepare the musical
instruments.
recorder
tick-tock
melodian
tambourine
28
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 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
TEACHER’S 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 :
Couldn‟t 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.
Couldn‟t be .
Then who?
Meena puts the
nose(sniffing
sound) in the big
red box.
Meena : Yes, yes, yes it‟s
me
[Pupil with the cut-out
mentioned is out of the
game and will say
“Yes, yes, yes it‟s me “
31
Learning Standard:
1.1.1 Able to learn and respond to stimulus given with guidance:
(d) rhythm and rhyme
ACTIVITY
GIVE ME MORE
1.
2.
3.
4.
Put up pictures.
Talk about the pictures.
Recite the rhyme.
Stress on words with
medial sound /ʊ/.
5. Pupils say the words
aloud.
6. Pupils are asked to give
other words with medial
sound /ʊ/.
1.
2.
3.
4.
CONTENT
TEACHER’S 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.
Other words with medial /ʊ/
and /u:/ sound:
hook
foot
wood
good
boot
root
hood
wool
moon
food
Suggested Words
MAKE IT RIGHT
Required pictures
1. Recite a rhyme.
2. Pupils repeat.
3. Stress on words with
final sound /i:/ as in the
graphemes „ee‟ and
„ea‟.
4. Pupils say the words
aloud.
5. Pupils tap to the beat
when saying the rhyme.
6. Give more words with
the final /i:/ sounds as in
the graphemes „ee‟ and
„ea‟.
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:
1.1.1 Able to learn and respond to stimulus given with guidance:
(d) rhythm and rhyme
ACTIVITY
RHYME ALONG
CONTENT
TEACHER’S NOTES
Suggested
Rhyming Words
Suggested Material
1. Pupils identify the
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.
bone, cone
nose, rose
line, nine
glide, slide
pipe, wipe
rope, rode
1. pictures
2. word cards
e.g.
Suggested Sentences
bone
1. There is a cone next to
the bone.
2. She smells the rose
with her nose.
3. Robbie has a rope and
he rode on a pony.
4. All the nine trees are in
a line.
5. The snakes glide under
the slide.
6. Let‟s wipe the pipe and
paint it white.
slide
cone
33
Learning Standard:
1.1.1 Able to learn and respond to stimulus given with guidance:
(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
other‟s lips as they
say “ssss”.
Pupils identify the
words starting with “s”.
1.
2.
3.
4.
5.
6.
3.
4.
5.
6.
TEACHER’S 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:
1.1.1 Able to learn and respond to stimulus given with guidance:
(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
TEACHER’S 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
CONTENT
TEACHER’S NOTES
Suggested
Sounds of Animals
Suggested Material
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.
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
Suggested Material
Realia or picture of:
1. a camera
2. cymbals
3. pots and pans
e.g.
pans
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
CONTENT
TEACHER’S NOTES
Suggested Words
Suggested Material
ACTIVITY
LET’S GET TOGETHER
1. Distribute a letter card
to each pupil.
2. Say a word and pupils
with the correct letter
cards come out and
arrange themselves
accordingly.
3. The rest of the class
say the sounds of the
letters shown and say
the word out loudly.
e.g. /p/ /ɒ/ /t/ = pot
4. The activity is repeated
with the other words.
5. Put up sentences.
6. Read and pupils follow.
LET’S JAZZ
1. Recite the jazz chant.
2. Pupils follow.
3. Reinforce oral blending
and segmenting of
words by showing
pictures.
e.g. /p/ /ɪ/ /n/
/l/ /ɪ/ /p/
1.
2.
3.
4.
5.
6.
7.
8.
1.
2.
3.
4.
Letter cards
e.g.
pot
cot
hot
dot
lot
not
got
tot
o
Suggested
Sentence Patterns
t
p
The pot is hot.
The tot is in the cot.
It is not a dot.
He has got a lot.
Suggested Words
Suggested Material
Pictures as suggested
in the word list
1. pin tin bin fin
2. sit hit pit fit
3. zip lip hip dip
e.g.
Suggested Jazz Chant
The pin is in the fin.
The fin is in the tin.
The tin is on the bin.
/h/ /ɪ/ /t/
I can hit.
I can sit.
I can fit.
In the pit.
This is my lip.
This is my hip.
Let‟s go for a dip.
37
SPLIT ME UP!
1. Divide pupils into
groups.
2. Give each group a box
3.
4.
5.
6.
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/, /æ/, /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
list