The document is the Teacher's Guidebook for Year 2 English in the Malaysian primary school curriculum. It provides an overview of the English language curriculum and the Year 2 syllabus. It covers the four language skills - listening and speaking, reading, writing, and language arts. It also includes sample lessons to help teachers implement the new curriculum.

3. KEMENTERIAN PELAJARAN MALAYSIA
Kurikulum Standard Sekolah Rendah
TEACHER'S GUIDEBOOK
ENGLISH
YEAR 2
Terbitan
Bahagian Pembangunan Kurikulum
2011

4. 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.

5. CONTENT
Foreword v
Preface vii
Section 1
The English Language Curriculum 3
The Year Two English Syllabus 19
Section 2
Listening and Speaking 25
Reading 69
Writing 137
Language Arts 167
Section 3
Sample Lesson 1 211
Sample Lesson 2 231
Sample Lesson 3 267
Sample Lesson 4 285
Section 4
Assessment Checklist 303
Glossary 313
Acknowledgements 315

7. 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

9. PREFACE
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

11. CURRICULUM OVERVIEW
SYLLABUS OVERVIEW

13. 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
write a range of texts using
appropriate language, style
communicate with peers and
and form through a variety of
adults confidently and 2
appropriately in formal and media
informal situations 3
1
OBJECTIVES
4
5
appreciate and demonstrate
understanding of English
use correct and appropriate
language literary or creative rules of grammar in speech
works for enjoyment
and writing
3

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

15. 1. Listening and Speaking
2. Reading
3. Writing
4. Language Arts
From Year 3 onwards, where pupils build on the skills they have acquired in Years 1
and 2, a fifth module, Grammar, is added to the above four modules. Therefore, the
modules for this stage are:
1. Listening and Speaking
2. Reading
3. Writing
4. Language Arts
5. Grammar
The following diagram shows the conceptual framework of the curriculum model.
LISTENING AND SPEAKING
READING
WRITING
LANGUAGE ARTS
GRAMMAR
STAGE ONE STAGE TWO
(YEARS 1-3) (YEARS 4-6)
Fig.1 The Modular Configuration
The modularity of the English Language Curriculum Standards for Primary Schools is
a modularity of focus. By organising the curriculum standards under five modules
(four for Years 1 and 2), pupils will be able to focus on the development of salient
language skills or sub-skills under each module through purposeful activities in
meaningful contexts. This modular approach does not exclude integration of skills.
However, skills integration is exploited strategically to enhance pupils‟ development
of specific and specified language skills as described in the content and learning
standards in a module.
The approach taken in this curriculum stresses the need for pupils to develop all the
four language skills: listening, speaking, reading, and writing. Teachers are expected
to sustain a cohesive and coherent organisation between the listening and speaking,
reading and writing skills. For the language arts module, teachers may plan lessons
in relation to the language skills taught or they may come up with generic lessons.
Teachers should incorporate the fun element in specified contexts to make their
lessons meaningful.
5

16. 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

17. 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 1.2 listen and respond
and speak confidently appropriately in formal
with the correct and informal situations
stress, rhythm and for a variety of
intonation. 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

18. 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

19. Content Standards
By the end of the six-year primary schooling, pupils will be able to:
2.2 demonstrate understanding
2.1 apply knowledge of of a variety of linear and
sounds of letters to non-linear texts in the form
recognize words in of print and non-print
linear and non-linear materials using a range of
texts. strategies to construct
meaning.
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

20. 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

21. 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 form letters and 3.2 write using appropriate
words in neat legible language, form and style
print including for a range of purposes.
cursive writing.
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

22. 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

23. Content Standards
By the end of the six year primary schooling, pupils will be able to:
4.1 enjoy and appreciate
rhymes, poems and 4.2 express personal
songs through response to
performance. 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

24. 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
FORMATIVE SUMMATIVE
School-based assessment can be carried out during the teaching-learning process.
The teaching-learning process can be conducted in or outside the classroom. Below
is a diagram suggesting some types of assessment which can be carried out both in
and outside the classroom:
Observations Tests
Oral METHODS OF Checklists
Presentations ASSESSMENT
Writings 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

25. Assessment of reading comprehension can be carried out by setting comprehension
questions. Other comprehension activities which can be used to assess
comprehension are the use of graphic as well as semantic organisers, story maps,
question generation and summarisation. Pupils‟ writing skills can be assessed
through written projects, tests, exams and class exercises. Teachers can also hone
pupils‟ writing skills through journal and diary writing, the production of creative works
such as poems, writing scripts, dialogues as well as lyrics of songs.
Creative works such as portfolios, masks, puppets, props and other creative
productions produced during the language arts lessons can also be assessed.
Activities conducted during language arts lessons such as singing action songs,
reciting rhymes or poems, choral speaking, drama, public speaking as well as role-
play can be assessed.
Assessment should also provide pupils with opportunities for self-assessment using
known criteria and pupils should be given input on the evaluation process. In a
nutshell, teachers should utilise a variety of assessment techniques to monitor their
pupils‟ language growth and development. The on-going process of assessing class
exercises and homework should be continued. The main purpose of this is to provide
immediate feedback to the pupils in guiding, motivating, correcting and refocusing
their efforts.
WORD LIST
The list of words selected for teaching is based on common words and high
frequency words that can be used repetitively in different contexts. The suggested
word list can be expanded upon if pupils demonstrate an ability to acquire more
words.
15

26. 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.
Multiple Information and
Critical Thinking Intelligences 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

27. 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

29. 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

30. 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

31. 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

32. 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

33. LISTENING & SPEAKING
READING
WRITING
LANGUAGE ARTS

35. 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

36. Learning Standard
1.1.1 Able to learn and respond to stimulus given with guidance:
(a) environmental sounds
ACTIVITY CONTENT TEACHER’S NOTES
TRY ME Suggested Sounds Suggested Material
1. Walk around the 1. tapping of shoes  Prepare:
classroom. 2. crumpling of papers suitable shoes that
2. Pupils listen and identify 3. dragging chairs/ tables produce a tapping
the sound heard e.g. 4. knocking on doors sound.
tapping sound of shoes. 5. dropping objects on the
3. Select pupils to walk floor
around with shoes
provided by the teacher.
4. Make other sounds and
pupils identify them.
5. Pupils do the actions.
GET TO KNOW ME Suggested Sounds Suggested Material
1. Play recorded sounds.
2. Pupils listen and guess 1. raking  Prepare:
the sounds. 2. spraying
3. Show pictures and 3. screeching of brakes 1. pictures of
objects. 4. glasses breaking objects/realia:
4. Play recorded sounds 5. scooping sand  rake
again.  spade
5. Pupils identify the  fire extinguisher
sounds heard and pick
the correct pictures.  car
 glasses
2. recorded sounds and
the required pictures.
e.g.
Note:
Teachers are encouraged
to use other suitable
sounds.
26

37. LET’S MOVE IT Suggested Questions Suggested Material
1. Pupils listen to the jazz 1. Where is the duck? 1. recorded jazz chant
chant. 2. Where is the horse? 2. pictures
2. Recite with actions and 3. What is the cat doing?
pupils follow. 4. What is the bird doing? e.g.
3. Show pictures and ask 5. What is the hen doing? 1. duck – wading
“WH” questions. 2. horse – galloping
4. Pupils recite and do the 3. cat – scratching
actions. Jazz Chant 4. bird – pecking
5. hen – flapping
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

38. Learning Standard:
1.1.1 Able to learn and respond to stimulus given with guidance:
(b) instrumental sounds
ACTIVITY CONTENT TEACHER’S NOTES
THAT’S MY SOUND! Suggested Instruments Suggested Material
1. Divide pupils into 1. tick- tock  Prepare the musical
groups. 2. triangle instruments.
2. Distribute musical 3. tambourine
instruments to each 4. castanet
group. 5. recorder
3. Play a musical 6. melodian
instrument without
pupils seeing it.
4. Pupils identify the
sound and play the
same instrument.
5. Repeat the activity with
other instruments.
WHERE ARE YOU? Suggested instruments Suggested Material
1. Divide pupils into four 1. tick-tock  Prepare the musical
groups. 2. triangle instruments
2. Distribute musical 3. tambourine
instruments. 4. castanet Instructions for the class:
3. Stand in the middle of
the class. Jazz Chant 1. group on the left plays
4. Play an instrument. the tambourine
5. The group with the Music, music, music 2. group on the right plays
same instrument Music everywhere the triangle
follows. On my left 3. group in front of teacher
6. Repeat with other On my right plays the tick-tock
instruments. In front of me
4. group behind the
7. Say the jazz chant Behind me
teacher plays the
and pupils play the Music, music, music castanet.
instruments. music everywhere
CATCH ME IF YOU CAN Suggested Instruments Suggested Material
 Musical instruments
1. Divide pupils into 1. recorder
groups. 2. tick-tock Note:
2. Play the game. 3. melodian
3. Repeat the game with 4. tambourine
28

39. 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

40. Learning Standard:
1.1.1. Able to learn and respond to stimulus given with guidance:
(c) body percussion
ACTIVITY CONTENT TEACHER’S NOTES
FOLLOW ME! Suggested Actions
1. Say and show the 1. Stamp your foot
actions. I am stamping my foot
2. Pupils follow. 2. Sniff with your nose
3. Call a pupil to say and I am sniffing with my
do the actions. nose.
4. The other pupils follow. 3. Clap your hands
5. Repeat with other I am clapping my
actions. hands.
4. Slap your thighs
I am slapping my
thighs.
WHAT AM I? Suggested Suggested Material
Sentence Patterns
1. sentence strips
1. Each group is given a 1. These are my hands. 2. jigsaw puzzle
set of 4 jigsaw puzzles. (clap your hands) of the following body
2. Pupils arrange them to 2. These are my fingers. parts:
form pictures. (snap your fingers) 1. hands
3. Pupils say the 3. These are my feet. 2. fingers
sentences and do the (stamp your feet) 3. feet
actions. 4. These are my thighs.
4. 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

41. Ali : Yes you.
Abu : Couldn‟t be .
Ali : Then who?
Abu : Meena puts the
nose(sniffing
sound) in the big
red box.
Meena : Yes, yes, yes it‟s
me
[Pupil with the cut-out
mentioned is out of the
game and will say
“Yes, yes, yes it‟s me “
31

42. Learning Standard:
1.1.1 Able to learn and respond to stimulus given with guidance:
(d) rhythm and rhyme
ACTIVITY CONTENT TEACHER’S NOTES
GIVE ME MORE Suggested Words Suggested Material
1. Put up pictures. 1. cook Required pictures
2. Talk about the pictures. 2. book
3. Recite the rhyme. 3. look Other words with medial /ʊ/
4. Stress on words with 4. took and /u:/ sound:
medial sound /ʊ/.  hook
5. Pupils say the words Suggested Rhyme  foot
aloud.  wood
6. Pupils are asked to give Farook is a cook.  good
other words with medial He likes to cook.  boot
sound /ʊ/. He took a book.
To have a look.
 root
 hood
 wool
 moon
 food
MAKE IT RIGHT Suggested Words
Required pictures
1. Recite a rhyme. 1. bee
2. Pupils repeat. 2. free
3. Stress on words with 3. tree
final sound /i:/ as in the 4. coffee
graphemes „ee‟ and 5. sea
„ea‟. 6. tea
4. Pupils say the words
aloud. Suggested Rhyme
5. Pupils tap to the beat
when saying the rhyme. I see a bee,
6. Give more words with Flying free from tree to tree,
the final /i:/ sounds as in I like coffee, I like tea,
the graphemes „ee‟ and I like to eat by the sea.
„ea‟.
32

43. Learning Standard:
1.1.1 Able to learn and respond to stimulus given with guidance:
(d) rhythm and rhyme
ACTIVITY CONTENT TEACHER’S NOTES
RHYME ALONG Suggested Suggested Material
Rhyming Words
1. Pupils identify the 1. pictures
pictures. 1. bone, cone 2. word cards
2. Display word cards. Say 2. nose, rose
the words. 3. line, nine e.g.
3. Pupils put the word 4. glide, slide
cards on the pictures. 5. pipe, wipe
4. Say the sentences. 6. rope, rode
5. Pupils fill in the blanks
with rhyming words. Suggested Sentences
6. Say the sentences in bone
groups. 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 slide
the slide.
6. Let‟s wipe the pipe and
paint it white.
cone
33

44. Learning Standard:
1.1.1 Able to learn and respond to stimulus given with guidance:
(e) alliteration
ACTIVITY CONTENT TEACHER’S NOTES
SAY IT RIGHT Suggested Words Suggested Material
1. Put up a composite 1. sliding  Prepare:
picture. 2. skipping a composite picture that
2. Emphasise on the 3. skating illustrates the rhyme
phoneme /s/. e.g. 4. Selvy
ssssliding 5. Soo Chin
sssskipping 6. Siti
sssskating
3. Recite the rhyme and Suggested Rhyme
pupils repeat. Clap in
rhythm.
Soo Chin, Selvy and Siti
4. Say “ssss” and tell the
are in the playground,
pupils to watch each
Soo Chin is sliding
other‟s lips as they
down,
say “ssss”.
Selvy is skipping round
5. Pupils identify the and round,
words starting with “s”. Siti is skating all around,
Laughing, merrily,
What a happy sound!
SO NEAR YET SO FAR Suggested Words Suggested Material
1. Put up pictures. 1. comb Pictures of objects
2. Emphasise on the /k/ 2. cake that begin and do not
sound. e.g. The candle 3. coat begin with the /k/
is on the cake. 4. cat sound.
3. Say the sentences. 5. cap
Pupils repeat. 6. cow
4. Point to the picture and
pupils name it. Suggested Sentences
5. Identify objects that do 1. The candle is on the
not begin with the /k/ cake.
sound. 2. The cat is near the cow.
6. Identify objects that 3. The comb is in the coat.
begin with the /k/ sound.
34

45. Learning Standard:
1.1.1 Able to learn and respond to stimulus given with guidance:
(e) alliteration
ACTIVITY CONTENT TEACHER’S NOTES
JOLLY ME Suggested Words Suggested Material
1. Say „l‟ and tell the pupils 1. lollipop 1. pictures as
to look into a mirror. 2. lip suggested in the
2. Identify the pictures. 3. licking word list
3. Pupils say the words. 4. lunch 2. mirrors
e.g.: „lollipop‟ 5. limes
Emphasise on the /l/ 6. little
sound.
4. Recite the jazz chant. Suggested Jazz Chant
Clap in rhythm.
5. Pupils follow. Little Lily likes lollipops.
6. Divide pupils into three Little Lily likes licking Instructions for the
groups. Carry out a limes. competition:
competition. Little Lily likes her lunch
with lollipops and limes.  Pupils give words with
initial /l/ sound.
 The group that has the
most words beginning
with the /l/ sound is the
winner.
35

46. Learning Standard:
Able to listen and respond to stimulus given with guidance:
(f) voice sounds
ACTIVITY CONTENT TEACHER’S NOTES
SOUND LIKE ME Suggested Suggested Material
Sounds of Animals
1. Show some toy 1. recorded sounds of animals
animals. 1. Goats bleat 2. toy animals
2. Play the recorded 2. Cows moo
sounds of the animals 3. Cats mew
shown and the pupils 4. Snakes hiss
imitate. 5. Owls hoot
3. Put the toys into a box. 6. Frogs croak
4. A pupil picks a toy from
the box.
5. The others make the Note:
sound of the animal Teachers may use pictures to
shown. substitute the toys.
6. The activity is repeated
with other toys.
I CAN HEAR YOU Suggested Suggested Material
Objects and Their Sounds Realia or picture of:
1. Show pupils a camera.
2. Snap a photo and ask 1. Clicking of camera 1. a camera
pupils the sound made 2. Clashing of cymbals 2. cymbals
by the camera. 3. Clanging of pots and 3. pots and pans
3. Do the actions of pans e.g.
clicking and pupils
follow. Suggested Song
4. Pupils take turns to do (to the tune of „Are You
the action of clicking the Sleeping?‟)
camera and others say
„click, click, click‟. Click – 8x Lyrics of the song:
5. Repeat the activity with Clash - 6x Are you sleeping? [2X]
the other two objects. Clang – 12x Brother John, [2x]
6. Some pupils sing the Click, clash, clang - 2x Morning bells are ringing, [2x]
song while the rest Ding Dong Bell! [2x]
make the relevant
sounds.
36

47. Learning Standard:
1.1.1 Able to listen and respond to stimulus given with guidance:
(g) oral blending and segmenting
ACTIVITY CONTENT TEACHER’S NOTES
LET’S GET TOGETHER Suggested Words Suggested Material
1. Distribute a letter card 1. pot Letter cards
to each pupil. 2. cot e.g.
2. Say a word and pupils 3. hot
with the correct letter
cards come out and
4. dot p
5. lot
arrange themselves 6. not
accordingly.
3. The rest of the class
7.
8.
got
tot
o
say the sounds of the
letters shown and say
the word out loudly.
Suggested
Sentence Patterns t
e.g. /p/ /ɒ/ /t/ = pot
4. The activity is repeated 1. The pot is hot.
with the other words. 2. The tot is in the cot.
5. Put up sentences. 3. It is not a dot.
6. Read and pupils follow. 4. He has got a lot.
LET’S JAZZ Suggested Words Suggested Material
1. Recite the jazz chant. 1. pin tin bin fin Pictures as suggested
2. Pupils follow. 2. sit hit pit fit in the word list
3. Reinforce oral blending 3. zip lip hip dip
and segmenting of e.g.
words by showing Suggested Jazz Chant
pictures.
e.g. /p/ /ɪ/ /n/ The pin is in the fin.
The fin is in the tin.
/l/ /ɪ/ /p/
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

48. SPLIT ME UP! Suggested Words Suggested Material
1. Divide pupils into 1. rat, cat, fat , bat, hat
groups. 2. bit, hit, pit, kid, lip 1. boxes of word cards
2. Give each group a box 3. pot, hot, tot, jog, top 2. music
with word cards. 4. bus, cup, rug, mug, pup
3. Music is played and the 5. pen, ten, hen, pet, bed
box is passed around.
4. A pupil takes out a word
card from the box when
the music stops.
5. The pupil segments the
word. If incorrect, he or
she is out of the game.
e.g.
rat - /r/, /æ/, /t/
6. Repeat the activity.
38

49. Learning Standard
1.1.2 Able to listen to and enjoy stories.
ACTIVITY CONTENT TEACHER’S NOTES
STORY TRAIN Suggested Story Suggested Material
Pipit The Bird
1. Show a puppet/toy and This is Pipit. Sets of picture cards
talk about it. It is a bird. based on the story used
2. Put up a series of It cannot fly.
pictures and question It lives in a nest. The group leader distributes
pupils based on the a picture to every member in
pictures. One day, Pipit fell from its the group.
3. Tell a story and pupils nest.
listen. It hopped around.
4. Question and answer It was looking for its
session based on the mother.
story.
5. Remove the pictures. Pipit met a duck.
6. Divide pupils into Pipit asked, “Mr Duck, can
groups. you teach me to fly?”
7. Each group is given a Mr Duck said, “I cannot fly.
similar set of pictures. I can swim.”
8. Retell the story. Pipit walked away.
9. Pupils hold the pictures
and arrange themselves Pipit met a rabbit.
according to the story. Pipit asked, “Mr Rabbit, can
you teach me to fly?”
Mr Rabbit said, “I cannot
fly. I can hop.”
Pipit walked away.
Pipit met a parrot.
Pipit asked, “Mr Parrot, can
you teach me to fly?”
Mr Parrot said, “Yes, I can
fly. I can teach you to fly.”
Pipit learned to fly.
Pipit flew with the parrot.
Pipit could fly back to its
nest.
Pipit was very happy.
Pipit thanked Mr. Parrot.
Reference:
Zuraidah Che‟ Zin(2000).Pit Pit
Learns To Fly.Bestari
Series.Anzagain Sdn.Bhd.
39

50. DRESS ME UP Suggested Questions Suggested Material
1. Bring a picture of a Questions: A picture based on the
bear. 1. What animal is this? story.
2. Ask questions based on 2. Where does it live?
the picture.
3. Tell a story titled „Rose Suggested Story
Red‟.
4. Divide pupils into small ROSE RED
groups.
5. Each group is given a Rose Red lived with her
box with some items mother. They lived in a
relevant to a specific small house.
Note:
character in the story. One day, a black bear
Teacher can extend the
6. Pupils choose a came to the house.
activity by asking the pupils:
member and dress him The bear stayed with them.
or her up as the They were happy.
1. Why was the old man
character. After two days, the bear
angry?
7. The group members went back to the forest.
2. How did the prince
take turns to describe One day, Rose Red saw an
become a bear?
the character. angry old man. He could
not move. His long beard
was caught in a bush. He
shouted for help.
Rose Red helped him.
She cut his beard with a
pair of scissors.
The old man was very
angry. He shouted at Rose
Red. Rose Red ran away.
On her way home, Rose
Red met a handsome
young man. He was the
bear who had stayed with
them. The old man had put
a spell on him. The spell
was broken when his beard
was cut.
40

51. FAMILY TREE Suggested Story Suggested Material
1. Ask questions about Azril and Azrul are 1. the required pictures
pupils‟ family members. brothers. Azril is ten years 2. a family tree
2. Tell a story. old. Azrul is eight years old.
3. Divide pupils into pairs. They live in an old wooden e.g.
4. Each pair is given a set house. They live together
of pictures to complete with their parents,
a family tree based on grandparents and their
the story. younger sister, Ayuni who Grandfather Grandmother
5. Pupils make their own is five years old.
family tree.
Their father, Pak Abu Father Mother
goes to the sea to catch
fish every day. Sometimes,
Pak Kaduk, who is Pak
Azril Azrul Ayuni
Abu‟s father follows him.
Mak Minah, their mother is
a housewife. She cooks
and cleans the house. Their
grandmother, Mak Siti
helps her.
MY PARTNER Suggested Stories Suggested Material
1. Play the story. 1. Mousedeer and The 1. pictures
2. Divide pupils into four Crocodile 2. sentence strips
groups. 2. Jack and The Beanstalk
3. Give a set of pictures to Groups A and C - pictures
groups A and C Groups B and D-
respectively. Give a set sentence strips
of sentence strips to
groups B and D
respectively.
4. Pupils have to find their
partners. (pictures to
sentence strips)
5. Then, pupils rearrange
themselves in the
correct sequence.
LET’S ARRANGE Suggested Story Suggested Material
1. Show pictures of an ant THE ANT AND 1. the required pictures
and a grasshopper. THE GRASSHOPPER 2. story strips
2. Talk about the pictures. 3. recording of the story
3. Divide pupils into Mr Grasshopper lived in a
41

52. groups. bush. He was hopping
4. Each group is given a around happily. Mr Ant lived
worksheet with story in a nest. He was busy e.g.
strips. collecting food.
5. Pupils cut out the strips
and paste them in the He asked Mr Ant, “Why are
correct sequence. you so busy?” Mr Ant
6. Play the recording of replied, “I am saving food
the story. for the rainy days”.
7. Pupils listen to the story Mr Grasshopper laughed at
and check their Mr Ant. He hopped away
arrangement of the happily.
story.
After a few days, it started
to rain. Mr Ant stayed in his
nest. He had a lot of food to
eat. Mr Grasshopper could
not find any food. He was
wet and hungry. He went to
Mr Ant‟s nest. He knocked
on the door.
Mr Ant invited him in.
He gave Mr Grasshopper
some food.
Mr Grasshopper felt very
ashamed. He thanked Mr
Ant for giving him food.
42

53. Learning Standard:
1.1.3 Able to listen to, say aloud and recite rhymes or sing songs.
ACTIVITY CONTENT TEACHER’S NOTES
MIME ME Suggested Actions Suggested Material
1. Play the song. 1. brush our teeth 1. recording of song
2. Put up the lyrics. 2. wash our hands 2. lyrics
3. Read and pupils repeat. 3. spread the butter 3. sets of phrase cards
4. Sing the song. 4. carry our bags
5. Divide pupils into 5. arrange our books
groups. 6. walk to school
6. Each group is given a 7. read our books
different set of phrase
cards with action words. Suggested Song
7. In turns, each group [Tune of: Here We Go
comes forward and Round the Mulberry Bush]
sings the song while
some of its members This is the way,
mime the actions based We brush our teeth, (3x)
on the phrase cards. This is the way,
We brush our teeth,
so early in the morning.
This is the way,
We wash our hands,(3x)
This is the way,
We wash our hands,
So early in the morning.
SPEEDY SINGING Suggested Song Suggested Material
1. Play the song. Head and shoulders, knees 1. recording of song
2. Sing together. and toes, 2. lyrics
3. Divide pupils into knees and toes, (2x)
groups. Head and shoulders, knees
4. Give each group a line and toes
from the song to sing. Eyes, ears, mouth and
nose.
First group starts
singing the song,
followed by the other Other Songs:
groups in sequence. 1. Simple Simon
5. Ask pupils to increase 2. Sing A Song Of Six
the tempo of the song. Pence
3. Mary Had A Little Lamb
6. 7. Repeat the activity.
43

54. PICTURE ME Suggested Rhyme Suggested Rhyme
1. Put up the rhyme. Two little black birds, Pictures based on the
2. Read the rhyme. Sitting on a fence, rhyme
3. Pupils repeat the rhyme One named Peter, e.g.
in groups and as a One named Paul,
class. Fly away Peter,
4. Divide pupils into Fly away Paul,
groups. Come back Peter, ck
5. Give each group a set Come back Paul.
of pictures.
6. Pupils have to cut out
the pictures and paste
them to create the
scene for the rhyme.
WHERE HAVE YOU Suggested Rhyme Suggested Material
BEEN?
Pussy cat, pussy cat  Appendix 1
1. Display the rhyme. Where have you been?
2. Read with the pupils. I have been to London
3. Remove the rhyme. To see the queen
4. Pupils complete
worksheets by pasting Pussy cat, pussy cat
the pictures correctly. What did you do there?
I frightened a little mouse
Under the chair
RHYME INNOVATION Suggested Rhyme Suggested Material
1. Display a rhyme. Baa, baa black sheep, 1. word cards
2. Read and pupils follow. Have you any wool? 2. a rhyme/song
3. Divide pupils into Yes sir, yes sir,
groups. Three bags full,
4. Give an envelope with One for my master,
word cards to each One for the dame,
group. One for the little boy
5. Pupils will create a Who lives down the lane.
similar rhyme/song
using word cards. Suggested
Improvised Rhyme
Cluck, cluck white hen
Have you any eggs?
Yes sir, yes sir,
Three baskets full,
One for my master,
44

55. One for my dame,
One for the little boy
Who lives down the lane.
For more rhymes and song teachers can refer to:
http://bussongs.com/animal_songs.php
http://www.lanterntree.com/nurseryrhymes/bucklemyshoe.html
http://www.rhymes.org.uk/
http://www.nurseryrhymes4u.com/
45

56. Learning Standard:
1.1.4 Able to talk about a stimulus with guidance.
ACTIVITY CONTENT TEACHER’S NOTES
ACT IT OUT Suggested Words Suggested Material
1. Place a „magical‟ box on 1. sleep 1. picture cards based
the table with picture 2. walk on the words
cards in it. 3. yawn chosen
2. Say the magical words 4. talk 2. a composite picture
„Abracadabra‟ and wave 5. listen [Appendix 2]
the magic wand. 6. sit 3. words cards
3. A pupil comes forward 7. stand e.g.
and picks up a picture
card. He/ She says and
does the action.
4. The rest of the class
follows.
5. Place a composite
picture (Appendix 2) on
the board and ask sleep yawn
pupils what actions are
seen.
6. Pupils answer and
paste the word cards on
the composite picture.
sit
stand
MY HAPPY FAMILY Suggested Poem Suggested Material:
1. Show a picture of a This is my father , 1. a composite picture of a
family and play a Short and steady. Stanza1 family (Appendix 3)
recording of the poem. (Gr 1) 2. a recording of the poem
2. Say the poem line by This is my mother,
line and pupils repeat. Singing a song, Stanza
3. Divide pupils into 4 2
groups. Each group (Gr 2)
recites one stanza. This is my brother,
4. Groups take turns to Tall you see. Stanza 3
recite the different (Gr 3)
stanzas. This is my sister,
With a doll on her knee.
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57. Stanza 4
(Gr 4)
And this is the story about
my happy family.
Stanza 5
(All groups)
PICTURE Suggested Words
CONVERSATION Suggested Material
1. food
1. Place a composite 2. drinks 1. Composite Picture
picture on the board. 3. girls (Appendix 4)
2. Pupils say what they 4. boys 2. Sample pictures
see and teacher lists 5. teacher (Appendix 5 and 6)
the words. 6. blackboard
3. Put up sentence strips. 7. saree
4. Read the sentence
strips and pupils follow. Suggested Sentences
5. A pupil reads the
sentence strips and 1. The teacher is wearing
others follow. a saree.
6. Pupils complete 2. There is a lot of food
worksheets. and drinks on the table.
3. A girl is talking to her
teacher.
WHAT AM I? Suggested Questions Suggested Material
1. Show pictures of 1. What does it eat? picture cards
animals. 2. Where does it live?
2. Ask questions about 3. What colour is its fur?
them. 4. Is it wild?
3. Class is divided into
groups. Each group is
given an envelope of
pictures of animals.
4. Group leader picks a
picture card and
describes the animal.
The rest of the group
will guess the animal.
5. Repeat using other
pictures.
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58. LET’S TALK Suggested Text Suggested Material
1. Put up a picture. Teachers‟ Day 1. a composite picture
2. Teacher provides the (Refer to Appendix 6)
first sentence about the This is my class. Today
picture seen. is 16th May. The class is
3. Pupils continue by having a party. There are Note:
taking turns to make a many pupils. A girl is talking Accept any possible
sentence each to to her teacher. Her teacher, answers given by the
describe the picture. Mrs Ratnam is wearing a pupils.
4. Repeat using other saree.
pictures.
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59. Learning Standard:
1.2.2 Able to participate in daily conversations:
(a) exchange greetings
ACTIVITY CONTENT TEACHER’S NOTES
LET’S SING Suggested Song Suggested Material
[Tune of: Happy Birthday] Pictures of gestures
1. Sing a song with e.g.
suitable cultural Selamat Hari Raya x3
gestures. And how do you do?
2. Pupils sing to one
another and do the Repeat using:
gestures. Happy Deepavali
Happy Chinese New Year
Merry Christmas
Selamat Hari Gawai
ROLE PLAY Suggested Dialogue Suggested Material
1. Place a dialogue on the Teacher : Hello, I‟m Mr 1. masks of animals
board. Kangaroo. 2. a dialogue chart
2. Wear a mask Pupils : Hello,
(kangaroo) and greet Mr Kangaroo.
the pupils according to How do you do?
the dialogue. Teacher : I‟m fine. Thank
3. Pupils answer based on you.
the dialogue. Pupils : Goodbye, Mr
4. Pupils repeat the Kangaroo. See
activity using different you tomorrow.
masks. Teacher : Goodbye.
Repeat using:
Mr Tiger, Mr Orang Utan,
Mr Bear, Mr Peacock,
Mr Rabbit
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60. Learning Standard:
1.2.1 Able to participate in daily conversations:
(b) make polite requests
ACTIVITY CONTENT TEACHER’S NOTES
MAY I? Suggested Words Suggested Material
Things in the classroom:
1. Pupils listen to a 1. ruler 1. recording
recording of making 2. pencil 2. picture cards
requests. 3. eraser
2. Pupils repeat after 4. book
teacher requesting for 5. crayons
various objects. 6. coloured pencils
3. Pupils are divided into 7. chalk
groups. Each member 8. duster
of the group is given a
picture card. Suggested Sentences
4. Every group member
takes turn requesting for
1. May I borrow a pencil?
objects.
2. Can you lend me your
5. Pupils respond
pencil?
accordingly in their
respective groups.
3. Here you are.
4. Thank you.
5. You‟re welcome.
6. I‟m sorry, I don‟t have
one.
AMAZING RACE Suggested Suggested Materials
Sentence Strips
1. Paste pictures of 1. sentence strips
objects all around the Father, may I have this 2. picture cards
class. shirt? e.g.
2. Prepare sentence strips
for each picture on Can I have these socks
making requests and and shoes?
place them on the table.
3. Pupils [in pairs] find the Yes, you may.
correct strips to match
the pictures. May I go to the library?
4. Pupils take turns to
request and reply aloud.
Yes, of course.
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61. Learning Standard:
1.2.1 Able to participate in daily conversations:
(c) express apologies
ACTIVITY CONTENT TEACHER’S NOTES
FIND MY PAIR Suggested Sentence Suggested Materials
Strips
1. Take pupils to the sentence strips
field/hall to play this A: Did you bring my
game. football?
2. Pupils are divided into 2 B: I‟m sorry, I forgot to
groups. Each member bring it.
of the group is given a
sentence strip. A: Ouch! You stepped on
Group 1 is given my toes.
sentence strips on B: I‟m sorry. I didn‟t mean
requests. to.
Group 2 is given
sentences on the A: You broke my table
replies. lamp.
3. When the teacher gives B: I‟m sorry. It was an
the cue, pupils start to accident.
find their pair by saying
their sentences aloud.
4. The winner of the game
will be the first pair with
the correct match.
STATUE GAME Suggested Dialogue Suggested Material
A: Did you bring my Pictures
1. Play music and pupils football? e.g.
dance to the tune. B: I‟m sorry, I forgot to
2. When the music stops, bring it.
pupils remain still.
Choose two pupils to A: Ouch! You stepped on Forgot to bring the football
come to the front. my toes.
3. One of them picks up a B: I‟m sorry. I didn‟t mean
picture from the box. to.
Pupils role-play the
situation of expressing A: You broke my table Stepped on my toes
apologies based on the lamp.
picture. B: I‟m sorry. It was an
4. Other pairs repeat with accident.
various situations. Other situations:
- knock into each other Broke the table lamp
- lost the ruler
- spilt the drink
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62. Learning Standard:
2.2.2 Able to listen to and follow:
a) simple instructions in the classroom
Activity Content Teacher’s notes
FOLLOW ME Suggested Instructions
1. Pupils follow teacher‟s 1. Bend your knees.
instructions. 2. Point to your nose.
e.g. 3. Raise your left hand.
“Raise your left hand.” 4. Raise your right hand.
Pupils do the action. 5. Touch your shoulders.
2. Pupils who do the action
incorrectly are out of the
game.
3. Repeat the instructions
until the last pupil remains
standing.
LINE DANCING Suggested Instructions Suggested Material
1. Pupils stand in straight 1. Put your hands on your Instrumental music
rows. waist.
2. Play music. 2. Nod your head.
3. Give instructions. 3. Look right.
4. Pupils do the actions. 4. Look left.
5. Shake your body.
6. Raise your left hand.
7. Raise your right hand.
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63. DRAWING A FACE Suggested Instructions Suggested Material
1. Provide a blank piece of 1. Draw a big circle. Note:
paper to each pupil. 2. Draw two big round
2. Give instructions to draw a eyes. Teacher can vary
face. 3. Draw a small nose. the instructions.
3. Pupils follow instructions 4. Draw a small mouth.
and draw accordingly. 5. Draw two ears.
e.g.
HOKEY-POKEY Suggested Instructions Note:
Substitute with:
1. Take pupils outdoors. Put your right hand in
2. Form a circle. Take your right hand out 1. left hand
3. Give instructions and 2. right leg
pupils do the actions. Hokey-Pokey 3. left leg
4. Sing the song and pupils 4. whole self
follow. Put your right hand in,
5. Pupils sing the song and Take your right hand out,
do the actions. Put your right hand in,
And you shake it all about,
Do the hokey-pokey,
And turn yourself around,
That‟s what it‟s all about.
PIN THE TAIL Suggested Instructions Suggested Material
1. Put up a picture of a 1. Take three steps to the 1. the required picture
donkey without its tail on front. 2. the instructions
the board. 2. Turn left/right. (Instructions can be
2. A pupil is blindfolded and 3. Go straight. varied)
given a picture of a tail. 4. Stop. e.g.
3. Another pupil gives
instructions to the
blindfolded pupil to reach
the donkey.
4. The blindfolded pupil
53

64. pastes the tail on the
donkey. Note:
5. Repeat with other pupils. Teachers may use other
animals.
MAKE A SANDWICH Suggested Instructions Suggested Material
Ingredients:
1. Divide the pupils into 1. Spread the butter on a 1. bread
groups. slice of bread. 2. butter
2. Each group is given the 2. Take another slice of 3. jam
ingredients. bread and spread some Substitute jam with
3. Give instructions on how to jam on it.  kaya
prepare the sandwich. 3. Put both slices together.  peanut butter
4. Pupils listen and follow. 4. Serve it on a plate.  honey
54