english teacher guidebook year 2 (1

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KEMENTERIAN PELAJARAN MALAYSIA

Kurikulum Standard Sekolah Rendah

TEACHER'S GUIDEBOOK

ENGLISH

YEAR 2

Terbitan

Bahagian Pembangunan Kurikulum

2011


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Cetakan Pertama 2011

Kementerian Pelajaran Malaysia

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


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C O N T E N T

Foreword v

Preface vii

Section 1The English Language Curriculum 3The Year Two English Syllabus 19

Section 2Listening and Speaking 25

Reading 69Writing 137Language Arts 167

Section 3Sample Lesson 1 211Sample Lesson 2 231Sample Lesson 3 267Sample Lesson 4 285

Section 4Assessment Checklist 303Glossary 313

Acknowledgements 315


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v

FOREWORD

The new Malaysian English Language Curriculum for Primary Schoolswill be introduced in stages beginning 2011 starting with Year 1. Thiswill then be continued with Year 2 in 2012. In line with that, CDD hasproduced this Year 2 guidebook as a useful resource for teachers inimplementing the new curriculum.

CDD believes that the contents of this guidebook will help Year TwoEnglish Language teachers to get accustomed to the changes in thenew English Language Curriculum and act as a valuable teachingresource. The guidebook consists of suitable suggested teaching and

learning strategies and activities for teachers. It also gives teachersideas to help them organise their daily lessons. However, teachersare encouraged not to rely solely on this guidebook only whenplanning their lessons as it is hoped that they will use their owncreativity and initiative to plan stimulating and enjoyable lessonssuitable to their pupils level and background.

Last but not least, CDD would like to take this opportunity toacknowledge with gratitude the contributions made by the panel of

English teachers involved in making this guidebook a reality.

Tn Hj. Ibrahim bin MohamadDirector

Curriculum Development Division


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P R E F A C E

This teachers guidebook serves as a guide to teachers with regard to the learning standardsthat should be achieved. It covers some aspects of the language skills, language arts as wellas the suggested word list required to be taught in Year Two.

Section 1 of the guidebook provides an overview of the English Language Curriculum whileSection 2 deals with the four language skills as well as language arts. Suggested activities arepresented in a 3-column table for each module. The first is the activity column wheresuggested activities for teachers include explanations and teaching steps. The second is thecontent column which includes teaching points and the suggested word list. The third is theteachers notes column which includes teaching aids/materials and other instructions forteachers.

Section 3 consists of complete sample lessons. In this section, teachers will be able to see andunderstand how the different language skills and language arts modules are presented for eachweek, 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 toconduct formative assessment in the classroom. These complete sample lessons are providedto help teachers plan effective and enjoyable lessons.

The guidebook provides suitable and practical suggestions of teaching methods via thematerials provided. However, teachers are in a better position to make appropriate and relevantdecisions when planning their lessons. There is no single best way and teachers have to usetheir 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 selectsuitable listening and speaking, reading, writing and language arts activities to be used forteaching that topic. Teachers are also encouraged to use activities from the MOE Teachingcourseware, the textbook and other suitable resources when planning their lessons.

Assessment is an important aspect of the teaching-learning process. Continuous formativeassessment is used as a means of gaining essential feedback and to keep track of pupilsprogress. Awareness of pupils capabilities will enable teachers to plan activities for furtherdevelopment. Teachers should set school based assessments for learning standards dealt within 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 orderto extend the experiences of their pupils. It is hoped that teachers will find this guidebook usefuland pupils will enjoy the activities and hence improve their English language proficiency.
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CURRICULUMOVERVIEW

SYLLABUSOVERVIEW


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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 ofcontexts thats appropriate to the pupils level of development.

OBJECTIVES

By the end of Year 6, pupils should be able to:

communicate with peers andadults confidently andappropriately in formal andinformal situations

read and comprehend arange of English texts forinformation and enjoyment

write a range of texts usingappropriate language, styleand form through a variety ofmedia

appreciate and demonstrateunderstanding of Englishlanguage literary or creative

works for enjoyment

use correct and appropriaterules of grammarin speech

and writing

OBJECTIVES

1

2

3

4

5


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CONCEPTUAL FRAMEWORK

Primary education is divided into two stages: Stage One refers to Years 1,2 and 3,and Stage Two, Years 4, 5 and 6. The English Language Curriculum has beendesigned in two strands. Strand 1 is the language focus and strand 2 is languagearts. Language focus deals with language skills such as listening & speaking,reading, writing and grammar. Language arts deals with music, poetry, drama and

childrens literature.

As English language learning is developmental, the focus in Years 1 and 2 is basicliteracy. This is done by building a strong foundation in basic literacy skills namelyreading through phonics, penmanship and basic listening and speaking. Activitiesare contextualized and fun-filled with integration of language skills in meaningfulcontexts.

In Year 3 and onwards, pupils will further develop the ability to speak, listen, readand write in English meaningfully, purposefully and with confidence. A grammarmodule is introduced from Year 3 to enable pupils develop a sound grasp of thelanguage structures and rules of grammar.

The Language Arts module has been added to the English language curriculum fromYear 1 to allow pupils to engage and enjoy stories, poems, songs, rhymes and playswritten in English.

STRAND 1 STRAND 2

LANGUAGE FOCUS LANGUAGE ARTS

LEVEL 1(Years 1, 2 & 3)

Listening & SpeakingReadingWriting

Grammar (from Year 3)

MusicPoetryDrama

Class Readers

LEVEL 2(Years 4, 5 & 6)

Listening & SpeakingReadingWriting

Grammar

Literature

English at Play:

Music, Poetry & Drama

CURRICULUM ORGANISATION

The curriculum is modular in design and this is reflected in the organisation of thecontent and learning standards.

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

namely:


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1. Listening and Speaking2. Reading3. Writing4. Language Arts

From Year 3 onwards, where pupils build on the skills they have acquired in Years 1and 2, a fifth module, Grammar, is added to the above four modules. Therefore, the

modules for this stage are:

1. Listening and Speaking2. Reading3. Writing4. Language Arts5. Grammar

The following diagram shows the conceptual framework of the curriculum model.

Fig.1The Modular Configuration

The modularity of the English Language Curriculum Standards for Primary Schools isa 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 salientlanguage skills or sub-skills under each module through purposeful activities inmeaningful contexts. This modular approach does not exclude integration of skills.However, skills integration is exploited strategically to enhance pupils developmentof specific and specified language skills as described in the content and learningstandards in a module.

The approach taken in this curriculum stresses the need for pupils to develop all thefour language skills: listening, speaking, reading, and writing. Teachers are expectedto sustain a cohesive and coherent organisation between the listening and speaking,reading and writing skills. For the language arts module, teachers may plan lessonsin 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 theirlessons meaningful.

LISTENING AND SPEAKING

READING

WRITING

LANGUAGE ARTS

GRAMMAR

STAGE TWO

(YEARS 4-6)STAGE ONE

(YEARS 1-3)


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In order to make learning more meaningful and purposeful, language input ispresented under themes and topics, which are appropriate for the pupils.

Three broad themes which have been used in KBSR have been retained and will beused, namely:

1. World of Self, Family and Friends;2. World of Stories; and3. World of Knowledge.

Teachers select topics that are suitable for their pupils level of development. Whenplanning lessons, topics for teaching are initially based on the immediate learningenvironment of the child. Later on, these are expanded to town, country and moredistant foreign locations.

ROLE OF THE TEACHER

The teacher is the role model of a language user to pupils. Pupils need to beexposed to good language in order for them to learn the language and use it foreffective communication. Therefore, the teacher needs to do a lot of talking in orderfor pupils to listen to good language input. For this purpose, the teacher uses avariety of materials or media to enable pupils to acquire the receptive and productiveskills. Fun language activities will have to be devised by the teacher in order to tappupils interest and engage them in communication.

The Standard-Based English Language Curriculum for Malaysian Primary Schools isdesigned to provide pupils with a strong foundation in the English language.Teachers will use Standard British English as a reference and model for teaching thelanguage. 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 forteaching English in SK and SJK schools is different; lessons should be organized in amanageable form in order to give pupils every opportunity to take part in languageactivities.

In order to facilitate and maximise learning, language skills must be repeated andused constantly. Some activities have been suggested in this book. However,teachers are encouraged to design more creative and challenging tasks and activitiesbased on the needs and interests of pupils. This is important so that appropriateactivities and materials are used with pupils of different learning profiles with theintention of helping them to realise their full potential and enable them to graduallydevelop 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, pupilsshould be taught:

how to listen carefully;


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to speak from the basic level of sound, word, phrase and structural sentencesin 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 preparethem for communication.

In order to achieve the abovementioned, content and learning standards have beendeveloped from basic listening and speaking, and then progressing to communicatingin various situations effectively.

Content Standards

By the end of the six-year primary schooling, pupils will be able to:

The content standards above are achieved through learning standards that havebeen devised carefully throughout primary schooling. Learning standards have beendeveloped from basic listening and speaking in order for pupils to grasp the soundsof the English language before learning to articulate words and phrases. This issupported with a flooding of English sounds and words by the teacher especially in

cases where pupils do not have any exposure to the English language.

1.1 pronounce wordsand speak confidentlywith the correctstress, rhythm andintonation.

1.2 listen and respondappropriately in formaland informal situationsfor a variety ofpurposes.

1.3 understand andrespond to oral textsin a variety ofcontexts.


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The learning standards begin with basic listening and speaking skills which havebeen developed incrementally in this manner :

develop pupils phonemic awarenessengage in fun learning activities such as reciting rhymes, poems andtongue twisters as well as singing songs

participate in daily conversationsfollow and give instructions and directionsable to participate in conversationstalk on topics of interest

Relationships are established through the ability to communicate by listening firstthen speaking thoughts, ideas and feelings. Pupils should aim at becoming confidentspeakers who can communicate clearly, appropriately and coherently in any givencontext using language to explore the possibilities and opportunities. Pupils need tolisten carefully and respond to what others say and think about the needs of theirlisteners. Social conventions in listening and speaking such as turn taking, politenessand 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 comprehenda text effectively and efficiently.

begins at the word and phrase levels before progressing to sentencerecognition 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 textwith their own ideas and opinions.

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


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Content Standards

By the end of the six-year primary schooling, pupils will be able to:

The content standards above are achieved through learning standards that havebeen devised carefully throughout primary schooling. Learning standards have beendeveloped from recognition of sounds in order for pupils to acquire the sounds of theEnglish language before learning to blend and segment words. This is furtherdeveloped through vocabulary activities to widen pupils vocabulary. By the end ofYear 6, pupils are able to read and demonstrate understanding of text for informationas well as read for enjoyment.

The learning standards begin with basic literacy which has been developedincrementally 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; andread independently for information and enjoyment.

2.1 apply knowledge ofsounds of letters torecognize words inlinear and non-lineartexts.

2.2 demonstrate understandingof a variety of linear and

non-linear texts in the formof print and non-printmaterials using a range ofstrategies to constructmeaning.

2.3 read independentlyfor information andenjoyment.


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The reading aloud strategy is also encouraged in the first two years of primaryeducation:

Teacher reads aloud a text to pupils. Implementing this strategy allowsteachers 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 forthem 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 allowingpupils to actively participate and support one another in the process ofreading.

Teachers point to the text as they read slowly for word recognition and tobuild a sense of story.

Ultimately, the objective of getting pupils to read a variety of texts enables pupils tosee how grammar is used correctly so that they can emulate them in their productiveskills; speaking and writing. Reading for enjoyment and pleasure in seekinginformation and knowledge should be inculcated in pupils. Pupils are also trained togive 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 legiblehandwriting or to communicate via the electronic media.

the focus of writing is on developing pupils writing ability beginning at theword and phrase levels before progressing to the sentence and paragraphlevels.

pupils who are capable must be encouraged to write simple compositionscomprising several paragraphs.

attention is also paid to penmanship so that even from a young age, pupilsare taught to write clearly and legibly including cursive writing.

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


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all pupils will be encouraged to write for different purposes and for differentaudiences.

although much of the writing at this level is guided, the amount of control isrelaxed 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 devisedprogressively. The teaching of writing in the early stages begins with pre-writingactivities 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, phrasesand simple sentences. Pupils begin constructing simple sentences with the teachersguidance and later develop to become independent writers by the end of primaryschooling.

Content Standards

By the end of the six year primary schooling, pupils will be able to:

Content standards are achieved through learning standards that have been devised

carefully throughout primary schooling. Learning standards have been developedprogressively, from acquiring fine motor control of hands and fingers to copying

3.1 form letters andwords in neat legibleprint includingcursive writing.

3.3 write and present ideasthrough a variety ofmedia.

3.2 write using appropriatelanguage, form and stylefor a range of purposes.


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writing activities, before being taught to write with guidance linear and non-lineartexts using appropriate language, form and style. The use of various media is alsoencouraged and pupils can create both linear and non-linear texts with guidance orindependently.

LANGUAGE ARTS

Overview

The rationale behind Language Arts is to steer the continuous growth anddevelopment of pupils thinking and language abilities. The standards for LanguageArts:

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 wellas non-fictional sources.

allow pupils to gain rich and invaluable experiences using the Englishlanguage through fun-filled and meaningful activities.

train pupils to be able to appreciate, demonstrate understanding and expresspersonal responses to literary and creative works for enjoyment. Hence theywill also be able to use English for both functional as well as aestheticpurposes, confidently and competently by the end of Year 6.

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


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Content Standards

By the end of the six year primary schooling, pupils will be able to:

The culmination of all content standards in language arts will be shown in practicewhen pupils are able to come up with their very own production. By the end of Year6, pupils will learn the art of acting out, play-acting and producing works of creativitysuch as drawings, poems or singing. Pupils will also learn values of cooperating withpeople of different race, gender, ability, cultural heritage, religion, economic, socialbackground, and, understand and appreciate the values, beliefs and attitudes ofothers. Each pupil will also develop knowledge, skills and attitudes, which willenhance his or her own personal life management and promote positive attitudes.

Assessment

Assessment is necessary to assess pupils achievement in terms of acquisition of

knowledge, skills and the application of values through activities conducted in the

4.1 enjoy and appreciaterhymes, poems andsongs throughperformance.

4.2 express personalresponse toliterary texts.

4.3 plan, organize andproduce creativeworks forenjoyment.


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classroom. Assessment also supports pupils learning and gives pertinent feedbackto teachers, pupils and parents about their development and achievement.

There are two types of school-based assessment. Formative assessment isconducted during the teaching and learning process in the classroom to gauge theacquisition of skills and knowledge during the learning process. Summativeassessment is usually conducted at the end of learning, usually at the end of a

learning unit, month or semester whereby the focus is on the end product.

School-based assessment can be carried out during the teaching-learning process.The teaching-learning process can be conducted in or outside the classroom. Belowis a diagram suggesting some types of assessment which can be carried out both inand outside the classroom:

Classroom observations are useful tools for teachers to assess their pupils performance. Teachers observe pupils oracy skills as they engage in conversationsamong peers and when they take part in oral presentations. Teachers can prepare achecklist to record their pupils progress. Perhaps, pupils can speak during theschool assembly, put up a performance in front of an audience, and watch a puppetshow or listen to a story. Talking about these events can help teachers assesspupils listening and speaking skills.

FORMATIVE SUMMATIVE

ASSESSMENT

METHODS OFASSESSMENT

Observations Tests

OralPresentations

Checklists

Writings Creative Works


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Assessment of reading comprehension can be carried out by setting comprehensionquestions. Other comprehension activities which can be used to assesscomprehension are the use of graphic as well as semantic organisers, story maps,question generation and summarisation. Pupils writing skills can be assessedthrough written projects, tests, exams and class exercises. Teachers can also honepupils writing skills through journal and diary writing, the production of creative workssuch as poems, writing scripts, dialogues as well as lyrics of songs.

Creative works such as portfolios, masks, puppets, props and other creativeproductions 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 usingknown criteria and pupils should be given input on the evaluation process. In anutshell, teachers should utilise a variety of assessment techniques to monitor theirpupils language growth and development. The on-going process of assessing classexercises and homework should be continued. The main purpose of this is to provide

immediate feedback to the pupils in guiding, motivating, correcting and refocusingtheir efforts.

WORD LIST

The list of words selected for teaching is based on common words and highfrequency words that can be used repetitively in different contexts. The suggestedword list can be expanded upon if pupils demonstrate an ability to acquire morewords.


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EDUCATIONAL EMPHASES

Educational emphases reflect current developments in education. These emphasesare infused and woven into classroom lessons to prepare pupils for the challenges ofthe real world.

Critical Thinking

Critical thinking is incorporated in the teaching and learning activities to enable pupilsto solve simple problems, make decisions, and express themselves creatively insimple language.

Information and Communication Technology Skills (ICT)

Information and Communication Technology Skills (ICT) include the use ofmultimedia resources such as TV documentaries and the Internet as well as the useof computer-related activities such as e-mail activities, networking and interactingwith electronic courseware.

Learning How to Learn

Learning How to Learn strategies are integrated in teaching and learning activitieswhich aims to enable pupils to take responsibility for their own learning. These skillsincorporate study skills and information skills to equip them to become independent

life-long learners.

EDUCATIONALEMPHASES

Critical ThinkingInformation andCommunication

Technology Skills

Learning How toLearn

Values &

Citizenship

Creativity &Innovation

Entrepreneurship

MultipleIntelligences

Mastery Learning

Constructivism

ContextualLearning


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Values and Citizenship

The values contained in the Standard Based Curriculum for Moral is incorporated intothe English language lessons. Elements of patriotism and citizenship is also

emphasised in lessons in order to cultivate a love for the nation and produce patrioticcitizens.

Creativity and Innovation

Creativity and innovation is the ability to produce something new in an imaginativeand fun-filled way. Pupils display interest, confidence and self-esteem throughperformance 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 arecreativity, innovation and initiative, which are also attributes for personal fulfilmentand success.

Mastery Learning

Mastery Learning will ensure that all pupils master the learning standards stipulatedin the Standard Based Curriculum. Mastery Learning requires quality teaching andlearning in the classroom and teachers need to ensure that pupils master a learningstandard before proceeding to the next learning standard.

Multiple Intelligences

The theory of Multiple Intelligences encompasses eight different intelligences humanbeings possess. These intelligences are essential in order to maximise teaching andlearning in the classroom. .

Constructivism

Constructivism will enable pupils to build new knowledge and concepts based onexisting knowledge or schema that they have. The teacher assists pupils to acquirenew knowledge and solve problems through pupil-centred active learning.

Contextual Learning

Contextual Learning is an approach to learning which connects the contents beinglearnt 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 ameaningful manner in their lives.


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

THE LISTENING AND SPEAKING SKILL

The listening and speaking skills are taught together for effective communication, asthese skills are inter-related and dependent on each other.

The listening and speaking lessons would familiarise pupils to the sounds aroundthem. In these lessons pupils need to:

a) tune into sounds (auditory discrimination),b) listen and remember the sounds (auditory memory and sequencing), andc) talk about the sounds (developing vocabulary and language comprehension).

These can be attained through fun language activities conducted in or outside theclassroom 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 oflessons by adapting and adopting them in order to teach the sounds of the Englishlanguage. This skill is the onset to providing a broad and rich language experiencefor pupils to learn language by engaging in enjoyable learning activities.

pupils need to be exposed togood language with theteacher being therole model

uses a variety of materials ormedia to enable pupils toacquire the receptive skill oflistening and the productive skillof speaking

expose pupils to rich language input in

accordance to Standard BritishEnglish (SBE) as well as getting pupilsto talk and communicate effectively


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THE READING SKILL

The reading component aims to develop progressively, pupils ability to read andcomprehend a paragraph of 5-8 simple sentences.

The processes of blending and segmenting for reading and spelling are madeenjoyable and easy for pupils to understand and apply. Lessons and activities shouldfocus on particular phonemes and make these phonemes familiar to pupils. Then,provide enough practice so that pupils can identify the phonemes in words. For earlypractice, teachers could help pupils to recognize the phoneme at the beginning ofwords before progressing to having them recognize the phoneme elsewhere in theword. For this, illustrations may be very useful. Teachers are encouraged to becreative and to explore ways of language play available to help pupils become

familiar with the phonemes. The benefits of language play are numerous. Languageplay involves having fun with the sounds of words, creating new words, and exploringand creating language patterns through rhymes, chants, alliteration and repetitions.

apply knowledge of letter sounds to recognizewords in reading texts, which is an essentialand useful early reading skill

pupils phonemic awareness will bedeveloped by means of phonics

use songs, rhymes, poems, stories, pictures andgames to make phonics instruction moreenjoyable

teachers should allow pupils to use phonics, and make meaningfulconnections and encourage them to pronounce and articulate thesounds in a non-restrictive and joyful environment.


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THE WRITING SKILL

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

As pupils begin to read, they will be able to copy words, phrases and sentencescorrectly as well as complete other writing tasks by matching, rearranging words andcompleting lists and messages. When pupils are ready, more difficult writing taskssuch as writing sentences with the correct spelling and punctuation can beincorporated. This activity can be conducted in the classroom by introducing parallel

writing and then moving on to constructing simple sentences. Pupils are also taughtto create simple non-linear texts using a variety of media.

ability to write words,phrases and simplesentences in neat, legiblerint

ability to write numerals innumeral and word form

ability to spell and write simplesentencs with guidance.

ability to create simplenon-linear texts using a

variety of media withguidance.


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LANGUAGE ARTS

The introduction of the language arts module encompasses the production aspect ofthe skills learnt during the listening and speaking, reading and writing modules.

.

enjoy and appreciate language usingstories, poetry, rhymes and plays

encourage pupils to perform a song orrhyme or role play a story learnt using theircreativityin a fun-filled, non-threateningand enjoyable environment

The main focus of this component islanguage in action in a fun environmentwhere pupils engage in multi-sensorylearning according to their learningabilities.


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LISTENING&SPEAKING

READING WRITING LANGUAGEARTS


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THE LISTENING AND SPEAKING SKILLThe 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 minimalemphasis during English lessons. In order to develop this skill, teachers have to providetheir 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. Itis hoped that the learning standards will offer teachers some ideas on how they couldprovide opportunities for pupils to engage in various listening and speaking activities atYear Two.The Listening and Speaking Content and Learning Standards for Year 2 are as follows:

Content Standards Learning Standards

1.1By the end of the 6-year primaryschooling, pupils will be able topronounce words and speakconfidently with the correct stress,rhythm and intonation.

1.1.1 Able to listen and respond to stimulusgiven with guidance :(a) environmental sounds(b) instrumental sounds(c) body percussion

(d) rhythm and rhyme(e) alliteration(f) voice sounds(g) oral blending and segmenting

1.1.2 Able to listen to and enjoy simple stories.1.1.3 Able to listen to, say aloud and recite

rhymes or sing songs.1.1.4 Able to talk about a stimulus with guidance.

1.2By the end of the 6-year primaryschooling, pupils will be able tolisten and respond appropriately informal and informal situations for avariety of purposes.

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

(c) express apologies(d) talk about oneself(e) introduce family members and friends(f)express a simple apology

1.2.2 Able to listen to and follow:a) simple instructions in the classroom.b) simple directions to places in the school.

1.2.3 Able to give:a) simple instructions in school.b) simple directions to places in school.

1.3 By the end of the 6-year primaryschooling, pupils will be able to

understand and respond to oraltexts in a variety of contexts.

1.3.1 Able to listen to and demonstrateunderstanding of oral texts by:

a) answering simple Wh-Questionsb) giving True/False replies

In this module, all Learning Standards for Listening and Speaking have been dealt withextensively. However, teachers are encouraged to plan lessons and activities on theirown according to the level of their pupils. The activities provided here are merelysuggestions. It is with high expectation and anticipation that teachers of Year 2 Englishwould be able to plan and carry out Listening and Speaking lessons creatively andinnovatively.


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Learning Standard

1.1.1 Able to learn and respond to stimulus given with guidance:(a) environmental sounds

ACTIVITY CONTENT TEACHERS NOTES

TRY ME

1. Walk around theclassroom.

2. Pupils listen and identifythe sound heard e.g.tapping sound of shoes.

3. Select pupils to walkaround with shoesprovided by the teacher.

4. Make other sounds andpupils identify them.5. Pupils do the actions.

Suggested Sounds

1. tapping of shoes2. crumpling of papers3. dragging chairs/ tables4. knocking on doors5. dropping objects on the

floor

Suggested Material

Prepare:suitable shoes thatproduce a tappingsound.

GET TO KNOW ME1. Play recorded sounds.2. Pupilslisten and guess

the sounds.3. Show pictures and

objects.4. Play recorded sounds

again.5. Pupils identify the

sounds heard and pickthe correct pictures.

Suggested Sounds

1. raking2. spraying3. screeching of brakes4. glasses breaking5. scooping sand

Suggested Material

Prepare:

1. pictures ofobjects/realia:

rake

spade

fire extinguisher

car

glasses

2. recorded sounds andthe required pictures.

e.g.

Note:Teachers are encouragedto use other suitablesounds.


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LETS MOVE IT

1. Pupils listen to the jazzchant.

2. Recite with actions andpupils follow.

3. Show pictures and askWH questions.

4. Pupils recite and do theactions.

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, thecat, the bird and the henare having fun.

Suggested Material

1. recorded jazz chant2. pictures

e.g.1. duck wading2. horse galloping3. cat scratching4. bird pecking5. hen flapping


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Learning Standard:

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


THATS MY SOUND!

1. Divide pupils intogroups.

2. Distribute musicalinstruments to eachgroup.

3. Play a musicalinstrument withoutpupils seeing it.

4. Pupils identify thesound and play thesame instrument.

5. Repeat the activity withother instruments.

Suggested Instruments

1. tick- tock2. triangle3. tambourine4. castanet5. recorder6. melodian

Suggested Material

Prepare the musicalinstruments.

WHERE ARE YOU?

1. Divide pupils into fourgroups.

2. Distribute musical

instruments.3. Stand in the middle of

the class.4. Play an instrument.5. The group with the

same instrumentfollows.

6. Repeat with otherinstruments.

7. Say the jazz chantand pupils play theinstruments.

Suggested instruments

1. tick-tock2. triangle3. tambourine

4. castanet

Jazz Chant

Music, music, musicMusic everywhereOn my leftOn my rightIn front of meBehind meMusic, music, musicmusic everywhere

Suggested Material

Prepare the musicalinstruments

Instructions for the class:

1. group on the left playsthe tambourine

2. group on the right playsthe triangle

3. group in front of teacherplays the tick-tock

4. group behind theteacher plays thecastanet.

CATCH ME IF YOU CAN


2. Play the game.3. Repeat the game with

Suggested Instruments

1. recorder2. tick-tock3. melodian4. tambourine

Suggested Material

Musical instruments

Note:


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other instruments. How to play the game:

1. A pupil from each groupwill be the wolf. Anotherpupil will be the motherhen. The rest of the

pupils are her chicks,each holding aninstrument.

2. Teacher plays aninstrument. Wolfidentifies the chick withthe instrument and triesto catch it by tagging it.

3. Mother hen tries toprotect its chick.

5. Once caught, the chickswitches position withthe wolf.


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Learning Standard:

1.1.1. Able to learn and respond to stimulus given with guidance:(c) body percussion


FOLLOW ME!

1. Say and show theactions.

2. Pupils follow.3. Call a pupil to say and

do the actions.

4. The other pupils follow.5. Repeat with other

actions.

Suggested Actions

1. Stamp your footI am stamping my foot

2. Sniff with your noseI am sniffing with mynose.

3. Clap your handsI am clapping myhands.

4. Slap your thighsI am slapping mythighs.

WHAT AM I?

1. Each group is given aset of 4jigsaw puzzles.

2. Pupils arrange them toform pictures.

3. Pupils say thesentences and do theactions.

SuggestedSentence 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 DialogueTeacher: Who puts the

nose in the big redbox?

Siti : Ali puts the nose(sniffing sound) in

the big red box.Ali : Who me?Siti : Yes you.

Ali : Couldnt be.Siti : Then who?

Ali : Abu puts the nose(sniffing sound) inthe big red box.

Abu : Who me?

Suggested Material

1. sentence strips2. jigsaw puzzle

of the following bodyparts:1. hands

2. fingers3. feet4. thighs


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Ali : Yes you.Abu : Couldnt be .Ali : Then who?Abu : Meena puts the

nose(sniffingsound) in the big

red box.Meena : Yes, yes, yes its

me[Pupil with the cut-outmentioned is out of thegame and will sayYes, yes, yes its me


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Learning Standard:

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


GIVE ME MORE

1. Put up pictures.2. Talk about the pictures.3. Recite the rhyme.4. Stress on words with

medial sound //.

5. Pupils say the wordsaloud.

6. Pupils are asked to give

other words with medialsound //.

Suggested Words

1. cook2. book3. look4. took

Suggested Rhyme

Farook is a cook.

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

Suggested Material

Required pictures

Other words with medial //

and /u:/ sound:

hook

foot

wood

good

boot root

hood

wool

moon

food

MAKE IT RIGHT

1. Recite a rhyme.

2. Pupils repeat.3. Stress on words with

final sound /i:/ as in thegraphemes ee andea.

4. Pupils say the wordsaloud.

5. Pupils tap to the beatwhen saying the rhyme.

6. Give more words withthe final /i:/ sounds as inthe graphemes ee andea.

Suggested Words

1. bee

2. free3. tree4. coffee5. sea6. tea

Suggested Rhyme

I see a bee,Flying free from tree to tree,I like coffee, I like tea,

I like to eat by the sea.

Required pictures


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Learning Standard:

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


RHYME ALONG

1. Pupils identify thepictures.

2. Display word cards. Saythe words.

3. Pupils put the wordcards on the pictures.

4. Say the sentences.

5. Pupils fill in the blankswith rhyming words.6. Say the sentences in

groups.

SuggestedRhyming Words

1. bone, cone2. nose, rose3. line, nine4. glide, slide5. pipe, wipe6. rope, rode

Suggested Sentences

1. There is a cone next tothe bone.

2. She smells the rosewith her nose.

3. Robbie has a rope andhe rode on a pony.

4. All the nine trees are ina line.

5. The snakes glide underthe slide.

6. Lets wipe the pipe andpaint it white.

Suggested Material

1. pictures2. word cards

e.g.

slide

cone

bone


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Learning Standard:

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


SAY IT RIGHT

1. Put up a compositepicture.

2. Emphasise on thephoneme /s/. e.g.sssslidingsssskippingsssskating

3. Recite the rhyme andpupils repeat. Clap inrhythm.

4. Say ssss and tell thepupils to watch eachothers lips as theysay ssss.

5. Pupils identify thewords starting with s.

Suggested Words

1. sliding2. skipping3. skating4. Selvy5. Soo Chin6. Siti

Suggested Rhyme

Soo Chin, Selvy and Sitiare in the playground,Soo Chin is slidingdown,Selvy is skipping roundand round,Siti is skating all around,Laughing, merrily,What a happy sound!

Suggested Material

Prepare:a composite picture thatillustrates the rhyme

SO NEAR YET SO FAR

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

sound. e.g. The candleis on the cake.

3. Say the sentences.Pupils repeat.

4. Point to the picture andpupils name it.

5. Identify objects that donot begin with the /k/sound.

6. Identify objects thatbegin with the /k/ sound.

Suggested Words

1. comb2. cake3. coat4. cat5. cap6. cow

Suggested Sentences1. The candle is on the

cake.2. The cat is near the cow.3. The comb is in the coat.

Suggested Material

Pictures of objectsthat begin and do notbegin with the /k/sound.


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Learning Standard:

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


JOLLY ME

1. Say l and tell the pupilsto look into a mirror.

2. Identify the pictures.3. Pupils say the words.

e.g.: lollipopEmphasise on the /l/sound.

4. Recite the jazz chant.Clap in rhythm.5. Pupils follow.6. Divide pupils into three

groups. Carry out acompetition.

Suggested Words

1. lollipop2. lip3. licking4. lunch5. limes6. little

Suggested Jazz Chant

Little Lily likes lollipops.Little Lily likes lickinglimes.Little Lily likes her lunchwith lollipops and limes.

Suggested Material

1. pictures assuggested in theword list

2. mirrors

Instructions for thecompetition:

Pupils give words withinitial /l/ sound.

The group that has themost words beginningwith the /l/ sound is thewinner.


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Learning Standard:

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


SOUND LIKE ME

1. Show some toyanimals.

2. Play the recordedsounds of the animalsshown and the pupilsimitate.

3. Put the toys into a box.

4. A pupil picks a toy fromthe box.5. The others make the

sound of the animalshown.

6. The activity is repeatedwith other toys.

SuggestedSounds of Animals

1. Goats bleat2. Cows moo3. Cats mew4. Snakes hiss5. Owls hoot6. Frogs croak

Suggested Material

1. recorded sounds of animals2. toy animals

Note:Teachers may use pictures tosubstitute the toys.

I CAN HEAR YOU

1. Show pupils a camera.2. Snap a photo and ask

pupils the sound madeby the camera.

3. Do the actions ofclicking and pupilsfollow.

4. Pupils take turns to dothe action of clicking thecamera and others sayclick, click, click.

5. Repeat the activity withthe other two objects.

6. Some pupils sing thesong while the restmake the relevantsounds.

SuggestedObjects and Their Sounds

1. Clicking of camera

2. Clashing of cymbals3. Clanging of pots and

pans

Suggested Song(to the tune of Are YouSleeping?)

Click 8xClash - 6xClang 12xClick, clash, clang - 2x

Suggested MaterialRealia or picture of:

1. a camera

2. cymbals3. pots and panse.g.

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


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Learning Standard:

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


LETS GET TOGETHER

1. Distribute a letter cardto each pupil.

2. Say a word and pupilswith the correct lettercards come out andarrange themselvesaccordingly.

3. The rest of the class

say the sounds of theletters shown and saythe word out loudly.

e.g. /p/ // /t/ = pot4. The activity is repeated

with the other words.5. Put up sentences.6. Read and pupils follow.

Suggested Words

1. pot2. cot3. hot4. dot5. lot6. not7. got8. tot

SuggestedSentence Patterns

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

Suggested Material

Letter cardse.g.

LETS JAZZ

1. Recite the jazz chant.2. Pupils follow.3. Reinforce oral blending

and segmenting ofwords by showingpictures.

e.g./p/ // /n//l/ // /p/

/h/ // /t/

Suggested Words

1. pin tin bin fin2. sit hit pit fit3. zip lip hip dip


The pin is in the fin.The fin is in the tin.The tin is on the bin.

I can hit.

I can sit.I can fit.In the pit.

This is my lip.This is my hip.Lets go for a dip.

Suggested Material

Pictures as suggestedin the word list

e.g.

p

o

t


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SPLIT ME UP!


2. Give each group a boxwith word cards.

3. Music is played and thebox is passed around.

4. A pupil takes out a wordcard from the box whenthe music stops.

5. The pupil segments theword. If incorrect, he orshe is out of the game.e.g.rat - /r/, //, /t/

6. Repeat the activity.

Suggested Words

1. rat, cat, fat , bat, hat2. bit, hit, pit, kid, lip

3. pot, hot, tot, jog, top4. bus, cup, rug, mug, pup5. pen, ten, hen, pet, bed

Suggested Material

1. boxes of word cards

2. music


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Learning Standard

1.1.2 Able to listen to and enjoy stories.


STORY TRAIN

1. Show a puppet/toy andtalk about it.

2. Put up a series ofpictures and questionpupils based on thepictures.

3. Tell a story and pupilslisten.

4. Question and answersession based on the

story.5. Remove the pictures.6. Divide pupils into

groups.7. Each group is given a

similarset of pictures.8. Retell the story.9. Pupils hold the pictures

and arrange themselvesaccording to the story.

Suggested StoryPipit The BirdThis is Pipit.It is a bird.It cannot fly.It lives in a nest.

One day, Pipit fell from itsnest.It hopped around.It was looking for itsmother.

Pipit met a duck.Pipit asked, Mr Duck, canyou teach me to fly?Mr Duck said, I cannot fly.I can swim.Pipit walked away.

Pipit met a rabbit.Pipit asked, Mr Rabbit, canyou teach me to fly?Mr Rabbit said, I cannotfly. I can hop.Pipit walked away.

Pipit met a parrot.Pipit asked, Mr Parrot, canyou teach me to fly?Mr Parrot said, Yes, I canfly. I can teach you to fly.

Pipit learned to fly.Pipit flew with the parrot.Pipit could fly back to itsnest.

Pipit was very happy.Pipit thanked Mr. Parrot.

Reference:Zuraidah Che Zin(2000).Pit PitLearns To Fly.BestariSeries.Anzagain Sdn.Bhd.

Suggested Material

Sets of picture cardsbased on the story used

The group leader distributesa picture to every member inthe group.


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DRESS ME UP

1. Bring a picture of abear.

2. Ask questions based onthe picture.

3. Tell a story titled RoseRed.

4. Divide pupils into smallgroups.

5. Each group is given abox with some itemsrelevant to a specificcharacter in the story.

6. Pupils choose amember and dress him

or her up as thecharacter.7. The group members

take turns to describethe character.

Suggested Questions

Questions:1. What animal is this?2. Where does it live?

Suggested Story

ROSE RED

Rose Red lived with hermother. They lived in asmall house.

One day, a black bearcame to the house.The bear stayed with them.

They were happy.After two days, the bearwent back to the forest.One day, Rose Red saw anangry old man. He couldnot move. His long beardwas caught in a bush. Heshouted for help.

Rose Red helped him.She cut his beard with apair of scissors.

The old man was veryangry. He shouted at RoseRed. Rose Red ran away.

On her way home, RoseRed met a handsomeyoung man. He was thebear who had stayed withthem. The old man had puta spell on him. The spellwas broken when his beardwas cut.

Suggested Material

A picture based on thestory.

Note:Teacher can extend theactivity by asking the pupils:

1. Why was the old manangry?

2. How did the princebecome a bear?


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FAMILY TREE

1. Ask questions aboutpupils family members.

2. Tell a story.3. Divide pupils into pairs.4. Each pair is given a set

of pictures to completea family tree based onthe story.

5. Pupils make their ownfamily tree.

Suggested Story

Azril and Azrul arebrothers. Azril is ten yearsold. Azrul is eight years old.They live in an old woodenhouse. They live togetherwith their parents,grandparents and theiryounger sister, Ayuni whois five years old.

Their father, Pak Abugoes to the sea to catchfish every day. Sometimes,Pak Kaduk, who is Pak

Abus father follows him.Mak Minah, their mother isa housewife. She cooksand cleans the house. Theirgrandmother, Mak Sitihelps her.

Suggested Material

1. the required pictures2. a family tree

e.g.

MY PARTNER

1. Play the story.2. Divide pupils into four

groups.3. Give a set of pictures togroups A and Crespectively. Give a setof sentence strips togroups B and Drespectively.

4. Pupils have to find theirpartners. (pictures tosentence strips)

5. Then, pupils rearrangethemselves in the

correct sequence.

Suggested Stories

1. Mousedeer and TheCrocodile

2. Jack and The Beanstalk

Suggested Material

1. pictures2. sentence strips

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

LETS ARRANGE

1. Show pictures of an antand a grasshopper.

2. Talk about the pictures.3. Divide pupils into

Suggested Story

THE ANT ANDTHE GRASSHOPPER

Mr Grasshopper lived in a

Suggested Material

1. the required pictures2. story strips3. recording of the story

Grandfather Grandmother

MotherFather

Azril AyuniAzrul


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groups.

4. Each group is given aworksheet with storystrips.

5. Pupils cut out the stripsand paste them in thecorrect sequence.

6. Play the recording ofthe story.

7. Pupils listen to the storyand check theirarrangement of thestory.

bush. He was hoppingaround happily. Mr Ant livedin a nest. He was busycollecting food.

He asked Mr Ant, Why are

you so busy? Mr Antreplied, I am saving foodfor the rainy days.Mr Grasshopper laughed atMr Ant. He hopped awayhappily.

After a few days, it startedto rain. Mr Ant stayed in hisnest. He had a lot of food toeat. Mr Grasshopper couldnot find any food. He was

wet and hungry. He went toMr Ants nest. He knockedon the door.

Mr Ant invited him in.He gave Mr Grasshoppersome food.Mr Grasshopper felt veryashamed. He thanked Mr

Ant for giving him food.

e.g.


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Learning Standard:

1.1.3 Able to listen to, say aloud and recite rhymes or sing songs.


MIME ME

1. Play the song.2. Put up the lyrics.3. Read and pupils repeat.4. Sing the song.5. Divide pupils into

groups.6. Each group is given a

different set of phrasecards with action words.

7. In turns, each groupcomes forward andsings the song whilesome of its membersmime the actions basedon the phrase cards.

Suggested Actions

1. brush our teeth2. wash our hands3. spread the butter4. carry our bags5. arrange our books6. walk to school7. read our books

Suggested Song

[Tune of: Here We GoRound the Mulberry Bush]

This is the way,We brush our teeth, (3x)This is the way,We brush our teeth,so early in the morning.

This is the way,We wash our hands,(3x)This is the way,

We wash our hands,So early in the morning.

Suggested Material

1. recording of song2. lyrics3. sets of phrase cards

SPEEDY SINGING

1. Play the song.2. Sing together.3. Divide pupils into

groups.4. Give each group a line

from the song to sing.First group startssinging the song,followed by the othergroups in sequence.

5. Ask pupils to increasethe tempo of the song.

6. 7. Repeat the activity.

Suggested Song

Head and shoulders, kneesand toes,knees and toes, (2x)Head and shoulders, kneesand toesEyes, ears, mouth and

nose.

Other Songs:1. Simple Simon2. Sing A Song Of Six

Pence3. Mary Had A Little Lamb

Suggested Material

1. recording of song2. lyrics


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PICTURE ME

1. Put up the rhyme.2. Read the rhyme.

3. Pupils repeat the rhymein groups and as aclass.


5. Give each group a setof pictures.

6. Pupils have to cut outthe pictures and pastethem to create thescene for the rhyme.

Suggested Rhyme

Two little black birds,Sitting on a fence,One named Peter,One named Paul,Fly away Peter,Fly away Paul,Come back Peter,Come back Paul.

Suggested Rhyme

Pictures based on therhymee.g.

ck

WHERE HAVE YOUBEEN?

1. Display the rhyme.2. Read with the pupils.3. Remove the rhyme.4. Pupils complete

worksheets by pastingthe pictures correctly.

Suggested Rhyme

Pussy cat, pussy catWhere have you been?I have been to LondonTo see the queen

Pussy cat, pussy catWhat did you do there?I frightened a little mouseUnder the chair

Suggested Material

Appendix 1

RHYME INNOVATION

1. Display a rhyme.2. Read and pupils follow.3. Divide pupils into

groups.

4. Give an envelope withword cards to eachgroup.

5. Pupils will create asimilar rhyme/songusing word cards.

Suggested Rhyme

Baa, baa black sheep,Have you any wool?Yes sir, yes sir,Three bags full,One for my master,One for the dame,One for the little boyWho lives down the lane.

SuggestedImprovised Rhyme

Cluck, cluck white henHave you any eggs?Yes sir, yes sir,Three baskets full,One for my master,

Suggested Material

1. word cards2. a rhyme/song


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One for my dame,One for the little boyWho 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/
http://bussongs.com/animal_songs.phphttp://bussongs.com/animal_songs.phphttp://www.lanterntree.com/nurseryrhymes/bucklemyshoe.htmlhttp://www.lanterntree.com/nurseryrhymes/bucklemyshoe.htmlhttp://www.rhymes.org.uk/http://www.rhymes.org.uk/http://www.nurseryrhymes4u.com/http://www.nurseryrhymes4u.com/http://www.nurseryrhymes4u.com/http://www.rhymes.org.uk/http://www.lanterntree.com/nurseryrhymes/bucklemyshoe.htmlhttp://bussongs.com/animal_songs.php


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Learning Standard:

1.1.4 Able to talk about a stimulus with guidance.


ACT IT OUT

1. Place a magical box onthe table with picturecards in it.

2. Say the magical wordsAbracadabra and wavethe magic wand.

3. A pupil comes forwardand picks up a picturecard. He/ She says and

does the action.4. The rest of the classfollows.

5. Place a compositepicture (Appendix 2) onthe board and askpupils what actions areseen.

6. Pupils answer andpaste the word cards onthe composite picture.

Suggested Words

1. sleep2. walk3. yawn4. talk5. listen6. sit7. stand

Suggested Material

1. picture cards basedon the wordschosen

2. a composite picture[Appendix 2]

3. words cardse.g.

MY HAPPY FAMILY

1. Show a picture of afamily and play arecording of the poem.

2.Say the poem line byline and pupils repeat.

3. Divide pupils into 4groups. Each grouprecites one stanza.

4. Groups take turns torecite the differentstanzas.

Suggested Poem

This is my father ,Short and steady. Stanza1

(Gr 1)This is my mother,Singing a song, Stanza2

(Gr 2)This is my brother,Tall you see. Stanza 3

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

Suggested Material:

1. a composite picture of afamily (Appendix 3)

2. a recording of the poem

stand

sit

yawnsleep


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Stanza 4(Gr 4)

And this is the story aboutmy happy family.

Stanza 5(All groups)

PICTURECONVERSATION

1. Place a compositepicture on the board.

2. Pupils say what theysee and teacher liststhe words.

3. Put up sentence strips.

4. Read the sentencestrips and pupils follow.5. A pupil reads the

sentence strips andothers follow.

6. Pupils completeworksheets.

Suggested Words

1. food2. drinks3. girls4. boys5. teacher6. blackboard7. saree

Suggested Sentences

1. The teacher is wearinga saree.

2. There is a lot of foodand drinks on the table.

3. A girl is talking to herteacher.

Suggested Material

1. Composite Picture(Appendix 4)

2. Sample pictures(Appendix 5 and 6)

WHAT AM I?

1. Show pictures ofanimals.

2. Ask questions aboutthem.

3. Class is divided intogroups. Each group isgiven an envelope ofpictures of animals.

4. Group leader picks apicture card anddescribes the animal.

The rest of the groupwill guess the animal.

5. Repeat using otherpictures.

Suggested Questions

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

Suggested Material

picture cards


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LETS TALK

1. Put up a picture.2. Teacher provides the

first sentence about thepicture seen.

3. Pupils continue bytaking turns to make asentence each todescribe the picture.

4. Repeat using otherpictures.

Suggested Text

Teachers Day

This is my class. Todayis 16th May. The class ishaving a party. There aremany pupils. A girl is talkingto her teacher. Her teacher,Mrs Ratnam is wearing asaree.

Suggested Material

1. a composite picture(Refer to Appendix 6)

Note:Accept any possibleanswers given by thepupils.


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Learning Standard:

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


LETS SING

1. Sing a song withsuitable culturalgestures.

2. Pupils sing to oneanother and do thegestures.

Suggested Song[Tune of: Happy Birthday]

Selamat Hari Raya x3And how do you do?

Repeat using:Happy DeepavaliHappy Chinese New YearMerry ChristmasSelamat Hari Gawai

Suggested MaterialPictures of gesturese.g.

ROLE PLAY

1. Place a dialogue on theboard.

2. Wear a mask

(kangaroo) and greetthe pupils according tothe dialogue.

3. Pupils answer based onthe dialogue.

4. Pupils repeat theactivity using differentmasks.

Suggested Dialogue

Teacher : Hello, Im MrKangaroo.

Pupils : Hello,

Mr Kangaroo.How do you do?

Teacher : Im fine. Thankyou.

Pupils : Goodbye, MrKangaroo. Seeyou tomorrow.

Teacher : Goodbye.

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

Mr Rabbit

Suggested Material

1. masks of animals2. a dialogue chart


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Learning Standard:

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


MAY I?

1. Pupils listen to arecording of makingrequests.

2. Pupils repeat afterteacher requesting forvarious objects.

3. Pupils are divided intogroups. Each member

of the group is given apicture card.

4. Every group membertakes turn requesting forobjects.

5. Pupils respondaccordingly in theirrespective groups.

Suggested WordsThings in the classroom:1. ruler2. pencil3. eraser4. book5. crayons6. coloured pencils7. chalk8. duster

Suggested Sentences

1. May I borrow a pencil?2. Can you lend me your

pencil?3. Here you are.4. Thank you.5. Youre welcome.6. Im sorry, I dont have

one.

Suggested Material

1. recording2. picture cards

AMAZING RACE

1. Paste pictures ofobjects all around theclass.

2. Prepare sentence stripsfor each picture onmaking requests andplace them on the table.

3. Pupils [in pairs] find thecorrect strips to match

the pictures.4. Pupils take turns torequest and reply aloud.

SuggestedSentence Strips

Father, may I have thisshirt?

Can I have these socksand shoes?

Yes, you may.

May I go to the library?

Yes, of course.

Suggested Materials

1. sentence strips2. picture cardse.g.


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Learning Standard:

1.2.1 Able to participate in daily conversations:(c) express apologies


FIND MY PAIR

1. Take pupils to thefield/hall to play thisgame.

2. Pupils are divided into 2groups. Each memberof the group is given asentence strip.Group 1 is givensentence strips onrequests.Group 2 is givensentences on thereplies.

3. When the teacher givesthe cue, pupils start tofind their pair by sayingtheir sentences aloud.

4. The winner of the gamewill be the first pair withthe correct match.

Suggested SentenceStrips

A: Did you bring myfootball?

B: Im sorry, I forgot tobring it.

A: Ouch! You stepped onmy toes.

B: Im sorry. I didnt meanto.

A: You broke my tablelamp.

B: Im sorry. It was anaccident.

Suggested Materials

sentence strips

STATUE GAME

1. Play music and pupilsdance to the tune.

2. When the music stops,pupils remain still.Choose two pupils tocome to the front.

3. One of them picks up apicture from the box.Pupils role-play the

situation of expressingapologies based on thepicture.

4. Other pairs repeat withvarious situations.

Suggested DialogueA: Did you bring my

football?B: Im sorry, I forgot to

bring it.

A: Ouch! You stepped onmy toes.

B: Im sorry. I didnt meanto.

A: You broke my tablelamp.B: Im sorry. It was an

accident.Other situations:- knock into each other- lost the ruler- spilt the drink

Suggested MaterialPictures

e.g.

Forgot to bring the football

Stepped on my toes

Broke the table lamp


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Learning Standard:

2.2.2 Able to listen to and follow:a) simple instructions in the classroom

Activity ContentTeachers notes

FOLLOW ME

1. Pupils follow teachersinstructions.e.g.Raise your left hand.Pupils do the action.

2. Pupils who do the actionincorrectly are out of thegame.

3. Repeat the instructionsuntil the last pupil remainsstanding.

Suggested Instructions

1. Bend your knees.2. Point to your nose.3. Raise your left hand.4. Raise your right hand.5. Touch your shoulders.

LINE DANCING

1. Pupils stand in straightrows.

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


1. Put your hands on yourwaist.

2. Nod your head.3. Look right.4. Look left.5. Shake your body.6. Raise your left hand.7. Raise your right hand.

Suggested Material

Instrumental music


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DRAWING A FACE

1. Provide a blank piece ofpaper to each pupil.

2. Give instructions to draw aface.

3. Pupils follow instructionsand draw accordingly.


1. Draw a big circle.2. Draw two big round

eyes.3. Draw a small nose.4. Draw a small mouth.5. Draw two ears.e.g.

Suggested Material

Note:

Teacher can varythe instructions.

HOKEY-POKEY

1. Take pupils outdoors.2. Form a circle.3. Give instructions and

pupils do the actions.4. Sing the song and pupils

follow.

5. Pupils sing the song anddo the actions.


Put your right hand inTake your right hand out

Hokey-Pokey

Put your right hand in,

Take your right hand out,Put your right hand in,

And you shake it all about,Do the hokey-pokey,

And turn yourself around,Thats what its all about.

Note:Substitute with:

1. left hand2. right leg3. left leg4. whole self

PIN THE TAIL

1. Put up a picture of adonkey without its tail onthe board.

2. A pupil is blindfolded andgiven a picture of a tail.

3. Another pupil givesinstructions to theblindfolded pupil to reachthe donkey.

4. The blindfolded pupil


1. Take three steps to thefront.

2. Turn left/right.3. Go straight.4. Stop.

Suggested Material

1. the required picture2. the instructions

(Instructions can bevaried)

e.g.


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pastes the tail on thedonkey.

5. Repeat with other pupils.Note:Teachers may use otheranimals.

MAKE A SANDWICH

1. Divide the pupils intogroups.

2. Each group is given theingredients.

3. Give instructions on how toprepare the sandwich.

4. Pupils listen and follow.


1. Spread the butter on aslice of bread.

2. Take another slice ofbread and spread some

jam on it.3. Put both slices together.4. Serve it on a plate.

Suggested MaterialIngredients:1. bread2. butter3. jam

Substitute jam with

kaya

peanut butter

honey


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Learning Standard:

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

Activity Content Teachers notes

WHERE DO YOU GO?

1. Divide pupils into groups.2. Each group forms a train.3. Give instructions on

directions.4. The group follows the

directions making thechoo-choo sound.


1. Go straight2. Turn left3. Turn right4. Go round5. Stop

Note:

Directions can be givento one group at a time orto all the groups at thesame time.

POISON PARCEL

1. Pupils sit in a circle.2. Play the music and pupils

pass the parcel until themusic stops.

3. The pupil who has theparcel picks a paper fromthe parcel and reads aloudthe instructions.

4. Pupil follows theinstructions.e.g.Turn around and walk likea duck to the door.


1. Jump like a frog to theblackboard.

2. Fly like a bird to thestaffroom.

3. Hop like a kangaroo tothe next class.

4. Gallop like a horse to

the office.5. Move like a car to thetoilet.

Suggested Material

1. music2. poison parcel3. instructions


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DIRECTION SONG

1. Place signposts in variouscorners of the classroom.

2. A pupil will stand at acertain part of the class.

3. The pupil will move to thedirections as given byfriends in a song.

4. Repeat activity.

Suggested Song

(Tune of: London Bridge IsFalling Down )

Class : Take three steps toyour rightTo your right (2X)Take three steps toyour right

And turn left

Where are you, myfriend?

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

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

Suggested Material

Signpostse.g.

Note:

Teach the song beforethe activity

canteen

toilet

office

staffroom


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Learning Standard:

1.3.1 Able to listen to and demonstrate understanding of oral texts heard by:a) answering simple Wh-Questions


AT THE GARDEN

1. Put up a picture of agarden.

2. Ask questions based onthe picture.e.g.What flowers can you see?What is the colour of the

roses?3. Chant with pupils.4. Divide the pupils into two

groups.5. Pupils chant.


A: Who has a garden? (2X)Who has a garden, myfriend?

B. Minah has a garden.( 2X)Minah has a garden, myfriend.

A: What flowers? ( 2X )What flowers does shehave?

B: She has roses, she hasorchids, sunflowers andhibiscus.

A: When does she waterthem? ( 2X)When does she water theflowers?

B: She waters them in the

evening, (2X),She waters the flowersin the evening.

Suggested Material

Composite pictureof a garden

JAZZ CHANT

1. Put up the jazz chant.2. Chant and pupils listen.3. Repeat and pupils follow.4. A pupil comes to the front.5. The other pupils ask

questions as in the jazzchant.

6. Pupil answers.7. Repeat activity with other

pupils.


Class: Who are you? (2X)Pupil : I am Ahmad. (2X)

Class : What are youwearing? (2X)

Pupil : Im wearing a shirt.

Im wearing a pair oftrousers.

Class : Where are yougoing? (2X)

Pupil : Im going to thecanteen. (2X)

Suggested Material

Jazz chant

Note:Replace the underlinedwords with othersuitable words.


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WHO STOLE THE COOKIE?

1. Pupils sit in a circle.2. Put up a big manila card

showing a boy putting hishand into a cookie jar.

3. Ask the pupils:What is the boy doing?Who is the boy?

4. Explain the activity.5. Call a pupil to put his face

into the hole in the card.

6. Pupils say the rhyme.

Suggested Rhyme

Class : Who stole thecookie from thecookie jar?Ali stole the cookiefrom the cookie jar.

Ali : Who me?

Class: Yes, you.

Ali : Couldnt be!

Class: Then, who?

Ali : Tan stole thecookie from thecookie jar.

Suggested Material

Picturee.g.

GUESSING GAME

1. Put picture cards ofanimals into a box.

2. A pupil comes forward topick a card. (Pupil must notshow the card to theclass.)

3. Other pupils take turns toask questions.

4. The pupil answers thequestions.

5. Pupils try to guess the

animal.6. Repeat the activity.

Suggested Questions

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

have?5. How does it move?

Suggested Material

Prepare:1. picture cards of

animalse.g.

2. the questions


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DIALOGUE

1. Pupils listen to a dialogue.2. Ask questions based on the

dialogue.3. Display the dialogue on the

board.4. Pupils take turns to role-

play the dialogue.

Suggested Text

Rani: Hi, Lina.Lina :Hi, Rani. Where did

you go for theholidays?

Rani: I went to Langkawiwith my family.

Lina: How did you go there?Rani: By aeroplane.Lina : When did you go

there?Rani : I went there last

Monday.

Lina : What did you dothere?Rani :I went up the cable

car. It was veryexciting. I also wentshopping.

Lina : That sounds great.Oh! I have to go now.See you. Bye.

Rani: Bye.

Suggested Material

1. pre-recorded text2. dialogue3. sample

questions

Note:

Change words to varythe information.


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Learning Standard:

1.3.1 Able to listen to and demonstrate understanding of oral texts heard by:b) giving True/False replies


AM I RIGHT?

1. Take pupils around theschool.

2. Point to any object andsay,This is a .e.g.Point to a car and say,

This is a motorcycle.Pupils answer :False. This is a car.

3. Repeat with other objects.

Suggested Topics

1. objects in the school2. animals3. places4. people

QUIZ

1. Divide the class into twogroups.

2. Read out a statement.e.g.

An elephant has a trunk.3. A pupil from each group

picks the correct flashcard.

4. Pupil shows the card to therest of the class.

5. Other pupils respond bysaying if the card picked isright or wrong.

6. Points are given if the

answer is correct.

Suggested Statements

1. An elephant has a trunk.2. A cat has a beak.3. A bird can fly.4. A cat chirps.5. A lion roars.

Statements are based onany topic for the week.

Suggested Material

Four large flashcards ( two for eachgroup).e.g.


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OLD MAC DONALD

1. Put up a picture of a farm.2. Ask questions based on

the picture.e.g. How many cows can

you see?3. Sing the song Old Mac

Donald and pupils follow.4. Sing the first two lines of

the song and state thenumber of animalse.g.:Teacher :Old Mac Donald

has a farm,Class : E-I-E-I-O

Teacher : And on that farmhe has twocows.

Class: False5. Repeat with other animals

from the picture.

Suggested Content

Animals on the farm:

1. three cows2. five ducks3. two horses4. eight chickens5. ten fishes

Suggested Material

Composite pictureof a farm.

Note:

Number and types ofanimals can be changedbased on the picturechosen.

STORY TIME

1. Play the story.2. Pupils listen carefully.

3. Replay the story.4. A pupil answers the

question as given in theCD.

5. Other pupils shout outTrue or False.

Suggested Story

The Clever Mousedeer(Refer to the English

Language Year 2 (SK)Teaching Courseware CD3 - Lesson 64)

Suggested Material

Suitable questions

MY PARTNER

1. Divide class into two equalgroups.

2. Each pupil in Group A willhave a different statement.

3. Each pupil in Group B willhave either a True orFalse card.

4. Pupils in Group A will readtheir statements as theywalk.

Suggested Statements

1. A cow has four legs.(True )

2. A rose is green incolour.(False )

Note:

Statements can be basedon topics taught previously.

Suggested Material

1. sentence strips

2. flash cards

Note:

True or False flashcards must match thenumber of statementsprepared.


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5. Pupils in Group B willshout True or False andstand with their correctpartners.

6. When all have found theirpairs, each pair comes outand reads their statementand answer aloud.


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Appendix 1

Cut and paste the correct picture.

Pussy cat, pussy

Where have you been?

I have been to London

To see the

Pussy pussy cat

What did you do there?

I frightened a little

Under the


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Appendix 2

MY HAPPY FAMILY


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3 5

1

2

4

Choose the correct sentence.


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Appendix 5


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Appendix 6


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THE READING SKILLBy the end of Year Two, pupils should be able to apply knowledge of sounds of letters

to recognize words in order to begin reading and then move on to more complex skills

using a range of strategies to construct meaning from the text read. The ultimate goal

of the reading component in primary school is to produce pupils who will be able to read

independently for information and enjoyment. Pupils of Year 2 will have to acquire the

sounds to be learnt as stipulated in the learning standard 2.2.1 before they reinforce the

new sounds learnt to form words learnt by blending these sounds. Pupils learn how to

spell by segmenting words and then move on to read phrases and sentences.

The learning standards covered in Year 2 are as follows:

CONTENT STANDARD LEARNING STANDARDS

2.1 By the end of the 6-yearprimary schooling, pupils willbe able to apply knowledgeof sounds of letters torecognize words in linear andnon-linear texts.

2.1.1 Able to recognize and articulate initial, medial andthe final sounds in single syllable wordswithin given context:

(a) /e/

(ai )

/i:/(ee)

/a/(igh)

//(oa)

//,/u:/(oo)

(b) /a:/

(ar)

/:/

(or)

/:/

(ur)

//(ow)

/I/

(oi)

(c) / /(ear)

/e/(air )

//

(ure)/:/(er)

(d) /e/

(ay)/a/( ou)

/aI/( ie)

/i:/(ea)

(e) /I/(oy)

/:/(ir)

/u:/( ue)

/:/(aw)

(f) /w/(wh)

/f/(ph)

/ju:/(ew )

//(oe )

/:/(au)

(g) /e/(a-e)

/i:/(e-e) /a/( i-e)//(o-e) /u:/(u-e)

2.1.2 Able to blend phonemes into recognisable wordsand read them aloud.

2.1.3 Able to segment words into phonemes to spell.


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2.2 By the end of the 6-yearprimary schooling, pupilswill be able to demonstrateunderstanding of a variety

of linear and non-lineartexts in the form of print andnon-print materials using arange of strategies toconstruct meaning.

2.2.1 Able to read and apply word recognition and wordattack skills by :a) matching words with spoken wordsb) reading and grouping words according to word

families.

2.2.2

english teacher guidebook year 2 (1

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