KSSR1 Teaching Handbook

KSSR 1 Teaching Handbook – SMR HR Group

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Teaching Handbook to accompany

KSSR English Year Book 1 (Sekolah Kebangsaan)

Many thanks to everyone who contributed© SMR HR Group 2012

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The purpose of this handbook is to support the teaching of the English language in national schools through providing teaching support materials, teaching ideas and training and development activities for teachers.

All of the materials and ideas were developed during the first year of the mentoring project in national schools in Perlis, Kedah, Pulau Pinang, Perak, Selangor and Kuala Lumpur. They are a result of collaboration between the mentors and the teachers they worked with during 2011.

There is no intention to show how to 'teach' the class text book page by page.

There are 3 types of support offered:

Readymade materials (including the class textbook) with a suggested procedure

Readymade materials without a suggested procedure

Teacher development ideas related to the class book, primary language learning objectives, the National Curriculum and school-based assessment.

The handbook can be worked through systematically during the course of the academic year, or teachers and mentors can use it as a source for teaching and workshop ideas as the need arises.

Steve ProcterSenior Academic ManagerSMR HR Group

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Table of ContentsUNIT 1................................................................................................................................................ 8

TOPIC – Grapheme collection.........................................................................................................8UNIT 2.............................................................................................................................................. 12

TOPIC – Phoneme (sound) of short [a].........................................................................................12SKILL – Listening....................................................................................................................... 12

UNIT 3.............................................................................................................................................. 15TOPIC – Phoneme (sound) of short [a].........................................................................................15

SKILL – Listening, Reading and Speaking...................................................................................15UNIT 4.............................................................................................................................................. 23

Unit 4 is titled 'Listen to me'.........................................................................................................23UNIT 4.............................................................................................................................................. 24

TOPIC – World of Self................................................................................................................... 24SKILL – Listening and Speaking.................................................................................................24

UNIT 4.............................................................................................................................................. 26TOPIC – World of Self................................................................................................................... 26

UNIT 4.............................................................................................................................................. 28TOPIC – World of Self................................................................................................................... 28

UNIT 4.............................................................................................................................................. 30TOPIC – Action..............................................................................................................................30

SKILL – Language Arts: Listening and speaking, writing............................................................30UNIT 5.............................................................................................................................................. 32

Unit 5 is titled 'May I...'.................................................................................................................32UNIT 5.............................................................................................................................................. 33UNIT 5.............................................................................................................................................. 34

TOPIC – May I............................................................................................................................... 34SKILL – Listening and speaking..................................................................................................34

UNIT 5.............................................................................................................................................. 36TOPIC – Say it aloud......................................................................................................................36

SKILL – Listening and speaking and elementary reading (recognition).....................................36UNIT 5.............................................................................................................................................. 38

TOPIC – Say it aloud......................................................................................................................38SKILL – Writing (letter formation).............................................................................................38

UNIT 5.............................................................................................................................................. 40TOPIC – Say it aloud......................................................................................................................40

SKILL – Language Arts – Function: making requests.................................................................40UNIT 6.............................................................................................................................................. 42UNIT 6.............................................................................................................................................. 44

TOPIC – Dilly Duck’s Doughnut.....................................................................................................44SKILL – Reading.........................................................................................................................44

UNIT 6.............................................................................................................................................. 46TOPIC – Dilly Duck’s Doughnut.....................................................................................................46

SKILL – Writing (letter formation).............................................................................................46UNIT 6.............................................................................................................................................. 47

TOPIC – Dilly Duck’s Doughnut.....................................................................................................47SKILL – Language Arts (speaking SKILL - role play)....................................................................47

UNIT 7.............................................................................................................................................. 48UNIT 7.............................................................................................................................................. 49

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UNIT 7.............................................................................................................................................. 50TOPIC – Look at me.......................................................................................................................50

SKILL – Listening and Speaking.................................................................................................50UNIT 7.............................................................................................................................................. 52

TOPIC – Look at me.......................................................................................................................52SKILL – Listening and Speaking – singing rhymes......................................................................52

UNIT 7.............................................................................................................................................. 53TOPIC – Look at me.......................................................................................................................53

SKILL – Writing..........................................................................................................................53UNIT 7.............................................................................................................................................. 54

TOPIC – Look at me (unit review).................................................................................................54SKILL – Listening and Speaking – singing rhymes......................................................................54

UNIT 8.............................................................................................................................................. 56TOPIC – Body Parts Matching Game.............................................................................................56

SKILL – Reading (word recognition) & Speaking.......................................................................56UNIT 8.............................................................................................................................................. 63

TOPIC – Stay Clean Be Happy........................................................................................................63SKILL – Reading.........................................................................................................................63

UNIT 9.............................................................................................................................................. 65TOPIC – Family Tree......................................................................................................................65

SKILL – Speaking (information exchange)................................................................................65UNIT 9.............................................................................................................................................. 68

TOPIC – Meet my family...............................................................................................................68SKILL – Reading.........................................................................................................................68

UNIT 10............................................................................................................................................ 70Topic – How many........................................................................................................................ 70

SKILL - Reading and Phonics.....................................................................................................70UNIT 10............................................................................................................................................ 73

TOPIC – How many.......................................................................................................................73SKILL – Listening & speaking.....................................................................................................73

UNIT 10............................................................................................................................................ 77TOPIC – How many.......................................................................................................................77

SKILL – Reading and writing......................................................................................................77UNIT 11............................................................................................................................................ 79

TOPIC – Days of the week.............................................................................................................79SKILL – Listening (for specific information) and reading (word recognition).............................79

UNIT 11............................................................................................................................................ 81TOPIC – Phonics ‘c' / 'k' / 'ck’........................................................................................................81

SKILL – Listening....................................................................................................................... 81UNIT 12............................................................................................................................................ 83

TOPIC – When is your birthday?...................................................................................................83SKILL – Reading.........................................................................................................................83

UNIT 13............................................................................................................................................ 85TOPIC – Colours............................................................................................................................ 85

SKILL – Listening and Writing....................................................................................................85UNIT 13............................................................................................................................................ 88

TOPIC – Phonics............................................................................................................................88SKILL – Listening, speaking and reading...................................................................................88

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UNIT 14............................................................................................................................................ 91TOPIC: Say it Nicely.......................................................................................................................91

SKILL: Speaking supported by reading......................................................................................91UNIT 14............................................................................................................................................ 92

TOPIC: Say it Nicely (page 66).......................................................................................................92SKILL – Decodable reading, listening and speaking...................................................................92

UNIT 15.......................................................................................................................................... 100TOPIC – Phonics (page 69) – Earn Stars Game............................................................................100

UNITS 14-15................................................................................................................................... 106TOPIC – Say it Nicely and My Favourite Toys (Review of two Units)...........................................106

SKILL – Listening and Speaking...............................................................................................106UNIT 16.......................................................................................................................................... 109

TOPIC: What’s in My Classroom? (Pages 71-72).........................................................................109SKILL: Listening and Speaking.................................................................................................109

UNIT 16.......................................................................................................................................... 112TOPIC – Miss Bess (rhyme on page 75).......................................................................................112

SKILL - Listening, speaking and reading..................................................................................112UNIT 16.......................................................................................................................................... 113

TOPIC: Secret Word (Page 74).................................................................................................... 113SKILL: Speaking and Writing...................................................................................................113

UNIT 17.......................................................................................................................................... 116TOPIC – Directions ('Guide Me' activity and rhyme on page 80)................................................116

UNIT 17.......................................................................................................................................... 117TOPIC: Guide Me (Page 80)........................................................................................................ 117

SKILL: Reading and Speaking... and running and screaming!..................................................117UNIT 18.......................................................................................................................................... 119

TOPIC: I like / I don't like.............................................................................................................119SKILL: Reading and Speaking... and tasting!............................................................................119

UNIT 19.......................................................................................................................................... 122TOPIC: Clothes (pages 85-86).....................................................................................................122

SKILL: Speaking and Writing...................................................................................................122Unit 19........................................................................................................................................... 125UNIT 19.......................................................................................................................................... 126

TOPIC – Clothing (page 86).........................................................................................................126SKILL – Writing and describing clothes..................................................................................126

UNIT 20.......................................................................................................................................... 129Activity 1 – Language Play: Gesture Sentence............................................................................130Activity 2 – What is it eating?.....................................................................................................130Activity 3 – What is it doing? (Tab book)....................................................................................131Activity 4 – Talking about my pet................................................................................................131Activity 5 – Cow on the beach....................................................................................................132

Answer Key.................................................................................................................................... 133UNIT 21.......................................................................................................................................... 135

TOPIC: Fun with Shapes (Page 93)..............................................................................................135SKILL: Listening and Speaking.................................................................................................135

UNIT 21.......................................................................................................................................... 138TOPIC: Fun with Shapes (Pages 94-95).......................................................................................138

SKILL: Listening and Speaking.................................................................................................138

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UNIT 22.......................................................................................................................................... 140TOPIC: Animals in the garden (Page 97).....................................................................................140Alternative Final Activity (see 4 above)......................................................................................141

UNIT 23.......................................................................................................................................... 142TOPIC: Chad the milkman (Pages 101-103)................................................................................142

UNIT 24.......................................................................................................................................... 144TOPIC: Let's go shopping (Pages 107-110)..................................................................................144

UNIT 25.......................................................................................................................................... 146TOPIC: Transport (Page 112).......................................................................................................146

SKILL: Listening and speaking.................................................................................................146UNIT 26 ......................................................................................................................................... 148

TOPIC – The Tiny Thimble...........................................................................................................148SKILL – Storytelling – exploiting a text....................................................................................148

UNIT 27.......................................................................................................................................... 152TOPIC – Animals and the Zoo..................................................................................................... 152

SKILL – Listening / Writing.....................................................................................................152UNIT 27.......................................................................................................................................... 157

Questions and Possible Actions..................................................................................................157UNIT 28.......................................................................................................................................... 159

TOPIC – Environment (pages 127-130).......................................................................................159Activity Ideas for the unit.......................................................................................................159

UNIT 28.......................................................................................................................................... 160TOPIC – Environment (pages 127-130).......................................................................................160

Activity Ideas for the unit.......................................................................................................160UNIT 28.......................................................................................................................................... 161

TOPIC – Environment (pages 127-130).......................................................................................161UNIT 29.......................................................................................................................................... 162

Answer Key.................................................................................................................................165

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UNIT 1

TOPIC – Grapheme collection

SKILL – Writing (mnemonic tool)

LANGUAGE POINT – Literacy development: sound to grapheme to sound recognition.

MATERIALS – Unit 1 Sound book cover and page, and construction paper.

ACTIVITY - Create a Sound Book for all the phonics sounds covered in the class book.

ProcedureTiming

Give each child a book cover, and have them write individual graphemes, while practising the associated phonemes, found in Unit 1.

Encourage the children to copy a word with the grapheme.

Encourage the children to draw a pictograph – a representation of the sound (see the 'S' snake example).

As the children progress from unit to unit through the book have them continue to add pages of graphemes to their books.

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My Sound Book

KSSR 1

Name:

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UNIT

_______________SOUND LETTER __________ WORD _______________

_______________


_______________


_______________


_______________

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UNIT 2

TOPIC – Phoneme (sound) of short [a]

SKILL – Listening

LANGUAGE POINT – Grapheme/Phoneme (sound/symbol) association

MATERIALS – 1. Worksheet or 2. Poster for the wall/board

ACTIVITY - Teacher introduces the phoneme short [a]. The student-centred section can be supported by (see next page) either in poster form on the board, or as a handout given to each student or in pairs or groups of three.

Procedure Timing

Teacher finishes work with the chant on p.5 reading the chant, asking children to read, segmenting words with highlighted phonemes and blending them back together, in order to demonstrate the component nature of phoneme/grapheme within the whole words.

Unit2 p. 5 is placed on the board as a poster. Children are called up to the board in turn. The children listen to the teacher speak the name for each picture, and they must identify those words with the phoneme short [a].

Teacher may distribute Unit2 p.5 as a worksheet, and work through the pictures with the whole class, asking the children to colour the pictures that contain the short [a] phoneme.

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NAME:

Listen for the a sound

13

a


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UNIT 3

TOPIC – Phoneme (sound) of short [a]

SKILL – Listening, Reading and Speaking

LANGUAGE POINT – Grapheme/Phoneme (sound/symbol) association

MATERIALS – Ant Big Book pages

ACTIVITY - Teacher shows the big book pages and reads to the children.

Sketch your own procedure below:

Procedure Timing

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On Sunday morning, Andy Ant went for a walk. He saw Sammy Snail.

“Hi, Sammy.”

“Hi, Andy.”

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On Monday morning, Andy Ant went to school. He saw his teacher.

“Good morning, Teacher.” “Good morning, Andy.”

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On Tuesday morning, Andy Ant saw Timmy Tiger.

Hi, Timmy.”

“Hi, Andy.”

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On Wednesday morning, Andy Ant saw his grandmother.

“Good morning, grandmother.”

“Good morning, sayang.”

On Thursday morning, Andy Ant saw the

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headmaster.

“Good morning, sir.”

“Good morning, Andy.”

On Friday morning, Andy Ant saw his father.

“Good morning, daddy.” 20


“Good morning, son.”

On Saturday morning, Andy Ant met his baby sister.

“Hello, baby.”

Draw Andy Ant and his baby sister here

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UNIT 4

Unit 4 is titled 'Listen to me'.

The key learning objectives for this unit are listed below. Can you match them to the following: [A] Listening & Speaking SKILL; [B] Reading SKILL; [C] Writing SKILL; [D] Language Arts?

[1] Able to listen to, say aloud and recite rhymes or sing songs with guidance.

[2] Able to blend two to four phonemes into recognizable words and read them aloud.

[3] Able to demonstrate fine motor control of hands and fingers by: (a) handling objects and manipulating them, (b) moving hands and fingers using

[4] Able to talk about a stimulus with guidance.

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writing apparatus.

[5] Able to segment words into phonemes to spell.

[6] Able to recite nursery rhymes and sing action songs with correct pronunciation and rhythm.

[7] Able to copy and write in neat legible print: (a) small (lowercase) letters, (b) capital (uppercase) letters.

[8] Able to listen and follow simple instructions in class.

[9] Able to recognize and articulate initial, medial and the final sounds in single syllable words within given context: m a t p n

[10] Able to read & apply word recognition and word attack SKILL by matching words with (a) graphic(s).

[11] Able to produce simple creative works with guidance based on: a) nursery rhymes b) action songs c) stories.

[A] [B] [C] [D]

UNIT 4

TOPIC – World of Self

SKILL – Listening and Speaking

LANGUAGE POINT – Classroom instructions; Phonics – [m] [a] [t] [p] [n]

MATERIALS – Pages 13-15. A poster of the phonics song (or written on the board); 2 cards with holes (as per TB p.15) or 2 baskets: one with [m] card, and one with [n] card.

ACTIVITY - Simon Says; Phonics Song; 'Throw Me In'.

This is not a lesson but a series of inter-linked activities that will require phases within several lessons for the language points to be absorbed by the children.

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Procedure Timing

Step 1 Play Simon says (refer to p.14). Explain the game and ask children to follow your actions. Ask them to repeat the instructions as they follow the actions. Typical instructions you could use:

- Stand up- Sit down- Open your book- Close your book- Put your things away- Close your bag- Point to the door, floor, fan, desk

* The instructions can be translated into BM to help the children with the meaning.

Step 2 Phonics song (adaptation of p.13).Teach the children the phonics song with a written aid either on the board or on a poster. Sing the song first a few times, then get children to repeat it as a whole class first and then in smaller groups. Don’t teach this song for too long as children will tire out. The emphasis is on singing, not on reading the words of the song. This is m This is n This is m, m, m, n, n m is mat n is for net m is for m-a-p map, mop, net (add pictures for vocabulary items)

Step 3 ‘Throw me in’ (refer to p.15). Use baskets with the m and n card pasted on it as an alternative. Arrange class into teams.

Say a sound and the children throw the ball into the correct basket/hole. Award a point for recognising the sound and another if the child throws the ball into the correct basket/hole.

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Note: Not all the children will be able to sing all the lyrics from the song. It will take the children a few lessons to learn the song. Therefore, it’s a good idea to repeat the song at the beginning of every lesson in this unit.It’s a simple song that you could add other phonics sounds/graphemes too.

UNIT 4TOPIC – World of Self

SKILL – Reading SKILL: read and apply word recognition and word attack SKILL by matching words with (a) graphic(s).

LANGUAGE POINT (Learning Outcomes) – recognize and articulate initial, medial and the final sounds in single syllable words within given context: [m] [a] [t] [p] [n]. Able to blend two to four phonemes into recognizable words and read them aloud. Able to segment words into phonemes to spell. Able to read and apply word recognition and word attack SKILL by matching words with (a) graphics.

MATERIALS – Pages 13 & 15. Pictures for ‘m’ and ‘n’ sounds; 5 or 6 sets of phonics and picture cards.

ACTIVITY - Simon Says; Phonics Song; 'Throw Me In'.

This is not a lesson but a series of inter-linked activities that will require phases within several lessons for the language points to be absorbed by the children.

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Procedure Timing

Step 1 Sing phonics song from page 13.

Step 2 Vocabulary, p. 13 & 15.Select a few vocabulary items for the phonics sounds m and n, e.g. man, mop, mat, net, nest, nap and ant. Present pictures first on board and model words, one at a time and get children to repeat them. Children repeat as whole class and then in smaller groups. Play vocabulary games to assist children with memorisation and reading recognition.

Step 3 ‘Put it right’ (refer to p.15). Follow the activity in the textbook. To involve more children, distribute 5 or 6 sets of phonics and picture cards to small groups and ask groups to work together and arrange the pictures according to sound. Have children correct each other.

Step 4 ‘Say it right’ (refer to p.15). Revise the phonics sounds with actions. Choose all words on p.16. Segment the sounds clearly and ask children to pick and paste the correct letter card onto the board.Blend words, i.e. point to each sound and say them – children repeat, then join two sounds together and say them - children repeat. Lastly, blend the whole word, say it and children repeat after you. Example:

m a n a + n = an

m + an = man

Step 5 Teach the chant on p.16 to the children. Ask children read the words silently first and ask to repeat after you. Finally, get children to say the verse in a chant.

Alternative:Play ‘Hold up the card’ with the new words. Distribute a set of vocabulary pictures to small groups. Children work together to identify and then hold up the correct picture when you say the word.

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Note:Blending is a very important part of reading. It’s a good idea to take the time to personally assist ‘slower’ children with blending the sounds into words.

UNIT 4

TOPIC – World of Self

SKILL – Writing SKILL: read and apply word recognition and word attack SKILL by matching words with (a) graphic(s).

LEARNING OUTCOMES – demonstrate fine motor control of hands and fingers by: (a) handling objects and manipulating them, (b) moving hands and fingers using writing apparatus. Copy and write in neat legible print: (a) small (lowercase) letters, (b) capital (uppercase) letters.

MATERIALS – Activity book pp.16-18.

ACTIVITY - Letter formation.

Procedure Timing

1 Play 'Simon Says' or repeat chant from p.16.

2 First, show children how to form the letters by writing the letters on the board and walking through the formation of the

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letters on the lines.

3 Get the children to write the letters in the air & on their partner’s back or on the desks to practise moving their pencils & hands to form the shape of the letters.

4 Exercise on p.16 of the activity book. Check and correct the children individually as you walk around the classroom monitoring.

5 Exercise on p.17 of the activity book. Ask the children to checkand correct in pairs.

6 Exercise on p.18 of the activity book. Elicit the names of the pictures first by pointing to pictures on the board.

7 Children work in pairs or groups and circle the correct word for the picture.

8 Correct the words and then ask the children to write the words on the lines. Check and correct children individually.

Alternative:While the class is working, you can give children who have finished and/or children who are slower, extra writing exercises, i.e. they write several lines of the letters 'm' and 'n' and words formed with them in their exercise books.

Note:Help ‘slower’ children with holding the pencil, writing on the line and forming the letters correctly.

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UNIT 4

TOPIC – Action

SKILL – Language Arts: Listening and speaking, writing.

LEARNING OUTCOMES – recite nursery rhymes and sing action songs with correct pronunciation and rhythm. produce simple creative works with guidance based on: a) nursery rhymes, b) action songs, and, c) stories.

MATERIALS – Materials for making a poster(s) - poster paper, pictures/magazines for cutting up. Glue, scissors, colouring pencils, marker pens. Little books with blank pages (can have lines) for dictionaries – one per child. A set of pictures of vocabulary items learned during the Unit - one per child.

ACTIVITY - Developing a Little Book Dictionary.

Procedure Timing: 60 minutes

1 Play 'Simon Says' or repeat chant from p.16.

2 Little Book Dictionary: Children record all the new words they have learned in this unit (and all later units) in a little book.

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Provide children with little books of several blank pages (enough to cover new words for the year) and ask them to write their names on and decorate the cover.

3 Inside, they copy from the board and write the new words they have learned from the unit.

4 Provide the children with pictures for each word or phrase that they stick in their dictionaries.

5 Check the formation of letters, spelling and spacing of their writing.

Alternative/Extension 1:Poster: Have children make a class poster of classroom instructions and requests that they learned in this unit. Add pictures to the instructions on the poster so that children understand the meaning of each phrase.

Extension 2:Children can add new words as they finish units and play vocabulary memorisation and revision games with their Little Book.

Note:You will need to help the children making and writing of their Little Book.

School-based Assessment:You can evaluate the following assessment criteria using this lesson:

B1 DT4 E1, B1 DT6 E1, B2 DB2 E1, B2 DB3 E1, B3 DL2 E1, B3 DB3 E1, B6 DT4 E1

You will find the descriptors at the end of this book

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UNIT 5

Unit 5 is titled 'May I...'

The key learning objectives for this unit are listed below. Can you match them to the following: [A] Listening & Speaking SKILL; [B] Reading SKILL; [C] Writing SKILL; [D] Language Arts?

[1] Able to participate in daily conversations & make polite requests; thank someone.

[2] Able to recognize and articulate initial, medial and the final sounds in single syllable words within given context: m a t p n

[3] Able to demonstrate fine motor control of hands and fingers by: (a) handling objects and manipulating them, (b) moving hands and fingers using writing apparatus.

[4] Able to recite nursery rhymes and sing action songs with correct pronunciation and rhythm.

[5] Able to listen to, say aloud and recite rhymes or sing songs with guidance.

[6] Able to talk about a stimulus with guidance.

[7] Able to copy and write in neat legible print: (a) small (lowercase) letters, (b) capital (uppercase) letters.

[8] Able to blend two to four phonemes into recognizable words and read them aloud.

[9] Able to listen and follow to simple instruction in class.

[10] Able to segment words into phonemes to

[11] Able to read and apply word recognition and word

[12] Able to produce simple creative works with

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spell. attack SKILL by matching words with (b) spoken words.

guidance based on: a) nursery rhymes b) action songs c) stories.

[13] Able to take part with guidance in a performance based on: b) action songs c) stories.

[14] Able to take part with guidance in a performance based on: a) nursery rhymes b) action songs c) stories.

[A] [B] [C] [D]

UNIT 5

Assessment Standards

andActivities

Listening & Speaking

Reading Writing Language Arts

Simon says

B3 DL2 E1

Phonics chant

B1 DL1 E1B1 DB3 E1

Writing activities 2-5

B1 DT61 E1B2 DT4 E1B3 DT6 E1 B5 DT3 E1– Use checklists

Chant

B1 DL1 E1B2 DL1 E1B5 DL1 E1– Use checklists

Storytelling

B3 DL2 E1 B4 DL1 E1B5 DL1 E1B6 DL1 E1– Use checklists

Phonics reading activities 2-3

B1 DB3 E1 B1 DB4 E1 B2 DB2 E1 B2 DB3 E1 B3 DB4 E2– Use checklists

Poster and Little Book Dictionary

B1 DT6 E1B1 DT4 E1 B2 DB2 E1 B2DB3 E1 B3 DL2 E1 B3 DB3 E1 B6 DT4 E1 – Use checklists

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You will find the descriptors at the end of this book

UNIT 5

TOPIC – May I...

SKILL – Listening and speaking.

LEARNING OUTCOMES – participate in daily conversations - make polite request and thank someone. Say aloud and recite rhymes or sing songs with guidance. Talk about a stimulus with guidance. listen and follow to simple instruction in class. Take part with guidance in a performance based on action songs and stories.

MATERIALS – Large pictures of the story from p.17 or another interesting story that includes 'm' and 'n' words.

ACTIVITY - Storytelling.

The following procedure in not in the correct order.Can you decide what is the correct order?

Timing60 to 90 minutes

[ ]Get the children to repeat the actions, say the character names and some of the words.

[ ] The children order the scenes of the story with pictures.

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[ ]Tell the story from p.17 with actions. (What actions to use?) Could use another story that includes 'm' and 'n' words such as The Church Mouse.

[ ]Play Simon says (p.16) again to revise previous instructions or sing the phonics song or chant from the last lesson.

[ ]If time, the children write any new words and paste pictures from the story in their Little Book Dictionary.

[ ] Introduce the characters first with pictures.

Extension 1:The children draw the characters or some of the objects and write the words.

Extension 2:The children take on the characters of the story and role-play the scenes.

Notes:Teach the children a few polite requests and phrases from p.18. Use translation to help the children with the meaning. Get the children to practise saying it after you with actions, use in conversation with other children.

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UNIT 5TOPIC – Say it aloud

SKILL – Listening and speaking and elementary reading (recognition).

LEARNING OUTCOMES – Recognise and articulate initial, medial and the final sounds in single syllable words within given context: [m] [a] [t] [p] [n]. Blend two to four phonemes into recognizable words and read them aloud. Segment words into phonemes to spell. Read and apply word recognition and word attack SKILL by matching words with (b) spoken words.

MATERIALS – A set of phonics letters [m], [n], [a], [t] and [p] for each group. A set or sets of sentences from p.19.

ACTIVITY - Phonics: grapheme blends and word recognition.

Procedure Timing: 60-90 minutes

1 Revise the chant from unit 4, p.16.

2 ‘Say it aloud’ (instructions at bottom of p.19). The idea of this activity is for the children to make the words that you spell and then to read the words.

3 ‘Read together’ (instructions at bottom of p.19). The idea is for

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the children to first form words in the previous activity and then to move onto reading. You will need to make a few sets of sentence cards in order to involve the whole class.

Here are some ideas that you can use to help children practise reading. You can use any or all of them in a lesson. (Which of these will work best with my class?)3.1 Children place the words in order to form a sentence as you

say them.3.2 Children hold up the sentence card that you say.3.3 Children touch the sentence that you say.3.4 Children walk around the class and read the various

sentences pasted on the walls.3.5 Children read the sentences to each other.

Extension:The children can complete the new words with matching pictures in their little dictionaries.

Remedial action:Segmenting and blending play very important roles in reading. It’s a good idea to personally assist ‘slower’ children with blending the sounds into words and then segmenting to spell.

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UNIT 5

TOPIC – Say it aloud

SKILL – Writing (letter formation).

LEARNING OUTCOMES – Demonstrate fine motor control of hands and fingers by: (a) handling objects and manipulating them, (b) moving hands and fingers using writing apparatus. Copy and write in neat legible print: (a) small (lowercase) letters, (b) capital (uppercase) letters.

MATERIALS – Activity book, pp.22-24.


1 Revise chant from unit 4, p.16 to remind sts of sounds [m] and [n].

2 First, show children how to form the letters by writing the letters on the board and walking through the formation of the letters on the lines.

3 Get children to write the letters in the air and on their partner’s

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back or on the desks to practise moving their pencils and hands to form the shape of the letters.

4 Exercise on p.22 of the Activity book. Check and correct children individually.

5 Exercise on p.23 of the Activity book. Ask children to check and correct in pairs.

6 Exercise on p.24 of the Activity book. Check and correct children individually.

Option:While the class is working, you can give children who have finished and/or children who are slow, extra writing exercises, i.e. they write several lines of the letters 'm' and 'n' and words formed with them in their exercise books.

Remedial action:Help ‘slower’ children with holding the pencil, writing on the line and forming the letters correctly.

Assessment:Observation & Checklist for the following:

Phonics chant: B1 DL1 E1 and B1 DB3 E1

Writing activities 2-5: B1 DT61 E1, B2 DT4 E1, B3 DT6 E1 and B5 DT3 E1

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UNIT 5

TOPIC – Say it aloud

SKILL – Language Arts – Function: making requests.

LEARNING OUTCOMES – recite nursery rhymes and sing action songs with correct pronunciation and rhythm. produce simple creative works with guidance based on: a) nursery rhymes b) action songs c) stories. Take part with guidance in a performance based on: a) nursery rhymes b) action songs c) stories.

MATERIALS – Polite requests from textbook, p.18. Pictures for each word from p.19 for the Little Book Dictionary. Chant from textbook, p.20.


1 Play 'Simon says'.

2 Teach children the chant on p. 20. Use pictures of places in the school (toilet, canteen, bookstore and translation to help the children with the meaning of the chant.

3 Requests on p. 18. Teach children a few polite requests and

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phrases from p.18. Use translation to help children with the meaning of the requests.

4 Get children to practise saying it after you with actions.

5 Get children to use in conversation with you and with other children in pairs or threes.

6 Make a poster on with the new requests learned in this unit. See instructions in lesson 4 of unit 4.

Extension:Children can write the new words along with pictures in their little dictionaries.

Assessment:Look at the assessment activities at the back of this book.Which evaluation criteria would you be able to assess using the:

[A] chant and polite requests activities? (There are 3 possibilities)

B1 B2 B5

[B] Poster and Little Book dictionaries? (There are 7 possibles)

B1 B1 B2 B2 B3 B3 B6

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UNIT 6

TOPIC – Dilly Duck’s Doughnut

SKILL – Listening and Speaking.

LEARNING OUTCOMES – Able to listen to and demonstrate understanding of oral texts by answering simple Wh questions. By the end of the lesson, the children should be able to:1) listen to and enjoy simple stories.2) talk about a stimulus with guidance.3) listen to and demonstrate understanding of oral texts by answering simple Wh questions.

MATERIALS – A big book or similarpictures or realia of duck, dog, pin, tin, pit, doughnut, iguana; cards with speaking parts of Duck, Dog, Iguana (as below) cards with speaking parts for role play (see pp.22-3).


1 Show pupils the cover of a big book and ask simple questions about the cover such as:

- What can you see in the picture? - How many… can you see?- What colour is…?

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- What is the name of the book (or title)?- Who wrote the book (or author)?

2 Demonstrate and discuss with class how to open a book and turn the pages properly. (Textbook, p.21).Show pupils p.21. Discuss as suggested.

3 Discuss pictures and characters in the story (pp.22-3). See suggested questions on p.23.

4 Read story on pp.22-3 to whole class.

5 Role play while reading story again. (variations – choose individuals or divide class into groups to play parts). Repeat.

6 Discuss what happened to the doughnut.

7 Practise speaking parts (can write on cards and place around the room): (Duck) I am sad. I am sad. Where is my doughnut?(Dog) Don’t be sad. Don’t be sad. Let’s look for your doughnut.(Iguana) Don’t be sad. Don’t be sad. I found a doughnut in this tin.

8 Divide class into 3 groups and role play again as each group. Rotate groups to say different parts.

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UNIT 6


SKILL – Reading.

LEARNING OUTCOMES – By the end of the lesson, the children should be able to:1) recognise and articulate initial, medial and final sounds in single syllable words (/ɪ/, /m/, /n/, /d/).2) blend two to four phonemes into recognisable words and read them aloud.3) segment words into phonemes to spell.4) read and understand sentences (3-5 words) in linear and non-linear texts with guidance.

MATERIALS – Picture cards of items beginning with /d/ and /ɪ/ (e.g. dog, dad, duck, desk, igloo, ink, in, iguana, etc). Letter (grapheme) cards d, i (enough for each picture card). Magic Box (see p.24). One set of word cards for ‘Run and Grab’ (as per p.24) per group of 4-5.


1 p. 24: place picture cards on blackboard. Place letter cards in Magic Box and say:

“Magic box, magic box, give me an /ɪ/. /ɪ/ as in ‘iguana’

2 Give the letter card to a child to place under the correct

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picture.

3 Children repeat the sound and word. Continue until all pictures are completed.

4 Whole class activity.Teacher uses word cards to introduce words one at a time, by reading ‘s’ ‘a’ ‘d’, then ‘s’ ‘ad’, then ‘sad’. Children read together, following teacher at each stage.

5 Divide class into groups and give one set of words to each group. Say a short sentence with each word, but sound out the target word (follow example of teacher talk on p. 24 – Run and Grab, e.g. Dilly Duck is ‘s’ ‘a’ ‘d’).

6 One child from each group takes the correct card to the front of the class. Children read together. Repeat for all.

7 Divide the class into 6 groups. Give each group a set of letters and corresponding pictures. Give groups time to make the words and read, in turn, to the class. Rotate sets among the groups until each group has completed each set.

8 Children complete Read and Write exercise in Activity Book, p.25.

9 p.25 – Children follow while teacher reads story (listening only). Introduce sight words (blue). Read together again as whole class as children follow, but repeat after teacher (pointing as they read). Read as often as necessary (2 or 3 times).

10 Divide class into 6 groups, so that each reads two lines of text. Rotate reading sections around the class so that all read each part in turn (in groups).

Extra Activity (or for review at beginning of following lesson): Divide the b/board into two: one side for /d/ words, the other for /ɪ/ words. Ask children to choose a picture from a box, and place in the correct column by listening as the teacher says the word of each picture.

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UNIT 6


SKILL – Writing (letter formation).

LEARNING OUTCOMES – By the end of the lesson, the children should be able to:1) copy and write lower and upper case letters in neat legible print.2) copy and write words in neat legible print.3) copy and write simple sentences in neat legible print.4) punctuate correctly using full stops and question marks.

MATERIALS – Modelling clay, play dough, pipe cleaners or similar. Activity Book pp.26-28.


1 Give each child a portion of clay (or modelling material). Children follow instructions to roll into different shapes – e.g. a ball, a long shape, flatten it, etc.

2 Show the children how to make the letter ‘d’ and ‘D’. Allow children to spend time making the letters with play dough.

3 Move on to writing with pencils (Activity Book p.26). Trace and

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write exercise.

4 Say and write exercise in Activity Book, p.27. Children say and write the words to match the pictures. Say and write 1 and 2 as a whole class, then say 3-8 as a whole class.

5 Children then complete writing 3-8 individually. Teacher can check children individually by listening to them read as they finish or randomly while monitoring class.

6 Activity Book, p.28: Children look at the pictures and write the missing word following picture prompts. Model the first one on the b/board, reminding the children of letter formation, use of full stops and question marks.

UNIT 6


SKILL – Language Arts (speaking SKILL - role play).

LEARNING OUTCOMES – By the end of the lesson, the children should be able to:1) demonstrate SKILL in handling books appropriately.2) respond to book covers with guidance.3) respond to pictures in books with guidance.4) produce simple creative works with guidance based on stories.

MATERIALS – Bookmarks (examples should already be prepared). Pictures of animals (as per textbook p.26). Ice-cream sticks. Tape, scissors.

[ ]The following procedure in not in the correct order.Can you decide what is the correct order?

Timing: 90 minutes

[ ]Give each child a character to colour and cut out to make a bookmark.

[ ]When they have finished, children can act out the story in groups and take turns to perform for the class.

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[ ]Give each child an ice-cream stick to glue to the back of their picture when finished.

[ ]Review characters from the story on p.22: Dilly Duck, Dotty Dog, Iggy Iguana. Discuss their appearance (colour, etc. – can be in BM and BI).

[ ]Show the children the bookmarks. Talk about the use of a bookmark.

[ ]Extension: children can make their own role play using the same characters.

UNIT 7

Unit Overview

Module Listening and Speaking


Learning Standards

* Able to listen & respond to stimulus given with guidance (body percussion)

*Able to listen & respond to stimulus given with guidance (rhythm & rhyme)

*Able to listen to & enjoy

* Able to recognise & articulate initial, medial and final sounds in single syllable words (/s/, /æ/, /t/, /p/)

* Able to recognise & articulate initial, medial & final sounds in single syllable words (/ɪ/, /m/, /n/, /d/)

* Able to blend two to four phonemes into recognisable words & read them aloud

* Able to segment words into phonemes to spell

* Able to copy & write words in neat legible print

* Able to write 3-5 word sentences with guidance

* Able to spell common sight words

* Able to enjoy nursery rhymes, jazz chants & action songs through non-verbal response

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simple stories

*Able to listen to, say aloud & recite rhymes or sing songs with guidance

*Able to talk about a stimulus with guidance

* Able to read & apply word recognition & word attack SKILL by matching words with graphics

* Able to read & understand sentences (3-5 words) in linear & non-linear texts with guidance

& seen words

UNIT 7Unit Overview

Module Listening and Speaking


Target Language

[1] [2] [3]

Other Body parts – song on p.28; matching words with pictures (Activity Book p.29) Actions – skip, hop, climb, run, jump (textbook p.29); clap hands, stamp feet, snap fingers, etc. (p.32)

Correct formation of D, d, I, i lettersWriting whole wordsWriting full sentences (Activity Book p.32)

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Assessment [4] [5] Writing activities 2-5: B1 DT6 E1, B1 DT4 E1 – Use checklists

Chant, song and creative works: B1 DT6 E1, B1 DT4 E1, B2 DB2 E1, B2 DB3 E1, B3 DL2 E1, B3 DB3 E1, B6 DT4 E1 – Use checklists

In which boxes do the following go?

[A] Phonics reading activities: B1 DB3 E1, B1 DB4 E1, B1 DB2 E1 – Use checklists[B] Consolidate /m/ & /n/ and Phonemes /d/ & /ɪ/[C] cvc words with s, t, p, m, n, d and /ɪ/ and /æ/[D] Phonics song: B1 DL1 E1 and B1 DB3 E1 – Use checklists[E] All new words from this unit

UNIT 7TOPIC – Look at me

SKILL – Listening and Speaking.

LEARNING OUTCOMES – By the end of the lesson, the children should be able to:1) listen and respond to stimulus given with guidance.2) listen to and enjoy simple stories.3) listen to, say aloud and recite rhymes or sing songs.4) talk about a stimulus with guidance.

MATERIALS – Pictures or masks of animals from the story (bear, tiger, monkey, elephant) on p.28.


1 Sing ‘Head, shoulders, knees and toes’ on p.27. Talk about and point to different parts of the body.

2 Play ‘Simon Says’ with instructions that focus on body parts and the action words on p.28 (e.g. Simon says touch your toes, Simon

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says touch your nose, Simon says clap your hands, Simon says touch your ears, Simon says snap your fingers, Simon says stamp your feet, Simon says say 'Grrrr').

3 Teacher reads story, ‘Snap, Clap and Stamp’, with actions – p.28.

4 Read again and ask the children to repeat the actions.

5 Read again up to each action word (e.g. 'He heard an elephant say, “I can...”) and ask the children to demonstrate and/or say the action words.

6 If the children are enjoying the action song and actions, add more actions and sounds: e.g. click tongue, slap thighs, blink eyes, rub nose, etc.

7 Listen, match and write: Children complete matching exercise in Activity Book p.29, while listening as the teacher says each word.

8 Trace and read: The children complete writing exercise in AB, p. 30. Cut out the pictures and paste in the correct place.

9 If time, Sing together ‘I Can, I Can, I Can’ – p.29. Sing with actions. Ask the children to follow. Substitute ‘skip’ and ‘hop’ with other actions: climb, jump, run and walk.

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SKILL – Listening and Speaking – singing rhymes.

LEARNING OUTCOMES – Vocabulary: Parts of the body

MATERIALS – Text Book Unit 7.


1 Play ‘Simon Says’ with instructions that focus on body parts (e.g. Simon says touch your toes, Simon says touch your nose, etc).

2 Sing ‘Head, shoulders, knees and toes’ – p.27.Talk about and point to different parts of the body.

3 Teacher reads story, ‘Snap, Clap and Stamp’, with actions – TB p.28.

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Read again and children follow actions. Talk about which parts of the body are used to make the different sounds. Add more actions and sounds: e.g. click tongue, slap thighs, blink eyes etc.

4 Listen, match and write: children complete matching exercise in the Activity Book (p.29) while listening as the teacher says each word.Trace and read: children complete writing exercise in the Activity Book (p. 30).Cut out the pictures and paste in the correct place.

5 Sing together ‘I Can, I Can, I Can’ (p.29). Sing with actions. Ask children to follow. Substitute ‘skip’ and ‘hop’ with other actions: climb, jump, run and walk.


SKILL – Writing.

LEARNING OUTCOMES – 1) copy and write words in neat legible print, 2) write 3-5 word sentences with guidance, 3) spell common sight words and seen words.

MATERIALS – Set of enlarged pictures (from Activity Book p.33).


1 Sing ‘Head, shoulders, knees and toes’ (p.27).Sing song ‘I Can, I Can, I Can’. Review body parts and actions.

2 Penmanship: Review letters ‘d’, ‘D’, ‘I’ and ‘i’ – children write in the air, on the mat, on their knee, on their partner’s back, etc. Remind children about how to form these letters

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(show on b/board, count the number of stokes).

3 Review actions (jump, hop, skip, kick, run). [Question: HOW?]

4 Trace and write exercise (,Acitivity Book p.32). Children look at the pictures, then trace and write the words and sentences. Model No. 2 on the b/board, reminding children of letter formation and use of full stops.

5 Place pictures (Activity Book p.33) on blackboard. Elicit names of items from class. Write below the pictures. Read together, then erase the words while pupils complete the exercise in the Activity Book (p.33). Read sentences together as a whole class. Read again and children follow actions.

6 Repeat procedure for activity in the Activity Book (p.34). Teacher can check children individually by listening to them read as they finish or randomly while monitoring class.

UNIT 7TOPIC – Look at me (unit review)

SKILL – Listening and Speaking – singing rhymes.

LEARNING OUTCOMES – Review Vocabulary: Parts of body / Verbs: clap, snap, sleep, hop, touch.

MATERIALS – 5/6 Large pieces of Mahjong paper (or large sheets of paper, taped together), Marker pens, White paper for labels, Magazines, coloured paper, newspapers, etc. for cutting or tearing up (to make clothing), Glue.


1 Review all songs learned during this unit, with actions:

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‘Head, shoulders, knees and toes’ ‘I Can, I Can, I Can’ ‘If you are happy and you know it’

2 Put children into groups and give a large piece of paper. Choose one child in each group to lie on the paper while the other members of the group draw around their body.

Children use coloured paper (from magazines, newspapers, etc) to make ‘clothing’.

Each group writes labels for the body parts and glues them to the picture.

3 Display pictures on walls. (If not enough space in classroom, perhaps display in library, SAL, or similar)

Extension/Alternative Clothing Game Activity: Big Wind Blows

This is a version of musical chairs. It is a great way to practise clothing vocabulary.

SET –UP

The children make a circle with their chairs. Take away one chair so that there is one less chair than children.

PLAY

To start, the child without a chair says, "The big wind blows". The other children reply "Blows what?" The first answers, "Blows.... people wearing black socks (or any other piece of clothing)."

All the children who are wearing black socks stand up and change seats quickly; they must go sit in a new chair.

One child will be left without a chair to sit on. This child now repeats the incantation, "The big wind blows" and is answered by the others, "Blows what?"

Once more, the child chooses some article of clothing. "Blows... people wearing t-shirts." Everyone wearing a t-shirt stands and switches chairs quickly.

Repeat the above steps with the new student left without a chair. Play as long as the children keep up their interest.

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UNIT 8TOPIC – Body Parts Matching Game

SKILL – Reading (word recognition) & Speaking

LEARNING OUTCOMES – ________________________________________

MATERIALS – Body Parts Cards (see next page).

Procedure Order

Below, are two possible ways of working with the picture cards. The procedural order in each case is jumbled up. What do you think the order in each case should be?

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Version 1:(A) Tell the children to match the word/picture cards as quickly as possible.(B) Divide the class into groups of 3-4 students.(C) Cut up the picture and word cards (make 4-8 sets depending on the size of your class)(D) Give out one set of pictures and words to each group

1 - ( )2 - ( )3 - ( )4 - ( )

Version 2:(A) Encourage children to say, out loud the words as they turn the cards over. (B) Distribute sets of cards to groups of children as per ‘version1’.(C) The winner at the end is the child who has found the most pairs.(D) Children must take turns to turn over one picture card and one word card, being careful not to change its position. If the picture and the word match the child keeps the pair, if they do not match, he/she turns the card back face down. Children need to memorise the position of each picture/word.(E) Lay out the picture cards and word cards face down, on two separate desks.

1 - ( )2 - ( )3 - ( )4 - ( )5 - ( )

Can you think of another way (version) of using the pictures with your children?

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57


58


59


60


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UNIT 8

TOPIC – Stay Clean Be Happy

SKILL – Reading

LANGUAGE POINT – Phonics (identifying ‘o’)

MATERIALS – Worksheet and Text Book (p.36). (See next page).

ProcedureLook at the worksheet and page 36. What procedure would you follow?

Timing: ?

1

2

3

4

5

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Name: _____________________ Date: _____/_____/_____

Unit 8

Little Tom is on the mop.On the mop,On the mop,

Little Tom is on the mop,He is sleeping on the mop.

Little Tom is on the pot,

On the pot,On the pot,

Little Tom is on the pot,He is sleeping on the pot.

___________________________________________________________________________

[1] How many ‘o’ can you find? ______

[2] Find the special words: the , he , sleeping , little , is

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UNIT 9

TOPIC – Family Tree

SKILL – Speaking (information exchange).

LANGUAGE POINT – Family members and 'Wh' questions.

MATERIALS – Worksheets A+B (one of each per pair of children). (See next page).

Procedure Timing: ? minutes

1 Presentation:Note: This activity should be used after the teacher has introduced/taught the vocabulary of family members and the children know how to construct a 'Who' question.How ? ...

2 Children work in pairs, one is A and one is B. Give out worksheets so that each pair of children has two different family trees.

3 Children take turns to ask their partner questions to find out the names of Aishah’s family. e.g. A: Who is Aishah’s mother?

B: Siti is Aishah’s mother (or Aishah’s mother is Siti).

They complete their worksheet using the information given to them.

4 Follow-up: What comes next ? ...

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Year 1 - Unit 9 – My Family

Work in pairs. Ask your friend questions to find out the names of Aishah’s family, and answer their questions.

e.g. Question: Who is Aishah’s mother?Answer: Siti is Aishah’s mother.

When you finish talking, write about Aishah’s family tree.

1. Mohammed is Aisha’s __________________.

2. Siti is Aisha’s __________________.

3. Ezrin _____ __________________ __________________.

4. Hafiz _____ __________________ __________________.

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Year 1 - Unit 9 – My FamilyB

Work in pairs. Ask your friend questions to find out the names of Aishah’s family, and answer their questions.

e.g. Question: Who is Aishah’s father?Answer: Mohammed is Aishah’s mother.

When you finish talking, write about Aishah’s family tree.

1. Mohammed is Aisha’s __________________.

2. Siti is Aisha’s __________________.

3. Ezrin _____ __________________ __________________.

4. Hafiz _____ __________________ __________________.

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UNIT 9

TOPIC – Meet my family

SKILL – Reading

LANGUAGE POINT – Phonics (identifying ‘o’); sight words.


ProcedureLook at the worksheet and page 40 of the Text Book. What procedure would you follow?

Timing: ?

1

2

3

4

5

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Name: _____________________ Date: ____/_____/_____

Unit 9 – A magic Map

Pat sat on a mat. Her father, mother, brother and sister sat on the mat too.

Her father saw a pot. There was a map in the pot.

Her father took the map. There was a little ant on the map. There was a pin on the map. There was a top on the map. Pat saw the map. Her mother saw the map. Her sister saw the map. Her brother saw the map.

“s…s...s...s..” “d...d...d...d...” “t…t…t…t…” It was a magic map. Pat and her family were on the map.

[1] How many ‘o’ sounds can you find? ______

[2] Find the special words: the , took , father , mother , sister , brother , there , was , little , saw , her

UNIT 10

Topic – How many

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SKILL - Reading and Phonics

Lesson objectives - by the end of the lesson the students will be able to: (1) recognise and pronounce the sounds /a/ /c/ /k/ (/ck/) /m/ /o/ /p/ /s/ /t/, (2) blend the sounds into words (cat, mat, cap, sack, kid, cot), (3) sing the Action Alphabet song

Materials - Text Book (p.46), Action Alphabet song flashcards, Picture Flashcards, Letter cards, Elkonin Worksheet.

Consider the lesson objectives above along with the procedure and materials (see next page). What problems might a teacher have in meeting those objectives and using those materials?

Can you match a problem with a solution?

Anticipated Problems Anticipated Solutions

[1] Children might be unfamiliar with phonics and a pure phonics lesson.

[A] Take it slowly, use English and visual examples to help children to understand. Resort to their first language if all else fails!

[2] Children may have never played Full Circle before so there might be some confusion.

[B] Be ready to drop or shorten an activity if necessary.

[3] I'm a new teacher so children might be hard to control.

[C] Keep it simple, cover the Action Alphabet as needed by the story. If children are too slow and can’t cope then we can easily drop a paragraph.

[4] Lots of sounds (7) and also words as well (4). May be overload for such a large class.

[D] Keep instructions firm but fun, use groups if possible to keep control.

Here is another anticipated problem. What do solution would you employ?

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Anticipated Problem Anticipated Solution

The children may confuse 'c' ( in 'cap' and 'sack') in English with the Malay pronunciation.


1 Start with the Action Alphabet for /a/ /c/ /m/ /t/. 10

2 Practice with these sounds and circle drill them to check for pronunciation.

5

3 Show the word cards (CAT and MAT) and ask students to make the sounds. Then show them the picture cards. Help them to blend the sounds to say the words.

5

4 Show the sentence “One cat on the mat” on a large strip of paper and ask them to read it.

2

5 Action Alphabet for /p/ and /ck/ and review /a/ /c/ /s/. 6 to 7

6 Practice with these sounds and circle drill them to check for pronunciation.

5

7 Show the word cards (CAP and SACK) and ask children to make the sounds. Then show them the picture cards. Help them to blend the sounds to say the words.

5

8 Show the sentence “Three caps in the sack” on a large strip of paper and ask them to read it.

2

9 Hand out letter cards (M A T C P S CK) and explain how to play Full Circle. Use the following words to get the children to come to the front.

MAT CAT CAP SACK CAP CAT MAT

10

10 (If time, or drop to include the review): Hand out Elkonin box Worksheet. Explain what the children need to do and get them to complete the activity in pairs or groups.

10

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11 If time review the lesson.− Review the words with the children (especially the weaker ones). Perhaps use phonics bottle caps to spell the words in groups.

− Use the third paragraph as an opportunity to review the first two paragraphs.

UNIT 10

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TOPIC – How many

SKILL – Listening & speaking

LANGUAGE POINT – Counting (numbers 1-10).

MATERIALS – Worksheets (see next page). CD player and CD, vocabulary picture cards, enough copies of the song lyrics, enough copies of the 1st activity sheet (where children have to colour the numbers you call out).


1 Presentation: Tell the children that they are going to learn a song about numbers. Present the picture cards and write the words under them on the board.

2 Have the children practise saying the words (choral repetition) and counting.

3 Sing the song pointing to the pictures as they come along and show the numbers with your fingers.

4 Sing the song a few times and get the children to join in. (How?)

5 Activity sheet (half a sheet per child). Tell the children that they are going to colour the numbers you call out the colour you ask them. For instance: “Colour number 4 green”.

6 Closure: Give them the lyrics. Have the children glue the lyrics and their number sheets in their scrapbook.

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UNIT 10

TOPIC – How many

SKILL – Reading and writing

LANGUAGE POINT – Sentence formation : How many … are there? There is/are…

MATERIALS – Worksheet (see next page).


1 Presentation:Note: This activity should be used after the teacher has introduced/taught the target language (How many … are there? There is/are …)How ? ...

2 Organise the class into pairs. Give out the worksheet, one between two.

3 Do question one with the children and have two strong children model the question and answer forms for the rest of the class.

4 Tell the children to work together to complete missing letter, then words, then whole sentences. Monitor and assist when required. Children who finish quickly should be encouraged to ask and answer the questions with their partner.

5 Finish the activity together and ask individual children to read out each Q&A.

How could you follow this lesson/activity up in your next lesson?

How could you recycle the language and or the lesson content in a future lesson or lessons?

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How many are there?

1. How many tigers are there? There _________ three tigers.

2. How ________ ducks are there? There ________ one duck.

3. ________ ________ ________ are there?

There are ________ ________ .

4. _______ _______ ________ _______ _______ ?

________ ________ ________ ________ .

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UNIT 11TOPIC – Days of the week

SKILL – Listening (for specific information) and reading (word recognition)

LANGUAGE POINT – Vocabulary: Days and verbs (eat, play, walk, go, drink, sleep)

MATERIALS – Game Cards (see next page).


1 Cut up the cards and divide them so that you have each day of the week and each picture in every set.

2 Organise the class into 7 groups and give out a set of day cards to each group.

3 Tell children to listen as you read out the following sentences, and then they match the picture cards with the day word cards.

Teacher reads:On Monday I like to eat pizza. On Tuesday I play tennisOn Wednesday I walk my dogOn Thursday I go to the parkOn Friday I drink milkOn Saturday I jump on my bedOn Sunday I sleep all day!

NB. You can change the topic activities of each day to match the interests of your children and/or to revise previously taught verbs.

4 Check answers together and encourage the children to say the sentences aloud.

5 For stronger classes, have them then write sentences about each day, or practise the Question & Answer forms in pairs, e.g:

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A: What do you do on Wednesday?B: I walk my dog?

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

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UNIT 11

TOPIC – Phonics ‘c' / 'k' / 'ck’

SKILL – Listening

LANGUAGE POINT – Phonics / word recognition (to teach children to listen for the target sound in the initial, medial or final position).

MATERIALS – Worksheet (see next page).Grading classroom dynamics and activities

(1) What are the advantages and disadvantages of arranging the class in the following ways? Imagine you plan to say the words from the worksheet to the whole class in a random order.

Advantages Disadvantages

done individually

done in pairs

done in small groups

(2) Below are five possible approaches to using the worksheet in class. Think about your Year 1 or 2 class and rank them from 1 to 5. 1 means it would be the most effective approach and 5 means it would be the least effective approach.

a) Say the words & children colour the picture if that picture has the target sound.

b) Say the words & children tick the picture if that picture has the target sound.c) Can be done with large flash cards on the board or wall where children run &

grab a flashcard of the word the teacher says has the target sound. d) Can be done with large flash cards on the board or wall where children hit

with their hands a flashcard of the word the teacher says has the target sound.

e) Can be done with large flash cards on the board or wall where children point to a picture & say ‘yes’ or ‘no’ the teacher says has the target sound.

1 2 3 4 5

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NAMES:

Listen for the c / k / ck sound

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Ckck


UNIT 12

TOPIC – When is your birthday?

SKILL – Reading

LANGUAGE POINT – Phonics (identifying ‘u’ and ‘e’).



Timing: ?

1

2

3

4

5

Follow-up: _________________________________________________

Demonstrates evidence of which school-based assessment criterion? [________]

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Name: __________ Date: _____________________

Unit 12 – Adam’s Diary

4 JanuaryI met Ned at the camp.Ned and I put up a tent.

7 February Today is Fred’s birthday. I gave Fred a mug.

5 MarchToday is my birthday.Ned gave me a pen.

1 April Dad gave me a pet duck.

2 MayFred dug a pond for my duck.

How many ‘u’ are there? [_____] How many ‘e’ are there? [_____]

Circle the special words:

the , put , today , birthday , gave , my , me

UNIT 13

TOPIC – Colours

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SKILL – Listening and Writing

LANGUAGE POINT – Sight words: Blue, yellow, green, white, bow and shoe. Decodable words: red, bed, mug, bug.



Timing: ?

1

2

3

4

5

Listen to the teacher read the words.Complete the missing sounds/letters.

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r e d b u ___

g ____ e e ____ m ___ g

___ ___ u e ___ ow

y e ___ ___ ow ___ oe

Follow-up: (20-30 minutes) – Colour It Posters(for writing, speaking and review)

[1] Post 4 large pieces of paper around the room. On each one draw a circle in the middle and write a topic heading e.g. Animals We Know, Clothes We Know, House Objects We Know, Classroom Objects We Know.

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[2] Divide the class into 4 or 8 groups and give each group a coloured felt marker – red for animals, blue for clothes, green for house, and black for classroom.

[3] In groups the children have 5 minutes to write as many words they know (they can also draw pictures) related to the topic. Then change the colour of felt markers and repeat four times.

UNIT 13TOPIC – Phonics

SKILL – Listening, speaking and reading

LANGUAGE POINT – Practising to segment and blend sounds p, e, g, b, u, n, d, ck, c, m, and h into CVC words

MATERIALS – Small word cards and small picture cards – cut up (see next page).

Procedure Timing: 40

89

AnimalsWe Know


minutes

1 Hand out sets of words & pictures to individual children or pairs.

2 Tell children to mix up the words & pictures & place them face-up on their desk.

5 minutes

3 Say a word, then segment the word slowly doing the action for each sound. E.g. You say P – E – G. They must find that word.

4 Asks whole class to repeat the three sounds while doing the action for each sound. Call on some individuals or pairs to do it.

5 Get children to blend the first two sounds together & drill with the whole class. Say /Pe/, and the children repeat /Pe/. Explain that when you put sound /p/ and sound /e/ together you get /pe/. Drill with the whole class then with some individuals and pairs.

6 Tell the children to say /pe/ then /g/. Say Pe – g and they repeat. Drill with whole class & then drill with individuals or pairs.

7 Tell the children to put /pe/ and /g/ together. Say /pe/, /g/ is peg. Drill with whole class and then with some individuals and pairs.

8 Ask the children to they know what this word is, which picture goes with the word. Some children will know and will select the peg picture. Others won’t know and so you can show them.

9 Repeat this process for the other words. 20 minutes

These small word & picture cards can also be used for a game called Pelmanism. Groups of 2, 3, or 4 are given a set of cards. The cards are placed face-down on the table. Children take turns to turn up two cards. If the cards turned up match (word and picture) the child keeps the cards. If the cards do not match the children have to try to memorise the position of the cards before turning them face down again. The game continues as the children take turns turning over two cards and keeping matching pairs of cards. The game is over when all the cards are out of play. The winner is the one with the most pairs.

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peg peg

bun pen

duck mug

cup cup

pen pen

bed bed

bug bug

hen hen 91


UNIT 14TOPIC: Say it Nicely

SKILL: Speaking supported by reading.

LANGUAGE POINT: Functional language/greetings: Hello, Thank you, You are welcome, I am sorry.

MATERIALS: Flashcards

ADDITIONAL MATERIALS: Colouring Pencils, Word Cards ‘Hello’, ‘Thank you’, ‘You are welcome’, ‘I am sorry’. Sentence card ‘Please may I use your pencil?”, Song Sheet, Action Alphabet Cards, Picture Cards.

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1 Use the Action Alphabet song to get them warmed up. 5

2 Teacher(s) role play: “Please may I use your pencil?” “Thank you” “You are welcome”. Get children to repeat as groups.

3 Put word cards on board and practise with each. 5

4 Circle Drill: “Thank you” “You are welcome”. Can split the class into 2 groups, one does “Thank you”, the other does “You are welcome” then swap.

5

5 Introduce the sounds B H R. Elicit words beginning with these sounds.

6 Play the ‘Ants on an Apple’ song with B H and R. 10

7 Teacher(s) role play “I am sorry”. Get children to repeat as groups.

8 Play Board Slap with B H and R sound words. 10

9 Give out a picture to colour from the Board Slap game, but limit the colours available. Get them to ask “Please may I use the pencil?” for colours.

10 Quick Review

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UNIT 14

TOPIC: Say it Nicely (page 66)

SKILL – Decodable reading, listening and speaking.

LANGUAGE POINTS – Sight words: on, his, is, a, here, the, little, likes, sleeps and shelf (shelf is a decodable word after students learn sh in unit 18).Phonics: b, e, n, p, i, ck, c, s, u, r, d, g, t, a, n, h (and sh later).

MATERIALS – This can be used as handouts, as flashcards or used as powerpoint slides.


1 Pre-teach or review sight words listed above. 5

2 Read the story together with the class segmenting and blending decodable words together and point to the picture for that word for context.

5

3 Read the story together a second time adding in some actions for TPR (little, likes, on, hat, hand, sleeps, etc.)

5

4 Place the picture cards randomly in front, children must arrange in the correct order.

5

5 Place the picture cards randomly in front, leaving one out, children must describe the missing card.

5

6 Read the story again, but use props to act the story as a class, do with multiple sets of children.

5

7 Ask simple yes/no questions about the story. 5

8 Tell the story without the picture cards and see if the children can finish parts of the story.

5

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Here is a red bug.

It is a little red bug.

95


It likes the sun.

The red bug is on Ben’s hat.

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Ben’s hat is on a shelf.

Ben picks up the red 97


bug.

The red bug sits on Ben’s hand.

Ben puts it on his bed.98


It sleeps on Ben’s bed.

- - - - - - -

Additional Activity (Group Understanding or Group Prediction)

[1] Prepare a set of questions based on the bug story.

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Examples:What colour is the bug?Is the bug big or little?What does the bug like?Where is the bug?Where does it sit?Where does it sleep?

[2] Make a copy for each group in the class. Ask the children to answer the questions as quickly as possible and raise their hands. If the answers are correct, that group is the winner.

For more able classes the question sheet can be given out BEFORE the reading as a pre-reading. In which case, when the first group raises its hand you ask them to read out their answers to the whole class. What did the other groups think? Who's right? Let's find out! And read.

UNIT 15

100


TOPIC – Phonics (page 69) – Earn Stars Game

SKILL - Listening, speaking and reading.

LANGUAGE POINT – Practising sounds /h/, /b/ and /r/. Segmenting and blending these sounds and sounds /e/, /d/, /i/, /g/, /u/, /n/, /t/ and /o/ into CVC words bed, big, bug, bun, hen, hot, hug, red, rod, rug, and run.

MATERIALS – Flashcards (see next page).

The following suggested procedure is in the wrong order. Can you re-order it?Additionally, where do the missing words go?

Order Procedure Timing: 40-50 minutes

[A] If all members of the group __________ the word correctly the group is awarded the number of stars on the card. The group with the most stars at the end of the game are the winners.

[B] Repeat this __________ with each groups until all the flashcards have been used. [30 minutes]

[C] Divide the class into groups. [5 minutes]

[D] The children in the group must segment the word and do the __________ for the individual sounds.

[E] A child says a word from one of the flashcards below, without _________ the flashcard to the group.

Missing words: actions [ ] process [ ] segment [ ] showing [ ]

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bun- - - - - - - - - - - - - - - - - - - - - - -

bug- - - - - - - - - - - - - - - - - - - - - - -

102


Big

bed- - - - - - - - - - - - - - - - - - - - - - -

103


red- - - - - - - - - - - - - - - - - - - - - - -

run

104


rug- - - - - - - - - - - - - - - - - - - - - - -

rod- - - - - - - - - - - - - - - - - - - - - - -

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hen

hot- - - - - - - - - - - - - - - - - - - - - - -

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UNITS 14-15

TOPIC – Say it Nicely and My Favourite Toys (Review of two Units)

SKILL – Listening and Speaking

LANGUAGE POINT – Phonics practise sounds; b, u, n, i, g, h, o, t, r, and a. Segmenting and blending CVC words; bun, big, hot, rat.

MATERIALS – Picture (see next page) and Word Flashcards (for the CVC words).

ACTIVITY – GRAB THE WORD


1 Place the large picture flash cards on one side of the board and the word cards on the other.

2 Two/three children come to the front of the classroom and stand in front of the words on the board.

3 Stand in front of the pictures and poins to one of the pictures and segment the word, for example, says: /r/ – /a/ – /t/.

4 The children must run and grab the word that corresponds with the three sounds that you said.

5 Repeat the game with a new word and three new volunteers.

NB. As the children's knowledge of phonics progresses you should stop segmenting the word for them and should say the whole word instead. Children must then be able to segment what they hear into individual sounds in their heads, so they can grab the correct word from the board.

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108


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UNIT 16

TOPIC: What’s in My Classroom? (Pages 71-72)

SKILL: Listening and Speaking

LANGUAGE POINT: By the end of the lesson the children will be able to identify things in the classroom (in the form of a song); to respond to simple 'Wh-' questions and participate in new activities.

MATERIALS: See next page.

ADDITIONAL MATERIALS REQUIRED: Action Alphabet cards, Flashcards (Cupboards, desks, chairs, fans, lights, pencils, books, crayons, rulers), Poster paper, Poster prompts, objects from a school bag.


1 Start the lesson with the Action Alphabet S F L. 5

2 Put class into groups using numbers (3 or 4 groups) 2

3 Show the school bag and ask “What is this?” Then play Pictionary to elicit (Pencil, book, crayon, ruler)

5

4 Play “What is in the school bag?”, give each group a mini whiteboard & a marker. Tell them that there is something in the school bag, they need to put their hand in the school bag (without looking) & guess what it is. One child from each group comes to the front & feels in the school bag. They then go back to their group & say what it is. The group writes the answer down on the whiteboard.

10

5 Sing with your children using flashcards as prompts. 5

6 Ask “What is in my classroom?” & elicit names of things in the classroom (& the word classroom). Use realia & touching to show the object.

5

7 Introduce the first chorus of the song (“Oh, my classroom”) 2

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8 Sing with your children using flashcards as prompts. 5

9 Put the class in 5 groups. Give each group a sheet of poster paper. Get them to make a poster about the things in the classroom or their school bag. Place the signs around the room. They must go to the sign & find out the things to put on their poster. Use the flashcards for drawing models & ask them to put the question: “What is in my ?” at the top.

15

10. Sing the full song with your children to close. 3

Extension Activity or quick review activity in a later lesson (Questions in the Bag)

Write questions on slips of paper and put them in a bag. Make sure that there is at least one question per child in your class.

Examples:What is in my classroom?What is in my bag?Where is your ruler?Where are the desks?Where are your crayons?Where is the cupboard?

Put children into small groups (3-5) standing around a table.Ask the children to come and pick one question slip from the bag and return to their table.Then, either (a) they ask the question to someone in their group and record the answer on the reverse, or (b) each take it in turns to go to another group (one at a time), ask their question and record the answer on the reverse. Note: weaker writers can ask the child who answers to write down their answer.

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What is in my classroom?

There are chairs.

There are desks.

There is a cupboard.

There are fans.

There are lights.

- - - - - - - - - - - - - - - - - - - -

What is in my school bag?

There are pencils.

There are books.

There is a ruler.

There are crayons.

There is an eraser.

UNIT 16

TOPIC – Miss Bess (rhyme on page 75)

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LANGUAGE POINT – Practising sounds /s/, /l/ and /f/. Graphemes: [ss], [ff], [l], [ll].

MATERIALS – page 75.

Look at the 'Miss Bess' rhyme on page 75 and consider how appropriate it is to the children you teach.

Consider the following:[i] context (who was this written for; for what purpose?)[ii] relationship to the childrens' experiences so far[iii] key vocabulary

Hint: This rhyme is not contextualized or personalised to suit children in Malaysia at this age. The vocabulary will be at the rare end of the scale of 'knowing' for (almost) all of the children of this age too!

Now, using the language points mentioned above, write a three verse rhyme that is contextualized, experience relevant and contains age appropriate vocabulary for your children.

Find some, or draw some, pictures to illustrate your rhyme and create a handout that your children will be able to paste into their notebooks after they have had fun learning the rhyme that you have written especially for them.

UNIT 16TOPIC: Secret Word (Page 74)

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Sometimes we just have to dump what has been given, and design something better. Remember: the text book wasn't written for the children you see every day.

2 4 11

B E LL

9 8 14

K I SS

15 12 14

T O SS


SKILL: Speaking and Writing

LANGUAGE POINT: Practising segmenting and blending sounds in CVC. Phonemes: /b/, /a/, /l/ (and ll), /e/, /k/, /i/, /s/ (and ss), /o/, /g/, /t/ /f/. CVC words: bell, doll, kiss, log, toss, flat, belt, hiss, flag and fast.

MATERIALS: Handouts (see next pages).


1a Write the code grid on the board or ...5

1b … distribute copies of handout to pairs or groups.

(You could introduce a competitive element if you think it is appropriate).

2 Children use the code grid to fill in the missing letters under the numbers on their handout.

15

3 You then practise blending the sounds to read the words. Drills with the whole class, individuals and pairs.

25-30

Extension activityChildren are asked to write words in number code either on the board or on paper to test their teacher and/or their classmates.

3 12 11

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2 4 10 15

B E L T

7 8 14

H I SS

5 1 13 15

F A S T


D O LL

10 12 6

L O G

5 10 1 15

F L A T

5 10 1 6

F L A G

Code Grid

a b d e f

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1 2 3 4 5

g h i k l

6 7 8 9 10

ll o s ss t

11 12 13 14 15

UNIT 17

TOPIC – Directions ('Guide Me' activity and rhyme on page 80)


LANGUAGE POINT – Practising sounds /s/, /l/ and /f/. Graphemes: [ss], [ff], [l], [ll].

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MATERIALS – page 80.

Look at the the two activities on page 80 and consider how appropriate it is to the children you teach.

Consider the following:[i] context (who was this written for; for what purpose?)[ii] relationship to the childrens' experiences so far[iii] key vocabulary

Hint: This rhyme is not contextualized or personalised to suit children in Malaysia at this age. The rhyme doesn't really make much sense – what that intentional in the same vein as nonsense poetry?

Now, using the language points mentioned above, and...(a) redesign the walking grid in 'Guide Me' with child friendly vocabulary. Why not map it out on the floor of the classroom so that children can actually walk on it?(b) write a two verse rhyme that is contextualized, experience relevant and contains age appropriate vocabulary for your children. Find some, or draw some, pictures to illustrate your rhyme and create a handout that your children will be able to paste into their notebooks after they have had fun learning the rhyme that you have written especially for them.

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UNIT 17TOPIC: Guide Me (Page 80)

SKILL: Reading and Speaking... and running and screaming!

LANGUAGE POINT: Practising known vocabulary with the graphemes [f] [ff] [l] [ll] [s] [ss] [t].

MATERIALS: large pieces of card or cardboard (old crisp box sides, for example) large enough for a child to stand on them.

Preparation: Make note of the points on the previous page and prepare a list of nine (9) known words containing the graphemes for revision. Write these nine words one to each piece of card or cardboard. On a tenth piece of card draw a shark.

Language Play: Where's the shark?There are ten flashcards on the floor and ten children are standing on those flashcards. One by one the children turn over the cards. One child chases the others around the class, snapping at them like a hungry fish. Why? Because (s)he has found the shark under her/his flashcard.


1 Place the 10 pieces of card face down on the floor (does not have to be done in the classroom) in a pattern like the grid on page 80.

2 Bring all the children to the front away from the grid. Ask 10 children to stand on the 10 pieces of card. Inform them that one of them is standing on a picture of a shark and so (s)he is a shark – a hungry shark – who will chase the others around the room if (s)he is woken up! The others have a word on their cards.

3 Now ask one child to stand at the start point and ask the remainder of the class to tell that child where to go. E.g. go forward, turn left, turn right. When the child meets another child standing on a card they say - “What are you?” and the child stands off the card and turns it over. If the card has a word, they say “I am a bell” or “I am a frog”, etc. (If you have taught sounds, you could ask the whole class to make the corresponding sound).If the card has the picture of the

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shark on it, that child then must chase the other nine children and catch one to eat! (Enjoy the excitement, noise and chaos).

4 Repeat as often as you can with the time you have.

Note: if you don't want to let your children be so active on the day, place smaller flashcards on a table instead of on the floor. Get the children, one at a time, to point to a flashcard, make a sentence, and then turn over the card. If a child finds a shark under her card she gets to circle the table pretending to bite (again with arms or hands opening like a mouth) the other children.

A play activity that can be used over and over again. Great fun for children while teaching or reviewing any vocabulary, phonemes, graphemes or sentence patterns.

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UNIT 18

TOPIC: I like / I don't like

SKILL: Reading and Speaking... and tasting!

LANGUAGE POINT: Introducing 'taste' language – sweet, sour, salty, bitter, spicy. Practising known language: Do you like...? I like... / I don't like... + 'because it is + [taste].

Examples:I like jam because it is sweet.I don't like soya sauce because it is bitter.I don't like lemon juice because it is sour.I like curry sauce because it is spicy.I don't like sambol because it is salty.

NB. Remember, some people do like sour, bitter and salty tastes! Liking a taste is a personal thing. Allow the children to be truthful.

NB. “Don't” isn't in the syllabus, “do not” is. We actually acquire “don't” before “do not” because of frequency of exposure – it's the pre-reading non-written form. The same is true of most contracted forms such as “can't”, “doesn't”, etc., so don't worry about introducing it – it's more natural and beneficial in the long term.

MATERIALS: 'Taste' word cards to put on the board. Post-it stickers (one per child).

Preparation - you will need to prepare a range of foodstuffs in small dishes or jars (2 or 3 per 'taste' depending on the size of your class) that have the five 'tastes' above, e.g. lemon juice for 'sour', jam for 'sweet', etc.

Language Play: Taste SensationsThere are dishes of foodstuffs on the tables for the children to actually taste and react to - Yummy (nice) or Yuck (horrible). They taste and give their personal opinions (like/dislike) and their reasons why (because). Then they find out what their classmates think. They experience it; they talk about themselves and they listen to their friends.

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1 Place 5 dishes on a table at the front of the class and put the five 'taste' word cards randomly on the board. Describe what is in each dish (“This is lemon juice”) - feel free to translate afterwards if you think it will help. Then say it again but this time touch the appropriate 'taste' card on the board as you do so and then say, “It is salty”, etc. Repeat for all five dishes.

5 minutes

2 Now repeat the process but this time ask five children to stand at the board so that when you describe the food for the second time you ask a child to touch the appropriate word card. If they are correct ask for a round of applause. If they are not, ask them to have another go. If they then fail, ask if anyone in the class knows. Return to the child who failed, repeat the process and ask them now to touch the correct word card, followed by applause.

5-8 minutes

3 Repeat the process in 2 above but this time after each foodstuff ask the class “Do you like...?” Then ask a few individuals the same question. Their answer is simply “yes” or “no” at this stage.

5-8 minutes

4 Tell the children your true preferences regarding each of the five dishes, e.g. “I like jam because it is sweet”, “I don't like soya sauce because it is bitter”, etc. Stress the words 'because it is'. [Note: Stress involves using more oxygen, more volume, and a higher pitch in your voice]. For each dish repeat your preference twice. The children just listen twice before doing a couple of whole class drills so they get a feel of the sounds of the words in their mouths.

5-8 minutes

5 Now ask two children to stand in front of each dish. One by one ask them to taste the foodstuff and tell the class what their preference is. Focus on encouraging them with completing a full sentence. Rounds of applause when they manage it.(If you think it will work, you could introduce them to 'Yummy' and 'Yuck' so that when a child says, “I like jam because it is sweet” you get the whole class to say “Yummy!” with rising intonation or when a child says, “I don't like...” the whole class says “”Yuck!” with

10 minutes

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falling intonation.)

6 Now hand out the post-it stickers to everyone and place all of the dishes around the room and place a number card next to each one (1 = sweet, 2 = spicy, etc). Tell the children that you want them to go around tasting the dishes with their friends and to write two numbers on their post-it note before sticking it on their chests. One number represents something they like and the other represents something they don't like.

10 minutes

7 When they have done this, get the children to sit around a table (4-6 children) and tell each other what their numbers mean. Go around and monitor and assist where necessary but try to give the children the time and space to have their say.

15 minutes

8 Give the children feedback on how well they did the previous activity and close by asking the class to remember what you like and dislike – they will have remembered for sure!

2 minutes

Note: In stages 1 and 2 above the children are required only to listen. In stage 3 they only have to supply a one word answer. In stage 4 they listen twice before chorally repeating twice. So in the first half of the lesson the children say very little, listen a lot and are not individually put on the spot. In the second half of the lesson they follow the model provided and talk about themselves with each other.

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UNIT 19

TOPIC: Clothes (pages 85-86)

SKILL: Speaking and Writing

LANGUAGE POINT: Expressing likes and dislikes (follow-on from Unit 18) and adding “doesn't”, reviewing/practising clothes vocabulary, writing simple sentences.

NB. Remember, liking is a personal thing. Allow the children to be truthful.

NB. “Don't” and “doesn't” isn't in the syllabus, “do not” and “does not” are. We actually acquire the contracted form before the uncontracted form because of frequency of exposure – it's the pre-reading non-written form. The same is true of most contracted forms such as “didn't”, “won't”, etc., so don't worry about introducing it – it's more natural and beneficial in the long term.

MATERIALS: A and B Handout for pairs.


1 Review expressing likes and don't likes (from Unit 18)10-15 minutes

2 Present or revise clothing words listed on hand-outs below.

3 Put class into pairs; child A and child B.5 minutes

4 Distribute sheet A to children A and sheet B to children B. Explain that they have to ask each other questions about what clothes they like.

5 Ask two good learners to help demonstrate by helping two class volunteers in front of the class. Help child A phrase a question to ask child B. Write the question on the board. Now help child B to phrase their answer. Write B’s answer on the board.

10 minutes

6 Now get the volunteers to do it again, A asks their question

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and B answers, without assistance.

7 Ask the class some questions to be sure they understood, for example, “what did A ask B?” “ What did B answer?” “ Does B like trousers?”, etc.

3 minutes

8 Children now work in pairs asking and answering each other’s questions. Walk around monitoring - only help or intervenes if the activity breaks down, otherwise prompts, encourages, and praises children as you monitor. You could makes notes of errors for possible later correction with the whole class.

15 minutes

9 When all pairs are finished do a feedback session with the whole class.

5 minutes

Continuation of lesson or follow-up in next lesson

10 Writing Task (handout): Do the first two examples with the whole class on the board.

5 minutes

11 Children work alone completing the writing task. You monitor - walk around helping and encouraging. You could do corrections as you monitor, or collect worksheets in to correct later.

20 minutes

Don’t let your friend see your paper. Talk to your friend.

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Find out what he / she likes and doesn't like.

I like…. I don't like…

When you finish, complete the sentences. Use the words in the box to help you.

1. I like dresses.

2. I don't like skirts.

3. ________________________________________________________

4. ________________________________________________________

5. ________________________________________________________

6. ________________________________________________________

7. ________________________________________________________

8. ________________________________________________________

dresses skirts belts jeans shirts trousers socks blouses

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UNIT 19

BDon’t let your friend see your paper. Talk to your friend. Find out what he / she likes and doesn't like.

I like…. I don't like…

When you finish, complete the sentences. Use the words in the box to help you.

1. I like dresses.

2. I don't like shirts.

3. ________________________________________________________

4. ________________________________________________________

5. ________________________________________________________

6. ________________________________________________________

7. ________________________________________________________

8. ________________________________________________________

dresses skirts belts jeans shirts trousers socks blouses

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UNIT 19

TOPIC – Clothing (page 86)

SKILL – Writing and describing clothes

LANGUAGE POINT – Nouns and descriptive language. Asking for things: Can I have ……….?

MATERIALS – Doll handout (see next page) and clothing pictures (use clip art).

ProcedureLook at the doll handout and the clothing pictures. What procedure would you follow?

Timing: ?

1

2

3

4

5

Pile the clip art clothes pictures on your desk?Review asking for things? / Review responding?

Glue clothes on handout? / Label their handout?How many items of clothing = number of times they role play.

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?


My Paper Doll

Name: _____________________ Date: _______________________

___________________________

1.

2.

3.

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My Paper Doll

Name: _____________________ Date: _______________________

1.

2.

3.

UNIT 20

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On the following pages there are 5 possible activities that could be used to support the learning objectives of Unit 20.

Look at the material in the unit, the learning objectives and the supporting activities that follow, then sketch the outline of two or three possible lessons that would cover all of the learning objectives.

Lesson Activities, Exercises, Materials Learning objectives

1

2

3

Activity 1 – Language Play: Gesture SentenceWhat's that you're gesturing? Fat. Cat. Sleeping. Oh, the fat cat is sleeping.

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Learning objectivesPet and animal vocabulary

Present Continuous Simple - “...is -ing”Action verbs (e.g. sleeping, yawning, stretching, eating)

Phonemes - /s/ /z/ /ks/ /j/Graphemes – [c] [s] [ss] [x] [y] [z]


SET–UPNo set up required. Just stand in a position where everyone can see you.PLAY

- Make a gesture for "fat". Make another one for "cat". Finally make another for "sleeping".

- Repeat the gestures and, at the same time say, "The fat cat is sleeping." - Repeat the above steps with other gesture phrases until the children get the

idea and can say the gesture sentence without your help. - Reward the children for correctly guessing what it is you are gesturing.- If you want, ask children to stand in front of the class and make a gesture

sentence. Note that you may have to suggest a sentence to them.

Some possible gesture sentences are:The hungry mouse is eating.The little fish is swimming.The little rabbit is jumping.The quick dog is running.

Activity 2 – What is it eating?What's that you're gesturing? Cat. Eating. Mouse. Oh, the cat is eating a mouse.SET–UPNo set up required. Just stand in a position where everyone can see you.PLAY1 Make a gesture for "cat". Make another one for "eats". Finally make another for "mouse". 2 Repeat the gestures and, at the same time say, "The cat is eating the mouse." 3 Repeat the above steps with other gesture phrases until the children get the idea and can say the gesture sentence without your help. 4Write on the board The _____ is eating _______. Ask the children to copy it X number of times for the gestures you wish to perform. As you perform they complete their sentences.

Some possible gesture sentences are:The mouse is eating cheese.The fish is eating worms.The lrabbit is eating a carrots.The cow is eating grass.

Activity 3 – What is it doing? (Tab book)What is stretching? Rabbit? No, try again. Oh, the cat is stretching. Yes!

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SET–UPGive each child a piece of A4 paper. Ask them to fold it in half horizontally. Then ask them to take a pair of sissors and cut the top flap of the sheet into four sections (tabs).PLAY1 Ask the children to write 4 doing words – one on each of the four tabs.2 Ask the children now to fold back each tab and write the name of an animal that is doing the action (show them an example already completed by you e.g. on the tabs you have written 'stretching', 'swimming', 'sleeping', 'walking', and on the hidden half of the sheet you have written 'cat', 'dog', 'mouse', 'cow'.3 Put the children into groups of 4 (4 tabs so 4 children). Ask them to ask each other what animal is doing the actions – e.g. ask, “What is stretching?” Can their friends guess correctly? Can they reply with a full sentence?

Activity 4 – Talking about my petHow many in the class have a pet? Oh, lots of you. Good. What does your pet like? What doesn't it like?

1 Ask those children who have a pet to sit on one side of the room and those who don't to sit on another. It doesn't matter if the numbers are not even. 2 Children who have a pet are designated as 'A'. Give them a small handout:

AI have a pet _________It likes _____________ / __________ / __________It doesn't like ________ / __________ / __________

Ask them to complete the sentences with as many examples of likes and doesn't likes as they can think of.

3 Children who don't have a pet are designated as 'B'. Give them a small handout:

BWhat is your pet? __a cat___Does your pet like sleeping ? Yes/No [____Hakim_____]What is your pet? __________Does your pet like ________? Yes/No [______________]What is your pet? __________Does your pet like ________? Yes/No [______________]What is your pet? __________Does your pet like ________? Yes/No [______________]

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Ask them to complete the three 'Does' sentences using different action words.4 When everyone is ready ask the 'B' children to walk over to the 'A's and ask their questions to three different children and record the answers.5 When they have done that they return to their side of the room. Write on the board: “Hakim has a pet rabbit. It likes jumping.” This is the model.6 Ask the 'B' children to say one example from their handout. As they do so record some of their examples on the board (make sure you have a 'likes' and a 'doesn't like').7 Finish by putting some animal names on the board and ask the children what they think they like and don't like.

Activity 5 – Cow on the beach

What's a cow doing at the beach? He doesn't like it there. He can't swim. Take him to the farm where he belongs.SET –UPCreate different animal habitats (farm, zoo, mountains, cave, forest, ocean, beach) in the classroom. This need not cause you a lot of work. A simple flashcard in each corner of the room can do the trick.PLAY1 Pretend you are a cow (hold up a cow flashcard). 2 Walk over to the beach. Moo a little and look about confused. Pretend to dip into the water. 3 Act like you are drowning. Shout, "I am a cow. I can't swim. I don't like the beach. I want to go home." Ask the children, "Where is home for the cow?" They should shout, "the farm".4 Walk over to the farm. Moo contentedly. Say, "I am a cow. I like the farm." Pretend to eat some grass.5 If the children are willing, ask one to come up and repeat your performance (or role-play with a different animal).6 Choose the starting location. Some possibilities are: a fish in the mountains; a bear in the ocean; a shark in a cave; an elephant in a tree.7 If your children are too shy, then you must perform alone. Use the time to ask questions of your children, and practise their listening comprehension.USESTo connect animals with their habitats. Review simple patterns: I like/don't like; I can't; I want to.

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ANSWER KEY

Unit 4 Activity on page 19:

[A] 1,4,8,9 [B] 2,5,10 [C] 3,7 [D] 6,11


[A] 1,5,6,9,13 [B] 2,8,10,11 [C] 3,7 [D] 4,12,14


[A] B1 DL1 E1 – B2 DL1 E1 – B5 DL1 E1 [B] B1 DT6 E1 - B1 DT4 E1 – B2 DB2 E1 – B2 DB3 E1 – B3 DL2 E1 – B3 DB3 E1 – B6 DT4 E1


[1] – [B] [2] – [C] [3] – [E] [4] – [D] [5] - [A]


Version 1: 1 – C 2 – B 3 – D 4 – AVersion 2: 1 – B 2 – E 3 – D 4 – A 5 – C


[1] – [C] [2] – [D] [3] – [B] [4] - [A]

Unit 15 Activities on page 93:

1 – C 2 – E 3 – D 4 – A 5 – BMissing words: actions – [D] process – [B] segment – [A] showing - [E]

Unit 16 Notes on page 104:

The three categories – context, experience and vocabulary are clearly interrelated.Context – it was not written with any particular children in mind – no published text book ever is - and certainly not for 7 year old children who live in Malaysia, particularly in non-urban settings. It was written for the purposes of presenting a language point in a text book as required by the stakeholder and the syllabus! It is

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only of some usefulness to the teacher in that regard.Experience – will 7 year old children have ever lost a bill, been aware of what bills are and why someone would be desperate to chase one blown by the wind? Will they know what a frilly cap is, what one is for, who would wear one, when, etc? From their minds eye what would be the purpose of Miss Bess selling clocks and glass? It is unlikely that all or most of the children will have been exposed to these contexts in their lives so far. The weakness of this is that there is little to attract their attention and little to encourage retention (no mnemonic value).Vocabulary – for a 7 year old Malaysian child what is the likelihood that they would have been exposed to (aware of), know or use the following words: huff - puff – bill – frilly ? (To answer the question translate them into the mother tongue).

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UNIT 21

TOPIC: Fun with Shapes (Page 93)

SKILL: Listening and Speaking.

LANGUAGE POINT: 'Shape' words (circle, round, square, box, triangle, sides, rectangle) – pronunciation and understanding of.

MATERIALS: one set of four shapes cards per group (minimum 5 groups); one set of word domino cards (CIR+CLE, SQU+ARE, TRI+ANGLE,RECT+ANGLE)

Language Play: Paper chaseWho can pick up 3 red triangles the fastest? How about two blue squares? Three black rectangles? This is a good way to practise both numbers and colours too.


1 Sing the song to the children. As you do so show the children the shape that goes with the verse. (If you think it is neccesary, repeat). 5

2 Now hand out the shape cards (one set per group). Ask the children to hold one of the shapes each. Recap the words: pointing to Ahmad you say, “Ahmad has a red triangle”, etc.

2

3 Repeat (1) above. But this time you do not show them the shape. Ask the children to hold up the shape that corresponds to the word when you say it. (Repeat if necessary)

5

4 Recap the pronunciation of the key words as in (2) above. 2

5 Now tell the children to throw (!) the shapes around the room on the floor. This will be a little messy but fun for them. Tell the children that you want them to find a certain number of shapes or a certain number of coloured shapes e.g. “Find two triangles” or “Find two red triangles”, and put them on their table. When they have done that they must then put up their hand. Which team will be first? Play 'Paper Chase'.

10

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6 Tack to the board in a random order the eight word part cards (CIR, ANGLE, TRI, ANGLE, SQU, CLE, RECT, ARE). Ask two children at a time to come to the board (children who can read) and tell them that when you say the word (e.g. Circle) they must find the two parts of the word and put them together. [This should be the first time that the children see the words). Repeat for the four words.

5

7 Now that the four words have been found ask four children to come to the board and draw the correct shape around each of the words (nice and big so everyone can see). Now ask some questions: “Is this a …?” “Is this round?” “Is this a box?” How many sides does a …. have?” etc.

10

8 To finish, ask the children to copy the shapes and words into their exercise book.

5

Home ActivityAs the children have not 'read' the song on page 93 you could devise a home activity for the children. Prepare a note for parents (in their mother tongue) along these lines:

“Dear Parent,Today we have been singing the shapes song on page 93 and learning about shapes. Please take five minutes to sit with your child and look at page 93 with them. Ask your child to point to 'a circle', 'a square', 'a triangle' and 'a rectangle'. Then ask your child to point to the following words in the song: 'circle', 'round', 'square', 'box', 'triangle', 'sides', 'rectangle'. [Give the parents the translations for these words so that they can ask in the mother tongue and the child can then try to point to the English word]. Can your child remember the whole song?”

Alternatively, the above activity could be used as a warmer by you in the following lesson.

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UNIT 21TOPIC: Fun with Shapes (Pages 94-95)

SKILL: Listening and Speaking.

LANGUAGE POINT: 'Shape' words (circle, round, square, box, triangle, sides, rectangle) – pronunciation and understanding of.

MATERIALS: Animal picture cards - fox, ox, snakes, zebra, yak, seals. Shape cards with the names of the animals on them according to their phonic qualities: ∆ = 'yak' , = 'fox' and 'ox' , O = 'zebra' and 'seals' , = 'snakes'. 6 balloons each with a name of one of the animals. 1 balloon with a triangle drawn on it; 2 with a square; 2 with a circle; and one with a rectangle.


1 Play the shape game with the children as suggested on page 94 including finding objects in the classroom with the shapes. 15-20

2 Introduce the following animals with picture cards: fox, ox, snakes, zebra, yak, seals. [It is important to introduce 'snakes' and 'seals' as plurals for the phonics point - /s/ and /z/]. Ask the children to repeat the phonic spelling of each, e.g. [f]+[o]+[ks], [s]+[n]+[A]+[ks]. Ignore all other vocabulary on page 95.

5

3 Repeat (2) above but this time instead of pictures use shape cards with the animal names on them - ∆ = 'yak' , = 'fox' and 'ox' , O = 'zebra' and 'seals' , = 'snakes'. Drill the phonic spelling of each animal followed by whole word pronunciation. Repeat. [It is important to repeat so that the children associate the animal with the shape, and subconsciously with the related phonic spelling].

10

4 Take the 12 balloons and place them all around the room. Now ask individual children to find various animal and shape balloons and hold them up. When they have done that ask them to put the balloon in another part of the class and return to their seat. Repeat until all children have had a go.

10

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5 Whole class fun, noisy and 'chaotic' activity! Now tell the class that when you say an animal or animals' name they must find the balloon(s) and bring them to you. (You ask for, in sequence, 'yak' then 'fox' and 'ox', then 'zebra' and 'seals', and finally 'snakes'. Continue, but this time you ask for each of the shapes, again in sequence. You will now have 12 children with balloons at the front of the class. Ask the rest of the class to shout out the name of animal. The child with the name balloon holds it up. Then instruct the child with the linked shape (e.g. ∆ = 'yak') to hold that up. And so on until all the balloons are being held up. Finally, to conclude this activity, distribute the animal picture cards around the class and ask each child with a picture card to come and stand in front of the child with the matching word balloon.

15

6 Ask the children to open their exercise book at the page where they drew the shapes in the previous lesson. Now ask them to write the names of the animals under each of the shapes as per this lesson.

5

Home ActivityLeave the 12 balloons in the classroom and tell the children that when the bell for the end of the school day sounds some of them can come and take a balloon home with them. Ask the children to tell their parents what they did with the balloons in class today.

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UNIT 22TOPIC: Animals in the garden (Page 97)

SKILL: Listening (following a story, recognizing words, learning bird sounds), and Reading (matching pictures to text).

LANGUAGE POINT: animal vocabulary; phonics – c/ck-[k],qu-[kw],ch-[tch].

MATERIALS: 6 Animal picture cards – as on page 97 – you could scan/photograph them and enlarge to make picture cards. 4 word cards – 'quack' , 'cheep' , 'chirp' , 'cluck'. 1 Set of animals cards per group (see 3 below).


1 Show and tell using the cards - “This is a … Repeat.” “It makes the sound … Repeat.” Pin the cards at random on the board or hang them from the ceiling on string with clothes pegs.

5

2 Storytelling: “I'm going to tell you a story about the animals. Are you ready? (cup your hand to your ear). Listen only.” Tell the story and as you do so point to or touch the relevant picture and word cards. Repeat, but this time ask 10 children to volunteer to stand and be ready to do what you did – point or touch – Listen and Do. Retell the story. Repeat if necessary with another 10 children.

15

3 Divide the children into groups (4-5 children per group) and give each group a set of picture cards. Retell the story. The children point to the appropriate picture as you tell it. Repeat, but this time they point and say the sound of the animal before you do (e.g. “Let's tell the story again. One morning in the garden... What is the first picture? (the children point) What is the animal sound? (the children say, “Quack! Quack”). Yes. Hello chick. Are you lost? What is the next picture? (the children point) What is the animal sound? (the children say, “Cheep! Cheep”) Correct. Yes, I want my mama.”) Continue to the end of the story.

15

4 In their groups ask the children to put the pictures together in three pairs in the order of the story. Now hand out a set of the speech bubbles to each group and ask them to match them to the pictures.

10

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Alternative Final Activity (see 4 above)

This is very challenging. For a stronger set of children (either the whole class, or some of the class).

Pair children up. Hand out strips of paper that will cover the speech bubbles on page 97. Child 'A' masks the left side of the page and child 'B' masks the right side. Now. together they try to retell the story. Afterwards they reveal the speech bubbles to see how well they did.

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UNIT 23TOPIC: Chad the milkman (Pages 101-103)

SKILL: Listening (following a story, recognizing words, learning bird sounds), and Reading (matching pictures to text).

LANGUAGE POINT: sound to spelling – /i/ - milk, will, spill, tripped, big, carried, wanted; /ai/ - liked, buy. Regular verb endings: /d/ - carried, /t/ - liked, /id/ - wanted. (Language note: 'Carry' ends with a voiced sound (/i/) so in its past form it ends with the /d/ sound, which is also voiced. 'Like' ends with a voiceless sound (/k/) so in its past form it ends with the /t/ sound, which is also voiceless. 'Want' ends with one of the two dental sounds (/d/ or /t/) so in its past form it ends with both a vowel and the voiced /d/ to get /id/. This pattern is true of all regular verb past forms in British English.)

MATERIALS: A large stone. Picture cards – with the two pictures of the milkman thinking from pages 102-3 (with the cow and with the milk churn).


1 Show the large stone. “What is it?” “It's a big stone.” Put on the floor away from you. “Where is it now? “It's on the floor.” Now slowly walk (exaggeratedly) towards the stone not looking at it but looking at the class. Stop just before you get the stone. Use gesture and facial expressions to suggest you are about to trip. “What will happen?” “What WILL happen?” (Allow the children to respond in their mother tongue). “Yes, I will TRIP. Yes, I will TRIP. WILL. TRIP. WILL. TRIP.” Gesture tripping up and falling over. (Or really do it! Kids would love that! There's nothing funnier to a seven year than falling over.) “Oh no! Silly me! I tripped. I TRIPPED. I TRIPPED.”Now repeat, this time asking for a volunteer to do the play acting. As the child repeats what you did, you repeat what you asked and said.Finally, repeat this but this time ask the class to shout out (in their mother tongue) describing what will happen (“He will trip”) and what happened (“Oh no!” “He tripped”).

10

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2 Ask the children to open their books at page 101 and look at the picture of the milkman. “Why did the milkman fall?” - “He tripped.” “Yes, he tripped over a big stone.”Tell the children that you are going to read a story today about a milkman who tripped.“First, let's look at some important words from the story.” Write the following words on the board in two groups: [1] milk, will, spill, trip, big, [2] like, buy. (You could also, or instead, give out a small handout so that they can paste it into their exercise books). Using a different colour pen or chalk now ask the children questions to get a translation of the words and write the translation below each of the words. (You could ask children to come to the board to write). [It is important they understand that 'will' is used when we describe and think about the future.]

10

3 Show the class the two pictures of the milkman thinking. “He's is thinking about the future. The FUTURE. What is he thinking? “I WILL...” (Give an example, using/pointing to the words on the board, e.g. “I WILL BUY some cows.” Get a whole class repetition). Then follow that with, “I WILL BUY … What will he buy, do you think?”

5

Where could the lesson go from here? How would you complete the lesson?

4 Now, ask the class to look at the set of 6 pictures next to the milkman milking his cow on page 102...

5

6

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UNIT 24TOPIC: Let's go shopping (Pages 107-110)

MATERIALSLots of play money (see below).A class register sheet with the names of all the children in one column and space to record the money they receive.Small bought items (e.g. pencils, crayons, rulers, erasers, sweets, stickers, badges, pencil sharpeners, notepads, etc) – enough for at least one per child in the class.

[1] For a week or two before you know you will arrive at Unit 24 on shopping you could do the following as preparation. You could do this alternatively as a regular event throughout the year.

During each lesson plan to give children play money as rewards for doing things in class.

What could the rewards be for?Answering / asking a question.Volunteering to do something.Trying hard.Completing an activity.Bringing something to class.Completing an exercise (well).Helping others. etc

Decide beforehand on the value of each reward. The greater the challenge or success the greater the reward.

[2] At the end of each lesson ask the children to return the play money to you. Record what they 'earned' that day on a register sheet specially for this and display this in the classroom.

[3] At the end of the final lesson you will conduct on shopping, calculate the final amount each child has earned and give them play money to that value.

[4] Display on a table all of the small bought items that will be on offer today for the children to buy with their money. Put a price label on each of the items.

[5] When everyone is ready, the children come to your shop and buy something from you with their money. Remember to give them change when required.

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© 2011 Educational Broadcasting Corporation. http://www.thirteen.org/edonline/lessons/cyber_currency/orgh.html (play money)http://www.thirteen.org/edonline/index.html (home page)

The first teacher who contacts me by email with their full name and address will receive a free Play Money pack - from ToysRus – in the mail.

It contains over 100 pieces including four values of paper notes, plastic coins, two plastic credit cards and a set of paper discount shopping vouchers.

[email protected]

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http://www.thirteen.org/edonline/index.html

http://www.thirteen.org/edonline/lessons/cyber_currency/orgh.html


UNIT 25

TOPIC: Transport (Page 112)

SKILL: Listening and speaking

LANGUAGE POINT: Vocabulary – children will be able to identify 10 modes of transport and talk about how they go to school.

MATERIALS: Picture flashcards of different modes of transport. Transport word cards.


1 Warmer: Write the word ‘Transport’ on the board and brainstorm modes of transport.

3

2 Use flashcards to introduce 10 modes of transport. Stick each flashcard to the board after presenting it. Give out word cards to 10 children around the classroom and tells them to come to the board to match the words with the pictures. Drill the pronunciation of each word (mixed drills).

15

3 Slap Game: Remove the picture cards from the board. 2 children on opposing teams come to the board. Show a picture, the 2 children race to slap the correct word. Who was first?

5

4 Matching activity – Children look at the pictures and match with the corresponding words, then complete the missing letters in five words. Do one example with the class and then the children complete in pairs. Then check when they have finished.

10

5 Q&A activity: Write: How do you go to school? on board. Then ask the class for answers. Use one of the flashcards to drill sentence form ‘I go to school by …’ Practise this several times with a substitution drill. Choose 2 children to model the Q&A form using the cards to provide the answer:e.g. How do you go to school Kamal?I go to school by helicopter!’Form groups of 4, then give each group a set of vocab cards. The children have to ask the question to the person next to them, who takes a card from the top of the set and then answers with that vehicle.

15

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Name: ________________________________ Date:_______________

a. motorbike

b. aeroplane

c. b ke

d. boa

e. ferry

f. school bu

g. ferry

h. helicopter

i. c r

j. rain

- - - - - - - - - - - - - - -

I go to school by ___________________

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UNIT 26 TOPIC – The Tiny Thimble

SKILL – Storytelling – exploiting a text

LANGUAGE POINT – Identifying and writing key words in a text

MATERIALS – Textbook pages 116-117, worksheets (see next pages).


1 Read the story to the children. 5 minutes

2 Check comprehension by asking questions referring to the pictures in the textbook. NB: If children have completed the exercise on page 115, ask them to show you their thimbles.

5 minutes

3 Ask pupils to predict the ending of the story. What do they think happened to the cloth? Why? What kind of thimble is it? Who was the old woman? What happened to the girl and her mother?

2 minutes

4 Hand out Worksheet A. Ideally this is done with books closed. Get children to work in pairs or groups to complete the worksheet. Check answers and ask questions about the key words, e.g. “What did the old woman do?” Get children to check by looking at the text book.

10 minutes

5 Next hand out Worksheet B. Again get children to work in pairs or groups to complete the worksheet. NB: Highlight the “th” words from the worksheet when checking as a whole class activity.

10 minutes

6 Introduce “Hard or Soft”. Get children to group the “th”words into the 2 groups “th” or “th”. (NB: This can be used as an introduction to the exercise on page 118.)

5 minutes

7 Hand out Worksheet C. Children check answers as pairs or groups. Review key words. Try to get children to make sentences about the story using words from the worksheet.

10 minutes

8 Follow Up Activity: Children role play page 120.

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- Label the pictures.

4 C _ _ _ _ 2. B _ _

- M _ _ _ _ _ _ 4. O _ _ W _ _ _ _

5. T _ _ _ _ _ _ 6. M _ _ _ _ _

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- Complete the words from the story

T _ _ _ _ was a g _ _ _, who made

c _ _ _ _ b _ _ _. She sold t_ _ _ at

t _ _ market.

An old w _ _ _ _ _ gave her a tiny

t _ _ _ _ _ _ for one of t _ _ bags.

The girl walked home.

She showed it to her m _ _ _ _ _.

The girl put t _ _ tiny t _ _ _ _ _ _

on her mother’s f _ _ _ _ _.

When t _ _ t _ _ _ _ _ _ touched the

cloth …

- Find the words from the story

t h f i n g e r d150


o j c a h i a g op l l v j w t i xm t o n z o p r aa s t h i m b l er t h u p a n k lk s h i k n g a me q u m o t h e rt v a y f i b u g

UNIT 27 TOPIC – Animals and the Zoo

SKILL – Listening / Writing

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LANGUAGE POINT – Listening to and following instructions. Review of directions (Unit 17: Left, Right, Straight). Review of expressing likes/dislikes (Unit 18).

MATERIALS – Textbook pages 121-124, worksheet, cut up pictures of animals (see next pages).


1 Read the poem page 121. Do appropriate actions to help children understand the adjectives, e.g. “chubby”. Repeat poem as whole class doing the actions.

10 minutes

2 Ask children if they have been to a zoo. Elicit the types of animals that can be seen there. List on the board.

5 minutes

3 Ask children if all the animals listed are the same. How are they different? List adjectives, e.g. big/small, scary/nice.Help children to categorise animals into appropriate groups according to the adjectives on the board.

5 minutes

4 Revise directional language from Unit 17: “Turn Left/Right/Go straight”. Make sure children understand “next to”. Explain that children are going to do some listening. Hand out Worksheet A and the cut-up animal pictures. Read the text and get children to work in pairs or groups to complete the worksheet. They paste the animal pictures onto the spaces given on the worksheet. Read the text again, children check answers.

15 minutes

5 Review language from Unit 18 – I like/I don’t like…. Get a few children to express their likes/dislikes using the target language from Unit 18.

15 minutes

6 Children explain to class which animals they like/dislike and why. Hand out Worksheet B. Children complete sentences about the animals expressing likes/dislikes.

4a Text for the Zoo Plan

At the bottom of the plan is the entrance. You walk straight and the first big cage has

elephants in it. Stick the picture of the elephant in that cage.

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Turn left and the cage at the bottom of the plan has a gorilla in it. Stick the picture of

the gorilla in that cage.

Next to the gorilla is a cage with bears in it. Stick the picture of the bear in that cage.

The next cage has a giraffe in it. Stick the picture of the giraffe in that cage.

At the top of the plan is a big cage. It has lions in it. Stick the picture of the lion in

that cage.

Turn right and the cage near the lions has tigers in it. Stick the picture of the tiger in

that cage.

The next cage has crocodiles in it. Stick the picture of the crocodile in that cage.

Next to the crocodiles is a cage with turtles in it. Stick the picture of the turtle in that

cage.

Now check with your partners. Do your zoos look the same?

Now write the names of the animals next to the cages.

Again check with your partners. Are your zoos the same? Which animal di we not see

in the zoo? (Swan)

Animal pictures to cut up and distribute to pupils

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UNIT 27Questions and Possible Actions

[1] How could you adapt this type of listening exercise to different topic areas?

[2] How could you adapt this exercise to either simplify or extend it depending on the levels of pupils in your class?

(E.g.: You could simplify the task by giving out zoo plans with some of the details al-ready given. You could extend it by giving more complex directions and/or asking children to write the animal names without using the cut-up pictures.)

[3] On page 124 there is a speaking exercise, “Look and say”. Try to design possible activities that could be used to support the learning objectives of Unit 27.

[4] Look at the material in the unit and the learning objectives. Then sketch the outline of two or three possible lessons that would cover all of the learning objectives.

(E.g.: Create a writing task? Make an information gap exercise using worksheets with different information for each child in a pair? Design a class project utilizing your word wall or wall space to create descriptions of animals?)

Lesson Activities, Exercises, Materials Learning objectives

1

2

3

Strategies

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Simplify

You could simplify the task by giving out zoo plans with some of the details already given.

If children are not used to a variety of prepositions of place, minimize their use, e.g. next, next, next. Avoid examples such as, “Between the bears and the hippos was a cage full of tigers.”

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UNIT 28 TOPIC – Environment (pages 127-130)

Activity Ideas for the unit

[1] Mixed ability dictation (page 127)

Using the following Q&A text (simplified and adapted from page 127):

What must we do to save our earth? We must turn off the lights.

🇦 Lower ability text (Children circle the word they hear)

What must we do to save our earth / ear? We must turn / take off the lights.

🇧 Medium ability text (Children complete the spellings)

Wha_ mus_ we do to save our ear_ _? We mu_ _ turn off the ligh_s.

🇨 Higher ability text (Children write in the missing words)

What _ _ _ _ we do to save our _ _ _ _ _? We must _ _ _ _ off the lights.

Divide the class into 3 ability groups and hand out the three different texts above.

Explain what the As, Bs and Cs have to do before dictating.

You may have noticed that the As have all the information necessary to be able to check the work done by the Bs and Cs. So if one A, one B and C are put together in groups of 3 the lower ability child can take on the responsibility of being the checker of their friends.

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[2] Cold, Hot, Warm (page 129)

Language play: Something is hidden in the classroom. When you are far from the object the class shouts, "cold". When you get closer they shout "warm". When you get very close, they shout "hot". Can you find it?

SET –UP

Send one child outside. Hide something in the classroom (a pen, coin, small doll).

PLAY

The child comes back inside. You ask, "Where is the...?" The child starts to look for the object. If he or she is not close to the object, or is moving in the wrong direction, the class shouts, "Cold, cold, cold!"

When the child turns in the correct direction, and starts getting closer, everyone shouts, "Warm, warm, warm!" When the child is very close, everyone shouts, "Hot, hot, hot!"

The child stops and searches that area until he or she finds the object.

Repeat the above steps with other children.

Notes:

1. The class should gesture when they shout "hot/cold/warm": fan their faces, shiver, or hug themselves warmly.

2. Either before or after the game explain how hot/cold/warm relate to the weather. Draw a sun, a snowman and the sun half covered by a cloud. Point to the sun and say, "It's hot." Make a fanning gesture as if to cool yourself off. Now point to the snowman. Say, "It's cold." Shiver and chatter your teeth. Now point to the sun behind the cloud. Look content and say, "Ah, it's warm. Mmmm." Give yourself a warm hug if you are so inclined.

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[3] Activity Poster (page 130)

Let's make a poster. What do we need? Pictures? Colours? Drawings? Sentences?The class creates posters (improving on the one suggested in the textbook) from start to finish and then displays them somewhere prominently in the school for everyone to see.

Materials neededLarge poster paper (one per group of 4-5 children)Pictures on the topic (from magazines, clipart, etc)Colouring pensGlue and scissorsSentence bubblesHandout explaining the steps the children must follow to design their posters (bilingual instructions).

Things to think about:(a) A title related to the topic for each poster (e.g. Save The Earth, Save Our Planet, Save Our Earth, Protect The Earth, etc).(b) Border designs (e.g. paste on leaves or twigs, etc, pictures/drawings of leaves/trees, animals, plants, fruits, etc)(c) The number of topic sentences per group (do all the groups have the same sentences or some different?)Possible sentences:Turn off the tap / light / computer / aircon / television.Collect rain water.Reuse paper.Put it in the bin.Don't throw it away.(d) Are the sentences given completed? Or are they given as jumbled words, with one word missing, with partialled spelled words, etc? (Consider the mixed ability of the class).(e) How to make the posters attractive to the eye.(f) Where to display the posters.

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UNIT 29Language focus: regular and irregular verb forms

[1] In unit 29 there are a number of regular and irregular verbs, 17 in fact. Can you find them all?

Regular verbs Irregular verbs

grilled went

[2] What are the present and past participle forms of these verbs?


grill – grilled go - went

[3] For regular verbs the past participle is formed by adding the suffix -ed or -d. The pronuciation of the final suffix varies according to rules of articulation (how we produce sounds in our mouth).

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There are three sounds for regular verb past forms. Can you place the regular verbs from the unit under their correct final sound?

/d/ /t/ /id/

Example: loved Example: liked Example: wanted

Rule note for /id/ - when the regular verb ends with /d/ or /t/ the -ed ending forms another syllable beginning with the final consonant of the verb, e.g. [WAN – TED], [HAN-DED].

[4] Why are there three different pronunciations of the -ed verb ending?(A clue: it is to do with the way in which the final sound of the regular verb base form is articulated).

/d/ /t/ /id/

Words such as 'loved' have a final /d/ sound because...

Words such as 'liked' have a final /t/ sound because...

Words such as 'wanted' have a final /id/ sound because...

Rule note for -augh and -ough - Phonograms ending in 'gh' (augh, ough, eigh, igh) before 't' are usually silent.

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[5] Teaching regular and irregular verb forms

How can the rules of verb formation be introduced, practised and remembered by

pre-cognitive children without having to be too explicit about the rules? Children of

this age have not acquired the pragmatic rules of their first language yet so

introducing rules consciously in a foreign language is more likely to confuse and

perhaps even have a negative effect on their learning of first language rules.

Possible approaches to consider:

[1] Recognition – can they 'see' / find the doing / action words in the texts? (point

to / touch / circle / underline)

[2] Can they 'see' the similarities and differences between the two types? Find

another word that looks like / sounds like, etc. (Pattern recognition and formation is

an important early learning development tool).

[3] Can they piece together the words? E.g. [k] [i] [e] [l] [d], [c] [g] [a] [h] [u] [t]

[4] Can they hear and identify the final sound of regular verbs? E.g. likeD – This

sounds like T, rollED – This sounds like D.

Teacher: “Listen to me. Is it a T or a D sound at the end? Like.”

Children: “D”.

[5] The use of back chaining to focus on the part of the word that requires most

attention. E.g. drill: /t/ - /kt/ - /ikt/ - /kikt/. In this way the final sound is articulated 4

times.

[6] Can they add the final letter(s)? E.g. Do we add only 'd' or 'ed' to the following

words?

[7] Can they recognize the present form of irregular verbs?

E.g. sea / see -> saw is / wizz –> was bring / brig –> brought

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Answer Key


[A] 1,4,8,9 [B] 2,5,10 [C] 3,7 [D] 6,11


[A] 1,5,6,9,13 [B] 2,8,10,11 [C] 3,7 [D] 4,12,14


[A] B1 DL1 E1 – B2 DL1 E1 – B5 DL1 E1 [B] B1 DT6 E1 - B1 DT4 E1 – B2 DB2 E1 – B2 DB3 E1 – B3 DL2 E1 – B3 DB3 E1 – B6 DT4 E1


[1] – [B] [2] – [C] [3] – [E] [4] – [D] [5] - [A]


Version 1: 1 – C 2 – B 3 – D 4 – AVersion 2: 1 – B 2 – E 3 – D 4 – A 5 – C


[1] – [C] [2] – [D] [3] – [B] [4] - [A]

Unit 15 Activities on page 93:

1 – C 2 – E 3 – D 4 – A 5 – BMissing words: actions – [D] process – [B] segment – [A] showing - [E]

Unit 16 Notes on page 104:

The three categories – context, experience and vocabulary are clearly interrelated.Context – it was not written with any particular children in mind – no published text book ever is - and certainly not for 7 year old children who live in Malaysia, particularly in non-urban settings. It was written for the purposes of presenting a

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language point in a text book as required by the stakeholder and the syllabus! It is only of some usefulness to the teacher in that regard.Experience – will 7 year old children have ever lost a bill, been aware of what bills are and why someone would be desperate to chase one blown by the wind? Will they know what a frilly cap is, what one is for, who would wear one, when, etc? From their minds eye what would be the purpose of Miss Bess selling clocks and glass? It is unlikely that all or most of the children will have been exposed to these contexts in their lives so far. The weakness of this is that there is little to attract their attention and little to encourage retention (no mnemonic value).Vocabulary – for a 7 year old Malaysian child what is the likelihood that they would have been exposed to (aware of), know or use the following words: huff - puff – bill – frilly ? (To answer the question translate them into the mother tongue).

Unit 29 Activities on pages 150-1:Exercise 1


grilledrestedwalkedplayedkickedrolledcalledopened

wentputcaughtsawboughttookhadwasran

Exercise 2Regular verbs Irregular verbs

grill - grilledrest - restedwalk - walkedplay - playedkick - kickedroll - rolledcall - calledopen - opened

go - wentput - putcatch - caughtsee - sawbring - boughttake - tookhave - hadis - wasrun - ran

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Exercise 3/d/ /t/ /id/

Example: lovedopenedcalledrolledgrilled

Example: likedkickedwalked

Example: wantedrested

Exercise 4/d/ /t/ /id/

Words such as 'loved' have a final /d/ sound because...

the final sound of the verb is voiced (i.e. the larynx is used to articulate it), and /d/ is also voiced.

(NB. It would be useful to make a note of all of the voiced vowels and consonants)

Rule:voiced + voiced

Words such as 'liked' have a final /t/ sound because...

the final sound of the verb is unvoiced, and /t/ is also unvoiced.

(NB. It would be useful to make a note of all of the unvoiced consonants)

Rule:unvoiced + unvoiced

Words such as 'wanted' have a final /id/ sound because...

the final sound of the verb is either /d/ or /t/ and as we do not separately articulate two dental sounds together we insert the short vowel /i/. This helps us to clearly enunciate the word. Try saying 'wanted' with either a final /d/ or /t/ sound without using /i/ to separate them!

Rule:verb ends in /t/ or /d/ so add final sound /id/

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Documents

KSSR1 Teaching Handbook