Kursus Kurikulum Semakan Tahun 2

Developing Language Skills, Expanding Language Content

Understanding the Language System

Pusat Perkembangan KurikulumKementerian Pendidikan Malaysia

April 2003

Extending ‘The English Hour’

Miri and Ipoh Centres

‘World of Self Family and Friends’

Theme : World of Self, Family and Friends

The sub-themes for this theme for Year 2 are:• Talk about self and family and their personal details• Talk about happenings in everyday life• Use spoken English in everyday life

Year 2 SK/SJK

The theme acts as a vehicle to introduce the language for:

There should not be a direct explanation of the ‘World of Family and Friends’.

Basically, this is the theme the teacher uses to teach the pupils to talk with other people on everyday matters in everyday surroundings of school and home and neighbourhood.

talking with people

talking about oneself

Here is where the functional aspects of language come into play, such as:

greetings

introductions

asking permission

requests

giving information

saying thank you

Theme : World of Self, Family and Friendsdeals with Language Functions

The theme World of Self, Family and Friends relates mainly to listening and speaking.

The Speaking Skills in the HSP are:

Exchange greetingsIntroduce oneselfTalk about oneselfGive simple instructionsGive simple directions to placesAsk permission to go outRequest for thingsAsk questionsGive replies

Skills in the HSP for World of Family and Friends

‘Chant rhymes’ is also related to the World of Family and Friends

2.7.1

2.7.2

2.7.3

2.7.4

2.7.5

2.7.6

2.7.7

2.1.3

2.3.3

Exchange greetings

Introduce oneself

Talk about oneself

Give simple instructions

Give simple directions to places

Ask for permission

To request for things

Ask questions

Give replies

FunctionSkill No.

Yes, you can.

Sentence pattern

Good morning, teacher.

Hi!. I am … My name is …

I am ….. years old. I have ….

Read louder. Write neatly.

Turn left. Go straight.

May, I go out please, teacher?

May I borrow a pencil, please.

How many sisters do you have?

The functional aspects of language uses the following sentence patterns which pupils must be trained to use

Relevant Sentence Patterns to Use

- for greetings, asking for names of their friends, where they stay

- to ask questions such as ‘What is your name?’

ActivitiesActivities

This World can be introduced through the following activities:This World can be introduced through the following activities:

a). Indirectly through stories/texts(e.g. directions – tracing route, drawing pictures etc.)

b). Directly (e.g. role playing, singing songs, following instructions to do something)

Using puppets/masks

Note: Teachers should make simple masks/puppets to be used in this lesson.

Directly

Use of courseware

As a take-off for role play

Use of family photos

Talk about family members (e.g. “This is my father. His name is ……. He is ………….)

Talk about everyday happenings.

Use story books or other texts as a take-off point for speaking activities.

ActivitiesActivities

Directly

Indirectly

Indirectly

As a take-off point for speaking activities on numbers, objects, verb etc.

Spot the differences

(e.g. “Ring around the Roses” )

Follow instructions

Play games (e.g. “Simon says”, “walk like a tiger” etc.)

(e.g. making masks, drawing faces)

Follow instructions to do something

Sing songs

… Activities

Indirectly

Indirectly

Directly

Directly

• Initial blends (bl, br)• Initial digraphs (sh, ch)• Final digraphs (sh, ch)• Vowels (long sounds/short sounds) • Diphthongs (ou, ow)• Silent letters (k, h)

The Sound System (Phonics)

Teach the sound system following the activity.

The sound system to be taught must be taken from the songs, rhymes, stories, dialogues, discussion, description in the activities above.

These are some sounds you can teach in Year 2.

It is good to have a follow-up activity when teaching sounds. Examples of activities are tongue twisters, chants, singing etc.

Focused Word WorkFocused Word Work

After doing the activities above, the teacher focuses on the After doing the activities above, the teacher focuses on the teaching point(s) for the day:teaching point(s) for the day:

habitual actions and imperatives

Teaching Points relating to Grammar

Focus on grammar items must follow a language activity, such as reading or speaking, i.e. in context and not in isolation.

proper nouns, gender, countable nouns, common nouns

Focused Word WorkFocused Word Work

Nouns

Grammar items :

a and an (with singular noun)

personal, demonstrative, interrogative and possessive pronouns

in, on, under, near, at, out, to, up, down

colour, shape and size

and, or

Simple Past

Articles

Pronouns

Preposition

Adjectives

verb to be; was, were

Simple Present

Conjunctions

Sample LessonSample Lesson

Theme: World of Family and FriendsTheme: World of Family and Friends

Step 1: Dialogues (15 mins)Step 1: Dialogues (15 mins)

Step 1: Dialogue

Amin : Mother, can I have RM 5.00?

Mother : Why, Amin?

Amin : To buy a book, an eraser and a pencil, mum.

Teacher said so.

Mother : Get my handbag from the room, Amin.

Amin : Here’s your handbag, mum.

Mother : Here’s your RM 5.00.

Amin : Can I go to the shop now?

Mother: Yes.

Amin : Thank you, mum.

Teacher acts out the dialogue to the class Teacher acts out the dialogue to the class

Step 2: Focused Word Work

Teacher can focus on pronunciation, spelling, Teacher can focus on pronunciation, spelling, vocabulary and sentence structurevocabulary and sentence structure

language function language function sentence patternsentence patternsound system (phonics)sound system (phonics)grammar itemgrammar itemvocabularyvocabulary

Choose one of the teaching points below

ExampleInitial digraphs: sh and chInitial digraphs: sh and ch

shelfshelf chairchairshopshop

cheekcheekshoeshoechainchain

sheshechinchinchopchop

She took the shoe from the shelf of the shopShe took the shoe from the shelf of the shop

Chong chops his chin and cheek and chains it to the chairChong chops his chin and cheek and chains it to the chair

TASK

Step 3: Group work and Independent work

1 …

The teacher will have to prepare 2 or 3 activity sheets for this activity

Examples of activities are:

Pair work: test each other’s spellingPupils A gets a list of words beginning with shPupils B gets a list of words beginning with ch

Group work: Pupils fill in the missing letters and match the words to the pictures

Individual work: grouping words according to their initial digraph

… 2

Step 4: Summing up

This step is meant for reinforcement, to inculcate values and to relate the lesson to the pupils’ lives

• Revise what is taught, i.e., vocabulary, phonics, grammar, etc.

• Talk about their family, i.e., their mother, her name, etc

• Moral values, such as being polite, thank for something, etc.

This can be done through Q and A sessions

What words did we learn today?What’s her name?When people give you something what should you say?Do you love your mother?

You can also carry out other activities provided it has the same theme

For example: Chants , Rhymes or tongue twisters

Rhyme

See shoeShoe shelfShoe shelf in the shop

Cheek and chinChain and chairChop the chin And put it on the chair

Chant

Sssh… sssh…..Who’s got the shoe?Who’s got the shoe?

What?....What?Who’s got the shoe?

Oh, she’s got the shoeShe’s got the shoe

The shoe is on the shelfThe shoe is on the shelf

She sells sea shells at the sea shore

Tongue twisters

Step 5: Extension (homework)Step 5: Extension (homework)

Revise these words at home.

Repeat the words to yourself over and over.

Write the words in your ‘Vocabulary Book’

shelfshelf chairchairshopshop

cheekcheekshoeshoechainchain

sheshechinchinchopchop