SK KSSR EL Guide book

THE LISTENING AND SPEAKING SKILL
The listening and speaking skill is crucial for social communication at home,
at school, as well as in the community. However, this skill is often neglected
or given minimal emphasis during English language lessons. In order to
develop this skill, teachers have to provide their pupils with various opportunities to listen
and to talk about a range of subjects which may include topics on personal interests,
school work and even current affairs. It is hoped that the learning standards will offer
teachers some ideas on how they could provide opportunities for pupils to engage in
various listening and speaking activities at Year One.

The Listening and Speaking Content and Learning Standards for Year 1 are as follows:
Content Standards Learning Standards
1.1 By the end of the 6-year 1.1.1 Able to listen and respond to
primary schooling, pupils will be able to stimulus given with guidance :
pronounce words and speak a) environmental sounds
confidently with the correct stress, b) instrumental sounds
rhythm and intonation in accordance to c) body percussion
Standard British English (SBE)). d) rhythm and rhyme
e) alliteration
f) voice sounds
g) oral blending and segmenting
1.1.2 Able to listen and enjoy simple stories.
1.1.3 Able to listen to, say aloud and recite
rhymes or sing songs with guidance.
1.1.4 Able to talk about a stimulus with guidance.
1.2 By the end of the 6-year primary 1.2.1 Able to participate in daily conversations:
schooling, pupils will be able to listen a) exchange greetings
and respond appropriately in formal b) introduce oneself
and informal situations for a variety of c) make polite requests
purposes. d) thank someone
e) express a simple apology
1.2.2 Able to listen to and follow:
a) simple instructions in the classroom.
b) simple directions to places in the school.
1.3 By the end of the 6-year primary 1.3.1 Able to listen to and demonstrate
schooling, pupils will be able to understanding of oral texts by:
understand and respond to oral texts in a) giving Yes/No replies
a variety of contexts. b) answering simple Wh-Questions

In this module, Learning Standards 1.1.1 and 1.1.4 are dealt with extensively. Although,
this module does not provide suggested activities for the other learning standards, it is
hoped that teachers would be able to plan lessons and activities on their own for the
other Learning Standards. The activities provided here are merely suggestions. It is with
high expectation and anticipation that teachers of Year 1 English would be able to plan
and carry out Listening and Speaking lessons creatively and innovatively.

19 CURRICULUM DEVELOPMENT DIVISION
MINISTRY OF EDUCATION, MALAYSIA

Learning Standard: 1.1.1 Able to listen and respond to stimulus given with guidance:
(a) environmental sounds

Note: Environmental sounds are sounds heard around us.

Activity Content Teacher’s Notes

Let’s Take A Walk

1. Take pupils around the Suggested sounds : Materials:
school.
2. Listen and identify the  school bell  Prepare the „cut-out‟
sounds heard.  running water from ears (or get the pupils to
e.g. birds chirping tap/hose do it themselves) to be
3. Make the sound and  a car/ motorcycle used during the walk.
pupils follow.  lawn mower (refer to LS1)
 wind
 waves
 leaves rustling

Guessing The Sound

1. Listen and guess the Suggested sounds : Materials:
sound.
2. Pupils mimic the sound.  animals  sounds (recorded)
3. Pupils make the sound - meow  pictures
of the picture shown. - moo
 vehicles
- vroom
- choo
 things in the kitchen
- fork and spoon
- pestle and mortar
- whistling of the
kettle
- stirring a drink



Bingo Game Suggested sounds : Materials:

1. Distribute Bingo cards  animals  markers :
to the pupils - meow - tokens
2. Show how to play the - moo - buttons
game.  vehicles - erasers
3. Play a recorded sound. - vroom  Bingo card
4. Pupils identify the - choo (refer to LS2)
sound heard and place a  in the kitchen
marker on the Bingo - fork and spoon Activity can be conducted
card. - pestle and mortar outside the classroom in
5. The pupil who has - whistling of the groups or individually.
completed the Bingo kettle
card will shout out the - stirring a drink
word „Bingo‟. Every group/ child is given
a Bingo card with different
pictures.

(refer to guessing the
sound game)

Guessing Game

1. Divide the pupils into Suggested sounds : Materials:
groups.
2. A pupil from each group  animals  pictures
will pick a picture from  vehicles
a box.  objects (Points can be given for
3. The pupil will make its correct answers.)
sound without showing
the picture to the other
members.
e.g:
roar

4. The members of that
group will guess what
makes the sound



Let’s Sing

1. Sing or play the Old Pak Salleh Materials:
recorded song. (tune of Old Mac Donald
2. Sing with actions and had a farm)  picture cards.
pupils follow.
3. Show pictures. Old Pak Salleh has a bus, Teachers can substitute
4. Pupils sing and make E,I,E,I,O bus with the following:
their sounds with And a Vroom, Vroom here  bird - chirp
actions. and a Vroom Vroom there  mouse – squeak
Here a Vroom  train – choo
There a Vroom
Everywhere Vroom Vroom
Old Pak Salleh has a bus
E,I,E,I,O

My Sounds

1. Paste the different Suggested sounds : Materials:
pictures on the board.
2. Use two hand puppets  lion – roars ,  use different sounds
fixed with pictures of a  mouse –squeaks suitable for their pupils.
big speaker (loud sound)  bus – vrooms  pictures of a big
and a small speaker  bee – buzzes speaker and a small
(soft sound) each .  bird – chirps speaker.
3. Next to the picture, show
the big speaker and
make a loud sound.
e.g. a lion‟s roar
4. Repeat using the small
speaker to make a soft
sound like a mouse‟s
squeak.  a set of pictures
5. A few pupils are chosen e.g.: aeroplane , bee,
to take the role of the lion , train , mouse
teacher and repeat the
same activity.



I Know This Sound

1. Distribute worksheet to Suggested sounds : Materials:
the class.  recorded sounds
2. Play the recorded 1. a kettle whistling  worksheet
sounds. 2. a monkey chattering (refer to LS3)
3. Pupils listen and tick the 3. a cow mooing
correct picture. 4. a moving bus
5. a bird chirping

The mediocre teacher tells. The good teacher
explains. The superior teacher demonstrates. The
great teacher inspires.

William A. Ward


(b) instrumental sounds.


Identifying Sounds
Suggested instruments: Suggested questions:
1. Show pupils a musical
instrument.  cymbals  What do you call this?
(e.g.: a tambourine)  triangle  What sound did you
2. Play the instrument and  tambourine hear?
pupils listen.  castanet
3. Ask questions and pupils  drum ( may work together with the
respond. music teacher)
4. Play the instrument again
and pupils make the
sound.
5. Repeat the activity with
other instruments.

Hear Them Sound

1. Distribute musical Suggested instruments: Activity can be carried out in
instruments to pupils. groups or between groups
2. Make sounds produced  cymbals as a competition.
by the musical  triangle
instruments vocally and  tambourine
pupils listen.  castanet
3. Pupils holding the related  drum
musical instrument will
play the instrument.
4. Repeat with other
instruments.
5. Pupils take turns to play
the teacher‟s role.



Match The Sounds

1. Show a few musical Suggested instruments: Materials:
instruments.
2. Distribute picture cards of  cymbals  Picture cards of
musical instruments.  triangle suggested musical
3. Play vocal sound of an  tambourine instruments.
Instrument.  castanet
4. Pupils with the related  drum
picture cards will show the Instruments can be hidden
cards. in a box or behind a screen.
5. Pupils take turn to play
the instrument. Activity can be carried out in
6. Pupils take turns to make groups or between groups
sounds and their peers as a competition (to increase
will show the related the fun element).
picture cards.

How They Sound

1. Show a musical Suggested instruments: Materials:
instrument and get pupils
to make the sound. - cymbals  Get 3 of the suggested
(e.g.: a tambourine) - triangle musical instruments
2. After pupils are familiar - tambourine
with the sound, proceed - castanet
to another instrument. - drum
3. After having done at least
three instruments, get Activity can be carried out in
pupils to make multiple groups or between groups
sounds of musical as a competition.
instruments vocally. .

e.g : Point to the cymbals,
triangle and drum.

Pupils will say „cheng‟,
„ting‟ „boom‟



Move With The Sound
Suggested sounds: This activity can be carried
1. Make sounds related to  ting out in groups or between
musical instruments  cheng groups as a competition.
vocally and associate  boom .
each sound with an
action. Instrument Sound Action
2. Pupils listen, repeat the Triangle ting sit
sound and do the
Cymbals cheng stand
actions.
3. After practising, make the Drum boom jump
sounds of instruments to the
vocally. Pupils listen and front
carry out the actions. Song
4 Sing the song and pupils (Tune -If you are happy )
carry out the actions.
When the triangle tings
I sit down
When the cymbals cheng
I stand up
When the drum goes boom
I don’t know what to do
So I jump to the front
And look at you

Jazz With Instruments

1. Pupils make sounds Suggested sounds:
made by musical
instruments as shown by Instrument Sound
the teacher. Triangle ting
2. Display the jazz chant and Drum boom
recite it line by line. Cymbals cheng
3. Pupils repeat after the Tambourine ching
teacher.
Chant

What tings?
The triangle tings
What booms?
The drum booms
What chengs?
The cymbals chengs
What chings?
The tambourine chings


(c) body percussion

Note: Body percussion means exploring different ways of producing sounds using parts
of the body.


Listen and Do
Suggested actions:
1. Say and show the Can be done in
actions.  clap your hands smaller groups.
2. Pupils repeat after the  stamp your feet
Teacher.  slap your thighs
3. Pupils can take the role  snap your fingers
of the teacher.  tap your feet
 pat your shoulders
 click your tongue

Simon Says
1. Give the instruction. Game: Simon Says Instructions:
2. Pupils listen and do the
actions. Simon says,  Pupils listen to
3. Play „Simon Says‟ with ‘Clap your hands.’ teacher‟s
the pupils. Simon says, instructions.
‘Touch your nose.’  When teacher
‘Close your eyes.’ says „Simon says
Simon says, clap your hands
‘Stamp your feet.’ slowly.‟ pupils clap
‘Touch your ears.’ their hands slowly.
 When teacher
A suggested variety: says „Snap your
(refer to Year 1 SK Textbook) fingers.‟, pupils
Simon says, must not do the
‘Clap your hands slowly.’ action as teacher
(The pupils clap their hands did not say „Simon
slowly.) says…‟
Simon says,
‘Clap your hands fast’ Teachers can vary the
(Pupils clap their hands fast.) actions.
Simon says,
‘Stamp your feet fast.’ (refer to Yr 1 SK
(Pupils stamp their feet fast) English Textbook -
Simon says, page 29)
‘Stamp your feet slow.’
(Pupils stamp their feet slow.)
‘Snap your fingers.’
(Pupils should not snap their
fingers.)



Sing A Song

1. Play a recorded song. Song 1 Teacher may vary the
2. Pupils sing along. (Tune: Here We Go Round the actions.
3. Sing and do the action. Mulberry Bush)

This is the way Song 1:
we clap our hands,
clap our hands,  clap our hands
clap our hands.  snap our fingers
This is the way  slap our thighs
we clap our hands  stamp our feet
early in the morning.

Song 2
(Tune: If You‟re Happy and You Song 2:
Know It)
 clap your hands
If you’re happy and you know it  stamp your feet
clap your hands (2x)  snap your fingers
If you’re happy  slap your thighs
and you know it  say Hello
and you really want  do all five
to show it
If you’re happy
and you know it
clap your hands.

Imitate the Actions
Suggested actions:
1. Sit in a circle on chairs.  Introduce a simple
2. Begin by doing an  clap hands sequence of
action.  snap fingers sounds for the
3. The pupil sitting next to  slap the thighs pupils to do.
the teacher repeats the  stamp the feet e.g.: clap, stamp,
same action.  tap the feet clap
4. The activity continues
until it completes the  Do the activity in
circle. groups.
5. Begin another action.



.Listen To The Music

1. Show a musical instrument. Suggested actions: Instructions:
2. Allow a pupil to play the
instrument.  clap hands  When your friend beats
3. Give instruction to pupils.  stamp feet the triangle once, clap
4. Pupils perform an action  slap thighs your hands.
when the instrument is  d snap fingers  When your friend beats
played.  tap feet two times, snap your
 pat shoulders fingers.
 When your friend beats
Suggested musical three times, clap your
instrument : triangle hands and snap your
fingers.
No. of Action
Beats
one clap
two snap
fingers
three clap &
snap
fingers

Follow The Leader

1. Introduce an action. Suggested actions: Can use pre-recorded sounds
2. Play a musical instrument
and pupils do the action.  clap hands
3. Play the instrument faster  stamp feet
and pupils do the action  slap thighs
faster.  snap fingers
4. Play the instrument slowly,  tap feet
pupils do the action slowly.  pat shoulders
5. Mix the beats
(e.g. fast – slow – fast )


(d) rhythm and rhyme
Note:
1. Rhythm and rhyme means using songs or rhymes to help them tune into the rhythm
and sound of English.
2. Some of the following activities should be matched with the respective letter sounds
taught during the Reading lessons.


Let’s Sing

1. Sing while pupils listen. Suggested words: Materials:
2. Sing together with
pupils.  fat  picture cards
3. Pupils sing on their own  cat .
with teacher‟s guidance.  rat
4. Stress words with  mat
medial phoneme /æ/  bag
and pupils repeat.
5. Distribute picture cards Song:
and say the words. (Tune of „Are you Sleeping?‟)
6. Pupils with the correct I saw a fat cat, (2x)
picture card say the On the mat. (2x)
word aloud. It’s looking at the fat rat,
7. Sing the song together. (2x)
Near the bag. (2x) .

Come Sing With Me

1. Sing a song. Suggested words: Materials:
2. Pupils sing along.
3. Pupils sing with  jar  picture cards
teacher‟s guidance.  jam
4. Stress words with  jump
initial phoneme /ʤ /  joy .
and pupils repeat.  jug
5. Put a box of pictures  jelly
in the middle of the
classroom.
6. Call a pupil to
choose a picture.
7. The pupil says the
word aloud and
others repeat.



Song:

(Tune: Old Mac Donald had
a farm)

Mother buys a jar of jam,
j, j, j, j, j ( /ʤ/)
I see the jam, I jump with
joy,
j, j, j, j, j ( /ʤ/)
jam here, jar there,
jug here, jelly there,
Everywhere jam, jam,
Mother buys a jar of jam
j, j, j, j, j ( /ʤ/)

Story Time

1. Put up a composite Suggested words: Materials:
picture.
2. Teacher tells a story  mother  the story
while pupils listen.  milk  word cards
3. Pick words with initial  mug  a composite picture
phoneme /m/.  mat ( refer to LS4)
4. Display word cards on
the board. Say the Story:
words.
5. Pupils come to the front Mother has a mug.
and identify the words. She is sitting on a mat.
6. Pupils put the words on She wants to drink milk.
the picture. The milk is in the mug.
7. Pupils listen and repeat.

Jazz, anyone?

1. Recite a jazz chant. Suggested words: Materials:
Pupils repeat.  a chart of pictures
2. Stress on words with  snake (refer to LS5)
initial phoneme  sack
/s/.Pupils say the words  sister
aloud.  school Pupils chant in groups or
3. Put up a chart of  sun individually.
pictures. Point to a  sky
picture and name the
pictures.



4. Pupils point to a picture Jazz Chant:
and others say the
word. Where is the snake?
In the sack. (2x)

Where is your sister?
In her school. (2x)

Where is the sun?
In the sky. (2x)

Up in the sky so blue.

A Poem For You

1. Play a recorded poem. Suggested words: This activity is also suitable
2. Recite and pupils repeat. for teaching the medial
The stress is on words  cat phoneme /æ/.
with final consonant  hat
phoneme /t/.  mat
3. Pupils say the words  rat
aloud.  pat
 bat
 fat
 out

Poem:

A cat with a hat,
Sitting on a mat,
Waiting for the rat,
Hoping for a pat.

Out flew a bat,
That was big and fat,
That bat ate the rat,
The cat ate the bat.



Action , Action, Action

1. Sing song with actions. Suggested words: Materials:
Pupils follow.
2. Stress on words with  chalk  picture cards
initial phoneme /t∫/  cheek
3. Pupils say the words  chicken
aloud.  chair
4. Put a big bag of pictures  chocolate
in the middle of the
classroom. Song:
5. Say the word and pupils (Tune: Here we go round
choose the correct the mulberry bush.)
picture.
This is the way
We use the chalk (3x)
This is the way
We use the chalk
Early Monday morning.

This is the way
We eat chicken (3x)
This is the way
We eat chicken
Early Tuesday morning.

This is the way
We sit on the chair (3x)
This is the way
We sit on the chair
Early Wednesday morning.

This is the way
We touch our cheeks (3x)
This is the way
We touch our cheeks
Early Thursday morning.

This is the way
We eat chocolate (3x)
This is the way
We eat chocolate
Early Friday morning.



Pink Panther

1. Recite a rhyme. Pupils Suggested words:
repeat.
2. Stress on words with  pen
initial phoneme /p/.  pail
3. Pupils say the words  pin
aloud.  pink
4. Ask pupils for other  pot
words that begin with the  panther
/p/ sound.
Rhyme:

Pink Panther sits on a pot
Pink Panther has a big pail
In the pail, he has a pin and
a pen
The pin and the pen are
pink.

A good education is like a savings account; the more
you put into it, the richer you are.
Anonymous


(e) alliteration
Note:

1. Alliteration means the repetition of the same kinds of sounds at the beginning or in
stressed syllables.
2. Some of the following activities should be matched with the respective letter sounds
taught during the Reading lessons.


Where’s Your Tongue

1. Put up a composite Suggested word list : Materials:
picture or picture cards.
2. Emphasize on the  top  a composite picture
objects with initial  tap  picture cards
phoneme /t/.  toe
e.g.:  tip
t – t –t – top  ten
t – t – t – tap  tent
t – t – t – toe  tank
t – t – t – ten
 table
t – t – t – tent
 tiger
t – t – t – tank
t – t – t – table  turtle
t – t – t – tiger
t – t – t – turtle
3. Recite the jingle or jazz Jingle:
chant. Clap in rhythm.
4. Say „ t- t – t‟ and tell the Ten tops turning,
pupils to look at each Ten tops turning,
other‟s mouth as they Turning, turning, turning.
say „ t – t – t‟.
5. Point to the picture and Jazz chant:
ask the pupils to name
the objects starting Tiger, tiger, on the table.
with„t‟. On the table, on the table.
6. Say the words and Turtle, turtle in the tank,
pupils repeat. In the tank, in the tank.
Where to see?
Where to see?
In the tent, In the tent.



Taking A Train

1. Ask pupils to imagine Suggested word list: Materials:
they are in a train. They
move their arms back  chair  pictures
and forth and say „ch –  chalk
ch- ch – choo – choo –  chin
choo - choo‟.  cheese Teacher prepares pictures
2. Emphasize on the  chick as suggested in the word
words with initial  church list.
phoneme /tf/.  cheek
e.g.:  chain
ch – ch – ch – chair  chocolate
ch – ch – ch – chalk  chicken
3. Say „ ch – ch – ch‟ and
tell the pupils to look at
Rhyme:
each other‟s mouth as
they say „ ch – ch – ch‟ Cheek and chin
4. Say the rhyme or Chalk and chair
tongue twister. Chocolate and cheese
5. Point to the pictures and What a feast.
ask the pupils to name
the objects starting with
Tongue twister:
„ch‟.
6. Riddles are given to the
Choose and chew your
pupils.
cheese chicken sandwich.

Riddles :

a. Teachers use me to write
on the board.
What am I?

b. People sit on me.
What am I?



‘Br’ or ‘b’; Take Your Pick

1. Put up a picture. Suggested word list : Materials:
2. Emphasize on the objects  pictures
beginning with „b‟ and „br‟  bag
e.g.:  book Teacher prepares pictures
b – b – b –bag  ball as suggested in the word
br – br – br – broom  bottle list.
3. Recite the jazz chant.  bed
4. Ask pupils to snap their  box
fingers to the jazz  bear (Step 7)
chant.
 banana
5. Say „b – b – b‟ and tell __one
 boat
the pupils to watch each
other‟s mouth as they say  bee
„b – b – b „.  bone
6. Say „br – br – br‟ and tell
the children to watch  bread ___oom
each other‟s mouth as  broom
they say „br – br – br.  brush
7. Show pictures and  brick
pupils have to say „b‟ or  brow
„br‟.

1. Jazz chant :

A boy with a ball.
A boy with a ball in a bag.
A boy with a ball in a bag
in a box.

2. Jazz chant:

There’s a bee in my boat.
There’s a bear in my boat.
Get a broom, get a broom.
Get some bread.
Get some bread.
See the bee near the
broom.
Give the bread to the
bear.
The bee and the bear in
my boat.



Fox Gets A Fish

2. Emphasize on the initial
phoneme „f‟.  fish  pictures
e.g.:  fin  word cards
f – f – fish  field
f – f – fin  fat
3. Recite the jazz chant and  fox
pupils repeat.  four
4. Ask pupils to clap in  fan
rhythm.
 fed
5. Say „f – f – f‟ and tell the
 fur,
pupils to look at each
other‟s mouth as they say  fork
„f – f – f‟.
6. Say the words and pupils Jazz chant:
show the correct picture.
7. Ask a pupil to show a Fox gets a fish,
picture. Another pupil A fish, a fish
Teacher prepares pictures
picks out the correct word Fox gets a fish
as suggested in the word
card and says it aloud. With a big, big fin.
list.

Getting The ‘mmmm’
Sound Out

2. Emphasize on the initial
phoneme „m‟.  milk  pictures
e.g.:  mug
m – m – mouse  man
m – m - milk  mouth
3. Sing a song and pupils  mop
repeat.  mat
4. Ask pupils to snap their
fingers in rhythm. Song:
5. Say „m – m - m‟ and tell (Tune: Are You Sleeping?)
the pupils to look at each
other‟s mouth as they say See my mother.
„m – m - m‟. See my mother,
6. Point to a picture and ask Drinking milk,
the pupils to name the Drinking milk,
object. Sitting on the mat, Teacher prepares pictures
e.g.: mouse, milk Sitting on the mat, as suggested in the word
With a mug, list
With a mug.


( f ) voice sounds


Wake-up

1. Show pupils a sleeping Materials:
doll and ask what the doll
is doing.  doll – realia or picture
2. Do the action of „sleeping‟
and get pupils to follow.
3. Say „ssssshhh‟ softly with
finger on lips and pupils
follow. Make the sound
from low to high.
4. Pupils take turns to do
the action of sleeping and
others say, “Ssssshhhh! Pupils say out the name of
Nora is sleeping” their friend who is sleeping.
5. Put on the alarm clock
and get the pupils to
voice out the sound, „
kring, kring, kring! „(low to
high).
6. Ask pupils to stretch and
yawn in three different
modulations „aaah,
aaaaah, aaaaaaah‟!
7. Get a pupil to do the
actions of sleeping and
stretching while others
voice out the sounds
learnt.

The basic idea behind teaching is to teach people
what they need to know.
Carl Rogers



Match Me

1. Ask a few pupils their Suggested sounds: Materials:
names and the sound
they start with.  Various sounds of  Objects in the
2. Say the initial sound of letters. classroom
a pupil‟s name, followed e.g.: books, blackboard,
by the name. e.g.: basket
/s/ /s/ /s/ /s/ Siti
/t/ /t/ /t/ /t/ Tan
3. Pupils take turns to Vary initial sounds of pupils‟
voice out the initial names.
sound of their friend‟s
name. Teacher chooses her/his
4. Ask pupils to point to or own phonemes.
bring objects which
match the sound
vocalized.
e.g.:
/ b / - bag
/ t / - table
5. Pupils take turn to say a
chosen phoneme and
other pupils match it
with objects.

Blow Wind Blow

1. Show pupils how to Suggested phonemes: Can be done indoors or
blow balloons.  phonemes that have outdoors.
2. Get pupils to blow like been taught
the wind „ whoooo‟! Teacher makes the sound
3. Explain how to play the from low to high.
game, „Blow Wind
Blow‟. Instructions:
4. Pupils are divided into
groups and given a Teacher : “ The big wind
phoneme each. blows.”
5. The group with the /b/ Pupils: “ Whooo! Blow
sound shouts aloud what ?
„bbbbbbbb !‟ and falls Teacher : “ Blows the
down. group with the sound /b/. “

Pupils blow loudly.

Repeat the activity.



Feelings

1. Take out a box and ask Suggested sounds: Materials:
pupils to guess its
content.  happy: „hahahaha!‟  Prepare masks or
2. Call out a pupil to pick a  sad: „wha,wha,wha!‟ pictures with facial
mask from the box.  angry : „grrrrr!” expressions:
3. Pupil puts on the mask  scared: „ooohhhh!‟ o happy
and others guess the o sad
expression. Suggested responses: o angry
4. Repeat with the other o scared
masks. Sentence Response
5. Ask pupils to I am Ha! Ha!
demonstrate the sound happy. Ha!
they make when they I am angry. Grrrr!
are happy, sad, angry I am Ooohhhh!
or scared. scared.
6. A pupil comes out in
front and puts on a
mask and says a Song:
sentence.
7. The other pupils make ( Tune: If You Are Happy )
the laughing sound
„ha! ha! ha!‟. If you are happy and you
8. The activity is repeated know it, .
with the other
Say ‘ha! ha!’
expressions.
9. Sing a song with (Use other feelings and
actions. Pupils follow. expressions)

Where there is an open mind there will always be a
frontier.
Charles F. Kettering



Move Your Mouth

1. Ask pupils to observe Shaping the mouth for the
your mouth movement sounds:
and say the sound that
will be formed.  /a:/ - as in arm
2. Open your mouth wide.  /ɒ/ - as in old
3. Pupils respond by
saying „aaaaaah!‟.  /^/ - as in put
4. Do other sound  /ai/ - as in eye
movements and pupils  /ɪ/ - as in pin
identify them.
5. Call a pupil to shape Teacher can make mouth
his/her mouth according movements in a tune e.g.:
to the sound and other „Are you sleeping‟
pupils produce the
sound. /a://a://a://a:/
6. Do the mouth
movement without /ɒ// ɒ//ɒ//ɒ/
pausing and pupils /^//^//^/
follow by voicing them /ɪ//ɪ//ɪ/
aloud.
/a://a://a://a:/
/ɒ// ɒ//ɒ//ɒ/
/^//^//^/
/ɪ//ɪ//ɪ/

e.g.:
/a://a:/a:/ /ɒ// ɒ//ɒ/ /

/^//^//^/ /ɪ//ɪ//ɪ/



Follow Me

1. Show some pictures or Suggested words: Materials:
toys.
2. Pupils make sounds  train  picture cards,
according to the picture  chick  toys
or toy shown.  bird  LCD
3. Pupils make the sound  dog
„choo,choo,choo‟ and  ambulance,
move in a circle like a
train. Sounds of animals and
4. Repeat with other objects:
pictures or toys.
5. Pupils are divided into  train - „ choo, choo‟
groups and each group  bird - „ chirp, chirp „
is given a picture.
 dog - „ woof, woof „
6. The groups come out
and make the sound
and do the movement
or sound based on the
picture.


(g) oral blending and segmenting

Note:
Oral blending: blending separate sounds / phonemes together to say a word.
c- a -t cat
Segmenting: breaking up a word into their separate sounds / phonemes and this is
the reverse of blending.
cat c-a-t

Banana Split
(oral blending &
segmenting)
Materials:
1. Introduce a soft toy or Suggested words :
puppet that can speak  Soft toy / puppet
in *„sound-talk‟.  bat  Picture cards / realia
2. Pretend that the toy is  cat  Year 1 textbooks of SK
whispering to her/him.  fat and SJK
3. As the toy „whispers‟,  hat  Power point
show pupils a picture of  mat presentation
a bat.  pat
4. Breakup the word  rat
according to the
 sat.
separate sounds (/b/ - „Sound talk‟ means to
/æ/ - /t/) and then say speak by breaking up a
Grapheme Phoneme
the word as a whole word into their separate
a /æ/
(bat). sounds
b /b/
5. Repeat the sounds
c /k/
several times and pupils
f /f/
follow.
h /h/
6. Ask pupils to segment
m /m/
other words like cat /k/ (Refer to SK textbook pg 9
p /p/
/æ/ /t/ and then blend as and SJK textbook – Pg 16
r /r/
a whole word to cat. & 35 to look at the pictures
s /s/
7. Repeat with the help of of cat, rat, mat)
the soft toy using other
words and picture
cards.



Keep Us Together
(oral blending)

1. The toy whispers into Suggested words:
the teacher‟s ear.
2. Teacher repeats what Use words that pupils have
the toy says. learnt.
3. Blend phonemes taught
earlier.
e.g.: /b/ /æ/ /t/ - ba)
4. Pupils pick and show
the correct picture card
and say the word aloud
as a whole (bat).
5. Activity is repeated with
the other words taught
earlier.

Let’s Hold Hands
(oral blending)

1. Distribute 3 headbands Suggested words: Materials:
with a letter on each
headband to 3 pupils. Use words that pupils have  headbands
2. Call out a phoneme learnt.
according to their
separate sounds (/k/ /æ/
/t/).
3. Pupils listen carefully,
come to the front of the
classroom and arrange
themselves with the
help of the other pupils
to form the word. After
completing the task,
they hold hands.
4. The others say the
phonemes (/k/ /æ/ /t/)
and say the word (cat) t
by looking at the 3


pupils in front of the
class.
5. Repeat the activity with
other pupils to form new This activity can be used for
words. other phonemes as well.


Who Will Win?
(oral blending &
segmenting)

1. Divide pupils into Suggested words Materials:
groups.  Prepare a pack of five
2. Group members sit in a  cat picture cards for each
circle.  bat group :
3. Distribute equally a  rat
pack of picture cards  mat
with words taught  hat
earlier among the group
members.
4. A pupil starts the game
by choosing a picture
and segments the word
aloud.
e.g.: /r/ - /æ/ - /t/
5. Any member of the
group with the picture of
a rat will throw the card
to the centre. As the
card is thrown down,
he/she has to blend the
word.
e.g.: /r/ /æ/ - /t/ - rat.
6. Pupils take turn to
repeat the activity until
there is no more cards
left.



What’s In?
(oral segmenting)

1. Put realia or picture
cards into boxes. Suggested words: Materials:
2. Divide pupils into
groups.  nouns that pupils have  boxes or bags
3. Pupils sit in a circle. learnt  realia
4. Give each group a box.  picture cards
5. Pass the box to one of  music
the pupils in the group
while the music is
played. The box is
passed around until the This is similar to the „poison
music stops. box‟ game.
6. Pupil takes out an
object from the box and Teacher may use this
shows it to the rest of activity for other phonemes.
the group.
7. The rest of the group
members name the
object and segment the
word.
8. The pupil then puts
aside the object used
and then passes the
box to the next person
when the music starts.
9. Repeat the activity until
all the pupils have had
their turn.



Pat and Nat
(oral blending &
segmenting)

1. Say aloud the rhyme Rhyme: Pat and Nat Materials:
„Pat and Nat‟.
2. As teacher recites, I am Pat,  Prepare picture cards
show pictures that P-a-t, for each group :
describe lines in the I am a cat,
rhyme. c-a-t,
Reinforce oral blending I am a fat cat,
and segmenting of f-a-t fat
phrases by showing c-a-t cat
various pictures. With a bat,
e.g.: b-a-t.
fat cat, fat rat, cat with a
bat, rat with a hat. I am Nat,
3. Look at the picture (e.g.: N-a-t,
fat cat) and say aloud I am a rat,
what pupils see (e.g.: r-a-t,
fat cat). Pupils then I am a fat rat
segment the words said f-a-t fat
aloud earlier (e.g.: f-a-t r-a-t rat
fat, c-a-t cat). With a hat,
4. Repeat the activity h-a-t hat
using various pictures
shown.


Learning Standard: 1.1.4 Able to talk about a stimulus with guidance.

Note: The activities below can be carried out together or individually.


It’s Going To Rain

1. Play a recorded sound
of „thunder‟.
2. Ask the pupils to guess Suggested Word List: Materials:
and imitate the sound.  Recorded sounds e.g.
3. Repeat step 1 & 2 for  thunder o thunder
„strong wind‟ and „door  wind o strong wind
slamming‟.  door o door slamming

Replay if necessary.
Let’s Make the Rain

1. Introduce picture cards Materials:
of different types of rain. Instructions:
2. Teacher claps and says  drizzle (clap repeatedly  Picture cards of different
the words. using one finger, then types of rain. (refer to LS
3. Pupils practise two fingers) 6)
producing the sound.  heavy rain (clap
repeatedly using all five Sounds:
fingers)
 drizzle
 heavy rain
Story Telling Session

1. Group pupils according Suggested sounds: Materials:
to the different sounds-  recorded sound in
thunder, sound of door  drizzle brainstorming session
slamming, strong wind.  heavy rain could be utilised.
2. Get pupils to practise  door slamming  Story
their respective sounds  strong wind (refer to LS 7)
and actions.  thunder
3. Narrate the story and
the particular group of
pupils respond when
they hear their sound
being mentioned.



Rhyming Time Rhyme:

1. End the lesson with Rain, rain, go away,
rhyme. Come again another day,
Little children want to play.



Let’s Talk

1. Show pictures of rain Suggested words: Materials:
and the sun. Encourage
pupils to talk about the  hot  chart/ worksheet
pictures.  cold (refer to LS 8)
2. Put up a chart with the  yellow  picture cards
picture of the sun on the  blue (refer to LS 9)
left and picture of the
rain on the right. Suggested questions for
3. Distribute pictures of Step 1:
activities.
4. Prompt pupils to talk  What is this?
about the pictures.  What colour is the sun?
5. Call pupils at random to  How does it feel?
come forward and pick a
 Can you touch the sun?
picture and paste it on
 Can you see the sun?
the correct column.
6. The activity is repeated.  Can you feel the sun?
 Where is the sun?
(Teacher may substitute
„sun‟ with „rain‟.)

Suggested questions for
Step 4:

 What can you do when it
rains?
 Where would you be
when it rains?
 What are the things you
can do when the sun
Jazz chant shines?

7. Chant the jazz chant Sunshine and Rain Group A reads text in italic



and pupils listen. The sun shines. (2x) while group B reads the
8. Pupils repeat after the Shining, shining bright. rest.
teacher. I love the sun.(2x)
9. Divide the class into two Playing, playing in the sun.
groups-A & B. Pupils to It is going to rain. (2x)
chant the jazz chant Raining, raining heavily.
when cued. Let us play in the rain.(2x)
Playing, playing in the rain




Talk about Me

1. Paste pictures on the Suggested word list: Materials:
board.
2. Pupils name each  house  pictures
picture.  field (refer to LS 10)
3. Pupils respond to  ball
questions based on the  boy
pictures.  rain

Let’s Listen To a Story

1. Divide the class into Suggested word list: Materials:
groups and distribute a
set of pictures to each  house  sets of picture cards
group.  field  story chart
2. Tell the class a short  ball (refer to LS 11)
story using the pictures  boy
in LS10.  rain
3. Pupils listen and arrange
the pictures on the
worksheet provided.
4. Call out a pupil to retell
the story based on the
pictures.

Let’s Create a Story

1. Sit in front of the pupils Suggested questions for Materials:
with a big book. Steps 4 & 5:
2. Tell a story using the big  Prepare a big book with
book.  Who is this? pictures that can be
3. Remove pictures from  What does she have? removed.
the big book.  Where is she going? ( refer to LS 11)
4. Call pupils at random to  What happens?  Pictures
come forward and  Where is she going now? (refer to LS 12)
replace the pictures with  How does she feel?  Story
the new ones that are (refer to LS 13)
provided.
5. Pupils tell the story with Step 4: Pause at certain
teacher‟s guidance. points to allow pupil to paste
6. Teacher repeats the their picture.
story.

LS 1


LS 2
BINGO CARD
Set 1

Set 2

Set 3


LS 3

WORKSHEET ( I KNOW THE SOUND)

Listen and tick the correct picture.


LS 4


LS 5


LS 6


LS 7

Teacher reads the following story.

Robin is at the field. He wants to play football with his friends. Suddenly, he hears
a loud noise from the sky.

“What is that noise?”

“It is thunder!”

Robin continues walking. He feels the wind blowing strongly. The wind makes a
sound. He passes a row of houses. The doors slam hard.

He stands still. He listens to the sound of thunder, the wind, the doors, the
thunder, the wind, the doors and the thunder again.

It starts to drizzle. Robin has to go home.

Robin starts to run. It begins to rain heavily.

* Relevant sounds to be made for the words in bold.


LS 8

What do you do when it …

…shines? …rains?


LS 9


LS 10


LS 11

Note: Teacher reads the story.

He is a . He lives in a big .

One day he wants to go to the .

He wants to play .

Suddenly it . He runs home.

.


LS 12


LS 13

This is a . She lives in

a . One day, she wants

to go to the .She wants

to play . Suddenly it rains!

She home.


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