English teacher-guidebook-year-2

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

Cetakan Pertama 2011
© Kementerian Pelajaran Malaysia
Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian
artikel, ilustrasi dan isi kandungan buku ini dalam apa juga bentuk dan dengan cara
apa jua sama ada secara elektronik, fotokopi, mekanik, rakaman atau cara lain
sebelum mendapat kebenaran bertulis daripada Pengarah, Bahagian Pembangunan
Kurikulum, Kementerian Pelajaran Malaysia, Aras 4-8, Blok E9, Parcel E, Kompleks
Pentadbiran Kerajaan Persekutuan, 62604 Putrajaya.

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

v
FOREWORD
The new Malaysian English Language Curriculum for Primary Schools
will be introduced in stages beginning 2011 starting with Year 1. This
will then be continued with Year 2 in 2012. In line with that, CDD has
produced this Year 2 guidebook as a useful resource for teachers in
implementing the new curriculum.
CDD believes that the contents of this guidebook will help Year Two
English Language teachers to get accustomed to the changes in the
new English Language Curriculum and act as a valuable teaching
resource. The guidebook consists of suitable suggested teaching and
learning strategies and activities for teachers. It also gives teachers
ideas to help them organise their daily lessons. However, teachers
are encouraged not to rely solely on this guidebook only when
planning their lessons as it is hoped that they will use their own
creativity and initiative to plan stimulating and enjoyable lessons
suitable to their pupils’ level and background.
Last but not least, CDD would like to take this opportunity to
acknowledge with gratitude the contributions made by the panel of
English teachers involved in making this guidebook a reality.
Tn Hj. Ibrahim bin Mohamad
Director
Curriculum Development Division

vii
P R E F A C E
This teacher’s guidebook serves as a guide to teachers with regard to the learning standards
that should be achieved. It covers some aspects of the language skills, language arts as well
as the suggested word list required to be taught in Year Two.
Section 1 of the guidebook provides an overview of the English Language Curriculum while
Section 2 deals with the four language skills as well as language arts. Suggested activities are
presented in a 3-column table for each module. The first is the activity column where
suggested activities for teachers include explanations and teaching steps. The second is the
content column which includes teaching points and the suggested word list. The third is the
teachers’ notes column which includes teaching aids/materials and other instructions for
teachers.
Section 3 consists of complete sample lessons. In this section, teachers will be able to see and
understand how the different language skills and language arts modules are presented for each
week, based on one particular theme and topic, in a coherent and cohesive manner. Finally,
Section 4 provides teachers with sample assessment checklists which the teacher can use to
conduct formative assessment in the classroom. These complete sample lessons are provided
to help teachers plan effective and enjoyable lessons.
The guidebook provides suitable and practical suggestions of teaching methods via the
materials provided. However, teachers are in a better position to make appropriate and relevant
decisions when planning their lessons. There is no single ‘best way’ and teachers have to use
their pedagogical content knowledge, experience, skills and creativity to plan their lessons in
order to help their pupils learn better. Teachers should decide on a theme/topic and then select
suitable listening and speaking, reading, writing and language arts activities to be used for
teaching that topic. Teachers are also encouraged to use activities from the MOE Teaching
courseware, the textbook and other suitable resources when planning their lessons.
Assessment is an important aspect of the teaching-learning process. Continuous formative
assessment is used as a means of gaining essential feedback and to keep track of pupils’
progress. Awareness of pupils’ capabilities will enable teachers to plan activities for further
development. Teachers should set school based assessments for learning standards dealt with
in the classroom.
This guide book provides some suggestions for the acquisition of the four language skills.
Teachers need to use their initiative, imagination and creativity in planning their lessons in order
to extend the experiences of their pupils. It is hoped that teachers will find this guidebook useful
and pupils will enjoy the activities and hence improve their English language proficiency.

CURRICULUM OVERVIEW
SYLLABUS OVERVIEW

3
ENGLISH LANGUAGE CURRICULUM FOR PRIMARY SCHOOLS
AIM
The English Language Curriculum for Primary Schools aims to equip pupils with
basic language skills to enable them to communicate effectively in a variety of
contexts that‟s appropriate to the pupils‟ level of development.
OBJECTIVES
By the end of Year 6, pupils should be able to:
communicate with peers and
adults confidently and
appropriately in formal and
informal situations
read and comprehend a
range of English texts for
information and enjoyment
write a range of texts using
appropriate language, style
and form through a variety of
media
appreciate and demonstrate
understanding of English
language literary or creative
works for enjoyment
use correct and appropriate
rules of grammar in speech
and writing
OBJECTIVES
1
2
3
4
5

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

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

6
In order to make learning more meaningful and purposeful, language input is
presented under themes and topics, which are appropriate for the pupils.
Three broad themes which have been used in KBSR have been retained and will be
used, namely:
1. World of Self, Family and Friends;
2. World of Stories; and
3. World of Knowledge.
Teachers select topics that are suitable for their pupils‟ level of development. When
planning lessons, topics for teaching are initially based on the immediate learning
environment of the child. Later on, these are expanded to town, country and more
distant foreign locations.
ROLE OF THE TEACHER
The teacher is the role model of a language user to pupils. Pupils need to be
exposed to good language in order for them to learn the language and use it for
effective communication. Therefore, the teacher needs to do a lot of talking in order
for pupils to listen to good language input. For this purpose, the teacher uses a
variety of materials or media to enable pupils to acquire the receptive and productive
skills. Fun language activities will have to be devised by the teacher in order to tap
pupils‟ interest and engage them in communication.
The Standard-Based English Language Curriculum for Malaysian Primary Schools is
designed to provide pupils with a strong foundation in the English language.
Teachers will use Standard British English as a reference and model for teaching the
language. It should be used as a reference for spelling and grammar as well as
pronunciation for standardisation.
Good time management is also essential. Keeping in mind the time allocated for
teaching English in SK and SJK schools is different; lessons should be organized in a
manageable form in order to give pupils every opportunity to take part in language
activities.
In order to facilitate and maximise learning, language skills must be repeated and
used constantly. Some activities have been suggested in this book. However,
teachers are encouraged to design more creative and challenging tasks and activities
based on the needs and interests of pupils. This is important so that appropriate
activities and materials are used with pupils of different learning profiles with the
intention of helping them to realise their full potential and enable them to gradually
develop the ability, knowledge and confidence to use the language effectively.
LISTENING AND SPEAKING SKILLS
Overview
Listening and speaking are seen as core skills of early literacy. As such, pupils
should be taught:
how to listen carefully;

7
to speak from the basic level of sound, word, phrase and structural sentences
in various situational contexts;
the stress, rhythm and intonation patterns and how to use them correctly;
to recognise, understand and use not only verbal but also non-verbal
communication; and
oral communication practice by means of repeating, responding,
understanding and applying structures of the language in order to prepare
them for communication.
In order to achieve the abovementioned, content and learning standards have been
developed from basic listening and speaking, and then progressing to communicating
in various situations effectively.
Content Standards
By the end of the six-year primary schooling, pupils will be able to:
The content standards above are achieved through learning standards that have
been devised carefully throughout primary schooling. Learning standards have been
developed from basic listening and speaking in order for pupils to grasp the sounds
of the English language before learning to articulate words and phrases. This is
supported with a „flooding of English sounds and words‟ by the teacher especially in
cases where pupils do not have any exposure to the English language.
1.1 pronounce words
and speak confidently
with the correct
stress, rhythm and
intonation.
1.2 listen and respond
appropriately in formal
and informal situations
for a variety of
purposes.
1.3 understand and
respond to oral texts
in a variety of
contexts.

8
The learning standards begin with basic listening and speaking skills which have
been developed incrementally in this manner :
develop pupils‟ phonemic awareness
engage in fun learning activities such as reciting rhymes, poems and
tongue twisters as well as singing songs
participate in daily conversations
follow and give instructions and directions
able to participate in conversations
talk on topics of interest
Relationships are established through the ability to communicate by listening first
then speaking thoughts, ideas and feelings. Pupils should aim at becoming confident
speakers who can communicate clearly, appropriately and coherently in any given
context using language to explore the possibilities and opportunities. Pupils need to
listen carefully and respond to what others say and think about the needs of their
listeners. Social conventions in listening and speaking such as turn taking, politeness
and courtesy need to be observed. These are crucial especially in group discussions
where viewpoints and opinions are exchanged.
READING SKILL
Overview
The teaching of reading skills:
enables pupils to become independent readers who are able to comprehend
a text effectively and efficiently.
begins at the word and phrase levels before progressing to sentence
recognition and reading at the paragraph level.
focuses on basic literacy with the use of phonics in Years 1 and 2.
teaches pupils to extract specific information from a text and respond to a text
with their own ideas and opinions.
devised progressively. The teaching of reading in the early stages begins at the
word and phrase levels before progressing to sentence recognition and reading at
the paragraph level. Gradually, pupils are taught to extract specific information from
a text and to respond to a text with their own ideas and opinions.

9
Content Standards
By the end of the six-year primary schooling, pupils will be able to:
The content standards above are achieved through learning standards that have
been devised carefully throughout primary schooling. Learning standards have been
developed from recognition of sounds in order for pupils to acquire the sounds of the
English language before learning to blend and segment words. This is further
developed through vocabulary activities to widen pupils‟ vocabulary. By the end of
Year 6, pupils are able to read and demonstrate understanding of text for information
as well as read for enjoyment.
The learning standards begin with basic literacy which has been developed
incrementally in this manner :
distinguish the shapes of the letters;
recognise and articulate phonemes;
blend and segment words;
apply word recognition and word attack skills to acquire vocabulary;
read and understand phrases, simple sentences and texts; and
read independently for information and enjoyment.
2.1 apply knowledge of
sounds of letters to
recognize words in
linear and non-linear
texts.
2.2 demonstrate understanding
of a variety of linear and
non-linear texts in the form
of print and non-print
materials using a range of
strategies to construct
meaning.
2.3 read independently
for information and
enjoyment.

10
The reading aloud strategy is also encouraged in the first two years of primary
education:
Teacher reads aloud a text to pupils. Implementing this strategy allows
teachers to model reading.
Here, articulation and pronunciation of words by the teacher have to be as
precise as possible for pupils to efficiently imitate and reproduce correctly.
This strategy effectively engage pupils in a text that may be too difficult for
them to read on their own, hence, pupils sit back and enjoy the story.
Teachers should also carry out shared reading strategies in the classroom:
During shared reading, the teacher and pupils read together, thus allowing
pupils to actively participate and support one another in the process of
reading.
Teachers point to the text as they read slowly for word recognition and to
“build a sense of story”.
Ultimately, the objective of getting pupils to read a variety of texts enables pupils to
see how grammar is used correctly so that they can emulate them in their productive
skills; speaking and writing. Reading for enjoyment and pleasure in seeking
information and knowledge should be inculcated in pupils. Pupils are also trained to
give their own ideas and opinions in order to become efficient readers.
WRITING SKILL
Overview
It is expected that by the end of Year 6 :
pupils will be able to express their ideas clearly on paper in legible
handwriting or to communicate via the electronic media.
the focus of writing is on developing pupils‟ writing ability beginning at the
word and phrase levels before progressing to the sentence and paragraph
levels.
pupils who are capable must be encouraged to write simple compositions
comprising several paragraphs.
attention is also paid to penmanship so that even from a young age, pupils
are taught to write clearly and legibly including cursive writing.
simple compositions and the various steps involved in writing, such as
planning, drafting, revising, and editing are taught. In the process, pupils
learn the genre approach to writing as they are taught to use appropriate
vocabulary and correct grammar to get their meaning across clearly.

11
all pupils will be encouraged to write for different purposes and for different
audiences.
although much of the writing at this level is guided, the amount of control is
relaxed for pupils who are able and proficient in the language.
spelling and dictation are also given emphasis.
To achieve the abovementioned, content and learning standards have been devised
progressively. The teaching of writing in the early stages begins with pre-writing
activities to develop pupils‟ visual skills as well as develop hand-eye coordination.
This is later developed to writing letters of the alphabet and copying words, phrases
and simple sentences. Pupils begin constructing simple sentences with the teacher‟s
guidance and later develop to become independent writers by the end of primary
schooling.
Content Standards
By the end of the six year primary schooling, pupils will be able to:
Content standards are achieved through learning standards that have been devised
carefully throughout primary schooling. Learning standards have been developed
progressively, from acquiring fine motor control of hands and fingers to copying
3.1 form letters and
words in neat legible
print including
cursive writing.
3.3 write and present ideas
through a variety of
media.
3.2 write using appropriate
language, form and style
for a range of purposes.

12
writing activities, before being taught to write with guidance linear and non-linear
texts using appropriate language, form and style. The use of various media is also
encouraged and pupils can create both linear and non-linear texts with guidance or
independently.
LANGUAGE ARTS
Overview
The rationale behind Language Arts is to steer the continuous growth and
development of pupils‟ thinking and language abilities. The standards for Language
Arts:
cover a range of creative and literary works in English such as rhymes,
songs, poems, stories and plays to activate pupils‟ imagination and interest.
allow pupils to benefit from hearing and using language from fictional as well
as non-fictional sources.
allow pupils to gain rich and invaluable experiences using the English
language through fun-filled and meaningful activities.
train pupils to be able to appreciate, demonstrate understanding and express
personal responses to literary and creative works for enjoyment. Hence they
will also be able to use English for both functional as well as aesthetic
purposes, confidently and competently by the end of Year 6.
devised progressively. The teaching of language arts will help pupils develop their
oral and analytical skills as well as hone their creativity. Language Arts creates
ample opportunities for pupils to speak in English in a very relaxed atmosphere and
this will help increase pupils‟ confidence in using the English language.

13
Content Standards
By the end of the six year primary schooling, pupils will be able to:
The culmination of all content standards in language arts will be shown in practice
when pupils are able to come up with their very own production. By the end of Year
6, pupils will learn the art of acting out, play-acting and producing works of creativity
such as drawings, poems or singing. Pupils will also learn values of cooperating with
people of different race, gender, ability, cultural heritage, religion, economic, social
background, and, understand and appreciate the values, beliefs and attitudes of
others. Each pupil will also develop knowledge, skills and attitudes, which will
enhance his or her own personal life management and promote positive attitudes.
Assessment
Assessment is necessary to assess pupils‟ achievement in terms of acquisition of
knowledge, skills and the application of values through activities conducted in the
4.1 enjoy and appreciate
rhymes, poems and
songs through
performance.
4.2 express personal
response to
literary texts.
4.3 plan, organize and
produce creative
works for
enjoyment.

14
classroom. Assessment also supports pupils‟ learning and gives pertinent feedback
to teachers, pupils and parents about their development and achievement.
There are two types of school-based assessment. Formative assessment is
conducted during the teaching and learning process in the classroom to gauge the
acquisition of skills and knowledge during the learning process. Summative
assessment is usually conducted at the end of learning, usually at the end of a
learning unit, month or semester whereby the focus is on the end product.
School-based assessment can be carried out during the teaching-learning process.
The teaching-learning process can be conducted in or outside the classroom. Below
is a diagram suggesting some types of assessment which can be carried out both in
and outside the classroom:
Classroom observations are useful tools for teachers to assess their pupils‟
performance. Teachers observe pupils‟ oracy skills as they engage in conversations
among peers and when they take part in oral presentations. Teachers can prepare a
checklist to record their pupils‟ progress. Perhaps, pupils can speak during the
school assembly, put up a performance in front of an audience, and watch a puppet
show or listen to a story. Talking about these events can help teachers assess
pupils‟ listening and speaking skills.
FORMATIVE SUMMATIVE
ASSESSMENT
METHODS OF
ASSESSMENT
Observations Tests
Oral
Presentations
Checklists
Writings Creative Works

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

16
EDUCATIONAL EMPHASES
Educational emphases reflect current developments in education. These emphases
are infused and woven into classroom lessons to prepare pupils for the challenges of
the real world.
Critical Thinking
Critical thinking is incorporated in the teaching and learning activities to enable pupils
to solve simple problems, make decisions, and express themselves creatively in
simple language.
Information and Communication Technology Skills (ICT)
Information and Communication Technology Skills (ICT) include the use of
multimedia resources such as TV documentaries and the Internet as well as the use
of computer-related activities such as e-mail activities, networking and interacting
with electronic courseware.
Learning How to Learn
Learning How to Learn strategies are integrated in teaching and learning activities
which aims to enable pupils to take responsibility for their own learning. These skills
incorporate study skills and information skills to equip them to become independent
life-long learners.
EDUCATIONAL
EMPHASES
Critical Thinking
Information and
Communication
Technology Skills
Learning How to
Learn
Values &
Citizenship
Creativity &
Innovation
Entrepreneurship
Multiple
Intelligences
Mastery Learning
Constructivism
Contextual
Learning

17
Values and Citizenship
The values contained in the Standard Based Curriculum for Moral is incorporated into
the English language lessons. Elements of patriotism and citizenship is also
emphasised in lessons in order to cultivate a love for the nation and produce patriotic
citizens.
Creativity and Innovation
Creativity and innovation is the ability to produce something new in an imaginative
and fun-filled way. Pupils display interest, confidence and self-esteem through
performance and producing simple creative works.
Entrepreneurship
Fostering an entrepreneurial mind set among pupils at their young age is essential in
this new world. Some of the elements that are linked with entrepreneurship are
creativity, innovation and initiative, which are also attributes for personal fulfilment
and success.
Mastery Learning
Mastery Learning will ensure that all pupils master the learning standards stipulated
in the Standard Based Curriculum. Mastery Learning requires quality teaching and
learning in the classroom and teachers need to ensure that pupils master a learning
standard before proceeding to the next learning standard.
Multiple Intelligences
The theory of Multiple Intelligences encompasses eight different intelligences human
beings possess. These intelligences are essential in order to maximise teaching and
learning in the classroom. .
Constructivism
Constructivism will enable pupils to build new knowledge and concepts based on
existing knowledge or schema that they have. The teacher assists pupils to acquire
new knowledge and solve problems through pupil-centred active learning.
Contextual Learning
Contextual Learning is an approach to learning which connects the contents being
learnt to the pupils‟ daily lives, the community around them and the working world.
Learning takes place when pupils are able to relate the new knowledge acquired in a
meaningful manner in their lives.

19
What’s in store for Year Two pupils?
The Year Two English Language Syllabus
THE LISTENING AND SPEAKING SKILL
The listening and speaking skills are taught together for effective communication, as
these skills are inter-related and dependent on each other.
The listening and speaking lessons would familiarise pupils to the sounds around
them. In these lessons pupils need to:
a) tune into sounds (auditory discrimination),
b) listen and remember the sounds (auditory memory and sequencing), and
c) talk about the sounds (developing vocabulary and language comprehension).
These can be attained through fun language activities conducted in or outside the
classroom that include nature walks, using musical instruments, songs, chants,
rhymes, body percussion and even listening to a story.
The suggested activities recommended in this section could be used in a variety of
lessons by adapting and adopting them in order to teach the sounds of the English
language. This skill is the onset to providing a broad and rich language experience
for pupils to learn language by engaging in enjoyable learning activities.
pupils need to be exposed to
good language with the
teacher being the role model
uses a variety of materials or
media to enable pupils to
acquire the receptive skill of
listening and the productive skill
of speaking
expose pupils to rich language input in
accordance to Standard British
English (SBE) as well as getting pupils
to talk and communicate effectively

20
THE READING SKILL
The reading component aims to develop progressively, pupils’ ability to read and
comprehend a paragraph of 5-8 simple sentences.
The processes of blending and segmenting for reading and spelling are made
enjoyable and easy for pupils to understand and apply. Lessons and activities should
focus on particular phonemes and make these phonemes familiar to pupils. Then,
provide enough practice so that pupils can identify the phonemes in words. For early
practice, teachers could help pupils to recognize the phoneme at the beginning of
words before progressing to having them recognize the phoneme elsewhere in the
word. For this, illustrations may be very useful. Teachers are encouraged to be
creative and to explore ways of language play available to help pupils become
familiar with the phonemes. The benefits of language play are numerous. Language
play involves having fun with the sounds of words, creating new words, and exploring
and creating language patterns through rhymes, chants, alliteration and repetitions.
apply knowledge of letter sounds to recognize
words in reading texts, which is an essential
and useful early reading skill
pupils’ phonemic awareness will be
developed by means of phonics
use songs, rhymes, poems, stories, pictures and
games to make phonics instruction more enjoyable
teachers should allow pupils to use phonics, and make meaningful
connections and encourage them to pronounce and articulate the
sounds in a non-restrictive and joyful environment.

21
THE WRITING SKILL
The writing module for Year 2 reflects the progression of skills ranging from writing
words, phrases, to simple sentences in neat handwriting, to the ability to write simple
sentences using a variety of media with guidance.
As pupils begin to read, they will be able to copy words, phrases and sentences
correctly as well as complete other writing tasks by matching, rearranging words and
completing lists and messages. When pupils are ready, more difficult writing tasks
such as writing sentences with the correct spelling and punctuation can be
incorporated. This activity can be conducted in the classroom by introducing parallel
writing and then moving on to constructing simple sentences. Pupils are also taught
to create simple non-linear texts using a variety of media.
ability to write words,
phrases and simple
sentences in neat, legible
print
ability to write numerals in
numeral and word form
ability to spell and write simple
sentencs with guidance.
ability to create simple
non-linear texts using a
variety of media with
guidance.

22
LANGUAGE ARTS
The introduction of the language arts module encompasses the production aspect of
the skills learnt during the listening and speaking, reading and writing modules.
.
enjoy and appreciate language using
stories, poetry, rhymes and plays
encourage pupils’ to perform a song or
rhyme or role play a story learnt using their
creativity in a fun-filled, non-threatening
and enjoyable environment
The main focus of this component is
language in action in a fun environment
where pupils engage in multi-sensory
learning according to their learning
abilities.

LISTENING & SPEAKING
READING
WRITING
LANGUAGE ARTS

25
THE LISTENING AND SPEAKING SKILL
The listening and speaking skill is crucial for social communication at home, at school,
as well as in the community. However, this skill is often neglected or given minimal
emphasis during English lessons. In order to develop this skill, teachers have to provide
their pupils with various opportunities to listen and to talk about a range of subjects
which may include topics on personal interests, school work and even current affairs. It
is hoped that the learning standards will offer teachers some ideas on how they could
provide opportunities for pupils to engage in various listening and speaking activities at
Year Two.
The Listening and Speaking Content and Learning Standards for Year 2 are as follows:
Content Standards Learning Standards
1.1By the end of the 6-year primary
schooling, pupils will be able to
pronounce words and speak
confidently with the correct stress,
rhythm and intonation.
1.1.1 Able to listen and respond to stimulus
given with guidance :
(a) environmental sounds
(b) instrumental sounds
(c) body percussion
(d) rhythm and rhyme
(e) alliteration
(f) voice sounds
(g) oral blending and segmenting
1.1.2 Able to listen to and enjoy simple stories.
1.1.3 Able to listen to, say aloud and recite
rhymes or sing songs.
1.1.4 Able to talk about a stimulus with guidance.
1.2By the end of the 6-year primary
listen and respond appropriately in
formal and informal situations for a
variety of purposes.
1.2.1 Able to participate in daily conversations:
(a) exchange greetings
(b) make polite requests
(c) express apologies
(d) talk about oneself
(e) introduce family members and friends
(f)express a simple apology
1.2.2 Able to listen to and follow:
a) simple instructions in the classroom.
b) simple directions to places in the school.
1.2.3 Able to give:
a) simple instructions in school.
b) simple directions to places in school.
1.3 By the end of the 6-year primary
understand and respond to oral
texts in a variety of contexts.
1.3.1 Able to listen to and demonstrate
understanding of oral texts by:
a) answering simple Wh-Questions
b) giving True/False replies
In this module, all Learning Standards for Listening and Speaking have been dealt with
extensively. However, teachers are encouraged to plan lessons and activities on their
own according to the level of their pupils. The activities provided here are merely
suggestions. It is with high expectation and anticipation that teachers of Year 2 English
would be able to plan and carry out Listening and Speaking lessons creatively and
innovatively.

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

27
LET’S MOVE IT
1. Pupils listen to the jazz
chant.
2. Recite with actions and
pupils follow.
3. Show pictures and ask
“WH” questions.
4. Pupils recite and do the
actions.
Suggested Questions
1. Where is the duck?
2. Where is the horse?
3. What is the cat doing?
4. What is the bird doing?
5. What is the hen doing?
Jazz Chant
Where is the duck?
Wading in the water.
Where is the horse?
Galloping in the farm.
What is the cat doing?
Scratching on the wall.
What is the bird doing?
Pecking on the tree.
What is the hen doing?
Flapping its wings.
The duck, the horse, the
cat, the bird and the hen
are having fun.
Suggested Material
1. recorded jazz chant
2. pictures
e.g.
1. duck – wading
2. horse – galloping
3. cat – scratching
4. bird – pecking
5. hen – flapping

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

29
other instruments. How to play the game:
1. A pupil from each group
will be the ‘wolf’. Another
pupil will be the ‘mother
hen’. The rest of the
pupils are her chicks,
each holding an
instrument.
2. Teacher plays an
instrument. Wolf
identifies the chick with
the instrument and tries
to catch „it‟ by tagging „it‟.
3. Mother hen tries to
protect its chick.
5. Once „caught‟, the chick
switches position with
the wolf.

30
Learning Standard:
1.1.1. Able to learn and respond to stimulus given with guidance:
(c) body percussion
FOLLOW ME!
1. Say and show the
actions.
2. Pupils follow.
3. Call a pupil to say and
do the actions.
4. The other pupils follow.
5. Repeat with other
actions.
Suggested Actions
1. Stamp your foot
I am stamping my foot
2. Sniff with your nose
I am sniffing with my
nose.
3. Clap your hands
I am clapping my
hands.
4. Slap your thighs
I am slapping my
thighs.
WHAT AM I?
1. Each group is given a
set of 4 jigsaw puzzles.
2. Pupils arrange them to
form pictures.
3. Pupils say the
sentences and do the
actions.
Suggested
Sentence Patterns
1. These are my hands.
(clap your hands)
2. These are my fingers.
(snap your fingers)
3. These are my feet.
(stamp your feet)
4. These are my thighs.
(slap your thighs )
Suggested Dialogue
Teacher: Who puts the
nose in the big red
box?
Siti : Ali puts the nose
(sniffing sound) in
the big red box.
Ali : Who me?
Siti : Yes you.
Ali : Couldn‟t be.
Siti : Then who?
Ali : Abu puts the nose
(sniffing sound) in
the big red box.
Abu : Who me?
Suggested Material
1. sentence strips
2. jigsaw puzzle
of the following body
parts:
1. hands
2. fingers
3. feet
4. thighs

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

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

33
Learning Standard:
RHYME ALONG
pictures.
2. Display word cards. Say
the words.
3. Pupils put the word
cards on the pictures.
4. Say the sentences.
5. Pupils fill in the blanks
with rhyming words.
6. Say the sentences in
groups.
Suggested
Rhyming Words
1. bone, cone
2. nose, rose
3. line, nine
4. glide, slide
5. pipe, wipe
6. rope, rode
Suggested Sentences
1. There is a cone next to
the bone.
2. She smells the rose
with her nose.
3. Robbie has a rope and
he rode on a pony.
4. All the nine trees are in
a line.
5. The snakes glide under
the slide.
6. Let‟s wipe the pipe and
paint it white.
Suggested Material
1. pictures
2. word cards
e.g.
slide
cone
bone

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

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

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

37
Learning Standard:
1.1.1 Able to listen and respond to stimulus given with guidance:
(g) oral blending and segmenting
LET’S GET TOGETHER
1. Distribute a letter card
to each pupil.
2. Say a word and pupils
with the correct letter
cards come out and
arrange themselves
accordingly.
3. The rest of the class
say the sounds of the
letters shown and say
the word out loudly.
e.g. /p/ /ɒ/ /t/ = pot
4. The activity is repeated
with the other words.
5. Put up sentences.
6. Read and pupils follow.
Suggested Words
1. pot
2. cot
3. hot
4. dot
5. lot
6. not
7. got
8. tot
Suggested
Sentence Patterns
1. The pot is hot.
2. The tot is in the cot.
3. It is not a dot.
4. He has got a lot.
Suggested Material
Letter cards
e.g.
LET’S JAZZ
1. Recite the jazz chant.
2. Pupils follow.
3. Reinforce oral blending
and segmenting of
words by showing
pictures.
e.g. /p/ /ɪ/ /n/
/l/ /ɪ/ /p/
/h/ /ɪ/ /t/
Suggested Words
1. pin tin bin fin
2. sit hit pit fit
3. zip lip hip dip
The pin is in the fin.
The fin is in the tin.
The tin is on the bin.
I can hit.
I can sit.
I can fit.
In the pit.
This is my lip.
This is my hip.
Let‟s go for a dip.
Suggested Material
Pictures as suggested
in the word list
e.g.
p
o
t

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

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

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

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

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

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

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

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

46
Learning Standard:
1.1.4 Able to talk about a stimulus with guidance.
ACT IT OUT
1. Place a „magical‟ box on
the table with picture
cards in it.
2. Say the magical words
„Abracadabra‟ and wave
the magic wand.
3. A pupil comes forward
and picks up a picture
card. He/ She says and
does the action.
4. The rest of the class
follows.
5. Place a composite
picture (Appendix 2) on
the board and ask
pupils what actions are
seen.
6. Pupils answer and
paste the word cards on
the composite picture.
Suggested Words
1. sleep
2. walk
3. yawn
4. talk
5. listen
6. sit
7. stand
Suggested Material
1. picture cards based
on the words
chosen
2. a composite picture
[Appendix 2]
3. words cards
e.g.
MY HAPPY FAMILY
1. Show a picture of a
family and play a
recording of the poem.
2. Say the poem line by
line and pupils repeat.
3. Divide pupils into 4
groups. Each group
recites one stanza.
4. Groups take turns to
recite the different
stanzas.
Suggested Poem
This is my father ,
Short and steady. Stanza1
(Gr 1)
This is my mother,
Singing a song, Stanza
2
(Gr 2)
This is my brother,
Tall you see. Stanza 3
(Gr 3)
This is my sister,
With a doll on her knee.
Suggested Material:
1. a composite picture of a
family (Appendix 3)
2. a recording of the poem
stand
sit
yawnsleep

47
Stanza 4
(Gr 4)
And this is the story about
my happy family.
Stanza 5
(All groups)
PICTURE
CONVERSATION
1. Place a composite
picture on the board.
2. Pupils say what they
see and teacher lists
the words.
3. Put up sentence strips.
4. Read the sentence
strips and pupils follow.
5. A pupil reads the
sentence strips and
others follow.
6. Pupils complete
worksheets.
Suggested Words
1. food
2. drinks
3. girls
4. boys
5. teacher
6. blackboard
7. saree
Suggested Sentences
1. The teacher is wearing
a saree.
2. There is a lot of food
and drinks on the table.
3. A girl is talking to her
teacher.
Suggested Material
1. Composite Picture
(Appendix 4)
2. Sample pictures
(Appendix 5 and 6)
WHAT AM I?
1. Show pictures of
animals.
2. Ask questions about
them.
3. Class is divided into
groups. Each group is
given an envelope of
pictures of animals.
4. Group leader picks a
picture card and
describes the animal.
The rest of the group
will guess the animal.
5. Repeat using other
pictures.
Suggested Questions
1. What does it eat?
3. What colour is its fur?
4. Is it wild?
Suggested Material
picture cards

48
LET’S TALK
1. Put up a picture.
2. Teacher provides the
first sentence about the
picture seen.
3. Pupils continue by
taking turns to make a
sentence each to
describe the picture.
4. Repeat using other
pictures.
Suggested Text
Teachers‟ Day
This is my class. Today
is 16th
May. The class is
having a party. There are
many pupils. A girl is talking
to her teacher. Her teacher,
Mrs Ratnam is wearing a
saree.
Suggested Material
1. a composite picture
(Refer to Appendix 6)
Note:
Accept any possible
answers given by the
pupils.

49
Learning Standard:
(a) exchange greetings
LET’S SING
1. Sing a song with
suitable cultural
gestures.
2. Pupils sing to one
another and do the
gestures.
Suggested Song
[Tune of: Happy Birthday]
Selamat Hari Raya x3
And how do you do?
Repeat using:
Happy Deepavali
Happy Chinese New Year
Merry Christmas
Selamat Hari Gawai
Suggested Material
Pictures of gestures
e.g.
ROLE PLAY
1. Place a dialogue on the
board.
2. Wear a mask
(kangaroo) and greet
the pupils according to
the dialogue.
3. Pupils answer based on
the dialogue.
4. Pupils repeat the
activity using different
masks.
Suggested Dialogue
Teacher : Hello, I‟m Mr
Kangaroo.
Pupils : Hello,
Mr Kangaroo.
How do you do?
Teacher : I‟m fine. Thank
you.
Pupils : Goodbye, Mr
Kangaroo. See
you tomorrow.
Teacher : Goodbye.
Repeat using:
Mr Tiger, Mr Orang Utan,
Mr Bear, Mr Peacock,
Mr Rabbit
Suggested Material
1. masks of animals
2. a dialogue chart

50
Learning Standard:
(b) make polite requests
MAY I?
1. Pupils listen to a
recording of making
requests.
2. Pupils repeat after
teacher requesting for
various objects.
3. Pupils are divided into
groups. Each member
of the group is given a
picture card.
4. Every group member
takes turn requesting for
objects.
5. Pupils respond
accordingly in their
respective groups.
Suggested Words
Things in the classroom:
1. ruler
2. pencil
3. eraser
4. book
5. crayons
6. coloured pencils
7. chalk
8. duster
Suggested Sentences
1. May I borrow a pencil?
2. Can you lend me your
pencil?
3. Here you are.
4. Thank you.
5. You‟re welcome.
6. I‟m sorry, I don‟t have
one.
Suggested Material
1. recording
2. picture cards
AMAZING RACE
1. Paste pictures of
objects all around the
class.
2. Prepare sentence strips
for each picture on
making requests and
place them on the table.
3. Pupils [in pairs] find the
correct strips to match
the pictures.
4. Pupils take turns to
request and reply aloud.
Suggested
Sentence Strips
Father, may I have this
shirt?
Can I have these socks
and shoes?
Yes, you may.
May I go to the library?
Yes, of course.
Suggested Materials
1. sentence strips
2. picture cards
e.g.

51
Learning Standard:
(c) express apologies
FIND MY PAIR
1. Take pupils to the
field/hall to play this
game.
2. Pupils are divided into 2
groups. Each member
of the group is given a
sentence strip.
Group 1 is given
sentence strips on
requests.
Group 2 is given
sentences on the
replies.
3. When the teacher gives
the cue, pupils start to
find their pair by saying
their sentences aloud.
4. The winner of the game
will be the first pair with
the correct match.
Suggested Sentence
Strips
A: Did you bring my
football?
B: I‟m sorry, I forgot to
bring it.
A: Ouch! You stepped on
my toes.
B: I‟m sorry. I didn‟t mean
to.
A: You broke my table
lamp.
B: I‟m sorry. It was an
accident.
Suggested Materials
sentence strips
STATUE GAME
1. Play music and pupils
dance to the tune.
2. When the music stops,
pupils remain still.
Choose two pupils to
come to the front.
3. One of them picks up a
picture from the box.
Pupils role-play the
situation of expressing
apologies based on the
picture.
4. Other pairs repeat with
various situations.
Suggested Dialogue
A: Did you bring my
football?
B: I‟m sorry, I forgot to
bring it.
A: Ouch! You stepped on
my toes.
B: I‟m sorry. I didn‟t mean
to.
A: You broke my table
lamp.
B: I‟m sorry. It was an
accident.
Other situations:
- knock into each other
- lost the ruler
- spilt the drink
Suggested Material
Pictures
e.g.
Forgot to bring the football
Stepped on my toes
Broke the table lamp

52
Learning Standard:
a) simple instructions in the classroom
Activity Content Teacher’s notes
FOLLOW ME
1. Pupils follow teacher‟s
instructions.
e.g.
“Raise your left hand.”
Pupils do the action.
2. Pupils who do the action
incorrectly are out of the
game.
3. Repeat the instructions
until the last pupil remains
standing.
Suggested Instructions
1. Bend your knees.
2. Point to your nose.
3. Raise your left hand.
4. Raise your right hand.
5. Touch your shoulders.
LINE DANCING
1. Pupils stand in straight
rows.
2. Play music.
3. Give instructions.
4. Pupils do the actions.
1. Put your hands on your
waist.
2. Nod your head.
3. Look right.
4. Look left.
5. Shake your body.
6. Raise your left hand.
7. Raise your right hand.
Suggested Material
Instrumental music

53
DRAWING A FACE
1. Provide a blank piece of
paper to each pupil.
2. Give instructions to draw a
face.
3. Pupils follow instructions
and draw accordingly.
1. Draw a big circle.
2. Draw two big round
eyes.
3. Draw a small nose.
4. Draw a small mouth.
5. Draw two ears.
e.g.
Suggested Material
Note:
Teacher can vary
the instructions.
HOKEY-POKEY
1. Take pupils outdoors.
2. Form a circle.
3. Give instructions and
pupils do the actions.
4. Sing the song and pupils
follow.
5. Pupils sing the song and
do the actions.
Put your right hand in
Take your right hand out
Hokey-Pokey
Put your right hand in,
Take your right hand out,
Put your right hand in,
And you shake it all about,
Do the hokey-pokey,
And turn yourself around,
That‟s what it‟s all about.
Note:
Substitute with:
1. left hand
2. right leg
3. left leg
4. whole self
PIN THE TAIL
1. Put up a picture of a
donkey without its tail on
the board.
2. A pupil is blindfolded and
given a picture of a tail.
3. Another pupil gives
instructions to the
blindfolded pupil to reach
the donkey.
4. The blindfolded pupil
1. Take three steps to the
front.
2. Turn left/right.
3. Go straight.
4. Stop.
Suggested Material
1. the required picture
2. the instructions
(Instructions can be
varied)
e.g.

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

55
Learning Standard:
b) simple directions to places in the school
WHERE DO YOU GO?
1. Divide pupils into groups.
2. Each group forms a train.
3. Give instructions on
directions.
4. The group follows the
directions making the
„choo-choo‟ sound.
1. Go straight
2. Turn left
3. Turn right
4. Go round
5. Stop
Note:
Directions can be given
to one group at a time or
to all the groups at the
same time.
POISON PARCEL
1. Pupils sit in a circle.
2. Play the music and pupils
pass the parcel until the
music stops.
3. The pupil who has the
parcel picks a paper from
the parcel and reads aloud
the instructions.
4. Pupil follows the
instructions.
e.g.
Turn around and walk like
a duck to the door.
1. Jump like a frog to the
blackboard.
2. Fly like a bird to the
staffroom.
3. Hop like a kangaroo to
the next class.
4. Gallop like a horse to
the office.
5. Move like a car to the
toilet.
Suggested Material
1. music
2. poison parcel
3. instructions

56
DIRECTION SONG
1. Place signposts in various
corners of the classroom.
2. A pupil will stand at a
certain part of the class.
3. The pupil will move to the
directions as given by
friends in a song.
4. Repeat activity.
Suggested Song
(Tune of: London Bridge Is
Falling Down )
Class : Take three steps to
your right
To your right (2X)
Take three steps to
your right
And turn left
Where are you, my
friend?
My friend (2X)
Where are you, my
friend?
Tell me now.
Pupil : I am at the canteen
canteen ( 2X)
I am at the
canteen,
Oh, my friends.
Suggested Material
Signposts
e.g.
Note:
Teach the song before
the activity
canteen
toilet
office
staffroom

57
Learning Standard:
1.3.1 Able to listen to and demonstrate understanding of oral texts heard by:
a) answering simple Wh-Questions
AT THE GARDEN
1. Put up a picture of a
garden.
the picture.
e.g.
What flowers can you see?
What is the colour of the
roses?
3. Chant with pupils.
4. Divide the pupils into two
groups.
5. Pupils chant.
A: Who has a garden? (2X)
Who has a garden, my
friend?
B. Minah has a garden.( 2X)
Minah has a garden, my
friend.
A: What flowers? ( 2X )
What flowers does she
have?
B: She has roses, she has
orchids, sunflowers and
hibiscus.
A: When does she water
them? ( 2X)
When does she water the
flowers?
B: She waters them in the
evening, (2X),
She waters the flowers
in the evening.
Suggested Material
Composite picture
of a garden
JAZZ CHANT
1. Put up the jazz chant.
2. Chant and pupils listen.
3. Repeat and pupils follow.
4. A pupil comes to the front.
5. The other pupils ask
questions as in the jazz
chant.
6. Pupil answers.
7. Repeat activity with other
pupils.
Class: Who are you? (2X)
Pupil : I am Ahmad. (2X)
Class : What are you
wearing? (2X)
Pupil : I‟m wearing a shirt.
I‟m wearing a pair of
trousers.
Class : Where are you
going? (2X)
Pupil : I‟m going to the
canteen. (2X)
Suggested Material
Jazz chant
Note:
Replace the underlined
words with other
suitable words.

58
WHO STOLE THE COOKIE?
1. Pupils sit in a circle.
2. Put up a big manila card
showing a boy putting his
hand into a cookie jar.
3. Ask the pupils:
“What is the boy doing?”
“Who is the boy?”
4. Explain the activity.
5. Call a pupil to put his face
into the hole in the card.
6. Pupils say the rhyme.
Suggested Rhyme
Class : Who stole the
cookie from the
cookie jar?
Ali stole the cookie
from the cookie jar.
Ali : Who me?
Class: Yes, you.
Ali : Couldn‟t be!
Class: Then, who?
Ali : Tan stole the
cookie from the
cookie jar.
Suggested Material
Picture
e.g.
GUESSING GAME
1. Put picture cards of
animals into a box.
2. A pupil comes forward to
pick a card. (Pupil must not
show the card to the
class.)
3. Other pupils take turns to
ask questions.
4. The pupil answers the
questions.
5. Pupils try to guess the
animal.
6. Repeat the activity.
Suggested Questions
2. What does it like to eat?
3. What is its colour?
4. How many legs does it
have?
5. How does it move?
Suggested Material
 Prepare:
1. picture cards of
animals
e.g.
2. the questions

59
DIALOGUE
1. Pupils listen to a dialogue.
2. Ask questions based on the
dialogue.
3. Display the dialogue on the
board.
4. Pupils take turns to role-
play the dialogue.
Suggested Text
Rani: Hi, Lina.
Lina :Hi, Rani. Where did
you go for the
holidays?
Rani: I went to Langkawi
with my family.
Lina: How did you go there?
Rani: By aeroplane.
Lina : When did you go
there?
Rani : I went there last
Monday.
Lina : What did you do
there?
Rani :I went up the cable
car. It was very
exciting. I also went
shopping.
Lina : That sounds great.
Oh! I have to go now.
See you. Bye.
Rani: Bye.
Suggested Material
1. pre-recorded text
2. dialogue
3. sample
questions
Note:
Change words to vary
the information.

60
Learning Standard:
1.3.1 Able to listen to and demonstrate understanding of oral texts heard by:
b) giving True/False replies
AM I RIGHT?
1. Take pupils around the
school.
2. Point to any object and
say,
“This is a ………… .”
e.g.
Point to a car and say,
“This is a motorcycle.”
Pupils answer :
“False. This is a car.”
3. Repeat with other objects.
Suggested Topics
1. objects in the school
2. animals
3. places
4. people
QUIZ
1. Divide the class into two
groups.
2. Read out a statement.
e.g.
An elephant has a trunk.
3. A pupil from each group
picks the correct flash
card.
4. Pupil shows the card to the
rest of the class.
5. Other pupils respond by
saying if the card picked is
right or wrong.
6. Points are given if the
answer is correct.
Suggested Statements
1. An elephant has a trunk.
2. A cat has a beak.
3. A bird can fly.
4. A cat chirps.
5. A lion roars.
Statements are based on
any topic for the week.
Suggested Material
Four large flash
cards ( two for each
group).
e.g.

61
OLD MAC DONALD
1. Put up a picture of a farm.
the picture.
e.g. How many cows can
you see?
3. Sing the song „Old Mac
Donald‟ and pupils follow.
4. Sing the first two lines of
the song and state the
number of animals
e.g.:
Teacher :”Old Mac Donald
has a farm,”
Class : E-I-E-I-O
Teacher : And on that farm
he has two
cows.
Class: False
5. Repeat with other animals
from the picture.
Suggested Content
 Animals on the farm:
1. three cows
2. five ducks
3. two horses
4. eight chickens
5. ten fishes
Suggested Material
Composite picture
of a farm.
Note:
Number and types of
animals can be changed
based on the picture
chosen.
STORY TIME
1. Play the story.
2. Pupils listen carefully.
3. Replay the story.
4. A pupil answers the
question as given in the
CD.
5. Other pupils shout out
„True‟ or „False‟.
Suggested Story
 The Clever Mousedeer
(Refer to the English
Language Year 2 (SK)
Teaching Courseware – CD
3 - Lesson 64)
Suggested Material
Suitable questions
MY PARTNER
1. Divide class into two equal
groups.
2. Each pupil in Group A will
have a different statement.
3. Each pupil in Group B will
have either a „True‟ or
„False‟ card.
4. Pupils in Group A will read
their statements as they
walk.
Suggested Statements
1. A cow has four legs.
(True )
2. A rose is green in
colour.
(False )
Note:
Statements can be based
on topics taught previously.
Suggested Material
1. sentence strips
2. flash cards
Note:
„True‟ or „False‟ flash
cards must match the
number of statements
prepared.

62
5. Pupils in Group B will
shout „True‟ or „False‟ and
stand with their correct
partners.
6. When all have found their
pairs, each pair comes out
and reads their statement
and answer aloud.

63
Appendix 1
Cut and paste the correct picture.
Pussy cat, pussy
Where have you been?
I have been to London
To see the
Pussy pussy cat
What did you do there?
I frightened a little
Under the

65
3 5
1
2
4
Choose the correct sentence.
Appendix 3

69
THE READING SKILL
By the end of Year Two, pupils should be able to apply knowledge of sounds of letters
to recognize words in order to begin reading and then move on to more complex skills
using a range of strategies to construct meaning from the text read. The ultimate goal
of the reading component in primary school is to produce pupils who will be able to read
independently for information and enjoyment. Pupils of Year 2 will have to acquire the
sounds to be learnt as stipulated in the learning standard 2.2.1 before they reinforce the
new sounds learnt to form words learnt by blending these sounds. Pupils learn how to
spell by segmenting words and then move on to read phrases and sentences.
The learning standards covered in Year 2 are as follows:
CONTENT STANDARD LEARNING STANDARDS
2.1 By the end of the 6-year
primary schooling, pupils will
be able to apply knowledge
of sounds of letters to
recognize words in linear and
non-linear texts.
2.1.1 Able to recognize and articulate initial, medial and
the final sounds in single syllable words
within given context:
(a) /eɪ/
(ai )
/i:/
(ee)
/aɪ/
(igh)
/әʊ/
(oa)
/ʊ/,/u:/
(oo)
(b) /a:/
(ar)
/ɔ:/
(or)
/ɜ:/
(ur)
/әʊ/
(ow)
/ɔI/
(oi)
(c) / ә/
(ear)
/eә/
(air )
/ʊә/
(ure)
/ɜ:/
(er)
(d) /eɪ/
(ay)
/aʊ/
( ou)
/aI/
( ie)
/i:/
(ea)
(e) /ɔI/
(oy)
/ɜ:/
(ir)
/u:/
( ue)
/ɔ:/
(aw)
(f) /w/
(wh)
/f/
(ph)
/ju:/
(ew )
/әʊ/
(oe )
/ɔ:/
(au)
(g) /eɪ/
(a-e)
/i:/
(e-e)
/aɪ/
( i-e)
/әʊ/
(o-e)
/u:/
(u-e)
2.1.2 Able to blend phonemes into recognisable words
and read them aloud.
2.1.3 Able to segment words into phonemes to spell.

70
primary schooling, pupils
will be able to demonstrate
understanding of a variety
of linear and non-linear
texts in the form of print and
non-print materials using a
range of strategies to
construct meaning.
2.2.1 Able to read and apply word recognition and word
attack skills by :
a) matching words with spoken words
b) reading and grouping words according to word
families.
2.2.2 Able to read and understand phrases in linear and
non-linear texts.
2.2.3 Able to read and understand simple sentences in
linear and non-linear texts.
2.2.4 Able to read and understand a paragraph of 5 – 8
simple sentences.
2.2.5 Able to apply basic dictionary skills using picture
dictionaries.
primary schooling, pupils
will be able to read
independently for
information and
enjoyment.
2.3.1 Able to read simple texts with guidance:
a) fiction
b) non-fiction
As in Year One, pupils will be taught to articulate the phoneme(s) to be learnt by pupils
of Year Two as stipulated in the learning standard. The following sounds are to be
learnt in Year Two.

71
Grapheme Phoneme Possible Actions
ai
/eI/
Hands on the waist and say „ei‟ as
if in anger.
a – e
ay
ee
/i:/
Show you teeth and say “ee”
ea
e – e
igh
/aI/
Place palm on the chest and say
„I‟i - e
ie

72
oa
/әʊ /
Palms up, shake your body and
say “au”
oe
o - e
ow
oo /ʊ /
Place hands above head, tap once
and say „u‟
oo
/u:/
Place hands above head, shake
your head and say “u..”
ue
u - e

73
ar
/a:/
Open your mouth wide and say
“aa”
ear
or
/ɔ:/
Draw a big circle (anti-clockwise)
in the air and say “or”.
aw
au
ur
/ɜ:/ Put your finger on the temple and
say “er”
ir
er

74
wh /w/ Join two peace signs and say “w”
ph /f/
Action of bird flying and say “f”
ew /ju:/
Point to a friend and say „you‟.
ear /Iә/
Fan your hand in front of your nose
and say “eear”

75
air /eә/
Hold your jaw and say “air”
ure /ʊә/
Form a „u‟ with both hands, spread
them like a flower blooming and
say “uwer”
ou /aʊ/
Pinch yourself and say “aw”
oy /ɔI/
Hop like a kangaroo and say “oi”

76
These phonemes are to be taught in sequence as stipulated in the learning
standard 2.1.1 (a) – (g). The sounds presented in the table above are not in
chronological order as found in the learning standard. They have been classified
according to phonemes and have various graphemes, which represent a particular
phoneme. Teachers should tell pupils that the phonemes might represent different
graphemes.
For example the phoneme /eI/, is represented by the grapheme “ai”, “a-e” and “ay”
which are present in the following words rain, race and day.
The phonemes learnt can be introduced using various teaching strategies such
as singing songs, telling stories, reciting rhymes, playing games as well as drilling in
order to reinforce the learning of these phonemes.
Phonemes taught in Year One are reinforced in Year Two before teaching
phonemes to be learnt in Year Two as stipulated in the learning standards. The
following are the phonemes learnt in Year One:
Grapheme Phoneme Possible actions
s
ss
c
/s/
(voiceless)
1. Form a cobra head with
your hand.
2. Trace the letter „s‟ in the air
and, say s…
t / t /
(voiceless)
Tap two fingers on the desk
and say t…

77
P /p/
(voiceless)
Place four fingers in front of
your mouth and say p…
n /n/
(voiced)
Touch the tip of your nose and
say n…
m /m/
(voiced)
Lick an ice-cream and say m…
d
/d/
(voiced)
Drumming action and say d…
g /g/
(voiced)
1. You are cold, clutch your
hands and shiver
2. Say ggg

78
c
k
ck
/k/
(voiceless)
Action of flying a kite and say k
r /r/
(voiced)
Be a lion and say rrr
h /h/
(voiceless)
1. Place your palm in front
of your mouth
2. Laugh haha
b /b/
(voiced)
Action of balloon bursting and
say b…
f
ff
/f/
(voiceless) Action of bird flying and say f…

79
l
ll
/l/
(voiced)
Raise both arms upright and
say ll..
g
j
/dʒ/
(voiced)
Jump and say j.
v /v/
(voiced)
Show the peace sign and say
v.
w /w/
(voiced)
Join two peace signs and say
w.
x
/ks/
(voiceless)
Cross your hands and say ks..

80
/gz/
(voiceless)
Slash „x‟ and say gz..
y /j/
(voiced)
Nod and say yeh
z
zz
/z/
(voiced)
Trace „z‟ in the air and say z..
q /kw/
(voiced)
Action of a duck flapping its
wings once and say qua
ch /tʃ/
(voiceless)
1. Action of a moving train
with both arms
2. Say ch.

81
sh /ʃ/
(voiceless)
Finger on the lips and say sh..
th /θ/
(voiceless)
Show the thumb and say th.
/ð/
(voiced)
Point with the thumb and say
th.
ng /ŋ/
(voiced)
Action of mosquito buzzing
around ears and say ng….

82
The short vowels are as follows :
a
/æ/
Imagine a spider crawling
up your arm and say eh…
/ә/
1. Cross your arms on your
chest and lift your
shoulders.
2. Say er…
i
/ ɪ/
Show your teeth and say e.
o
/ɒ/
Draw a small circle (anti
clockwise) in the air and say o

83
e /e/
Walk like an elephant and say
eh
u /ʌ/
Look up and say uh
The long vowels are as follows :
a
/a:/
Open your mouth wide and say
aaa…
a
o
/ɔ:/
Draw a big circle (anti
clockwise) in the air and say
or…

84
e /i:/ Show your teeth and say ee..
Word List for Year 1 and 2 (according to phonemes learnt)
Grapheme Phoneme Suggested Words
ə/
ɔ
ɪ/
ʒ/
ɒ
ɔ

85
ʌ/
ʒ/
ʃ
ʃ/
θ
ŋ/
ɪ/
ɪ/
əʊ/

86
ʊ/
ɔ
ɜ
aʊ/
/әʊ/
ɪə/
ə/
ʊә
ɜ
ɪ/
aʊ/
aɪ/
ɔɪ
ɜ
ɔ
əʊ
ɔ

87
eɪ
ɪ
əʊ

88
Learning Standard:
2.1.2 Able to blend phonemes into recognizable words and read them aloud.
Forming Words
1. Place pictures with the
grapheme „oa’ in a big
box.
2. Pick a picture and name
it aloud stressing the
phoneme /әʊ/.
3. Pupils repeat the word
individually / in groups.
4. Prepare onset and rime
cards based on the
word list.
5. Place the cards on the
table.
6. Pick pupils at random
to select the correct
onset and rime cards
based on the picture.
7. Pupils blend and read
the word aloud.
Word List
boat
coat
soap
goat
toad
e.g.
Materials
onset cards
rime card
picture cards
Onset Rime
Cards Card
Roll a word
1. Show pictures with the
grapheme “ee” .
2. Say aloud the word ,
stressing the phoneme
/i:/.
3. Pupils repeat.
groups. Provide three
cube sets for each
group.
5. Taking turns, pupils roll
cubes 1 - 3 to
form words based on
the picture.
aloud and write the
words that they have
formed.
Word List
sheep
teeth
tree
weep
feet
sleep
Materials
picture cards
cubes template - Appendix 1
contents of onset cube (1)
- sh, t, tr, w, f, sl
contents of rime cube (2)
- ee
contents of onset cube (3)
- p, th, t
-
*can use erasers as cubes.
*this activity can be turned into
a competition.
b
c
s
oa
t
g
d
p
t
sh ee p
b oa

89
Word Chain
1. Demonstrate the action
for the phoneme /ɔ: /.
2. Pupils repeat a few
times.
name them.
4. Pick pupils at random
and hang the cards
around the pupils‟
necks.
5. Teacher says a word.
e.g. saw.
6. Pupils with the
respective letter cards
will stand side by side to
blend the word.
7. Pupils repeat the word.
Word List
saw
paw
draw
prawn
crawl
e.g
Materials
letter cards
picture cards
Match Me Right
1. Demonstrate the
grapheme „i – e’
through a song.
2. Pupils repeat.
3. Show picture cards and
blend the phonemes.
4. Pupils repeat
individually or in groups.
5. Put up picture cards on
the wall with the onset
cards.
6. Pupils match the rime
cards to the correct
picture cards.
7. Pupils read the words.
Word List
kite
five
prize
mice
rice
hide
Song chart
(Tune of Clementine)
Materials
picture cards
Onset Rime
Cards cards
A B
pr
cr
s
p
n
dr
aw
l
I like to fly kites (3x)
In the sky
I have five kites (3x)
As my prize
I see five mice (3x)
Eating rice
When they see me(3x)
They run and hide
m
icer
f
k
h
ive
ite
ide
ice
izepr
ws a

90
Word Spinner
1. Demonstrate the action
and sound for the
phoneme /eI/.
2. Pupils repeat.
say the word.
4. Blend the onset and
rime cards.
4. Pupils repeat.
5. Put up a word spinner.
6. Pupils take turns to
spin.
7. Pupils blend the onset
and rime letters to form
correct words.
8. Pupils read the words.
Word List
thigh
light
fight
night
right
bright
Materials
Picture cards
Word spinner template –
Appendix 2
Onset Rime
cards cards
A B
igh
br
r
n
f
l
th
t

91
Learning Standard:
2.1.3 Able to segment words into phonemes to spell.
Separate Me
1. Demonstrate segmentation of a
word.
a. Read the word.
b. Pupils repeat.
c. Say the phonemes.
e.g.
a-e : snake - /s/, /n/, /e /,
/k/
2. Distribute grapheme cards
randomly to the pupils.
3. Teacher says a word.
4. People with the related
graphemes come to the front to
form the word.
5. Teacher says the phoneme and
the pupil with the related
grapheme card raises it.
6. Teacher repeats the activity with
other words.
Suggested Words :
snake, bake, tape,
cake, lake, make, race,
date, spade
Jumping On The Puddles
1. Show a word.
2. Say the word aloud and
separate them into segments.
e.g. girl - /g/ /ɜ:// /l/
3. Pupils repeat after the teacher.
4. Create „puddles‟ across the
classroom floor, each puddle
featuring a grapheme.
5. Teacher says a word and picks a
pupil at random to demonstrate.
6. Pupil says the phoneme as
he/she jumps on it.
7. Repeat the steps for all the
words suggested.
Suggested Words :
girl, bird, thirsty, skirt,
shirt, first
Appendix 3

92
Break the Code
1. Divide class into 2 sections.
2. In one section create a „reward
zone‟.
e.g. – sweets in a box
3. Another section; pupils stand in
groups of 5-6.
4. Teacher shows a word card.
5. Each group reads the word
aloud.
6. Pupils break the code by saying
the phonemes aloud in order to
take the reward.
e.g.
Teacher : bow
Pupils : /b/ /әʊ/
Suggested Words:
cow, town, how, bow,
owl, flower, power
Word Boxes
1. Divide pupils into groups.
2. Distribute boxes of letter cards to
each group.
3. Show the picture and say the
word.
4. Pupils segment the sounds and
say the word.
e.g.
/m/ /i:/, /t/
5. Each group take turns to
segment the word.
6. Repeat the steps with each word
on the list.
Suggested Words:
sea, pea, meat, read,
eat
Materials
letter cards

93
Wall Words
1. Show the picture and the word.
e.g.
2. Teacher says the word aloud
and segments the word.
3. Pupils repeat after the teacher.
4. Put up the word cards on the
wall.
5. Pupils segment the words.
6. Repeat the steps with each word
on the list.
d o l ph i n
Suggested Words:
alphabet, dolphin,
elephant, telephone,
photo
Appendix 4
dolphin

94
Learning Standard:
2.2.1 Able to read and apply word recognition and word attack skills by:
a. matching words with spoken words.
ACTIVITIES CONTENT TEACHER’S NOTES
Listen and Choose
1. Pair the pupils.
2. One pupil will be given a set of
picture cards and the other will be
given a set of word cards.
3. Teacher says out a word. The
4. pupil who has the correct picture
5. card will put it up followed by the
6. pupil with the correct word card.
Word List:
goat
coat
float
boat
toad
road
Materials
Word cards
Picture cards
goat
coat
float
boat
toad
road
Read and Find
1. Distribute worksheets to pupils.
2. Pupils are asked to read the
words.
3. Pupils use colour pencils to trace
the dotted lines from the words to
the pictures.
Word List:
goat
coat
float
boat
toad
road
Materials
colour pencils
worksheets
Appendix 5
Assemble Me Dear
1. Each group will be given a picture
puzzle in an envelope.
2. Each group will have to assemble
the picture correctly on a manila
card.
3. The assembled picture will have to
be pasted on the board together
with the correct word and pupils
say it out loud.
4. The fastest group wins the game.
Word list:
girl
bird
skirt
shirt
first
third
Materials
pictures cut into pieces
envelopes
word cards

95
Bingo
1. Teacher prepares a few sets of
bingo cards with the same words in
different arrangements.
2. Distributes the sets to the pupils.
3. Give instructions how to play.
4. Teacher picks words randomly from
a box.
5. Say it out loud.
6. The first pupil to complete the
words in a straight line is the
winner.
Word list:
blue
glue
true
high
night
light
wheel
whale
birthday
car
balloon
sir
Materials
bingo sets
box
word cards
blue glue true
whale car light
sir high night
glue car sir
night blue light
true high true
Get Me Right
1. Distribute worksheets to the
pupils.
2. Teacher reads out a word
according to the word list.
3. Pupils listen and circle the correct
word.
4. Repeat the steps for the other
words.
Word list:
chew
crew
screw
drew
blew
flew
Materials
Worksheets
Appendix 6

96
Learning Standard:
2.2.1 Able to read and apply word recognition and word attack skills by :
c. reading and grouping words according to word families.
ACTIVITIES CONTENTS TEACHER’S NOTES
Put Me Where I Belong
1. Put up the word chart.
2. Drill the pupils with the words.
3. Call pupils at random to read the
word shown and place it in the
correct column.(Final / ɔ:/ and
/ ju:/)
4. Repeat the activity until all the
words are correctly placed.
Word list :
screw
new
blew
drew
saw
jaw
draw
straw
Materials
word chart
(Appendix 7)
Crazy Poems
1. Display a poem on the board.
2. Ask pupils to repeat the poem after
the teacher.
3. Distribute worksheet that has two
columns: (animals and clothing).
4. Ask pupils to group the words
and write them in the correct
column.
A cow goes to town,
In a gown,
Then passes a toad,
In a coat,
Ha! Ha! Ha!
Laughs the goat,
In a rowing boat,
Shirt for sale,
Skirt for sale,
Yells the bird,
With the yellow tail.
Materials
poem chart
worksheets
Appendix 8

97
Learning Standard:
2.2.2 Able to read and understand phrases in linear and non-linear texts.
Jazz with me...
1. Chant aloud.
2. Pupils read the phrases with
the phoneme /aI/ aloud after
the teacher.
3. Say the words with the
phoneme /aI/ louder while
chanting.
4. Put up Chart A
5. Pupils complete the chant with
word cards.
Jazz Chant
What a fright
Turn to your right
Keep a sight
Switch on the light
Keep it bright
Say good night
Say it right
Chart A
Materials
Jazz chant, chart,
word cards
Another jazz chant :
Mother bakes a cake
It is a chocolate cake
She puts it on a plate
She cuts a piece of
cake
She gives a piece to
Jade
Jade takes the cake
To share it with Miss
Kate
Sorry it‟s too late
It falls into the lake
Butter Cake
1. Sing the song (Happy
Wanderer Tune)
2. Teacher says aloud phrases
with the phoneme /eI/ while
flashing the phrase cards.
3. Pupils repeat after teacher.
4. Stress the phrase:
a butter cake
5. Paste phrase cards with
missing letters on the board.
6. Pupils complete the phrases
with letter cards of „a‟ and „e‟.
Song : Butter Cake
I love to eat a butter cake
that my mother loves to bake
The butter cake my mother
baked
with a candle on the cake
Butter cake,
Butter cake,
Butter cake
ha, ha, ha, ha, ha, ha
Butter cake
and the big piece is for me
Materials
Song chart
Word cards;
cake, bake,
lake, date,
take, plate
Phrase Cards
What a ____
Turn to your ____
Keep a ____
Switch on the ____
Keep it ____
Say good ____
Say it ____
a butter cake
bake a cake
a butter c_k_
b_k_ a c_k_

98
It’ s Story Time
1. Teacher reads the story.
2. Stress on the phoneme:
/a:/, / aI /
3. Get pupils to repeat the
words.
4. Read the Big Book with
the pupils.
5. Read with correct
pronunciation and
intonation.
6. In groups, pupils
arrange sentences to
form the correct story
(teacher can carry it out
as a competition to make
it fun.)
Short Story
The night was dark.
Knight heard a bark.
He switched on the light.
He had a fright
When he saw a duck.
What a BIG BIG duck.
The duck chased Knight.
Knight went to hide.
Oh what a fright.
Materials
Prepare phrase cards
Prepare a Big Book
Draw a series of pictures.
Read Me Aloud
1. Teacher reads a short
story.
2. Read the phrase cards
shown.
3. Stress on the phoneme
/i:/
4. Get pupils to repeat.
5. Pupils read the story
with correct
pronunciation and
intonation.
6. Call pupils randomly.
Teacher gives a card to
a pupil (e.g: A sad king)
7. Ask the pupil to read the
phrase silently and do
the actions in front of
the class.
8. The rest of the pupils
guess the phrase.
Short Story
Once there was a king and a
queen.
The queen did not have a
child.
They were very sad.
Years later, the queen had a
baby girl.
Everyone was happy.
So, they held a party.
Then came a witch.
She put a spell.
She put a curse on the baby.
Soon, the princess fell in a
deep, deep sleep.
Materials
Teachers can prepare a big
book for the story.
Prepare phrase cards:
sad king
sad queen
a beautiful queen
a baby girl sleeps
an ugly witch
a sad king
a sad queen

99
Learning Standard:
2.2.3 Able to read and understand simple sentences in linear and non-linear texts.
Read and match
1. Distribute worksheets to
pupils.
2. Pupils read the
sentences and match
them to the pictures.
3 . Pupils read the
sentences aloud
in small groups.
Duplicate the Appendix
Appendix 9
Read and match
1. Teacher puts up parts
of sentences.
2. Pupils read the
sentence parts in small
groups.
3. Pupils match the
sentence parts.
4. Pupils read the
completed sentences
aloud.
Appendix 10
Read and paste
1. Distribute a composite
picture to each pupil.
2. Put up a chart
containing sentences
on the board.
3. Pupils read the
sentences.
4. Pupils cut out the
objects and paste them
on the picture.
5. Pupils exchange their
work and check.
Sentences on the chart.
1. The ball is under the
cupboard.
2. The books are on the
table.
3. The doll is in the pail.
4. The lamp is on the
table.
Materials
composite picture
chart containing
sentences.
Appendix 11

100
Jigsaw puzzle
1. Divide the pupils into
groups of three.
2. Distribute a jigsaw
puzzle to the groups.
3. Pupils assemble the
jigsaw puzzle to form a
picture.
4. Pupils flip over
the picture and
read the sentences
given.
Appendix 12a and 12b
Word Maze
1. Pair up pupils.
2. Distribute handouts
containing word maze
to the pairs.
3. Pupils find four
sentences from the
maze.
4. Pupils colour the
sentences.
5. Pupils read the
sentences aloud.
Teacher can prepare
different sets of word maze.
Appendix 13

101
Learning Standard:
2.2.4 Able to read and understand a paragraph of 5- 8 simple sentences.
Get Me Right
1. Teacher tells the
story.
groups.
3. Distribute worksheet
with incomplete
paragraphs and the
envelope containing
the sentence strips.
4. Pupils complete the
paragraph with the
correct sentence
strips.
5. Pupils read the
completed paragraph
in groups.
Appendix 14
Read and Do
1. Distribute a handout
with instructions on
making a paper
puppet.
2. Pupils read the
instructions.
3. Pupils follow the
instructions and
do the paper
puppet.
(Option:
Pupils can use
the paper puppet
to role play.)
Instructions:
Take an envelope. Draw
two eyes. Draw a nose
and a mouth. Colour the
face. Cut the sides of the
envelope. Paste them as
ears.
Materials
envelopes
glue
colour pencils
scissors

102
Read and Transfer
1. Put up a chart
containing a
passage about
Azlan‟s family.
2. Distribute an empty
family tree.
3. Pupils read the passage
and complete the family
tree.
Pupils should have prior
knowledge of family tree.
Appendix 15
Read and Sequence
1. Pair up the pupils.
2. Give a map to each
group.
3. Distribute a set of
sentence strips to each
group.
4. Pupils read the
sentences and
sequence them in a
paragraph.
5. Pupils read the
arranged sentences
aloud.
Duplicate the Appendix.
Prepare the sentence
strips.
Appendix 16
Read and Play
groups of four.
2. Distribute the board
game, dice and tokens.
3. Explain the rules.
4. Pupils read and play the
board game.
Rules:
If the pupil answers
correctly, he /she is allowed
to move two steps forward.
If he / she fails , the pupil
has to move a step
backward.
Appendix 17

103
Learning Standards:
2.2.4 Able to read and understand a paragraph of 5-8 simple sentences.
2.2.5 Able to apply basic dictionary skills using picture dictionaries.
ACTIVITY CONTENT TEACHER’S NOTE
Peeping Mouse
1. Show action of peeping
through a mouse hole
and name the objects
seen in the classroom.
2. Show picture cards and
and ask questions about
it.
3. Put up the chart. Read the
sentences describing the
pictures.
4. Drill the keywords.
5. Distribute worksheets.
6. Pupils read the sentences.
A Mouse Tale
From the mouse hole I peep
out,
To see if Kitty is about.
I see Kitty sitting on a seat,
I see Kitty eating a piece of
meat.
I eat the cheese,
And then I sneeze.
Kitty hears the sound,
And she turns around.
From the mouse hole I can
see,
Kitty looking at me.
Appendix 18 and 19
Prepare a mouse hole.
Use a cardboard or
hardboard.
2. Prepare picture
cards.
- a cat on a chair
eating a piece of
meat.
- a mouse eating a
piece of cheese
- a mouse sneezes
- a cat on a chair
turning its head
- a cat looking at
the mouse.

English teacher-guidebook-year-2

English teacher-guidebook-year-2

Recommended

Recommended

More Related Content

What's hot

What's hot (16)

Viewers also liked

Viewers also liked (20)

Similar to English teacher-guidebook-year-2

Similar to English teacher-guidebook-year-2 (20)

Recently uploaded

Recently uploaded (20)

English teacher-guidebook-year-2