Escolar Documentos
Profissional Documentos
Cultura Documentos
KEMENTERIAN
PENDIDIKAN MALAYSIA
TEACHERS
RESOURCE BOOK
YEAR 5
PREFACE
Using the Teaching and Learning Module
This module comprises sample lessons for teachers to adopt or adapt in their
classroom during teaching and learning.
The sample lessons provided in this module cover some of the learning
standards that must be achieved by pupils in Year 5. They do not constitute
lessons for the entire year. These samples are provided as exemplars for
teachers to help them carry out a complete lesson comprising listening &
speaking, reading, writing, and grammar in a cohesive and integrative
manner, following the modular configuration. Thus, teachers will be able to
observe how a particular theme/topic can be planned and executed
progressively and developmentally.
Lessons
Listening &
Speaking
Stages
presentation
practice
production
Rationale
Listening & speaking lessons are
structured according to three
stages to help teachers teach the
listening and speaking skills in an
organised
and
structured
manner.
The presentation stage helps
teachers to prepare pupils for
actual listening by generating
interest, building confidence and
paving the way to facilitate
comprehension.
The practice stage is when
teachers provide pupils with
opportunities to listen to oral
texts, help them to focus on the
listening text and guide the
development
of
their
understanding.
From these listening activities,
pupils receive the necessary
input to help them to speak
during the production stage.
Reading
presentation
practice
production
ii
an organised
manner.
and
structured
The
presentation
stage
is
necessary to prepare pupils for
reading and increase their
capacity for understanding. By
learning more about what they
are
about
to
read,
can
dramatically
increase
their
reading
comprehension
and
retention.
The practice stage is when
teachers teach pupils to read and
employ comprehension
strategies.
The production stage of reading
lessons where pupils show their
understanding of their readings
via oral or writing tasks.
Writing
presentation
practice
production
iii
Grammar
presentation
practise
production
All sample lessons and materials in this module can be adopted or adapted to
suit the learning needs of pupils. Teachers are encouraged to be creative and
innovative so that interesting, meaningful, purposeful and fun lessons can be
carried out to help pupils learn better.
iv
LEARNING STANDARDS
Year 5
SUGGESTED ACTIVITIES
CONTENT STANDARDS
1.2 By the end of the 6year primary
schooling, pupils will
be able to listen and
respond
appropriately in formal
and
informal situations for
a
variety of purposes.
LEARNING STANDARDS
Year 5
SUGGESTED ACTIVITIES
resources
topic
Key words
1.2.3 Able to listen to, follow and give
directions to places around their
town and state .
vi
CONTENT STANDARDS
LEARNING STANDARDS
Year 5
SUGGESTED ACTIVITIES
d) Do a role play of a dialogue in pairs or groups
to show appreciation after asking for
help/direction. Eg: saying thank you for the help,
giving compliment for their achievement.
1.2.2- Blind Leading The Blind. A group of pupils
give instructions to a blindfolded friend to walk
through hurdles safety.
1.2.3- Role play: A tourist asking for directions
from a local.
1.2.4- Good manners: Pupils act out a scene on
social manners.
1.2.5- Public Speaking/ Speech Giving/ A
Retiring Teacher/ Recycling /Blogging.
vii
d) Flow chart
Item 1
viii
Similarity
Item 2
READING
LEARNING STANDARDS
Year 5
CONTENT STANDARDS
2.2
2.2.1
SUGGESTED ACTIVITIES
ix
CONTENT STANDARDS
2.3 By the end of the 6year primary
schooling, pupils will
be able to read
independently for
information and
enjoyment.
LEARNING STANDARDS
Year 5
SUGGESTED ACTIVITIES
WRITING
CONTENT STANDARDS
3.1 By the end of the 6year primary schooling,
pupils will be able to
form letters and words
in neat legible print
including cursive
writing.
LEARNING STANDARDS
Year 5
SUGGESTED ACTIVITIES
xi
xii
LANGUAGE ARTS
CONTENT STANDARDS
LEARNING STANDARDS
Year 5
SUGGESTED ACTIVITIES
xiii
CONTENT STANDARDS
4.3. By the end of the 6year primary
schooling, pupils
will be able to plan,
organize and
produce creative
works for
enjoyment.
LEARNING STANDARDS
Year 5
SUGGESTED ACTIVITIES
xiv
GRAMMAR
CONTENT STANDARDS
5.1 By the end of the 6year primary
schooling, pupils will
be able to use different
word classes correctly
and appropriately.
LEARNING STANDARDS
Year 5
SUGGESTED ACTIVITIES
1. Charades
-nouns, adverbs, verbs, adjectives
2. Simon Says
-verbs, prepositions, imperative sentences
3. Role Play
- prepositions, verbs
4. Broken Telephone/ Chinese Whisper/ Poison
Message
-conjunctions, imperative sentences
xv
(c) through
(d) across
(e) along
(f) against
6. Guess Who I am
-nouns
7. Running Dictation
-conjunctions, imperative sentences
xvi
Theme:
Topic:
Personal Safety
Learning Standards:
1.1.2
1.1.3
Objectives:
Time:
60 minutes
Teaching aids:
CCE / EE :
contextual learning
Steps:
Presentation
1. Pupils watch a video on personal safety. (video clip attached)
2. Lead pupils to talk about the video clip.
Sample questions:
What is the video about?
What should you do if you are the child in the video?
(Refer to personal safety video)
Practice
3. Pupils listen to an audio recording on personal safety. (Appendix 1)
4. Distribute task sheet. (Appendix 2)
5. Play the audio recording again. Pupils listen.
6. Play the audio recording again and ask pupils to complete the task sheet.
Production
7.
8.
9.
10. In groups, pupils discuss the personal safety measure depicted in their picture.
11. Each group presents their answers in front of the class. (provide guidance if necessary)
1
Appendix 1
Audio script:
This is a speech on Personal Safety by Chief Police Officer, Inspector Izwan. Good
morning boys and girls. Today, I would like to talk about Personal Safety for Children. All
of you spend a good part of your time at school and on the playground. People who want to
hurt you know this too. These people are usually strangers.
Strangers are people you do not know well. They may trick you in many different ways. So
bear in mind that accidents hurt safety doesnt. So my advice to you is:
Never let strangers get too close, whether they are in a car or walking.
If a stranger tries to grab you, shout as loud as you can and run away. While yelling, try
to fight your way free by punching, kicking, and biting. Once you are free, tell a trusted adult
so that immediate action can be taken by contacting the police.
prevention is better than cure. Thank you.
Please remember,
Appendix 2
Suggested answers
No
Answers
Personal
school
Izwan
strangers
shout
address
open
cure
Appendix 3
Theme:
Topic:
Personal Safety
2.3.1
Objectives:
Time:
60 minutes
Teaching Aids:
CCE/EE:
Contextual Learning
Steps:
Presentation
1. Recap on safety tips learnt in the previous lesson.
Possible responses :
Never talk to strangers.
Never let strangers get too close, whether he or she is in a car or walking.
Never accept sweets, a present, a ride, or anything else from strangers.
Never tell strangers your name or address.
Never keep secrets from your parents about strangers.
Always try to walk with a friend or a grown-up.
Never open the door at home for strangers.
2. Tell pupils that they are going to learn more safety tips in the poem.
3. Pupils read the poem together. (Appendix 4)
Practice
4. Pupils read the poem given. (Appendix 4)
5. Asks wh-questions about the poem.
9.
Activity 2
11. In groups, pupils are given a puzzle on idioms. (Appendix 7)
12. Pupils discuss and arrange the puzzle correctly.
13. Pupils read their answers aloud.
Appendix 4
Appendix 5
Match idioms to their meanings by writing the correct number in the box provided.
Safety in numbers
Appendix 6
Guess the appropriate idiom for the dialogue below.
Dialogue
Pupil A :
Pupil B :
Pupil A :
Pupil B :
Pupil A :
Pupil B :
Appendix 7
play it
safe
in
good hands
be on the
to
side
safe
curiousity
the
killed
cat
look
before
you leap
10
Theme:
Topic:
Personal Safety
Learning Standard:
3.2.2
Objectives:
Time:
60 minutes
Teaching Aids:
CCE/EE:
Constructivism
Steps:
Presentation
1. Show stimulus to pupils on a talk about safety. (Appendix 8)
2. Pupils identify the safety measures found in the poster.
Practice
3. In groups, pupils write a letter on a display sheet to share with their friends about the
safety precautions that they have learnt during the talk. (Task Sheet 1)
Production
4. Display pupils work around the classroom.
5. Pupils take a gallery walk in the class and edit the letters written by their friends.
6. Check the pupils edited versions and choose the best letter.
7. Pupils write / copy the letter into their exercise books.
11
Appendix 8
A TALK
Come Join This Interesting Talk
Date: 28th October 2015
Time: 9.00 a.m. 12.00 p.m.
Venue: School Hall
Speaker: Inspector Izwan
Open for : Year 4 to Year 6 pupils
Title: PERSONAL SAFETY FOR CHILDREN
Appendix 9
__________________________
__________________________
__________________________
__________________________
Dear __________,
How are you my dear friend? I hope you are fine. I just came back from a __________
____________________. The talk was held on ___________________________ in our
_________________________________ from _______________till ___________________.
The talk was about ___________________________________________ . It was given by
______________________________________. From the talk, I learnt ____________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Your friend,
_________________
13
Theme:
Topic:
Personal Safety
Learning Standards:
Objectives:
Time:
60 minutes
Teaching Aids:
CCE/EE:
constructivism
Steps:
Presentation
1. Give command as follows:
Stand up.
Keep your books.
Please pay attention in the classroom.
Please walk in the classroom.
14
Appendix 10
15
Appendix 11
Write sentences based on the pictures given.
1.
talk - strangers
__________________________________________
__________________________________________
2.
__________________________________________
__________________________________________
3.
always - grown-ups
__________________________________________
__________________________________________
accept - gifts
__________________________________________
__________________________________________
16
5.
walk - stairs
______________________________________
______________________________________
6.
______________________________________
______________________________________
17
Theme:
Topic:
Yummy Cake
Learning Standard:
i.
Objectives:
Time:
60 minutes
Teaching Aids:
CCE/EE:
Multiple Intelligences
Steps:
Presentation
Activity 2
7. Check and discuss the answers with pupils. While discussing, practise the structures
that will be used in the post-listening activity.
Production
19
APPENDIX 1
20
APPENDIX 2
Neti:
Ain:
Neti:
Ain:
Neti:
Ain:
Neti:
Ain:
Neti:
Ain:
Neti:
Ain:
Neti:
Ain:
21
APPENDIX 3
Tick ( / ) the correct quantity for each ingredient.
No.
Ingredients
Flour
Egg
Sugar
1 bar
Chocolate
Quantity
Cocoa powder
2 bars
2 cups
4 cups
6
2
2 cups
3 cups
3 tablespoons
2 tablespoons
1 teaspoon
Baking soda
teaspoon
2 cups
Buttermilk
Vanilla essence
Butter
10
Salt
cup
2 teaspoons
2 teaspoons
cup
2 cups
a pinch
a teaspoon
22
APPENDIX 4
23
APPENDIX 5
24
Theme:
Topic:
Yummy Cakes
Learning Standard:
2.2.2
Objectives:
i.
ii.
iii.
Time:
60 minutes
Teaching Aids:
CCE/EE:
Multiple Intelligences
Steps:
Presentation
1. Pupils work in 6 groups.
2. Give each group a picture puzzle of a cake-baking process. (Appendix 6)
3. In their respective groups, pupils arrange the puzzle to form a complete picture.
4. Then, pupils paste the completed picture on a board.
5. Once all the groups have pasted their picture puzzles on the board, ask them to
sequence the pictures correctly.
25
Practice
Activity I
7. Pupils work in the same groups.
8. Give each group an envelope containing sentence strips of the recipe. (Appendix 7)
9. In their respective groups, pupils read and arrange the strips to form the correct
sequence of the recipe.
10. When they are done, give each group the recipe. Pupils read it and correct their
answers, if necessary. (Appendix 7)
11. Each group reads their sentence strips aloud. Check and correct their answers.
Activity 2
12. Pupils work in the same groups.
13. Distribute a task sheet to each group. (Appendix 8)
14. Pupils read the questions and discuss them in their groups. They write their answers in
the task sheet provided.
15. Once the task sheet is completed, the leader of each group will present their answers
to the class.
16. Discuss the answers at the end of the lesson.
Production
26
APPENDIX 6
27
APPENDIX 7
APPENDIX 8
1.
2.
If you start baking the cake at 5.20 pm, at what time can you take
the cake out of the oven?
__________________________________________________
3.
4.
If you do not have chocolate powder to bake a cake, what can you
replace the chocolate powder with?
__________________________________________________
ANSWERS:
1.
2.
3.
4.
1 cups of buttermilk
6.00 pm
chocolate rice, cherries, etc.
milo, cocoa, etc.
29
Theme:
Topic:
Yummy Cake
3.2.1 Able to transfer information with guidance to complete
(b) non-linear texts
Learning Standards:
Objectives:
(i)
(ii)
Time:
60 minutes
Teaching Aids:
Task sheets
CCE/EE:
Multiple Intelligences
Steps:
Presentation
1. Recap with pupils the ingredients needed to bake a cake.
2. Distribute a task sheet. Pupils write the ingredients in the task sheet. (Appendix 9)
Practice
Activity 1
3. Recap with pupils the steps in baking a cake, using the ingredients in the task sheet.
4. Distribute another task sheet to pupils. Pupils write the steps in the task sheet, with
guidance. (Appendix 10)
Activity 2
5. Tell pupils that they are going to celebrate their birthdays.
6.
7.
8.
Tell pupils that they can use electronic media or other media to produce a creative
invitation.
Production
1. Pupils get into pairs and share their invitation with each other.
2. Pupils give each other feedback.
3. Display pupils invitation in class.
30
APPENDIX 9
Ingredients needed to bake a cake
31
Answers
1 bar of chocolate
2 cups of flour
2 cups of sugar
a cup of butter
2 teaspoons of vanilla
essence
a pinch of salt
a cup of buttermilk
1 teaspoon of baking powder
2 eggs
chocolate cream
cherries
APPENDIX 10
Steps in baking a cake
__________________________________________
__________________________________________
__________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_________________________________________
_________________________________________
_________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
33
Answers
After that, pour the mixture into a pan and bake for 40 minutes.
Finally, coat it with chocolate cream and decorate it with colourful
chocolate rice and cherries.
34
Theme:
Topic:
Yummy Cakes
Learning Standard:
Objectives:
i.
ii.
iii.
Time:
60 minutes
Teaching Aids:
task sheets, Collective Nouns tree (any plant with many branches),
blank word cards (punch a hole on each and tie a string through it)
CCE/EE:
Thinking Skills
Steps:
Presentation
1. Ask pupils what ingredients are used to bake a chocolate cake.
2. Pupils write their answers on the board.
3. Pupils identify the countable and uncountable nouns on the board.
4. Pupils write CN for countable nouns and UN for uncountable nouns.
5. In pairs, pupils complete a task sheet. (Appendix 11)
6. Discuss the answers with your pupils.
7. Using the pictures in the task sheet, introduce and explain the concept of collective
nouns.
Example:
Baking powder is uncountable by itself. But when we collect and put it into a tin, as in
the picture, we can count the baking powder in terms of how many tins there are (a tin of
baking powder, two tins of baking powder, etc.)
Practice
Activity 1
1. Distribute another task sheet. (Appendix 12)
2. Pupils complete the task sheet individually.
3. Check pupils answers.
35
Activity 2
4. Pupils get into groups of 4.
5. Give each group a set of picture cards. (Appendix 13)
6. Pupils spread the cards on a table.
7. Any pupil in the group starts by pointing to any picture and asking for it using the right
collective noun.
Example: Can I have a loaf of bread, please?
Can I have a bowl of soup, please?
8. If they get the collective noun right, they can keep the card. If they get it wrong, they lose
their turn. The game continues until all the cards have been taken. The pupil with the
most cards wins.
Production
Activity 1
9. Put the Collective Nouns tree at the front of the class.
Activity 2
12. Distribute a task sheet. (Appendix 14)
13. Pupils complete the task sheet individually.
14. Check pupils answers and give feedback.
36
APPENDIX 11
Write CN next to the countable nouns and UN next to the uncountable nouns.
37
APPENDIX 12
For each pair of pictures, circle the picture that shows the correct collective noun.
1.
a spoonful of sugar
2.
a loaf of bread
3.
a cup of tea
4.
a packet of flour
5.
a glass of milk
6.
a pinch of salt
7.
a bunch of bananas
8.
a basket of oranges
9.
a slice of pizza
10.
a bowl of soup
38
APPENDIX 13
39
APPENDIX 14
Put a
X next to the sentences with the wrong collective nouns. Write the
Put a
correct answer.
1. The coffee is bitter. I need a bar of sugar.
________________________________________________________________
2. Adam bought a loaf of bread from the bakery.
_________________________________________________________________
3. She drank a pinch of tea.
________________________________________________________________
4. Leela needs a block of flour to bake a cake.
________________________________________________________________
5. The chef added a slice of salt into the curry.
________________________________________________________________
6. Pak Ahmad sold a bunch of bananas to the customer.
________________________________________________________________
7. Mr. Wong carried a glass of oranges into the kitchen.
________________________________________________________________
8. Tina ate a slice of pizza for lunch.
________________________________________________________________
9. The woman ate a bunch of soup.
________________________________________________________________
10. The child drank a glass of milk before he slept.
________________________________________________________________
40
Theme:
World of Stories
Topic:
Angry Birds
Learning Standards:
Objectives:
Time:
60 minutes
Teaching Aids:
Angry Birds Intro video, Angry Birds story script, ball, task
sheet (http://www.youtube.com/watch?v=2iAtAthU8oQ)
CC/EE:
Steps:
Presentation
1. Show pupils the Angry Birds video 1 and read the Angry Birds story out loud while
the video is played. (Appendix 1) [If there is no LCD projector, teacher needs to read
out the story].
2.
After playing the video, teacher asks pupils questions pertaining to the story:
Examples:
1.
How many birds were there?
2.
What colours were the birds?
3.
How many eggs were in the nest?
4.
What insect sat on the eggs?
5.
What did the birds do to that insect?
6.
Who stole the eggs?
7.
What were they going to do to the eggs?
8.
How did the birds feel when their eggs were stolen?
Practice
1. As soon as the word angry is mentioned by any pupil in response to question 8,
teacher immediately writes that word in the middle of the board.
2. Teacher asks pupils what they normally associate with that word. For example, fight,
41
bully, unfair, sibling rivalry, painful, unhappy and cheated. Pupils come up and
write the words on the board in the form of a mind map.
unfair
unhappy
y
cheated
ANGRY
siblings
painful
fight
2. Next, give pupils a few minutes to think about situations that have made them feel
angry in the past.
3. Explain that they are going to play a game called Musical Ball. The ball will be
passed around when music is played. When the music stops, the person holding the
ball has to make a sentence beginning with I felt angry when..
Example: I felt angry when my money was stolen yesterday.
42
4. After a few rounds of the game, explain to the pupils that anger is a natural emotion
that everyone feels, just like the angry birds did. Emphasise that it is not anger itself
that is bad, but rather what we choose to do in reaction to that anger.
5. Pose these questions to get pupils to think about the consequences of wrong
reactions to anger:
6. Next, draw this chart on the board, and fill it up using the answers suggested by the
pupils in step 5.
Name
What made
What did
What happened
What could
him/her feel
he/she do or
then?
he/she have
angry?
say?
done
differently?
Angry Bird
A mosquito sat
on the eggs
the mosquito
were stolen
43
7. Pupils get into groups of 5. Each group is given the task sheet. (Appendix 2)
8. They talk to each other about their personal experiences and use the information to
fill up the chart. Example:
Name
What made
What happened
him/her feel
do or say?
then?
have done
angry?
differently?
Grace
She complained
to her parents.
Her sister
stopped talking to
her.
Nishan
His friend
bumped into
him in the
canteen
He punched his
friend.
Nishan was
punished by the
discipline teacher.
If it was an accident,
he could have
forgiven his friend.
Sharon
Her teacher
punished her
for not
bringing her
book.
Nazri
His parents
didnt let him
go out with his
friends.
He sneaked out
without his
parents
permission.
He fell into a
drain and broke
his arm.
He should have
obeyed his parents.
Production
1. Pupils put up their completed charts around the classroom and they walk around,
reading about their friends experiences.
2. Get pupils to talk about the key ideas of the lesson such as:
(i) knowing the cause of their anger.
(ii) not acting hastily when theyre angry.
(iii) evaluating the outcomes of their reactions to anger.
(iv) making the right decision.
44
APPENDIX 1
Once upon a time, there were three happy birds. Papa Bird was
yellow, Mama Bird was red, and Baby Bird was blue. They were very
happy because Mama Bird had just laid three beautiful, shiny eggs.
The eggs were resting safely in the nest. Nearby, three Biggy Noses
were watching the eggs. They were very hungry and wanted to eat
the eggs. But Papa Bird, Mama Bird and Baby Bird always guarded
the eggs so it was impossible for the Biggy Noses to steal them. But
one day, a curious mosquito was flying nearby. It saw the shiny eggs
and was attracted to them. It flew to the eggs and perched on them.
This made Mama Bird very furious. She pushed the mosquito away
with her beak and started trampling on it. The other birds joined her,
including black Grandpa Bird. While they were busy killing the
mosquito, the Biggy Noses quickly stole the three eggs. They started
cooking the eggs over a fire. When the birds saw them, they were
very angry.
45
APPENDIX 2
Name
What made
What happened
him/her feel
do or say?
then?
have done
angry?
differently?
46
Theme:
World of Stories
Topic:
Angry Birds
Learning Standards:
Objectives:
Time:
60 minutes
Teaching Aids:
story scenes
CC/EE:
Steps:
Presentation
1.
Pupils recall the story about the Angry Birds that they heard in the previous
lesson.
2.
Help pupils to remember the values they have learned (e.g. knowing the cause of
your anger, not acting hastily when youre angry, thinking about the outcomes of
anger, making the right decisions).
Practice
Activity 1
1. Pupils get into groups of 4. Each group is given a scene of a story on a piece of
paper. They are not to show it to the other groups. (Appendix 3)
2. In their groups, they plan a freeze-frame for their scene. (All the group members
need to freeze in one position to show what is happening in that scene). Examples:
47
3. When all the pupils are ready, the groups take turns to present their freeze-frames to
the class.
4. After each group presents its freeze-frame, the other groups try to guess what is
happening in the scene that has just been presented.
5. When all the groups have finished presenting their freeze-frames, get the class to
guess the sequence of events (which was the first scene, second scene, etc.).
Encourage pupils to give reasons for their guesses. Guide pupils if necessary.
48
Activity 2
1. Paste the four scenes (enlarged on display paper) around the classroom. Make sure
that each scene is numbered in the right order (1-4), and on each piece of paper, the
number should be written in large, visible print.
2. Give each group an envelope containing all four scenes of the story.
3. Each group member is numbered (1-4).
4. Blow a whistle or shout Go. Pupils number 1 from each group run to scene 1 on the
wall, read it and remember as many details as possible.
5. After 2-3 minutes (depending on number of pupils in the class, level of proficiency
and the amount of time available), blow the whistle or shout Stop. Pupils number 1
need to return to their respective groups and report back what they have read. Based
on what Pupil 1 tells the group, they need to identify which strip in the envelope is
scene 1.
6. Steps 4 and 5 are repeated for Pupils 2-4 from each group.
7. Then, the group sequences all the scenes in the envelope in the right order.
8. The groups present their answers. Help them to correct any mistakes.
Activity 3
9. Paste the five scenes (enlarged on display paper) around the classroom. Make sure
that each scene is numbered in the right order (1-5), and on each piece of paper, the
number should be written in large, visible print. (Appendix 4)
10. Give each group an envelope containing all five scenes of the story.
11. Each group member is numbered (1-5).
12. Blow a whistle or shout Go. Pupils number 1 from each group run to scene 1 on the
wall, read it and remember as many details as possible.
13. After 2-3 minutes (depending on number of pupils in the class, level of proficiency
and the amount of time available), blow the whistle or shout Stop. Pupils number 1
need to return to their respective groups and report back what they have read.
Based on what Pupil 1 tells the group, they need to identify which strip in the
envelope is scene 1.
14. Steps 4 and 5 are repeated for Pupils 2-5 from each group.
15. Then, the group sequences all the scenes in the envelope in the right order.
16. The groups present their answers. Help them to correct any mistakes.
49
Production
Activity 1
17. Remind pupils of the Angry Birds story and get them to predict the possible
effects Mama Birds anger will have on:
(i)
Papa Bird
(ii)
Baby Bird
(iii)
their friends
(iv)
Activity 2
2. Explain to pupils the effects of anger and help them see these points:
Spilling milk was just an accident. Rajan became angry because he felt embarrassed to
go to school in a crumpled uniform. He also felt insulted because his teacher punished
him. He was burning with anger so he tore Reena's book and hurt her. Then he shouted
at his mother because she didn't get pizza for dinner. A person becomes angry when
things don't go his way and such a person burns from within and then hurts others.
50
APPENDIX 3
Scene 1
Once upon a time, there were three happy birds. Papa Bird was
yellow, Mama Bird was red, and Baby Bird was blue. They were very
happy because Mama Bird had just laid three beautiful, shiny eggs.
The eggs were resting safely in the nest.
Scene 2
They were very hungry and wanted to eat the eggs. But Papa Bird,
Mama Bird and Baby Bird always guarded the eggs so it was
impossible for the Biggy Noses to steal them.
Scene 3
But one day, a curious mosquito was flying nearby. It saw the shiny
eggs and was attracted to them. It flew to the eggs and perched on
them. This made Mama Bird very furious. She pushed the mosquito
away with her beak and started trampling on it. The other birds joined
her, including black Grandpa Bird.
Scene 4
While they were busy killing the mosquito, the Biggy Noses quickly
stole the three eggs. They started cooking the eggs over a fire. When
the birds saw them, they were very angry.
51
APPENDIX 4
Scene 1:
Rajan hurried to a table to drink his milk. Just then Reena, Rajan's younger sister arrived
there. She took a plate for her breakfast. Her hand mistakenly touched the glass of milk
and the milk spilled over Rajan's uniform. "Ohno! Look, what have you done! Can't
you look before you take your plate?" Rajan screamed at Reena. His face turned red
with anger. Just then, his school bus arrived.
Scene 2:
Rajan ran to his room to change. His other uniform was not ironed. He had to wear the
crumpled uniform. He heard the bus driver honk outside but he hadn't packed his bag
yet. So, his mother let the school bus go and dropped Rajan in school. He was half an
hour late, so his teacher punished him. He had to run around the field. He felt very
embarrassed.
Scene 3:
Rajan was very tired and exhausted because of his anger. When he returned home, he
saw that Reena was studying for her test. Reena was memorizing the names of the
Malaysian states. Rajan entered the room and heard her. He snatched her book and
tore her page. Reena collected the torn pieces of paper with tears in her eyes. This was
Rajan's way of taking his anger out on her.
Scene 4:
Just then, they heard their mother's call for dinner. "Come on, kids. Dinner is ready. I
have made fried noodles today", Mummy said. "What..fried noodles?? But I asked you
to make pizza tonight!! Why don't you ever listen to me?" Rajan shouted. But a stare
from Mummy was enough to make him finish his dinner. He ate his dinner as fast as he
could and rushed to his room.
Scene 5:
Rajans father came to Rajans room. Rajan was lying on his bed reading a book. "How
was your day, dear?" Papa asked. Rajan cried and told his father everything. His father
listened to him and calmly said, You took out your anger on your sister and mum and
hurt them. Did that make anything better? Rajan mumbled, "No. I don't like this feeling
at all. But what should I do now?" "You should ask for forgiveness from them. Papa
said. Rajan realised his mistake and asked for forgiveness from Reena and Mama.
52
Theme:
World of Stories
Topics:
Angry Birds
Learning Standard:
Objectives:
Time:
60 minutes
Teaching Aids:
Mr. Birdy & and Owl video clip, Letter by Mr. Birdy, Situation strips
http://www.youtube.com/watch?v=KoMxM9JbKdY&feature=related
CC/EE:
Steps:
Presentation
1. Play a video clip and asks the pupils several questions about what happened in it.
Examples:
2. Remind pupils about the What Do We Do When Were Angry? chart they completed
in Lesson 1 (Listening & Speaking). Draw the chart on the board and pupils complete
it, as below:
Name
Bird
What made it
What did it
What
What could it
feel angry?
do or say?
happened
have done
then?
differently?
snoring, so the
and pushed
bird couldnt
it off the
sleep.
tree.
53
3. Teacher then talks to pupils about what would have happened if the bird had done
things differently and told the owl how it felt in the first place.
Example:
Q: If the bird had told the owl about how he felt, what do you think would have happened?
A: Maybe, the owl would have moved away to a different tree.
Practice
5. Ask pupils to recall the exercise which they completed during the 1st lesson. They
spoke about their personal experiences on anger. (Appendix 2)
6. Now, ask pupils to individually reflect on their own experiences of being angry.
Name
What made
What happened
you feel
or say?
then?
have done
angry?
differently?
7. Tell pupils that you are going to teach them to write a diary. A diary is a book which
is personal to an individual. One writes many things in the diary. It could be about
happenings in their daily life, an incident which made them sad, angry or even a
happy event.
54
Then, start writing whatever you want to write; its actually a narrative of
happenings, feelings and maybe what one thinks might happen.
9.
10. Show pupils how to do a booklet. Take a few A4 papers, fold them into half and
staple them together.
11. Get pupils to write a diary based on the incident of getting angry, using the table
earlier.
Production
1. Ask a few volunteers to read out their diary to the class.
2. Pupils can then choose to keep their diary, or to share them with a partner.
3. To close, get pupils to think about the benefits of expressing ones feelings in a
positive way, instead of reacting in a negative way.
4. Suggest to pupils that the next time they get angry, they can write a diary entry or a
letter about what happened, how it made them feel, and what they suggest to resolve
that problem.
55
APPENDIX 5
Dear Diary,
Today is Sunday and I am really feeling pretty upset. My
little sister borrowed my blouse the other day. I told her not to
dirty it as I like the blouse very much. I took the blouse this
morning to wear it. I saw a big yellow patch on my white blouse.
I was very angry. I asked my sister, what did you do? Why is my
blouse dirty? She did not answer me.
I asked her again but she did not reply. I was already very
angry, so I shouted at her. She just sat on the bed looking down.
I took my belt and hit her. Mum heard the sound and came into
our room. Mum was so angry with me. She punished me. I will
not get any pocket money for this week. This is all because of my
sister. I am so. so. so.. angry.
56
Theme:
World of Stories
Topics:
Angry Birds
Learning Standard:
Objectives:
Time:
60 minutes
Teaching Aids:
CC/EE:
Steps:
Presentation
1. Display the picture of the Angry Birds and Biggie Noses celebrating a birthday party
in the form of a poster or Power Point slide. (Appendix 6)
2. Tell pupils that the angry birds have finally attended anger management classes and
learnt their lesson about the negative effects of anger. They are now good friends
with the Biggie Noses and are celebrating Baby Birds birthday together.
3. Tell pupils that Angry Birds have made a friendship pledge to the Biggie Noses. Put
the pledge up on the board.
Practice
4. Highlight the words will and will not in the pledge and explain to pupils that those
are words in the simple future tense. Explain the function and form of the simple
future tense.
Function:
We use the simple future tense to talk about something you have not done
yet but plan to do in the coming future.
5.
6.
Distribute the task sheet to pupils and explain the task. Pupils form
simple sentences using will and will not. (Appendix 7)
For example: I will not fight with my brother./I will help my mother.
7.
Production
8. Divide pupils into groups of 6.
9. Each group is provided with a piece of A4 paper, display paper, coloured
pencils, marker pens, crayons, etc.
10.. Explain to pupils that they are going to create a Friendship Pledge like the one
made by the Angry Birds, using the simple future tense.
11. Before starting, they first discuss the points to include and make a draft pledge on
A4 paper. Check to see if any changes should be made. Then, pupils create their
posters.
58
12. When they have finished, they display their posters in a gallery walk. To
end, teacher helps pupils recall and summarize all the values and lessons they
learned throughout the week.
Example:
We will stick to our friends in the good times and the bad
times.
59
APPENDIX 6
60
APPENDIX 7
fight brother
_______________________________________
_______________________________________
help mother
_______________________________________
_______________________________________
respect teacher
_______________________________________
_______________________________________
share cousins
_______________________________________
_______________________________________
kick cat
______________________________________
_______________________________________
61
Theme:
World Of Knowledge
Topic:
Learning Standard:
Objectives
Time:
60 minutes
Teaching Aids:
CC/EE :
Steps:
Presentation
1. Show a slide/picture of a child being bullied. (Appendix 1)
2. Ask questions pertaining to the picture.
3. Pupils answer questions orally.
4. Pupils share their experience or views on incidents of bullying.
Practice
5. Distribute a task sheet. (Appendix 2)
6. Pupils read the questions before listening to the dialogue. (Appendix 3)
7. Pupils listen to the dialogue for the first time.
8. Pupils listen to the dialogue for the second time and complete the task sheet.
9. Pupils compare and discuss their answers with their peers.
10. Teacher discusses the answers with pupils.
Production
11. Pupils are assigned into groups of four.
12. Each group is given a situation card. (Appendix 4)
13. Pupils discuss what they would do in that situation.
62
63
APPENDIX 1
64
APPENDIX 2
Read the statements below. Listen to the conversation carefully. Tick in the correct column.
NO
STATEMENTS
TRUE
10
65
FALSE
APPENDIX 3
TRANSCRIPT
Bully 2:
Bully 1:
Bully 2:
Jason:
Bully 1:
YOUR money.if you don't give it to us now, we will beat you up!
Jason :
Bully 2:
Listen! If you tell this to anyone, we will beat you up after school.
66
APPENDIX 4
Situations:
2. Two girls push away a small girl from her seat in a bus.
5. You are in your class doing your work. Your classmate walks up
to you and makes fun of your name.
67
Theme :
World of Knowledge
Topic :
Learning Standards:
Objectives:
Time:
60 minutes
Teaching Aids:
CC/EE :
Thinking Skills
Steps:
Presentation
1. Show the picture of a bully and play the dialogue from the previous lesson.
(Appendix 1 & 3)
2. Elicit from the pupils main points of the previous discussion on bullying.
3. Distribute task sheet to the pupils. (Appendix 5)
4. Explain to pupils that they will guess the meaning of the words before reading the text.
5. In pairs, pupils guess the meaning of the words to complete the task sheet.
Practice
6. Distribute the reading text for the pupils to read. (Appendix 6)
7. In pairs, pupils check the meaning of words in the task sheet using a dictionary.
8. Next, pupils check the meanings of words according to the text.
9. Elicit the main ideas of each paragraph from pupils.
68
Production
Activity 1
10. Distribute a task sheet. (Appendix 7)
11. In groups of four, pupils identify the supporting details of the main idea of the paragraph.
12. Guide the groups to complete the task.
Activity 2 (Optional)
13. Pupils get into pairs. Distribute a task sheet to each pair. (Appendix 8)
14. Pupils discuss the answers and complete the crossword puzzle.
69
APPENDIX 5
Choose the appropriate meaning according to the text.
Meaning
Word
1.
tough
strong
firm
2.
victim
a person who is
deceived or cheated
3.
damage
break
hurt
4.
encourage
to give support
5.
safe
unharmed
coin box
6.
stress
pressure or tension
exerted on a material
object
mental or emotional
pressure
7.
lose
fail to keep
fail to win
8.
lead
to take or bring
cause
70
APPENDIX 6
Bullying
71
APPENDIX 7
Paragraph 2
3.
Paragraph 3
72
APPENDIX 8
5 B
O
2
3 R
H 7
N
S
10
Across:
3.
4.
5.
8.
10.
Down:
1.
2.
6.
7.
9.
4.
5.
8.
10.
Down:
1.
2.
6.
7.
9.
74
Theme:
World Of Knowledge
Topic:
Time:
60 minutes
Teaching Aids:
task sheets
CC/EE:
Thinking Skills
Steps:
Presentation
1. Revise the main ideas of the reading text about bullying.
2. Highlight the vocabulary learnt in the previous lesson.
3. Guide pupils to define the target vocabulary.
75
Practice
Activity 1
4. Each pupil is given the reading text and a task sheet . (Appendix 9)
5. In pairs, pupils are to discuss and transfer information from the text to the mind map.
6. Monitor pupils' work.
Production
10. When the task is completed, pupils display their task sheets on the wall.
11. Pupils walk around the class and edit mistakes on their friends' task sheets.
12. Check pupils' work and make corrections if necessary .
76
APPENDIX 9
Based on the reading text, complete the mind map below.
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
__________________________
__________________________
bullying
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
__________________________
__________________________
77
APPENDIX 10
Make complete sentences using the words given.
- bully - frightened -
- snatched - victim's -
- teacher - punished -
78
- boys - damaged -
- reported - incident
79
Theme:
World of Knowledge
Topic:
Learning Standards:
Objectives:
Time:
60 minutes
Teaching Aids:
CC/EE :
Steps:
Presentation
1. Show a picture of a bully and play the dialogue. (Appendix 1 & 3)
2. Put up a picture of the bully and a picture of the victim on two separate corners of the board.
(Appendix 11)
3. Ask pupils what will happen to the bully and the victim.
4. Pupils take turns to choose a sentence strip and match it to the right person.
Example: Teacher will scold him - Bully
He will cry - Victim
5. Using the sentences on the board, introduce the simple future tense and explain its function.
(Appendix 12)
80
Practice
Activity 1
6. Display a substitution table. (Appendix 13)
7. Pupils construct 10 sentences individually based on the substitution table.
Activity 2
8. Get pupils to read the text from the previous lesson individually. (Appendix 3)
9. Ask pupils to find and underline the sentences that use the simple future tense form.
10. Check and discuss the answers.
Production
11. Distribute a task sheet to pupils. (Appendix 14)
12. Ask pupils to complete the sentences.
13. Give feedback and make corrections if necessary.
81
APPENDIX 11
82
APPENDIX 12
83
APPENDIX 13
watch a movie
I
You
will
go for a walk
He
soon.
sing at a concert
She
It
cook dinner
We
later.
next week.
next Monday.
go to Penang
You
They
tomorrow.
will not
play badminton
buy fruits
84
in a month's
time.
APPENDIX 14
1. I will _____________________________________.(report)
85
Theme:
World of Knowledge
Topic:
Learning standards:
Objectives:
(i)
(ii)
Time:
60 minutes
Teaching aid:
CCE/EE:
Thinking skills
Steps:
Presentation
1. Put some preserved flowers in a box.
2. Get the pupils to guess what is in the box.
3. Ask pupils a few questions.
Example:
Practice
Activity 1
4. Pupils listen to the text and complete the graphic organizer. (Appendix 1 & 2)
5. Pick pupils randomly to present their answers.
6. Discuss answers with pupils
86
Activity 2
7. Each group is to focus on one method of preservation.
8. Play the recorded text (second or third time if necessary).
9. Pupils take notes on their assigned method.
Production
10. Each group to discuss and give reasons to support their method of preservation.
11. Group presentation.
87
APPENDIX 1
Preserving Flowers and Leaves
Many flowers and woody plants growing around your home and in the wild can be preserved
for dried arrangements. It is important to select the proper drying method for each type of
plant. Plants for preserving can be collected throughout the year. They can be flowers of
various shapes, colours and textures. We should avoid collecting plants or leaves when they
are wet.
There are several different methods for preserving plants and flowers. All of these should
be carried out in a room away from direct sunlight. The methods are as follows: hairspray,
air drying, pressing and shellac.
1. Hairspray
Just as it preserves your hairstyle, it can preserve your cut flowers. Stand 30
centimetres away from the bouquet of flowers and give them a quick spray on the
undersides of the leaves and petals.
2. Air drying
It is the easiest method of preserving flowers. Simply tie the stems in small loose
bundles. Hang them upside down in a dark, warm and dry room. It takes one to three
weeks for flowers to dry completely.
3. Pressing
Pressing is the most common method used. Lay a bunch of flowers on the newspaper.
Arrange them to the desired form. Place them in between pages of a thick book. Leave
them for two to three weeks.
4. Shellac
Shellac is an excellent method for preventing the flowers from falling off their stems.
This preservation should be done in a well aired room and away from fire.
88
APPENDIX 2
METHOD
S
89
Theme:
World of Knowledge
Topic:
2.2.2
Objective:
Time:
60 minutes
Teaching aids:
CCE/EE :
Steps:
Presentation
1. Pupils are shown pictures of preserved flowers. (Appendix 3)
2. Talk about the pictures.
Example:
Practice
Activity 1
3. Teacher explains what anaphoric references are by examples from the reading text.
(use Paragraph 2 - Appendix 4).
Anaphoric reference simply means that a word in a text refers back to other ideas in
the text for its meaning.
Example:
Plants for preserving can be collected throughout the year. They can be
flowers of various shapes, colours and textures.
90
Presentation
9. In groups, pupils are given a short paragraph. (Appendix 6)
10. Pupils to identify 5 anaphoric references found in the text and give their meanings in
context. (Appendix 7).
11. Pupils present their answers.
91
APPENDIX 3
92
preserved for dried arrangements. It is important to select the proper drying method
for each type of plant. Plants for preserving can be collected throughout the year. They
can be flowers of various shapes, colours and textures. We should avoid collecting plants
There are several different methods for preserving plants and flowers. All of these
methods should be conducted in a room away from direct sunlight. The methods are:
i. Hairspray
Just as it preserves your hairstyle, it can preserve your cut flowers. Stand a foot
away from the bouquet of flowers and give them a quick spray on the undersides of
10
11
12
13
bundles. Hang them upside down in a dark, warm and dry room. It takes one to
14
15
16
iii. Pressing
Pressing is the most common method used. Lay a bunch of flowers on the
17
newspaper. Arrange them to the desired form. Place them in between pages of a
18
19
20
iv. Shellac
Shellac is an excellent method for preventing the flowers from falling off their
21
stems. This preservation should be done in a well aired room and away from fire.
22
The dried flowers should be stored in a dark, dry and airtight container. A layer of
tissue paper should be placed between the flowers.
93
23
24
APPENDIX 5
The words underlined refer to another word in the previous sentence.
Draw and arrow to show which word it refers to.
There are several different methods for preserving plants and flowers. All of these
methods should be conducted in a room away from direct sunlight. The methods are:
i. Hairspray
Just as it preserves your hairstyle, it can preserve your cut flowers. Stand a foot
away from the bouquet of flowers and give them a quick spray on the undersides of
6
7
bundles. Hang them upside down in a dark, warm and dry room. It takes one to
10
11
iii. Pressing
Pressing is the most common method used. Lay a bunch of flowers on the
12
newspaper. Arrange them to the desired form. Place them in between pages of a
13
14
15
iv. Shellac
Shellac is an excellent method for preventing the flowers from falling off their
16
stems. This preservation should be done in a well aired room and away from fire.
17
The dried flowers should be stored in a dark, dry and airtight container. A layer of
tissue paper should be placed between the flowers.
94
18
19
APPENDIX 6
Read the text below. The words in colour refer to another word.
Can you identify them?
Herbarium
A herbarium is a collection of dried and pressed plants.
books. Keep them in a warm and dry place. The pressed specimens
herbarium.
10
95
APPENDIX 7
No
Line
Word
Meaning in Context
It
herbarium
96
Theme:
World of Knowledge
Topic:
Learning
Standards:
3.3.1
Objectives:
Time:
60 minutes
Teaching aids:
CCE/EE :
Steps:
Presentation
1. Show the pupils a sample of a preserved flower mounted on a mounting board.
Hairspray method
97
2.
Note : Teacher can demonstrate this method in class and allow pupils to try it out.
Practice
3. Introduce the writing task to pupils.
4. Pupils are to write the steps of preserving plants using the pressing method based on
the text read.
Steps :
Production
5. Pupils are required to create either pop - up cards, concertina or power point slides
based on the previous activity.
6. Pupils present their work.
7. Teacher and peers give feedback.
98
Theme:
World of Knowledge
Topic:
Learning Standards:
Objectives:
Time:
60 minutes
Teaching aids:
CCE/EE :
Thinking skills
Steps:
Presentation
1. Paste the word cards on the board: bouquet, bundle and bunch.
2. Put up 3 pictures on the board and ask pupils to name each picture.
3. Give an explanation of collective nouns.
Pupils match the collective noun to the picture
bouquet
bundle
bunch
Practice
Activity 1
6. Distribute a task sheet to pupils. (Appendix 8)
7. Pupils read the text and underline the common nouns and circle the collective
nouns.
8. Discuss answers with pupils.
Activity 2
9. Display or draw a table on the board.
10. Ask pupils to say out and write the answers in the appropriate column.
Sample:
Common Nouns
flowers,
plants,
home,
wild,
Collective Nouns
arrangements, bouquet, bundle, bunch
Production
Activity 1
Activity 2
13. Divide the class into four groups to play Hangman using collective nouns.
14. The group with the highest score is the winner.
100
APPENDIX 8
Underline the common nouns and circle the collective nouns.
PRESERVING FLOWERS AND LEAVES
Many flowers and woody plants growing around your home and in the wild can be
preserved for dried arrangements. It is important to select the proper drying
method for each type of plant. Plants for preserving can be collected throughout the
year. They can be flowers of various shapes, colours and textures. We should avoid
collecting plants or leaves when they are wet.
There are several different methods for preserving plants and flowers. All of
these methods should be conducted in a room away from direct sunlight. The
methods are as follows:
1. Hairspray
Just as it preserves your hairstyle, it can preserve your cut flowers. Stand a foot
away from the bouquet of flowers and give them a quick spray on the undersides
of the leaves and petals.
2. Air drying
It is the easiest method of preserving flowers. Simply tie the stems in small loose
bundles. Hang them upside down in a dark, warm and dry room. It takes one to
three weeks for flowers to dry completely.
3. Pressing
Pressing is the most common method used. Lay a bunch of flowers on the
newspaper. Arrange them to the desired form. Place them in between pages of a
thick book. Leave them for two to three weeks.
4. Shellac
Shellac is an excellent method for preventing the flowers from falling off their
stems. This preservation should be done in a well aired room and away from fire.
The dried flowers should be stored in a dark, dry and airtight container.
of tissue paper should be placed between the flowers.
101
A layer
APPENDIX 9
Suggested answers
No
Answers
flowers/leaves/plants
bouquet
house/home
petals
sunlight
bundle
container
stem
102
Theme:
World of Knowledge
Topic:
Learning
Standards:
Objectives:
(ii)
(iii)
Time:
60 minutes
Teaching aids:
CCE / EE
Patriotism, Citizenship
Steps:
Presentation
1. Lead pupils to talk about Terengganu.
Examples: Have you been to Terengganu?
What are the places of interest in Terengganu?
2. Show a video clip entitled Tourism Terengganu (Tourism Terengganu.wmv).
3. Prompt pupils to talk about what they see in the video clip (Teacher can do this by asking
some questions based on the information given in the video clip).
Practice
4.
5.
6.
Replay the audio recording again and pupils complete the task.
7.
Production
8.
103
9.
She visited
She
Kampung Losong
..
..
Lead pupils to recall Mei Meis trip to Terengganu and fill in the details in the table.
I visited
13. Pupils identify one interesting place they have visited and complete the table.
14. Pupils talk about their experience in class.
104
APPENDIX 1
Listen to the recording. Put a tick ( ) for a true statements and put a cross
() for a false statements.
1.
2.
3.
4.
5.
6.
7.
8.
105
Suggested Answers
Task sheet 1
Listen to the recording. Put a tick ( ) for a true statement and put a cross () for a false
statement. Provide the correct information for the false statements.
1.
( )
( )
( )
( )
( )
( )
( )
( )
106
.APPENDIX 2
Audio Script
An Experience Worth Remembering
by Mei Mei
An Experience Worth Remembering
Finally after a tiring 8-hour bus ride, I reached Kuala Terengganu. I was exhausted.
Then I met my host family, Pak Halim and Mak Jah. I was excited but anxious at the
same time!
The next day was great. In the morning I went to the state museum and I found out
that it is the largest indoor and outdoor museum in Malaysia and South East Asia! I
visited the four traditional houses and enjoyed the textile, craft exhibits, just to name
a few. After spending a few hours there, I went to Kampung Losong and had my first
bite of keropok lekor (a traditional fish snack), which is super delicious! I also enjoyed
my visit to Chinatown where I took some snapshots of the old buildings. Only one regret
that I didnt buy any souvenirs!
In the evening, they brought me to Batu Buruk Recreational Park. Here I had my first
horse ride an experience Ill never forget especially when I fell off the horse! Later
that night, my host family was so kind to hold a feast fit for a queen for me. Here I
tasted nasi dagang and nasi kerabu, and they became my favourites instantly.
The following day was exciting! I visited a fishing village, and experienced the lifestyle
there. Later I proceeded to Marang where I went on an island hopping tour. Seeing
such beautiful scenery, I felt so relaxed.
It was sad that I had to leave Terengganu the next day. The three-night stay with
them made me understand what Malaysian hospitality is all about. I will forever cherish
my experience eating using fingers, sleeping on the floor and bathing in cold water!
107
APPENDIX 3
I visited
108
Theme:
World of Knowledge
Topic:
Learning Standards:
Objectives:
ii) read the text and complete the timeline with appropriate
information.
iii) design a poster with an appropriate caption.
Time:
60 minutes
Teaching aids:
CCE / EE
Steps:
Presentation
1.
2.
3.
Practice
Activity 1
4.
5.
6.
7.
Activity 2
4.
5.
6.
7.
Production
8.
Pupils work in groups to design a poster promoting Terengganu based on the text.
9.
10.
After pupils have completed their posters, get the groups to display their posters.
11.
Invite pupils to walk around the classroom viewing their posters. (Gallery Walk)
110
APPENDIX 4
I tasted nasi dagang and nasi kerabu, and they became my favourites
instantly.
APPENDIX 5
Read the text and complete the timeline below with the correct information.
DAY
1
Arrived in
: ______________________________
Host family
: ______________________________
: ______________________________
(i)
____________________________________________
____________________________________________
(ii)
____________________________________________
____________________________________________
(iii)
____________________________________________
____________________________________________
(iv)
____________________________________________
____________________________________________
(v)
____________________________________________
____________________________________________
DAY
3
____________________________________________
____________________________________________
(ii)
____________________________________________
____________________________________________
DAY
4
____________________________________________
(ii)
____________________________________________
(iii)
____________________________________________
112
Suggested Answers
Read the text and complete the timeline below with the correct information.
DAY
1
Arrived
: Kuala Terengganu__________
Host family
exhibits
(ii) went to Kampung Losong had keropok lekor
(iii) went to China town took snapshots of old buildings
(iv) went to Batu Buruk Recreational Park first horse ride
(v) had dinner with host family tasted nasi dagang and nasi
kerabu
Things she did/ experienced:
(i) visited a fishing village experience the lifestyle
DAY
3
(ii) went island hopping from Marang enjoyed the beautiful scenery
(i)
113
Theme:
World of Knowledge
Topic:
Learning
3.1.1
Standards:
3.3.1
Objectives:
(ii)
(iii)
Time:
60 minutes
Teaching aids:
CCE / EE
Patriotism, Citizenship
Steps:
Presentation
1. Pupils recap what they have learnt in their reading lesson. Ask some questions:
Sample questions:
How did Mei Mei feel during her stay with her host family?
What did the host family do for her?
How did she feel when parting with the family?
If you are Mei Mei, how would you express your appreciation and gratitude to your
host?
Practice
Activity 1
5.
Tell pupils that they are going to help Mei Mei write a card to Pak Jamil and Mak Jah
to thank them for their hospitality and kindness during their stay.
114
6.
7.
Check answers.
Activity 2
8. Pupils work in groups to write a thank you card using their creativity.
9. Pupils write on display sheets distributed by the teacher. (Weaker pupils can refer to
the substitution table to guide them.)
Production
10.
Each group displays their thank you cards on the classroom wall.
11.
Do a gallery walk. Pupils move in groups to read all the thank you cards and do peer
correction. (Teacher can decide on which aspect of the language to focus on;
grammar, content, punctuation, spelling, etc.)
12.
Pupils copy their edited thank you card individually into their exercise books.
13.
115
APPENDIX 6
I really had a
time
wonderful
last month.
very kind
You were
to me.
most helpful
many interesting places
taking me to
and treating me to
several traditional homes
a memorable experience
It was
when we
an unforgettable experience
remember you.
I will
I will always
think of you.
116
APPENDIX 7
Mei Mei
117
Answer:
Mei Mei
118
Theme:
World of Knowledge
Topic:
Learning Standards:
Objectives:
Time:
60 minutes
Teaching aids:
CC / EE
Steps
Presentation
1.
2.
Lead pupils to talk about the pictures, emphasising the use of adjectives.
Example:
a. Today is a sunny day.
b. Today is sunny.
3.
Practice
4.
5.
6.
Pupils write the sentences from the substitution table in their exercise books.
Production
Activity 1
7.
8.
9.
Activity 2
10.
11.
12.
Tell pupils they are given ten minutes to construct as many sentences as they can
using the given adjectives.
13.
The group with the most number of correct sentences will be the winner.
119
APPENDIX 8
120
121
APPENDIX 9
caring.
Pak Halim and Mak Jah
are
kind.
helpful.
delicious.
Keropok lekor
is
tasty.
salty.
beautiful.
The beach
is
dirty.
sandy.
The bus
is
122
big.
long.
APPENDIX 10
123
Suggested Answers
124
Theme:
Topic:
Learning
Standards:
Objectives:
Time:
60 minutes
Teaching aids:
CCE / EE
Steps:
Presentation
1.
Get pupils to talk about the different races in Malaysia. Discuss in terms of food,
festivals and beliefs.
Practice
Activity I
2.
3.
4.
Next, pupils listen to the audio text and complete part A in the task sheet.
5.
125
Activity II
6.
7.
8.
9.
10.
Give a situation to pupils to suggest the menu for their class party by using the cue
cards.
What food shall we have for our class party?
Shall we have ________________________?
Activity III
11.
Group work:
a) Pupils work in groups of three. Get pupils to practise in their groups.
b) Give cue cards as guidance to each group.
Felix
: (Suggest) Shall we .
Raju
Zainal
Felix
Raju (Agree)
: Yes, I ............................................. .
Production
12. Ask pupils to role play in front of the class.
126
APPENDIX 1
(A) Listen to the dialogue. Complete the table below.
Food
Name
Can eat
Cannot eat
Zainal
Raju
Chong Meng
Felix
(B) Using the information in the table above, tell a friend the types of food that each
person can and cannot eat and the reasons.
Example: Chong Meng can eat chicken but not beef because he is a Buddhist.
127
APPENDIX 2
Zainal:
Hi Felix, my mum is cooking some curry today. Would you like to join me for lunch?
Felix::
Raju:
Zainal:
Oh.shes cooking beef curry. Im sorry. Raju. I know that you dont take beef. How
about you Chong Meng
Raju:
All Hindus are not allowed to eat beef because we consider the cow as a sacred
animal.
Chong Meng:
Zainal:
Felix:
Chong Meng:
Yes, I do.
Raju:
No, I dont.
Zainal:
Felix:
Zainal:
In that case, Ill ask my mother to cook chicken curry next time.
Raju and
Chong Meng:
Chong Meng:
Raju:
Felix:
Zainal:
Id love to but Im sorry I cant join you all. I ve got to go back for lunch. My mother
will be waiting. See you all in school tomorrow.
Raju,Felix and
Chong Meng:
128
Theme:
Topic:
Learning
Standards:
Objectives:
Time:
60 minutes
Teaching aids:
CCE / EE
Steps:
Presentation
1.
Show picture cards of main festivals celebrated by the different races in Malaysia.
2.
Practice
3.
4.
Each group is given 4 envelopes with several sentence strips. Each envelope has
strips for each paragraph. (Appendix 4 a sample is provided)
5.
Pupils work together to read and arrange the strips to form a coherent paragraph.
6.
Production
7.
8.
9.
Pupils use the information in the reading text to draw a mind map.
[The mind map consists of the main points of each culture, e.g. food, attire, festivals,
etc.] (Appendix 5 samples are provided)
129
APPENDIX 3
I am Zainal. I am a Muslim . I go to the mosque every
Friday to pray. Hari Raya Puasa and Hari Raya Haji are
two main festivals that I celebrate with my family. During
the festivals, I wear a songkok and baju Melayu. We have
special food like ketupat and rendang. As a Muslim, my
religion forbids me from eating pork.
130
APPENDIX 4
SAMPLE
We have special food like ketupat and rendang. As a Muslim, my religion forbids me
from eating pork.
Hari Raya Puasa and Hari Raya Haji are two main festivals that I celebrate with my
family.
I am Zainal. I am a Muslim . I go to the mosque every Friday to pray.
During the festivals, I wear a songkok and baju Melayu.
131
APPENDIX 5
Samples of mind
maps
Zainal
Raju
132
Theme:
Topic:
Learning
Standards:
Objectives:
Time:
60 minutes
Teaching aids:
http://www.woodlands-junior.kent.sch.uk/Homework/religion/)
Sample poster (A4 size), Task sheet
CCE / EE
Steps:
Presentation
1. Talk about the lessons they have learnt previously.
What are the things he/she has to wear or not allowed to wear?
133
Production
11.
Pupils do a gallery walk and give comments on each others work, highlighting the parts
that they like.
134
APPENDIX 6
RELIGIONS IN MALAYSIA
4
1
Across:
Down:
135
APPENDIX 7
kaccha
kanga
kesh
kara
kirpan
(Teachers must be aware of the variations in spelling for festivals such as Divali Deepavali, Baisakhi - Vaisakhi )
136
Theme:
Topic:
Learning Standards:
Objectives:
Time:
60 minutes
Teaching aids:
task sheet
CCE / EE
Thinking skills
Steps:
Presentation
1. Teacher explains the use of articles. (Appendix 8)
Practice
2.
Production
3. Conduct a discussion on the lion dance with the class. (Appendix 10)
4. Pupils do the exercise in the task sheet.
137
APPENDIX 8
A is used before a countable noun in the singular number which begins with a consonant.
The consonants are ( b, c, d, f, g, h, j, k ,l, m, n, p, q, r, s, t, v, w, x, y, z)
e.g.
a Malay boy
a Chinese boy
a house
a uniform
a bowl of curry
a banana
a girl
a university
An is used before a noun which begins with a vowel sound. The vowels are ( a, e, i, o, u )
e.g.
an apple
an umbrella
an orange
an honest girl
an Indian boy
an hour
an elephant
an angpow
an owl
The is used :
(i) on a particular person or object or one already mentioned or known.
e.g. The book you wanted to buy is out of
stock.
(ii) before an object of which there is only one
e.g. The sun is a flaming ball of fire.
We do not use any articles before a noun or an abstract noun used in a general
sense.
e.g. (i) ___________ Man must eat to live.
(ii) We go to __________ school everyday.
(iii) _________ Hardship is part of _______ life.
138
APPENDIX 9
Exercise 1
Fill in the blanks with a, an or the.
_____church
_____Christmas tree
_____stars
_____temple
_____Klang River
_____rainbow
_____ orange
_____songkok
_____European
_____mosque
_____Botanical
Gardens
_____dhoti
_____English boy
_____sacred animal
_____Indian
_____Baju Melayu
Exercise 2
Fill in the blanks with an appropriate article a , an, the, or, -.
1. He has _________ uncle who lives in ______ New Zealand. He is
_______Christian. He celebrates _____ Christmas.
2. Raju is ________ Indian boy. He is _________ Hindu. He loves to eat
_________ muruku.
3. Chong Meng is ___________ Chinese boy. He receives ___________
angpows during _________ Chinese New Year.
4. That is ____ old church. __________ church is ____________100
years old.
5. Zainal is ___________ Muslim boy. He wears _____________songkok
when he goes to____________ mosque every Friday.
Exercise 3
Read the passage below and fill in the blanks with the artice a , an, the, or, -.
The Buddhist tradition is founded on and inspired by the teachings of Siddharta
Gautama. He was called ____ Buddha and lived in the 4th or 5th century B. C. in
____India. He was born around ____ year 580 BCE in the village of Lumbini in _____
Nepal. He was born into ______ royal family and for many years, he lived within ____
palace walls away from sufferings of life. One day, Siddharta went outside _____ royal
palace and saw for the first time, _____ old man, _______ sick man and ____ corpse.
He was worried by what he saw. He learned that sickness, age and death were the fate
no human beings could avoid.
139
APPENDIX 10
Write a short paragraph about the lion dance using the words given in the box
below.
Suggested answer
The lion dance is usually performed at many grand occasions like Chinese New Year,
business opening events, birthday celebrations and wedding ceremonies of the Chinese
communities. It is performed accompanied by the music of beating drums , cymbals and
gongs. It is believed to bring good luck and fortune to the business and the lion dance
troupe is always rewarded with angpows.
140