teaching & learning guideline

44
DRAFT Topic : 1. Greetings and social expressions Duration of time : 60 minutes Strand : Communication Content Standard : 1.1 Appropriate expression in social situations Learning Standard : 1.1.4 Able to make simple polite request i. Please … ii. Could you … Integrated Strands : Spiritual, Attitude and Values Physical and Aesthetics Objective : Pupils should be able to say two simple polite requests. Values : Attitude and respect Steps Activities Teaching Aids Notes Set induction 1. Pupils greet the teacher. 2. Teacher greets every pupil politely. 3. Pupils listen and watch the VCD on polite requests and show polite expression. Laptop VCD EMK: Information & Communication Technology 55

Upload: hafiza-nur

Post on 12-Dec-2015

222 views

Category:

Documents


2 download

DESCRIPTION

Teaching & Learning Guideline

TRANSCRIPT

Page 1: Teaching & Learning Guideline

DRAFT

Topic : 1. Greetings and social expressions

Duration of time : 60 minutes

Strand : Communication

Content Standard : 1.1 Appropriate expression in social situations

Learning Standard : 1.1.4 Able to make simple polite request

i. Please …

ii. Could you …

Integrated Strands : Spiritual, Attitude and Values

Physical and Aesthetics

Objective : Pupils should be able to say two simple polite requests.

Values : Attitude and respect

Steps Activities Teaching Aids Notes

Set induction 1. Pupils greet the teacher.

2. Teacher greets every pupil politely.

3. Pupils listen and watch the VCD on polite requests

and show polite expression.

Laptop

VCD

EMK: Information &

Communication

Technology

Step

1

1. Pupils are asked to get a book with simple polite

request and show polite expression.

Examples:

i. ‘Please get me the book’

Picture cards EMK: Creativity & Innovative

55

Page 2: Teaching & Learning Guideline

DRAFT

Steps Activities Teaching Aids Notes

‘Thank you’

ii. ‘Could you lend me your pencil, please’

‘Thank you’

2. Pupils are asked how to show good manners.

Examples:

i. Do you know how to be polite?

ii. What should you say when you want to go to

the toilet?

3. Pupils are asked to give simple polite request.

Examples:

i. To go to the toilet.

ii. To switch off the light.

Step

2

1. Pupils are showed the word cards pertaining to

simple polite requests.

2. Pupils listen to and repeat the sentences.

Word cards

Step

3

1. Verbal drilling: Pupils get into pairs for role-plays.

2. Pupils express simple requests with their friend.

Examples:

i. Please teacher may I go to the toilet?

ii. Please keep quiet.

Picture cards

56

Page 3: Teaching & Learning Guideline

DRAFT

Steps Activities Teaching Aids Notes

iii. Could you lend me your pencil, please?

3. Pupils will receive one point if they can say the

appropriate request.

Step

4

1. Pupils are given worksheets. Pupils do the

worksheets by reading the sentences aloud.

- Worksheet 1: Fill in the blanks with the correct

answer.

- Worksheet 2: Match pictures with the correct

request.

2. While pupils are doing written activity, individuals are

called to be evaluated verbally.

Worksheets

Closure 1. Teacher rewards the pupils with stars on their

worksheets.

2. Teacher praises the pupils for being polite and for

completing the worksheets.

Stars stamp/ stickers

57

Page 4: Teaching & Learning Guideline

DRAFT

Topic : 1. Greetings and social expressionsContent Standard : 1.1 Appropriate expression in social situationsLearning Standard : 1.1.4 Able to make simple polite request

i. Please … ii. Could you …

Worksheet 1

Name : ....................................... Class : .............................. Date : …………………

Fill in the blanks with the correct answer.

58

could you please

“Raj, _______________ lend me your ruler, please?”

“Teacher, may I go to the toilet, ____________?”

“Father, may I go out, ____________?”

“Farid, _______________ lend me your book, please?”

Page 5: Teaching & Learning Guideline

DRAFT

Topic : 1. Greetings and social expressionsContent Standard : 1.1 Appropriate expression in social situationsLearning Standard : 1.1.4 Able to make simple polite request

i. Please … ii. Could you …

Worksheet 2

Name : ....................................... Class : ........................ Date : ………………

Match pictures with the correct request.

59

“Raj, could you lend me your ruler, please?”

“Teacher, may I go to the toilet, please?”

“Farid, could you lend me your book, please?”

“Father, may I go out, please?”

Page 6: Teaching & Learning Guideline

DRAFT

Topic : 3. Family members

Duration of time : 60 minutes

Strand : Communication

Content Standard : 3.2 Recognise phrases and sentences pertaining to family members

Learning Standard : 3.2.1 Able to read phrases pertaining to family members

i. his/ her father

ii. his/ her mother

iii. his/ her brother

iv. his/ her sister

Integrated Strands : Spiritual, Attitude and Values

Physical and Aesthetics

Objective : Pupils are able to read 5 sentences pertaining to family members.

Values : Physical, esthetical and attitude

Steps Activities Teaching Aids Notes

Set induction 1. Pupils listen to song pertaining to the family

members (to the tune of “Barnie Song”)

2. Pupils sing along with teacher repeatedly.

LCD

Laptop/ notebook

EMK: Information &

Communication

Technology

Song lyric:

I love you

You love me

60

Page 7: Teaching & Learning Guideline

DRAFT

Steps Activities Teaching Aids Notes

We are happy family

With a great big hug

And a kiss for me to you

Won’t you say you love me

too?

Step

1

1. Pupils look at two family charts of Siti and Ali.

2. Pupils point and read phrases of each family

members with guidance.

3. Pupils read the phrases of each family member.

Family chart of Siti

Family chart of Ali

Suggested grammar:

his and her

Step

2

1. Pupils receive the note cards/ strips equally among

them.

2. Pupils read each sentence on the note cards/ strips

along with the teacher to help them become familiar

with the words.

3. Pupils read the sentences to the their friends,

having them hold up and show phrases on their

note card/ strip whenever it is read.

Note cards

Strips

Step

3

1. Pupils are divided into two groups. First group will

be given the note cards/ strips. The second group

will be given pictures of family members.

Chart of family members

Word cards

EMK: Creativity & Innovative

61

Page 8: Teaching & Learning Guideline

DRAFT

Steps Activities Teaching Aids Notes

2. First group will have to read the note cards/ strips

while the second group will show the picture of

family members whenever it is read.

Step

4

1. Pupils are given worksheets.

- Worksheet 1: Read the phrases below.

- Worksheet 2: Copy and write the phrases.

- Worksheet 3: Match picture to the correct

phrase.

2. As pupils are doing written activity, individuals are

called to be evaluated verbally by the teacher.

Worksheets

Closure 1. Pupils are reminded to love and to respect their

family members.

2. Pupils sing a song pertaining to the family members

along with teacher repeatedly

LCD

Laptop

EMK: Information &

Communication

Technology

62

Page 9: Teaching & Learning Guideline

DRAFT

63

Page 10: Teaching & Learning Guideline

DRAFT

Topic : 3. Family membersContent Standard : 3.2 Recognise phrases and sentences pertaining to family membersLearning Standard : 3.2.1 Able to read phrases pertaining to family members

i. his/ her father ii. his/ her mother iii. his/ her brother iv. his/ her sister

Worksheet 1

Name : ....................................... Class : ........................ Date : ………………………

Read the phrases below.

64

Siti’s family

Siti’s father

Siti’s mother

Siti’s brother

Siti’s sister

Her father

Her mother

Her brother

Her sister

Page 11: Teaching & Learning Guideline

DRAFT

Topic : 3. Family membersContent Standard : 3.2 Recognise phrases and sentences pertaining to family membersLearning Standard : 3.2.1 Able to read phrases pertaining to family members

i. his/ her father ii. his/ her mother iii. his/ her brother iv. his/ her sister

Worksheet 2

Name : ....................................... Class : ........................ Date : ………………………

Read the phrases below.

65

Ali’s family

Ali’s father

Ali’s mother

Ali’s brother

Ali’s sister

His father

His mother

His brother

His sister

Page 12: Teaching & Learning Guideline

DRAFT

Topic : 3. Family membersContent Standard : 3.2 Recognise phrases and sentences pertaining to family membersLearning Standard : 3.2.1 Able to read phrases pertaining to family members

i. his/ her father ii. his/ her mother iii. his/ her brother iv. his/ her sister

Worksheet 3

Name : ....................................... Class : ......................... Date : ……………..............

Match picture to the correct phrase.

66

Her mother

Her sister

Her brother

Her father

Page 13: Teaching & Learning Guideline

DRAFT

Topic : 6. Colours

Duration of time : 60 minutes

Strand : Communication

Content standard : 6.3 To form letters and words in neat legible print

Learning standard : 6.3.1 Able to write words of various colour

i. brown

ii. grey

iii. orange

iv. purple

Integrated Strands : Spiritual, Attitude and Values

Physical and Aesthetics

Objective : Pupils should be able to identify and differentiate four colours: brown, grey, orange and purple.

Values : Attitude and spiritual

Steps Activities Teaching Aids Notes

Set induction 1. Pupils are showed the colour wheel which contains

four colours.

2. Pupils spin the colour wheel and state the colours.

Colour cards

Colour wheel representing

colours

Weak students can refer to

their friends in the same group

for correct answers. Prompting

is permitted.

Step

1

1. Pupils choose objects of 4 colours in their daily life.

2. Pupils place the words of colours to the colour

Colour charts

Colour cards

EMK: Creativity & Innovative

67

Page 14: Teaching & Learning Guideline

DRAFT

Steps Activities Teaching Aids Notes

charts.

3. Pupils pronounce names of the colours individually.

Step

2

Pupils work in pairs to match words of colour with

realia.

Words cards

Example of realia:

brown-towel, grey- shirt,

orange-socks, purple- shoes

Oral practice:

Teacher should correct pupil’s

mistake immediately.

EMK: Entrepreneurship

Step

3

1. Pupils scribble colours on the white paper as

teacher stated.

2. Pupils state the name of each colour crayon used.

Words cards

Crayon colours

Step

4

Pupils are given 2 sets of worksheets to be

completed.

- Worksheet 1: Colour the pictures and copy the

words below.

- Worksheet 2: Read the words and colour the

pictures.

Worksheets

Closure Pupils are given a set of colour puzzle each. Pupils

match together the colour jigsaw cards to

consolidate and reinforce learning.

Jigsaw puzzle EMK: Creativity & Innovative

68

Page 15: Teaching & Learning Guideline

DRAFT

Topic : 6 ColoursContent Standard : 6.3 To form letters and words in neat legible printLearning Standard : 6.3.1 Able to write words of various colour

i. brown ii. grey iii. orange iv. purple

Worksheet 1

Name : .................................. Class : .............................. Date : ……………………...

Colour the pictures and copy the words below.

69

brown

grey

orange

purple

Page 16: Teaching & Learning Guideline

DRAFT

Topic : 6 ColoursContent Standard : 6.3 To form letters and words in neat legible printLearning Standard : 6.3.1 Able to write words of various colour

i. brown ii. grey iii. orange iv. purple

Worksheet 2

Name : .................................. Class : .............................. Date : ……………………...

Read the words and colour the pictures.

70

orangepurple

greybrown orange

brown

brown grey purple

Page 17: Teaching & Learning Guideline

DRAFT

71

Page 18: Teaching & Learning Guideline

DRAFT

Topic : 9. Parts of the body

Duration of time : 60 minutes

Strand : Communication

Content Standard : 9.1 Recognise body parts

Learning Standard : 9.1.2 Able to identify and state parts of the limbs

i. shoulder

ii. arm

iii. leg

iv. knee

v. foot

Integrated Strands : Spiritual, Attitude and Values

Physical and Aesthetics

Objective : Pupils should be able to identify and state parts of the limbs correctly.

Values : Attitude and respect

Steps Activities Teaching Aids Notes

Set induction 1. Pupils listen to the song ( Head, Shoulders, Knees

and Toes)

2. Pupils sing the song together with the teacher.

Laptop

VCD

EMK: Information &

Communication

Technology

Song lyric:

Head, shoulders, knees and

72

Page 19: Teaching & Learning Guideline

DRAFT

Steps Activities Teaching Aids Notes

toes

Knees and toes, knees and

toes,

Head, shoulders, knees and

toes

Eyes, ears, mouth and nose

Step

1

1. Pupils show their parts of the body according to

teacher instruction.

2. Question and answer activity.

Examples:

i. Where is your shoulder?

ii. Show me your arm.

EMK: Creativity & Innovative

Entrepreneurship

Step

2

1. Pupils look at the body chart and word strips.

2. Pupils listen to the teacher and repeat the words.

Body Chart

Word Strips

Words: shoulder

arm

legs

knees

foot

Step

3

1. Pupils are given the word strips of parts of the body.

2. Each pupil sticks the word strip to the correct picture

Picture cards

Word strips

EMK: Creativity & Innovative

73

Page 20: Teaching & Learning Guideline

DRAFT

Steps Activities Teaching Aids Notes

on the white board.

3. Other pupils respond to their friend’s answer.

Step

4

Pupils are given worksheets.

- Worksheet 1: Read and join the dotted lines.

- Worksheet 2: Match pictures with the correct

words.

- Worksheet 3: Copy and write words pertaining to

parts of body (head and limbs).

Worksheets

Closure 1. Pupils sing the song again (Head, Shoulders, Knees

and Toes).

2. Pupils point to the parts of the body according to the

song.

VCD EMK: Information &

Communication

Technology

74

Page 21: Teaching & Learning Guideline

DRAFT

Topic : 9. Parts of the bodyContent Standard : 9.1 Recognise body partsLearning Standard : 9.1.2 Able to identify and state parts of the limbs

i. shoulder ii. arm iii. leg iv. knee v. foot

Worksheet 1

Name : ....................................... Class : .............................. Date : …………………

Read and join the dotted lines.

75

arm

shoulderlegs

knees

foot

Page 22: Teaching & Learning Guideline

DRAFT

Topic : 9. Parts of the bodyContent Standard : 9.1 Recognise body partsLearning Standard : 9.1.2 Able to identify and state parts of the limbs

i. shoulder ii. arm iii. leg iv. knee v. foot

Worksheet 2

Name : ....................................... Class : ........................ Date : ………………

Match pictures with the correct words.

76

legs

foot

knees

shoulder

arm

Page 23: Teaching & Learning Guideline

DRAFT

Topic : 12. Fruits and vegetables

Duration of time : 30 minutes

Strand : Communication

Content standard : 12.2 Recognise and read words/ phrases

Learning standard : 12.2.1 Able to read words pertaining to fruits

i. grapes

ii. strawberry

iii. rambutans

iv. durian

v. watermelon

Integrated Strands : Spiritual, Attitude and Values

Physical and Aesthetics

Objective : Pupils should be able to recognise and read words of five different types of fruit: grapes, strawberry,

rambutans, durian and watermelon.

Values : Attitude, respect and spiritual

Steps Activities Teaching Aids Notes

Set induction 1. Pupils are shown a PowerPoint slides that shows

parts of a fruit. Pupils need to guess what fruit it is

before the whole fruit is revealed.

2. Each pupil is asked to name the fruit that they like

best.

Laptop EMK: Information &

Communication

Technology

Weak students can refer to

77

Page 24: Teaching & Learning Guideline

DRAFT

Steps Activities Teaching Aids Notes

their friends in the same group

for correct answers. Prompting

is permitted.

Step

1

1. Pupils are shown picture card of fruits. Teacher

pronounces the word correctly followed by the

pupils.

2. Word strips are passed around and each pupil

pronounces each word correctly with the guidance

from the teacher.

3. Pupils are to take note the spelling and the

pronunciation of the words.

Flash cards

Word strips

Step

2

1. The class is separated into 2 groups.

2. Pupils in the first group are given word strips of fruits.

3. Pupils in the second group are given pictures of

fruits.

4. One pupil in the first group will read given word strip.

The pupils in the second group with the correct

picture will raise the picture.

5. Continue the process until all word strips are read.

Flash cards

Word strips

Group one : word strips

strawberry, rambutans,

watermelon, grapes and

durian

Group two : pictures of grapes

durian, strawberry, rambutans,

watermelon

78

Page 25: Teaching & Learning Guideline

DRAFT

Steps Activities Teaching Aids Notes

Step

3

Pupils are given worksheet 1, anagrams for them to

solve/ rearrange and then match to the correct

pictures.

Worksheet 1

Closure Pupils are given worksheet 2. Pupils are instructed to

complete the crossword puzzle according to the

picture given.

Worksheet 2

79

Page 26: Teaching & Learning Guideline

DRAFT

Topic : 12. Fruits and vegetablesContent Standard : 12.2 Recognise and read words/ phrases.Learning Standard : 12.2.1 Able to read words pertaining to fruits

i. grapes ii. strawberry iii. rambutans iv. durian v. watermelon

Worksheet 1

Name : ....................................... Class : ........................ Date : ………………………

Complete the anagrams below and match it to the correct picture

80

yrrebwarts = strawberry

nolemretaw = w

snatubmar = r

nairud = d

separg = g

Page 27: Teaching & Learning Guideline

DRAFT

Topic : 12. Fruits and vegetablesContent Standard : 12.2 Recognise and read words/ phrases.Learning Standard : 12.2.1 Able to read words pertaining to fruits

i. grapes ii. strawberry iii. rambutans iv. durian v. watermelon

Work sheet 2

Name : ....................................... Class : ........................ Date : ………………………

Complete the crossword puzzle according to the hint given.

81

5

d

n

m t2

r n s

mt1

w

4

s

t

w

r

y

p3

g

Page 28: Teaching & Learning Guideline

DRAFT

Topic : 14. Animals

Duration of time : 60 minutes

Strand : Communication

Content Standard : 14.3 To form letters and words in neat legible print

Learning Standard : 14.3.2 Able to write words pertaining to wild animals

i. elephant

ii. crocodile

iii. eagle

iv. bear

Integrated Strands : Spiritual, Attitude and Values

Physical and Aesthetics

Objective : Pupils should be able to write name of animals; elephant, crocodile, eagle and bear

Values : Co-operation, love and diligence

Steps Activities Teaching Aids Notes

Set induction 1. Pupils are asked to guess what are the things inside

the box.

2. One pupil comes to the front and asked to take out

things from the box. Other pupils name model of

animals taken out by their friend.

Box

Model of wild animals

EMK: Creativity & Innovative,

Entrepreneurship

Step 1. Each pupil is given word strip of wild animals. Word strips

82

Page 29: Teaching & Learning Guideline

DRAFT

Steps Activities Teaching Aids Notes

1 2. Pupils are asked to read given word strip one by

one.

3. Pupils are asked to show word strips according to

the model of animals shown by teacher.

Model of wild animals

Step

2

1. Pupils work in pairs to match word strip with correct

picture card.

Word strips

Picture cards

Step

3

1. Each pupil will come to the front and write name of

wild animals on the given word strip on the white

board.

2. Pupils are asked to show model of wild animal

according to the given word strip.

Word strips

Model of wild animals

Step

4

Pupils are given worksheets.

- Worksheet 1: Write correct name for wild animals

below.

- Worksheet 2: Copy the words below.

Worksheets

Closure Pupils who have completed their work can play with

model of wild animals.

Model of wild animals

83

Page 30: Teaching & Learning Guideline

DRAFT

Topic : AnimalsContent Standard :14.3 To form letters and words in neat legible printLearning Standard :14.3.2 Able to write words pertaining to wild animals

i. elephant ii. crocodile

iii. eagle iv. bear

Work sheet 1

Name : .................................. Class : .............................. Date : ……………………...

Write correct name for wild animals below.

84

bear elephant eagle crocodile

Page 31: Teaching & Learning Guideline

DRAFT

Topic : AnimalsContent Standard :14.3 To form letters and words in neat legible printLearning Standard :14.3.2 Able to write words pertaining to wild animals

i. elephant ii. crocodile

iii. eagle iv. bear

Work sheet 2

Name : .................................. Class : .............................. Date : ……………………...

Copy the words below.

85

crocodile

elephant

eagle

bear