KEMENTERIAN

PENDIDIKAN MALAYSIA

TEACHERS

RESOURCE BOOK

YEAR 5

BAHAGIAN PEMBANGUNAN KURIKULUM

2014

DRAFT

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P R E F A C E

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 Stages Rationale

Listening & Speaking

presentation

practice

production

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

Reading lessons are structured according to three stages to help teachers teach the reading skill in

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an organised and structured manner.

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

Writing lessons are structured according to three stages to help teachers teach the reading skill in an organised and structured manner.

The presentation stage is the time for pupils to think, develop ideas or gather information about a topic.

During the practice stage, teachers need to guide pupils in stages during the process of writing. The scaffolding of the writing tasks is done during this stage to give pupils a clearer idea of how the tasks can be completed.

Teachers and pupils consolidate their writing through feedback, editing or revision in the production stage.

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Grammar presentation

practise

production

During the presentation stage, the teacher may begin the lesson by introducing the language form or grammar item with its rules.

At the practice stage, pupils practice saying or writing the language structure correctly through various activities. At this phase, the teacher directs the activities to provide positive feedback to pupils, correct mistakes and model the correct forms.

During the production phase, they use the newly learnt language structure to produce oral or written texts.

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.

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LISTENING & SPEAKING

CONTENT STANDARDS

LEARNING STANDARDS Year 5

SUGGESTED ACTIVITIES

1.1 By 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 speak with correct word stress. 1.1.2 Able to listen to and recite poems,

tongue twisters, and sing songs paying attention to pronunciation, rhythm and intonation.

1.1.3 Able to talk about related topics with

guidance.

1.1.1- Homophone: Identifying and

distinguishing between the spelling : e.g;sore (saw) right (write) sea (see)

1.1.2- Recite and act out the poem by mimicking e.g;(any suitable poem) Itsy Bitsy Spider.

1.1.3- Impromptu speech; Talk about hobby/ambition/favourite/food/drink/movie

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CONTENT STANDARDS

LEARNING STANDARDS Year 5

SUGGESTED ACTIVITIES

1.2 By the end of the 6-

year primary schooling, pupils will be able to listen and respond appropriately in formal and informal situations for a variety of purposes.

1.2.1 Able to participate in daily conversations:

(a) make suggestions (b) respond to suggestions (c) volunteer to complete a task (d) show appreciation

1.2.2 Able to listen, follow, and give instructions.

1.2.3 Able to listen to, follow and give directions to places around their town and state . 1.2.4 Able to participate in conversations with peers. 1.2.5 Able to talk on topics of interest in formal situations with guidance.

1.2.1- a) How to cross the road? How to keep your school clean? b) Q&A sessions .Give responses to suggestion in

verbal manner or draw circle. C) Pair works with related topic. Example; pupils are to prepare display sheet with bubble map.

topic

resources

Key words

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CONTENT STANDARDS

LEARNING STANDARDS Year 5

SUGGESTED ACTIVITIES

1.3 By the end of the 6-

year primary schooling, pupils will be able to 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) asking and answering questions (b) giving main ideas (c) giving supporting details (d) sequencing

(e) predicting

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. 1.3.1-a) Telephone conversations on : i. safety tips ii. taking messages iii. leave messages iv. ask for directions b) Writing down main ideas in tree maps about a topic and talk about it.

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d) Flow chart e) Double Bubble Map Item 1 Similarity Item 2

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READING

CONTENT STANDARDS LEARNING STANDARDS

Year 5

SUGGESTED ACTIVITIES

2.2 By the end of the 6-year 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 apply word attack skills by:

(a) using contextual clues to get meaning of words : (i) before the word (anaphoric) (ii) after the word (cataphoric)

(b) identifying idioms 2.2.2 Able to read and understand phrases

and sentences from: (a) linear texts (b) non-linear texts

2.2.3 Able to read and demonstrate

understanding of texts by: (a) giving main ideas and supporting details (b) sequencing (c) predicting

2.2.4 Able to apply dictionary skills:

(a) recognise abbreviations (b) understand meaning of words in context

2.2.1 (a) Pupils read the text and identify the pronouns Example : I saw Susan yesterday. She looked sad. (anaphoric) She looked sad when I saw Susan yesterday. ( cataphoric ) (b) Read the text and identify the idioms. Match idioms to their meanings. 2.2.2 (a ) Read the text and answer wh-questions (b) Complete the table based on the information 2.2.3 (a) Pupils give main ideas based on the text in the circle map or bubble map (b) Arrange the sentence strips in sequence. (c) Predict ending of the story. 2.2.4 (a) Pupils look for the abbreviations in the dictionary (b) Look for the meanings of words in the dictionary in relation to the contexts.

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CONTENT STANDARDS

LEARNING STANDARDS Year 5

SUGGESTED ACTIVITIES 2.3 By the end of the 6-

year primary schooling, pupils will be able to read independently for information and enjoyment.

2.3.1 Able to read for information and

enjoyment with guidance: (a) fiction

(b) non- fiction

2.3.1 Keep a reading record (NILAM) : talk about the book they have read.

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WRITING

CONTENT STANDARDS LEARNING STANDARDS

Year 5

SUGGESTED ACTIVITIES 3.1 By the end of the 6-

year primary schooling, pupils will be able to form letters and words in neat legible print including cursive writing.

3.1.1 Able to write in neat legible print with

correct spelling: (a) sentences (b) paragraphs

3.1.2 Able to write in neat cursive writing with

correct spelling: (a) sentences (b) paragraphs

3.1.1 Substitution table a) Match phrases and write out the sentences. b) Write a paragraph based on the sentence strips. 3.1.2 Reinforcement of cursive writing. Get all pupils to write in cursive writing.

3.2 By the end of the 6

year primary schooling, pupils will be able to write using appropriate language, form and style for a range of purposes.

3.2.1 Able to transfer information with

guidance to complete: (a) linear texts (b) non-linear texts

3.2.2 Able to write with guidance:

(a) stories (b) poems (c) informal letters

3.2.1 Ex: based on a recipe, transfer information to a

dialogue. 3.2.2 Ideas to teach writing : parallel writing, use of

substitution table, composite pictures, picture series, reply an informal letter about your holiday, etc.

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3.2.3 Able to use punctuation correctly. 3.2.4 Able to spell words by applying spelling

rules.

3.2.3 Fill in the blanks. Rewrite the paragraph. 3.2.4 Ex: spelling games, running dictation, formal

dictation.

3.3. By the end of the 6-

year primary schooling, pupils will be able to write and present ideas through a variety of media using appropriate language, form and style.

3.3.1 Able to create texts using a variety of media with guidance:

(a) non-linear (b) linear

3.3.1 a) Write a short paragraph: power point presentations, blogging, scrap book, booklets, etc. b) Based on a passage, create a mind map.

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LANGUAGE ARTS

CONTENT STANDARDS LEARNING STANDARDS

Year 5

SUGGESTED ACTIVITIES

4.1 By the end of the 6- year primary schooling, pupils will be able to enjoy and appreciate rhymes, poems and songs.

4.1.1 Able to enjoy jazz chants, poems and songs through non- verbal response. 4.1.2 Able to listen to, sing songs, recite jazz

chants and poems with correct stress pronunciation, rhythm and intonation.

4.1.1. Pupils are given smiley faces / finger or stick

puppets that portray their feelings to show their non-verbal response to the jazz chant, poems and song.

4.1.2 A proficient pupil is selected to recite the jazz

chant or poem/ sing songs with correct stress pronunciation, rhythm and intonation thus modeling the language while other pupils follow suit. Alternatively, the teacher could also be the model.

4.2 By the end of the 6-year primary schooling pupils will be able to express personal response to literary texts.

4.2.1 Able to respond to literary texts:

(a) characters (b) place and time

(c) values

4.2.1 In groups, pupils are given a jigsaw puzzle and they are to form a picture from it. Based on the picture ( characters, setting and scene from the poem, short story, graphic novel,) formed the pupils are asked some questions.

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CONTENT STANDARDS

LEARNING STANDARDS Year 5

SUGGESTED ACTIVITIES

4.3. By the end of the 6-year primary schooling, pupils will be able to plan, organize and produce creative works for enjoyment.

4.3.1 Able to plan, produce and display creative works based on literary texts using a variety of media with guidance. 4.3.2 Able to plan, prepare and participate in a performance with guidance based on literary works.

4.3.1 Poem - Pupils make a shape poem based on the poem read/recited . Graphic novel/ short story The pupils are to make a concertina of the book read. 4.3.2 Poems Pupils are asked to sing the poem like a song with action. Perhaps sing the poem using the melody of a famous song. Graphic novel Pupils are divided into groups. Each group is given a scene from the novel and are asked to do a freeze frame of it; while other groups guess the scene. (A freeze frame is a drama term used in which, during a live performance, the actors will freeze at a particular or pre- determined time to show an important moment in the play/production.) Source : http://en.wikipedia.org/wiki/Freeze-frame_shot Short story - In groups, pupils are given parts of the story and are to perform it using the concept of a readers theater. (Reader's Theater is a style of theater in which the actors do or do not memorize their lines instead they read their lines aloud. Actors use only vocal expression to help the audience understand the story rather than visual storytelling such as sets, costumes, and intricate blocking. ) Source:http://en.wikipedia.org/wiki/Readers%27_Theater

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GRAMMAR

CONTENT STANDARDS

LEARNING STANDARDS Year 5

SUGGESTED ACTIVITIES

5.1 By the end of the 6-

year primary schooling, pupils will be able to use different word classes correctly and appropriately.

5.1.1 Able to use nouns correctly and appropriately:

(a) common nouns (b) collective nouns

5.1.2 Able to use pronouns correctly and

appropriately: (a) reflexive (b) interrogative

5.1.3 Able to use verbs correctly and appropriately: (a) simple future tense (b) future continuous tense 5.1.4 Able to use conjunctions correctly and appropriately:

(a) although (b) since

5.1.5 Able to use prepositions correctly and appropriately:

(a) over (b) among

The activities below could be adapted to teach any word class (nouns, pronouns, verbs, conjunctions, prepositions, adjectives, articles, adverbs, etc) and imperative sentences. 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 5. Taboo (Players give word clues to their teammates, trying to avoid the forbidden TABOO words! Check the Youtube video of Katy Perry and Ellen Play Taboo ) -nouns, adjectives

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(c) through (d) across (e) along (f) against

5.1.6 Able to use adjectives correctly and appropriately. 5.1.7 Able to use articles correctly and appropriately. 5.1.8 Able to use adverbs correctly and appropriately:

(a) frequency (b) degree

6. Guess Who I am -nouns 7. Running Dictation -conjunctions, imperative sentences 8. Blind Leading the Blind -Imperative sentences 9. Word Chain/Word Train 10. Word Hunter (Pupils compete to hunt for the nouns/ verbs/ adjectives/ adverbs etc in the reading text)

5.2 By the end of the 6

year primary schooling, pupils will be able to construct various sentence types correctly.

5.2.1 Able to construct imperative sentences correctly.

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Theme: World of Self, Family and Friends

Topic: Personal Safety

Learning Standards:

1.1.2 Able to listen and respond to a given stimulus by using

appropriate words, phrases and expressions with the

correct, stress and intonation.

1.1.3 Able to speak on related topics with guidance.

Objectives:

By the end of this lesson, pupils will be able to:

(i) listen and respond to the given stimulus on personal safety by

using appropriate words, phrases and expressions with the

correct stress and intonation.

(ii) able to speak on personal safety with guidance.

Time: 60 minutes

Teaching aids: Video, audio recording, task sheets and picture cards

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. Put the picture cards in a box. (Appendix 3)

8. Pupils work in groups.

9. Each group leader picks a picture card from the box.

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)

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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 talk to strangers.

Never let strangers get too close, whether they are 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.

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. Please remember,

prevention is better than cure. Thank you.

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Appendix 2

Suggested answers

No Answers

1 Personal

2 school

3 Izwan

4 strangers

5 shout

6 address

7 open

8 cure

Listen to the audio recording and complete the sentences.

1. The talk is on ____________ Safety for children.

2. A good part of your time is spent at ______________ and on the

playground.

3. Inspector ___________ gave the talk.

4. People whom you do not know well are called __________________.

5. If someone grabs you, try to ______________ and run away.

6. You must never tell a stranger your name and _______________.

7. If you are at home, never ________ the door for strangers.

8. It is important to remember, prevention is better than __________.

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Appendix 3

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Theme: World of Self, Family and Friends

Topic: Personal Safety

Learning Standards: 2.2.1 Able to apply word attack skills by:

(b) identifying idioms.

2.3.1 Able to read for information and enjoyment with

guidance.

(b) non-fiction

Objectives: By the end of this lesson, pupils will be able to:

(i) apply word attack skills by identifying idioms.

(ii) read non-fiction materials for information and enjoyment

with guidance.

Time: 60 minutes

Teaching Aids: poster, reading text, task sheet

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.

What is the poem about?

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What personal details should you know?

What should you do when a stranger touches you?

6. Explain the meaning of each idiom.

Example:

dont throw caution to the wind

look before you leap

keep out of harms way

play with fire

safety in numbers

7. Pupils answer task sheet 2. (Appendix 5)

Production

Activity 1

8. Pupils read a dialogue.

9. Pupils act out the dialogue.

10. Pupils guess the idiom. (Appendix 6)

(Teachers note: Inculcate the positive values that pupils should have)

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.

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Appendix 4

HOW TO STAY SAFE

I know my name, address, telephone number,

and my parents names.

I always check first with my parents

or the person in charge.

I tell them before I go anywhere

or get into a car, even with someone I know.

Dont throw caution to the wind.

I always check first with my parents

or a trusted adult,

before I accept anything from anyone,

even from someone I know.

Its good to look before you leap.

I always take a friend with me,

when I go places or play outside.

I believe there is safety in numbers.

I say NO if someone tries to touch me

or treats me in a way that makes me

feel scared, uncomfortable, or confused.

I dont play with fire.

It's ok to say no,

and I know that there will always be,

someone who can help me.

I know that I can tell my parents

or a trusted adult if I feel scared,

uncomfortable, or confused.

I am strong, smart,

and able to keep out of harms way.

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Appendix 5

Match idioms to their meanings by writing the correct number in the box provided.

Dont throw caution to

the wind.

Dont play with fire

Look before you leap

Keep out of harms way Dont take the risks.

Think before you act.

Feel secure and confident

being in a group.

Behave in a dangerous way.

Being out of danger. Safety in numbers

1

2

3

5

4

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Appendix 6

Guess the appropriate idiom for the dialogue below.

Dialogue

Pupil A : Look , this is what I took from my fathers pocket.

Pupil B : Hey! This is interesting. Lets play with it.

Pupil A : Yes. Well try to use it and see what happens.

Pupil B : Oh, dear! The smoke is getting thicker. I cant breathe.

Pupil A : Lets run out!

Pupil B : We shouldnt have done it. Now we are in trouble.

Guess the idiom: _______________________________________

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Appendix 7

play it safe

in

good hands

be on the

to

safe side

curiousity killed

the cat

look before

you leap

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Theme: World of Self, Family and Friends

Topic: Personal Safety

Learning Standard:

3.2.2 Able to write with guidance

(c) informal letters

Objectives: By the end of this lesson, pupils will be able to:

(i) write an informal letter on personal safety with guidance.

Time: 60 minutes

Teaching Aids: poster, task sheet, display sheet, reading text

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.

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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

Highlights of the talk:

Strangers : 1. People you do not know.

2. People who may hurt or harm children

3. May trick children

Never talk to strangers.

Never let stranger get too close, whether they are 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.

Never open the door at home for strangers.

Always try to walk with a friend or a grown-up.

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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 ____________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

I have to stop here. I need to study for my _________________________. I am looking

forward to ____________________________________. Goodbye.

Your friend,

_________________

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Theme: World of Self, Family and Friends

Topic: Personal Safety

Learning Standards: 5.2.1 Able to construct imperative sentences correctly.

Objectives: By the end of this lesson, pupils will be able to:

(i) construct imperative sentences correctly.

Time: 60 minutes

Teaching Aids: display sheets, marker pens, task sheet

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. 2. Recall all the safety tips. 3. Write them on the board. Practice 4. Pupils work in pairs. 5. Show picture cards one at a time. (Appendix 10) 6. Construct imperatives sentences orally. Example: Please line up. Please slow down. 7. Pupils take turns to say their sentences aloud at random. 8. Check for language accuracy. Production 1. Pupils complete a task by constructing imperative sentences using the words given.

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Appendix 10

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Appendix 11

Write sentences based on the pictures given.

1. talk - strangers

__________________________________________

__________________________________________

2. open - stranger - alone

__________________________________________

__________________________________________

3. always - grown-ups

__________________________________________

__________________________________________

4 accept - gifts

__________________________________________

__________________________________________

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5. walk - stairs

______________________________________

______________________________________

6. zebra crossing - cross - road

______________________________________

______________________________________

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Theme: World of Self, Family and Friends

Topic: Yummy Cake

Learning Standard: 1.1.4 Able to speak on related topics with guidance.

Objectives:

By the end of the lesson, pupils should be able to:

i. talk about the quantity of ingredients in a recipe.

ii. choose the correct information based on a conversation heard.

iii. ask questions to find the missing information in a picture.

Time: 60 minutes

Teaching Aids: audio clip, picture of a cake, task sheet

CCE/EE: Multiple Intelligences

Steps:

Presentation

1. Show pupils a picture of a cake. (Appendix 1)

2. Get pupils to talk about the cake. Ask questions to generate ideas.

Sample questions:

a. What cake is this?

b. Does it look delicious?

c. Do you know how to bake a cake?

d. What do we need to bake a cake?

Practice

Activity I

3. Pupils listen to a telephone conversation. (Appendix 2)

4. Ask questions about the telephone conversation.

Sample questions:

a. What was the conversation about?

b. Who gave the recipe?

c. Who baked the cake?

d. What are the ingredients you need to bake a cake?

e. Why do you think the cake did not turn out well?

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Activity 2

5. Distribute task sheets to pupils. (Appendix 3)

6. Play the recording again and ask pupils to tick the correct quantity for each ingredient

needed to bake a cake.

* Play the recording more than once (according to pupils ability)

7. Check and discuss the answers with pupils. While discussing, practise the structures

that will be used in the post-listening activity.

Sample sentence structures:

a. Is there any butter in this recipe?

Yes, there is half a cup of butter in this recipe.

b. Is there any coffee in this recipe?

No, there isnt.

Production

8. Pupils work in pairs. (Pupil A and Pupil B).

9. Each pair is given 2 pictures. (Appendix 4 & 5)

10. Tell pupils that they should not show their pictures to their pairs.

11. Pupil A and Pupil B must ask each other questions to find the missing ingredients in each

of their pictures.

Sample sentence structures:

a. Are there any eggs in your picture?

Yes, there are.

b. Where are the eggs?

They are in the refrigerator.

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APPENDIX 1

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APPENDIX 2

Ringggggg (sound of telephone ringing)

Ain: Hello. Can I speak to Neti, please?

Neti: Yes, its Neti speaking. Is that you, Ain?

Ain: Yes. Its me.

Neti: What can I do for you? You sound worried.

Ain: Neti, do you remember the recipe you gave me last week?

Neti: Was it the chocolate cake?

Ain: Yes, thats the one. Well, I just baked one but it didnt turn out well.

Neti: What happened? I baked one too yesterday. It was okay.

Ain: It was not fluffy enough. It was quite hard. I thought I followed the recipe correctly.

Neti: Are you sure? Let me find the recipe. Okay, here it is. You need half a cup of butter, half a cup of buttermilk, 2 cups of sugar, 2 cups of flour

Ain: Oh, dear! I think I copied the recipe wrongly. I wrote 4 cups of

flour. Neti: Id better tell you the rest of the recipe to make sure you get it

right this time. You only need 3 tablespoons of cocoa powder. Then, a bar of chocolate, 2 eggs, 1 teaspoon of baking powder, 2 teaspoons of vanilla essence and a pinch of salt.

Ain: Oh! Theres salt too. I missed that. Well, thanks a lot, Neti. Im off to the kitchen now. Got to bake another one.

Neti: Have fun!

Ain: Bye!

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APPENDIX 3

Tick ( / ) the correct quantity for each ingredient.

No. Ingredients Quantity

1 Chocolate 1 bar

2 bars

2 Flour 2 cups

4 cups

3 Egg 6

2

4 Sugar 2 cups

3 cups

5 Cocoa powder 3 tablespoons

2 tablespoons

6 Baking soda 1 teaspoon

teaspoon

7 Buttermilk 2 cups

cup

8 Vanilla essence 2 teaspoons

2 teaspoons

9 Butter cup

2 cups

10 Salt a pinch

a teaspoon

23

APPENDIX 4

24

APPENDIX 5

25

Theme: World Of Self, Family and Friends

Topic: Yummy Cakes

Learning Standard: 2.2.2 Able to read and understand phrases and sentences from:

(a) linear texts

Objectives: By the end of the lesson, pupils should be able to:

i. sequence pictures showing the steps in cake-baking

correctly .

ii. read, understand and arrange sentence strips in the correct

order.

iii. answer comprehension questions based on a text correctly.

Time: 60 minutes

Teaching Aids: pictures, sentence strips, recipe, task sheet

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.

6. Get pupils to describe what they see in each picture.

26

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

17. Pupils work in the same group.

18 .Each group is given a display sheet, marker pens and coloured paper.

19. Pupils are to come up with their own recipe using their creativity.

20. Pupils display their work in their class once they are done.

21. Pupils go for a gallery walk to view the work of other groups.

27

APPENDIX 6

Images obtained from: titilating-tastebuds.blogspot.com

28

APPENDIX 7

First, preheat the oven to 175C.

Melt a bar of chocolate and a cup of butter.

Add 2 cups of flour, 2 cups of sugar,3 tablespoons of

cocoa powder, a pinch of salt and 1 teaspoon of baking

powder to the mixture.

Mix well with a whisk and stir in a cup of buttermilk, 2

eggs and

2 teaspoons of vanilla essence and beat until smooth.

Pour the mixture into a pan and bake for 40 minutes.

Once the cake is baked, let it cool for 20 minutes

Finally, coat the cake with chocolate cream and decorate

it with some colourful chocolate rice and cherries.

RECIPE

Preheat the oven to 175C. In a large saucepan, melt a bar of

chocolate and a cup of butter. Add 2 cups of flour, 2 cups of sugar,

3 tablespoons of cocoa powder, a pinch of salt and 1 teaspoon of

baking powder. Mix well with a whisk or eggbeater. Then, stir in a

cup of buttermilk, 2 eggs, and 2 teaspoons of vanilla essence and

beat until smooth. Pour the mixture into a pan and bake for 40

minutes. Once the cake is baked, let it cool for 20 minutes. Finally,

coat it with chocolate cream and decorate it with colourful chocolate

rice and cherries.

29

APPENDIX 8

Read the recipe and answer the questions below.

1. How many cups of buttermilk do you need to bake 3 cakes of the

same size?

__________________________________________________

2. If you start baking the cake at 5.20 pm, at what time can you take

the cake out of the oven?

__________________________________________________

3. What can you use to decorate the cake?

__________________________________________________

4. If you do not have chocolate powder to bake a cake, what can you

replace the chocolate powder with?

__________________________________________________

ANSWERS:

1. 1 cups of buttermilk 2. 6.00 pm 3. chocolate rice, cherries, etc. 4. milo, cocoa, etc.

30

Theme: World of Self, Family and Friends

Topic: Yummy Cake

Learning Standards:

3.2.1 Able to transfer information with guidance to complete

(b) non-linear texts

3.3.1 Able to create texts using a variety of media with guidance:

(a) non-linear texts

Objectives:

By the end of the lesson, pupils should be able to:

(i) complete a graphic organiser

(ii) write an invitation for a birthday party

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. Ask them to write an invitation to a friend.

7. Pupils have to write the invitation using cursive writing.

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.

31

APPENDIX 9

Ingredients needed to bake a cake

32

Answers

cherries

2 teaspoons of vanilla

essence

a pinch of salt

1 teaspoon of baking powder

2 cups of flour

2 cups of sugar

3 tablespoons of cocoa powder

2 eggs

a cup of buttermilk

a cup of butter

1 bar of chocolate

chocolate cream

colourful chocolate rice

33

APPENDIX 10

Steps in baking a cake

__________________________________________

__________________________________________

__________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_________________________________________

_________________________________________

_________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

34

Answers

First, melt a bar of chocolate and a cup of butter in

hot water. When the mixture is boiled, remove it from

the heat.

Next, add in 2 cups of flour, 2 cups of sugar, 3 tablespoons of cocoa

powder, a pinch of salt and a teaspoon of baking powder. Whisk the

mixture.

Then, add in a cup of buttermilk, 2 eggs and 2

teaspoons of vanilla essence and whisk the mixture until

it is smooth.

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.

35

Theme: World Of Self, Family and Friends

Topic: Yummy Cakes

Learning Standard: 5.1.1 Able to use nouns appropriately and correctly

(b) collective nouns

Objectives: By the end of the lesson, pupils should be able to:

i. identify countable, uncountable and collective nouns.

ii. write the correct collective nouns for 10 food items.

iii. use the correct collective nouns to construct sentences.

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.

36

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.

10. Give each pupil a blank word card.

11. Each pupil writes one collective noun on their card and hangs it up on the tree.

Activity 2

12. Distribute a task sheet. (Appendix 14)

13. Pupils complete the task sheet individually.

14. Check pupils answers and give feedback.

37

APPENDIX 11

Write CN next to the countable nouns and UN next to the uncountable nouns.

38

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

39

APPENDIX 13

40

APPENDIX 14

Put a next to the sentences with the correct collective nouns.

Put a next to the sentences with the wrong collective nouns. Write the

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.

________________________________________________________________

X

41

Theme: World of Stories

Topic: Angry Birds

Learning Standards: 1.1.3 Able to speak on related topics with guidance.

1.2.4 Able to participate in conversation with peers.

Objectives: By the end of the lesson, pupils will be able to:

(i) listen to a story and answer questions about it.

(ii) talk about a past situation that has made them feel angry,

and what they did in reaction to their anger.

(iii) talk about the consequences of those actions, and what

they should do differently next time theyre angry.

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: Thinking Skills, Values & Citizenship

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,

42

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.

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.

ANGRY

unfair

painful

fight

unhappy

y

siblings

cheated

I felt angry when my money was

stolen yesterday.

43

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

him/her feel

angry?

What did

he/she do or

say?

What happened

then?

What could

he/she have

done

differently?

Angry Bird A mosquito sat

on the eggs

Angry Bird killed

the mosquito

All the eggs

were stolen

Angry Bird could

have just chased

the mosquito

away.

Q: What made the birds angry at first?

A: A mosquito perched on their eggs

Q: What did they do when the mosquito sat on their eggs?

A: They killed the mosquito.

Q: What happened while they were killing the mosquito?

A: Their eggs got stolen.

Q: So, what could they have done differently to avoid that?

A: They could have just chased the mosquito away.

44

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

him/her feel

angry?

What did he/she

do or say?

What happened

then?

What could he/she

have done

differently?

Grace Her sister took her skirt without asking.

She complained to her parents.

Her sister stopped talking to her.

She could have told her sister to get permission before taking her clothes next time.

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.

Shakina A cat pooped in her school shoes.

She kicked the cat hard.

The cat broke its leg.

She could have washed her shoes and put them in the shoe rack.

Sharon Her teacher punished her for not bringing her book.

She was rude to her teacher.

Her teacher sent her to see the Headmaster.

She should have explained the real reason and apologised to the teacher.

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.

45

APPENDIX 1

Angry Bird story script

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.

46

APPENDIX 2

What Do We Do When Were Angry?

Group Name: _______________________________________

Name What made

him/her feel

angry?

What did he/she

do or say?

What happened

then?

What could he/she

have done

differently?

47

Theme: World of Stories

Topic: Angry Birds

Learning Standards: 2.2.2 Able to read and understand phrases and sentences

from:

(a) linear texts

2.2.3 Able to read and demonstrate understanding of texts by:

(a) sequencing

(b) predicting

Objectives: By the end of the lesson, pupils will be able to:

(i) read a story scene in groups and perform a freeze-frame

(ii) sequence the events in a story

(iii) predict the feelings of the birds/people in stories read

Time: 60 minutes

Teaching Aids: story scenes

CC/EE: Thinking Skills, Values & Citizenship

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:

48

Source: Google Images

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.

49

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.

50

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) the Biggy Noses

Activity 2

1. Teacher poses these questions for discussion:

What made Rajan angry?

What did he react towards his sister and mother?

How did this make them feel?

Was what he did the right thing to do?

Did it make him feel better?

What should he have done differently? 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.

51

APPENDIX 3

Scene 1

Scene 2

Scene 3

Scene 4

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.

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.

52

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.

53

Theme: World of Stories

Topics: Angry Birds

Learning Standard: 3.3.1 Able to create texts using a variety of media with guidance:

(b) linear

Objectives: By the end of the lesson, pupils should be able to:

(i) keep a diary

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: Thinking skills, Contextual Learning

Steps:

Presentation

1. Play a video clip and asks the pupils several questions about what happened in it.

Examples:

What happened in the video?

If you were the bird, would you have been angry with the owl?

If you were the owl, what would you have done?

Was what the bird did to the owl right?

What happened to the bird as a result of what it did to the owl?

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 What made it

feel angry?

What did it

do or say?

What

happened

then?

What could it

have done

differently?

Bird The owl was

snoring, so the

bird couldnt

sleep.

It hit the owl

and pushed

it off the

tree.

The father owl

got angry and

pushed the bird

off the tree.

The bird could

have told the owl

politely how it felt.

54

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:

4. Based on this discussion of possible events, emphasise the importance of knowing

the cause of ones anger, and expressing it in a positive way (i.e. telling someone the

reason why you feel upset, instead of lashing out violently.)

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

you feel

angry?

What did you do

or say?

What happened

then?

What could you

have done

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.

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.

Q: Then what would have happened?

A: The bird would have been able to sleep soundly.

Q: So, would anyone have got hurt?

A: No. The bird and the owl would still be friends.

55

8. Explain to pupils the conventions of keeping a diary.

(a) First, one needs a book or even a booklet which can be made.

(b) The most important thing about keeping a diary is the date and perhaps the

time.

(c) Then, start writing whatever you want to write; its actually a narrative of

happenings, feelings and maybe what one thinks might happen.

9. Show pupils a sample diary. (Appendix 5)

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.

56

APPENDIX 5

1st May, 2014

12:45 p.m.

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.

57

Theme: World of Stories

Topics: Angry Birds

Learning Standard: 5.1.3 Able to use verbs correctly and appropriately:

(a) simple future tense

Objectives: By the end of the lesson, pupils should be able to:

(i) form simple sentences with will and will not.

(ii) create a Friendship Pledge using the simple future

tense.

Time: 60 minutes

Teaching Aids: picture of the Angry Birds Birthday Party, Sample Friendship

Pledge, task sheet

CC/EE: thinking skills, contextual learning, Values & Citizenship

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.

Our Friendship Pledge

1. We will not be enemies with the Biggie Noses anymore.

2. We will forgive the Biggie Noses for taking our eggs.

3. We will not chase them and throw stones at them.

4. We will help them when they are in trouble.

5. We will tell them nicely if we feel upset about anything.

58

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.

.

5. Show some flashcards with sentences in Simple Future.

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. Discuss pupils answers and correct any errors made.

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.

Function:

We use the simple future tense to talk about something you have not done

yet but plan to do in the coming future.

Form: [subject+ will + verb] or [subject+ will not + verb]

Examples:

I will help my mother.

She will not disturb her sister.

59

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:

THE HAPPY BIRDS FRIENDSHIP PLEDGE

We will always work together as a team.

We will not hurt each others feelings.

We will take care of each other.

We will solve our problems by talking about them.

We will lend a hand to our friends when they are in need.

We will stick to our friends in the good times and the bad

times.

We will not mistreat animals.

We will love, protect and cherish each other.

60

APPENDIX 6

61

APPENDIX 7

Write sentences using will and will not.

fight brother

_______________________________________

_______________________________________

help mother

_______________________________________

_______________________________________

respect teacher

_______________________________________

_______________________________________

share cousins

_______________________________________

_______________________________________

kick cat

______________________________________

_______________________________________

62

Theme: World Of Knowledge

Topic: Say NO' to Bullying

Learning Standard: 1.1.4 Able to speak confidently on related topics.

1.3.1 Able to listen to and demonstrate understanding of oral texts by:

(a) asking and answering questions.

Objectives By the end of the lesson, pupils should be able to:

(i) listen to a dialogue and demonstrate understanding by answering true

or false questions.

(ii) ask questions during the discussion.

(iii) do a role play in groups

Time: 60 minutes

Teaching Aids: picture, audio clip (dialogue), task sheets, situation cards

CC/EE : Values and Citizenship

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.

63

14. They practise role playing the situation.

15. Pupils present the role play.

16. Pupils share their responses with the whole class.

17. Facilitate the discussion.

64

APPENDIX 1

65

APPENDIX 2

Read the statements below. Listen to the conversation carefully. Tick in the correct column.

NO

STATEMENTS

TRUE

FALSE

1 The incident took place in the school compound.

2 There are three people involved in the conversation.

3 David and Daniel are the bullies.

4 The bullies wanted Jason's bicycle.

5 Jason is his Science teacher's favourite student.

6 Jason was not afraid of the bullies.

7 Jason gave the bullies what they wanted.

8 The bullies have beaten up Jason.

9 Jason was in a dangerous situation.

10 The bullies took pity on Jason.

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APPENDIX 3

TRANSCRIPT

Last Monday, at the school bus stop..

Bully 1: Hey, David. Look who's here!

Bully 2: Hey, Daniel. Yes, it's Jason, our Mathematics teacher's pet.

Bully 1: Hey, you! Come here!

Bully 2: We want your money. NOW!

Jason: Money? What money?

Bully 1: YOUR money.if you don't give it to us now, we will beat you up!

Jason : Please! Don't hurt me! Here.here's the money, You can

ha.have it.

Bully 2: Listen! If you tell this to anyone, we will beat you up after school.

(Laughing out loudly).

Jason walked away with tears in his eyes.

67

Situations:

1. A Year Two boy is walking to the canteen. He is stopped by two

Year Six pupils. They ask him for his lunch box.

2. Two girls push away a small girl from her seat in a bus.

3. You have an electronic dictionary. Two pupils from your

school see it and demand for it.

4. You are walking home. Suddenly, one of your classmates

stops you and demands that you complete her homework.

5. You are in your class doing your work. Your classmate walks up

to you and makes fun of your name.

APPENDIX 4

68

Theme : World of Knowledge

Topic : Say NO' To Bullying

Learning Standards: 2.2.3 Able to read and demonstrate understanding of texts by:

(a) giving main ideas and supporting details

2.2.4 Able to apply dictionary skills:

(b) understanding meaning of words in context.

Objectives: By the end of the lesson, pupils should be able to:

(i) read and understand the reading text by identifying the main ideas and

transfer the supporting details into a table.

(ii) understand the word meaning in context by choosing the correct

definition of the words.

(iii) complete a crossword puzzle with the words learnt.

Time: 60 minutes

Teaching Aids: Picture, audio clip ( dialogue), reading handout

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.

69

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.

70

APPENDIX 5

Choose the appropriate meaning according to the text.

Word Meaning

1. tough strong

firm

2.

victim

a person who is

deceived or cheated

someone who has been

hit, attacked

3.

damage

break

hurt

4.

encourage

to give support

to inspire with hope

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

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APPENDIX 6

Bullying

Bullying is when someone does or says things to hurt or

frighten others. It is a bad habit. People who bully see this as a

way to be popular. They want to look tough. They want others to be

afraid of them.

Bullies like to tease and hurt their victims. They damage their

victims' belongings and threaten them. Another form of bullying is

sending cruel instant messages or email. This is called cyber

bullying. Cyber bullying can cause stress and anxiety to the victims.

Victims will always be in fear. They may find their school work

failing and have health problems.

We should not tolerate this habit. Keeping quiet will only

encourage the bullies to become more violent. We should report

bullying to our teachers or parents. Everybody has a right to be

safe. We can start preventing bullying by not being alone. Always

walk in a group at places where bullying occurs.

72

APPENDIX 7

Paragraph 1

1. Bullying is when someone does or say things to hurt or frighten

others

Paragraph 2

2. Bullying can make the victims

Paragraph 3

3. Avoid being bullied by

73

APPENDIX 8

Complete the crossword puzzle.

9

1 L

5 B O

2 E

3 R

4 H 7 6

E

8 C E

N

S

10 M

Across:

3. Children have the ______ to be treated equally.

4. "Do not try to act ______," said the headmaster.

5. They lost all their ________ in the fire.

74

8. Teachers should __________ their pupils to report any bullying cases.

10. Vandals are those who like to _______ properties.

Down:

1. We must not ______ bullying.

2. Bullies like to ______ the weaker pupils.

6. Examination can cause _________ to pupils.

7. The ____ reported the incident to the police.

9. You will ______ your friends if you cheat.

Answers for Task Sheet 3

Across:

3. Children have the ______ to be treated equally. (RIGHT)

4. "Do not try to act ______," said the headmaster. (TOUGH)

5. They lost all their ________ in the fire. (BELONGINGS)

8. Teachers should __________ their pupils to report any bullying cases.

(ENCOURAGE)

10. Vandals are those who like to _______ properties. (DAMAGE)

Down:

1. We must not ______ bullying. (TOLERATE)

2. Bullies like to ______ the weaker pupils. (FRIGHTEN)

6. Examination can cause _________ to pupils. (STRESS)

7. The ____ reported the incident to the police. (VICTIM)

9. You will ______ your friends if you cheat. (LOSE)

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Theme: World Of Knowledge

Topic: Say No' to Bullying

Learning Standards: 3.2.1 Able to transfer information with guidance to complete:

(b) linear texts

3.1.1 Able to write in neat legible print with correct spelling:

(a) sentences

Objectives:

By the end of the lesson, pupils should be able to:

(i) transfer information with guidance to a non-linear text.

(ii) write sentences in neat legible print with correct spelling.

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.

76

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.

Activity 2 (Think, Pair, Share)

7. Pupils get into groups.

8. Each group is given a task sheet. (Appendix 10)

9. Pupils construct sentences to complete the task sheet.

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 .

77

APPENDIX 9

Based on the reading text, complete the mind map below.

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

__________________________

bullying

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

__________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

__________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

__________________________

78

APPENDIX 10

Make complete sentences using the words given.

- bully - frightened -

- snatched - victim's -

- teacher - punished -

79

- boys - damaged -

- reported - incident -

80

Theme: World of Knowledge

Topic: Say NO' To Bullying

Learning Standards: 5.1.3 Able to use verbs correctly and appropriately:

(a) simple future tense