Sjkc Jalan Davidson Homework Clip


This guide book is divided into three sections; Section 1, 2 and 3. Section 1 takes teachers ... for teachers. The grammar notes are meant for teachers only.

KEMENTERIAN PELAJARAN MALAYSIA

Kurikulum Standard Sekolah Rendah

THE TEACHER'S GUIDE BOOK

ENGLISH

Terbitan

Bahagian Pembangunan Kurikulum

2013

Cetakan Pertama 2013 © Kementerian Pelajaran Malaysia Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian artikel, ilustrasi dan isi kandungan buku ini dalam apa-apa juga bentuk dan dengan cara apa-apa jua sama ada secara elektronik, fotokopi, mekanik, rakaman atau cara lain sebelum mendapat kebenaran bertulis daripada Pengarah, Bahagian Pembangunan Kurikulum, Kementerian Pelajaran Malaysia, Aras 4-8, Blok E9, Parcel E, Kompleks Pentadbiran Kerajaan Persekutuan, 62604 Putrajaya.

CONTENT

Section 1 Preface Overview of the English Language Curriculum Content and Learning Standards for Year 4

vii viii 1

Section 2 Sample Lesson 3Rs Sample Lesson A Splashing Time Sample Lesson Asian Folk Tales Sample Lesson Save the Earth Sample Lesson The Magic of Shopping Sample Lesson Green Car Sample Lesson The Magic of Respect Sample Lesson The Twins Sample Lesson Money Sample Lesson The Three Brothers Sample Lesson Safe and Sound Sample Lesson Looking Good

8 26 45 68 87 110 121 136 163 192 233 256

Section 3 Grammar Notes

224

Acknowledgement

250

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Using the guide book Year 4 curriculum

PREFACE Using the Guide Book This guide book is divided into three sections; Section 1, 2 and 3. Section 1 takes teachers through a quick tour of the entire English Language Curriculum for primary schools and details the modularity of focus as well as the principles and educational emphases in the new curriculum. Here, English Language Curriculum for Year 4 pupils are detailed. Section 2 contains sample lessons which cover the learning standards that must be achieved in the Year 4 classroom. These lessons serve as a resource and guide to teachers when planning their lessons. However, the sample lessons are by no means totally comprehensive nor exhaustive as they do not constitute lessons for the entire year. Instead, they are provided to show how teachers can carry out a full week’s lessons comprising listening & speaking, reading, writing, language arts and grammar in a cohesive and integrative manner, following the modular configuration. Thus, teachers will be able to observe how a week’s lessons can be planned and executed progressively and developmentally. Section 3 includes grammar notes and helpful suggestions which are useful for teachers. The grammar notes are meant for teachers only. All the sample lessons and materials in this guide book are adaptable and teachers should feel free to modify them to suit the learning needs of their pupils. Teachers should incorporate the contemporary literature/children’s literature in their daily lessons. As teachers are the best people to decide what works best for their pupils, they should use their pedagogical expertise and experience in adapting and modifying ideas from this book. Since there is no single ‘best way’ in classroom practices, 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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OVERVIEW OF THE ENGLISH LANGUAGE CURRICULUM The Standard-Based English Language Curriculum for Malaysian National Primary Schools is designed to provide pupils with a strong foundation in the English language. Teachers should use Standard British English as a reference and model for teaching the language. It should be used as a reference for spelling and grammar as well as pronunciation for standardisation. Primary education is divided into two stages: Stage One refers to Years 1, 2 and 3 and Stage Two, Years 4, 5 and 6. In Year 1 and 2, the English language curriculum emphasises the development of basic language skills so that pupils will have a strong foundation to build their proficiency in the language. In this stage, there are four modules; Module One : Listening and Speaking Module Two : Reading Module Three : Writing Module Four : Language Arts In Years 3 - 6, where pupils build on the skills they have acquired in Year 1 and 2, a fifth module, Grammar is added to the above four modules. Therefore, the modules are: Module One : Listening and Speaking Module Two : Reading Module Three : Writing Module Four : Language Arts Module Five : Grammar English is the second language for pupils in schools. Thus, it is believed prudent and pedagogically sound to defer the learning of grammar to a later stage. Pupils should be given the opportunity to develop an awareness of grammar in their first language and this awareness may then be exploited when English grammar is introduced in Year 3. This approach will reduce the load and stress of learning in the early years where the emphasis is on learning through fun and play. A MODULAR CURRICULUM The modularity of the Standard-based English Language Curriculum is of a modular structure. . This modular approach does not exclude integration of skills. However, skills integration is exploited strategically to enhance pupils’ development of specific language skills as described in the content and learning standards in a module. on of the content and learning standards. In order to make learning more meaningful and purposeful, language input is presented under themes and topics which are appropriate for pupils. Three broad themes have been identified in the curriculum. World of Self, Family and Friends; World of Stories and World of Knowledge.

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The following diagram shows the conceptual framework of the curriculum model.

THE MODULAR CONFIGURATION

LISTENING AND SPEAKING MODULE

READING MODULE

WRITING MODULE

LANGUAGE ARTS MODULE GRAMMAR MODULE YEAR 1

YEAR 2

YEAR 3

YEAR 4

STAGE ONE (YEARS 1 – 3)

YEAR 5

YEAR 6

STAGE TWO (YEARS 4 – 6)

UNDERLYING PEDAGOGICAL PRINCIPLES OF THE CURRICULUM The approach adopted in the Standard-based curriculum is underpinned by the following principles: i. Back to basics where the emphasis is on basic literacy skills in order to build a strong foundation of language skills. The strategy of phonics is introduced in order to help pupils begin to read and a good foundation in penmanship will help pupils acquire good handwriting. ii. Learning is fun, meaningful and purposeful. Lessons, which emphasise meaningful contexts and the integration of language skills, allow pupils to learn by doing in fun-filled activities. Contextualised as well as purposeful activities will promote the fun element in language learning. iii. Teaching is learner-centred so teaching approaches, lessons and curriculum materials must suit the differing needs and abilities of pupils. It is important that appropriate activities and

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materials are used with pupils of different learning capabilities so that their full potential can be realised. iv. Integration of salient new technologies in line with growing globalisation. Technology is used extensively in our daily communication. Information available on the internet and other electronic media will be vital for knowledge acquisition. Networking facilities will be useful for pupils to communicate and share knowledge. v. Assessment for learning includes continuous assessment as an integral part of learning which enables teachers to assess whether pupils have acquired the learning standards taught. Formative assessment is conducted as an on-going process, while summative assessment is conducted at the end of a particular unit or term. vi. Character-building is an important principle which needs to be inculcated through the curriculum to infuse character building. Lessons based on values have to be incorporated in teaching and learning in order to impart the importance of good values for the wholesome development of individuals. EDUCATIONAL EMPHASES The Educational Emphases reflect current developments in education. These emphases are infused and woven into classroom lessons to prepare pupils for the challenges of the real world. I Thinking Skills Critical and creative thinking skills are incorporated in the learning standards to enable pupils to solve simple problems, make decisions, and express themselves creatively in simple language. Mastery Learning Mastery Learning will ensure that all pupils master the learning standards stipulated in the Standard Based Curriculum. Mastery Learning requires quality teaching and learning in the classroom and teachers need to ensure that pupils master a learning standard before proceeding to the next learning standard. Information and Communication Technology Skills (ICT) Information and Communication Technology Skills (ICT) include the use of multimedia resources such as TV documentaries and the Internet as well as the use of computer-related activities such as e-mail activities, networking and interacting with electronic courseware.

Multiple Intelligences The theory of Multiple Intelligences encompasses eight different intelligences human beings posses. These intelligences are essential in order to maximise teaching and learning in the classroom.

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Constructivism Constructivism will enable pupils to build new knowledge and concepts based on existing knowledge or schema that they have. The teacher assists pupils to acquire new knowledge and solve problems through pupil-centred active learning. Contextual Learning Contextual Learning is an approach to learning which connects the contents being learnt to the pupils’ daily lives, the community around them and the working world. Learning takes place when a pupil is able to relate the new knowledge acquired in a meaningful manner in their lives. Learning How to Learn Skills Learning How to Learn Skills are integrated in the learning standards and aim to enable pupils to take responsibility for their own learning. These skills incorporate study skills and information skills to equip them to become independent life-long learners. Values and Citizenship The values contained in the Standard Based Curriculum for Moral is incorporated into the English language lessons. Elements of patriotism and citizenship is also emphasised in lessons in order to cultivate a love for the nation and produce patriotic citizens. Knowledge Acquisition In teaching the language, content is drawn from subject disciplines such as science, geography, and environmental studies. Content is also drawn from daily news items as well as current affairs. Creativity & Innovation Creativity is the ability to produce something new in an imaginative and fun-filled way. Pupils in level two will display interest, confidence and self-esteem through performance and producing simple creative works. Innovation is the process of idea generation and utilising the creative idea in relevant contexts. Entrepreneurship Fostering entrepreneurial mindset among pupils at their young age is essential in this new world. Some of the elements that are linked with entrepreneurship are creativity, innovation and initiative, which are also attributes for personal fulfilment and success. In level two, elements of entrepreneurship are incorporated in lessons through activities.

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CONTENT & LEARNING STANDARDS FOR YEAR 4 By the end of Year 4, pupils should be able to:

Listening and Speaking

CONTENT STANDARDS

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.

LEARNING STANDARDS

1.1.1

Able to speak with correct word stress.

1. 1.2 Able to listen to and enjoy stories. 1.1.3

Able to listen to and recite poems, tongue twisters, and sing songs paying attention to pronunciation, rhythm and intonation.

1.1.4 Able to talk about related topics with guidance.

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) (b) (c) (d)

extend an invitation accept an invitation decline an invitation express sympathy

1.2.2 Able to listen to, follow, and give instructions. 1.2.3 Able to listen to, follow and give directions around the neighbourhood. 1.2.4 Able to participate in guided conversations with peers.

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) sequencing (c) predicting with guidance

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READING

CONTENT STANDARDS

2.2 By the end of the 6-year primary schooling, pupils will be able to demonstrate understanding of a variety of linear and nonlinear texts in the form of print and non-print materials using a range of strategies to construct meaning.

LEARNING STANDARDS

2.2.1 Able to apply word attack skills by identifying: (a) homographs (b) homophones 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) sequencing (b) predicting with guidance 2.2.4 Able to apply dictionary skills. (a) locate words, (b) meaning of base word

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

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WRITING CONTENT STANDARDS 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.

LEARNING STANDARDS 3.1.1 Able to write in neat legible print with correct spelling: (a) phrases (b) sentences (c) numerals in word form 3.1.2 Able to write in neat cursive writing with correct spelling: (a) words (b) phrases (c) numerals in word form

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) labels (b) notices (c) messages 3.2.3 Able to punctuate correctly: (a) apostrophe (b) speech markers 3.2.4 Able to spell words by applying spelling rules.

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 simple texts using a variety of media with guidance : (a) non-linear (b) linear

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Language Arts

CONTENT STANDARDS

4.1

4.2

4.3.

LEARNING STANDARDS

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.

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:

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.

4.1.2 Able to sing songs and recite jazz chants and poems with correct stress pronunciation, rhythm and intonation.

(a) characters (b) place and time (c) values

4.3.2 Able to plan, prepare and participate in a performance with guidance based on literary works.

4

Grammar

CONTENT STANDARDS

5.1 By the end of the 6- year primary schooling, pupils will be able to use different word classes correctly and appropriately.

LEARNING STANDARDS

5.1.1 Able to use nouns correctly and appropriately: (a) (b) (c) (d) (e)

common nouns singular nouns plural nouns countable nouns uncountable nouns

5.1.2 Able to use pronouns correctly and appropriately: (a) possessive (b) interrogative 5.1.3 Able to use verbs correctly and appropriately: (a) irregular verbs (b) verbs that do not change form (c) present continuous tense (d) past continuous tense 5.1.4 Able to use conjunctions correctly and appropriately: (a) because (b) so 5.1.5 Able to use prepositions correctly and appropriately: (a) above (b) below (c) beside (d) next to (e) between (f) near 5.1.6 Able to use adjectives correctly and appropriately: (a) comparative (b) superlative

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5.1.7 Able to use articles correctly and appropriately: (a) the (b) zero article (-) 5.1.8 Able to use adverbs correctly and appropriately: (a) manner (b) time (c) place

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 interrogative sentences correctly..

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Theme:

World of Knowledge

Topic:

3R's (Reduce, Reuse, Recycle)

Learning Standards:

1.1.4, 1.2.4

Objectives:

By the end of the lesson, pupils should be able to: (i) listen to a song and complete the song lyrics. (ii) discuss the ways to reduce, reuse and recycle. (iii) categorise items into those that can be reused and recycled.

Time:

60 minutes

Teaching Aids:

Audio clip (3R's), Task Sheet 1, Handout 1, Task Sheet 2 (enlarge to A3 or manila card size)

CCE/EE:

Multiple Intelligences, Contextualism

Steps: Pre-Listening Bring a few items (e.g., old newspapers, drink cartons, paper) and scatter them around the classroom, or throw them into the rubbish bin. 1. Get pupils to respond to your actions by asking them questions. Sample questions: z

Was what I did right?

z

Is it good to throw away old newspapers?

z

What could I have done with the paper instead?

2. Introduce and explain the 3R concept. Provide examples of how to reduce, reuse and recycle. While-Listening & Speaking 1. Distribute Task Sheet 1. Play the song. While listening, pupils fill in the blanks in the task sheet. 2. Play the song again and pupils check their answers. Post-Listening 1. In preparation for the next activity, provide some practice on asking and answering questions about the 3R's.

Sample questions: 1. What can we do with old newspapers?

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2. Can we recycle newspapers? 3. What else can we do with the newspapers?

2. Divide pupils into groups. Distribute Handout 1 and Task Sheet 2 to each group. 3. In their groups, pupils must discuss and decide where to place each picture in Handout 1 in the Venn diagram in Task Sheet 2, and why. 4. Pupils cut the pictures in Handout 1 and paste them in Task Sheet 2. All the groups put up their completed Venn diagrams around the classroom. 5. The groups take turns to present their answers, and explain the reason why they put each picture in its place. 6. Give feedback to pupils. Do not correct pupils' answers. Focus more on helping them give appropriate reasons for their decisions.

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Task Sheet 1 THE THREE R'S SONG Instructions: Listen to the song and fill in the blanks with these words. clothes

reuse

trash

reduce

bags

recycle

three

Three. It's a magic number. Yes it is. It's a magic number. Because two times (1) _________ is six. And three times six is eighteen. And the eighteenth letter in the alphabet is R. We've got (2) ____________ R's we're going to talk about today. We've got to learn to (3) _____________ (4) _____________ (5) ____________ Reduce, Reuse, Recycle (6) _____________ (7) _____________ (8) ____________ Reduce, Reuse, Recycle If you're going to the market to buy some juice, you've got to bring your own (9)_____________ and you learn to (10) ____________ your waste. And if your brother or your sister's got some cool (11) ____________, you could try them on before you buy some more of those. Reuse: we've got to learn to (12) _________________. And if the first two R's don't work out. And if you've got to make some (13) ____________, don't throw it out. Recycle: we've got to learn to (14) _________________. We've got to learn to Reduce, Reuse, Recycle (15) ____________ (16) ____________ (17) ____________ Reduce, Reuse, Recycle (18) ____________ (19) ____________ (20) ____________ Because three-- it's a magic number. Yes it is. It's a magic number. 3, 3, 3 3, 6, 9, 12, 15, 18, 21, 24, 27, 30, 33, 36 33, 30, 27, 24, 21, 18, 15, 12, 9, 6, and 3. It's a magic number. Source: http://www.themlc.org/sites/9290fbae-86dc-4ed1-9fc8-7bfabe4766ba/ uploads/The_Three_Rs_Song_Cloze_Activity.pdf The Three R’s Song Lyrics Three. It's a magic number. Yes it is. It's a magic number. Because two times three is six. And three times six is eighteen. And the eighteenth letter in the alphabet is R. We've got three R's we're going to talk about today. We've got to learn to Reduce, Reuse, Recycle Reduce, Reuse, Recycle Reduce, Reuse, Recycle Reduce, Reuse, Recycle

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If you're going to the market to buy some juice, you've got to bring your own bags and you learn to reduce your waste. And if your brother or your sister's got some cool clothes, you could try them on before you buy some more of those. Reuse: we've got to learn to reuse. And if the first two R's don't work out. And if you've got to make some trash, don't throw it out. Recycle: we've got to learn to recycle. We've got to learn to Reduce, Reuse, Recycle Reduce, Reuse, Recycle Reduce, Reuse, Recycle Reduce, Reuse, Recycle Because three-- it's a magic number. Yes it is. It's a magic number. 3, 3, 3 3, 6, 9, 12, 15, 18, 21, 24, 27, 30, 33, 36 33, 30, 27, 24, 21, 18, 15, 12, 9, 6, and 3. It's a magic number.

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Handout 1

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Task Sheet 2

Cut out the pictures in Handout 1 and paste them in the most suitable group.

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Theme:

World of Knowledge

Topic:

3R's (Reduce, Reuse, Recycle)

Learning Standards:

2.2.2 (a), 2.2.3 (b)

Objectives:

By the end of the lesson, pupils should be able to: (i) predict the meaning of three phrases in a story. (ii) read a story and predict the events and outcomes.

Time:

60 minutes

Teaching Aids:

Power Point (Mr. Rat and Mr. Owl), Handout 1 (Story text)

Added Values:

Thinking Skills, Constructivism

Steps: Pre-Reading 1. Put up the phrases below on the board: z

in a dilemma

z

make the most of the things

z

save the earth's precious resources

2. Pupils predict the meaning of the phrases (in context). Discuss the meaning of the phrases with pupils.

While-Reading 1. Introduce the story Mr. Rat and Mr. Owl. 2. Get pupils to read the story (on the Power Point slides), paragraph by paragraph. 3. Pause after each paragraph to ask pupils to predict the next event. 4. After the story has been completed, distribute Handout 1 (story text). 5. Pupils identify and underline the three phrases in Pre-Reading step 1. They replace the phrases with their meaning as discussed earlier. Help pupils form grammatically correct sentences. Example:

Mr. Rat was in a dilemma. Mr. Rat did not know what to do.

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Post-Reading 1. Divide pupils into groups. In their groups, they discuss ideas for Mr. Rat's recycling project (how Mr. Rat can get started, what he can do, who can help him, etc.). 2. The groups take turns to present their suggestions to the class.

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Handout 1 Mr. Rat and Mr. Owl One sunny day, Mr. Rat was sitting in a park drinking a can of lemonade. When he finished his drink, he threw the empty can into the bin. However, the bin was full and overflowing with rubbish. Some of it had even spilled out onto the ground. Mr. Rat was in a dilemma.

At that moment, his friend, Mr. Owl appeared and he looked annoyed. Mr. Owl said, “Why is rubbish everywhere? Don’t people know how to reuse and recycle?” Mr. Rat asked, “Hello, my friend, what does reuse and recycle mean?”

“Oh, to reuse is to make the most of the things that you have. To recycle is simply to turn used items from rubbish into new things. By reusing and recycling, we can help reduce the amount of rubbish we discard every day,” answered Mr. Owl.

Mr. Rat was getting excited about the new idea. He remarked, “That's great, we really need to recycle the rubbish we throw so less rubbish will go to dumpsites. Less rubbish means fewer dumpsites. We can save the earth’s precious resources. I like the idea of recycling.” Mr. Owl said, “Yes, my friend, let’s start a project together.”

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Theme:

World of Knowledge

Topic:

3R's (Reduce, Reuse, Recycle)

Learning Standards:

3.1.1 (a), (b), 3.2.1 (b)

Objectives:

By the end of the lesson, pupils should be able to: (i) use information from the 3R's video clip to complete three non-linear texts. (ii) write a simple paragraph about how to reduce, reuse or recycle.

Time:

60 minutes

Teaching Aids:

3R's audio and video clips, Task Sheet 1

Added Values:

Constructivism, Values and Citizenship

Steps: Pre-Writing 1. Distribute the 3R's song lyrics. 2. Play the 3R's audio clip. Pupils sing the song with actions. Writing 1. Tell pupils that they are going to watch the 3R's video clip. While watching, they need to jot down the key words that they see (e.g., lights, old clothes, paper). 2. Pupils form phrases using the words they identified (e.g., turn off the lights, reuse old clothes, recycle old paper). 3. Distribute Task Sheet 1. Pupils complete the task sheet by writing the phrases they formed in step (2) in the correct category (reduce, reuse or recycle). They can also add more information of their own. 4. Give pupils the following scenario: They are members of the school's Nature Society. Their society is launching a 3R's campaign to educate all the pupils and teachers about the benefits of reducing, reusing and recycling. To help with the campaign, they need to write a paragraph to be put into a pamphlet to inform their friends and teachers about how they can reduce, reuse and recycle.

5. Give pupils an example of a simple paragraph about how to reduce, reuse or recycle. Example:

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Reduce To reduce, we must turn off the lights when we leave a room. We should also turn off taps when we are not using them. We can take short showers so that we do not waste water.

6. Distribute coloured A4 paper. Pupils choose which of the 3R's they want to write about, and write a simple paragraph about how to do it.

Feedback

1. When pupils have finished writing, they paste their work around the classroom. 2. Read pupils' work and give feedback on their pieces of paper. Other pupils can do the same for their friends' work.

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Task Sheet 1

Example: Reduce

Recycle

_______________________

_______________________

_______________________ _______________________ _______________________ _______________________

_______________________ _______________________

_______________________ _______________________ _______________________

Reuse

__________________________________

__________________________________

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Sample answers for Task Sheet 1

Reduce

Recycle

turn the lights off

recycle old paper and cardboard

turn off taps

recycle old juice, milk and soda containers

use rechargeable batteries take short showers

recycle old computers, cameras and cell phones

turn off the television start a garden

compost old food

Reuse

use old newspapers and magazines as wrapping paper donate old clothes

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Theme:

World of Knowledge

Topic:

3R's (Reduce, Reuse, Recycle)

Learning Standards:

5.1.4

Objectives:

By the end of the lesson, pupils should be able to: (i) match sentence parts using the conjunctions 'so' and 'because'. (ii) construct sentences using those conjunctions.

Time:

60 minutes

Teaching Aids:

Substitution table (on manila card or mahjong paper), Sentence strips, Task Sheet 1

Added Value:

Thinking Skills

Steps: Presentation 1. Recap the story 'Mr. Rat and Mr. Owl' by asking pupils what Mr. Rat did with his empty can of lemonade, and what happened to it (answer: he threw his can into a garbage bin, but it was overflowing with rubbish so the can fell on the ground). 2. Help pupils see the relationship between cause and effect and construct sentences orally using the conjunctions 'because' and 'so'. effect

conjunction

cause

The can fell on the ground

because

the garbage bin was overflowing with rubbish.

cause

conjunction

effect

The garbage bin was overflowing with rubbish

so

the can fell on the ground.

3. Repeat steps 1 and 2 for the next part of the story. effect

conjunction

cause

Mr. Owl told Mr. Rat to recycle

because

Mr. Rat was littering.

cause

conjunction

effect

Mr. Rat was littering

so

Mr. Owl told Mr. Rat to recycle.

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Practice 1. Display the substitution table. Help pupils form sentences using the conjunctions.

We want to reduce

we turn the lights off when we leave the

We want to reuse

room. we use old newspapers as wrapping paper. so

We want to recycle

we donate old clothes. we use rechargeable batteries. we recycle old paper and cardboard. we recycle old juice and milk containers. we recycle old electronics like computers.

We turn the lights off when we leave the

we want to reduce waste.

room

we want to reuse.

We use old newspapers as wrapping paper

because

We donate old clothes

we want to recycle.

We recycle old paper and cardboard We recycle old juice and milk containers We recycle old electronics like computers 2. Divide pupils into groups. Each group receives the sentence strips (cut out and jumbled up). 3. Working in their groups, they rearrange the strips to form complete sentences using the conjunctions. 4. Reveal the correct sentences. Pupils check their answers.

Production 1. Distribute Task Sheet 1. 2. Individually, pupils write one sentence using 'so' and one sentence using 'because' for each pair of phrases provided in the task sheet. 3. Pupils compare their sentences in pairs. Show pupils the answers.

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Sentence Strips

I donate old clothes I use rechargeable batteries

because

I want to help the poor.

because

I want to save money.

I am hungry

so

I eat a burger.

I am sick

so

I take medicine.

I am cold

so

I wear a sweater.

I want to save water

so

I take short showers.

I like my teacher

because

she is kind.

I like Manchester United

because

they play very well.

I want to visit Greece

because

it is a beautiful country.

so

I am having a hot drink.

I am feeling cold

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Task Sheet 1 For each pair of phrases given, write one sentence using so and one sentence using because.

Example:

hungry - ate two burgers a. He was hungry so he ate two burgers. b. He ate two burgers because he was hungry.

1. woke up late - missed the bus

a. ________________________________________________ b. ________________________________________________

2. studied hard - scored A's a. ________________________________________________ b. ________________________________________________ 3. broke the window pane - teacher punished a. ________________________________________________ b. ________________________________________________ 4. stomach ache - ate too much a. ________________________________________________ b. ________________________________________________ 5. fell into the drain - hurt my ankle a. ________________________________________________ b. ________________________________________________

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POWER POINT SLIDES

MR. RAT AND MR. OWL

One sunny day, Mr. Rat was sitting in a park drinking a can of lemonade. What do you think Mr. Rat did after he finished his lemonade?

When he finished his drink, he threw the empty can into the bin. However, the bin was full and overflowing with rubbish. Some of it had even spilled out onto the ground. Mr. Rat was in a dilemma.

Mr. Owl said, “ Why is rubbish everywhere? Don’t people know how to reuse and recycle?” Mr. Rat asked, “ Hello, my friend, what does reuse and recycle mean? “Oh, to reuse is to make the most of the things that you have. To recycle is simply to turn used items from rubbish into new things. By reusing and recycling, we can help reduce the amount of rubbish we discard everyday,” answered Mr. Owl.

At that moment, his friend, Mr Owl, appeared and he looked annoyed. Why do you think Mr. Owl was annoyed? What did Mr. Owl say to his friend?

Do you think Mr Rat liked the idea of reusing and recycling?

Mr. Rat was getting excited about the new idea. He remarked, “ That’s great, we really need to recycle the rubbish we throw so less rubbish will go to dumpsites.” “Less rubbish means fewer dumpsites. We can save the earth’s precious resources. I think I must start recycling from now on,” he added.

Mr. Owl said, “ Yes, my friend, let’s start a recycling project together.”

Can you predict what the project will be?

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Theme:

World of Self, Family and Friends

Topic:

A Splashing Time

Learning Standards:

1.1.4, 1.2.4

Objectives:

By the end of the lesson, pupils should be able to: (i) describe what they see in a picture. (ii) use information from a dialogue heard to complete a matching activity.

Time:

60 minutes

Teaching Aids:

Power Point (Lesson 1), audio recording of a dialogue (Libat's Holidays), map (Lost World of Tambun), number cards (1-6)

Added Values:

Multiple Intelligences, Constructivism

Steps: Pre-Listening 1. Show pupils one of the pictures in the Power Point slides (or alternatively, a print-out of the picture) and ask them to guess where it is located (e.g., Sunway Lagoon, Genting Highlands, etc.). 2. Reveal the answer (The Lost World of Tambun – Slide 1). Ask pupils questions about the place to elicit their responses. Prompt questions: Have you been there? Why do people go there? What can you do there?

While-Listening 1. Pupils are divided into groups of six (home groups). Each pupil calls out a number (1-6). According to their numbers, they regroup (expert groups). Each group is given a print-out of one of the pictures in the Power Point (slides 2-7). Each picture must be numbered (1-6). *If the class is small, pupils may be divided into groups of 3-4, and each group is given two pictures. 2. In their expert groups, pupils discuss what they see in their picture (what the activity is, what the children are doing, what attractions are in the picture, etc.). 26

3. Pupils get back into their original home groups. Each group is given a map of the Lost World of Tambun and one set of number cards (1-6). They match the numbers to the attractions on the map (according to the numbers on the pictures in Step 2). 4. Pupils then listen to the dialogue (Libat's Holiday) twice. Show the Power Point slides simultaneously so that the pupils see what pictures are being described. While they listen, they write down the names of the attractions on the map (Tube Raiders, Hot Springs, etc.).

Libat’s Holiday Libat:

Ganang, do you want to see my photographs at the Lost World of Tambun?

Ganang: Sure. Libat:

Wonderful! Here's a picture of the Tube Raiders. This is the first activity that I tried.

Ganang: Fantastic! Libat:

We climbed to the top and slid down through the tube. It was a long and winding journey down to the pool.

Ganang: And what's this? Libat:

That's a photo of the Hot Springs. I went there next.

Ganang: What was it like? Libat:

It was an interesting experience. There was hot water coming out of the ground into the pool.

Ganang: Where did you go after that? Libat:

The Cliff Racer. It was one of the longest slides I’ve ever seen. I loved this the most.

Ganang: Wow! I wish I could try that. What about the next picture? Libat:

Yes, that's the Adventure River. I sat on a float and it drifted slowly. The river goes around the park.

Ganang: Any more pictures?

27

Libat:

Ah, yes, this is the Kid’s Explorer Bay. My brother and I enjoyed ourselves running around the playground in the water.

Ganang: Libat:

Did you have a wonderful time there? Yes. We finally landed ourselves in the Jungle Wave Pool. It has real waves just like the sea.

Ganang: I wish I had gone too!

Post-Listening (Speaking) 1. Pupils write their answers (the names of the attractions) in a grid on the board and give reasons for them. Example: Attraction

1

2

3

4

5

6

Group A B C D E F G Answers

2. Reveal the correct answers in the last row of the grid. The pupils compare their answers with the right ones.

28

Libat’s Holiday Libat:

Ganang, do you want to see my photographs at the Lost World of Tambun?

Ganang: Sure. Libat:

Wonderful! Here's a picture of the Tube Raiders. This is the first activity that I tried.

Ganang: Fantastic! Libat:

We climbed to the top and slid down through the tube. It was a long and winding journey down to the pool.

Ganang: And what's this? Libat:

That's a photo of the Hot Springs. I went there next.

Ganang: What was it like? Libat:

It was an interesting experience. There was hot water coming out of the ground into the pool.

Ganang: Where did you go after that? Libat:

The Cliff Racer. It was one of the longest slides I’ve ever seen. I loved this the most.

Ganang: Wow! I wish I could try that. What about the next picture? Libat:

Yes, that's the Adventure River. I sat on a float and it drifted slowly. The river goes around the park.

Ganang: Any more pictures? Libat:

Ganang: Libat:

Ah, yes, this is the Kid’s Explorer Bay. My brother and I enjoyed ourselves running around the playground in the water. Did you have a wonderful time there? Yes. We finally landed ourselves in the Jungle Wave Pool. It has real waves just like the sea.

Ganang: I wish I had gone too!

29

Theme:

World of Self, Family and Friends

Topic:

A Splashing Time

Learning Standards:

2.2.2 (a), 2.2.4 (a), (b)

Objectives:

By the end of the lesson, pupils should be able to: (i) look up the meanings of eight words in the dictionary. (ii) complete sentences using those words.

Time:

60 minutes

Teaching Aids:

Flashcards, Music Box with sentence strips inside, Task sheet 1

Added Value:

Contextualism

Steps: Pre-Reading 1. Prior to the lesson, put up eight flashcards of the words below around the classroom. All the flashcards should be covered by another piece of paper or cloth. fantastic

winding

journey

slides

float

drifted

landed

waves

2. Divide pupils into groups. One pupil in each group becomes a 'messenger'. The messenger goes to any one of the flashcards around the classroom and memorizes the word on it quickly. 3. The messenger then goes back to his/her group and tells them that word. They write it down on a piece of paper. 4. The other pupils in the group take turns to become messengers until all eight words have been written down. 5. A representative from each group writes the group's eight words on the board. The group with all their answers correct may receive a prize.

While-Reading 1. Teach pupils how to arrange the eight words in alphabetical order and identify their root words. In their groups, the pupils look up the meaning of those words in the dictionary and write the meaning on the piece of paper. Check their answers, and help them understand all the words. 30

2. Musical Box game (whole-class): (i) Music is played as the Music Box is passed around. (ii) When the music stops, the pupil holding the box draws one sentence strip from the box and reads it out. (iii)The pupil has to complete the sentence with one of the eight words learned earlier. The rest of the class can help if the pupil is unsure. (iv)The game continues until all the eight sentences have been completed correctly. 3. Write the sentences on the board (or on mahjong paper/manila card). Pupils read the sentences. Go through the answers again. Sentence strips to be put in the Music Box Ganang said that the Tube Raiders was _____________. It was a long _____________ down to the pool. Libat slid down through the _____________ tube. The Cliff Racer was one of the longest _____________ Libat had ever seen. Libat sat on a _____________. The float _____________ slowly along the Adventure River. The Jungle Wave Pool had real _____________ like the sea. Libat finally _____________ in the Jungle Wave Pool.

Post-Reading 1. Distribute Task Sheet 1. Individually, they complete the passage in the task sheet using the eight words. 2. Discuss the answers with the pupils.

31

Task Sheet 1

Fill in the blanks using the words provided. fantastic

winding

journey

slides

floated

drifted

landed

waves

Last week, Libat went to the Lost World of Tambun. First, he tried the Tube Raiders. It was ____________________. He climbed to the top and slid down through the ____________________ tube. It was a long ____________________ down to the pool. Next, Libat went to the Hot Springs. After that, he tried the Cliff Racer. It was one of the longest ____________________ he had ever seen.

Then,

Libat

sat

on

a

____________________

and

____________________ slowly along the Adventure River. Libat and his brother then played in the Kid's Explorer Bay. Finally, they ____________________ themselves in the Jungle Wave Pool. It had real ____________________ just like the sea.

32

Theme:

World of Self, Family and Friends

Topic:

A Splashing Time

Learning Standards:

3.2.1 (a), (b), 3.2.2 (c)

Objectives:

By the end of the lesson, pupils should be able to: (i) complete an e-mail based on information from a dialogue. (ii) write a short message.

Time:

60 minutes

Teaching Aids:

Task sheet 1, Task sheet 2, message cards

Added Values:

Contextualism, ICT

Steps: Pre-Writing 1. Distribute the dialogue (Libat's Holiday). 2. Pupils recap the details in the dialogue by completing Task Sheet 1.

33

Task Sheet 1

Arrived at the Lost World of Tambun.

Hot Springs:

____________: Climbed to the top and slid down through the tube.

____________ coming out of the ground.

___________ : One of the longest slides I’ve ever seen.

Jungle Wave Pool:

_____________ just like the sea.

____________: We ran around the playground in the water.

34

Adventure River:

______________ afloat and it drifted slowly.

Writing 1. Distribute Task Sheet 2. 2. Pupils complete the activity using the information in the dialogue and in Task Sheet 1. *For pupils of lower proficiency, simplify the passage, or provide words/phrases for them to choose from.

35

Task Sheet 2 Read the dialogue and complete the e-mail below.

Hi Johanis, Hi! Guess where I went last week ? I went to (1) ______________. It is a water theme park. The first place we went to was (2)__________________. We (3)____________________ and slid down through a tube. Next, we went to (4) ____________________ and soaked ourselves in the

(5)_____________________.

After

that,

I

tried

(6)

_____________________. It was the (7)_______________________ I’ve ever seen. I screamed all the way down! To recover, I floated in a tube down the (8)___________________ .Next, I joined my brother in the Kid’s Explorer Bay. We enjoyed ourselves (9)_______________ in the water. Finally,

we

went

to

(10)_________________

.

It

has

(11)

_____________. We had such a (12) _____________________ there. I want to go there again during the school holidays in November. Would you and your cousin, Johan like to come with us? Hope to hear from you soon! Your friend, Libat

36

Answers for Task Sheet 1:

1. the Lost World of Tambun 2. the Tube Raiders 3. climbed to the top 4. the Hot Springs 5. hot water 6. the Cliff Racer 7. longest slide 8. Adventure River 9. running around the playground 10. the Jungle Wave Pool 11. real waves just like the sea 12. great/ wonderful/ enjoyable/ exciting time

3. If computers are available in the school, the pupils can type the message and email it to you, or print it out. 4. Tell pupils that Johanis wants to leave a message for Johan regarding Libat's invitation for the holidays. 5. Pupils give examples of what Johanis can write in the message. 6. Distribute message cards to the pupils. They complete them with guidance. See example on next page.

Feedback 1. Pupils get into pairs. 2. They share their messages with one another and give each other feedback ('pair and share').

37

Sample message card:

From : ______________________________________________ To

: ______________________________________________

Message

_____________________________________ ______________________________________ ______________________________________ ______________________________________

Completed message card:

Johanis From : ______________________________________________

To

Johan

: ______________________________________________

Message

Libat invited us to the Lost World of

_____________________________________ Tambun on 21st November. Would you like

______________________________________ to go with him?

______________________________________ ______________________________________

*Provide pupils with some guiding words: z

invited

z

Lost World of Tambun

z

21st. 38

Theme:

World of Self, Family and Friends

Topic:

A Splashing Time

Learning Standard:

5.81 (a)

Objectives:

By the end of the lesson, pupils should be able to (i) identify adverbs of manner based on actions. (ii) complete sentences with the correct adverbs of manner.

Time:

60 minutes

Teaching Aids:

Power Point (Adverbs), Task sheet 1, Task sheet 2 (enrichment activity), Box of Adverbs (contains strips of paper with adverbs written on them)

Added Values:

Multiple Intelligences, Contextualism

Steps: Presentation 1. Show Slide 1 of the Power Point presentation (the picture and verb 'driving'

only).

Get

pupils

to

talk

about

how

their

parents/siblings/relatives normally drive (e.g., slowly, carefully). 2. Show the rest of Slide 1, and Slide 2. Ask pupils if they know what all the words on the slides are called. 3. Introduce adverbs of manner and explain what they are used for as well as how they are formed (Slide 3). Elicit more examples of adverbs from the pupils. 4. Show pupils Slides 4-7. Pupils can act out or do actions for any of the adverbs they see in the slides.

Practice 1. One pupil comes up and picks an adverbs from the Box of Adverbs. He/she has to perform an action to demonstrate the meaning of the adverb. 2. The other pupils have to guess what adverb their friend is acting out (e.g., walking slowly). Then, they form a sentence using the name of their friend, the verb and the adverb (e.g., Shalini is walking slowly). 3. This game goes on until many adverbs have been identified correctly, 39

and complete sentences have been formed using the adverbs. Production 1. Distribute Task Sheet 1. Pupils complete it using any of the adverbs they learned earlier, and share their answers with their friends. *Enrichment: Pupils complete the puzzle in Task Sheet 2 Task Sheet 1

Complete Libat's diary entry using suitable adverbs. 30th August Today, we went to the Lost World of Tambun. Father drove there very ______________. On the way, Johan and I sang _______________. When we were tired, we slept ____________________. When we finally

reached

the

Crossword Puzzle place, I was very

happy

so

I

danced

_______________. Johan ran ________________ towards the entrance but mum and dad told him to walk ________________. We had such a great time there. At the end of our day, we were all laughing ________________.

40

Task Sheet 2 (Enrichment)

Source: http://simpleesl.com/wpcontent/uploads/2011/08/CPAM2_150x150_p1.jpg

Answers: 1. beautifully

5. well

9. healthily

2. lazily

6. gently

10. carefully

3. slowly

7. easily

11. greedily

41

13. noisily

4. wide

8. shyly

12. hard

Power Point Slides

42

Theme :

World Of Stories

Topic:

Asian Folk Tales

Learning Standards:

1.1.2, 1.1.4, 1.3.1 (a), (c)

Objectives:

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

listen and complete a task sheet using information found in a story.

ii) respond to the story by expressing their own opinions. iii) predict the development of the story. iv) ask and answer questions based on the story. Time

:

60 minutes

Teaching Aids

:

Task sheets, audio clip (The Little Fish and The Big Fat Bean)

Added Values

:

Thinking Skills and Multiple Intelligences

Steps: Pre-Listening 1.

Ask pupils to name stories they have heard before.

2.

Tell pupils that they will be listening to a story from Vietnam and start by showing the location of Vietnam on a map.

3.

Explain Task Sheet 1 to the pupils.

While-Listening 4.

Play Part 1 of the story and pause the clip to give time for pupils to work on Task Sheet 1.

Part 1

THE LITTLE FISH AND THE BIG FAT BEAN BY NGUYEN THI LA 45

One day, a little fish was out swimming in the river with her mother. The water was clear and warm, but the little fish wanted to swim faster and go farther. So the little fish swam on and on till she reached the riverbank. She looked, and there, growing on the bank, she saw a large bean stalk and on the bean stalk, a big, fat bean. The little fish thought that she had never seen anything so funny. “Hello, Fatso,” she called to the bean. “Hello, Midge,” the bean called back. The little fish felt very hurt that she should be called that. She burst into tears and hurried off to complain to her mother about it. Pause Recording Here

5.

Pupils listen to the audio clip and complete Task Sheet 1.

Task sheet 1 A) Complete the task below. Characters : 1) A little fish

2) ___________ 3) The mother fish

Nicknames

: 1) __________

2) Fatso

Place

: 1) __________________

B) Sketch the location of the fish and the bean stalk in the box below.

46

6.

Replay Part 1 for pupils to check their answers.

7.

Ask questions to encourage pupils to think critically and creatively. Examples: a) Describe the little fish. b) Do you think it’s safe to swim away on your own? Why? c) What do you think happened after this?

8.

Play Part 2 of the story.

Part 2 “Oh, mother!” she wailed. “That big fat bean called me Midge, of all things! I’m not as tiny as that, am I? I even have a tail.” “Perhaps you hurt the bean’s feelings yourself in some way,” said the mother fish. “Oh, no mother dear, I didn’t!” “Well, let’s swim back to the bank again and I’ll ask the bean what made him say such a thing.” And the two of them, mother and daughter, made for the bank. “Good morning, Mr. Bean!” the mother fish called. “Good morning to you, Mrs. Fish!” the bean called back. “Tell me Mr. Bean, what made you hurt my little daughter’s feelings? Why did you call her Midge?” “She only got what she deserved. She called me Fatso, so I called her Midge in return!” 9.

Pupils listen to Part 2 of the story and check their predictions. 47

10.

Talk about the story. Ask questions.

11.

Get pupils to form groups. Each group is given word cards. Pupils rearrange the cards to form a complete question.

Examples: What

was

the

fish’s

nickname

?

Where

did

the

bean

live

?

Who

did

the

fish

complain

To

Why

did

the

fish

cry

?

12.

Each group reads out their completed question. The other groups answer the question.

Post-Listening(Speaking) 13.

Get pupils to act out parts of the story.

48

?

Theme :

World of Stories

Topic:

Asian Folk Tales

Learning Standards:

2.2.2(a), 2.2.3 (b), 2.2.4 (a) (b)

Objectives:

By the end of the lesson, pupils should be able to: (i) (ii)

locate words and their meaning in the dictionary. read the story silently and predict the development of the story.

(iii)

predict the outcome of the story with guidance.

Time:

60 minutes

Teaching Aids:

Picture of a well, story excerpts on PowerPoint slides

Added Value:

Thinking Skills

Steps: Pre-Reading 1.

Introduce a picture of a well and guide pupils to talk about it.

2.

Introduce new or difficult words in the story. Guide pupils to locate the words and their meaning in the dictionary. Example:

dwindled barren

sprouted

well

vain

disaster

kingdom icicles

While-Reading 3.

Show Excerpt 1 on PowerPoint. Get pupils to read the text silently and pose Question 1 to elicit pupils’ responses. Encourage pupils to think of as many possible answers as they can.

49

EXCERPT I There was once a small kingdom around a lake. One very hot summer, it did not rain and the lake dried up. People grew anxious and went to the king. “It has not rained for so long. Our fields are barren!” said the farmers. “There’s no fish to catch. How shall we earn a living?” asked the fishermen. “Save us from disaster, good king,” urged the women as the children cried with thirst.

4.

Repeat the step above with Excerpts II-V. EXCERPT II The king sent his four generals to search for water in all directions. The first general went east, towards the sunrise, the second general to the south, to dust and heat. The third to the west where the sun sets, and the fourth, followed the North Star. They searched day and night, night and day, high and low they searched everywhere but in vain. Three of the generals returned empty handed. But the general who has gone north determined, not to fail his king, finally reached a cold mountain village. Question 2: What do you think the general who went north will find in the cold mountain village?

EXCERPT III As he sat at the foot of the mountain, an old woman came by and sat next to him. The general pointed at the horizon and said, “I belong to a beautiful kingdom, where it has not rained for a whole year. Can you help me find water?” The woman motioned the general follow her up the mountain and into a cave. “We have no water in our country either,” she said. Then, pointing to the icicles in the cave, she continued, “We call this ice. Take some and your kingdom will never go thirsty again.” Question 3: What do you think will happen to the icicles on the journey? What will the general do? Question 4: In your opinion, why do you think the old woman told the general to take some icicles back to his kingdom?50

EXCERPT IV The general broke off a huge piece, loaded it onto his horse-cart and rushed back home. By the time he reached the court, the enormous icicle had melted into a small lump of ice. Nobody in the court had ever seen ice, so everybody gazed at it with wonder. “This must be a water-seed,” one of the ministers exclaimed. Suddenly, the king ordered the water-seed to be sowed immediately. While the farmers dug the hole, the lump dwindled in the sun. They swiftly placed the seed in the hole but before they could cover it, it had vanished. Question 5: What do you think happened to the seed? What will the farmers do?

EXCERPT V The farmers there got confused and worried. They dug the earth deeper and deeper into the night, looking for the mysterious seed. After the break of dawn, the king found the farmers fast asleep around a hole. Curiously he peeped in and cried out in amazement. Question 6: Why did the king cry out? What had happened?

5.

After Question 6 is discussed, show pupils the final Excerpt (Excerpt VI)

EXCERPT VI “Wake up my worthy men, the water-seed had sprouted! There’s water in the hole.” This is how the first well was created.

6.

Encourage pupils to give opinions about the story. Examples: Do you like the story? Why? What can you learn from the story? 51

Post-Reading 7.

Ask pupils to work in pairs to pick a character from the story and write about him or her. Guide pupils to write simple sentences.

.

We like ………………………….. because ……………………………................

…………………………………………………………………………………………

…………………………………………………………………………………………

52

THE FIRST WELL There once was a small kingdom around a lake. One very hot summer, it did not rain and the lake dried up. People grew anxious and went to the king. “It has not rained for so long. Our fields are barren!” said the farmers. “There’s no fish to catch. How shall we earn a living?” asked the fishermen. “Save us from disaster, good king,” urged the women as the children cried with thirst. The king sent his four generals to search for water in all directions. The first general went east, towards the sun rise, the second general to the south, to dust and heat. The third to the west where the sun sets, and the fourth, followed the North Star. They searched day and night, night and day, high and low they searched everywhere but in vain. Three of the generals returned empty handed. But the general who has gone north determined, not to fail his king, finally reached a cold mountain village. As he sat at the foot of the mountain, an old woman came by and sat next to him. The general pointed at the horizon and said, “I belong to a beautiful kingdom, where it has not rained for a whole year, can you help me find water?” The woman motioned the general to follow her up the mountain and inside a cave. “We have no water in our country either,” she said. Then, pointing to the icicles in the cave, she continued, “We call this ice. Take some and your kingdom will never go thirsty again.” The general broke off a huge piece, loaded it onto his horse-cart and rushed back home. By the time he reached the court, the enormous icicle had melted into a small lump of ice. Nobody in the court had ever seen ice, so everybody gazed at it with wonder. “This must be a water-seed,” one of the ministers exclaimed. Suddenly, the king ordered the water-seed to be sowed immediately. While the farmers dug the hole, the lump dwindled in the sun. They swiftly placed the seed in the hole but before they could cover it, it had vanished. The farmers there got confused and worried. They dug the earth deeper and deeper into the night, looking for the mysterious

53

seed. After the break of dawn, the king found the farmers fast asleep around a hole. Curiously he peeped in and cried out in amazement. “Wake up my worthy men, the water-seed had sprouted! hole.” This is how the first well was created.

54

There’s water in the

Theme :

World Of Stories

Topic:

Asian Folk Tales

Learning Standards:

3.1.1 (a) (b), 3.2.3 (a) (b)

Objectives:

By the end of the lesson, pupils should be able to (i)

write phrases and sentences in neat legible print.

(ii)

write simple sentences based on visual stimuli taken from the story.

(iii)

write sentences with correct punctuation such as apostrophe, comma, exclamation and speech markers /quotation marks.

Time:

60 minutes

Teaching Aids:

Task sheets 1-6, video clip (The First Well), story excerpts

Added Value:

Contextualism

Steps: Pre-Writing 1.

Play the video clip of the story. Ask questions to help pupils to recall the story.

2.

Display Excerpt 1. Draw pupils’ attention to the punctuation used. *The different punctuation marks are differentiated by colours.

3.

Explain the use of the apostrophe and speech markers in the story. (Refer to the notes below.) Examples: “It has not rained for so long. Our fields are barren!” said the farmers. (speech markets) “There’s no fish to catch. How shall we earn a living?” asked the fishermen. (apostrophe) “Save us from disaster, good king,” urged the women as the children cried with thirst. (speech markers)

55

Writing 4.

Divide pupils into groups.

5.

Distribute Task Sheets 1, 4 and 5 and the related excerpts to each group. Guide pupils to complete the task. Task Sheet 1 and Excerpt 1 Task Sheet 4 and Excerpt 6 Task Sheet 5 and Excerpt 3

6.

Guide pupils to complete the speech bubbles in Task Sheets 2 and 3.

Note: Tell pupils that speech markers (quotation marks) are only used when writing direct speech/quoted structure. When they are written inside speech bubbles, the speech markers are omitted.

56

TASK SHEET I ( Excerpt 1) Complete the speech bubbles. Rewrite and punctuate correctly.

What’s wrong, my people?

The king asked, “What’s wrong, my people?” ……………………………………………………………………………………….. ……………………………………………………………………………………….. ……………………………………………………………………………………….. ………………………………………………………………………………………...

57

TASK SHEET 2 (Excerpt 4) Complete the speech bubbles. Rewrite and punctuate correctly.

…………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………

58

TASK SHEET 3 (Excerpt 2) Complete the speech bubbles. Rewrite and punctuate correctly.

……………………………………………………………………………………………………………………………………………………. ……………………………………………………………………………………………………………………………………………………. ……………………………………………………………………………………………………………………………………………………. ……………………………………………………………………………………………………………………………………………….……

59

TASK SHEET 4 (Excerpt 6) Complete the speech bubbles. Rewrite and punctuate correctly.

………………………………………………………………………………………………………………………………………………….. …………………………………………………………………………………………………………………………………………………..

60

TASK SHEET 5 (Excerpt 3) Complete the speech bubbles. Rewrite and punctuate correctly.

………………………………………………………………………………………………………………………………………………… …………………………………………..……………………………………………………………………………………………………. ……………………………………………………………………………………………………………………………………………..…

61

Feedback 7.

Distribute Task Sheet 6.

8.

Ask pupils to work individually on Task sheet 6. Guide them when necessary.

9.

Display the answers on PowerPoint. Ask pupils to check their answers.

62

TASK SHEET 6 Insert the apostrophe and speech markers in the correct places in the story below. The Little Fish And The Big Fat Bean Hello, Fatso, she called to the bean. Hello, Midge, the bean called back. The little fish felt very hurt that she should be called that. She burst into tears and hurried off to complain to her mother about it. Oh, mother! She wailed. That big fat bean called me Midge, of all things! I m not as tiny as that, am I? I even have a tail. Perhaps you hurt the beans feelings yourself in some way, said the mother fish. Oh, no mother dear, I didnt! Well, let s swim back to the bank again and I ll ask the bean what made him say such a thing. And the two of them, mother and daughter, made for the bank. Good morning, Mr. Bean! the mother fish called. Good morning to you, Mrs. Fish! the bean called back. Tell me Mr. Bean, what made you hurt my little daughter s feelings why did you call her Midge? She only got what she deserved. She called me Fatso, so I called her Midge in return!

63

Theme :

World Of Stories

Topic:

Adjectives

Learning Standards:

5.1.6 (a) (b)

Objectives:

Pupils should be able to (i)

identify adjectives in the story.

(ii)

write simple sentences containing adjectives

(iii)

make sentences with comparatives and superlatives

Time:

60 minutes

Teaching Aids:

Text of the story

Added Values:

Multiple Intelligences

Steps: Presentation 1. Get pupils to give examples of adjectives.

Notes: Adjectives describe the objects, people and animals and they always come immediately before the noun they are describing. Examples:

A red balloon, a beautiful baby, a fast horse, a big, white house, an Indian restaurant

Also used as a complement and they come immediately after the verb. Examples: The house is big. The horse is tame.

64

2. Distribute the story ‘The Little Fish and the Big Fat Bean’ to the pupils. 3. Get pupils to underline the adjectives found in the story.

The Little Fish And The Big Fat Bean By Nguyen Thi La

One day, a little fish was out swimming in the river with her mother. The water was clear and warm, but the little fish wanted to swim faster and go farther. So the little fish swam on and on till she reached the riverbank. She looked, and there, growing on the bank, she saw a large bean stalk and on the bean stalk, a big, fat bean. The little fish thought that she had never seen anything so funny. “Hello, Fatso,” she called to the bean. “Hello, Midge,” the bean called back. The little fish felt very hurt that she should be called that. She burst into tears and hurried off to complain to her mother about it. “Oh, mother!” she wailed. “That big fat bean called me Midge, of all things! I’m not as tiny as that, am I? I even have a tail.” “Perhaps you hurt the bean’s feelings yourself in some way,” said the mother fish. “Oh, no mother dear, I didn’t!” “Well, let’s swim back to the bank again and I’ll ask the bean what made him say such a thing.” And the two of them, mother and daughter, made for the bank. “Good morning, Mr. Bean!” the mother fish called. “Good morning to you, Mrs. Fish!” the bean called back. “Tell me Mr. Bean, what made you hurt my little daughter’s feelings? Why did you call her Midge?” “She only got what she deserved. She called me Fatso, so I called her Midge in return!”

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4. Explains the comparative and superlative forms of the adjectives (regular forms only). Examples: big, bigger, biggest,

small, smaller, smallest

5. Divide pupils into three groups. Get the first group to call out an adjective, the second group to say the comparative form and the third group to say the superlative form. Repeat the activity. Production Note: Prior to the lesson, prepare sets of word cards. Each set has three word cards. (an adjective, its comparative, its superlative) Example:

6. Jumbled up the cards. Distribute one card to each pupil. Get pupils to form appropriate sets of adjectives. Examples:

tall

taller

tallest

small smaller

smallest

7. Get the groups of 3 to construct three sentences and present them to the class. Examples: (a) The mango tree is tall. (b) The banana tree is taller. (c) The coconut tree is the tallest.

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SAMPLE PARTS THAT CAN BE ACTED OUT

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Theme:

World of Knowledge

Topic:

Save the Earth

Learning Standards:

1.1.3, 1.1.4

Objectives:

By the end of the lesson, pupils will be able to (i) listen to a song and identify the words heard correctly. (ii) talk about how they can save the earth based on the video

Time:

60 minutes

Teaching Aids:

video clip, ’Save the Earth’, song, ‘Earth Song, song lyrics, Task Sheet 1.

Added Values:

Values and Citizenship

Steps: Pre-Listening 1. Show pupils the music video for the ‘Earth Song’ (muted). 2. Pupils talk about what they see happening to the earth in the video.

While-Listening 3. Pupils listen to the ‘Earth Song’ and answer the questions on Task Sheet 1

Earth Song By Michael Jackson What about sunrise? What about rain? What about all the things? That you said we were to gain... What about killing fields? Is there a time? What about all the things? That you said was yours and mine Did you ever stop to notice? All the blood we shed before Did you ever stop to notice This crying Earth these weeping shores Aaaaaaaaaaaa ooooooooooo Task Sheet 1

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Task Sheet 1 Name: ______________________

Class: Year 4 __________

Listen to the song and tick the correct answers.

Earth Song By Michael Jackson sunrise

What about (1)

?

fun fries

What about (2)

?

rain pain

What about all the (3)

thinks

?

things

That you said we were to gain yields

What about killing (4) Is there a (5)

fields lime

?

?

time

What about all the things? That you said was yours and (6)

fine mine

Did you ever stop to notice? All the (7)

we shed before

blood flood

Did you ever stop to notice This crying Earth these weeping (8)

shores chores

Aaaaaaaaaaaaaaaaa Ooooooooooo

5.

Teacher plays the song again and pupils check their answers.

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Post-Listening(Speaking) 4. Pupils watch another video-clip: ‘Save the Earth’. (www.youtube.com/watch?v=TBUkGR+Vq1A)

5. Draw a mind-map on the board and pupils brainstorm the questions below based on the video clip. (a) What’s happening to our earth? (b) What can we do to save our earth?

What’s happening to our earth? - forests on fire - hot climate - animals dying

How do we save our earth?

Save the Earth

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- reduce - reuse - recycle

Танкадо снова протянул руку. Пожилой человек отстранился. Танкадо посмотрел на женщину, поднеся исковерканные пальцы прямо к ее лицу, как бы умоляя понять. Кольцо снова блеснуло на солнце. Женщина отвернулась.

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