Teacher's Manual

CONTENT PAGE
Guidelines
Science- Based Lessons
1. Swing Along 1
2. Let ’s Par t y 8
3. Bigger and Smaller 19
4. Going Bananas! 23
5. W hat am I ? 29
6. Fun wit h W or ds 34
7. Silly Rap 43
8. Beach Boy 50
9. Old Newspaper s 58
10. Guess Me 62
11. Sear ch and Conquer 68
12. Let ’s Float 71
Mat hemat ics- Based Lessons
1. My Body Your Body 82

2. Get I t Right 87
3. Fr uit Tr ack 97
4. Opposit es At t r act 116
5. My Bedr oom My Heaven 124
6. Ar r ange and Or der 129
7. Go f or I t 133
8. My Kind of Town 139
9. Too Hot t o Handle 148
10. Tr y This 153
11. Let ’s Go Shopping! 159
12. W hat ’s My Line? 167
13. Row, Row, Row Your Boat 174
14. Lend Me Your Ear s 182
15. How Am I Dif f er ent ? 187
16. Guess W ho? 198
17. My Own W allpaper 205
18. Mix and Mat ch 216
Acknowledgement 225
Guidelines
1. During the first month of Form One, Science, Mathematics and English teachers
are exempted from carrying out teaching and learning activities based on their
respective syllabus. Instead they will carry out the English Language Orientation
Programme to prepare Form One pupils for the learning and teaching of Science
and Mathematics in English.
2. This module consists of 30 units – 12 are science-based and 18 are
mathematics-based.
3. The purpose of this module is to suggest possible activities that can be carried
out during the first month of Form One by Science, Mathematics and English
teachers during their respective lessons.
4. Teachers decide how many lessons each unit may take.
5. Each unit has the following headings:-
• Title
• Objective
• Duration
• Materials
• Procedure
• Assessment
• Notes for Teacher
6. The Title of a unit is chosen to reflect the theme of the lesson.
7. The words listed under Objective are the target vocabulary for each unit.
Teachers must ensure that after going through an activity, pupils are able to
pronounce, spell and understand the use of these words.
8. The time allocated under Duration of each unit is just a rough guide. Teachers
can adjust the time to suit their pupils’ needs.
9. Teachers may modify the activities to suit pupils’ level of proficiency.
10. The Procedure is designed to help teachers carry out an activity step-by-step.
11. The Assessment is in the form of spelling tests. The same spelling test is carried
out as the pre-test and post-test.
12. The section Notes for Teacher may consist of Answer Key and additional
information on an activity.
13. Some units may have additional materials such as Teacher Resource(TR),
Handouts(HO) and Worksheets(WS).
Title: SWI NG ALONG
Objective: Pupils should be able to pronounce, spell and understand

the use of the following words: -
1. backward
2. forward
3. pull
4. stretch
5. swing
Duration: 40 minutes
Materials: 1. sentence cards

2. board game
3. dice
4. chips for each pupil
Procedure: 1. Pre-test (refer to Assessment)

2. Activity 1
a. Teacher leads a five-minute physical exercise using
the following instructions.
1. Pull your friend’s hand.
2. Swing your arms.
3. Walk backward.
4. Walk forward.
5. Stretch your arms.
3 Activity 2
a. Teacher calls out 5 students at random. Teacher
gives each pupil a sentence card.
(Teacher Resource 1).
b. Pupils read their cards silently and do the action. The
class guesses the word being acted out.
1
4 Activity 3
a. Pupils complete Worksheet 1. The first pupil with all
the correct answers receives a gift.
5 Activity 4
a. In groups of 4 pupils play the board game (Game
Board). Teacher explains how to play the game.
Instructions for board game
1. Throw the dice.
2. Move your chips accordingly.
3. If you land on a box with an instruction they do what
is written there.
4. The first person to reach Home is the winner.
6 Activity 5
a. Pupils do Worksheet 2. Teacher discusses the
answers.
7. Post-test (refer to Assessment)
Assessment: Teacher carries out a spelling test using the target

words (see Objective) as a pre-test. Results are
recorded. The same spelling test will be given as a
post-test. Results are recorded and compared with the
pre-test to gauge the performance of the pupils.
2
Answer Key
Worksheet 1
a. swing b. pull c. backward d. stretch e. forward
Worksheet 2
1. swing 2. pull 3. stretch 4. backward

5. forward
3
Teacher Resource 1
Note: Make only one copy.

Cut out the strips.
Stretch your arms.
Swing your arms.
Bring your arms forward.
Bring your arms backward.
Pull your friend’s arm
4
GAME BOARD Swing Along
16 17 18
Move
Swing
backward 3
f orward 3 19
st eps
st eps
20
15
14
Move
backward 12
13 Pull t his 2 11
3 st eps st eps ahead
10
Swing 9
6 7 8
Move back 2
f or war d st eps
3 st eps
3 2 St r et ch
1
f or war d 2
st eps
1. Throw the dice.

2. Move your chips accordingly.
3. If you land on a box with an instruction, do what is written there.
4. The person who reaches HOME first is the winner.
5
WORKSHEET 1 Swing Along
6
WORKSHEET 2 Swing Along
Fill in the blanks with the correct words.
backward forward swing stretch pull
Last Saturday, my family and I visited the zoo. It was really very exciting.
We saw monkeys ______________ (1) from pole to pole in their cages. Some
of them tried to _______________ (2) the gate. They made chattering noises
to attract our attention. I saw my younger brother _______________ (3) his
arm out to touch one of the monkeys. My mum became alarmed and pulled
him ______________ (4) immediately. My dad told us to move
__________________ (5) to the next area where the Orang Utans were kept.
7
Title: LET’S PARTY

the use of the following phrasal verbs:-
1. blow out
2. breathe in
3. consist of
4. fill up
5. find out
6. go off
7. made up
8. put into
9. set up
10. use up
Materials: 1. flash cards of target words

2. Sentence cards (Refer to Teacher Resource 1 – 4 )
Procedure:
1. Pre-test (refer to Assessment)
2. Activity 1
a. Teacher shows the flash cards and reads out the
phrasal verbs. Pupils repeat after teacher. Teacher
explains the meanings of the phrasal verbs.
b. Pupils are divided into groups. Pupils do Worksheet 1.
Teacher shows the flash cards one by one and pupils
find the answers in their worksheets individually.
c. In their groups, pupils discuss and write their answers
in their worksheets.
d. Teacher calls pupils at random to read out their
answers.
e. Teacher discusses the answers.
8
3. Activity 2 – Musical Chairs
a. Teacher divides class into 4 groups.
b. The number of chairs used should always be one less
than the number of pupils participating.
Eg: 10 pupils to 9 chairs.
Teacher plays music. Pupils walk around the chairs.
c. When teacher stops the music, pupils sit on the chairs.
d. The pupil who remains standing is given a card. The
pupil reads the sentence silently, chooses the correct
answer to complete the sentence and then reads the
answer aloud. (Teacher Resource 1)
e. If the pupil is unable to answer within 30 seconds, he
or she can call any pupil to help. The game continues
until all the 5 sentences are completed.
f. The game continues with group 2, then group 3 and
finally group 4. (Teacher Resource 2, 3 and 4)
4. Activity 3
a. Pupils return to their places and do Worksheet 2.

9
Answer Key
Worksheet 1
1. find out 2. set up 3. go off 4. use up

5. made up 6. blow out 7. breathe in 8. put into
9. consist of 10. fill up
Teacher Resource 1
1. a 2. b 3. a 4. b 5. a 6. a 7. a 8. b 9. b 10. a
Teacher Resource 2
1. sets up 2. uses up 3. finds out 4. consist of

5. made up of 6. breathes in 7. blows out 8. go off
9. puts…into 10. fills up
10
TEACHER RESOURCE 1
Note: Make one copy.

Cut and paste on card.
GROUP 1
(1) (2)
Amy ______ the Mother _____ the

candles. dinner table.
a. blows out a. sets off

b. blows up b. sets up
(3) (4)
We must _____ the Our class _____ 40

name of this creature. students.
a. find out a. consists out

b. find up b. consists of
(5)
Water is ______
hydrogen and
oxygen.
a. made up of
b. made out
11
TEACHER RESOURCE 2
GROUP 2
(6) (7)
We must _______ Hana _____ all the

clean air to stay sugar in the bottle.
healthy.
a. uses up
a. breathe in b. uses in
b. breathe up
(8) (9)
The flame _____ Amir ____ the pencils

when there is no _____ the box.
more oxygen.
a. puts … up
a. goes up b puts … into
b. goes off
(10)
Please ____ this

bottle with clean
water.
a. fill up
b. fill out
12
TEACHER RESOURCE 3
GROUP 3
Cut out the strips.
Today is Amy’s birthday party. Her mother

__________________(1) the table.
Her Mum __________(2) the whole table.
Amy’s father __________ (3) the names of the
guests.
The guests ____________(4) Amy’s friends and

neighbours.
Soon it is time to cut a cake. The cake is
____________(5) chocolate and cream.
13
TEACHER RESOURCE 3
GROUP 4
Amy ________ (6) deeply.
She makes a wish and ____________(7) the candles.
The flames _____________ (8) and everyone claps.
Amy’s mother removes the candles and _________

them ______ (9) a box.
Amy ___________ (10) the plates with food.
Everyone enjoys eating the food.
14
WORKSHEET 1 Let’s Party
Fill in the blanks with the phrases given in the box below.
blow out fill up set up put into made up

use up go off find out breathe in consists of
Phrases Meanings
1 _____________ = get information
2 _____________ = arrange
3 _____________ = stop burning
4 _____________ = finish up
5 _____________ = form
6 _____________ = to stop something burning
7 _____________ = to take air into your lungs
8 _____________ = to add
9 _____________ = compose of
10 _____________ = to make full
15
Circle the correct answers.
(1) (2)
Amy ______ the Mother _____ the

candles. dinner table.
a. blows out a. sets off

b. blows up b. sets up
(3) (4)
We must _____ the Our class _____ 40

name of this creature. students.
a. find out a. consists out

b. find up b. consists of
(5) (6)
Water is ______ We must _______

hydrogen and clean air to stay
oxygen. healthy.
a. made up of a. breathe in
b. made out b. breathe up
16
(7) (8)
Hana _____ all the The flame _____

sugar in the bottle. when there is no
more oxygen.
a. uses up
b. uses in a. goes up
b. goes off
(9) (10)
Amir ____ the pencils Please ____ this

_____ the box. bottle with clean
water.
a. puts … up
b puts … into a. fill up
b. fill out
17
B. Fill in the blanks with the correct answers.
Today is Amy’s birthday party. Her mother

__________________(1) the table.
Her Mum __________(2) the whole table.
Amy’s father __________ (3) the names of the
guests.
The guests ____________(4) Amy’s friends and

neighbours.
Soon it is time to cut a cake. The cake is
____________(5) chocolate and cream.
Amy ________ (6) deeply.
She makes a wish and ____________(7) the
candles.
The flames _____________ (8) and everyone
claps.
Amy’s mother removes the candles and _________

them ______ (9) a box.
Amy ___________ (10) the plates with food.
Everyone enjoys eating the food.
18
Title: BI GGER AND SMALLER

the use of the following words:-
1. bigger
2. contract
3. expand
4. smaller
Materials: 1. dictionaries
2. balloons
Procedure: 1. Pre-test (refer to the Assessment)

2. Activity 1
a. Teacher asks a pupil to blow a balloon and then show
the balloon to the class.
b. Teacher asks the pupil to blow the same balloon bigger.
Teacher tells pupils that the balloon is now ‘bigger’.
c. Teacher then explains that the balloon has expanded.
d. Teacher releases the air in the balloon and asks
pupils, ‘Is the balloon bigger or smaller now?’ Pupils
say ‘smaller’. Teacher replies, ‘Good, it has
contracted.’
e. Teacher distributes flat balloons to 4 pupils.
f. Pupils blow the balloons when teacher says the word
‘expand’. When teacher says ‘contract’ pupils release
the air from the balloon.
19
3. Activity 2
a. Pupils do Worksheet 1. Teacher discusses the
answers.
b. Teacher recites the Jazz Chant once to the class and
then the class will recite together with the teacher.
c. The class is then divided into groups. Each group
takes turns to recite the Jazz Chant.
4. Activity 3
a. Pupils do Worksheet 2.
c. Teacher discusses the answers with the pupils.

pre-test to gauge the performance of pupils.
Answer Key
Worksheet 1
1. bigger , expand
2. expand, smaller, contract
Worksheet 2
(a)
Words Meanings
expand become smaller or shorter
contract become bigger or longer
(b)
Bigger
Smaller
20
WORKSHEET 1 Bigger And Smaller
Read the jazz chant below and then answer the following questions.
Bigger and smaller
Who are they? Who are they?
Pak Din and Mak Yam (2x)
What happened to them? (2x)
Got married one day (2x) They had children (2x)
Jasmin, Murni and Mawi.
Pak Din’s family got bigger and bigger.
The family was expanding, expanding.
Who grew up? Who grew up?
The children did. (2X) They got married. (2X)
They had children, they had children.
They had fun, They had fun.
Blowing balloons, blowing balloons.
Balloons expand, balloons contract.
Expand and contract (2X)
Yes! Yes! Bigger and smaller. Bigger and smaller.
Smaller and bigger, smaller and bigger.
Pak Din’s and Mak Yam’s family got bigger and bigger.
Yes! Yes! Expanding, expanding.
Then Jasmin, Murni and Mawi moved out,
Moved out to their own homes, their own homes.
Now Pak Din and Mak Yam are alone again. Alone again.
Has Pak Din and Mak Yam’s family become smaller? Become smaller?
No, it hasn’t. No, it hasn’t.
Once a family, always a family, always a family.
1. If Pak Din and Mak Yam’s grandchildren have children the family will get
________. In other words, the family will _________.
2. When the children blow the balloons, the balloons _________. When they
release the air from the balloons, the balloons become ________. In other words,
the balloons ______________.
21
WORKSHEET 2 Bigger And Smaller
a) Match the words to their meanings. You are encouraged to use a

dictionary.
Words Meanings
expand become smaller or shorter
contract become bigger or longer
b) Match the pictures of the balloons to the correct words.
BIGGER
SMALLER
22
Tit le: GOI NG BANANAS!

the use the following words:-
1. cover
2. mix
3. peel
4. pour
5. put
Materials: a banana, a fork, a bowl, a straw,

some milk, a tumbler with cover,
sets of sentence strips (Teacher Resource 1), blue tack

2. Activity 1
a. Teacher demonstrates how to make banana milk
shake.
b. As the teacher demonstrates, she says the steps
aloud and repeats the target words (in bold) a few
times.
Steps:
1. Peel a banana and put it into a bowl.
2. Mash the banana.
3. Pour some milk into a tumbler.
4. Mix the mashed banana and milk together.
5. Cover the top of the tumbler and shake it a few
times.
6. Put a straw into the tumbler and enjoy your
banana milk shake.
3. Activity 2
a. Teacher divides pupils into groups of five.
b. Each group is given a set of sentence strips. (Teacher
Resource 1)
23
c. Each group arranges the sentence strips in the correct
sequence.
d. The first group that completes this activity correctly is
the winner.
e. The winning group displays the answers on the board.
f. Teacher asks a few pupils to read aloud the
sentences on the board.
4. Activity 3
a. Pupils complete Worksheets 1and 2 .

pretest to gauge the performance of the pupils.
24
Answer Key
Worksheet 1
1. Peel a banana and put it into a bowl.

2. Mash the banana.
3. Pour some milk into a tumbler.
4. Mix the mashed banana and milk together.
5. Cover the top of the tumbler and shake it a few times.
6. Put a straw into the tumbler and enjoy your banana milk shake.
Worksheet 2
1. Peel
2. Pour
3. Mix
4. Cover
5. Put
25
Teacher Resource 1
Note: Make enough copies for the groups.

Cut out strips and give each group a set
Peel a banana and put it into a

bowl.
Mash the banana.
Pour some milk into a tumbler.
Mix the mashed banana and milk

together.
Cover the top of the tumbler and

shake it a few times.
Put a straw into the tumbler and

enjoy your banana milk shake.
26
Going Bananas
WORKSHEET 1
Write down the steps on how to make banana milkshake.
27
WORKSHEET 2 Going Bananas
Fill in the blanks using the words given below.
Peel Mix Cover Pour Put
________ the apple before you eat it.
_________ some water into the glass.
___________ the ingredients in a bowl.
____________ your eyes with a piece of cloth.
____________ the groceries into the paper bag.
28
Title: WHAT AM I ?

1. charcoal
2. fire
3. firewood
4. fuel
5. gas

2. pictures of target words
2. riddle strips (Teacher Resource 1)

2. Activity 1
a. Teacher shows the flash cards with the words and
pictures. Teacher reads out the words. Pupils repeat
after teacher.
b. Pupils work in pairs and do Worksheet 1.
c. Teacher calls 4 pairs at random. Each pair reads out
their answer.
3. Activity 2
a. Teacher calls out 5 pupils. Each pupil is given a riddle
strip (Teacher Resource 1). The first pupil reads out
the first riddle strip aloud. The whole class listens and
guesses the answer. This step is repeated until all the
riddles are solved.
4. Activity 3
a. Teacher distributes Worksheet 2. Pupils answer
individually.
29
b. Teacher calls pupils at random. Each pupil reads out
the answer.
c. Teacher instructs pupils to paste the completed
worksheets into their exercise books.

pre-test to gauge the effectiveness of the module.
Answer Key
Worksheet 1
a. (2) Firewood b. (1) Charcoal c. (3) Gas
Teacher Resource 1
1. charcoal 2. firewood 3. gas 4.fire 5. fuel
Worksheet 2
1. fuel 2. gas 3. charcoal 4. firewood
5. fire
30
Teacher Resource 1
RIDDLE STRIPS
Note: Make one copy only.
Cut out the riddle strips.
(1)
I am black, har d and solid.
I br ing war mt h t o t he wor ld.
W hat am I ?
(2)
I am har d, dr y and I bur n easily.
I come f r om a t r ee.
W hat am I ?
(3)
I am light and colour less.
You cannot cat ch me in your hands.
W hat am I ?
(4)
I am br ight and hot .
When I am small, I ’m your f r iend.
But when I ’m big, I become your enemy
W hat am I ?
(5)
Wood, char coal, pet r ol, f ir ewood and gas
ar e member s of my f amily
W hat am I ?
31
WORKSHEET 1 What Am I?
Match the words in the boxes to the pictures. Write the corresponding
numbers in the brackets.
(1) Charcoal (2) Firewood (3) Gas
Fuel
a (______ ) b (______ )
c (______ )
32
WORKSHEET 2 What Am I?
Fill in the blanks with the correct words from the box below.
charcoal fire firewood fuel gas
Last Saturday, my family and I decided to go for a picnic. My dad

wanted us to cook our lunch at the picnic spot. My mum became worried.
‘What about the ______ (1) we need to cook the food?’ she asked. ‘I
can’t possibly use _______ (2) like I do at home. It’ll be too difficult to take the
gas tank along.’
‘We can take some _______ (3) from home,’ I suggested.
‘That’s a good idea. We can have a barbeque then,’ my dad added
excitedly.
‘In that case we can also search for _______ (4) to use as fuel,’ my
brother said. ‘It’ll be fun, Mum.’ There are plenty of twigs and branches at the
picnic site.
‘Remember to bring along a box of matches. Otherwise, we won’t be
able to start a _______ (5),’ my mum reminded.
‘Why not? It’ll be exciting to start a fire by rubbing twigs together like
cavemen did,’ I said and we all laughed happily.
33
Title: FUN WI TH WORDS

1. fill
2. measure
3. observe
4. paste
5. remove
6. replace
7. record
8. repeat
Duration: 40 - 80 minutes
Materials: 1. flashcards with the target words written on them.

2. sentence strips enough for the whole class.
3. suitable materials for Activity 1 (e.g. Ruler to show
measure; beaker and water to show fill, glue and paper to
show paste etc.)

2. Activity 1 (Let’s Mime)
a. Teacher shows the flashcards and reads out the
words. Pupils repeat after the teacher.
b. Teacher says the words, shows the meanings of the
words through actions and repeats the words (e.g.
Teacher uses a ruler to measure). This is done for all
the words.
c. Teacher calls out 8 pupils at random. Each pupil is
given a word. The pupils take turns to act out the word
and the other pupils guess and say out the word. If the
pupil is unable to act out the word, he or she can call
a friend to help out.
34
3. Activity 2 (Come Pair with Me - game)
a. Pupils are divided into groups. Each group is divided
into ‘A’ and ‘B’. Each pupil in the group is given a
sentence strip (Refer to Teacher Resource 1).
b. Pupil ‘A’ reads aloud the sentence strip. Others listen.
Then pupil ‘B’ who has the matching sentence strip
reads out his or her strip. Then pupil ‘A’ and ‘B’ stand
side by side. This step is repeated until all the pupils
in the group are in pairs.
4. Activity 3 (Little Poets)
a. In pairs, pupils read the poems in Worksheet 1.
b. Pupils discuss and replace the underlined words with
the target words.
c. Teacher calls out 4 pairs at random and the pairs
present their answers. Other pupils check their
answers.
5. Activity 4 (Puzzle Me)

a. Pupils do a crossword puzzle in Worksheet 2.

35
Answer Key
Activity 2
A: Mum, my glass is empty.
B: Fill it with juice.
A: Coach, the ball is deflated.
B: Replace it with a new one.
A: Dad, the bag is full.
B: Remove some things.
A: Captain, I can’t follow the steps.
B: Observe how I do it.
A: Puan Ros, I have finished doing the experiment.
B: Record the results in your book.
A: Miss Lisa, I have done the experiment using a cockroach.
B: Now, repeat it using beans instead.
A: Sister, let’s bake a cake for Mum.
B: Measure the ingredients first.
A: Brother, I have sealed the envelope.
B: Now paste the stamp on it.
A: Mum, the bowl is empty.
B: Fill it with soup.
A: Coach, the badminton net is damaged.
A: Dad, the box is full.
A: Captain, I don’t know how to play the game.
B: Observe how the other players do it.
A: Puan Ina, I have finished measuring the table.
B: Record the measurement in your book.
A: Miss Tan, I have finished the exercise.
B: Now, repeat the exercise with new words.
A: Sister, let’s sew the curtains for Mum.
B: Measure the length of the windows first.
36
A: Brother, I have cut out the pictures.
B: Now paste them in the scrap book.
Worksheet 1
1. Fill 2. Remove 3. Observe 4. Record
5. Repeat, repeat 6. measure 7. Replace 8. Paste
Worksheet 2
F
I M
R E P L A C E P
E L A R A
P S E S
O B S E R V E U C T
A R E M O V E
T E R
D
37
Teacher Resource 1
Cut out the strips.
A: Mum, my glass is empty.
B: Fill it with juice.
A: Coach, the ball is deflated.
A: Dad, the bag is full.
A: Captain, I can’t follow the steps.
A: Puan Ros, I have finished doing the experiment.
B: Record the results in your book.
A: Miss Lisa, I have done the experiment using a cockroach.
B: Now, repeat it using beans instead.
A: Sister, let’s bake a cake for Mum.
A: Brother, I have sealed the envelope.
B: Now paste the stamp on it.
38
A: Mum, the cups are empty.
B: Fill them with tea.
A: Coach, the hockey stick is broken.
A: Dad, the cupboard is full.
A: Captain, I don’t understand the steps.
A: Miss Lim, I have weighed the bottle.
B: Record the weight in your book.
A: Mr. Ravi, I have completed the Maths exercise.
B: Now, repeat the exercise using different numbers instead.
A: Sister, let’s bake some cookies for Mum.
B: Now paste them on a card.
39
A: Mum, the bowl is empty.
B: Fill it with soup.
A: Coach, the badminton net is damaged.
A: Dad, the box is full.
A: Captain, I don’t know how to play the game.
B: Observe how the other players do it.
A: Puan Ina, I have finished measuring the table.
B: Record the measurement in your book.
A: Miss Tan, I have finished the exercise.
B: Now, repeat the exercise with new words.
A: Sister, let’s sew the curtains for Mum.
B: Measure the length of the windows first.
B: Now paste them in the scrap book.
40
WORKSHEET 1 Fun With Words
Replace the underlined words with the words in the box.
repeat remove paste measure

replace observe fill record
Close your eyes very gently,

Breathe in slowly and deeply.
Make full (1) your heart with happiness,
Take away (2) every bit of sadness.
Study hard, pay attention,

Never lose your concentration.
Watch (3) all things carefully,
Note down (4) all details diligently.
Say again, say again, (5) say once more,

It will never really be a bore.
The sweetness and depth I cannot gauge, (6)
Listening again and again is a pleasure.
Happy moments in my life,

Substitute (7) them I cannot survive.
Glue (8) them forever in my heart,
From my heart they’ll never depart.
41
WORKSHEET 2 Fun With Words
Complete the puzzle below.
PUZZLE ME!
Across
3. When something is old and broken you should ________it with

something new.
6. This word means watch with care and attention.
7. This word is the opposite of '
add'
Down
1. We cannot do this if a container is full.
2. If we want to know the length of something we must _____________
it.
3. This word means do something again.
4. You can use glue to do this.
5. We do this after an experiment.
42
Title: SI LLY RAP
Objective: Students should be able to pronounce, spell and understand
the following words:-
1. cold
2. cool
3. flow
4. heat
5. hot
6. melt
7. warm

2. dice
3. two empty boxes
4. sentence strips (Teacher Resource 1)
Procedure 1. Pre-test (refer to Assessment)

2. Activity 1
words. Pupils repeat after teacher.
b. Teacher shows the flash cards and reads out the
words one word at a time again.
c. Pupils guess the meaning and write down the words
in Worksheet 1.
d. After showing all the words, teacher calls pupils at
random to read out the answers.
3. Activity 2
a. In groups pupils Worksheet 2.
b. Teacher calls pupils at random to read out the answer.
c. Teacher asks pupils to practise the verses in anyway
they want. (sing, rap, recite etc)
d. Pupils present the verses.
43
4. Activity 3 (game)
a. Teacher tells pupils that this is a game with a dice.
b. Pupils throw the dice to pick a sentence strip from
any of the 2 boxes (Teacher Resource 1).
c. Numbers 1, 2, 3 on the dice are for questions from
box A.
d. Numbers 4, 5, 6 on the dice are for questions from
box B.
e. If the pupil in the selected group cannot answer the
question, then the question is open to the class.
f. The game continues until all the questions are
answered.
5. Activity 4
b. Teacher calls pupils at random to reads out the
answers.

44
Answer Key
Worksheet 1
1. hot 2. cold 3. melt 4. heat 5. warm
6. cool 7. flow
Worksheet 2
1. cold 2. cool 3. hot 4. warm 5. heat
6. melt 7. flow
Activity 3 (game with dice)

Box A
Fire is hot
Name something cold. E.g. ice
When we heat ice it will melt
Before you can fry an egg, you must heat the pan.
Rearrange these letters to form a word: ‘r m a w’ - warm
The opposite of ‘warm’ is cool.
A gentle wind is called breeze.
Rivers flow to the sea.
Box B
Opposite of cold. hot
If you play in the snow without a jacket, you will feel cold.
To make sugar syrup the sugar has to melt first.
You feel the heat when you touch a hot kettle.
When the food is cold, we have to warm it.
This word starts with ‘c’ and rhymes with ‘pool’. cool
When the breeze blew, the flowers moved.
This word starts with ‘f’ and rhymes with ‘blow’. flow
Worksheet 3
1. hot 2. heat 3. cool 4. cold 5. melt
6. warm 7. flow
45
Teacher Resource 1
Note: Make one copy only.
Cut into strips
Box A
Fire is ______________
Name something cold.
When we heat ice it ______________
Before you can fry an egg, you must ______________the pan.
Rearrange these letters to form a word: ‘r m a w’
The opposite of ‘warm’ is _________.
A gentle wind is called ______________.
Rivers ______________ to the sea.
Box B
Opposite of cold.
If you play in the snow without a jacket, you will feel______________
To make sugar syrup the sugar has to ______________ first.
You feel the ______________ when you touch a hot kettle.
When the food is cold, we have to ______________ it.
This word starts with ‘c’ and rhymes with ‘pool’.
When the ______________blew, the flowers moved.
This word starts with ‘f’ and rhymes with ‘blow’.
46
Silly Rap
WORKSHEET 1
Refer to the flash cards shown by your teacher. Guess the answer
and fill in the blanks.
1 ____________ = high temperature
2 ____________ = low temperature
3 ____________ = to become liquid
4 ____________ = being hot.
5 ____________ = slightly hot
6 ____________ = low in temperature but not cold.
7 ____________ = a smooth and steady movement of liquid.
47
WORKSHEET 2 Silly Rap
Fill in the blanks with the words from the box below.
melt hot cold warm

flow cool heat
Ice is ________(1),
Grows no mould.
________(2) breeze,
I might freeze.
Peas in a pot,
Makes me ________(3).
________(4) and nice,

Curry and rice.
________(5) kettle,
Melt the metal.
Ice-cream ________(6),
It, I held.
Rivers ________(7),
Man, you’re slow.
48
WORKSHEET 3 Silly Rap
Read the passage carefully. Unscramble the letters in the brackets

to form the correct spelling of the words. Fill in the blanks with the
words.
Picnic by t he sea
Last Saturday, my family and I went for a picnic at the beach. It

was a ____________ (tho) (1) day. The sun was shining brightly. We
could feel the ____________(aeth) (2) from the sand beneath our feet.
We rushed to the sea to ____________ (loco) (3) our feet. We felt better
when our feet touched the ____________ (oldc) (4) water. Then, we
came back to the beach and helped my mum to set up the food. Just
then an ice-cream vendor passed. My dad bought some ice-cream for
us. It was wonderful to feel the ice-cream ____________(teml) (5) in my
mouth. My brother took out the beach ball. He blew it. We played with
the ball but the ____________(rawm) (6) breeze kept blowing it to
different directions. Suddenly we felt the cold water from the sea
____________ (lwof) (7) onto our feet. We realized that the tide was
getting higher and it was time for lunch. My brother released the air from
the ball. He put it in his bag and we enjoyed our lunch which was
prepared by my mum.
49
Tit le: BEACH BOY

the use of the following words and phrases:-
1. difference
2. identify
3. is different from
4. is similar to
5. observe
6. similarity
Materials: 1. pictures/ graphics or diagrams

2. flash cards of target words

2. Activity 1
a. Teacher introduces the target words by showing the
flash cards and reading the words aloud.
b. Pupils repeat the words after the teacher.
c. Teacher affixes two pictures on the board. (Teacher
Resource 1 - Pictures 1 and 2)
d. Teacher asks pupils to look at the pictures carefully
and find 5 similarities between the 2 pictures.
e. At random, teacher calls pupils to tell the similarities in
between the 2 pictures.
f. Teacher sticks the flash cards of the words ‘observe’
and ‘identify’ on the board.
g. Teacher explains the meanings of the 2 words.
Example: You can find the similarities because you
have looked at the pictures carefully. You have
observed the pictures and identified the similarities.
50
3. Activity 2
a. Teacher puts up pictures 3 and 4 (Teacher Resource
1).
b. Pupils are asked to observe and identify the
differences.
c. At random teacher calls the pupils to tell the
differences.
d. Pupils do Worksheet 1. Teacher discusses answers.
4. Activity 3
a. Teacher divides pupils into five groups.
b. Pupils discuss the similarities and differences among
themselves based on the criteria given by the teacher.
(e.g. colour of the hair, shape of the face, …..etc. )
c. Pupils are asked to form 2 sentences using the
phrase ‘is similar to’ and 2 sentences using the
phrase ‘is different from’ based on their discussion.
Examples:
i. Johan’s uniform is similar to Mohan’s.
ii. Mary’s pencil case is similar to mine.
iii. Jalil’s watch is different from my watch.
iv. Laili’s hairstyle is different from Mei Mei’s.
d. At random teacher calls a pupil from each group to

read out one sentence.
5. Post-Test (refer to Assessment)

51
Answer key
Worksheet 1
Objects/material/things Similarities Differences
Balls shape size, type, colour,
design
Cats shape, size, type colour
Shirts size, type colour, design
52
Teacher Resource 1
Picture 1
53
Teacher Resource 1
Picture 2
54
Teacher Resource 1
Picture 3
55
Teacher Resource 1
Picture 4
56
WORKSHEET 1 Beach Boy
Choose the words that describe the similarities and differences of these
pictures. You may use the words more than once.
size shape design colour type
Objects/ material/ things Similarities Differences
57
Tit le: OLD NEWSPAPERS

1. accurate
2. fair
3. height
4. measure
5. span
Materials: 1. old newspapers

2. ruler
3. manila card
4. rubber bands
5. marker pens (green, yellow, red)

2. Activity 1
a. Pupils are divided into groups of six. Each group is
given a script. (Teacher Resource 1)
b. Teacher reads the script aloud together with the pupils.
(Pay attention to pronunciation, intonation and facial
expressions)
c. Pupils are given 40 minutes to
i. practise the sketch
ii. make masks of the characters (eg. Tomato,
Cheesy,
Curry Puff, Salad, Jelly and Narrator)
d. Pupils perform the sketch.
e. After the sketches, teacher asks questions to prompt
pupils to say the keywords.
Examples:
58
i. “How did Mr. Cheesy measure the height of the
newspaper?”
ii. “Is using the span a fair way of measuring?”
iii. “What did Salad use to measure?”
iv. “Which method is more accurate?”
3. Activity 2
a. Pupils complete a word maze Worksheet 1.

Answer Key
N E
A R T
P U A
S R
R I A F U
E C
M C
H E I G H T A
59
Teacher Resource 1
Dialogue Script
Narrator: Mr. Cheesy goes around the neighbourhood in his lorry buying
old newspapers for recycling.
Mr. Paper lama! Paper lama! Old newspapers! Old newspapers!

Cheesy: Suratkhabar lama! Suratkhabar lama!
Narrator: They pass by Puan Jelly’s house. His assistant, Curry Puff,
sees a pile of old newspapers in front of the house.
CurryPuff: Stop! I see some old newspapers there.
Narrator: Mr. Cheesy presses the horn and Puan Jelly comes out from
the house.
Mr. Do you want to sell the old newspapers?

Cheesy:
Pn Jelly: Yes! How much will you pay me?
Narrator: Mr. Cheesy and Curry Puff get down from the lorry and walk
towards the pile of old newspapers. Mr. Cheesy uses his
fingers to measure the height of the newspapers.
Mr. (Mr. Cheesy uses his fingers to show 3 spans).

Cheesy: Three ringgit for three spans!
Pn Jelly: Only three ringgit?
Narrator: Suddenly Puan Jelly’s daughter, Salad, comes out to join her
mother.
Salad Mum, how much is he paying you?
Pn Jelly: Only three ringgit!
Salad: What! That is not fair. He paid me five ringgit for the same
amount of newspapers last month.
Narrator: Mr. Cheesy scratches his head and thinks hard how to answer.
Mr. Are you sure? (Mr.Cheesy uses his thumb and little finger to
Cheesy: show the length of his span.)
These are the same fingers I used to measure.
Curry Puff: Boss, have your fingers grown longer?
Mr. Don’t be silly!

Cheesy:
60
WORKSHEET 1 Old Newspaper
WORD MAZE
Find the following words in the maze.
HEIGHT FAIR MEASURE ACCURATE SPAN
N R Y A L D E
W A F S H R T
Z C P A U H A
F V B S N MR
R I A F Y I U
S E T Y R L C
M P O Q A E C
H E I G H T A
61
Title: GUESS ME

the use of the following words and phrases:-
1. bottom
2. conical
3. daily
4. energy
5. evaporate
6. investigate
7. phenomena
8. temperature
Materials: 1. marker pens or crayons

2. Mahjong paper
3. flash cards of the target words

2. Activity 1
words. Pupils repeat after teacher.
b. Pupils do Worksheet 1.
c. Teacher discusses answers with pupils.
3. Activity 2 (Guess Me)

a. Teacher puts up 4 of the flash cards.
1. energy 2. daily 3. evaporate
4. phenomena
b. Teacher calls out 4 pupils at random. Teacher gives
each pupil a card. (Teacher Resource 1)
62
c. Pupil reads out the clues on the card aloud. The rest
of the class guesses the word.
d. This goes on until all the cards are used up.
4. Activity 3 (Minah the Wonder Girl)

a. Teacher divides class into groups of 5. Pupils do
Worksheet 2. Pupils read the story, discuss and
choose the best words to fill the blanks.
b. Teacher discusses the answers and pupils check.
Assessment: Teacher carries out a spelling test using the target words
(see Objective) as a pre-test. Results are recorded. The
same spelling test will be given as a post-test. Results
are recorded and compared with the pre-test to gauge the
performance of the pupils.
63
Answer Key
Worksheet 1
1. energy 2. daily 3. investigate 4. conical
5. temperature 6. phenomena 7. evaporation 8. bottom
Activity 2
Guess Me Guess Me
1. I am important. 1. I am associated with

2. I come in many forms liquid.
such as heat, solar, 2. I can change liquid to
sound, gas, petrol and gas.
electricity. 3. I am a 9 letter word.
3. I am a 6 letter word. 4. When I happen, water
4. I start with the letter ‘e’. dries up.
5. I start with the letter ‘e’.
Answer: energy Answer: evaporate
Guess Me Guess Me
1. I am associated with 1. I come without fail.

natural events. 2. I am very regular.
2. I can be a rainbow. 3. I am a 5 letter word.
3. I was Hurricane Katrina. 4. I appear with the sun.
4. I am a 10 letter word. 5. I start with the letter ‘d’
5. I start with the letter ‘p’.
Answer: phenomena Answer: daily
Worksheet 2
1. energy 2. phenomena 3. evaporate 4. conical
5. investigate 6. daily 7. bottom 8. temperature
64
Teacher Resource 1
Note: Make only one copy.

Paste onto manila card.
Cut them out.
Guess Me Guess Me
1. I am associated with
1. I am important.
liquid.
2. I come in many forms
2. I can change liquid to
such as heat, solar,
gas.
sound, gas, petrol and
3. I am a 9 letter word.
electricity.
4. When I happen, water
dries up.
Guess Me Guess Me
1. I am associated with
1. I come without fail.
natural events.
2. I am very regular.
2. I can be a rainbow.
3. I was Hurricane Katrina.
4. I appear with the sun.
5. I start with the letter ‘d’
5. I start with the letter ‘p’.
65
WORKSHEET 1 Guess Me
Fill in the blanks with the words given below.
energy bottom conical phenomena

temperature daily evaporation investigate
1 6
2 7
3 8
66
WORKSHEET 2 Guess Me
Complete the blanks with the words given below.

temperature energy evaporate investigate
conical daily phenomena
Minah t he Wonder Girl
Minah is a strong girl. She is full of ________(1). People call

her one of the natural ___________(2) on earth. This is because
she can make water ________(3). She does not have to heat it first.
This wonder girl carries her ________(4)shaped bag
everywhere with her. The bag is full of gadgets which she uses in
her part-time job. She sometimes helps her father to
_________(5)crimes.
As an investigator, Minah travels _________(6) with her
policeman father. They always interview people to get information.
Once, they had to jump into a lake. They wanted to find a pistol
which was lying at the _________(7) of the lake.
Minah likes hot weather and high _________(8). Minah and
her father are very close. Like the sun, she is the source of life to
him.
67
Tit le: SEARCH AND CONQUER

1. arrange
2. basic
3. complex
4. draw
5. function
6. label
7. prepare
8. simple
9. state
10. structure
Materials: 1. dictionaries
2. whiteboard markers
3. flash cards of the target words

2. Activity 1
a. Teacher distributes 2 cards each to 5 different groups
consisting of 7-8 pupils.
b. Teacher asks the groups to find the meanings of the
words from the dictionary.
3. Activity 2
a. Teacher asks the groups to present their findings by
acting it out or drawing pictures. Members from the
other groups guess the words. Time limit is given by
the teacher for this activity e.g. 2 minutes for each
word.
68
b. The same groups that have presented the words put
up their cards on the board for everyone to see.
c The members of the groups stand up and spell out the
words loudly, led by their group leaders.
4. Activity 3
b. Teacher discusses the answers with pupils.
5. Post-test (refer to the Assessment)

Answer Key
Worksheet 1
Exercise 1
1. state 2. label 3. function 4. draw 5. basic
6. structure 7. complex 8. prepare 9. arrange 10. simple
Exercise 2
1. label 2. draw 3. basic 4. structure

5. prepare 6. arranges 7. stated 8. complex
9. simple 10. function
69
WORKSHEET 1 Search And Conquer
Exercise 1
Unscramble the letters to form words that match the meanings
A B C
Correct spelling Meanings
1. atset 1. __________ - say something
2. ablel 2. __________ - write information on something
3. otninufc 3. __________ - to operate and work properly
4. wrda 4. __________ - produce pictures or patterns
5. caibs 5. __________ - main
6. ructesurt 6. __________ - system or pattern
7. xmpcloe 7. __________ - having a lot of details or small
8. eraperp 8. __________ parts
9. egrnara 9. __________ - get ready
10. pimsle 10. _________ - organize something in order
- ordinary
Exercise 2
Fill in the blanks with suitable words from column B above
1. We __________ parts of the body in our Science book.

2. The boys __________ circles in the sand with sticks.
3. The campsite provides only __________ facilities.
4. The KLCC building has a tough __________.
5. Can you __________ the meal before our guests arrive?
6. The librarian __________ the books in the library.
7. Our parents __________ their intention to buy a new house.
8. The microchip is a __________ electronic gadget.
9. The farmer leads a __________ life.
10. The engines __________ normally after being repaired by the
mechanic.
70
Title: LET’S FLOAT

the use of the following words: -
1. float
2. gas
3. glide
4. liquid
5. smoke
6. solid
Materials: 1. flash cards of the target words

2. picture cards (Teacher Resource 1 – 5)

2. Activity 1
a. Teacher uses the picture cards and flash to introduce
the targets and explain the meanings.
Note:
Picture cards Words
hot air balloon float, gas
eagles glide
beaker liquid
stone solid
train smoke
b. Pupils do Worksheet 1.
c. Teacher calls 3 pupils at random to out their answers.
3. Activity 2
b. Teacher explains what a speech bubble is.
71
c. Pupils work in pairs. Teacher tells pupils to match the
dialogue to the blank speech bubbles.
f. Teacher calls 3 pairs at random to read out their
dialogues.
g In pairs pupils practise the dialogues in the cartoon
strips.
4 Activity 3
a. Pupils do worksheet 3. Teacher discusses answers.

pre-test to gauge the performance.
Answer Key
Worksheet 1
1 gas 2. float 3. gliding 4. liquid 5. liquid 6. solid 7. smoke
Worksheet 2
a) (2)
b) (1)
Worksheet 3
1. solid
2. liquid
3. float
72
Teacher Resource 1
Activity 1
Picture Cards
73
Teacher Resource 2
74
Teacher Resource 3
75
Teacher Resource 4
76
Teacher Resource 5
77
WORKSHEET 1 Let’s Float
Fill in the blanks with words given in the box. You can use the words
more than once.
gas smoke float solid liquid gliding
This is a hot-air balloon. It was used

many years ago as a way for people to
move from one country to another.
Inside the balloon is space for hot air or
____________ (1) to fill up. Once the
balloon is filled with hot gas, it moves
upward towards the sky. It can
__________ (2) for many days. Once
the hot gas becomes cool the balloon
will come down.
These are eagles. They _______

(3) in the sky. They search for
food while they _______ (4) in the
sky.
78
Let’s Float
All the things you see are found

in the Science Laboratory. These
items are made of glass and they
are used to measure the volume of
_________ (5) like water.
Pak Kassim and Mak Minah

live in a village. They have a
lot of firewood in their
backyard. Firewood is an
example of a ___________
(6). Firewood burns readily.
When it burns, ________ (7)
is produced. Mak Minah
uses firewood when she
cooks dodol for Hari Raya.
79
Match the dialogue to the correct speech bubbles by writing the numbers in
the brackets provided.
(2)
(1)
a) Yes. Burning also gives off a dangerous gas. Let’s go and tell him.
( ____)
b) Mum, why is Uncle Lim burning rubbish there? The smoke is

polluting
the air. ( ____)
80
Fill in the blanks with the correct words from the box below.
float solid liquid
??
Penguin : Hey Snowy! What’s the next plan? All the ___________(1)
ice has melted to ___________ (2) ! There’s only water
everywhere. What’s happening?
Polar Bear : Well Peng. It’s getting warmer day by day. There’s
nothing we animals can do, Buddy. I guess we’ll just have
to __________ (3) along.
81
Title: MY BODY, YOUR BODY
Objective: Pupils should be able to pronounce, spell and understand the

use of the following words:–
1. between
2. estimate
3. front
4. left
5. length
6. measure
7. record
8. right
Materials: 1. 5 pieces of strings ( 1 metre )

2. 5 metre rulers
3. 5 boxes with items such as pen, book, ruler and eraser
4. worksheet

2. Activity 1
a. Teacher writes the target words on the whiteboard.
b. Teacher explains the target words by showing examples,
such as (See Notes for Teacher):
i. Put your book on your right.
ii. Put your bag on your left.
c. Pupils are divided into 5 groups.
d. Each group is given a box and an instruction card (refer
to Teacher Resource 1).
e. Each group is to carry out the instructions on the card.
82
f. Teacher checks the final position of the items for each
group.
3. Activity 2
a. Pupils get into pairs. Each pair is given a piece of string
(1 metre), a metre ruler and Worksheet 1.
b. Pupils are asked to complete the worksheet with their
partners.
c. Teacher writes sentences on the whiteboard (refer to
Teacher Resource 2).
d. Pupils are asked to complete the sentences and practise
saying the sentences with their partners.
Assessment: Teacher carries out a spelling test on the target words

are recorded and compared with the pre-test to gauge
the performance of the pupils.
Notes for Teacher: a. Examples for Activity 1:

i. Put your book on your right.
ii. Put your bag on your left.
iii. Sit between Ali and Amin.
iv. If the length of your exercise book is about 20 cm,
estimate the length of your desk.
v. Come to the front of the class.
vi. The corridor outside the classroom is 5 metres
long. The length of the corridor is 5 metres.
vii. After class you can measure the exact length of
the corridor and record the measurement in your
exercise book.
83
Teacher Resource 1 My Body Your Body
Activity 1
Instruction Card
1. Put the ruler on the left of the pen.
2. Put the eraser between the pen and the ruler.
3. Put the book in front of the eraser.
4. Place the ruler on the right of the pen
5. Place the pen on the left of the book.
6. Place the ruler between the book and the pen.
7. Place the book between the ruler and the pen.
84
Teacher Resource 2 My Body Your Body
a) I estimate the length of your shoulders to be …………… cm, but the actual
measurement is………………...cm.
b) I estimate the length of your right hand to be …………… cm, but the
actual measurement is………………...cm.
c) I estimate the length of your left arm to be …………… cm, but the actual
d) I estimate the length of your left thumb to be …………… cm, but the actual
e) I estimate the length of your right foot to be …………… cm, but the actual
f) I estimate your height to be …………… cm, but the actual measurement
is………………...cm.
85
Worksheet 1 My Body Your Body
Date : __________________
Carry out the following instructions:
Length
1 a) Estimate the length of your friend’s shoulders. …………. cm
b) Measure the length of your friend’s shoulders. …………. cm
2 a) Estimate the length of your friend’s right hand. …………. cm
b) Measure the length of your friend’s right hand. …………. cm
3 a) Estimate the length of your friend’s left arm. …………. cm
b) Measure the length of your friend’s left arm. …………. cm
4 a) Estimate the length of your friend’s left thumb. …………. cm
b) Measure the length of your friend’s left thumb. . …………. cm
5 a) Estimate the length of your friend’s right foot. …………. cm
b) Measure the length of your friend’s right foot. …………. cm
6 a) Estimate your friend’s height. …………. cm
b) Measure your friend’s height. …………. cm
86
Title: GET I T RI GHT

1. a.m.
2. after
3. afternoon
4. before
5. evening
6. morning
7. o’clock
8. p.m.
Materials: 1. pictures of activities with its description at the back

2. handout

2. Activity 1
a. Teacher shows some pictures (refer to Teacher
Resource 1) and asks the pupils to state the time when
the activities take place.
b. Teacher divides pupils into two groups. Each group will
be given a set of different pictures (refer to Teacher
Resources 2 - 5).
c. A member from the first group picks a picture and shows
it to the second group.
d. The second group will have to name the activity and state
the time when the activity take place.
87
e. The activity is repeated with a member from the second
group picking a picture while the members from the first
group state the activity and time.
f. The activity is continued until all the pictures have been
used.
3. Activity 2
a. Pupils are divided in groups of five.
b. Teacher distributes a television guide (refer to Handout 1)
to each group.
c. Teacher asks questions based on the television guide
(refer to Teacher Resource 6).
d. Points will be awarded to the group if the answer is
correct.
Assessment: Teacher carries out a spelling test on the target words (see
Objective) as a pre-test. Results are recorded. The same
spelling test will be given as a post-test. Results are
recorded and compared with the pre-test to gauge the
Notes for Teacher: a) a.m. (ante-meridian)

b) p.m. (post-meridian)
c) Teacher Resource 2 – Picture 1 (playing football), Picture
2 (sleeping) and Picture 3 (doing homework).
d) Teacher Resource 3 – Picture 1 (playing video game),
Picture 2 (gardening) and Picture 3 (eating lunch or
dinner).
e) Teacher Resource 4 – Picture 1 (brushing teeth), Picture
2 (bathing) and Picture 3 (jogging).
f) Teacher Resource 5 – Picture 1 (watching television),
Picture 2 (ironing) and Picture 3 (washing clothes).
88
Answer Key
1. The Breakfast Show will start at 9.00 a.m.
2. Popeye the Sailorman will be shown
a. after The Breakfast Show.
b. before the programme International Hit Videos.
c. at 10 o’clock in the morning.
d. at 10 a.m.
* (Any of the above answers is acceptable)
3. Quantum Showcase is shown after Chinese Hit Video.
4. My Entertainment will be shown
a. at 12 p.m.
b. at 12 o’clock in the afternoon.
c. after Quantum Showcase.
d. before Live from Studio in the City.
*(Any of the above answers is acceptable)
5. Impian Illiyana will be shown
a. at 3 p.m.
b. at 3 o’clock in the afternoon.
*(Any of the above answers is acceptable)
6. Music Wave is shown before Famili Ria.
7. Golden Hour will be shown at 9.05 p.m.
8. Red Chinese – 2002 is shown after ASEAN Delights.
89
Teacher Resource 1 Get It Right
reading newspaper listening to music
cooking
90
91
92
93
94
Questions
1. What time will The Breakfast Show start?
2. When will Popeye the Sailorman be shown?
3. Which programme is shown after Chinese Hit Video?
4. When will the programme My Entertainment be shown?
5. What time will Impian Illiyana be shown?
6. Which programme is shown before Famili Ria?
7. What time will the programme Golden Hour be shown?
8. Name the programme shown after ASEAN Delights.
95
Handout 1 Get It Right
Television Guide
TVS 5
8.00 a.m. Negaraku
9.00 The Breakfast Show
10.00 Cartoon
- Popeye the Sailorman
10.30 International Hit Videos
11.00 Chinese Hit Video
11.30 Quantum Showcase
Noon My Entertainment
12.30p.m. Live from Studio in the City
1.00 My Time Out
1.30 Automotor Sport
2.00 Quantum Showcase
3.00 Impian Illiyana
4.30 Music Wave
6.00 Famili Ria
8.00 MNN National News
9.05 Golden Hour
- Lofty Waters Verdant Bow
10.00 ASEAN Delights
11.00 Red Chinese
- 2002
12.10 MNN: Mandarin
12.30 Close
96
Title: FRUI T TRACK

use of the following words/phrases:-
1. add
2. choose
3. classify
4. different
5. group
6. how many
7. match
8. similar
9. simplify
10. take away
Materials: 1. A dice for each group

2. A piece of A4 paper for each pupil
3. Chips for each group
4. Handouts
5. Worksheet

2. Activity 1
a. Teacher shows picture cards to pupils (refer to Teacher
Resources 1 – 10).
b. Teacher reads the words once and pupils repeat.
3. Activity 2
a. This is a board game. The pupils play in groups of three.
97
b. Teacher distributes the game sheet (Handout 1),the task
sheet (Handout 2),dice, the chips and A4 paper to each
group.
c. The game sheet shows a track with numbers from 1 to 50.
Each number refers to a task in the task sheet.
d. When a player lands on a number, he is required to
perform the task successfully in order to get his score.
The task will be read out by the player on his right.
e. To start the game, each player throws a dice to
determine his turn. The player with the highest value will
begin.
f. The first player throws the dice and moves his chip
according to the number on the dice. He then performs
the required task read by the player on his right. If he is
successful, he can record his score on the A4 sheet.
g. The second and third players take their turn playing the
game. All players must reach 50.
h. At the end of the game, every player counts the number
of apples and the number of oranges collected.
i. The score sheet should be checked by the teacher or by
another member of the group to ensure that the players
have calculated correctly.
j. There are two winners. They are the pupils with:
i. the most apples
ii. the most oranges
4. Activity 3
a. Pupils answer Worksheet 1
given by the teacher at the end
of the game as reinforcement.
98
Notes for Teacher:
Answer Key
These are all sample answers. It might vary for each student.
Answer all questions that follow:
1. How many apples did you collect?
e.g. 5 apples
2. How many oranges did you collect?
e.g. 5 oranges
3. How are apples different from oranges?
Colour, shape, taste, size, etc.
4. If you have 2 apples and you get another 3 apples, how many apples do
you have now?
5 apples
5. You have 5 oranges and your mother gives you another 10 oranges. If
your brother takes away 3 oranges, how many oranges would you have
now?
12 oranges
99
Teacher Resource 1 Fruit Track
SIMILAR
A B
100
DIFFERENT
101
ADD
102
CHOOSE
OR
103
11 As
11 Bs
11 Cs
11 Ds
11 Es
CLASSIFY
104
TAKE AWAY
105
SIMPLIFY
I have 3 books on my table and 5 books in my bag
SO
I have 8 books altogether.
106
GROUP
MALE FEMALE
107
HOW MANY
How many apples are there

in the box?
108
MATCH
109
Handout 1 Fruit Track
110
Congratulations!
You have finished
your journey. Now
count your score.
FI NI SH
111
TASK SHEET
These are the tasks for each arrowhead. Each task must be read by the player
on your right. Then you must do it in order to get the scores.
ARROWHEAD TASK SCORE
1 Spell ‘ADD’ aloud 1 apple
2 Pronounce ‘MATCH’ aloud 2 apples
3 Do you know how to classify types of fruits? 1 orange
4 What is the meaning of ‘SIMILAR’? 3 apples
5 Spell ‘SIMILAR’ aloud 1 apple
6 Do you know how to choose a good apple? 3 oranges
7 Take away three oranges from five oranges. How 3 oranges
many oranges were left?
8 Pronounce ‘HOW MANY’ aloud 2 apples
9 If cucumber belongs to vegetables group, which 3 oranges
group do apples belong to?
10 Pronounce ‘SIMILAR’ aloud 2 apples
11 Add 6 apples to 4 apples. How many apples do 3 apples
you have now?
12 Is it easy to classify fruits and vegetables? 1 apple
13 Pronounce ‘DIFFERENT’ aloud 2 apples
14 Can you match a shirt with a short? 2 oranges
15 Is orange SIMILAR to apple? 1 apple
112
16 What is the meaning of ‘DIFFERENT’? 3 oranges
17 Pronounce ‘ADD’ aloud 2 apples
18 Do you know how to choose a good book? 1 apple
19 If Aminah belongs to female group, which group 3 oranges
does Ali belong to?
20 Spell ‘TAKE AWAY’ aloud 1 apple
21 Pronounce ‘GROUP’ aloud 2 apples
22 Add 3 apples to 2 apples. How many apples do 3 oranges
you have now?
23 Take away 7 apples from 12 apples. How many 3 oranges
apples are left?
24 How many letters are there in an alphabet? 3 apples
25 Spell ‘CHOOSE’ aloud 1 apple
26 Can you match a pair of slippers with socks? 3 oranges
27 Is an orange different from an apple? 1 apple
28 Do you know how to classify the farm animals? 1 apple
29 Do you know how to simplify a long sentence into 2 oranges
a short sentence?
30 Spell ‘SIMPLIFY’ aloud 1 orange
31 How many sisters do you have? 2 apples
32 Is it easy to classify apples and oranges? 1 apple
113
33 Add 5 apples to 2 apples. How many apples do 3 oranges
you have now?
34 Spell ‘DIFFERENT’ aloud 1 orange
35 Spell ‘GROUP’ aloud 1 apple
36 How many apples do you eat everyday? 1 orange
37 Pronounce ‘CHOOSE’ aloud 2 oranges
38 Can you match a blouse with a skirt? 2 apples
39 Pronounce ‘SIMPLIFY’ aloud 2 oranges
40 Take away 15 apples from 63 apples. How many 3 apples
apples do you have now?
41 Spell ‘MATCH’ aloud 1 apple
42 Is the taste of vegetables similar to fruits? 2 oranges
43 Pronounce ‘CLASSIFY’ aloud 2 oranges
44 Spell ‘HOW MANY’ aloud 1 apple
45 Are vegetables similar to fruits? 2 apples
46 Do you know how to classify types of vegetables? 1 orange
47 Pronounce ‘TAKE AWAY’ aloud 2 oranges
48 Is the colour of an apple different from an 1 apple
orange?
49 Is the taste of vegetables different from fruits? 2 oranges
50 Spell ‘CLASSIFY’ aloud 1 orange
114
Worksheet 1 Fruit Track
Date : __________________
Answer the following questions.
1. How many apples did you collect?
2. How many oranges did you collect?
3. How are apples different from oranges?
4. If you have 2 apples and you get another 3 apples, how many apples do you
have now?
5. You have 5 oranges and your mother gives you another 10 oranges. If your
brother takes away 3 oranges, how many oranges would you have now?
________________________________________________________________
115
Title: OPPOSI TES ATTRACT

use of the following words: -
1. after
2. ascend
3. before
4. descend
5. high
6. low
Duration: 40 minutes – 80 minutes
Material : 1. worksheets

2. Activity 1
a. Teacher puts the pictures on the board. (Teacher
Resource 1).
b. Teacher asks questions based on the pictures.
e.g.
• What can you see in the first picture?
• Where can you see such a scene?
(Teacher tries to get as much information from the pupils.
Refer to teacher’s notes)
3. Activity 2
a. Teacher writes the target words on the whiteboard.
b. Teacher reads the words aloud and pupils repeat after
the teacher.
c. Pupils are asked to choose the correct target word for
each picture.
116
4. Activity 3
a. Pupils practise the spelling and pronunciation of the
words in pairs.
b. Teacher distributes Worksheet 1.
c. Pupils rearrange the letters on Worksheet 1.
d. Pupils draw the pictures in the boxes provided.
5. Activity 4
a. Teacher distributes Worksheet 2.
b. Pupils complete sentences using the target words.
are recorded and then compared to the pre-test to gauge
Notes for Teacher: Suggested questions for Activity 1
• What can you see in the first picture?
• Where can you see an aeroplane?
• What is happening to the aeroplane? (Teacher points
to second picture)
• What do you think will happen afterwards? (note that
the aeroplane is in a dangerous position as it is
landing.)
• Where can you see a scene like this? (Teacher points
at the third picture)
• When can you see a queue outside the cinema?
• What is happening here in the fourth picture?
• Who are these people?
• When can you see a scene like this?
• What is seen here in this picture? (Teacher points to
the first picture)
117
• Describe what you can see here (Teacher points to
second picture).
Answer Key
Worksheet 2
a. before, after
b. high, low
c. ascend, descend
118
Teacher Resource 1 Opposites Attract
Picture 1
Picture 2
119
Picture 3
Picture 4
120
Picture 5
Picture 6
121
WORKSHEET 1 Opposites Attract
Date : _______________
The letters in the words are all jumbled up. Rearrange the letters. Then, draw the
pictures to show the meaning of the words.
1. dasnec: _________________ 2. ddneces: _______________
3. erofeb: __________________ 4. tafer: _______________
5. ghih: _____________ 6. wol: _____________
122
WORKSHEET 2 Opposites Attract
Date : _______________
Fill in each blank with the correct word from the box below.
before ascend after
descend low high
1. We felt hungry _____________ we ate lunch. We were not hungry

anymore ______________ eating.
2. Cameron Highlands is _____________ on the mountains. Tapah

is on _________________ ground.
3. It is difficult going up as we slowly __________________ the mountain. It

is easier when we _____________________ the mountain as we are
heading downwards.
123
Title: MY BEDROOM MY HEAVEN

use of the following words:-
1. corner
2. count
3. fold
4. layout
5. solid
6. surface
Materials: 1. mahjong paper

2. worksheets

2. Activity 1
a. Teacher distributes Worksheet 1 and pupils find the
target words for the lesson.
b. Teacher writes the target words on the board. Teacher
asks pupils to show or demonstrate examples of the
target words.
c. Pupils are given a passage to read (Worksheet 2).
Teacher reads the passage aloud and pupils follow.
d. Pupils complete Worksheet 2. Teacher goes through the
answers with the pupils.
3. Activity 2
a. Teacher divides pupils into groups of four.
b. Teacher instructs pupils to draw the layout of Joe’s room
from the passage in Worksheet 2 on mahjong paper.
124
c. Pupils exhibit their layout around the classroom. Teacher
and pupils compare the layout.

(see Objective) as a pre-test. Results are recorded.
The same spelling test will be given as a post-test.
Results are recorded and then compared to the pre-test
to gauge the performance of the pupils.
Notes for Teacher: For pupils who are competent, teacher may delete the
letters given in the exercise in Worksheet 2 to make it
more challenging.
125
Answer Key
Worksheet 1
l m n o p s o l i d
t a s r q a z k j l
s u y v w x y b a m
u k l o t p f d e c
r s y p u k o c f o
f d q a z t l q g u
a t j l y o d l k n
c h e y m n o h s t
e c o r n e r i j a
o i v w y g x r k b
Worksheet 2
1. fold 2. count
3. solid 4. corner
5. surface 6. layout
126
Worksheet 1 My Bedroom My Heaven
Date : _______________
Look for these words: count fold layout solid surface corner
l m n o p s o l i d
t a s r q a z k j l
s u y v w x y b a m
u k l o t p f d e c
r s y p u k o c f o
f d q a z t l q g u
a t j l y o d l k n
c h e y m n o h s t
e c o r n e r i j a
o i v w y g x r k b
127
Worksheet 2 My Bedroom My Heaven
Date : _______________
Read the passage below
Last weekend I visited Joe. He just moved into his new house in Bukit Jelutong.
He took me around his house. The layout of the house is very attractive. He
showed me his bedroom. He has a big and spacious bedroom. His bed is made
of solid teakwood. He has a small cupboard. He folds and keeps his clothes in it.
In one corner of his room sits a marble table, where he does his homework. The
surface of the table is smooth and nice to touch. Joe has a huge collection of
Enid Blyton story books. I could hardly count the number of books. They were
neatly arranged on a shelf at another corner of the room.
Match the words that have been identified with its meaning.
1. To bend a piece of paper or cloth and press one part over the other : f _ l _
2. To say how many there are: _ o u _ t
3. Firm and hard: s _ l _ _

4. Where two sides meet: c_ _ne_
5. The top layer of something: s_r__c_
6. The way in which parts of something are arranged: l__o_t
128
Title: ARRANGE AND ORDER
1. arrange
2. change
3. equal
4. half
5. mixed
6. order
7. parts
8. quarter
9. whole
2. marker pens
3. worksheets

2. Activity 1
a. Pupils are divided into groups of 4 or 5.
b. Teacher distributes Worksheet 1.
c. Pupils do the exercise in groups.
d. The leader of each group reads out the answer.
e. Teacher reads the sentences and asks pupils to repeat
after him or her.
• Mother gives me an apple. My sister wants the apple.
So I cut it into two. I give her half of the apple and I
have the other half. We eat the apple together.
129
3. Activity 2
a. Teacher distributes Worksheet 2.
b. Pupils work in groups and create a story based on the
number sentence in Worksheet 2 by using
all the target words.
c. Each group writes the story on a
piece of mahjong paper.
d. The group leader will read his or
her group’s story.
4. Post- test (refer to Assessment).

same spelling test will be given as a post test. Results
Notes for Teacher: a. Accept any answers / stories created by the pupils.
b. Display their work on the board.
Answer Key
Worksheet 1
1. mixed 2. arrange 3. order 4. parts 5. half
6. whole 7. equal 8. quarter 9. change
Worksheet 2 (sample answer)

Ali bought a cake from a bakery. He cut the cake into two equal parts. Ali ate half
of a whole cake while his sister ate another half of the cake.
130
Worksheet 1 Arrange and Order
Date : _______________
Read the following passage carefully and fill in the blanks with the most suitable
words. The words are given below.
half whole quarter change arrange
mixed equal parts order
Ali is a hardworking boy. Sometimes he helps his mother to sell

fruits and vegetables such as cabbages, carrots, bananas, pineapples, chillies
and watermelons at the stall in the market.
The fruits and vegetables they receive from the supplier are
(1)___________ up in a big basket . Once the basket of fruits and vegetables
reaches the market, Ali has to (2)____________ them neatly in (3)___________
according to size and types.
Pn. Siti is Ali’s regular customer. Ali cuts a cabbage into two
equal (4)__________ Pn. Siti only wants (5)__________ of the
(6)______________ cabbage. Then, Ali cuts a watermelon into four
(7)__________ parts and gives one part to Pn. Siti since she only needs a
(8)____________ of the watermelon. Before Pn. Siti goes back to her house, she
stops at a grocery to get a bottle of chilli sauce.
However, when she reaches home, she finds out that the chilli
sauce has exceeded the expiry date. In the evening, she returns to the grocery
to (9)_________________ it..
131
Worksheet 2 Arrange and Order
Date : _____________________
Look at the number fractions carefully. Create your own simple story using
the following fractions and read it to the class.
A) 1 = +
(Sample story)
My father buys a big watermelon. One whole, big watermelon. He gives it to

mother. Mother takes it and cuts it into two equal parts. Now, we have two equal
parts of a whole watermelon. One part of it is a half. Mother intends to use one
half to make watermelon juice. She cuts the other half into smaller slices. We
have a slice of watermelon each and a glass of watermelon juice.
B) 1 = + + +
(Sample story)
It was my birthday. Mother baked a very big chocolate cake for me. They
sang the birthday song. I cut the whole cake into four equal parts, each part of
the cake was a quarter. Each of us had a quarter of the chocolate cake. It was
delicious.
Suggestions: For less proficient pupils, teacher provides them with sentences.
Pupils arrange them in the correct order.
(Sample sentences)
1. He cut the cake into two equal parts.
2. Ali bought a cake from a bakery.
3. Ali ate half of a whole cake while his sister ate another half of the cake.
132
Title: GO FOR I T!

use of the following words and phrases:–
1. goes down
2. goes up
3. left
4. number line
5. right

2. marker pens
3. A4 paper
4. worksheet
Procedure: 1. Pre- test (refer to Assessment)

2. Activity 1
(This is a Puzzle Game with 5 stations)
a. Each station has 2 sets of questions; Set A and Set B
(refer to Teacher Resource 1). Set A is for pupils with
high language proficiency. Set B is for pupils with low
language proficiency. Teacher divides pupils into 5
groups.
b. Each group will start at different stations. Teacher has to
decide on the stations and put up the questions at each
station before the activity.
c. At each station, pupils will be given a question to answer.
(refer to Teacher Resource1)
133
d. At station 1, they will answer riddle 1.
At station 2, they will answer riddle 2.
At station 3, they will unscramble 2 words.
At station 4, they will use a number line
At station 5, they will answer riddle 3.
e. They will write the answer on the A4 paper given.
f. After they have answered all the 5 questions, they will
hand in the answer sheet to the teacher.
g. Teacher will mark the answers and the group to submit
all correct answers at the fastest time will be declared the
winner.
3. Activity 2
a. Pupils will be given a table showing the temperature of 7
countries (Worksheet 1). Pupils have to arrange the
countries from the coldest to the hottest.

Notes for Teacher: a. For weaker pupils, the teacher should use Set B
questions.
b. Teacher can decide if she wants to conduct the activity
in the classroom, in the school hall or around the
school compound.
134
Answer Key
a. Answers for Set A and Set B

Station 1 – age
Station 2 – stairs
Station 3 – increase; decrease
Station 4 – 7
Station 5 – a sponge
b. Answers for consolidation exercise.

COUNTRIES TEMPERATURE
HOTTEST
MALAYSIA 32º C
THAILAND 30º C
AUSTRALIA 25º C
PORTUGAL 17º C
HOLLAND 10º C
JAPAN -2º C
ENGLAND -7º C
COLDEST
135
Teacher Resource 1 Go For It
Set A
Station 1 Station 2
Riddle 1 Riddle 2
Everyone has it. What goes up and down without moving?
It goes up.
It does not come down.
Station 3
Unscramble these words
Scrambled word Clue Answer
IERCENAS Becomes more
REDCAESE Becomes less
Station 4
Number line
left right
-4 -3 -2 -1 0 1 2 3 4 5 6 7
Instructions :
1. Start at 0.
2. Move left 3 steps.
3. Move right 10 steps.
4. What number are you at ?
Station 5
Riddle 3
I have holes in my top and bottom, my left and right, and in the middle.
But I still hold water. What am I?
136
Teacher Resource 1 Go For It
Set B
Station 1 Station 2
Riddle 1 Riddle 2
Everyone has it. It goes up
It goes up. It goes down
It does not come down. It doesn’t move
Station 3
Unscramble these words
Scrambled word Clue Answer
IERCENAS Becomes more IN _ _ _ _ SE
REDCAESE Becomes less DE _ _ _ _ SE
Station 4
Number line
left right
Instructions :
1. Start at 0.
2. Move left 3 steps.
3. Move right 10 steps.
4. What number are you at?
Station 5
Riddle 3
I have holes in my top and bottom, my left and right, and in the middle.
But I still hold water. What am I?
137
Worksheet 1 Go For It
Date : _______________
Instruction :
Arrange these countries from the coldest to the hottest.
Countries Australia Japan Thailand Malaysia England Portugal Holland

Temperature 25 º C -2 º C 30 º C 32 º C -7 º C 17 º C 10 º C
COUNTRIES HOTTEST TEMPERATURE
COLDEST
138
Title: MY KI ND OF TOWN

1. even
2. far
3. large
4. near
5. number
6. odd
7. position
8. small

2. marker pens
3. flash cards
4. blue-tac
5. models (cars, trees etc.)
6. pieces of lego of different colours (optional)
7. recyclable materials (matchboxes, cartons)
8. cassette / CD player
9. Westlife CD
10. worksheets
11. handouts

2. Activity 1
a. Teacher plays a song entitled “Uptown Girl” by Westlife.
b. Teacher gives out Handout 1. Pupils sing along.
139
c. Teacher asks the following questions.
i. What is the title of the song?
ii. How many people are mentioned in the song?
iii. Where does the girl come from? (cue to move on
to the next stage is when pupils mention the word
‘town’)
3. Activity 2
a. Teacher writes the target words on the board.
b. Teacher asks for the meaning of the words.
c. Teacher reads out the description in Handout 2.
d. Pupils label the buildings in Worksheet 1.
4. Activity 3
a. Teacher gives out Worksheet 2.
b. Pupils match the words to the meaning.
c. Teacher discusses the answers with the pupils.
5. Activity 4
a. Then pupils are divided into groups of 5.
b. Teacher gives each group leader the things needed for
planning a small town. eg. Mahjong paper, marker pens,
pieces of lego (different colours-optional)
c. Teacher asks the groups to plan a town with the
materials given.
d. Each group will write 5 sentences describing their town
using the target words.
e. The groups display their answers on Mahjong paper and
read out the answers.
140
same spelling test will be given as a post-test. The
results are recorded and compared with the pre-test to
gauge the performance of the pupils.
Notes for Teacher: a. Teacher can use other cassettes/CDs that are related
to the theme of ‘town’.
Answer Key
Worksheet 2
1. e
2. h
3. g
4. f
5. c
6. a
7. d
8. b
141
Answer Key Worksheet 1 My Kind of Town
LIBRARY
SCHOOL
H
S O
P U
I S
D I
E N
R G
M
A A
N R
E
A
R
O
SHOPS A
D
MOSQUE
142
Handout 1 My Kind Of Town
UPTOWN GIRL
Uptown girl
She' s been living in her uptown world
I bet she never had a backstreet guy
I bet her mama never told her why
I'
m gonna try for an uptown girl
She's been living in her white bread world
As long as anyone with hot blood can
And now she' s looking for a downtown man
That' s what I am
And when she knows what

She wants from her time
And when she wakes up
And makes up her mind
She' ll see I'

m not so tough
Just because
I'm in love with an uptown girl
You know I've seen her in her uptown world
She's getting tired of her high class toys
And all her presents from her uptown boys
She' s got a choice
Uptown girl
You know I can' t afford to buy her pearls
But maybe someday when my ship comes in
She'll understand what kind of guy I' ve been
And then I' ll win
And when she' s walking

She' s looking so fine
And when she' s talking
She'
ll say that she's mine
143
Handout 1 My Kind Of Town
She' ll say I'm not so tough

Just because
I'
m in love
With an uptown girl
She's been living in her white bread world
As long as anyone with hot blood can
And now she' s looking for a downtown man
That' s what I am
Uptown girl
She's my uptown girl
You know I'm in love
With an uptown girl
My uptown girl
You know I'
m in love
With an uptown girl
My uptown girl
You know I'
m in love
With an uptown girl
My uptown girl
By,
144
Teacher Resource 1 My Kind Of Town
MY KIND OF TOWN
This is my town. The main road is called Spiderman Road. On the right
side of the road there are three rows of single storey houses. The position of the
housing area is on the right side of my town. The house numbers will start with
even numbers and followed by odd numbers.
As you go along Spiderman Road, you will see a large mosque on your
left. Walk straight on and you will see few small shops that sell fruits. The school
and the library are located quite far from the other buildings. Near the school is
the National Library where you can borrow books.
I hope you have enjoyed the tour. This is My Kind Of Town.
145
Worksheet 1 My Kind Of Town
Date : __________________
S H
P O
I U
D S
E I
R N
M G
A
N A
R
E
R A
SHOPS
O
A
146
Worksheet 2 My Kind Of Town
Date : _______________
Match the words to the suitable meanings .
1. NUMBER * a. a long distance
2. POSITION * b. the numbers that can be divided by

two
3. SMALL *
c. close to someone or something
4. LARGE *
d. not even in number
5. NEAR *
e. an arithmetical value showing
6. FAR * position in a series
7. ODD * f. bigger than usual in size / amount
8. EVEN * g. not large in size / amount
h. the way in which a thing or its parts

are placed or arranged.
147
Title: TOO HOT TO HANDLE

1. divide
2. extend
3. product
4. rise
5. whole
Material : 1. mahjong paper

2. Activity 1
a. Teacher displays the recipe on the board (refer to Teacher
Resource 1).
b. Pupils read and understand the recipe.
c. Teacher shows pupils how to mime the process of bread
making. For example: Place all the ingredients into a
mixing bowl.
d. 2 pupils are selected to come to the front. One pupil will
read out the instructions while the other will mime the
actions.
3. Activity 2
a. Pupils are introduced to the 5 target words.
b. Teacher distributes Worksheet 1 and Teacher Resource
1. Pupils fill in the missing letters of the words as found in
the recipe.
c. Teacher goes through the answers with the pupils.
148
4. Activity 3
b. Pupils rearrange the jumbled-up words to form sentences.
are recorded and compared to the pre-test to gauge the
Notes for Teacher:
Answer Key
Worksheet 1
1. extend
2. whole
3. divide
4. product
5. rise
Worksheet 2
1. She ate the whole cake by herself.
2. The man extended the room by six feet.
3. The teacher divides the durian into two parts.
4. The product from the factory is sent to the supermarket.
5. We watch the cake rise in the oven.
149
Teacher Resource 1 Too Hot To Handle
Home-made Bread
Ingredients
3 cups of high protein flour

2 tablespoons of sugar
1 cup of milk
½ teaspoon of yeast
Method
1. Place all the ingredients into a mixing bowl.
2. Mix them well.
3. Knead the dough.
4. Leave the dough to rise.
5. Divide the dough into two parts.
6. Extend each part until both are of equal length.
7. Twist the two parts of the dough together. The product is now ready for
baking.
8. Place the dough onto a baking tray.
9. Place the baking tray into the oven.
150
WORKSHEET 1 Too Hot To Handle
Date : _______________
Fill in the missing letters to complete the words.
1.
X T D
……means to make something longer or larger.
2 W L E
……means all or complete parts.
3. D V
……means to separate something into parts.
4. R D C T
……means something obtained from doing something.
5.
S
……means to go up or to get higher.
151
WORKSHEET 2 Too Hot To Handle
Date : _______________
Rearrange the jumbled-up words.
1. herself by ate She whole the cake
_____________________________________________________________.
2. extended The man by room the six feet
_____________________________________________________________.
3.
durian teacher into The divides the parts two
______________________________________________________________.
4. the factory to is sent from The product the supermarket
______________________________________________________________.
5. cake rise watch in the We the oven
_____________________________________________________________ .
152
Title : TRY THI S!

1. above
2. below
3. add
4. subtract
5. ascend
6. descend
Materials: 1. scissors
2. glue
3. mahjong paper
4. A4 paper

2. Activity 1
a. Pupils work in groups of 5 or 6.
b. In their groups, they find out the names, the birth dates
and the age of their friends.
c. Each group is then given Worksheet 1 to arrange their
friends’ names, birth dates and age from the oldest to the
youngest.
d. Teacher instructs the pupils to cut out the boxes in
Worksheet 1.
e. Teacher puts up a piece of mahjong paper on the
whiteboard.
f. Teacher asks the oldest member in each group to stand
up.
153
g. The oldest pupil in the class will then go to the front and
paste his/her box on top left hand corner of the mahjong
paper.
h. This will continue until the youngest pupil in the class has
pasted his/her box on the mahjong paper.
i. This mahjong paper can then be displayed in the
classroom.
3. Activity 2
a. Teacher distributes Worksheet 2 where pupils need to
match the words in column A with the words in column B.
b. Pupils work in pairs for 5 minutes.
c. Teacher explains the meanings of the words and pupils
check their answers.
4. Activity 3
a. Teacher distributes Worksheet 3. This is a crossword
puzzle based on the meanings given in Worksheet 2. The
words increase and decrease have already been
introduced to the pupils. These words will be given in the
crossword puzzle.
b. Teacher allows 10 minutes for this activity.
c. Pupils exchange their worksheets with the person sitting
next to them.
d. Teacher displays the answers on the whiteboard for
pupils to check.

same spelling test will be given as a post- test. Results
154
Notes for Teacher: a. Creating a birthday calendar would be an interesting
follow-up activity.
ANSWER KEY
Worksheet 2
a
e
f
d
c
b
Worksheet 3
Across
1. above
2. below
4. descend
5. subtract
decrease
Down
1. ascend
3. increase
6. add
155
Worksheet 1 Try This!
Date : _______________
WHOSE BIRTHDAY COMES FIRST?

Write your group member’s name, date of birth and age in the table below. Start
from the oldest to the youngest.
NAME:
DATE OF BIRTH:
AGE: _________ YEARS _______ MONTHS
NAME:
DATE OF BIRTH:
NAME:
DATE OF BIRTH:
NAME:
DATE OF BIRTH:
NAME:
DATE OF BIRTH:
NAME:
DATE OF BIRTH:
156
Date : _______________
Match it!
Column A Column B
1. increase a. becomes more
2. subtract b. to go down
3. ascend c. to put more
4. decrease d. to become less
5. add e. to take away
6. descend f. to go up
157
Date : ____________________
FUN CROSSWORD
ACROSS DOWN
1. On t op 1. To go up
2. Down or under 3. Becomes mor e
4. To go down 6. To put mor e
5. To t ake away
7. Becomes less
158
Title: LET’S GO SHOPPI NG!

use of the following words and phrases:-
1. add
2. amount
3. balance
4. less than
5. minus
6. more than
7. remove
8. take away
9. total
Materials: 1. nine different role cards for pupils

2. mahjong paper
3. marker pens
4. worksheets
5. handouts

2. Activity 1
a. Teacher chooses 9 pupils.
b. Each pupils is given a script and assigned a role. They
have 5 minutes to read the script and understand the
roles (refer to Handout 1).
c. Pupils watch the role play and complete Worksheet 1
d. Teacher explains the target words.
159
3. Activity 2
a. Pupils are divided into four groups.
b. Teacher distributes price list (refer to Handout 2),
mahjong paper and marker pens.
c. Pupils are asked to prepare a shopping list for Mother’s
Day party.
d. Each group writes out a shopping list on mahjong paper
and displays it on the wall.
e. Teacher asks questions using all the target words.
e.g. 1. Which group spent more than RM100?
2. Which group spent less than RM100?
4. Activity 3
a. Teacher gives pupils Worksheet 2 .
b. Teacher asks pupils to read out the answers in class.

Notes for Teacher: Pupils can take turns to participate in the role play.
160
Answer Key
Worksheet 1 Worksheet 2
1. Take away 1. Take away
2. Remove 2. position
3. Total 3. Total
4. Amount 4. number
5. Less than 5. Less than
6. More than 6. greater
7. Balance 7. Balance
8. Add 8. put together
9. Minus 9. Minus
161
Handout 2 Let’s Go Shopping
Price List
Oranges Bananas Cheese cake

RM0.60 each RM1.40 per kg RM25.00
Chips
Snacks
Mineral water RM2.40
RM1.20
RM1.00
Sweets Pizza
RM3.00 RM12.00
Watermelon
RM1.20
Nuggets
Fried Noodles Canned Drinks
RM8.50
Groundnuts RM8.00 RM1.50 per unit
RM2.40
Muffins Balloons
Roasted Chicken RM1.00 each RM3.00 per packet
RM15.00
162
Handout 1 Let’s Go Shopping
Characters:
1. Father
2. Mother
3. Son
4. Daughter
5. Salesperson (Supermarket)
6. Salesperson (Sports Department)
7. Salesperson (Children’s Department)
8. Cashier
9. Narrator
A family of four decided to go shopping at Alamanda Shopping. Each person in

the family has different things to buy.
(In the car)

Mother: We’d better hurry! If not, we may not find a place to park.
Father: Oh…(sigh) Why do you always want to go to Alamanda? Giant
Supermarket is very near. It is less than 5 kilometers away!
Mother: It is the weekend, darling……. Alamanda has got everything we
need.
So,Father drives the family to Alamanda Shopping Centre.

Son: Mom! Mom! Can I go to the toy shop first ?
Mother: No, you can’t. We are going straight to the Sports Department.
Your father needs to get his tennis shoes.
Father is browsing at the Sports Department and finds a pair of tennis shoes.
Father: I think I’m going to try out this pair.
Salesperson: Yes? Can I help you, sir?
Father: Could I have a look at that red pair of tennis shoes?
Salesperson: Sure, I’ll take them for you. (takes the shoes and gives them to
Father)
Father: Do you think this pair is suitable for me?
163
Mother: I guess so, but why don’t you try them first?
Father: Okay. Excuse me, do you have size 9?
Salesperson: Yes…….(looking under the table) Here you are, sir.
Father: How much does this pair of shoes cost? Do they cost more than
the blue shoes over there?
Salesperson: Not if you take away 15% off the price on the price tag.
Mother and children are at the supermarket. Mother is carrying a basket full of
groceries.
Mother: Alright, I just need a bottle of ketchup. Do you guys need anything
else?
Daughter: Mother, can you get me a bar of Cadbury chocolate, please?
Mother: Yes,of course. Just one bar. Let me total up everything in this
basket. I have to know the estimated amount before I go to the
cashier’s counter.
Son: Mom, can I have five of these canned drinks? Please…….?
Mother: No,you can only have two. So you have to take away three.
Son: Well, if you say so.
The three walk to the cashier’s counter. The cashier greets them with a smile.
Mother: May I know the total amount of my groceries?
Cashier: One hundred and thirty-five ringgit, madam.
Mother: Here is one hundred and fifty ringgit.
Cashier: Ok, here is your balance of fifteen ringgit. Thank you for shopping
with us. Have a nice day!
Next, the whole family goes to the Children’s Department.
Daughter: Mom, can I get a new dress for my Barbie doll?
Mother: Only one dress……………..
Son: Dad, can I add this pair of trousers to mom’s shopping basket? I
think I really need one.
Father: Go ahead, son.
Mother: I think we have everything we need. Shall we go now?
Father: Okay, let’s go.
164
Worksheet 1 Let’s Go Shopping
Date : _______________
Fill in the blanks with suitable letters to complete the words .
1. ___ ___ k e a w ___ ___
2. R ___ m ___ v e
3. ___ o t ___ l
4. A m ___ ___ n t
5. L e ___ ___ t h ____ n
6. M ___ r e t ___ a n
7. B a ___ a ___ c e
8. ___ d d
9. M i ___ u s
165
Worksheet 2 Let’s Go Shopping
Date : _______________
Fill in the blanks with suitable words and phrases in the box.
greater less than balance smaller
put together minus alphabet position
take away plus total number
1. ___________ means remove or carry elsewhere.
2. Remove means take off or away from the place or ________ occupied.
3. ___________ means amount in number.
4. Amount means quantity especially the total of a thing or things in

_________, size and value.
5. ________ ________ means smaller in extent, quantity, degree or

duration.
6. More than means a ___________ quantity, number or amount.
7. ____________ means an amount left over.
8. Add means ______ _________ (two or more numbers) to find a

number denoting their combined value.
9. _____________ means with the subtraction of. For example, 7 minus 4

equals 3. (symbol -)
166
Title: WHAT’S MY LI NE?

1. intersecting
2. lines
3. parallel
4. perpendicular
5. straight
Duration: 40 – 80 minutes
Materials: 1. 5 sets of cards with target words

2. worksheets
Procedure: 1. Pre-test (refer to Assessment )

2. Activity 1
a. Teacher shows the target words on cards to the pupils
and say the words aloud.
b. Pupils repeat the words after the teacher.
3. Activity 2
a. Teacher distributes Worksheet 1 to the pupils.
b. Pupils will try to decipher the code on the five words by
using the key provided.
4. Activity 3
a. Teacher points to the wall to show how parallel lines look
like.
b. Teacher shows pupils how the other lines (straight,
perpendicular and intersecting) look like by using
examples found in the classroom.
167
c. Pupils take turns to look for more examples of the lines in
the classroom and say them aloud. (e.g. These are
parallel lines. Those are intersecting lines)
5. Activity 4
a. Pupils are divided into 5 groups.
b. Each group is given a set of cards with target words and
Worksheet 2.
c. Pupils are required to fill in the missing letter/letters to
complete the spelling of the words.
6. Activity 5
a. Pupils are then given Worksheet 3.
b. In this activity, they have to unscramble the letters to
obtain the correct spelling of the words.
c. The first group to hand in the correct answers wins the
game.
Assessment : Teacher carries out a spelling test on the target words

the performance of the pupils..
Notes for Teacher: *Additional activities:

a. Teacher draws different sets of lines (parallel, straight,
perpendicular and intersecting lines). Pupils are to
guess the names of the lines.
b. Pupils are divided into 2 groups. The first group is
asked to line up in a row. The second group is then
instructed to form another row next to the first. The
pupils are told to keep an equal distance between the
rows. The pupils are later asked to form a T-shaped
168
line and an X-shaped line respectively. (While
carrying out the activity, the teacher can ask
questions to help pupils guess the words from the
word list and understand the meaning of the words).
Answer Key
WORKSHEET 1
1.
12 9 14 5 19
L I N E S
2.
19 20 18 1 9 7 8 20
S T R A I G H T
3.
16 1 18 1 12 12 5 12
P A R A L L E L
4.
16 5 18 16 5 14 4 9 3 21 12 1 18
P E R P E N D I C U L A R
5.
9 14 20 5 18 19 5 3 20 9 14 7
I N T E R S E C T I N G
169
Worksheet 2
1. lines
2. straight
3. parallel
4. perpendicular
5. intersecting
Worksheet 3
1. lines
2. straight
3. parallel
4. perpendicular
5. intersecting
170
Worksheet 1 What’s My Line?
Date : _______________
Try and break the code

1. Example :
12 9 14 5 19
L I N E S
2.
19 20 18 1 9 7 8 20
3.
16 1 18 1 12 12 5 12
4.
16 5 18 16 5 14 4 9 3 21 12 1 18
5.
9 14 20 5 18 19 5 3 20 9 14 7
KEY
A B C D E F G H I J K L M
1 2 3 4 5 6 7 8 9 10 11 12 13
N O P Q R S T U V W X Y Z
14 15 16 17 18 19 20 21 22 23 24 25 26
171
Date : _______________
Fill in the missing letters
1. l_n_s
2. _tr_igh_
3. par_l_el
4. per_end_cul_ _
5. _nt_rs_cting
172
Date : _______________
Unscramble the letters
1. ielsn
___________
2. athrgsti
___________
3. larleapl
___________
4. denpulpraicer
___________
5. itinestngerc
___________
173
Title: ROW, ROW, ROW YOUR BOAT

use of the following words / phrases: -
1. demonstrate
2. equal
3. fractions
4. one half
5. part(s)
6. part(s) of
7. one quarter
8. whole
Material: A4 coloured paper

2. Activity 1
a. Teacher writes out the target words on the board. Teacher puts
a tick next to the words as she demonstrates the process.
Teacher gives out a piece of A4 coloured paper.
Teacher: Class, I’m going to demonstrate how to make a
paper boat. What am I going to do?
Pupils: (Expected answer: You are going to
demonstrate how to make a paper boat).
Teacher: You have to listen and look carefully and then
follow each step. You have a piece of paper. A
whole piece of paper. Repeat after me. A
whole piece of paper.
Pupils: A whole piece of paper.
174
Teacher: Now I want you to fold your paper in the middle.
(refer to Figure1) You will get two equal parts.
Each part is one half of the whole paper. (refer
to Figure 2)
Figure 1 Figure 2
Teacher: Okay, now you have two parts. Each part is

called one half. What do you call this part of
the whole paper?
Pupils : One half.
Teacher: Alright class, now fold the folded paper into
another two equal parts. Then open it back.
You can see a line in the middle.
Teacher folds the folded paper into two equal
parts and then unfolds it.
(refer to Figure 3) Pupils follow the instruction.
Figure 3
175
Teacher: If you open up the folded paper, you can see
four equal parts.
Teacher unfolds the paper. (refer to Figure 4)
Each part of the whole paper now is called one
quarter. What do you call one of the four parts
of the whole paper?
Pupils: One of the four parts of the whole paper is
called one quarter.
Figure 4
Teacher: Class, when you fold the whole paper into two
equal parts, one part is called ……….?
Pupils: One half.
Teacher: How can you get one half from a whole paper?
Pupils: By folding the whole paper into two equal parts.
Teacher: When you fold the whole paper into four equal
parts, one part is called ……………….?
Pupils: One quarter.
Teacher: How can you get one quarter from a whole
paper?
Pupils: By folding the whole paper into four equal parts.
176
Teacher: Very good. Now you know what one half is and
what one quarter is. One half and one quarter
are examples of fractions. Class, repeat after
me, FRACTIONS.
Pupils: Fractions.
Teacher: One half and one quarter are fractions. Class,
repeat.
Pupils: One half and one quarter are fractions.
Teacher: Very good. Now, we are going to make a paper
boat. Are you ready? Listen, look at me and
follow the instructions carefully.
3. Activity 2
a. Teacher asks the pupils to get the paper ready as in
Figure 3.
Teacher: First, you fold the paper into two equal parts.
Then fold two corners of the paper inwards to
the middle line to make two triangles. It will
look like this.
Teacher folds the paper as shown in Figure 5
and 6.
Figure 5 Figure 6
Teacher: Next, fold one side of the rectangle upwards
and fold the corners of the rectangle. You will
get the shape of a triangle (Teacher shows
Figure 6).
177
and 8.
Figure 7 Figure 8
Teacher: Then, do the same to the other side. You will
get the shape of a triangle.
and 10.
Figure 9 Figure 10
Teacher: Open the bottom part of the triangle and fold
the paper so that you will get the shape of a
diamond.
Teacher opens the bottom part of the triangle
(refer to Figure 11) and folds the paper to get
the shape of a diamond (refer to Figure 12)
Figure 11 Figure 12
178
Teacher: Now, you have to fold one side of the paper
upwards like this. Turn the paper to the other
side and do the same. You will then have the
shape of a triangle.
and gets the shape of a triangle as shown in
Figure 14.
Figure 13 Figure 14
Teacher: Open the bottom part of the triangle like this

and fold the paper so that you will get the
shape of a diamond.
Teacher opens the bottom part of the paper
and folds it so that point A meets point B as
shown in Figure 15 and the shape of a
diamond as shown in Figure 16.
Figure 15 Figure 16
179
Teacher: Pull this tip to the right and the other tip to the
left. Your boat is almost ready. Open the
bottom part of the boat slightly so that it can
stand steadily on its own.
Teacher pulls the tips, one to the right and the
other to the left and gets the shape of a boat as
shown in Figure 17. Teacher then opens the
bottom part of the boat slightly so that it can
stand steadily on its own. The boat is now
ready as shown in Figure 18 and 19.
Figure 18
Figure 17 Figure 19
4. Activity 3
Teacher brings the pupils to the fish pond in the Science
Garden to have a boat race. Pupils arrange their boats on
the starting line.
When the teacher blows the whistle, the pupils blow their
boats. The first boat to reach the finishing line is the winner.
(For school which does not have a fish pond, the teacher
may use a small plastic swimming pool).
180
5. Post-test (refer to Assessment).

Notes for Teacher: a. Ensure that each pupil comes to class with a small
notebook to record all the vocabulary learnt in the
lesson.
b. Encourage the pupils to help their friends.
c. Prepare a prize/ prizes for the winner/winners to
motivate them to take up the challenge and to have
fun.
181
Title: LEND ME YOUR EARS

1. angle
2. classify
3. determine
4. draw
5. label
6. measure
7. protractor
Materials: 1. handouts
2. protractor

2. Activity 1
a. Teacher draws an angle on the blackboard and writes the
word ‘angle’ (refer to Teacher Resource 1)
b. Pupils repeat the word after the teacher.
3. Activity 2
a. Pupils are divided into 5 groups.
b. Each group is given a copy of the Jazz Chant(Handout 1)
c. Teacher reads the Jazz Chant aloud and pupils repeat
after the teacher.
d. Pupils are then given time to practise the Jazz Chant.
e. The groups take turns to read aloud and act out the Jazz
Chant in an interesting manner. (e.g. they can pass the
protractor around).
182
f. Teacher and pupils have to pay attention to the
pronunciation, articulation, intonation and the action.
Teacher corrects the pupils if the action is wrong.
4. Activity 3
a. Each group is then given a verb from the word list (draw,
measure, determine, classify, label).
b. Pupils are to create or recall an incident which
happens/happened in school/at home by using the verb
assigned to them. (e.g. label - describe how and why
their mother labels the drawers in the kitchen ).
c. A representative from the group takes turns to relate the
incident in front of the class.
d. Teacher reads the words from the word list again and
pupils repeat after the teacher.

183
Notes for Teacher: Teacher can provide weaker pupils with the following
situations and notes in Activity 3 -
i. draw
in school – art lesson – teacher ask – to draw a durian
ii. measure
Hari Raya - sister – measure cloth – sew curtains
iii. determine
pupils – can determine date - class party
iv. classify
Science lesson – pupils – classify – group - plants-
animals
v. label
mother – forgetful – label drawers – kitchen – find
things easily
184
Teacher Resource 1 Lend Me Your Ears
ANGLES
angle
angle
185
Handout 1 Lend Me Your Ears
JAZZ CHANT
Lend me a protractor, please.
Pass me a protractor, please.
Here you are.

Here it is.
Thank you.
Thank you.
Why do you want a protractor?

Why do you want it?
To draw an angle
To measure an angle.
To determine the size of an angle.
How do you do that?

How can you do that?
I don’t know. Ask the teacher.

I have no idea. Let’s ask our teacher.
Title: HOW AM I DI FFERENT?
186
Objective: Pupils should be able to pronounce, spell and use the following
words:-
1. compare
2. difference
3. shape
4. size
5. stick (verb)
Materials: 1. cardboard
2. glue
3. scissors
4. flash cards

2. Activity 1
a. Pupils get into groups of six.
b. Teacher shows a flash card (refer to Teacher Resources
1 – 5) to the pupils and the pupils form a human
formation of the shape shown in the card. They do this in
their groups.
c. Teacher quickly replaces the card with another shape
and the pupils quickly change formation. (Teacher also
instructs the groups to form bigger or smaller shapes).
** The fastest group that is able to form the shape will be
awarded points. In the end the teacher adds the points
attained by each group to determine the winner.
3. Activity 2
187
a. Teacher distributes Worksheet 1 for the pupils to
complete.
b. Teacher discusses the answers with the pupils.
4. Activity 3
a. Pupils sit in groups of four. Teacher distributes an
instructional card to each group (Handout 1).
b. Pupils are instructed to cut out the Geometrical shapes
and stick them together to build their dream house using
cardboard.
c. Pupils write a brief description of their house.
d. Pupils compare their house with other groups, and
decide whose house is the biggest or smallest or the
most beautiful.
5. Post -test (refer to Assessment)

are recorded and then compared to the pre-test to gauge
Notes for Teacher: Worksheet 2 is recommended for intermediate or

advanced pupils.
188
Answer Key
Worksheet 1
Diagram Name
triangle
rectangle
circle
oval
square
Worksheet 2
Parts of body Diagram 1 Diagram 2

Shape of head circle oval
Shape of eye triangle circle
Shape of mouth square circle
Shape of body square rectangle
Shape of hands triangle rectangle
Shape of legs rectangle rectangle
189
Teacher Resource 1 How Am I Different?
Flash Card A
190
Flash Card B
191
Flash Card C
192
Flash Card D
193
Flash Card E
194
Handout 1 How Am I Different?
I nst ruct ion Card
1. Sit in groups of four.

2. Use a cardboard to cut out the shapes such as triangle,
rectangle, square, circle and oval and build your dream
house.
3. Use glue to stick the pieces of shapes together.
4. Write a short description of your dream house.
195
Worksheet 1 How Am I Different?
Date : _______________
Complete the following table.
Description Diagram Name
1. It has three corners

and three sides. triangle
2. It has four corners.

It looks like a
whiteboard.
3. It has no corners. It
looks like a coin.
4. It has no corners.
It looks like an egg.
5. It has four corners

and four equal
sides.
196
Worksheet 2 How Am I Different?
Date : _______________
Compare the two diagrams below. Write the shape of the part of the body
in the table.
Parts of body Diagram 1 Diagram 2

Shape of head
Shape of eye
Shape of mouth
Shape of body
Shape of hands
Shape of legs
Diagram 1 Diagram 2
Title: GUESS WHO?
197
Objective: Pupils should be able to pronounce, spell and use the following
words and phrases:-
1. ‘any evidence’
2. clues
3. guess
4. ‘I think’
5. identified
6. investigate
7. reasoning
8. ‘Who is the one?’
Materials: 1. role cards

2. situational card
3. envelopes
4. handouts
5. worksheets
Procedures: 1. Pre-test (refer to Assessment)

2. Activity 1
a. Pupils sit in groups of five.
b. Each group receives Worksheet 1 from teacher.
c. Pupils match words with their meanings.
d. Teacher checks the answers with pupils.
3. Activity 2
a. Each group receives envelopes containing role cards and
a situational card (Handout 1).
b. Each pupil picks a card to get a role. (They do not reveal
their role until they are asked by the pupil who plays the
role of a policeman)
c. Pupils read the situational card.
198
d. The pupil who plays the role of a policeman starts the
game by asking every member in the group:
i. ‘Who are you?’
ii. ‘What were you doing last night?’
e. All group members answer the policeman based on the
role cards they have.
f. Pupils start arguing who the criminal is based on the
clues given.
g. Pupils guess who the real criminal is.
h. The first group that finishes the task with the correct
answer is considered the winner.
4. Activity 3
a. Teacher gives Worksheet 2 to pupils.
b. Pupils fill in the blanks.
c. Teacher discusses the answers.

Notes for Teacher: The gardener is the murderer. He said he walked to a

stall nearby. Normally, no one walks in heavy rain. They
either run or wait for the rain to stop.
199
Answer Key
Worksheet 1
Identify - to recognize
Clues - guiding points
Evidence - proof
Think - to give a thought
Investigate - to find out the truth
Guess - suppose
Reason - a cause
Worksheet 2
1. investigate
2. identify
3. think
4. evidence
5. clues
6. reason
7. guess
200
Handout 1 Guess Who?
i) SITUATIONAL CARD
Everybody reads this card together.
It rained heavily last night. A rich old man

was murdered in his house. The
murderer ran away with some cash and
jewellery in the stormy night. He is still
FREE. The police were called to
investigate the case and identify the
murderer based on the clues given. The
police are looking for evidence in the
house.
Who do you think murdered the rich old
man? What could be the reason? Think
and guess the answer.
201
Handout 1 Guess Who?
ii) ROLE CARD
There are 5 role cards. Each pupil must pick only ONE card.
POLICEMAN
1. Ask each one:
a. Who are you?.
b. What were you doing last night?
2. Ask your group:
a. Who do you think the murderer is?
b. Why do you say so?
3. Identify the murderer.
GARDENER
Last night I walked to a nearby stall to buy a pack of instant noodles. And then,
I went into the house to make myself a cup of coffee. I heard a weird sound
upstairs. So, I went up to check what happened. What I found out was very
shocking. My boss was dead!
NURSE
Last night I was in the room watching television alone. I didn’t hear any noise
because it was raining heavily outside. I went to check on my patient as usual at
11.00 o’clock that night. To my horror, I saw him lying-DEAD!
DAUGHTER
Last night I slept before 9 p.m. because I was very tired. However, I was
awakened by a loud noise coming from dad’s room. So I ran to his room to
check what had happened. What I saw was unbelievable! My dad was dead!
WIFE
Last night I was in the bathroom when suddenly I heard a loud noise in our
room. I ran out to check and saw my husband lying on the floor in a pool of
blood! I screamed and ran for help.
202
WORKSHEET 1 Guess Who?
Date : _______________
Match the following words with their meanings.
To give a thought
Identify
Proof
Clues
To suppose
Evidence
To recognize
Think
A cause
Investigate
Guiding points
Guess
To find out the truth

Reason
203
WORKSHEET 2 Guess Who?
Date : _______________
Fill in the blanks with the correct words.
investigate clues reason
evidence guess think
identify
1. The police is trying to _______________ the murder case.
2. They are trying to _______________ the criminal.
3. We have to _______________ before we act.
4. The police could not find any _______________ in the dead man’s room.
5. Look out for the _______________ when you are trying to solve a problem.
6. Always find a good _______________ before you do something.
7. I always _______________ the correct answers.
204
Title: MY OWN WALLPAPER

1. arrange
2. create
3. design
4. polygon
5. pattern
Materials: 1. cardboard
2. scissors
3. glue
4. colour pencils/crayon

2. Activity 1
a. Teacher draws a few basic shapes on the board.
Example:
b. Teacher tells the pupils the names of the shapes.
square triangle hexagon pentagon
205
c. Teacher explains to the pupils that each one of the
shapes is a polygon. Teacher writes the word polygon
on the board and pronounces the word. Pupils repeat
after the teacher and spell the word.
3. Activity 2
a. Teacher asks the pupils to choose a shape and arrange
it to design a pattern.
Example:
a pattern
b. Teacher explains to pupils that when they arrange

shapes like this, it is known as a pattern. Teacher writes
the word pattern on the board and pronounces it. Pupils
repeat and spell the word.
4. Activity 3
a. Teacher writes the word create on the board and
pronounces it. Pupils repeat and spell the word.
b. Teacher asks the pupils to create an art piece using the
shapes (refer to Teacher Resources 1 - 3).
Example:
206
5. Activity 4
a. Pupils are divided into groups.
b. Teacher distributes the cardboard, glue, scissors and
Handouts 1, 2 and 3 to the pupils and asks them to
design a building using the shapes.
Example :
6. Activity 5
a. Teacher asks the pupils to complete the story using the
words given (refer to Worksheet 1).
7. Post-test ( refer to Assessment)

(see Objective ) as a pre–test. Results are recorded.
The same spelling test will be given as a post–test.
Results are recorded and compared with the pre-test to
gauge the performance of the pupils.
207
Notes for Teacher: a. create : to make something that did not
exist before.
b. design : to make a drawing or plan of
something that will be made or
built.
c. polygon : any shape enclosed by straight
lines
d. arrange : to put a group of things in
particular order or position.
e. pattern : a regularly repeated
arrangement of shapes.
Answer Key
Worksheet 1
1. create
2. polygons
3. arrange
4. design
5. patterns
208
Teacher Resource 1 My Own Wallpaper
A PATTERN FROM HEXAGONS
209
A PATTERN FROM TRIANGLES
210
A PATTERN FROM PENTAGONS
211
Handout 1 My Own Wallpaper
212
213
214
Worksheet 1 My Own Wallpaper
Date : _______________
Fill in the blanks with the words given to complete the story
create design polygon arrange pattern
Zang Toi likes to (1) __________ designs on paper. First, he
draws (2) __________s like pentagons, squares and triangles. Then
he will (3) __________ the polygons to form designs. When he is
happy with his beautiful (4) __________, he will show it to his father
who is a fabric designer. If his father likes the design, he will print
them as (5) __________s on cloth. Zang Toi hopes to be a famous
designer someday.
215
Title: MI X AND MATCH

1. angle
2. area
3. height
4. length
5. edge
Duration: 40 minutes.
Materials: 1. word cards

2. letter cards
3. worksheets
Procedure : 1. Pre - test (refer to Assessment)

2. Activity 1
a. Teacher puts up the diagram of a table on the board
(Teacher Resource 1) and identifies the words related to
the lesson.
b. Teacher reads a story about an ant searching for food.
(Teacher Resource 2)
c. Teacher writes a set of 5 words on the board.
HEIGHT LENGTH ANGLE

EDGE AREA
d. Teacher spells and pronounces the words and the pupils

listen.
216
e. Teacher repeats step c and pupils say the words
correctly.
f. Teacher explains the meaning of the words by using
objects in the classroom.
3. Activity 2
b. Pupils arrange the letters to form the correct word.
c. Teacher gives Worksheet 2 and pupils complete it.
d. Teacher gives Worksheet 3 and pupils fill in the blanks.
e. Teacher discusses the answers.
4. Post-test ( refer to Assessment)
Assessment. Teacher carries out a spelling test on the target words

(see Objective) as a pre–test. Results are recorded. The
same spelling test will be given as a post–test. Results
Notes for teacher: a. Activity 1

i. Teacher can make a finger puppet of an ant to act
out the story.
ii. Teacher can paste Worksheet 1 on the board.
217
Answer Key
Worksheet 1
1. height
2. length
3. angle
4. edge
5. area
Worksheet 2 Worksheet 3
1. height 1. height
2. length 2. length
3. angle 3. angle
4. height 4. edge
5. height 5. area
6. length
7. edge
8. area
9. angle
218
Teacher Resource 1 Mix and Match
length
area
edge
angle
height
219
Teacher Resource 2 Mix and Match
There was an ant named ‘Mut’. One day, he was
searching for food for his family. While moving on the
surface of the floor, he suddenly smelt food. He followed the
scent. He came to the leg of a table.
He climbed the leg of the table. When
he reached the middle, he was already
feeling tired. “What a height (1)”. He continued walking until
he came to the angle (2) of the table. He took a rest. After a
while, he walked to the edge (3) of the table. He looked at
the open area (4).He saw a cube of sugar at the end of the
table. The table was a metre in length (5), so he had to walk
and walk to get to the cube of sugar.
220
Worksheet 1 Mix and Match
Date : _______________
Arrange the jumbled-up letters to form the correct word.
1. E G H H I T
2. T N E G H L
3. G E A L N
4. D G E E
5. R A E A
221
Date: ____________________
From the words below, choose a suitable word for each picture
EDGE AREA ANGLE HEIGHT LENGTH
1. 2. 3.
CHRISTMAS TREE TABLE BOOK
222
4. 5. 6.
BUILDING MOUNTAIN YACHT

7. 8. 9.
BOX WHITEBOARD SET SQUARE
223
Fill in the blanks with the words given.
height length angle edge area
1. A coconut tree can grow to a ______________of 10

metres.
2. The table is 2 metres in ________________.
3. The portrait was hanging at an ________________.
4. There is a scratch at the _____________of the table.
5. The badminton court has an __________ of 400

metres square.
224
Acknowledgement
Dr. Haili bin Dolhan
Director of Curriculum Development Centre
Ali bin Ab. Ghani

Deputy Director of Curriculum Development Centre
Cheah Eng Joo

Head of Science & Mathematics Department
Dr. Lee Boon Hua

Head of Language Department
From Curriculum Development Centre:
Abd. Wahab Ibrahim Ho Heng Ling

Dr. Mohamed Abu Bakar Zainon Abd. Majid
Dr. Rusilawati Othman Salina Hanum Osman Mohamed
Zaidah Yusof Aizatul Adzwa Mohd. Basri
Ahmad Salihin Mat Saad Anandan Kanniapan
Aziz Naim Jagdeesh Kaur Gill
Lanita Mohd. Yusof Lee Yuet Lai
Majeedah Shukor Mazlan Awi
Mohamad Ibrahim Noormah Md Din
Nooraini Kamaruddin Rosita Mat Zain
Susilawati Ehsan Sarina Salim
Wan Rosmini Hassan Wong Sui Yong
225
Special ThankstothefollowingScience,
Mathematics& English Teachers:
Jayaletchimy Ng Yoke Leng Christine a/p

Veerasamy SMK King George V Santhanam
SMK Mantin SMK Bukit Mewah
Halida bt Yunus Mohd Khairil Faiz Saad Choy Sook Leng

SMJK Chan Wa SMK Agama Kerian SMK Dato’ Shahardin,
Labu
Normah @ Salina binti Warzurayah binti Ali Manimekalai a/p

Abd. Salam SMK Tanah Merah Jeyapalan
SMK TTDI Jaya Site’C’ SMK TTDI Jaya
Mumtaz Begum bt Zahir Rosita Mohd. Duni Molisa bt Mokhtar

SMK Seri Garing SMK Seri Bintang Utara SMK Victoria
Papiya Chakrabarty Chan Ah Jun Chan Lai Chang

SMK Vivekananda SMK Durian Tunggal SMK Bukit Kepayang
Chitra a/p Arunasalam H. Khairoon Nisha Hang Soo Yew

SMK Infant Jesus Hasan SMK St. Paul,
Convent SMK Sultan Muhamad Seremban
Shah
Hasrul bin Abd. Radzak Inpamalar a/p Mimi Suryati Hj. Pungut
SMS Tuanku Jaafar Kailasapillai SMK Pendeta Za’ba
SMK La Salle
Mohd Fauzi bin Yusof Mohd. Nasir bin Puteh Nik Zuraida Fadzir
SMK Klebang Besar SMK Puteri SMK Methodist (ACS)
226
Nirmala a/p V. Raja Zainil Naimah Raja Rohaizan bt Jusof
Velupillay Kamaruddin SMK Bukit Saujana
SMK (P) Methodist SMK Kg. Baru Si Rusa
Rohhannie bt Diwa Roslina bt Abdul Latiff Rufina Francis

SMK Tinggi Port SMKA Sultan SMK Mambau
Dickson Muhammad
Rusazlina bt Abas Sazazila binti Abdullah Shahina Kasim

SMK Bukit Saujana, Sek. Dato’ Abdul Razak SMK Kompleks KLIA
Port Dickson
Suraya bt Mazlan Teoh Hoon Chin Wong Lai Kwan

SMK Seri Ampangan SMK Khir Johari Sg SMK St. Paul
Sumun
Yap Poh Kyut Yati Syuhaida Yazid Zuraidah Mohamad

SMK Ketari SMK Taman Tuanku SMK (Felda) Seri
Jaafar Sendayan
Ung Yoke Khuan V. Jayathevi Veerasamy Shamala Devi a/p

SMK Datuk Mansor SMK Engku Husain Ramasamy
SMK Bukit Mewah
Zaitun bt Ramli Shabariah Yazid Rozaili bin Mohd. Ali

SMK Seri Kembangan SK Kayu Ara SMKA Sultan
Muhammad
Krishnan a/l Mookan Salinah Ting Abdullah Abdul Aziz bin Udin
SMK Telok Datok SMK Sultan Abdul Aziz SMK Seri
Shah Ampangan
227

Teacher's Manual

Cargado por

Información del documento

Título original

Derechos de autor

Formatos disponibles

Compartir este documento

Compartir o incrustar documentos

Opciones para compartir

¿Le pareció útil este documento?

¿Este contenido es inapropiado?

Copyright:

Formatos disponibles

Teacher's Manual

Cargado por

Copyright:

Formatos disponibles

CONTENT PAGE

Mat hemat ics- Based Lessons

1. My Body Your Body 82

Objective: Pupils should be able to pronounce, spell and understand

Materials: 1. sentence cards

Procedure: 1. Pre-test (refer to Assessment)

7. Post-test (refer to Assessment)

Assessment: Teacher carries out a spelling test using the target

a. swing b. pull c. backward d. stretch e. forward

1. swing 2. pull 3. stretch 4. backward

Note: Make only one copy.

Stretch your arms.

Swing your arms.

Bring your arms forward.

Bring your arms backward.

Pull your friend’s arm

1. Throw the dice.

Fill in the blanks with the correct words.

backward forward swing stretch pull

to attract our attention. I saw my younger brother _______________ (3) his

him ______________ (4) immediately. My dad told us to move

Objective: Pupils should be able to pronounce, spell and understand

Materials: 1. flash cards of target words

5. Post-test (refer to Assessment)

Assessment: Teacher carries out a spelling test using the target

1. find out 2. set up 3. go off 4. use up

1. sets up 2. uses up 3. finds out 4. consist of

Note: Make one copy.

Amy ______ the Mother _____ the

a. blows out a. sets off

We must _____ the Our class _____ 40

a. find out a. consists out

We must _______ Hana _____ all the

The flame _____ Amir ____ the pencils

Please ____ this

Today is Amy’s birthday party. Her mother

Amy’s father __________ (3) the names of the

The guests ____________(4) Amy’s friends and

Amy ________ (6) deeply.

She makes a wish and ____________(7) the candles.

The flames _____________ (8) and everyone claps.

Amy’s mother removes the candles and _________

blow out fill up set up put into made up

3 _____________ = stop burning

6 _____________ = to stop something burning

7 _____________ = to take air into your lungs

10 _____________ = to make full

Circle the correct answers.

Amy ______ the Mother _____ the

a. blows out a. sets off

We must _____ the Our class _____ 40

a. find out a. consists out

Water is ______ We must _______

Hana _____ all the The flame _____

Amir ____ the pencils Please ____ this

B. Fill in the blanks with the correct answers.

Today is Amy’s birthday party. Her mother

Amy’s father __________ (3) the names of the

The guests ____________(4) Amy’s friends and

She makes a wish and ____________(7) the

The flames _____________ (8) and everyone

Amy’s mother removes the candles and _________

Objective: Pupils should be able to pronounce, spell and understand

Amy __ the Mother _ the

We must _ the Our class _ 40

We must ___ Hana _ all the

The flame _ Amir the pencils

Amy __ the Mother _ the

We must _ the Our class _ 40

Water is We must _

Hana _ all the The flame _

Amir the pencils Please this