P. 1
teacher's manual

teacher's manual

4.5

|Views: 1.145|Likes:
Publicado porIMM
PPSMI, OOPSME
PPSMI, OOPSME

More info:

Published by: IMM on Mar 29, 2008
Copyright:Attribution Non-commercial

Availability:

Read on Scribd mobile: iPhone, iPad and Android.
download as PDF, TXT or read online from Scribd
See more
See less

05/08/2014

pdf

text

original

Sections





CONTENT PAGE

Guidelines

Science-Based Lessons

1. Swing Along

1

2. Let’s Party

8

3. Bigger and Smaller

19

4. Going Bananas!

23

5. What am I?

29

6. Fun with Words

34

7. Silly Rap

43

8. Beach Boy

50

9. Old Newspapers

58

10. Guess Me

62

11. Search and Conquer

68

12. Let’s Float

71

Mathematics-Based Lessons

1. My Body Your Body

82

2. Get It Right

87

3. Fruit Track

97

4. Opposites Attract

116

5. My Bedroom My Heaven

124

6. Arrange and Order

129

7. Go for It

133

8. My Kind of Town

139

9. Too Hot to Handle

148

10. Try This

153

11. Let’s Go Shopping!

159

12. What’s My Line?

167

13. Row, Row, Row Your Boat

174

14. Lend Me Your Ears

182

15. How Am I Different?

187

16. Guess Who?

198

17. My Own Wallpaper

205

18. Mix and Match

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).














































1

Title:

SWING 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.

2

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.

3

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




















4

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









5


















































1

2

3

4

7

6

5

9

8

10

11

12

13

14

15

16

17

18

19

20

Move
forward
3 steps

Pull this 2
steps ahead

Swing
forward 3
steps

Move
backward
3
steps

Stretch
forward 2
steps

Move
backward 3
steps

Swing
back 2
steps

GAME BOARD

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.

Swing Along

6























































WORKSHEET 1

Swing Along

7



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.
























WORKSHEET 2

Swing Along

8

Title:

LET’S PARTY

Objective:

Pupils should be able to pronounce, spell and understand

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

Duration:

80 minutes

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.

9

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.

5. 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.

10

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

11




Note: Make one copy.
Cut and paste on card.













































(1)

Amy ______ the
candles.

a. blows out
b. blows up

(2)

Mother _____ the
dinner table.

a. sets off
b. sets up

(3)

We must _____ the
name of this creature.

a. find out
b. find up

(4)

Our class _____ 40
students.

a. consists out
b. consists of

(5)

Water is ______
hydrogen and
oxygen.

a. made up of
b. made ou t

GROUP 1

TEACHER RESOURCE 1

12


















































(6)

We must _______
clean air to stay
healthy.

a. breathe in
b. breathe up

(7)

Hana _____ all the
sugar in the bottle.

a. uses up
b. uses in

(8)

The flame _____
when there is no
more oxygen.

a. goes up
b. goes off

(9)

Amir ____ the pencils
_____ the box.

a. puts … up
b puts … into

(10)

Please ____ this
bottle with clean
water.

a. fill up
b. fill out

GROUP 2

TEACHER RESOURCE 2

13





Note: Make one copy.
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.






















GROUP 3

TEACHER RESOURCE 3

14








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.
























GROUP 4

TEACHER RESOURCE 3

15

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



WORKSHEET 1

Let’s Party

16

Circle the correct answers.














































(1)

Amy ______ the
candles.

a. blows out
b. blows up

(2)

Mother _____ the
dinner table.

a. sets off
b. sets up

(3)

We must _____ the
name of this creature.

a. find out
b. find up

(4)

Our class _____ 40
students.

a. consists out
b. consists of

(5)

Water is ______
hydrogen and
oxygen.

a. made up of
b. made ou t

(6)

We must _______
clean air to stay
healthy.

a. breathe in
b. breathe up

Let’s Party

WORKSHEET 2

17


















































(7)

Hana _____ all the
sugar in the bottle.

a. uses up
b. uses in

(8)

The flame _____
when there is no
more oxygen.

a. goes up
b. goes off

(9)

Amir ____ the pencils
_____ the box.

a. puts … up
b puts … into

(10)

Please ____ this
bottle with clean
water.

a. fill up
b. fill out

Let’s Party

WORKSHEET 2

18





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.

WORKSHEET 2

Let’s Party

19

Title:

BIGGER AND SMALLER

Objective:

Pupils should be able to pronounce, spell and understand

the use of the following words:-

1. bigger

2. contract

3. expand

4. smaller

Duration:

40 minutes

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.

20

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.

5. 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 pupils.

Answer Key

Worksheet 1

1. bigger , expand

2. expand, smaller, contract

Worksheet 2

(a)

(b)

Words

Meanings

expand

become smaller or shorter

contract

become bigger or longer

Bigger

Smaller

21


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 ______________.

WORKSHEET 1

Bigger And Smaller

22

a) Match the words to their meanings. You are encouraged to use a
dictionary.



b) Match the pictures of the balloons to the correct words.



























Words

Meanings

expand

become smaller or shorter

contract

become bigger or longer

BIGGER

SMALLER

WORKSHEET 2

Bigger And Smaller

23

Title:

GOING BANANAS!

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

the use the following words:-

1. cover

2. mix

3. peel

4. pour

5. put

Duration:

40 minutes

Materials:

a banana, a fork, a bowl, a straw,

some milk, a tumbler with cover,

sets of sentence strips (Teacher Resource 1), blue tack

Procedure:

1. Pre-test (refer to Assessment)

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)

24

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 .

5. 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

pretest to gauge the performance of the pupils.

25

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

26

Teacher Resource 1

Note:

Make enough copies for the groups.
Cut out strips and give each group a set
































Mash the banana.

Peel a banana and put it into a
bowl.

Pour some milk into a tumbler.

Mix the mashed banana and milk
together.

Put a straw into the tumbler and
enjoy your banana milk shake.

Cover the top of the tumbler and
shake it a few times.

27



Write down the steps on how to make banana milkshake.



























































WORKSHEET 1

Going Bananas

28





Fill in the blanks using the words given below.

Peel

Mix

Cover

Pour

Put





































WORKSHEET 2

Going Bananas

________ 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.

29

Title:

WHAT AM I?

Objective:

Pupils should be able to pronounce, spell and understand

the use of the following words:-

1. charcoal

2. fire

3. firewood

4. fuel

5. gas

Duration:

40 minutes

Materials:

1. flash cards of target words

2. pictures of target words

2. riddle strips (Teacher Resource 1)

Procedure:

1. Pre-test (refer to Assessment)

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.

30

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.

5. 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 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

31

Teacher Resource 1

RIDDLE STRIPS

Note: Make one copy only.

Cut out the riddle strips.







































(1)

I am black, hard and solid.
I bring warmth to the world.

What am I?

(2)

I am hard, dry and I burn easily.
I come from a tree.

What am I?

(3)

I am light and colourless.
You cannot catch me in your hands.

What am I?

(4)

I am bright and hot.
When I am small, I’m your friend.
But when I’m big, I become your enemy

What am I?

(5)

Wood, charcoal, petrol, firewood and gas
are members of my family

What am I?

32



Match the words in the boxes to the pictures. Write the corresponding

numbers in the brackets.








































What Am I?

WORKSHEET 1

(2) Firewood

(1) Charcoal

(3) Gas

Fuel

c (______ )

b (______ )

a (______ )

33




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.



















WORKSHEET 2

What Am I?

34

Title:

FUN WITH WORDS

Objective:

Pupils should be able to pronounce, spell and understand

the use of the following 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.)

Procedure:

1. Pre-test (refer to Assessment)

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.

35

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.

6. 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.

36

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.

B: Replace it with a new one.

A: Dad, the box is full.

B: Remove some things.

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.

37

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

R E P L

T

A

E

P

E

A

B

O

E

C

S

V

R

E

A

M

L

I

F

E

R

S

U

V

O

M

E

A

P

R

E

C

E

D

R

S

T

38

Teacher Resource 1
Note: Make one copy.
Cut out the strips.

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.

39

A: Mum, the cups are empty.

B: Fill them with tea.

A: Coach, the hockey stick is broken.

B: Replace it with a new one.

A: Dad, the cupboard is full.

B: Remove some things.

A: Captain, I don’t understand the steps.

B: Observe how I do it.

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: Measure the ingredients first.

A: Brother, I have cut out the pictures.

B: Now paste them on a card.

40

A: Mum, the bowl is empty.

B: Fill it with soup.

A: Coach, the badminton net is damaged.

B: Replace it with a new one.

A: Dad, the box is full.

B: Remove some things.

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.

A: Brother, I have cut out the pictures.

B: Now paste them in the scrap book.

41


Replace the underlined words with the words in the box.


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.






repeat

remove

paste

measure

replace

observe

fill

record

Fun With Words

WORKSHEET 1

42




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.

WORKSHEET 2

Fun With Words

43

Title: SILLY 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

Duration: 80 minutes

Materials: 1. flash cards of target words

2. dice

3. two empty boxes

4. sentence strips (Teacher Resource 1)

Procedure

1. Pre-test (refer to Assessment)

2. Activity 1

a. Teacher shows the flash cards and reads out the

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.

44

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

a. Pupils do Worksheet 3.

b. Teacher calls pupils at random to reads out the

answers.

6. 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.

45

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

46

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’.

47

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.


























Silly Rap

WORKSHEET 1

48



Fill in the blanks with the words from the box below.

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.















WORKSHEET 2

Silly Rap

melt

hot

cold

warm

flow

cool

heat

49




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 the 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.









WORKSHEET 3

Silly Rap

50

Title:

BEACH BOY

Objective:

Pupils should be able to pronounce, spell and understand

the use of the following words and phrases:-

1. difference

2. identify

3. is different from

4. is similar to

5. observe

6. similarity

Duration:

40 minutes

Materials:

1. pictures/ graphics or diagrams

2. flash cards of target words

Procedure:

1. Pre-test (refer to Assessment)

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.

51

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)

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.

52

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

53

Teacher Resource 1

Picture 1

54

Teacher Resource 1

Picture 2

55

Teacher Resource 1

Picture 3

56

Teacher Resource 1

Picture 4

57



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












WORKSHEET 1

Beach Boy

58

Title:

OLD NEWSPAPERS

Objective:

Pupils should be able to pronounce, spell and understand

the use of the following words:-

1. accurate

2. fair

3. height

4. measure

5. span

Duration:

80 minutes

Materials:

1. old newspapers

2. ruler

3. manila card

4. rubber bands

5. marker pens (green, yellow, red)

Procedure:

1. Pre-test (refer to Assessment)

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:

59

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.

4. 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.

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

60

Dialogue Script

Narrator: Mr. Cheesy goes around the neighbourhood in his lorry buying
old newspapers for recycling.

Mr.
Cheesy:

Paper lama! Paper lama! Old newspapers! Old newspapers!
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.
Cheesy:

Do you want to sell the old newspapers?

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.
Cheesy:

(Mr. Cheesy uses his fingers to show 3 spans).
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.
Cheesy:

Are you sure? (Mr.Cheesy uses his thumb and little finger to
show the length of his span.)
These are the same fingers I used to measure.

Curry Puff: Boss, have your fingers grown longer?

Mr.
Cheesy:

Don’t be silly!

Teacher Resource 1











































61





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 M R
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






WORKSHEET 1

Old Newspaper

62

Title:

GUESS ME

Objective:

Pupils should be able to pronounce, spell and understand

the use of the following words and phrases:-

1. bottom

2. conical

3. daily

4. energy

5. evaporate

6. investigate

7. phenomena

8. temperature

Duration:

80 minutes

Materials:

1. marker pens or crayons

2. Mahjong paper

3. flash cards of the target words

Procedure:

1. Pre-test (refer to Assessment)

2. Activity 1

a. Teacher shows the flash cards and reads out the

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)

63

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.

5. 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.

64

Answer Key

Worksheet 1

1. energy

2. daily

3. investigate

4. conical

5. temperature

6. phenomena

7. evaporation

8. bottom

Activity 2

Worksheet 2

1. energy

2. phenomena 3. evaporate

4. conical

5. investigate

6. daily

7. bottom

8. temperature

Guess Me

1. I am important.
2. I come in many forms
such as heat, solar,
sound, gas, petrol and
electricity.
3. I am a 6 letter word.
4. I start with the letter ‘e’.

Answer: energy

Guess Me

1. I am associated with
liquid.
2. I can change liquid to
gas.
3. I am a 9 letter word.
4. When I happen, water
dries up.
5. I start with the letter ‘e’.
Answer: evaporate

Guess Me

1. I am associated with
natural events.
2. I can be a rainbow.
3. I was Hurricane Katrina.
4. I am a 10 letter word.
5. I start with the letter ‘p’.

Answer: phenomena

Guess Me

1. I come without fail.
2. I am very regular.
3. I am a 5 letter word.
4. I appear with the sun.
5. I start with the letter ‘d’

Answer: daily

65

Teacher Resource 1

Note: Make only one copy.
Paste onto manila card.
Cut them out.

Guess Me

1. I am important.

2. I come in many forms

such as heat, solar,

sound, gas, petrol and

electricity.

3. I am a 6 letter word.

4. I start with the letter ‘e’.

Guess Me

1. I am associated with

liquid.

2. I can change liquid to

gas.

3. I am a 9 letter word.

4. When I happen, water

dries up.

5. I start with the letter ‘e’.

Guess Me

1. I am associated with

natural events.

2. I can be a rainbow.

3. I was Hurricane Katrina.

4. I am a 10 letter word.

5. I start with the letter ‘p’.

Guess Me

1. I come without fail.

2. I am very regular.

3. I am a 5 letter word.

4. I appear with the sun.

5. I start with the letter ‘d’

66





Fill in the blanks with the words given below.

energy

bottom

conical

phenomena

temperature

daily

evaporation

investigate









































WORKSHEET 1

Guess Me

1

6

2

8

7

5

4

3

67



Complete the blanks with the words given below.

temperature

energy

evaporate

investigate

conical

daily

phenomena

Minah the 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.












WORKSHEET 2

Guess Me

68

Title:

SEARCH AND CONQUER

Objective:

Pupils should be able to pronounce, spell and understand

the use of the following words:-

1. arrange

2. basic

3. complex

4. draw

5. function

6. label

7. prepare

8. simple

9. state

10. structure

Duration:

80 minutes

Materials:

1. dictionaries

2. whiteboard markers

3. flash cards of the target words

Procedure:

1. Pre-test (refer to Assessment)

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.

69

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

a. Pupils do Worksheet 1.

b. Teacher discusses the answers with pupils.

5. Post-test (refer to the 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.

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

70


Exercise 1

Unscramble the letters to form words that match the meanings

A

B

C

1. atset

2. ablel

3. otninufc

4. wrda

5. caibs

6. ructesurt

7. xmpcloe

8. eraperp

9. egrnara

10. pimsle

Correct spelling

1. __________

2. __________

3. __________

4. __________

5. __________

6. __________

7. __________

8. __________

9. __________

10. _________

Meanings

- say something

- write information on something

- to operate and work properly

- produce pictures or patterns

- main

- system or pattern

- having a lot of details or small

parts

- get ready

- 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.

WORKSHEET 1

Search And Conquer

71

Title:

LET’S FLOAT

Objective:

Pupils should be able to pronounce, spell and understand

the use of the following words: -

1. float

2. gas

3. glide

4. liquid

5. smoke

6. solid

Duration:

80 minutes

Materials:

1. flash cards of the target words

2. picture cards (Teacher Resource 1 – 5)

Procedure:

1. Pre-test (refer to Assessment)

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

a. Pupils do Worksheet 2.

b. Teacher explains what a speech bubble is.

72

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.

5. 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.

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

73

Teacher Resource 1

Activity 1

Picture Cards

74

Teacher Resource 2




75

Teacher Resource 3

76

Teacher Resource 4

77

Teacher Resource 5

78

Fill in the blanks with words given in the box. You can use the words

more than once.

gas

smoke

float

solid

liquid

gliding



























WORKSHEET 1

Let’s Float

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.

79




















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.

Let’s Float

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.

80





Match the dialogue to the correct speech bubbles by writing the numbers in
the brackets provided.





















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. ( ____)









WORKSHEET 2

Let’s Float

(1)

(2)

81

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.



? ?

WORKSHEET 2

Let’s Float

82

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

Duration:

40 minutes

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

Procedure:

1. Pre-test (refer to Assessment)

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.

83

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.

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

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.

84

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.

85

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

measurement is………………...cm.

d) I estimate the length of your left thumb to be …………… cm, but the actual

measurement is………………...cm.

e) I estimate the length of your right foot to be …………… cm, but the actual

measurement is………………...cm.

f) I estimate your height to be …………… cm, but the actual measurement

is………………...cm.

86

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

Worksheet 1

My Body Your Body

87

Title:

GET IT RIGHT

Objective:

Pupils should be able to pronounce, spell and understand the

use of the following words:–

1. a.m.

2. after

3. afternoon

4. before

5. evening

6. morning

7. o’clock

8. p.m.

Duration:

40 minutes

Materials: 1. pictures of activities with its description at the back

2. handout

Procedure:

1. Pre-test (refer to Assessment)

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.

88

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.

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 are

recorded and compared with the pre-test to gauge the

performance of the pupils.

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).

89

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.

90

Teacher Resource 1

Get It Right

reading newspaper

listening to music

cooking

91

Teacher Resource 2

Get It Right

92

Teacher Resource 3

Get It Right

93

Teacher Resource 4

Get It Right

94

Teacher Resource 5

Get It Right

95

Teacher Resource 6

Get It Right

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.

96

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

97

Title:

FRUIT TRACK

Objective:

Pupils should be able to pronounce, spell and understand the

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

Duration:

80 minutes

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

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

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.

98

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.

6. Post-test (refer to Assessment)

99

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 performance of the pupils.

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

100

Teacher Resource 1 Fruit Track

SIMILAR

A

B

101

Teacher Resource 2 Fruit Track

DIFFERENT


102

Teacher Resource 3

Fruit Track

ADD






103

Teacher Resource 4

Fruit Track

CHOOSE


OR



104

Teacher Resource 5

Fruit Track

CLASSIFY

11 As

11 Bs

11 Cs

11 Ds

11 Es

105

Teacher Resource 6

Fruit Track

TAKE AWAY










106

Teacher Resource 7

Fruit Track

SIMPLIFY



I have 3 books on my table and 5 books in my bag

SO

I have 8 books altogether.


107

Teacher Resource 8

Fruit Track

GROUP


MALE FEMALE

108

Teacher Resource 9

Fruit Track

HOW MANY


How many apples are there
in the box?





109

Teacher Resource 10

Fruit Track

MATCH













110

Handout 1

Fruit Track






























111

Handout 1

Fruit Track
























FINISH

Congratulations!
You have finished
your journey. Now
count your score.

112

Handout 2

Fruit Track

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

many oranges were left?

3 oranges

8

Pronounce ‘HOW MANY’ aloud

2 apples

9

If cucumber belongs to vegetables group, which

group do apples belong to?

3 oranges

10

Pronounce ‘SIMILAR’ aloud

2 apples

11

Add 6 apples to 4 apples. How many apples do

you have now?

3 apples

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

113

Handout 2 Fruit Track

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

does Ali belong to?

3 oranges

20

Spell ‘TAKE AWAY’ aloud

1 apple

21

Pronounce ‘GROUP’ aloud

2 apples

22

Add 3 apples to 2 apples. How many apples do

you have now?

3 oranges

23

Take away 7 apples from 12 apples. How many

apples are left?

3 oranges

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

a short sentence?

2 oranges

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

114

Handout 2 Fruit Track

33

Add 5 apples to 2 apples. How many apples do

you have now?

3 oranges

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

apples do you have now?

3 apples

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

orange?

1 apple

49

Is the taste of vegetables different from fruits?

2 oranges

50

Spell ‘CLASSIFY’ aloud

1 orange

115


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?

________________________________________________________________

116

Title:

OPPOSITES ATTRACT

Objective:

Pupils should be able to pronounce, spell and understand the

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

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

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.

117

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.

6. 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

are recorded and then compared to the pre-test to gauge

the performance of the pupils.

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)

118

• Describe what you can see here (Teacher points to

second picture).

Answer Key

Worksheet 2

a. before, after

b. high, low

c. ascend, descend


























119

Teacher Resource 1

Opposites Attract












































Picture 1

Picture 2

120

Teacher Resource 1

Opposites Attract













































Picture 3

Picture 4

121

Teacher Resource 1

Opposites Attract












































Picture 5

Picture 6

122

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: _____________

123

WORKSHEET 2

Opposites Attract

Date : _______________

Fill in each blank with the correct word from the box below.

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.

before

ascend

after

descend

low

high

124

Title:

MY BEDROOM MY HEAVEN

Objective:

Pupils should be able to pronounce, spell and understand the

use of the following words:-

1. corner

2. count

3. fold

4. layout

5. solid

6. surface

Duration: 40 minutes

Materials: 1. mahjong paper

2. worksheets

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

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.

125

c. Pupils exhibit their layout around the classroom. Teacher

and pupils compare the layout.

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 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.

126

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

127

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

128

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 _ _ n e _

5. The top layer of something: s _ r _ _ c _

6. The way in which parts of something are arranged: l _ _ o _ t

129

Title:

ARRANGE AND ORDER

Objective:

Pupils should be able to pronounce, spell and understand the

use of the following words:-

1. arrange

2. change

3. equal

4. half

5. mixed

6. order

7. parts

8. quarter

9. whole

Duration:

80 minutes

Materials:

1. mahjong paper

2. marker pens

3. worksheets

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

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.

130

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).

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 performance of the pupils.

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.

131

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..

132

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.

133

Title:

GO FOR IT!

Objective:

Pupils should be able to pronounce, spell and understand the

use of the following words and phrases:–

1. goes down

2. goes up

3. left

4. number line

5. right

Duration:

40 minutes

Materials:

1. mahjong paper

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)

134

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.

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

are recorded and compared with the pre-test to gauge

the performance of the pupils.

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.

135

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

136

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

-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?

left

right

137

Teacher Resource 1

Go For It

Set B

Station 1

Riddle 1

Everyone has it.

It goes up.

It does not come down.

Station 3

Unscramble these words

Scrambled word

Clue

Answer

IERCENAS

Becomes more

IN _ _ _ _ SE

REDCAESE

Becomes less

DE _ _ _ _ SE

Station 4

Number line

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?

Station 2

Riddle 2

It goes up

It goes down

It doesn’t move

left

right

138

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








139

Title:

MY KIND OF TOWN

Objective:

Pupils should be able to pronounce, spell and understand the

use of the following words:-

1. even

2. far

3. large

4. near

5. number

6. odd

7. position

8. small

Duration:

80 minutes

Materials:

1. mahjong paper

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

Procedure:

1. Pre-test (refer to Assessment)

2. Activity 1

a. Teacher plays a song entitled “Uptown Girl” by Westlife.

b. Teacher gives out Handout 1. Pupils sing along.

140

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.

6. Post-test (refer to Assessment)

141

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. 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

142

Answer Key Worksheet 1

My Kind of Town








































LIBRARY


SCHOOL



MOSQUE

SHOPS

H
O
U
S
I
N
G

A
R
E
A

S
P
I
D
E
R
M
A
N

R
O
A
D

143

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

144

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,



145

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.

146

Worksheet 1

My Kind Of Town

Date : __________________








SHOPS

H
O
U
S
I
N
G

A
R
E
A

S
P
I
D
E
R
M
A
N

R
O
A

147

Worksheet 2

My Kind Of Town

Date : _______________

Match the words to the suitable meanings .

1. NUMBER *

2. POSITION *

3. SMALL *

4. LARGE *

5. NEAR *

6. FAR

*

7. ODD

*

8. EVEN *

a. a long distance

b. the numbers that can be divided by
two

c. close to someone or something

d. not even in number

e. an arithmetical value showing
position in a series

f. bigger than usual in size / amount

g. not large in size / amount

h. the way in which a thing or its parts
are placed or arranged.

148

Title:

TOO HOT TO HANDLE

Objective:

Pupils should be able to pronounce, spell and understand the

use of the following words:-

1. divide

2. extend

3. product

4. rise

5. whole

Duration:

40 minutes

Material : 1. mahjong paper

Procedure:

1. Pre-test (refer to Assessment)

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.

149

4. Activity 3

a. Teacher gives out Worksheet 2.

b. Pupils rearrange the jumbled-up words to form sentences.

5. 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

are recorded and compared to the pre-test to gauge the

performance of the pupils.

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.

150

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.

151

WORKSHEET 1 Too Hot To Handle

Date : _______________

Fill in the missing letters to complete the words.

1.

……means to make something longer or larger.

2

……means all or complete parts.

3.

……means to separate something into parts.

4.

……means something obtained from doing something.

5.

……means to go up or to get higher.

X

T

W

E

D

V

R

D

T

D

L

C

S

152

WORKSHEET 2

Too Hot To Handle

Date : _______________

Rearrange the jumbled-up words.

1.

_____________________________________________________________.

2.

_____________________________________________________________.

3.

______________________________________________________________.

4.

______________________________________________________________.

5.

_____________________________________________________________ .

herself

by

ate

She

whole

the

cake

extended

The man

by

room

the

six feet

durian

teacher

divides

into

the

parts

two

The

the factory

is sent

from

The

product

the supermarket

to

cake

rise

watch

in

the

We

the

oven

153

Title :

TRY THIS!

Objective:

Pupils should be able to pronounce, spell and understand the

use of the following words:-

1. above

2. below

3. add

4. subtract

5. ascend

6. descend

Duration: 80 minutes

Materials: 1. scissors

2. glue

3. mahjong paper

4. A4 paper

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

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.

154

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.

5. 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

are recorded and compared with the pre-test to gauge

the performance of the pupils.

155

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










156

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:

AGE: _________ YEARS _______ MONTHS

NAME:

DATE OF BIRTH:

AGE: _________ YEARS _______ MONTHS

NAME:

DATE OF BIRTH:

AGE: _________ YEARS _______ MONTHS

NAME:

DATE OF BIRTH:

AGE: _________ YEARS _______ MONTHS

NAME:

DATE OF BIRTH:

AGE: _________ YEARS _______ MONTHS

157

Worksheet 2

Try This!

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





















158































Worksheet 3

Try This!

Date : ____________________

FUN CROSSWORD

ACROSS

DOWN

1. On top

1. To go up

2. Down or under

3. Becomes more

4. To go down

6. To put more

5. To take away
7. Becomes less

159

You're Reading a Free Preview

Descarga
scribd
/*********** DO NOT ALTER ANYTHING BELOW THIS LINE ! ************/ var s_code=s.t();if(s_code)document.write(s_code)//-->