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CONTENT PAGE
Guidelines

Science- Based Lessons

1. Swing Along 1
2. Let ’s Par t y 8
3. Bigger and Smaller 19
4. Going Bananas! 23
5. What am I ? 29
6. Fun wit h Wor ds 34
7. Silly Rap 43
8. Beach Boy 50
9. Old Newspaper s 58
10. Guess Me 62
11. Sear ch and Conquer 68
12. Let ’s Float 71

Mat hemat ics- Based Lessons

1. My Body Your Body 82
2. Get I t Right 87
3. Fr uit Tr ack 97
4. Opposit es At t r act 116
5. My Bedr oom My Heaven 124
6. Ar r ange and Or der 129
7. Go f or I t 133
8. My Kind of Town 139
9. Too Hot t o Handle 148
10. Tr y This 153
11. Let ’s Go Shopping! 159
12. What ’s My Line? 167
13. Row, Row, Row Your Boat 174
14. Lend Me Your Ear s 182
15. How Am I Dif f er ent ? 187
16. Guess Who? 198
17. My Own Wallpaper 205
18. Mix and Mat ch 216

Acknowledgement 225
Guidelines

1. During the first month of Form One, Science, Mathematics and English teachers
are exempted from carrying out teaching and learning activities based on their
respective syllabus. Instead they will carry out the English Language Orientation
Programme to prepare Form One pupils for the learning and teaching of Science
and Mathematics in English.
2. This module consists of 30 units – 12 are science-based and 18 are
mathematics-based.
3. The purpose of this module is to suggest possible activities that can be carried
out during the first month of Form One by Science, Mathematics and English
teachers during their respective lessons.
4. Teachers decide how many lessons each unit may take.
5. Each unit has the following headings:-
• Title
• Objective
• Duration
• Materials
• Procedure
• Assessment
• Notes for Teacher
6. The Title of a unit is chosen to reflect the theme of the lesson.
7. The words listed under Objective are the target vocabulary for each unit.
Teachers must ensure that after going through an activity, pupils are able to
pronounce, spell and understand the use of these words.
8. The time allocated under Duration of each unit is just a rough guide. Teachers
can adjust the time to suit their pupils’ needs.
9. Teachers may modify the activities to suit pupils’ level of proficiency.
10. The Procedure is designed to help teachers carry out an activity step-by-step.
11. The Assessment is in the form of spelling tests. The same spelling test is carried
out as the pre-test and post-test.
12. The section Notes for Teacher may consist of Answer Key and additional
information on an activity.
13. Some units may have additional materials such as Teacher Resource(TR),
Handouts(HO) and Worksheets(WS).

1
Title: SWI NG ALONG

Objective: Pupils should be able to pronounce, spell and understand
the use of the following words: -
1. backward
2. forward
3. pull
4. stretch
5. swing

Duration: 40 minutes

Materials: 1. sentence cards
2. board game
3. dice
4. chips for each pupil

Procedure: 1. Pre-test (refer to Assessment)
2. Activity 1
a. Teacher leads a five-minute physical exercise using
the following instructions.
1. Pull your friend’s hand.
2. Swing your arms.
3. Walk backward.
4. Walk forward.
5. Stretch your arms.

3 Activity 2
a. Teacher calls out 5 students at random. Teacher
gives each pupil a sentence card.
(Teacher Resource 1).
b. Pupils read their cards silently and do the action. The
class guesses the word being acted out.

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
f or war d
3 st eps
Pull t his 2
st eps ahead
Swing
f orward 3
st eps
Move
backward
3 st eps
St r et ch
f or war d 2
st eps
Move
backward 3
st eps
Swing
back 2
st eps
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

(a) ¸¸ ¸¸ ¸¸ ¸¸ ¸¸

(b) ¸¸ ¸¸ ¸¸ ¸¸

(c) ¸¸ ¸¸ ¸¸ ¸¸ ¸¸ ¸¸ ¸¸ ¸¸

(d) ¸¸ ¸¸ ¸¸ ¸¸ ¸¸ ¸¸ ¸¸

(e) ¸¸ ¸¸ ¸¸ ¸¸ ¸¸ ¸¸ ¸¸
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 out

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 out

(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: BI GGER 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
Tit le: GOI NG 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.












































1.



2.



3.



4.



5.



6.



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, har d and solid.
I br ing war mt h t o t he wor ld.
What am I ?

(2)
I am har d, dr y and I bur n easily.
I come f r om a t r ee.
What am I ?

(3)
I am light and colour less.
You cannot cat ch me in your hands.
What am I ?

(4)
I am br ight and hot .
When I am small, I ’m your f r iend.
But when I ’m big, I become your enemy
What am I ?
(5)
Wood, char coal, pet r ol, f ir ewood and gas
ar e member s of my f amily
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 WI TH 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: SI LLY RAP
Objective: Students should be able to pronounce, spell and understand
the following words:-
1. cold
2. cool
3. flow
4. heat
5. hot
6. melt
7. warm

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 t he sea

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

WORKSHEET 3
Silly Rap

50
Tit le: 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
Tit le: 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 t he Wonder Girl

Minah is a strong girl. She is full of ________(1). People call
her one of the natural ___________(2) on earth. This is because
she can make water ________(3). She does not have to heat it first.
This wonder girl carries her ________(4)shaped bag
everywhere with her. The bag is full of gadgets which she uses in
her part-time job. She sometimes helps her father to
_________(5)crimes.
As an investigator, Minah travels _________(6) with her
policeman father. They always interview people to get information.
Once, they had to jump into a lake. They wanted to find a pistol
which was lying at the _________(7) of the lake.
Minah likes hot weather and high _________(8). Minah and
her father are very close. Like the sun, she is the source of life to
him.

WORKSHEET 2
Guess Me

68
Tit le: 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 I T RI GHT

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: FRUI T 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 1Fruit 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

START

24

19

20 21 22 23

13

14

15

17 16 12

6

7 8 9 11

10

1

2

3

5 4

18

25

26

28 27

30 29

111

Handout 1 Fruit Track

FI NI SH

35

34

33

31 32

36

37

38

39

41 40

42 43 44 46

45

47

48

50 49
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: OPPOSI TES 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
the film.
the film.

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 I T!

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
-4 -2 -3 -1 0 1 2 3 4 5 6 7

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 KI ND 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
1 2 3



MOSQUE
SHOPS
2
4
6
8
10
12
14
1
3
5
7
H
O
U
S
I
N
G

A
R
E
A
9
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 THI S!

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

1. a
2. e
3. f
4. d
5. c
6. b



Worksheet 3

Across
1. above
2. below
4. descend
5. subtract
7. 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 t op 1. To go up
2. Down or under 3. Becomes mor e
4. To go down 6. To put mor e
5. To t ake away
7. Becomes less

159

Title: LET’S GO SHOPPI NG!

Objective: Pupils should be able to pronounce, spell and understand the
use of the following words and phrases:-
1. add
2. amount
3. balance
4. less than
5. minus
6. more than
7. remove
8. take away
9. total

Duration: 80 minutes

Materials: 1. nine different role cards for pupils
2. mahjong paper
3. marker pens
4. worksheets
5. handouts

Procedure: 1. Pre-test (refer to Assessment)
2. Activity 1
a. Teacher chooses 9 pupils.
b. Each pupils is given a script and assigned a role. They
have 5 minutes to read the script and understand the
roles (refer to Handout 1).
c. Pupils watch the role play and complete Worksheet 1
d. Teacher explains the target words.

160

3. Activity 2
a. Pupils are divided into four groups.
b. Teacher distributes price list (refer to Handout 2),
mahjong paper and marker pens.
c. Pupils are asked to prepare a shopping list for Mother’s
Day party.
d. Each group writes out a shopping list on mahjong paper
and displays it on the wall.
e. Teacher asks questions using all the target words.
e.g. 1. Which group spent more than RM100?
2. Which group spent less than RM100?
4. Activity 3
a. Teacher gives pupils Worksheet 2 .
b. Teacher asks pupils to read out the answers in class.
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.

Notes for Teacher: Pupils can take turns to participate in the role play.











161

Answer Key

Worksheet 1 Worksheet 2
1. Take away 1. Take away
2. Remove 2. position
3. Total 3. Total
4. Amount 4. number
5. Less than 5. Less than
6. More than 6. greater
7. Balance 7. Balance
8. Add 8. put together
9. Minus 9. Minus

162
TEACHER RESOURCE 1


Handout 2 Let’s Go Shopping

Price List






















Snacks
RM1.20
Mineral water
RM1.00
Oranges
RM0.60 each

Bananas
RM1.40 per kg
Cheese cake
RM25.00
Chips
RM2.40



Watermelon
RM1.20
Sweets
RM3.00
Pizza
RM12.00
Groundnuts
RM2.40
Fried Noodles
RM8.00
Nuggets
RM8.50
Roasted Chicken
RM15.00
Muffins
RM1.00 each
Balloons
RM3.00 per packet
Canned Drinks
RM1.50 per unit









163
Handout 1 Let’s Go Shopping

Characters:

1. Father
2. Mother
3. Son
4. Daughter
5. Salesperson (Supermarket)
6. Salesperson (Sports Department)
7. Salesperson (Children’s Department)
8. Cashier
9. Narrator

A family of four decided to go shopping at Alamanda Shopping. Each person in
the family has different things to buy.

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

So,Father drives the family to Alamanda Shopping Centre.
Son: Mom! Mom! Can I go to the toy shop first ?
Mother: No, you can’t. We are going straight to the Sports Department.
Your father needs to get his tennis shoes.

Father is browsing at the Sports Department and finds a pair of tennis shoes.
Father: I think I’m going to try out this pair.
Salesperson: Yes? Can I help you, sir?
Father: Could I have a look at that red pair of tennis shoes?
Salesperson: Sure, I’ll take them for you. (takes the shoes and gives them to
Father)
Father: Do you think this pair is suitable for me?

164
Mother: I guess so, but why don’t you try them first?
Father: Okay. Excuse me, do you have size 9?
Salesperson: Yes…….(looking under the table) Here you are, sir.
Father: How much does this pair of shoes cost? Do they cost more than
the blue shoes over there?
Salesperson: Not if you take away 15% off the price on the price tag.
Mother and children are at the supermarket. Mother is carrying a basket full of
groceries.
Mother: Alright, I just need a bottle of ketchup. Do you guys need anything
else?
Daughter: Mother, can you get me a bar of Cadbury chocolate, please?
Mother: Yes,of course. Just one bar. Let me total up everything in this
basket. I have to know the estimated amount before I go to the
cashier’s counter.
Son: Mom, can I have five of these canned drinks? Please…….?
Mother: No,you can only have two. So you have to take away three.
Son: Well, if you say so.
The three walk to the cashier’s counter. The cashier greets them with a smile.
Mother: May I know the total amount of my groceries?
Cashier: One hundred and thirty-five ringgit, madam.
Mother: Here is one hundred and fifty ringgit.
Cashier: Ok, here is your balance of fifteen ringgit. Thank you for shopping
with us. Have a nice day!
Next, the whole family goes to the Children’s Department.
Daughter: Mom, can I get a new dress for my Barbie doll?
Mother: Only one dress……………..
Son: Dad, can I add this pair of trousers to mom’s shopping basket? I
think I really need one.
Father: Go ahead, son.
Mother: I think we have everything we need. Shall we go now?
Father: Okay, let’s go.

165
Worksheet 1 Let’s Go Shopping

Date : _______________



Fill in the blanks with suitable letters to complete the words .


1. ___ ___ k e a w ___ ___


2. R ___ m ___ v e


3. ___ o t ___ l


4. A m ___ ___ n t


5. L e ___ ___ t h ____ n


6. M ___ r e t ___ a n


7. B a ___ a ___ c e


8. ___ d d


9. M i ___ u s







166
Worksheet 2 Let’s Go Shopping


Date : _______________



Fill in the blanks with suitable words and phrases in the box.


greater less than balance smaller

put together minus alphabet position

take away plus total number

1. ___________ means remove or carry elsewhere.

2. Remove means take off or away from the place or ________ occupied.

3. ___________ means amount in number.

4. Amount means quantity especially the total of a thing or things in
_________, size and value.

5. ________ ________ means smaller in extent, quantity, degree or
duration.

6. More than means a ___________ quantity, number or amount.

7. ____________ means an amount left over.

8. Add means ______ _________ (two or more numbers) to find a
number denoting their combined value.

9. _____________ means with the subtraction of. For example, 7 minus 4
equals 3. (symbol -)

167
Title: WHAT’S MY LI NE?

Objective: Pupils should be able to pronounce, spell and understand the
use of the following words:-
1. intersecting
2. lines
3. parallel
4. perpendicular
5. straight

Duration: 40 – 80 minutes

Materials: 1. 5 sets of cards with target words
2. worksheets

Procedure: 1. Pre-test (refer to Assessment )
2. Activity 1
a. Teacher shows the target words on cards to the pupils
and say the words aloud.
b. Pupils repeat the words after the teacher.
3. Activity 2
a. Teacher distributes Worksheet 1 to the pupils.
b. Pupils will try to decipher the code on the five words by
using the key provided.
4. Activity 3
a. Teacher points to the wall to show how parallel lines look
like.
b. Teacher shows pupils how the other lines (straight,
perpendicular and intersecting) look like by using
examples found in the classroom.

168
c. Pupils take turns to look for more examples of the lines in
the classroom and say them aloud. (e.g. These are
parallel lines. Those are intersecting lines)
5. Activity 4
a. Pupils are divided into 5 groups.
b. Each group is given a set of cards with target words and
Worksheet 2.
c. Pupils are required to fill in the missing letter/letters to
complete the spelling of the words.
6. Activity 5
a. Pupils are then given Worksheet 3.
b. In this activity, they have to unscramble the letters to
obtain the correct spelling of the words.
c. The first group to hand in the correct answers wins the
game.
7. 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: *Additional activities:
a. Teacher draws different sets of lines (parallel, straight,
perpendicular and intersecting lines). Pupils are to
guess the names of the lines.
b. Pupils are divided into 2 groups. The first group is
asked to line up in a row. The second group is then
instructed to form another row next to the first. The
pupils are told to keep an equal distance between the
rows. The pupils are later asked to form a T-shaped

169
line and an X-shaped line respectively. (While
carrying out the activity, the teacher can ask
questions to help pupils guess the words from the
word list and understand the meaning of the words).

Answer Key

WORKSHEET 1

1.





2.

19

20

18

1

9

7

8

20

S

T

R

A

I

G

H

T
3.

16

1

18

1

12

12

5

12

P

A

R

A

L

L

E

L
4.

16

5

18

16

5

14

4

9

3

21

12

1

18

P

E

R

P

E

N

D

I

C

U

L

A

R
5.

9

14

20

5

18

19

5

3

20

9

14

7

I

N

T

E

R

S

E

C

T

I

N

G



12

9

14

5

19

L

I

N

E

S

170
Worksheet 2

1. lines
2. straight
3. parallel
4. perpendicular
5. intersecting



Worksheet 3

1. lines
2. straight
3. parallel
4. perpendicular
5. intersecting













171

Worksheet 1 What’s My Line?
Date : _______________

Try and break the code
1. Example :



2.
19 20 18 1 9 7 8 20


3.
16 1 18 1 12 12 5 12


4.
16 5 18 16 5 14 4 9 3 21 12 1 18


5.
9 14 20 5 18 19 5 3 20 9 14 7


KEY
A B C D E F G H I J K L M
1 2 3 4 5 6 7 8 9 10 11 12 13
N O P Q R S T U V W X Y Z
14 15 16 17 18 19 20 21 22 23 24 25 26

12 9 14 5 19
L I N E S

172
Worksheet 2 What’s My Line?
Date : _______________

Fill in the missing letters

1. l_n_s
2. _tr_igh_
3. par_l_el
4. per_end_cul_ _
5. _nt_rs_cting








173
Worksheet 3 What’s My Line?
Date : _______________

Unscramble the letters

1. ielsn
___________
2. athrgsti
___________
3. larleapl
___________
4. denpulpraicer
___________
5. itinestngerc
___________

174
Title: ROW, ROW, ROW YOUR BOAT

Objective: Pupils should be able to pronounce, spell and understand the
use of the following words / phrases: -
1. demonstrate
2. equal
3. fractions
4. one half
5. part(s)
6. part(s) of
7. one quarter
8. whole

Duration: 80 minutes

Material: A4 coloured paper

Procedure: 1. Pre-test (refer to Assessment)
2. Activity 1
a. Teacher writes out the target words on the board. Teacher puts
a tick next to the words as she demonstrates the process.
Teacher gives out a piece of A4 coloured paper.
Teacher: Class, I’m going to demonstrate how to make a
paper boat. What am I going to do?
Pupils: (Expected answer: You are going to
demonstrate how to make a paper boat).
Teacher: You have to listen and look carefully and then
follow each step. You have a piece of paper. A
whole piece of paper. Repeat after me. A
whole piece of paper.
Pupils: A whole piece of paper.

175
Teacher: Now I want you to fold your paper in the middle.
(refer to Figure1) You will get two equal parts.
Each part is one half of the whole paper. (refer
to Figure 2)









Figure 1 Figure 2

Teacher: Okay, now you have two parts. Each part is
called one half. What do you call this part of
the whole paper?
Pupils : One half.
Teacher: Alright class, now fold the folded paper into
another two equal parts. Then open it back.
You can see a line in the middle.
Teacher folds the folded paper into two equal
parts and then unfolds it.
(refer to Figure 3) Pupils follow the instruction.





Figure 3

176
Teacher: If you open up the folded paper, you can see
four equal parts.
Teacher unfolds the paper. (refer to Figure 4)
Each part of the whole paper now is called one
quarter. What do you call one of the four parts
of the whole paper?
Pupils: One of the four parts of the whole paper is
called one quarter.









Figure 4

Teacher: Class, when you fold the whole paper into two
equal parts, one part is called ……….?
Pupils: One half.
Teacher: How can you get one half from a whole paper?
Pupils: By folding the whole paper into two equal parts.
Teacher: When you fold the whole paper into four equal
parts, one part is called ……………….?
Pupils: One quarter.
Teacher: How can you get one quarter from a whole
paper?
Pupils: By folding the whole paper into four equal parts.

177
Teacher: Very good. Now you know what one half is and
what one quarter is. One half and one quarter
are examples of fractions. Class, repeat after
me, FRACTIONS.
Pupils: Fractions.
Teacher: One half and one quarter are fractions. Class,
repeat.
Pupils: One half and one quarter are fractions.
Teacher: Very good. Now, we are going to make a paper
boat. Are you ready? Listen, look at me and
follow the instructions carefully.
3. Activity 2
a. Teacher asks the pupils to get the paper ready as in
Figure 3.
Teacher: First, you fold the paper into two equal parts.
Then fold two corners of the paper inwards to
the middle line to make two triangles. It will
look like this.
Teacher folds the paper as shown in Figure 5
and 6.





Figure 5 Figure 6
Teacher: Next, fold one side of the rectangle upwards
and fold the corners of the rectangle. You will
get the shape of a triangle (Teacher shows
Figure 6).

178
Teacher folds the paper as shown in Figure 7
and 8.




Figure 7 Figure 8
Teacher: Then, do the same to the other side. You will
get the shape of a triangle.
Teacher folds the paper as shown in Figure 9
and 10.






Figure 9 Figure 10
Teacher: Open the bottom part of the triangle and fold
the paper so that you will get the shape of a
diamond.
Teacher opens the bottom part of the triangle
(refer to Figure 11) and folds the paper to get
the shape of a diamond (refer to Figure 12)






Figure 11 Figure 12

179
Teacher: Now, you have to fold one side of the paper
upwards like this. Turn the paper to the other
side and do the same. You will then have the
shape of a triangle.
Teacher folds the paper as shown in Figure 13
and gets the shape of a triangle as shown in
Figure 14.








Figure 13 Figure 14

Teacher: Open the bottom part of the triangle like this
and fold the paper so that you will get the
shape of a diamond.
Teacher opens the bottom part of the paper
and folds it so that point A meets point B as
shown in Figure 15 and the shape of a
diamond as shown in Figure 16.






Figure 15 Figure 16

180
Teacher: Pull this tip to the right and the other tip to the
left. Your boat is almost ready. Open the
bottom part of the boat slightly so that it can
stand steadily on its own.
Teacher pulls the tips, one to the right and the
other to the left and gets the shape of a boat as
shown in Figure 17. Teacher then opens the
bottom part of the boat slightly so that it can
stand steadily on its own. The boat is now
ready as shown in Figure 18 and 19.






Figure 18



Figure 17 Figure 19
4. Activity 3
Teacher brings the pupils to the fish pond in the Science
Garden to have a boat race. Pupils arrange their boats on
the starting line.
When the teacher blows the whistle, the pupils blow their
boats. The first boat to reach the finishing line is the winner.
(For school which does not have a fish pond, the teacher
may use a small plastic swimming pool).

181
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.

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


182
Title: LEND ME YOUR EARS

Objective: Pupils should be able to pronounce, spell and understand the
use of the following words:-
1. angle
2. classify
3. determine
4. draw
5. label
6. measure
7. protractor

Duration: 40 – 80 minutes

Materials: 1. handouts
2. protractor

Procedure: 1. Pre-test (refer to Assessment)
2. Activity 1
a. Teacher draws an angle on the blackboard and writes the
word ‘angle’ (refer to Teacher Resource 1)
b. Pupils repeat the word after the teacher.
3. Activity 2
a. Pupils are divided into 5 groups.
b. Each group is given a copy of the Jazz Chant(Handout 1)
c. Teacher reads the Jazz Chant aloud and pupils repeat
after the teacher.
d. Pupils are then given time to practise the Jazz Chant.
e. The groups take turns to read aloud and act out the Jazz
Chant in an interesting manner. (e.g. they can pass the
protractor around).

183
f. Teacher and pupils have to pay attention to the
pronunciation, articulation, intonation and the action.
Teacher corrects the pupils if the action is wrong.

4. Activity 3
a. Each group is then given a verb from the word list (draw,
measure, determine, classify, label).
b. Pupils are to create or recall an incident which
happens/happened in school/at home by using the verb
assigned to them. (e.g. label - describe how and why
their mother labels the drawers in the kitchen ).
c. A representative from the group takes turns to relate the
incident in front of the class.
d. Teacher reads the words from the word list again and
pupils repeat after the teacher.

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.








184

Notes for Teacher: Teacher can provide weaker pupils with the following
situations and notes in Activity 3 -
i. draw
in school – art lesson – teacher ask – to draw a durian
ii. measure
Hari Raya - sister – measure cloth – sew curtains
iii. determine
pupils – can determine date - class party


iv. classify
Science lesson – pupils – classify – group - plants-
animals
v. label
mother – forgetful – label drawers – kitchen – find
things easily













185

Teacher Resource 1 Lend Me Your Ears
ANGLES




angle
angle

186
Handout 1 Lend Me Your Ears



JAZZ CHANT
Lend me a protractor, please.
Pass me a protractor, please.

Here you are.
Here it is.

Thank you.
Thank you.

Why do you want a protractor?
Why do you want it?

To draw an angle
To measure an angle.
To determine the size of an angle.

How do you do that?
How can you do that?

I don’t know. Ask the teacher.
I have no idea. Let’s ask our teacher.



Title: HOW AM I DI FFERENT?

187
Objective: Pupils should be able to pronounce, spell and use the following
words:-
1. compare
2. difference
3. shape
4. size
5. stick (verb)

Duration: 80 minutes

Materials: 1. cardboard
2. glue
3. scissors
4. flash cards

Procedure: 1. Pre-test (refer to Assessment)
2. Activity 1
a. Pupils get into groups of six.
b. Teacher shows a flash card (refer to Teacher Resources
1 – 5) to the pupils and the pupils form a human
formation of the shape shown in the card. They do this in
their groups.
c. Teacher quickly replaces the card with another shape
and the pupils quickly change formation. (Teacher also
instructs the groups to form bigger or smaller shapes).
** The fastest group that is able to form the shape will be
awarded points. In the end the teacher adds the points
attained by each group to determine the winner.


3. Activity 2

188
a. Teacher distributes Worksheet 1 for the pupils to
complete.
b. Teacher discusses the answers with the pupils.
4. Activity 3
a. Pupils sit in groups of four. Teacher distributes an
instructional card to each group (Handout 1).
b. Pupils are instructed to cut out the Geometrical shapes
and stick them together to build their dream house using
cardboard.
c. Pupils write a brief description of their house.
d. Pupils compare their house with other groups, and
decide whose house is the biggest or smallest or the
most beautiful.
5. Post -test (refer to Assessment)

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: Worksheet 2 is recommended for intermediate or
advanced pupils.







189
Answer Key

Worksheet 1

Diagram Name



triangle



rectangle



circle



oval



square


Worksheet 2


Parts of body Diagram 1 Diagram 2
Shape of head circle oval
Shape of eye triangle circle
Shape of mouth square circle
Shape of body square rectangle
Shape of hands triangle rectangle
Shape of legs rectangle rectangle












190
Teacher Resource 1 How Am I Different?

Flash Card A










































191
Teacher Resource 2 How Am I Different?

Flash Card B










































192


Teacher Resource 3 How Am I Different?

Flash Card C



































193

Teacher Resource 4 How Am I Different?

Flash Card D


































194

Teacher Resource 5 How Am I Different?

Flash Card E









































195


Handout 1 How Am I Different?




I nst ruct ion Card


1. Sit in groups of four.
2. Use a cardboard to cut out the shapes such as triangle,
rectangle, square, circle and oval and build your dream
house.
3. Use glue to stick the pieces of shapes together.
4. Write a short description of your dream house.












196
Worksheet 1 How Am I Different?

Date : _______________

Complete the following table.



Description

Diagram

Name

1. It has three corners
and three sides.





triangle

2. It has four corners.
It looks like a
whiteboard.







3. It has no corners. It
looks like a coin.




4. It has no corners.
It looks like an egg.







5. It has four corners
and four equal
sides.








197
Worksheet 2 How Am I Different?

Date : _______________


Compare the two diagrams below. Write the shape of the part of the body
in the table.




Parts of body Diagram 1 Diagram 2
Shape of head
Shape of eye
Shape of mouth
Shape of body
Shape of hands
Shape of legs



Diagram 1 Diagram 2















Title: GUESS WHO?

198
Objective: Pupils should be able to pronounce, spell and use the following
words and phrases:-
1. ‘any evidence’
2. clues
3. guess
4. ‘I think’
5. identified
6. investigate
7. reasoning
8. ‘Who is the one?’

Duration: 40 minutes

Materials: 1. role cards
2. situational card
3. envelopes
4. handouts
5. worksheets

Procedures: 1. Pre-test (refer to Assessment)
2. Activity 1
a. Pupils sit in groups of five.
b. Each group receives Worksheet 1 from teacher.
c. Pupils match words with their meanings.
d. Teacher checks the answers with pupils.
3. Activity 2
a. Each group receives envelopes containing role cards and
a situational card (Handout 1).
b. Each pupil picks a card to get a role. (They do not reveal
their role until they are asked by the pupil who plays the
role of a policeman)
c. Pupils read the situational card.

199
d. The pupil who plays the role of a policeman starts the
game by asking every member in the group:
i. ‘Who are you?’
ii. ‘What were you doing last night?’
e. All group members answer the policeman based on the
role cards they have.
f. Pupils start arguing who the criminal is based on the
clues given.
g. Pupils guess who the real criminal is.
h. The first group that finishes the task with the correct
answer is considered the winner.
4. Activity 3
a. Teacher gives Worksheet 2 to pupils.
b. Pupils fill in the blanks.
c. Teacher discusses the answers.
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.

Notes for Teacher: The gardener is the murderer. He said he walked to a
stall nearby. Normally, no one walks in heavy rain. They
either run or wait for the rain to stop.



200

Answer Key

Worksheet 1
Identify - to recognize
Clues - guiding points
Evidence - proof
Think - to give a thought
Investigate - to find out the truth
Guess - suppose
Reason - a cause

Worksheet 2
1. investigate
2. identify
3. think
4. evidence
5. clues
6. reason
7. guess


201
Handout 1 Guess Who?
i) SITUATIONAL CARD
Everybody reads this card together.




















It rained heavily last night. A rich old man
was murdered in his house. The
murderer ran away with some cash and
jewellery in the stormy night. He is still
FREE. The police were called to
investigate the case and identify the
murderer based on the clues given. The
police are looking for evidence in the
house.
Who do you think murdered the rich old
man? What could be the reason? Think
and guess the answer.

202
Handout 1 Guess Who?
ii) ROLE CARD
There are 5 role cards. Each pupil must pick only ONE card.



















GARDENER
Last night I walked to a nearby stall to buy a pack of instant noodles. And then,
I went into the house to make myself a cup of coffee. I heard a weird sound
upstairs. So, I went up to check what happened. What I found out was very
shocking. My boss was dead!

NURSE
Last night I was in the room watching television alone. I didn’t hear any noise
because it was raining heavily outside. I went to check on my patient as usual at
11.00 o’clock that night. To my horror, I saw him lying-DEAD!

WIFE
Last night I was in the bathroom when suddenly I heard a loud noise in our
room. I ran out to check and saw my husband lying on the floor in a pool of
blood! I screamed and ran for help.

POLICEMAN
1. Ask each one:
a. Who are you?.
b. What were you doing last night?
2. Ask your group:
a. Who do you think the murderer is?
b. Why do you say so?
3. Identify the murderer.

DAUGHTER
Last night I slept before 9 p.m. because I was very tired. However, I was
awakened by a loud noise coming from dad’s room. So I ran to his room to
check what had happened. What I saw was unbelievable! My dad was dead!

203
WORKSHEET 1 Guess Who?
Date : _______________

Match the following words with their meanings.














Identify
Think
Evidence
Clues
Reason
Investigate
To give a thought
Proof
To suppose
To recognize
A cause
Guiding points
To find out the truth
Guess

204
WORKSHEET 2 Guess Who?
Date : _______________

Fill in the blanks with the correct words.












1. The police is trying to _______________ the murder case.
2. They are trying to _______________ the criminal.
3. We have to _______________ before we act.
4. The police could not find any _______________ in the dead man’s room.
5. Look out for the _______________ when you are trying to solve a problem.
6. Always find a good _______________ before you do something.
7. I always _______________ the correct answers.


investigate

evidence

clues

think

identify

guess

reason

205
Title: MY OWN WALLPAPER

Objective: Pupils should be able to pronounce, spell and understand the
use of the following words:–
1. arrange
2. create
3. design
4. polygon
5. pattern

Duration: 40 – 80 minutes

Materials: 1. cardboard
2. scissors
3. glue
4. colour pencils/crayon

Procedure: 1. Pre-test (refer to Assessment)
2. Activity 1
a. Teacher draws a few basic shapes on the board.
Example:



b. Teacher tells the pupils the names of the shapes.


square triangle hexagon pentagon


206
c. Teacher explains to the pupils that each one of the
shapes is a polygon. Teacher writes the word polygon
on the board and pronounces the word. Pupils repeat
after the teacher and spell the word.

3. Activity 2
a. Teacher asks the pupils to choose a shape and arrange
it to design a pattern.
Example:



a pattern

b. Teacher explains to pupils that when they arrange
shapes like this, it is known as a pattern. Teacher writes
the word pattern on the board and pronounces it. Pupils
repeat and spell the word.
4. Activity 3
a. Teacher writes the word create on the board and
pronounces it. Pupils repeat and spell the word.
b. Teacher asks the pupils to create an art piece using the
shapes (refer to Teacher Resources 1 - 3).

Example:





207
5. Activity 4
a. Pupils are divided into groups.
b. Teacher distributes the cardboard, glue, scissors and
Handouts 1, 2 and 3 to the pupils and asks them to
design a building using the shapes.
Example :







6. Activity 5
a. Teacher asks the pupils to complete the story using the
words given (refer to Worksheet 1).
7. Post-test ( refer to Assessment)

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.








208
Notes for Teacher: a. create : to make something that did not
exist before.
b. design : to make a drawing or plan of
something that will be made or
built.
c. polygon : any shape enclosed by straight
lines
d. arrange : to put a group of things in
particular order or position.
e. pattern : a regularly repeated
arrangement of shapes.
Answer Key

Worksheet 1

1. create
2. polygons
3. arrange
4. design
5. patterns










209
Teacher Resource 1 My Own Wallpaper





























A PATTERN FROM HEXAGONS

210
Teacher Resource 2 My Own Wallpaper




























A PATTERN FROM TRIANGLES

211
Teacher Resource 3 My Own Wallpaper




























A PATTERN FROM PENTAGONS

212
Handout 1 My Own Wallpaper





























213
Handout 2 My Own Wallpaper


























214
Handout 3 My Own Wallpaper





























215
Worksheet 1 My Own Wallpaper

Date : _______________


Fill in the blanks with the words given to complete the story

create design polygon arrange pattern


Zang Toi likes to (1) __________ designs on paper. First, he
draws (2) __________s like pentagons, squares and triangles. Then
he will (3) __________ the polygons to form designs. When he is
happy with his beautiful (4) __________, he will show it to his father
who is a fabric designer. If his father likes the design, he will print
them as (5) __________s on cloth. Zang Toi hopes to be a famous
designer someday.









216
Title: MI X AND MATCH

Objective: Pupils should be able to pronounce, spell and understand the
use of the following words:-
1. angle
2. area
3. height
4. length
5. edge

Duration: 40 minutes.

Materials: 1. word cards
2. letter cards
3. worksheets

Procedure : 1. Pre - test (refer to Assessment)
2. Activity 1
a. Teacher puts up the diagram of a table on the board
(Teacher Resource 1) and identifies the words related to
the lesson.
b. Teacher reads a story about an ant searching for food.
(Teacher Resource 2)
c. Teacher writes a set of 5 words on the board.


HEIGHT LENGTH ANGLE
EDGE AREA

d. Teacher spells and pronounces the words and the pupils
listen.

217
e. Teacher repeats step c and pupils say the words
correctly.
f. Teacher explains the meaning of the words by using
objects in the classroom.

3. Activity 2
a. Teacher gives out Worksheet 1.
b. Pupils arrange the letters to form the correct word.
c. Teacher gives Worksheet 2 and pupils complete it.
d. Teacher gives Worksheet 3 and pupils fill in the blanks.
e. Teacher discusses the answers.
4. Post-test ( refer to Assessment)

Assessment. Teacher carries out a spelling test on the target words
(see Objective) as a pre–test. Results are recorded. The
same spelling test will be given as a post–test. Results
are recorded and compared with the pre-test to gauge
the performance of the pupils.

Notes for teacher: a. Activity 1
i. Teacher can make a finger puppet of an ant to act
out the story.




ii. Teacher can paste Worksheet 1 on the board.




218
Answer Key

Worksheet 1

1. height
2. length
3. angle
4. edge
5. area

Worksheet 2

1. height
2. length
3. angle
4. height
5. height
6. length
7. edge
8. area
9. angle









Worksheet 3

1. height
2. length
3. angle
4. edge
5. area

219

Teacher Resource 1 Mix and Match

length
area
height
edge
angle

220
Teacher Resource 2 Mix and Match


There was an ant named ‘Mut’. One day, he was
searching for food for his family. While moving on the
surface of the floor, he suddenly smelt food. He followed the
scent. He came to the leg of a table.
He climbed the leg of the table. When
he reached the middle, he was already
feeling tired. “What a height (1)”. He continued walking until
he came to the angle (2) of the table. He took a rest. After a
while, he walked to the edge (3) of the table. He looked at
the open area (4).He saw a cube of sugar at the end of the
table. The table was a metre in length (5), so he had to walk
and walk to get to the cube of sugar.



221
Worksheet 1 Mix and Match
Date : _______________

Arrange the jumbled-up letters to form the correct word.

1. E G H H I T




2. T N E G H L




3. G E A L N




4. D G E E



5. R A E A

222
Worksheet 2 Mix and Match

Date: ____________________

From the words below, choose a suitable word for each picture





1. 2. 3.

CHRISTMAS TREE TABLE BOOK

AREA ANGLE EDGE LENGTH HEIGHT

223
Worksheet 2 Mix and Match


4. 5. 6.

BUILDING MOUNTAIN YACHT
7. 8. 9.

BOX WHITEBOARD SET SQUARE

224































Worksheet 3 Mix and Match



Fill in the blanks with the words given.

1. A coconut tree can grow to a ______________of 10
metres.

2. The table is 2 metres in ________________.

3. The portrait was hanging at an ________________.

4. There is a scratch at the _____________of the table.

5. The badminton court has an __________ of 400
metres square.

height length angle edge area

225
Acknowledgement


Dr. Haili bin Dolhan
Director of Curriculum Development Centre

Ali bin Ab. Ghani
Deputy Director of Curriculum Development Centre

Cheah Eng Joo
Head of Science & Mathematics Department

Dr. Lee Boon Hua
Head of Language Department


From Curriculum Development Centre:

Abd. Wahab Ibrahim Ho Heng Ling
Dr. Mohamed Abu Bakar Zainon Abd. Majid
Dr. Rusilawati Othman Salina Hanum Osman Mohamed
Zaidah Yusof Aizatul Adzwa Mohd. Basri
Ahmad Salihin Mat Saad Anandan Kanniapan
Aziz Naim Jagdeesh Kaur Gill
Lanita Mohd. Yusof Lee Yuet Lai
Majeedah Shukor Mazlan Awi
Mohamad Ibrahim Noormah Md Din
Nooraini Kamaruddin Rosita Mat Zain
Susilawati Ehsan Sarina Salim
Wan Rosmini Hassan Wong Sui Yong


226

Special Thanksto thefollowing Science,
Mathematics& English Teachers:



















Jayaletchimy
Veerasamy
SMK Mantin
Ng Yoke Leng
SMK King George V
Christine a/p
Santhanam
SMK Bukit Mewah

Halida bt Yunus
SMJK Chan Wa
Mohd Khairil Faiz Saad
SMK Agama Kerian
Choy Sook Leng
SMK Dato’ Shahardin,
Labu

Normah @ Salina binti
Abd. Salam
SMK TTDI Jaya
Warzurayah binti Ali
SMK Tanah Merah
Site’C’
Manimekalai a/p
Jeyapalan
SMK TTDI Jaya

Mumtaz Begum bt Zahir
SMK Seri Garing
Rosita Mohd. Duni
SMK Seri Bintang Utara
Molisa bt Mokhtar
SMK Victoria

Papiya Chakrabarty
SMK Vivekananda
Chan Ah Jun
SMK Durian Tunggal
Chan Lai Chang
SMK Bukit Kepayang

Chitra a/p Arunasalam
SMK Infant Jesus
Convent
H. Khairoon Nisha
Hasan
SMK Sultan Muhamad
Shah
Hang Soo Yew
SMK St. Paul,
Seremban

Hasrul bin Abd. Radzak
SMS Tuanku Jaafar
Inpamalar a/p
Kailasapillai
SMK La Salle
Mimi Suryati Hj. Pungut
SMK Pendeta Za’ba

Mohd Fauzi bin Yusof
SMK Klebang Besar
Mohd. Nasir bin Puteh
SMK Puteri
Nik Zuraida Fadzir
SMK Methodist (ACS)

227














Nirmala a/p V.
Velupillay
SMK (P) Methodist
Raja Zainil Naimah Raja
Kamaruddin
SMK Kg. Baru Si Rusa
Rohaizan bt Jusof
SMK Bukit Saujana

Rohhannie bt Diwa
SMK Tinggi Port
Dickson
Roslina bt Abdul Latiff
SMKA Sultan
Muhammad
Rufina Francis
SMK Mambau

Rusazlina bt Abas
SMK Bukit Saujana,
Port Dickson
Sazazila binti Abdullah
Sek. Dato’ Abdul Razak
Shahina Kasim
SMK Kompleks KLIA

Suraya bt Mazlan
SMK Seri Ampangan
Teoh Hoon Chin
SMK Khir Johari Sg
Sumun
Wong Lai Kwan
SMK St. Paul

Yap Poh Kyut
SMK Ketari
Yati Syuhaida Yazid
SMK Taman Tuanku
Jaafar
Zuraidah Mohamad
SMK (Felda) Seri
Sendayan

Ung Yoke Khuan
SMK Datuk Mansor
V. Jayathevi Veerasamy
SMK Engku Husain
Shamala Devi a/p
Ramasamy
SMK Bukit Mewah

Zaitun bt Ramli
SMK Seri Kembangan

Shabariah Yazid
SK Kayu Ara
Rozaili bin Mohd. Ali
SMKA Sultan
Muhammad

Krishnan a/l Mookan
SMK Telok Datok
Salinah Ting Abdullah
SMK Sultan Abdul Aziz
Shah
Abdul Aziz bin Udin
SMK Seri
Ampangan

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