KEMENTERIAN PELAJARAN MALAYSIA. Kurikulum Standard Sekolah Rendah Pendidikan Khas (MASALAH PENDENGARAN) MODUL PENGAJARAN DAN PEMBELAJARAN

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3 KEMENTERIAN PELAJARAN MALAYSIA Kurikulum Standard Sekolah Rendah Pendidikan Khas (MASALAH PENDENGARAN) MODUL PENGAJARAN DAN PEMBELAJARAN BAHASA INGGERIS TAHUN 2 Terbitan Bahagian Pembangunan Kurikulum 2011

4 Cetakan Pertama 2011 Kementerian Pelajaran Malaysia Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian artikel, ilustrasi dan isi kandungan buku ini dalam apa juga bentuk dan dengan cara apa jua sama ada secara elektronik, fotokopi, mekanik, rakaman atau cara lain sebelum mendapat kebenaran bertulis daripada Pengarah, Bahagian Pembangunan Kurikulum, Kementerian Pelajaran Malaysia, Aras 4-8, Blok E9, Parcel E, Kompleks Pentadbiran Kerajaan Persekutuan, Putrajaya.

5 Week minutes Teaching and Learning Module Sample For Hearing Impaired Pupils Theme World Of Knowledge Topic Numbers 11 to 20 (Week 7) Content Standard 1.1, 1.2, 2.2, 3.1 Learning Standard Able to talk (sign) about a stimulus with guidance (c) Make simple polite requests Able to read (sign) and apply word recognition and word attack skills by matching words with: (a) matching words with graphics (b) matching words with spoken (signed) words Able to copy and write in neat legible print (a) words (b) phrases (c) simple sentences Able to copy and write numerals in neat legible print (a) numeral form (b) word form Objectives By the end of the lesson, pupils should be able to : identify the numbers label the numbers fill in the blanks match words to pictures Teaching and Learning Methods Teaching aids Assessment Suggested Activities drilling, practice and reinforcement, questions and answers word cards, numbered cards, LCD, laptop, pictures 1. Spelling of words. 2. Matching words to number. 3. Counting and writing numbers in words. 4. Filling in the blanks. 5. Drawing the number of objects. 1. Teacher asks pupils to spell. 2. Pupils match words to numbers. 3. Pupils count and write the amount in words. 4. Pupils fill in the blanks. 5. Pupils draw the number of objects. 1

6 PREPARATORY PHASE 1.1 OBSERVATION Teacher shows pictures of objects and asks pupils to count ( 1 to 10 ). ( Picture of objects from 1 till 10 ) 1.2 ANALYSIS Teacher shows numbered cards and word cards to the pupils Pupils spell the words and count the numbers. 11 eleven ( Repeat this for numbers 12 to 20 ) Pupils match words to numbers by arranging the word cards and numbered cards Teacher introduces the sentence pattern to the pupils. 11 This is number eleven. (Repeat this for numbers 12 to 20 ) 2

7 IMAGINATIVE PHASE 1.3 GENERATING IDEAS Teacher shows the word cards to the pupils Pupils draw the correct number of objects based on the word cards. eleven * * * * * * * * * ( Repeat this for numbers 12 to 20 ) * * 1.4 SYNTHESIZING IDEAS Pupils fill in the blanks with the correct alphabets. 11 e l v n 12 t e l e 13 t i r e n ( Repeat this for numbers 14 to 20 ) 3

8 1.4.2 Pupils fill in the blanks with the correct words and sign the sentence. twenty eleven T DEVELOPMENTAL PHASE 1.5 ENHANCEMENT Teacher gives 3 sets of cards to the pupils. 1 st set - numbered cards 2 nd set - picture cards 3 rd set - word cards Pupils will match the 3 cards correctly. 11 eleven * * * * * * * * * * * (Repeat this for numbers 11 to 20) 4

9 1.6 ASSESSMENT Teacher gives worksheets to the pupils. WORKSHEET UNIT : 3 TOPIC: NUMBERS 11 TO 20 Write down the words. 5

10 WORKSHEET UNIT : 3 TOPIC: NUMBERS 11 TO 20 Write down the words. 6

11 WORKSHEET UNIT : 3 TOPIC: NUMBERS 11 TO 20 Rearrange 7

12 WORKSHEET UNIT : 3 TOPIC: NUMBERS 11 TO 20 8

13 WORKSHEET UNIT : 3 TOPIC: NUMBERS 11 TO 20 9

14 Week minutes Teaching and Learning Module Sample For Hearing Impaired Pupils Theme World Of Knowledge Topic Numbers 21 to 30 (Week 8) Content Standard 1.1, 1.2, 2.2, 3.1 Learning Standard Able to talk (sign) about a stimulus with guidance (c) Make simple polite requests Able to read (sign) and apply word recognition and word attack skills by matching words with: (a) matching words with graphics. (b) matching words with spoken (signed) words Able to copy and write in neat legible print (a) words (b) phrases (c) simple sentences Able to copy and write numerals in neat legible print (a) numeral form (b) word form Objectives By the end of the lesson, pupils should be able to : identify the numbers label the numbers fill in the blanks match words to pictures Teaching and Learning Methods Teaching aids Assessment Suggested Activities drilling, practice and reinforcement, questions and answers word cards, numbered cards, LCD, laptop, pictures 1. Spelling of words. 2. Matching words to number. 3. Counting and writing numbers in words. 4. Filling in the blanks. 5. Drawing the number of objects. 1. Teacher asks pupils to spell. 2. Pupils match words to numbers. 3. Pupils count and write the amount in words. 4. Pupils fill in the blanks. 5. Pupils draw the number of objects. 10

15 PREPARATORY PHASE 1.1 OBSERVATION Teacher shows pictures of objects and asks pupils to count ( 1 to 20 ). * ** *** **** ***** ***** * ***** ** ***** *** ***** **** ***** ***** ******** *** ******** **** ******** ***** ******** ****** ******** ******* ******** ******** ******** ******** * ******** ******** ** ******** ******** *** ******** ******** **** ( Picture of objects from 1 till 20 ) 11

16 1.2 ANALYSIS Teacher shows numbered cards and word cards to the pupils Pupils spell the words and count the numbers. * * * * * * * * * * * * * * * * * * * * * ( Repeat this for numbers 22 to 30 ) 21 twenty one Pupils match words to numbers by arranging the word cards and numbered cards Teacher introduces the sentence pattern to the pupils. 21 This is number twenty one. ( Repeat this for numbers 22 to 30 ) IMAGINATIVE PHASE 1.3 GENERATING IDEAS Teacher shows the word cards to the pupils Pupils draw the correct number of objects based on the word cards. twenty one * * * * * * * * * * * * * * * * * * * * * ( Repeat this for numbers 22 to 30 ) 12

17 1.4 SYNTHESIZING IDEAS Pupils fill in the blanks with the correct alphabets. 21 t w n t o e 22 t e n y t o 23 t e n y t r ( Repeat this for numbers 24 to 30 ) Pupils fill in the blanks with the correct words and sign the sentence. thirty twenty four

18 DEVELOPMENTAL PHASE 1.5 ENHANCEMENT Teacher gives 3 sets of cards to the pupils. 1 st set - numbered cards 2 nd set - picture cards 3 rd set - word cards Pupils will match the 3 cards correctly. 30 thirty * * * * * * * * * * * * * * * * * * * * ( Repeat this for numbers 21 to 30 ) 14

19 1.6 ASSESSMENT Teacher gives worksheets to the pupils. WORKSHEET UNIT : 3 TOPIC: NUMBERS 21 TO 30 Write the words

20 WORKSHEET UNIT : 3 TOPIC: NUMBERS 21 TO 30 Match. 16

21 WORKSHEET UNIT : 3 TOPIC: NUMBERS 21 TO 30 Write the words

22 WORKSHEET UNIT : 3 TOPIC: NUMBERS 21 TO 30 Write the sentences. 25 It is number twenty five

23 WORKSHEET UNIT : 3 TOPIC: NUMBERS 21 TO 30 19

24 Week minutes Theme Teaching and Learning Module Sample For Hearing Impaired Pupils World Of Knowledge Topic Numbers Content Standard 1.1, 1.3, 2.2, 3.2, 4.3 Learning Standard Able to listen (sign) to, say aloud and recite rhymes or sing songs Able to talk (sign) about a stimulus with guidance Able to sign and demonstrate understanding of texts by: (a) answering simple WH- questions Able to read (sign) and apply word recognition and word attack skills by matching words with: (a) matching words with graphics Able to read and understand simple sentences Able to copy and write in neat legible print (a) words (b) phrases (c) simple sentences Able to write simple sentences with guidance Able to take part with guidance in a performance based on (a) action Objectives By the end of the lesson, pupils should be able to : Teaching and Learning methods identify the numbers fill in the blanks match sentences to pictures write simple sentences read simple sentences Drilling, practice and reinforcement, questions and answers 20

25 Teaching aids Assessment LCD, laptop, objects, sentence cards 1. Question and answer drill 2. Matching phrases/sentences to pictures. 3. Constructing simple sentences from substitution table. 4. Filling in the blanks. Suggested Activities 1. Teacher asks pupils to count objects. 2. Pupils carry out question and answer drill using Sentence pattern given. 3. Pupils match phrases/sentences to pictures. 4. Pupils answer simple questions based on pictures. 5. Pupils fill in the blanks. 6. Pupils construct simple sentences from substitution table. 7. Pupils do action songs. PREPARATORY PHASE 1.1 OBSERVATION Teacher prepares some groups of objects eg. seashells, erasers and asks pupils to count. eg Pupils count and state the number of objects. 21

26 1.2 ANALYSIS Teacher introduces the sentence pattern to the pupils. How many erasers are there? erasers Pupils repeat after the teacher by signing Teacher asks pupils to form sentences using the above sentence pattern based on the pictures of objects given Pupils will form sentences using the above sentence pattern. Pupils form questions and answers. How many flowers are there? There are twenty two flowers. 22

27 1. 3 GENERATING IDEAS MODUL PENGAJARAN DAN PEMBELAJARAN DRAF RINTIS IMAGINATIVE BAHASA PHASE INGGERIS TAHUN 2 MASALAH PENDENGARAN Teacher gives the sentence pattern to the pupils Pupils draw the number of objects based on the sentence patterns given. Teacher says : There are sixteen rulers. Pupils draw 16 rulers SYNTHESIZING IDEAS Teacher shows a picture to the pupils Pupils fill in the blanks using the answers given. thirteen, eleven, twelve There butterflies on the flowers. 23

28 DEVELOPMENTAL PHASE 1. 5 ENHANCEMENT Teacher divides pupils into groups for a matching game Pupils match pictures with sentences. 1.6 ASSESSMENT Teacher evaluates based on the matching game above IMPLEMENTATION ACTION PHASE Teacher gives number of pictures to the pupils Pupils write down the sentence patterns based on the pictures given. 24

29 1.8 CONTINUOUS APPLICATION Teacher introduces a song to the pupils Pupils do actions based on the song. Song : One, two, three, four, five, Once I caught a fish alive, Six, seven, eight, nine, ten, Then I let it go again, Why did you let it go? Cause it bit my little finger so. 25

30 WORKSHEET UNIT : 3 TOPIC: NUMBERS 11 TO 30 Fill in the blanks. 26

31 WORKSHEET UNIT : 3 TOPIC: NUMBERS 11 TO 30 Answer the questions. How many flies are there? How many flowers are there? How many kites are there? How many flags are there? How many eggs are there? How many stars are there? 27

32 WORKSHEET UNIT : 3 TOPIC: NUMBERS 11 TO 30 Read and write. 28

33 WORKSHEET UNIT : 3 TOPIC: NUMBERS 11 TO 30 29

34 WORKSHEET UNIT : 3 TOPIC: NUMBERS 11 TO 30 Count and write down the words. 30

35 Teaching and Learning Module for Hearing Impaired Pupils Week : ( Duration) 3 weeks Unit : 4 Theme : World of Self, Family & Friends Topic : Content Standard : 1.1, 1.2, 1.3, 2.2, 3.3, Able to talk (sign) about a stimulus with Learning Standard : guidance Able to participate in daily conversations by signing : e) about oneself f) introduce family members and friends Able to sign and demonstrate understanding of texts by : b) giving True/False replies 31

36 2.2.1 Able to read and apply word recognition and word attack skills by matching words with : a) matching words with graphics. b) matching words with spoken words Able to read and understand simple sentences Able to punctuate correctly : a) capital letters b) full stops c) questions mark Able to copy and write in neat legible print : a) words b) phrases c) simple sentences Able to produce simple creative works with guidance based on: a) stories. By the end of the lesson, pupils should be able to: Objectives name, identify and introduce family members and friends give one or two responses to questions asked read and match words and phrases to pictures fill in the missing letters in words read and write simple sentences Teaching & Learning Methods 1. Observation 2. Questions and answers 3. Practice and reinforcement 4. Drills 32

37 Teaching Aids: 1. Pictures and Powerpoint Presentation 2. Word cards and Letter cards 3. Worksheets 1. Naming and identifying family members. 2. Inserting words of family members into a family tree. Assessment 3. Arranging letters to form words 4. Inserting letters in words. 5. Colouring activities. 6. Making a book writing simple sentences. 7. Rearranging jumbled words to form sentences. Suggested Activities : 1. Introducing members of the family using powerpoint presentation. 2. Talking about the characters in the slides. 3. Talking about themselves and introducing their family members. 4. Stating relationship between members of a family 5. Reading comprehension passages. 6. Asking True/ False questions verbally/ written. 7. Identifying positive and negative statements verbally/ written. 33

38 8. Inserting names of family members into a family tree. 9. Solving crossword puzzles. 10. Explaining story and the meanings of the difficult words in the text. 11. Making 12. Colouring pictures of family members. 13. Seeking information through interviews. 14. Writing sentences using a substitution table. 34

39 PREPARATORY PHASE 1.1 Observation Teacher shows slides of family members. Teacher questions pupils pertaining to slides shown. Source : internet Pupils identify and state (sign) family members shown on slides Pupils talk (sign) about themselves and introduce their family members. 1.2 Analysis To read and arrange letters to form words. e.g. r b t o r h e 35

40 IMAGINATIVE PHASE 1.3 GENERATING IDEAS Stating relationship between people using a family tree. e.g. Write. father uncle grandmother sister brother mother grandfather aunt 1.4 SYNTHESIZING IDEAS 1.4 Synthesizing idea Construct sentences using substitution table. My mother man. is a girl. My father 36

41 1.5 ENHANCEMENT MODUL PENGAJARAN DAN PEMBELAJARAN DRAF RINTIS Make a book with each of these sentences at the bottom of each page. Make a large square in the middle of each page for the students to make a picture of that sentence as to how it applies to their family. e.g. Title of each page: Page 1: This is me! My name is. Page 2: This is my family Page 3: I live in a house. Page 4: I like to play. Page 5: I like to eat. 37

42 1.6 ASSESSMENT Rearranging jumbled words to from sentences. e.g. woman mother is a my ACTION PHASE 1.7 IMPLEMENTATION Create a family tree (using twigs, plasticine, cards, pictures etc) 1.8 CONTINUOUS APPLICATION Seeking information through interviews e.g 1. How many people are there in your family? 2. How many sisters do you have? References: 38

43 Family family mother father 39

44 grandfather grandmother sister brother daughter son 40

45 NAME CLASS WORKSHEET 1 : Fill in the blanks with the words given b l Family grandfather brother Son mother grandmother Sister daughter family Father 41

46 42

47 43

48 WORKSHEET 2 : Fill in the blanks correctly. NAME CLASS f m y m t e f h r 44

49 gr n f th ra d o he s s t r r th r d u h r s 45

50 WORKSHEET 3 : Spelling test MODUL PENGAJARAN DAN PEMBELAJARAN DRAF RINTIS NAME CLASS 46

51 47

52 Unit 4 - Family Read. Mark My name is Sita. I have a sister and a brother. I like to play with dolls. My sister likes to play with dolls, too. We do not like to swim. My brother likes to play tennis and to swim. He does not like to play football. 1. There are three children in Sita. 2. Sita has two brothers. 3. Sita likes to play with dolls. swim. 48

53 5. to play tennis. football. 49

54 Unit 4 - Family Write. grandfather mother father sister grandmother aunt uncle brother 50

55 Unit 4 - Family Rearrange the letters correctly. r b t h o r e m t o h r e r g n a d f t a h r e s s r i t e r a n t u 51

56 Skill Week Duration Theme Topic Content 3 weeks 240 minutes World of Knowledge Parts of the body 1.1, 2.2, 3.1, 4.3 Standard Learning Standard Able to sign and respond to stimulus given with guidance Able to read (sign)and apply word recognition and word attack skills by matching words with: a) matching words with graphics b) matching words with spoken words c) reading and grouping words according to categories Able to read and understand simple sentences Able to copy and write in neat legible print: a) words b) phrases c) simple sentences Able to produce simple creative works with guidance based on: a) instructions by teacher By the end of the lesson, pupils should be able to: Objectives Teaching & Learning Methods Teaching Aids Evaluation Name and identify parts of the body Give one or two responses Copy simple sentences Fill in the missing words 1. Drilling 2. Brainstorming 3. Question and answer 4. Discussion 1. Word cards 2. Sentences cards 3. Worksheet 4. Pictures 1. Label parts of the body 2. Name parts of the body 3. Write simple sentences 4. Fill in the blanks 5. Follow instructions 52

57 Suggested Activities 1. Pointing parts of the body 2. Spell and label parts of the body 3. Matching words with the correct pictures 4. Cut and paste parts of the body 5. Making a robot (Instructions given by a teacher) 6. Teacher gets pupils to role-play actions 53

58 PREPARATORY PHASE 1.1 OBSERVATION Teacher shows the correct signs, pupils follow Pupils sign and respond to stimulus given with guidance. Name : Class : Date : 54

59 1.2 ANALYSIS Teacher shows the words, the pupils sign and spell the words Pupils match words with the correct pictures Pupils label parts of the body. Instruction : Label the body parts. eye ear nose mouth hand foot leg arm fingers toes neck hair fingers toes 55

60 IMAGINATION PHASE 1.3 GENERATING IDEAS Teacher asks pupils to cut pictures (part of the head) Pupils paste the pictures on the diagram given. Instruction : Cut and paste. 56

61 57

62 1.4 SYNTHESIZING IDEAS Making a robot (instructions given by teacher) Instruction : Follow the instructions given. 1. Draw the eyes. 2. Draw the nose. 3. Draw the mouth. 4. Put the head. 5. Put the arms. 6. Put the legs and feet. 7. Paint the robot. 58

63 DEVELOPMENT PHASE 1.5 ENHANCEMENT Teacher discusses with the pupils and pupils try to solve a crossword puzzle below. Instruction : Solve the Crossword puzzle DOWN ACROSS , ,

64 1.6 EVALUATION Teacher asks pupils to look at the pictures in the worksheet and write a simple sentence. Instruction : Look and write. 1. This is my ear. 2. These are my eyes

65

66 ACTION PHASE 1.7 IMPLEMENTATION Teacher gets pupils to role-play actions. Example: Be a teacher, dentist, chef, barber, etc 62

67 1.8 Continous usage/applications Clap your hands (2x) Listen to the music and clap your hands Stamp your feet (2x) Listen to the music and stamp your feet Turn around (2x) Listen to the music and turn around Jump up high (2x)) Listen to the music and jump up high Clap your hands (2x) Listen to the music and clap your hands Teacher: Clap your hands (2x) Students: Listen to the music and clap your hands Teacher: Stamp your feet (2x) Students: Listen to the music and stamp your feet Teacher: Turn around (2x) Students: Listen to the music and turn around Teacher: Jump up high (2x)) Students: Listen to the music and jump up high Teacher: Clap your hands (2x) Students: Listen to the music and clap your hands 63

68 Week : ( Duration) 2 weeks Unit : 6 Theme : Topic : Story time Stories Content Standard 4.2,4.3 Learning Standard Able to respond to : a) book covers b) pictures in books c) Characters in stories with guidance. Objectives : Suggested activities : Able to produce simple creative works with guidance based on stories By the end of the lesson, pupils should be able to read and understand a story talk about the story 1. Teacher introduces the characters and tells the story of ( text book pg 54 58) 2. Teacher explains the story and the meanings/moral values. 3. Teacher and pupils talk about the characters in the story 4. Teacher asks pupils retell the story as they remember it. 5. Pupils sequence the sentences in the correct order to form the story 6. Pupils complete the worksheet given. 7. Teacher brings pupils to the school library to encourage pupils to read more story book. 64

69 Week minutes Teaching and Learning Module Sample for Hearing Impaired Pupils. Theme Story Time Topic Stories (Rose Red) Content Standard 2.3, 3.2 Learning Standard Able to read simple texts with guidance a) Fiction b) Non fiction Able to punctuate correctly: a) Capital letters b) Full stop c) Question mark Objectives : By the end of the lesson, pupils should be able to: Read and enjoy simple stories and respond to them by talking about the people and moral values in the stories and relate Teaching and Learning Methods: 1. Brainstorming. 2. Drilling. 3. Reading. 4. Writing. 5. Matching. 6. Pairing. Teaching Aids: Flannel/Magnetic board, Puppets, sentence strips, flashcards, worksheets 65

70 Assessment: 1. Pupils sequence sentences in the correct order to form the 2. Pupils complete the worksheets given. 3. Role play/act out the story. 4. Colouring activities. 5. Jigsaw puzzle. 6. Make puppets (characters) using discarded materials. 7. Pupils reframe the story using their own words/actions. 8. Making scrap books. 9. Rearranging jumbled words to form sentences. SUGGESTED ACTIVITIES ( text book pg 53 59)(see appendix 2. Reading and signing simultaneously and pupils repeat after the teacher. 3. Explaining the story and the meanings of the difficult words in the text 5. Selecting difficult words and use the dictionary to find the meanings of the words. 6. Talking about the characters in the story 7. Retelling the story in their own words 8. Explaining the moral values in the story to the pupils. 9. Bringing pupils to the school library to encourage pupils to read more story books. 10. Punctuating sentences correctly. 11. Answering simple Wh-Questions. 12. Guessing the ending of the story. 13. Constructing sentences using substitution table. 66

71 PREPARATORY PHASE 1.1 OBSERVATION Teacher puts up a picture(manila card) (The story of Red Rose) Discusses about the picture with the pupils. Eg Teacher reads and signs the story in the text book simultaneously and pupils repeat after the teacher Teacher explains the story and the meanings of the difficult words in the text Pupils select difficult words and use the dictionary to find the meanings of the words. 1.2 ANALYSIS Teacher puts up all the picture cards in sequence and explains the story line Teacher jumbles up the picture cards, and then pupils rearrange them correctly according to the story. eg. 67

72 IMAGINATION PHASE 1.3 GENERATING IDEAS Pupils guess the ending of the story. 1.4 SYNTHESIZING IDEAS Construct sentences using substitution table. e.g. The Prince handsome. Rose Red is beautiful. 68

73 DEVELOPMENT PHASE 1.5 ENHANCEMENT Making a scrap book. e.g. Using newspaper cuttings, old magazines etc. 1.6 ASSESSMENT Rearranging jumbled words to form sentences. e.g. lives her mother Rose Red with ACTION PHASE 1.7 IMPLEMENTATION Role play/act out the story 1.8 CONTINUOUS APPLICATION Make a puppet using discarded materials. e.g. Using old used socks, egg shells etc. 69

74 Appendix (A) 70

75 TEACHING AND LEARNING ENGLISH LANGUAGE YEAR 2 MODULE FOR HEARING IMPAIRED PUPILS Skill Week 60 minutes Duration Theme World of Self, Family and Friends Topic Unit 7 : Follow Me Content Standard 1.2, 2.2, Able to see & sign and follow simple directions to places in school Able to give simple directions to places in school. Learning Standard Able to read and understand simple sentences Able to read a paragraph of 5-8 simple sentences Able to create simple non-linear texts using a variety of media with guidance : a) poster b) signs 71

76 By the end of the lesson, pupils should be able to Objectives name places in school see & sign and follow simple directions read and understand simple sentences read a paragraph of 5-8 simple sentences create simple non-linear texts using a variety of media with guidance Teaching & Learning Methods 1. Question & Answer 2. LCD Display 3. Brainstorming 4. Observation 5. Drilling 6. Discussing Teaching Aids 1. LCD 2. Laptop 3. Picture Cards 4. Word Cards Assessment 1. Labeling 2. Identifying 3. Rearranging 4. Text Completion Suggested Activities 1. Matching words with the correct pictures. 2. Matching phrases given to form sentences 3. Role-play. 4. Substitution table to form a paragraph. 5. Crossword puzzles 6. Word Maze/ Word Search. 72

77 PREPARATORY PHASE 1.1 OBSERVATION Teacher displays pictures (PowerPoint) and pupils identify the places shown Petronas Twin Tower Parliament Building Sultan Abdul Samad Building Kuala Lumpur Tower 73

78 1.1.2 Teacher displays cards showing directions, and pupils identify them. Turn right Turn left Go straight Go down 74

79 1.1.3 Teacher displays a map and discusses with the pupils for the directions to school. J a l a n B a k t i J a l a n M e r d e k a J a l a n J a y a J a l a n T u a h 75

80 1.2 ANALYSIS Teacher introduces places in school (Picture 3) Pupils identify the places and spell out words school canteen library Computer laboratory classroom 76

81 IMAGINATIVE PHASE 1.3 GENERATING OF IDEAS Teacher displays a map of the school compound ( display the map of your own school ) Pupils label the places in the map and say out the directions of a given place to another. 1.4 SYNTHESIS OF IDEAS Teacher displays a simple map and guides pupils to fill in the correct information based on the map. 77

82 DEVELOPMENT PHASE 1.5 ENHANCEMENT Pupils rearrange the jumbled alphabets to form words c s o l h o o o m s r l c s s a i l a b r r y 78

83 n c a t e n e r e t c m o p u y a l b r o t a r o 79

84 1.6 EVALUATION Pupils fill in the blanks based on the pictures with the words given. Fill in the blanks based on the pictures with the words given: computer laboratory canteen school library classroom This is Sekolah Kebangsaan Sri Gemilang. It is a big 80

85 There are many There is a big and a. There is a big too. \ 81

86 ACTION PHASE 1.7 IMPLEMENTATION Teacher takes the class for a tour around the school Teacher points to the places around the school and pupils name them. 1.8 CONTINUOUS APPLICATION Pupils prepare a scrap book of interesting places in Malaysia Pupils are requested to hand over their tasks within 2 weeks 82

87 Unit 7: Follow Me PowerPoint presentation of Kuala Lumpur. MODUL PENGAJARAN DAN PEMBELAJARAN DRAF RINTIS VISUAL AIDS 83

88 84

89 Unit 7: FOLLOW ME Picture card Turn right Turn left 85

90 Go straight Go down 86

91 Unit 7: FOLLOW ME Map J a l a n B a k t i J a l a n M e r d e k a J a l a n J a y a J a l a n T u a h 87

92 Unit 7: FOLLOW ME Places In School school canteen computer laboratory classroom 88

93 WORKSHEETS Unit 7 : FOLLOW ME Name : Date : Class : Tick the correct answer. Turn right. Turn left. Go straight. Turn left. 89

94 Turn right. Go straight. Go up. Go down. 90

95 Unit 7 : FOLLOW ME Date : Name : Class : Fill in the blanks 1. Sanjay lives on Jalan. 2. The is next to his house. 3. He likes to read books. 4. He always goes to the to borrow books. 5. His father is a doctor. 6. He works in the. 7. His mother is a clerk. 8. She works in the. 91

96 Unit 7 : FOLLOW ME Name : Date : Class : Rearrange the jumbled alphabets to form words c s o l h o o o m s r l c s s a I l a b r r y 92

97 n c a t e n e r e t c m o p u y a l b r o t a r o 93

98 Unit 7 : FOLLOW ME Date : Name : Class : Fill in the blanks based on the pictures with the words given: computer laboratory canteen school library classroom This is Sekolah Kebangsaan Sri Gemilang. It is a big 94

99 There are many There is a big and a There is a big too. 95

100

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Conteúdos de inglês para o primeiro bimestre. Turma 21. Turma 31. Turma 41

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