MODUL TMK BAHASA INGGERIS TAHUN 2

Modul Teknologi Maklumat & Komunikasi

Modul Aplikasi

BAHASA
INGGERIS

Tahun 2

Modul Teknologi Maklumat & Komunikasi

Bahasa Inggeris

Tahun 2

JAZZ CHANT

Learning Standard

5.1.1 Demonstrate appreciation through non-verbal
responses to:
i) simple chants and raps

5.1.2 Say the words in simple texts, and sing simple
songs with intelligible pronunciation, rhythm
and intonation:
i) simple chants and raps

1

||LESSON PLAN

 Title  ICT Skill
Jazz Chant
4.3 Cite source
 Time of information
1 hour obtained online.

 Theme  Teaching Aids
The World of Self, Family and Friends
For teacher
 Skill • Computer
Listening and reading • Projector
• Microsoft Powerpoint file

English Year 2 Lesson
5..1.2.pptx

For pupils
• Worksheet 5.1.2

 Content Standard
5.1 Enjoy and appreciate rhymes, poems and songs

 Learning Standard

5.1.1 Demonstrate appreciation through non-verbal
responses to:
i) simple chants and raps

5.1.2 Say the words in simple texts, and sing simple
songs with intelligible pronunciation, rhythm
and intonation:
i) simple chants and raps

2

 Lesson Objective
Pupils will be able to:
i. Recite the jazz chant and tapping on the table to

indicate rhythm and stress.
ii. Recite the jazz chant with correct pronunciation,

rhythm and intonation.
iii. Cite the source of information obtained online.

3

||SET INDUCTION  Time
5 minutes
 Suggested Activities
 Teacher's Note

1. Teacher shows Slide 1 of the Microsoft Powerpoint file Recall vocabulary learnt
English Year 2 Lesson 5..1.2.pptx to pupils. previously:
• computer
• internet
• copy
• paste

New vocabulary:
• website

 ICT Skill

4.3 Cite source
of information
obtained online.

Slide 1

2. Teacher asks the questions below one at a time.
Pupils are asked to answer the questions individually.
Then teacher allows others who have different
answers to add on.
 What do you see in this picture?
Possible answer:
A boy is using the computer to go on the internet.
 What does the boy find on the internet?
Possible answer:
Things that he thinks are good for his project.
 Do you think it is wrong for him to copy and paste
from the internet and say it is his work? Why?
Possible answers:
• It is wrong because the work belongs to others.
The boy cannot say that it is his. It is
like stealing.
• It is not wrong.

4

If any pupil says that it is not wrong, ask how would
the pupil feel if:
• He/she has written a good essay;
• Another pupil copies his/her essay and scores a

high mark;
• The teacher thinks that the pupil is good in

writing essays; and
• The teacher thinks that he/she has copied the

pupil’s work instead.

3. Teacher links the picture to the jazz chant that they
will recite. The jazz chant is about what is right or
wrong when copying from the internet.

||STEP 1  Time
10 minutes
 Suggested Activities
 Teacher's Note

1. Teacher guides pupils to read the chant on the Teacher recites the chant and
Powerpoint slides (Slide 2 to 7), line by line (teacher pupils follow. Focus on correct
models, pupils follow). Teacher and pupils tap on the word stress, pronunciation
table each time they come across a syllable or word and intonation.
in bold. Words or syllables in bold
should be stressed.
2. On Slide 5, teacher tells students that it is not enough
to know what is wrong but they also need to know
what is the right thing to do. The right thing to do is
what “they should do”.

5

Slide 2 Slide 3

Slide 4 Slide 5

Slide 6 Slide 7

6

||STEP 2  Time
15 minutes
 Suggested Activities
 Teacher's Note

1. Teacher divides pupils into two groups – the ORANGE Pupils practise reciting
group and the BLUE group. The ORANGE group reads the chant.
the orange text on the slides while the BLUE group Teacher facilitates, helping
reads the blue text. pupils to get the right word
stress, pronunciation and
2. Teacher corrects or gives reinforcements when intonation.
pupils read.

||STEP 3  Time
15 minutes
 Suggested Activities

1. Pupils work in pairs. Each pupil is given  Teacher's Note
Worksheet 5.1.2.
Vocabulary practice and
2. Pupil fills in the blanks individually and discuss with reinforcement
his/her partner after that for peer evaluation.

3. If unsure, the pupil consults another friend and if still
unsure, consults the teacher.

||STEP 4  Time
10 minutes
 Suggested Activities
 Teacher's Note

1. In pairs, pupils recite the chant to one another based Pupils practise reciting
on the completed Worksheet 5.1.2. the chant.
Teacher facilitates, helping
2. Pupil A recites the first verse and pupil B recites the pupils to get the right word
second verse and so on until the whole chant is read. stress, pronunciation and
intonation.

7

||CLOSING  Time
5 minutes
 Suggested Activities

1. Teacher shows pupils the video of a jazz chant
performance on YouTube by clicking on the link to the
website on Slide 8.

2. Teacher explains that the link, title and name of the
video owner have been written on the slide. It is clear
where the video came from and who owns the video.
Teacher stresses again that pupils should not copy or
download things from the internet and call them
their own.

Slide 8

3. Teacher asks pupils to tell their partners sitting next to
them what they should do when they copy something
from the internet.

4. One student is selected to tell the class after
this activity.

8

||WORKSHEET 5.1.1

Fill in the blanks with the correct words.

show copy internet website
from wrote should wrong

I copy from the ________
And say
I wrote it, I wrote it, I wrote it
Is it wrong? Is it wrong?

Yes! It’s wrong, wrong, wrong
It’s wrong to ________ from the internet
And say
You ________ it, you wrote it, you wrote it

It’s ________ to copy from the internet
And say
I wrote it, I wrote it, I wrote it

9

If I copy from the internet, the internet
What ________ I do?
What should I do?
If you copy from the internet,
You should show the ________, show the website,
Show the website you took it ________.
If I copy from the internet,
I should _______ the website, show the website,
Show the website I took it from.

10

||WORKSHEET 5.1.1

ANSWER

Fill in the blanks with the correct words.

show copy internet website
from wrote should wrong

I copy from the _in__te_r_n_e_t_
And say
I wrote it, I wrote it, I wrote it
Is it wrong? Is it wrong?

Yes! It’s wrong, wrong, wrong
It’s wrong to __c_o_p__y__ from the internet
And say
You __w_r_o_t_e__ it, you wrote it, you wrote it

It’s __w_r_o_n_g__ to copy from the internet
And say
I wrote it, I wrote it, I wrote it

11

ANSWER

If I copy from the internet, the internet
What _s_h_o__u_ld__ I do?
What should I do?
If you copy from the internet,
You should show the _w_e__b_s_it_e_, show the website,
Show the website you took it __f_r_o_m___.
If I copy from the internet,
I should __s_h_o_w__ the website, show the website,
Show the website I took it from.

12

||ASSESSMENT RUBRICS

Name:

No. ICT Component ICT Skill

1 4. 4.3 Pupil can
Practise responsible Cite source of her own
and ethical ICT values information obtained he/she sh
online. obtaining
from the
by fully r
teacher’s

Class: Date:

Level

Low Moderate Advanced
1 2 3

n explain in his/ Pupil can explain in his/ Pupil can explain in his/
n words what her own words what her own words what
he/she should do when he/she should do when
hould do when obtaining information obtaining information
g information from the internet with from the internet
e internet teacher’s guidance. without teacher’s
relying on guidance.
s guidance.

13

||PUPIL ASSESSMENT RUBRICS FORM

Class:
Tick () the approprite boxes.

No. Pupil Name ICT Skill (4.3)
L MA

14

Modul Teknologi Maklumat & Komunikasi

Bahasa Inggeris

Tahun 2

THE THREE BILLY
GOATS GRUFF

Learning Standard

Read and understand a variety of fiction and non-fiction texts with
confidence and enjoyment:
3.3.1 Read and enjoy simple print and digital games at

sentence level.

15

||LESSON PLAN

 Title  ICT Skill
The Three Billy Goats Gruff

 Time Computational Thinking
1 hour Skill:
Algorithm
 Theme 3.5 Use step-by-step
World of Stories
approach (algorithm)
systematically in a
situation, circumstance
and problem.

 Skill  Teaching Aids
Listening and reading
For teacher
 Content Standard • Computer
3.3 Read independently for information and enjoyment • Projector
• Microsoft Powerpoint file
 Learning Standard
Read and understand a variety of fiction and non-fiction English Year 2 Lesson
texts with confidence and enjoyment: 3.3.1.pptx
• Teacher’s sample face
of troll

For pupils
• Appendix 1
• Appendix 2

3.3.1 Read and enjoy simple print and digital games at
sentence level.

16

||SET INDUCTION  Time
5 minutes
 Suggested Activities
 Teacher's Note

1. Teacher opens the Microsoft Powerpoint file English • Link to pupil’s previous
Year 2 Lesson 3.3.1.pptx. knowledge.

2. Slide 1: Teacher shows the picture of a goat and asks • Recap vocabulary and
pupils what it is. The teacher writes the word on the pronunciation.
board and guides the pupils to pronounce the word
“goat”. Repeat several times until it is well pronounced • Ensure key words in the
with the “t” sound at the end. story that pupils are going
to read are understood.

Slide 1

3. Teacher explains that a billy goat is a male goat.
Teacher gets pupils to pronounce the word “billy” and
then “billy goat”.

4. Slide 2: Teacher shows picture of a troll and asks
pupils what it is. Many might answer “monster”.
Teacher introduces pupils to the word with similar
meaning – “troll”. Teacher guides the pupils to
pronounce the word “troll”. (Focus on “tr” sound.)

17

Slide 2

5. Teacher asks pupils: What does a troll look like?
Possible responses: Big, ugly, scary.

6. Slide 3: Teacher shows the picture of a bridge and
asks: What is this?
Answer: Bridge

Slide 3

7. Teacher gets pupils to pronounce the word “bridge”
altogether and calls on pupils to pronounce the word
individually to check on pronunciation.

18

8. The teacher shows the title of the story “The Three
Billy Goats Gruff”.

Slide 4

9. Teacher guides pupils to pronounce the word “gruff”
and explains the meaning. (Rough, tough, unfriendly).
Teacher explains that in this story it is the family name
of the goats (hence, the capital G). Just like humans,
we have family names or surnames.

||STEP 1  Time
10 minutes
 Suggested Activities

1. Pupils are asked to read (together) the story given
as teacher scrolls through Powerpoint Slides 5 to 17.
Teacher facilitates to focus on correct pronunciation,
stress and intonation. Teacher asks questions to check
on pupils’ understanding of the story.
E.g.
What is the name of the smallest goat?
Why did the troll let Billy Little go?

2. Teacher calls upon one pupil to read one slide and
gets the pupil to choose another pupil to read the next
slide and so on until the whole story is read. This time,

19

teacher guides pupils in reading it animatedly  Teacher's Note
with different intonation and voice for the different
characters. Teacher gets pupils to
understand that there is
3. Teacher poses questions that focus on the sequence a sequence in the story.
of events such as: Sequencing is one of the
 Which goat crossed the bridge first? building blocks of
 Which crossed next? an algorithm.
 Which goat crossed last?

Slide 5 Slide 6

Slide 7 Slide 8

20

Slide 9 Slide 10

Slide 11 Slide 12

Slide 13 Slide 14

21

Slide 15 Slide 16

Slide 17

22

||STEP 2  Time
10 minutes
 Suggested Activities

1. Each pair of pupils is given pictures of events of the  Computational Thinking
story (Appendix 1) to be cut out and pupils are asked Note
to arrange the pictures in the order according to the
story they have read and understood earlier.

2. Pupils are asked to take turns to tell their partners the Algorithm
story after arranging the events according to Pupils experience the process
the story. of sequencing events based
on the story they have read.

||STEP 3  Time
10 minutes
 Suggested Activities

1. Teacher explains that since this is a fairy tale, it is
imaginary. Therefore, the troll shown in the pictures is
what the artist imagined the troll to look like.

2. Teacher says: “Now let’s create a different picture of a  Computational Thinking
troll. I have created a different troll and I want you to Note
draw what I have drawn. I will tell you how to draw
it. Follow my instructions and you cannot ask any Algorithm
questions until your drawing is done.” Pupils attempt to carry out
the algorithm given
3. Teacher reads the instructions to draw a simple face by teacher.
of a troll in 5 steps (see Slide 18). Pupils follow the
instructions. Teacher waits for them to draw based on
each step before reading out the next step.

23

Slide 18

4. Teacher shows her drawing and gets pupils to
compare it with their own drawings.

Example of teacher's drawing  Computational Thinking
Note
5. Teacher asks pupils how the instructions can be
improved to help them draw more accurately and Algorithm
adds more detailed instructions as per example in Pupils attempt to refine
Slide 19. the algorithm.
E.g.
Draw a big circle as a face.

Slide 19

24

||STEP 4  Time
20 minutes
 Suggested Activities

1. Teacher instructs the pupils to get into pairs and sit
back to back.

2. Teacher gives each pupil choices of shapes
(Appendix 2) that they can use to draw their own troll.

3. Each pupil writes an algorithm for his/her friend  Computational Thinking
to draw. Note

4. Each pupil then check his/her friend’s drawing to see if Algorithm
it matches what he/she has drawn. Each pupil writes a simple
If not, the pupil discusses with his/her friend to algorithm, checks the result of
improve the algorithm. the algorithm and revise the
algorithm to enhance it.
Step by step instructions are given to pupils as per
Slide 20 to 22.

Slide 20

25

Slide 21

Slide 22

5. After the activity, teacher asks students, “Does your
friend’s drawing match your drawing better now?”

6. Teacher shows an example of algorithm from one of
the pupils.

7. Teacher explains that what they did was like a
computer taking instructions from a human being to
carry out a task. Computers do not think like humans
and needs to be programmed by humans with clear
instructions. Instructions need to be given step by step
and in a proper sequence like what they have done in
this activity.

26

8. The computer games that pupils play were
programmed by humans in the same way, step by
step just like telling the story they have read.

||CLOSING  Time
5 minutes
 Suggested Activities

1. Teacher asks pupils the following questions one after
another to summarise the key words in the story
(goats, troll, bridge, grass, eat).
• What are the main characters in the story?
• What objects can you find in the story?
• Why did the goats cross the bridge?

2. (Optional) Teacher gets pupils to retell the story of
“The Three Billy Goats Gruff” in their own words. One
pupil gives one sentence. Start the story with “Once
upon a time…”
Teacher reminds pupils that the story has to be told
in the correct order, like giving instructions. Teacher
facilitates, helping pupils to use sequence connectors
like first, next, then and finally. Pupils can volunteer or
teacher calls upon pupils randomly to continue
the story.

27

||APPENDIX 1



28

||APPENDIX 1 ANSWER

1 2

34

56

7

29

||APPENDIX 2

Use these choices to draw the face of your troll.

square rectangle triangle oval

Face
shape

Eyes

Nose
Mouth
Ears

30

||ASSESSMENT RUBRICS

Name:

No. ICT Component ICT Skill

1 3. 3.5 Pupil can
Use Computational Use step-by-step follow st
Thinking in problem- approach (algorithm) instructio
solving systematically in a relying o
situation, circumstance guidance
and problem.

Class: Date:

Low Level Advanced
1 3
Moderate
n create and 2 Pupil can create and
tep-by-step follow step-by-step
ons by fully Pupil can create and instructions without
on teacher’s follow step-by-step teacher’s guidance.
e. instructions with
teacher’s guidance.

31

||PUPIL ASSESSMENT RUBRICS FORM

Class:
Tick () the approprite boxes.

No. Pupil Name ICT Skill (3.5)
L MA

32

Bahagian Pembangunan Kurikulum
Kementerian Pendidikan Malaysia
Aras 4-8 Blok E9, Kompleks Kerajaan Parcel E

62604 Putrajaya
Tel: 03-8884 2000 Fax: 03-8888 9917

http://bpk.moe.gov.my/

PAUTAN BAHAN POWER POINT TMK BAHASA INGGERIS TAHUN 2
English Year 2 Lesson 3.3.1

http://tiny.cc/BIL3-3-1TMKTAHUN2
English Year 2 Lesson 5.1.2

http://tiny.cc/BIL5-1-2TMKTAHUN2

Disusun semula oleh Unit TMK Sektor Pembelajaran (SPb) JPN Pulau Pinang

MODUL TEKNOLOGI MAKLUMAT & KOMUNIKASI
Modul Kemahiran Asas TMK

Tahun 2

Komputer Saya

Prasyarat

Murid telah menguasai
kemahiran asas yang diterapkan dalam
Modul Kemahiran Asas TMK (Komputer Pertama Saya).

Murid boleh:
• Mengenali bahagian komputer
• Menghidupkan komputer dengan cara yang betul
• Menggunakan tetikus (klik dan klik dua kali)
• Menutup komputer dengan cara yang betul
• Membuka dan menyimpan fail dalam Microsoft Paint
• Membuka dan menyimpan fail dalam Microsoft Word

Kemahiran

Mengenali peranti input, proses dan output

Mengenali pelbagai jenis perisian

Menghasilkan nama fail yang baik

Mengutamakan amalan ergonomik semasa
menggunakan komputer

Komputer Saya 1

Input, Proses dan Output

Komputer menerima input daripada anda,
memproses maklumat dan menghasilkan output
seperti gambarajah di bawah.

Input Proses Output

Contoh Proses Output

Input Komputer Paparan
memproses dihasilkan.
Anda klik pada arahan anda.

Komputer Saya 2

Peranti Input, Proses dan Output

Pengimbas Unit sistem Pencetak
(Unit pemprosesan

pusat)

Pembesar Monitor
suara

Mikrofon Kamera

Tetikus

Papan kekunci

Peranti Input

Peranti input membolehkan anda
memberi arahan atau memasukkan
maklumat ke dalam komputer.

Komputer Saya 3

Peranti Proses

Unit sistem memproses arahan atau
maklumat yang anda beri.

Peranti Output

Peranti output memaparkan data yang
telah diproses sama ada dalam bentuk
paparan, bunyi atau cetakan.

Komputer Saya 4

Mengenali Jenis Perisian

Jenis perisian diwakili oleh

Perisian Pemprosesan Kata

Microsoft Word Google Docs WordPad

Perisian Persembahan

Microsoft Powerpoint Google Slides

Komputer Saya 5

Perisian Pelayar Web

Internet Google Mozilla Safari
Explorer Chrome Firefox

Jenis Fail Multimedia

Fail audio Fail video

Fail imej

Jenis perisian yang berbeza
diwakili oleh ikon yang berbeza.

Komputer Saya 6

Menghasilkan Nama Fail yang Baik

1 Berikan nama yang
mencerminkan isi
kandungan fail.

Nama fail keluargaku
Microsoft Word
tentang keluarga.

2 Elakkan nama yang
terlalu panjang.

3 aktiviti penulisan mengenai
keluargaku yang tersayang

Elakkan simbol seperti
%, &, #, $, @ dan sebagainya.
Gunakan abjad, nombor,
- dan _ sahaja.

keluargaku ##^## keluargaku 250318

Komputer Saya 7

Amalan Ergonomik

Duduk tegak dan Rehatkan diri 10 minit
pastikan monitor setelah menggunakan
selaras dengan mata. komputer selama
1 jam.
Gerakkan anggota
badan setiap 30 minit
bagi mengelakkan
kesakitan otot.

Letakkan tetikus dan
papan kekunci pada
kedudukan yang
selesa.

Komputer Saya 8

Uji Diri

1 Padankan.
Sistem unit

Peranti output

Peranti input

Komputer Saya 9

2 Bulatkan ikon-ikon yang mewakili fail imej.
3

Apakah nama fail yang paling sesuai bagi menyimpan gambar
di atas?
A ikan emas
B ikan$emas123%
C kucing suka makan ikan
D dua ekor ikan emas sedang berenang dalam akuarium

4 Apakah yang perlu anda lakukan apabila letih semasa
menggunakan komputer?
A Berehat seketika.
B Melayari internet.
C Berdiri tegak dan terus menggunakan komputer.
D Duduk tegak dan terus menggunakan komputer.

Komputer Saya 10

Saya Boleh!

Tandakan jika anda boleh melakukannya.

Saya Boleh
Saya boleh mengenal pasti peranti input,
proses dan output.
Saya boleh mengenal pasti pelbagai jenis perisian.
Saya boleh menamakan fail dengan baik.
Saya boleh menggunakan komputer
secara ergonomik.

Komputer Saya 11