ENGLISH YEAR 3

ACTIVITY CONTENT TEACHER’S NOTES

Singular & Plural Two display papers: Prepare two big display
papers and paste them on
1. Pupils are divided into two Single Double opposite sides of the wall.
groups, namely Single and pen pens Objects / Pictures
Double. Some marker pens

2. Show an object/a picture and
pupils are to write the name of
the object/picture shown on
the display paper which is on
their side of the wall.

3. Repeat with other
objects/pictures.

143

Learning Standard:

5.1.2 Able to use pronouns correctly and appropriately:

(a) Personal pronouns (He, She, It)

ACTIVITY CONTENT TEACHER’S NOTES

He or She? Sentence structure: Pronouns – words used to
e.g. This is Ali. He is Ali. substitute nouns.
1. Get a pupil to stand in front of
the class. He is standing. Teacher must stress on
the masculine (he) and
2. Talk about the pupil. Stress on That is Rozie. She is feminine(she) pronouns.
the pronouns (He/She). Rozie. She is sitting.

3. Talk about other pupils.

4. Reinforcement: e.g. This is Farah. She is
Pupils put on their name tags. Farah. She is from
Sibu.
Farah
Sibu

Get pupils to talk about their
friends.

Who is it? Sentence structure: Prepare a piece of cloth
- He is Suhaimi. (for blindfolding).
1. Pupils form a big circle (in the - She is Rozana.
hall or field). Take pupils to an open
space, e.g. the hall / field.
2. Teacher blindfolds a pupil and
puts him in the centre of the
circle.

3. The blindfolded pupil will try to
catch a classmate and identify
that pupil, by saying, “He is
Zainal” or “She is Siti”.

4. Take turns to be the
blindfolded pupil.

5. Alternative:
Those pupils who are caught
are put in one corner/hoop,
namely the He and She group.

144

ACTIVITY CONTENT TEACHER’S NOTES
“It” – a pronoun used to
Is it it? Pronouns (animals & replace nouns (for
objects): animals / objects/ places)
1. Teacher shows a picture of a
rabbit and says: - It is a rabbit. Substitute the nouns with
- It is white other suitable nouns.
“This is a rabbit. It is white. - It is fat.
It is fat.”
2. Practise with other nouns Jazz Chant:
(animals or objects or places). Who is he?
He is Ali.
3. Reinforcement: Who is she?
Recite the jazz chant. She is Siti.
What is it?
4. Substitute with other suitable It is a book.
nouns. What is this?
It’s a ball.

145

Learning Standard:

5.1.2 Able to use pronouns correctly and appropriately:

(a) Demonstrative pronouns (this, that, these, those)

ACTIVITY CONTENT TEACHER’S NOTES

This and That Parts of the body This/ That – singular
(nose, fingers, mouth, eyes nouns
1. Introduce the action song, etc.) These / Those – plural
“This and that”. nouns
Action Song: This and That
2. Pupils sing along with actions. (Tune: Are You Sleeping?) Sing while pointing to the
3. Substitute with other suitable This is my nose. parts of the body.
That is your nose.
nouns and practise the This and that, this and that. (Substitute the nouns with
sentence structure. These are my fingers. other suitable nouns).
Those are your fingers.
4. Alternative: These and those, these and Use realia (real objects).
Put some objects in front of those. Point to the near object
the class and also at the back and say, “This …………..”
of the class. This is a book. Point to the far object and
That is a ball. say, “That …………”
5. Practise the demonstrative This and that, this and that.
pronouns (this & that) by These are rulers.
pointing to the object(s) and Those are baskets.
say: These and those, these and
“This is a book.” those.
“That is a basket.”
“These are rulers.”
“Those are balls.”

146

Learning Standard:

5.1.2 Able to use pronouns correctly and appropriately:

(c) Possessive pronouns

ACTIVITY CONTENT TEACHER’S NOTES

What do you have? Sentence structure: Possessive – to show
e.g. I have a pencil. possession of objects.
1. Show a pen and say:
This is my pencil. Possessive adjectives
“I have a pen. This is mine. - my, your, his, her
This is my pen.
This is mine.” Ali has a pencil. Possessive pronouns
2. Repeat with other objects. That is his pencil. - mine, yours, his,
3. Get a pupil to show his pencil That is his. hers
and say:
Revision:
“I have a pencil. Singular & Plural nouns
It is my pencil. Demonstrative pronouns
It is mine.”
4. Get the class to say:

“Ali has a pencil. That is her bag.
It is his pencil. That is hers.
It is his.”
5. Repeat with other objects and These are your books.
other pupils. They are yours.

e.g. Rina has a book.
It is her book.
It is hers.

6. Reinforcement:
Revise the items learnt
(singular & plural nouns,
demonstrative pronouns)

Those are his rulers.
They are his.

147

Learning Standard :

5.1.3 Able to use verbs correctly and appropriately :
(a) regular verbs
(b) simple present tense
(c) simple past tense

ACTIVITY CONTENT TEACHER’S NOTES
Walk About Example of Actions:
jump, skip, brush, walk Grammar Notes:

1. Ask pupils to do some Example of Questions : Verbs can describe
actions. a. What can you see in the actions, feelings and
thoughts. Some verbs
2. Take pupils around canteen? are also being and having
the school. b. What are the people in the verbs. The verb in a
sentence may be one
3. Ask pupils questions. canteen doing? word or more than one
4. Pupils return to class. c. What do you see on the field? word.
5. Ask pupils to pick d. What are they doing?
Example:
word cards on words Example of Words: The boy likes to jump.
of what people were wash, mop, cook, play, brush, talk, The lady washes the
doing around the walk, jump, pull, skip dishes.
school.
6. Pupils pick the words REGULAR VERB Materials:
and put them in a word cards
basket labelled basket

“REGULAR VERB”.
7. Tell pupils that words

showing actions are
called verbs.

Find My Name Example of Words: Example:

1. Pupils are given washes, mops, cooks, plays, Every day, my mother
pictures each. brushes, talks, walks, jumps, pulls, mops the floor.
skips, etc
2. Pupils need to find the Alina and Aiza wash
words that match each mops dishes after dinner every
picture from the day.
baskets. wash
Materials:
3. Pupils stick the
pictures with the word cards
matching words on the pictures
board. baskets

4. Pupils are told that the
words on the board
are action words in the
present tense.

5. Tell pupils that we add
‘s’ or ‘es’ to actions
that are done daily.

148

ACTIVITY CONTENT TEACHER’S NOTES

Past Actions Example of Words: Example:

1. Divide pupils into washed, mopped, cooked, played, Faezah’s mum cooked
groups of four. brushed, talked, walked, jumped, chicken rendang
pulled, skipped, etc. yesterday.
2. Each group is given
an envelope. cooked Yesterday, the boys
played football.
3. Some groups are skipped
given pictures and Materials:
some groups are
given words. word cards
picture
4. Pupils have to find
which picture matches
which word.

5. Pupils stick the
pictures and the words
on the board.

6. Construct a sentence
and write them down.

7. Tell pupils that these
words are showing an
action that had been
done in the past.

8. Tell pupils that we add
‘ed’ to actions that
were done in the past.

Charade Sample of Verbs Materials:

1. Prepare words in a jump, play, wash, cook, walks, cloth bag
“magic” bag. skips, etc. word cards

2. A pupil comes out and MAGIC BAG
picks a word from the
“magic” bag.

3. The pupil acts the
word out and the rest
of the class try to
guess the action /
verb.

4. Pupils spell the verb
and make a sentence
using the verb.

5. The game continues
until all pupils have
had a chance.

149

ACTIVITY CONTENT TEACHER’S NOTES

Verb Book Sample of Verb Book Materials :
A4 coloured papers
1. Divide pupils into pictures of various
groups of four or five. actions
glue
2. Pupils create their scissors
own verb books.
cried fishes
3. Provide pictures of Siti cried Pak Mat fishes
various actions they yesterday every morning
like.

4. Pupils label each
picture with a verb.

5. Pupils make a
sentence for each
picture using the verb.

6. Compile the verb
books and display
them in class.

cycles laugh
Anne cycles. I laugh.

150

Learning Standard:

5.1.4 Able to use conjunctions correctly and appropriately:

(a) and

ACTIVITY CONTENT TEACHER’S NOTES

Riddle WHAT AM I? Grammar notes for teacher.

1. Put up a riddle chart. I have a pet Conjunctions are used to
2. Pupils read the riddle Big and fat connect words, phrases,
Black and white clauses or sentences.
aloud. Catches mouse and rat
3. Show two objects. Likes fish and rice Use and to join two words of
Can you guess equal importance.
a pen, a pencil What am I?
5. Say: Examples Of Objects: e.g.
pen, pencil, bag, book, table,
a pen chair, Amran has a pen.
a pencil Sample Picture Cards Amran has a pencil.
a pen and a pencil Amran has a pen and a
6. Repeat with other a boy and a girl pencil.
objects and pupils say out.
7. Explain ‘and’ is used
to join two words.
8. Show picture cards
9. Pupils say:
eg. boy and girl
10. Distribute the pictures to
different pupils.
11. Blow the whistle and
pupils must find their
partner and shout out the
words.

151

ACTIVITY CONTENT TEACHER’S NOTE

Write A Phrase Sample Phrases:

1. Put the phrase cards in two a cat and a rat phrase cards with strings to
boxes. hang around pupil’s neck
a fish and a plate of rice
2. Take out one card from a mouse and a rat
each box. a pen and a pencil
a boy and a girl
3. Read the phrase on the a fork and a spoon
card. a table and a chair

4. Join the phrases using
‘and’

5. Divide pupils into groups.
6. Distribute word card to

each group.
7. Call out a group.
8. Pupils come to the front

with the word card
hanging on their
necks.
9. Pupils will rearrange
themselves to form the
phrase.
10. Teacher writes the

phrases on the board.
11. Pupils copy.

Puzzle Sample Puzzle Cards

1. Divide pupils into groups. I have a pen and a pencil. one set of picture with
2. Distribute envelopes which sentence . Cut them into small
pieces.
contains picture puzzles.
3. Ask pupils to arrange the second set of pictures without
the sentence.
puzzles to form the picture
and sentence. There is a desk and a chair
4. Each group will come in the room.
forward and paste the
picture on the board
and read out the
sentence in the picture.
5. Repeat the activity with
another set of picture
puzzles without the
sentences.
6. Pupils arrange the puzzles
and write a sentence for
the picture.

152

Learning Standard:

5.1.4 Able to use conjunctions correctly and appropriately:

(b) or

ACTIVITY CONTENT TEACHER’S NOTES

Which One? Picture Cards Of Cartoon Grammar notes for teacher.
Characters Conjunctions are used to
1. Show the picture card connect words, phrases,
of some familiar cartoon Sample Picture Cards In the clauses or sentences.
characters. Box
Use or to show a choice.
2. Ask:
Do you like Tom or Jerry? Eg: Do you like coffee or tea?

3. Pupils will answer
Tom.

4. Repeat with other
pictures.

5. Explain– use ‘or’
when you have to choose.

6. Divide pupils in
groups of four.

7. Each group is given a box
containing picture cards.

8. The first pupil will take out
two picture cards.

9. The pupil will ask the
second pupil:
“Do you like a sweet or an
ice-cream?”

10. The second pupil will
choose one.
“I like the sweet.”

11. The second pupil takes
out two pictures and asks
the third pupil.

12. The activity goes on until
all the pupils finish their
turns.

153

Learning Standard:

5.1.4 Able to use conjunctions correctly and appropriately :

(c) but

ACTIVITY CONTENT TEACHER’S NOTE

But, But, But Sample pictures and Grammar notes for teacher.
1. Show two different sentences Conjunctions are used to
connect words, phrases,
picture cards to pupils. Bahar is tall. Nathan is short. clauses or sentences.
2. Say: Bahar is tall but Nathan is
short. Use but to join different ideas.
‘Bahar is tall.’
‘Nathan is short.’ Eg: Alex is clever but lazy.
3. Join the two sentences
using ‘but’.
4. Read the sentence again.

‘Bahar is tall but Nathan is
short.’
5. Repeat the activity with
other pictures.

Old But Strong Sample word cards

Prepare suitable worksheet.

1. Choose a few pupils at tall short
random and pair them.
Johan is tall but Dinesh is
2. Give each pupil a word short.
card.
fat thin
3. Each pair will come out
and stand in front of the small big
class.
strong weak
4. The other pupils will make
a sentence based on the
word cards.

5. Give worksheets to pupils.
6. Pupils write simple

sentences based on the
pictures given.

154

Learning Standard:

5.1.5 Able to use prepositions correctly and appropriately :
(a) in
(b) on
(c) under

ACTIVITY CONTENT TEACHER’S NOTE

Rat and Cat Grammar notes for Teacher

1. Put up the rhyme chart. Rat and Cat Preposition is a word which
2. Read the rhyme with the Rat in the hat joins a noun or pronoun to
Cat on the mat another word and indicates
pupils. Rat ran under the mat some relation between them.
3. Then show a toy rat, cat Chased by the cat.

and a mat. Sentence Pattern:
4. As the pupils to read
The rat is in the hat.
the rhyme, place the The cat is on the mat.
animals in the correct The rat is under the mat.
location.
5. Put the rat in the hat
and ask: ‘Where is the rat?’
Show the word with the
preposition ‘in’
Pupils will answer ‘The rat
is in the hat.’
Explain that the word ‘in’
shows the place or location
where the rat is .
6. Repeat with the other
preposition as in the rhyme.

Where do you put this? Sample sentences:

1. Divide pupils into groups The pencil is under the
of four. table.
The eraser is in the bag.
2. Give sentence strips and The book is on the chair.
some objects to each The bag is under the table.
group.
155
3. The first pupil in the group
will read the sentence
strip and the second pupil
will place the object.

4. Then, the second pupil
reads the next sentence
and the third pupil places
the objects.

5. Repeat until all the pupils
finish reading the
sentences.

ACTIVITY CONTENT TEACHER’S NOTE

Bingo Prepare a bingo card with
pictures and another one with
1. Divide the class into Content should be familiar to lines only.
groups. pupils. Pupils will have to write three
correct sentences in one
2. Give two bingo cards to straight line to win.
each group.
Bingo Cards 1 & 2
3. Blow the whistle, the pupils (Appendix 6)
will write sentences on
bingo card 2 based on the
pictures on Card 1.

4. The group that finishes first
will shout ‘Bingo’.

5. Check the sentences
and reward the group with
the correct sentences.

Learning Standard:

5.1.5 Able to use prepositions correctly and appropriately :
(a) up
(b) in front of
(c) behind
(d) at

ACTIVITY CONTENT TEACHER’S NOTES

Hide and Seek Sample Word Cards Grammar notes for Teacher

1. Choose a few pupils at in front of Preposition is a word which
random. behind joins a noun or pronoun to
at another word and indicates
2. Ask other pupils to close some relation between them.
their eyes. 156

3. Ask selected pupils to
stand at certain places:
e.g.
behind the door
in front of the
cupboard
at the door
Give them a card each.

4. Ask pupils to open their
eyes and look around the
classroom and tell where
their friends are.

5. Pupils will tell where their
friends are.

6. Repeat the activity with

other pupils chosen
randomly.
7. Other pupils will tell if they
are standing at the correct
location.

Treasure Hunt Sample cue card:
Find:
1. Place objects at selected 1. ball
locations in the classroom 2. scissors
before the lesson. 3. glass
4. hoops
2. Divide pupils in groups. 5. tambourine
3. Give each group a set of

cue cards.
4. Ask pupils to go around

and look for the objects.
5. Pupils return to their

groups and report where
the objects are found.
6. Pupils complete a chart.

e.g. We found a ball under
the table.

Choose One Sample sentences: 1. Prepare pictures showing
the location of nouns
1. Divide pupils into groups. En Azmi is standing behind according to the
2. Give each group a the blackboard. preposition.
En Azmi is standing in front of
picture with different the blackboard. 2. Prepare cards which have
sentences. three sentences describing
3. Pupils will look at the The car is in front of the lorry. the location of the object
picture and choose the The car is behind the lorry. for the pupils to choose.
correct sentence from the
sentence card. The boys are in the field. Prepare a worksheet
4. Each group member will The boys are under the field. according to pupils level
come forward and paste based on the activity.
their picture and sentence The cat is up the tree. Pupils will colour the correct
on the board. The stars are high up in the sentence.
5. Other groups will check sky.
the answer. The old man climbed slowly
6. When all the cards have up the stairs.
been pasted, the pupils
will read the sentences
aloud.
7. Give pupils worksheets.
8. Pupils will read and choose
the sentence with the
correct preposition.

157

Learning Standard :

5.1.6 Able to use adjectives correctly and appropriately :
(a) colour
(b) shape
(c) size
(d) opinion (quality or qualifier)

ACTIVITY CONTENT TEACHER’S NOTES

What Colour Am I? Example: Grammar Notes:

1. Pupils are given various This is a ball. An adjective is a describing
objects. It is blue. word. It adds meaning to a
It is a blue ball. noun or a pronoun.
2. Ask pupils to talk about
the objects. Materials:

3. Explain that colours used word cards
to describe the objects objects (pictures/realia)
are called adjectives.

4. Pupils write the adjectives
on word cards and display
on the blackboard.

5. Pupils write sentences to
describe the object.

Shape up Example:

1. Divide pupils into groups This is a table. Materials:
of four. It is square.
It is a square table. word cards
2. Each group is given an lap top
envelope. This is a clock. LCD
It is round. manila Card
3. Groups are asked to It is a round clock. jigsaw puzzle (Appendix 2)
complete the jigsaw
puzzle.

4. Pupils are asked to talk
about their puzzle.

5. Pupils write sentences to
describe the object.

6. Pupils describe other
objects in the classroom.
They construct sentences
to describe the objects.

158

ACTIVITY CONTENT TEACHER’S NOTES

Let’s Have Fun Examples: Materials:

1. Divide pupils into groups long, short, big, small, tall word cards
of four. pictures (Appendix 3)
This ruler is long but that
2. Each group is given a ruler is short.
worksheet with pictures
and an envelope
containing words.

3. Pupils need to pick a
word from the envelope
and stick it to the related
picture.

4. Pupils construct sentences
to describe the objects.

Story Time Story of The Shoe maker Materials:
and Mr King
1. Tell a story to the pupils. word cards
2. Ask pupils to talk about lap top
LCD
the story with a picture manila Card
stimulus. marker pens
3. Teacher draws pupils’
attention to adjectives The Shoemaker and Mr King
used in the story. (Appendix 4)
4. Distribute story text to
pupils. The Shoemaker and Mr King
5. Pupils identify and write – simplified version
the adjectives on word (Appendix 5)
cards and display them
on the board.
6. Pupils construct
sentences using the
adjectives identified.

Extension:

Teacher asks pupils to give
antonyms/synonyms of
adjectives identified.

159

ACTIVITY CONTENT TEACHER’S NOTES
Pupils can use the dictionary.
Knowing Me Knowing You Example:

1. Teacher asks pupils to Red Rani
find a word to describe Long Laili
themselves. Pupils have Square Siti
to come up with the word Graceful Grace
using the first alphabet of Gorgeous Geraldine
their names.

2. Pupils stand up and say
their names with the
words that describe them.

3. Game is played until all
pupils have had a chance.

Adjective Treasure Hunt Example: Materials:
instruction cards
1. Pupils are divided into A red flower
groups of four. A round ball
A small leaf
2. Each group is given an
instruction card.

3. Pupils go around the
school looking for the
objects.

4. The first group to return
with all the correct
objects is the winner.

Crazy Stories Example of words: Materials:
A4 papers
1. Ask pupils to come out pretty, handsome , orange,
with a list of adjectives short, round
and write on the board.

2. Pupils use these
adjectives to write short
stories.

3. Pupils write short stories.
4. Pupils read their stories.

160

Learning Standards:

5.1.7 Able to use articles correctly and appropriately

ACTIVITY CONTENT TEACHER’S NOTES

Drilling Time Word list: Grammar notes:

1. Show a picture to the carrot - a and an talk about
pupils apple singular countable noun
biscuit
2. Pupils name the things banana - a is put before a noun
(nouns) in the picture egg that begins with
orange consonant sounds
3. Ask the boys to pick
words that starts with - an is put before a noun
consonant sounds, then that begins with vowel
put the words in a box sounds
labelled ‘a’.
Picture in MS PowerPoint
4. Ask the girls to put the Presentation (printable)
rest of the words with (Appendix 7)
vowel sounds into the
box labelled ‘an’ Picture cards (Printable
Version)
5. Explain briefly how (Appendix 8)
articles are linked to the
nouns in the picture. Thinking skill:
Categorising
Slot Me Right Word list:
Worksheet 1(a)
1. A worksheet is rabbit (Appendix 9)
distributed to pupils apple
biscuit Tasksheet 1(b)
2. Pupils answer based on banana (Appendix 10)
the example given. egg
orange Worksheet 2(a)
The Appropriate Me book (Appendix 11)
umbrella
1. A task sheet is
distributed to pupils.

2. Pupils work in pairs.
Take turns to test each
other orally.

Fill Me Up! Word list:

1. A worksheet is carrot
distributed to the pupils. apple
biscuit
2. Pupils complete the banana
worksheet by filling the egg
blanks with the correct orange
articles.

161

Pick Me Right Worksheet 2(b)
(Appendix 12)
1. A worksheet is
distributed to the pupils.

2. Pupils choose the best
answer.

Listen and Write Right Grammar note:

1. Pupils work in groups of - the refers to unique and
3. definite noun

2. A set of 2 tasks are Task sheet 3(a)
distributed to each pair. (Appendix 13)

3. Pupil A and B will read Task sheet 3(b)
the dialogue in the task (Appendix 14)
sheet.
Task sheet 3(b)
4. Pupil C will fill in the (Appendix 15)
blanks with correct
articles while listening
to pupil A.

Let’s Go Online On Air http://a4esl.org/q/f/y/zz94mck.ht Activities may vary on
m availability of ICT facilities.
1. Pupils click on the link
given and complete the Activities in the link are
activities on the web. printable.

Notes: All activities are printable.

162

Learning Standard :

5.2.1 Able to construct declarative sentences correctly.

ACTIVITY CONTENT TEACHER’S NOTES

Happy Family! Set A sentence strips
Word Cards: word cards
1. Distribute word cards and mahjong paper
sentence strips to all
pupils. trunk sharp

2. Pupils find their group big ears
members.
tusks long
3. Construct sentences in
groups.

4. Pupils rewrite sentences
in a paragraph.

Sentence Strips:

I am an elephant.
I live in the jungle.

Set B thorns
Word Cards:

sharp

strong smell

hard shell

yellow flesh

This is a durian.
It is a fruit.

163

Appendix 1

169

Appendix 2

165

Appendix 3

166

167

Appendix 4

168

Appendix 5

169

Appendix 6

..
170

Appendix 7

171

Appendix 8

172

Appendix 9

.

rabbit apple biscuit
banana egg orange

book umbrella

a an

.........rabbit....... ...........apple..........
............................ ...............................
............................ ...............................
............................ ...............................

173

Appendix 10

Work with a partner. Take turns to test each other. Use the
words in the speech bubble.
Example:
A: dog
B: a dog
A: arm
B: an arm

rabbit apple biscuit

banana egg orange

book umbrella

174

Appendix 11

Fill in the blanks with ‘a’ or ‘an’.

1.

Amy, the rabbit wants ........... carrot for its
breakfast.

2.

I ate .......... apple yesterday.

3.

Rosdi dropped ......... biscuit just now.

The ranger feeds Gobuk the orang utan

4. ............... banana every day.

5. My mother boils .......... egg for me every

morning.

6. The children are given ........... orange each

during the Chinese New Year.

175

Appendix 12

A. Underline ‘a’ or ‘an’. Circle “True” or “False”.
B. Rewrite the sentences correctly.

1. Amy, the rabbit wants an

carrot for its breakfast. True / false

_____________________

2. I ate an apple yesterday.

True / false
_____________________

3. Rosdi dropped a biscuit just
now. True / false

______________________

The ranger feeds Gobuk the

4. orang utan an banana every

day. True / false
_____________________

5. My mother boils a egg for me
every morning.

True / false

_____________________

6. The kids are given an orange

each during the Chinese New

Year. True / false

______________________

176

Appendix 13

177

Appendix 14

Splodge: Can Sticky have ………… carrot?

Ruff: Yes, there are some in the kitchen.

Splodge: Can I give him (1) …………… apple and (2) ……………….. biscuit?

Ruff: Yes. Is he very hungry?

Splodge: He’s always hungry. Can he have (3) ……………….. banana milkshake, too?

Ruff: No! Rabbits don’t like milkshakes.

Splodge: Oh, that’s strange. Can he have (4) ………………… egg then?

Ruff: No! Rabbits don’t eat eggs.

Splodge: He wants (5) ………………. orange. Have we got oranges?

Ruff: No Splodge. Don’t be silly. Give Sticky (6) ……………….. carrot and go and read
(7) ……………………. book.

Splodge: I don’t want to. Can I go out?

Ruff: Yes, but it’s raining. Take (8) ………………….. umbrella.

Splodge: Sticky is coming with me. We want to play (9) ………………… game.

Ruff: All right, but come back in (10) ………………. hour and don’t give Sticky any more
food.

178

Appendix 15

Fill in the blanks correctly.

Splodge: Can Sticky have ………… carrot?

Ruff: Yes, there are some in the kitchen.

Splodge: Can I give him (1) ………………………….. and (2) …………………………….?

Ruff: Yes. Is he very hungry?

Splodge: He’s always hungry. Can he have (3) …………………………….. milkshake, too?

Ruff: No! Rabbits don’t like milkshakes.

Splodge: Oh, that’s strange. Can he have (4) …………………………… then?

Ruff: No! Rabbits don’t eat eggs.

Splodge: He wants (5) …………………………….. Have we got oranges?

Ruff: No Splodge. Don’t be silly. Give Sticky (6) ………………………… and go and read
(7) ………………………………..

Splodge: I don’t want to. Can I go out?

Ruff: Yes, but it’s raining. Take (8) …………………………………….

Splodge: Sticky is coming with me. We want to play (9) ……………………………...

Ruff: All right, but come back in (10) ……………………. and don’t give Sticky any more
food.

179



SAMPLE LESSONS



Focus: Listening and Speaking
Theme:
Topic: World of Stories

Content The Princess and The Dragon
Standard:
1.1 Pupils will be able to pronounce words and speak
confidently with the correct stress, rhythm and
intonation.

1.3 Pupils will be able to understand and respond to oral
texts in a variety of contexts.

1.1.2 Able to listen to and enjoy stories. (SK)

Learning 1.3.1 Able to listen to and demonstrate understanding of
Standard: oral texts by:
(b) answering simple Wh-Questions (SK)

1.1.2 Able to listen to and enjoy simple stories. (SJK)

1.3.1 Able to listen to and demonstrate understanding of
oral texts by:
(b) answering simple Wh-Questions (SJK)

Objective: By the end of the lesson, pupils will be able to respond to a
story heard verbally.

Time : 30 / 60 minutes

Teaching Aids: figurines, sentence strips

Extra-Curricular MI – Verbal Linguistic
Elements:

Activity Teaching & Learning Notes
Strategy
1. Teacher shows stick Puppets of a king, queen,
puppets to pupils and Listening princess, ogre, knight,
asks them to name Making interpretations dragon.
the puppets.
Listening The story (Appendix 1)
2. Teacher tells the
story, “The Princess
and The Dragon”.

3. Pupils listen
attentively.

183

Activity Teaching & Learning Notes
Strategy Questions:
4. Teacher asks simple a. Where did the king and
wh-questions Answering
pertaining to the queen live?
story. b. Where did the ogre

5. Pupils answer bring the princess?
questions orally. c. What did the king

6. Tell the story again. Reinforcement promise?
Pupils listen. Reinforcement d. Who rescued the

7. Invite pupils to tell princess?
the story. e. What did the king give

8. Give sentence strips the dragon?
to groups. Teacher
reads a sentence, Sentence Strips (Appendix
pupils listen and pick 2)
the correct sentence.
The assessment is carried
Assessment: out as step 8 is carried
out.
Able to:
a. listen and pick the Encourage pupils to re-tell
a story.
correct sentence;
and
b. arrange sentences in
order to form a story.
Remedial:

1. Pupils match pictures Identify and match
and words correctly. correctly.

Enrichment:

Get pupils to re-tell the Build confidence
story using their own
words.

184

Focus: Reading
Theme:
Topic: World of Stories

Content The Princess and The Dragon
Standard:
2.2 Pupils will be able to demonstrate understanding of a
variety of linear and non-linear texts in the form of
print and non-print materials using a range of
strategies to construct meaning.

Learning 2.2.4 Able to read and understand a paragraph with
Standard: simple and compound sentences. (SK)

2.2.4 Able to read and understand a paragraph of 5 – 8
simple sentences. (SJK)

Objective: By the end of the lesson, pupils will be able to read and
sequence the story correctly.

Time : 30 / 60 minutes

Teaching Aids: picture cards, phrase cards, power point presentation, sentence
strips

Extra-Curricular Constructivism
Elements:

Activity Teaching & Learning Notes
Strategy
1. Pupils are given Figurines and phrase
figurines of Read and match cards.
characters.
Reading a king, a queen, a
2. Teacher pastes princess, a prince, an
phrase cards on the ogre, a knight, a dragon, a
board. castle, a tower, a bag of
gold, the king’s land
3. Pupils match the
figurines to the
phrase cards.

4. Pupils read aloud all
the phrases.

185

Activity Teaching & Learning Notes
Strategy Power point presentation
5. Teacher reads the
story, “The Princess Presentation Sentence Strips
and the Dragon”. (Appendix 2)

6. In groups, give pupils Practice by recalling Level 1 (Appendix 3)
sentence strips of the Level 2 (Appendix 4)
story, “The Princess Practice by recalling Level 3 (Appendix 5)
and the Dragon.” Reinforcement The assessment is carried
out as step 7 is carried
7. Teacher picks a out.
group to start a story Appendix 4
chain. (This group
identifies and reads
the first sentence of
the story).

8. The first group to
identify the second
sentence continues
the story chain.
(This activity is
repeated until the
whole story is
completed.)

7. Invite pupils to read
the story with the
correct pronunciation
and intonation.

8. Distribute worksheets.
Pupils complete them.

Assessment:

Able to read the story with
the correct pronunciation
and intonation.

Remedial:

Pupils are able to re-
arrange sentences
correctly.

Enrichment:

Get pupils to talk about a Critical Thinking
person they liked or
disliked in the story.

186

Focus: Writing

Theme: World of Stories

Topic: The Princess and The Dragon

Content 3.2 Pupils will be able to write using appropriate language,
Standard: form and style for a range of purposes.

Learning 3.2.2 Able to write with guidance:
Standard: (a) simple sentences
(b) compound sentences (SK)

3.2.2 Able to write with guidance:
(a) simple sentences (SJK)

Objective: By the end of the lesson, pupils will be able to write a story
using simple or compound sentences with guidance.

Time : 60 minutes

Teaching Aids: figurines, phrase strips, worksheets

Extra-Curricular
Elements:

Activity Teaching & Learning Notes

Strategy Figurines

1. Tell the story, “The Pictures of king, queen,
princess, castle, ogre,
Princess and the Listening tower, knights, bag of
gold, dragon
Dragon”. Pupils listen
Q : Are they happy or
attentively. sad?

2. Distribute picture A: They are happy.

cards to groups. The king and queen are
very happy.
Next, distribute pieces

of paper. Pupils

name the pictures.

3. Next, get pupils to

pick the picture of king Building vocabulary
and queen.

4. Elicit response from

pupils about the king

and queen.

5. Distribute jumbled

phrases. Pupils

arrange them.

6. Get pupils to pick the
picture of the king,

187

queen, princess and Q: Where do they live?
castle. A: They live in a castle.
7. Elicit response about
the pictures. Q: What did an ugly
8. Distribute jumbled ogre do?
phrases. Pupils
arrange them. A: An ugly ogre locked
9. Get pupils to pick the the princess in his
picture of a tower, the tower.
princess and an ogre.
10. Elicit response about Q: What did the King
the pictures. promise?
11. Distribute jumbled
phrases. Pupils A: The king promised to
arrange them. give a bag of gold to
the knight who could
12. Get pupils to pick the save the princess.
picture of a bag of
gold, king, knight and Q: What did the knights
princess. do?

13. Elicit response about A: All the knights in the
the pictures. lands rode to the
ogre’s tower.
14. Distribute jumbled
phrases. Pupils Q: What happened at
arrange them. the tower?

15. Get pupils to pick the A: The ogre was so
picture of knights and scary that they rode
a tower. away as fast as they
could.
16. Elicit response about
the picture. Q: What did a dragon
do?
17. Distribute jumbled
phrases. Pupils A: A dragon saved
arrange them. the princess and
brought her to the
18. Get pupils to pick the castle.
picture of an ogre.
Q: What did the king
19. Elicit response about do?
the picture.
A: The king was so
20. Distribute jumbled happy that he gave
phrases. Pupils it a bag of gold.
arrange them.
188
21. Get pupils to pick the
picture of a dragon, a
princess and a tower.

22. Elicit response about
the picture.

23. Distribute jumbled
phrases. Pupils
arrange them.

24. Get pupils to pick
pictures of the king,
the dragon, the
princess and a bag of
gold.

25. Elicit response about

the picture. Reading
26. Distribute jumbled
Appendix 6
phrases. Pupils Level 1 (Appendix 7)
arrange them. Level 2 (Appendix 8)
27. Arrange the strips Level 3 (Appendix 9)
together and read the
story in groups. Appendix 7, 8, 9
28. Distribute worksheets.
Pupils complete them.

Assessment:

Able to write the story
using simple or compound
sentences.

Remedial:

Pupils are able to re-
arrange sentences
correctly to form the story
learnt.
Enrichment:

Get pupils to write the Critical Thinking
story on their own.

189

Focus: Language Arts

Theme: World of Stories
Topic: The Princess and The Dragon
4.3 Pupils will be able to plan, organize and produce creative
Content
Standard: works for enjoyment.

Learning 4.3.2 Able to perform with guidance based on:
Standard: (c) stories. (SJK)

Objective: 4.3.2 Able to perform with guidance based on:
(c) stories. (SJK)

By the end of the lesson, pupils will be able to role-play the
story.

Time : 30 / 60 minutes

Teaching Aids: masks, puppets

Extra-Curricular Constructivism, Multiple Intelligences-Kinaesthetic
Elements:

Activity Teaching & Learning Notes
Strategy Appendix 1
1. Divide pupils into
groups. Reading

2. Pupils plan for
performance.

3. Pupils prepare props
such as masks or
puppets.

4. Groups take turns to
perform.

5. Assess groups as they
are performing.

190

Focus: Grammar

Theme: World of Stories

Topic: The Princess and The Dragon

Content 5.1 Pupils will be able to use different word classes correctly
Standard: and appropriately.

5.1.7 Able to use articles correctly and appropriately:

Learning (a) a (b) an (SK)
Standard:

5.1.7 Able to use articles correctly and appropriately:

(a) a (b) an (SJK)

Objective: By the end of the lesson, pupils will be able to read and identify
articles correctly.

Time : 30 / 60 minutes

Teaching Aids: Picture cards, board game, tokens and coins

Extra-Curricular Constructivism, Mastery Learning
Elements:

Activity Teaching & Learning Notes
Strategy
1. Get a pupil to tell the a king, a queen, a
story learnt. Listen attentively. princess, a prince, an
ogre, a knight, a dragon, a
2. Drill pupils with the Reading castle, a tower, a cave, a
usage of ‘a’ or ‘an’. bag of gold

3. Place two boxes, ‘a’ Practising articles Teacher explains the
and ‘an’ box. usage of ‘a’ and ‘an’.

4. Give each pupil an boxes
object. Pupils place the objects
objects in the correct
box. board game
cards
5. Next, introduce the coin
‘Articles in the Attic’ markers
game to pupils.

191

Appendix 1

Story -‘The Princess and The Dragon’

Once upon a time there was a king and a
queen. They lived in a golden castle with their
beautiful daughter. One night an ugly ogre locked
the princess in his tower. The king promised to give
a bag of gold to the knight who could rescue the
princess. All the knights in the lands rode to the
ogre’s tower. The ogre was so scary that they rode
away as fast as they could. The next day a friendly
dragon saw the princess in the tower. The dragon
blew the ogre into the ocean. The dragon put the
princess on his back and flew into the sky. Then, the
dragon took the princess back to the castle. The
king was so happy with the dragon. He gave the
dragon the bag of gold.

192