YEAR 5 TEACHER'S RESOURCE BOOK

KEMENTERIAN
PENDIDIKAN MALAYSIA
TEACHER’S
RESOURCE BOOK
YEAR 5
BAHAGIAN PEMBANGUNAN KURIKULUM
2014
DRAFT

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P R E F A C E
Using the Teaching and Learning Module
This module comprises sample lessons for teachers to adopt or adapt in their
classroom during teaching and learning.
The sample lessons provided in this module cover some of the learning
standards that must be achieved by pupils in Year 5. They do not constitute
lessons for the entire year. These samples are provided as exemplars for
teachers to help them carry out a complete lesson comprising listening &
speaking, reading, writing, and grammar in a cohesive and integrative
manner, following the modular configuration. Thus, teachers will be able to
observe how a particular theme/topic can be planned and executed
progressively and developmentally.
Lessons Stages Rationale
Listening &
Speaking
 presentation
 practice
 production
 Listening & speaking lessons are
structured according to three
stages to help teachers teach the
listening and speaking skills in an
organised and structured
manner.
 The presentation stage helps
teachers to prepare pupils for
actual listening by generating
interest, building confidence and
paving the way to facilitate
comprehension.
 The practice stage is when
teachers provide pupils with
opportunities to listen to oral
texts, help them to focus on the
listening text and guide the
development of their
understanding.
 From these listening activities,
pupils receive the necessary
input to help them to speak
during the production stage.
Reading  presentation
 practice
 production
 Reading lessons are structured
according to three stages to help
teachers teach the reading skill in

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an organised and structured
manner.
 The presentation stage is
necessary to prepare pupils for
reading and increase their
capacity for understanding. By
learning more about what they
are about to read, can
dramatically increase their
reading comprehension and
retention.
 The practice stage is when
teachers teach pupils to read and
employ comprehension
strategies.
 The production stage of reading
lessons where pupils show their
understanding of their readings
via oral or writing tasks.
Writing  presentation
 practice
 production
 Writing lessons are structured
according to three stages to help
teachers teach the reading skill in
an organised and structured
manner.
 The presentation stage is the
time for pupils to think, develop
ideas or gather information about
a topic.
 During the practice stage,
teachers need to guide pupils in
stages during the process of
writing. The scaffolding of the
writing tasks is done during this
stage to give pupils a clearer idea
of how the tasks can be
completed.
 Teachers and pupils consolidate
their writing through feedback,
editing or revision in the
production stage.

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Grammar  presentation
 practise
 production
 During the presentation stage,
the teacher may begin the lesson
by introducing the language form
or grammar item with its rules.
 At the practice stage, pupils
practice saying or writing the
language structure correctly
through various activities. At this
phase, the teacher directs the
activities to provide positive
feedback to pupils, correct
mistakes and model the correct
forms.
 During the production phase,
they use the newly learnt
language structure to produce
oral or written texts.
All sample lessons and materials in this module can be adopted or adapted to
suit the learning needs of pupils. Teachers are encouraged to be creative and
innovative so that interesting, meaningful, purposeful and fun lessons can be
carried out to help pupils learn better.

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LISTENING & SPEAKING
CONTENT STANDARDS
LEARNING STANDARDS
Year 5 SUGGESTED ACTIVITIES
1.1 By the end of the 6-
year primary
schooling, pupils will
be able to pronounce
words and speak
confidently with the
correct stress,
rhythm and
intonation.
1.1.1 Able to speak with correct word stress.
1.1.2 Able to listen to and recite poems,
tongue twisters, and sing songs
paying attention to pronunciation,
rhythm and intonation.
1.1.3 Able to talk about related topics with
guidance.
1.1.1- Homophone: Identifying and
distinguishing between the spelling :
e.g;sore (saw)
right (write)
sea (see)
1.1.2- Recite and act out the poem by mimicking
e.g;(any suitable poem) Itsy Bitsy Spider.
1.1.3- Impromptu speech; Talk about
hobby/ambition/favourite/food/drink/movie

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CONTENT STANDARDS
LEARNING STANDARDS
year primary
be able to listen and
respond
appropriately in formal
and
informal situations for
a
variety of purposes.
1.2.1 Able to participate in daily
conversations:
(a) make suggestions
(b) respond to suggestions
(c) volunteer to complete a task
(d) show appreciation
1.2.2 Able to listen, follow, and give
instructions.
1.2.3 Able to listen to, follow and give
directions to places around their
town and state .
1.2.4 Able to participate in
conversations with peers.
1.2.5 Able to talk on topics of interest
in formal situations with
guidance.
1.2.1- a) How to cross the road?
How to keep your school clean?
b) Q&A sessions .Give responses to suggestion in
verbal manner or draw circle.
C) Pair works with related topic. Example; pupils are
to prepare display sheet with bubble map.
topic
resources
Key words

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CONTENT STANDARDS
LEARNING STANDARDS
year primary
be able to understand
and respond to oral
texts in a variety of
contexts.
1.3.1 Able to listen to and demonstrate
understanding of
oral texts by:
(a) asking and answering questions
(b) giving main ideas
(c) giving supporting details
(d) sequencing
(e) predicting
d) Do a role play of a dialogue in pairs or groups
to show appreciation after asking for
help/direction. Eg: saying thank you for the help,
giving compliment for their achievement.
1.2.2- Blind Leading The Blind. A group of pupils
give instructions to a blindfolded friend to walk
through hurdles safety.
1.2.3- Role play: A tourist asking for directions
from a local.
1.2.4- Good manners: Pupils act out a scene on
social manners.
1.2.5- Public Speaking/ Speech Giving/ A
Retiring Teacher/ Recycling /Blogging.
1.3.1-a) Telephone conversations on :
i. safety tips
ii. taking messages
iii. leave messages
iv. ask for directions
b) Writing down main ideas in tree maps about a
topic and talk about it.

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d) Flow chart
e) Double Bubble Map
Item 1 Similarity Item 2

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READING
CONTENT STANDARDS
LEARNING STANDARDS
year primary
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.
2.2.1 Able to apply word attack skills by:
(a) using contextual clues to get meaning
of words :
(i) before the word
(anaphoric)
(ii) after the word (cataphoric)
(b) identifying idioms
2.2.2 Able to read and understand phrases
and sentences from:
(a) linear texts
(b) non-linear texts
2.2.3 Able to read and demonstrate
understanding of texts by:
(a) giving main ideas and
supporting details
(b) sequencing
(c) predicting
2.2.4 Able to apply dictionary skills:
(a) recognise abbreviations
(b) understand meaning of
words in context
2.2.1 (a) Pupils read the text and identify the
pronouns
Example : I saw Susan yesterday. She looked
sad. (anaphoric)
She looked sad when I saw Susan
yesterday. ( cataphoric )
(b) Read the text and identify the idioms.
Match idioms to their meanings.
2.2.2 (a ) Read the text and answer wh-questions
(b) Complete the table based on the
information
2.2.3 (a) Pupils give main ideas based on the
text in the circle map or bubble map
(b) Arrange the sentence strips in
sequence.
(c) Predict ending of the story.
2.2.4 (a) Pupils look for the abbreviations in the
dictionary
(b) Look for the meanings of words in
the dictionary in relation to the contexts.

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CONTENT STANDARDS
LEARNING STANDARDS
year primary
be able to read
independently for
information and
enjoyment.
2.3.1 Able to read for information and
enjoyment with guidance:
(a) fiction
(b) non- fiction
2.3.1 Keep a reading record (NILAM) : talk
about the book they have read.

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WRITING
CONTENT STANDARDS
LEARNING STANDARDS
year primary schooling,
pupils will be able to
form letters and words
in neat legible print
including cursive
writing.
3.1.1 Able to write in neat legible print with
correct spelling:
(a) sentences
(b) paragraphs
3.1.2 Able to write in neat cursive writing with
correct spelling:
(a) sentences
(b) paragraphs
3.1.1 Substitution table
a) Match phrases and write out the sentences.
b) Write a paragraph based on the sentence strips.
3.1.2 Reinforcement of cursive writing.
• Get all pupils to write in cursive writing.
3.2 By the end of the 6
year primary
be able to write using
appropriate language,
form and style for a
range of purposes.
3.2.1 Able to transfer information with
guidance to complete:
(a) linear texts
3.2.2 Able to write with guidance:
(a) stories
(b) poems
(c) informal letters
3.2.1 Ex: based on a recipe, transfer information to a
dialogue.
3.2.2 Ideas to teach writing : parallel writing, use of
substitution table, composite pictures, picture
series, reply an informal letter about your
holiday, etc.

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3.2.3 Able to use punctuation correctly.
3.2.4 Able to spell words by applying spelling
rules.
3.2.3 Fill in the blanks. Rewrite the paragraph.
3.2.4 Ex: spelling games, running dictation, formal
dictation.
3.3. By the end of the 6-
year primary
be able to write and
present ideas through
a variety of media
using appropriate
language, form and
style.
3.3.1 Able to create texts using a
variety of media with
guidance:
(a) non-linear
(b) linear
3.3.1 a) Write a short paragraph: power point
presentations, blogging, scrap book,
booklets, etc.
b) Based on a passage, create a mind map.

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LANGUAGE ARTS
CONTENT STANDARDS
LEARNING STANDARDS
year primary
be able to enjoy and
appreciate rhymes,
poems and songs.
4.1.1 Able to enjoy jazz chants, poems and
songs through non- verbal response.
4.1.2 Able to listen to, sing songs, recite jazz
chants and poems with correct stress
pronunciation, rhythm and intonation.
4.1.1. Pupils are given smiley faces / finger or stick
puppets that portray their feelings to show their
non-verbal response to the jazz chant, poems and
song.
4.1.2 A proficient pupil is selected to recite the jazz
chant or poem/ sing songs with correct stress
pronunciation, rhythm and intonation thus
modeling the language while other pupils follow
suit. Alternatively, the teacher could also be the
model.
year primary schooling
express personal
response to literary
texts.
4.2.1 Able to respond to
literary texts:
(a) characters
(b) place and time
(c) values
4.2.1 In groups, pupils are given a jigsaw puzzle and
they are to form a picture from it. Based on the
picture ( characters, setting and scene from the
poem, short story, graphic novel,) formed the
pupils are asked some questions.

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CONTENT STANDARDS
LEARNING STANDARDS
4.3. By the end of the 6-
year primary
schooling, pupils
will be able to plan,
organize and
produce creative
works for
enjoyment.
4.3.1 Able to plan, produce and display
creative works based on literary
texts using a variety of media with
guidance.
4.3.2 Able to plan, prepare and participate
in a performance with guidance
based on literary works.
4.3.1 Poem - Pupils make a shape poem based
on the poem read/recited .
Graphic novel/ short story – The pupils are
to make a concertina of the book read.
4.3.2 Poems – Pupils are asked to sing the
poem like a song with action. Perhaps sing the
poem using the melody of a famous song.
Graphic novel – Pupils are divided into groups.
Each group is given a scene from the novel and
are asked to do a freeze frame of it; while other
groups guess the scene.
(A freeze frame is a drama term used in which,
during a live performance, the actors will freeze
at a particular or pre- determined time to show an
important moment in the play/production.)
Source : http://en.wikipedia.org/wiki/Freeze-frame_shot
Short story - In groups, pupils are given parts
of the story and are to perform it using the
concept of a readers’ theater.
(Reader's Theater is a style of theater in which
the actors do or do not memorize their lines
instead they read their lines aloud. Actors use
only vocal expression to help the audience
understand the story rather than visual
storytelling such as sets, costumes, and intricate
blocking. )
Source:http://en.wikipedia.org/wiki/Readers%27_Theater

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GRAMMAR
CONTENT STANDARDS
LEARNING STANDARDS
year primary
be able to use different
word classes correctly
and appropriately.
5.1.1 Able to use nouns correctly and
appropriately:
(a) common nouns
(b) collective nouns
5.1.2 Able to use pronouns correctly and
appropriately:
(a) reflexive
(b) interrogative
5.1.3 Able to use verbs correctly
and appropriately:
(a) simple future tense
(b) future continuous tense
5.1.4 Able to use conjunctions
correctly and appropriately:
(a) although
(b) since
5.1.5 Able to use prepositions
(a) over
(b) among
The activities below could be adapted to teach any
word class (nouns, pronouns, verbs, conjunctions,
prepositions, adjectives, articles, adverbs, etc) and
imperative sentences.
1. Charades
-nouns, adverbs, verbs, adjectives
2. Simon Says
-verbs, prepositions, imperative sentences
3. Role Play
- prepositions, verbs
4. Broken Telephone/ Chinese Whisper/ Poison
Message
-conjunctions, imperative sentences
5. Taboo (Players give word clues to their teammates,
trying to avoid the forbidden TABOO words!
Check the Youtube video of “Katy Perry and Ellen
Play Taboo” )
-nouns, adjectives

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(c) through
(d) across
(e) along
(f) against
5.1.6 Able to use adjectives
correctly and appropriately.
5.1.7 Able to use articles correctly
and appropriately.
5.1.8 Able to use adverbs
(a) frequency
(b) degree
6. Guess Who I am
-nouns
7. Running Dictation
-conjunctions, imperative sentences
8. Blind Leading the Blind
-Imperative sentences
9. Word Chain/Word Train
10. Word Hunter (Pupils compete to hunt for the
nouns/ verbs/ adjectives/ adverbs etc in the
reading text)
5.2 By the end of the 6 –
year primary schooling,
construct various
sentence types
correctly.
5.2.1 Able to construct imperative
sentences correctly.

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Theme: World of Self, Family and Friends
Topic: Personal Safety
Learning Standards: 1.1.2 Able to listen and respond to a given stimulus by using
appropriate words, phrases and expressions with the
correct, stress and intonation.
1.1.3 Able to speak on related topics with guidance.
Objectives: By the end of this lesson, pupils will be able to:
(i) listen and respond to the given stimulus on personal safety by
using appropriate words, phrases and expressions with the
correct stress and intonation.
(ii) able to speak on personal safety with guidance.
Time: 60 minutes
Teaching aids: Video, audio recording, task sheets and picture cards
CCE / EE : contextual learning
Steps:
Presentation
1. Pupils watch a video on personal safety. (video clip attached)
2. Lead pupils to talk about the video clip.
Sample questions:
 What is the video about?
 What should you do if you are the child in the video?
(Refer to personal safety video)
Practice
3. Pupils listen to an audio recording on personal safety. (Appendix 1)
4. Distribute task sheet. (Appendix 2)
5. Play the audio recording again. Pupils listen.
6. Play the audio recording again and ask pupils to complete the task sheet.
Production
7. Put the picture cards in a box. (Appendix 3)
8. Pupils work in groups.
9. Each group leader picks a picture card from the box.
10. In groups, pupils discuss the personal safety measure depicted in their picture.
11. Each group presents their answers in front of the class. (provide guidance if necessary)

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Appendix 1
Audio script:
This is a speech on Personal Safety by Chief Police Officer, Inspector Izwan. Good
morning boys and girls. Today, I would like to talk about “Personal Safety for Children”. All
of you spend a good part of your time at school and on the playground. People who want to
hurt you know this too. These people are usually strangers.
Strangers are people you do not know well. They may trick you in many different ways. So
bear in mind that accidents hurt – safety doesn’t. So my advice to you is:
• Never talk to strangers.
• Never let strangers get too close, whether they are in a car or walking.
• Never accept sweets, a present, a ride, or anything else from strangers.
• Never tell strangers your name or address.
• Never keep secrets from your parents about strangers.
• Always try to walk with a friend or a grown-up.
• Never open the door at home for strangers.
If a stranger tries to grab you, shout as loud as you can and run away. While yelling, try
to fight your way free by punching, kicking, and biting. Once you are free, tell a trusted adult
so that immediate action can be taken by contacting the police. Please remember,
“prevention is better than cure”. Thank you.

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Appendix 2
Suggested answers
No Answers
1 Personal
2 school
3 Izwan
4 strangers
5 shout
6 address
7 open
8 cure
Listen to the audio recording and complete the sentences.
1. The talk is on ____________ Safety for children.
2. A good part of your time is spent at ______________ and on the
playground.
3. Inspector ___________ gave the talk.
4. People whom you do not know well are called __________________.
5. If someone grabs you, try to ______________ and run away.
6. You must never tell a stranger your name and _______________.
7. If you are at home, never ________ the door for strangers.
8. It is important to remember, “prevention is better than __________.

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Learning Standards: 2.2.1 Able to apply word attack skills by:
(b) identifying idioms.
2.3.1 Able to read for information and enjoyment with
guidance.
(b) non-fiction
(i) apply word attack skills by identifying idioms.
(ii) read non-fiction materials for information and enjoyment
with guidance.
Time: 60 minutes
Teaching Aids: poster, reading text, task sheet
CCE/EE: Contextual Learning
Steps:
Presentation
1. Recap on safety tips learnt in the previous lesson.
Possible responses :
 Never talk to strangers.
 Never let strangers get too close, whether he or she is in a car or walking.
 Never accept sweets, a present, a ride, or anything else from strangers.
 Never tell strangers your name or address.
 Never keep secrets from your parents about strangers.
 Always try to walk with a friend or a grown-up.
 Never open the door at home for strangers.
2. Tell pupils that they are going to learn more safety tips in the poem.
3. Pupils read the poem together. (Appendix 4)
Practice
4. Pupils read the poem given. (Appendix 4)
5. Asks wh-questions about the poem.
 What is the poem about?

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 What personal details should you know?
 What should you do when a stranger touches you?
6. Explain the meaning of each idiom.
Example:
 don’t throw caution to the wind
look before you leap
keep out of harm’s way
play with fire
safety in numbers
7. Pupils answer task sheet 2. (Appendix 5)
Production
Activity 1
8. Pupils read a dialogue.
9. Pupils act out the dialogue.
10. Pupils guess the idiom. (Appendix 6)
(Teacher’s note: Inculcate the positive values that pupils should have)
Activity 2
11. In groups, pupils are given a puzzle on idioms. (Appendix 7)
12. Pupils discuss and arrange the puzzle correctly.
13. Pupils read their answers aloud.

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Appendix 4
HOW TO STAY SAFE
I know my name, address, telephone number,
and my parents’ names.
I always check first with my parents
or the person in charge.
I tell them before I go anywhere
or get into a car, even with someone I know.
Don’t throw caution to the wind.
I always check first with my parents
or a trusted adult,
before I accept anything from anyone,
even from someone I know.
It’s good to look before you leap.
I always take a friend with me,
when I go places or play outside.
I believe there is safety in numbers.
I say NO if someone tries to touch me
or treats me in a way that makes me
feel scared, uncomfortable, or confused.
I don’t play with fire.
It's ok to say no,
and I know that there will always be,
someone who can help me.
I know that I can tell my parents
or a trusted adult if I feel scared,
uncomfortable, or confused.
I am strong, smart,
and able to keep out of harm’s way.

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Appendix 5
Match idioms to their meanings by writing the correct number in the box provided.
Don’t throw caution to
the wind.
Don’t play with fire
Look before you leap
Keep out of harm’s way
Don’t take the risks.
Think before you act.
Feel secure and confident
being in a group.
Behave in a dangerous way.
Being out of danger.
Safety in numbers
1
2
3
5
4

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Appendix 6
Guess the appropriate idiom for the dialogue below.
Dialogue
Pupil A : Look , this is what I took from my father’s pocket.
Pupil B : Hey! This is interesting. Let’s play with it.
Pupil A : Yes. We’ll try to use it and see what happens.
Pupil B : Oh, dear! The smoke is getting thicker. I can’t breathe.
Pupil A : Let’s run out!
Pupil B : We shouldn’t have done it. Now we are in trouble.
Guess the idiom: _______________________________________

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Appendix 7
play it safe
in
good hands
be on the
to
safe side
curiousity killed
the cat
look before
you leap

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Learning Standard: 3.2.2 Able to write with guidance
(c) informal letters
(i) write an informal letter on personal safety with guidance.
Time: 60 minutes
Teaching Aids: poster, task sheet, display sheet, reading text
CCE/EE: Constructivism
Steps:
Presentation
1. Show stimulus to pupils on a talk about safety. (Appendix 8)
2. Pupils identify the safety measures found in the poster.
Practice
3. In groups, pupils write a letter on a display sheet to share with their friends about the
safety precautions that they have learnt during the talk. (Task Sheet 1)
Production
4. Display pupils’ work around the classroom.
5. Pupils take a gallery walk in the class and edit the letters written by their friends.
6. Check the pupils’ edited versions and choose the best letter.
7. Pupils write / copy the letter into their exercise books.

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Appendix 8
A TALK
Come Join This Interesting Talk
Date: 28th
October 2015
Time: 9.00 a.m. – 12.00 p.m.
Venue: School Hall
Speaker: Inspector Izwan
Open for : Year 4 to Year 6 pupils
Title: “PERSONAL SAFETY FOR CHILDREN”
Highlights of the talk:
• Strangers : 1. People you do not know.
2. People who may hurt or harm children
3. May trick children
• Never talk to strangers.
• Never let stranger get too close, whether they are in a car or
walking.
• Never accept sweets, a present, a ride, or anything else from
strangers.
• Never tell strangers your name or address.
• Never keep secrets from your parents about strangers.
• Never open the door at home for strangers.
• Always try to walk with a friend or a grown-up.

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Appendix 9
__________________________
__________________________
__________________________
__________________________
Dear __________,
How are you my dear friend? I hope you are fine. I just came back from a __________
____________________. The talk was held on ___________________________ in our
_________________________________ from _______________till ___________________.
The talk was about ___________________________________________ . It was given by
______________________________________. From the talk, I learnt ____________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
I have to stop here. I need to study for my _________________________. I am looking
forward to ____________________________________. Goodbye.
Your friend,
_________________

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Learning Standards: 5.2.1 – Able to construct imperative sentences correctly.
(i) construct imperative sentences correctly.
Time: 60 minutes
Teaching Aids: display sheets, marker pens, task sheet
CCE/EE: constructivism
Steps:
Presentation
1. Give command as follows:
 Stand up.
 Keep your books.
 Please pay attention in the classroom.
 Please walk in the classroom.
2. Recall all the safety tips.
3. Write them on the board.
Practice
4. Pupils work in pairs.
5. Show picture cards one at a time. (Appendix 10)
6. Construct imperatives sentences orally.
Example: Please line up.
Please slow down.
7. Pupils take turns to say their sentences aloud at random.
8. Check for language accuracy.
Production
1. Pupils complete a task by constructing imperative sentences using the words given.

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Appendix 11
Write sentences based on the pictures given.
1. talk - strangers
__________________________________________
__________________________________________
2. open - stranger - alone
__________________________________________
__________________________________________
3. always - grown-ups
__________________________________________
__________________________________________
4 accept - gifts
__________________________________________
__________________________________________

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5. walk - stairs
______________________________________
______________________________________
6. zebra crossing - cross - road
______________________________________
______________________________________

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Topic: Yummy Cake
Learning Standard: 1.1.4 Able to speak on related topics with guidance.
Objectives:
By the end of the lesson, pupils should be able to:
i. talk about the quantity of ingredients in a recipe.
ii. choose the correct information based on a conversation heard.
iii. ask questions to find the missing information in a picture.
Time: 60 minutes
Teaching Aids: audio clip, picture of a cake, task sheet
CCE/EE: Multiple Intelligences
Steps:
Presentation
1. Show pupils a picture of a cake. (Appendix 1)
2. Get pupils to talk about the cake. Ask questions to generate ideas.
Sample questions:
a. What cake is this?
b. Does it look delicious?
c. Do you know how to bake a cake?
d. What do we need to bake a cake?
Practice
Activity I
3. Pupils listen to a telephone conversation. (Appendix 2)
4. Ask questions about the telephone conversation.
Sample questions:
a. What was the conversation about?
b. Who gave the recipe?
c. Who baked the cake?
d. What are the ingredients you need to bake a cake?
e. Why do you think the cake did not turn out well?

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Activity 2
5. Distribute task sheets to pupils. (Appendix 3)
6. Play the recording again and ask pupils to tick the correct quantity for each ingredient
needed to bake a cake.
* Play the recording more than once (according to pupils’ ability)
7. Check and discuss the answers with pupils. While discussing, practise the structures
that will be used in the post-listening activity.
Sample sentence structures:
a. Is there any butter in this recipe?
Yes, there is half a cup of butter in this recipe.
b. Is there any coffee in this recipe?
No, there isn’t.
Production
8. Pupils work in pairs. (Pupil A and Pupil B).
9. Each pair is given 2 pictures. (Appendix 4 & 5)
10. Tell pupils that they should not show their pictures to their pairs.
11. Pupil A and Pupil B must ask each other questions to find the missing ingredients in each
of their pictures.
Sample sentence structures:
a. Are there any eggs in your picture?
Yes, there are.
b. Where are the eggs?
They are in the refrigerator.

21
APPENDIX 2
Ringggggg (sound of telephone ringing)
Ain: Hello. Can I speak to Neti, please?
Neti: Yes, it’s Neti speaking. Is that you, Ain?
Ain: Yes. It’s me.
Neti: What can I do for you? You sound worried.
Ain: Neti, do you remember the recipe you gave me last week?
Neti: Was it the chocolate cake?
Ain: Yes, that’s the one. Well, I just baked one but it didn’t turn out
well.
Neti: What happened? I baked one too yesterday. It was okay.
Ain: It was not fluffy enough. It was quite hard. I thought I followed the
recipe correctly.
Neti: Are you sure? Let me find the recipe. Okay, here it is. You need
half a cup of butter, half a cup of buttermilk, 2 cups of sugar, 2
cups of flour…
Ain: Oh, dear! I think I copied the recipe wrongly. I wrote 4 cups of
flour.
Neti: I’d better tell you the rest of the recipe to make sure you get it
right this time. You only need 3 tablespoons of cocoa powder.
Then, a bar of chocolate, 2 eggs, 1 teaspoon of baking powder, 2
teaspoons of vanilla essence and a pinch of salt.
Ain: Oh! There’s salt too. I missed that. Well, thanks a lot, Neti. I’m off
to the kitchen now. Got to bake another one.
Neti: Have fun!
Ain: Bye!

22
APPENDIX 3
Tick ( / ) the correct quantity for each ingredient.
No. Ingredients Quantity
1 Chocolate
1 bar
2 bars
2 Flour
2 cups
4 cups
3 Egg
6
2
4 Sugar
2 cups
3 cups
5 Cocoa powder
3 tablespoons
2 tablespoons
6 Baking soda
1 teaspoon
½ teaspoon
7 Buttermilk
2 cups
½ cup
8 Vanilla essence
2 ½ teaspoons
2 teaspoons
9 Butter
½ cup
2 cups
10 Salt
a pinch
a teaspoon

25
Theme: World Of Self, Family and Friends
Topic: Yummy Cakes
Learning Standard: 2.2.2 Able to read and understand phrases and sentences from:
(a) linear texts
Objectives: By the end of the lesson, pupils should be able to:
i. sequence pictures showing the steps in cake-baking
correctly .
ii. read, understand and arrange sentence strips in the correct
order.
iii. answer comprehension questions based on a text correctly.
Time: 60 minutes
Teaching Aids: pictures, sentence strips, recipe, task sheet
Steps:
Presentation
1. Pupils work in 6 groups.
2. Give each group a picture puzzle of a cake-baking process. (Appendix 6)
3. In their respective groups, pupils arrange the puzzle to form a complete picture.
4. Then, pupils paste the completed picture on a board.
5. Once all the groups have pasted their picture puzzles on the board, ask them to
sequence the pictures correctly.
6. Get pupils to describe what they see in each picture.

26
Practice
Activity I
7. Pupils work in the same groups.
8. Give each group an envelope containing sentence strips of the recipe. (Appendix 7)
9. In their respective groups, pupils read and arrange the strips to form the correct
sequence of the recipe.
10. When they are done, give each group the recipe. Pupils read it and correct their
answers, if necessary. (Appendix 7)
11. Each group reads their sentence strips aloud. Check and correct their answers.
Activity 2
12. Pupils work in the same groups.
13. Distribute a task sheet to each group. (Appendix 8)
14. Pupils read the questions and discuss them in their groups. They write their answers in
the task sheet provided.
15. Once the task sheet is completed, the leader of each group will present their answers
to the class.
16. Discuss the answers at the end of the lesson.
Production
17. Pupils work in the same group.
18 .Each group is given a display sheet, marker pens and coloured paper.
19. Pupils are to come up with their own recipe using their creativity.
20. Pupils display their work in their class once they are done.
21. Pupils go for a gallery walk to view the work of other groups.

27
APPENDIX 6
Images obtained from: titilating-tastebuds.blogspot.com

28
APPENDIX 7
First, preheat the oven to 175˚C.
Melt a bar of chocolate and ½ a cup of butter.
Add 2 cups of flour, 2 cups of sugar,3 tablespoons of
cocoa powder, a pinch of salt and 1 teaspoon of baking
powder to the mixture.
Mix well with a whisk and stir in ½ a cup of buttermilk, 2
eggs and
2 teaspoons of vanilla essence and beat until smooth.
Pour the mixture into a pan and bake for 40 minutes.
Once the cake is baked, let it cool for 20 minutes
Finally, coat the cake with chocolate cream and decorate
it with some colourful chocolate rice and cherries.
RECIPE
Preheat the oven to 175˚C. In a large saucepan, melt a bar of
chocolate and ½ a cup of butter. Add 2 cups of flour, 2 cups of sugar,
3 tablespoons of cocoa powder, a pinch of salt and 1 teaspoon of
baking powder. Mix well with a whisk or eggbeater. Then, stir in ½ a
cup of buttermilk, 2 eggs, and 2 teaspoons of vanilla essence and
beat until smooth. Pour the mixture into a pan and bake for 40
minutes. Once the cake is baked, let it cool for 20 minutes. Finally,
coat it with chocolate cream and decorate it with colourful chocolate
rice and cherries.

29
APPENDIX 8
Read the recipe and answer the questions below.
1. How many cups of buttermilk do you need to bake 3 cakes of the
same size?
__________________________________________________
2. If you start baking the cake at 5.20 pm, at what time can you take
the cake out of the oven?
__________________________________________________
3. What can you use to decorate the cake?
__________________________________________________
4. If you do not have chocolate powder to bake a cake, what can you
replace the chocolate powder with?
__________________________________________________
ANSWERS:
1. 1 ½ cups of buttermilk
2. 6.00 pm
3. chocolate rice, cherries, etc.
4. milo, cocoa, etc.

30
Topic: Yummy Cake
Learning Standards:
3.2.1 Able to transfer information with guidance to complete
3.3.1 Able to create texts using a variety of media with guidance:
(a) non-linear texts
Objectives:
(i) complete a graphic organiser
(ii) write an invitation for a birthday party
Time: 60 minutes
Teaching Aids: Task sheets
Steps:
Presentation
1. Recap with pupils the ingredients needed to bake a cake.
2. Distribute a task sheet. Pupils write the ingredients in the task sheet. (Appendix 9)
Practice
Activity 1
3. Recap with pupils the steps in baking a cake, using the ingredients in the task sheet.
4. Distribute another task sheet to pupils. Pupils write the steps in the task sheet, with
guidance. (Appendix 10)
Activity 2
5. Tell pupils that they are going to celebrate their birthdays.
6. Ask them to write an invitation to a friend.
7. Pupils have to write the invitation using cursive writing.
8. Tell pupils that they can use electronic media or other media to produce a creative
invitation.
Production
1. Pupils get into pairs and share their invitation with each other.
2. Pupils give each other feedback.
3. Display pupils’ invitation in class.

31
APPENDIX 9
Ingredients needed to bake a cake

32
Answers
cherries
2 teaspoons of vanilla
essence
a pinch of salt
1 teaspoon of baking powder
2 cups of flour
2 cups of sugar
3 tablespoons of cocoa powder
2 eggs
½ a cup of buttermilk
½ a cup of butter
1 bar of chocolate
chocolate cream
colourful chocolate rice

33
APPENDIX 10
Steps in baking a cake
__________________________________________
__________________________________________
__________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_________________________________________
_________________________________________
_________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________

34
Answers
First, melt a bar of chocolate and ½ a cup of butter in
hot water. When the mixture is boiled, remove it from
the heat.
Next, add in 2 cups of flour, 2 cups of sugar, 3 tablespoons of cocoa
powder, a pinch of salt and a teaspoon of baking powder. Whisk the
mixture.
Then, add in ½ a cup of buttermilk, 2 eggs and 2
teaspoons of vanilla essence and whisk the mixture until
it is smooth.
After that, pour the mixture into a pan and bake for 40 minutes.
Finally, coat it with chocolate cream and decorate it with colourful
chocolate rice and cherries.

35
Theme: World Of Self, Family and Friends
Topic: Yummy Cakes
Learning Standard: 5.1.1 Able to use nouns appropriately and correctly
i. identify countable, uncountable and collective nouns.
ii. write the correct collective nouns for 10 food items.
iii. use the correct collective nouns to construct sentences.
Time: 60 minutes
Teaching Aids: task sheets, Collective Nouns tree (any plant with many branches),
blank word cards (punch a hole on each and tie a string through it)
CCE/EE: Thinking Skills
Steps:
Presentation
1. Ask pupils what ingredients are used to bake a chocolate cake.
2. Pupils write their answers on the board.
3. Pupils identify the countable and uncountable nouns on the board.
4. Pupils write ‘CN’ for countable nouns and ‘UN’ for uncountable nouns.
5. In pairs, pupils complete a task sheet. (Appendix 11)
6. Discuss the answers with your pupils.
7. Using the pictures in the task sheet, introduce and explain the concept of collective
nouns.
Example:
Baking powder is uncountable by itself. But when we ‘collect’ and put it into a tin, as in
the picture, we can count the baking powder in terms of how many tins there are (a tin of
baking powder, two tins of baking powder, etc.)
Practice
Activity 1
1. Distribute another task sheet. (Appendix 12)
2. Pupils complete the task sheet individually.
3. Check pupils’ answers.

36
Activity 2
4. Pupils get into groups of 4.
5. Give each group a set of picture cards. (Appendix 13)
6. Pupils spread the cards on a table.
7. Any pupil in the group starts by pointing to any picture and asking for it using the right
collective noun.
Example: Can I have a loaf of bread, please?
Can I have a bowl of soup, please?
8. If they get the collective noun right, they can keep the card. If they get it wrong, they lose
their turn. The game continues until all the cards have been taken. The pupil with the
most cards wins.
Production
Activity 1
9. Put the ‘Collective Nouns tree’ at the front of the class.
10. Give each pupil a blank word card.
11. Each pupil writes one collective noun on their card and hangs it up on the tree.
Activity 2
12. Distribute a task sheet. (Appendix 14)
13. Pupils complete the task sheet individually.
14. Check pupils’ answers and give feedback.

37
APPENDIX 11
Write CN next to the countable nouns and UN next to the uncountable nouns.

38
APPENDIX 12
For each pair of pictures, circle the picture that shows the correct collective noun.
1. a spoonful of sugar
2. a loaf of bread
3. a cup of tea
4. a packet of flour
5. a glass of milk
6. a pinch of salt
7. a bunch of bananas
8. a basket of oranges
9. a slice of pizza
10. a bowl of soup

40
APPENDIX 14
Put a next to the sentences with the correct collective nouns.
Put a next to the sentences with the wrong collective nouns. Write the
correct answer.
1. The coffee is bitter. I need a bar of sugar.
________________________________________________________________
2. Adam bought a loaf of bread from the bakery.
_________________________________________________________________
3. She drank a pinch of tea.
________________________________________________________________
4. Leela needs a block of flour to bake a cake.
________________________________________________________________
5. The chef added a slice of salt into the curry.
________________________________________________________________
6. Pak Ahmad sold a bunch of bananas to the customer.
________________________________________________________________
7. Mr. Wong carried a glass of oranges into the kitchen.
________________________________________________________________
8. Tina ate a slice of pizza for lunch.
________________________________________________________________
9. The woman ate a bunch of soup.
________________________________________________________________
10. The child drank a glass of milk before he slept.
________________________________________________________________
X

41
Theme: World of Stories
Topic: Angry Birds
Learning Standards: 1.1.3 Able to speak on related topics with guidance.
1.2.4 Able to participate in conversation with peers.
Objectives: By the end of the lesson, pupils will be able to:
(i) listen to a story and answer questions about it.
(ii) talk about a past situation that has made them feel angry,
and what they did in reaction to their anger.
(iii) talk about the consequences of those actions, and what
they should do differently next time they’re angry.
Time: 60 minutes
Teaching Aids: Angry Birds Intro video, Angry Birds story script, ball, task
sheet (http://www.youtube.com/watch?v=2iAtAthU8oQ)
CC/EE: Thinking Skills, Values & Citizenship
Steps:
Presentation
1. Show pupils the Angry Birds video 1 and read the Angry Birds story out loud while
the video is played. (Appendix 1) [If there is no LCD projector, teacher needs to read
out the story].
2. After playing the video, teacher asks pupils questions pertaining to the story:
Examples:
1. How many birds were there?
2. What colours were the birds?
3. How many eggs were in the nest?
4. What insect sat on the eggs?
5. What did the birds do to that insect?
6. Who stole the eggs?
7. What were they going to do to the eggs?
8. How did the birds feel when their eggs were stolen?
Practice
1. As soon as the word ‘angry’ is mentioned by any pupil in response to question 8,
teacher immediately writes that word in the middle of the board.
2. Teacher asks pupils what they normally associate with that word. For example, ‘fight’,

42
‘bully’, ‘unfair’, ‘sibling rivalry’, ‘painful’, ‘unhappy’ and ‘cheated’. Pupils come up and
write the words on the board in the form of a mind map.
2. Next, give pupils a few minutes to think about situations that have made them feel
angry in the past.
3. Explain that they are going to play a game called ‘Musical Ball’. The ball will be
passed around when music is played. When the music stops, the person holding the
ball has to make a sentence beginning with “I felt angry when….”.
Example: “I felt angry when my money was stolen yesterday.”
ANGRY
unfair
painful
fight
unhappy
y
siblings
cheated
I felt angry when my money was
stolen yesterday.

43
4. After a few rounds of the game, explain to the pupils that anger is a natural emotion
that everyone feels, just like the angry birds did. Emphasise that it is not anger itself
that is bad, but rather what we choose to do in reaction to that anger.
5. Pose these questions to get pupils to think about the consequences of wrong
reactions to anger:
6. Next, draw this chart on the board, and fill it up using the answers suggested by the
pupils in step 5.
Name What made
him/her feel
angry?
What did
he/she do or
say?
What happened
then?
What could
he/she have
done
differently?
Angry Bird A mosquito sat
on the eggs
Angry Bird killed
the mosquito
All the eggs
were stolen
Angry Bird could
have just chased
the mosquito
away.
Q: What made the birds angry at first?
A: A mosquito perched on their eggs
Q: What did they do when the mosquito sat on their eggs?
A: They killed the mosquito.
Q: What happened while they were killing the mosquito?
A: Their eggs got stolen.
Q: So, what could they have done differently to avoid that?
A: They could have just chased the mosquito away.

44
7. Pupils get into groups of 5. Each group is given the task sheet. (Appendix 2)
8. They talk to each other about their personal experiences and use the information to
fill up the chart. Example:
Name What made
him/her feel
angry?
What did he/she
do or say?
What happened
then?
What could he/she
have done
differently?
Grace Her sister took
her skirt
without
asking.
She complained
to her parents.
Her sister
stopped talking to
her.
She could have told
her sister to get
permission before
taking her clothes
next time.
Nishan His friend
bumped into
him in the
canteen
He punched his
friend.
Nishan was
punished by the
discipline teacher.
If it was an accident,
he could have
forgiven his friend.
Shakina A cat pooped
in her school
shoes.
She kicked the
cat hard.
The cat broke its
leg.
She could have
washed her shoes
and put them in the
shoe rack.
Sharon Her teacher
punished her
for not
bringing her
book.
She was rude to
her teacher.
Her teacher sent
her to see the
Headmaster.
She should have
explained the real
reason and
apologised to the
teacher.
Nazri His parents
didn’t let him
go out with his
friends.
He sneaked out
without his
parents’
permission.
He fell into a
drain and broke
his arm.
He should have
obeyed his parents.
Production
1. Pupils put up their completed charts around the classroom and they walk around,
reading about their friends’ experiences.
2. Get pupils to talk about the key ideas of the lesson such as:
(i) knowing the cause of their anger.
(ii) not acting hastily when they’re angry.
(iii) evaluating the outcomes of their reactions to anger.
(iv) making the right decision.

45
APPENDIX 1
Angry Bird story script
Once upon a time, there were three happy birds. Papa Bird was
yellow, Mama Bird was red, and Baby Bird was blue. They were very
happy because Mama Bird had just laid three beautiful, shiny eggs.
The eggs were resting safely in the nest. Nearby, three Biggy Noses
were watching the eggs. They were very hungry and wanted to eat
the eggs. But Papa Bird, Mama Bird and Baby Bird always guarded
the eggs so it was impossible for the Biggy Noses to steal them. But
one day, a curious mosquito was flying nearby. It saw the shiny eggs
and was attracted to them. It flew to the eggs and perched on them.
This made Mama Bird very furious. She pushed the mosquito away
with her beak and started trampling on it. The other birds joined her,
including black Grandpa Bird. While they were busy killing the
mosquito, the Biggy Noses quickly stole the three eggs. They started
cooking the eggs over a fire. When the birds saw them, they were
very angry.

46
APPENDIX 2
What Do We Do When We’re Angry?
Group Name: _______________________________________
Name What made
him/her feel
angry?
What did he/she
do or say?
What happened
then?
What could he/she
have done
differently?

47
Topic: Angry Birds
Learning Standards: 2.2.2 Able to read and understand phrases and sentences
from:
(a) linear texts
2.2.3 Able to read and demonstrate understanding of texts by:
(a) sequencing
(b) predicting
Objectives: By the end of the lesson, pupils will be able to:
(i) read a story scene in groups and perform a freeze-frame
(ii) sequence the events in a story
(iii) predict the feelings of the birds/people in stories read
Time: 60 minutes
Teaching Aids: story scenes
CC/EE: Thinking Skills, Values & Citizenship
Steps:
Presentation
1. Pupils recall the story about the Angry Birds that they heard in the previous
lesson.
2. Help pupils to remember the values they have learned (e.g. knowing the cause of
your anger, not acting hastily when you’re angry, thinking about the outcomes of
anger, making the right decisions).
Practice
Activity 1
1. Pupils get into groups of 4. Each group is given a scene of a story on a piece of
paper. They are not to show it to the other groups. (Appendix 3)
2. In their groups, they plan a freeze-frame for their scene. (All the group members
need to freeze in one position to show what is happening in that scene). Examples:

48
Source: Google Images
3. When all the pupils are ready, the groups take turns to present their freeze-frames to
the class.
4. After each group presents its freeze-frame, the other groups try to guess what is
happening in the scene that has just been presented.
5. When all the groups have finished presenting their freeze-frames, get the class to
guess the sequence of events (which was the first scene, second scene, etc.).
Encourage pupils to give reasons for their guesses. Guide pupils if necessary.

49
Activity 2
1. Paste the four scenes (enlarged on display paper) around the classroom. Make sure
that each scene is numbered in the right order (1-4), and on each piece of paper, the
number should be written in large, visible print.
2. Give each group an envelope containing all four scenes of the story.
3. Each group member is numbered (1-4).
4. Blow a whistle or shout ‘Go’. Pupils number 1 from each group run to scene 1 on the
wall, read it and remember as many details as possible.
5. After 2-3 minutes (depending on number of pupils in the class, level of proficiency
and the amount of time available), blow the whistle or shout ‘Stop.’ Pupils number 1
need to return to their respective groups and report back what they have read. Based
on what Pupil 1 tells the group, they need to identify which strip in the envelope is
scene 1.
6. Steps 4 and 5 are repeated for Pupils 2-4 from each group.
7. Then, the group sequences all the scenes in the envelope in the right order.
8. The groups present their answers. Help them to correct any mistakes.
Activity 3
9. Paste the five scenes (enlarged on display paper) around the classroom. Make sure
that each scene is numbered in the right order (1-5), and on each piece of paper, the
number should be written in large, visible print. (Appendix 4)
10. Give each group an envelope containing all five scenes of the story.
11. Each group member is numbered (1-5).
12. Blow a whistle or shout ‘Go’. Pupils number 1 from each group run to scene 1 on the
wall, read it and remember as many details as possible.
13. After 2-3 minutes (depending on number of pupils in the class, level of proficiency
and the amount of time available), blow the whistle or shout ‘Stop.’ Pupils number 1
need to return to their respective groups and report back what they have read.
Based on what Pupil 1 tells the group, they need to identify which strip in the
envelope is scene 1.
14. Steps 4 and 5 are repeated for Pupils 2-5 from each group.
15. Then, the group sequences all the scenes in the envelope in the right order.
16. The groups present their answers. Help them to correct any mistakes.

50
Production
Activity 1
17. Remind pupils of the Angry Birds story and get them to predict the possible
effects Mama Bird’s anger will have on:
(i) Papa Bird
(ii) Baby Bird
(iii) their friends
(iv) the Biggy Noses
Activity 2
1. Teacher poses these questions for discussion:
 What made Rajan angry?
 What did he react towards his sister and mother?
 How did this make them feel?
 Was what he did the right thing to do?
 Did it make him feel better?
 What should he have done differently?
2. Explain to pupils the effects of anger and help them see these points:
Spilling milk was just an accident. Rajan became angry because he felt embarrassed to
go to school in a crumpled uniform. He also felt insulted because his teacher punished
him. He was burning with anger so he tore Reena's book and hurt her. Then he shouted
at his mother because she didn't get pizza for dinner. A person becomes angry when
things don't go his way and such a person burns from within and then hurts others.

51
APPENDIX 3
Scene 1
Scene 2
Scene 3
Scene 4
Once upon a time, there were three happy birds. Papa Bird was
yellow, Mama Bird was red, and Baby Bird was blue. They were very
happy because Mama Bird had just laid three beautiful, shiny eggs.
The eggs were resting safely in the nest.
They were very hungry and wanted to eat the eggs. But Papa Bird,
Mama Bird and Baby Bird always guarded the eggs so it was
impossible for the Biggy Noses to steal them.
But one day, a curious mosquito was flying nearby. It saw the shiny
eggs and was attracted to them. It flew to the eggs and perched on
them. This made Mama Bird very furious. She pushed the mosquito
away with her beak and started trampling on it. The other birds joined
her, including black Grandpa Bird.
While they were busy killing the mosquito, the Biggy Noses quickly
stole the three eggs. They started cooking the eggs over a fire. When
the birds saw them, they were very angry.

52
APPENDIX 4
Scene 1:
Rajan hurried to a table to drink his milk. Just then Reena, Rajan's younger sister arrived
there. She took a plate for her breakfast. Her hand mistakenly touched the glass of milk
and the milk spilled over Rajan's uniform. "Oh……no! Look, what have you done! Can't
you look before you take your plate?" Rajan screamed at Reena. His face turned red
with anger. Just then, his school bus arrived.
Scene 2:
Rajan ran to his room to change. His other uniform was not ironed. He had to wear the
crumpled uniform. He heard the bus driver honk outside but he hadn't packed his bag
yet. So, his mother let the school bus go and dropped Rajan in school. He was half an
hour late, so his teacher punished him. He had to run around the field. He felt very
embarrassed.
Scene 3:
Rajan was very tired and exhausted because of his anger. When he returned home, he
saw that Reena was studying for her test. Reena was memorizing the names of the
Malaysian states. Rajan entered the room and heard her. He snatched her book and
tore her page. Reena collected the torn pieces of paper with tears in her eyes. This was
Rajan's way of taking his anger out on her.
Scene 4:
Just then, they heard their mother's call for dinner. "Come on, kids. Dinner is ready. I
have made fried noodles today", Mummy said. "What…..fried noodles?? But I asked you
to make pizza tonight!! Why don't you ever listen to me?" Rajan shouted. But a stare
from Mummy was enough to make him finish his dinner. He ate his dinner as fast as he
could and rushed to his room.
Scene 5:
Rajan’s father came to Rajan’s room. Rajan was lying on his bed reading a book. "How
was your day, dear?" Papa asked. Rajan cried and told his father everything. His father
listened to him and calmly said, “You took out your anger on your sister and mum and
hurt them. Did that make anything better?” Rajan mumbled, "No. I don't like this feeling
at all. But what should I do now?" "You should ask for forgiveness from them.” Papa
said. Rajan realised his mistake and asked for forgiveness from Reena and Mama.

53
Topics: Angry Birds
Learning Standard: 3.3.1 Able to create texts using a variety of media with guidance:
(b) linear
(i) keep a diary
Time: 60 minutes
Teaching Aids: Mr. Birdy & and Owl video clip, Letter by Mr. Birdy, Situation strips
http://www.youtube.com/watch?v=KoMxM9JbKdY&feature=related
CC/EE: Thinking skills, Contextual Learning
Steps:
Presentation
1. Play a video clip and asks the pupils several questions about what happened in it.
Examples:
 What happened in the video?
 If you were the bird, would you have been angry with the owl?
 If you were the owl, what would you have done?
 Was what the bird did to the owl right?
 What happened to the bird as a result of what it did to the owl?
2. Remind pupils about the ‘What Do We Do When We’re Angry?’ chart they completed
in Lesson 1 (Listening & Speaking). Draw the chart on the board and pupils complete
it, as below:
Name What made it
feel angry?
What did it
do or say?
What
happened
then?
What could it
have done
differently?
Bird The owl was
snoring, so the
bird couldn’t
sleep.
It hit the owl
and pushed
it off the
tree.
The father owl
got angry and
pushed the bird
off the tree.
The bird could
have told the owl
politely how it felt.

54
3. Teacher then talks to pupils about what would have happened if the bird had done
things differently and told the owl how it felt in the first place.
Example:
4. Based on this discussion of possible events, emphasise the importance of knowing
the cause of one’s anger, and expressing it in a positive way (i.e. telling someone the
reason why you feel upset, instead of lashing out violently.)
Practice
5. Ask pupils to recall the exercise which they completed during the 1st
lesson. They
spoke about their personal experiences on anger. (Appendix 2)
6. Now, ask pupils to individually reflect on their own experiences of being angry.
Name What made
you feel
angry?
What did you do
or say?
What happened
then?
What could you
have done
differently?
7. Tell pupils that you are going to teach them to write a diary. A diary is a book which
is personal to an individual. One writes many things in the diary. It could be about
happenings in their daily life, an incident which made them sad, angry or even a
happy event.
Q: If the bird had told the owl about how he felt, what do you think would have happened?
A: Maybe, the owl would have moved away to a different tree.
Q: Then what would have happened?
A: The bird would have been able to sleep soundly.
Q: So, would anyone have got hurt?
A: No. The bird and the owl would still be friends. 

55
8. Explain to pupils the conventions of keeping a diary.
(a) First, one needs a book or even a booklet which can be made.
(b) The most important thing about keeping a diary is the date and perhaps the
time.
(c) Then, start writing whatever you want to write; it’s actually a narrative of
happenings, feelings and maybe what one thinks might happen.
9. Show pupils a sample diary. (Appendix 5)
10. Show pupils how to do a booklet. Take a few A4 papers, fold them into half and
staple them together.
11. Get pupils to write a diary based on the incident of getting angry, using the table
earlier.
Production
1. Ask a few volunteers to read out their diary to the class.
2. Pupils can then choose to keep their diary, or to share them with a partner.
3. To close, get pupils to think about the benefits of expressing one’s feelings in a
positive way, instead of reacting in a negative way.
4. Suggest to pupils that the next time they get angry, they can write a diary entry or a
letter about what happened, how it made them feel, and what they suggest to resolve
that problem.

56
APPENDIX 5
1st
May, 2014
12:45 p.m.
Dear Diary,
Today is Sunday and I am really feeling pretty upset. My
little sister borrowed my blouse the other day. I told her not to
dirty it as I like the blouse very much. I took the blouse this
morning to wear it. I saw a big yellow patch on my white blouse.
I was very angry. I asked my sister, what did you do? Why is my
blouse dirty? She did not answer me.
I asked her again but she did not reply. I was already very
angry, so I shouted at her. She just sat on the bed looking down.
I took my belt and hit her. Mum heard the sound and came into
our room. Mum was so angry with me. She punished me. I will
not get any pocket money for this week. This is all because of my
sister. I am so…. so…. so….. angry.

57
Topics: Angry Birds
Learning Standard: 5.1.3 Able to use verbs correctly and appropriately:
(i) form simple sentences with ‘will’ and ‘will not’.
(ii) create a ‘Friendship Pledge’ using the simple future
tense.
Time: 60 minutes
Teaching Aids: picture of the Angry Birds Birthday Party, Sample Friendship
Pledge, task sheet
CC/EE: thinking skills, contextual learning, Values & Citizenship
Steps:
Presentation
1. Display the picture of the Angry Birds and Biggie Noses celebrating a birthday party
in the form of a poster or Power Point slide. (Appendix 6)
2. Tell pupils that the angry birds have finally attended anger management classes and
learnt their lesson about the negative effects of anger. They are now good friends
with the Biggie Noses and are celebrating Baby Bird’s birthday together.
3. Tell pupils that Angry Birds have made a friendship pledge to the Biggie Noses. Put
the pledge up on the board.
Our Friendship Pledge
1. We will not be enemies with the Biggie Noses anymore.
2. We will forgive the Biggie Noses for taking our eggs.
3. We will not chase them and throw stones at them.
4. We will help them when they are in trouble.
5. We will tell them nicely if we feel upset about anything.

58
Practice
4. Highlight the words ‘will’ and ‘will not’ in the pledge and explain to pupils that those
are words in the simple future tense. Explain the function and form of the simple
future tense.
.
5. Show some flashcards with sentences in Simple Future.
6. Distribute the task sheet to pupils and explain the task. Pupils form
simple sentences using ‘will’ and ‘will not’. (Appendix 7)
For example: I will not fight with my brother./I will help my mother.
7. Discuss pupils’ answers and correct any errors made.
Production
8. Divide pupils into groups of 6.
9. Each group is provided with a piece of A4 paper, display paper, coloured
pencils, marker pens, crayons, etc.
10.. Explain to pupils that they are going to create a ‘Friendship Pledge’ like the one
made by the Angry Birds, using the simple future tense.
11. Before starting, they first discuss the points to include and make a draft pledge on
A4 paper. Check to see if any changes should be made. Then, pupils create their
posters.
Function:
We use the simple future tense to talk about something you have not done
yet but plan to do in the coming future.
Form: [subject+ will + verb] or [subject+ will not + verb]
Examples:
 I will help my mother.
 She will not disturb her sister.

59
12. When they have finished, they display their posters in a gallery walk. To
end, teacher helps pupils recall and summarize all the values and lessons they
learned throughout the week.
Example:
THE HAPPY BIRDS FRIENDSHIP PLEDGE
 We will always work together as a team.
 We will not hurt each other’s feelings.
 We will take care of each other.
 We will solve our problems by talking about them.
 We will lend a hand to our friends when they are in need.
 We will stick to our friends in the good times and the bad
times.
 We will not mistreat animals.
 We will love, protect and cherish each other.

61
APPENDIX 7
Write sentences using ‘will’ and ‘will not’.
fight – brother
_______________________________________
_______________________________________
help – mother
_______________________________________
_______________________________________
respect – teacher
_______________________________________
_______________________________________
share – cousins
_______________________________________
_______________________________________
kick – cat
______________________________________
_______________________________________

62
Theme: World Of Knowledge
Topic: Say ‘NO' to Bullying
Learning Standard: 1.1.4 Able to speak confidently on related topics.
1.3.1 Able to listen to and demonstrate understanding of oral texts by:
(a) asking and answering questions.
Objectives By the end of the lesson, pupils should be able to:
(i) listen to a dialogue and demonstrate understanding by answering true
or false questions.
(ii) ask questions during the discussion.
(iii) do a role play in groups
Time: 60 minutes
Teaching Aids: picture, audio clip (dialogue), task sheets, situation cards
CC/EE : Values and Citizenship
Steps:
Presentation
1. Show a slide/picture of a child being bullied. (Appendix 1)
2. Ask questions pertaining to the picture.
3. Pupils answer questions orally.
4. Pupils share their experience or views on incidents of bullying.
Practice
6. Pupils read the questions before listening to the dialogue. (Appendix 3)
7. Pupils listen to the dialogue for the first time.
8. Pupils listen to the dialogue for the second time and complete the task sheet.
9. Pupils compare and discuss their answers with their peers.
10. Teacher discusses the answers with pupils.
Production
11. Pupils are assigned into groups of four.
12. Each group is given a situation card. (Appendix 4)
13. Pupils discuss what they would do in that situation.

63
14. They practise role playing the situation.
15. Pupils present the role play.
16. Pupils share their responses with the whole class.
17. Facilitate the discussion.

65
APPENDIX 2
Read the statements below. Listen to the conversation carefully. Tick in the correct column.
NO STATEMENTS TRUE FALSE
1 The incident took place in the school compound.
2 There are three people involved in the conversation.
3 David and Daniel are the bullies.
4 The bullies wanted Jason's bicycle.
5 Jason is his Science teacher's favourite student.
6 Jason was not afraid of the bullies.
7 Jason gave the bullies what they wanted.
8 The bullies have beaten up Jason.
9 Jason was in a dangerous situation.
10 The bullies took pity on Jason.

66
APPENDIX 3
TRANSCRIPT
Last Monday, at the school bus stop…..
Bully 1: Hey, David. Look who's here!
Bully 2: Hey, Daniel. Yes, it's Jason, our Mathematics teacher's pet.
Bully 1: Hey, you! Come here!
Bully 2: We want your money. NOW!
Jason: Money? What money?
Bully 1: YOUR money….if you don't give it to us now, we will beat you up!
Jason : Please! Don't hurt me! Here….here's the money, You can
ha….have it.
Bully 2: Listen! If you tell this to anyone, we will beat you up after school.
(Laughing out loudly).
Jason walked away with tears in his eyes.

67
Situations:
1. A Year Two boy is walking to the canteen. He is stopped by two
Year Six pupils. They ask him for his lunch box.
2. Two girls push away a small girl from her seat in a bus.
3. You have an electronic dictionary. Two pupils from your
school see it and demand for it.
4. You are walking home. Suddenly, one of your classmates
stops you and demands that you complete her homework.
5. You are in your class doing your work. Your classmate walks up
to you and makes fun of your name.
APPENDIX 4

68
Theme : World of Knowledge
Topic : Say ‘NO' To Bullying
Learning Standards: 2.2.3 Able to read and demonstrate understanding of texts by:
(a) giving main ideas and supporting details
2.2.4 Able to apply dictionary skills:
(b) understanding meaning of words in context.
(i) read and understand the reading text by identifying the main ideas and
transfer the supporting details into a table.
(ii) understand the word meaning in context by choosing the correct
definition of the words.
(iii) complete a crossword puzzle with the words learnt.
Time: 60 minutes
Teaching Aids: Picture, audio clip ( dialogue), reading handout
CC/EE : Thinking Skills
Steps:
Presentation
1. Show the picture of a bully and play the dialogue from the previous lesson.
(Appendix 1 & 3)
2. Elicit from the pupils main points of the previous discussion on bullying.
3. Distribute task sheet to the pupils. (Appendix 5)
4. Explain to pupils that they will guess the meaning of the words before reading the text.
5. In pairs, pupils guess the meaning of the words to complete the task sheet.
Practice
6. Distribute the reading text for the pupils to read. (Appendix 6)
7. In pairs, pupils check the meaning of words in the task sheet using a dictionary.
8. Next, pupils check the meanings of words according to the text.
9. Elicit the main ideas of each paragraph from pupils.

69
Production
Activity 1
11. In groups of four, pupils identify the supporting details of the main idea of the paragraph.
12. Guide the groups to complete the task.
Activity 2 (Optional)
13. Pupils get into pairs. Distribute a task sheet to each pair. (Appendix 8)
14. Pupils discuss the answers and complete the crossword puzzle.

70
APPENDIX 5
Choose the appropriate meaning according to the text.
Word Meaning
1. tough strong firm
2. victim
a person who is
deceived or cheated
someone who has been
hit, attacked
3. damage break hurt
4. encourage to give support to inspire with hope
5. safe unharmed coin box
6. stress
pressure or tension
exerted on a material
object
mental or emotional
pressure
7. lose
fail to keep fail to win
8. lead to take or bring cause

71
APPENDIX 6
Bullying
Bullying is when someone does or says things to hurt or
frighten others. It is a bad habit. People who bully see this as a
way to be popular. They want to look tough. They want others to be
afraid of them.
Bullies like to tease and hurt their victims. They damage their
victims' belongings and threaten them. Another form of bullying is
sending cruel instant messages or email. This is called cyber
bullying. Cyber bullying can cause stress and anxiety to the victims.
Victims will always be in fear. They may find their school work
failing and have health problems.
We should not tolerate this habit. Keeping quiet will only
encourage the bullies to become more violent. We should report
bullying to our teachers or parents. Everybody has a right to be
safe. We can start preventing bullying by not being alone. Always
walk in a group at places where bullying occurs.

72
APPENDIX 7
Paragraph 1
1. Bullying is when someone does or say things to hurt or frighten
others


Paragraph 2
2. Bullying can make the victims


Paragraph 3
3. Avoid being bullied by



73
APPENDIX 8
Complete the crossword puzzle.
9
1 L
5 B O
2 E
3 R
4 H 7 6
E
8 C E
N
S
10 M
Across:
3. Children have the ______ to be treated equally.
4. "Do not try to act ______," said the headmaster.
5. They lost all their ________ in the fire.

74
8. Teachers should __________ their pupils to report any bullying cases.
10. Vandals are those who like to _______ properties.
Down:
1. We must not ______ bullying.
2. Bullies like to ______ the weaker pupils.
6. Examination can cause _________ to pupils.
7. The ____ reported the incident to the police.
9. You will ______ your friends if you cheat.
Answers for Task Sheet 3
Across:
3. Children have the ______ to be treated equally. (RIGHT)
4. "Do not try to act ______," said the headmaster. (TOUGH)
5. They lost all their ________ in the fire. (BELONGINGS)
8. Teachers should __________ their pupils to report any bullying cases.
(ENCOURAGE)
10. Vandals are those who like to _______ properties. (DAMAGE)
Down:
1. We must not ______ bullying. (TOLERATE)
2. Bullies like to ______ the weaker pupils. (FRIGHTEN)
6. Examination can cause _________ to pupils. (STRESS)
7. The ____ reported the incident to the police. (VICTIM)
9. You will ______ your friends if you cheat. (LOSE)

75
Theme: World Of Knowledge
Topic: Say ‘No' to Bullying
Learning Standards: 3.2.1 Able to transfer information with guidance to complete:
(b) linear texts
3.1.1 Able to write in neat legible print with correct spelling:
(a) sentences
Objectives:
(i) transfer information with guidance to a non-linear text.
(ii) write sentences in neat legible print with correct spelling.
Time: 60 minutes
Teaching Aids: task sheets
CC/EE: Thinking Skills
Steps:
Presentation
1. Revise the main ideas of the reading text about bullying.
2. Highlight the vocabulary learnt in the previous lesson.
3. Guide pupils to define the target vocabulary.

76
Practice
Activity 1
4. Each pupil is given the reading text and a task sheet . (Appendix 9)
5. In pairs, pupils are to discuss and transfer information from the text to the mind map.
6. Monitor pupils' work.
Activity 2 (Think, Pair, Share)
7. Pupils get into groups.
8. Each group is given a task sheet. (Appendix 10)
9. Pupils construct sentences to complete the task sheet.
Production
10. When the task is completed, pupils display their task sheets on the wall.
11. Pupils walk around the class and edit mistakes on their friends' task sheets.
12. Check pupils' work and make corrections if necessary .

77
APPENDIX 9
Based on the reading text, complete the mind map below.
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
__________________________
bullying
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
__________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
__________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
__________________________

78
APPENDIX 10
Make complete sentences using the words given.
- bully - frightened -
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
- snatched - victim's -
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
- teacher - punished -
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………

79
- boys - damaged -
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
- reported - incident -
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………

80
Theme: World of Knowledge
Topic: Say ‘NO' To Bullying
Learning Standards: 5.1.3 Able to use verbs correctly and appropriately:
(i) match sentence strips to pictures appropriately.
(ii) construct sentences in the simple future tense, based on the
substitution table.
(iii) identify the sentences using the simple future tense in a text.
(iv) complete sentences using the simple future tense.
Time: 60 minutes
Teaching Aids: pictures, substitution table, task sheet, sentence strips, reading text,
flash cards
CC/EE : Thinking Skills, Value and Citizenship
Steps:
Presentation
1. Show a picture of a bully and play the dialogue. (Appendix 1 & 3)
2. Put up a picture of the bully and a picture of the victim on two separate corners of the board.
(Appendix 11)
3. Ask pupils what will happen to the bully and the victim.
4. Pupils take turns to choose a sentence strip and match it to the right person.
Example: Teacher will scold him - Bully
He will cry - Victim
5. Using the sentences on the board, introduce the simple future tense and explain its function.
(Appendix 12)

81
Practice
Activity 1
6. Display a substitution table. (Appendix 13)
7. Pupils construct 10 sentences individually based on the substitution table.
Activity 2
8. Get pupils to read the text from the previous lesson individually. (Appendix 3)
9. Ask pupils to find and underline the sentences that use the simple future tense form.
10. Check and discuss the answers.
Production
11. Distribute a task sheet to pupils. (Appendix 14)
12. Ask pupils to complete the sentences.
13. Give feedback and make corrections if necessary.

83
APPENDIX 12
The teacher will scold him.
He will cry.
The teacher will punish him.
He will not have money to buy food.
The teacher will inform his parents.
He will not want to go to school.
His parents will be upset.
He will tell his teacher.
He will regret his actions.
He will inform his parents.
He will not have any friends.
He will avoid meeting the bully.

84
APPENDIX 13
I
You
He
She
It
We
You
They
will
watch a movie
go for a walk
sing at a concert
cook dinner
go to Penang
play badminton
buy fruits
tomorrow.
soon.
later.
next week.
next Monday.
in a month's
time.
will not

85
APPENDIX 14
What will you do if you are being bullied?
Use the words in the brackets to complete the sentences.
1. I will _____________________________________.(report)
2. I will ______________________________________ .(tell)
3. I will ______________________________________. (make
sure)
4. I will not __________________________________. (fight)
5. I will not ____________________________________.(let)

86
Topic: Preservation of Flowers and Leaves
Learning standards:
1.1.2 Able to listen to and respond to a given stimulus by
using appropriate words, phrases and expressions
with the correct stress and intonation.
Objectives:
By the end of this lesson, pupils should be able to :
(i) listen to and respond to stimulus.
(ii) speak on the related topic with guidance.
Time: 60 minutes
Teaching aid: recorded text, graphic organizer, realia ( preserved flowers),
worksheets
CCE/EE: Thinking skills
Steps:
Presentation
1. Put some preserved flowers in a box.
2. Get the pupils to guess what is in the box.
3. Ask pupils a few questions.
Example:
 What kind of plants can we preserve?
 How do we preserve them?
 Do you want to know more on how to preserve them?
Practice
Activity 1
4. Pupils listen to the text and complete the graphic organizer. (Appendix 1 & 2)
5. Pick pupils randomly to present their answers.
6. Discuss answers with pupils

87
Activity 2
7. Each group is to focus on one method of preservation.
8. Play the recorded text (second or third time if necessary).
9. Pupils take notes on their assigned method.
Production
10. Each group to discuss and give reasons to support their method of preservation.
11. Group presentation.

88
APPENDIX 1
Preserving Flowers and Leaves
Many flowers and woody plants growing around your home and in the wild can be preserved
for dried arrangements. It is important to select the proper drying method for each type of
plant. Plants for preserving can be collected throughout the year. They can be flowers of
various shapes, colours and textures. We should avoid collecting plants or leaves when they
are wet.
There are several different methods for preserving plants and flowers. All of these should
be carried out in a room away from direct sunlight. The methods are as follows: hairspray,
air drying, pressing and shellac.
1. Hairspray
Just as it preserves your hairstyle, it can preserve your cut flowers. Stand 30
centimetres away from the bouquet of flowers and give them a quick spray on the
undersides of the leaves and petals.
2. Air drying
It is the easiest method of preserving flowers. Simply tie the stems in small loose
bundles. Hang them upside down in a dark, warm and dry room. It takes one to three
weeks for flowers to dry completely.
3. Pressing
Pressing is the most common method used. Lay a bunch of flowers on the newspaper.
Arrange them to the desired form. Place them in between pages of a thick book. Leave
them for two to three weeks.
4. Shellac
Shellac is an excellent method for preventing the flowers from falling off their stems.
This preservation should be done in a well aired room and away from fire.

89
APPENDIX 2
Listen to the text carefully and complete the graphic organizer.
List down the methods only.
METHOD
S

90
Learning Standards: 2.2.1 Able to apply word attack skills by:
(a) using contextual clues to get meaning of words :
(i) before the word (anaphoric)
2.2.2 Able to read and understand phrases and sentences
from:
(a) linear text
Objective: By the end of this lesson, pupils will be able to :
(i) able to identify the anaphoric references.
Time: 60 minutes
Teaching aids: Picture cards, reading text (power point slide), task
sheets
CCE/EE : Creativity and Innovation
Steps:
Presentation
1. Pupils are shown pictures of preserved flowers. (Appendix 3)
2. Talk about the pictures.
Example:
 What are these? Why do people preserve flowers? How do we preserve
them?
Practice
Activity 1
3. Teacher explains what anaphoric references are by examples from the reading text.
(use Paragraph 2 - Appendix 4).
Anaphoric reference simply means that a word in a text refers back to other ideas in
the text for its meaning.
Example:
Plants for preserving can be collected throughout the year. They can be
flowers of various shapes, colours and textures.

91
The word ‘they’ refers to Plants.
4. Pupils read the text entitled ‘Preserving Flowers and Leave’ silently.
5. Pupils identify the anaphoric references by circling them in the given text. (Appendix 5).
6. Discuss the answers with the pupils.
Presentation
9. In groups, pupils are given a short paragraph. (Appendix 6)
10. Pupils to identify 5 anaphoric references found in the text and give their meanings in
context. (Appendix 7).
11. Pupils present their answers.

93
APPENDIX 4 (Teacher’s Copy)
PRESERVING FLOWERS AND LEAVES
Many flowers and woody plants growing around your home and in the wild can be 1
preserved for dried arrangements. It is important to select the proper drying method 2
for each type of plant. Plants for preserving can be collected throughout the year. They 3
can be flowers of various shapes, colours and textures. We should avoid collecting plants 4
or leaves when they are wet. 5
There are several different methods for preserving plants and flowers. All of these 6
methods should be conducted in a room away from direct sunlight. The methods are: 7
i. Hairspray 8
Just as it preserves your hairstyle, it can preserve your cut flowers. Stand a foot 9
away from the bouquet of flowers and give them a quick spray on the undersides of 10
the leaves and petals. 11
ii. Air drying 12
It is the easiest method of preserving flowers. Simply tie the stems in small loose 13
bundles. Hang them upside down in a dark, warm and dry room. It takes one to 14
three weeks for flowers to dry completely. 15
iii. Pressing 16
Pressing is the most common method used. Lay a bunch of flowers on the 17
newspaper. Arrange them to the desired form. Place them in between pages of a 18
thick book. Leave them for two to three weeks. 19
iv. Shellac 20
Shellac is an excellent method for preventing the flowers from falling off their 21
stems. This preservation should be done in a well aired room and away from fire. 22
The dried flowers should be stored in a dark, dry and airtight container. A layer of 23
tissue paper should be placed between the flowers. 24

94
APPENDIX 5
The words underlined refer to another word in the previous sentence.
Draw and arrow to show which word it refers to.
There are several different methods for preserving plants and flowers. All of these 1
methods should be conducted in a room away from direct sunlight. The methods are: 2
i. Hairspray 3
Just as it preserves your hairstyle, it can preserve your cut flowers. Stand a foot 4
away from the bouquet of flowers and give them a quick spray on the undersides of 5
the leaves and petals. 6
ii. Air drying 7
It is the easiest method of preserving flowers. Simply tie the stems in small loose 8
bundles. Hang them upside down in a dark, warm and dry room. It takes one to 9
three weeks for flowers to dry completely. 10
iii. Pressing 11
Pressing is the most common method used. Lay a bunch of flowers on the 12
newspaper. Arrange them to the desired form. Place them in between pages of a 13
thick book. Leave them for two to three weeks. 14
iv. Shellac 15
Shellac is an excellent method for preventing the flowers from falling off their 16
stems. This preservation should be done in a well aired room and away from fire. 17
The dried flowers should be stored in a dark, dry and airtight container. A layer of 18
tissue paper should be placed between the flowers. 19

95
APPENDIX 6
Read the text below. The words in colour refer to another word.
Can you identify them?
Herbarium
A herbarium is a collection of dried and pressed plants. 1
It can contain entire plants including roots, seeds, leaves or 2
flowers. Try to get the specimens from a variety of places. 3
Press them as soon as possible after collecting. The plants can 4
be arranged and effectively pressed between newspapers and 5
books. Keep them in a warm and dry place. The pressed specimens 6
should take about one to three weeks to dry completely. Then, 7
attach them to a mounting board. Be sure to include a label 8
to each specimen. It is to provide some information about the 9
herbarium. 10

96
APPENDIX 7
Complete the table below.
No Line Word Meaning in Context
1 2 It herbarium
2
3
4
5

97
Learning
Standards:
:3.1.1 Able to write in neat legible print with correct spelling.
(a) sentences
3.3.1 Able to create texts using a variety of media with guidance.
(a) non-linear
Objectives: : By the end of this lesson, pupils will be able to:
(i) create texts in pop-up cards or power point slides using a variety of
media with guidance.
(ii) write sentences in neat legible print with correct spelling
Time: 60 minutes
Teaching aids: preserved flower, task sheet
CCE/EE : Creativity and Innovation
Steps:
Presentation
1. Show the pupils a sample of a preserved flower mounted on a mounting board.
(Picture from: http://t2.gstatic.com/images?)
Hairspray method

98
2. Explain the procedure and introduce the imperative form.
Example:
Note : Teacher can demonstrate this method in class and allow pupils to try it out.
Practice
3. Introduce the writing task to pupils.
4. Pupils are to write the steps of preserving plants using the pressing method based on
the text read.
Method of Preservation: ___________________
Steps :
Production
5. Pupils are required to create either pop - up cards, concertina or power point slides
based on the previous activity.
6. Pupils present their work.
7. Teacher and peers give feedback.
1. Cut the stalks of flowers that you like.
2. Stand a foot away from them.
3. Spray all over them.
4. Leave them to dry.

99
Learning Standards:
5.1.1 Able to use nouns correctly and appropriately:-
(a) common nouns
Objectives:
By the end of this lesson, pupils should be able to :
(i) use common nouns and collective nouns correctly and
appropriately..
Time: 60 minutes
Teaching aids: Pictures, word cards, Task sheet 1
CCE/EE : Thinking skills
Steps:
Presentation
1. Paste the word cards on the board: bouquet, bundle and bunch.
2. Put up 3 pictures on the board and ask pupils to name each picture.
3. Give an explanation of collective nouns.
Pupils match the collective noun to the picture
bouquet bundle bunch
4. Discuss answers with pupils and give the appropriate explanation.
5. Pupils are asked to write phrases for each of the pictures.
1. a bouquet of roses.
2. a bundle of asparagus.
3. a bunch of grapes.
**Note: Teacher should recap on common nouns. (Ask pupils to give examples of
common nouns or teacher should show pictures of common nouns)

100
Practice
Activity 1
6. Distribute a task sheet to pupils. (Appendix 8)
7. Pupils read the text and underline the common nouns and circle the collective
nouns.
8. Discuss answers with pupils.
Activity 2
9. Display or draw a table on the board.
10. Ask pupils to say out and write the answers in the appropriate column.
Sample:
Production
Activity 1
11. Teacher distributes a task sheet. (Appendix 9)
12. Pupils complete the task sheet.
Activity 2
13. Divide the class into four groups to play “Hangman” using collective nouns.
14. The group with the highest score is the winner.
Common Nouns Collective Nouns
flowers, plants, home, wild, arrangements,
method, type, year, leaves, methods, room,
sunlight, petals, stems, fire, container, tissue
paper.
bouquet, bundle, bunch

101
APPENDIX 8
Underline the common nouns and circle the collective nouns.
Many flowers and woody plants growing around your home and in the wild can be
preserved for dried arrangements. It is important to select the proper drying
method for each type of plant. Plants for preserving can be collected throughout the
year. They can be flowers of various shapes, colours and textures. We should avoid
collecting plants or leaves when they are wet.
There are several different methods for preserving plants and flowers. All of
these methods should be conducted in a room away from direct sunlight. The
methods are as follows:
1. Hairspray
Just as it preserves your hairstyle, it can preserve your cut flowers. Stand a foot
away from the bouquet of flowers and give them a quick spray on the undersides
of the leaves and petals.
2. Air drying
It is the easiest method of preserving flowers. Simply tie the stems in small loose
bundles. Hang them upside down in a dark, warm and dry room. It takes one to
three weeks for flowers to dry completely.
3. Pressing
Pressing is the most common method used. Lay a bunch of flowers on the
newspaper. Arrange them to the desired form. Place them in between pages of a
thick book. Leave them for two to three weeks.
4. Shellac
Shellac is an excellent method for preventing the flowers from falling off their
stems. This preservation should be done in a well aired room and away from fire.
The dried flowers should be stored in a dark, dry and airtight container. A layer
of tissue paper should be placed between the flowers.

102
APPENDIX 9
Fill in the blanks with the correct words.
1. There are four different methods of preserving ________.
2. She gave her mother a ____________ of roses for Mother’s Day.
3. Flowers can grow around your _________ .
4. A flower is usually made up of a few ___________ around a central part.
5. Plants need water and ____________ to live.
6. He bought a ___________ of asparagus which was tied together from the
supermarket.
7. An airtight _____________ is used to keep the dried flowers.
8. Preservation can prevent the flowers from falling of the _______.
Suggested answers
No Answers
1 flowers/leaves/plants
2 bouquet
3 house/home
4 petals
5 sunlight
6 bundle
7 container
8 stem

103
Topic: Appreciation and Gratitude
Learning
Standards:
1.3.1 Able to listen to and demonstrate understanding of
oral texts by:
(b) giving main ideas.
(c) supporting details.
(i) listen to the audio and identify ‘false’ and ‘true’ statements.
(ii) correct the false statements.
(iii) talk about interesting places they have visited.
Time: 60 minutes
Teaching aids: video clip, audio recording, task sheet
CCE / EE Patriotism, Citizenship
Steps:
Presentation
1. Lead pupils to talk about Terengganu.
Examples: Have you been to Terengganu?
What are the places of interest in Terengganu?
2. Show a video clip entitled “Tourism Terengganu” (Tourism Terengganu.wmv).
3. Prompt pupils to talk about what they see in the video clip (Teacher can do this by asking
some questions based on the information given in the video clip).
Practice
4. Distribute a task sheet to pupils and explain the task. (Appendix 1)
5. Play the audio recording. Pupils listen to the audio. (Appendix 2)
6. Replay the audio recording again and pupils complete the task.
7. Discuss answers with pupils.
Production
8. Display the table below on the board.

104
Last holiday Mei Mei went to … She visited … She …
Kuala Terengganu. Kampung Losong
…………………..
…………………..
ate keropok lekor.
……………………
……………………
9. Lead pupils to recall Mei Mei’s trip to Terengganu and fill in the details in the table.
10. Model the sentence structure orally:
Example: Last holiday, Mei Mei went to Kuala Terengganu. She visited Kampung
Losong. She ate keropok lekor.
11. Pupils work in pairs.
12. Distribute a task sheet to each pair. (Appendix 3)
Last holiday I went to … I visited … I …
13. Pupils identify one interesting place they have visited and complete the table.
14. Pupils talk about their experience in class.

105
APPENDIX 1
Listen to the recording. Put a tick (√ ) for a true statements and put a cross
() for a false statements.
1. The journey to Terengganu took 8 hours. ( )
2. Mei Mei stayed with a Melanau family. ( )
3. She visited four traditional houses at the museum. ( )
4. She bought a lot of souvenirs in Chinatown. ( )
5. She has ridden on a horse before. ( )
6. She did not like ‘nasi dagang’. ( )
7. She went island hopping from Marang. ( )
8. She spent four nights with her host family. ( )
Provide the correct information for the false statements.

106
Suggested Answers
Task sheet 1
Listen to the recording. Put a tick ( ) for a true statement and put a cross () for a false
statement. Provide the correct information for the false statements.
1. The journey to Terengganu took 8 hours. (  )
2. Mei Mei stayed with a Melanau family.
(Mei Mei stayed with a Malay family.)
(  )
3. She visited four traditional houses at the museum. (  )
4. She bought a lot of souvenirs in Chinatown.
(She did not buy any souvenirs.)
(  )
5. She has ridden on a horse before.
(She has never ridden on a horse before.)
(  )
6. She did not like ‘nasi dagang”.
(She liked ‘nasi dagang’.)
(  )
7. She went island hopping from Marang. (  )
8. She spent four nights with her host family.
(She spent three nights with her host family.)
(  )

107
.APPENDIX 2
Audio Script
An Experience Worth Remembering
by Mei Mei
An Experience Worth Remembering
Finally after a tiring 8-hour bus ride, I reached Kuala Terengganu. I was exhausted.
Then I met my host family, Pak Halim and Mak Jah. I was excited but anxious at the
same time!
The next day was great. In the morning I went to the state museum and I found out
that it is the largest indoor and outdoor museum in Malaysia and South East Asia! I
visited the four traditional houses and enjoyed the textile, craft exhibits, just to name
a few. After spending a few hours there, I went to Kampung Losong and had my first
bite of ‘keropok lekor’ (a traditional fish snack), which is super delicious! I also enjoyed
my visit to Chinatown where I took some snapshots of the old buildings. Only one regret
that I didn’t buy any souvenirs!
In the evening, they brought me to Batu Buruk Recreational Park. Here I had my first
horse ride – an experience I’ll never forget especially when I fell off the horse! Later
that night, my host family was so kind to hold a ‘feast fit for a queen’ for me. Here I
tasted ‘nasi dagang’ and ‘nasi kerabu’, and they became my favourites instantly.
The following day was exciting! I visited a fishing village, and experienced the lifestyle
there. Later I proceeded to Marang where I went on an island hopping tour. Seeing
such beautiful scenery, I felt so relaxed.
It was sad that I had to leave Terengganu the next day. The three-night stay with
them made me understand what Malaysian hospitality is all about. I will forever cherish
my experience eating using fingers, sleeping on the floor and bathing in cold water!

108
APPENDIX 3
Last holidays, I went to … I visited … I …

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