Year 1 Unit 3 Celebrations: food, transport and clothes

Vocabulary to be learned and revised (new words in bold) Nouns Nouns Nouns Verbs Verbs Verbs Other T-shirts days of week plane sit draw was high(er/est ) jacket months of car stand rub out happen low(er/est) year ed socks 1-100 bus cut stay called fat(ter/est) sarong birthday taxi start dance sat thin(ner) shirt cards truck use sing got into small(er/es t) dress Chinese New motor get up do made long(er/est Year bike ) shoes holiday helicopt live hop found short(er/es er t) belt party ship put point bought tall(er/est) trousers tudung baju kurung songkok clothes sleeve buttons zip beads -------------morning decorations lights invitation Hari Raya present festival ----------------------sound tongue nose fingers smell boat pilot wings seat belt road life jacket helmet river air land ticket wheels eat make watch show look hear wash brush like can jump play bake cook clean wear walk tiptoe run see pray sleep gave blew meet buy celebr ate shake visit wore met big(ger/est ) few (er/est) young(er/e st) fast(er/est) slow(er/est ) soft(er/est) loud(er/est ) happy mine yours his hers

Nouns mango orange papaya rambutan banana pineapple coconut durian apple fruit vegetabl e(s) fish pizza ice-cream water chips egg crab noodles food

Nouns chicken meat tea coffee burger salt sugar juice cake rice breakfas t lunch snack dinner pan knife fork spoon dish kitchen

Nouns cupboard table shelf chair teapot plate frying pan bowl chocolat e biscuits sweets pudding pie currants ----------------market police station fire mosque

Other colours cold hot nice little empty same differen t more many most least altogeth er too nothing left first here before after near

Other left right like then next with from under up down around betwee n behind in front of across 1th 31st softly loudly

Other sweet bitter sour salty special favourit e (un)heal thy by a lot some any but new fizzy hungry thirsty wet dry

cup packet carton tin

sink kettle oven glass

clinic shop supermark et hospital

noon afternoo n evening night

taste hearing sight touch

driver horn

go sharpe n underli ne paint

were had went came

ours which whose when

every yesterd ay half past oclock

Every day (weeks 1 10) Day and weather Make a child day/weather monitor for a week. They ask every day and the class answer: What day is it today? Today is . What day was it yesterday? Yesterday was . . . What is the weather today? It is . . . . What was the weather yesterday? It was . .

Every day (Weeks 1-5) Myself and my family Using the description cube (see Unit 1) Start each lesson with about four rolls of the description cube. But for this unit, when the cube stops, no one asks a question. Each child thinks of a statement relevant to the face of the cube and then on the command of the teacher, Child A tells Child B and then vice versa. Ask the children to say the name of one of their brothers or sisters. Roll the cube again and when it stops, the children ask two questions, e.g. How old is he? How old is she? (brother or sister). The children then answer as before. Then show a face of the cube to one child and ask him, Tell us about your brother or sister, then another face and finally a third so they say three things about their brother or sister. Using the cube ask three children each day to talk about their brother or sister.

Every day (Weeks 6-10) Myself and my friend Preparation: Modify the cube, by replacing the smiley face (likes) and sad face (dislikes) with house with fireworks, (Whose house do you go to during Hari Raya?) and chicken on plate (What do you like to eat during Hari Raya). The hat clue is now, What do you wear during Hari Raya? Using the description cube Start each lesson with about four rolls of the description cube. If the cube stops at one of the pictures from the previous cube, no one asks a question. Instead, each child thinks of a statement relevant to the face of the cube and then on the command of the teacher, Child A tells Child B and then vice versa. If the cube stops at a new picture, the whole class asks the question in unison first and then tell each other the answer. Roll the cube again and partner A asks partner B the question, e.g. What do you like to eat during Hari Raya? Partner B answers, e.g. I like to eat satay and then all partner As say He likes to eat satay . Roll the cube again, and partner Bs ask the question. Then show a face of the cube to one child and ask him, Tell us about your friend, then show another face and finally a third face so he says three things about his friend. Using the cube ask three children each day to talk about their friends. 3

Sentence structures
Instructions
Go and sit behind Faizal Give him a boarding pass. Draw a square with two circles at the bottom. You must wear a seat belt in a car. Put your left hand in. Drive a bus. Put the fish in the dish and the dish on the shelf. Point to the pizza in the dish. First, wash your hands. Put it in the oven for baby and me. Draw a square with a big circle on the left and a smaller circle. You must wash your hands. Put your left hand in. Point to the decorations on the wall. Put them in the box. Draw a shirt. Draw a skirt on the left of the shirt. Draw a small shoe on the right of the shirt. Colour the shirt blue.

Routine questions and statements

What do we do at six oclock? We get up at six oclock. A plane goes in the air. The wheels on the bus go round. When does your brother get up? How does he go to school? He goes to school by car. This is the way I ride my bike. Do we use our noses to see? The school bus comes for me. Does your mum bake cakes? Yes, she does. When does your mum bake cakes? My mum bakes cakes at Hari Raya. How does he go to the mosque? He goes to the mosque by car. This is the way I dress for Hari Raya . Do we use our noses to see? What can you smell at Hari Raya? I can smell good food at Hari Raya. What time do you go to the mosque during Hari Raya? What do you do first? First, I put on my shirt. Next, I put on my trousers. Then, I put on my socks. Finally, I put on my socks. Whose house do you go to at Hari Raya? I go to my friends house.

Descriptive questions and statements

Which one is yours? That one is ours. Do you have any rice? Yes I have a lot of bananas. Please may I have some bananas? How much does it cost? Please may I have a bag of currants. It is longer than the teaspoon and can cut. Which one is it? His car is red. Im driving in my car. There are dishes in the cupboard. Who has a black van and a blue car? When does the bus go? The bus goes at 6 oclock. Burgers and chips are unhealthy foods. I like rambutans but I dont like apples. The square on the left is big and green and the square on the right is smaller and blue. What are you doing? I am baking some cakes in my kitchen for Hari Raya. What do you wear for Hari Raya? I wear baju kurung at Hari Raya. Who has a black sarong and a blue songkok? Ahmad has a black sarong and his shirt is

Past tense questions and statements

My grandmother went to the supermarket and she bought . . . Yesterday, Syasya went to Kampong Ayer by boat. First we washed our hands, next . . . . ., then . . .. What did you have for breakfast? I had mee for breakfast. First we washed our hands, next, then What happened yesterday? Who did you visit on the first day of Hari Raya? Yesterday was Hari Raya. We had breakfast at 6 oclock. We wore our special clothes. We went to our grandparents house. We got into the car at 7 oclock. Where did you go?

purple. She has beads on her sleeves. He has a songkok but it is too small. Would you like some vegetables? Which baju kurung do you like best? I like the third one best. When does Hari Raya start? Hari Raya starts on September 11th.

What did you do? What time did you get up? Who did you meet there? I played, made, sat, met, packed, . . (Words in bold italics can be substituted with other words from the childrens known vocabulary from PRA and Year 1.)

Week by Week Overview KEY: Books

Week 1
Maths: Compare numbers up to 100 Science: Staying healthy

Role play
Week 2
Maths: Number patterns up to 100 Science: A clean body

Songs
Week 3
Maths: Determine missing numbers up to 100 Science: Parts of plants

Games
Week 4
Maths: Addition within 100 Science: Parts of plants

Week 5
Maths: Solve number stories Science: How do plants grow?

ACTIVITIES: VOCABULARY and SENTENCE STRUCTURES

Chicken Rice
Teacher telling the story

Chicken Rice
Children learning to tell the story

Chicken Rice
Sequencing pictures

Chicken Rice
Questions and class story telling

Chicken Rice
Role play

Teacher puppet Healthy/unhealt hy

Chips are unhealthy

Teacher puppet Going shopping

Do you have any bananas?

Teacher puppet Healthy/unhealt hy (*)

Chips are unhealthy

Pupil to pupil When does the bus go?

The bus goes at 3 oclock

Teacher puppet Going shopping (*)

Do you have a box of ice cream

Teacher puppet Going shopping

Do you have any bananas?

Teacher puppet We made a fruit salad

First, next, then

Teacher puppet Going shopping

Do you have a box of ice cream

Teacher puppet Going to the restaurant

Would you like? Yes please, I would like

Teacher puppet Yesterday 1

Yesterday, Syasya went to Kampong Ayer by boat.

Teacher puppet Say it fast

Adjective vocabulary

Teacher puppet Say it fast

Adjective vocabulary

Teacher puppet Going to the restaurant

Would you like? Yes please, I would like

His car is red

Im driving in my car

Pat-a-cake

Put it in the oven for baby and me

Im a little teapot Im driving in my car The school bus comes for me This is the way I ride my bike Clocks
What do we do at 6 oclock?

This is the way I ride my bike Pat-a-cake Point to the pizza The school bus comes for me Jump in the circle 1
A plane goes in the air

Im a little teapot Take a trip This is the way I ride my bike How does he go?
He goes to school by car

Pat-a-cake

Put it in the oven for baby and me

Point to the pizza The baby in the house

Put your left leg in

The wheels on the bus Take a trip

There are dishes in the cupboard Clocks

What do we do at 6 oclock?

How does he go?

He goes to school by car

Jump in the circle 1

A plane goes in the air

Jump in the circle 2

Who has a black van and

a blue car?

My grandmother
Went to the supermarket

Making a fruit salad (*)

Wash your hands

Put it places
Put the fish in the dish and the dish on the shelf I like rambutans but I dont like apples Is it longer than the teaspoon and can cut? Are coconuts hard?

Quiet time
Draw a square with two circles

Quiet time
Draw a square with two circles

Put it places (*)

Put the fish in the dish and the dish on the shelf I like rambutans but I dont like apples Do we use our noses to see?

My grandmother
Went to the supermarket

Roll the ball 2

Roll the ball 1

I had mee for breakfast

Ready to take off

Go and sit behind Faizal

Roll the ball 2

Roll the ball 1

I had mee for breakfast

Which one?

Yes/no game 3
Can a helicopter run?

Yes/no game 3
Does a bus have ears?

Yes/no game 1

Which one?

Is it longer than the teaspoon and can cut?

Yes/no game 2

You must wear (*)

You must wear a seatbelt in a car

You must wear

You must wear a seatbelt in a car

Note: This overview applies if the mathematics and science topics above are covered in the same weeks. Please communicate with the content teachers on a regular basis as some activities may have to be reorganised to suit the learning needs of the students.
Maths: Solve box sums for unknown values Science: Plant needs

Week 6

Maths: Subtraction within 100 Science: Colours

Week 7

Maths: Solve subtraction stories within 100 Science: Clean hands

Week 8 - SBA

Maths: Number sentences Science: Clean teeth

Week 9

Maths: Comparisons in length Science: Healthy food

Week 10

ACTIVITIES: VOCABULARY and SENTENCE STRUCTURES

Sitirella
Teacher telling the story

Sitirella
Children learning to tell the story

Sitirella
Sequencing pictures

Sitirella
Questions and class story telling

Sitirella
Role play

Teacher puppet Getting dressed

What do you do first? First I put on my shirt

Puppet to puppet Baking cakes

Does your mum bake cakes? When does your mum bake cakes?

SBA assessment listening task

Vocabulary and structures from Unit 3

Puppet to puppet Baking cakes (*)

Does your mum bake cakes? When does your mum bake cakes?

Teacher puppet Hari Raya timeline

Yesterday was Hari Raya We got up at 5 oclock

Teacher puppet What am I describing (*)

It has short sleeves It is pink

Teacher puppet Getting dressed

What do you do first? First I put on my shirt

SBA assessment speaking task

What did you do first? next? finally?

Teacher puppet What happened yesterday?

What did we do yesterday? First we walked to the hall, next, then

Teacher puppet What can you smell? (*)

What can you smell at Hari Raya? I can smell good food at Hari Raya

Teacher puppet Shopping for clothes

How can I help you? I am looking for a new hat.

Teacher puppet What can you smell?

What can you smell at Hari Raya? I can smell good food at Hari Raya Put your left leg in

SBA assessment writing task

We can play in the rain. i-e, o-e, u-e, a-e

Teacher puppet Yesterday 2

Who did Syasya visit yesterday? Yesterday Syasya went to visit her friend by boat

Im a little teapot

Ready for Hari Raya

You must wash

Hokey Cokey

SBA assessment reading task

Graphemes

Going to mosque
How does he go

When does Hari Raya start?

When does

your hands

from Unit 3

to the mosque?

Hari Raya start?

What do you wear for Hari Raya?

What do you wear for Hari Raya?

Shake hands
Shake hands with your partner

Teacher puppet Point to

Point to your sleeves I have long sleeves

Ready for Hari Raya

You must wash your hands

In my suitcase I packed
In my suitcase, I packed

When does Hari Raya start?

When does Hari Raya start?

What do you wear for Hari Raya?

What do you wear for Hari Raya?

Teacher puppet Shopping for clothes

How can I help you? I am looking for a new hat.

Shake hands
Shake hands with your partner

Numbered boxes
Numbers to 100

Do this!
Draw a square with a big circle on the left and a smaller circle on the right

In my suitcase I packed
In my suitcase, I packed

Going to mosque
How does he go to the mosque?

Pick a card
Do we use our noses to see? No, we dont

Roll the ball 3

Whose house do you go to for Hari Raya?

Follow these instructions

Point to your left sleeve

My birthday story 1
My seventh birthday was in December

My birthday story 2
Puppets seventh birthday was in December

Quiet time
Draw a shirt. Colour the sleeves blue.

Quiet time
Draw a shirt. Colour the sleeves blue.

Roll the ball 3

Whose house do you go to for Hari Raya?

Pick a card
Do we use our noses to see? No, we dont

Numbered boxes
Numbers to 100

Two instructions
Stand up and walk to the table

Think about
What did you wear?

Quiet time
Draw a shirt. Colour the sleeves blue

Roll the ball 2 (*)

I like rambutans but I dont like apples

What are you doing?

What are you doing? I am baking cakes in my kitchen for Hari Raya.

Which one do you like the best?

Which baju kurung do you like the best?

What are you doing?

What are you doing? I am baking cakes in my kitchen for Hari Raya.

Note:

- Activities that have an asterisk (*) denote an optional written language activity. - Instructions for Week 8 SBA project work can be located on page 24.

Week by week instructions Chicken Rice

Week 3 Teacher telling the story
Tell the story of Chicken Rice to midway through the story using the pictures in the book.

Week 4 Children learning to tell the story

Look at the first pictures from the story of Chicken Rice to p. 7 and ask the pupils to help you to tell the story.

Week 5 Sequencing pictures

Show the class the pictures that you have been using to tell the first half of the story of Chicken Rice but not in sequence. Ask the pupils Which picture is first? etc.

Week 6 Questions and whole class story telling

Get the pupils to tell the first half of the story by asking them lots of questions Who is this?, What is he/she doing?, Who did monkey give the chicken rice to next?

Week 7 - Role play

Divide the class into groups of six. Ask each pupil to take on a role from the story - Mr Low, Cat, Monkey, Snake, Rat, Chicken. Get them to rehearse the first half of the story together.

Day 1

Tell the story of Chicken Rice revising the first part of the story and then telling the story to the end.

Look at the pictures from the story of Chicken Rice from where you finished on Day 1 to p. 11 and ask the pupils to help you to tell the story.

Show the class the pictures that you have been using to tell the second half of the story of Chicken Rice but not in sequence. Ask the pupils Which picture is first? Put the pupils into small groups and give each group three pictures from the story. Ask the pupils to order the three pictures and to talk in their groups about what is happening in the pictures? As yesterday, put the pupils into small groups and give each group three pictures from the story (different pictures from yesterday).

Get the pupils to tell the second half of the story by asking them lots of questions Did Chicken like the chicken rice? What did Chicken do? etc. Tell the first half of the story as a whole class using the words and phrases that the pupils have become familiar with as a whole class in unison. (Use actions also)

As above. Rehearse the second half of the story together using actions and lots of expression.

Day 2

Look at the pictures from the story and isolate key vocabulary asking the pupils What is this? or Who is this?, Who had the chicken rice next? etc.

Look at the pictures from the story of Chicken Rice from where you finished on Day 2 to the end of the story and ask the pupils to help you to tell the story.

As a class, in unison, rehearse the story with each pupil taking the part that they have been working on during the previous two days.

Day 3

Vocabulary Mr Low, Cat, Monkey, Snake, Rat, Chicken, rice. Focus in on these key words. Order a set of pictures of the characters to show the order in which Mr Low offers them the chicken rice.

Look at the pictures from the story of Chicken Rice and tell the first half of the story together really encouraging the pupils to engage fully with the story telling. Add some simple expression and actions. Look at the pictures from the story of Chicken Rice and tell the second half of the story together again really encouraging the pupils to engage fully with the story telling.

Tell the second half of the story as a whole class using the words and phrases that the pupils have become familiar with as a whole class in unison. (Use actions also)

As a class, in unison, rehearse the story with each pupil taking the part that they have been working on during the previous two days. Focus on expression, actions etc.

Day 5

Day 4

Focus in on the repeated rhyme in the story and practise this together. Perhaps use a simple instrument to beat a rhythm to chant along to and/or add simple actions to the rhyme.

Look at the pictures from the story shown in sequence but missing three or four of the pictures with gaps left for these. Show the missing pictures and see if the pupils can suggest which picture goes in each space.

Tell the whole story as a class using simple actions and lots of expression.

Where possible invite another class or some adults to come and watch the class perform the story. It would be good to video the performance.

Sitirella (see next page for instructions)

Sitirella - A Cinderella story for Brunei Sitirella went to the festival and danced all night with the king. Suddenly she heard Hazina. She said there was a beautiful girl who looked like Sitirella at the festival. Sitirella was frightened

adapted for use in Brunei by Joanna Brown from Yeh-

Shen - A Cinderella Story from China Retold by AiLing Louie

and ran home. One of her golden shoes fell off.

Sitirella and her stepsister Hazina did not have the same mother. Sitirella was very beautiful and kind. Hazina was not beautiful or kind.

A villager found the golden shoe and gave it to the kings soldiers. The king wanted the beautiful girl to come back for her shoe. He wanted to see her again. The king told the soldiers to watch out for the girl.

Sitirellas stepmother did not want her to go to the festival. She wanted only Hazina to go. She was afraid that the young men would like Sitirella more than Hazina.

The coconut tree was sad that Sitirella had lost the golden shoe and the leaves started to fall off. Sitirella went back to the festival to get the shoe. She wanted to give it back to the coconut tree.

Sitirellas stepmother sent her to buy food from the market. When she had gone, Hazina and the stepmother went to the festival without Sitirella.

The king and his soldiers were watching and saw Sitirella take the golden shoe. They quietly followed her to her home.

When Sitirella came home she cried. She wanted to go to the festival too. An old man saw Sitirella crying. He told her that the coconut tree in her garden was magical. She must pull a coconut from the tree, cut it open, drink the milk and speak into the shell.

When Sitirella put on the lost golden shoe, she changed into the beautiful girl everyone saw at the festival.

Sitirella asked the coconut shell for clothes to wear to the festival. The coconut tree gave Sitirella a beautiful blue baju kurung, a cloak with hornbill feathers, and a pair of beautiful golden shoes.

The king said to the stepmother and Hazina, You cannot live in the palace because you were unkind to Sitirella. Sitirella and the king were very happy together.

See below for week by week instructions

Week by week instructions Sitirella

Week 3 Teacher telling the story Week 4 Children learning to tell Week 5 Sequencing pictures Week 6 Questions and whole class Week 7 - Role play

the story Day 1

Tell the first half of the story (pictures 1-5) of Sitirella to the part where she goes to the festival to the pupils showing them pictures of the story. Look at the first pictures (1-3) from the story of Sitirella to the point where Sitirella has been left behind whilst her stepmother and stepsister have gone to the festival. Elicit the story telling from the pupils and support them in this. Look at the second set of pictures (4-6) from the story of Sitirella to the point where Sitirellas shoe falls off. Elicit the story telling from the pupils and support them in this. Look at the third set of pictures from the story (7-8) of Sitirella to the point where Sitirella is looking for the lost shoe. Elicit the story telling from the pupils and support them in this. Look at the final set of pictures from the story (9-11) of Sitirella to the end. Elicit the story telling from the pupils and support them in this. Show the class the pictures that you have been using to tell the first half of the story of Chicken Rice but not in sequence. Ask the pupils Which picture is first? etc.

story telling
Look at pictures 1-4 as a class. Ask the pupils questions about what is happening in the pictures to help them to tell the story. Tell the story of Sitirella encouraging the pupils to join in with the storytelling. Focus on the pupils use of expression in their story telling.

Day 2

Tell the second half of the story of Sitirella (pictures 611) to the end to the pupils showing them pictures of the story.

Look at the pictures from the story and isolate key vocabulary asking the pupils What is this? or Who is this? Sitirella, Hazina, stepmother, old man, king, soldiers, coconut tree, golden shoe Tell the pupils the whole story of Sitirella again with the pupils helping you to name the characters and other key vocabulary as the story is told.

Show the class the pictures that you have been using to tell the second half of the story of Chicken Rice but not in sequence. Ask the pupils Which picture is first? Put the pupils into small groups and give each group three pictures from the story. Ask the pupils to order the three pictures and to talk in their groups about what is happening in the pictures? As yesterday, put the pupils into small groups and give each group three pictures from the story (different pictures from yesterday).

Look at pictures 5-8 as a class. Ask the pupils questions about what is happening in the pictures to help them to tell the story.

Tell the story of Sitirella encouraging the pupils to join in with the story telling expressively. Focus on the pupils use of actions in the story also.

Look at pictures 911 as a class. Ask the pupils questions about what is happening in the pictures to help them to tell the story.

Tell the story of Sitirella using expression, actions and possibly some props.

Day 3

Tell the pupils the whole story of Sitirella again with the pupils (this is important as there is a lot of language in the story for the pupils to become familiar with). Encourage and praise contributions from the children.

Combine the weeks focused story telling by engaging with the class in telling the whole story.

Look at the pictures from the story shown in sequence but missing three or four of the pictures with gaps left for these. Show the missing pictures and see if the pupils can suggest which picture goes in each space.

Put the pupils into pairs (or 3s). Give each pair/group a picture from the story to look at and discuss. Ask the pupils to share the part of the story shown on their picture in turn and in sequence. Put the pupils into pairs (or 3s) these should be the same groups as yesterday where possible. Give each pair/group another picture from the story to look at and discuss. Ask the pupils to share the part of the story shown on their picture in turn and in sequence.

Practise performing the story of Sitirella consolidating the learning over the last weeks.

Day 4

Where possible invite another class or some adults to come and watch the class perform the story. It would be good to video the performance.

Day 5

10

Instructions for activities

Role play
Pupil to pupil - When does the bus go? Curriculum link: mathematics Purpose: to encourage children in becoming independent talkers. Materials: sets of pictures of bus, water taxi, plane, helicopter, taxi and a clock face per group of four children 1. Model using puppet and two children. 2. Two children share the pile of cards and the other two children share the clock face. 3. One child turns over the top card to reveal the picture of a bus, and asks When does the bus go? 4. The child holding the clock face turns the hands to a time (oclock or half past) and holds it up. 5. All say, The bus goes at 8 oclock. 6. Children pass the pile of cards and clock face to their partners and game continues. Puppet to Puppet: Baking cakes Curriculum link: English Purpose: to practise asking two questions of each other. 1. 2. 3. 4. 5. 6. 7. 8. 9. Children sit with their partner. Model the role play with finger puppets. Puppet 1 says: Does your mum bake cakes? Puppet 2 says: Yes, she does. Puppet 1 says: When does your mum bake cakes? Puppet 2 says: My mum bakes cakes at Hari Raya. Give each child a finger puppet. Ask each partner to do the role play with their finger puppets. On other days, have new questions: e.g. (When) Does your dad put up the decorations? (When) Do your friends come to your house?

*Extended writing activity Get the children to write a statement about when their mum bakes cakes. E.g. My mum bakes cakes at Hari Raya.

Teacher puppet Getting dressed Curriculum link: English Purpose: to describe a routine using first, next, then and finally. 1. Puppet asks the teacher, When you get dressed what do you put on first? 2. Teacher says First, I put on my shirt/blouse/baju. 3. Puppet asks, What do you put on next? 4. Teacher replies, Next, I put on my trousers/skirt. 5. Puppet asks: Then what do you put on? 6. Teacher replies, Then, I put on my socks. Finally, I put on my shoes. 7. If the teacher is male, ask the boys to stand up (or if the teacher is female, ask the girls to stand up) and the puppet asks them the same questions, 8. Ask a competent child of the opposite sex from the teacher to come to the front and the puppet asks the same questions. 9. Repeat number 7 with the other children.

Teacher puppet - Going shopping Curriculum link: mathematics Purpose: to practise any, a lot, some, How much? It costs three dollars. Materials: a shop with empty packets, tins, bottles, some realia 1. 2. 3. 4. 5. 6. 7. 8. 9. Puppet is the shop keeper Say Do you have any bananas? Puppet replies Yes I have a lot of bananas. Say, Please may I have three bananas Puppet gives you three bananas. Ask How much does that cost? Puppet says, That costs 2 dollars Give the money to puppet. Ask a child to come and buy some bananas from puppet. 10. Support the child through the dialogue. 11. Give two more children a go. 12. Next day more children can shop. 13. When they are good at this dialogue introduce, Please may I have a box , bag, packet, bottle of ...

11

Teacher puppet - Going to the restaurant Curriculum link: English Purpose: to practise Would you like ..? Yes Please, I would like. 1. Teacher and three children sit round a table while rest of children watch. 2. Puppet (as waiter): Would you like to see the menu? 3. Teacher: Yes please. 4. Puppet passes the menu to the teacher. 5. Teacher reads the menu: e.g. Chicken Rice, Fish, Curry. 6. Puppet asks, What would you like? 7. Teacher replies, I would like curry 8. Puppet writes down the order. 9. Puppet asks each child in turn, What would you like and each child responds. 10. Puppet asks Would you like vegetables? 11. Everyone says, Yes please. 12. Repeat with different children and teacher as waiter. 13. Repeat again with different children and child as waiter. Teacher puppet Healthy and unhealthy food chart Curriculum link: science Purpose: to practise food item vocabulary by talking about healthy and unhealthy foods. Materials: a two column chart labelled healthy and unhealthy food. 1. Discuss healthy and un healthy foods 2. Give the children two small pieces of paper for the to draw one healthy food and one unhealthy food 3. As they draw, go round and talk to individual children about their pictures. 4. Stick the pictures on the chart 5. Talk about the chart. *Extended writing activity Get the children to write statements about healthy and unhealthy food using known CVC words e.g. Chips are unhealthy. Papayas are healthy. NB healthy needs to be taught as a red word.

*Extended writing activity Get the children to write a sentence that makes a request to a shop keeper using the graphemes that have been taught. E.g. Please may I have 3 bananas. This could be written into a speech bubble showing dialogue. Teacher puppet - Hari Raya timeline Curriculum link: mathematics Purpose: to recall a sequence of events. Resources: Photos/pictures of events occurring during Hari Raya 1. Stick pictures of Hari Raya events on the board. 2. Ask puppet, What do you want to tell your friends? 3. Puppet says Yesterday was Hari Raya 4. Pretend that you cant hear puppet and ask puppet to Im sorry, say it again 5. Puppet repeats the sentence 6. Ask a child to identify the picture that corresponds to this statement 7. Repeat steps 3-6 but with different sentences from the puppet, e.g. We got up at 5 oclock,, We had breakfast at 6 oclock. We wore our special clothes. We went to our grandparents house. We got into the car at 7 oclock, until all the events of the day have been sequenced on the timeline. Teacher puppet - Point to Curriculum link: mathematics Purpose: to learn vocabulary related to clothes. 1. Puppet asks you to Point to your sleeves. 2. Point to one sleeve and then the other and says These are my sleeves 3. Ask the children to Point to your sleeves 4. Children point and say These are my sleeves. 5. Tell the children. I have long sleeves 6. Ask individual children whether they have long sleeves or short sleeves. 7. Repeat with other items such as zip, buttons, beads

Teacher puppet - Say it fast

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Curriculum link: science Purpose: to practise adjectives sour, sweet, bitter, salty. Materials: Picture cards or realia of food. Check with science teacher which foods to use. 1. Discuss which food are sour, sweet, salty, bitter 2. Then play Say it fast - hold up each card/object quickly and children say what the food is and whether the food is salty, sweet, sour or bitter with children taking turns at being the teacher. Teacher puppet - Shopping for Clothes Curriculum link: English Purpose: to practise clothing vocabulary and structures. Materials: various items of clothing hung up and shoes, hats, bags, money 1. Teacher and puppet take parts of shop assistant and customer. Model vocabulary using the following types of structures: How can I help you? I am looking for a new hat. Try this one. Is it too big? No, it is good thank you. Do you like the jacket? No, I dont like wearing a / Yes, I like it. 2. Children take turns pretending to be the shop assistant and the customer. Teacher puppet We made a fruit salad Curriculum link: English Purpose: to record an activity in past tense 1. 2. 3. 4. 5. 6. Ask Puppet, What did we do yesterday? Puppet responds, We made a fruit salad? Ask, What did we do first? Puppet, We washed our feet. Ask the children, Did we wash our feet? Children will deny and say, We washed our hands. 7. Ask the children What did we do next? 8. Reform their responses into, Next, we put the fruit into a dish with a spoon. 9. Ask the children, Then what did we do? Reform their responses into, Then we mixed the fruit with some salt and some sugar. *Extended writing activity Get the children to write the sentence We made a fruit salad to accompany pictures/photos of making the fruit salad together. NB fruit will need to be taught as a red word. Teacher Puppet: What can you smell? Curriculum link: science Purpose: to practise the question What can you smell? 1. Children sit on the mat. 2. Teacher asks puppet: Hi Puppet, what can you smell at Hari Raya? 3. Puppet says: I can smell good food at Hari Raya. 4. Teacher pretends that she cant hear Puppet very clearly: I am sorry Puppet, I cant hear you. 5. Teacher repeats the question: What can you smell at Hari Raya? 6. Puppet says again: I can smell good food at Hari Raya. 7. Teacher says: Thank you Puppet. 8. Teacher asks the children: What can you smell at Hari Raya? 9. Expect children to answer: I can smell good food at Hari Raya. 10. Teacher asks children to turn to their partner and partner 1 asks: What can you smell at Hari .

Teacher puppet - What am I describing? Curriculum link: mathematics Purpose: to understand and give descriptions of clothes. Materials: pictures of clothes or real clothes 1. Puppet describes a garment (article of clothing) and teacher guesses which one he is describing, e.g. It has short sleeves, It is pink, It has red buttons. 2. Puppet describes another garment and teacher asks the children which one he is describing. 3. Teacher asks a child to describe a garment and children guess. *Extended writing activity Get the children to write as many sentences that describe a piece of garment within their current knowledge of phonics. E.g. It has short sleeves. It is pink. It has red buttons.

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Raya?Expect partner 2 to answer: I can smell good food at Hari Raya. *Extended writing activity Get the children to write a sentence about what they can smell at Hari Raya. E.g. I can smell good food at Hari Raya. This may be accompanied by an illustration for a wall display or shared book.

Teacher Puppet: What happened yesterday? Curriculum link: English Purpose: to recall activities in the past. Resources: photos/pictures of a school wide event, e.g. Hari Raya 1. Ask Puppet, What did we do yesterday? 2. Puppet responds, We celebrated Hari Raya? 3. Ask, What did we do first? 4. Puppet, We walked to the hall. 5. Ask the children, Did we swim to the hall? 6. Children will deny and say, No, we walked to the hall. 7. Ask the children What did we do next? 8. Reform their responses into, Next, we sang a song. 9. Ask the children, Then what did we do? 10. Re-form their responses into, Then we walked onto the stage to show our new clothes.

Teacher puppet Yesterday 1 Curriculum link: English Purpose: to show understanding of dialogue 1. Tell the children that puppet has something to tell them. 2. Ask puppet, What do you want to tell your friends? 3. Puppet says Yesterday, Syasya went to Kampong Ayer by boat. 4. Pretend that you cant hear puppet and ask puppet to tell the children again, Say again. 5. Puppet repeats the statement, Yesterday, Syasya went to Kampong Ayer by boat. 6. Say, Yesterday Syasya went to Kampong Ayer by car. 7. Puppet says, No. Yesterday Syasya went to Kampong Ayer by boat. 8. Say, Oh, yesterday Syasya went to Kampong Ayer by boat. 9. Asks the children, Where did Syasya go yesterday? 10. Expect answer, Yesterday Syasya went to Kampong Ayer. 11. Asks children, Did Syasya go to Kampong Ayer by car or by boat?

Teacher puppet : Yesterday 2 Curriculum link: English Purpose: to show understanding of dialogue Resources: pictures/photos of festivals and transport 1. Ask puppet, What do you want to tell your friends? 2. Puppet says Yesterday, Syasya went to visit her friend by boat. 3. Pretend that you cant hear puppet and ask puppet to Say again. 4. Puppet repeats the statement, Yesterday, Syasya went to visit her friend by boat. 5. Say, Yesterday Syasya went to visit her friend by car. 6. Puppet says, No. Yesterday Syasya went to visit her friend by boat. 7. Say, Oh, yesterday Syasya went to visit her friend by boat. 8. Asks the children, Who did Syasya visit yesterday 9. Expect answer, Yesterday Syasya went to visit her friend. 10. Asks children, Did Syasya visit her friend by car or by boat? 11. Continue with other people to visit and other

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modes of transport

Songs
Fruit Salad (Tune: Are you sleeping?) Mangoes, Rambutans, Apples, Oranges, Co-co-nuts, Pa-pa-yas, Bananas, Pineapples, Strawberries and Grapes. Fruit salad, Fruit salad. Going to mosque Chant Divide the class into 2 groups. Choose a child to pretend to drive a car. One group chants: How does he go to the mosque? The other group chants: He goes to the mosque by car. One group chants: What time does he go to the mosque? The other group chants: He goes to the mosque at 7 oclock in the morning. Repeat with another child pretending to ride a bike, How does he go to the shop? etc Repeat with a group of children riding on a bus. How do they go to the Mall? etc His door is red (Tune: Pease pudding hot) His car is red. Her car is blue. What colour is your car? Please tell us, do. His bike is red etc. His plane is red etc. 2. 3. 4. 5. You You You You put put put put your your your your right leg in left arm in right arm in whole self in Hokey Cokey Action song 1. You put your left leg in You put your left leg out In, out, in, out, shake it all about You do the Hokey Cokey and you turn around Thats what its all about.

Im driving in my car (Tune: a-hunting we will go) Im driving in my car

Im a little teapot Action song Im a little teapot

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Im driving in my car Peep peep, toot toot Im driving in my car. Im driving very fast etc Im driving very slow etc The lights have turned to red etc So I must stop the car. The lights have turned to green etc So I can go again. Its time for Hari Raya Chant Teacher chants with the children and all do the actions. You must wash your hands. You must brush your teeth. You must wash your face. You must brush your hair. You must have a shower. It is time for Hari Raya.

Short and stout Heres my handle, (put arm on hip) Heres my spout. (curve other arm in the air) When I see the teacups Hear me shout Tip me up and Pour me out! (Bend over sideways to pour tea)

Pat-a-cake Action rhyme Pat-a-cake, pat-a-cake, bakers man Bake me a cake as fast as you can Pat it and prick it and mark it with B And put it in the oven for baby and me.

Point to the pizza Chant Chant this after playing the Put it places game. Children point to each food as they chant. Point to the pizza Point to the fish Point to the biscuits on the dish! Point to the ice-cream Point to the milk Point to the burgers on the shelf. Point to the sausages Point to the chips Point to the little cakes in the box.

Shake hands (Tune: Bobby Shaftoe) Children get into partners and decide who is A and who is B Shake hands with your partner 3x (face partner and shake right hands) As we have done before Stand behind your partner 3x (Child A stand behind child B) As we have done before Now clap with your partner 3x (Children facing each other) As we have done before

Ten green bottles Ten green bottles sitting on the wall Ten green bottles sitting on the wall And if one green bottle should accidentally fall Therell be nine green bottles sitting on the wall

Take a Trip (Tune: Twinkle, Twinkle Little Star) Drive a bus or drive a train, Drive a boat or fly a plane, Drive a taxi, drive a car, Maybe near or maybe far, Fly a spaceship to the moon, But be sure to come back soon.

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One green bottle sitting on the wall One green bottle sitting on the wall And if one green bottle should accidentally fall Therell be no green bottles sitting on the wall.

The School Bus Comes for Me. Tune: The farmer in the dell The school bus comes for me The school bus comes for me. Hey ho, its time to go The school bus comes for me. First we pick up..Next we pick up .Then we pick upLast we pick up.... Now we are at school Now we are at school Clap and cheer, were finally here

The school bus comes for me - actions One child is walking around the outside of the circle pretending to be the bus driver. The other children sit in a circle and while singing the first four lines, pass a picture of the vehicle around. When it gets to First we pick up The child holding the picture stands, the children say their name, then Then we pick up.. the next person on their right also stands and so on until you have 4 children standing. They join together and walk around the circle saying Now we are at school.,clap twice, cheer and sit back down. The picture gets passed on again as everyone sings

The wheels on the bus The wheels on the bus go round and round, round and round, round and round. The wheels on the bus go round and round, All through the town. [Roll hands around each other] The wipers on the bus go swish, swish, swish, etc. [Swish hands in front of you like windshield wipers] The horn on the bus goes beep, beep, beep, etc. [Slap palm in front of you like honking a horn] The doors on the bus go open and shut; etc. [Push hands back and forth in front of you] This is the way I ride my bike This is the way I ride my bike, Ride my bike, ride my bike, This is the way I ride my bike, Ride my bike. (Stand up and hold the handle bars)

There are dishes in the cupboard (Tune: Shell be coming round the mountain) There are dishes in the cupboard on the wall. There are dishes in the cupboard on the wall. There are dishes in the cupboard, dishes in the cupboard, dishes in the cupboard on the wall. There are biscuits in the dishes on the shelf etc.. There are burgers on the cooker in the pan etc..

What do you wear for Hari Raya? (Tune: Incy Wincy Spider tune} What do you wear for Hari Raya? She wears baju kurung for Hari Raya. He wears a new shirt and a special songkok too. Tudung, sarong, cara melayu!

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This is the way I drive my car, etc (Sit down and turn the steering wheel) This is the way I paddle my boat, etc. (Stand up and paddle to the left and then to the right.) This is the way I walk to school, etc. (Walk)

What do you wear for Chinese New Year? She wears baju kurung for Chinese New Year. He wears a new shirt and a special songkok too. Tudung, sarong, cara melayu.

When does your brother get up? (Tune: Do you know the Muffin man?) When does your brother get up, get up, get up? When does your brother get up? Please tell me do. He gets up at 6 oclock, 6 oclock, 6 oclock, He gets up at 6 oclock in the morning. When does your brother have a shower, He has a shower at half past six in the morning. When does your brother go to school? He goes to school at 7 oclock in the morning. When does your brother eat lunch? He eats lunch at 1 oclock, after school. When does your brother play football? He plays football every day, on the football field.

When is the festival? (Tune: Camptown Races) When does Chinese New Year start? doodah, doodah When does Chinese New Year start? doodah, doodah day It starts in February, It starts in February, It starts on the 3rd of February, doodah doodah day! When does Hari Raya start? doodah, doodah, When does Hari Raya start? doodah, doodah day It starts in September, It starts in September, It starts on the 11th of September, doodah, doodah day!

Make up different verses

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Games
Clocks Curriculum link: mathematics Purpose: to practise telling time and associating it with routines. 1. Set time on clock, e.g. 6 oclock and ask the children to tell the time. 2. Teacher asks What do we do at 6 oclock? 3. Pupils respond At 6 oclock we get out of bed. (wash our face, brush our teeth, get dressed,...) 4. Then pupils act out their statement. 5. Repeats using, for example: 10:00: break (play with friends, eat snack), 12:30: go home, 3:30: do homework, 6:30 eat dinner, etc... 6. Give each child a paper plate, two strips of card and a paper fastener to make their own clocks. 7. They then play the game with each other. How does he go? Curriculum link: science Purpose: to practise transport/building vocabulary. Materials: one picture each of a plane, car, bus, boat, taxi, truck, bike, motor bike, helicopter, ship, water taxi. Model buildings in the Kampong (see March) 1. 2. 3. 4. 5. Sit in a circle. Place the buildings in the centre of the circle. Place the pictures of transport in a pile. Ask a child to pick a building and hold it up. Everyone will say together, How does he go to school? 6. Turn over the top card of transport pictures and show the children. 7. Everyone will then say, He goes to school by car 8. Continue asking children to pick a building and turning over the transport cards, ensuring the children say He or She correctly. Do this! Curriculum link: science Purpose: to follow an instruction. 1. First play the Do this game (Refer to Unit 2) . 2. The next day, the children hold their picture and describe it to the class, a group or a partner. 3. The next day display the pictures and ask a child to describe their picture. 4. The rest of the class guess which picture it is from the childs description.

Follow these instructions Curriculum link: science Purpose: to follow instructions. 1. Ask the children to sit four lines, one behind the other. 2. Give an instruction. The child at the front of each line carries out the instruction and then goes to the back of the line. 3. Give another instruction which the child at the front carries out and so on. 4. Instructions could include: Put your left hand on your head. Put your right foot in the air. Show me four fingers etc. 5. Extend with children giving the instructions.

In my suitcase I packed. . .

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Curriculum link: English Purpose: to practise clothes items vocabulary. Resources: clothes item or pictures, suitcase 1. 2. 3. 4. 5. 6. Pick up an object or picture and place it on the table. Say In my suitcase I packed a shirt. All the children repeat Point to a child who picks up another object and places it next to yours on the table. All the children say: In my suitcase I packed a shirt and a dress, Continue till six items are on the table. Jump in the circle 1 Curriculum link: science Purpose: to practise transport vocabulary and structure A plane goes in the air. Materials: one picture for each child: plane, car, bus, boat, taxi, truck, bike, motorbike, helicopter, ship, water taxi. 1. Give each child a picture. 2. Ask Which one goes on the land? 3. Pupils with the relevant transport jump in the circle 4. Ask two children to respond, A car goes on the land, inserting their own vehicle. 5. Continue game alternating between the three questions Which one goes in the air?, Which one goes in the water? and Which one goes on the land? Jump in the circle 2 Curriculum link: science Purpose: to listen and understand two pieces of information. Materials: pictures of different sorts and colours of vehicle, one for each child. 1. 2. 3. 4. 5. Children stand in a circle. Give each child two pictures. Surreptitiously look at a childs cards Ask Who has a white van and a purple bus? The child/children with those two vehicles should jump in the circle and hold up their cards. 6. All the children then say Jamil has a white van and a purple bus? 7. Ask the child to leave the circle and call out another two cards. 8. Continue for about 7 turns. My birthday story 1
Curriculum link: mathematics Purpose: to understand a narrative. Materials: A set of pictures depicting each sentence in the story: picture of number 7, picture of the Mall etc. 1. Display the pictures in a line. 2. Puppet tells the story and the teacher points to each picture as the puppet speaks My seventh birthday was in December. I had my birthday party at the mall. There were balloons and ribbons on the table. My friends gave me presents and cards. We had chicken rice and ice cream. I had a birthday cake with seven candles on it. I blew out six candles and my brother blew out the seventh candle. 3. Display the pictures all mixed up 4. Puppet tells the story again. 5. This time children come out to find the right picture for each sentence.

Make a fruit salad Curriculum link: science Purpose: to follow instructions. Materials: cut fruit, a spoon, a dish, some salt and sugar 1. Sing Fruit salad song 2. Put cut fruit, a spoon, a dish, some salt and sugar on each table (5 children per table) 3. Divides the class into groups (maximum 5 children in a group) 4. Tell the class, We are going to make a fruit salad. 5. Give the instructions First, line up and wash your hands Next, put the fruit into the dish with the spoon (model the action). Ask the children if the fruit salad smells good. Then, mix the fruit firstly with some salt and let the children tell you what it tastes like and then mix the fruit with some sugar and let the children tell you what it tastes like. (Expect

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salty and sweet)

My birthday story 2
Curriculum link: mathematics Purpose: to understand a narrative. Materials: A set of pictures depicting each sentence in the story: picture of number 7, picture of the Mall etc. 1. Display the pictures in a line. 2. Ask the children 6 questions about the story, e.g. When was puppets birthday? 3. After they have given the correct response, ask a child to show the picture that tells the answer. 4. Ask different questions on different days. There are sometimes two or three possible questions for each sentence in the story, e.g. Where were the balloons/ribbons? What was on the table? 5. Some other possible questions What did puppets friends give him? What was on the birthday cake?

My grandmother Curriculum link: English Purpose: to practise vocabulary. Materials: either food pictures or realia 1. Pick up an object or picture and place it on the table. 2. Say My grandmother went to the supermarket and she bought a melon 3. All the children repeat 4. Point to a child who picks up another object and places it next to yours on the table. 5. All the children say: My grandmother went to the supermarket and she bought a melon and a box of crackers, 6. Continue till six items are on the table.

Numbered boxes to 100 Curriculum link: mathematics See Unit 1 gradually extend box numbers through to 100 Quiet time Curriculum link: mathematics Purpose: to follow instructions quietly. Resources: small pieces of paper, pencil and colours 1. Children sit at their table. 2. Give each child a small piece of paper. 3. Give instructions e.g. Draw a shirt. Draw four buttons. Colour the sleeves blue. 4. See other units for alternative ideas for quiet time.

Pick a card Curriculum link: science Purpose: to practise the question, Do we use our noses to see? and senses vocabulary. Resources: a set of pictures for each group (nose, mouth etc.) 1. 2. 3. 4. Divide the children into groups. Give each group a set of cards Say one of the sense verbs, e.g. See. One child in each group picks a card and looks at the picture (e.g. a picture of a nose) and says Do we use our noses to see? 5. The rest of the group say: No, we dont or Yes we do 6. The child replaces the card at the bottom of the pile. 7. Repeat with the other senses (hear, taste, smell, feel) and each child in the group takes a turn to pick up the card.

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Put it places games Curriculum link: English Purpose: to respond to the structure Put the fish in the dish and practising food vocabulary. Materials: realia, packets pictures of food items including those specified in the chant Point to the pizza (see Songs and chants) 1. 2. 3. 4. The children sit in a semicircle Put the food items and a dish and a box on the floor in front of the children Start with the chant Point to the pizza Now ask different children to put the items in the places specified in the chant (i.e. in the dish or box or on the shelf) e.g. Put the fish in the dish and put the dish on the shelf 5. Finish with the chant Point to the pizza *Extended writing activity 1. Get the children to write an instruction using known CVC words. E.g. Put the fish in the dish. Ready for take off Curriculum link: mathematics Purpose: to practise ordinal numbers and prepositions. Materials: small cards as boarding cards 1. Put chairs in rows to simulate an aircraft cabin 2. Ask the children to help you number the rows from front to back 1st, 2nd, 3rd etc 3. Ask a child to be the steward and give him/her the pile of boarding cards. 4. Say to a child Go and sit in the 2nd row. 5. Say to the steward, Please give him/her a boarding card. 6. Say to another child Go and sit in the 5th row. 7. Say to the steward, Please give him/her a boarding card 8. Ask another child to Go and sit in the 3rd row behind Mizan. 9. Each time say to the steward, Please give him/her a boarding card 10. Ask another child to Go and sit in the 4th row in front of Faizal. 11. Place 5 more children using words: row number, behind, next to, in front of, between. 12. Ask a child to be teacher and continue placing the children in their seats. 13. When all the children are seated, ask a few questions based on Who is sitting behind Mizan? 14. Ask the children to fasten their seat belts. 15. Climb into the cock pit and take off, making appropriate engine noises. Roll the ball 2 Curriculum link: English Purpose: to encourage children to speak independently about their fruit likes and dislikes Roll the ball 1 Curriculum link: mathematics Purpose: to practise using for in structure, what did you have for breakfast? I had mee for breakfast. Materials: pictures or realia of different foods 1. Display the food items so all the children can see them; children sitting in a circle. 2. Say, I had mee for breakfast. Lion, what did you have for breakfast? 3. Hand the ball to the Puppet. 4. Puppet says, I had papaya for breakfast. Zul what did you have for breakfast? 5. Puppet rolls the ball across to Zul. 6. Expect Zul to say, I had porridge for breakfast. Lela, what did you have for breakfast? 7. Zul rolls the ball to Lela. 8. Continue for a few more turns. 9. Another day, change the meal: snack, lunch, dinner

Roll the ball 3 Curriculum link: English Purpose: to practise answering the question Whose house do you go to at Hari Raya? with

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using the structure, I like rambutans but I dont like apples. Materials; ball and set of pictures of family members 1. Say I like rambutans but I dont like apples. 2. Roll the ball across to a confident child and expect them to say what they like and dont like. 3. The child rolls it to another child and so on. 4. Continue for three more children. 5. Turn over a card to reveal a family member. 6. Ask Who is this? 7. Children respond. 8. Say, He likes oranges but he doesnt like melons. 9. Roll the ball across to a child. 10. Continue saying what that family member likes and dislikes for three more turns. 11. Turn over another picture and continue. *Extended writing activity Get the children to write a sentence about what they like and what they dont like within their current knowledge of phonics. Silent instructions Curriculum link: English Purpose: to follow written instructions. Materials: toys or realia and other objects as specified in the instructions ; set of instruction cards (see suggestions note that these instructions can all be read using the phonics that the children have learned). 1. 2. 3. 4. Children sit in a semi-circle Hold up an instruction card, e.g. stand up Children follow the instruction Vary the instructions so that children sometimes move around and sometimes stay still.

the answer I go to my friends house. Resources: a ball 1. Children sit in a circle. 2. Pass the ball to puppet and ask; Whose house do you go to at Hari Raya? 3. Puppets answers: I go to my grandparents house at Hari Raya. 4. Ask the children to ask puppet: Whose house do you go to at Hari Raya? 5. Puppets answers: I go to my friends house at Hari Raya. 6. Roll the ball to a child and ask: Whose house do you go to at Hari Raya? 7. Child answers: I go to my ......... house at Hari Raya and rolls the ball to another child saying, Whose house do you go to at Hari Raya?

Make instruction cards from some of the following: Show your right leg Rub your elbow Run to the window Jump up high Jump low Look at the book, (box, window) Clap and skip, (jump, hop, run) to the green, (yellow) box, (book, desk, shelf, mat) Hop on 1 foot to the window Jump on 2 feet Brush your teeth Siti, put the bowl, (spoon, pen, cloth) on, (in, under) the box, (book, desk, shelf, mat) Put your right, (left) hand on your foot, (cheek, elbow) Show me your elbow, (teeth, foot)

Think about... Curriculum link: English Purpose: to recall past events. 1. Ask the children to think of a festival that they have celebrated (e.g. Chinese New Year, Hari Raya) 2. Use a spider web graphic organiser to brainstorm as pictures what they wore, where they went, what they did, who did they meet/visit, what did they eat?

Two instructions Curriculum link: English Purpose: to follow two instructions in one command. Resources: some items for the children to put in certain places. 1. Children sitting in a circle with a table in the middle and some items such as plate, biscuits etc

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3. Once the spider web graphic organiser is completed, children sit next to a partner in a circle. 4. Select one child to stand up and the whole class asks in unison What did you wear? The child answers I wore a baju kurong 5. Children then practise the question and answer phrases in their pairs 6. Repeat steps 4-5 with different questions. 7. The spider web graphic organiser pages can be collected together and made into a book. This can be used to revise the question and answer structures on a daily basis

2. Give instructions to one child, e.g. Stand up and walk to the table. 3. When the child is at the table, give another command, e.g. Take a biscuit and give it to your friend. 4. Ask another child to carry out further introductions, e.g. go to the table and pick up the present.

What are you doing? Curriculum link: English Purpose: to use the present continuous. 1. Model to the class how to mime an action. 2. Use a puppet to ask What are you doing? Use the structure I am ...ing to describe the mimed action. Add further description to extend the explanation of the mime. 3. Children can then take a turn to perform a mime and the class ask What are you doing? 4. Children can be extended by working in pairs to decide on the mime. The class then asks What is he/she doing? and the child who is not miming answers, He/she is ...ing. Again additional description should be encouraged.

Which one Curriculum link: mathematics Purpose: to show understanding of a short description. Materials: Place a few objects on the table (e.g. teapot, plate, frying pan, bowl, pan, knife, fork, teaspoon, cup, dish, glass/tumbler 1. Check the children know the names of all the kitchen utensils, by asking them to point to, show you etc 2. Describe an object and ask the children Which one is it? Possible clues: Object 1 it is longer than the teaspoon and can cut. Which one is it? (knife) Object 2 It has tea inside but is bigger than the cup. Which one is it? (teapot) Object 3 It is smaller than the frying pan and is green and yellow. Which one is it? (bowl) Object 4 you can drink out of it and it is taller than the cup. Which one is it? (glass/tumbler)

Which one do you like best? Curriculum link: mathematics Purpose: to use the structure I like the second one best (with reference to the ordinal numbers). Resources: Picture of a line of washing line of baju kurung of different colours, numbered 1 to 10 Procedure: 1. Ask the children Which baju kurung do you like best? Individual children respond I like the second one best. 2. Children then ask each other in pairs, Which baju kurung do you like best? Ask the children to feedback about their partners response. Ahmad, which baju kurung does your friend like best?, He/she likes the third one best.

Yes/No game 1 Curriculum link: science

Yes/No game 2 Curriculum link: science

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Purpose: to listen and understand varied question types. Materials: Yes and No cards, one for each pair of children (The word should be written both sides of the card). 1. Give each pair of children yes and no cards 2. Asks pupils a closed question about food, for example, Do you eat rice with a knife? using known structures 3. Pupils discuss the answer with their partner and answer using yes / no cards. 4. Possible questions Is a durian a fish? Do you smell with your nose? Are apples and oranges healthy foods?, Do fish live in water? Do you drink pizza? Are coconuts hard? Do you use your fingers to smell? Does chicken grow on trees? Do you taste food with your ears? Are melons bigger than rambutans? Do you use your eyes to see? Do you eat with your feet?

Purpose: to listen and understand varied question types and respond in sentences. Materials: Yes and No cards as for Yes/no game 1 1. Ask questions as in Yes/no game 1 and children show yes/no cards. 2. Puppet affirms the childrens answer with a complete sentence and the children repeat it after him, e.g. No, a durian is not a fish. 3. Ask What is it? Expect Durian is a fruit. 4. Gradually expect the children to say the full sentence without the puppet.

Yes/No game 3 Curriculum link: science See Yes/no games 1 and 2 Possible questions: Do boats go in water? Do you hear with your nose? Can a helicopter run? Does a bus have ears? Is a truck longer than a bike? Do you use your tongue to taste? Can you sit on a bus? Is a plane fast? Does a truck have a door? Do you use your eyes to feel? Can a plane hop? Is a plane louder than a bike? Are there seat belts on planes?

You must wear Curriculum link: English Purpose: to understand must using safety instructions You must wear. Materials: Pictures of a car, boat, plane, bike, motor bike, helicopter, taxi, water taxi, skateboard. 1. Bring in pictures or real items: seat belt, helmet, life jacket. Discuss these. Introduce instruction: You must wear. . . 2. Put the pile of pictures face down on your lap. 3. Pick up the top picture and show it to the children. 4. They respond by saying You must wear a life jacket/helmet/seat belt. 5. Continue picking up and showing the pictures. 6. When they get good at this, split them into teams and ask each team alternately. If the team answers correctly they get a point. *Extended writing activity The children have been learning about the ea sound. Get the children to write the statement You must wear a seatbelt in the car. NB /ear/ in wear may need to be introduced as a red word as /ear/

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does not get taught until Unit 4.

Books
Pictures from the following books would stimulate good discussion with the children using the given structures and vocabulary: Good boy Andrew Mr Taddles Hats Fox in Socks My New Shoes Messy Bessy

SBA project instructions

SBA project assessment has been scheduled for week 8 with four tasks that need to be completed. Each task relates to one of the four main skill areas listening, speaking, reading and writing. Distribute the tasks across the week so there is one per day. If time remains after the assessment, choose any of the suggested activities stated in the week by week overview for consolidation. Unit 3 Listening Assessment Purpose: to assess vocabulary and structures from Unit 3. 1) Give each child a copy of the listening assessment sheet. 2) Tell the students to listen to the statements/sentences and circle the correct picture: 1) The fish is on the dish 2) What is longer than the fork? answer = (the knife) 3) Are the bananas in front of the apple? answer = (no) 4) Which one goes in the water? 5) The longer plane 6) The smaller biscuit 7) A square with two circles 8) The shape with the small circle on the right 26

Marking Criteria: Record how many of the statements/sentences are correctly performed. One mark is awarded to each correct answer, with a possible of 8 marks being the maximum possible. 8% 7% 6% 5% 4% 3% 2% 1% 8 7 6 5 4 3 2 1 marks marks marks marks marks marks marks mark

Unit 3 Speaking Assessment Purpose: to assess sequencing (first, next and finally) within the topic of clothes. 1) Decide on how to arrange the class according to the class size and whether this activity is being carried out as a whole class or in smaller groups whilst a quiet activity is being undertaken by the other children. 2) Have a range of clothes for the children to choose from t-shirts, jacket, socks, sarong, shirt, dress, shoes, dress, shoes, belt, trousers, tudung, baju kurung, songkok. 3) Instruct a child to put on three items of clothing. 4) Ask the child What did you do first? Expect the response First I put on my shirt 5) Ask the child What did you do next? Expect the response Next I put on my socks 6) Ask the child What did you do finally? Expect the response Finally I put on my shoes Marking criteria: Listen to each child and record a percentage out of 8% for each child in terms of the language they produce. Make a professional judgement about whether the child should be awarded the higher or lower percentage in each category. 7-8% 5-6% 3-4% 1-2% producing 3 sentences with accuracy produce the 3 sentences with general accuracy producing the3 sentences with the need of support requiring support to be able to initiate sentences 27

Unit 3 Writing Assessment Purpose: to assess holding a sentence in memory and write it. 1) Give each child a sheet the writing assessment sheet 2) Teacher models constructing the sentence using the hold a sentence methodology: a) Say the sentence: We can play in the rain b) Ask the children to repeat the sentence a few times so that they memorise it, asking different groupings, e.g. boys, girls, front row. c) Say the sentence again and write a tally (/ = one word) on the board to show how many words there are in the sentence. d) Ask the children to say the sentence again and do the tallies on their sheet of paper. e) Say the first word again twice: We. f) Fingerspell We. (NB this is a red word) g) Ask the children to tell you the first sound/letter. h) Write W on the board. (Point out why you use a capital letter). i) Repeat steps g) to h) with the other sound/letter. j) Put your hand under the word We and encourage the children to read We. k) Ask the children to read the sentence again. l) Finger spell and write the next word (can) and remaining words, reminding the children to leave a space between each word. m) Finally ask the children to read the completed sentence

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3) Repeat the process but instead of the teacher doing the writing, the children write on their own paper. There is no problem in dictating the sentence to them as much as needed as it is the accuracy of their spelling that is being assessed. 4) After completing the hold a sentence, the students fill in the missing sounds to the four words (1-4) Marking criteria: 1) The hold a sentence will be marked in terms of spelling and punctuation. The sentence has a potential of 8 marks: 6 correctly spelt words 6 marks Capital letter 1 mark Full stop 1 mark 2) The missing sounds are worth mark each, so a total of 2 marks can be awarded. 3) In total there is potential of 10 marks (hold a sentence = 8 marks, and missing sounds = 2 marks) 8% - is given for 10 marks 7% - is given for 9 marks 6% - is given for 8 marks 5% - is given for 7 marks 4% - is given for 6 marks 3% - is given for 4-5 marks 2% - is given for 2-3 marks 1% - is given for 0-1 mark

Unit 3 Reading Assessment Purpose: to assess decoding skills and reading comprehension. 1. Give each child a reading assessment sheet. 2. There are eight sentences that relate to each of the eight pictures. Tell the children to read the sentences and draw a line to match it to the correct picture 3. The sentences and pictures relate to ditties and pink books that have been covered in the unit. Tell the students to read the sentences Marking Criteria: 1. One mark is given for each correct answer, so there is a total of 8 marks that can be awarded. 8% - 8 marks 7% - 7 marks 6% - 6 marks 5% - 5 marks 4% - 4 marks 3% - 3 marks 2% - 2 marks 29

1% - 1 mark

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Unit 3 Listening Assessment ______________________________

Name:

Listen to the teacher. Circle the correct picture 1 . 2 .

3 .

Yes No

4 .

5 .

6 .

7 .

8 .

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Unit 3 Writing Assessment ______________________________

Name:

Hold a sentence

Spell these words. Use the sounds given below:

i_e
2.

o_e
3.

u_e

a_e

fl
4.

t__
5.

ph

n__

k__

sm

l__
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Unit 3 Reading Assessment ______________________________

Name:

Read the sentence and match it to the correct picture.

1. Go to the tree and get a nut.

2. The tree was sad.

3. She ran away. 4. You cannot live without us. 5. The toad lives by the side of the road. 6. Go to the shop and get some food. 7. A black snail came along to the drain. 8. She picked up a nut.

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