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1.Friends are Special

5.Food We Eat

2.Friends are Special

6.Food We Eat

3.Time to Celebrate!

7.Clothes We Wear

4.Time to Celebrate!

8.Clothes We Wear

Name ____________________________________

Class _____________ Year ______________

Centre ___________________________________

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P2 Booklet 1 English ~ fun & easy ~ © Teachers’ Production (2)

Primary 1 - Lesson Framework

Section Time Allocated Suggested Activities

Welcome 5 – 10 minGreetingsAttendence takingOther adminstrative tasks

Tune-In 15 min

Oral – Rhymes / Phonics / Riddles / Maze /Picture Talk / Game / Sharing Information

Aural – Listening

Lesson Focus 60 min

Read AloudTalk AboutVocabularyCloze Passages

GrammarComprehensionWriting

Round Up /Goodbye 10 min

RecapulationTasks settingDismissal

English ~ fun and easy ~

As a teacher, your influence is most critical in your students’ learning process.Always be positive and encouraging, and be generous with praise. Sinceyou are likely to be dealing with slow learners, patience, gentleness andkindness are a must.

Create a conducive environment by making the learning process interestingand fun. Make sure that the tasks set are easy to complete and that theobjectives are achievable. Allow the children to make intelligent guessesand to learn from their mistakes. Recognise frustration levels in every childand give hints to guide him along when necessary. On the same note, feelfree to cater to each child’s ability by choosing particular questions for him toanswer at your discretion.

Break up the monotony of the lesson and allow for greater interaction bygiving the pupils opportunities to work in pairs or in small groups. You mayinclude your own games, riddles, songs, rhymes, stories and so on, served upwith heaps of humour. In short, make your lessons FUN. Learning will be EASYwhen the children enjoy it.

So let’s make learning English a Fun and Easy experience forevery child who comes to CDAC!


Suggestions on Reading Comprehension

Before the children study the text in detail, they should read through it quicklyto get a general idea of what it is about, without having to understand everyword right away.

Next, it would be a good idea to spend ample time on the text byconducting activities such as reading aloud, oral discussion, drawingsemantic maps or role-playing. Such activities should precede writtencomprehension work. The questions in the exercises are graded and skill-based; allowing children to work at their own level and acquire the variouscomprehension skills. It is recommended that students answer in completesentences unless directed otherwise.

The reading comprehension passages in this book include a variety of text-types so that the children are exposed to a variety of situations. Differentcomprehension skills can be developed from the same piece of text. Theteacher should exercise the flexibility to select the appropriate questions foreach child or group and also to decide how many questions should beanswered. This helps to make the lesson differentiated for children ofdifferent learning abilities.

Suggestions on Cloze

In cloze exercises, children are taught to select suitable words to fill in theblanks. A good way for them to begin is by reading the title, then the wholepassage and also to look at any illustrations. When guiding children to lookfor clues, always verbalise your thinking process to them so that theyunderstand how to arrive at the best option. Remind them that when theyhave completed the exercise, they should read it through again from thebeginning to ensure it makes sense.

When all the students have finished the worksheet, you may wish to ask themto share their answers with the class. Accept a variety of plausible answersand praise those who show creativity and a large vocabulary. For thosewhose answers do not quite fit, patiently explain why it is wrong and suggesta better alternative.

The cloze passages in this book also include a variety of text-types andformats so as to familiarise the children with a wide range of cloze situations.Some exercises are based on the understanding of grammar, while others arefocussed on helping the children with vocabulary building andcomprehension skills.


Suggestions on Grammar

A good grasp of grammar rules and structures will give the children thefoundation they need to eventually master English. As such, take care toemphasise its importance to the class. When working on the grammarexercises, take some time before the pupils start on the worksheet to explicitlyteach them how and when that particular part of grammar should be used.When possible, provide some oral drills to help them see the sentencestructures and patterns. After they complete the exercise, check again ifthey understand by coming up with your own examples and asking them togive you the answer.

Suggestions on Picture Talk and Talk About

Try to give every child an opportunity to speak up. Encourage them tocontribute ideas, make comments and give suggestions. Do praise all thecontributors however insignificant their attempts may seem, and help thosewho have problem voicing out to do so by providing gentle hints to nudgethem in the right direction. Help children to focus by directing them to aparticular part of the picture before asking them for detailed descriptions.Encourage the use of suitable adjectives and adverbs in describing objects,people and events.

Suggestions on Writing

Always get the children to talk about the topic in general before narrowingthe discussion down to what is shown in the picture or what is required in thequestion. Write some keywords on the board and explain their meanings.Ensure that the children know how to use them aptly and correctly in theirwriting. Teach the children some simple editing techniques like checking thetenses, spelling and punctuation. Reading through and sharing what theyhave written are essential parts of the learning process.

Teaching Notes

Snippets of teaching points are provided in the notes. Before each lesson,teachers should look through the exercises and plan the teachinginstructions. Blank spaces in this Teacher’s Guide are provided for teachers tomake their own notes - jot down ideas and methodology for use in class. Dopersonalise the lesson to suit your cohort or to match your own teaching style.

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Spec

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Teaching Notes


Page 1

You may ask the children to colour thepicture when they have completed alesson.

Page 40

Teaching Notes


Page 2

For the picture talk, you may want tobegin by sharing your own personalexperiences with the class as well tomake the thought of speaking up lessintimidating for the children. Draw thechildren’s attention to the variousdifferent activities and elicit commentsfrom individual children regarding eachone. Encourage the quieter ones tospeak up by asking them more specificquestions related to the topic. Helpthem to express their ideas clearly andgrammatically.

Another way of engaging the studentsin the picture talk would be to use role-playing, where you encourage thestudents to think about and to suggestto the class what the people in thepictures could be saying.

Page 3

For all Cloze exercises, ask the childrento share their answers for the blanks inwhich helping words are not given.Praise those with creative, plausibleanswers and help those who havechosen incorrect words (or plausibleanswers in the wrong tense) to find abetter alternative. When all of themhave completed the exercise, havethem read it once through to ensure itmakes sense. Take time to find out if thechildren understand some of the phrasesin the passage like: the best of friends,no end to the things and we shouldhave been brothers.

Teaching Notes


Page 4 -5

For this passage, consider picking twochildren to take on the roles of Mingliand Joan. Then, have the two youpicked refer to the passage and tell theclass what Mingli and Joan did together.For example, “Mingli” will tell the classthat she likes to play with Joan’s paperdolls and that she helps Joan catchbutterflies. This will give you pupils ahead-start on understanding andanswering questions 1-6.

Teaching Notes


Page 6

For the Tune In, hold a discussion withthe class on their friendship experiences.The session need not be long as there isa similar discussion in the previous lessonduring the Picture talk.

Before starting the listeningcomprehension, advise your pupils toobserve the pictures carefully to pick upthe details, and to listen attentively.Read each question twice, clearly andat a normal speed.

Teacher reads:1. Who is wearing short pants? Boy B2. Who has no shoes? Boy C3. Who has the shortest hair? Boy C4. Who is wearing a hat? Boy B5. Whose shirt has stripes? Boy A6. Who is wearing glasses? Boy A

Page 7

If possible, bring some magazines intoclass, including car magazines if youcan get them (because of their link tothe passage). Use this opportunity to tellyour pupils that books and magazinesare filled with useful information aboutvarious subjects they may be interestedin, and encourage them to read widely.

Teaching Notes


Page 8 - 9

For this passage, try introducing the ideaof busking to the children. Ask them ifthey have seen buskers performing inOrchard Road or elsewhere; they mayhave noticed it but not known what itwas called beforehand. Then, link theirnew knowledge of buskers to Vimalaand Moby’s actions in the passage.

Teaching Notes


Page 10

As with all the grammar worksheets,remember to explicitly teach the uses ofhas and have before the children starton the exercise. Interact with the class,giving them new examples that theycan immediately relate to. For example,you can show them some of your ownbelongings and say “I have a bag; Ihave a pencil” and then do the samefor the children, e.g. “Leela has aneraser; Jeremy has a sharpener” and soon and so forth.

Page 11

Spend ample time on the picture,drawing the children’s attention to thevarious details. Discuss also celebrationsin general, especially birthdaycelebrations, and ask some children toshare their experiences of birthdayparties. If time permits, work with thechildren to make a birthday chart forthe class (a chart that shows the namesand birth dates of the pupils).

Teaching Notes


Page 12 - 13

Do ensure that the children understandwhat invitations are, as they will berequired to try writing one of their ownlater. Stress the important features in aninvitation; for example, that it mustinclude the date, time, place andpurpose.

Read the passage aloud to the childrenand have them repeat after you. If timepermits, let some of your pupils have thechance to read aloud to the class ontheir own.

Teaching Notes


Page 14

For this exercise, advise the weakerstudents to use the readingcomprehension passage as a guide.Help them with the spelling andsentence order if necessary.

Page 15

This exercise is a revisiting of what theylearnt in Primary One. Re-teach or givemore examples if need be.

Teaching Notes


Page 16

First, write these words on the board:Days in a Week, Months in a Year,Festivals and Seasons. Read each wordaloud to the children, and have themrepeat after you. Then, ask the childrento group the words in the page undereach of these headings. Prepare someword cards. Randomly flash each cardthen ask them to read it to you. Correctpronunciation errors. Finally, suggestsome words to add to their list andencourage them to suggest new wordsas well. You may also use this page as aspelling list, if time permits you to testthem on spelling.

Page 17

When the pupils have finished theexercise, ask them to share their answerswith you. Where the answers areincorrect, explain why certain optionsare inappropriate, especially if manypupils got that question wrong.

Teaching Notes


Page 18 - 19

While this passage may seem simple, thechildren are required to interpret theinformation given correctly in thecontext of the question. If the childrenhave their school timetables with them,you can use that to show the similaritiesbetween their timetable and thepassage.

Teaching Notes


Page 20

If time permits, work with the children tocreate concept map with the title,“National Day”. Then, have the childrenmake contributions of anythingassociated with the topic, such as flags,red and white, August 9th, etc. Whenthe concept map is finished, let themtackle the questions.

Page 21

This is a large picture with many thingsgoing on at once, so teach the childrento break it down into different sections:the setting, the people, the scenarioetc. Have different children contributedescriptions of what is happening in thepicture, then hold a discussion on eatingand eating places in Singapore. Ask ifany of them have had pleasant orunpleasant eating experiences.Remember to guide them to expressthemselves clearly and grammatically.

Teaching Notes


Page 22

Pick some words to discuss the meaningsand construct sample sentences beforethe written exercise.

Page 23

If time permits, discuss simple recipeswith the children. Ask if any of themhave watched their parents cooking,and if they have, let them share whatthey have observed.

Teaching Notes


Page 24 - 25

This is a good time to reinforce the skill oflooking for ‘signposts’ in the passage tohelp the reader understand thesequence of events in a text. Teachthem that words such as “first”, “next”,“when” and so on should be taken noteof as clues to help them follow thesequence of events. Before they starton the questions, test theirunderstanding by asking them toverbally tell you how Wendy made thecookies, step by step. Write theiranswers briefly on the board. When youare done, they should find the questionsmuch easier to answer. Since it is theend of the lesson, you may want toreward them with small cookies orbiscuits to take home.

Teaching Notes


Page 26 - 27

Choose a child to read the poem, orhave different children read a stanzaeach. They may perform some simpleactions to go along with the words.

Can your students tell whether this is ahappy or sad poem? Does reading thepoem make them feel hungry?

Look at some pairs of rhyming words,and encourage the children to suggestother words that rhyme with the ones inthe passage or more pairs of rhymingwords.

Teaching Notes


Page 28

The intentional mistakes in this passageare spelling errors and wrong choice ofwords. After the children have finishedthe exercise, write the numbers 1-9 onthe board and have nine of your pupilscome up to contribute an answer each.Gently correct any error and praisethose who get it right. Afterwards, haveall the children read the correctedpassage once through together.

Page 29

Explain what Countable andUncountable nouns are and give moreexamples. Ask the children to lookaround the classroom to identify thecountable and uncountable nouns.

Teaching Notes


Page 30

If possible, bring various items of clothinginto class. Name each object aloud tothe children, and have them repeatafter you. Then, point to each objectrandomly and have the students namethem for you. Do this with individualpupils as well. Don’t forget to have adiscussion where you and the studentssuggest more words for the blankspaces provided.

Page 31

Get the children to fill in the blankswithout referring to the previous page.Allow those who really cannot do so torefer to it after their attempts.

Teaching Notes


Page 32 - 33

Tell/read the story of Little Red RidingHood first if the children are not familiarwith it. Before looking at the passage,get a child to act as Little Red RidingHood and another as the Wolf.

After the pupils complete the worksheet,have the children suggest various waysin which Ellen could thank her mother forher help (refer to discussion question).

Teaching Notes


Page 34

Test the children’s knowledge by askingvolunteers to explain the use of eachpiece of clothing before doing thewritten exercise.

Page 35

Allow the children room for freeexpression. When they are done, groupthem in pairs and let them share witheach other what they have drawn. Picksome of them to showcase their designsto the class.

Teaching Notes


Page 36 - 37

Work with the class to draw a conceptmap on the board. Start with the phrase“Special Features of Clothesland” andask the children to refer to the passageand make contributions.

Teaching Notes


Page 38

Ask each child to draw a chart with twosections and label the columns with“sunny day activities” and “rainy dayactivities”. Let the pupils fill up therelevant portions with the activities withwhich they spend their days.

Page 39

This exercise is a revisiting of what theylearnt in Primary One on Pronouns andAdjectives. Re-teach or give moreexamples if need be. Explain themeaning of ‘possessive’ to the children.

Documents

Produced by © Teachers' Productionvrl.cdac.org.sg/iss_cdac/slot/reslib/dc08/5837ac194_7872.pdf · P2 Booklet 1 English ~ fun & easy ~ © Teachers ... Grammar Comprehension Writing