RUKUN NEGARA
Bahawasanya Negara Kita Malaysia

mendukung cita-cita hendak:

Mencapai perpaduan yang lebih erat dalam kalangan
seluruh masyarakatnya;

Memelihara satu cara hidup demokrasi;

Mencipta satu masyarakat yang adil di mana kemakmuran negara
akan dapat dinikmati bersama secara adil dan saksama;

Menjamin satu cara yang liberal terhadap
tradisi-tradisi kebudayaannya yang kaya dan pelbagai corak;

Membina satu masyarakat progresif yang akan menggunakan
sains dan teknologi moden.

MAKA KAMI, rakyat Malaysia,
berikrar akan menumpukan

seluruh tenaga dan usaha kami untuk mencapai cita-cita tersebut
berdasarkan prinsip-prinsip yang berikut:

KEPERCAYAAN KEPADA TUHAN
KESETIAAN KEPADA RAJA DAN NEGARA

KELUHURAN PERLEMBAGAAN
KEDAULATAN UNDANG-UNDANG
KESOPANAN DAN KESUSILAAN

(Sumber: Jabatan Penerangan, Kementerian Komunikasi dan Multimedia Malaysia)

RUKUN NEGARA.indd   1 28/09/16   7:53 PG
i

ENGLISH
STANDARD-BASED CURRICULUM FOR PRIMARY SCHOOLS

SEKOLAH KEBANGSAAN
TEXTBOOK

Dewan Bahasa dan Pustaka
Kuala Lumpur

2016

Writers

Editors

Designer

Illustrator

Mohd Rezwan bin Abdul RahimLee Poh Lin
Inderjeet Kaur

Mazfarina binti Marzuki
Mohamad Arshad bin Sulaiman

Razak bin Ismail

1
Serial No: 0116

KK 428-221-0102021-49-1073-20101
ISBN 978-983-49-1073-0

First Printing 2016
© Ministry of Education Malaysia 2016

All rights reserved. No part of this book may be
reproduced or transmitted in any form or by
any means, electronic or mechanical, including
photocopying, recording, or any information
storage and retrieval system without permission
in writing from the Director-General, Ministry of
Education Malaysia. Negotiation is subject to the
calculation of royalty or honorarium.

Published for Ministry of Education Malaysia
by:
Dewan Bahasa dan Pustaka,
Jalan Dewan Bahasa,
50460 Kuala Lumpur.
Telephone: 03-2147 9000(8 hunting lines)
Facsimile: 03-2147 9643
Website: http://www.dbp.gov.my

Design and Typeset:
Nukilan Unggul Sdn. Bhd.

Text typeface: Azim

Text typeface size: 18 point

Printed by:
My Bookpal Sdn. Bhd.,
No. 13A, Jalan Taming 10,
Taman Taming Jaya Industrial Park,
43300 Balakong,
Selangor Darul Ehsan.

The Ministry of Education would like to express
their appreciation to the following parties:

• The Evaluation Panel, Ministry of Education
• The Panel of Readers, Ministry of Education
• Officers of the Textbook Division and Curriculum
   Development Division, Ministry of Education
• The Evaluation Panel, Dewan Bahasa dan
   Pustaka
• The Panel of Readers, Dewan Bahasa dan
   Pustaka
• SK Alam Damai, Kuala Lumpur

Every effort has been made to trace the
ownership of copyright materials.

Any information that enables the publisher to
correct any errors or submit any materials in
future reprints is welcome.

Acknowledgements
iii

CONTENTS

Introduction iv

UNIT 1 Sounds Everywhere 1

UNIT 2 Greetings 7

UNIT 3 My Day in School 13

UNIT 4 Around the School 19

UNIT 5 Road Safety 25

UNIT 6 Nabil’s Family 31

UNIT 7 Be Clean 37

UNIT 8 What Should I Wear? 43

UNIT 9 Things Around Us 49

UNIT 10 My Pet 55

UNIT 11 My Beautiful Garden 61

UNIT 12 The Sun and the Wind 67

UNIT 13 Fun in the Park 75

UNIT 14 Know Your Numbers 81

UNIT 15 What is the Time? 87

UNIT 16 Days of the Week 93

UNIT 17 Months in a Year 99

UNIT 18 Spend Smartly 105

UNIT 19 Let Us Do This Together 111

UNIT 20 Good Habits 117

UNIT 21 My Hobby 123

UNIT 22 Our Flag 129

UNIT 23 When I Grow Up 135

UNIT 24 The Crow and the Gold Coins 141
iv

th (voiceless) /θ/ thin

th (voiced) /ð/ these

ng /ŋ/ king

ai /eI/ rain

ee /i:/ feet

igh /ai/ night

oa /əʊ/ goat

oo /ʊ/, /u:/ book (short o),
food (long o)

ar /a:/ car

or /Ø:/ fork

ur /ɜ:/ nurse

ow /əʊ/ owl

oi /ØI/ coin

The English Year 1 SK package consists of a Textbook (TB) and two Activity Books (AB Part 1 – Unit 1
to 12; AB Part 2 – Unit 13 to 24). It is based on the Standard-Based Curriculum for Primary Schools
(Year 1). The package aims to give pupils a confident start in learning English through fun-filled,
meaningful, and purposeful activities.

The TB is divided into 24 units. It covers four modules; Listening and Speaking, Reading, Writing, and
Language Arts. The units are based on three themes – the World of Self, Family, and Friends, the
World of Stories, and the World of Knowledge. They also incorporate the 12 educational emphases
to prepare the pupils for the real world.

Phonemic Awareness
This component provides a variety of activities to develop the pupils’ awareness through phonics.
The pupils develop the ability to hear, identify, and manipulate the individual sounds in spoken
words. The pupils acquire the ability to recognise letter sounds by doing an action for each letter
sound.

INTRODUCTION

Graphemes Phonetic
Symbols

As in

s /s/ sun

a /æ/ ant

t /t/ tap

p /p/ pie

i /I/ in

n /n/ nose

m /m/ milk

d /d/ duck

g /g/ goat

o /ó/ ox

c /k/ cat

Graphemes Phonetic
Symbols

As in

r /r/ rat

h /h/ hat

b /b/ bat

f, ff /f/ fish, cliff

l, ll /l/ lid, ball

j /dʒ/ jug

v /v/ vest

w /w/ web

x /ks/, /gz/ fox, exam

y /j/ yam

z, zz /z/ zoo, buzz

qu /kw/ queen

ch /tS/ chair

sh /S/ shoe

k /k/ key

ck /k/ clock

e /e/ egg

u /ú/ umbrella
v

Listening and Speaking
This component aims to develop the pupils’ ability to listen and respond to different stimuli. It also
aims to develop the pupils’ ability to listen to oral texts and to speak in various contexts both in and
out of the classroom.

Reading
The reading activities are designed to develop the pupils’ ability to read words, phrases, and
sentences in linear and non-linear texts.

Writing
The pupils are given adequate opportunities to learn the mechanics of writing. They learn to write at
word, phrase, and sentence levels. The variety of writing activities enhances the pupils’ penmanship
skills through linear and non-linear texts.

Language Arts
Activities such as chants, songs, and rhymes are used to reinforce English learning. They also
encourage the pupils to plan, prepare, and produce creative pieces of work.

The TB must be used in tandem with the AB. Most TB unit has a corresponding AB unit. The AB
provides opportunities for the pupils to acquire penmanship and to write at word, phrase, and
sentence levels. Icons are used to differentiate each learning segment and activity in the textbook
and activity book. The icons used are as follows:

Teachers need to plan lessons and prepare the relevant materials according to their pupils’ abilities.
It is hoped that the materials presented in this book will help the pupils realise the importance and
the relevance of learning English.

Listening and Speaking

QR Code

HOTS

Learning Standard

Reading

Read and blend Read and segment

Writing Language Arts

Answer the questions

Pairwork

1.2.1
vi

CHARACTERS

Hi, I am Encik Nasrul.

Hi, I am Jay Sen.

Hi, I am Melida.

Hi, I am Nabil.
Hi, I am Vinod.

Hi, I am Kiran.
1.1.1(i) 1

Sounds Everywhere

Unit 1

Let’s talk.

Teacher’s
Notes

Guide the pupils to talk about the sounds made by the
animals and the vehicles.

dub... dub...
zz... zz...

Sounds at a Farm

chirp...chirp

cheep... cheep...

vroom... vroom...

kring! kring!

ss... ss...

rr... rr...

oo... oo...

1
2

Let’s say and do.

waa! waa!

wow!

shh...

Sounds at Home

2
3

‘A’

1.1.1(ii)(iii)(v)
1.1.2

Teacher’s
Notes

Guide the pupils to make different voice and instrumental sounds.
Name the 26 letters in the alphabet chart and get the pupils to repeat.

Listening and Speaking

3
4

Reading

Let’s write.

aA bB

IJkK

l L mM nN

uUvVwW

xX Y zZ

j i

y

4
52.1.1
3.1.1(ii)

Writing

a , b , ____  , d , e , f , g , ____ , ____ ,  j

k , ____ , m , n , ____ , p , q , ____ , s , t , ____

v , ____  , x , y , ____

Fill in the blanks with the correct letters.

Teacher’s
Notes

Guide the pupils to read the letters of the alphabet. Get the pupils
to complete the writing task in their exercise books. Introduce the
“capital” and “small letters” to the pupils.

cC dD eE

f FhH

oO P Q

rRsStT

g

p q

G

5
6 4.1.2(iii)

Let’s sing.

A   B   C   D   E   F   G
H   I   J   K   L   M   N   O   P

Q   R   S   T   U   V
W   X   Y and Z

Now, I know my ABCs
Next time come and sing with me.

(To the tune of the ABC Song)

Teacher’s
Notes

Prepare a set of letter cards from A to Z. Get the pupils to show the
correct letter cards while singing the song.

ABC Song

Language Arts

6
7

Hello, I am Encik Nasrul.

1.3.2(i)

Let’s talk.

Teacher’s
Notes

Guide the pupils to exchange greetings. Introduce greetings such as
“hello” or “hi” to pupils. Encourage the pupils to greet using correct
pronunciation, word stress, and intonation.

Greetings

Unit 2

What do you think the pupils are saying?

7
1.2.2(i)(iii)

Good morning, pupils.
My name is Encik Nasrul.

Let’s listen.

Hello, I am Nabil.

Hi, I am Vinod.

Good morning,
Encik Nasrul.

Role-play the scenes and practise the dialogues.

Pairwork

Teacher’s
Notes

Get the pupils to listen and practise the dialogues in pairs without
referring to the text. Guide the pupils to role-play the dialogues
using different greetings. Example: Good evening, goodbye.

Listening and Speaking

8
91.2.2(i)

Let’s talk.

Good afternoon.
I am Kiran.
I am a girl.

I am seven years old

Hello, everyone.
I am Jay Sen.
I am a boy.

I am seven years old.

Introduce yourself to your friends.

Pairwork

Teacher’s
Notes

Guide the pupils to introduce themselves in pairs. Then, get them to
introduce themselves to the class without referring to the text.

Listening and Speaking

9
2.2.1

Reading

Let’s read.

Good morning

Good afternoon

Good evening

Good night

Teacher’s
Notes

Use Wh-questions to get the pupils’ responses about the pictures.

Remind the pupils to only use “Good evening” when the sun begins

to set until bedtime. “Good night” is used before or at bedtime.

12

6

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12

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48

10
3.1.3(i)

Writing

Let’s write.

Good afternoon.
My name is Melida.
I am a girl.
I am seven years old.

Good evening.

My name is        .

I am a       .

I am          years old.

Teacher’s
Notes

Guide the pupils to complete the writing task in their exercise books. 11
Language Arts

Let’s sing.

Good morning, teacher.
Good morning, my friends.

Good morning, good morning,
Good morning to you.

(To the tune of Happy Birthday)

Teacher’s
Notes

Substitute the underlined words with “afternoon” and “evening”. 4.1.2(iii)

Good Morning

12
13

Let’s talk.

I see a snail.

I see an ant.

The sun is hot.

Teacher’s
Notes

Draw the pupils’ attention to phonemes /s/ and /æ/. Talk about
the things in the picture.

1.1.3(a)
1.2.1(i)(iii)

My Day in School

Unit 3

13
1.1.3(a)
2.1.2(a)

Listening and Speaking

Let’s say and do.

Make the S shape and
say the ‘s’ sound.

as

sun ant

‘s’

‘a’

Teacher’s
Notes

Draw the pupils’ attention to phonemes /s/ and /æ/. Get the pupils
to listen, articulate the sounds, and perform the actions. Guide the
pupils to read the words correctly.

Imagine you are about to
eat an apple. Say the ‘a’
sound in apple.

Let’s read.

Name other words with the ‘s’ and ‘a’ sounds.

14
1.1.3(a)

Listening and Speaking

Let’s listen.

Teacher’s
Notes

Get the pupils into groups. Point to any numbered box and guide the
pupils from each group to say the word correctly. Reward points for
every correct answer. The group with the most points wins.

1. Which are the pictures with the ‘s’ sound?
2. Which are the pictures with the ‘a’ sound?

Point and Say

15
2.1.2(a)

Reading

Let’s read.

Hello, Kiran.

Hi, Melida.

Look, there are
snails here.

There are six ants here too.

It is recess. Melida and Kiran are in the school garden.
They see some ants and snails.

Yes, they move
very fast.

Yes. There are
six snails.

Practise the dialogues with your friend.

Pairwork

Teacher’s
Notes

Guide the pupils to read the sentences. Draw the pupils’ attention
to the words with phonemes /s/ and  /æ/.16
3.2.3(i)

Writing

Let’s write.

sun applesnails six

6

Teacher’s
Notes

Get the pupils to rewrite the sentences by replacing the pictures
with the correct words.

1. The                shines brightly.

2. There are           ants on the ground.

3. There are also six                  on the ground.

4. They want to eat the                .

17
18 4.1.1(i)

Let’s chant.

Language Arts

See the sun,
It shines brightly,

See the ants,
See the snails,

On the apple tree.

See the sun,
It shines brightly,

See the ants,
See the snails,

On the apple tree.

Teacher’s
Notes

Guide the pupils to articulate the phonemes /s/ and  /æ/
correctly. Get the pupils to snap their fingers or clap their
hands when saying the letters highlighted in red.

The Sun, Snails, and Ants

18
1.3.1(iii)
1.2.1(iii)

19

Let’s talk.
That is the school canteen.

We can buy puffs and pies.
We can also buy pasta and tarts.

What did you buy, Kiran?

I bought ten tarts
for my friends.

1.  What can you buy at the school canteen?
2. What did Kiran buy?
3. Name three places in your school.

What can we buy there?

Around the School

Unit 4

Teacher’s
Notes

Scan the QR code using a QR code reader. Get the pupils to listen to
the audio text and guide them to answer the questions.

19
1.1.3(a)
2.1.2(a)

Let’s say and do.

Teacher’s
Notes

Draw the pupils’ attention to the phonemes /t/ and /p/. Get the
pupils to listen, articulate the sounds, and perform the actions.
Guide the pupils to read the words correctly.

Let’s read.

Show all ten fingers and
say the ‘t’ sound in ten.

Imagine you are pulling a rope.
Say the ‘p’ sound in pull.

‘t’

‘p’

sit tap

Listening and Speaking

20
1.3.2(i)

Let’s listen.

At the Canteen

1. Where is Vinod?
2. What does he buy at the canteen?
3. Why does he wash his hands?
4. At what time does the bell ring?

Vinod is at the canteen.
He buys a pie and a puff.

The bell rings at ten o’clock.
Vinod walks to his classroom.

He sits at the table.
He eats his pie and puff.

He turns on the tap.
He washes his hands.

Teacher’s
Notes Elicit responses from the pupils after telling them the story.

1 2

43

Listening and Speaking

21
22

Let’s read.

School Tour

1. to the school canteen from the school gate?
2. to the classroom from the school gate?
3. to the field from the school gate?

From the school gate,
go straight on. Then, turn left.

How do you go…

Reading

Go straight onTurn left Turn rightDirections:

How do you go to the bookshop
from the school gate?

Teacher’s
Notes

Take the pupils on a school tour. Explain the words: left, right, and go
straight on. Give directions to various places in the school.
Name the places along the way.

2.2.5(ii)
1.2.3(ii)

22
233.1.3(i)

Show Me the Way

Writing

Let’s write.

Map 2

How do you go to the bookshop
from the school gate?

How do you go to the
canteen from the school gate?

From the ______, go straight on.

Then, turn ______.

From the school gate, ______.

Then, ______.

Map 1

23
Let’s chant.

Pasta, curry puffs, pies,

Pasta, curry puffs, pies,

Pasta, curry puffs,

Pasta, curry puffs,

Pasta, curry puffs, pies,

He wants ten plates of pasta,

She wants some curry puffs,

They want pies,

They want pies.

Language Arts

24 4.1.2(i)Teacher’s
Notes

Guide the pupils to chant in groups.

Let’s Go

24
Nurse helps an injured boy to cross
the road

Let’s talk.

25

1. Why does the nurse help the boy?
2. How do you cross a road?

Road Safety

Unit 5

1.2.1(iii) 25
26

Let’s say and do.

Form the word ‘nap’.

Teacher’s
Notes

Draw the pupils’ attention to phonemes /n/ and /I/. Get the pupils
to listen, articulate the sounds, and perform the actions. Give a letter
card to each pupil. Say the word. Pupils with the letter cards go to
the front of the classroom to form the word.

Imagine the noise is too loud.
Cover both of your ears and say
the ‘n’ sound in noise.

‘n’

‘i’

Imagine you are drinking from a
cup. Say the ‘i’ sound in drinking.

nap

ant

pan

in

lip

pin

Let’s read and blend.

1.1.3(b)

2.1.2(b), 2.1.3

Listening and Speaking

26
1.3.2(i)

Let’s listen.

What must you do before crossing the road?

Wait for the
lollipop man.

Use the zebra crossing.

Be alert.

Teacher’s
Notes

Practise the dialogues and get the pupils to repeat. Elicit the pupils’
responses using Wh-questions. Explain to the pupils the dos and
don’ts of crossing a road.

1. What must you do before crossing the road?
2. Discuss two things you should not do before
 crossing the road.

Listening and Speaking

27
28 2.2.5(i)

Reading

Let’s read.

List three road safety rules.

Stop! Don’t run.

Look right, left, and
then right again.

Listen carefully for
the sounds of cars.

When there are no
cars, cross the road.

Thank you for
helping me.

I am sorry.

You must stop at the roadside
before you cross the road.

1 2

3

4

5

6

Teacher’s
Notes

Guide the pupils to read and role-play the dialogue in the classroom. 28
293.1.2(i)

Writing

Let’s write.

Stop at the roadside.

Look right, left, and right again.

stop

Listen carefully for the sounds of
the incoming cars.

look

Stay Safe!

How to cross a road?

1. Stop at the ______.

2. Look ______ , ______ , and right again.

3. ______ carefully for the sounds of the incoming cars.

listen

29
30

Language Arts

Let’s recite.

Stop! Look! Listen!

Stop! Look! Listen!
Before you cross the road,
Stop! Look! Listen!
That is what we are told.

Use your eyes,
Use your ears,
Do not fear,
The lollipop man is here.

Stop! Look! Listen!
Before you cross the road,
Stop! Look! Listen!

That is what we are told.

4.1.2(ii)
Teacher’s

Notes

Get the pupils to recite the rhyme in groups. For enrichment, guide
the pupils to perform the chant during the Road Safety Campaign
in school.

30
1.3.2(i)
1.1.3(b)

Let’s talk.

What do you see in the picture? Talk about it.

father

Nabil

ducks

muffinsmilk

brother

sister

mother

Nabil’s Family

Unit 6

Teacher’s
Notes

Draw the pupils’ attention to the phonemes /d/ and /m/. Say the
words aloud. Elicit the pupils’ responses using Wh-questions.

doll

31
md

1.1.3 (b)
2.1.2 (b)

Listening and Speaking

Let’s say and do.

Teacher’s
Notes

Draw the pupils’ attention to the phonemes /d/ and /m/. Get the
pupils to listen, articulate the sounds, and perform the actions.
Guide the pupils to read the words given correctly.

Use both hands to play a drum
and say the ‘d’ sound in drum.

‘d’
‘m’

Imagine you are drinking a glass
of milk. Say the ‘m’ sound in milk.

Let’s read.

dad mat

dog

medal

bed

map

camel

farm

32
33

Listening and Speaking

1.2.2(ii)(iv)

Let’s listen and say.

I am sorry, mother.

When do you say ‘thank you’ and ‘I am sorry’?

Teacher’s
Notes

Role-play the dialogues. Guide the pupils to practise saying
 “thank you” and  “I am sorry” to others in various situations
without referring to the text.

It’s alright, Nabil.

Nabil, do you want a muffin?

Yes, please.
Thank you, mother.

33
34

Nabil likes to eat muffins.

Nabil’s brother plays the drums.

This is Nabil’s mother. She is a music teacher.

This is Nabil’s father. He is a doctor.

Let’s read.

Nabil’s Family

Nabil’s sister loves to wear dresses.

1. Nabil’s father works as a  ______.

2. Nabil’s mother works as a ______.

3. What does Nabil’s sister love to wear? She loves to wear ______.

4. What does Nabil like to eat? He likes to eat ______.

Reading

2.2.6(i)

Answer the questions.

34
3.2.1(i)(ii)(iii)
2.3.1(ii)

35

Writing

Let’s write.

What is your father’s job?
He is a doctor.

A capital letter is used
at the beginning of a
sentence.

A full stop is used
at the end of a
sentence.

A question mark is
used at the end of
a question.

they are walking back
to the lake

what are those flowers

where are the ducks going

those are daisies

Punctuate the dialogue correctly.

Teacher’s
Notes Guide the pupils to punctuate the dialogue in their exercise books.

35
36

Let’s sing.

Language Arts

Teacher’s
Notes

Guide the pupils to replace the actions in the song with other actions
such as snapping their fingers or stamping their feet.

4.1.1(iii)

If you love your family,
You clap your hands.

If you love your family,
You clap your hands.

If you love your family,
Please hug them tenderly.
If you love your family,
You clap your hands.

(To the tune of If You’re Happy and You Know It)

(clap 2 times)

(clap 2 times)

(clap 2 times)

My Family

36
1.3.2(i)

Let’s talk.

1. When do you wash your hands?
2. What do you use to wash your hands?
3. Why do you wash your hands with soap?

Teacher’s
Notes Elicit responses related to hand hygiene from the pupils.

Be Clean

Unit 7

37
1.1.3(c), 2.1.2(c)
2.1.3

Let’s say and do.

orange

top

mop

gas

sugar

tag

Teacher’s
Notes

Draw the pupils’ attention to the phonemes /g/ and /ó/. Get the
pupils to listen, articulate the sounds, and perform the actions.
Group the pupils and help them to form words with the pictures
and letter cards.

Read and blend.

Show a thumb up as in good
and say the ‘g’ sound in good.

‘g’

‘o’

Put one hand near the mouth
and say the ‘o’ sound.

38

Listening and Speaking

38
1.3.1(i)(iii)

Let’s listen.

I cut my fingernails.
I use a nail clipper.

1. Do you use soap when having a bath?
2. Do you wash your hair with shampoo?
3. Do you cut your fingernails?
4. Why do we need to keep ourselves clean?

I have a bath.
I use soap.

I wash my hair.
I use shampoo.

I brush my teeth.
I use a toothbrush.

Teacher’s
Notes

Scan the QR code using a QR code reader. Get the pupils to listen to
the audio text. Pupils answer the questions with Yes/No replies. Elicit
the pupils’ responses on how to keep themselves clean and neat.

Listening and Speaking

39
2.2.6(ii)

Reading

Let’s read.

Answer the questions.

Brush your teeth every morning.1

Brush your teeth after meals.1

Use a good toothbrush.

1

Visit your dentist every six months.

1

Clean and Healthy Teeth

Brush your teeth before bedtime.1

1. When should you brush your teeth?
2. Why do you need a good toothbrush?
3. What will happen if you do not brush your teeth?

Teacher’s
Notes

Guide the pupils to answer the questions. Elicit the pupils’ responses
on different ways to ensure clean and healthy teeth. Example:
Do you floss your teeth? Do you use mouthwash?

Toothpa
ste

40
3.2.2(i)

Writing

Let’s write.

mop
pot

log frog

tag
top

dog

Teacher’s
Notes

Guide the pupils to say aloud the words. Get the pupils to write the
answers in their exercise books.

1. A  ________ rests near a ________.

2. A   ________ wears a  ________.

3. The  ________ is spinning around the  ________.

4. The  ________ is sleeping on the  ________.

41
4.1.2(iii)

Language Arts

Let’s sing.

This is the way I brush my teeth,
brush my teeth, brush my teeth.

This is the way I brush my teeth,
So early in the morning.

This is the way I wash my face,
wash my face, wash my face.

This is the way I wash my face,
So early in the morning.

(To the tune of Here We Go Round the Mulberry Bush)

Teacher’s
Notes

Guide the pupils to sing using correct pronunciation, rhythm,
and intonation.

Let’s Wash Up

42
1.3.1(ii)

Let’s talk.

coat socks

cap

scarf

1. It is a cold night.

2. Cool Kid wears a cap and a coat.

3. Candy Kitten wears a shirt and a belt.

Say True or False.

Teacher’s
Notes

Scan the QR code using a QR code reader. Get the pupils to listen
to the audio text and guide them to answer the questions.

What Should I Wear?

Unit 8

Hi, Candy Kitten.
It is a cold night.

Yes, Cool Kid. Let’s
put on some clothes.

I am wearing a
cap and a coat. I am wearing a scarf

and a pair of socks.

This is the way I brush my teeth,
brush my teeth, brush my teeth.

This is the way I brush my teeth,
So early in the morning.

43
1.1.3(c), 2.1.2(c)
2.1.4

Listening and Speaking

Let’s say and do.

1.

3.

2.

4.

Teacher’s
Notes

Draw the pupils’ attention to the phoneme /k/. Get the pupils to
listen, articulate the sound, and perform the action. Inform the
pupils that the phoneme /k/ also represents graphemes ‘c’ and
‘k’. Get the pupils to read and segment the words given.

Let’s read and segment.

Imagine you are locking a door using
a key. Say the ‘k’ sound in key.

‘k’

c a t k i d

k i tc a p

car

cup

cut

key

kite

king

44
451.1.3(c)

Let’s listen and do.

Listening and Speaking

Teacher’s
Notes

Name the pictures. Get the pupils to listen to and repeat. Guide the
pupils to identify the correct ‘c’ and ‘k’ letter cards and paste them
in the correct boxes.

45
46 2.2.3
2.3.1(i)

Reading

Let’s read.

Teacher’s
Notes

Show and introduce a picture dictionary to the pupils. Guide
the pupils on how to use a picture dictionary. Use a picture
dictionary to teach the pupils other types of clothing.

Vinod goes to the mall with his father. He wants to buy a
new shirt. There are different kinds of clothes at the mall.

1. Name the clothing.
2. What do you like to wear?

a pair of
baju kurung

a pinafore

a pair of shoes

a shirt

a pair of trousers

belts

necktie

a pair of socks

46
473.2.3(ii)

Writing

Let’s write.

Teacher’s
Notes

Guide the pupils to fill in the blanks based on the answers.

a _________.

a _________.

a pair of________.

a _________.

a  pair of_________.

a  pair of_________.

pinafore shoes socks

T-shirt necktiebaju kurung

clothings

47
48

Language Arts

Let’s chant.

Teacher’s
Notes

Get the pupils into groups. Guide the pupils to chant using their
favourite clothes. Each group performs the chant.

4.4.1(i)

Let’s Wear

Wear! Wear! Wear!
What do you wear?
What do you wear?

A dress!  A dress! A dress!
A shirt! A shirt! A shirt!

Wear! Wear! Wear!
What do you wear?
What do you wear?

Trousers! Trousers! Trousers!
Shoes! Shoes! Shoes!

48
491.1.3(d)
1.3.2(i)

Let’s talk.

1. What can you see in the picture?
2. What are the objects with ‘ck’ and ‘e’ sounds?

Teacher’s
Notes

Point out and name the objects with /k/ and /e/ sounds.
Example: clock and eggs. Tell pupils that the grapheme ‘ck’ also
represents the phoneme /k/.

Things Around Us

Unit 9

49
50 1.1.3(d), 2.1.2(d)
2.1.3

Let’s say and do.

duck
rock
pet
ten
den

What is the word?

‘rock’

Teacher’s
Notes

Draw the pupils’ attention to the phonemes /k/ and /e/. Get the
pupils to listen, articulate the sounds, and perform the actions.
Show picture cards of objects that contain the phonemes /k/ and
/e/. Guide the pupils to blend and read the words given.

Let’s read and blend.

Listening and Speaking

Imagine you are driving a truck.
Say the ‘ck’ sound in truck.

Imagine you are cracking an
egg. Say the ‘e’ sound in egg.

‘ck’

‘e’

50
1.2.1(i)

Let’s listen and talk.

It is on the wall.

It is next to the  ______.

They are in the _______.

Where is the black book?

Where are the eggs?

Where is the clock?

Talk about the things in your house.

Pairwork

Teacher’s
Notes

Guide the pupils to identify the things in the picture. Get the pupils
to role-play the dialogue.

Listening and Speaking

51
2.1.2(d)
2.1.4

Reading

Let’s read.

My mother fries eggs for dinner.

The padlock is on the table.

The rock is big and heavy.

Melida likes to play with her pet cat.

The pen is under the chair.

Group the words.

‘k’ ‘e’

Things Around Us

1.

2.

3.

4.

5.

Teacher’s
Notes

Draw the pupils’ attention to the phonemes /k/ and /e/. Get the pupils to
read and segment the words. Then, guide the pupils to group the words
according to their respective sounds.

52
3.1.3(i)

Writing

Let’s write.

padlock ten stick eggs duck

Father buys a                  for the gate.

She has                   pencils.

Mother uses four               to bake the cake.

Put that hockey                near the door.

My friend feeds her pet            every
morning.

1.

2.

3.

4.

5.

10

53
4.1.2(ii)

Language Arts

Let’s recite.

The clock at home,
Tells the time,
The clock at home,
Can even chime.

Group A

Teacher’s
Notes

Recite the rhymes in two different groups. Draw the pupils’ attention
to the phonemes /k/ and /e/. Guide the pupils to recite using correct
pronunciation, rhythm, and intonation.

Group B

There’s a crack on the egg,
There’s a crack on the egg,
Let’s make a cake,
With the egg.

54
1.1.5, 1.1.1(iv)
1.3.2(i)

55

Let’s recite.

Uncle Ronny has a rabbit,
A rabbit, a rabbit,
Uncle Ronny has a rabbit,
Its fur is as white as snow.

Up and down the rabbit hops,
The rabbit hops, the rabbit hops.
Up and down the rabbit hops,
Back to its own cage.

1. What animal do you want as a pet?
2. How do you care for a pet?

My Pet

Unit 10

Teacher’s
Notes

Get the pupils to talk about animals that can be kept as pets.
Introduce to the pupils pet animals and their homes.

55
56 1.1.3(d), 2.1.2(d)
2.1.4

Listening and Speaking

Let’s say and do.

uncle
butter
rock
frog
door

Teacher’s
Notes

Draw the pupils’ attention to the phonemes /ú/ and /r/. Get the pupils to
listen, articulate the sounds, and perform the actions. Get the pupils to roll
a dice. The pupils then read and segment the words given on the board
according to the number on the rolled dice.

Let’s read and segment.

Raise both hands up in the air and
say the ‘u’ sound in up.

‘u’

‘r’

Imagine you are running on the
field. Say the ‘r’ sound in running.

56
1.3.2(i) 57

Listening and Speaking

Let’s listen and talk.

My kittens like to run
around the rack.

My kittens race up
and down the sofa.

My kittens sleep in a
rattan basket.

Teacher’s
Notes

Guide the pupils to practise the dialogue. Ask the pupils to talk
about their pets in front of the class.

My kittens crawl
under the rug.

I have three kittens.

1. Who has kittens?
2. How many kittens does Kiran own?
3. Where do the kittens sleep?

57
Answer the questions.

1. Who has a rabbit?

2. What does Melida call the rabbit?

3. What does the rabbit eat?

4. Is a rabbit a good pet? Why?

2.2.6(i)
2.2.3

Reading

Let’s read.

Melida’s Rabbit

Melida has a pet rabbit. She calls it Ringo. She feeds

Ringo with carrots. Melida plays with Ringo every

evening. Ringo likes to play and run around the living

room. Melida loves her pet rabbit.

Teacher’s
Notes

Guide the pupils to refer to a picture dictionary for other types of
pets. Talk about the food that other pets usually eat.

58
3.2.3(i)

Writing

Let’s write.

1. Vinod has a goldfish. It likes to eat pellets. It lives in

a fishbowl.

2. Jay Sen has a ______. It likes to eat ______. It sleeps

in a ______.

3. Kiran has a ______. It likes to eat ______.

It _______.

4. Nabil has a ______. It ______.   It ______.

Teacher’s
Notes

Guide the pupils to complete the parallel writing in their exercise
books.

59
4.1.2(iii)60

Let’s sing.

I know a rabbit with long ears,
And Robby is its name–o,
R-O-B-B-Y, R-O-B-B-Y, R-O-B-B-Y,
And Robby is its name-o.

Instruction:

Draw the shapes of a
rabbit’s ears on the
paper.

Attach the shapes to the long
strip using glue.

Draw a long strip on
the paper and cut it.

Cut the shapes.

Glue the end of the long strip
together.

1 2 3

54

(To the tune of Bingo)

Language Arts

Teacher’s
Notes

Guide the pupils to make a headband. Get the pupils to use
the headband while singing the song.

Let’s Make
a Headband

You need:

A4 papers scissors glue

My Pet

60
611.1.3(e)
1.3.2(i)

Let’s look and say.

Teacher’s
Notes

Guide the pupils to point and name the objects in the pictures with
phonemes /h/ and /b/. Example: hill and bird. Get the pupils to talk
about the things in their school garden.

My Beautiful Garden

Unit 11

What do you see in the picture?

61
1.1.3(e), 2.1.2(e)
2.1.3

Let’s say and do.

hen
hill

hand
bed

baby
web

h

o

t

e

a

i

b

Teacher’s
Notes

Draw the pupils’ attention to the phonemes /h/ and /b/. Get the
pupils to listen, articulate the sounds, and perform the actions.
Guide the pupils to form words by blending the letters given.

Let’s read and blend.

Imagine you are tired.
Say the ‘h’ sound.

‘h’

‘b’

Imagine you are swinging a
bat from left to right. Say the
‘b’ sound in bat.

Listening and Speaking

u

62
1.2.1(i)
1.3.1(iii)

Let’s listen and say.

petal

leaf

stem

bud

Teacher’s
Notes

Name the parts of the hibiscus plant and get the pupils to repeat.
Elicit the pupils’ responses about the hibiscus plant using
Wh-questions.

The hibiscus is our national flower.

1. How many petals does a hibiscus have?
2. Where can you usually see the flower?

Listening and Speaking

63
2.2.6(i)

Reading

Let’s read and answer.

Melida likes gardening. There are roses, hibiscus, and
sunflowers in the garden. She waters the flowers every
evening. She uses a watering can. Melida wants to plant
different types of flowers.

1. Name the flowers in the garden.
2. What does Melida do every evening?
3. Why do flowers need to be watered?

In the Garden

Teacher’s
Notes

Guide the pupils to read the text correctly. Elicit the pupils’ responses
using Wh-questions.

64
3.1.3(i)

Writing

1. My favourite flower is the                .

2. My mother loves                            .

3. I can see a colourful                       in the garden.

4. My father uses a                    to water the plants.

5. There is a                 and a                  on the ground.

Let’s write.

watering can
sunflower

roses

worm

snail

butterfly

Teacher’s
Notes

Guide the pupils to write the correct answers in their exercise books. 65
4.1.1(ii)
2.2.5(i)

Language Arts

Let’s recite and make.

Flowers, flowers,
Big and small,

Red and yellow,
I love them all.

Flowers, flowers,
Big and bright.

Comes a butterfly,
High in the sky.

Flower Mask
You need:

manila card scissors string

Teacher’s
Notes

Guide the pupils to make a flower mask. Get the pupils to put on the
flower mask and recite the rhymes in groups. Ask the pupils to trace
the graphemes ‘b’ and ‘h’ in the air as they recite the rhyme.

1. Fold the manila card in half. Draw a
   flower shape.

3. Cut around the flower petals on the
    manila card.

2. Cut the semicircle shape in the middle.

4. Make two holes on the mask and tie a string.

Flower

marker pen

66
1.3.2(i) 67

Let’s talk.

Teacher’s
Notes

Get the pupils to talk about the book cover. Ask questions about the
book cover. Example: What is the title of the book? Who is the writer?
Who is the illustrator? What do you see on the book cover? What do
you think the story is about?

The Sun and the Wind

Unit 12

67
Listening and Speaking

1.1.3(e), 2.1.2(e)
2.1.4

Let’s say and do.

Let’s read and segment.

cliff ➜

fan fish

cuff

➜ ➜

➜

Teacher’s
Notes

Get the pupils to listen, articulate the sounds, and perform the action.
Point out to the pupils that the phoneme /f/ also represents the
grapheme ‘ff’. Guide the pupils to complete the segmenting activity.

Imagine you are raising a flag on a
pole. Say the ‘f’ sound in flag.

‘f’

68

fox
fire

muffin
coffee
half
cuff

68
Listening and Speaking

691.2.1(iii)
2.2.6(ii)

Let’s talk.

Teacher’s
Notes

Get the pupils to present their favourite book in the class. Guide the
pupils to talk about the front cover, title, and other details of the
books.

Every book has a front cover, title,
author, and illustrator.

front cover

title

illustrator

author

69
70

Let’s read.

The Wind believed he was the strongest on Earth.

The Wind challenged the Sun to test their strength.

They found a man nearby. The winner
would be the one who could get the
man to take off his coat.

I am the strongest. I can
huff, puff, and blow things
off the cliff.

No. Everyone is different
and has his own strength.

70
712.3.1(i)

Reading

What can you learn from this story?

The Wind began to huff and puff
strongly. The man was cold, so he
held tightly onto his coat.

Next, was the Sun’s turn. The Sun shone gently onto
the man’s face.

The man felt hot, so he took off
his coat.

The Sun was the winner.

You are right. I am sorry.

Each of us has our own strength.
We must respect each other.

Teacher’s
Notes

Narrate the story. Ask the pupils to act out the story. 71
2.3.1(i)72

Reading

Let’s read and answer.

1. Why did the Wind challenge the Sun?
 They wanted to test their ___________.

2. Who did they find to test their strength?
 They found a ________.

3. How did they decide the winner?
 The winner would be the one who could get the
 man to _________ his coat.

4. Who was the winner?
 The winner was _________.

5. Who is your favourite character? Why?

Answer the questions.

72
3.1.3(i)

Writing

Let’s write.

sunny cloudy rainy

How is the weather today?

What type of weather do you like?

It is                        teacher.

I like                           days.
I can play in the garden.

I dislike                   days.
I cannot play outside.

What type of weather do you dislike?

Teacher’s
Notes

Describe to the pupils the types of weather in Malaysia or around
the world. Introduce to the pupils the words sunny, rainy, windy,
and snowy.

73
74

Language Arts

Let’s make and recite.

Cut the paper plate in
half and colour it.

Paste a straw onto the
paper plate using glue.

Draw raindrop shapes
and cut them out.

Paste the raindrop shapes on
the strings using glue. Paste
the string onto the umbrella.

You need:

coloured
paper

stringscissorspaper
plate

glue

1. 2.

3. 4.

4.1.2(ii)
2.2.5(i)

Teacher’s
Notes

Guide the pupils to recite the rhyme using correct pronunciation,
rhythm, and intonation. Display the pupils’ creative pieces in class.

Rain, rain, go away,
Come again another day.
Jay Sen wants to play.
Rain, rain, go away,
Come again another day.

Rain, Rain, Go away

Rain, rain, go away,
Come again another day.
Nabil wants to play.
Rain, rain, go away,
Come again another day.

74
1.1.3(e)
1.3.2(i)

75

Let’s talk.

ball

log leg

bell
doll

Fun in the Park

Unit 13

Teacher’s
Notes

Say the words and get the pupils to repeat. Draw the pupils’
attention to the phoneme /l/. Elicit the pupils’ responses using
Wh-questions.

1. What are the children doing?
2. What do you usually do at a park?

75
76 1.1.3(e), 2.1.2(e)
2.1.3

Listening and Speaking

Let’s say and do.

Teacher’s
Notes

Get the pupils to listen, articulate the sound, and do the action. Point
out to the pupils that the phoneme /l/ also represents the grapheme
‘ll’. Guide the pupils to read and blend the words given.

Let’s read and blend.

Imagine you are eating a lollipop.
Say the ‘l’ sound in lollipop.

‘l’

lip
lamp
clam
glass
mall
bill

76
77
1.2.3(i)
1.1.3(e)

Let’s play.

1

2 3

67
8

9
10

11

12

13
14

15

16

17
18

19 20

START

FINISH

Say
log

4

Say

5

Spell

Say
fall

Say
lap

Spell
Say
mall

Say

Spell
Say
hill

Say

How to play:
1. Roll the dice.
2. Move the token.
3. Teacher says the instruction and each group perform the action.
4. Miss a turn if the answer is wrong.
5. The first group to reach 20 wins the game.

Say
bill

Listening and Speaking

You need:

a dicetokens

Teacher’s
Notes

Get the pupils into groups. Guide each group to play the game.
Draw the pupils’ attention to the phoneme /l/. 77
78

Reading

2.2.6 (i)

Let’s read.

Jay Sen and his father like to stroll in the park. The park is near
a lake. There are many tall trees. Jay Sen hears voices of other
people nearby. Suddenly, they see a ball on a log. Jay Sen picks
up the ball. Jay Sen is shocked when he hears someone saying,
“…”

1. Jay Sen and his father like to stroll in the park.
2. There are many tall trees at the park.
3. The park is near a swimming pool.
4. Jay Sen sees a doll.

What do you think Jay Sen heard?
Someone said “______”.

Answer True or False.

Teacher’s
Notes

Guide the pupils to read the story. Get the pupils to predict
the ending.

78
79

Writing

3.1.3(i)

Let’s write.

1. I _________ (unr) around the park.

2. I _________ (ickk) the ball.

3. I _________ (ujmp) up and down.

4. I _________ (ikps) in the park.

Rearrange the letters to form words.

run

jump

skip

kick

79
80

Language Arts

4.1.1(i)

Let’s chant.

Roll the ball.
Roll, roll, roll,
Roll the ball.
Quick! Quick! Quick!
Roll the ball to the wall.

Pick up the doll,
Pick, pick, pick,
Pick up the doll,
Quick! Quick! Quick!
Pick up the doll,
Near the wall.

Teacher’s
Notes

Get the pupils to do the actions of rolling a ball and
picking up something from the ground while chanting.80
81

Let’s chant.

1.1.4(i)
1.1.5

One jar, two jars, three jars, four,
Four jars with jam,
In that little store.

Five jars, six jars, seven jars, eight,
Eight jars with jam,
Near that velvet cake.

Nine jars, ten jars, eleven jars, twelve,
Twelve jars with jam,
On that yellow shelves.

Teacher’s
Notes

Draw  the pupils’ attention to the cardinal numbers (1-12). Recite
the chant using correct pronunciation, rhythm, and intonation.

Know Your Numbers

Unit 14

1. Count 1 to 12.
2. How many jars are there near the yellow shelves?

81
82

Listening and Speaking

1.1.3(f)
2.1.2(f)

Let’s say and do.

jug

van

jet

vest

Teacher’s
Notes

Get the pupils to listen, articulate the sounds, and do the actions.

Draw the pupils’ attention to the phonemes /dZ/ and /v/. Guide the
pupils to read the words given correctly.

Let’s read.

Imagine you are throwing a
paper jet. Say the ‘j’ sound
in jet.

‘j’

‘v’

Imagine you are driving a van.
Say the ‘v’ sound in van.

1.

2.

3.

4.

XYZ
123

82
Reading

832.2.4(i)

Let’s read and answer.

How many jars are there on the shelf?

There are four jars on the shelf.

How many jugs are there on the table?

There are ______ jugs on the table.

There are ______ vans on the road.

How many vans are there on the road?

Teacher’s
Notes

Get the pupils to read aloud the dialogues. Guide the pupils
to answer the questions using the correct cardinal numbers.

83
84

Reading

2.2.4(i)
1.1.4(i)

Let’s read.

tokensYou need:

1. Roll your dice.
2. Move the token and say the number.
3. Go down one box if you land on
    the snake’s head.
4. Go up one box if you land on the ladder.
5. The first player to reach 20 wins the
    game.

dice

1 2 3 4 5

10 9 8 7 6

11 12 13 14 15

20 19 18 17 16

START

FINISH

one

ten

eleven

sixteen

two

nine

twelve

seventeen

three

eight

thirteen

eighteen

four

seven

fourteen

nineteen

five

six

fifteen

twenty

Teacher’s
Notes

Read out the numbers first for the pupils to listen to and repeat
before playing the game.

84
85

Writing

3.1.4(i)

Let’s write.

5. f _______

6. t _______

7. t _______

8. f _______

1. e _______

2. f _______

3. e _______

4. s _______

DownAcross

Teacher’s
Notes

Guide the pupils to complete the crossword puzzle by writing
the cardinal numbers in word form.

Crossword puzzle

1.

6.

2.

4.

7.

3.

5.

3
8

5

4
20

7

14

11

8.

85
86

Language Arts

Let’s recite.

One, two,
The class is blue.
Three, four,
Give me more.

Five, six,
Don’t be sick.

Seven, eight,
Stand up straight.

Nine, ten,
Switch on the fan.

Eleven, twelve,
Stand near the shelf.

4.1.2 (ii)

Thirteen, fourteen,
Collect all things.

Fifteen, sixteen,
Let’s be clean.

Seventeen, eighteen,
Let’s go green.

Nineteen, twenty,
Time to party!

Let’s Count

Teacher’s
Notes

Guide the  pupils to recite using correct pronunciation, rhythm, and
intonation.

1 2

86
87

Let’s recite.

1.1.5
1.3.2(i)

Hickory dickory dock,
The mouse went up the clock,

The clock struck six,
The mouse came down,

Hickory dickory dock.

Teacher’s
Notes

Discuss the pupils’ activities throughout the day. Elicit the pupils’
responses on their favourite time of the day using Wh-questions.

What is the Time?

Unit 15

1. What is the time shown on the clock?
2. What time do you go to school? Why?

87
88 1.1.3(f), 2.1.2(f)
2.1.3

Let’s say and do.

What is w-e-b?

web

web
wax
kiwi
ox
fox

exam

Teacher’s
Notes

Get the pupils to listen, articulate the sounds, and perform the
actions. Draw the pupils’ attention to the phonemes /w/, /ks/, and
/gz/. Guide the pupils to read the words and blend the phonemes.

Let’s read and blend.

Put both hands out (as in ‘wow’)
and say the ‘w’ sound in ‘wow’.

‘w’

‘x’

Show six fingers and say the
‘x’ sound in six.

Listening and Speaking

88
89
1.2.1(iii)
1.2.2(ii)

Let’s listen.

Pairwork

Role-play the above dialogue with your friend.

It is one o’clock.
Let us have lunch, Mr Fox.

What is in your lunchbox, Mr Ox?

Six slices of watermelon.
Would you like a slice, Mr Fox?

Yes, thank you.

You are welcome, Mr Fox.

Teacher’s
Notes

Read the story to the pupils. Ask questions about the pictures.
Example: Name the animals. What time is it? Draw the
pupils’ attention to the phonemes /w/, /ks/ or /gz/.

Listening and Speaking

89
90 2.2.6(ii)

Let’s read.

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Reading

Vinod wakes up at 6 o’clock in the morning.

Vinod goes home at 1 o’clock in the afternoon.

Vinod does his homework at 3 o’clock in the afternoon.

Vinod goes to the park at 5 o’clock in the evening.

Vinod does his revision at 8 o’clock in the evening.

Vinod sleeps at 9 o’clock at night.

Vinod goes to school at 7 o’clock in the morning.

Time Activity

6 o’clock
_______

1 o’clock
_______

5 o’clock
_______

9 o’clock
_______

Complete the table.

Vinod’s Daily Routine.

90
91

Writing

3.2.2(i)

Let’s write.

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It is _______ in the morning.

Let us go  _______.

It is _______  in the afternoon.

Let us have _______.

It is _______ in the evening.

Let us go for  _______.

It is _______ at night.

It is _______.

one o’clock  lunch seven o’clock

six o’clock a walk bedtime ten o’clock

to school

1.

2.

3.

4.

91
92

Language Arts

4.1.2(iii)

Let’s sing.

What’s the time now?
What’s the time now?

What’s the time now, my friend?
It’s five o’clock,
It’s five o’clock,

It is five o’clock, my friend.

(To the tune of Oh My Darling, Clementine)

Teacher’s
Notes

Guide the pupils to sing using correct pronunciation, rhythm, and
intonation. Get the pupils to change the time in the song.

What is the Time?

92
Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Let’s talk.

1.1.3(g)
1.3.2(i)

Answer the questions.
1. Does Kiran go to the zoo on Monday?
2. Does Kiran do her gardening on Wednesday?
3. What does Kiran do on Friday?
4. When does Kiran go for violin lesson?

Teacher’s
Notes

Highlight the days of the week. Ask the pupils about their daily
activities from Monday to Sunday during school holiday. Draw the
pupils’ attention to the phonemes /j/ and /z/. Point out that the
phoneme /z/ also represents the grapheme ‘zz’.

Days of the Week

Unit 16

93

Play the yo-yo

Read a storybook

Walk in the city

Gardening

Does puzzles with Jay Sen

Go to the violin lesson

Go to the zoo

Kiran’s Planner
(School Holiday)

93
94

Listening and Speaking

1.1.3(g), 2.1.2(g)
2.1.4

Let’s say and do.

yam

yes

zip

zap

➜

➜

➜

➜

y a m

Teacher’s
Notes

Get the pupils to listen, articulate the sounds, and perform the
actions. Draw the pupils’ attention to the phonemes /j/ and /z/.
Guide the pupils to read and segment the words.

Let’s read and segment.

Imagine you are sleeping.
Say the ‘z’ sound.

‘z’

‘y’

Nod your head to indicate ‘yes’.
Say the ‘y’ sound in yes.

94
95

Listening and Speaking

1.2.1(iii)
3.1.3(i)

Let’s listen and answer.

How many days are there in a week?

There are ______ days in a week.

Can you name the days?

What day is it today?

Today is Tuesday.

What day was it yesterday?

It was Monday.

What day is it tomorrow?
Tomorrow is Wednesday.

Yes. They are  Monday, ______, Wednesday,
______, Friday, ______, and ______.

Teacher’s
Notes

Practise the dialogues in pairs. Get the pupils to answer
the questions correctly.

Note
Begin with
capital letters
when writing
the days of
the week.

95
Let’s read.

Answer the questions.
1. What day did Kiran play the yo-yo with her friend?

2. When did Kiran walk in the city?

3. What do you usually do during the school holidays? Why?

96 2.2.6(i)

Reading

Teacher’s
Notes

Guide the pupils to read and understand the text. Elicit the pupils’
responses using Wh-questions.

Kiran’s Planner

It is the school holiday. Kiran intends to do her activities as
planned. On Monday, Kiran plays the yo-yo with her friend. On
Tuesday evening, she reads a storybook. The next day, she
walks in the city.
 On Thursday afternoon, she does gardening. The next
day, she does puzzles with Jay Sen. On Saturday afternoon,
she plays the violin. Finally, she goes to the zoo on Sunday. She
sees animals like the tigers and zebras. Kiran really enjoys her
activities.

Sunday

Monday Tuesday Wednesday Thursday

Friday Saturday

96
Let’s write.

Based on Kiran’s activities, complete the circle map.

973.2.2(ii)

Writing

Sunday

Monday

WednesdaySaturday

ThursdayFriday

Tuesday

➡
➡ ➡

➡

➡➡

➡
________

Play the yo-yo

Play the violin Walk in the city

________ ________

________

Teacher’s
Notes

Guide the pupils to complete the circle map in their exercise books.

Kiran’s
Planner

97
98

Language Arts

4.1.2(i)

Let’s chant.

Teacher’s
Notes

Guide the pupils to chant using the correct pronunciation,
rhythm, and intonation. Guide the pupils to complete the
craft as shown in the pictures.

Is it Sunday?
No, it isn’t,
Is it Monday?
Yes, it is.

Is it Tuesday?
No, it isn’t,
Is it Wednesday?
Yes, it is.

Is it Thursday?
No, it isn’t,
Is it Friday?
Yes, it is.

Is it Saturday?
No, it isn’t,
Is it Sunday?
Yes, it is.

paper plate crayons thumb tackpopsicle stick

Days of the Week Wheel

1 2 3 4

Group A Group B

98
99

January

April May June

September

DecemberNovember

AugustJuly

October

February March

CALENDAR

Kiran’s Birthday

Sports Day Vinod’s Birthday

National Day

School HolidayChildren’s Day

1.3.2(i)

Let’s talk.

Science Week

Labour Day

Reading Month

Class trip to Malacca

Happy New Year

Months in a Year

Unit 17

Teacher’s
Notes

Talk about the pictures. Use Wh-questions to discuss the events
or the activities in the calendar.

How many months are there in a year?

Malaysia Day

99
100

Let’s chant.

1.1.3(g)
 1.1.5

Let’s say and do.

Listening and Speaking

Quack, quack,
Says the duck.

Quick, quick,
Says the queen.

Make the quilt,
Says the queen.

Teacher’s
Notes

Get the pupils to listen, articulate the sound, and do the action.
Draw the pupils’ attention to the phoneme /kw/. Guide the pupils
to chant using correct pronunciation, rhythm, and intonation.

Flap both arms like a duck and say the ‘qu’
sound in quack.

‘quack’

100
Let’s listen.

Listening and Speaking

1011.3.2(i)
1.2.1(iii)

Pairwork

Practise the dialogue with your friends.
Ask them about their birthdays.

When is your birthday?

My birthday is in May.

My birthday is in July.

My birthday
is in June.

Teacher’s
Notes

Elicit the pupils’ responses using Wh-questions. Example: How
do you celebrate your birthday? What kind of present do you
want for your birthday?

101
102

Reading

2.2.6(i)

Let’s read and answer.

Say True or False.

Kiran is at the library. She sees some new posters.
In August, there is a puppet show. In October, there is
a storytelling competition. Kiran likes to tell stories.
She plans to take part in the competition.

1. Kiran is at the library.
2. The puppet show is in February.
3. The storytelling competition is in October.
4. Kiran likes to tell stories.
5. Kiran plans to attend the puppet show.

102
SEKOLAH KEBANGSAAN TAMAN CERIA

JULY 20___

Reading Month

The more you read,
The more you know.

Prizes:

1. 5 storybooks for pupils who have finished reading 10 books.
2. 10 storybooks for pupils who have finished reading 15 books.

103

Writing

Let’s write.

3.2.2(ii)

Complete the table.

School ________

Month ________

Activity ________

Prize for reading 10 books ________

Prize for reading 15 books ________

103
104

Language Arts

4.1.2(iii)

Happy birthday to you.

Happy birthday to you.

Happy birthday, dear Nabil,
Happy birthday to you.

(To the tune of Happy Birthday)

Let’s sing.

Let’s make a
crown

Teacher’s
Notes

Get the pupils to find out about their friend’s birthday. Guide the
pupils to make a birthday crown. Get the pupils to wear their
birthday crown and sing the birthday song.

Happy Birthday

1.

2.

3.

4.

5.

104
1.1.3(h)
1.3.2(i)

Let’s talk.

105

1. Where is this place?
2. What are they buying?

Teacher’s
Notes

Draw the pupils’ attention to the phonemes /tS/ and /S/.
Name the items and get the pupils to listen and articulate
the phonemes correctly.

Spend Smartly

Unit 18

105
106 1.1.3(h), 2.1.2(h)
2.1.4

Let’s say and do.

chips

bench

shirt

fish

i

b n

r t

f

s

Teacher’s
Notes

Get the pupils to listen, articulate the sounds, and perform the actions.
Draw the pupils’ attention to the phonemes /tS/ and /S/. Guide the
pupils to read the words and complete the segmenting activity.

Let’s read and segment.

Imagine you are chopping
a tree. Say the ‘ch’ sound in
chopping.

‘ch’

‘sh’

Put a finger on the lips
and say the ‘sh’ sound.

Listening and Speaking

________

________

________

________

__

__

__

__

106
1071.2.1(iii)

Let’s talk.

We need money to buy things.

Money includes notes and coins.
They have different values.

How much is this?

This is RM1.

Teacher’s
Notes

Show the pupils the different Malaysian notes and coins. Inform
the pupils that ‘RM’ means ‘Ringgit Malaysia’. Then, guide the pupils
to identify the Malaysian currency.

Listening and Speaking

107
108

Reading

2.2.6(ii)

Let’s read.

Spending Wisely

I need a pair of shoes.
My old shoes are torn.

The frozen chips look yummy!
I want to buy it too.

Son, you only have RM15. It is
not enough to buy both things.
You need to choose wisely.

Should I buy the shoes?
Should I buy the chips?

Teacher’s
Notes

Highlight to the pupils the difference between needs and wants.
Emphasise that only spending on the things you need is considered as
spending wisely. Emphasise to the pupils the importance of spending
wisely.

Jay Sen and his father went to the mall. His father gave him

RM15 to spend. Help Jay Sen to spend the money wisely.

RM15.00

RM5.50

1. How much money does Jay Sen have?
2. What item does Jay Sen really need?
3. Imagine you are Jay Sen. What will you buy?

108
109

Things Price

Writing

3.2.3(ii)

Let’s write.

Look at the pictures below. List the things you want to buy.

You have RM10.00 to spend. Create a list of things you can buy.

MILK

MILK

MILK

MILK

M
ILK

MIL
K

MILK

Teacher’s
Notes

Emphasise that the pupils do not need to spend all their money. Elicit
the pupils’ responses on what they would do with the remaining
money. Highlight the importance of saving money.

RM3.00

notebook

RM1.00

ruler

RM1.00

cupcake

RM1.00

pencil

RM2.00

chocolate

RM8.00

shirt

RM2.00

biscuits

RM0.50

rubber

RM0.30

sharpener

109
110

Language Arts

4.1.2(ii)

Let’s recite.

We must spend wisely,
Let us do this daily.

We can spend on chips and shirts,
Shoes and cherries,
But, we must spend smartly,
To save our money.

We must spend wisely,
Let us do this daily.

Teacher’s
Notes

Replace the underlined words with other items sold in the school,
bookshop or canteen.

Spend Wisely

110
1111.3.2(i)

Let’s talk.

Let’s Save
 the Earth

Teacher’s
Notes

Talk about the pictures. Ask the pupils about other ways to reduce
the usage of water, electricity, and plastic bags.

Let Us Do This Together

Unit 19

111
112 1.1.3 (h), 2.1.2 (h)
2.1.3

Let’s say and do.

Let’s read and blend.

Teacher’s
Notes

Get the pupils to listen, articulate the sounds, and perform the actions.
Guide the pupils to distinguish the voiced /ð/ and voiceless /θ/. Then,
get the pupils to focus on /ŋ/. Get the pupils to read the words given
and complete the blending activity.

Imagine you are thinking
of something. Say the ‘th’
sound in think.

‘th’

‘ng’

Imagine you are singing a
song. Say the ‘ng’ sound
in sing.

that

mother

three

cloth

king

ring

Listening and Speaking

112
1131.3.2(i)

Let’s listen and practise.

I need to turn off the tap
when not using it.

What must you do to save water?

I can bring my own
cloth bag.

How can you use less plastic bags?

How can you save electricity?

I must turn off the fans and
lights when they are not in use.

Teacher’s
Notes

Elicit the pupils’ responses on the importance of reducing the usage of
water, plastic bags, and electricity. Example: Why do we need to save
water and electricity? Why do we need to use less plastic bags?

Practise the dialogues with your friends.

Pairwork

Listening and Speaking

113
114

Reading

2.3.1(i)

Let’s read.

Today is Saturday. It is a ‘No Plastic Bag’ Day.
Melida and her mother go shopping.
They bring along several cloth bags.

Complete the sentences.

Today is _______. It is a _______. Melida and her mother

_______. They bring _______.

114
115

Writing

3.2.3(ii)

Let’s write.

Reduce

Teacher’s
Notes

Guide the pupils to complete the brace map using the given
answers in their exercise books.

Complete the brace map.

__________

__________

__________

__________

__________

use cloth bags use rainwater turn off television

turn off tap turn off lights

115
116

Language Arts

4.1.2(i)

Let’s chant.

Let’s make maracas.

Let us recycle things,
Recycle! Recycle! Recycle!
Let us recycle things,
Plastic, glass, and tin.
Let us recycle things,
Recycle! Recycle! Recycle!
Doing it together,
Saving Mother Earth.

a plastic bottle

Put some beans into
the plastic bottle.

Put on the bottle
cap tightly.

Shake the plastic bottle
while chanting.

You need:

some beans

Teacher’s
Notes

Guide the pupils to prepare the maracas. Get the pupils to use
the maracas while chanting.

1 2

3

Recycle

116
117

Cut your fingernails.

Greet your parents and
teachers.

1.2.1(iii)

Let’s talk.

Describe what you see in the pictures.

Teacher’s
Notes

Encourage the pupils to talk about the good habits that they
practise at home and in school.

Good Habits

Unit 20

Keep your things tidy.

Eat healthy food.

117
118

Listening and  Speaking

1.1.3(i), 2.1.2(i)
2.1.4

Let’s say and do.

Let’s read and segment.

mail
tail
rain
seed
feet
bee

Teacher’s
Notes

Get the pupils to listen, articulate the sounds, and perform the actions.

Draw the pupils’ attention to the phonemes /eI/ and /i:/. Guide the
pupils to read the words given and complete the segmenting activity.

Put your hands on your stomach
like you are in pain and say the
‘ai’ sound in pain.

‘ai’

‘ee’

Imagine you are flying like a
bee and say the ‘ee’ sound in
bee.

118
119

Reading

2.2.6(ii)

Let’s read and answer.

A habit is something you do almost every day.
It is important to practise good habits.

Answer ‘Yes’ or ‘No’.
1. It is important to practise good habits.
2. Throwing rubbish into the bin is a bad habit.
3. We must not pay attention in the class.
4. Sweeping the floor is a good habit.

Teacher’s
Notes

Get the pupils to read the sentences using the correct pronunciation,
word stress, and intonation. Get the pupils to answer the questions.

Good
Habits

Throw the rubbish
into the bin.

Clean up the place.

Sweep the floor.Pay attention in the class.

119
120

Reading

2.3.1(i)

Let’s read.

Keep it Tidy

1. What did Melida lose?
    Melida lost her __________.

2. Where did she search?
    She searched under __________and __________.

3. Who did she ask for help?

She asked her  __________ for help.

4. Where were the spectacles?

They were on her __________.

1. Melida has a messy bedroom.

2. One day, she lost her spectacles.

3. She looked under a stack of mail.
    It was not there.

4. She looked on the bed.
    It was not there either.

5. So, Melida asked her mother for help.

6. Her mother laughed. She pointed to Melida’s
    head. The spectacles were on her head all along.

7. She promised herself to always clean her bedroom.

Teacher’s
Notes

Narrate the story. Get the pupils to read correctly. Ask the pupils
the moral of the story.

120
121

Writing

Habits to Practise Every Day

_______ _______

______________

3.3.1(ii)
3.1.2(iii)

Let’s write.

Comb your hair neatly.Do your homework.

Keep your room clean.

Wash your hands before every meal.

Teacher’s
Notes

Get the pupils to surf the Internet. Pupils download the pictures of
other good habits. Guide the pupils to create a simple list of good
habits and write simple descriptions.

121
122

Language Arts

Let’s sing.

Teacher’s
Notes

Guide the pupils to sing the song using correct pronunciation,
intonation, and rhythm.

Brush your teeth and take a bath,
Take a bath, take a bath.

Brush your teeth and take a bath,
Do them every day.

Make your bed and clean your room,
Clean your room, clean your room.

Make your bed and clean your room,
Do them every day.

(To the tune of Mary Had A Little Lamb)

Good Habits

4.1.2(iii)122
1231.3.2(i)

Let’s talk.

1. What are the pupils doing?
2. What is your hobby?
3. Why do you like your hobby?

My Hobby

Unit 21

Teacher’s
Notes

Describe the hobbies to the pupils. Elicit the pupils’
responses about the picture using Wh-questions.

123
124 1.1.3(i), 2.1.2(i)
2.1.3

Let’s say and do.

igh oa

n b

t t

r g

Teacher’s
Notes

Get the pupils to listen, articulate the sounds, and perform the
actions. Draw the pupils’ attention to the phonemes /aɪ/ and
/əʊ/. Guide the pupils to complete the blending activity.

Let’s read and blend.

Point to a friend on your
right and say the ‘igh’
sound in right.

‘igh’

‘oa’

Imagine you are suprised.
Say the ‘oa’ sound.

Listening and Speaking

124
1252.2.6(i)

Let’s read.

Kiran likes baking.
She enjoys baking biscuits with her mother.
She bakes biscuits during weekends.
She likes baking oat biscuits.

Melida likes reading.
She enjoys reading storybooks.
She reads storybooks after school hours.
Her favourite stories are fairy tales.

Answer the questions.

1. What book does Melida read?

2. Who helps Kiran to bake biscuits?

3. What do you need to bake biscuits?

4. Why do you think reading storybooks is good?

Reading

125
126

Reading

2.2.6(i)

Let’s read.

This is Jay Sen. He is seven years old. He is in Year 1 Arif.
His hobby is painting. He enjoys painting pictures of fishes
and flowers. He puts up his paintings in his room.

Complete the bubble map.

Jay Sen

Age

________

Class

________

He paints:

________

________

He puts up
the paintings

________

Hobby

________

Teacher’s
Notes

Guide the pupils to read the text. Pupils write the answers
in their exercise books.

126
127

Writing

1. Melida likes _____,  _____, and _____.

2. Nabil likes  _____, _____, and _____.

3. All of them like _____, and _____.

4. Jay Sen and Vinod like  _____, _____, and  _____.

5. Melida and Jay Sen like _____, _____, _____.

Complete the sentences.

3.2.2(i)
2.2.6(ii)

Let’s write.

Vinod Melida Nabil Jay Sen

reading
storybooks

dancing

singing

drawing

swimming

playing
chess

Name
Hobby

127
128

Language Arts

Let’s sing.

Let’s Make a Kite.

Let’s Fly

Fly, fly, fly your kite,
High up in the sky.
Happily, happily, happily, happily.
So high in the sky.

(To the tune of Row, Row, Row Your Boat )

4.1.2(iii)

You need:

paper

1. Draw and cut the shape as
    shown.

2. Paste the straw on the paper
    using tape.

3. Tie a string to the kite.

scissors string tape

Teacher’s
Notes

Guide the pupils to complete the craft. Get the pupils to sing using
the correct pronunciation, rhythm, and intonation.

straw

128
1291.3.2(i)

Let’s talk.

Our Flag

Unit 22

Teacher’s
Notes

Describe the pictures to the pupils. Elicit the pupils’ responses
using Wh-questions. Encourage the pupils to name other colours
in the pictures.

1. What colours can you see on the flags?
2. Are you proud to be a Malaysian? Why?

129
130 1.1.3(i)(j)
2.1.4

Let’s say and do.

short
oo

long
oo

ar

far

park

star

tart

book

cook

foot

hook

food

noon

room

roof

book

b-oo-k

Teacher’s
Notes

Get the pupils to listen, articulate the sounds, and perform the actions.
Draw the pupils’ attention to the phonemes /ʊ/, /u: /, and /a: /. Guide
the pupils to read and segment the words given on the board.

Let’s read and segment.

Imagine you are sweeping the
floor using a broom. Say the ‘oo’
sound in broom.

‘oo’

‘ar’

Open your mouth widely
and say ‘ar’.

Listening and Speaking

130
Reading

1312.2.6(i)

Let’s read.

Look at the colours
of our flag. Can you
name the colours?

What is the colour of the
crescent moon and the star?

Where do Malaysians
raise the flag?

Yes, I can. The colours are

______, ______,
______, and______.

They are  _________________.

They raise the flag in schools,
offices, and during the National Day
celebrations.

Teacher’s
Notes

Get the pupils to read and practise the dialogues. Guide the
pupils to complete the dialogues with the correct answers.

131
132

Reading

2.2.6(i)

Let’s read.

The Colours

Colour Meaning

yellow

white

The national flag is called Jalur Gemilang. It has
four colours. Each colour has its own meaning.

Yellow is the colour of the Malaysian royalty.
Red means bravery. White means purity. Blue means
unity of all races.

The national flag is raised in schools, offices, and
during the National Day celebrations. Malaysians are
proud of their Jalur Gemilang.

______

______

______

______

Complete the table.

red

blue

132
1333.3.1(i)

Let’s write.

Sekolah Kebangsaan Sri Bestari is organising
a colouring contest.

Use the information below to create a simple poster.

Contest:  National Costume Parade
Date:  20th August 20__
Time:  8:00 a.m. to 9:30 a.m.
Venue:  School Hall

This contest is open to all Year 1, 2, and 3 pupils.

Writing

Sekolah Kebangsaan Sri Bestari

Jalur Gemilang
Colouring Contest

Please fill in the form to join the contest. For more information,
please contact Encik Nasrul, the teacher in charge.

This contest is open to all Year 1, 2, and 3 pupils.

Date: 7th August 20 ___

Time: 10:00 a.m. to 12:30 p.m.

Venue:  School Hall

Teacher’s
Notes

Guide the pupils to create a simple poster. Get the pupils to add
necesary information on the poster.

133
Language Arts

134 4.1.2(ii)

Let’s recite.

Our flag,
Yellow, blue,
Red and white,
Gives Malaysians,
Hope and pride.

Our flag,
Yellow, blue,
Red and white,
Unites Malaysians,
For a future so bright.

Teacher’s
Notes

Guide the pupils to recite the rhyme using correct pronunciation,
rhythm, and intonation.

Our Flag

134
1351.3.2(i)

Let’s talk.

soldier
chef

teacher

nurse

What is your ambition? Why?

Teacher’s
Notes

Talk about the occupations above. Use Wh-questions to elicit the
pupils’ responses.

When I Grow Up

Unit 23

135
136 1.1.3(j)
2.1.3

Let’s say and do.

Teacher’s
Notes

Get the pupils to listen, articulate the sounds, and perform the actions.

Draw the pupils’ attention on the phonemes /Ø:/ and /Z:/. Guide the
pupils to read the words and complete the blending activity.

Let’s read and blend.

Put two fingers on your head
like a horn. Say the ‘or’ sound
in horn.

‘or’

‘ur’

Imagine you are turning
off a switch. Say the ‘ur’
sound in turn.

Listening and Speaking

136
137

Listening and Speaking

1.2.1(iii)

Let’s talk.

Who is she?
She is Puan Adilah.

What does she do?
She is a nurse.

Where does she work?

She works in a hospital.

Practise the dialogue using the pictures.

Pairwork

Teacher’s
Notes

For enrichment, get the pupils to find other types of occupation
in a picture dictionary and talk about it.

HOSPITAL

Puan AdilahMr Chua Encik Danial

137
138

Reading

2.3.1(ii)

Let’s read.

My name is Melida. My ambition is to be a teacher. I like
teaching children. A teacher teaches pupils how to read,
write, and count. A teacher works in a school. I will study
hard to achieve my ambition.

Answer the questions.

1. What is Melida’s ambition?

2. What does a teacher do?

3. Where does a teacher work?

4. How can Melida achieve her ambition?

5. Do you have the same ambition with Melida? Why?

My Ambition

138
139

Writing

I am a
chef.

He is a
dentist.

He is a
policeman.

I work in a hospital.
I treat sick people.
Who am I?
_________.

I work in a restaurant.
I cook delicious food.
Who am I?
_________.

He works in a police station.
He protects the people.
Who is he?
_________.

He works in a dental clinic.
He checks your teeth.
Who is he?
_________.

3.2.2(i)
3.3.1(i)

Let’s write.

I am a
doctor.

1.

2.

3.

4.

Teacher’s
Notes

Guide the pupils to surf the Internet and find pictures of other
occupations. Print the pictures and get the pupils to paste them in
their exercise books. Guide the pupils to create descriptions of the
occupations using riddles.

139
140

When I was just a little child,
I asked my mother.
What will I be?
Will I be a nurse?
Will I be a nurse?
She turned and said this to me.

Que sera, sera,
Whatever will be, will be.
The future is not ours to see.
Que sera, sera,
What will be, will be.
  (To the tune of Que Sera, Sera)

Language Arts

Let’s sing.

4.1.2(iii)
Teacher’s

Notes

Guide the pupils to sing using correct pronunciation, rhythm, and
intonation. For enrichment, replace the underlined words with
other occupations.

My Ambition

140
1411.3.2(i)

1. What do you see on the book cover?
2. What do you think the animals are doing?
3. What do you think the story is about?

Let’s talk.

The Crow and the Gold Coins

Unit 24

141
142 1.1.3(j), 2.1.2(j)
2.1.4

Let’s say and do.

snow boil

crow coin

bowl oil

Teacher’s
Notes

Get the pupils to listen, articulate the sounds and perform the actions.

Draw the pupils’ attention to the phonemes /əʊ/ and /ØI/. Guide the
pupils to read the words and complete the segmenting activity.

Let’s read and segment.

Imagine you are rowing
a boat. Say the ‘ow’
sound in row.

‘ow’

‘oi’

Imagine that you need
to make a choice. Say the
‘oi’ sound in choice.

Listening and Speaking

142
Reading

Ten animals joined the race including the crow. The
competition started. They ran as fast as they could. The crow
flew straight to the finishing line.

Let’s read.

The King of the Jungle died.
The King had no son of his own.
The King left behind some gold coins.

2.3.1(i)

The Crow and the Gold Coins

Teacher’s
Notes

Narrate the story to the pupils. Guide the pupils to read the story
using the correct pronunciation, word stress, and intonation.

143

The animals had no King. They
competed in a running competition.
The winner would be the King. The crow
decided to join the race. However, other
animals laughed at him because of his
appearance.

143
Reading

144

Let’s read.

2.2.4(ii)
2.3.1(i)

7th
seventh

8th
eighth

9th
ninth

10th
tenth

Teacher’s
Notes

Guide the pupils to read the ordinal numbers in numeral and word
forms correctly.

1.  How did the animals choose their king?

2. Who became the new King of the Jungle?

3. Who do you think should win the first prize? Why?

1st
first

2nd
second

3rd
third

4th
fourth

5th
fifth

6th
sixth

1
2 3

The crow won the race and became the new King of the
Jungle. Other animals learned their lesson on not to judge and
underestimate others.

144
Writing

145

Let’s write.

3.1.4(ii) Teacher’s
Notes

Get the pupils to write the ordinal numbers correctly in their exercise
books. Remind the pupils to write the answers according to the
animal pictures on page 144.

first

crow snake

sheep duck

tiger mouse

frog horse

chicken cow

______

______

______

______

______

______

______

______

______1st

2nd 7th

6th

3rd 8th

4th 9th

5th 10th

145
146

Language Arts

Let’s sing.

Bye, bye, bye for now,
We had so much fun,
Reading, writing, counting,
We had so much fun.

Bye, bye, bye for now,
Hope to see you soon,
Bye, bye, see you again,
See you in Year Two.

(To the tune of Row, Row, Row Your Boat )

Goodbye

Teacher’s
Notes

Guide the pupils to sing using correct pronunciation, rhythm,
and intonation.

4.1.2 (iii)146
Skim Pinjaman Buku Teks

Sekolah ________________________________________

Nombor Perolehan: __________________________________

Tarikh Penerimaan: __________________________________

Tahun   Darjah Nama Penerima   Tarikh
Terima

BUKU INI TIDAK BOLEH DIJUAL

Dengan ini SAYA BERJANJI akan menjaga buku ini
dengan baik dan bertanggungjawab atas kehilangannya

serta mengembalikannya kepada pihak sekolah pada
tarikh yang ditetapkan.