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

SPECIAL EDUCATION STANDARD BASED CURRICULUM
FOR PRIMARY SCHOOL (Revised 2017)

Writers

Amuthaa a/p Balasubramaniam

Ruzliana binti Romali

Editor
Mohamad Arshad bin Sulaiman

Designer & Illustrator

Nurul Emira binti Abdul Jimin

Dewan Bahasa dan Pustaka

Kuala Lumpur
2019
 Serial No.: 0058
KK 428-221-0102021-49-2500-20101
ISBN 978-983-49-2500-0

First Printing 2019

Ministry of Education Malaysia 2019

Percetakan Tabah Sdn. Bhd.,

No.15, Jalan Nilam 1/8,
Taman Perindustrian Teknologi Tinggi Subang,
Batu 3, 40000 Shah Alam,
Selangor Darul Ehsan.
 Introduction iv
Unit 1 Fun at the Park 1
Unit 2 Be Helpful 7
Unit 3 My Emotions 13
Unit 4 Favourite Pastimes 19
Unit 5 Places in Town 27
Unit 6 Yummy Fruits 33
Unit 7 Gardening 41
Unit 8 Home Sweet Home 47
Unit 9 The Monsters’ House 55
Unit 10 Food Delights 61
Unit 11 Let’s Travel 69
Unit 12 Let’s Dance 75 iii
 The English (Learning Disabilities) Year 4 package consists of a textbook and an activity
book designed for pupils with varied learning disabilities. It is written based on the
Standard Based English Language Curriculum for Primary Schools (KSSR) for Special
Education (Learning Disabilities) Revised 2017.

The package is specially designed to equip pupils with a basic foundation of language
skills to enable them to communicate effectively in various contexts in accordance to
their different learning abilities.

The Textbook
The textbook is divided into 12 units of diverse and interesting topics. Each unit
covers five modules: listening, speaking, reading, writing, and language arts. Every
unit provides situations which pupils can relate in order to make language learning
fun and meaningful. In addition, suggestions and enrichment of activities are also
included in the Teacher’s Notes for teachers to enhance the learning content.

The language skills are presented using the following icons:

Listening Speaking

This component aims to develop pupils’ The speaking component aims to

abilities to listen to different stimuli. develop pupils’ abilities to speak in
various contexts.

Reading

The reading activities develop pupils to read at word, phrase, and sentence
levels. Various linear and non-linear texts are included to enrich pupils’
reading experiences.

iv
 Writing

The writing activities enable pupils to write at word, phrase, and sentence levels.
The activities allow them to write properly through a variety medium and text types.

Language Arts

This component provides opportunities for pupils to learn English through songs
and rhymes. Additionally, there are activities that pupils need to plan, prepare, and
produce creative pieces of art.

1.1.1
Teacher’s
Notes

Teacher’s Notes Learning Standard HOTS QR code

The Activity Book

The activity book also consists of 12 units. It is designed to support and strengthen
the language skills taught in the textbook. It provides opportunities for pupils to
reinforce their learning progress. There are corresponding pages in the activity book
for some units in the textbook. Hence, the activity book should be used together with
the textbook to achieve the learning objectives.

Conclusion
The activities and materials in this book are selected to suit the language skills of
Year 4 pupils with learning disabilities. It is hoped that this book is fully utilised
to help pupils to learn English in creative and meaningful ways. Teachers are
encouraged to expand on the learning content of this book to suit the levels of
their pupils.

v
 Miss Lim

Kevin Asha

Tawi Nani

vi
Unit
1 Fun at the Park

Let’s listen and say.

spring rider
swing
slide

merry-go-round seesaw

1 What can you see in the picture?

2 What do you like to play?

1.2.4 Teacher’s Name the playground equipment and get the pupils to repeat. 1
Notes Introduce the term “playground equipment” to the pupils.
 Let’s talk.
Friends at the Park

1 Hello, my name is Asha. 2 Hi, Asha.

What’s your name? My name is Nani.

3 Meet my friend, Tawi. 4 Nice to meet you, Tawi.

I’m Nani.

6 Sure, good idea!

5 Nice to meet you too, Nani.
Let’s play together.

2.1.1(i)(ii)
2 Teacher’s Discuss how to introduce others in a polite way. Get the 2.1.2(i)(ii)
Notes pupils to role-play using other suitable dialogues. 2.2.1
 Let’s read.

Activities at the Park

Nani and her friends are at the park.
They do many activities there.

1 2
Kevin likes to cycle. Nani likes to jog.
He cycles every Sunday. She jogs every day.

3 4
Asha likes to skate. Tawi likes to play on the slide.
She skates after school. He plays with his brother.

3.1.1 Teacher’s Guide the pupils to read. Get them to talk about other activities 3
3.1.2 Notes at the park.
 Let’s read.

Pl ay g ro un d E q u i pm en t

1
a swing
This is a swing.
It swings back and forth.

2
a seesaw
This is a seesaw.
It goes up and down.

3
a merry-go-round
This is a merry-go-round.
It goes round and round.

4
a spring rider
This is a spring rider.
It rocks back and forth.

4 Teacher’s Guide the pupils to read. Discuss other playground 3.1.1

Notes equipment. 3.1.2
 Let’s read.

Playground Rules

1 Play under supervision.

2 Avoid broken equipment.

3 Wear proper attire. 4 Take turns.

3.1.3 Teacher’s 5
Notes Guide the pupils to read. Talk about other playground rules.
 Let’s make.
You need:
My Wooden Slide

ice cream sticks

scissors strong glue

Steps:
1 2

Apply glue to make Cut the edges. Then, cut in half.

the slide.
3 4 5

Cut into equal Apply glue to make Stick together.

pieces. the steps.

6 Teacher’s Guide the pupils to make the craft. Get them to talk about 5.3.1
Notes the craft. 2.1.5
Unit
2 Be Helpful

Let’s listen.

fold the clothes sweep the floor

prepare the food do the laundry

1.2.1(i) Say the phrases. Get the pupils to listen and repeat.
Teacher’s Ask Wh-questions to elicit their responses. 7
1.2.4 Notes
For example: How can you help your family members?
 Let’s talk.

1 in the kitchen 2 at the porch

Please wash the dishes. Please help me
wash the car.

Yes, mother. Sure, father.

3 at the backyard

Shall we water the

plants together?

Sure.

8 Teacher’s Talk about the pictures and get the pupils to role-play. 2.1.3(i)
Notes For enrichment, guide them to role-play different situations.
 Let’s read.

Nani Kevin

My mother cooks for me. My father drives me to school.

Family Roles

Tawi Asha

I help my brother with I help my sister to hang

his homework. up the clothes.

3.2.1 Teacher’s 9
Notes Guide the pupils to read. Talk about their roles in their families.
 Let’s read.
Appreciate Our Family

1 Show your love.

2 Always help them. 3 Give them presents.

10 Teacher’s Guide the pupils to read. Discuss other ways 3.1.1

Notes to show appreciation to their families.
 Let’s read.

Kevin’s Family

This is my family.
My mother is preparing the food.
My brother is sweeping the floor.
My father is washing the dishes.
I am wiping the plates.
I like helping my family.

Answer True or False.

1 This is Tawi’s family. True False

2 Kevin’s mother is preparing the food. True False

3 Kevin’s father is sweeping the floor. True False

4 Kevin likes helping his family. True False

3.1.1 Teacher’s 11
3.1.2 Notes Guide the pupils to read and choose the correct answers.
 Let’s make. You need:

My Heart
a piece of paper scissors

heart-shaped glue
template
Steps:
1 2 3

Open and fold Turn it over.

Fold in half. the edges. Fold the edges.

4 5 6

Cut in half. Paste. Write.

12 Teacher’s Prepare templates of suitable size. Guide the pupils to make 5.3.1
Notes the craft. 4.1.1
Unit
3 My Emotions

Let’s listen.

1.2.4 Teacher’s Ask Wh-questions to elicit responses from the pupils. 13

Notes For example: How do they feel? Why?
 Let’s talk.

scared
What happened, Tawi?

There’s a spider. I’m scared.

proud
I did it! I won the race.

Congratulations, Asha.
I’m proud of you.

14 Teacher’s Get the pupils to role-play the dialogues. For enrichment, 2.1.5
Notes ask them what makes them scared and proud.
 Let’s read.

How are You Feeling Today?

1 happy 2 sad

Tawi is happy. Asha is sad.

3 angry 4 scared

Kevin is angry. Nani is scared.

3.1.3 Teacher’s Get the pupils to read the labels. Discuss the facial expressions 15
Notes of the characters. For enrichment, get them to talk about other
types of emotions.
 Let’s read.

1 2

lengthens reduces
our lives pain

Benefits of Being
Happy
3 4

protects reduces
our hearts stress
(Source: https://www.healthline.com/nutrition/happiness-and-health#section6)

Get the pupils to read the infographic. Ask Wh-questions

16 Teacher’s to elicit their responses. For example: What are other 3.1.3
Notes benefits of being happy?
 Let’s read and play.

Emotion Password
How to play:
1 Choose a word card and read it.
2 Show the expression written on the card.
3 Enter the classroom if the expression is correct.
4 Retry if the expression is incorrect.

Prepare emotion word cards (happy, angry, sad, and scared).

3.1.1 Teacher’s 17
Notes Paste the cards outside the classroom. Assist the pupils to
read the rules and play the game.
 Let’s make. You need:

My Emotions water colour ice cream

and brush stick

front back sticky tape paper plates

marker pen
Steps:
1 2

Paint two plates as shown. Leave them to dry.

3 4 5

Draw a Draw a Stick the plates together.

happy face. sad face.

18 Teacher’s Guide the pupils to make the craft. Talk about what makes 5.3.1
Notes them happy or sad. 2.1.5
Unit
4 Favourite Pastimes

Let’s listen.

bowling

swimming

horse riding cycling

gardening

Describe the hobbies. Explain that the word “pastimes” refers

1.2.4 Teacher’s to hobbies. For enrichment, ask Wh-questions to elicit their 19
Notes
responses. For example: What is your hobby?
 Let’s talk.

1 What is your hobby, Kevin?

2 My hobby is swimming.

3 What do you need for your hobby?

4 I need a swimming cap.

I need a pair of goggles.
I also need...

Get the pupils to role-play. For enrichment, guide the pupils 2.1.1(ii)
20 Teacher’s to use picture dictionaries to find out about other hobbies. 2.1.2(ii)
Notes Ask them to list and discuss the things needed for the 3.1.4
hobbies.
 Let’s read.

Improves focus. Improves body

balance.

Benefits of
Horse Riding

Promotes fun Promotes care

learning. for animals.
(Source: http://windreachfarm.org/programs_services/equine-services/
benefits-of-therapeutic-riding-horseback-riding/)

3.1.1 Teacher’s 21
Notes Guide the pupils to read. Discuss the benefits of horse riding.
 Let’s read.
Sekolah Kebangsaan Aman Jaya is organising
a bowling tournament.

BTo w l i n g
o u rn a m e nt AMAN JAYA
SEKOLAH KEBANGSAAN

PRIZES!

Date: 25th April 20_ _

Time: 2:00 p.m. to 5:00 p.m.
Venue: Bowling Centre, Bagus Times Square RM200 & trophy
Fee: RM20.00

This tournament is opened to all pupils.

RM150 & hamper
Please contact Miss Lim for more information.
013-12345678

RM100 & hamper

Read the poster with the pupils. Discuss the information 3.1.1
22 Teacher’s
Notes in the poster. For enrichment, guide them to make a 3.1.2
simple poster.
 Let’s read.

As ha’ s H o b by

1 Asha’s hobby is bowling.

Her family supports her. 2

She practises every weekend.

3 Asha joins a bowling 4

tournament.

She wins the tournament.

Narrate the story. Focus on the words in bold. Talk about
3.2.1 Teacher’s how hard work and moral support can turn hobbies into 23
Notes success.
 Let’s read.
Safety First
Nani’s hobby is cycling.
She cycles at the park.
She wears a bright coloured T-shirt and a helmet.
She also wears a pair of gloves and proper shoes.

gloves
helmet 2 to protect her hands
1 to protect her head

proper shoes
bright coloured
T-shirt 3 to protect her feet
4 to be seen easily

Guide the pupils to read the passage. Discuss other 3.1.1

24 Teacher’s 3.1.2
Notes safety equipment for cycling. For example: knee and elbow
guards.
 Let’s write.

Hobby

Name
horse
gardening cycling riding bowling swimming

Asha x x x x

Kevin x x x x

Nani x x x

Tawi x x x

Answer True or False.

1 Asha’s hobby is bowling. ______________.

2 Kevin’s hobby is gardening. ______________.

3 Nani’s hobbies are cycling and bowling. ______________.

4 Tawi’s hobbies are horse riding and ______________.

swimming.

4.1.1 Teacher’s Explain the information presented in the table to the pupils. 25
Notes Guide them to write the answers in their exercise books.
 Let’s sing.

Ride, ride, ride a horse,

Ride again another day,
Little Tawi wants to ride,
Ride, ride, ride a horse.

Swim, swim, in a pool,

Swim again another day,
Little Kevin wants to swim,
Swim, swim in a pool.

Sing, sing, sing a song,

Sing again another day,
Little Asha wants to sing,
Sing, sing, sing a song.
(To the tune of Rain, Rain, Go Away)

26 Teacher’s 5.1.1(i)(ii)
Notes Guide the pupils to sing the song with actions.
Unit
5 Places in Town

Let’s listen.

Kevin and his mother are in the car.

They want to go to the hospital.

How do we go to the
hospital, mother?
We go straight on.
We will see the hospital.

Guide the pupils to read and role-play the dialogues.

1.2.4 Teacher’s Replace the words in bold with different places in town and 27
2.1.3(ii) Notes different directions.
For example: post office – turn left, supermarket – turn right.
 Let’s discuss.

Places in My Town

1 post office
to send parcels

2 hospital
to get treatment

3 library
to read books

4 supermarket
to buy groceries

28
 5 swimming pool
to swim

6 restaurant
to have meals

7 school
to study

8 police station
to lodge reports

Say the words and phrases. Get the pupils to repeat while
2.1.5 Teacher’s 29
Notes pointing to the labels. Talk about the activities that they can
do at the places.
 Let’s talk.

At the Pool

taste
hear

see

smell

feel

30 Teacher’s Talk about the situations in the picture. Discuss the five 2.1.4
Notes senses. For example: I can feel the water.
 Let’s read.
Locations

1 The supermarket is next to the restaurant.

2 The library is between the school and post office.

3 The police station is opposite the hospital.

3.1.1 Teacher’s Guide the pupils to read the sentences. 31

Notes Explain the use of prepositions.
 Let’s sing.

Where are We Going?

Where are we going?

Where are we going?
We are going,
To the cinema.

Where are we going?

Where are we going?
We are going,
To the swimming pool.

So many places to go,

So many places,
Outside our homes.

Where are you going today?

What will you do?
And what will you say?
(To the tune of Where are You Going?)

Guide the pupils to sing the song with actions.

32 Teacher’s For enrichment, substitute the words in bold with other 5.1.1(ii)
Notes places in town.
Open the following URL to listen to the tune:
https://www.youtube.com/watch?v=OkfROvtrDl8
Unit
6 Yummy Fruits

Let’s listen and say.

soursop - green banana - yellow

kiwi fruit - brown

strawberry - red mangosteen - purple

Say the fruits and get the pupils to repeat. Ask Wh-questions
1.2.4 Teacher’s to elicit their responses. For example: Where can you find these 33
Notes
fruits? What are their colours?
 Let’s talk.

1 Look, Asha. They sell fruit products.

2 We have banana milk.

It’s delicious.

3 Let’s have a bottle.

4 They also sell strawberry jam.

Let’s buy one too.

Get the pupils to role-play the dialogues. Explain the

34 Teacher’s 2.1.1(ii)
Notes phrases in bold. Guide them to replace the phrases with
other products of fruits that they know.
 Let’s read.

Products of Fruits

banana pineapple

strawberry

juice
fritter
smoothie

cake pickle
jam

3.1.3 Teacher’s Get the pupils to read while pointing to the labels. 35
2.1.5 Notes Discuss with them about other products of fruits.
 Let’s read and play.

Let’s Find It!

How to play:
1 Choose one fruit template.

2 Paste it on a coloured paper.

3 Write two true statements.

4 Write one false statement.

5 Show them to your friend.

Get your friend to find
6 the false statement.

Get the pupils to play the game in pairs. Prepare different fruit
Teacher’s templates. For example: kiwi fruit, soursop, strawberry. Guide 3.2.1
36 4.1.3
Notes them to read the rules and play the game. Teachers may
provide the false statements of the fruits to the pupils.
 Let’s read.

This is a kiwi fruit.

It is brown.
It is high in vitamin C.
It can be made into dried snacks.

This is a banana.
It is yellow.
It is high in potassium.
It can be made into crisps.

(Source: http://pmr.penerangan.gov.my/index.php/mengenai-pmr/7830-
khasiat-buah-buahan.html)

Fill in the blanks.

Fruit Colour Benefit Product

High in
kiwi fruit _________ _________
vitamin C
__________ yellow __________ __________

3.1.1 Teacher’s Guide the pupils to read and complete the table in their
3.1.2 37
4.1.3 Notes exercise books.
 Let’s read.

Fruit Smoothie
Tawi likes to eat dragon fruits and
strawberries.
He wants to make a fruit smoothie.

Ingredients:

dragon fruit strawberries milk yogurt ice cubes

Steps:
1 2 3

Firstly, put all the

Then, blend until Lastly, serve in
ingredients into a
it is smooth. a glass.
blender.
Prepare the ingredients for the pupils. Teachers may use
Teacher’s 3.1.3
38 different fruits. Guide the pupils to read the steps and make 2.1.3(i)
Notes the fruit smoothie. For enrichment, add other ingredients
such as ice cream or honey to enhance the taste.
 Let’s write.

1 this is a
it is red
nani likes to eat strawberries

2 this is a
it is yellow
kevin likes to eat bananas

3 this is a

it is green
asha likes to drink soursop juice

Assist the pupils to copy the sentences in their exercise books.

4.2.1 Teacher’s 39
Notes Get them to replace the pictures with words. Remind them to
use correct punctuation.
 Let’s make. You need:

My 3D Fruit

fruit templates

coloured scissors glue

pencils
Steps:
1 2 3

Colour. Cut. Fold in half.

4 5

Apply glue. Paste the fruit templates together.

Scan the QR code to download the fruit 5.3.1

40 Teacher’s
Notes templates. Assist the pupils to make the craft. 2.1.5
Get them to describe their fruit craft.
Unit
7 Gardening

Let’s listen.

My School Garden

watering can

rake

hoe

trowel

1.2.4 Teacher’s Talk about the picture. Ask Wh-questions to elicit the 41
Notes pupils’ responses. For example: Where can you find the tools?
 Let’s talk.
It is Friday afternoon.
Miss Lim and Tawi are at the School Garden.

1 Teacher, what is that? 2 That is a watering can.

3 What is it for? 4 We use it to water plants.

Get the pupils to role-play the dialogues. Discuss

42 Teacher’s 2.1.5
Notes the phrases in bold. For enrichment, ask them why
we need to water plants.
 Let’s read.
Gardening Tools

1
handle

What are they used for?

This is a hoe.
We use it to remove weeds.

2 3
engine

wheel
This is a wheelbarrow. This is a lawn mower.
We use it to move things. We use it to cut grass.

4 5
tines
blade

This is a trowel. This is a rake.

We use it to dig holes. We use it to gather fallen leaves.

3.1.1 Teacher’s Guide the pupils to read the sentences. Talk about 43
3.1.2 Notes other gardening tools.
 Let’s read.

Gardening Tools

boots hose

shovel hand fork gloves

Vegetables

aubergine cauliflower spinach

chilli okra

Guide the pupils to read the labels. For enrichment, assist them
44 Teacher’s to find other gardening tools and vegetables using picture 3.1.4
Notes dictionaries.
 Let’s read.

Spinach
This is spinach. It is green.
It is a leafy vegetable.
Spinach is rich in vitamin A.
It improves our eyesight.
It is also good for our skin.
Spinach can be cooked or
eaten raw.
(Source: https://www.healthline.com/
nutrition/vitamin-a-benefits#section4 )

1 What vegetable is this?

2 What is its colour?
3 What are the benefits of eating it?

3.1.1 Teacher’s 45
3.1.2 Notes Get the pupils to read the passage and answer the questions.
 Let’s sing.

Where’s the Garden Hoe?

Where’s the garden hoe?

Where’s the garden hoe?
Little baby bro,
Little baby bro.

Where’s the garden hoe?

Where’s the garden hoe?
Don’t play and play.

There’s the garden hoe,

There’s the garden hoe,
Little baby bro,
Little baby bro.

Place the garden hoe,

Place the garden hoe,
Far, far away,
Far, far away.

(To the tune of Middle of the Road’s Chirpy, Chirpy, Cheep, Cheep)

46 Teacher’s 5.1.1(ii)
Notes Guide the pupils to sing the song with actions.
Unit
8 Home Sweet Home

Let’s listen.

lives in a burrow lives in a tree den

lives in a hive

lives in a cave lives in a nest

Introduce animal homes to the pupils. Ask Wh-questions

1.2.4 Teacher’s to elicit their responses. For example: What can you see? 47
2.1.5 Notes Where do other animals live? Why do animals need
homes?
 Let’s talk.

Kevin finds a nestling on the ground.

He wants to keep it.

1 Father, can I keep this bird?

2 No, you can’t.
I think it fell from its nest.
3 What should we do now?
4 Let’s put it back.

Guide the pupils to role-play the dialogues. Ask Wh-questions 2.1.1(ii)

48 Teacher’s
Notes to elicit responses. For example: What would you do to help the 2.1.2(ii)
nestling? Inculcate the value of caring for animals.
 Let’s read.

Anim a l H o m es
All animals need homes to live in.
The homes provide them shelter.

1 to protect them from

extreme weather

2 to avoid danger

3 to care for their young

3.1.3 Teacher’s Guide the pupils to read. Discuss other importance of 49

Notes animal homes.
 Let’s read.

Sally the Lucky Squirrel

Sally lived in a tree den.
She felt safe.

One day, she found

some nuts.

Suddenly, she dropped a nut.

It hit a sleeping leopard, Mr Hunt.

50
 Mr Hunt was angry. He chased Sally.

Sally ran quickly into her tree den.

It was her lucky day.

What can you learn from the story?

3.2.1 Teacher’s Guide the pupils to read and role-play. Explain the meaning 51
Notes of the words in bold.
 Let’s write.

1 Where did Sally live?

Sally lived in a ______________.

2 What hit Mr Hunt?

A _________ hit Mr Hunt.

3 How did Sally save herself?

She ran _____________________.

4 Describe Sally.

Sally is ______________________.

5 What would you do if you were Mr Hunt?

I would _____________________.

52 Teacher’s 4.1.3
Notes Guide the pupils to write the answers in their exercise books.
 Let’s write.

Example:
This is a nest.
Birds make it.
They use dry leaves and twigs.

1 This is a _____________________.
______________________ make it.
They use beeswax from their bodies.

2 This is a _________________.
__________________ make it.
They dig a hole in the ground.

3 This is a ______________________.
_____________________ live here.
They sleep upside down.

4.1.1 Teacher’s Guide the pupils to copy and complete the sentences 53
Notes in their exercise books. Refer to page 47 for the answers.
 Let’s recite.

Dancing Bees

Honey bees, around the hives,

Honey bees, dancing in fives,
Honey bees, as busy as they can be,
Honey bees, at the honey tree.

Honey bees, working every hour,

Honey bees, at every flower,
Honey bees, buzzing all day long,
Honey bees, singing their song.

54 Teacher’s 5.1.1(i)
Notes Recite the rhymes with the pupils using suitable actions.
Unit
9 The Monsters’ House

Let’s listen and say.

Talk about the book cover. Discuss the elements presented

1.2.4 Teacher’s on a book cover. Ask Wh-questions to elicit the pupils’ 55
5.2.1 Notes responses. For example: What is the title? Who is the
author? What do you think the story is about?
 Let’s read.

Atan was a playful boy.

He liked to play in the jungle.

Atan

One day, Atan found a wooden house.

He saw three chairs.

living room
That chair is big.
That chair is small.
This chair is just right.

56
He saw three bowls of soup. kitchen

That soup is hot.

That soup is cold.
This soup is just right.

Then, he saw three beds.

That bed is hard. bedroom
That bed is soft.
This bed is just right.

The monsters returned home. They…

Papa Monster
Mama Monster
Baby Monster
(Adapted from Goldilocks and the Three Bears)

3.2.1 Teacher’s Read the story with the pupils. Discuss the possible 57
1.2.3 Notes ending.
 Let’s answer.

1 Name the characters in the story.

___________ ___________
Characters

___________ ___________

good
2 Atan was a _________________ boy.
playful

jungle
3 Atan liked to play in the ___________.
classroom

4 List the rooms of the house.

a _______________________________________.
b _______________________________________.
c _______________________________________.

58 Teacher’s 4.1.1
Guide the pupils to write the answers in their exercise books. 4.1.3
Notes
 Let’s write.

Adjective A word that describes a person or a thing.

small big cold hot

young old soft hard

Fill in the blanks.

1 This chair is ___________________________.

2 That chair is ___________________________.

3 This soup is ___________________________.

4 That soup is ___________________________.

4.1.3 Teacher’s Explain adjectives to the pupils. Guide them to fill in the blanks 59
Notes in their exercise books. For enrichment, prepare word cards of
different adjectives and related pictures.
 Let’s make. You need:

Monster Bookmark

coloured bookmark
pencils templates

glue scissors
Steps:
1 2

Colour. Cut.

3 4 5

Fold. Apply glue. Fold again.

Scan the QR code to download the templates.

60 Teacher’s Guide the pupils to make the bookmarks. 5.3.1
Notes Encourage them to decorate their bookmarks 2.1.5
creatively. Talk about the bookmarks they
have made.
Unit
10 Food Delights

Let’s listen and say.

1 Which food would you buy?

2 How much is it?
3 What is your favourite food?

1.2.1(ii) Teacher’s Say the names of the food and get the pupils to repeat. 61
1.2.4 Notes Ask Wh-questions to elicit responses.
 Let’s talk.

1 Do you have nasi lemak? 2 Yes, we do.

3 I would like a plate of

nasi lemak.

6 Sure.

4 Kevin, what would you like to have?

5 Can I have a bowl of Sarawak laksa?

Get the pupils to role-play the dialogues. Explain the 2.1.1(ii)

62 Teacher’s
Notes phrases in bold. For enrichment, replace the food in the 2.1.2(ii)
dialogues with the pupils’ favourite food.
 Let’s read.
Local Snacks
1
muruku
It can be spicy.
It is a traditional Indian snack.

2
kuih kapit
It is sweet.
It is a popular snack during
Chinese New Year.

3
amplang
It is crunchy.
It is a common snack in Sabah.

4
keropok lekor
It is made of fish.
It is a traditional Malay snack.

3.1.1 Teacher’s 63
3.1.2 Notes Guide the pupils to read. Discuss the words in bold.
 Let’s read and play.
1 2 3
Name this food.
START
Is this a chapatti?
Yes No
4
Go forward
three
spaces
12 13 5
My favourite
WELL DONE food is...
Muruku is
sour.
True False
1. Prepare a dice and tokens.
11 2. Decide the players’ turn. 6
3. Roll the dice.
Go back 4. Move the token.
Lose a
5. Answer correctly to proceed.
two 6. Lose a turn for any wrong answer. turn
spaces
10 9 8 7
What food is
this?
Kuih kapit Amplang is This is
is sweet. crunchy fried kuetiau
True False Yes No Yes No

Get the pupils to play in groups. Guide them to read and 3.2.1
64 Teacher’s 1.2.4
Notes answer verbally. Teachers may change the pictures of food
and questions to suit the pupils’ level.
 Let’s read.

Sarawak Laksa

Sarawak laksa is a popular dish in Sarawak. The broth

is very rich. It contains ground spices. Sarawak laksa is
served with prawns, chicken, and shredded omelette.
It is also eaten with sambal and lime.
(Source: https://www.thestar.com.my/news/nation/2016/09/16/sarawak-laksa/)

Complete the sentences.

1 Sarawak laksa is a popular dish in ________________.

2 The word “It” refers to ___________________________.

3 Sarawak laksa is served with __________, __________,

and __________.

4 It is also eaten with ___________ and ______________.

3.2.1 Teacher’s Guide the pupils to read the passage and answer the 65
4.1.3 Notes questions in their exercise books.
 Let’s read.
Say No to Food Waste
Nani and her father went to a Ramadan Bazaar.
She bought too much food.

I want satay.
I want curry puffs too.

It was time to eat.

Nani was not able to finish the food.
We must not waste food.

I’m sorry, father.

66 Teacher’s Get the pupils to read and role-play the dialogues. 3.2.1
Notes Discuss the situations.
 Let’s read. How to Reduce
Food Waste?

Plan Cook the

your meal. right amount.

Shop Share
smart. Store food food.
properly.
We waste a lot of food daily.

How can we prevent it?

(Source: https://smarter.am/smarter-choices-
technology-can-help-reduce-food-waste/)

3.1.3 Teacher’s Get the pupils to read and discuss the infographic. 67
Notes Talk about other ways to reduce food waste.
 Let’s make.

Yummy Lempeng

Ingredients:

a pinch of a bowl of a bowl of a tablespoon of

salt flour water cooking oil
Steps:

1 2

Mix the flour, water, and salt Heat the oil.

in a bowl.

3 4

Pour a scoop onto the pan. Cook until it turns brown.

Read the recipe with the pupils. Guide them to make 5.3.1
68 Teacher’s 2.1.3(i)
Notes lempeng in groups.
Unit
11 Let’s Travel

Let’s listen.

Beaches and Seas

kayaking snorkelling underwater

photography

Hills and Mountains

hiking camping sightseeing

Say the places and the activities. Get the pupils to repeat.
1.2.4 Teacher’s Ask Wh-questions to elicit their responses. For example: 69
2.1.5 Notes Which place would you like to go to? What activities can
you do there?
 Let’s read.
Last Sunday, the pupils
of SK Aman Jaya went
Kundasang to Kundasang. They
A TRIP TO visited many interesting
places.
START

7:30 a.m.
breakfast at the hotel

2
8:30 a.m. to 10:00 a.m.
visit Desa Dairy Farm

70
 4
3
1:00 p.m. to 2:00 p.m.
lunch at a restaurant

5
2:30 p.m. to 4:30 p.m.
visit Kinabalu Park

END
5:00 p.m. to 6:30 p.m.
shopping at Pekan Nabalu

Assist the pupils to read the holiday plan. Discuss the

3.1.3 Teacher’s 71
Notes activities. For enrichment, guide them to make their own
holiday plans.
 Let’s read.

Highlands and Islands

Highlands are usually cool and rocky.
1 2 3

You can go
I can go hiking. sightseeing. We can go camping.

Islands are usually warm and sandy.

1 2 3

I can build You can go We can have

sandcastles. snorkelling. a picnic.

72 Teacher’s 3.1.3
Notes Guide the pupils to read and discuss the activities.
 Let’s read.

Mabul Island
Tawi and his family went to Mabul Island. It is in Sabah.
They went snorkelling and did underwater photography.

They found turtles and moray eels. They also

bought many souvenirs there. They enjoyed visiting
Mabul Island.
(Source: http://sabah.attractionsinmalaysia.com/Mabul-Island.php)

Answer True or False.

1 Tawi and his family went to True False
Mabul Island.
2 It is in Sarawak. True False
3 The found seahorses and moray eels. True False
4 They also bought many souvenirs True False
there.

Guide the pupils to read and answer the questions.

3.1.1 Teacher’s Discuss the activities that they can do at Mabul Island. 73
3.1.2 Notes Teachers are also encouraged to introduce other
marine animals at Mabul Island.
 Let’s discuss.
Holiday
Packages

Package A: Includes:
3 days, 2 nights hotel
Mabul Island food
boat service

Activities:
scuba diving
snorkelling

RM700.00 per person

Package B: Includes:
4 days, 3 nights homestay
Kundasang transport
tour guide
Activities:
Desa Dairy Farm and
Kinabalu Park tour
Sightseeing
RM600.00 per person

74 Teacher’s Discuss the holiday packages. Get them to choose 5.2.1

Notes a package and talk about it.
Unit
12 Let’s Dance

Let’s talk.

lion dance ngajat

sewang joget
bharatanatyam

1 What can you see in the pictures?

2 Name other traditional dances.

Say the dances and get the pupils to repeat.

1.2.4 Teacher’s Talk about the dances. Ask Wh-questions 75
Notes
to elicit their responses.
 Let’s talk.

1
Mother, what is that dance? 2
That’s the ngajat.
3 He’s holding a traditional
shield while dancing.
Wow! That’s interesting.

Get the pupils to role-play the dialogues. Ask Wh-questions

76 Teacher’s 2.1.5
Notes to elicit their responses. For example: Where can you see the
dance? When it is usually performed?
 Let’s read.

Traditional Dances

joget
a traditional Malay dance
usually performed in pairs

lion dance
a traditional Chinese dance
usually performed during
Chinese New Year

ngajat
a traditional Iban dance
usually performed during
the Gawai festival

bharatanatyam
a traditional Indian dance
has over 100 dance steps

(Source:http://pmr.penerangan.gov.my/index.php/component/content/
article/187tarian-dankesenian/ 1421-tarian-dan-kesenian.html )

3.1.1 Teacher’s 77
3.1.2 Notes Get the pupils to read the phrases. Discuss the dances.
 Let’s read.

Never Give Up

Kevin is good at lion dance.

He wants to join a lion dance competition.

One day, Kevin fell down while dancing. He hurt his leg.
Sadly, he missed the competition.

78
Kevin did not give up. He had physical therapies at
the hospital. He recovered after a few months.

Kevin trained hard for the next competition and

won. He never gave up.

3.2.1 Teacher’s Guide the pupils to read. Explain the phrases in bold. Instill 79
Notes the importance of never giving up.
 Let’s answer.

1 What is Kevin good at?

He is good at __________________.

2 How did Kevin hurt his leg?

He _________ while dancing.

3 Where did Kevin have his physical therapies?

He had his physical therapies ___________.

4 How long did he take to recover?

He recovered _____________________.

If you were Kevin, would you give up dancing?

5 Why?
___________________________________________.

80 Teacher’s Guide the pupils to answer the questions in their exercise 4.1.1
Notes books.
 Let’s write.

This is sewang. It is a traditional Orang Asli

dance. It involves dancing in a circle.

Centong is the musical instrument used in the dance. It is made

from bamboo and wood. Sewang is usually performed during
celebrations and to treat sick people.

Complete the sentences.

1 Sewang is a traditional ____________________________.
2 It involves ______________________________________.
3 Centong is made from _____________ and ___________.
4 Sewang is usually performed during ________________
and ____________________________.
Source: 1. Buku Teks Bahasa Semai Tingkatan 2 (KSSM), DBP
2. http://www.jakoa.gov.my/tarian-sewang-orang-asli-ini-diiringi-dengan-alatan-
muzik-centong-yang-diperbuat-daripada-buluh-dan-kayu-centong-adalah/

4.1.1 Teacher’s Guide the pupils to read and answer the questions 81
Notes in their exercise books.
 Let’s sing.

Dancing Around the Fountain

They’ll be dancing,
Round the fountain, 2 times
When they want.

They’ll be dancing,
Round the fountain,
Dancing round the fountain,
Dancing round the fountain,
When they want.

Dancing aye aye,

Yippee yippee aye,
Dancing aye aye,
Yippee yippee aye.
Dancing aye aye,
Yippee,
Aye aye yippee,
Aye aye yippee,
Yippee aye.
(To the tune of She’ll Be Coming Round the Mountain)

82 Teacher’s 5.1.1 (ii)

Notes Get the pupils to sing with actions.
 Dengan ini, SAYA BERJANJI akan menjaga buku ini
dengan baiknya dan bertanggungjawab atas kehilangannya,
serta mengembalikannya kepada pihak sekolah pada
tarikh yang ditetapkan.

Skim Pinjaman Buku Teks

Sekolah _______________________________________

Tahun Darjah Nama Penerima Tarikh

Terima

Nombor Perolehan: ______________________________

Tarikh Penerimaan: ______________________________

BUKU INI TIDAK BOLEH DIJUAL