Sunday, 4 December 2011

Grammar Exercise 5

Grammar 5

Underline the correct answer.

1. This bicycle is in a ( good , better , best ) condition than the other bicycle.

2. Ann is riding ( her , hers , his ) bicycle around the playground.

3. ( Who , What , When ) is the colour of your new dress?

4. We ( can , cannot , could not ) count the number of hairs on our head.

5. This test is ( hard , harder , hardest ) than the last test we had.

6. Today ( am , is , are ) a school holiday.

7. You cannot use this pencil unless you ask ( he , his , him ) for permission first.

8. ( Who , What , When ) is helping you with the drawing?

9. The food here is the ( cheap , cheaper , cheapest ) we can find in Singapore.

10. How ( many , much , more ) is this piece of cake?

Grammar Exercise 4

Grammar 4

Underline the correct answer.

1. ( Who , What , Which ) is your father doing? He is reading a magazine.

2. The overhead bridge is ( on , above , below ) the road.

3. Nigel is the ( fast , faster , fastest ) runner in his school.

4. I have a cupboard. ( He , She , It ) has many drawers.

5. Remember to pass this book ( to , on , from ) Kim.

6. I found the key hidden ( on , above , under ) the rug.

7. The ball belongs to them. It is ( ours , theirs , them ).

8. There are two to choose ( to , on , from ). Which do you prefer?

9. The boys are leaving the stadium ( on , from , for ) home.

10. Are these your books? Yes, ( it , these , they ) are.

Grammar Exercise 3

Grammar 3

Underline the correct answer.

1. ( Who , Which , What ) is your brother's name?

2. There is ( a , an , are ) spider on the chair.

3. It was ( me , I , my ) who closed the windows.

4. Are ( this , that , those ) pencils yours?

5. ( Who , Why , Which ) is going to send the food to Nina?

6. I bought these books , they are ( me , my , mine ).

7. The lions ( am , is , are ) roaring with hunger.

8. ( The , This , There ) is a post office nearby.

9. ( Who , Why , Which ) boy is your brother?

10. ( This , That , The) is the boy who took my school badge yesterday.

Grammar Exercise 2

Grammar 2

Underline the correct answer.

1. The giraffe is much ( shorter , taller , higher ) than the zebra.

2. When we do something wrong, we need to say ( thank you , sorry , hello ).

3. Your school hall is ( much , more , less ) bigger than mine.

4. A canal is ( narrower , wider , smaller ) than a drain.

5. ( Who , What , Whom ) would like to go cycling in the park?

6. My father put the books ( on , to , around ) the shelf.

7. He is bouncing ( his , hers , he ) brother's basketball.

8. Speak ( loudly , softly , faintly ) and clearly so that everyone in class can hear you.

9. ( When , Where , How ) do I find my way to your house?

10. The apple hit his head because he was ( under , on top , around ) the tree.

Grammar Exercise 1

Grammar 1

Underline the correct answer.
1. I ( am , is , are ) a student.

2. The boys ( is , are , were ) in the shop just now. 

3. My brother ( make , makes , made ) a dinosaur out of clay yesterday.

4. I ( go , goes , went ) to the market with my mother every morning.

5. My mother ( is , was , am ) baking a cake this morning. 

6. Is this ( you , your , yours ) doll? 

7. Please have ( a , an , are ) orange after your dinner.

8. My cousins ( likes , like , liked ) to play football everyday.

9. I ( am , has , have ) helpful friends in school.

10. What is ( you , your , yours ) surname?

Vocabulary Exercise 5

Vocabulary (1.5)

Underline the correct answer.

1. During recess, there are many students in the canteen. It is ( crowded , quiet , untidy ).

2. Jill was ( early , lazy , late ) so she left in a hurry without eating her breakfast.

3. These children are ( seeing , looking , learning ) to swim from their teacher.

4. Paul did not buy the ( bunch , batch , group ) of grapes.

5. Zookeepers feed the animals and help to keep the ( dens , gates , enclosures ) clean.

6. When I was young, I was ( afraid , happy , brave ) of swimming in the sea.

7. My mother ( collects , packs , takes ) the mail on her way to work.

8. The scientist uses a pair of ( socks , glassess , gloves ) to protect his hands.

9. Katherine is ( nice , handsome , beautiful ). She has long, dark hair and sparkling eyes.

10. My father did not buy the computer because it was too ( cheap , expensive , good ).

Vocabulary Exercise 4

Vocabulary (1.4)

Underline the correct answer.

1. Its skin is brown and it grows in the ground. It is used to make french fries , it is a ( tomato , potato , onion ).

2. The cheetah is the predator and the rabbit is the ( animal , catch , prey ).

3. The ( fisherman , farmer , fishmonger ) is casting his fishing net into the sea.

4. The artist has a large collection of ( paintings , photographs , pictures ) on display at the art exhibition.

5. It is long, yellow and grow in a bunch. It is a (papaya , pineapple , banana ).

6. My mother is typing a letter with a ( typewriter , stamp , pen ).

7. Turtles ( put , lay , hatch ) their eggs on sandy beaches.

8. Siti is taking a ( bus , taxi , train ) at the railway station to Malaysia.

9. We sweep the floor with a ( broom , stick , cloth ).

10. This woman is as vain as a ( hen , duck , peacock ).

Vocabulary Exercise 3

Vocabulary (1.3)

Underline the correct answer.

1. We can buy postage stamps at the ( market , post office , hotel ).

2. ( Elephants , Lions , Bears ) have big ears and long trunks.

3. Animals in the jungle are ( tame , wild , friendly ) and can be dangerous. 

4. The bus was very ( full , crowded , empty ), we could not board it.

5. Ali is holding a ( ball , marble , balloon ), it is floating in the air.

6. My mother bought a fish from the ( butcher , florist , fishmonger ) at the market.

7. John is ( composing , writing , drawing ) a new song for the concert.

8. Mount Everest is the highest ( hill , cliff , mountain ) in the world.

9. The ( moon , sun , star ) rises in the east and sets in the west.

10. An island is surrounded by ( land , water , swamps ) on all sides

Vocabulary Exercise 2

Vocabulary (1.2)

Underline the correct answer.

1. I bought flowers from the ( cobbler , florist , carpenter ) for my mother.

2. We flew on an ( aeroplane , train , ship ) from Singapore to Japan.

3. Every morning, the ( bus , garbage truck , taxi ) comes to collect the rubbish from my block of flats.

4. ( Potatoes , Tomatoes , Onions ) are used to make french fries.

5. My brother goes to a ( barber , tailor , clerk ) to have his hair cut.

6. Monkeys love to eat ( papayas , apples , bananas ).

7. At the supermarket checkout counter, my sister paid the ( teller , salesgirl , cashier ) for the fruits we bought.

8. The ( salesgirl , manager , cashier ) at the book shop helped me find this book.

9. Salads are a mixture of ( meats , fishes , vegetables ).

10. England is the most beautiful ( country , city , town ) I have visited.

Vocabulary Exercise 1

Vocabulary (1.1)

Underline the correct answer.

1. I deliver letters and parcels everyday. I am a ( policeman , postman , printer ).

2. The ( car , motorcycle , truck ) is a large vehicle used for carrying goods from the factory to the seaport.

3. The ( pilot , pirate , sailor ) flies the aeroplane.

4. When I visited my aunt in the hospital, I brought her some ( fruits , books , clothes ) to eat.

5. We use our ( eyes , nose , mouth ) to taste the delicious food.

6. Every six months, my mother brings me to the ( dentist , doctor , nurse ) to have my teeth checked. 

7. An ( apple , orange , onion ) a day keeps the doctor away.

8. In the school choir, there are sixty ( dancers , actors , singers ).

9. I saw the ( firemen, soldiers , policemen ) using water hoses to put out the big fire at the factory.

10. It is a hot day, we can take a ( swim , walk , run ) in the pool.

Friday, 2 December 2011

Lesson & Reflection 2

English Lesson Plan :

Class                           :   Year 2
Date                            :   4 April 2011
Time                            :   0900-1000 (1 jam)
Enrolment                   :   29 Pupils
Topic                           : MY SCHOOL
Sub-Topic                   :   2.1 Things In My Bag
Teaching Learning      :   Pupils will be able to name, spell and pronounce correctly the name of things    

 Learnin Outcomes     :   By the end of the lesson, pupils should be able to:

  1. Identifying objects by being able to list down the things found in their bag.
  1. Making associations and connections between the usage of plural and singular in a given sentence.
  1. Collaborating actively with peers in order to get the correct answers.

Teaching Aids:

-          Song’s Lyric  ( What I Have? )
-          Realias  ( pencil, ruler, eraser, sharpener, book and etc.)
-          Powerpoint Presentation, Activity / Exercise Book, Worksheeet

Previous Knowledge:
The pupils know the things that they should and shouldn’t bring to school based on school rules.

Moral Values : The cooperation in group activity.

Teaching Learning Actitivities
Teaching Recourse/

Set Induction
(5 min)

1. Teacher pastes the song’s lyric on the blackboard.

2. Teacher guides pupils to read the song’s lyric.

3. Teacher sings the song once.

4. Teacher asks pupils to sing the song together with the teacher. (At the same time teacher holds the object one by one). 

5. Teacher introduces the topic of the lesson ‘Things In My Bag’.

1. Pupils get ready for the lesson.

2. Pupils read the song’s lyric.

3. Pupils listen to the teacher.

4. Pupils sing the song together with the teacher.

5. Pupils get ready for the next stage of the lesson.

Teaching Aids:

- Singing a song entitle ‘ What I Have?’

(30 min)

1. Teacher asks pupils to open their bags and dig out all the things that they have in their bag.

2. Teacher asks more of what the pupils could find in their bags.

3. Teacher gives various questions in linear context.

4. Teacher distributes texts to all the pupils. 

5. Teacher reads the text once.

6. Teacher drills pupils to read the text in:

a.    Whole Class
b.    Groups
c.    Peers

7. Teacher emphasizes the language content in the text such as a pencil, two pencils and relate it to other nouns to show  the usage of adding the letter ‘s’ and ‘es’.

1. Pupils open their bags and take out the things from their bags one by one.

2. Pupils name the objects that they could find in their bags.

3. Pupils answer the questions given by the teacher.
4. Pupils look through the text.

5. Pupils listen to the teacher.

6. Pupils practice reading the text in:

a.  Whole Class
b.  Groups
c.  Peers

7. Pupils listen to the teacher.

Teaching Aids :

- Questions and
-  Drilling

Values :
- Collaborating
 - Time  Management

(20 min)

1. Teacher distributes the worksheets to the pupils.

2. Teacher gives instructions to the pupils on how to do the exercises given.

3. Teacher guides pupils to do the exercises given.

4. Teacher checks the answers with the pupils.

1. Pupils get ready to do the exercises given.

2. Pupils listen to the teacher’s instructions.

3. Pupils do the exercises given guided by the teacher.

4. Pupils discuss the answers with the teacher.


- Guided Activities

(5 min)

1. Teacher concluded the lesson by conducting a language games in groups of four or five.

1. Pupils involve themselves in the language games in groups.

- Language  
- Questions and 

Lessons strengths

One of my strength for this lesson is my set induction activity. I I have provided singing activity which has attracted their attention for my next teaching process. They also get the ideas of what they are going to learn in this lesson. Other than that, my group activity in my practice stage is also my strength in this lesson because my pupils were enjoying the activity where they need work in group and list down all the things in their school bag. They really enjoy listing all the things that in their bag and share it with their friends. I have allocated time for all the above activities in my teachers' planning and it went as what it have been planned.

Lessons weaknesses

For this lesson, I only have 1 weakness that is my production stage. My worksheets is too simple for my students’ level. I have allocated 20 minutes for them to do the worksheets. But they can finished everything in less in 10 minutes. So , as PLAN B, I gave them extra exercise which I wrote on the whiteboard.

Learning suggestions

For the next lesson, I will be more careful and aware in preparing worksheets for my students. I will make sure their level of learning before I prepare their worksheets. As a teacher also, I must always be prepared on any chance of possibility that will happen during the learning process as what had happen in my lesson.

Lesson & Reflection 1


Subject                : English Language
Date                      : 2nd March 2010
Time                      : 9.40-10.40 a.m
Class                     : 3 Maju
Enrolment           : 22
Topic                     : Story Time
Sub topic             : Snow White and the Seven Dwarfs
Theme                   : World of Knowledge
Focus Skills        : Listening and Speaking
Skills :
1.3 Acquire vocabulary and understand the meaning of words and phrases  context.
1.5 Obtain information from texts listened to in relation to main ideas, specific details and sequence.
1.7 Listen to and enjoy stories, fables, and other tales of imagination and fantasy and predict outcomes and draw conclusion, at a level suited to the pupils ability.
Level / Sub-skills :
1.3.1 Listen to key words in stories and text heard and demonstrate understanding by pointing to pictures.
1.7.1 Listen to and enjoy stories, fables and predict outcome, and draw conclusions at a level suited to the pupils ability.
2.5.1 Talk about the people, places and moral values of the stories heard, read and viewed in simple language.
2.6.2 State whether one likes or does not like the story heard or read.
Previous Knowledge     :Pupils have heard this story..
Learning Outcomes       : By the end of the lesson, pupils should be able to:
i) Recognize ten characters in the story.
ii) Understand the story.

Vocabulary                          : ago, fairy tales, characters, surprise, dopey, sleepy, bashful, grumpy, happy, witch, Prince
Moral Values                      : humility
Teaching and
Learning resources        : PowerPoint slide presentation, videos, song and Worksheet

Teaching Learning Activities :
  1. Set Induction   : pictures of dwarfs and word cards. ( 5 minutes )
  2. Activities          : slide show – story telling
  3. Practice           : labels the character
  4. Production       : enrichment
  5. Closure           : sing along

Teaching And Learning Activities:

Set induction
(5 minutes)
Dwarfs’ pictures
1.  Teacher shows pictures of seven dwarfs.
2.  Teacher ask question :
·         What is a ‘dwarf?’
·         Why are they called dwarf?
·How many dwarfs you can see in the picture?
·What is the title for a fairy tales where you can see 7 dwarfs in it?

3.  Teacher asks them to rearrange the word cards to get the title of the fairy tale.
Teaching Aids
Word card
Presentation Activity 1
(20 minutes)
Fairy tales story ‘Snow White and the Seven Dwarfs’
1.  Teacher asks pupils to gather around teacher to hear a story.
2.  Teacher shows a slide show and teach pupils to sing a simple song :
Ssss…be quiet
Please sit down
Listen, listen, listen

3.  Teacher asks the student to sing the song with teacher.
4.  Teacher shows the slides of a ‘Snow White and the Seven Dwarf’ fairy tales and tells the story. 

Teaching Aids
Slide show
( 15 minutes )
Labels the character

1.  Teacher shows characters in the story with their description.
2.  Teacher asks pupils to answer questions from worksheet containing the characters from the story and indentify it.
3.  Teacher asks volunteers to give their answer.
4.  Teacher discusses the answer with pupils and the reasoning for the answer.
5.  Teacher asks who is their favorites characters and why.
6.  Teacher asks pupils to paste the worksheet in their exercise book.
Teaching Aids
1.  Worksheet
2.  Slide show
3.  Exercise book
(15 minutes)
1.  Teacher asks pupils to arrange the pictures given in the slide show.
2.  Teacher asks volunteers to number the pictures .
3.  Teacher asks moral values in the story
Teaching Aids
1.  Slide show

( 5 minutes )
Song a long
1.  Teacher plays the videos with lyric and asks pupils to sing it.



My strength in this lesson is that I have been using interesting and colorful pictures, videos and songs for this lesson. These teaching tools also attracted my students’ attention during the teaching and learning process and thus helped me in my learning objectives. They seem eager to answer my questions and discuss the characters that they saw in the story I showed to them. Therefore, my class during the learning process was under controlled and the lesson went smoothly. Other than that, I also was giving them clear and simple questions when it comes to the questioning stage. I also gave each of them opportunity to answer my questions so that they will have opportunity to give their own answers. Although, not all of them were able to answer my question using the proper English, they still tried to answer even using BM. Lastly, I also discussed about some moral values in the story with them and guided them how to apply the values in their daily life

Weaknesses :
My first weakness is my time management. I have set the time for each stage but I cannot run successfully. I have to skip my closure because I don’t have enough time anymore. This is because I spent a lot of time in the questioning and discussion stage. My other weakness is my set induction. I found out that I have failed to attract my students during the set induction as what a set induction supposed to be. They only started to attract in my lesson during the presentation stage when I asked them to come in front and sing a song before watch the story.


After listing all my strengths and weaknesses in his lesson, I realized that I need to improve all my weaknesses so that I can provide more effectives teaching learning process fir the next lesson. I will provide activities that according to the time allocated for each stages to avoid from the time redundant problem. I will also provides an interesting and attractive 5 minutes activity for the set induction as what it suppose to be. A set induction is a vital component in an English class because from the set induction, I can lure or attract the students towards my lesson and make my lesson more meaningful. Without a good set induction, my lesson may not be as interesting and comprehensible for my students.

Grammar note on Punctuation

Punctuation marks on a page are similar to signs on a road. They guide you and direct you.

1. A period ( . ) ends a declarative or imperative sentence.

  • I live in Pasadena. 
  •  They don’t live in Pasadena.
  • Listen to me. Don’t drink and drive.
  •  Please come here. Eat your vegetables.
2. A question mark ( ? ) ends an interrogative sentence.
  • Do you live in Pasadena? 
  •  Don’t you like chocolate ice cream?
3. An exclamation mark ( ! ) ends an exclamatory sentence (a sentence that contains a lot of emotion).
  • Help! 
  •  Stop! 
  •  Don’t call me again!
4. A comma ( , ) separates items in a list.
  • I like coffee, soda, milk, and tea.
  • Sara, Maria, Robert and Steven will eat lunch.
5. A semicolon separates( ; ) equal parts of a sentence.
  • Mary is at home; Bob is at school.
  • Give me a hamburger, with onions and lettuce; a coke, with a straw; and fries, with ketchup.
6. A colon ( : ) usually precedes a list.
  • Bring these things with you: a book, a pencil, and a dictionary.
7. A dash ( – ) usually indicates a break in thought.
  • I’ll have a hot dog with mustard – no, make that ketchup.
8. A hyphen ( - ) separates syllables to make a word easier to read.
  • co-ordinate re-elect pray-er
  • A hyphen also separates syllables when it’s necessary to continue a word on the follow-ing line.
9. Parentheses ( ) or a pair of dashes contain extra information.
  • John (my brother) is coming to the party.
  • John – my brother – is coming to the party.
10. An ellipsis (...) shows that information is missing or deleted.
  • “To be or not...the question.” (“To be or not to be. That is the question.”)
11. Quotation marks (“ ”) enclose the exact words of a person.
  • Maria said, “Where are the keys?”
12. An apostrophe ( ’ ) is a substitute for a letter or letters (in a contraction).
  • isn’t = is not 
  •  can’t = cannot 
  •  don’t = do not 
  •  I’ll = I will 
  •  I’m = I am 
  •  He’s sick. = He is sick.
  • Bob’s rich. = Bob is rich. 
  •  What’s new? = What is new?
  • They’ve worked. = They have worked.
  • ’99 = 1999 
An apostrophe also shows possession.
  • This is Sara’s book. (Don’t say: This is the book of Sara.) 
14. Begin all sentences with a capital letter (i.e., capitalize the first word in all sentences) and end all sentences with a punctuation mark. =
  • Capitalize the first word in a sentence and finish the sentence with a punctuation mark.

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