RPH Bi T4 2019

RANCANGAN PENGAJARAN HARIAN
WEEK 1A DAY AND DATE Wednesday 02-01-2019

CLASS 5 ARIF 3.10 PETANG TO 2.10 PETANG SUBJECT BAHASA INGGERIS
TOPIC UNIT 1 : OUR COMMUNITY THEME World of Self, Family and Friends
FOCUS Listening and Speaking
1.1 By the end of the 6- year primary schooling, pupils will be able to pronounce words and
speak confidently with the
correct stress, rhythm and intonation.
CONTENT STANDARD 1.3 By the end of the 6- year primary schooling, pupils will be able to understand and respond to
oral texts in a variety of contexts.
1.1.4 Able to talk about related topics with guidance

1.3.1 Able to listen to and demonstrate understanding of oral texts by: (a) asking and answering
LEARNING STANDARD questions
By the end of the lesson, pupils will be able to;
OBJECTIVE 1. talk about related topics with guidance.

2.
1. listen to and
Talk about demonstrate
the understanding
picture( Page 1 –Textbook)of oral texts
• Understanding of oral texts by asking and answering questions.
• What can you see? Who lives her?
• How do the people get around? What do the people do for a living?
2. Classroom discussion
At the market (Page 2 – Textbook)
• In group, discuss the picture and practice the dialogue
ACTIVITY • Practice the dialogue as a class, in group and in pair.
• Presentation - Simulation ( say and act the dialogue)
3. Individual work
• 1.Write about what they can see and buy at the - Stationery shop, hardware store, night
market , coffee shop , post – office
• 2. Use I Think Map KECERGASAN
to describe. PELBAGAI
Interpersonal ✘ Muzikal Kinestatik Naturalis
Intrapersonal verbal Linguistik Logik Matematika Visual Ruang
ELEMEN MERENTAS KOKURIKULUM
Kreativiti & Inovasi Bahasa Sains dan Teknologi ✘ Keusahawanan
Kelestarian Alam Sekitar Patriotisme TMK Nilai Murni
kelestarian Global Pendidikan Kewangan

SISTEM BAHASA
Sebutan dan Intonasi ✘ Tatabahasa sistem ejaan Kosa kata ✘ Peribahasa
KEMAHIRAN BERFIKIR/ABAD 21
Membanding Beza Menjana Idea Menginteprestasi ✘ Membuat Keputusan
Mengkategori ✘ Menghubung kait ✘ Mencipta Analogi ✘ Membuat Rumusan ✘
Mengnferens Komunikasi ✘ mentafsir ✘ Menilai ✘
PENILAIAN PENGAJARAN DAN PEMBELAJARAN

Lembaran Kerja ✘ Pemerhatian ✘ Lisan ✘ Tugasan
Hasil Kerja Kuiz Drama Projek
PDPC ABAD 21 CATATAN/ PDPC ditangguhkan kerana :
Gallery Work ✘ Group Presentation ✘ Mesyuarat ✘ Program Sekolah ✘
Hot Seat ✘ Brainstorming ✘ CRK/MC ✘ Cuti Umum/Peristiwa ✘
Traffic Light Tthink pair-Share Mengiring Murid KURSUS

KEHADIRAN IMPAK REFLEKSI
/
1 2 3 4
MINGGU TOPIK TEMA FOCUS
1A UNIT 1 : OUR World of Self, Family Listening and Speaking

COMMUNITY and Friends
UNIT 1 : OUR World of Self, Family

1B COMMUNITY Reading
and Friends
1C UNIT 1 : OUR World of Self, Family Writing – Let’s write

COMMUNITY and Friends
UNIT 1 : OUR World of Self, Family Grammar – Let’s learn,

1D COMMUNITY and Friends Let’s write
UNIT 1 : OUR World of Self, Family Language Arts –

1E COMMUNITY and Friends Contemporary Literature

2A COMMUNITY Listening and Speaking
and Friends
2B COMMUNITY Reading
and Friends

2C COMMUNITY Writing – Let’s write
and Friends
UNIT 1 : OUR World of Self, Family Grammar – Let’s learn,

2D COMMUNITY and Friends Let’s write
Language Arts –
UNIT 1 : OUR World of Self, Family Contemporary Literature
2E COMMUNITY and Friends Anthology of poems : At
the playground
UNIT 2: SPENDING World of Self, Family

3A WISELY Listening and Speaking
and Friends

3B WISELY Reading
and Friends
3C WISELY Writing – Let’s write
and Friends
UNIT 2: SPENDING World of Self, Family Grammar – Let’s learn,

3D WISELY and Friends Let’s write
Language Arts –
Contemporary Literature
3E WISELY Alice’s Adventures in
and Friends wonderland by Lewis
Carroll

4A WISELY Listening and Speaking
and Friends

4B WISELY and Friends Reading

4C WISELY and Friends Writing – Let’s write
4D UNIT 2: SPENDING World of Self, Family Grammar – Let’s learn,
WISELY and Friends Let’s write
Language Arts –
Contemporary
4E UNIT 2: SPENDING World of Self, Family Literature Alice’s
WISELY and Friends Adventures in
wonderland by Lewis
Carroll
5A
UNIT 3: YESTERDAY World of Self, Family Listening and Speaking
AND TODAY and Friends
5B
UNIT 3: YESTERDAY World of Self, Family Reading
5C
UNIT 3: YESTERDAY World of Self, Family Writing – Let’s write
5D
UNIT 3: YESTERDAY World of Self, Family Grammar – Let’s learn,
AND TODAY and Friends Let’s write
Language Arts
5E
UNIT 3: YESTERDAY World of Self, Family Little Red Riding Hood
AND TODAY and Friends and The Wolf
6A
UNIT 3: YESTERDAY World of Self, Family Listening and Speaking
6B
UNIT 3: YESTERDAY World of Self, Family Reading
6C
UNIT 3: YESTERDAY World of Self, Family Writing – Let’s write
6D
UNIT 3: YESTERDAY World of Self, Family Grammar – Let’s learn,
AND TODAY and Friends Let’s write
Language Arts
6E
UNIT 3: YESTERDAY World of Self, Family Anthology of poems :
AND TODAY and Friends Clap Your Hands
7A UNIT 4: BE SAFE
World of Self, Family Listening and Speaking
and Friends
7B UNIT 4: BE SAFE
World of Self, Family Reading
and Friends
7C UNIT 4: BE SAFE
World of Self, Family Writing – Let’s write
and Friends
7D UNIT 4: BE SAFE
World of Self, Family Grammar – Let’s learn,
and Friends Let’s write
6E UNIT 4: BE SAFE
World of Self, Family Language Arts Oliver
and Friends Twist
8A UNIT 4: BE SAFE
World of Self, Family Listening and Speaking
and Friends
8B UNIT 4: BE SAFE
World of Self, Family Reading
and Friends
8C UNIT 4: BE SAFE
World of Self, Family Writing – Let’s write
and Friends
8D UNIT 4: BE SAFE
World of Self, Family Grammar – Let’s learn,
and Friends Let’s write
Language Arts
8E UNIT 4: BE SAFE
World of Self, Family Anthology of poems :
and Friends Clap Your Hands
UNIT 5: ROSEMARY AND World of Self, Family Listening and Speaking

9A THE FOUR GUTSY
GNOMES and Friends
UNIT 5: ROSEMARY AND World of Self, Family Reading

9B THE FOUR GUTSY
GNOMES and Friends
UNIT 5: ROSEMARY AND World of Self, Family Writing – Let’s write

9C THE FOUR GUTSY
GNOMES and Friends
UNIT 5: ROSEMARY AND World of Self, Family Grammar – Let’s learn,

8D THE FOUR GUTSY
GNOMES and Friends Let’s write
UNIT 5: ROSEMARY AND World of Self, Family Language Arts A beak

9E THE FOUR GUTSY
GNOMES and Friends book
UNIT 5: ROSEMARY AND World of Self, Family Listening and Speaking

10A THE FOUR GUTSY
GNOMES and Friends
UNIT 5: ROSEMARY AND World of Self, Family Reading
10B THE FOUR GUTSY
GNOMES and Friends
UNIT 5: ROSEMARY AND World of Self, Family Writing – Let’s write

10C THE FOUR GUTSY
GNOMES and Friends
UNIT 5: ROSEMARY AND World of Self, Family Grammar – Let’s learn,
10D THE FOUR GUTSY
GNOMES and Friends Let’s write
Language Arts
UNIT 5: ROSEMARY AND World of Self, Family Contemporary
10E THE FOUR GUTSY
and Friends Literature - Alice ‘s
GNOMES Adventures in
Wonderland
11A UNIT 6: CARE FOR THE World of Self, Family Listening and Speaking
SEA and Friends
11B UNIT 6: CARE FOR THE World of Self, Family Reading

SEA and Friends
11C UNIT 6: CARE FOR THE World of Self, Family Writing – Let’s write
SEA and Friends
11D UNIT 6: CARE FOR THE World of Self, Family Grammar

SEA and Friends
Language Arts Little
UNIT 6: CARE FOR THE World of Self, Family
11E Red Riding Hood- A
SEA and Friends Song
12A UNIT 6: CARE FOR THE World of Self, Family Listening and Speaking
SEA and Friends
12B
UNIT 6: CARE FOR THE World of Self, Family Reading
SEA and Friends
12C UNIT 6: CARE FOR THE World of Self, Family Writing – Let’s write
SEA and Friends
12D UNIT 6: CARE FOR THE World of Self, Family Grammar

SEA and Friends
World of Self, Family Language Arts

UNIT 6: CARE FOR THE
12E Anthology of poems :
SEA and Friends Holiday memories
THEME : World of
13A UNIT 7: BLOGGING Listening and Speaking
Stories
THEME : World of
13B UNIT 7: BLOGGING Reading
Stories
THEME : World of
13C UNIT 7: BLOGGING Writing – Let’s write
Stories
THEME : World of
13D UNIT 7: BLOGGING Grammar
Stories
Language Arts
THEME : World of
13E UNIT 7: BLOGGING Contemporary
Stories Literature
THEME : World of
Stories
THEME : World of
Stories
THEME : World of
Stories
THEME : World of
Stories
Language Arts
THEME : World of
14E UNIT 7: BLOGGING Anthology of poems :
Stories Holiday memories
THEME : World of
Stories
THEME : World of
Stories
THEME : World of
Stories
THEME : World of
Stories
Language Arts
THEME : World of
15E UNIT 7: BLOGGING Anthology of poems :
Stories Holiday memories
UNIT 8: THE PRINCE

16A AND THE THIEVES World of Stories Listening and Speaking
UNIT 8: THE PRINCE

16B AND THE THIEVES World of Stories Reading
UNIT 8: THE PRINCE

16C AND THE THIEVES World of Stories Writing – Let’s write
UNIT 8: THE PRINCE
16D AND THE THIEVES World of Stories Grammar
Language Arts Alice ‘s
UNIT 8: THE PRINCE Adventure in the
16E World of Stories
AND THE THIEVES wonderland
UNIT 8: THE PRINCE

17a AND THE THIEVES World of Stories Listening and Speaking
UNIT 8: THE PRINCE

17b AND THE THIEVES World of Stories Reading
UNIT 8: THE PRINCE

17c AND THE THIEVES World of Stories Writing – Let’s write
UNIT 8: THE PRINCE

17d AND THE THIEVES World of Stories Grammar
Language Arts Alice ‘s

UNIT 8: THE PRINCE Adventure in the
17e World of Stories
AND THE THIEVES wonderland
UNIT 9: OUR SOLAR

18a SYSTEM World of Stories Listening and Speaking
UNIT 9: OUR SOLAR

18b SYSTEM World of Stories Reading
UNIT 9: OUR SOLAR

18c SYSTEM World of Stories Writing – Let’s write
UNIT 9: OUR SOLAR

18d SYSTEM World of Stories Grammar
Language Arts Red
UNIT 9: OUR SOLAR Riding Hood and the
18e World of Stories
SYSTEM wolf
UNIT 9: OUR SOLAR

19a SYSTEM World of Stories Listening and Speaking
UNIT 9: OUR SOLAR

19b SYSTEM World of Stories Reading
UNIT 9: OUR SOLAR

19c SYSTEM World of Stories Writing – Let’s write
UNIT 9: OUR SOLAR

19d SYSTEM World of Stories Grammar
Language Arts
UNIT 9: OUR SOLAR
19e SYSTEM World of Stories Anthology of poems :
Holiday memories
UNIT 10: UNITY IS
20a DIVERSITY World of Knowledge Listening and Speaking
UNIT 10: UNITY IS
20b DIVERSITY World of Knowledge Reading
UNIT 10: UNITY IS

20c DIVERSITY World of Knowledge Writing
UNIT 10: UNITY IS

20d DIVERSITY World of Knowledge Grammar
Language Arts Oliver

UNIT 10: UNITY IS
20e DIVERSITY World of Knowledge Twist
UNIT 10: UNITY IS

21a DIVERSITY World of Knowledge Listening and Speaking
UNIT 10: UNITY IS

21b DIVERSITY World of Knowledge Listening and Speaking
UNIT 10: UNITY IS

21c DIVERSITY World of Knowledge Writing
UNIT 10: UNITY IS

21d DIVERSITY World of Knowledge Grammar
UNIT 10: UNITY IS Language Arts Oliver

21e World of Knowledge
DIVERSITY Twist
UNIT 11: THE INSECT

22a INVESTIGATORS World of Knowledge Listening and Speaking
UNIT 11: THE INSECT

22b INVESTIGATORS World of Knowledge Reading
UNIT 11: THE INSECT

22c INVESTIGATORS World of Knowledge Writing
UNIT 11: THE INSECT

22d INVESTIGATORS World of Knowledge Grammar
UNIT 11: THE INSECT Language Arts Oliver

INVESTIGATORS Twist
UNIT 11: THE INSECT

23a INVESTIGATORS World of Knowledge Listening and Speaking
UNIT 11: THE INSECT

23b INVESTIGATORS World of Knowledge Reading
UNIT 11: THE INSECT

23c INVESTIGATORS World of Knowledge Writing
UNIT 11: THE INSECT

23d
INVESTIGATORS World of Knowledge Grammar
UNIT 11: THE INSECT Language Arts Oliver

INVESTIGATORS Twist
24a UNIT 12: GOOD VALUES World of Knowledge Listening and Speaking
24b UNIT 12: GOOD VALUES World of Knowledge Reading
24c UNIT 12: GOOD VALUES World of Knowledge Writing
24d UNIT 12: GOOD VALUES World of Knowledge Grammar
Language Arts Oliver

24e UNIT 12: GOOD VALUES World of Knowledge Twist
25a UNIT 12: GOOD VALUES World of Knowledge Listening and Speaking
25b UNIT 12: GOOD VALUES World of Knowledge Reading
25c UNIT 12: GOOD VALUES World of Knowledge Writing
25d UNIT 12: GOOD VALUES World of Knowledge Grammar

Language Arts
Contemporary
25e UNIT 12: GOOD VALUES World of Knowledge Literature Anthology of
poems : Noisy Food
UNIT 13: WORK HARD
26a WORK SMART World of Knowledge Listening and Speaking
UNIT 13: WORK HARD

26b WORK SMART World of Knowledge Reading
UNIT 13: WORK HARD

26c WORK SMART World of Knowledge Writing
UNIT 13: WORK HARD

26d WORK SMART World of Knowledge Grammar
Language Arts
UNIT 13: WORK HARD Contemporary
WORK SMART Literature Anthology of
poems : Noisy Food
UNIT 13: WORK HARD
27a WORK SMART World of Knowledge Listening and Speaking
UNIT 13: WORK HARD

27b WORK SMART World of Knowledge Reading
UNIT 13: WORK HARD

27c
WORK SMART World of Knowledge Writing
UNIT 13: WORK HARD

27d
WORK SMART World of Knowledge Grammar
Language Arts
UNIT 13: WORK HARD Contemporary
WORK SMART Literature Anthology of
poems : Noisy Food
UNIT 14: HARMONY IN
28a
THE JUNGLE World of Knowledge Listening and Speaking
UNIT 14: HARMONY IN

28b
THE JUNGLE World of Knowledge Reading
UNIT 14: HARMONY IN

28c
THE JUNGLE World of Knowledge Writing
UNIT 14: HARMONY IN

28d
THE JUNGLE World of Knowledge Grammar
Language Arts
UNIT 14: HARMONY IN Contemporary
THE JUNGLE Literature Anthology of
poems : Noisy Food
UNIT 14: HARMONY IN
29a
UNIT 14: HARMONY IN

29b
UNIT 14: HARMONY IN

29c
UNIT 14: HARMONY IN
29d
Language Arts
poems : Noisy Food
UNIT 14: HARMONY IN

30a
UNIT 14: HARMONY IN

30b
UNIT 14: HARMONY IN

30c
UNIT 14: HARMONY IN

30d
Language Arts
poems : Noisy Food
UNIT 15: GOING
31a World of Knowledge Listening and Speaking
PLACES
UNIT 15: GOING

31b World of Knowledge Reading
PLACES
UNIT 15: GOING
31c World of Knowledge Writing
PLACES
UNIT 15: GOING

31d World of Knowledge Grammar
PLACES
Language Arts
UNIT 15: GOING Contemporary
PLACES Literature Anthology of
poems : Noisy Food
32a
32b
32c
32d
32e
5
BM TAHUN 3
STANDARD KANDUNGAN
1.1 By the end of the 6- year primary schooling,

pupils will be able to pronounce words and speak
confidently with the
correct stress, rhythm and intonation.
pupils will be able to understand and respond to
2.2 By the end of the 6 year primary schooling,

pupils will be able to demonstrate
understanding of variety of linear and non-linear
texts in the form of print and non-print materials
using a range of strategies to construct meaning.

pupils will be able to form letters and words in neat
legible print including cursive writing.

pupils will be able to use different word classes
correctly and appropriately.
4.2 By the end of the 6- year primary schooling

pupils will be able to express personal response to
literary texts.

1.3 By the end of the 6- year primary

schooling, pupils will be able to understand and
respond to oral texts in a variety of contexts.
confidently with the correct stress, rhythm and
intonation.
pupils will be able to demonstrate understanding of
variety of linear and non-linear texts in the form of
print and non-print materials using a range of
strategies to construct meaning



pupils will be able to enjoy and appreciate
rhymes, poems and songs.
4.3 By the end of the 6-year primary schooling,
pupils will be able to plan, organize and
produce creative works for enjoyment.

intonation.
pupils will be able to listen and respond
appropriately in formal and informal situations for a
variety of purposes

strategies to construct meaning
legible print including cursive writing
pupils will be able to write using appropriate
language form and style for a range of purposes.


literary texts.

intonation.



literary texts.


intonation.
strategies to construct meaning.
pupils will be able to read independently for
information and enjoyment

pupils will be able to write and present ideas
through a variety of media using appropriate
language, form and style.


pupils will be able to enjoy and appreciate rhymes,
poems and songs.
variety of purposes






intonation.


correctly and appropriately

literary texts.

variety of purposes.

1.1 By thecreative
produce end of the 6- year
works forprimary schooling,
enjoyment.
intonation.
pupils
2.2 By will
the be
endable to listen
of the 6 yearand respond
primary schooling,
appropriately in formal and informal situations forofa
pupils will be able to demonstrate understanding



intonation.


pupils will be able to plan, organize and produce
creative works for enjoyment
intonation.
variety of purposes

language, form and style

1.1 By will
pupils the be
endable
of the 6- year
to enjoy primary
and schooling,
appreciate rhymes,
pupils
poemswillandbe able to pronounce words and speak
songs.
intonation.
2.2
1.3 By the end of the 6 6-year
yearprimary
primaryschooling,
schooling,
understand andunderstanding
respond to of
variety of in
oral texts linear and non-linear
a variety of contextstexts in the form of
3.2 By thetoend
strategies of the 6meaning
construct year primary schooling,

poems and songs.
creative works for enjoyment.

intonation.
pupils
2.3 By will
the beendable to understand
of the and schooling,
6- year primary respond to
oral texts
pupils willinbea able
variety of contexts
to read independently for
literary texts.
intonation.

strategies
3.2 By the to construct
end of the 6meaning.
year primary schooling,

poems and songs.

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pupils
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of the andschooling,
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2.3 By the
variety end ofand
of linear thenon-linear
6- year primary schooling,
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pupils will be able to read independently
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end enjoyment
construct
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correctly
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endappropriately
of the 6- year primary schooling,
poems and songs.
4.3
1.1 By the end of the 6-year
6- yearprimary
primaryschooling,
schooling,
pupils will be able to plan, organize
pronounce words andand
produce
speak
creative works
confidently forthe
with enjoyment.
correct stress, rhythm and
intonation.
1.3
2.2 By
By the
the end
end of
of the
the 6- yearprimary
6 year primaryschooling,
schooling,
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strategies
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intonation.
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to understand andschooling,
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variety of contexts. understanding of
strategies
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pupils
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will be able to use word classes
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variety of linear and non-linear texts
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produce
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confidently with
end ofthe
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correct
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language
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end of the 6- year primary schooling,

intonation.


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enjoyment.
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a variety
of the of contexts.
6 year primary schooling,
6
BM TAHUN 3
STANDARD PEMBELAJARAN

1.3.1 Able to listen to and demonstrate understanding of oral texts by: (a) asking
and answering questions
2.2.2 Able to read and understand phrases and sentences from: (a) linear texts
3.1.2 Able to write in neat cursive writing with correct spelling:

(a) words
3.2.1 Able to transfer information with guidance:
5.1.1 Able to use nouns correctly and appropriately: (a) common nouns
4.2.1 Able to respond to literary texts: (a) characters

2.2.4 Able to apply dictionary skills: (a) locate words (b) meaning of base word
3.1.1 Able to write in neat legible print with correct spelling:

a) phrases
5.1.1 Able to use nouns correctly and appropriately:

(b) singular nouns
(c) plural
nouns
4.1.1 Able to enjoy jazz chants, poems and songs through nonverbal response
4.1.2 Able to sing songs and recite jazz chants and poems with correct stress,
pron nciation, rhythm and intonation
4.3.1 Able to plan, produce and display creative works based on literary texts
using a variety of media with guidance
1.1.3 Able to listen to and recite poems, tongue twisters and sing songs, paying
attention to pronunciation, rhythm and intonation
1.2.4 Able to participate in guided conversations with peers
2.2.4 Able to apply dictionary skills: (a) locate words (b) meaning of base word
3.1.1 Able to write in neat legible print with correct spelling:(b) sentences (c)
numerals in word form
3.2.2 Able to write with guidance: (a)labels
5.1.1 Able to use nouns correctly and appropriately: (d) countable nouns (e)
uncountable nouns
3.1.1 Able to write in neat legible print with correct spelling:(b) sentences (c)
5.1.1 Able to use nouns correctly and appropriately: (d) countable nouns (e)
uncountable nouns

2.2.2 Able to read and understand phrases and sentences from: a) linear texts
2.3.1 Able to read for information and enjoyment with guidance:a) non-fiction
3.3.1 Able to create simple texts using a variety of media with guidance: a) non-
linear
5.1.2 Able to use pronouns correctly and appropriately: (a) possessive
pronunciation, rhythm and intonation
2.2.4 Able to apply dictionary skills: (c) locate words
3.3.1 Able to create simple texts using a variety of media with guidance:
(a) non-linear
5.1.2 Able to use pronouns correctly and appropriately: (a) possessive

2.2.2 ble to read and understand phrases and sentences from: (b)non-linear
texts.
2.3.1 Able to read for information and enjoyment with guidance: (a) fiction
3.3.1 Able to create simple texts using a variety of media with guidance: (b)
linear
5.1.2 Able to use pronouns correctly and appropriately: (b) interrogative
4.2.1 Able to respond to literary texts:(c) values
1.2.1 Able to participate in daily conversations:

d) express sympathy
2.2.2 Able to read and understand phrases and sentences from: a) linear texts
3.2.2 Able to write with guidance: (a) labels
5.1.2 Able to use pronouns correctly and appropriately: (b) interrogative


1.2.2 Able to listen to, follow and give instructions
3.1.1 Able to write in neat legible print with correct spelling:(b) sentences
5.1.3 Able to use verbs correctly and appropriately: (a) irregular verbs (b) verbs
that do not change
3.3.1 Able to create simple texts using a variety of media with guidance: (a)non-
linear
1.1.4 Able to talk about related topics with guidance.

2.3.1 Able to read for information and enjoyment with guidance:a)fiction
3.1.1 Able to write in neat legible print with correct spelling:(b) sentences
5.1.3 Able to use verbs correctly and appropriately: (b) verbs that do not
change
4.3.2 Able to plan, prepare and participate in a performance with guidance

based on literary works
1.2.1 Able to participate in daily conversations: (a) extend an invitation (b)
accept an invitation
2.2.4 Able to apply dictionary skills: (a) locate words

2.3.1 Able to read for information and enjoyment with guidance:(b) non-fiction
3.2.2 Able to write with guidance: (a) labels
3.3.1 Able to create simple texts using a variety of media with guidance: (a)non-
linear
5.1.3 Able to use verbs correctly and appropriately (c) present continuous tense
4.1.1 Able to enjoy jazz chants, poems and songs through non-verbal response
2.2.2 Able to read and understand phrases and sentences from: (b) non-linear
texts
2.2.3 Able to read and demonstrate understanding of texts by: (b) predicting
with guidance
3.2.3 Able to punctuate correctly: (b) speech markers
5.1.3 Able to use verbs correctly and appropriately: (c) present continuous tense
pronunciation, rhythm and intonatio

and answering questions (b) sequencing (c) predicting with guidance
2.3.1 Able to read for information and enjoyment with guidance: (b) non-fiction
3.2 By the end of the 6 year primary schooling, pupils will be able to write using
appropriate language form and style for a range of purposes.
5.1.1 Able to use nouns correctly and appropriately:(d) countable nouns
4.2.1 Able to respond to literary texts:

1.3.1 Able to listen to and demonstrate understanding of oral texts
2.2.1 Able to apply word attack skills by identifying: (a) homographs
3.2.4 Able to spell words by applying spelling rules
5.1.3 Able to use verbs correctly and appropriately: (d) past continuous tense
1.3.1 Able to listen to and demonstrate understanding of oral texts

2.2.1 Able to apply word attack skills by identifying: (b) homophones
3.2.4 Able to spell words by applying spelling rules
5.1.3 Able to use verbs correctly and appropriately: (d) past continuous tense
and answering questions (b) sequencing (c) predicting with guidance
3.2.1 Able to transfer information with guidance to complete: (a) linear texts
non-linear texts
5.1.4 Able to use conjunctions correctly and appropriately: (a) because (b) so
3.2.2 Able to write with guidance:(c) messages
5.1.4 Able to use conjunctions correctly and appropriately: (a) because (b) so

1.2.2 Able to listen to, follow and give instructions
3.2.2 Able to write with guidance:(c) messages
5.1.5 Able to use prepositions correctly and appropriately: (a) above (b) below
(c) beside

1.1.1 Able to speak with correct word stress
3.1.2 Able to write in neat cursive writing with correct spelling: (b) phrases
3.1.2 Able to write in neat cursive writing with correct spelling:

linear
5.1.5 Able to use prepositions correctly and appropriately: (a) above (b) below
(c) beside
1.1.4
using Able to talk
a variety of about
media related topics with guidance
with guidance
1.2.1 Able to participate in daily conversations: (b) accept an invitation (c)
decline an invitation
2.2.2 Able to read and understand phrases and sentences from: (b) non-linear
texts
3.1.2 Able to write in neat cursive writing with correct spelling: (a) words (b)
phrases numerals in word form
linear
5.1.5 Able to use prepositions correctly and appropriately: (c) beside (d) next to
(f ) near
1.2.1 Able to participate in daily conversations:(b) accept an invitation (c)

2.3.1 Able to read for information and enjoyment with guidance: (a) fiction (b)
non-fiction
3.2.2 Able to write with guidance: (b) notices
5.1.5 Able to use prepositions correctly and appropriately: (c) beside (d) next to
(f ) near

1.2.1 Able to participate in daily conversations: (b) accept an invitation (c)
non-linear texts
5.1.6 Able to use adjectives correctly and appropriately: (a) comparative (b)
superlative
1.1.1 Able to speak with correct word stress
3.1.2 Able to write in neat cursive writing with correct spelling: (b) phrases
numerals
2.2.2 Ableintoword
read form
and understand phrases and sentences from: (b) non-linear
texts
non-linear texts
superlative
3.2.1 Able to transfer information with guidance to complete: b) non-linear

texts
5.1.7 Able to use articles correctl and appropriately: (b) zero article (-)
3.3.1 Able to create simple texts using a variety of media with guidance:
(b)linear
superlative
2.3.1 Able to read for information and enjoyment with guidance (b) non-fiction
3.3.1 Able to create simple texts using a variety of media with guidance:(b)
linear
5.1.8 Able to use adverbs correctly and appropriately: (a) manner

2.3.1 Able to read for information and enjoyment with guidance: (b) non-fiction
linear
5.1.8 Able to use adverbs correctly and appropriately: (a) manner

linear
5.1.8 Able to use adverbs correctly and appropriately: (b) mines

using a variety
1.1.2 Able of media
to listen to andwith guidance
enjoy stories
3.2.1Able to transfer information with guidance to complete: b) non-linear
texts
1.1.2 Able to listen to and enjoy stories


texts
texts
Classroom Discussion
Building up vocabulary ( based on the text)
1. Teacher directs pupils to read the text.( page 2)
2. Underline Words/phrases/idioms
• Examples: salted, refrigerators, freezers, preserve
7 3.Discuss
1. Talk about the themeaning
picture( of 8each
Page 1 –Textbook)
words/idioms/phrases
• Understanding of oral texts by asking and
•answering Dictionaryquestions.
Skills : Locate the keywords
1. Pronunciation
• What can you see? DrillingWho lives her?
OBJEKTIF PEMBELAJARAN AKTIVITI PDPC
• How do the people get around? What do the
Let’s
people Practice.
do for a living?
1.
2. Teacher Classroom refers to text ( page 67)
discussion
•AtTeacher the market (Page text
reads the and asks pupils to listen to
2 – Textbook)
the
• In pronunciation.
group, discuss the picture and practice the
1. talk about related topics with guidance. •dialogue Direct pupils to read the text.
2. listen to and demonstrate understanding of oral • Read thethe questions.
Practice dialogue as a class, in group and in
texts Find the keywords in the question.
pair.
• Underline
Presentation them.- Simulation ( say and act the
•dialogue)
Find the keywords in the text and read the
information
3. Individual given work in the sentence.
• Always1.Write aboutall
check thethey
what possible answers
can see before
and buy at the -
choosing
Stationery one.
shop,
1. read and show satisfactory understanding of a text 1. 2. Give a piece of paper and asks them to,
pupilsdiscussion
Classroom
hardware store, night market
coffee
rewrite shop , post
the displayed – office
sentences with a beautiful
by answering the comprehension questions • Main 2. Use ideas
I Think Map to describe.
1. read and understand the steps of Making Salted and creative handwriting.
fish 2. Teacher work
Individual shows( Pagesome3)example of cursive writing.
• Answering the comprehension questions.
Let’s write (page 5)
1. Explain about the cursive writing.
1.
• The Show some
rules pictures
( refer of place, people and thing.
to textbook)
2. Ask pupils to name them.
Demonstrate the cursive writing on the board.
1. rewrite a poem in cursive writing. 3. Practise.
2. write in cursive writing precisely. Let’s
4. Explain Learnbrieflyand Practise (pageof8)cursive writing
the history
1.
• For Practice the dialogue
their knowledge
1.
2. Ask Askspupils
pupilstotoguess say out thethe
main characters
words in bold.of some
famous
3.
Group Explain fairytales story examples:
to the pupils
Activity the words in Cinderella,
bold are
sleeping
example
1.In Group, beauty.etc.
of COMMON
practise theNOUNS. cursive writing
2.
5.
• Let Have a light
Getpupils
more and short
examples
discuss conversation
andofpractise
common with
nouns
each pupils.
from
other
Let’s
pupils read(
by
• Teacher observed. Page
referring 10) to their surroundings.
1.
• Brief Reads and acts thewith
conversation story.
pupils.
2.
6. Asks pupils
Add more
Individual work to listen and
examples identify nouns.
of common
1. identify and know the usage of common nouns •1.the characters
Rewrite a poem in cursive writing.
2. apply common nouns in writing. •Group mainActivity(8)
ideas
3.
1.In Asks some
group; listoral
thequestions
things that related to the
they can see:story.
• Who Market.is the main character?
Kitchen Garden Classroom
• What the story
Use I –Think Map about?
1.
3. Teacher
4. Explain
Use theto displays
pupils
words frompictures
thethe of two
importance
mind mapdifferent
ofto
the places
characters
make
on
in the board.
a story.
sentences.
•Group
• Asks
Referpupils
Work
textbook to identify the differences of the
for examples.
pictures.
1.Big Book Project
4. Presentation.
Let’s
• Create Say a big book for Oliver Twist story.
Refer to the
•Individual
Implement workpicture.(Page
throughout the 2) contemporary
1.Talk about
literature(
1. Scavenger- the
OliverNamepictures
Twist)
the common nouns for:
1. Talk about the characters in the story heard. 2. Understanding ofplaces,
oral texts by asking and
2. Give personal responses to the story heard. • Pupils
People, use their own
animals, creativity.
objects
answering
2.
• 5Teacher
words for questions.
guides
each.the pupils.
•Individual
What doWork you see?
•1.Who
Statelives here? values they have learnt from the
the moral
Group
story. work
1.
2. Teacher
Give examples gives eachbased group
on thea picture.
literary texts.
2. Refer to the picture, analyse...
• What do you see at a...................?
• Presentation.
Individual work
1. Demonstrate understanding of oral texts by 1.Write about what they can see and buy at the:
listening to a read text • (Stationery shop, hardware store, night market ,
2. Complete the text by filling in the missing words. coffee shop , post – office)
2. Analyze the information using mind map.
3. Teacher discusses the answers with pupils.
• Self –checking
Let’s read and do
1.Building up vocabulary ( based on the text)
• Teacher directs pupils to read the text. ( page 148)
• Examples: curious architect contractor hardware
wonderful
3.Discuss the meaning of each
. Read and understand phrases and sentences of a • Dictionary Skills
linear text. 4. Pronunciation Drilling
2. Apply dictionary skills. 6..Discuss the meaning of each words/
phrases/idioms
1 Writes the words fund –rising on the board.
Group
2. AsksActivity(page
pupils if they 4) have involved in fund – raising
1.Refer
fair to text book
before.
2.
3. Practice the reading.
Pupils respond.
3.Discuss
1. Refer to textbook the contentpage of the7. text
4. Teacher
2. Use I-Think asksMap to describe
pupils to read the thedialogues.
situation of the
1. Write in neat legible print with correct spelling of 3.story. Talk about the situation.
phrases 5.
Group Presentation
Activity
2. Complete a paragraph with correct words and Individual
1.A Fund-Raising work
spelling. •1.Find Answering
the purposecomprehension
of fund-raisingquestions.
1.
•2.Who Asks
Stateispupils
the to look
moral
involved? around
values theythe classroom
learn from theand list
story.
the
• Activities name of things/objects they can see.
2.
2. State the quantity of each item.
Presentation
3.
Individual Draw tables
workon the board and asks pupils to write
what
1. Complete they have seen.
a paragraph.(page 7)
4. Explain the topic.
Let’s Learn and Practise
1. Refer tothe
Introduce textbook
poem –(page 9)
2. Teacher
1. Explain further about to
brings pupils singular and plural
go through noun.
the poem.
1. Know what singular and plural nouns are. • Type Singular means one
of poem
2. Use singular and plural nouns in writing. • Plural Authormeans more than one.
•3.The Refer to the example in text book
title.
•Group Stanza work
1. Teacher
Get to know gives
the topics
poem for each group.
•The G1-poem
Animals G2-Objects
is about G3-Places
a child having fun atG4-the
Gender/Relationship G5-People
playground.
• Analyze
1. Teacherthe askssingular
questionsandabout
pluralthefor poem.
each topic.
(3.Who, Presentation.
what, when, where and why)
Individual
• Ex: Whowork are the major characters?
• -Fill in the blanks Whatwith pluraldoing?
are they form. (page9)
2. Identify and interpret difficult, figurative,
1. Enjoy jazz chants, poems and songs through non- metaphors, similes, idiomatic.
verbal responses
2. Recite poems with correct stress, pronunciation, •puddle Swung swings slid slide raced kiss cuddle
rhythm and intonation Practise the poem
1.
Let’s Teacher
say recites the poem and pupils listen.
2.
• Tongue the
Recite poem, as a class, in group, in pair, as
Twister
individually.
• Practice the tongue twister
4.
Let’s Practise
listen in and group.
Talk
•1.Perform the
Teacher explains poemthe based on theirofcreativity.
important to have a good
•ambition
The child did many things
in a bubble map form. at the play ground:
swung
2. Teacher on theasksswing,
pupilsslid
abouton the
their slides.
ambitions.
•3.What
1. Teacher arises some questionsand
Teacher other
asks things
pupils can
how you see
much they
about do at the
spend for
ambition.
1. Listen to and recite tongue twister with correct playground.
their daily
Group Activity expenses.
pronunciation, rhythm and intonation. Demonstrate
2.
WhatPupils
mustrespond.
youthedopoem
to achieve an ambition?
2. Talk about their ambitions with guidance. 1.
1. Tell
Classroomyour
Pupils friends
Discussion
write an incident
out their ambition in our
in alife thatpiece
small endedof
badly.
Building
paper. up vocabulary
2.Rewrite
1. Teacher
• What youthe
asks poem:
want pupils
to beshape
towhen
scanpoem.
the text
you growandup?locate all
the difficult words with teacher’s
• What you think you need to study or do? guidance.
2.Words/phrases/idioms
2. Paste them on a manila card or a board
•3.examples:
Display in aclassroom.
penny saved is a penny earned,
department
Individual work saving
store,
1.Public Speaking:
1. Read and show satisfactory understanding of a words/idioms/phrases
• Talk about their ambition.
text.
2. To apply dictionary skills in locating words and find •word Dictionary Skills: locate words/ meaning of base
meaning of base word. 4. Pronunciation Drilling
Let’s Read and Answer
1.Ask pupils to read the text with/without guidance
2.Practice the reading
• as a class, in group and as individually
3.Discuss the content of the text
• the main ideas
Individual work
1. Answering the comprehension questions.
• Teacher discusses the answer with pupils.
1. Teacher shows a sum of money.
2. Teacher asks what the money for.
3. Pupils respond.
Let’s write
1. Pupils read the text.
2. Teacher shows an empty pie chart.
3. Based on Pravin’s Monthly Budget,
• Label the pie charts.
1. Write their monthly budget in a pie chart. 4. Teacher picks randomly pupils to label the pie
2. Read a pie chart with teacher’s guidance. 1.
chart. Teacher brings pupils out of the classroom.
2.
Group Teacher
Work asks pupils to look around the school
compound.
1. Divide group into A NEED and A WANT.
3.
2. Teacher Ask pupils asksto pupils to listWANT
list all their and count whatever
and NEED
coming cross
• Give reason to their choicestheir eyes.
4.
3. Teacher explains
Present their work about
piecethe topic. in a mind map
in front,
Let’s
form. learn and practise
1.
Individual Teacher /pair
explains work the usage of countable and
uncountable nouns.
1. Make a pie chart of their WANT and NEED.
• The use of a, an, a few, several, many, some,
1. Identify and know the usage of countable nouns plenty of, a lot of with Countable Nouns.
• The use of a little, much, some, plenty of, a lot of
and uncountable nouns. with uncountable Nouns.
2. Apply countable nouns and uncountable nouns 2. Teacher asks pupils to group the list words they
accurately in different situation.. have taken into countable and uncountable nouns.
3. Teacher reminds the pupils to memorize all the
words that representing countable and uncountable
nouns.
1. Teacher shows picture of Alice and Rabbit and
Group
asks pupils workif they ever heard a story about them.
1.
2. Have shortAnalyse theconversation
information using I-Think Map.
with pupils.
•Classroom CountableDiscussion
and Uncountable Nouns
2.
2. Presentation
Pupil reads and acts the story.
Individual
3. Asks work
pupils to listen
1.
•characters Teacher
Find passes
the countable a boxand and identify the main
asks pupils to sing a
song. and othersand uncountable
characters in thenoun.
story heard.
•4.Teacher discusses asksgivesome the answer
oral questionswith pupils.
2. Teacher will a signal to stop. related to the
1. Talk about the characters in the story heard. story.
3. The last pupils will answer a question.
2. Give personal responses to the story heard •4.Who Pupilsis will
the answer
author?the What is the title?
question stated.
•4.Learn the meaning
Question: What is your of some
father?words/idioms/phrases
Where does he
• Refer to the story.
work?
Group
Let’s Work
Talk (page13)
1.
1. ShowsAnsweringRM5 to pupils and asks them to list the
questions.
things Ask pupils
they to
are read the
going dialogue.
to buy.
• Teacher
2. Discuss and pupils
the randomly
conversationdiscuss the pupils.
with story by answering
2. Asks
fewProceed pupils
questions. to read the list.
4.
3. Explain the the passing
topic. box
Individual
3. Draw out Work
paper and answer questions.
1. Talk about type of occupations with guidance. Classroom
1. Drawto Discussion
picture of Alice and The rabbit.
•Building
Refer upthe conversation(page
vocabulary ( based on13) the text)
Group Activity
1. Teacher introduces two words NEED and WANT.
1.Pupils
• Ask theanswer meaning theofquestions using I –Think Map
the two words.
•3.Words/phrases/idioms
What would you do with the money from your
salary?
• Examples: saving for a rainy day, borrow, money,
•afford,
Give your
save reason.
up.etc
1. Read and show satisfactory understanding of a •3.Discuss
How much would youofsave in a month?
the meaning each
text. •words/idioms/phrases
1.Analyze
Teacheryour shows saving
pictures of three different type of
2. To apply dictionary skills in locating words and find mobile 2. Presentation.
phone.
• Dictionary Skills
meaning of base word. Individual
2. work
4. Teacher asks pupils
Pronunciation Drillingwhich are their choices.
Write
3.
Let’s about....
Teacher
Read asksAnswer
and briefly about their choices.
1.
1. What
Let’s
Askwritedo you
pupils wantthe
to read to be when
useful you
tips ongrow
how up?to
1. Refer to
manage money. textbook(page18)
2. Pupils read
2.Practice the the information.
reading;
3.
• Discuss
as a class,about
in the
group information.
and as individually
1. Write about their choice using the information 4. Teacher
3.Discuss gives
the tips
content onofhow to answer the
the text
given. information
• the main ideas transfer.
Group Activity
Individual work( page15)
1. Make a choice.
Answering questions.
2. Discuss
3. Refer to the example answer provided. ( page 17)
4. Present
Individual work
1.Rewrite a paragraph.( Page 7)
‘Congak Techniques’
1.Teacher chooses pupils randomly
2.Teacher says the word: Ex: Bus( singular)
3.Pupils answer immediately: Ex: Buses
Let’s Learn and Practise
1. Refer to textbook –page 19
2. Teacher refreshes the topic; countable and
uncountable nouns.
-The use of a, an, a few, several, many, some, plenty
of, a lot of with Countable Nouns.
1. Know what countable nouns and uncountable -The use of a little, much, some, plenty of, a lot of
nouns are. with uncountable Nouns.
2. Use countable nouns and uncountable nouns in 3. Teacher
1. Refer to shows
the textpicture(page of 19)Alice and Rabbit and
writing. - Choose
asks pupils the correct
if they everanswers.
heard a story about them.
4. Have
2. Teacher shortdiscusses the answer
conversation with pupils.
with pupils.
Group Activity
1.Refer
2. to textbook(page
Pupil reads and acts the 19) story.
2. Asks
3. Pupilspupils
grouptothe words
listen andinto countable
identify and
the main
1.
uncountable
characters Teacher showsand nouns. a picture
others of pastininventions.
characters the story heard.
2.
3. Pupils
4. Pupils guess.
Teacher complete
asks some phrases.
oral questions related to the
1. Talk about the characters in the story heard. 3.
4 Teacher
story. Teacherdiscusses
introduces thethe topic. with pupils
answers
2. Give personal responses to the story heard. Let’s
•IndividualWhoTalkis thework author? What is the title?
1.
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5 sentences pupilsusing
meaning oftosome
identify
phrases; theExamples
differences
words/idioms/phrases of
: two
among
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several deer
the story.
2.
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3.
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Answering shows pupils
questions.
a USB toDriver/Pen
thinks other inventions
drive.
that
• Teacher
2. has changed
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pupils whatdecades
discuss thefor
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andbywhoanswering
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4.
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1.
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Discussion Alicedescribe
and Thethe past and present
rabbit.
inventions.
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•1.Refer pagelists
Teacher 22 afor explanation.
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2. Presentation.
3.Words/phrases/idioms
Individual
• examples: work invented, flash drive, memory device,
What
storinginvention would you like to have?
information...etc
1. Pupil thinks
3.Discuss the meaning of other of invention.
each
1. Read and show satisfactory understanding of a •words/idioms/phrases
What would you like to invent?
text by answering questions correctly. •• Draw the picture
Dictionary Skills of past, present and the future.
2. Show enjoyment of reading information. •1.
4.Describe
Teacher
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writes their
an emailinvention.
address on the board.
2. Pupils guess.
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3.
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• Ask pupils to underline the words/phrases/idioms
1. Pupils read
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a class, about the information.
in group and as individually
4. Classroom
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5Teacher
• The main demonstrates
ideas, cause on andhow to create
effect EMAIL.
relationship,
1. Create and reply email. 1.Teacher stands in frontMAP/SLIDESHOW/ONLINE
of pupils, holding a
•supporting
Explain using detailsI-THINK
*mobile
Group
Individual phone
work and says:
Activity
•1.
1. Filling themobile
This is
Divide my
the class into
blanks phone. The the
6 groups.
2.Discuss mobile phone is
answers.
mine.
• Group 1,2,3-Sending Email
• This
Group is yours mobile phone.
4,5,6 –Replying EmailThe mobile phone is
yours.
4. Presentation
2. Teacher work
Individual explains and introduces the topic.
Let’s LearnSimple
• Writing and Practise
Email.
1.Refer to textbook –page 28
1. Know what possessive pronouns are. 2. Teacher explains usage of possessive pronouns.
2. Use possessive pronouns in writing. •1.Practise
Teacherthe entersdialogue and tablewearing a red
the classroom
3. Teacher
hood. demonstrates the possessive pronouns.
Group
1. TeacherWork recites and acts a poem.
1.Refer
2. Teacher to asks
textbook(page
pupils to guess 28) the poem.
2. Pupils practise
3. Classroom discussion with friends using items found in
the classroom.
• title of the poem
Individual
• the writer work
1. Recite poem with correct stress, pronunciation, 1. Solve the crossword
• the different betweenpuzzle poems(page29).
and rhymes
rhythm and intonation. 2.Discuss the answers
• the meaning of the poem
2. Enjoy the lesson. Group Activity
1. Practise the poem in group.
2.Presentation: recite and act the poem
Individual Work
1. Create a simple poem.
( two or three lines)
Dramatize it
pupil’s future inventions.
• Select from the pupils’ previous work.
Let’s Listen (page 23)
1. Pupils listen to a conversation( recorded/ actual
conversation)
2. Teacher distributes incomplete dialogues.
• The modified dialogues are taken from the
textbook ( page23)
3. Again, pupils listen to a conversation.
4. While listening, teacher directs pupils to fill in the
1. Compare the past and present inventions. lanks.
1.
• Discuss Teacherthe writes ‘ Dictionary Skills’
answers
Classroom
Group WorkDiscussion
1. Building
Discuss,upcompare
vocabulary and( talk
based on the
about thetext)
inventions in
1.Direct
the past and present. pupils to read a text.( page 25)
2.
• Predict Underline what Words/phrases/idioms
will happen 20 years later.
•3.PresentationExamples: invented, device, information...etc
3.Interpret
Individual work the meaning of each
Think and synthesis;
1. Apply dictionary skills to locate words and •• Dictionary How is life Skills
in the past different from now? Which
meaning of base word. 4.
doPronunciationyou prefer? Why? Drilling
2. Answer MCQ questions at least 4 out of 5 Let’s Practice.
questions using the finding information skill. 1.
1. Teacher Teacher givesdirectsa pupils
text. to act the conversation.
•Let’s Direct
writepupils to read the text.
•Read Findthe theconversation
keywords in and the question.
restate
•• Underline them.
The use of computer.
2.
• Measure pupils understanding by answering Wh-
Q
2. (Pupils page 27) answer.
Individual
1.Teacher
3.Classroom work(
gathers page25)
all pupils belonging/
discussion
1. Create a short paragraph using information given •1. Dictionary
Unscramble
Group Activity
Introduce the poem ask( example:
searching.
all and pagethem
pupils to pick 25) up.
•1.While Guide pupils
picking on how to use the
brings pupils to go through the is
Draw a computer.
Teacher up, ask pupils to dictionary
say “This mine”
poem.
Let’s
•2.Type Learn
List the and
of poem. Practise
tips how to use computer.( Refer to the
1. Teachergiven)
•questions
Author reads some sentence.
2. Pupils
•3.Presentation
The title. identify and state the possessive pronouns.
3. stanza work the possessive pronouns on the
Teacher
•Individual lists all
1. Know what possessive pronouns are. board.
-Write
Get to know
a short theparagraph
poem
2. Use possessive pronouns in writing. 4.
This Self-checking:
poem talks about Pupilshaving
correctfuntheir ownplaying
while answer.
with
Group Activity
your friends.
1.
1. Making
Teacher possessive
asks questions pronouns
abouttwin-bookmarker.
the poem.
Ex: I - Mine
( Who, what, when, where and why)
Individual
• Ex: Whowork are the major characters?
1.
1. Underline
Teacher asks the
What correct
pupil are possessive
if they doing?
have pronouns.(
heard or page
29)
2. Identify and
experienced of interpret
any burglary difficult,
storiesfigurative,
before.
1. Plan, prepare and participate in a performance metaphors,
2. similes, idiomatic.
Light conversation with pupils.
with guidance. • Sleepyhead
3. Teacher introduces the topic.
2. Enjoy the poem Practise
Let’s Talkthe poem
( page 31)
1. Teacher asks recites forthe poem about
opinions and pupils listen.
the picture
2. Recite the poem, as a class, in group, in pair, as
shown.
individually.
2. Pupils give opinions.
4. Teacher
3. Practise asksin group.
pupils to share any experiences of
• Performstories
burglary the poem before.based on their creativity.
Do the Use
• -RULE: actions as youstick’
a ‘magic recite
to the poem.
control the pupils.
• Work
Only in groups.
those who are Think of other
holding things
the stick arethat can be
permitted
1. Talk about of any burglary stories, experienced, done
to (i) ‘above your head’ (ii) behind your back and
speak.
read or heard. (iii) from
Group side to side
Work
Demonstrate
1.Playing the poem
Inspector in 5 Minutes
•1.InRewrite
group,and theycomplete
are policethe poem.
officer.
Think ways
• Direct themyou and your friends
to investigate can keep awake
a burglary
•during(a)
Name the English
thingsclass (b) any
missing from boring activity. parts
the different
of Mr.Ramesh’s Home.
• Timing: 5 minutes
2. Presentation
3. Those are finished in first place will be awarded a
badge.
Individual work
• Choose the most likely to be involved in the
burglary. Give reason.
1. Teacher gives a situation
-Your neighbour’s house was broken into. As a
neighbour, what should do?
2. Pupils answer prompt.
1. Teacher directs pupils to read a text.( page 34)
• Examples: locked, strangers, always, turn down
leave.
1. Evaluate pupils’ understand by answering the 4. Pronunciation Drilling
comprehension questions. Let’s Practice.
1. Teacher refers to text ( page 34)
• Direct pupils to read the text.
• Find the keywords in the text and read the
information given in the sentence.
• Always check all the possible answers before
choosing
1. Teacherone. asks pupils if they have heard any wolf
2.
stories Teacher writes questions on the board and
before.
practice
2. Take 2 minutes on how totofind listenanswer
to theirin the text.
story.
•Let’s WriteAct questions on the board based on the text
provided.
1.Choral Reading(page 360
Individual
- read the story work(grouppage25) by group continuously with
1. Predict and write the ending of a story. 1. Answer comprehension
correct pronunciation, intonation, questions.( page 34)and
enunciation
2. Enjoy the story. stress and fluency.
2. Classroom discussion about the story.
Let’s
GroupLearn Workand Practise
1. Teacher Draw theexplainscharacters about andinterrogative pronouns.
its characteristics
•Ex:The rulesgoat – voice is sweet
Mama
•Individual Situationwork
2.
-Predict Classroom Discussion
and write the ending of a story.(page 36)
• Answering questions ( Fill in the blank)
1. Identify and know what interrogative pronouns • Discuss the answer
are. Group work
2. Apply interrogative pronouns accurately in 1.Design
1. Teacherquestions
brings pupils usingtointerrogative pronouns.
recall the previous lesson
different situation (Whose,
of Oliver Who,
Twist.Whom)
2.Presentation
Individual
1. Refer towork textbook. (Page 40)
1.Form questions
1.Interpret using interrogative pronouns.
the pictures.
( pagesome
2.Ask
Refresh 38-39)
the oral questions
previous lessonrelated to the story.
1.
3.Ask
Let’s Teacher (refreshes
the good
Talk pageand 31)bad the values
topic. in the story.
1. Talk about the characters in the story heard. Classroom
Group Group Discussion
1. Pupils listen to a conversation.
2. State the good and bad values in the story. Building
1.Big
2. Teacher Book upstates
vocabulary
Project on how ( based on the
to express text)
sympathy.
•1.be Teacher
sinceredirects
Implemented pupils to the
throughout readcontemporary
a text.( page 35)
•literature( 2.offer
Underline
helpOliverWords/phrases/idioms
Twist)
•3.examples: Create a unsafe,
simple
Compare the sympathy depend,
sentence ofneighbourhood,
and each picture.
empathy
discourage
• Pupils will strangers,
be provided
give supporting details suspicious-looking
with materials people
3.Discuss
2. Teacher
Group Work the meaning
guides of each
the pupils.
1. express sympathy in daily conversation Sing a songWork
Individual ( English song)
1.
••1.To How to express
attract pupils’ sympathy
intention. in certain situations?
•Let’s Dictionary
Who are
Discuss the Skills
Artful
topic.(Dodger
page and
33) Charley Bates?
4. read and write
Pronunciation ( Page 37)
Drilling
•Getting Createtoa knowdialogue.
Let’s
2.Presentation Practice. Apostrophe.
1. . Read and understand the linear text by 1.
1. Teacher
Teacher work asks
referspupils
to text to(read
pagethe 35)sentences given.
Individual
2.Teacher instructs
answering True or False. •1.Public Direct pupils
speaking: to read the text. the word that has
pupils to circle
(•‘s) -Findyouthe keywords in the question.
What
3. Teachersay when:the
explains Apostrophe s (‘s)
••Let’s Underline
-(Teacher
Learn them.
gives
andnote a situation
Practise and pupil answers
•• Refer
Find to the
the keywords inintextbook.
the text and readpronouns.
the
spontaneously)
1.
4. Teacher
Teacher explains
asks pupils aboutto interrogative
read again the sentences
1. Apply apostrophe accurately in different situation •with information
Thecorrect given in the sentence.
rules pronunciation of apostrophe.
•• Always
Situation check all the possible answers before
Group
choosing Activity
one.Discussion
2. Classroom
1.Rewrite anddiscussion
fill in the blanks with correct
1. Identify and know what interrogative pronouns 2. Classroom
•apostrophe.(Page37)
Answering questions ( Fill in the blank)
are. •• Why
Discusswethe cannot
answer depend on police to help us?
2.
• Presentation.
Give reason.
2. Apply interrogative pronouns accurately in Group
Individualwork work
different situation Individual
1.Design work( page25)
questions using interrogative pronouns.
1.
1. Copy
State aTrue
paragraph.
orWhom)
False ( page 35)
(Whose,
•2.Put the Who,
apostrophes (‘s and s’) in the correct
Discuss the correct answers.
2.Presentation
places.
Individual
• Discuss the work answers.(Self-checking)
1.Form questions using interrogative pronouns.
( page 38-39)
This poem talks about having fun while playing with
your friends.
1. Teacher asks questions about the poem.
(Let’s Who,Talk what,( page when,41) where and why)
•1.Ex: Who brings
Teacher are thepupils
majortocharacters?
explore the story.
2. Teacher asks some What arequestions.
they doing?
2.
• How Identify
many and interpret can
characters difficult, figurative,
you seen the cover?
1. Plan, prepare and participate in a performance metaphors,
• Describe the characters. similes, idiomatic.
with guidance. •1.
• Sleepyhead Teacher
What areasks theypupils
doing? about the characters in
2. Enjoy the poem Practise
3. Pupilsthe
Rosemary and poem
respond. the four gutsy gnomes.
1.
4. Teacher
Classroom Teacher recitesDiscussion
directs the
pupilspoem and pupils
to guess listen.
the name of each
2.
Building
character. Recite the
up poem,
vocabulary as a( class,
based in
ongroup,
the in pair, as
text)
1. Talk about the story of Rosemary and the Four individually.
51.Classroom Teacher directs pupils to read a text.( page 45)
Discussions.
Gutsy Gnomes. 4.
•2.The Practise
storyinplot
Underline group.
Words/phrases/idioms
2. Listen to, follow and give instructions ••Group Perform
Examples:
Work the poem based
beautiful fairy, on their creativity.
kingdom, helpful....
•• Do
1.
3.Discuss the
Teacher actions
picks
the as you
Practise the words/phrases. and
pupils
meaning recite
randomly
of each the poem.
asks to retell
•briefly
• Work Listenthe
words/idioms/phrasesin
and groups.
story
point Think
about of other things
Rosemary
to picture. and the that can
four be
gutsy
done
gnomes.
• Dictionary (i) ‘above
Direct pupils to raise their hands if they can and
your
Skills head’ (ii) behind your back
1. En joy the story. (iii)
Let’s
4.
answer from
read side
Pronunciation and to side
write
the questions. ( Page 46)
Drilling
2. Read and show satisfactory understanding of Demonstrate
1.
Let’s In class,
Practice.
• Classmates agree (thumbs studythe poem
the words given.up) or disagree
phrases and sentences from linear texts. 1.
2.
1.
(Thumbs Rewrite
Read
Teacher the and complete
incomplete
refers
down). (the
to text story.page poem.
45)
•3. Think
•Individual ways
Understand
Direct you
workthe
pupils and your
the text. can keep awake
contents.
to read friends
during(a)
4.
•1.Find Classroom
Write the English
the class
discussion.
keywords
favourite (b)
theany
incharacters
text. boring
and activity.
give reason in
Group
•1.
a small TeacherWork
Underlinepiece them
asks ofpupils
paper.about the previous grammar
1. Write a paragraph in neat legible print with correct 1. •2
lesson Rewrite
Read
.Stick the
it on
they the story
information
the
have boardin neat
learned. given legible
in theprint with correct
sentence.
spelling. spelling
• Always andcheck answer.
all
Let’s Learn and Practise (Page 48)the possible answers before
2.
1. Paste
choosing
Teacher onone.the classroom
explains wall.
about irregular verbs.
Individual
2. Classroom
• The rules work discussion
Rewrite
•• Analyse the
The Situation the story
storyinplot
cursiveusingwriting.
I –Think Map
Individual work
2. Use the timetable to describe irregular verbs.
1.
3. Draw
Classroom picture of Rosemary and the gutsy gnomes
Discussion
• Answering questions
• Discuss the answers.
1. Identify and know the usage of irregular verbs. Group Work
1. Teacher
• Create informs pupils
timetable that they
for irregular are going to
verbs.
2. Apply the irregular verbs in writing.
•make A Beak
Teacher Book. pupils to find new words.
encourages
Let’s make
• Presentation.
1. Teacher work
Individual instructs pupils on how to make A Beak
Book.
1.Circle the irregular verbs
2. Pupils follow the
Self –checking instructions
with guidance.in the textbook.
Group Work
1. Create a beak book 1.
1.ASay BeakoutBook the name of characters and asks pupils to
2. Create a simple story. guess
• Drawthe thebook/story.
picture
•• Ex: Rabbit-
Pupils will be Alice in a wonderland
provided with material
Let’s Talk ( page
2. Teacher guides the pupils.41)
1.
3. Show
Present the pupils
their beak a range
book of story.
in front.
2. Teacher Work
Individual puts them up picture by picture.
•1.Ask
Writepupils
a short to interpret
story about the Rosemary
story. on the Beak
Group Work
1. about the story of Rosemary and the Four Gutsy Book. 1.Sequencing
Gnomes. • Pupils are given a range of picture.(page 43)
• Pupils need to arrange them into the correct
sequence according to the story range.
2. Presentation.
Individual work
1. Create and predict the ending of the story.
• What do you think happened to the monsters?
• Justify
1. Teacher asks pupils about the characters in
Rosemary and the four gutsy gnomes.
1. Teacher directs pupils to read a text.( page 45)
• Examples: beautiful fairy, kingdom, helpful....
4. Pronunciation Drilling
1. Talk and enjoy and the story. Let’s Practice.
2. Read and show satisfactory understanding of 1. Teacher refers to text ( page 45)
phrases and sentences from linear texts. • Direct pupils to read the text.
• Find the keywords in the question.
• Underline them.
• Analyze the characters in the story in I-Think map
• Talk about the story by
Individual work
• State the moral values can be learned from the
story.
• Give examples.
1.Teacher asks pupils to read the story of Rosemary

and the four gutsy gnomes
Let’s read and write ( Page 47)
1. In class, study the words and pictures given.
2. Interpret Words/phrases/idioms: celebrate
2. Ask pupils to tell story spontaneously based on
the pictures.
3. Teacher explains briefly about the writing
techniques
1. Write a paragraph in neat legible print with correct •Group
SVO
work
spelling. 1. Pupils discuss and create sentences based on the
picture given. Analyze the verb to support the
sentence.
• Celebrate- rosemary searched- friends
looked---friends
2. Then, paste all sentence together to make a
short story.
Individual work( page 47)
1.Complete a story
• Use the information in the story read.
1. Teacher asks pupils about the previous grammar
lesson they have learned.
Let’s Learn and Practise (Page 48)
1. Teacher explains about the verbs that do not
change form.
• The rules
• situation
2. Use timetable to describe verbs that do not
1. Identify and know the usage of irregular verbs. change form.
2. Apply the irregular verbs in writing. 3. Classroom Discussion
• Simple quiz: Verb that do not change accurately
Group Activity
1. Playing game: (page 50)
• Teacher gives instructions.
• Pupils play within their group.
Individual work
1. Design a timetable for verb that do not change
• 20 words
1. Teacher retold the previous lesson about Alice’s

Adventures in Wonderland.
1. Teacher reads the excerpt story of Alice’s
Adventure In Wonderland.
2. Pupils listen and try to comprehend the contents
of story.
3. Classroom discussion.
4. Choral Reading
1. Plan, prepare and participate in a performance 5. Repeat
with guidance Group Work
1. In group, create dialogues for Alice and Rabbit.
2. Encourage the pupils to fully utilise their
creativity.
3. Say and Act the dialogues to the other groups.
4. Let pupils enjoy their work piece.
Individual Work
1. Draw a picture of Alice or Rabbit.
2. Write a dialogue for Alice or Rabbit.
Show a picture of a polluted beach and express
their feeling.
Let’s Talk ( page 53)
1. Discuss the picture.
• Classroom conversation.
• Arise questions.
2. Listen to a conversation.(page 54)
• Ask some question to pupils to evaluate their
understanding.
1. Talk about the polluted sea and how to prevent 3. Encourge pupils to go beyond their knowledge.
pollution of the sea with guidance. • Showing them a video of pollution.
2. Express giving and accepting invitation with • Disadvantage of pollution
guidance. Group Activity
1.In group, teacher gives a situation.(page53)
• What can you do to prevent pollution of the sea?
• Discuss in group.
2. Create dialogue on how to give and accept
invitations.
2. Presentation
Individual work
1. Write opinions how to prevent river pollution.
1. Show a picture of a turtle and asks pupils to say

anything about it.
1. Teacher directs pupils to read the text.( page 56)
• Examples: beach, outline of a turtle, moving
slowly, excited...etc
4. Pronunciation Drilling
Let’s Practice.
1. Apply dictionary skills of locate and find meaning 1. Teacher refers to text ( page 56)
of the base word. • Teacher reads the text and asks pupils to listen to
2. Enjoy the non –fiction story. the pronunciation.
• Direct pupils to read the text.
• Find the keywords in the question.
• Underline them.
• Always check all the possible answers before
choosing one.
• Main ideas
• Cause and effect relationship
Individual work
1. Answer comprehension questions with guidance.
1. Refresh the previous topic
Let’s read and write ( Page 58)
1. In class, study the short text.
2. Read the text with teacher guidance.
3. Classroom discussion.
• Contents
1.
Group Teacher workasks pupils about the previous grammar
1. Write and labels items found on the beach. lesson
1. In group, they have label learned.
the items in the picture.
Let’s
• Name the items. Learn and Practise (Page 48)
1.
2. Teacher
Estimation explains
time for aboutthe PresenttoContinuous
1.
Tense. Teacher plays/sings the pupils
song My label Bonnie the items:
5
Refresh minutes. the
•Refresh
•3.Presentation Invite
The rules: the lesson
pupils Verb
topicwho toby beasking
know thethe
+ Verb song meaning
+ ing to sing.of word
‘Pollution’
Let’s
•Individual
Classroom Explore
situationwork( Discussion
•1.
2. What
Read
Use the is
the songPageto58)
pollution?
timetable
Building
1.Make
Let’s
2.Recite Listena up vocabulary
poster
the and
song entitled(describe
Talk
based
“ Careon Present
for the
Ourtext) Continuous
1. Identify and know the usage of Present Tense
Environment” verbs.directs
1. Teacher pupils to read the text.( page 57)
Continuous Tense 1.
3.Explore
3. 2.Teacher
Classroom
Underline shows
the a picture of a starfish/seaweed
vocabulary
Discussion
2. Apply Present Continuous Tense accurately in and
4.Classroom
•1.Examples: asks
Answering pupils some
discussion
questions
green question.
turtle, hawksbill turtle,
• Show
Where
The aaresymbol
characters starfish of quotation
found? marks.
different situation • Discuss
leatherback
2. Ask pupils theturtle,
answers.
to name olive it. -ridley turtle, endangered
1. Show enjoyment and appreciation of rhymes, •3.Discuss
Group What
The contentsis the
work the meaning
starfish related eachto?
poems and songs. Let’s
•1.Refresh What
The writeis
meaning ( Pageabout
special 59) ofseaweed?
•1.-Making
words/idioms/phrases Teacher the topic by
timetable
explains forwriting
the Present
quotation a question:
Continuous
marks. Tense.
1. Listen to and demonstrate understanding of oral 2.Classroom •• The Q: What
Teacher Moral
Dictionary are Discussion
Values
you
encourages
Skills thinking?
pupils to find new words.
••Let’s The
More rules
Sing aboutanswer starfish and seaweed.
text by asking and answering question. 2.
•Introduce
•4. Let
The pupils
Presentation.
Pronunciation
usage the( Refer
poem with:
Drilling
to description in the textbook)
Group
1.In
•
Individual
Let’s A. group,
I am
ReadWork thinking
work(Page
and about/of.....
Practice. 60)
2. Talk about an endangered animal. 2.
1. Teacher explains
brings how
pupils to
to use
go quotation
through the marks
poem.in:
1.
•3.
1.Change
1. In group,
Pupils
Repeat
Teacher practice
to
the teacher
other
refers the
sentences
to lists
song.
pupils.
text all
to
( endangered
Present
page 57) animals
continuous on
1. Read and understand the text about Turtle. (Refer
•
the
•Let’s Type
board.
Sing to
of
in textbook)
poem.
groups with actions.
•Tense
••Individual Learnreads
Teacher
Sentences
Author and Practise
the text(Page and asks 61) pupils to listen to
2. Predict outcomes with guidance 2.Pupils
1. Start
Self select
with
–checkingWork a anwith
quiz: animal, discuss and talk about it.
guidance.
•the
•1. Thepronunciation.
Questions
title.
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Teacher
Direct
Exclamations
stanza
can
the gives
pupils refer
song tothe to
read books/internet
inbase
cursive
theword. writing.(for
text. Red moreRiding
1. Write and labels items found on the beach. information.
Hood)
•Get Pupils
Find the construct
keywords simple
in thesentences
question.using Present
Group
•Continuous Usetoall Work
know thetense.the poem
questions above as guidance.
1. Improve their knowledge about Present •
1.
The Underline
In group,ispupils
poem them.
aboutrewrite the writer’s sentences
adventures with correct
during
2.
•punctuation Presentation.
Continuous Tense. hisRepeat.
Individual
Find the keywords
imaginary work holiday.in Some
marks. the text of and read the were
the adventures
•information
•1.Give
wrestling Discuss reward the to pupils
given
correct
a jaguar, in the who
punctuation
boxing did well.
sentence.
a kangaroo, marks.reaching
2. Use Present Continuous Tense correctly. Group
•moon, DrawWork
Always their
check favourite
all the endangered
possible answers animalsbefore andthe
•write Rewrite in
travelling
a sentence a large to piece
Mars,
about it. of
and paper.
grappling a Grizzly
1.
2. Refer
choosing
bear toone.
Presentation. textbook.
•Individual
2.Pupils Classroom search
work( sentences
Page 59) consist of Present
discussion
Continuous
•1.
1.Puncuate A)Main
Teacherideas Tense
correctly:
asks as
B)many
questions Predict asoutcome.(
about theythecan. poem. Page 57)
-Individual
(•1.Who, Analyze
Teacher what, the
work
writes sentences
when, down where using
a short timetable
andunpunctuated
why)
•1. Teacher
Time
Predict tells
estimation:
Outcome: pupils the
10minutes
What steps on howifto
will happen wemakedon’ta
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discussion in the sentence.
•• Justify
1.Discuss Underline your
thethem. pictures:
answer.
1..Explain
Get
•2.Sequence to know more about
poemadverbs
thesentences
the based ofon Time-
the pictures.
•• yesterday,
It Classroom
is an onomatopoeia discussion
today, tonight,
poem then,
revolving now, tomorrow
around a
What the moral values we learn from the story.
••child Main
The ideas
rules
who
2.Supporting
Presentation. enjoys - siamang
eating noisy food. Although the
1. Identify and know the usage of adverbs of Time •1.
•Individual
mother Ask
Name
Situationpupils
the
tries ifidea
to they
interesting
advise have the been
placeschildvisited
inthat any beautiful
Malaysia.
eating quietly is
3.
places? Draw work
picture of Siamang
correctly. 2.
•• Refer
polite, Tick
Write to
the
theand places
notes
child
following on thatthe you
other
sentences have hand been visited.
thinks
ingiven.
the correctotherwise.
2. Write sentences using adverbs of Time •Classroom
Let’s
Group Label
He/ She based
listen
Activity on
Discussion
enjoy the information
discuss(
eating thePage food 147)noisily.
sequence
Individualupwork
1.Classroom use cursive
discussion: writing.
Building
1.Crossword vocabulary
Puzzle ( based on the text)
1.
•1. Create
1.Read
Teacher
Simple
Teacher the a asks
quizCertificate
conversation
directs pupils
questions Birth about
to for
aboutread Siamang.
atheholiday
text.plan.
thepoem. ( page
1. Enjoy jazz chants, poems and songs through non- •149)
2.
(2.PresentationSearch
Discuss.
Who, information
what, when, where and why) from internet.
verbal responses. •2.
Individual The
Ex: placework
Underline
Who they
are the have
major visited.
characters?
2. Recite poems with correct stress, pronunciation, •Evaluate Where the
Examples: did highest
they stay?
understanding
What are they bymountain, doing?monument the
completing ,made of
steel
Crossword What three
Identify didand theyinterpret
waterfalls
puzzle do whiledifficult they were words,there?
figurative,
•metaphors,
3.Discuss How didthe they
and feel
meaning
similes,about the trip?
ofidiomatic.
each
. Talk about their favourite place. •words/idioms/phrases
Where
Munching would they like
crunchy to go next?
slurping crackly crunching
2. Participate in a discussion about the topic learned
•popping Dictionary sucking Skillssquelches.
3.Building
4.
Practise Pronunciation
the Uppoem Vocabulary
Drilling
1. Read and understand the text of interesting •1.List the activities youpoem can do during
places. Let’s read
Teacher and
recites answer the and pupilsholiday.
listen.
Group
1.
2. Teacher
Recite Activity
therefers
poem,(147)
to textas a (class,pagein 149)group, in pair, as
2. Read and enjoy the information •1. Complete
Teacher
individually. readsthe the dialogue.
text and asks pupils to listen to
•4.Use
the your in
pronunciation.
Practise own group. words.
•2.Direct
Discuss
Perform the answer.
pupils to read
poem the text.
based on their creativity.
Individual
Find the /keywords
•Demonstrate Pair thework poem in the text and read the
1. Choose
Think ofalocal
information place
given and
foodin the give
that isreason.
sentence.‘noisy’. How can you eat
I would
•this
Underline
food withoutlikethem. to gobeing to.......because
‘rude’
1. Read thethe
Introduce information.
poem
• ATeacher
1. school trip to pupils
brings Pulau Langkawi
to go through the poem.
Refresh Type ofthe
•1.Building upprevious
poem. lesson-Adverb
vocabulary ( based on of theplace
text)
Let’s learn and practise (page153)
Trip arrive check – in check-out bed time
• Author
Classroom
The title. discussion
•breakfast.
1.Explain
Group
Get moretheabout
Activity(page
to know poem adverbs of place
151)
1. Transfer information with guidance to complete •It Everywhere somewhere nowhere nearby
the non-linear text. 1.In group,
is an discuss andpoem
onomatopoeia analyze the information
revolving around a
outside
usingwho
child inside
I Think Map,eating
enjoys focusnoisy
on: food. Although the
1. Identify and know the usage of adverbs of place 3. • Date
mother Discuss more
tries examples
to advise the of adverbs
child of place.
that eating quietly is
• Complete the crossword puzzle
• Time the child on the other hand thinks
polite, with theotherwise.
correct
correctly. adverbs
•He/ Sheof
activities place.
enjoy eating the food noisily.
2. Write sentences using adverbs of place. Group Work
2. Ask the group leader to present their finding.
•1. Rewrite
Teacherthe
Individual askssentences
work questionsinabout
neat legible cursive
the poem.
writing.
1. Enjoy jazz chants, poems and songs through non- (•Who, Writewhat,
an essay about
when, a trip.
where andUse
why)the questions
verbal responses. ••given
Refer astoguidance.
Ex: Who the
arenote in textbook.
the major characters?
2. Recite poems with correct stress, pronunciation, 2.PresentationWhat are they doing?
rhythm and intonation. Individual
2. Identify work
and interpret difficult words, figurative,
1. Write 6 sentences
metaphors, of adverbs
and similes, idiomatic.of place.
• Munching crunchy slurping crackly crunching
popping sucking squelches.
Practise the poem
individually.
4. Practise in group.
• Perform the poem based on their creativity.
Demonstrate the poem
1. Think of local food that is ‘noisy’. How can you eat
this food without being ‘rude’
2. Draw the food.
1 6 7 8 9 10
TARIKH MINGGU KELAS
Tuesday 01/01/2019 1 5 ARIF
Wednesday 02/01/2019 2 5 BIJAK
Thursday 03/01/2019 3 5 CERDAS
Friday 04/01/2019 4 5 DINAMIK
Saturday 05/01/2019 5 5 EFEKTIF
Sunday 06/01/2019 6 5 FALAH
Monday 07/01/2019 7 5 GIGIH
Tuesday 08/01/2019 8
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11 12 13 14 15 16 17 18
MASA MULA MASA TAMAT MINGGU
12.40 T/HARI 12.40 T/HARI 1A 1a
1.10 PETANG 1.10 PETANG 1B 1b
1.40 PETANG 1.40 PETANG 1C 2a
2.10 PETANG 2.10 PETANG 1D 2b
2.40 PETANG 2.40 PETANG 1E 3a
3.10 PETANG 3.10 PETANG 2A 3b
3.40 PETANG 3.40 PETANG 2B 3a
4.10 PETANG 4.10 PETANG 2C 3b
4.40 PETANG 4.40 PETANG 2D 4a
5.10 PETANG 5.10 PETANG 2E 4b
5.40 PETANG 5.40 PETANG 3A 5a
6.10 PETANG 6.10 PETANG 3B 5b
6.40 PETANG 6.40 PETANG 3C 6a
3D 6b
3E 7a
4A 7b
4B 8a
4C 8b
4D 9a
4E 9b
5A 10a
5B 10b
5C 11a
5D 11b
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6B 13a
6C 13b
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7A 15a
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7C 16a
7D 16b
6E 17a
8A 17b
8B 18a
8C 18b
8D 19a
8E 19b
9A 20a
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9C 21a
8D 21b
9E 22a
10A 22b
10B 23a
10C 23b
10D 24a
10E 24b
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11C 26a
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13C 31a
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RPH Bi T4 2019

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RANCANGAN PENGAJARAN HARIAN

WEEK 1A DAY AND DATE Wednesday 02-01-2019

FOCUS Listening and Speaking

1.1.4 Able to talk about related topics with guidance

By the end of the lesson, pupils will be able to;

OBJECTIVE 1. talk about related topics with guidance.

Kreativiti & Inovasi Bahasa Sains dan Teknologi ✘ Keusahawanan

Kelestarian Alam Sekitar Patriotisme TMK Nilai Murni

kelestarian Global Pendidikan Kewangan

Mengkategori ✘ Menghubung kait ✘ Mencipta Analogi ✘ Membuat Rumusan ✘

Mengnferens Komunikasi ✘ mentafsir ✘ Menilai ✘

PENILAIAN PENGAJARAN DAN PEMBELAJARAN

Gallery Work ✘ Group Presentation ✘ Mesyuarat ✘ Program Sekolah ✘

Hot Seat ✘ Brainstorming ✘ CRK/MC ✘ Cuti Umum/Peristiwa ✘

Traffic Light Tthink pair-Share Mengiring Murid KURSUS

MINGGU TOPIK TEMA FOCUS

1A UNIT 1 : OUR World of Self, Family Listening and Speaking

UNIT 1 : OUR World of Self, Family

1C UNIT 1 : OUR World of Self, Family Writing – Let’s write

UNIT 1 : OUR World of Self, Family Grammar – Let’s learn,

UNIT 1 : OUR World of Self, Family Language Arts –

UNIT 1 : OUR World of Self, Family

UNIT 1 : OUR World of Self, Family

UNIT 1 : OUR World of Self, Family Grammar – Let’s learn,

UNIT 2: SPENDING World of Self, Family

UNIT 2: SPENDING World of Self, Family

UNIT 2: SPENDING World of Self, Family Grammar – Let’s learn,

UNIT 2: SPENDING World of Self, Family

UNIT 2: SPENDING World of Self, Family

UNIT 2: SPENDING World of Self, Family

UNIT 5: ROSEMARY AND World of Self, Family Listening and Speaking

UNIT 5: ROSEMARY AND World of Self, Family Reading

UNIT 5: ROSEMARY AND World of Self, Family Writing – Let’s write

UNIT 5: ROSEMARY AND World of Self, Family Grammar – Let’s learn,

UNIT 5: ROSEMARY AND World of Self, Family Language Arts A beak

UNIT 5: ROSEMARY AND World of Self, Family Listening and Speaking

UNIT 5: ROSEMARY AND World of Self, Family Writing – Let’s write

11B UNIT 6: CARE FOR THE World of Self, Family Reading

11D UNIT 6: CARE FOR THE World of Self, Family Grammar

12D UNIT 6: CARE FOR THE World of Self, Family Grammar

World of Self, Family Language Arts

UNIT 8: THE PRINCE

UNIT 8: THE PRINCE

UNIT 8: THE PRINCE

UNIT 8: THE PRINCE

UNIT 8: THE PRINCE

UNIT 8: THE PRINCE

UNIT 8: THE PRINCE

Language Arts Alice ‘s

UNIT 9: OUR SOLAR

UNIT 9: OUR SOLAR

UNIT 9: OUR SOLAR

UNIT 9: OUR SOLAR

UNIT 9: OUR SOLAR

UNIT 9: OUR SOLAR

UNIT 9: OUR SOLAR

UNIT 9: OUR SOLAR

UNIT 10: UNITY IS

UNIT 10: UNITY IS

Language Arts Oliver

UNIT 10: UNITY IS

UNIT 10: UNITY IS

UNIT 10: UNITY IS