Senarai Tugas Guru Rumah Sukan

RANCANGAN PENGAJARAN HARIAN
WEEK 7D DAY AND DATE

CLASS TO SUBJECT BAHASA INGGERIS
TOPIC UNIT 4: STEP UP THEME World of Knowledge
FOCUS Grammar
CONTENT STANDARD 5.1 By the end of the 6-year primary schooling,pupils will be able to use different word classes correctly and
appropriately.
LEARNING STANDARD 5.1.2 Able to use pronouns correctly and appropriately
By the end of the lesson, pupils will be able to;

OBJECTIVE 1. Identify and know to use Relative Pronouns
2. Apply Relative Pronouns correctly.
1. Teacher asks pupils about the previous grammar lesson they have learned.
Let’s Learn (38)
Classroom discussion
1.Read the sentences
• Ask pupils to focus on BOLD words.
2.Explain more about relative pronouns ( refer to the notes)
• The rules
• Situation
3. Get more examples of relative pronouns by referring to their surroundings.
• Ex: who-people What- things where-place
ACTIVITY 4. Evaluate the pupils’ understanding of relative pronouns
• Answer the fill in the blank questions.
• Discuss the answer.
Group Activity
Discuss and Complete
• Complete the sentences with the phrases given in the box. Remember to include ‘who’ ‘whom’ or ‘which’ before
adding the phrases. ( Page 39)
• Presentation
Individual work (38)
1. Complete the sentences using ‘who’ or ‘whom’. You may use the dictionary.
• Example : a hero is a person who is the main male character in a story.(who)
KECERGASAN 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 ✘
Tatabaha 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
/
y and
ich’ before
✘
1 2 3 4
MINGGU TOPIK TEMA FOCUS
UNIT 1 : READING: Listening and Speaking –

1A WINDOW TO THE World of Stories Let’s look and say, Let’s
WORLD listen
UNIT 1 : READING:
1B WINDOW TO THE World of Stories Reading – Let’s read
WORLD
UNIT 1 : READING:
1C WINDOW TO THE World of Stories Writing – Let’s write
WORLD
UNIT 1 : READING: Grammar – Let’s learn,

1D WINDOW TO THE World of Stories Let’s write
WORLD
UNIT 1 : READING: Language Arts

1E WINDOW TO THE World of Stories The Family - Toes
WORLD
UNIT 1 : READING: Listening and Speaking –
2A WINDOW TO THE World of Stories Let’s look and say, Let’s
WORLD listen
UNIT 1 : READING:
2B WINDOW TO THE World of Stories Reading – Let’s read
WORLD
UNIT 1 : READING:
2C WINDOW TO THE World of Stories Writing – Let’s write
WORLD
UNIT 1 : READING: Grammar – Let’s learn,
2D WINDOW TO THE World of Stories
WORLD Let’s write
Language Arts –
UNIT 1 : READING: Contemporary Literature
2E WINDOW TO THE World of Stories
WORLD Anthology of poems
:Messing About
UNIT 2: APPRECIATING World of Knowledge

3A OTHERS Listening and Speaking

3B OTHERS Reading – Let’s read

3C OTHERS Writing
3D UNIT 2: APPRECIATING World of Knowledge Grammar – Let’s learn,
OTHERS Let’s write
UNIT 2: APPRECIATING World of Knowledge Language Arts

3E OTHERS Poem : Swinging
UNIT 2: APPRECIATING World of Self, Family

4A OTHERS Listening and Speaking
and Friends

4B OTHERS and Friends Reading

4C OTHERS and Friends Writing
4D OTHERS and Friends Grammar
Language Arts –
4E UNIT 2: APPRECIATING World of Self, Family Contemporary
OTHERS and Friends Literature
Poem : Swinging
5A UNIT 3: FAMILY TIES

World of Self, Family Listening and Speaking
and Friends
5B UNIT 3: FAMILY TIES

World of Self, Family Reading
and Friends
5C UNIT 3: FAMILY TIES

World of Self, Family Writing
and Friends
5D UNIT 3: FAMILY TIES
World of Self, Family Grammar
and Friends
World of Self, Family Language Arts -

5E UNIT 3: FAMILY TIES Poem: My sister’s eating
and Friends porridge
6A UNIT 3: FAMILY TIES

World of Self, Family Listening and Speaking
and Friends
6B UNIT 3: FAMILY TIES

World of Self, Family Reading
and Friends
6C UNIT 3: FAMILY TIES

World of Self, Family Writing
and Friends
6D UNIT 3: FAMILY TIES

World of Self, Family Grammar
and Friends
World of Self, Family Language Arts -

6E UNIT 3: FAMILY TIES Poem: My sister’s eating
and Friends porridge
7A UNIT 4: STEP UP World of Knowledge Listening and Speaking
7B UNIT 4: STEP UP World of Knowledge Reading
7C UNIT 4: STEP UP World of Knowledge Writing
7D UNIT 4: STEP UP World of Knowledge Grammar
Language Arts -
6E UNIT 4: STEP UP World of Knowledge Poem: Don’t
8A UNIT 4: STEP UP World of Knowledge Listening and Speaking

8B UNIT 4: STEP UP World of Knowledge Reading
8C UNIT 4: STEP UP World of Knowledge Writing
8D UNIT 4: STEP UP World of Knowledge Grammar
Language Arts -
Contemporary
8E UNIT 4: STEP UP World of Knowledge Literature Anthology of
Poems: Toes
9A UNIT 5: 360 World of Knowledge Listening and Speaking
9B UNIT 5: 361 World of Knowledge Reading
9C UNIT 5: 362 World of Knowledge Writing
8D UNIT 5: 363 World of Knowledge Grammar
Language Arts - This

9E UNIT 5: 364 World of Knowledge Tooth By Lee Bennett
Hapkins
10A UNIT 5: 365 World of Knowledge Listening and Speaking
10B UNIT 5: 366 World of Knowledge Reading
10C UNIT 5: 367 World of Knowledge Writing
10D UNIT 5: 368 World of Knowledge Grammar

Language Arts -
Contemporary
10E UNIT 5: 369 World of Knowledge Literature
Here is the nose
11A UNIT 6: GO GREEN World of Knowledge Listening and Speaking
11B UNIT 6: GO GREEN World of Knowledge Reading
11C UNIT 6: GO GREEN World of Knowledge Writing
11D UNIT 6: GO GREEN World of Knowledge Grammar

Language Arts – Hansel
11E UNIT 6: GO GREEN World of Knowledge and Gretel
12A UNIT 6: GO GREEN World of Knowledge Listening and Speaking
12B UNIT 6: GO GREEN World of Knowledge Reading
12C UNIT 6: GO GREEN World of Knowledge Writing
12D UNIT 6: GO GREEN World of Knowledge Grammar
Language Arts –
12E UNIT 6: GO GREEN World of Knowledge Anthology of poems :
Here is the nose
UNIT 7: HEALTHY AND

13A WISE World of Knowledge Listening and Speaking
UNIT 7: HEALTHY AND
13B WISE World of Knowledge Reading
UNIT 7: HEALTHY AND

13C WISE World of Knowledge Writing
UNIT 7: HEALTHY AND

13D WISE World of Knowledge Grammar
UNIT 7: HEALTHY AND Language Arts – Hansel

13E World of Knowledge
WISE and Gretel
UNIT 7: HEALTHY AND

14A WISE World of Knowledge Listening and Speaking
UNIT 7: HEALTHY AND

14B WISE World of Knowledge Reading
UNIT 7: HEALTHY AND

14C
WISE World of Knowledge Writing
UNIT 7: HEALTHY AND

14D WISE World of Knowledge Grammar
UNIT 7: HEALTHY AND

14E WISE World of Knowledge Grammar
Language Arts –
Contemporary
UNIT 7: HEALTHY AND Literature
15A World of Knowledge
WISE Anthology of poems :
Don’t
UNIT 8: HOW THE
15B TIGER GOT ITS STRIPES World of Stories Listening and Speaking
UNIT 8: HOW THE

15C TIGER GOT ITS STRIPES World of Stories Reading
UNIT 8: HOW THE

15D TIGER GOT ITS STRIPES World of Stories Writing
UNIT 8: HOW THE

15E TIGER GOT ITS STRIPES World of Stories Grammar
UNIT 8: HOW THE Language Arts – Hansel

16A World of Stories
TIGER GOT ITS STRIPES and Gretel
UNIT 8: HOW THE

16B TIGER GOT ITS STRIPES World of Stories Listening and Speaking
UNIT 8: HOW THE

16C TIGER GOT ITS STRIPES World of Stories Reading
UNIT 8: HOW THE

16D TIGER GOT ITS STRIPES World of Stories Writing
UNIT 8: HOW THE

16E TIGER GOT ITS STRIPES World of Stories Grammar
Language Arts –
Contemporary
UNIT 8: HOW THE
17a TIGER GOT ITS STRIPES World of Stories Literature
Anthology of poems :
Don’t
UNIT 9: A HEART OF
17b GOLD World of Stories Listening and Speaking
UNIT 9: A HEART OF
17c GOLD World of Stories Reading
UNIT 9: A HEART OF
17d GOLD World of Stories Writing
UNIT 9: A HEART OF
17e GOLD World of Stories Grammar
UNIT 9: A HEART OF Language Arts – Hansel

18a World of Stories
GOLD and Gretel
UNIT 9: A HEART OF
18b GOLD World of Stories Listening and Speaking
UNIT 9: A HEART OF
18c GOLD World of Stories Reading
UNIT 9: A HEART OF
18d GOLD World of Stories Writing
UNIT 9: A HEART OF
18e GOLD World of Stories Grammar
Language Arts –
Contemporary
UNIT 9: A HEART OF
19a
GOLD World of Stories Literature
The Mud Pie Makers
Rhyme
UNIT 10: BE AWARE

19b TAKE CARE World of Stories Listening and Speaking
UNIT 10: BE AWARE

19c TAKE CARE World of Stories Reading
UNIT 10: BE AWARE

19d TAKE CARE World of Stories Writing
UNIT 10: BE AWARE

19e TAKE CARE World of Stories Grammar
UNIT 10: BE AWARE Language Arts – Hansel

TAKE CARE and Gretel
UNIT 10: BE AWARE

20b TAKE CARE World of Stories Listening and Speaking
UNIT 10: BE AWARE

20c TAKE CARE World of Stories Reading
UNIT 10: BE AWARE

20d TAKE CARE World of Stories Writing
UNIT 10: BE AWARE

20e TAKE CARE World of Stories Grammar
Language Arts –
Contemporary Poem
UNIT 10: BE AWARE Anthology of poems :
TAKE CARE The Mud pie Makers
Rhyme
21b UNIT 11: TAILOR MADE World of Knowledge Listening and Speaking
21c UNIT 11: TAILOR MADE World of Knowledge Reading
21d UNIT 11: TAILOR MADE World of Knowledge Writing
21e UNIT 11: TAILOR MADE World of Knowledge Grammar
Language Arts –
22a UNIT 11: TAILOR MADE World of Knowledge Rumplestilskin
22b UNIT 11: TAILOR MADE World of Knowledge Listening and Speaking
22c UNIT 11: TAILOR MADE World of Knowledge Reading
22d UNIT 11: TAILOR MADE World of Knowledge Writing
22e UNIT 11: TAILOR MADE World of Knowledge Grammar
Language Arts –
Contemporary Poems
23a UNIT 11: TAILOR MADE World of Knowledge Anthology of poems : A
garden
UNIT12: LAND OF
23b
GLORY World of Knowledge Listening and Speaking
UNIT12: LAND OF
23c GLORY World of Knowledge Reading
UNIT12: LAND OF
23d GLORY World of Knowledge Writing
UNIT12: LAND OF
23e GLORY World of Knowledge Grammar
UNIT12: LAND OF Language Arts –

24a World of Knowledge
GLORY Rumplestilskin
UNIT12: LAND OF
24b GLORY World of Knowledge Listening and Speaking
UNIT12: LAND OF
24c GLORY World of Knowledge Reading
UNIT12: LAND OF
24d GLORY World of Knowledge Writing
UNIT12: LAND OF
24e GLORY World of Knowledge Grammar
Language Arts –
UNIT12: LAND OF
25a GLORY World of Knowledge Contemporary Poem
A garden
UNIT 13: OVERCOMING

25b THE ODDS World of Knowledge Listening and Speaking
UNIT 13: OVERCOMING
25c THE ODDS World of Knowledge Reading
UNIT 13: OVERCOMING

25d THE ODDS World of Knowledge Writing
UNIT 13: OVERCOMING

25e THE ODDS World of Knowledge Grammar
UNIT 13: OVERCOMING Language Arts –

THE ODDS Rumplestilskin
UNIT 13: OVERCOMING

26b THE ODDS World of Knowledge Listening and Speaking
UNIT 13: OVERCOMING

26c THE ODDS World of Knowledge Reading
UNIT 13: OVERCOMING

26d THE ODDS World of Knowledge Writing
UNIT 13: OVERCOMING
26e THE ODDS World of Knowledge Grammar
Language Arts –
Contemporary
UNIT 13: OVERCOMING Literature
THE ODDS Anthology of poems :
Tadpoles
UNIT 14: A ARINGGIT

27b SAVED IS A RINGGIT World of Knowledge Listening and Speaking
EARNED
UNIT 14: A ARINGGIT

27c SAVED IS A RINGGIT World of Knowledge Reading
EARNED
UNIT 14: A ARINGGIT

27d SAVED IS A RINGGIT World of Knowledge Writing
EARNED
UNIT 14: A ARINGGIT

27e SAVED IS A RINGGIT World of Knowledge Grammar
EARNED
UNIT 14: A ARINGGIT Language Arts –

28a SAVED IS A RINGGIT World of Knowledge
EARNED Rumplestilskin
UNIT 14: A ARINGGIT

28b SAVED IS A RINGGIT World of Knowledge Listening and Speaking
EARNED
UNIT 14: A ARINGGIT

28c SAVED IS A RINGGIT World of Knowledge Reading
EARNED
UNIT 14: A ARINGGIT
28e SAVED IS A RINGGIT World of Knowledge Writing
EARNED
UNIT 14: A ARINGGIT

29a SAVED IS A RINGGIT World of Knowledge Grammar
EARNED
Language Arts –
Contemporary
UNIT 14: A ARINGGIT Literature
29b SAVED IS A RINGGIT World of Knowledge
EARNED Anthology of poems :
Tadpoles
UNIT 15: THE

29c World of Knowledge Listening and Speaking
OBEDIENT SON
UNIT 15: THE

29d World of Knowledge Reading
OBEDIENT SON
UNIT 15: THE

29e World of Knowledge Writing
OBEDIENT SON
UNIT 15: THE

30a World of Knowledge Grammar
OBEDIENT SON
UNIT 15: THE Language Arts –

30b World of Knowledge
OBEDIENT SON Rumplestilskin
UNIT 15: THE

30c World of Knowledge Listening and Speaking
OBEDIENT SON
UNIT 15: THE

30d World of Knowledge Reading
OBEDIENT SON
UNIT 15: THE
30e World of Knowledge Writing
OBEDIENT SON
UNIT 15: THE

31a World of Knowledge Grammar
OBEDIENT SON
Language Arts –
Contemporary
UNIT 15: THE World of Knowledge Literature
OBEDIENT SON Anthology of poems :
Tadpoles
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.
pupilswill be able to listen and respond
appropriately informal and and informal
situations for a variety of
purposes.
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.
2.2 By the end of the 6-year primary

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

schooling,pupilswill be able to form letters and
words in neat legible print including cursive writing.
schooling,pupils will be able to write using
appropriate language, form and style for a range of
purposes.

schooling,pupils will be able to use different word
classes correctly and appropriately.

schooling,pupils will be able to enjoy and appreciate
rhymes, poems and songs.
schooling,pupils will be able to understand and
respond to oral texts in a variety of contexts
2.2By the end of the 6-year primary schooling,pupils

will be able to demonstrate understanding of a
variety of linear and non-linear texts in the form of
print and non-print materials using a range of
strategies to construct meaning
schooling,pupils will be able to read independently
for information and enjoyment.

appropriate language, form and style for a ange of
purposes.

schooling,pupils will be able to enjoy and
appreciate rhymes, poems and songs.
pupils will be able to express personal response
to literary texts.
schooling,pupils will be able to plan, organise
and produce creative works for enjoyment.

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

understanding of a variety of
inear and non-linear texts in the form of print and
non-print materials using a range of strategies to
construct meaning

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

schooling,pupils will be able to plan, organise and
produce creative works for enjoyment.

intonation.
1.2 By the end of the 6-year

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

understanding of a variety of linear and non-linear


produce creative works for enjoyment
pupils will be able to express personal response to
literary texts.

intonation.


purposes.


intonation.
appropriately in formal and and informal
situations for a variety of
purposes.

purposes.


literary texts.
intonation.
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.




intonation.
purposes.



pupils will be able to expresspersonal response to
literary texts.
intonation.
for aByvariety
2.2 the endof of
purposes.
the 6-year primary
using a range of strategies to construct meaning.
3.1 By the end ofwill
schooling,pupils thebe6-year primary
able to read independently
schooling,pupils
for information and enjoyment form letters and
will be able to
appropriatelanguage, form and style for a range of
purposes.

classes correctly and appropriately
will be able to plan, organise and produce creative
works for enjoyment.
intonation.

3.1 Byathe
using endofofstrategies
range the 6-yeartoprimary
construct meaning.
purposes.

literary texts.

pupils will be able to pronounce
words and speak confidently with the correct stress,
rhythm andintonation.
respond
2.2 By thetoend
oraloftexts
the in a variety
6-year of contexts.
primary


literary texts.

respond to oral texts in
a variety of contexts.

understanding of a variety of linear and non linear

purposes.


rhymes, poems
and songs.
literary texts.
produce
1.1 By thecreative
end of works for enjoyment.
the 6-year primary schooling,
intonation.

will be able to write using appropriate language,
form and style for a range of purposes.



intonation.

purposes.


literary texts.
appropriately in
formal and and informal situations for a variety
of purposes.
1.3 Bythe
2.3 By theend
endofofthe
the 6-year
6-year primary
primary
schooling,pupils will be able to
schooling,pupils will be able to read understand and
independently
respond
for to oraland
information texts in a variety of contexts.
enjoyment.
texts in the form of print
and non-print materials using a range of strategies
to construct meaning.
will be able to write using appropriatelanguage,
form and style for a range of purposes.


pupils will be able to express personal response
toliterary texts.

2.2
for aByvariety
the endof of the 6-year primary
purposes.

purposes.

pupils will be able to express
personal response to
literary texts.
1.1
pupils will be able
schooling,pupils to be
will pronounce words
able to plan, and speak
organise and
confidently with the
produce creative correct
stress, rhythm and intonation.

purposes.

schooling,pupils will be able to use different
word classes correctly and appropriately.



3.2 By the end of the 6-yearprimary s

chooling,pupils will be able to write using
purposes.

schooling,pupils will be able to use different
word classes correctly and appropriately.
rhymes, poems
and songs.
literary texts.
4.3
By the end of the 6-year
primary schooling,pupils
will be able to plan, organise
1.1
andBy the endcreative
produce of the 6-year
works primary schooling,
pupils will be
for enjoyment. able to pronounce words and speak
intonation.
2.3 By the endinofformal
appropriately the 6-year primary
and and informal situations
schooling,pupils
for a variety of purposes. to read independently
will be able
texts in the form will
schooling,pupils of print andto
be able non-print materials
form letters and
using
wordsainrange
neat of strategies
legible print to construct
including meaning
cursive
writing.
purposes.

produce creative works for enjoyment

schooling,pupils will be able to
demonstrateunderstanding of a variety oflinear and
non-linear texts in the form of print and non-print
materialsusing a range of strategies to construct
meaning.
appropriatelanguage, form and style for a range of
purposes.

4.3 By the end of the 6-year primaryschooling,pupils
will be able to plan, organise and produce creative

intonation.
respond
2.2 By thetoend
oraloftexts
the in a variety
6-year of contexts.
primary
for
3.2 information and
By the end of theenjoyment.
6-year primary
purposes.


literary texts.
pupils will be able to pronounce
words and speak confidently with the correct stress,
rhythm and intonation.
schooling,pupils thebe6-year
able primary
to understand and
schooling,pupils will be
respond to oral texts in aable to demonstrate
variety of contexts.
3.2By the end of the 6-yearprimary schooling,pupils
will be able to write usingappropriate language,
form and style for arange of purposes.

4.1 By the
classes end ofand
correctly the appropriately.
6-year primary
literary texts.
1.1.2 Able to listen to and respond confidently to a
given stimulus by using appropriate words, phrases
and expressions with the correct stress and
intonation.
1.1.3 Able to listen to and respond to a given
stimulus by using appropriate words, phrases and
expressions with the correct stress, rhythm and
intonation.
3.1
textsByinthe
theend of of
form theprint
6-year
andprimary
non-print materials
schooling,pupils
using a range of strategies toto
will be able form letters
construct and
meaning.
purposes.
literary texts.
schooling,pupils will
thebe able primary
to understand and
2.2 By the end oftexts 6-year
respond to oral in a variety of contexts.
schooling,pupils thebe6-year
able primary
to read independently
schooling,pupils
for information and willenjoyment.
be able to form letters and
purposes.
classes correctly
4.1 By the end ofandthe appropriately
6-year primary
rhymes, poems
and songs.
literary texts.
4.3
1.1 By
By the
the end
end of
of the
the 6-year
6-year primary
primary schooling,
schooling,pupils will be able to plan,
pupils will be able to pronounce organise
words and
and speak
intonation.

purposes.


literary texts.


using a range of strategies
to construct meaning.

purposes.

literary texts.
schooling,pupils thebe
6-year
able primary schooling,and
to plan, organise
pupils
produce willcreative
be ableworks
to pronounce words and speak
for enjoyment.
intonation.
for
2.2 aByvariety
the end of of
purposes.
the 6-year primary
purposes.

pupils will be able to construct various sentence
types correctly.

intonation.
pupils will be able to listen and
respond appropriately in formal and and informal
situations
2.2 By the for
enda of
variety of purposes.
the 6-year primary
words in neat legible print including cursivewriting.
purposes.

types
4.1 Bycorrectly.
the end of the 6-year primary
literary texts.
schooling,pupils
thebe able primary
6-year to plan, organise
schooling,
and produce
pupils will be creative
able to works for enjoyment.
pronounce words and speak
2.2 By the end ofthe
thecorrect
6-year stress,
primaryrhythm
confidently with
schooling,pupils will be able to demonstrateand
intonation.
3.2 By the end of the 6-yearprimary schooling,pupils
will be able to write using appropriate language,
2.3 By
form and style forthe end of
a range ofthe 6-year primary
purposes.
schooling,pupils
3.3 By the end ofwillthebe able primary
6-year to read independently
schooling,
for information
pupils andtoenjoyment.
will be able write and present
ideasthrough a variety of media using appropriate
language, form and style.

types correctly.

literary texts.
4.3By the end of the 6-year
primarymschooling,pupils will be able to plan,
organise and produce creative works for enjoyment.
intonation.

purposes.

types correctly.

literary texts.
produce creative work for enjoyment.
6
BM TAHUN 3
STANDARD PEMBELAJARAN
1.1.2 Able to listen to and respond confidently to a given stimulus by using

appropriate words, phrases and expressions with the correct stress and
intonation.
1.1.3 Able to speak confidently on related topics
1.2.4 Able to participate in conversations with peers
1.3.1 Able to listen to and demonstrate understandin of oral texts by:
(b) giving main ideas and supporting details
(d) drawing conclusions
2.2.2 Able to read and understand phrases and sentences from: (a) linear texts
2.2.3 Able to read and demonstrate understanding of texts by: (c) drawing
conclusions
2.2.4 Able to apply dictionary skills to identify and understand
meaning of words in context
2.3.1 Able to read for information and enjoyment: (a) fiction
3.1.2 Able to write in neat cursive writing with correct spelling: (b) paragraphs
3.2.1 Able to transfer information to complete: (a) linear texts
3.2.3 Able to use punctuation correctly
5.1.1 Able to use nouns correctly and appropriately
4.1.1 Able to enjoy jazz chnats, poems and songs through non-verbal responses
4.1.2 Able to sing songs and recite jazz chants and poems with correct stress,
pronunciation, rhythm and intonation
1.3.1 Able to listen to and demonstrate understanding of oral texts by:
(b) giving main ideas and supporting details (d) drawing conclusions
2.2.2 Able to read and understand phrases and sentences from (a) linear texts
2.2.3 Able to read and demonstrate understanding of texts by: (c) drawing
conclusions
2.2.4 Able to apply dictionary skills to identify and understand meaning of
words in context
3.2.1 Able to transfer information to complete:

(a) linear texts
4.2.1 Able to respond to literary texts: (a) characters;
(b) place and time;
4.3.2 Able to plan,
prepare and participate in a performance with guidance based on literary
works.

intonation.
1.2.1 Able to participate in conversations to: (a) express happiness (b) express
concern (c) express sorrow (d) give encouragement
1.3.1 Able to listen to and demonstrate understanding of oral texts by: (a) asking
and answering questions
2.2.3 Able to read and demonstrate understanding of texts by: a) giving main
ideas and supporting details
2.2.2 Able to read and understand phrases and sentences from: (b) non-linear
text
3.1.2 Able to write in neat cursive writing with correct spelling: (a) sentences
3.3.1 Able to create texts using a variety of media: (b)linear
4.3.1 Able to plan, produce and display creative works based on literary texts
using a variety of media with guidance

2.2.3 Able to read and demonstrate understanding of texts by: (a) giving main
texts
3.3.1 Able to create texts using a variety of media: (b) linear

pronunciation, rhythm and
4.3.2 Able to plan, prepare and participate in a performance with guidance
based on literary works.
texts
3.3. Able to create texts using a variety of media: (a)non-linear

3.2.2 Able to write with guidance: (d) descriptions
5.1.2Able to use pronouns correctly and appropriately

1.2.5 Able to talk on topics of interest in formal situations
texts
5.1.2 Able to use pronouns correctly and appropriately
4.2.1 Able to respond to literary texts: (a) characters; (b) place and time;
1.3.1 Able to listen to and demonstrate understanding of oral texts by: (b) giving
main ideas and supporting details (c) stating cause and effect
ideas and supporting details (b) stating cause and effect
3.1.1 Able to write in neat legible print with correct spelling: (b) paragraphs
4.1.2 Able to sing songs and recite jazz chants and poems
with correct stress, pronunciation, rhythm and intonation

words in context
3.2.1 Able to transfer information to complete: (b) non-linear texts
4.1.2 Able to sing songs and recite jazz chants and poems with correct
stress,pronunciation, rhythm and intonation
4.2.1 Able to respond to literary texts: (a) characters; (b) place and time;
1.1.3 Able to speak confidently on related topics (e) express opinions

2.2.2 Able to read and understand (b) non-linear texts

2.3.1 Able to read for information and enjoyment: (b)non- fiction

3.1.2 Able to write in neat cursive writing with correct spelling: (b) paragraphs
5.1.3 Able to use verbs correctly and appropriately
pronunciation, rhythm andintonation
1.1.3mAble to speak confidently onnrelated topics
1.2.1 Able to participate in conversations to:
(e) express opinions
2.2 By the end of the 6-year primary schooling,pupils will be able to

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

3.1.2 Able to write in neat cursive writing with correct spelling:
(b) paragraphs

pronunciation, rhythm andintonation
4.2.1 Able to respond to literary texts: (a) characters

1.2.5 Able to talk on topics of interest in formal situations
words in context


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 (b) non-linear texts


intonation.
2.2.3 Able to read and demonstrate understanding of texts by: a) giving main
ideas and supporting details (c) drawing conclusions
3.2.2 Able to write with guidance: (e) instructions

1.2.1 Able to participate in conversations to: (e) express opinions
words in context
3.2.2 Able to write with guidance: (a) stories
1.3.1 Able to listen fo and demonstrate understanding of oral texts by: (d)
drawing conclusions

words in context
3.2.1 Able to transfer information to complete: (b)non- linear texts
5.1.4 Able to use conjunctions correctly and appropriately
4.2.1Able to respond to literary texts: (a) characters;
2.2.3 Able to read and demonstrate understanding of texts by:

(a) giving main ideas and supporting details
2.2.4
Able to apply dictionary skills to identify and understand
meaning of words in context
2.3.1 Able to read for information and enjoyment:(a) fiction


4.1.1 Able to enjoy jazz chants, poems and songs through non-verbal response.
4.1.2
Able to sing songs and recite jazz chants and poems with correct stress,
4.2.1
Able to respond to literary texts:
4.3.1
Able to plan, produce and display creative works based on literary texts using a
variety of media with guidance.
1.2.1
4.3.2 Able to participate in conversations to: (e)express opinions
1.1.2
Able toAble to prepare
plan, listen to and participate
respond confidently to a given
in a performance stimulus
with by using
guidance based on
appropriate
literary workswords, phrases and expressions with the correct stress and
intonation.
1.2.3 Able to listen to, follow, and give directions to places around their town
and state.
3.2.1 Able to transfer information with guidance to complete: (a) linear texts
1.2.3 Able to listen to, follow and give directions to places around the state and
country
2.3.1 Able to read for information and enjoyment with guidance: (a) fiction

4.2.1 Able to respond to literary texts:
using a variety of media with guidance.
based on literary works

intonation
1.2.1 Able to participate in conversations to:(e) express opinions
2.3.1Able to read for information and enjoyment: (b)non- fiction
3.2.1 Able to transfer information tocomplete: (b)non- linear texts

5.1.5 Able to use prepositions correctly and appropriately


3.2.1 Able to transfer information with guidance to complete:(a) linear texts

5.1.5 Able to use prepositions correctly and appropriately

1.1.3 Able to listen to and respond to a given stimulus by using appropriate

words, phrases and expressions with the correct stress, rhythm and intonation.
1.3.1 Able to listen to and demonstrate understanding of oral texts by: (b)
giving main ideas and supporting details

2.3.1 Able to read for information and enjoyment: (b) non-fiction
5.1.6 Able to use adjectives correctly and appropriately

1.3.1 Able to listen to and demonstrate understanding of oral texts by: (a)
giving main ideas and supporting details
2.3.1 Able to read for information and enjoyment with guidance: (a) fiction(b)
non-fiction
3.2.4
Able to spell words by applying spelling rules.
4.1.1
5.1.6 Able to enjoy jazz chants,
use adjectives poemsand
correctly andappropriately.
songs through non-verbal response.
intonation.
words in context.
3.2.2 Able to write with guidance: (c) poems
5.1.7 Able to use articles correctly and appropriately


3.2.2 Able to write with guidance:
(c) poems
5.1.7 Able to use articles correctly and appropriately

appropriate words,
phrases and expressions with the correct stress and intonation
1.3.1 Able to listen to and demonstrate understanding of oral texts by: (b) giving
main ideas and supporting details
5.1.8 Able to use adverbs correctlyand appropriately
4.2.1 Able to respond to literary texts: (c) values

1.2.2 Able to listen, follow, and give instructions
2.2.2 Able to read and understand (a) linear texts

5.1.8 Able to use adverbs correctly and appropriately

1.2.2 Able to listen, follow, and give instructions

3.2.1 Able to transfer information to
complete: (a) linear texts
5.2.1 Able to construct various sentence types correctly

1.1.3 Able to speak confidently on

related topics

2.2.1 Able to apply word attack skills by identifying: (b) phrasal verbs
words in context

3.3.1 Able to create texts using a variety of media: (a) non-linear
4.2.1 Able to respond to literary texts: (c) values

1.1.1 able to speak with correct pronunciation, stress and intonation

1.3.1 Able to listen to and demonstrateunderstanding of oral texts by:(c) stating
cause and effect
2.2.3 Able to read and demonstrate understanding of texts by:

a) giving main ideas and supporting details (b) stating cause and effect
3.2.2 Able to write with guidance: (a) stories (d) descriptions
5.2.1 Able to construct varioussentence types correctly
4.1.1Able to enjoy jazz chants, poems and songs through non-verbal response.
4.1.2Able to sing songs and recite jazz chants and poems with correct stress,
Let’s Talk ( 1)
7 1. Talk and discuss about the 8 picture.
• Do you like to read? How often do you read?
Which book would you choose to read?
What do you understand about Reading: A window
OBJEKTIF PEMBELAJARAN to the world AKTIVITI PDPC
Let’s Listen
Classroom Discussion
1 .Listen to the conversation and discuss
• How to choose a good book?
• The meaning of genre?
• Where to find synopsis or gist on a book?
2. Practice the conversation on how to give reason.
1. listen to and respond confidently to the oral • Teacher questions and pupils answer.
questions. 3. Cultivate the moral values.
2. participate and talk about their favorite book. • Handle with great care. Be wise. Think smart
(book) Refresh the previous lesson
Classroom
Group Activity Discussion
Building
Evaluate thevocabulary up pupils’ understanding by analyzing a
1.
book Scan the on
based textthe information read.
2.
• Pupils Underline
choose keywords/phrases/idioms/proverbs
a book from library.
•• Examples: Talk about the book.
Let’s
3.Discuss writethe meaning of each
•1.Give reasons
Teacher writes a sentence without punctuation
words/idioms/phrases
•and Refer to textbook for example.
•2.Dictionary asks pupils Skillsto spot the error.
: located words/meaning of base
•word Present their choices.
What the common error in this sentence?
Individual
Ex: ali is my/ pair
brother work
4.
Choose Pronunciation
your Drilling
favourite book and talk about it to your
1. Read, understand and enjoy the text read. Classroom discussion(6)
Let’s
friend. read and answer
2. Apply dictionary skills in locating words and find 1. Read and understand the notes. Discuss the
Group Referwork
•punctuation to theand textbook for
meaning of base word. • Direct pupils to its
readrolethe aexample.
in text
sentence.
paragraph by
•paragraph
Full stop
• Comma Each paragraph find keywords in the text and
• Question
Let’s readtalk mark
the information given in the sentence.
•Let’s Capital
learnletter
Underline them.
and practise(18)
•Classroom
2.AClassroom
Quotation Mark
discussion,
discussion find the
2.
• Evaluate
Main ideas pupils’
1. Read the explanation understanding by
about compound nouns.
1. Identify and know the usage of punctuation. a)
• Matching
Supporting
Ask pupils the
idea
to symbol
focus on with
BOLD its name.
words.
2. Rewrite a paragraph in neat legible print with •2. Teacher
Individual writes
work about
Explain more on thecompound
board unscramble symbol
nouns. ( refer to
correct punctuation and
• State
the its
notes)name.
True or False
•• Pupils
Discuss
The rulesmatch
the them
answer.
: made upbased
of twoonnouns
their name
•b)Situation
Simple quiz
Group Activity
3. Get more examples of compound nouns by
1.
referring toand
Discuss theirrewrite the sentences.
surroundings.
1. Identify and know the usage of Compound words • Put
Ex: things/ objects letter, question mark,
a full stop, capital
2. Apply compound word accurately in different quotation
4. Write the markcorrector comma
compound nouns
situation •• Draw
Discuss thethesymbol
answer. and its name.
2. Teacher
Group
Let’s workobserves
recite ( Page 10)and guides.
3. Presentation.
Analyzeand
1. Recite theactspictures and findrhymes.
the chanting out the words that
Individual
build
2. Askup /pair
compound
pupils worknouns.
to listen to the pronunciation and
1. Rewrite
• Ex: class the
intonation. passage
+ room.= using correct punctuation in
classroom
neat cursive
2. Say the
Group writing.
compound words.
Activity
.Enjoy jazz chants, poems and songs through non- 2.
3. Refer
Think toof textbook
verbal responses. 1. Practise, more andforact
reciteexamples more
the information.
of chanting
compound words.
rhymes.
4.
• Presentation.
Pupils create their own creativity
2. Recite poems with correct stress, pronunciation, 5. Paste their work piece on the classroom wall.
rhythm and intonation • Cultivate the
Individual
2. Teacher workobserves and guides the pupils.
1. Presentation.
3. Complete the following compound nouns.
2. Discuss the
Individual Work( answers.
Page 10)
1. Make a foot puppet
• Refer to the textbook
Refresh the previous lesson
Let’s Listen
Choosing Books
1 .Listen to the information read.
• BLURB: is a short description of a book
2. Explain and discuss on how to find the BLURB of a
book.
• Analyzing a book.
3 State ‘True’ of ‘False’ based on the blurb.
1. listen to and demonstrate understanding of oral •information.
Discuss the answer by referring to the
texts by giving main ideas and supporting and Group work
drawing conclusions • If you were Kamini, which book would you prefer
to read? Why?
• .How do you choose books to read ? Do you look
at the cover, pictures, thickness, the author or
something else? Give reasons.
2. Presentation.
Individual
Refresh the / pair work(3)
previous lesson
•Classroom
Refer to textbook
Discussion
1.Answer
Building up the comprehension question. ( Harry
vocabulary
Potter)
1. Scan the text
2. Underline keywords/phrases/idioms/proverbs
• Examples: Organic enormous stretched out
effective devastated took out rose up glanced
3.Discuss the meaning of each
• Dictionary Skills : located words/meaning of base
word
4. Pronunciation Drilling
. Read, understand and enjoy the text read. Let’s read and answer
2. Apply dictionary skills in locating words and find Group work
meaning of base word. • Direct pupils to read the text paragraph by
3. Read and demonstrate understanding of texts by paragraph
drawing conclusions • Each paragraph find keywords in the text and
• read the information given in the sentence.
• Underline them.
2. Classroom discussion, find the
• Main ideas
Refresh the previous lesson.
• Supporting
Classroom discussion(6)
details
3. Read
1. Give aandtitleunderstand
to a story. the information.
•A HowbookdoReport
you think( Buku
the NILAM)
story ended?
• Describe
2. In the a book
the new
report
head: of the scarecrow.
•Individual
Title, Author
work Genre, Characters, Synopsis,
• Match the words or phrases in bold in the passage
to the meanings.
Opinion about the book , Moral values/ knowledge
• (Refer to textbook)..
gained.
3. Practise:
1. Transfer and write information into a book report •• Select a book.
Read the book
• Search the above criteria
• Write a book report.
Group work
The most excellent readers
• In group, read and discuss books
• Fill in their book Report.
3. Presentation.
Individual /pair work Exchange your book report
with a friend. State whether you agree or disagree
with his or her opinion.
1. Read the explanation about compound nouns.
2. Explain more
Introduce the poem about compound nouns. ( refer to
theTeacher
1. notes) brings pupils to go through the poem.
• Type The rules
of poem: made up of two nouns
• Author Situation
1. Identify and know the usage of Compound words •3. The
Gettitle
more examples of compound nouns by
referring
• Stanza to their surroundings.
2. Apply compound word accurately in different Get Ex:
to know
things/ theobjects
poem
situation 4. Write
The poem theis correct
about games
compound and feelings
nouns experiences
• Pupils
by the poet
think andof his
compound
friends. word
• Discuss
1. Teacherthe asksanswer.
questions about the poem.
(Group Who, work
what, when, where and why)
•1.Ex: FormWho compound
are the major
wordscharacters?
using the word “ book:.
1. Enjoy jazz chants, poems and songs through non- 2. • Book Identify
– bookworm
and interpret difficult, figurative,
verbal responses. . Paste their similes,
metaphors, work piece idiomatic.
on the classroom wall.
2. Recite poems with correct stress, pronunciation, •1.Bellyache Matching jumping thirsty glue sticky
rhythm and intonation 2. Fill in the blank
Practise poem
3. Respond to literary texts: a) characters b) place 1. Teacher recites the poem and pupils listen.
and time c) values Let’s
2. Recite Talk the
( 11) poem, as a class, in group, in pair, as
1. Talk and discuss about the picture.
individually.
•4.Have youinever
Practise received greeting cards?
group.
• Have Perform youthe ever sentbased
poem a card? on their creativity:
• To Who whomdo you do think
you send cards?to
can relate Why?
best: Jumping
Let’s
John, Listen Kicking(12) Kirsty, Mad Mickey or Fat Fred
Classroom
Demonstrate Discussion
the poem If your parents were to
1
come .Listen
backto home
the conversation
now, how doand youdiscuss on how
think they to
would
express
feel?
• Happiness
How would your concern
mum react?support sorrow
For
• Based different
on your reason.
parents’ reaction, how will you
2.Practice
react? the conversation
• As class in group in pair
1. Express gratitude and feeling in a conversation. 1.
Group Refresh the previous lesson.
Activity
Let’s read
Practise and discuss the conversation; find the
Building
responses upofvocabulary ( based on the text)
each situation.
1.
1.What would you say to to
Teacher directs pupils read thewho:
someone text.
2. Underline keywords/phrases/idioms
• Has passed the examination with flying colours?
• Has Examples: appreciate
just undergone thoughtful indulging
surgery?
confidence attributes pride
• Is participating in the National Storytelling
3.Discuss
Competition? the meaning of each
keywords/idioms/phrases
• Has lost his/her beloved pet?
•2.Dictionary
Ask pupils Skills:
to actlocate words/ meaning base
the conversation.
words
• Group to group
4.
Pair Pronunciation
work Drilling
Let’s read and
Ask and answer questions. answer
1. Teacherthe
• Practise refers to text ( page
conversation with15)
peers.
1. Read, understand and enjoy the text read. • Teacher reads the text and asks pupils to listen to
2. To apply dictionary skills in locating words and find the pronunciation.
meaning of base word. • Direct
1. Show pupils to somereadexample
the text.of wishing card.
•Let’s Findwrite
the keywords
(16) in the text and read the
information
A Father’s Day given
Cardin the sentence.
• Underline
1. Explain tothem. the pupils that they are going to make
2. Classroom
the cheapest discussion
but most valuable gift for the Father’s
•Day. Main ideas
• To Supporting
express love details
and gratitude
•3.To Evaluate
expressthe pupils’ understanding by;
appreciation
• To Matching the words to their meaning.
say thankful.
•2.Discuss
Cultivate thetheanswers
value of love amongst the pupils.
•Individual
Love Godwork
•Discuss
Love your family
1. Create a personalized card. Complete
• Love your the circle map with ways you can
friends.
appreciate
Group Activity your parents.
1. Discuss and design a personalised cards for the
Entrepreneurs’ Day
• The selling will be donated to a home for the
elderly.
2. Refer to text book for examples.
2. Teacher observes and guides.
3. Presentation.
Individual work
1. Design your own personalised cards for your
father.
2. Use the phrases from the textbook as guidance.
1. Teacher shows two words (love) and (hug).
• Ask pupils which one can be touch?
• Discuss.
Let’s learn (18)
1. Read and discuss the information.
2.Explain more about abstract and concrete noun
( refer to the notes)
• The rules
1. Identify and know to use abstract and concrete • Situation
nouns. 3. Get more examples of abstract and concrete
2. Apply abstract and concrete noun in different nouns.
situation • Search in the textbook
Group Activity
1. Evaluate pupils’ understanding by
• Grouping the words into concrete and abstract
noun.
1. Introduce the writer: Leila Berg
•Let’s Write sentences to support the words as
Recite
examples.
1.Read and recite the poem ‘Swinging”
•2.Understand Discuss the the answer.
meaning.
•Individual Correct wordworkstress and pronunciation
1. Write 3 sentences using concrete nouns.
1. Recite jazz chants with correct stress, 2. Write 3the
2..Learn sentences
meaningusing abstract nouns.
of some
pronunciation, rhythm and intonation. words/idioms/phrases
2. Plan, produce and display creative works based on • Low sky high down reach sun high
literary texts using a variety of media with guidance 1. Group Activity
Teacher asks pupils
•Let’s practice
Listenthe(12)
poem
•Classroom enjoy theDiscussion
poem
2.
1 .Listen Perform to the
thepoem with action
conversation and discuss on how to
Individual Work
express
1.
• Appreciation Write two rhyming words for the words in bold.
to people.
•• Refer to the note
Act out a conversation- in pair
Group
1. ThinkActivity about the good things you have done and
1.
what Lookyouat got
theinbrace map. Talk about the ways to
return.
1. participate in conversations with peers appreciate others.
• Share the experience with friends.
2. speak confidently on related topics •Let’s Gifts
read
•Building flowersup vocabulary ( based on the text)
•1.offer helpdirects pupils to read the text.
Teacher
•2.assist others
Underline keywords/phrases/idioms
• express Examples: gratitude
appreciate thoughtful indulging
Pair
confidence work attributes pride
Ask
3.Discuss and answer questions.
the meaning of each
•keywords/idioms/phrases
Practise the conversation with peers.
•• Refer to theSkills:
Dictionary examples
locateon how to
words/ ask andbase
meaning answer
read and demonstrate understanding of texts by questions.
words
giving main ideas and supporting, details. 4. Pronunciation Drilling
Let’s
1. Show readpupils
and answer
some example of wishing card.
1.
Let’s write refers
Teacher (17) to text(page 14)
•E-CardTeacher reads the text and asks pupils to listen to
the pronunciation.
1. Explain what E-Card is.
•• Direct
A digitalpupils to read
version the text.
of greeting card.
•• Find
Send through email. the text and read the
the keywords in
information
• Easy to create given
andin quick
the sentence.
to send.
•2.Read
Underline them.
and understand the situation. Focus on the
2. Classroom
example discussion
of e-card to express gratitude.
1. Create and send e-card • Main ideas
Group Activity
•1.Supporting
Discuss : details
3. Discuss You
Situation: the text
spentbyyour
analyzing
holidaythe
at main idea.
your relative’s
house. You had a great time.
Send an e-card to thank them.
• With the help of ICT teacher, find information on
how to create E-Card .
Individual work
1. Send an r-card to your best friend on his or her
birthday.
1. Teacher shows two words (love) and (hug).
• Ask pupils which one can be touch?
• Discuss.
Let’s learn (18)
1. Read and discuss the information.
2.Explain more about abstract noun ( refer to the
Introduce
notes) the poem
1.
• The Teacher
rulesbrings pupils to go through the poem.
1. Identify and know to use abstract nouns. • Type of poem.
Situation
2. Apply abstract noun in different situation •3.Author Get more examples of abstract nouns.
• The Searchtitlein the textbook
•4.Stanza Evaluate pupils’ understanding by;
Get
• Completing to know the thepoemstory with abstract noun.(page 19)
This
Group poem talks about a fun poem about making a
Activity
crazy
1. Evaluate sandwich.pupils’ understanding by
1.
• Design Teachera asks
tablequestions
that showabout the poem.
differences between
(abstract Who, what, when, where
and concrete nouns. and why)
•2.Ex: Whothe
Discuss areanswer.
the major characters?
Individual work What are they doing?
1. Enjoy jazz chants, poems and songs through non- 1. Talk about the picture.
2.
• What does the picture difficult,
1.Complete Identify andthe interpret
sentences with the
show? figurative,
abstract nounh.
verbal responses. metaphors, similes, idiomatic.
2. Recite poems with correct stress, pronunciation, •• Talk about your family members.
Let’s Sandwich
Talk (page as big22)as bread slices marge cheese
rhythm and intonation.
Classroom Discussion. radish sizzling burger sauce
tomato onion lettuce
Practise
1.Recite the poemHaving somewhere to go is Home,
a quote’
1. Teacher
Having someone to recites the poem
love and pupils listen.
is Family,
2. Recite the poem, Having both is in
as a class, group, in pair, as
a blessing’
individually.
2. Think of and give opinion the meaning of the
4.
quote. Practise in group.
•• Perform Encourage thepupils
poemtobased on their creativity.
give idea.
•3.What Select 6 pupils to role-play tohis
does the poet put into sandwich? Do
conversation’ of a
you think
nuclear family you will like the sandwich? Why/.
Demonstrate
• Read the dialogue. the poem
1. speak confidently on related topics •
1. Write
Ask a poem
pupils
4. Name the correct if about
they making
have joinedyour
relationship own sandwich
abetween
family day?
the
•.read your
Sharing
people mentioned. poem to the class.
•Group Rewrite
Classroom the poem in the formal of usual recipe.
Discussion
Activity
Building up vocabulary
1. Select 6 pupils to role-play ( basedthe onconversation’
the article) of a
1. Teacher
nuclear family directs pupils to read the article.( page
24)
• Read the dialogue.
2.
• Pupils Underline
listenWords/phrases/sequence
connectors/linkers/homographs/homophone
2. While they are listening to the conversation,
•• Examples:
Name the correct planningrelationship
memorable family the
between reunion
identifier
people. encourage interaction
3.Discuss
• Refer tothe themeaning
textbookof each
(22)
Individual work
•1.Dictionary
Draw yourSkills:nuclear locate words / meaning base
family.
words.
2. Rewrite the conversation read.
1. read and understand phrases and sentences from 4. Pronunciation Drilling
linear texts 3. Change the personal detail.
Let’s read and answer
1. Teacher refers to article ( page 24)
1. Show a reads
• Teacher picturethe of text
a family
and tree.
Let’s
• AskWrite pupils to listen to the pronunciation.
Classroom
• Direct pupils Discussion.
to read the article.
1. The purpose
• Find the keywords of family
in thetree:
text and read the
•information
Show relationship
given in of thefamily and relatives.
sentence.
2. Explain who
• Underline them. are they in a family tree. ( refer to
the textbook)discussion; Find the
2. Classroom
•• Ask
Mainpupils
ideasto read the information.
3. Draw a simple
• Supporting family tree on the board
details
•Individual
Pick pupils workto fill in the space provided.
1. write description with guidance 4.
1. Building up vocabulary: uncle
Answer comprehension aunt grandfather
questions.
grandmother
• Discuss the answer father mother sister brother cousin .
Group Activity
1. Write a short description based on the
information of family tree.
• Elaborate the relationship in sentences.
2. Teacher observes and guide pupils during the
discussion.
3.Presentation
Individual work
1. Draw your family tree. Add description.
• Refer to textbook for example.
Let’s learn and practise(page 28)
1.Read and understand the story
2.Explain more about Reflexive Pronoun-
• Refer description of Reflexive Pronoun in
textbook.
3. Read the timetable of reflexive pronoun.
4. Teacher explains the timetable.
1. Identify and know to use reflexive pronouns 5. Evaluate pupils’ understanding ;
2. Apply reflexive pronouns in writing. • Simple quiz
Introduce the writer: John Coldwell
GroupRecite(
Let’s work Page 30)
1. Teacher Discuss and recitesmake andsentences
acts a poem.using reflexive
pronouns.
2. Teacher asks pupils to guess the poem.
• Use
3. the information
Classroom discussion about reflexive pronouns as
•guidance. title of the poem
•2.the Presentation.
writer
Individual
• the meaning workof the poem
1. Recite poem with correct stress, pronunciation, Complete the sentences with suitable reflexive
4.Learn the meaning of some words/idioms/phrases
rhythm and intonation. pronouns, Low sky high down reach sun high
2. Enjoy the lesson. Group
RefreshActivity the previous lesson.
1.
Let’s Whatspeak is dollop?
(page 23)
2.
AnName Extended threefamily
types of baby food.
3. Can
1. Explain the meaning babies be fed adult of food? Why? Family
An Extended
Individual
Refresh
• Parentsthechildren Work
previous lesson about an
grandparents extended
uncles aunts
1.
family.
cousins Write a poem about your family members and
their
Classroom
Nephews favourite food. You can dedicate each stanza to
Discussion
and nieces.
each
Building
2. Role-play of your family
up vocabulary
an interview members.
( based on the
to a friend conversation)
about his/her
extended 1. Teacherfamily.directsUse pupils
the to read theprovided:
questions conversation.
1. speak confidently on related topics (•page 25)you have an extended family.( Refer to
2. participate in conversations with peers Ex: Do
2.
textbook) Underline Words/phrases/sequence
• Pick a pupil as interviewer and a pupil as guest.
•Group Examples:
Activity extended gathering party fun visit
barbecues
Discuss; potlucks nieces.etc
3.Discuss
Having anthe meaning
extended of each
family can be a blessing.
• The advantages of having an extended family
1.
• Dictionary Refresh activities
Suggest the previous
Skills: thatlesson.
locate words
can / meaning
strengthen thebase
family
Let’s
words.
ties. Write
1.
4.
Individual Explain
Pronunciationthe
work useDrilling
of three basic sentence patterns
1. Read and understand the conversation about the in 1. writing.
Let’s read
Draw andextended
your answer family.
bliss of having an extended family. There
1. Teacher is/are/was/were
refers to article ( page This 25)
is/was These
are/were
• Teacher reads the text and
Subject
• Ask pupils Verbto + ing object
listen to the pronunciation.
Kamini
• Directisthe
Refresh eating
pupils toanread
previous apple
lesson
the article.
• Findlearn
Let’s the keywords
and practise in the
(page text29)
and read the
1. write description with guidance Group
information
Classroom Activity
discussion
given in the sentence.
•Introduce
1. Discuss
Underline
Read and andthem.interpret the
understand pictures
reflexive about Name’s
pronouns.
family. the poem
•2.
1. Ask
Classroom
pupils
Teacher brings todiscussion;
focus on BOLD
Find the
words.
pupils to go through the poem.
•2.Describe their about
activities
• Main Explain
Type
Use
ideas
of
the
more
poem.
three
Reflexive Pronoun.
•• You- Supporting
Author Yourself (basic
details sentence
singular) patterns
Yourselves in writing
( plural)
•2.
What Presentation
By-
•Individual to
would
show
The title work you
the do
action
if members
is done of
without
your extended
help.
1. Identify and know to use reflexive pronouns family
5. Evaluate
•1.Stanza were pupils’
reluctant understanding
to participate ; in
2. Apply reflexive pronouns in writing. •Get Look
Simple
Familyatquiz
the picture.
gatherings?
• Write to knowfiveworkthe poem in neat cursive writing.
sentences
Group
Individual work
The poem is about the poet’s observation of his
1.
Answer
sisterComplete the text with
the comprehension
eating porridge and the correct
questions.
the mess she suitable
makes. In
reflexive
•the Refer to pronouns.
textbook.
end, she does not eat the porridge as most of it
•lands
Discuss
on the thefloor
answer. and she cries as she is still hungry.
2.
1. Fill in theasks
Teacher blanks with suitable
questions about thereflexive
poem.pronouns.
•( Who,
Discuss the answer
what, when, where and why)
1. Enjoy jazz chants, poems and songs through non- Individual • Ex: Whowork are the major characters?
verbal responses. Write five sentences What are using
theyreflexive
doing? pronouns.
2. Recite poems with correct stress, pronunciation, 2. Identify and interpret difficult, figurative,
rhythm and intonation. metaphors, similes, idiomatic.
• Dallop dripping lumpy porridge rain
Practise the poem
1. Teacher recites the poem and pupils listen.
2. Recite the poem, as a class, in group, in pair, as
individually.
4. Practise in group.
• Perform the poem based on their creativity.
• What things tell you that the sibling eating is a
very small child who is still does not know how to
feed herself..
Demonstrate the poem
1. Do you think parents should allow very young
children to feed themselves? Why?
1. Talk about the issues in the pictures.
2.What can you do about them?
Let’s Talk ( page 31)
1. Discuss the picture.
Building Up Vocabulary
Child abuse Drugs Smoking Vandalism Bullying
Animal abuse
2. Read and listen to a conversation.
( Teacher and a pupil act the conversation) (page
32)
3. Discuss :
• The purpose
1. listen to and demonstrate understanding of oral • The main idea
texts by: asking and answering question 1.
• The Talksupporting
about animal abuse. Get respond from the
details.
pupils.
4. Listen to the conversation again and help the
Let’s
counsellor read to complete the form.
Building
6.Paste the up form
vocabularyon the( classroom
based on the wall.text)
1. Teacher directs
5. Cultivate the value of respectful each other. pupils to read the text.( page 34)
2.Underline
Group Activity keywords/phrases/idioms
•1.Examples: Discuss and abuse
writenationwide problem
a creative anti beaten
bullying
starved
message. awareness
3.Discuss
• Write on the meaning.of each
a flipchart
• Read it aloud.
•• -Dictionary Display yourSkills message.
4.
Individual Pronunciation
/ Pair work Drilling
1. Predict the outcome if Kamal did not report the
1. read and demonstrate understanding of texts by: 1.
incident. Teacher refers to text ( page 34)
giving main ideas and supporting details. • Teacher reads the text and asks pupils to listen to
the pronunciation.
• Direct pupils to read the text.
Refresh
• Find the thekeywords
previousin lesson.
the text and read the
Let’s
information write ( given36) in the sentence.
1.
• Underline Read the online them. invitation.
2
2..Discuss Classroom : discussion
• The Mainmain
ideasidea
• The supporting
Supporting ideadetails
•3.The objectives
Evaluate the understanding of the text by
•analyzing Activitiesthe information using I Think
3.Building
Individual work up vocabulary
•1.Complete Venue audience the tableadmission
with the givenofficiated
information.
1. write sentence in neat legible print with correct objectives
(1.page 34) NGO
spelling Group Teacher
Activityasks pupils about the previous grammar
lesson
1. Transformhave they learned.
the online invitation to assembly
Let’s
announcement. Learn (38)
Classroom Discuss and discussion
write the announcement.
1.Read
• Use all thesentencesthe information about The Tunas Pet
•Project Ask pupils to focus on BOLD words.
2.Explain
2. Teachermore observes aboutand relative
guides. pronouns ( refer to
the
3.Presentation notes)
•Individual The ruleswork( 36)
•1.Situation Create a poster to promote the Tunas Pet
3.
Project Get more
Animal examples
Awareness of relative pronouns by
Introduce
referring tothe theirwriter: JohnFair
surroundings. Kitching
Let’s recite
• Ex: who-people What- things where-place
1. Identify and know to use Relative Pronouns Classroom
4. Evaluate discussion the pupils’ understanding of relative
2. Apply Relative Pronouns correctly. 1.Read
pronouns the poem.
2.Recite
• Answerthe thepoem fill in the blank questions.
3.Explore
• Discuss the the answer.
vocabulary: plate cat nose thumb
head
Group Activity gum tongue face socks
•Discuss Discuss the
and Completemeaning
4.Explore
Refresh
• Complete thethe poem
previous
the and discuss
topic.
sentences about:
with the phrases given in
•the
Let’s The characters
Talk ( page 33)
box. Remember to include ‘who’ ‘whom’ or
1. Show enjoyment and appreciation of poem. •1.
‘which’ The contents
Teacher
before readaddingthe information
the phrases. about
( PageCyber
39)
2. Recite the poem with correct pronunciation, •bullying.
The meaning
• Presentation
rhythm and intonation. •Individual
2. The Moral
Pupils listen
work Values
to(38)
and identify the main ideas.
Let’s
3 Sing
Teacher (40)
read
1. Complete the sentences the informationusingagain
‘who’. or ‘whom’.
1.In
4. group,
Pupils discuss:
answer
You may use the dictionary. questions.
••• What
What
Example are : the
is cyber a herobad ishabits
bullying? you
a person seen
Why
who ispeople
cyber doing
thebullying
main in
male
1. listen to and demonstrate understanding of oral public
should places?
be stopped?
character in a story.(who)
texts by asking and answering questions •• Who
Why should
is a cyber webully?
avoid doing How thesetobad habits?
prevent cyber
2. speak confidently on related topics •bullying/
Your sibling likes to pick his nose in public. What
advice
• Whatwouldstudiesyou say?give him?
Individual
Group Work
Activity
1.Make
1. Discussan accordion book.
•DoRefer for theschool
you think text book for instruction
children are easy targets for
cyber bullies? Why?
Individual / Pair work
survey prevention vulnerable litter
• -Dictionary Skills
1. Teacher refers to text ( page 35)
1. Read and demonstrate understanding of texts by • Teacher reads the text and asks pupils to listen to
giving main ideas and supporting details. the pronunciation.
• Direct
1.
Let’s Teacher
writepupils
asks
( 37)to pupils
readaboutthe text.the previous grammar
• Find
lesson
1. Lookthe
they keywords
at the have learned.
pictures. in the text and read the
information
Let’s
2. AskLearn
pupils(38) given in the sentence.
to interpret the pictures.
• Underline
Classroom
3. Talk about discussion
them.
what they see.
2..Discuss
1.Read
4 Classroom
theon sentences
discussion
how to take care pets.
1. write sentence in neat legible print with correct • Ask Main
Foodpupils
ideasto focus on BOLD words.
spelling • Supporting
2.Explain
Group more
Activity details
about relative pronouns ( refer to
3. Use
the
1. Evaluate
notes)
I –Think the map understanding
to explain of onthe
how text
to by
take care
completing
•pets. The rules the brace map with the information
•2.the
Introduce Situation
article.
Teacher observes
the poem and guides.
Individual
3.
3.Presentation
1. Get more
Teacher work examples
brings pupilsoftorelative pronouns
go through by
the poem.
1.Type
•referring
Individual Guess ofthe
to their
work(
poem. meaning surroundings.
36) of words in bold in the text.
Check
•1. Ex: who-people
Write
Author the meaning in
paragraphs What-
the the
using dictionary
things
notes below.where-place
1. Identify and know to use Relative Pronouns •4.The Evaluate
title the pupils’ understanding of relative
2. Apply Relative Pronouns correctly. •pronouns Stanza
• Answer
Get to know thethe fill poem
in the blank questions.
• Discuss
The poemthe answer.
is about what our toes can do.
Group
1. Activity
Teacher asks questions about the poem.
(Discuss and Complete
Who, what, when, where and why)
•Let’s Complete
Ex: Who
Talk the
are sentences
the with the phrases given in
major characters?
1. Enjoy jazz chants, poems and songs through non- the 1.Discuss box. Remember
the Whatpicture: to include
are they doing? ‘who’ ‘whom’ or
verbal responses. ‘which’
2. Identifybeforeand
1. What information can you get from adding
interpret the phrases.
difficult, ( Page
figurative, 39)
a globe?
2. Recite poems with correct stress, pronunciation, metaphors,•2.Presentation similes, idiomatic.
Name some of the countries you know.
rhythm and intonation. •Individual
Let’s Handy work
listenwiggleand talk (38)kick( 41)tickle hard walk toes
1.
Practise
Classroom What
Complete is the
the themain
poem
Discussion attraction
sentences in Malaysia?
using ‘who’ or ‘whom’.
•1.
You Share
may
Teacher their
use idea
the
recites
1. Read and discuss the picture. dictionary.
the poem and pupils listen.
Let’s
•2.Example
2. read
Recite
Talk about: and
the: a answer(44)
hero
poem, isasa person
a class, who
in is
group, the inmain
pair, male
as
character Building
individually.
• The landmarks up
in avocabulary
story.(who) ( based on the text)
1. Talk about future in formal situations with 1.
4. Teacher
Practise directs
in group. pupils to read the text.
• Which countries they are belong.
guidance. 2.Underline
•• Perform the Words/phrases/idioms
poem based on their creativity.
Special about it.
2. Listen to and demonstrate understanding of the •• Examples:What are brochure
the things limestone
you can do cave
with stalagmites
your toes,
Location
text read. stalactities
according to Nicholls?
3. Encourage pupils to go beyond their knowledge.
3.Discuss
• Think ofthe
Demonstrate andthe meaning
give poem
opinionof eachwhat happen to the
Write
building in 100 years onward. using the same styles
a poem entitled ‘Fingers
•as
• Dictionary
toes’.yourSkills
Share opinion.
4.
1. Pronunciation
Group pupils
Ask Activity Drilling of mobile phone.
the function
Let’s
2.
1. Pupils Practice.
Discuss: shareIf you their
hadanswer.
the opportunity to choose a
1. read fiction for information and enjoyment 1.
Let’s
landmark Teacher
writefor refers
( Page to
46)text.what would it be? Why?
Malaysia,
•2. Teacher
Classroom
Presentation.reads the text
discussion
•1. Asks
Read
Individual workpupils
and to
discusslisten thetoinformation
the pronunciation. about Gunung
•Pulai,
1. Direct
1. ThinkTeacher pupils
identify asks
and create . to read
pupils the
about
your school text.
thelandmark.
previous grammar
lesson
• The Findmain
the
theykeywords
have learned.
ideas in the text and read the
information
Let’s
• Learn and
Supporting given in the(48)
Practise
details sentence.
1. write description with guidance •Group
1. Underline
Teacher them. about simple present tense.
explains
Activity
•2. Classroom
The
1.Discuss rulesanddiscussion
write a paragraph about a place you
MainSituation
•would
The ideas
like to visit. Include a main idea and three
•Teacher
2. Supporting
Use the
supporting asks idea Write
timetable
details.
pupils totoshowdescribe
theirthe
in neat simple
cursive
teeth. present
writing.
3. Analyze
tense.
• Refer to the
the
• Teeth inspection. information
note attached using
in I
the Think
text Map.
book.
1. Identify and know to use simple present tense. Individual
2. Apply simple present tense in writing 3. do work
2. Evaluate
Presentation
Let’s the understanding pupils of simple
1.Complete
present
Individual tense.
work
1. Let’s Recite(50) the table with the information given
above.(44)
•1.Rewrite
Simple quiz.
1.Read and recitetext messages
the poem correctly.(47)
This Tooth
Group work
• Practice correct word stress and pronunciation
1.
2. Complete
Discuss thethe poem.sentences below using the correct
form of verb.
1. Participate in performance and enjoy the poem. ••3..Learn The meaning
Refer to thetextbook
meaning(page48) of some
2. Recite the poem in correct stress, pronunciation, •words/idioms/phrases Discuss the answers.
rhythm and intonation Individual work pushed pulled poked
• Jiggled jerked
1. Write 5 sentences
4. Recite and act. using simple present tense.
• Pupils enjoy and act the poem.
Group work(50)
1.Discuss and write a poem on good oral hygiene.
• Perform in a group
Individual Work
1. Rewrite the poem in legible cursive writing.
Let’s listen and talk ( 43)
1. Read the itinerary.
2. Talk about it.
• Meaning of itinerary
• Activities.
3. Explain on how to write itinerary.
1. Talk and describe the itinerary. Group Activity
2. express opinions 1.
Refresh Discuss:the previous lesson.
•Let’s If you
readwere
andinanswer(45)
Bangkok, which activity would you
prefer to do?
1.Explain why?
about
• Main Createideathe itinerary.
2. Presentation.
• Supporting details
Individual
2. Understand workthe notes.
•1. State
1.Description True the
Ask pupils or False
about (page
the
function of43)
main idea and
mobile supporting
phone.
details.
2. Pupils share their answer.
1. read and demonstrate understanding of texts by: Let’s
Let’s Practice.
write ( Page 46)
(a) giving main ideas and supporting details 1. Read the discussion
Classroom previous reading text: a brochure about
famous
1. Read places in Perak.
and discuss the information about Gunung
•1.
Pulai,Identify the
identify
Teacher main andabout
asks. pupils supporting detailsgrammar
the previous of the
second
• The main
lesson paragraph
they ideas from
have learned. the brochure.
3.
•
Let’s Analyze
Supporting
Learn the information
Practise (48)using I Think Map.
details
and
1. write description with guidance Individual work
Group Activity
1. Teacher explains about simple present tense.
1. Identify
•1.Discuss
The the write
rulesand main idea and supporting
a paragraph about a details of
place you
the
•would remaining paragraphs from the brochure.
like to visit. Include a main idea and three
The Situation
•2.Refer
supporting
Use theto textbook
details. Write
timetable in neat the
to describe cursive writing.
simple present
•tense.
Refer to the note attached in the text book.
1. Identify and know to use simple present tense. 2. Evaluate
Presentation
3. the understanding pupils of simple
2. Apply simple present tense in writing. Individual work
present tense.
1.Rewrite
• Simple quiz.text messages correctly.(47)
Group work
1. Complete the sentences below using the correct
form of verb.
• Refer to textbook (page48)
• Discuss the answers.
Individual work
1. Write 5 sentences using simple present tense.
Introduce the poem
1. Teacher brings pupils to go through the poem.
• Type of poem.
• Author
• The title
• Stanza
Get to know the poem
This poem is a fun way to learn about the parts of
the body.
1. Teacher asks questions about the poem.

( Who, what, when, where and why)
• Ex: Who are the major characters?
What are they doing?
2. Identify and interpret difficult words, figurative,
1. Enjoy jazz chants, poems and songs through non- metaphors, and similes, idiomatic.
verbal responses. • Wide lapped growled whack smack smelled
2. Recite poems with correct stress, pronunciation, tip toes
rhythm and intonation. Practise the poem
individually.
• Many parts of the body are mentioned in the
poem.
Let’s talk What did each part do.
Demonstrate
1. What are the theissues
poemhighlighted in the picture?
1.Diferent
2. What can parts
we doof the
to savebodyMother
can doEarth?
different things:
(a) the
Let’s nose can smell different types of scents, e.g
listen
sweet
1. Teacher savoury
reads andthesour (b) the eyes
explanation can see bins.
on recycling
different types of things,e.g
• Pupils listen and identify the main ideas beautiful, ugly,
and man
made.
supporting details.
• Make a list
2.Discuss theof : at least five things under each of the
five
• The senses.
main idea
1.
• The Talksupporting
more aboutdetails kidnapping.
Let’s read
3. Listen to the explanation again and categorise the
item Building up vocabulary
mentioned ( based onbins.
in the respective the text)
1. Teacher
Blue Brown Orange directs pupils to read the text.
1. listen to and demonstrate understanding of oral 2. Underline Words/phrases/idioms
texts by asking and answering questions Examples: gadget environment consume efficient
conventional
Group Work conserve disposable..etc
3.Discuss
1. Ask andthe meaning
answer of each
questions based on the
information.
•Ask Dictionary
Answer Skills
4. Refresh the previous
Pronunciation Drillinglesson
1.Read and understand phrases and sentences from What
Let’s doesand
read 3R mean?
write ( 3 R means...............
Page 56)
Let’s
Where Practice.
can you find recycling bins? They
linear texts Classroom discussion
1. Teacher
can............... refers to text ( page 54)
2. Apply dictionary skills to identify and understand 1. Read and
Teacherreads discuss
asks pupils the criteria
about theofprevious
good paragraph.
•2.Teacher
Practise the the text
conversation and asks
in pupils
group. togrammar
listen to
meaning of words in context lesson Ex: Must have
they have learned. a concluding sentence
the
3. pronunciation.
Add more questions.
•• Refer
Let’s to
Learn
Direct the
and
pupils notes
to( 58)
readin the
the text.
textbook.
Individual
2.
1. Evaluate
Teacher work
the pupils’
explains aboutunderstanding
present by restating
continuous
•1.Find the
Analyze keywords in the text and read the tense.
the
• The rulesthe
criteria
information of aexplanation
givenconcluding using I Think
sentence.
in the sentence.
Map.
3. Teacher displays
Situation
• Underline them. a paragraph and picks pupils
1. write sentences in neat legible print with correct randomly
2. Classroomidentify
Use the to
timetable
discussion thedescribe
to main idea, supporting
present continuous
spelling details
• Main and
tense. ideas concluding sentence.
Group
3. work ( Discussion
Classroom
• Supporting 56)
details
1. Identify
•3Analyze
Read thethe and arrange theusing
notes.
information mainI idea,
Thinksupporting
map.
details
4. Evaluteand
Individual work concluding
the pupils’ sentence.
understanding.
•2. In a flipchart,
1.Complete
Answer rewrite the
thecomprehension
the dialogue paragraph.
using the present
question.
1. Identify and know to use present continuous tense 3. Presentation
continuous tense.
2. Apply present continuous tense in different Individual work( Page 56)
• Discuss the answers.
situation. 1. Writework
a concluding sentence for the paragraph in
Group
theConstruct
1. textbook.a timetable of present continuous
tense.
• Refer the example in textbook for example.
• Describe what is happening in your classroom
using present continuous tense.
2. Teacher encourages pupils to find new words.
• Presentation.
Let’s talk
1. Talk about the front and back cover of the book.
• The title , The author , Pictures , Setting,
synopsis
2. Explore the vocabulary
3. Classroom discussion
•Refresh The characters
the previous lesson
•
Let’s Thelisten
contents
1. State the moral values from story. •1.The Read meaning
the news about separate rubbish from next
2. Respond to the characters in the story read. •year. The Moral Values
1.
2. Talk
Group Pupilsmore
worklisten about kidnapping. the content of the
and understand
Let’s
1.
news. read
What do you think happens in the story?
2. Building
3. Read the news againyour
Discuss upandvocabulary
present ( based on the text)
ideas.
1.
4. Ask pupils to list the rubbish. the fact sheet.
Individual Teacher directs
Work pupils to read
1.listen to and demonstrate understanding of oral 2. 1.
Group Underline
AnswerWork theWords/phrases/idioms
questions.
texts by asking and answering Questions •
Discuss Examples:
The characters generating waste decompose landfills
2. Talk different
•1.The What istime
author lengthsof separate the waste
the benefit
3.Discuss
•according The synopsis the
to categories.of each
meaning
2.How do you manage waste in your household.
•Individual Dictionary workSkills
4.
1. When you throw Pronunciation Drilling
your rubbish do you separate
Let’s Practice.
the items? Conduct a survey. Interview your friends.
. read and understand phrases and sentences from 1. 2. Teacher Copy therefers survey toform
text (andpage 55)interviewing your
start
•
friends. Teacher reads the
Refresh the previous lesson text and asks pupils to listen to
non-linear texts the
Let’s
• Refer pronunciation.
readto andpagewrite53. ( Page 57)
•1.Direct Read pupils
and discussto read thethewayfact tosheet
save mother earth.
•• Find thethe
Identify keywords
main idea, in the text and read
supporting theand
details
information
concluding sentences. given in the sentence.
•• Underline Rewrite them them. in a paragraph.
2.
Group work ( discussion
Classroom 57)
1. Write description with guidance. •Discuss; Schedule for different waste to decompose.
2. Write sentences in neat cursive writing with 1.
3. Teacher
You have asks
been pupils
asked about
to build the aprevious
homegiven.grammar
for the
1.
lesson Write a paragraph
they have using
learned. information
correct spelling. future that is made from recyclable materials.
•Let’s WayLearn
to save andtrees.
( 59) wisely for structure. Give
• Find Select
thethree
main items
ideas and present
supporting ideas. tense
1.
reason. Teacher explains about continuous
2.
and Teacher observes and guides.
Individual
Individual work
work( Page 57)
1. Present
Answer continuous
comprehension tensequestions.
in negative form.
1.
• The rules Rewrite the paragraph in neat legible cursive
Introduce
• Situationthe poem
writing.
1.
3. Teacher Classroom brings pupils to go through the poem.
Discussion
•• Type of poem.
Read the notes.
1. Identify and know to use present continuous tense •4.Author Evalute the pupils’ understanding.
in negative forms. •• The title the sentences using the present
Complete
• Stanza
2. Change the present continuous tense to negative continuous tense in negative form.
forms. Get
• Discuss to know thethe poem
answers.
This
Group work poem is a fun way to learn about the parts of
the
Discuss; body.
1. Describe the event using present continuous
1.
tense. Teacher asks questions about the poem.
(•Who, what,on
Exhibition when,
saving where and why)
the environment
•• Ex: Who are the major characters?
Presentation.
Individual work What(58)are they doing?
2. Identify
5 sentences usingdifficult
and interpret presentwords, figurative,
1. Enjoy jazz chants, poems and songs through non- Write continuous tense
metaphors,
in negative and
form. similes, idiomatic.
verbal responses. Let’s Talk
2. Recite poems with correct stress, pronunciation, •1. Wide lapped growled whack smack smelled
tip Say
toesthe tongue twisters.
rhythm and intonation. Rules:
Practise the poem
•1.Say as fast
Teacher say without
recites the poem slips. and pupils listen.
•2.Say without slips
Recite the poem, as a class, in group, in pair, as
Let’s listen ( 62)
individually.
Classroom
4. Practise in Conversation
group.
1.
• Perform the picture.
Discuss the poem based on their creativity.
-How
• Many often
parts doofyoutheeatbodyfastarefood?mentioned in the
1. speak confidently on related topics •poem. Disadvantages
What did each part do. food.
of eating fast
2.participate in conversations with peers 2. Talk about disadvantages
Demonstrate the poem of fast food.
•1.Diferent
Refer to the notes.
parts of the body can do different things:
Group
(a) the Activity
nose can smell different types of scents, e.g
1.
sweet Discuss:
savoury and sour (b) the eyes can see
•different
Name some typesjunk food we should
of things,e.g avoidugly,
beautiful, . man
•made.
Suggest some food that can make us healthy
•• What
Make are a listother
of atways
least tofivekeep ourselves
things healthy.
under each of the
2. Presentation
five senses.
Individual work
1. Analyze the fact on fast food using I Think
• Dictionary Skills
1. Show Teacher refers and
a recipe to text ask( pupils
65) if they can cook.
• Recite Teachertongue reads twisters
the text and asks pupils to listen to
the pronunciation.
Let’s write ( 66)
1. read and understand phrases and sentences from •1.Direct
1.Classroom Write pupils
3 words toon
discussion read thethe text.
board.
non-linear texts •• Find
1. Read thethe keywords
recipes.
Explain that a sentence must in the text have
and read
head, the
abdomen
•information
and Ingredients
leg. given in the sentence.
•• Discuss Underline
Instructions them.
briefly.
2.
Let’s Classroom
Read
Learn andand discussion
understand
Practise (68) the instructions.
•Classroom
3.Compare Main ideas the two
discussion: recipes
• Which
1. Supporting
The bold is more ideadifficult
phrases to prepare? Why?
are Subject-Verb Agreement
1. write descriptions with guidance 3. Teacher Consolidate the pupils’ understanding
Group
2. Activityexplains
•• Answering
1. Practise
The ruleshow MCQ black andpepper
comprehension
chicken wrap questions
is made.
•Refresh
2.
• The Situation Discuss
Find the the answer
meaning of the
the previous lesson about Hansel andkeywords:
•Individual
2.
Gretel Heat
Use the work(65)
, sauté,
timetableadd, mix, andsteam,
note tofold, serve,Subject-
describe blanch,
1. Identify and know to use subject verb agreement. 1.
transfer
Verb
Classroom Discussion State how
Agreement food was prepared in the past based
2. Apply subject verb agreement in different on
Individual
• Refer
1. the and
Talk passage.
work(
to the Page the66)
timetable/explanation
discuss pictures. in textbook
situation 2.
•3.New Describe
Evaluate the pupils’isunderstanding
how
characters food prepared in your by home
3.Analyze
•1. Discuss
Using
Setting thethe different
phrases,
sentences method
write
based the
on of the old
instructions
the rule days and
to make
of Subject-
current
grilled
Verb
•Ask Plot time.
chicken
Agreement salad wrap.
pupils
Select which one
sentences they like: KFC or MC Donald
in textbook
•Let’s Feeling
listen ( 63)
• Discussion
2. Imagine youtwo are pictures.(
a character in this story.
1.
Refresh
Group Discuss thethe
work previous lesson Homemade food and
1. Create a Sock Puppet based on the story read. •fast Whofood)would you be?
Let’s
Discuss:
•• Describe read your personality?
Compare up the pictures
•Building
1.What
•1.
Writewould
Brainstorm
vocabulary
sentences you do
ideas in( the
based based theontable.
onstory? the text)
•Example: Teacher
How would directs
Kamini the pupils
isstory
a good tobharatanatyam
end? read the poem.( 65)
dancer.
•2.
•Group Use theto notes
Underline
Refer page given and then debate in front of
Words/phrases/idioms
68
the work
class. work
•Individual
1. Examples:
Discuss and healthy
do.(Pagewealthy68) wise early to bed
2
early
• Write .Do you
tp 5abring
rise keep
sentences home-made food or buyagreement
fitusing Subject-Verb food at the
1.speak confidently on related topics 2.
school Createcanteen? sock puppet.
2.participate in conversations with peers (3.Discuss
3. Refer
Which
the
to food meaning of each
textbook) is a healthier choice? Why?
Individual Work
Group
•Write work
Dictionary Skills
1. short stories
4. Discuss: Pronunciation Drilling
Plan
Let’s read a healthyand answermeal for school recess
1. read and demonstrate understanding of texts by: •1.Refer Teacher to the
refers textbook.
to text ( 66)
Recite
2. tongue
Presentation twisters
giving main ideas and supporting details drawing •Let’s Teacher
writeworkreads
( 66) the text and asks pupils to listen to
conclusions Individual
the pronunciation.
1. Read
Writeand
Choose studyfood
which the information.
you like
2. apply word attack skills by identifying proverbs 1.
•• Direct Breakfast
3 words
pupils
set to
A
on
read the the text.to eat?
board.
and similes Give
• Explain Findreason.
thethat a sentence
keywords in themust text have head,
and read abdomen
the
•and Breakfast
leg. set B
information
2. Read and given in the
understand the pictures.sentence.
• Discuss Underline briefly.
them.
3.Compare
Let’s Learn and the two
Practise set of (68)breakfast.
2.
•Classroom Classroom
Which is Why? discussion
•Group MainActivity
ideas discussion:
1. write descriptions with guidance •1.
1.
The bold phrases
Supporting
Practise how details are Subject-Verb Agreement
black pepper chicken wrap is made.
2.
3. Teacher
Consolidate explains
2.
•• The the meaning of theunderstanding
Findrules the pupils’ keywords:
•• Heat Answering
, sauté, MCQ add, and
mix, comprehension
steam, questions
fold, serve, blanch,
•transfer
Refresh The Situation
Discuss thetheprevious
answer lesson.
2. UseLearn
Individual
Let’s the work(65)
timetable
and Practise and note to describe Subject-
Individual
Verb work( Page 66)(69)
1. Identify and know to use subject verb agreement. 1. UseAgreement
Classroom
Introduce the the words
discussion:
poem below to form similes.
•1.
•1.Refer Refer
The to
bold
Teacher tothethe
textbooktimetable/explanation
phrases
brings are
pupils singular
to go verb inthetextbook
2. Apply subject verb agreement in different
3. Using
Evaluate phrases,
the pupils’ write thethrough
understanding instructions
by
poem.
to make
situation. 2.
•grilled Teacher
Type chicken explains
of poem. salad wrap.
•• Author Analyze
The rulessentences based on the rule of Subject-
Verb
• The TheAgreement
Situation
title
••2.SelectUse the
Stanza sentences
timetable inand
textbook
note to describe singular
•Get
verb Discussion
to know the poem
1. Identify and know to use singular verbs •Group
This Refer work
poem to the timetable/explanation
is about rules that childreninhave textbook
to
2. Apply singular verbs in different situation Discuss:
3. Evaluate the pupils’ understanding by
follow.
1.
1. Write
• Identify
Teacher sentences
the
askserror based
in eachon
questions the the
table.
sentence.
about Write the
poem.
Example:
correct Kamini
answer.
( Who, what, when, where and why)is a good bharatanatyam dancer.
•• Ex:
Refer to page
Discussion
Who are the 68 major characters?
1. Enjoy jazz chants, poems and songs through non- Individual
Group work work What (Page are68) they doing?
verbal responses. •2. Write
Discuss: 5 sentences
Identify and interpret using Subject-Verb
difficult agreement
words, figurative,
2. Recite poems with correct stress, pronunciation, 1. Find an interesting
metaphors, and similes, idiomatic. newspaper article. Identify as
rhythm and intonation •many
Scrapeverbs with singular
tease pick suck subjects,
scratchpluralstick
subjects,
indefinitethe
Practise pronouns
poem and collective nouns.
individually.
• Make a list of all the things the children cannot
do.
Refresh Classroom theConversation
previous lesson.
1. Teacher
Let’s read and reads a story
answer(74)
•Building Listen to upand understand the story
vocabulary
•1.Circle Teacher thedirects
keywords pupils to read the text.
2. Underline Ask more questions to pupils to evaluate their
•understanding. Examples: lived saw mighty plough appeared
•wisdom Which mealis thereturned
proudestburnt animal in the forest?
•
3.Discuss the meaning of each Why was the tiger proud of itself?
1. Listen to and demonstrate understanding by •
words/idioms/phrases Which animal was it afraid of?
completing the table with guidance.
•Group work Skills
Dictionary
1.
4. Teacher Pronunciation read the story again.
Drilling
2.
Let’s read and answer Pupils listen and complete the table with the
information
1.
Refresh the previous lesson. Teacher given
refers to text ( 74-75)
1. Read for information and enjoyment with •Animals
Let’s Teacher
writeinreads
the story
(77) the textThe and tiger’s asks pride Thetobuffalo’s
pupils listen to
guidance. strength
the
1. pronunciation.
Explain that a story has :
2. Apply dictionary skills to identify and understand
• Setting Direct pupils to read plot
characters the text.
meaning of words in context •3.Find Whythe
Read do keywords
the you think in
explanation thetheoftiger
text
its wasandconfused?
criteria read the
4.
information
2. What
Evaluate do you
given think
the pupils’ in happens
the sentence.
understanding next?
1.Underline
Individual Teacher work asks
them. pupils
( Page about
72) place the previous grammar
•lesson Give example
they have of setting:
learned. Characters: plot
Solve
•2. the
Classroom
Based onriddles
the discussion
How tiger got its stripes.
Let’s
•Group Main Learn
ideas and Practise (80)
1. Transfer the story to a complete table. Activity
2. Write a story with guidance. •Discuss Supporting
: sentencesidea
1.Read
3. Based the
Evaluate the pupils’ understanding.
1.
•• Ask on
pupils to the storyon
focus “HowBOLD thewords.
Tiger Got Its Stripes,
complete Answering the questions.
table.
2.Explain
• Discuss more about prepositions of place ( refer to
the Refer tothe
notes)
answer.
textbook
Individual
2.
Refresh thework
Presentation previous lesson about Hansel and
•1.The rules
Complete the(bridge
Individual
Gretel
• Situation work 77) map with the synonyms for
1. Identify and know to use the conjunction for, and, •the following
What other words.
stories you knowand thatanswer
is related
Classroom
3.
•1. Usedictionary
Use
Discussion
the correct conjunction theto
but, or, yet, so animals? Teacher Present
reads it
the in a
story circle map.
questions
2. Apply conjunction in different situation 2. Talkinand
• Fill the discuss
blanks the pictures.
• New Discusscharacters
the answer.
1.
•Group Ask pupils
work to and
Setting/Place nametime some animals that are
powerful
• Plot Analyze and the strong
conjunction using I-Think Map.
•Refresh Classroom
Feeling
Teacher the Conversation
encourages
previous lesson. pupils to find new words.
1.
3.
• Teacher
Pupils gives
read andthe
read
Presentation. a story
situation.
and act.
1. Respond to characters, place and time and values Let’s •Group Imagine if some
answer(74-76)
animals that are powerful and
Individual
Building up vocabulary work work
in the story read strong can think about themselves ortext.
be proud of
1.Evaluate
Complete
1. Teacher directs pupils to read pupils’
the understanding
sentences using the conjunctions
the
them.
•2.
provided. Why What
did would
Hansel they
drop
Underline Words/phrases/idioms say?
the breadcrumbs?
2.
•• Do Interpret
you think
Examples: the
lived pictures
Hansel and
saw ismighty write
intelligent? what
plough why?they would
appeared
say
•wisdom about
Compare themselves.
the characters
meal returned burnt
•(3.Discuss I am proud
Refer to the of
textbook) my..........because
meaning of each I can........
Group
Individual
words/idioms/phrases work Work
1. participate in conversations to express opinions 1.
Hansel
• Dictionary Discuss:
and GretelSkills are walking in the forest behind
•their Write
4. Pronunciation the
parents. reflection
What of some
would
Drilling theyanimals aboutWrite
talk about?
themselves.
out the
Let’s read and answer dialogue and act it out.
•Refresh Start your
thereferssentence
previous with;
lesson. I am proud of myself....
1. read and demonstrate understanding of texts by 1. Teacher to text ( 74-75)
•• Draw
Let’s Teacher reads the text andthem.
the
write animals
(78) and act asks pupils to listen to
giving main ideas and supporting details and Individual
1. Explain work (the
about Page 72) of similarities and
usage
the pronunciation.
drawing conclusions Imagine
differences you aretoan elephant:
• Direct pupils read the text.
••• What Refer
Find the would
to thekeywordsnotes inproud
you be the text of?and Why? read the
•information
2. Suggest
Discuss other given in the sentence. you wish to
characteristics that
•have.
• Use the explanation
Underline them. in the textbook
•2.CompareClassroom discussion between a lion and a cow
and contrast
using
•1.Main the
Teacher double
ideas asks pupils bubble aboutmap. the previous grammar
1. Transfer the story to a complete table. Group
• Supporting
lesson Activity
they have detailslearned.
2. Write a story with guidance. 1.Discuss
3. Evaluate
Let’s Learnand theanswer;
and pupils’
Practiseunderstanding.
(80)
•Sequence
Write sentences
Classroomthe on theinsimilarities
sentences
discussion the correct and differences
order
between
Individual the
1.Read the sentences lion
work(76) and the cow.
••1.Refer
Choose
Ask to the
pupils the toexamples
best
focusanswer in the words.
on BOLD textbook
2. Presentation
• MCQ more about conjunctions ( refer to the
2.Explain
Individual
notes) work ( 79)
•• Write
The rulessentences based on the pictures and words
given below.
• Situation
•3.Use
Usethethefour correct types of sentences.
conjunction and answer the
1. Identify and know to use the conjunction since questions
although because • Fill in the blanks
2. Apply the conjunctions in different situation • Discuss the answer.
Group work
• Analyze the conjunction using I-Think Map.
• Teacher encourages pupils to find new words.
• Presentation.
Individual work
• Complete the sentences using the conjunctions
provided.
• Write two sentences each using ‘since’ ‘although’
and ‘because’
This
Let’spoem Talk(83) is about rules that children have to
follow.
1. Talk about the picture.
1.
• Would Teacher you asks joinquestions
the contest? about Why?the poem.
(•Who, what, when, where and
If you join the contest, how do you plan to win it? why)
•• Ex: If youWho win,are whatthewould
major you characters?
do with prize money?
1. Enjoy jazz chants, poems and songs through non- Let’s listen ( 84) What are they doing?
verbal responses. 2.
1. Identify
1. Listen toand
Teacher asks interpret
pupils if they
a conversation difficult
oncan how words,
bake.
to enterfigurative,
a
2. Recite poems with correct stress, pronunciation, •metaphors,
contest. Share with and
the similes,
class. idiomatic.
rhythm and intonation. •2.Scrape
Let’s read tease
Concentrate onpick suck scratch stick
and answer
Practise
Building
• the questions asked the
up poem
vocabulary.
1.
• The Teacher
answered.recites
directs the pupils poem and the
to read pupils
text.listen.
1. Participate in conversation on how to express 2.
2.UnderlineWords/phrases/idioms
3. Read and act the conversation Recite the poem, as a class, in group, in pair, as
opinion. individually.
• Examples:
• Teacher selects two pupils to act the conversation. preheat butter beat fluffy mixer sift
2. Listen to and respond confidently with correct 4.
Group Activity Practise
beat add in group.
remove transfer
stress and intonation. •3.
Discuss Perform
Discuss the meaning poem based on their creativity.
of each
•Refresh
1. Complete Make a list of
the previous all
a table withthe things
lesson. the children
information basedcannoton the
•do.
Let’s
conversation. Dictionary Skills:
read and write ( 88) Locate words/
Demonstrate
4.
1.Building
• Refer Pronunciation up the
to textbook( poem
Drilling
vocabulary page 84)
1. Read and enjoy the information\ 1. Have you ever had aobserves
meal likeduring
theaddress
one
2. Understand and complete the table using •Let’s
2.Sender readaddress
Teacher and
guides answeranddate receiver’s theTimothy
Tompkin
1.
salutation Teacher
discussion.subject body complementary had?
refers When?
to text Tell
( your
86) friends about it.
signature
information from the recipe. •2.Do
sender’s
3.Presentation you
Teacher thinks
reads
name it
the was texta well-balanced
and asks pupils meal
to ? Why?
listen to
1.
the Teacher asks pupils about the previous grammar
pronunciation.
2.
Individual
lesson Readthey and work discuss
have the formal letter.
learned.
• The
•1. Direct
What pupils
purpose
are (90) to read
waysthe
of writing
other text. letter.people to
toformal
encourage
Let’s
••donate Find Learn
the keywords in the text and read the
1.Building Refer to the textbook
less
upgiven fortunate?
vocabulary:
information
Group
•Refresh Work in the sentence.
1. Write a formal letter with guidance •• Give your
Either...or
Underline the suggestion
neitherlesson
previous
them. ...nor about Hansel and
1.
2. Evaluate
Read the the pupils’ understanding
explanation of correlativeof the text.
conjunction.
Gretel
•2.
Explain:
Classroom
Teacher discussion
distributes a formal letter.
•Classroom
Ask Main
pupilsideas Discussion
to labeland theasks Sender address date
•• The
1. Read rules
Supporting the story
detailssalutation pupils to listen and
receiver’s
• Situation address subject body
1. Identify and know what correlative conjunctions of Individual understand. work signature sender’s name
complementary
3. Give more examples.
direction are. 2.
1. Talk and
Complete discuss
the theusing
table pictures. information from the
Individual
Group work
work(90)
2. Apply prepositions of direction accurately in •
recipe. New characters
1. Write a notice for Space Exploration Day during
different situations •You and your friend
Setting/Place and talk timeabout.....
the school Carnival.
•a. Your dislike using ‘neither....nor’
••b.Plot Refer
making to the
choicesinformation
betweenintwo textbook
options asusing
example.
Feeling
Teacher
either.....or makes
3. Pupils read the story and act. an announcement about sport day.
Let’s
c Presentation listen ( 84)
1. To create a conversation based on the story read. 4. Ask pupils a few questions to evaluate their
1.
Individual
understanding. Pupils listen workto(91) an announcement, announced by
teacher.
•1.Discuss Do you like andto write:
eat sweets and chocolates? Why?
••Group What
join the is the
work announcement
sentences about? and
using either....of
•1.
neither What
Transfer the
...nor purpose of the announcement
the story into a conversation between
2.
Hansel Learnand theGretel
direction:and Go thestraight
old lady. T –Junction Turn
Right
Let’s Go
read
2. Read and act out. straight
and answer
2.
3. Based
Building You areup onsurprised
the announcement,
vocabulary. as well as excited describeto seethea huge
direction
1. Teacher of the
directs
chocolate house. Act out your excitement.team
pupils to Pedas
to read from
the Johol.
text.
1. listen to, follow and give directions to places •Individual Use the directional
2.UnderlineWords/phrases/idioms
Work languge.
around the state and country.
• Discuss
Examples: with
1. Create your own chocolate my theheartclass cries wonderedhouse using wasted
2. Use the directional language. •recyclable
played Role-playing
roam the direction.
materials. Talk about the chocolate
Group
3.
house. DiscussActivity
the meaning of each
1. Describe the journey from
• DictionarySri MenantiSkills: to Seremban
Locate words/
•Refresh
4. Johol to
Pronunciation Pedas Drilling
the previous lesson.
•Let’s
Let’s PortreadDickson
read and to labu
and answer
write ( 89)
1.Read and enjoy the information 2.Presentation
1.
1. Revise on howtotopoem
Teacher refers write (a87) formal letter.
2. Understand and complete the table using Individual work
• Teacher reads
• Sender address date receiver’s the poem and asks pupilsaddressto listen
information from the recipe. 1. Describe your direction to school from signature
home.
to the pronunciation.
salutation subject body complementary
•sender’s Direct pupils
name to read the poem.
•2.Find Readthe andkeywords
discuss the in theformalpoem and read the
letter.
information
1. given in the
• The purpose of writing formal letter. grammar
Teacher asks pupils sentence.
about the previous
•lesson
3.Underline they have
Rearrange them. learned.
the information to form a formal letter
1. Write a formal letter with guidance 2. Classroom discussion
•Let’s ReferLearn (90)
textbook.
•GroupMeaning Workof the poem
•1.What
1.Revise
Complete the
thepoem aboutconjunctions
correlative
the outline of a formal letter.
Individual
• Either...or work
Refer to textbook for...nor
neither instruction.
1. Identify and know what correlative conjunctions of 1. 2. Answer
Read athe
• Write the comprehension
explanation
letter. questions.
of correlative conjunction.
direction are. Explain:
2.Presentation
2. Apply prepositions of direction accurately in •Individual
The ruleswork
different situations •1.Rewrite
Situationthe letter in cursive writing.
3. Give more examples.
Group work(91)
Complete sentences below using ‘either..’or’..or
‘neither’...’nor’
Individual work
1.Fill in the blanks with ‘either..’or’..or
‘neither’...’nor’
• Stanza
This poem is about children playing with mud-pies
1. Teacher
Let’s Talk asks questions about the poem.
( Who,
1. Whatwhat, safetywhen, measures where doand youwhy)
take at these
places?
2. Do you think safety measures are important?
2. Identify and interpret difficult words, figurative,
1. Enjoy jazz chants, poems and songs through non- Why? 1. Talk
verbal responses. metaphors,
3. Whatabout advice andthewill traffic
you light
similes, signal.
idiomatic.
give your friends who do
Let’s
•
not read slippery
Squidgy
practise these sludgey
safety measures?runny squeezy
2. Recite poems with correct stress, pronunciation, 1 .Building up vocabulary ( based on the text)
Practise
Let’s the
listen(94) poem
rhythm and intonation 2.
1. Teacher Teacher
Listen todirects
recites
and discuss pupils
the poem to read
the and the
pupils
conversation text.( 96) road
listen.
about
3
2. Underline
safety. Recite the Words/phrases/idioms
poem, as a class, in group, in pair, as
••individually. Examples:
Teacher and safety
a pupil campaign
act the promote conversation.riding habits
awareness
4. Teacher
2. Practise asks festive
in group. season
two pupils to read again.
3.Discuss
• Performwill
Others the meaning
thelisten
poemand basedof each
analyze on their creativity.
the information
1. Participate in conversations to express opinion. words/idioms/phrases
• Make a list map.of all things that are (a) squidgy (b)
using I-Think
2. listen to and respond confidently to a given ••slippery Dictionary Skills:
(c) runny locate
and (e) words/meaning
squeezy base
Identifying the main ideas and supporting details.
stimulus by using appropriate words, phrases and word.
Demonstrate the poem Jaywalkers jaywalk
3.Building up vocabulary:
expressions with the correct stress and intonation 4. 1. Pronunciation We use different Drilling
words to describe slight
pedestrian bridges sky bridges
1.
Let’s
differences
Group Teacher
read
Work( writes
andin94) answerthe word
texture, age, etc. A SPEECH on the board.
•1.
SeeDiscuss
1. Talk about
Teacher
if you can it.
refers
and decide to
Role –Playtext (
in these96) two sets of words (a)
the dialogue
Let’s
••earth, Have read
Teachersand and
youreads ,mud
ever write
the
used (girl,
(b)text 98 )woman,
and
a pedestrian asks pupils
lass
bridge? to listen
Talk to
1.
the Explain what
pronunciation. is speech:
1. Read and demonstrate understanding of texts by about •• A
it.
giving main ideas and supporting details Doformal
Direct
youpupils talk to
think read are
drivers the the text.main reason for
•accidents Refer
Find the to onexplanation
keywords
the road? in inthe
Why?the textbook.
text, underline them
2.
•2.Find Discuss
the
Presentation on how
keywords to write
in the a speech.
text and read the
•information
Individual work (94) Paragraph 1
given paragraph
in the 2
sentence. paragraph 3
1. Write a description with guidance Group
2.
Refresh
1Teacher Work
Classroom the
reads (98)
previous
discussion topic.
the conversations.
2. Write a paragraph in neat legible print with correct Let’s 1.
•Refresh
• Main Discuss
Learn
Pupils ideas
theand
and
listen look
to theatstatement
Practise
previous the
lesson point
(100) about given
and in the
Hansel
answer and‘Yes’ or
spelling. textbook.
•Gretel
1.
‘No’ Cause
Explain andthe effect
prepositions
relationship of time/place
•3.
2.
Classroom Write
Analyze
Refer atoparagraph.
the information.
notes in the textbook.
Discussion
•1.
3. Refer
Fill
Evaluate
Readin to
the
the the notes/explanation
pupils’
road
story safety
understanding:
and pupils on
campaign
asks how96)
( Page
to listen to
and write
1. Identify and know the use the prepositions of time •speech learned.
Pair
Refresh
understand. Simple
work Quiz
the previous lesson.
/place correctly. 2. Presentation
1.
Group
Let’s
2. Why
Talk work
do
speak
and you
(95)thinkthe
discuss thepictures.
campaign is held during the
2. Apply prepositions of time/place accurately in Individual work ( Page 98)
school
1.
• New characters Evaluate
Listen holidays
to the
and pupils’
and
discuss festive
understanding.
the seasons?
conversation about
different situations 1. Write a the
speech on other ways to
••2.
safety Answer
List three
features.
Setting/Place things
filling
and mentioned
intime
the blank thestaytextsafe
inquestions. abovefromthat
1.
•strangers.
can Talk
Discuss about
prevent You
the themay
accidents safety
answers. use on features.
the
School ahead zebra crossing no honking zone points
roads. given or create
•Let’s Plot read
your
3.
Individual
lollipop
•1 Feeling How own.does
man work(100)
wearing
traffic lightsreflective clothing
speed humphelp a
cyclist?
1.Write
pedestrian .Building six up vocabulary
sentences
bridge using ( based
the on the text)
preposition ‘at’ ‘on’
1. to plan, produce and display creative works based 3. 2. Pupils read the story andread act.
on literary texts or Teacher
2.
4. ‘in’
Teacher
Predict
directs
asksending;
the pupilspupils to toread thethe text.(
safety 96)
features
3
again. Underline Words/phrases/idioms
•• Ask pupils to
Examples: safetygiverules
an appropriate
regulation ending. strictly
3.
Group Evaluate
work pupils’ understanding.
adhered
•1.Think prevent
quiz and discuss: injuries or accidents.
3.Discuss
Group Work(the meaning of each
•words/idioms/phrases
Hansel and 94) Gretel took the treasure? Why?
1. Participate in conversations with peer. •1. Discuss
They will and
find Role
their –Play
parents? the dialogue
Why?
•• DictionaryHave you Skills:
ever used locate words/meaning
a pedestrian bridge? base
Talkin
word. Their parents will apologise for leaving them
about
the it.
forest? Why?Drilling
4.
•Individual Pronunciation
Do you think drivers are the main reason for
Let’s read Workanswer
and
Refresh
accidents
1. Write the
a on previous
the road?
conversation lesson
Why?
based on the story.
1. Read and understand phrases and sentences from 1. 2. Teacher
Let’s write refers
Presentation ( 99) to text ( 97)
•1.
IndividualTeacher
Explain aboutreads
work (95) the
a good textcomposition:
and asks pupils to listen to
non-linear texts.
•the 5 pronunciation.
Paragraphs
1. Using the pictures in the textbook, describe the
•2.
safety Direct
Analyze pupils
the 5toparagraphs
features. read the text. based on the
•information
Find the
Ex. This is a speed keywords
given. hump. in theIttext, underline
is found outside themschool
••areas.
Find the keywords
ReferIttoprevents
textbook in the
for examples.
drivers text and read
from exceeding the speed the
1. transfer information to complete linear texts information
Group
limit ofWork 30 given
(99) in the
kilometres persentence.
hour.
Refresh
2. Discuss theabout
previous : topic.
2. Write description with guidance 1.
Let’s Discuss
Learn and Practise (101)
•• General
Write safety based
sentences Personal onofthe safety
phrases equipment
given.
1. Explain
safety the prepositions time/place
• Refer
2. Refer toto the
the information
notes in the of keeping our Homes
textbook.
3. Evaluate
Duringthe pupils’ understanding by;
1. Identify and know the use the prepositions of time Safe 3. Evaluate
•2.State
Vacations.
Truepupils’or False understanding:
/place correctly. Presentation
•Pair
Simple Quiz
work work ( Page 99)
Individual
2. Apply prepositions of time/place accurately in Group
1. Create work a slogan on safety for Living Skills
different situations 1. Evaluate
1. Write the composition
the pupils’ in neat cursive writing.
workshop .display and understanding.
present it.
• Fill in the blanks
• Discuss the answers..
Individual work(101)
1.Write a paragraph using ‘at’ ‘on’ and ‘in’
• Stanza
This poem is about children playing with mud-pies
Let’s talk (103)
1. Enjoy jazz chants, poems and songs through non- 2.
• What Identify shouldand interpret
I wear in...? difficult words, figurative,
verbal responses metaphors,
1.
Let’s What Listenareand and similes,
festivals
Talk (usually idiomatic.
103) celebrated in Malaysia.
2. Recite poems with correct stress, pronunciation, ••1.Discuss; Squidgy
Name theslippery festivals.sludgey runny squeezy
rhythm and intonation Practise
Let’s
Listenread tothe poem
a conversation
1.
Building
• Suitableupattire Teacher recites onthe
vocabulary poem
special ( based andonpupils
occasions listen.
the text)
2.
•1.Teacher Recite
Baju Melayu the poem,
directs as a class,
pupils atoskirt
, Lengha, in
readand group,
theblouse,
text.(in page
pair, as
106)
individually.
2.
cheongsam Underline Words/phrases/sequence
4. Practise
2.Listen to inthegroup.
conversation again ;
•• Perform Examples: the
Analyze thefestival poemusing
attire basedthe
celebrated oninformation.
their
Ngajatcreativity.
headgear
1. Speak about attire on special occasion confidently •golden
• Discuss Make a
lace list of
thebangles all
answer things that are (a) squidgy (b)
slippery
3.Discuss
3. Discuss (c)the
onrunny and
meaning
type (e)
of squeezy
of attire each
stated in the
Demonstrate
information. the poem
1.
•Group We use
Dictionary
Work different
Skills
( page 104) words to describe slight
differences
4.
1.Read Pronunciation
andshows in texture,
act the Drilling age, etc.
conversation
1.
See Teacher
if you can some
decide in attire.
these Ask pupils
two sets ofwhich
words (a)
1. Read non-fiction text for information and •Let’s As areadclassand inanswer
group and in pair.
races
earth, they
sand are
,mud belong.
(b) girl, woman, lass
enjoyment: 1.
Individual Teacher /refers
Pair work to text ( page
(Page 104) 106)
Let’s writereads (page 108)
2. Read and understand phrases and sentences from •1. Teacher the text and asks pupils atocircle
listen
1. Listen
Read to the description
and explain about an introduction again. Using and a to
linear text. the
map, pronunciation.
transfer the information of attire.
conclusion.
1. Showto two objects (balls) with different sizes.
•• Refer Direct pupils
text to read
book (104)the text.
•• Refer Ask
Find to
pupils textbook
the keywordsto for
differentiate explanation.
them.
inunderstanding
the text and read the
2.
Let’s Evaluate
learn and the pupils
practise (110)
information given in the sentence.
•• Ask
1.Explain pupils todiscuss:
andthem. summarize the information
Underline
1. Write description with guidance. •Group AdjectiveWork describe a noun.
••• Write A long a composition
skirt an honest about
boy any traditional attire.
1.Main teacher ideas asks pupils to spell the name
idea for examples. a title and add
••RUMPLESTILSKIN Refer to textbook Give
Supporting
colourful
2. Learn pictures.
the order
3.
Let’s
2. Evaluate
read and
Presentation. pupils’ talkof adjectives. by completing the
understanding
3.
table.
1. Evaluate
Read( pageand pupils’ understanding
106)about the story.
talk
Individual
•2. work(108)
1. Identify and know to use adjectives correctly. •1 Quiz Discuss
Classroom the answers. introduction and conclusion
discussion
Group Write an appropriate
Work
2. Apply adjectives accurately in different situations. Pair
•forThe workcharacters
1.Discuss
1. the body
What areabout paragraph.
adjectives
festivals usuallybycelebrated
; questions. in Malaysia.
• The Answer contents the comprehension
•• Identify Name
The meaning the adjective
the festivals. in each sentence.
•1.
• Refer
Let’s Talkread
The page Values
Moral
about 110
a fashion show.
1. State the moral values from story. •Let’s
Building
Groupspeak Answer up the
work( 105) 8 questions.
vocabulary ( based on the text)
2. Respond to the characters in the story read. 2.
1.Discuss:
Discuss; Discuss
1.Teacher the
directsanswers
pupils to read the story.( page
3. Plan, prepare and participate in a performance Individual
108)
• Why
1. Listen dotoyou/pair
thethink workLisa’s father
description aboutsaid she could
traditional attire
with guidance 1.
2.
weave
worn FillbyIn
Underline the models
straw
the blanks with
Words/phrases/sequence
into gold? adjectives
in a fashion in the correct
show.
order.
• Refer Do youtothink text book.Lisa will succeed?
2.
•2.Examples: Discuss
What
Practise the
is your
the answer
kingdom
opinion tailor
descriptions. of king?sewing robe fly
. Speak about attire on special occasion confidently. swatter
• As Is itapossible
class in togroup
spin straw into gold? Why?
as individually
2.Talk on topics of interest in formal situations 3.Discuss
2. Presentation
Group Work the( meaning
page 105)of each
3. Conduct
1. Discuss thea answer mini fashion dhow in your classroom.
•Individual
Select Dictionary Work
a master Skillsofsome
ceremonies andpupils
some which
models.
1.
4. Teacher
Pronunciation shows Drilling attire. Ask
1. Read non-fiction text for information and 1.
Describe
races Imagine
they the you
are are
attires
belong. the
worn king byorthe Lisa
models. Pupils will
Let’s
•Let’s readto
Express and beanswer
enjoyment take
1. writeyour
turn
Teacher (page
refers
feelings
masterinofa ceremonies.
a 108)
to text ( page
dairy.
106)
2. Read and understand phrases and sentences from Individual
1. Read and / Pair
explain work (Page
about 104)
verb ending with –y add
•1.Teacher Describe other traditional attires.pupils to listen to
reads the story and asks
linear text. -s
the
Introduce pronunciation.
the poemfor
1.
•• Refer Show totwo objects
textbook (balls) with different sizes.
explanation.
1. Direct
Teacher pupils
brings to read
pupils the
to story.
go through the poem.
•2Discuss Ask pupils to differentiate them.
••Let’s Find
Type the
ofends keywords
poem. in the story and read the
noun learn and practise
with a vowel (110) before –y
information
Author given in the sentence.
1. Spell words by applying spelling rules •1.Explain
•The verb
Underlineends and withdiscuss:
a vowel
them. a noun. before y
•Group title.
AdjectiveWorkdescribe
2.
Get Classroom
torabbit
know is discussion
poem
•• The
1. .Evaluate the mypupils
pet. understanding
This Main poemideas describes
••Complete
Refer to textbook
the blanks forthe poet’s
examples.
with correct dream garden.
spelling
1. Supporting
Teacher asks ideaquestions about the poem.
2. Describe
Presentation. pictures using adjectives.
1. Identify and know to use adjectives correctly. 3. Evaluate
(3.Who, what, pupils’
when,understanding.(
where and why) page 106)
Evaluate
Individual pupils’
work(108) understanding
2. Apply adjectives accurately in different situations. •• Answer
Ex: Who the comprehension
aresentences
the majorusing questions
characters?
1 Quiz
.Write eight the words given.
Pair work Whatbased are they doing?
Group
Change Work
the words on the spelling rules.
1. Enjoy jazz chants, poems and songs through non- 1.
2. If you were
Identify and the tailor, what
interpret difficultwould
words,youfigurative,
do with
51. Describe the pictures using adjectives.
verbal responses. the handsome
metaphors, and reward?
similes, idiomatic.
2. Discuss the answers
2. Recite poems with correct stress, pronunciation, •Individual
Daises chase /pair sit hung butterflies
work(111)
rhythm and intonation. Practise
1. Add atthe least poem two adjectives to the sentences.
1. Teacher
Rewrite therecites
sentences. the poem and pupils listen.
individually.
• Which aspect of poet’s garden do you like best?
Why?
Demonstrate the poem .
Haj
1. Listen to the conversation.
Classroom
• National Monument Discussion
Building
2.Talk aboutvocabulary up the National ( based
Monument on the text)
3. Make an analysis on National Monument1. Teacher directs pupils to read the text. ( 116)
2.
according to the paragraph. Underline Words/phrases/idioms
1. Listen to and respond confidently to a given •• Examples: Discuss inside outside donations particular
stimulus by using appropriate words, phrases a and 4..Building Upindependence
unsung hero Vocabulary
expressions with the correct stress and intonation 3.Discuss
• Honour the brain meaning
child of each vigilance sacrifice
sculpted
2. Speak confidently on related words/idioms/phrases
annually
•Group Dictionary
Activity Skills
(114)
1. Read and demonstrate understanding of texts by 1. Complete the table
Let’s
1.Recite
• Write on the flipchart. read a and
five answer
line poem
giving main ideas and supporting details 1.
Let’s Teacher
write refers
(page to
118)text (116)
2. Apply dictionary skills to identify and understand •Write Refer‘a”to page ‘an’ 114. ‘the’ on the board.
•
1.
2. Teacher
Explain
Pastethe reads
about
their the
a text
cinquain
workofpiece and askswall.
on(sin-cane)
the pupils to listen to
meaning of words. •the Show usage the articles using objects.
•Individual pronunciation.
A five line/ Pair poem work the board
•• Ex: a pen
Direct
Refer pupils
textbook anto eraser
read
for morethe text.words in bold. Refer
info.
1. write poem with guidance 1
Let’s .Discuss
learn the(120) meaning of the
•toFind the
dictionary keywords in
for the meanings. the text and read the
2. write sentences in neat cursive with correct Classroom
information discussion
given in the sentence.
Group
Refresh
2. Activity
the
What ismore (page
previous
the significance 118)
lesson ofabout Rumplestilskin
the National
spelling 1.Explain
•Classroom Underline them. about articles
1.Make a bookmark
Discussion
:Monument.?
•2. aPutanthe the
Classroom info discussion
of cinquain on the bookmark.
1. Read the conversation.
2.
• Read
Main
Decorate the
ideas sentences
your bookmark. for more explanation.
1. Identify and know to use indefinite article 1. Talk and discuss the understanding.
story.
3.
• New Evaluate
Supporting the pupils’
details
2. Apply indefinite articles accurately in different •Individual work
characters
•3. Complete
Evaluatethe the
pupils’ sentences. CatsUse
understanding ‘a’of
‘an’
theortext
‘the’
by;
situations ••Refresh Rewrite
Setting the
cinquain
previous lesson
in neat cursive writing.
••1. Discuss
Analyze
Ask pupils the
the answers.
text using I Think
how to show our love to our country. Map
•Group
Classroom Plot Discussion
Individual
Let’s work
speak( workPage
2. Imagine you are115) Liza
of (in this story.
1. Identify and describe the characters •Building
1.Answe
1. Create
Listen up
athe
to vocabulary
timetable
thecomprehension
conversation. based
articles on the poem)
questions
• 1.Describe
Teacher your
directs feeling.
pupils to read the poem. ( 117)
2. Plan, produce and display creative works based on •3. •2.National Refer to the note in textbook.
DayWords/phrases/idioms
Moral
Underline values ofwords.
the story.
the story heard. •2.Talk Searchabout for new
Group
•3.Examples: work the National Flag.
multiracial unity foundation
2.Presentation Analyse the National Flag according based
1.
heritage Role –Play unique the conversation
tradition and stress
citizens on on the
strive
Individual
questions work
given.
1. listen to and demonstrate understanding of oral 1. •
3. The strange
Discuss thethe little
meaning man ( nasal)
•words/idioms/phrases Complete
Discuss passageofwith each‘a’ ‘an’ or ‘the’
texts by asking and answering questions Lisa (wobbly)
Draw the(national
•• The King
Dictionary Skills flag.
hoarse)
Group
Pair workwork (115)
4.
1.Recite Pronunciation
a five line Drilling
poem information about the
1. Read for information and enjoyment non-fiction 1. 1.Draw Surf internet
the little toman gather
Let’s
Let’s read
write and(page answer 119)
Coat
• of
Write Arms.
about him.
2. Read and understand phrases and sentences from 1. 1. Teacher
Explain refers atocinquain
text (117)
2. Present about the findings. (sin-cane)
non-linear texts ••Individual Teacher reads
A five line/ Pair poem the text and asks pupils to listen to
work
the
Let’s
•1 pronunciation.
learn
Refer textbook (120) forflag more
Introduce .Draw apupils
National
the poem . info.
•Group
Classroom Direct Activity to read119)
discussion
(page the text.
•1.
1.Explain
1.Brainstorm
Teacher
Find themore brings
keywords about
words
pupilsinzeroto go
the
related text through
articles
to the andthemesthethe
read poem.
given
1. write poem with guidance ••information Type
Use of poem.
when given
a noun in the
is not sentence.
preceded by an indefinite
below.
•(a, Use circle maps. Then, write the cinquains.
•• Author Underline
an)
Your or them.
definite (the)
favourite attire A family member A article
The
•2. title.
Classroom
When talking discussion
about
country you would likethings
to visit. in general.
•Get
•This
to know
Main
Before
Present ideas
countries
your
the poem
cinquainand languages
to
1. Identify and know to use zero articles poem
Supporting
•Individual
Before some describes
details
forms of poet’sclass
the
thetransport dream garden.
1. Teacher work
asks questions about the poem.
2. Apply zero articles accurately in different Individual
Group
•( Who, Writework(121)
yourwork cinquains.( Free title)
situations 1.Answe the
1.Discuss what, when,
andcomprehension where
find example ofquestions and why)
zero articles:
•• Ex: When Who are the
talking about major thingscharacters?
in general.
•Let’sBefore
talk countries
(page What123)and are languages
they doing?
1. Enjoy jazz chants, poems and songs through non- 2. Identify
• BeforeGames
Playing and interpret
some forms of transport difficult words, figurative,
•2.Presentation and similes,
Read and follow the instructions. idiomatic.
2. Recite poems with correct stress, pronunciation, ••Individual Daises
Talk about chase
work thesit hung butterflies
difficulties you experienced when
1. Complete
blindfolded. the poem the passage with ‘a’ ‘an’ or ‘the’
1.
Let’sTeacher
listen recites(124) the poem and pupils listen.
2. Recite
1. Listen to the the poem, as a class,
information in group, inabout
conversation pair, as
individually.
Paralympics Games Malaysia.
4. Practise the in group.national and state athletes.
1. listen to and demonstrate understanding of oral ••• Train disable
Perform the
Refer to the textbook. poem based on their creativity.
texts by: giving main ideas and supporting detail •2.Which aspect of poet’s garden
Listen to the information again.do you like best?
2. listen to and respond confidently to a given Why?
• Identify the main ideas
stimulus by using appropriate words, phrases and Demonstrate the poem .
expressions with the correct stress and intonation •1.Describe Supporting details
3. Discuss. your own dream garden. Say what
plants, birds,
Group Activity( 124) etc. You will put in it.
1. Do you think it is important to have s sports
centre specially designed for athletes with
disabilities? Why?
Pair work
1. Fill in the blanks.
Classroom Discussion
Building up vocabulary ( based on the text)
1. Teacher directs pupils to read the graphic story.
( 125-126)
2. Underline Words/phrases/idioms
• Examples: greatest lecturer author scientist
mountaineer
• Dictionary Skills
. Read and understand phrases and sentences from: 4. Pronunciation Drilling
non-linear texts. Let’s read and answer
1.
1. Teacher Refresh the refers to information(125-126)
previous lesson about a good
•paragraph, Direct pupils to read the and
topic sentence text.concluding
•sentences. Find the keywords in the text and read the
information
Let’s revise and given in the
write sentence.
(page 128)
• Underline them.
Let’s
2. learn
Evaluate (page130)
pupils’ understanding of thesentence
text.
1.
Classroom Recall the good paragraph
discussion and topic
•and Complete
concluding the table.
sentence lesson.
1.Read
•Activity Discussthethe sentences
table.
1. write poem with guidance • Ask pupils 1. to focus on BOLD words.
Individual
1.Read work
theoften
information.
•1.Always Answer the sometimes seldom
comprehension never
questions.
•2.Explain Rearrange more the sentences
about adverbs to form a good ( refer to
of manners
paragraph.
the notes)
Activitiy
• The rules 2
1.Write
• Situation a paragraph on Terry Fox. Include a topic
1.Identify and know to use adverbs of manner sentence
Refresh
3. Read the the
and previous
concluding
timetable lessonsentence.
aboutofRumplestilskin
of adverbs manners
correctly. Classroom Discussion
2. Apply adverbs of manner in different situation, 1.
4. Read thepupils’
Evaluate conversation.
understanding :
1.
• Tick Talkthe
andcorrect
discusssentences.
the story.
•Group Plot .Activity
3.
1. Moral Discussvalues
and designof theastory.
timetable showing of your
Group
daily activities. work
1.
• Put Discuss.
the adverbs of manners in each activity
1. Identify and describe the values of the story •2.Why do you think Lisa agreed to give her baby
Presentation
2. Plan, produce and display creative works based on Let’s away? listen
the story heard. •Complete
1. What
Listenwould
tothe happen
theblanks
informationif Lisaondidhow
nottokeep her
go to
promise?
swimming pool in Paralympic village.
•What Use the values
directionalyou can learned from the story?
language
•-Give Referexamples.
to textbook for example.
Discuss the
2. Practise theanswer.
information.
Pair
Classroom
• As work a classDiscussion
In group As individually.
Building
•1.Act Drawthepicture
up vocabulary
conversationof the between
King.
( based on En.the text) and the
Hakimi
Write
1. Teacher
security about directs
guard. him. pupils to read a pamphlet on
1. listen, follow, and give instructions NGOs
Group Activity( 125)
2.
Make Underline
directionalWords/phrases/idioms
Signs.
•Pair Examples:
work provides down syndrome
rehabilitation
1. Based on theservice map, give educational
directions programme
to your friend
vocational
to get from;training
• Dictionary
The field toSkillsgirls’ hostel
4.
• The Pronunciation
archery range Drilling
to the gymnasium
Let’s
• Theread and answer
basketball court to the cafeteria
1. Read and understand phrases and sentences from: 1. Teacher refers to information.
non-linear texts. • Find the keywords in the text and read the
•1.Underline
Refresh the them.
previous lesson about a good
2. Find the main
paragraph, topic ideas
sentence of theandpamphlet
concluding
3. Evaluate
sentences. pupils’ understanding of the text.
•Let’s
Whyrevise
are these organisations
and write (page 129) important
•1.How
Recalldotheyougoodthinkparagraph
these NGOs andraise
topicfunds? How
sentence
can
and you assist these
concluding NGOs?
sentence lesson.
•Activity
Research 1. autism, Down syndrome or dyslexia.
1. write descriptions with guidance Individual work
Discuss in group;
1. Answer
1.Write a five the –paragraph
comprehension questions.
composition using the
information given. Add an appropriate.
• Facilities for disabled.
Activitiy 2
Choose one of your favourite teachers. Write a
paragraph about her/him.
Let’s learn (page131)
1.Read the sentences
•Introduce Always often the poem sometimes seldom never
2.Explain
1. Teachermore brings about
pupils adverbs( refer tothe
to go through thepoem.
notes)
•• The rules
Type of poem.
•• Situation Author
3.
The Read
title.the timetable of adverbs
1. Apply adverbs in different situation 4.
GetEvaluate to knowpupils’ the poem understanding :
•This Fill poem
in the blanks
describes thewith the correct
poet’s dream adverbs.
garden.
Group Activity
1.
( Who, Discuss what,andwhen, designwhere a timetable
and why) showing of your
daily
• Ex: activities. Who are the major characters?
• Put the adverbs Whatinare eachthey activity
doing?
1. Enjoy jazz chants, poems and songs through non- 2. 2. Presentation
Identify and interpret difficult words, figurative,
Let’s
Individual talk work
•Complete What dothe and
you similes,
see in idiomatic.
thesaving
pictures above? given.
2. Recite poems with correct stress, pronunciation, 1 •• Daises Ask pupils
Why is chase
if paragraph
it important
they have
sit hung with
to save
account.
the
butterflies
money?
adverbs
rhythm and intonation. Classroom
Practise theandDiscussion
poem
Let’s
Building listenuprecites do ( 134)( based on the text)
vocabulary
1.
1. Teacher
Listen to the the poem and
conversation pupils
on how listen.
2. 1.Recite
Teacher the directs
poem, pupils
as a to read
class, in the to
group,
make
text.
in (136)
pair, as
money
2. box. Words/phrases/idioms
Underline
individually.
2. Read and understand the instructions.
•4.Examples: Practise insaving
group. account parents guidance
1. Speak confidently on related topics. Group
account Activity( 134)
2. listen, follow, and give instructions •How Perform
to make theapoem money based on their creativity.
boxeach
3.Discuss
•1.Listen Whichto the meaning
aspect of poet’s of garden do you the like pictures
best?
words/idioms/phrases the instructions and number
Why?
in the correct order
•Demonstrate Dictionary Skills the poem .
2.
4. Presentation.
Pronunciation Drilling
1.Describe
Individual your
/ Pairanswerown
workdream garden. Say what
Let’s
plants, read and
birds, etc. to You will put in or
it. a pencil case
Give
1. instructions
Teacher make
refers to advertisement a bag text ( 136)
1. Read and understand the text. using recycled items.
• Teacher reads the advertisement and asks pupils
2. Answer the comprehension questions. to listen to the pronunciation.
• Find the keywords in the text and read the
1.
information Refresh the givenprevious
in thelesson.
sentence.
Let’s
•Let’s write
Underline (138)
them.
1. How learn and practise
to make a candle( 140 stand.) Discuss.
2.
Classroom Classroom discussion
discussion
1. write in neat cursive writing with correct spelling •2. Teacher
Main ideas reads
1.Explain
Group Workmore about Simple and compound
sentences •
sentences Supporting details
1.
3. Complete
Evaluate the
pupils’ letter using the words
understanding : in the boxes.
2. write instructions with guidance •2.The rules
•• Use Paste their
I Think Map work on the wall.
Situation
•Individual
Refresh
•• Use Refer thethe
to
workprevious lesson
information
notes given about
in the Rumplestilskin
text book.
ClassroomRewrite
Individual the letters in neat legible cursive writing.
Discussion
work
2. Give more examples Simple and compound
1.
sentences Read
Answer thethe story and asks pupils
comprehension to listen and
questions.
understand.
1. Identify and know to use Simple and compound 3. Evaluate pupils’ understanding.
sentences 2.
• Quiz Talk and discuss the pictures.
2. Simple and compound sentences accurately in • New
Group Activity characters
different situations • Setting/Place
1. Create a timetable and time Simple and compound
•sentences.(140)
Plot
•Ask
• Feeling
Find more
pupils examples
if they have of Simple
saving and compound
account.
3. Pupils read
sentences
Classroom to theinstory
fill
Discussion the and act.
timetable.
1. Plan, prepare and participate in a performance Let’s
4. Askspeak
pupils ( 135)
a few questions toonevaluate their
2.Presentation
Building
1. Ask up vocabulary
pupils to look at the ( based
flyers fromthe text)
two different
with guidance based on literary works understanding.
Individual
1. Teacherwork directs (140)pupils to read the text. (137)
2. Create a conversation. supermarkets.
•2. How do you think Queenwith Lisa would‘too; discover the
1.Complete
2. Underline
Teacher the
asks sentence to decide‘very;
pupils how to send andhis/her
little
•‘enough’ strange
Examples: man’s
saving name?
account parents guidance
RM200
Group budget
work for stationery.
2. Discuss
account
Group the
Activity( answer.
137)man said “I’ll come back in two
Speak confidently on related topic 1. The little
3.Discuss the strange
meaning of each
Discuss;
days”.
2. apply dictionary skills to identify and understand words/idioms/phrases 1.State
•• Write the amount
a conversation you will spend
between Queenand save.
Lisa and the
meaning of words in context Dictionary Skills
•little
Refer to
strange the table
man in
when textbook.
they meet after two days.
4.
2. Pronunciation
Presentation. Drilling
•Let’s
Then act it
read and answerout.
Pair work
Individual Work
1. Teacher
1.Why refers
is itthink
important to advertisement
toLisa
do budget? text ( 137)
1. read and demonstrate understanding of texts by •• Teacher 1. Do you reads Queen
the will succeed
advertisement ?Why?
and asks pupils
Give reason.
giving main ideas and supporting details to listen to the pronunciation.
• Find the keywords in the text and read the
• Underline them.
• Main ideas
• Supporting details
3. Evaluate pupils’ understanding :
• Complete the tree map below on ‘ ways to Save
Money’
Individual work
1. Answer the comprehension questions.
1. Refresh the previous lesson.
Let’s write (139)
1.Read an email about 4 way to earn pocket
Refresh
money. the previous lesson
Let’s
•Introduce learn and practise ( 141 )
Discuss
Classroom the poem
discussion
•1.Refer Teacher to textbook.
brings pupilscompound
to go through the poem.
1. create texts using a variety of media in linear 1.Explain more about sentences
Group
• Type Work
of poem.
1.Author The rules
Reply the email.
•2.Situation presentation.
The
•Individual title.
Refer to notes
Get to know work
1. Identify and know to use Simple and compound 2.
•This Identify
Rewrite thethe
the type
email
poem of sentences.
inthe
neat legible print.garden.
• Discuss poem describes poet’s dream
sentences 1. Teacherthe asks questions about the poem.
2. Apply Simple and compound sentences accurately • Answer questions.
(Let’s
Group Who, what, when, where and why)
talk(143)
Work
in different situations •1.Describe Ex: Who are characteristics
the the major characters?
ofand
thedisadvantages
people in the of
Write about advantages
picture.
1.
saving Whatmoney does What ainfire are
thefighter
moneytheydo? doing?
box.
1. Enjoy jazz chants, poems and songs through non- •2.What
Classroom Identify
Use do and
simple interpret
Discussion
you and think the difficult
compound willwords,
say? figurative,
boy sentences.
•2.Presentation
1. Mimic
Teacher and
thedirects similes,
dialogue pupils idiomatic.
between
to readthe theboytext.
and ( 146)
the
2. Recite poems with correct stress, pronunciation, •Individual
men.
2. Daises
Underline chase
work sit hung butterflies
(141)
•Let’s
1.Examples: Write the
two(poem
listen beginning
144))
simple and middle two compound ending sentences
1.
3.Discuss
each Teacher
Listen recites
tothe
picture. a part
meaning theAsean
of poem
of each and pupils listen.
folklore.
2. Recite
Practisethe
words/idioms/phrases and poem,
act the as conversation.
a class, in group, in pair, as
1. Participate in a conversation show appreciation. individually.
•3.Discuss
Refresh Dictionary the Skills
main
theinprevious : idea
Locate and
lesson. words
supporting details
2. Speak confidently on related topics Practise group.
•Let’s
4. What
Pronunciation
do
read and you think
Drilling
write (page happen? 140)
• Perform
Group
Let’s read
work( the144)
and poem
answerbased on their creativity.
•1. Which aspect oftopoet’s garden do you like
1. Apply dictionary skills to identify and understand Discuss
1. Teacher
Read and refers
understand text (the page 146)
information text.best?
meaning of words in context Why?
•1.Rearrange Teacher readsthe the
sentences
text according to the
2. Interpret and analyze .the plot of a story
2. Apply word attack skills by identifying: phrasal Demonstrate
•dialogue Direct pupils
above( theto poem
Refer
readaction
to
the text
text.book)
•1.Describe Exposition rising climaxSayfalling action
verbs •2.resolution
Find
Presentation your ownin
the keywords dream
the text garden.
and readwhat the
Refresh
plants, the
birds, previous
etc. You lesson
willof put
theinplot
Individual
information /the
Pair
given work
in the sentence. it. structure using
3. Identify
Let’s learn and elements
practise(page141)
1. create a non-linear texts using a variety of media: •1.
the Underline
Retell the
information. them.
story in your words.
Classroom
2. Discuss discussion
and Analyze
2. write a descriptions with guidance Group
1..Explain work (page
about 148): sentences-
complex
1)Beginning
1.Discuss the clause 2)middle
pictures:/ Dependent 3)ending
Independent
•Refresh Main ideas clause
•• The Identify the
rules the elements
previous of the
lesson plot Rumplestilskin
about structure of
Hansel Supporting
Classroom idea Write and present your answer
andDiscussion
Gretel.
•Individual
Situation work (147)
1. Identify and know to use complex sentences in
1. class.
Read to
•1.Refer thenotesconversation.
1. Guess
2.Find the
Presentation.
Talk and meaning ifstory.
the phrases. Use dictionary.
correctly. 2.
2. and discuss
Construct list more
sentence
theexamples
using theofphrasal
complex verb.
2. Use complex sentences correctly. •Individual
Plot . work
sentences in textbook.
• Write
3. Moral a simple
values
Share to your friends ofstory.
the story.
Group work Activity (151)
1. Discuss. the table
1.Complete
1. Identify and describe the values of the story • Why
Referdo to you
textbookthink Lisa agreed to give her baby
2. Plan, produce and display creative works based on away?
Individual work
the story heard. •1.What
Fill in would
the blanks happen if Lisa did not keep her
promise?
What
Refresh thethevalues
previous you can lesson. learned from the story?
-Give examples.
Let’s speak ( 145)
2.
1. Discuss
Read thethe answer. and complete the speech
conversation
Pair work
bubbles based on the situations given.
1. Listen to and demonstrate understanding of oral 1. What
Drawwork( does145)
picture a fire
of thefighter
King. do?
Group
texts by stating cause and effect. Classroom
Write about Discussion
him.
Discuss
2. Speak with correct pronunciation, stress and 1.
1. Teacher
Practise directs pupils to read the text. ( 146-147)
the conversation.
intonation 2. Underline Words/phrases/idioms
2. Pupils encourage giving their own answers.
•Individual
Examples: beginning
/ Pair work middle ending
3.Discuss the meaning
1.Rewrite the dialogues. of each
• Dictionary Skills : Locate words
1. Teacher refers to text ( 146-147)
1. read and demonstrate understanding of texts by • Teacher reads the text
giving main ideas and supporting details stating • Direct pupils to read the text.
cause and effect • Find the keywords in the text and read the
• Underline them.
2. Evaluate the pupils’ understanding of the story.
• Answering comprehension questions.(148)
1. Complete the multi flow map with events from
the story.
2. How does being obedient and diligent make a
person more successful.
Let’s read and write (page 149-150)
1. Read and understand the information text.
2. Interpret and analyze the plot of a story
• Exposition rising action climax falling action
resolution
3. Identify
Refresh thethe elements
previous of the plot structure using
lesson
1. write a story with guidance the information.
Let’s learn and practise(page141)
Group
Classroomworkdiscussion
(page 148)
1.Complete
1..Explain aboutplot
the structure
complex based on the story
sentences-
‘How the tiger Got its stripes’.
Independent clause / Dependent clause
2. Presentation.
• The rules
Individual
• Situationwork
•• Write outnotes
Refer to the story in three main paragraphs:
Beginning, middle
2. Find and list moreand ending. of complex
examples
1. Identify and know to use complex sentences sentences in textbook.
correctly. • Share to your friends
2. Use complex sentences correctly. 3. Match these sentence parts. Write sentences.
Use comma where necessary.
Group Activity (151-153)
1. Based on the pictures below, write a paragraph
using complex sentences.
Individual work
1. Complete sentences can be written using :since;
before; when; although; if; unless; because and
while.
Introduce the poem

1. Teacher brings pupils to go through the poem.
• Type of poem.
• Author
The title.
This poem describes the poet’s dream garden.
What are they doing?
1. Enjoy jazz chants, poems and songs through non- 2. Identify and interpret difficult words, figurative,
verbal responses. metaphors, and similes, idiomatic.
2. Recite poems with correct stress, pronunciation, • Daises chase sit hung butterflies
rhythm and intonation. Practise the poem
individually.
• Which aspect of poet’s garden do you like best?
Why?
Demonstrate the poem .
1.Describe your own dream garden. Say what
plants, birds, etc. You will put in it.
1 6 7 8 9 10
TARIKH MINGGU KELAS
Tuesday 01/01/2019 1 6 ARIF
Wednesday 02/01/2019 2 6 BIJAK
Thursday 03/01/2019 3 6 CERDAS
Friday 04/01/2019 4 6 DINAMIK
Saturday 05/01/2019 5 6 EFEKTIF
Sunday 06/01/2019 6 6 FALAH
Monday 07/01/2019 7 6 GIGIH
Tuesday 08/01/2019 8
Wednesday 09/01/2019 9
Thursday 10/01/2019 10
Friday 11/01/2019 11
Saturday 12/01/2019 12
Sunday 13/01/2019 13
Monday 14/01/2019 14
Tuesday 15/01/2019 15
Wednesday 16/01/2019 16
Thursday 17/01/2019 17
Friday 18/01/2019 18
Saturday 19/01/2019 19
Sunday 20/01/2019 20
Monday 21/01/2019 21
Tuesday 22/01/2019 22
Wednesday 23/01/2019 23
Thursday 24/01/2019 24
Friday 25/01/2019 25
Saturday 26/01/2019 26
Sunday 27/01/2019 27
Monday 28/01/2019 28
Tuesday 29/01/2019 29
Wednesday 30/01/2019 30
Thursday 31/01/2019 31
Friday 01/02/2019 32
Saturday 02/02/2019 33
Sunday 03/02/2019 34
Monday 04/02/2019 35
Tuesday 05/02/2019 36
Wednesday 06/02/2019 37
Thursday 07/02/2019 38
Friday 08/02/2019 39
Saturday 09/02/2019 40
Sunday 10/02/2019 41
Monday 11/02/2019 42
Tuesday 12/02/2019 43
Wednesday 13/02/2019
Thursday 14/02/2019
Friday 15/02/2019
Saturday 16/02/2019
Sunday 17/02/2019
Monday 18/02/2019
Tuesday 19/02/2019
Thursday 21/02/2019
Friday 22/02/2019
Saturday 23/02/2019
Sunday 24/02/2019
Monday 25/02/2019
Tuesday 26/02/2019
Thursday 28/02/2019
Friday 01/03/2019
Saturday 02/03/2019
Sunday 03/03/2019
Monday 04/03/2019
Tuesday 05/03/2019
Thursday 07/03/2019
Friday 08/03/2019
Saturday 09/03/2019
Sunday 10/03/2019
Monday 11/03/2019
Tuesday 12/03/2019
Thursday 14/03/2019
Friday 15/03/2019
Saturday 16/03/2019
Sunday 17/03/2019
Monday 18/03/2019
Tuesday 19/03/2019
Thursday 21/03/2019
Friday 22/03/2019
Saturday 23/03/2019
Sunday 24/03/2019
Monday 25/03/2019
Tuesday 26/03/2019
Thursday 28/03/2019
Friday 29/03/2019
Saturday 30/03/2019
Sunday 31/03/2019
Monday 01/04/2019
Tuesday 02/04/2019
Thursday 04/04/2019
Friday 05/04/2019
Saturday 06/04/2019
Sunday 07/04/2019
Monday 08/04/2019
Tuesday 09/04/2019
Thursday 11/04/2019
Friday 12/04/2019
Saturday 13/04/2019
Sunday 14/04/2019
Monday 15/04/2019
Tuesday 16/04/2019
Thursday 18/04/2019
Friday 19/04/2019
Saturday 20/04/2019
Sunday 21/04/2019
Monday 22/04/2019
Tuesday 23/04/2019
Thursday 25/04/2019
Friday 26/04/2019
Saturday 27/04/2019
Sunday 28/04/2019
Monday 29/04/2019
Tuesday 30/04/2019
Thursday 02/05/2019
Friday 03/05/2019
Saturday 04/05/2019
Sunday 05/05/2019
Monday 06/05/2019
Tuesday 07/05/2019
Thursday 09/05/2019
Friday 10/05/2019
Saturday 11/05/2019
Sunday 12/05/2019
Monday 13/05/2019
Tuesday 14/05/2019
Thursday 16/05/2019
Friday 17/05/2019
Saturday 18/05/2019
Sunday 19/05/2019
Monday 20/05/2019
Tuesday 21/05/2019
Thursday 23/05/2019
Friday 24/05/2019
Saturday 25/05/2019
Sunday 26/05/2019
Monday 27/05/2019
Tuesday 28/05/2019
Thursday 30/05/2019
Friday 31/05/2019
Saturday 01/06/2019
Sunday 02/06/2019
Monday 03/06/2019
Tuesday 04/06/2019
Thursday 06/06/2019
Friday 07/06/2019
Saturday 08/06/2019
Sunday 09/06/2019
Monday 10/06/2019
Tuesday 11/06/2019
Thursday 13/06/2019
Friday 14/06/2019
Saturday 15/06/2019
Sunday 16/06/2019
Monday 17/06/2019
Tuesday 18/06/2019
Thursday 20/06/2019
Friday 21/06/2019
Saturday 22/06/2019
Sunday 23/06/2019
Monday 24/06/2019
Tuesday 25/06/2019
Thursday 27/06/2019
Friday 28/06/2019
Saturday 29/06/2019
Sunday 30/06/2019
Monday 01/07/2019
Tuesday 02/07/2019
Thursday 04/07/2019
Friday 05/07/2019
Saturday 06/07/2019
Sunday 07/07/2019
Monday 08/07/2019
Tuesday 09/07/2019
Thursday 11/07/2019
Friday 12/07/2019
Saturday 13/07/2019
Sunday 14/07/2019
Monday 15/07/2019
Tuesday 16/07/2019
Thursday 18/07/2019
Friday 19/07/2019
Saturday 20/07/2019
Sunday 21/07/2019
Monday 22/07/2019
Tuesday 23/07/2019
Thursday 25/07/2019
Friday 26/07/2019
Saturday 27/07/2019
Sunday 28/07/2019
Monday 29/07/2019
Tuesday 30/07/2019
Thursday 01/08/2019
Friday 02/08/2019
Saturday 03/08/2019
Sunday 04/08/2019
Monday 05/08/2019
Tuesday 06/08/2019
Thursday 08/08/2019
Friday 09/08/2019
Saturday 10/08/2019
Sunday 11/08/2019
Monday 12/08/2019
Tuesday 13/08/2019
Thursday 15/08/2019
Friday 16/08/2019
Saturday 17/08/2019
Sunday 18/08/2019
Monday 19/08/2019
Tuesday 20/08/2019
Thursday 22/08/2019
Friday 23/08/2019
Saturday 24/08/2019
Sunday 25/08/2019
Monday 26/08/2019
Tuesday 27/08/2019
Thursday 29/08/2019
Friday 30/08/2019
Saturday 31/08/2019
Sunday 01/09/2019
Monday 02/09/2019
Tuesday 03/09/2019
Thursday 05/09/2019
Friday 06/09/2019
Saturday 07/09/2019
Sunday 08/09/2019
Monday 09/09/2019
Tuesday 10/09/2019
Thursday 12/09/2019
Friday 13/09/2019
Saturday 14/09/2019
Sunday 15/09/2019
Monday 16/09/2019
Tuesday 17/09/2019
Thursday 19/09/2019
Friday 20/09/2019
Saturday 21/09/2019
Sunday 22/09/2019
Monday 23/09/2019
Tuesday 24/09/2019
Thursday 26/09/2019
Friday 27/09/2019
Saturday 28/09/2019
Sunday 29/09/2019
Monday 30/09/2019
Tuesday 01/10/2019
Thursday 03/10/2019
Friday 04/10/2019
Saturday 05/10/2019
Sunday 06/10/2019
Monday 07/10/2019
Tuesday 08/10/2019
Thursday 10/10/2019
Friday 11/10/2019
Saturday 12/10/2019
Sunday 13/10/2019
Monday 14/10/2019
Tuesday 15/10/2019
Thursday 17/10/2019
Friday 18/10/2019
Saturday 19/10/2019
Sunday 20/10/2019
Monday 21/10/2019
Tuesday 22/10/2019
Thursday 24/10/2019
Friday 25/10/2019
Saturday 26/10/2019
Sunday 27/10/2019
Monday 28/10/2019
Tuesday 29/10/2019
Thursday 31/10/2019
Friday 01/11/2019
Saturday 02/11/2019
Sunday 03/11/2019
Monday 04/11/2019
Tuesday 05/11/2019
Thursday 07/11/2019
Friday 08/11/2019
Saturday 09/11/2019
Sunday 10/11/2019
Monday 11/11/2019
Tuesday 12/11/2019
Thursday 14/11/2019
Friday 15/11/2019
Saturday 16/11/2019
Sunday 17/11/2019
Monday 18/11/2019
Tuesday 19/11/2019
Thursday 21/11/2019
Friday 22/11/2019
Saturday 23/11/2019
Sunday 24/11/2019
Monday 25/11/2019
Tuesday 26/11/2019
Thursday 28/11/2019
Friday 29/11/2019
Saturday 30/11/2019
Sunday 01/12/2019
Monday 02/12/2019
Tuesday 03/12/2019
Thursday 05/12/2019
Friday 06/12/2019
Saturday 07/12/2019
Sunday 08/12/2019
Monday 09/12/2019
Tuesday 10/12/2019
Thursday 12/12/2019
Friday 13/12/2019
Saturday 14/12/2019
Sunday 15/12/2019
Monday 16/12/2019
Tuesday 17/12/2019
Thursday 19/12/2019
Friday 20/12/2019
Saturday 21/12/2019
Sunday 22/12/2019
Monday 23/12/2019
Tuesday 24/12/2019
Thursday 26/12/2019
Friday 27/12/2019
Saturday 28/12/2019
Sunday 29/12/2019
Monday 30/12/2019
Tuesday 31/12/2019
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
5E 12a
6A 12b
6B 13a
6C 13b
6D 14a
6E 14b
7A 15a
7B 15b
7C 16a
7D 16b
6E 17a
8A 17b
8B 18a
8C 18b
8D 19a
8E 19b
9A 20a
9B 20b
9C 21a
8D 21b
9E 22a
10A 22b
10B 23a
10C 23b
10D 24a
10E 24b
11A 25a
11B 25b
11C 26a
11D 26b
11E 27a
12A 27b
12B 28a
12C 28b
12D 29a
12E 29b
13A 30a
13B 30b
13C 31a
13D 31b
13E 32a
14A 32b
14B 33a
14C 33b
14D 34a
14E 34b
15A 35a
15B 35b
15C 36a
15D 36b
15E
16A
16B
16C
16D
16E
17a
17b
17c
17d
17e
18a
18b
18c
18d
18e
19a
19b
19c
19d
19e
20a
20b
20c
20d
20e
21a
21b
21c
21d
21e
22a
22b
22c
22d
22e
23a
23b
23c
23d
23e
24a
24b
24c
24d
24e
25a
25b
25c
25d
25e
26a
26b
26c
26d
26e
27a
27b
27c
27d
27e
28a
28b
28c
28e
29a
29b
29c
29d
29e
30a
30b
30c
30d
30e
31a

Senarai Tugas Guru Rumah Sukan

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Senarai Tugas Guru Rumah Sukan

Uploaded by

Copyright:

Available Formats

RANCANGAN PENGAJARAN HARIAN

WEEK 7D DAY AND DATE

TOPIC UNIT 4: STEP UP THEME World of Knowledge

LEARNING STANDARD 5.1.2 Able to use pronouns correctly and appropriately

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

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

UNIT 1 : READING: Listening and Speaking –

UNIT 1 : READING: Grammar – Let’s learn,

UNIT 1 : READING: Language Arts

UNIT 2: APPRECIATING World of Knowledge

UNIT 2: APPRECIATING World of Knowledge

UNIT 2: APPRECIATING World of Knowledge

UNIT 2: APPRECIATING World of Knowledge Language Arts

UNIT 2: APPRECIATING World of Self, Family

UNIT 2: APPRECIATING World of Self, Family

UNIT 2: APPRECIATING World of Self, Family

5A UNIT 3: FAMILY TIES

5B UNIT 3: FAMILY TIES

5C UNIT 3: FAMILY TIES

World of Self, Family Language Arts -

6A UNIT 3: FAMILY TIES

6B UNIT 3: FAMILY TIES

6C UNIT 3: FAMILY TIES

6D UNIT 3: FAMILY TIES

World of Self, Family Language Arts -

7B UNIT 4: STEP UP World of Knowledge Reading

7C UNIT 4: STEP UP World of Knowledge Writing

7D UNIT 4: STEP UP World of Knowledge Grammar

8A UNIT 4: STEP UP World of Knowledge Listening and Speaking

8C UNIT 4: STEP UP World of Knowledge Writing

8D UNIT 4: STEP UP World of Knowledge Grammar

9A UNIT 5: 360 World of Knowledge Listening and Speaking

9B UNIT 5: 361 World of Knowledge Reading

9C UNIT 5: 362 World of Knowledge Writing

8D UNIT 5: 363 World of Knowledge Grammar

Language Arts - This

10B UNIT 5: 366 World of Knowledge Reading

10C UNIT 5: 367 World of Knowledge Writing

10D UNIT 5: 368 World of Knowledge Grammar

11A UNIT 6: GO GREEN World of Knowledge Listening and Speaking

11B UNIT 6: GO GREEN World of Knowledge Reading

11C UNIT 6: GO GREEN World of Knowledge Writing

11D UNIT 6: GO GREEN World of Knowledge Grammar

12A UNIT 6: GO GREEN World of Knowledge Listening and Speaking

12B UNIT 6: GO GREEN World of Knowledge Reading

12C UNIT 6: GO GREEN World of Knowledge Writing

12D UNIT 6: GO GREEN World of Knowledge Grammar

UNIT 7: HEALTHY AND

UNIT 7: HEALTHY AND

UNIT 7: HEALTHY AND

UNIT 7: HEALTHY AND Language Arts – Hansel

UNIT 7: HEALTHY AND

UNIT 7: HEALTHY AND

UNIT 7: HEALTHY AND

UNIT 7: HEALTHY AND