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
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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 .
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information of family tree.
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discussion.
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Individual work
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Let’s learn and practise(page 28)
1.Read and understand the story
2.Explain more about Reflexive Pronoun-
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textbook.
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Introduce the writer: John Coldwell
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1.
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the comprehension
eating porridge and the correct
questions.
the mess she suitable
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textbook.
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answer. and she cries as she is still hungry.
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what, when, where and why)
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verbal responses. Write five sentences What are using
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individually.
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very small child who is still does not know how to
feed herself..
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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)
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texts by: asking and answering question 1.
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details.
pupils.
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Let’s
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are sentences
the with the phrases given in
major characters?
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interpret the phrases.
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a globe?
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the
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present tense.
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Introduce the poem
1. Teacher brings pupils to go through the poem.
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This poem is a fun way to learn about the parts of
the body.
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a concluding sentence for the paragraph in
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synopsis
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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
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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
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18b
18c
18d
18e
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19c
19d
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31a

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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