RPH 2019 KSSR Tahun 6 Bahasa Inggeris

RANCANGAN PENGAJARAN HARIAN
WEEK 6E DAY AND DATE Thursday 25-03-2021

CLASS 6 BESTARI 9:45 PAGI TO SUBJECT BAHASA INGGERIS
TOPIC UNIT 3: FAMILY TIES THEME World of Self, Family and Friends
Language Arts -
FOCUS Poem: My sister’s eating porridge
4.1 By the end of the 6-year primary schooling,pupils will be able to enjoy and appreciate rhymes,
poems and songs.
4.3 By the end of the 6-year primary schooling,pupils will be able to plan, organise and produce
CONTENT STANDARD creative works for enjoyment.
4.2 By the end of the 6-year primary schooling, pupils will be able to express personal response to
literary texts.
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
LEARNING STANDARD 4.3.1 Able to plan, produce and display creative works based on literary texts using a variety of
media with guidance
4.2.1 Able to respond to literary texts: (a) characters; (b) place and time;
By the end of the lesson, pupils will be able to;
OBJECTIVE 1. Enjoy jazz chants, poems and songs through non-verbal responses.
2. Recite poems with correct stress, pronunciation, rhythm and intonation.
Introduce the poem

1. Teacher brings pupils to go through the poem.
• Type of poem.
• Author
• The title
• Stanza
Get to know the poem
The poem is about the poet’s observation of his sister eating porridge and the mess she makes. In
the end, she does not eat the porridge as most of it lands on the floor and she cries as she is still
hungry.
1. Teacher asks questions about the poem.
( Who, what, when, where and why)
ACTIVITY • Ex: Who are the major characters?
What are they doing?
2. Identify and interpret difficult, figurative, 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?
SISTEM BAHASA
Sebutan dan Intonasi ✘
Tatabahasa sistem ejaan Kosa kata Peribahasa
✘
KEMAHIRAN BERFIKIR/ABAD 21
Membanding Beza Menjana Idea Menginteprestasi ✘
Membuat Keputusan
Mengkategori ✘ Menghubung kait ✘ Mencipta Analogi ✘

Membuat Rumusan ✘
Mengnferens Komunikasi ✘
mentafsir ✘
Menilai
✘
PENILAIAN PENGAJARAN DAN PEMBELAJARAN
✘ ✘ ✘
RANCANGAN PENGAJARAN HARIAN
Lembaran Kerja ✘
Pemerhatian ✘ Lisan ✘
Tugasan
Hasil Kerja Kuiz Drama Projek
PDPC ABAD 21 CATATAN/ PDPC ditangguhkan kerana :
Gallery Work ✘ Group Presentation ✘ Mesyuarat ✘ Program Sekolah ✘
Hot Seat ✘ Brainstorming ✘ CRK/MC ✘ Cuti Umum/Peristiwa ✘
Traffic Light Tthink pair-Share Mengiring Murid KURSUS

KEHADIRAN IMPAK REFLEKSI
/
1 2 3 4
MINGGU TOPIK TEMA FOCUS
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 Let’s write
WORLD
Language Arts –
UNIT 1 : READING: Contemporary Literature
2E WINDOW TO THE World of Stories
WORLD Anthology of poems
:Messing About
3A UNIT 2: APPRECIATING World of Knowledge Listening and Speaking

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

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

4A OTHERS and Friends Listening and Speaking

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
World of Self, Family

5A UNIT 3: FAMILY TIES Listening and Speaking
and Friends

5B UNIT 3: FAMILY TIES Reading
and Friends

5C UNIT 3: FAMILY TIES Writing
and Friends
5D UNIT 3: FAMILY TIES Grammar
and Friends
Language Arts -
5E UNIT 3: FAMILY TIES Poem: My sister’s eating
and Friends
porridge

6A UNIT 3: FAMILY TIES
and Friends Listening and Speaking
6B UNIT 3: FAMILY TIES

World of Self, Family Reading
and Friends

6C UNIT 3: FAMILY TIES
and Friends Writing

6D UNIT 3: FAMILY TIES
and Friends Grammar
Language Arts -
6E UNIT 3: FAMILY TIES
World of Self, Family 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
WISE World of Knowledge 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
WISE World of Knowledge
Anthology of poems :
Don’t
UNIT 8: HOW THE TIGER
15B
GOT ITS STRIPES World of Stories Listening and Speaking

15C GOT ITS STRIPES World of Stories Reading

15D GOT ITS STRIPES World of Stories Writing

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

16A
GOT ITS STRIPES World of Stories
and Gretel

16B
GOT ITS STRIPES World of Stories Listening and Speaking

16C
GOT ITS STRIPES World of Stories Reading

16D GOT ITS STRIPES World of Stories Writing

16E GOT ITS STRIPES World of Stories Grammar
Language Arts –
Contemporary
17a GOT ITS STRIPES World of Stories Literature
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
18a
UNIT 9: A HEART OF
World of Stories Language Arts – Hansel
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

20a TAKE CARE World of Stories 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 :
21a
TAKE CARE World of Stories
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
23b UNIT12: LAND OF GLORY World of Knowledge Listening and Speaking
23c UNIT12: LAND OF GLORY World of Knowledge Reading
23d UNIT12: LAND OF GLORY World of Knowledge Writing
23e UNIT12: LAND OF GLORY World of Knowledge Grammar
24a UNIT12: LAND OF GLORY World of Knowledge

Language Arts –
Rumplestilskin
24b UNIT12: LAND OF GLORY World of Knowledge Listening and Speaking
24c UNIT12: LAND OF GLORY World of Knowledge Reading
24d UNIT12: LAND OF GLORY World of Knowledge Writing
24e UNIT12: LAND OF GLORY World of Knowledge Grammar
Language Arts –
25a UNIT12: LAND OF 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 –

26a
THE ODDS World of Knowledge
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
27a
THE ODDS World of Knowledge
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
OBEDIENT SON World of Knowledge 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
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
3.1 By the end of the 6-year primary

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

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

will be able to enjoy and appreciate rhymes, poems
and songs.
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

variety of linear and non-linear texts in the form of
will be able to read independently for information
and enjoyment.

form and style for a ange of purposes.
and appropriately.

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.
in a variety of contexts.

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

will be able to form letters and words in neat legible
print including cursive writing.
will be able to write and and present ideas through a
variety of media using appropriate language, form
and style.
and appropriately.

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

intonation.

schooling, pupils will be able to listen and respond


and style.
and appropriately.

and songs.
works for enjoyment
pupils will be able to express personal response to
literary texts.

intonation.


and style.
and appropriately.

and songs.

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



and appropriately.

and songs.
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.



and appropriately.

and songs.
intonation.


and appropriately.

and songs.
pupils will be able to expresspersonal response to
literary texts.
intonation.
for aByvariety
2.2 the endof of
purposes.
the 6-year primary schooling,pupils
strategies to construct meaning.
will be
3.1 By able to read
the end independently
of the for information
6-year primary
and enjoyment will be able to form letters and
schooling,pupils
words in neat legible print including cursive writing.
will be able to write using appropriatelanguage,

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

3.1 By the to
strategies end of the 6-year
construct primary schooling,pupils
meaning.
schooling,pupils will be able to write using
appropriate language, form and style for a range of
purposes.

and appropriately.
and songs.
literary texts.

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


and appropriately.
literary texts.

schooling,pupils will be able to understand and
respond to oral texts in
a variety of contexts.

variety of linear and non linear texts in the form of


and appropriately.

and songs.
literary texts.
works
1.1 By for
theenjoyment.
end of the 6-year primary schooling,
intonation.
texts in the form of print and non-print materials
using a range of strategies to construct meaning


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


intonation.


and appropriately.

and appropriately.
and songs.
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
schooling,pupils
will be able to read independentlyunderstand
will be able to and
for information
respond
and to oral 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.

and appropriately.

pupils will be able to express personal response
toliterary texts.

2.2
for aByvariety
the endof of the 6-year primary schooling,pupils
purposes.
and enjoyment.


and appropriately.
and songs.
pupils will be able to express
personal response to
literary texts.
1.1
schooling,pupils
pupils
will bewill
ablebetoable
plan,toorganise
pronounce
andwords andcreative
produce speak
confidently with the correct
stress, rhythm and intonation.
and enjoyment.


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



and enjoyment.
3.2 By the end of the 6-yearprimary s chooling,pupils


schooling,pupils will be able to use different
word classes correctly and appropriately.
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,
for enjoyment.
intonation.
2.3 By the endinofformal
appropriately the 6-year primary
and and schooling,pupils
informal situations
will be able to read independently
for a variety of purposes. for information
and enjoyment.
variety of linear and non-linear
3.1
textsByinthe
theend
formof of
theprint
6-year
andprimary schooling,pupils
non-print materials
will
usingbeaable toof
range form letters to
strategies and words inmeaning
construct neat legible
print including cursive
writing.
and appropriately.

works for enjoyment

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


and appropriately.
4.3 By the end of the 6-year primaryschooling,pupils

intonation.
in
2.2a By
variety of contexts.
the end of the 6-year primary schooling,pupils
and enjoyment.

and appropriately.

literary texts.
pupils will be able to pronounce
words and speak confidently with the correct stress,
rhythm and intonation.
2.2
will By
be the
ableend of the 6-yearand
to understand primary schooling,pupils
respond to oral texts
in a variety of contexts. understanding of a
and
3.2Byenjoyment.
the end of the 6-yearprimary schooling,pupils
will be able to write usingappropriate language,
form and style for arange of purposes.

4.1
andBy the end of the 6-year primary schooling,pupils
appropriately.
will be able to enjoy and
appreciate rhymes, poems and songs.
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.
printByand
3.1 the non-print
end of thematerials using aschooling,pupils
6-year primary range of
strategies
will be abletotoconstruct meaning.
form letters and words in neat legible

and appropriately.
literary texts.
will be the
2.2 By ableend
to understand
of the 6-yearand respond
primary to oral texts
schooling,pupils
will be the
3.1 By ableend
to read independently
of the 6-year primaryforschooling,pupils
information
and enjoyment.
and appropriately
and songs.
literary texts.
1.1
will By
be the
ableend of theorganise
to plan, 6-year primary schooling,
and produce creative
pupils
works will be able to pronounce words and speak
for enjoyment.
intonation.
and enjoyment.


and appropriately.

literary texts.


strategies
to construct meaning.

and appropriately.

and songs.
literary texts.
1.1
will By
be the
ableend of theorganise
to plan, 6-year primary schooling,
and produce creative
pupils
works will be able to pronounce words and speak
for enjoyment.
intonation.
for
2.2 aByvariety
the endof of
purposes.
and enjoyment.

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
endaof
variety of purposes.
print including cursivewriting.

types
4.1 Bycorrectly.
and songs.
literary texts.
will By
1.1 be the
ableend
to plan,
of theorganise
6-year primary schooling,
and produce
pupils will be creative
able to works for enjoyment.
pronounce words and speak
confidently with the correct stress, rhythm
will be able to demonstrate understanding of anda
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 for a range of purposes. will
be
3.3able to read
By the end ofindependently for information
the 6-year primary schooling,and
enjoyment.
pupils will be able to 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.

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

types correctly.

and songs.
literary texts.
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
4.1.2 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
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

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: (b) non-linear texts
4.1.2 Able to sing songs and recite jazz chants and poems with correct
stress,pronunciation, rhythm and intonation
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
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
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

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
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
Able to 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.
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
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.
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
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
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. •Refresh Handlethe withprevious
great care. lessonBe wise. Think smart
(book)
Group
BuildingActivity up vocabulary
Evaluate
1. Scan the thetextpupils’ understanding by analyzing a
book based on the information read.
2. Underline keywords/phrases/idioms/proverbs
•• Pupils Examples: choose a book from library.
•Let’s
3.Discuss Talk about the
writethe meaning book. of each
•1. Give reasons
Teacher writes a sentence without punctuation
words/idioms/phrases
•• Refer
and askstopupils
Dictionary textbook to spot
Skills for the
example.
: located error.
words/meaning of base
2.
•word Present
What thetheir
common choices. error in this sentence?
Individual
Ex: ali is my/ pair
4. Pronunciation brotherwork
Drilling
1. Read, understand and enjoy the text read. Choose your favourite
Classroom
Let’s read and answer book and talk about it to your
discussion(6)
2. Apply dictionary skills in locating words and find friend.
1. Readworkand understand the notes. Discuss the
meaning of base word. Group
•• Refer
punctuation to
Direct pupilstheand textbook
toits
read for
rolethe 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 and
them.practise(18)
•Classroom
2.AClassroom
Quotation Mark
discussion
discussion, find the
2.
1.
• Main Evaluate
Read the pupils’
ideas explanationunderstanding by
about compound nouns.
1. Identify and know the usage of punctuation.
2. Rewrite a paragraph in neat legible print with •a)Ask Matching
pupils to
Supporting the symbol
focus
idea with its
on BOLD name.
words.
•2. Teacher
Explain more
Individual writesabout
work on thecompound
board unscramble symbol
nouns. ( refer to
correct punctuation
and
the
• State its
notes)name.
True or False
• The Pupils
rules
Discuss match
the: madethem
answer. upbased
of twoonnouns
their name
•b)Situation
Simple quiz
Group
3. Activity
Get more examples of compound nouns by
1. Discusstoand
referring rewrite
their 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 mark or comma
correct compound nouns
situation Draw the
• Discuss thesymbol
answer. and its name.
2.
Let’s
Group Teacher
workobserves
recite ( Page 10)and guides.
3. Presentation.
1. Recite
Analyzeand theacts the chanting
pictures and findrhymes.
out the words that
Individual
2.
build Askuppupils /pair
compound worknouns.
to listen to the pronunciation and
•1.Ex:Rewrite
class the
intonation. passage
+ room.= using correct punctuation in
classroom
neat
Group
2. Saycursive
Activity
the writing. words.
compound
.Enjoy jazz chants, poems and songs through non- 2.
verbal responses. 3. Refer
1. Think to
Practise,of textbook andfor
reciteexamples
more actmore
the information.
chanting
of compound rhymes.
words.
•4.Pupils create
Presentation. their own creativity
2. Recite poems with correct stress, pronunciation,
•5.Cultivate
Paste their thework piece on the classroom wall.
rhythm and intonation
2. Teacherwork
Individual observes and guides the pupils.
3.
1. Presentation.
Complete the following compound nouns.
Individual
2. Discuss the Work( Page 10)
answers.
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.
• Discuss the answer by referring to the
1. listen to and demonstrate understanding of oral
information.
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.
Refresh the
Individual previous
/ pair lesson
work(3)
• Refer to textbook
Building
1.Answerup thevocabulary
comprehension question. ( Harry
1. Scan the text
Potter)
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
Refresh
• Main ideasthe previous lesson.
Classroom
• Supporting discussion(6)
details
1.
3. Read
Give aandtitleunderstand
to a story. the information.
•A HowbookdoReport
you think( Buku
the NILAM)
story ended?
2. In the a book
• Describe report
the new head: of the scarecrow.
•Individual
Title, Author
work Genre, Characters, Synopsis,
• Match the words or phrases in bold in the passage
Opinion about the book , Moral values/ knowledge
to the meanings.
gained.
• (Refer to textbook)..
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.
• Ask pupils to focus on BOLD words.
Introduce
2. Explain more the poemabout compound nouns. ( refer to
1.
theTeacher notes) brings pupils to go through the poem.
• Type of poem
The rules : made up of two nouns
• Author Situation
•3.The Gettitle
more examples of compound nouns by
1. Identify and know the usage of Compound words • Stanza
referring to their surroundings.
2. Apply compound word accurately in different Get Ex: to know theobjects
poem
things/
situation The poem is correct
about games and feelings
4. Write the compound nouns experiences
by
• Pupils the poet
think andof his friends. word
compound
1.
• Discuss Teacherthe asks questions about the poem.
answer.
(Group Who, work
what, when, where and why)
•1.Ex: FormWho are the major
compound wordscharacters?
using the word “ book:.
1. Enjoy jazz chants, poems and songs through non- 2. • Book Identify and interpret difficult, figurative,
– bookworm
verbal responses. metaphors,
. Paste their similes, work piece idiomatic.
on the classroom wall.
2. Recite poems with correct stress, pronunciation, •1.Bellyache Matching jumping thirsty glue sticky
rhythm and intonation Practise
2. Fill in the the blank
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 Talkthe
( 11)poem, as a class, in group, in pair, as
1.
individually. Talk and discuss about the picture.
•4.Have youinever
Practise received greeting cards?
group.
•• Have you ever
Perform the poem sentbased
a card? on their creativity:
•• To whom do you send
Who do you think can relate cards?toWhy?
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 .Listen
come back home to the conversation
now, how doand youdiscuss on how
think they to
would
express
feel?
•• Happiness
How would your concern support sorrow
mum react?
For
• Based different
on yourreason.
parents’ reaction, how will you
2.Practice
react? the conversation
•1.As class
Refresh the in previous
group in pair
lesson.
1. Express gratitude and feeling in a conversation. Group
Let’s read Activity
Practise
Building and discuss the( conversation;
up vocabulary find the
based on the text)
responses of each situation.
1. Teacher directs pupils to read the text.
1.What
2. Underline would you say to someone who:
keywords/phrases/idioms
• Has passed the
Examples: appreciate examination with flying
thoughtful colours?
indulging
•confidence
Has just undergone surgery?
attributes pride
•3.Discuss
Is participating
the meaningin theof National
each Storytelling
Competition?
keywords/idioms/phrases
•• Has lost his/her
Dictionary Skills:beloved pet? meaning base
locate words/
2.
words Ask pupils to act the conversation.
•4.Group to groupDrilling
Pronunciation
Pair work
Let’s read and answer
Ask and answer
1. Teacher refersquestions.
to text ( page 15)
1. Read, understand and enjoy the text read. • Practise
• Teacher reads the conversation
the text andwith askspeers.
pupils to listen to
2. To apply dictionary skills in locating words and find the pronunciation.
meaning of base word. 1. Show pupils to
• Direct somereadexample
the text.of wishing card.
Let’s
• Findwrite (16)
the keywords in the text and read the
A Father’s Day
information Card
given in the sentence.
1. Explain tothem.
• Underline the pupils that they are going to make
the cheapest discussion
2. Classroom but most valuable gift for the Father’s
Day.
• Main ideas
• To express love
Supporting and gratitude
details
•3.To expressthe
Evaluate appreciation
pupils’ understanding by;
• To say thankful.
Matching the words to their meaning.
2. Cultivate
• Discuss thethe value of love amongst the pupils.
answers
•Individual
Love Godwork
•Discuss
Love your family
1. Create a personalized card. • Love your the
Complete friends.
circle map with ways you can
Group Activity
appreciate 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)
Classroom discussion
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
1.
noun. Introduce the writer: Leila Berg
Let’s
• Write Recite
sentences to support the words as
1.Read
examples. and recite the poem ‘Swinging”
•2.Understand Discuss the the meaning.
answer.
•Individual Correct word work stress and pronunciation
1. Write 3 sentences using concrete nouns.
1. Recite jazz chants with correct stress, 2..Learn
2. Write 3 the meaningusing
sentences of some
abstract nouns.
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
Listen the(12)
poem
•Classroom enjoy theDiscussion
poem
2..Listen
1 Perform to the
thepoem with action
conversation and discuss on how to
Individual Work
express
1. Write two rhyming
• Appreciation 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
the in
brace 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 Giftsread
• flowersup vocabulary ( based on the text)
Building
•1.offer Teacherhelpdirects pupils to read the text.
•2.assist others
Underline keywords/phrases/idioms
• express
Examples: gratitude
appreciate thoughtful indulging
Pair work attributes pride
confidence
Ask and answer
3.Discuss 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 read and answer
pupils some example of wishing card.
1. Teacher
Let’s write (17) refers to text(page 14)
• Teacher reads the text and asks pupils to listen to
E-Card
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 in quick
and the sentence.
to send.
• Underline
2.Read 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
spent byyour
analyzing
holidaytheatmain
your idea.
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 titlein the textbook
Search
•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 Teacher asks questions
a table 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.
1.Complete
• Identify
What doesand
the
theinterpret
sentences
picture difficult,
with the
show? figurative,
abstract nounh.
verbal responses.
metaphors,
• Talk about similes,
your idiomatic.
family members.
2. Recite poems with correct stress, pronunciation,
•Let’s Sandwich
Talk (page as big 22)as bread slices marge cheese
Classroom Discussion. radish sizzling burger sauce
tomato onion lettuce
Practise
1.Recite the poemHaving somewhere to go is Home,
a quote’
1. Teacher
Having recitestothe
someone poem
love and pupils listen.
is Family,
2. Recite the poem, Havingas aboth
class,
is in group, in pair, as
a blessing’
individually.
2. Think of and give opinion the meaning of the
4.
quote. Practise in group.
•• Encourage Perform thepupils poemtobased on their creativity.
give idea.
•3.What Selectdoes the poet
6 pupils put intotohis
to role-play sandwich? Do
conversation’ of you
a
think
nuclear family you will like the sandwich? Why/.
Demonstrate
•1.Read the poem
the dialogue.
• Ask pupils
Write a poem if they
about have joinedyour
making a family day?
own sandwich
1. speak confidently on related topics 4. Name the correct relationship between the
•people Sharing
.read your poem to the class.
mentioned.
Classroom
•Group Rewrite Discussion
the poem in the formal of usual recipe.
Activity
Building up vocabulary ( based on the article)
1.
1.Select
6 pupils
directstopupils
role-play the the
conversation’ of a
Teacher to read article.( page
nuclear family
24)
•2.Read the dialogue.
Underline Words/phrases/sequence
•connectors/linkers/homographs/homophone
Pupils listen
2. While they are listening to the conversation,
• Examples: planning memorable family reunion
• Name the correct relationship between the
identifier
people. encourage interaction
•words/idioms/phrases
Refer to the textbook (22)
Individual work
• Dictionary Skills: locate words / meaning base
1.
words.Draw your nuclear family.
1. read and understand phrases and sentences from 2. Rewrite the conversation read.
linear texts 3. Change the personal detail.
1. Teacher refers to article ( page 24)
1. Show a picture
• Teacher reads the of text
a family
and tree.
Let’s Write
• Ask pupils to listen to the pronunciation.
Classroom
• Direct pupils Discussion.
to read the article.
1. The purpose
• Find the keywords of family tree:
in the text and read the
•information
Show relationship
given inof thefamily and relatives.
sentence.
2. Explain who
• Underline them. are they in a family tree. ( refer to
the textbook)
2. Classroom discussion; Find the
•• Ask
Mainpupils
ideasto read the information.
3. Draw a simple
• Supporting family tree on the board
details
•Individual
Pick pupils work in the space provided.
to fill
4. Building up vocabulary: uncle
1. Answer comprehension aunt grandfather
questions.
1. write description with guidance
grandmother father
• Discuss the answer mother sister brother cousin .
Group Activity
1. Write a short description based on the
information of family tree.
• Elaborate the relationship in sentences.
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Let’s learn and practise(page 28)
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the information
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nieces.
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extended family. Use the questions provided: to read the conversation.
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ing objectto the pronunciation.
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individually.
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Let’s talk
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Let’s Talk ( page 31)
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Child abuse Drugs Smoking Vandalism Bullying
Animal abuse
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( Page 39)
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individually.
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.
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Presentation
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3.
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verbal responses. 2.
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a conversation difficult
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announcement, announced
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Complete sentences below using ‘either..’or’..or
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• Underline
1. Refresh the them.
previous lesson about a good
2. Find the main
paragraph, topic ideas
sentenceof the pamphlet
and concluding
3. Evaluate
sentences. pupils’ understanding of the text.
•Let’s
Whyrevise
are these organisations
and write (page 129) important
•1.How
Recalldotheyougood
thinkparagraph
these NGOs andraise
topicfunds?
sentenceHowand
can you assist
concluding these 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 fivethe comprehension
–paragraph compositionquestions. 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. Teacher brings pupils more about adverbs( refer tothe
to go through thepoem.
notes)
•• The rules
Type of poem.
•• Situation Author
3. Read
The title.the timetable of adverbs
1. Apply adverbs in different situation 4.
GetEvaluate to knowpupils’ the poem understanding :
•This Fill poem
in the blanks with
describes the the correct
poet’s adverbs.
dream 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 each
they 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
verbal responses. •metaphors, What do andsee
you similes,
in the idiomatic.
pictures above? given.
1 Ask pupils theif paragraph
they have saving account.
2. Recite poems with correct stress, pronunciation, •Complete
•Classroom Daises
Why is chase sit hung
it Discussion
important
with
to save
the adverbs
butterflies
money?
Let’s listen theand poem do ( 134)( based on the text)
Building up vocabulary
1.
1.Listen
Teacher to the
directsconversation
pupils to read on how
the to text.make money
(136)
box.
individually.
2. Read and understand the instructions.
• Examples: saving account parents guidance
1. Speak confidently on related topics. 4.
Group Practise in group.
Activity( 134)
account
2. listen, follow, and give instructions •How Perform
to make theapoem money based
box on their creativity.
•words/idioms/phrases
Which aspect
1.Listen to the instructions and number of poet’s garden do you the like pictures
best?
Why?
in the correct order
Demonstrate
2.
4. Presentation. Pronunciation theDrilling
poem .
1.Describe
Individual your own
workdream garden. Say what
/ Pairanswer
Let’s read and
plants,
Give birds,
instructions etc. You will put in or
it. a pencil case
1. Teacher refers to to make a bag
advertisement 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.
1.
information Refresh the previous
given in thelesson.
sentence.
Let’s
• Underline
Let’s write
learn and (138)
them. practise ( 140 )
1.
2. How
Classroom to make
Classroom a candle stand. Discuss.
discussion
discussion
2.
•1.Explain Teacher
Main ideas reads
1. write in neat cursive writing with correct spelling more about Simple and compound
Group
•sentences Work details
Supporting
sentences 1. Complete the letter using the words in the boxes.
2. write instructions with guidance 3.
• The Evaluate
rules pupils’ understanding :
2.
• Situation Paste their
Use I Think Map work on the wall.
Individual
Refresh
• Refer Use the the
to work
previous lesson
information
notes given about
in the Rumplestilskin
text book.
•Individual
Classroom Rewrite the
2. Give more examples Simple letters
Discussion
work in neat legible cursive writing.
and compound
1.
1.
sentences Read
Answer the thestory and asks
comprehension pupils to listen and
questions.
1. Identify and know to use Simple and compound understand.
3. Evaluate pupils’ understanding.
sentences 2.
• Quiz Talk and discuss the pictures.
2. Simple and compound sentences accurately in •Group New Activity
characters
different situations •1.Setting/Place
Create a timetable and time Simple and compound
•sentences.(140)
Plot
•Ask
• Feeling
Findpupils
more if they
exampleshave of saving
Simpleaccount.
and compound
3.
Classroom
sentences Pupils read theinstory
Discussion
to fill the and act.
timetable.
1. Plan, prepare and participate in a performance Let’s
4. Askspeak
pupils ( 135)
a few questions toonevaluate their
Building
2.Presentation
1. up vocabulary
Ask pupils to look at the ( based
flyers the text)
from two different
with guidance based on literary works understanding.
1.
Individual Teacher directs
work (140) pupils to read the text. (137)
2. Create a conversation. supermarkets.
•2. How do you think Queenwith Lisa‘very;
would‘too;discover the
2. Underline
1.Complete
Teacher Words/phrases/idioms
the
asks sentence
pupils to decide how to send his/her and
little
•‘enough’ strange
Examples: man’s
saving name?
account parents guidance
RM200
Group budget
work for stationery.
account
2.
Group Discuss 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 youbetween
a conversation will spend and save.
Queen 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 out.
read and answer
Pair work
Individual Work
1.
1.WhyTeacher refers
is itthink
important to advertisement
toLisa
do will
budget? text ( 137)
1. read and demonstrate understanding of texts by 1. Do you
•• Teacher reads Queen
the advertisement succeed
and asks?Why?pupils
Give reason.
giving main ideas and supporting details to listen to the pronunciation.
• Underline them.
2. Classroom discussion
• Main ideas
• Supporting details
3. Evaluate pupils’ understanding :
• Complete the tree map below on ‘ ways to Save
Money’
Individual work
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 learn and practise ( 141 )
•Introduce Discuss the poem
Classroom
•1.Refer discussion
to textbook.
1. create texts using a variety of media in linear 1.Explain Teacher brings
more pupilscompound
about to go through the poem.
sentences
•Group
• Type
Work
The rulesof poem.
1.
•• Author Reply the email.
2. Situation
presentation.
The
•Individual title.to notes
Refer
GetIdentify to know work
2. thethe type poem of sentences.
1. Identify and know to use Simple and compound •This Rewrite the
poem describes email inthe neat legible
poet’s dreamprint.garden.
• Discuss
sentences 1. Teacher asks questions about the poem.
• Answer the questions.
2. Apply Simple and compound sentences accurately ( Who, what, when, where and why)
Group
Let’s Work
talk(143)
in different situations •1.Ex: Who are the
•1.Describe Write about
theWhat the major
advantages characters?
ofand
thedisadvantages
people in the of
saving Whatmoney does aincharacteristics
fire
the are theydo?
fighter
money doing?
box.
1. Enjoy jazz chants, poems and songs through non- 2. picture.
Classroom Identify and interpret
Discussion difficult words, figurative,
•• Use What simple
do you and compound
think the idiomatic.
boy sentences.
will the
say?text. ( 146)
1.
2.Presentation Teacher and
directs similes,
pupils to read
2. Recite poems with correct stress, pronunciation, 2. •
•Individual Mimic
Daises
Underline the
chase dialogue
sit hung butterfliesboy and the men.
between
Words/phrases/idioms the
Let’s listen work
( 144)) (141)
rhythm and intonation. •Practise
1. Examples:
Write the
two poem
beginning andmiddle ending sentences
1.
1.
3.Discuss Listen
Teacher to a simple
part
recites
the meaning of
theAsean
poem
twofolklore.
of each
compound
and pupils listen.
each
2. picture.
2. Practise Recite the
words/idioms/phrases and act the
poem, as conversation.
a class, in group, in pair, as
1. Participate in a conversation show appreciation. 3.Discuss
•individually.
Dictionary the main
Skills : idea
Locate and supporting details
words
2. Speak confidently on related topics Refresh
•4.What theyou
do previous
think lesson.
happen?
Let’s Practise
Pronunciation
read in group.
and writeDrilling
(page 140)
Group
• Perform
Let’s work(
read the144)
and poem
answerbased on their creativity.
1. Apply dictionary skills to identify and understand •1. Discuss
1.Which aspect oftopoet’s (garden do you like
1.Rearrange
Teacher
Read and refers
understand
the the
text the
sentences
page 146)
information
according text.best?
to the
meaning of words in context •Why?
2. Teacher
Interpret reads
and analyze text the plot of a story
2. Apply word attack skills by identifying: phrasal dialogue
•Demonstrate above( the Refer
poem to. text book)
•2.Direct
Exposition pupils
Presentation
to read
rising the
action text.climax falling action
verbs •1.Describe
Find the
resolution
Refresh your
the/keywords
previousown in dream
the text
lesson garden. Say what
and read the
Individual
plants,
information birds, Pair
etc.
given work
You
in will
the put
sentence.in it.
3. Retell
Let’s
1. Identify
learn the the
and elements
story in yourofwords.
practise(page141) the plot structure using
1. create a non-linear texts using a variety of media: •the Underline
Classroominformation. them.
discussion
2. write a descriptions with guidance 2.
Group Discuss
1..Explain work and (page
about Analyze148): sentences-
complex
1)Beginning
1.Discuss the clause
Independent 2)middle 3)ending clause
pictures:/ Dependent
•• Main
Refresh
Identify
The ideas
the previous
rulesthe elements of the lesson about
plot Rumplestilskin
structure of
•• Supporting
Classroom
Hansel
Situationand idea
Discussion
Gretel. Write and present your answer in
1. Identify and know to use complex sentences Individual
1. Read
class. the
• Refer to notes work (147)
conversation.
correctly. 1.
1.
2. 2.Guess
Talk andthediscuss
Presentation.
Find and meaning
list more the ifstory.
the phrases.
examples Use dictionary.
of complex
2. Use complex sentences correctly. 2. Construct
•sentences
Plot . work
Individual sentence
in textbook. using the phrasal verb.
3. Moral values
Write atosimple
• Share of
your friends the
story. 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 thethe values
previous you can learned from the story?
lesson.
-Givespeak
Let’s examples. ( 145)
2.
1. Discuss
Read thethe answer. and complete the speech
conversation
Pair work
bubbles basedaon the situations
1. Listen to and demonstrate understanding of oral 1. 1. What
Drawwork( does
picture fire fighter
of the King. do? given.
Group
Classroom 145)
texts by stating cause and effect. Write aboutDiscussion
Discuss him.
2. Speak with correct pronunciation, stress and 1. Teacher directs pupils to read the text. ( 146-147)
1. Practise the conversation.
intonation 2. Underline Words/phrases/idioms
2. Pupils encourage
• Examples: beginning giving their own
middle endinganswers.
Individual / Pair work
1.Rewrite the dialogues.
• Dictionary Skills : Locate words
1. Teacher refers to text ( 146-147)
1. read and demonstrate understanding of texts by
giving main ideas and supporting details stating cause • Teacher reads the text
and effect
• Underline them.
2. Evaluate the pupils’ understanding of the story.
• Answering comprehension questions.(148)
Individual work (147)
1. Complete the multi flow map with events from
the story.
2. How does being obedient and diligent make a
person more successful.
Refresh the previous lesson.
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
the information.
Let’s learn and practise(page141)
1. write a story with guidance
Group
Classroomworkdiscussion
(page 148)
1.Complete
1..Explain aboutplot
the structure
complex based on the story
sentences-
‘How the tigerclause
Independent Got its/stripes’.
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

• Type of poem.
• Author
The title.
This poem describes the poet’s dream garden.
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 BESTARI
Wednesday 02/01/2019 2 6 CEMERLANG
Thursday 03/01/2019 3 6 CERDAS
Friday 04/01/2019 4 6 DINAMIK
Saturday 05/01/2019 5 6 EFEKTIF
Monday 08/03/2021 6 6 FALAH
Monday 07/01/2019 7 6 GIGIH
Tuesday 08/01/2019 8
Tuesday 09/03/2021 9
Thursday 10/01/2019 10
Friday 11/01/2019 11
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MASA MULA MASA TAMAT MINGGU
7:45 PAGI 9:00 PAGI 1A 1a
9:45 PAGI 10:PAGI 1B 1b
11:15 PAGI 12:15 PETANG 1C 2a
12:15 PETANG 1:15 PETANG 1D 2b
12:00 TGHARI 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
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31a

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RPH 2019 KSSR Tahun 6 Bahasa Inggeris

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RPH 2019 KSSR Tahun 6 Bahasa Inggeris

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RANCANGAN PENGAJARAN HARIAN

WEEK 6E DAY AND DATE Thursday 25-03-2021

Introduce the poem

Mengkategori ✘ Menghubung kait ✘ Mencipta Analogi ✘

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

3A UNIT 2: APPRECIATING World of Knowledge Listening and Speaking

UNIT 2: APPRECIATING Language Arts

UNIT 2: APPRECIATING World of Self, Family

UNIT 2: APPRECIATING World of Self, Family

UNIT 2: APPRECIATING World of Self, Family

World of Self, Family

World of Self, Family

World of Self, Family

World of Self, Family

6B UNIT 3: FAMILY TIES

World of Self, Family

World of Self, Family

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

UNIT 7: HEALTHY AND

UNIT 8: HOW THE TIGER

UNIT 8: HOW THE TIGER

UNIT 8: HOW THE TIGER