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KEMENTERIAN PENDIDIKAN MALAYSIA      MINISTRY OF EDUCATION OF MALAYSIAHURAIAN SUKATAN PELAJARANKURIKULUM BERSEPADU SEKOLAH...
RUKUN NEGARA    BAHAWASANYA negara kita Malaysia mendukung cita-cita hendak mencapai perpaduan    yang lebih erat di kalan...
FALSAFAH PENDIDIKAN KEBANGSAANPendidikan di Malaysia adalah suatu usaha berterusan ke arahmemperkembangkan lagi potensi in...
Kata Pengantar     Huraian Sukatan Pelajaran ialah dokumen yang memperincikan             tiga aras, iaitu Aras 1 (aras as...
Curriculum Specifications for English                                                                                     ...
Curriculum Specifications for English                                                                                     ...
Curriculum Specifications for English                                                                                     ...
Curriculum Specifications for English                                                                                     ...
Curriculum Specifications for English                                                                                     ...
Curriculum Specifications for English                                                                                     ...
Curriculum Specifications for English                                                                                     ...
Curriculum Specifications for English                                                                                     ...
Curriculum Specifications for English                                                                                     ...
Curriculum Specifications for English                                                                                     ...
Curriculum Specifications for English                                                                                     ...
Curriculum Specifications for English                                                                                     ...
Curriculum Specifications for English                                                                                     ...
Curriculum Specifications for English                                                                                     ...
Curriculum Specifications for English                                                                                     ...
Curriculum Specifications for English                                                                                     ...
Curriculum Specifications for English                                                                                     ...
Curriculum Specifications for English                                                                                     ...
Curriculum Specifications for English                                                                                     ...
Curriculum Specifications for English                                                                                     ...
Curriculum Specifications for English                                                                                     ...
Curriculum Specifications for English                                                                                     ...
Curriculum Specifications for English                                                                                     ...
Curriculum Specifications for English                                                                                     ...
Curriculum Specifications for English                                                                                     ...
Curriculum Specifications for English                                                                                     ...
Curriculum Specifications for English                                                                                     ...
Curriculum Specifications for English                                                                                     ...
Curriculum Specifications for English                                                                                     ...
Curriculum Specifications for English                                                                                     ...
Hsp bi sk_y5
Hsp bi sk_y5
Hsp bi sk_y5
Hsp bi sk_y5
Hsp bi sk_y5
Hsp bi sk_y5
Hsp bi sk_y5
Hsp bi sk_y5
Hsp bi sk_y5
Hsp bi sk_y5
Hsp bi sk_y5
Hsp bi sk_y5
Hsp bi sk_y5
Hsp bi sk_y5
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Transcript of "Hsp bi sk_y5"

  1. 1. KEMENTERIAN PENDIDIKAN MALAYSIA MINISTRY OF EDUCATION OF MALAYSIAHURAIAN SUKATAN PELAJARANKURIKULUM BERSEPADU SEKOLAH RENDAH CURRIC ULUM S PECIFICATIONS BAHASA INGGERIS ENGLISH LANGUAGE SEKOLAH KEBANGSAAN TAHUN 5 YEAR 5 2003
  2. 2. RUKUN NEGARA BAHAWASANYA negara kita Malaysia mendukung cita-cita hendak mencapai perpaduan yang lebih erat di kalangan seluruh masyarakatnya; memelihara satu cara hidup demokratik; mencipta masyarakat yang adil di mana kemakmuran negara akan dapat dinikmati bersama secara adil dan saksama; menjamin satu cara yang liberal terhadap tradisi-tradisi kebudayaan yang kaya dan berbagai-bagai corak; membina satu masyarakat progresif yang akan menggunakan sains dan teknologi moden; MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan seluruh tenaga dan usaha kami untuk mencapai cita-cita tersebut berdasarkan prinsip-prinsip berikut : KEPERCAYAAN KEPA DA TUHAN KESETIAAN KEPA DA RAJA DAN NEGARA KELUHURAN PERLEMBAGAAN KEDAULATAN UNDA NG- UNDANG KESOPANAN DA N KESUSILAANv
  3. 3. FALSAFAH PENDIDIKAN KEBANGSAANPendidikan di Malaysia adalah suatu usaha berterusan ke arahmemperkembangkan lagi potensi individu secara menyeluruh danbersepadu untuk mewujudkan insan yang seimbang dan harmonis darisegi intelek, rohani, emosi dan jasmani berdasarkan kepercayaan kepadaTuhan. Usaha ini adalah bagi melahirkan rakyat Malaysia yang berilmupengetahuan, berketrampilan, berakhlak mulia, bertanggungjawab danberkeupayaan mencapai kesejahteraan diri serta memberi sumbanganterhadap keharmonian dan kemakmuran masyarakat dan negara. vii
  4. 4. Kata Pengantar Huraian Sukatan Pelajaran ialah dokumen yang memperincikan tiga aras, iaitu Aras 1 (aras asas), Aras 2 (aras sederhana), dan Sukatan Pelajaran yang bertujuan untuk memenuhi cita-cita murni Aras 3 (aras cemerlang). dan semangat Falsafah Pendidikan Kebangsaan, dan menyediakan murid menghadapi arus globalisasi serta ekonomi berasaskan pengetahuan pada abad ke-21. Kandungan Huraian Sukatan Pelajaran Tahun Lima menggariskan hasil pembelajaran yang perlu dikuasai oleh murid. Pernyataan Dokumen ini menyarankan strategi pengajaran dan pembelajaran dalam Huraian Hasil Pembelajaran memberikan cabaran yang yang merangkumi pelbagai aktiviti dan penggunaan sumber. Guru sesuai dengan murid pada tahap tertinggi dalam pendidikan digalakkan menggunakan kreativiti untuk memilih, menyusun dan sekolah rendah. Huraian ini seharusnya dapat membantu guru mengolah aktiviti mengikut kesesuaian murid. Huraian ini merancang dan melaksanakan pengajaran dan pembelajaran yang diharapkan dapat membantu guru merancang dan melaksanakan berkesan. pengajaran dan pembelajaran secara berkesan. Dalam menyediakan Huraian Sukatan Pelajaran yang disemak Dalam melakukan aktiviti pengajaran dan pembelajaran, guru semula ini banyak pihak yang terlibat terutama guru, pensyarah diharapkan dapat memberikan penekanan pada unsur bernilai maktab dan universiti, pegaw ai Kementerian Pendidikan, dan tambah, iaitu kemahiran berfikir, kemahiran teknologi maklumat dan individu yang mew akili badan-badan tertentu. komunikasi, kemahiran belajar cara belajar, kajian masa depan, kecerdasan pelbagai, pembelajaran kontekstual, dan pembelajaran Kepada semua pihak yang telah memberikan sumbangan konstruktivis me. Di samping itu, nilai murni dan semangat patriotik kepakaran, masa, dan tenaga sehingga terhasilnya Huraian dan kew arganegaraan tetap diutamakan. Semua elemen ini Sukatan Pelajaran ini, Kementerian Pendidikan merakamkan diharapkan dapat memberikan keyakinan kepada murid dan boleh setinggi-tinggi penghargaan dan ucapan terima kasih. diaplikasikan dalam kehidupan harian dan dunia pekerjaan. Huraian Sukatan Pelajaran ini menjelaskan hasil pembelajaran yang perlu dikuasai oleh murid berasaskan pendekatan masteri. Hasil pembelajaran tersebut dinyatakan secara eksplisit mengikut (Dr. SHARIFAH MAIMUNAH BT. SYED ZIN) tahap kesukaran isi kandungan dan tahap keupayaan murid. Hasil Pengarah pembelajaran diperingkatkan kepada Pusat Perkembangan Kurikulum Kementerian Pendidikan Malaysia.ix
  5. 5. Curriculum Specifications for English Year 5 SKINT RODUCTIONEnglish is taught as a second language in all Malaysianprimary and secondary schools in the country. ii) speak and respond clearly and appropriately in common everyday situations using simple language;The ter minal goal of the English language curriculum for schools is iii) to read and understand different kinds of texts (from print andto help learners acquire the language so that they can use it in their electronic sources) for enjoyment and information;everyday life, to further their studies, and for w ork purposes. iv) write (including e- mail) for different purposes using simpleEnglish is important, as w ith globalization, Malaysians w ill need to language; andbe proficient in the language and to communicate w ith people in v) show an awareness and appreciation of moral values andother countries. The use of English in Information and love tow ards the nation.Communications Technology (ICT) has also been incorporated intothe curriculum to enable learners to access know ledge on theInternet and to netw ork w ith people both locally and overseas. THE SYLLABUS The English language syllabus at the primary school levelAIMS AND OBJECTIV ES OF THE ENGLISH LANGUAGE specifies what is to be taught from Year 1 SK through to YearSYLLABUS IN PRIMARY SCHOOL 6 SK. It comprises the four language skills of listening, speaking, reading, and writing as well as the languageThe English language syllabus for primary school aims to equip contents. The language contents are the sound system,pupils w ith skills and provide a basic understanding of the English grammar and vocabulary.language so that they are able to communicate, both orally and inwriting, in and out of school.1 Several teaching contexts have been suggested through w hich the language skills and language content are to be taught.By the end of primary school, learners should be able to: i) listen to and understand simple spoken English to be able to CURRICULUM SPECIFICATIONS function in common everyday situations; Curriculum specifications for the English language syllabus have1 been prepared as separate documents for each year of the primary Please note that the introductory part of this Curriculum Specificationsdicocument for Year 5 SK describes the English language programme school and these are know n as ‘Huraian Sukatan Pelajaran’. Eachfrom Year 1 SK to Year 6 SK as a whole. document serves as a guide to teachers w ith regard to the skills to 1
  6. 6. Curriculum Specifications for English Year 5 SKbe acquired by learners, the content or topic that is to be dealt w ith,and the vocabulary and grammar items that pupils must know in Language Skillsorder for them to use the language. A close link w ith the skills of listening, speaking, reading and w ritingThis document is the Curriculum Specifications for Year 5 in SK. It is maintained. Vocabulary and sentence patterns introduced in thecovers language skills, the sound system, grammar and w ord list. oral component also need to be taught and used by pupils inThe contents of the Curriculum Specifications are set out in three reading and w riting. Grammar items taught and learnt must becolumns. applied both to oral w ork and w riting exercises. The first column is the LEA RNING OUTCOMES column. Learning Content These are skills and attitudes to be acquired by pupils and are draw n from the syllabus. In teaching English to pupils, specified contexts are used to make lessons meaningful. Some themes have been identified to help The second column is the SPECIFICA TIONS column. Here, teachers decide upon their ow n topics that are suitable for their the larger Learning Outcomes are broken dow n into class. manageable skills and sub-skills for teaching and learning. These specifications represent important aspects of the When planning lessons, topics for teaching are initially based on the learning outcomes to be acquired in Year 5 SK. immediate learning environment of the child. Later on, these are expanded to tow n, country and more distant foreign locations. To help teachers further, these specifications have been categorized into 3 levels ranging from the more basic to The Spoken Language the more advanced. Level 1 outlines the basic skills to be achieved by all learners. On completing their tasks In teaching children the sounds of English, the aim is for them to be understood by others. As such, teachers should ensure that successfully, learners then progress to Level 2, and then learners produce the sounds of English w ell and pronounce w ords to Level 3. clearly w ith the correct stress and intonation so as to enable the listener to understand w hat is being said. The third column is entitled EXA MPLES / ACTIVITIES / NOTES. These notes are directed at teachers and they To this end, specific sounds such as blends and diphthongs have include explanations, teaching points and examples of been identified for teaching. These sounds can be found in the activities to help pupils achieve the skill specifications. section entitled Sound System. The objective of this exercise is to aim for clear speech and intelligibility. 2
  7. 7. Curriculum Specifications for English Year 5 SKGramm ar Learner-CentrednessGrammar items and sentence patterns have been selected from the The learner is at the centre of the learning process. Teachinglist provided in the English Language syllabus to help pupils master approaches, lessons and curriculum materials for learning must bethe structures of English. Teachers are advised to limit the number adjusted to suit the differing needs and abilities of pupils. It isof structures used in any one lesson to ensure that learners master important that appropriate activities and materials are used w iththe structures well. Teaching too many structures may not be pupils of different learning profiles so that their full potential can beadvisable for w eak learners as these may only serve to confuse realized.them. IntegrationWord List The curriculum adopts an integrated approach. For example, aThe list of words selected for teaching is based on a sample of the particular lesson may begin w ith a story about the daily happeningsmore common w ords and high frequency words and can be used around a family. The teacher can take off from the reading to teachand recycled in different contexts and topics. The suggested w ord social expressions as found in these stories. Teachers can also uselist can be w idened if pupils demonstrate that they are capable of everyday situations to teach expressions such as “It’s so hot inreceiving more. here. Can you please sw itch on the fan.” These statements and questions can be used later in writing or speaking exercises w henIMPORTANT CONSIDERATIONS FOR T EACHING the teacher gets pupils to speak or w rite about life at home or about their friends.The follow ing considerations should be taken into account inteaching the curriculum specifications. In addition, moral values should also be infused in lessons through the selection of appropriate materials and activities. Elements ofPlanning and Organisation of Lessons patriotis m, environmental education, study of the local environment and health education should also be integrated in lessons.Keeping in mind the time allocated for teaching the Englishlanguage in SK schools, these specifications must be reorganised Repetition, Reinforcement and Consolidationin a manageable form for teaching. Whatever context is used, theskills of listening, speaking, reading and writing have to be Language skills, vocabulary, grammar items and the sound systemintegrated in a natural manner. must be repeated often and used constantly to maximise learning. Teachers should set a variety of tasks that will enable pupils to use 3
  8. 8. Curriculum Specifications for English Year 5 SKthe specific skills often so that they gradually develop the ability, EDUCATIONAL EMPHASESknow ledge and confidence to use the language effectively. Educational emphases given below outline current developments inTeaching-Learning Activities education that w ill help learners prepare for the w orld of w ork eventually as w ell as social life. In this respect, the incorporation ofIn order to help pupils learn the language, pupils must be moral education, citizenship education, patriotis m and thinking skillsgiven every opportunity to take part in activities that require in the specifications w ill contribute tow ards the building of a modernthem to use the language taught. Some activities have been and progressive Malaysian society.suggested in this document. However, teachers areencouraged to set more creative and challenging tasks and Thinking Skillsactivities based on the needs and interests of their pupils. Critical and creative thinking skills are incorporated in the learning outcomes to enable learners to understand information, makeEvaluation decisions, solve problems, and express themselves accurately and creatively in the target language.Evaluation is an part and parcel of the teaching-learning process.Continuous formative evaluation provides important feedback of Learning How to Learn Skillslearners’ progress. This w ill enable teachers to plan activities forfurther development or remedial w ork. Learning How to Learn skills are also integrated w ith the learningOther considerations outcomes and aim to enable learners to take responsibility for their ow n learning. These skills incorporate information skills, library skills and study skills to enable learners to access sources ofAs far as possible, teachers should use the Malaysian setting information more efficiently and help them become independent life-when planning lessons. Teachers should also use materials long learners.that emphasize the principles of good citizenship, moralvalues, and the Malaysian way of life. Inform ation and Communications Technology (ICT) SkillsThe Curriculum Specifications makes only a few suggestions In line w ith globalization and the ICT Age, skills relating to ICT areas to the number of activities required for the attainment of incorporated in the learning outcomes. These skills have beenlanguage skills. Teachers need to use their initiative, added to cater for schools that have ICT facilities. Schools that doimagination and creativity to extend the experiences of their not have ICT facilities are not obliged to teach these skills. Thesepupils. skills include the use of multimedia resources such as TV4
  9. 9. Curriculum Specifications for English Year 5 SKdocumentar ies and Internet resources as well as the utilization of activities and project w ork. Whenever the opportunity presentscomputer-related activities such as e- mail activities, netw orking and itself, learners are encouraged to meet w ith people outside of theinteracting w ith electronic coursew are. classroom so that they learn to operate in real-life situations.Values and Citizenship TEACHING-L EARNING ST RAT EGIES FOR YEAR 5 SKThe values contained in the secondary Moral Education syllabus The English Language programme for Year 5 SK focuses on thehave been incorporated in the learning outcomes and include four skills, namely Listening, Speaking, Reading and Writing. Thepatriotis m and good citizenship. Year 5 SK programme focuses on improving literacy in the English language. Also important is vocabulary control and simpleMultiple Intelligences functional uses of language in everyday life.The learning outcomes also reflect the incorporation of the theory of ListeningMultiple Intelligences. This is illustrated, for example, in the use ofinterpersonal skills in social interaction, the application of Listening is an important skill as w hat learners hear often becomeskinaesthetic intelligence in the dramatisation of texts, and spatial one of the main sources of the target language to be learnt.intelligence in the interpretation of maps. In order to develop pupils’ listening skill, teachers should makeKnow ledge Acquisition pupils listen to songs, rhymes, and stories. To show their understanding of what they have heard, pupils can be asked toLearning outcomes utilise subject matter disciplines such as answ er questions that require them to recall ideas, give details andscience and geography, and incorporate educational emphases even talk about the ideas heard.such as environmental studies and consumeris m to providecontexts for language use. Oral WorkPreparation for the Real World Pupils should be given lots of opportunities to talk in class so that they gain confidence to speak in the language. Opportunities shouldThe learning outcomes prepare learners to meet the challenges of be given to pupils to role-play, participate in drama activities thatthe real w orld by focusing on language use in society. To some make them use the language suitable for the role or situation. In thisextent this is achieved through structuring the curriculum in ter ms of respect, pair and group w ork activities allow for all pupils to engagethe Interpersonal, Informational and Aesthetic uses of language. It in speaking activities at the same time. Pupils should also beis also achieved by making use of real-life issues for classroom 5
  10. 10. Curriculum Specifications for English Year 5 SKencouraged to talk in English to other pupils and teachers in the This document only lists a number of essential activities for theschool. attainment of the English language. Teachers need to use their initiative, imagination and creativity to extend their experiences ofReading the learners, to reinforce w hat has been learnt to create challenging language tasks for their learners.Schools are encouraged to stock a range of reading materialsuitable for all levels of learners. At this stage, pupils should bereading fiction as well as non-fic tion written for children. Pupilsshould be taught to read w ith understanding and enjoy ment,building on w hat they already know. They should also be taught toget the meaning of the w hole text as w ell as learn to use variousclues, including an understanding of grammatical structure, to getthe meaning of w ords and phrases.WritingAt this stage, pupils should be writing simple paragraphs of severalsentences each. To make w riting enjoyable, pupils should be givenopportunities to w rite in response to a variety of stimuli includingstories, classroom activities and personal experiences. At thisstage, pupils should be encouraged to write independently butwhen this is not possible, teachers need to set guided w ritingexercises relaxing the amount of control gradually as pupils showgreater confidence. 6
  11. 11. Curriculum Specifications for English Year 5 SK2. TEACHING CONT EXTSThe suggested contexts for teaching in Year 5 are listed below . A word list of the more common w ords in the English language hasThese are broad areas from w hich topics can be drawn for activities been provided and teachers are to use the words from this list toand comprehension texts so that learners can read, talk, and write. teach the topics. These w ords can be recycled and used in differentWhen explaining these contexts in greater detail, teachers should contexts and topics. Where necessary, a limited number of w ordshave in mind the language level and ability of their learners. In can be added in order to deal w ith the context or topic meaningfully.addition, moral values and socio-cultural rules also form animportant part of the content for classroom activities. 1. World of Self / Personal Relationships : About happy times and sad times. About solving problems in everyday life. (e.g. forgetting to bring a book to school, forgetting to take pocket money to school). 2. World of Stories : Stories about other lands. Stories about grow ing up. 3. World of Know ledge : Buildings and places of interest – museum, zoo Celebrations in Malaysia – major festivals. Nature – animals, plants 7
  12. 12. Curriculum Specifications for English Year 5 SK3. OBJECTIVES FOR YEAR 5 By the end of Year 5 SK, learners should be able to: Talk a little about their likes and dislikes in relation to everyday matters, and on solving problems in everyday life; Sing songs, recite simple poems and tell simple stories; Follow simple instructions and directions; Ask and answ er simple questions; Read and understand simple texts; Read and understand simple stories and talk about the people and events in these stories; Write short paragraphs; and Show an awareness of moral values and love tow ards the nation. 8
  13. 13. Curriculum Specifications for English Year 5 SKLEARNING OUTCOM ES AND SPECIFICATIONSThe Learning Outcomes have been taken from the syllabus in column (called Specifications) when planning lessons for theits original form. They are the skills to be achieved by the end year. In this column, the learning outcomes are broken downof Year 6. Teachers, however, should be guided by the into smaller skills to be achieved by pupils in Year 5 SK.second 1.0 LISTENING LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES Level 1By the end of their primary schooling, 1.1.1 Listen to and repeat w ords thatpupils should be able to: contain the follow ing sounds. Activities include: i. initial vow els listening to the teacher and repeating the1.1 Listen to and discriminate similar ii. final consonants sounds. and different sounds of the English iii. initial digraphs language. iv. medial digraphs listening to the teacher and repeating the v. final digraphs word that contains the sound e.g. ‘nk’ as in vi. double consonants ink, think, link. vii initial blends ix. diphthongs listening to and repeating simple rhymes that x. silent letters contain w ords with these sounds. xi. word contractions listening to and repeating tongue tw isters that contain initial digraphs e.g. ‘fr’ as in frog, fried, fresh. (See Sound System at the back of the document). 9
  14. 14. Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES Level 2 1.1.2 Listen to and identify different types underlining w ords that have the same of letter sounds. sound but spelt differently let e.g. key see say sit Level 3 1.1.3 Listen to and group words according grouping w ords according to similar sounds. to the same sounds. e.g. word families ‘ook’ and ‘ool’ book cook took stool pool cool 1.2 Listen to and repeat accurately the Level 1 Activities include: correct pronunciation of w ords, and 1.2.1 Listen to and repeat the repeating the pronunciation of compound the correct intonation and w ord pronunciation of com pound words words. stress in phrases, expressions, and correctly. e.g foot/ball, sun/flower sentences. * Note the stress is on the 1st element. Level 2 repeating formulaic expressions. 1.2.2 Listen to and repeat correctly e.g “Yes, of course.” phrases and expressions. “No, thank you.” Level 3 pronouncing w ords with correct stress and 1.2.3 Listen to and repeat chants, poems, intonation w hile chanting a rhyme or singing rhymes and songs paying attention a song. to pronunciation, stress and intonation correctly.10
  15. 15. Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES Level 1 Activities include:1.3 Acquire vocabulary and 1.3.1 Listen to key words and phrases in listening to key w ords and phrases and understand the meaning of stories, recounts, and descriptions matching them to pictures. words and phrases in context. heard. e.g. bowl of fruits. identifying numbers used in a context 1.3.2 Listen to and understand cardinal e.g number of bricks used to make a hut numbers. Scope: 41 - 50 = 40 Level 2 Matching phrases to pictures in order to 1.3.3 Listen to and understand phrases in demonstrate understanding of meaning. stories, recounts and descriptions e.g. happy man heard. Carrying out simple mathematical tasks in 1.3.4 Listen to and understand a game. information based on cardinal e.g adding a price list’; numbers: dividing, subtracting and Scope: 51 - 60 multiplying numbers in a given - numbers in tens up to 80 situation. - w hen the numbers are added, For numbers in tens, get pupils to state subtracted, m ultiplied, divided from 0, 10 to 80. and refuted. Level 3 Ordinal numbers can be taught using 1.3.5 Listen to and understand ordinal children’s birth date. numbers: Scope:- sixteenth – e.g. A: Karen, when is your birthday? thirty - first (16th – 31st ) B: On the 19th of March, teacher. 11
  16. 16. Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES Level 1 Activities include: 1.4 Listen to and follow simple 1.4.1 Listen to and follow simple follow ing instructions on how to play a game. instructions and directions instructions. e.g. Boggle – a word game accurately. Level 2 how to make or do something. 1.4.2 Listen to and follow sim ple e.g. Making a simple photo frame instructions in a process. *Note at this stage, pupils still need the support of pictures while reading the instructions. Activities include: learning the compass points: Level 3 North, South, East, West. 1.4.3 Listen to and follow sim ple directions to places in the neighbouring tow n N w E S telling the position of houses on a map. Taman . Taman jaya Taman Indah Hijau Taman Megah e.g.You are staying in Taman Indah. Where is Taman Megah? To the South.12
  17. 17. Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES Level 1 Examples of descriptions include describing1.5 Obtain information from texts 1.5.1 Listen to simple descriptions, an animal or a plant. listened to in relation to main recounts and simple factual texts e.g. listening to the life cycle of a frog. ideas, specific details, and and give details. sequence. Activities include: Level 2 answ ering questions 1.5.2 Listen to simple descriptions, e.g. What is the text about? recounts and factual texts and give This text is about frogs. the m ain ideas. marking checklist e.g.The frog has four legs five legs Level 3 e.g. A: What do you know about 1.5.3 Listen to simple descriptions, frogs? recounts and factual texts and talk B: They live in water. There are about them. many frogs in my garden.1.6 Listen to and enjoy the rhyme, All levels rhythm, and sounds of poetry, jazz 1.6.1 Listen to and enjoy children’s Listening to a variety of songs, rhymes, chants and songs. songs, rhymes, poems and jazz poems and jazz chants for enjoyment. chants. (Choose according to topic for the day ) 13
  18. 18. Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES 1.7 Listen to and enjoy stories, fables Level 1 Activities include: and other tales of imagination and 1.7.1 Listen to stories and fables and recalling the name of people and animals fantasy and predict outcomes, recall the names of people and e.g. Name the animals in the story? and draw conclusions at a level animals. suited to the pupil’s ability. Level 2 e.g. What is the story about? 1.7.2 Listen to stories and fables and It is about a crow recall details. It was thirsty…. 1.7.3 Listen to stories and fables and e.g. What happened? recall the sequence of events. The crow saw a jug. Level 3 e.g.The crow is a clever bird. 1.7.4 Listen to stories and fables and It looked for some stones,…..etc. talk about the people or animals in the story. Teacher can initiate discussions. 1.7.5 Share feelings about the story or e.g. Teacher: Do you like the story? fable heard. Pupil : Yes. Teacher: Why? Pupil : The crow is so clever. He could not drink the water. He thought for a while. Then he….14
  19. 19. Curriculum Specifications for English Year 5 SK 2.0 SPEAKING LEA RNING OUTCOMES SPECIFICATIONS EXAMPLES/A CTIV ITIES/ NOTESBy the end of their primary schooling, Level 1pupils should be able to: Repeat w ords that contain the follow ing sounds.2.1 Speak clearly by pronouncing i. initial vow els Example of initial digraph words accurately. ii. final consonants ‘fr’ as in frog, fried, fresh. iii. initial digraphs iv. medial digraphs Example of final digraph ‘nk’ as in blank, v. final digraphs bank, tank. vi. double consonants vii initial blends . ix. diphthongs x. silent letters xi. word contractions (See the Sound System at the back of this Activities include: document). repeating after the teacher the pronunciation of compound w ords. 2.1.2 Pronounce com pound w ords e.g. foot/ball, sun/flow er correctly. * Note the stress is usually on the 1st. element. Level 2 2.1.3 Say aloud phrases, expressions, repeating formulaic expressions and exclam ations w ith the correct e.g “Yes, of course.” stress and intonation. “No, thank you.” 2.1.4 Ask questions w ith the correct Make pupils aw are of rising intonation at the intonation. end of questions. 15
  20. 20. Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES 2.2 Ask questions politely to Lev el 1 Activities include: obtain information and 2.2.1 Ask ‘Wh’ questions to seek answ ering ‘Wh’ questions such as Which, clarification. information. Whose, Whom Level 2 2.2.2 Ask other forms of questions to asking other forms of questions such as seek information. “How much…?”, “How many…?” Level 3 asking questions on how to play a game, or 2.2.3 Ask questions to seek clarification making a photo frame on how to make or do things, on places, directions, and on amounts and quantities. 2.3 Give relevant information politely in Level 1 response to enquiries made. 2.3.1 Nam e or identify objects, plants. e.g. This plant is called a ………. 2.3.2 Understand numbers in stories and e.g. How old was grandpa? fables and situations: 41 - 50 60 years old. Level 2 2.3.3 Talk about things heard, seen, read. e.g. What did the King tell his people? Carrying out simple mathematical tasks in 2.3.4 Understand numbers: a game - 51 – 60 e.g adding a price list; - numbers in tens up to 80. dividing, subtracting and - adding, subtracting, multiplying, multiplying numbers in a given dividing and refuting numbers situation16
  21. 21. Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES Level 3 These numbers can be taught using a 2.3.5 Understand ordinal numbers: calendar to find out significant dates to Scope:- sixteenth – thirty- first the pupils. (16th - 31st) e.g. Sports Day, Prize Giving Day Talk about one’s likes or dislikes by 2.3.6 Take part in teacher guided referring to a particular story heard. discussions. Level 1 Activities include:2.4 Tell stories based on pictures 2.4.1 Recite simple poems and jazz getting pupils to participate in class/inter- and other stimuli, and recite chants w ith expressions and class competitions on reciting a poem or poems. appropriate gestures. jazz chants. Level 2 stopping at certain points in a story and 2.4.2 Com plete parts of a story read. get pupils to complete it. stopping at interesting points in a story and get pupils to say w hat happens next. 2.4.3 Tell w hat happens next. getting pupils to give endings or to think of another ending. Level 3 They can choose from a set of pictures or decide on their ow n. 2.4.4 Give suitable endings to a story or telling simple stories based on given fable. words, pictures or a book read before. 2.4.5 Tell simple stories. 17
  22. 22. Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES 2.5 Talk about the people, places Level 1 and moral values of the stories 2.5.1 Give details about the people and Example of details include stating colours, heard, read and view ed in simple animals of a story heard, read or expressions used, shapes, size related to language. view ed. characters in the story. Note: This a good opportunity for teachers to teach adjectives. e.g. a tall man and adverbs e.g. The duck swam quickly. e.g. How did the tiger save the man from the fire ? Level 2 2.5.2 Talk about the actions of people and animals in a story heard, read e.g Who killed the old man? or view ed. Do you think he/she did the right thing ?Why? Level 3 2.5.3 Name the good and bad characters and talk a little about them. Level 1 2.6 Express thoughts and feelings and 2.6.1 Give non-verbal response to the Express like or dislike by draw ing or show ing give opinions on things read, seen, story heard, read or viewed. expressions. heard and view ed in simple language. Level 2 Get pupils to say w hether they liked the 2.6.2 State w hether one likes or does not story or not. Get them to give reasons. like the story heard, read or view ed. (Why?) Level 3 Get pupils to discuss if the story reminds 2.6.3 Relate the story to one’s life. them of anyone – their father? mother? friend? etc..18
  23. 23. Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES Level 12.7 Perform a variety of functions in a 2.7.1 Extending an invitation. e.g. Please come to my party social context such as exchanging on Saturday. greetings, making introductions, Yes, thank you. inviting people, etc. I’ll be there. 2.7.2 Accepting or declining an invitation. e.g I’m sorry, I can’t. I must finish my Science Project. I need to pass it up next week. Level 2 2.7.3 Suggesting ideas to do things. e.g. Role-play a situation on making suggestions to go to the playground or on a picnic. 2.7.4 Responding to the suggestions. e.g. A: Let’s go to the playground. B: Yes/Okay. Or B: No, I can’t. No one is a home Level 3 2.7.5 Talk about one’s family to friends. e.g. My father is a computer technician and my mother is at tailor. What about your parents? 19
  24. 24. Curriculum Specifications for English Year 5 SK 3.0 READING LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES Level 1 By the end of their prim ary 3.1.1 Look at letters and say aloud the schooling, pupils should be able to: follow ing sounds Lev 3.1 Acquire word recognition and i. initial vow els 3.1.1 Look at letters and say aloud the : word attack skills to recognise ii. final consonants words on sight. iii. initial digraphs iv. medial digraphs v. final digraphs vi. double consonants vii initial blends ix. diphthongs x. silent letters xi. word contractions (See Sound System at the back of the document). e.g. y = /e/ as in key Level 2 3.1.2 Identify letter shapes by their Underlining w ords with the same final sounds. digraphs. e.g. tank, paint, bring, bank 3.1.3 Read aloud w ords with the letters e.g the ‘ook’ family as in book, took, look listed in 3.1.1 above. and the ‘ool’ family as in pool, wool, tool 3.1.4 Read and group w ords according to The ‘ook’ family can also be boot, root, toot word fam ilies: the ook family, the (the long vowel sound) ool family. Grouping w ords with similar sounds e.g. Level 3 dye, say, lie, day 3.1.5 Com pare words for similar and different sounds.20
  25. 25. Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES3.2 Acquire key w ords at various Level 1 Recognise simple compound w ords stages of development. 3.2.1 Recognise and read aloud e.g football – foot + ball compound w ords in texts. (noun + noun) Get pupils to spell and give the meaning of key w ords based on a given context. 3.2.2 Read and learn the meaning of key words for each topic taught. Provide a text that contains these numbers and get pupils to state the numbers found in the text. 3.2.3 Recognise and read aloud cardinal numbers 41-50 in numeral and w ord forms. Teach these numbers in context and get pupils to list all the numbers. Level 2 3.2.4 Recognise and read aloud: - the numbers 51 - 60 Get pupils to read these numbers in a text. - numbers in tens up to 80 in its Draw attention to the numbers that end in ‘st’ numeral and w ord forms. , ‘rd’ , ‘th’. A good strategy is to get the pupils to Level 3 pronounce the number and then write it 3.2.5 Recognise and read and learn dow n. ordinal numbers (16th - 31st). Pupils should also be able to w rite out the ordinal numbers e.g. 17th, and also w rite it out in full. 21
  26. 26. Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES 3.3 Read and understand phrases, Level 1 e.g. the tall plant sentences, paragraphs, and 3.3.1 Read and understand phrases by the healthy plant whole texts. matching phrases to pictures. the beautiful plant Note the adjectives used Level 2 3.3.2 Read and understand simple and Check understanding by getting pupils to compound sentences. answ er simple ‘Wh’ questions. Check understanding by getting answ ers to Level 3 questions 3.3.3 Read and understand sim ple paragraphs. Level 1 Activities include: 3.4 Read aloud expressively and 3.4.1 Read aloud phrases and Reading aloud chants, rhymes and focusing fluently pronouncing w ords correctly sentences, on correct pronunciation of words. and observing correct stress and pronouncing them correctly. intonation and sentence rhythm. observing correct pronunciation, pause and Level 2 emphasis in sentences. 3.4.2 Read aloud sentences in texts observing correct stress and reading poems and stories clearly by intonation. pronouncing w ords accurately and using Level 3 expressions 3.4.3 Read aloud poems and stories clearly and expressively. 3.5 Read and understand the meanings of words by guessing Levels 1, 2 & 3 e.g. Using syntactic clues such as pronouns their meaning through the use of 3.5.1 Understand the m eaning of words (she, he, it, they ) contextual clues. by looking at the w ords before and after22
  27. 27. Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES3.6 Acquire a w ide range of Level 1 vocabulary. 3.6.1 Give w ords opposite in meaning. e.g. begin – end 3.6.2 Give w ords sim ilar in meaning. e.g. large - big 3.6.3 Read and distinguish homographs. e.g. watch 3.6.4 Read and distinguish homophones. e.g. son sun Level 2 3.6.5 Combine w ords to form com pound w ords. e.g. basket + ball noun + noun 3.6.5 Use w ords that show comparison. e.g. more expensive most expensive 3.6.6 State collective nouns. e.g. Many cows = herd of cows packet of sweets Level 3 group of singers bathroom 3.6.8 Build new words from a given w ord e.g. room bedroom washroom 23
  28. 28. Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES 3.7 Use the dictionary Level 3 3.7.1 Read and locate the required w ords Find the meaning of a w ord using the in dictionary. the dictionary. Get meaning from context 3.7.2 Read and select the definition e.g. feet - measurement suited to the meaning of the w ord in - part of the body context. Level 1 3.8 Read and understand simple 3.8.1 Read and understand different texts Discuss the content of these texts. factual texts for main ideas, such as instructions, directions, supporting details, sequence, and notices, labels, messages, letters, cause and effect passages, recounts, descriptions. Reading fast to locate a certain number of 3.8.2 Scan for specific inform ation in people, or name of a person, or a telephone Texts number, or for a certain adjective e.g. fat Using contextual clues such as pictures, 3.8.3 Read and obtain m eaning of words words and grammar to get the meaning of and phrases for contextual clues. the w ord. Level 2 3.8.4 Read and understand simple factual e.g. What is this book about? texts by answering comprehension How many legs has a questions in relation to: Caterpillar? - m ain ideas - details. Level 3 e.g. Why did the animals die? 3.8.5 Read and understand cause and effect relationships.24
  29. 29. Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES3.9 Read simple texts and predict Level 1 outcomes. 3.9.1 Looking at the cover and pictures of Use children’s stories. stories and talking about them. Level 2 e.g. How the animals and people look like, 3.9.2 Read and give details about the how many there were, their names, etc. people and animals in the story. e.g.State what the characters did, How they Level 3 didi it, When, etc.. 3.9.3 Read and talk about the actions of people and animals in a story read. Choose a character and talk about him/her/it 3.9.4 Read and tell and w rite w hy a person Example of stories include fairytales/and or animal in a story is good or bad. fables 3.9.5 Relate the people and events in the story to ones life. E.g. Keeping a Reading Record3.10 Read w idely and All levels READING RECORD independently. 3.10.1 Read according to one’s interest and keep a reading record. Name: ________________ Title of Book: ________________ Date borrowed : ________________ 25
  30. 30. Curriculum Specifications for English Year 5 SK 4.0 WRITING LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES By the end of their prim ary schooling, All levels pupils should be able to: 4.1.1 Copy w ords, phrases and sentences in clear, legible cursive writing. 4.1 (a) Copy correctly. e.g. JOHOR 4.1.2 Write clearly and legibly in pr int, 4.1 (b) Write at w ord, phrase, sentence bold names of places and tow ns in and paragraph level in clear, legible print maps and pictures. Teluk Intan and cursive writing. * Note: when pupils are asked to label (say, parts of a flower) they should write out the words in print. e.g. 60 = sixty. 4.1.3 Write clearly and legibly numerals 41 – 60 in both number, and w ord forms using cursive writing. e.g. Pupils may write a poem or 4.1.4 Write words phrases and sentences chant in cursive and display it. in clear legible cursive writing.26
  31. 31. Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES4.2 Match words to linear and non- Level 1 I like fishing. linear representations: 4.2.1 Match sentences to pictures. i. word to word; Level 2 MAP OF IPOH ii. word to phrase; 4.2.2 Match w ords to symbols. e.g. In a map iii. word to picture, symbol. Kg. Kepayang Legend coconut tree Level 3 4.2.3 Match captions and headings to a oil palm map, table, graph. river Level 14.3 Complete texts w ith the missing 4.3.1 Provide m issing letters in w ords. e.g. Completing words in a factual text word, phrase or sentence. The w_ha_e is the l_rg_s_ Level 2 mammal. It we_gh_ about 2 t_ns. 4.3.2 Com plete simple instructions, recipes, descriptions, rhymes w ith the missing w ords and simple phrases. (with guidance). Completing texts w ith pupils’ ow n words Level 3 4.3.3 Complete simple instructions, texts, rhymes, notices, recipes, stories w ith the m issing word(s) (little or no guidance). 27
  32. 32. Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES4.4 Construct simple and compound Level 1 Activites include: sentences w ith guidance and 4.4.1 For m sentences and questions by writing short paragraphs by matching independently. matching sentence halves and sentence halves and using substitution tables. using substitution tables e.g. sentence halves He went to / the / city / by bus. Level 2 e.g. Provide pupils with stimulus in the form of 4.4.2 Construct simple sentences and pictures and words compound sentences based on a given stimulus. e.g. Provide a series of pictures or a Level 3 composite picture and ask pupils to construct 4.4.3 Construct simple and compound their own sentences. (Teachers may carry out sentences independently by Process Writing) looking at pictures. e.g. Provide pupils with examples of paragraphs that have a main idea and 4.4.4 Construct simple paragraphs that supporting details and get pupils to write contain m ain ideas and based on the examples.(Prior to this, teachers supporting details. are encouraged to do Shared Writing with pupils whereby, teachers write with the students to show how good writing is done. * Note: Bring to pupils’ attention that often a new paragraph has its own main idea and details.28
  33. 33. Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES4.5 Spell correctly and take dictation. Level 1 4.5.1 Spell w ords that are given to be Activities include: memorized. spelling a list of key w ords taught for a particular topic. Level 2 4.5.2 Apply spelling rules: such as ly spelling w ords in its plural form e.g. happy - happily Level 3 4.5.3 Take dictation of paragraphs given to be learnt. All levels4.6 Punctuate meaningfully. 4.6.1 Use full stop and comma w hen writing sentences or paragraph. 4.6.2 Indent w hen writing a paragraph. e.g. The whale is a mammal. It is the largest … It weights … 29
  34. 34. Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES 4.7 Give accurate information w hen Level 1 writing messages, instructions, 4.7.1 Write simple instructions, directions, Provide a stimulus for writing and get pupils to simple reports, and w hen filling out messages for a purpose. write for a purpose forms. 4.7.2 Fill out forms. Level 2 Get pupils to produce a factual piece of writing 4.7.3 Write simple descriptions with using adjectives to describe something guidance. e.g. Write about an animal, plant. 4.7.4 Write simple recounts with Provide a stimulus in the form pictures, w ords guidance. and get pupils to write a simple story 4.7.5 Write stories w ith guidance. Give pictures as stimulus. Level 3 4.7.6 Write descriptions with little or no guidance. Give pictures as stimulus. 4.7.8 Write recounts w ith little or no guidance. Give series of pictures or a composite picture as a stimulus. 4.7.9 Write stories with little or no guidance.30
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