Modul upsr 2016

1119/2
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MINISTRY OF
EDUCATION
CONTOH STRATEGI DAN RANCANGAN MENGAJAR
MENGIKUT FORMAT BARU UPSR 2016
Ketua Penasihat : Encik Dzolkapli bin Hj Haron
(Ketua Penolong Pengarah Bahasa Inggeris JPPP)
Penasihat : Puan Nur Suharziani binti Mohd Azhar (Penyelia
Bahasa Inggeris JPPP)
Encik Mohd Shamezal bin Mohd Amin
(Penolong PPDTL Bahasa Inggeris Rendah)

Panel Penulis
1. A. Gnapathy a/l Arimuthu SJKT Nibong Tebal
2. Rohani bt Hussein SK Jelutong
3. Premalatha a/p Jothinathan SK Tanjung Bungah
4. Girija a/p Ramdas SJKT Ramakrishna
5. Muhammad Noor b Abdul Aziz SK Pauh Jaya
6. Pramavathi a/p A. Munusamy SK Taman Merak
7. Nantha Kumar a/l Sigalinggam SK Bertam Perdana
8. Deeviya Nambbiar a/p Prabhakaran SK Sungai Ara
9. Thavamani a/p Ramasamy SJKT Bayan Lepas
10. Norazrina bt Osman SK Kebun Sireh
11. Junaina bt Othman SK Saujana Indah
12. Mathavi a/p Letchumanan SK Taman Impian
13. Kesevan a/l Sivalingam SK Jalan Baharu
14. Fairuz Liyana bt Zaini SK Permatang Sintok

TABLE OF CONTENT
READING COMPONENT
> Healthy and Wise - Idioms
> Tailormade
> Healthy and Wise - Proverbs
> Book Report - Phrasal Verbs
> Healthy and Wise - Similes
> Clothing
WRITING COMPONENT
> Suggested Pre-writing Activities for Section C
> Writing (Section A) Diary Account
> Writing (Section B ii) Book Report
> Writing (Section C - Question 1) World of Stories
> Writing (Section C - Question 2) Going for a Picnic

SuggestedStrategies and LessonPlan for English UPSR ( New Format) -Lesson Plan 1
MODUL Reading
THEME World of knowledge .
TOPIC Healthy and Wise ( Idioms)
CS 2.2
LS
2.2.1
Able to apply word attack skills by identifying:
(d) idioms 2.2.4
Able to apply dictionary skills to identify and understand meaning of words in
context.
LEVEL Intermediate
APPROACH Cooperative Learning
CCE Creativity & Innovation
HOTS Give examples of idioms with the clue given.
MATERIALS Dictionary, sentences and phrases strips and worksheets.
MAIN
ACTIVITIES
Read and match, guess the idioms and determine the meaning of idioms.
STEPS SET INDUCTION (5 mins)
1. Pupils are given picture cards.
2. Teacher pastes phrase cards on the board.
3. Pupils match the picture cards to the phrase cards.
(idiom picture cards and its meaning)
Step 1(15 mins)
Beat around the bush
Blessing in disguise
Don't judge a book by its cover
Costs an arm and a leg
Cry over spilt milk
Hit the nail on the head
Kill two birds with one stone
Make a long story short
(examples)
1. Pupils read aloud all the idioms written on the board. Allow pupils to look
up new vocabulary in a dictionary. Pupils talk with their peers about what
they have learned.
2. Pupils are given the meanings and examples of situation.
Step 2 (group work) (15 mins)
1. Teacher gives pupils a set of phrase strips on idioms and a set of
meanings.
2. Pupils work in groups to match the idioms to their meanings.
3. Teacher asks each group to read their respective idiom and the matched
meaning.
(This activity is repeated until all the groups have participated)
4. Teacher facilitates.

Step 3 (20 mins)
1. Teacher distributes worksheets. Pupils read each idiom based on the
context of the sentence, determining the meaning.(MCQ)
2. Pupils complete the worksheets.
Step 4 (5 mins)
1. Teacher discusses the answers with pupils.
APPENDIX Worksheet.
Idioms
Directions: Determine the meaning of the bolded expression. Choose the best
answer.
Idiom: A common expression understood figuratively, as the literal definition
makes no sense.
1. After going to the zoo, the mall, and the movies, Cassie was sick of bending
over backwards to entertain her nieces.
a. Cassie was doing very little to entertain her nieces.
b. Cassie was making small efforts to entertain her nieces.
c. Cassie was trying very hard to entertain her nieces.
d. Cassie was not trying at all to entertain her nieces.
2. Bobby would have been playing ball until the cows came home if it hadn’t
been for Suzie dragging him away to eat dinner.
a. Bobby was just about to stop playing ball.
b. Bobby didn’t even want to play ball.
c. Bobby prefers nature to athletics.
d. Bobby would have continued playing ball for a long time.
3. Mr. Johnson was very particular about the arrangement of his classroom, so
the thing he hated most was when his students caused a ruckus with their wild
horseplay.
a. Mr. Johnson hated when his students pretended to be animals.
b. Mr. Johnson hated when his students played sports.
c. Mr. Johnson hated when his students wrestled around with each other.
d. Mr. Johnson hated when his students made animal noises.
4. Eric wanted to fix his cousin’s computer, but he was already having problems
setting up his Aunt’s Wi-Fi network and he didn’t want to open a can of
worms.
a. Eric was sick of spending his time helping his family.
b. Eric wanted to go fishing instead of working on computers.
c. Eric was having difficulties untangling the computer wires.

d. Eric was not ready to begin working on a complicated new problem.
5. Even though Candace already had a new job, she submitted her two
week notice and conducted herself in a professional way at her old job
because she didn’t want to burn bridges.
a. Candace didn’t want to ruin her positive relationship with her old
employer.
b. Candace wasn’t ready to start her new job.
c. Candace was really going to miss her old job.
d. Candace was waiting until her last day to rub it in everyone’s face that
she was leaving.
6. World renowned country western super group The Mountain Boys can
sell out an arena at the drop of a hat.
a. The Mountain Boys may be able to sell out an arena, but it will take a
long time.
b. The Mountain Boys can sell out an arena very quickly.
c. The Mountain Boys are always willing to perform at charity events.
d. The Mountain Boys enforce a dress code at all of their shows.
7. Vivian expected Craig to sob uncontrollably when she broke up with him;
however, Craig kept a stiff upper lip.
a. Craig cried even more than Vivian had expected.
b. Craig cried about as much as Vivian had expected.
c. Craig cried a little less than Vivian had expected.
d. Craig did not cry.
8. Mrs. Robinson expects Cassie and my presentation to be good, but we
have been working on it every night for the last week, so we are really going
to knock her socks off.
a. Cassie and the speaker are not prepared to give a good presentation.
b. Cassie and the speaker intend on hitting Mrs. Robinson rather than
presenting.
c. Cassie and the speaker’s presentation will far exceed Mrs. Robinson’s
expectations.
d. Cassie and the speaker’s presentation will meet Mrs. Robison’s
expectations.
9. Over the summer Brian was really excited about being placed in the
advanced math class, but after getting his syllabus on the first day and
seeing the workload, he was ready to jump ship.
a. Brian was even more excited about the math class than he was over the
summer.
b. Brian wanted to start working on his math assignments right away.
c. Brian did not want to be in the advance math class anymore.
d. Brian wanted to cause some trouble in the advanced math class.
10. Jose had a hard time comparing the iPhone to the Samsung phone
because to him they were apples and oranges.
a. Jose can hardly tell the difference between the two phones because they
are so similar. ________________________________________________

b. Jose believes that the phones are so different from one another that they
cannot be compared.
c. Jose doesn’t know anything about phones so he may as well be thinking
about fruits.
d. Jose is too hungry to think about phones at this time.
11. Brian felt pretty good about getting a pair of roller-skates for his
birthday, until he saw his twin brother Ryan open up his GameBox X- 9000,
and then Brian felt like he got the short end of the stick.
a. Brian felt like Ryan received a better gift than he.
b. Brian was quite pleased with his roller skates.
c. Brian wanted a long stick that he could use to support himself on hikes.
d. Brian feels bad for Ryan because Ryan wanted roller-skates.
12. After Ms. Smith caught Darnisha chewing gum for the third time, Ms.
Smith scheduled a parent teacher conference with Darnisha’s mother. When
Darnisha’s mother came into Ms. Smith’s classroom, she was chewing gum.
Ms. Smith thought to herself, "the apple doesn’t fall far from the tree.”
a. Ms. Smith thinks that Darnisha dresses like her mother.
b. Ms. Smith thinks that Darnisha acts a lot like her mother.
c. Ms. Smith is surprised to see that Darnisha’s mother came.
d. Ms. Smith thinks that Darnisha’s mother lives very close to the school.
13. Brad was accusing us of stealing his phone until he found it, and now
he’s trying to sweep it under the rug.
a. Brad thinks that his phone will be safer if he hides it under the rug.
b. Brad wants to do something to make up for his mistake.
c. Brad is trying to locate a signal for his phone so that he can use it.
d. Brad wants to pretend that the incident never happened.
14. Keisha got up and started yelling at Ronnie. She was threatening him
but Ronnie didn’t even flinch because he knew that her bark was worse
than her bite.
a. Ronnie thinks that Keisha will get in trouble for yelling.
b. Ronnie thinks that Keisha has bad breath.
c. Ronnie thinks that Keisha is loud but not dangerous.
d. Ronnie thinks that Keisha has a crush on him.
15. You might think that Billy Parker is the kid who has everything, but if you
saw the list of chores his parents give him, I guarantee that you wouldn’t
want to be in his shoes.
a. You wouldn’t want your shoes to get as dirty as Billy’s when he’s doing
his chores.
b. If you have to do as many chores as Billy, you’ll want a pair of
comfortable shoes.
c. Billy shoes are so uncomfortable that doing his chores is really
unpleasant.
d. Billy has so many chores to do that it is unpleasant to imagine doing
them all.

Meaning of
idioms
APPENDIX
PICTURE
CARDS
make a long story short.
to beat around the bush.
a blessing in disguise.
cry over the split milk
don’t judge the book by its cover.
hit the nail on the head . ______________ kill two birds with one stone.
1. A blessing in disguise
- something that seems bad or unlucky at first, but results in something good
happening later_____________________________________________

2. Beat around the bush definition.
-to avoid getting to the point of an issue: "Your worries have nothing to do
with the new proposal.
3. Cry over spilled milk.
- to be upset about something that has already happened and cannot be
changed.
4. Kill two birds with one stone.
-to accomplish two tasks with only one effort. To use only one action to
complete two tasks.
5. Cost an arm and a leg.
- it is extremely expensive.
6. Hit the nail on the head.
- to describe exactly what is causing a situation or problem.
7. Don't judge a book by its cover'
-is a metaphorical phrase which means "you shouldn't prejudge the worth
or value of something.
8. To Make a Long Story Short
- used to indicate that you are providing just the basic facts rather than
giving a lengthy explanation for something.
Answer key 1. Correct Answer Choice (c)
Answer Explanation
When someone is "bending over backwards," they are trying very hard to
please another person.
2. Correct Answer Choice (d)
Answer Explanation
The expression "until the cows come home" means that something is likely
to continue for a long time.
3. Correct Answer Choice (c)
Answer Explanation
"Horseplay" is when children wrestle around with one another. Generally it
is referred to as such in areas where such activities might upset the
environment.
Answer Explanation
To "open a can of worms" is to begin working on a complicated problem.
This expression may refer to a fisherman opening a can of worms and
having difficulties unraveling a single worm from the bunch.
5. Correct Answer Choice (a)

Answer Explanation
To "burn bridges" is to ruin a relationship. If Candace did not want to burn
bridges with her old employer, she wanted to maintain a good relationship with
them.
6. Correct Answer Choice (b)
Answer Explanation
"At the drop of a hat" means that something is likely to occur very quickly. This
expression may have come from street performers, who were likely to perform
amazing feats at the drop of a hat.
Answer Explanation
"Keeping a stiff upper lip" means that a person does not cry despite facing
emotional turmoil. This expression probably refers to how when one cries, his or
her upper lip tends to curl.
8. Correct Answer Choice (c )
Answer Explanation
To "knock someone's socks off" is to impress them greatly with your efforts.
Answer Explanation
To "jump ship" is to escape a commitment in which you are already engaged.
Answer Explanation
Jose believes that the phones are so different that they cannot be compared.
The expression "apples and oranges" is applied when two things are so
uniquely different from one another that comparisons either don't apply or are
unfair.
11. Correct Answer Choice ( a)
Answer Explanation
The expression "short end of the stick" is used when someone feels like they
got the worse part of a deal or situation.
Answer Explanation
The expression "the apple doesn't fall far from the tree" is used when a
person believes that a child acts in a way that is similar to their parent.
Answer Explanation
Brad wants to pretend that the incident never happened. The expression "sweep
it under the rug" is used when a person is trying to quickly move

past a mistake without taking the time to correct it properly. .
Answer Explanation
Ronnie thinks that Keisha is loud but not dangerous. When somebody says
that "one's bark is worse than one's bite" they mean that the person makes
a lot of noise but it is not a physical threat.
15. Correct Answer Choice ( d)
Answer Explanation
Billy has so many chores to do that it would be unpleasant to be him. The
expression "to be in one's shoes" means to imagine what another person is
going through.

SuggestedStrategies and LessonPlan for English UPSR ( New Format) - LessonPlan 2
MODUL Reading
THEME World of Knowledge
TOPIC Tailor Made
CS 2.2
LS 2.2.2 (a)
LEVEL Intermediate
HOTS If you were the tailor, how would you kill the giant?
MATERIALS
Picture cards , word cards, sentence strips, manila cards, marker pens
MAIN
ACTIVITIES
Matching words,rearrange sentence strips, giving ideas
STEPS
Set Induction
1. Teacher brings the needles, thread and pieces of clothing.
2. Teacher asks a few pupils to come forward and sew the clothes.
3. Pupils guess the occupation related to the action.
Presentation
1. Pupils work in groups.
2. Give each group a set of pictures and words.(Appendix 1)
3. Pupils match the pictures with the words.
4. Then, pupils paste the pictures and words on a card.
5. Pupils guess the story based on the given pictures.
Practice
Activity 1
1. Pupils work in the same respective groups.
2. Each group is given an envelope containing sentence strips of
the story. (Appendix 2)
3. Pupils read and arrange the strips to form a correct sequence of the
story.
4. When they are done, teacher gives the actual story to each pupil.
(Appendix 3 -Textbook Y6-pg 107)
5. Pupils read it and correct their answers.
6. Each group reads their sentence strips aloud.
7. Other group members check and correct their answers.
Activity 2
1. Pupils work in the same groups.
2. Teacher distributes a task sheet to each group.
3. Pupils read the questions and discuss in groups. They

write their answers in the task sheet provided.
4. Then, the leader will present the answers to the class.
5. Discuss the answers at the end of the lesson.
Production
1. Pupils work in the same groups.
2. Each group is given a display sheet and marker pens.
3. Pupils are to come up with their own ideas on how to kill the giant if
they were the tailor.
4. Pupils present their ideas to their class.
5. Pupils are encouraged to give feedback.
Closure
1. Pupils play ‘Poison Box’. .
2. Pupils who get the box will pick a sentence strip and read it out loud.
A fearsome A fly swatter A fair king
APPENDIX 1

A handsome
reward
A cosyrobe A brave tailor
APPENDIX 2
One day, a tailor was sewing a robe when some flies
started troubling him.
He took a fly swatter and killed seven flies with one swat.
“I have killed seven in a single blow!” shouted the tailor.
Two ladies overheard the tailor and told the king about the
brave tailor who had killed seven giants.
“Bring him to me!” ordered the king.
The king ordered the tailor to kill the fearsome giant who
was killing and eating many people in the kingdom.
The tailor went to the cave and saw the mighty giant.
The tailor had a brilliant idea.
At night, he sewed the giant’s lips together.
The giant begged the tailor to undo the stitches.
The tailor said, “I will undo the stitches only if you promise
to stop killing anymore people and leave our kingdom
immediately.
The giant kept his promise and left the kingdom.
The tailor received a handsome reward from the king.
Answer Key
1. The tailor used a hammer to kill the flies. False
2. The king ordered the tailor to kill the fearsome giant. True
3. The giant lived in a cave. True

4. The tailor sewed the giant’s arm together. False
5. The king rewarded the two ladies. False
SuggestedStrategies and LessonPlan for English UPSR ( New Format) - LessonPlan 3
MODUL Reading
TOPIC Healthy Wise
CS 2.2
LS 2.2.1 (a) Proverbs
LEVEL Intermediate
HOTS Which proverb of the story would you change & Why?
MATERIALS Strips of paper with connecting phrases, cards on proverbs and handouts.
MAIN ACTIVITIES Find meanings of proverbs, rearrange sentence strips,
STEPS
Set induction :
1.Teacher runs into class late. He apologises for being late and uses the
proverb. "Better late than never”.
2.Teacher writes the examples of other popular proverbs such as "Practice
makes perfect” , "The early bird catches the worm”.
3.Teacher elicits responses from the pupils on the meanings of the proverbs..
Presentation Group work :
1.Pupils are given a strip of paper that has part of a proverb on it.
2.Pupils have to find the other person who has the other part of their proverb
and sit down together.
3.If there are pupils who do not know their partner, then the teacher will ask
others if they can help those pupils out.
4.In pairs, pupils will talk about the meaning of the proverb they have.
5.Pupils discuss and present their work in groups.
Individual work:
1.Pupils list down the proverbs that they know.
2.For each proverb given, pupils construct their own sentences.
Closure:
Pupils play a game ( poison box)
Pupils pick the proverbs from the poison box and paste them to the meanings
on the board.
APPENDIX
Common Proverbs ( group work )
Action speaks louder than words. Don't put all your eggs in one basket. The
early bird gets the worm.
A stitch in time saves nine.
A penny saved is a penny earned. Penny wise, pound foolish.

Early to bed, early to rise, makes a man healthy, wealthy, and wise. A
friend in need is a friend indeed.
Every cloud has a silver lining.
Birds of a feather flock together.
Group activity
ANSWER KEY
Proverb Handout (individual work)
Name:_
Date:
Instruction: List down 3 proverbs that you know. For each proverb,
create your own sentences.
Proverb 1 (Example)
Proverb : Absence makes the heart grow fonder

Sentence: The two brothers deeply wish to meet as they haven’t
seen each
other since 10 years. After all, absence makes the heart
grow fonder.
Proverb 2
Proverb : Don’t count your chickens before they hatch Sentence:
Accept any suitable answers
Proverb 3
Proverb : All that glitters isn’t gold Sentence: Accept any suitable
answers
Other examples of proverbs
• Don’t judge a book by its cover.
• The pot calling the kettle black.
• Beauty is only skin deep.
• To kill two birds with one stone

Suggested Strategies and Lesson Plan for English UPSR ( New Format) - Lesson Plan 4
MODUL Reading Comprehension
TOPIC Book Report
Content Standard 2.2 Pupils will be able to demonstrate understanding of a variety of
linear and non-linear texts inthe form of print and non-print
materials using a range of strategies to construct meaning.
Learning Standard
2.2.1 Able to apply word attack skills by identifying - (b) PhrasalVerbs
LEVEL Intermediate
HOTS Which part of the story would you change & Why ?
MATERIALS wordcards, sentence strips, circle map
MAIN ACTIVITIES rearrange sentence strips, complete a circle map, matching game
STEPS
Set induction :
1. Teacher asks the pupilss if they are a morning person.
2. Teacher elicits responses on the characteristics of a morning
person. (If you like morning and wake up easily, then you are
a morning person. If it is difficult for you to wake up and you
hate the morning, then you are not a morning person.)
3. Pupilss raise their hands if they are a morning person.
Presentation :
1. Pupils listen carefully to the oral text.
2. Pupils listen to the oral text read by the teacher by closing
their eyes or laying their heads on their desks (visualising).
3. Teacher repeats the paragraph once more.
ORAL TEXT
I’m a ‘morning person’
The alarm goes off at 6.00 a.m. I wake up and turn off the alarm. I get
up quickly and go downstairs. I make myself a cup of coffee. I go back
upstairs and have a shower. I sing a song in the shower. I put on my
clothes. When I come downstairs again,I have my first cup of coffee.
Mmmmm! Then I have some toast and a second cup of coffee. I wash
my cup and tidy up the kitchen. I take my bag and set off to work. It is
8.00 a.m. I lock up the house before I go. Sometimes I run to catch the
bus. I get on the bus. After four stops, I get off the bus. I go to work
and say "GOOD MORNING!” to my first class.
Practice - Group work :
1. Teacher distributes the worksheets and tells pupils they must
complete it as much as possible.
2. In groups, pupils fill in the blanks with one word only based
on the text that they have listened to. (They should try to

APPENDIX 1
Worksheet
APPENDIX 2
Song
reproduce the text as much as possible. Let pupils do as
much as they can. Give them plenty of time for this.)
3. Teacher distributes the completed text to each group and
pupils check their answers.
4. Pupils underline all the phrasal verbs in the text.
5. Teacher discusses the meaning of the phrasalverbs and
gets pupils to use the dictionary to find the meanings.
Production
1. Pupils fill in the blanks with their own words to write about
their own morning routine by using as many phrasal verbs
as they can.
2. Pupils share their routine in small groups, with each person
reading it out loud.
3. Teacher gets one or two pupils to read their morning routine
out loud to the whole class.
Closure:
1. Pupils are given the lyrics to a phrasal verb song.
2. Pupils and teacher sing the song.
Try to fill all the gaps in the text.
I’m a ‘morning person’!
The at 6.00 a.m.. I
and the alarm. I
, quickly
and ,
_. I make a cup of
coffee. I go back upstairs and
in the shower. I
shower. I
When _, I start the day off with
my
first cup of coffee.Mmmmm! Then I have some toast and a second
_______________ coffee. I wash my cup and
______________________ the kitchen. I take my bag and
__________________________ to work. It is 8.00 a.m. I
________________ before I go. Sometimes I run
_________________ the bus. I _______________ the bus and
__________________ three or four stops.I go to work and say
"GOOD MORNING!” to my first class. It is 8.45 a.m.
Morning person,morning person, That
is me, that is me,

Answer Key
The sound of the clock goes off at 6.00 a.m.. I open my eyes wide and turn off the alarm. I
stand up quickly and go downstairs. I make a cup of coffee. I go back upstairs and take a
shower. I hum a tune in the shower. I choose my clothes and put them on. When I run down
the flight of stairs again, I start the day off with my first cup of coffee. Mmmmm! Then I have
some toast and a second
cup of coffee. I wash my cup and clean up the kitchen. I take my bag and go off to work. It is
8.00 a.m. I make sure the house is secure before I go. Sometimes I run to board the bus. I get
on the bus and get off after three or four stops. I go to work and say "GOOD MORNING!” to my
first class. It is 8.45 a.m.
Morning alarm goes off!!
Morning alarm goes off!!
Wake up! Wake up!
( Pupils can replace with other phrasal verbs )

MODULE Reading
TOPIC Healthy and Wise
CS
2.2
LS 2.2.1 Able to apply word attack skills by identifying:
(c) similes
2.2.4 Able to apply dictionary skills to identify and understand meaning of
words in context.
LEVEL Intermediate
HOTS Create a poem using similes
MATERIALS Food (relia), word cards, textbook, dictionary and worksheet
MAIN
ACTIVITIES
Reciting a poem, form similes using a word given and create a poem
STEPS Set Induction :
1. Teacher brings in some food (relia).
2. Pupils identify the healthy food.
Presentation Group work :
1. Pupils recite the poem given in the textbook.
2. Pupils find the meaning of the words which are in bold from the poem using
a dictionary.
3. Pupils pick an envelope with words and form similes from the words given.
4. Pupils present their work.
Individual work:
1. Complete the sentences with suitable similes.
Closure:
1. Create a poem using similes

APPENDIX Sample of poem (Textbook pg no. 65)
For us,
To be healthy, wealthy, and
wise, Is more than just hard
work,
Early to bed. early to rise,
We get both pain and perk.
For us,
wise. Always eat well and keep
fit, Breathe fresh air and
exercise. Bad habits we must
quit.
For us,
wise. Avoid fast food and
sugary drink. Listen and act on
good advice, And life will be in
the pink.

APPENDIX Sample of poem (Textbook pg no. 65)
APPENDIX
ii. Example of words given in the envelope. (Group work)
a. wise b. easy c. happy d. fit
iii
.
Worksheet (Individual work)
Choose the best answer to complete the sentences.
1 Learning to dance is ABC for Siew Lee.
A as easy as C as black as
B as hard as D as timid as
2 Sheela’s party dress is the rainbow.
A as good as C as graceful as
B as light as D as beautiful as

3 They felt a wolf after playing for so long.
A as strong as C as loud as
B as quick as D as hungry as
4 Jane’s babv sister is a kitten.
A as playful as C as tender as
B as strong as D as hard as
5 She is ___a lark because she has got good results in the
examination.
A as blind as C as proud as
B as happy as D as slippery as
6 That man is a coot.
A as harmless as C as poor as
B as bald as D as hot as
7 The bus is moving a tortoise.
A as fast as C as slow as
B as warm as D as light as
8 After a good night’s sleep, she feels a daisy.
A as slippery as C as fresh as
B as jealous as D as fair as
9 Tong Ling’s mother has agreed to let her go on the trip.
No wonder she is ___ a cricket today.
A as shy as C as merry as
B as wet as D as clumsy as
10
John is popular among his friends because he is a puppy.
A as friendly as C as proud as
B as cunning as D as timid as

11 That man is an ox. He can lift up a few of those heavy boxes
at the same time.
A as brave as C as hungry as
B as strong as D as stubborn as
12 It was ___ fire during the drought.
A as black as C as cold as
B as light as D as hot as
13 They are a mouse while Mrs. Devi is in the class.
A as strong as C as loud as
B as quiet as D as hungry as
14 The unripe mango is vinegar.
A as sour as C as sweet as
B as pure as D as bitter as
15 The boy is _____ a sponge after running in the hot sun.
A as flat as C as quick as
B as free as D as thirsty as
16 Be careful when you use the knife. It is a razor.
A as sharp as C as light as
B as deep as D as heavy as
17 The singer sang honey during the charity gala.
A as loud as C as sweet as
B as fair as D as gentle as
18 He is the best athlete in schoolbecause he can run
lightning.
A as proud as C as quick as
B as timid as D as busy as

Answer Key
1. A
2. D
3. D
4. A
5. B
6. B
7. C
8. C
9. C
10. A
11. B
12. D
13. B
14. A
15. D
16. A
17. C
18. C

Answer Key (Appendix 3)
Fruits
We have a lot of fruits. We have two apples. We have some bananas. We have many
MODUL Reading Comprehension
TOPIC Clothing
Content Standard 2.2 Pupils will be able to demonstrate understanding on 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.
Learning Standard 2.2.3 Able to read and demonstrate understanding of texts by: (a) giving main
ideas and supporting details
LEVEL Low/Intermediate
MATERIALS Box, word cards, model paragraph
STEPS Set induction:
1. Teacher provides a box of related items and pulls each item out one at a
time.
2. The pupils name each item as it is being displayed. After all the items are
displayed, the pupils brainstorm to come up with words/phrases to group the
items, such as: Winter Clothes, Games and Toys, or Shoes. The teacher
labels the boxes with these titles.
3. Teacher points out that the title is the ‘main idea’ and the items are the
‘details’.
Presentation:
1. The teacher displays a model paragraph. (Appendix 1)
2. Pupils and teacher use choralreading to read the paragraph.
3. The teacher asks pupils to come up to the front of the class and highlight
the main idea and details with different coloured highlighters.
Group work:
1. The pupils are divided into groups and given an envelope with a set of
details in it, along with a fill-in-the-blank worksheet of a paragraph with no
title. (Appendix 2)
2. The pupils work together to fill out the title, topic and concluding
sentences,and details. The groups should come up with their own title with
guidance from the teacher if required.Each group then takes turns to present
their paragraph to the class.
Closure:
1. Teacher plays a song clip on main ideas and supporting details and sings
together with the pupils.
2. As for homework, pupils answer a worksheet to enhance their learning for
the day. (Appendix 3)
url : https://www.youtube.com/watch?v=W24RyhtX1qA

grapes. We have a few strawberries. We have one pear.We like to eat fruits!

Adapted from All Together Now by Shirley Sydenham and Elizabeth Golding (1996)
SUGGESTED PRE-WRITING ACTIVITIES FOR SECTION C.
NOTE
1. Pre-writing activities allow pupils to build a well-focussed schemata to help them
prepare for the writing task in Section C.
A. Profiling Characters
1. Pupils are given a graphic organizer each to fill in.
2. Keywords are given below the graphic organizer in order to assist them in
completing it.
Sample of A Graphic Organizer
1. Physical Appearance (e.g gender, name, hairstyle, height etc)
2. Personality (e.g. kind, sweet, humble etc)**based on the stimulus
3. Action (Describe the action of the character) **based on the stimulus ** number of
circles can be added if needed

Adapted from All Together Now by Shirley Sydenham and Elizabeth Golding (1996)
aving suspicious junk
B. A Story Ladder
1. Pupils are given a 'Story Ladder'.
2. Pupils refer to the given stimulus and gather information on the plot of the story
using 'Rallay Robin' technique. (21st Century learning element)
3. Pupils complete the Story Ladder based on the discussion.
story ladder
Traceys neighbours moved lei
Miss Blackstone left
'N Miss Faberge came back, but was different
Miss Faberge was very strange at the flat.
Miss Blackstone was expecting Tracey
Iracey decided to rescue Miss Faberg
Miss Blackstone mind-razed Tracey at assembly
Miss Faberge's replacement was ugly Miss Blackston
Miss Faberge left and the kids were sad r edited by Gascoigne. Goodm a n and Tyrell.
Viking Kestrel. R.ngwo o d. 198
till* Ikl* trtKX'l

SUGGESTED STRATEGIES AND LESSON PLAN FOR ENGLISH UPSR (New Format)
SECTION Writing Paper Section A
TOPIC Diary Account
CS 3.2
LS
3.2.1 Able to transfer information with guidance to complete :
a. linear text
b. non-linear text
LEVEL Intermediate
MATERIALS Worksheets
MAIN ACTIVITIES Identify the main ideas
STEPS
Activities :
1. Pupils study the information in the stimulus.
2. Pupils read the incomplete text given.
3. Pupils study the information in the stimulus again.
4. Guide pupils to identify and underline the correct information to
fill in the blanks in the incomplete text.
5. Guide pupils to write suitable language functions for each of the
blanks.(If needed)
6. Pupils check the answers written for spelling errors and relevancy
of the language functions

APPENDIX
Sample 1
Read the diary below and use the information to complete the passage.
Priya’s Diary
Last Sunday morning, my mother took me to______ (1) _____________
for my aerobic lessons. After that, we had_____(2) _________________
Once we finished our breakfast, my mother decided to do some __ (3)____________
Then at one o’clock in the afternoon, we walked over _______ (4) ___________
for lunch. After lunch, my mother suggested we visit Lake Gardens to see
an orchid exhibition. Before going home, we had __ (5) _____________at Suria Island
Cafe.
Date : 13 March 2016 Day : Sunday Weather : Sunny
8.00 a.m. Lessons at Sunway Aerobic Club
9.30 a.m. Breakfast at Bintang Food Court with mother
11.00 a.m. Shopping at Big Star Shopping Centre
1.00 p.m. Lunch at Sizzler’s Ranch
2.30 p.m. Orchid exhibition at Lake Gardens
4.00 p.m. High tea at Suria Island Cafe with Jeeva
6.00 p.m. Home

Read the diary below and use the information to complete the passage.
Priya’s Diary
Last Sunday morning, my mother took me to______ (1) _____________
for my aerobic lessons. After that, we had_____(2) _________________
Once we finished our breakfast, my mother decided to do some __ (3)____________
Then at one o’clock in the afternoon, we walked over _______ (4) ___________
for lunch. After lunch, my mother suggested we visit Lake Gardens to see
an orchid exhibition. Before going home, we had __ (5) _____________at Suria Island
Cafe.
Date : 13 March 2016 Day : Sunday Weather : Sunny
8.00 a.m. Lessons at Sunway Aerobic Club
9.30 a.m. Breakfast at Bintang Food Court with mother
11.00 a.m. Shopping at Big Star Shopping Centre
1.00 p.m. Lunch at Sizzler’s Ranch
2.30 p.m. Orchid exhibition at Lake Gardens
4.00 p.m. High tea at Suria Island Cafe with Jeeva
6.00 p.m. Home

Read the notice below and use the information to complete the dialogue.
Sample 2
Recycling Awareness Campaign
Date : 23 May 2016 - 27 May 2016
Organiser : The Environmental Society
Make Recycling Your Daily Habit
Please join this campaign
• Contribute your unwanted things
it’s our responsibility to take care of the
environment!
Zul : Hey! There’s a notice on the notice board.
Siti : Let’s see what it is about.
Zul : There’ll be a recycling awareness campaign in our school.
Siti : When is it?
Zul : It will be from (1)
Siti : Shall we join the campaign? Zul : Sure. Let’s (2)
Siti : But where should we place them?
Zul : It’s easy. The brown bins are for glass. The blue bins (3) .
Siti : And the orange bins are for (4) __________________________________
Zul : That’s right. It’s important that we recycle the unused things. After all it’s (5)
Siti : I agree with that.
Brown bins Blue bins Orange bins
Glass Paper Plastic, bottles and
aluminium cans

Read the procedure below and use the information to complete the dialogue.
Sample 3
HOW TO MAKE YOURSELF A CUP OF TEA
It is very easy to make a cup of tea. First, ______(1) ___________ in a small kettle.
Next, get ______ (2)_____________ and put it in a cup. Pour in some hot water carefully
and __________ (3)_____________ . Then, ___________(4) ______________ and add
3
in some sugar. If you like your tea with milk, add in some milk. Use a teaspoon
to _______ (5) _________ . Finally, put the cup on a saucer.

Read the menu below and use the information to complete the dialogue.
Sample 4
(5)
GOOD TASTE RESTAURANT
68, Jalan Sultan Ahmad Shah, 10250 Georgetown, Penang
Business hours : 7.00 a.m.- 11.00 p.m. daily
Main Dishes Soup Beverages
Asam Fish RM6.00Chicken Soup RM4.00 Mango Juice RM3.00
Spicy Fried Chicken RM5.00 Mushroom Soup RM4.00 Orange Juice RM3.00
Beef Rendang RM7.00Tom Yum Soup RM5.00 Watermelon Juice RM3.00
Mixed Vegetables RM4.00Seaweed Soup RM6.00 Honey Lemon RM3.50
Steamed Prawns RM9.00 Hot Chocolate RM4.50
Weekday Breakfast Set (RM4.50) Weekend Set Lunch (RM8.90)
French Toast Special Kampung Fried Rice
Half-boiled Egg ABC Soup
Muffin Mixed Vegetables
Coffee Chinese Tea
Good Taste Restaurant is located
in
and available ______________
(4)
only. It serves five types of
soup.
as the main
dish.
_______, Penang. It opens
(1)
daily. Its ‘Weekday Breakfast Set’ costs RM4.50
(2)
and includes _______________________________________________________
(3)
During lunch hours, it serves a variety of dishes. Its special
lunch set costs RM8.90
Vegetarians can order

Sample 5
Read the information carefully and complete the speech.
5
is
(----------------- ” >
Eat more fruits and
vegetables
- lots of vitamins
and minerals
V _________________ /
3
c--------------------------- --- ^
Be positive
- believe in what youcan do
— relax by doingthings we
enjoy doing(readbooks, fish,listentomusic,
collect stamps,etc.)
Good morning to the headmaster, teachers and
pupils. I would like to talk about
1
Firstly, we should
. They
2
are good for us as they contain _______________
Apart from that we should exercise for at least
4
Exercise is necessary to keep us alert. It helps to keep our body fit and healthy.
We should also have a positive attitude and believe in what we can do. Do things that
we like to
do like reading books
Therefore take good care of our health because it is important for us to be healthy and
happy.
Thank you.

ANSWER KEY
Sample 1
1. Sunway Aerobic Club
2. beakfast at Bintang Food Court
3. shopping at Big Star Shopping Centre
4. to Sizzler’s Ranch
5. high tea
Sample 2
1. 23 May 2016 to 27 May 2016
2. contribute our unwanted things
3. are for papers
4. plastic, bottles and aluminium cans
5. our responsibility to take care of the environment
Sample 3
1. boil some water
2. a sachet of tea
3. leave it for a few minutes
4. remove the sachet
5. stir
Sample 4
1. 68, Jalan Sultan Ahmad Shah, 10250 Georgetown/ Georgetown
2. from 7.00 a.m. to 11.00 p.m.
3. french toast, half-boiled egg,muffin and coffee
4. on weekends
5. mixed vegetables
Sample 5
1. how to stay healthy
2. eat more fruits and vegetables
3. lots of vitamins and minerals
4. three times a week
5. fishing, listening to music and collecting stamps

SUGGESTEDSTRATEGIES AND LESSON PLAN FOR ENGLISH UPSR (New Format)
SECTION Writing Section B (ii)
THEME World of Stories
TOPIC Book Report
CS 3.2
LS 3.2.1 T ransfer information with guidance
LEVEL Intermediate
HOTS Which part of the story would you change & Why
MATERIALS Storybooks, wordcards, sentence strips, circle map
MAIN ACTIVITIES rearrange sentence strips, complete a circle map, matching game
STEPS Set induction :
Teacher reads a sample of a book report. Pupils guess the title
of the story.
Group work :
Pick a book with an envelope.
Pupils rearrange sentence strips to form a book report.
Presentation.
Teacher posts the HOTS question.
Pupils discuss in group.
Individual work:
Complete a circle map on any story.
Closure:
‘Match Me’ - Pupils match characters with the correct story.
APPENDIX (Refer to Year 6 Textbook, p. 7)
Places mentioned in the story
/ Characters
f Title of
story book 1
** Any suitable material can be adapted.

THEME World of Self
TOPIC Formal Letter
CS 3.2
LS 3.2.2 Able to write with guidance : b) formal letters
LEVEL Intermediate
CCE Enterpreneurship
HOTS Can you see a possible solution to (the issue/problem)?
MATERIALS Cut outs of a formal letter layout
MAIN ACTIVITIES Rearrange the formal letter cut outs, writing, word search
Teacher shows an example of formal letter Pupils talk about the formal letter
shown
Group work :
Provide cut outs of formal letters layout Pupils place the cut outs into the
right places;
- sender’s address
- date
- receiver’s address
- salutation
- subject
- body
- complementary closure
- signature
- sender’s name Gallery Walk Presentation
Individual work:
Write a formal letter based on the stimulus provided Closure :
Generic word search on verbs based on the formal letter used
APPENDIX ** Use any suitable formal letter

THEME World of Self
TOPIC Message
CS 3.3
LS 3.3.1 Able to create texts using a variety of media:
a) non-linear
b) linear
LEVEL Intermediate
CCE Moral Values
HOTS What are some of the problems that might occur if a message is not given
properly?
MATERIALS Dialogue, Mind Map,Stimulus, Secret Message
MAIN ACTIVITIES Chinese Whisper, Brainstorming using mind map, Writing a message, Crack
the secret message
Pupils play Chinese Whisper
Group work :
Teacher provides a dialogue to each group.
Pupils brainstorm the main content in the message using a mind map. Group
presentation.
Individual work :
Teacher provides a different stimulus.
Pupils brainstorm on the main content and write the message.
Pupils do proof reading with their peers.
Closure :
‘Crack the message.’- Pupils rearrange words to get a secret message.

APPENDIX
Sample dialogue.
Aina : Hello, Muthu. It’s nice to see you. How is my classmate, Prema ?
Muthu : Hi Aina! My sister is recovering from her fever.
Aina : Will she be able to join the netball practice next week?
Muthu : Yes, she will. But she needs the details of the practice.
Aina : Can you please inform her that the practice is scheduled every Tuesday and
Thursday
from
4.00 p.m. until 6.00 p.m.
Muthu : Thanks Aina. Oh, she also wants to know abut the homework that the teachers
have
given
the past two days.
Aina : We only have homework for English Language and Mathematics. Please tell her to
complete
the exercises on pages 32 and 33 in the English textbook. She needs to write the
exercises in Book A.
Muthu : Ok. How about for Mathematics?
Aina : She needs to complete the exercises in Unit 3 from the workbook.
Muthu : Thank you Aina. I will go back and inform her. I need to leave her a message
because she went to our uncle’s house with my parents.
Aina : My pleasure, Muthu. Please send her my regards.
Muthu : Ok Aina. See you again.

SUGGESTEDSTRATEGIES AND LESSON PLANS FOR ENGLISH UPSR (NEW FORMAT)
SECTION WRITING SECTION C (i)
THEME World of Stories
TOPIC/SECTION Getting lost in a restaurant.
CS 3.1 , 3.2
LS 3.1.1 Able to write in neat and legible print with correct spellings.
(b) paragraphs
3.2.2 Able to write with guidance
(c) stories
LEVEL Intermediate
APPROACH Guiding and Modeling writing for students.
CCE Thinking skills
HOTS Which part of the words/structures/sentences would you change &
Why ?
MATERIALS Picture stimulus, Flow map
MAIN ACTIVITIES Questioning,Completing AFlow Map and Shared Writing
STEPS
(Questioning)
1. Pupils are asked if they have heard about cases of children
getting lost and found in public places.
2. Pupils relate the stories / experiences.
(Organising ideas)
4. Pupils are given the picture stimulus (Section C, No.1 )
5. Pupils relate/describe the picture.
6. Pupils are then guided to use the flow map to construct the
story.
(Constructing Paragraphs)
7. Teacher conducts shared writing with the pupils.
8. Pupils give ideas and suggestions of words as teachers write
the text on the board.
9. Teacher requests inputs from students for word choices,
grammar, sentence structure etc.
10. Teacher checks from time to time if the text conveys meaning
correctly or deletes unneeded text.
11. Pupils read the completed text and summarise what has been
learned.
12. The written text is displayed in the classroom. (As a
reference for students to write similar text)
(Follow ups)
13. T eacher gives a similar writing task with a similar context so
pupils could practise writing the text multiple times.

SAMPLE OF A PICTURE STIMULUS
Title : Getting Lost in a Restaurant
Question 1
Write a story based on the picture below. You may use the words given to help you. Write your answ
ei in the space provided. Write your story between SO and 100 words.
U IS sebuah ceri1a berdasarkan gambar di bawah. Kamu boleh menggunakan perkataan- pevkataan
yang diberikan untuk membantu kamu. Tulis jawapan kamu di ruang yang disediakan. I anjangnya
jawapan kamu hendaklah antara 80 hingga 100 patah perkataan.
Begin your story with:
Mary and her sister, Tina went to the shopping centre to watch a movie. After the movie
** Any suitable story can be adapted.

SUGGESTEDSTRATEGIES AND LESSON PLANS FOR ENGLISH UPSR (NEW FORMAT)
SECTION WRITING - SECTION C (i)
THEME World of stories
TOPIC Attending AHari Raya Open House.
CS 3.1 , 3.2
LS 3.1.1 Able to write in neat and legible print with correct spellings.
(b) paragraphs
3.2.2 Able to write with guidance
(c) stories
LEVEL Intermediate
APPROACH
Building background knowledge Drafting (Constructivism)
CCE Thinking skills
HOTS Adapting words and sentence structures learnt from sample
writing/text.
MATERIALS Picture stimulus, Flow map
MAIN ACTIVITIES Viewing sample writings, Drafting
STEPS Set Induction
1. Pupils are shown a picture of a Hari Raya open house.
2. Pupils identify the name of the event.
3. Pupils are asked if any of them has ever attended an open
house.
4. Pupils talk about their experiences.
Practice
5. Pupils are given the similar context of sample writings.
6. Pupils read through the samples.
7. Pupils read and underline new words used/interesting
phrases/idioms/proverbs/adjectives that they can use for
writing.
Production
8. Teacher gives out the writing task.
9. Pupils are then guided through the picture stimulus and
helping words.
10. Pupils do the writing task to produce their first draft.
11. Pupils who have completed their first draft will get their
teacher to check the written task.
12. Pupils redo the written task after their errors have been
corrected by the teacher.
(Additional task)
13. Pupils may create more than a draft to produce a good written
piece.
Closure
14. Pupils’ written tasks are displayed in the English corner of the
classroom.

SAMPLE OF A PICTURE STIMULUS
** Any suitable story can be adapted.
Title : Hari Raya Open House
I. Write a story based on the picture below. You may use the words given to help you. Write your answer in the
space provided. Write your story between 80 to 100 words.
open house
prime minister
variety
food drinks
people
traditional
costumes
noisy shake hands
Begin your story with ...
Irfan and Syammi went to an

SUGGESTEDSTRATEGIES AND LESSON PLAN FOR ENGLISH UPSR (NEW FORMAT)
SECTION WRITING - SECTION C (Question 1)
THEME World of Self
TOPIC/ A Fishing Trip
CS 3.2
LS 3.2.2 Able to write with guidance : (a) stories
LEVEL Intermediate
HOTS Who would you choose to take on a fishing trip? Why?*
MATERIALS Video Clip (fishing trip), Flow Chart Template,Stimulus A
MAIN ACTIVITIES Round Robin, Completing Flow Map, Completing Missing Phrases,
Gallery Walk
STEPS (Set induction)
1. Teacher plays a video clip.
(only for the first few minutes before pausing abruptly)
***fishing activity not to be shown just yet
2.Pupils predict the activity in the video clip. (Round Robin)
3.Pupils watch the full video clip.
(Practice)
Group work:
4.Pupils discuss and complete the flow map based on the video clip.
5. Pupils share their completed flow map with the class.
(Production)
Pair work:
6.Teacher posts the HOTS questions.*
7.Pupils discuss in pairs.
8.Pupils write a short story on a given stimulus (A) by completing the
missing
phrases.
9.Pupils display their work.
(Closure)
10.Pupils have a 'Gallery Walk' by reading at least 3 other pairs'
stories.
11.Pupils write positive comments on their peers' work.
APPENDIX/NOTE * Round Robin - verbal sharing(round table sitting arrangement)
^ ^ :

STIMULUS A
S''
fishing
patientl
y
reeled
river
chatte
d
cast
tug
curry
***Sample Guided Writing Task
Razi __________________ friend. One fine Sunday, they went on ___________________ at
the river _____________________. They went there by _____________________ .
** 1. Any suitable writing text can be adapted
2.The missing phrases can be provided in boxes for belowaverage pupils.
3.Difficulty level of the missing phrases can be set higher by opting for idioms,
proverbs,similes or figurative expressions for high flyers.

HOTS
MATERIALS
MAIN ACTIVITIES
STEPS
How many ways can you help to save the environment?
wordcards , flow map, cue cards (WH-Qs) , SVO table
Fan and Pick activity, brainstorming ideas, writing a story
Set induction :
Teacher pastes the word ‘FAMILY’ on the board.
Pupils give ideas on activities they do with their family.
Group work : Fan & Pick
Pupils number themselves.
Take turns to pick a question card and answer. (Wh-
Questions) Take turns to add points/description/interesting
words.
Next, pupils pick another question card.
Activity continues until the last group member.
Pair work :
Pupils rearrange the ideas using a flow chart.
Pupils add interesting words.
Pupils share their flow chart with a partner.
Pupils write their story using the SVO table.
S V O
SECTION Writing Section C (Question 2)
THEME World of Self
TOPIC Going for a picnic
CS 3.2
LS 3.2.2 Able to write with guidance - stories
LEVEL Advanced
CCE Environmental Studies
APPENDIX
Closure :
Sing a simple song. “We are family”

APPENDIX
Write a story based on the picture below. You may use the words given to help you. Write your
answers in the space provided. Write your story between 80 to 100 words.
Tulis sebuah cerita berdasarkan gambar di bawah. Anda botch menggimakan perkataan yang dibcrikan.
Tuliskan jawapan anda di ruang yang disediakan. Panjang cerita anda adalah antara 80 ke 100 patah
perkataan.

Suggested exercise for intermediate pupils
Exercise 1 : There are 20 errors in the story below. Detect the errors and rewrite the story.
En amin who is my neighbor, is 38 year old. Last week, he decided to brings
his family to the bird park. Her wife, pn Aminah prepare some food for the journey. When
they reach the bird park, he buys the tickets and they walked into the bird park. They see
many types of birds in the cages. There are also birds from the amazon.
In the afternoon they decide to have a picnic at the bird park. They found a
sutable place from their picnic. His wife serve the food. After lunch, they tidy the place and
packed they things. The child also helped to put all the things on the car booth. They enjoy
themselves and had a jubilant time together-gether.
Answers:
En. Amin who is my neighbour, is 38 year old. Last week, he decided to bring
his family to the bird park. His wife, Pn. Aminah prepared some food for the journey. When
they reached the bird park, he bought the tickets and they walked into the bird park. They
saw many types of birds in the cages. There were also birds from the Amazon.
In the afternoon, they decided to have a picnic at the bird park. They found a
suitable place for their picnic. His wife served the food. After lunch, they tidied the place and
packed their things. The children also helped to put all the things into the car booth. They
enjoyed themselves and had a jubilant time together.

SECTION Writing a story
THEME World of Self
TOPIC Doing a good deed
CS 3.2
LS 3.2.2 Able to write with guidance - stories
LEVEL Advanced / Intermediate
CCE Moral Values
HOTS Do you think . . . is a good or a bad habit? If it is a bad habit, how should one
react?
MATERIALS green flags, red flags, stimulus, SVO table
MAIN ACTIVITIES Green & Red Alert, Share & Turn , Gallery Walk
STEPS Set induction : Green & Red Alert
Pupils are given a green and red flag each.
Teacher shows video clips of good habits and bad habits.
Pupils raise the green flag for good habits and raise the red flag for the bad
habits.
Students answer the HOTS question.
Group work : Share & Turn
Teacher gives each group a picture from the question.
Pupils sit in groups and take turns to say out and write a verb for the picture.
(pupils cannot repeat the same verb)
Pupils exchange the papers to write the next verb untilthey get back their
paper.
Individual work :
Pupils use the ideas / verbs shared in the group to form sentences using the
SVO table.
Put the answers on the table for a Gallery Walk by others.
Pupils write the story.
Closure :
Teacher shows pictures of good and bad habits.
Pupils play the ‘Green and Red Alert’ activity
APPENDIX
S V O

BAHAGIAN C
SOALAN 2
Write a story based on the picture below. You may use the words given to help you. Write your
answers in the space provided. Write your story between 80 to 100 words.
Tulis sebuah cerita berdasarkan gambar di bawah. Anda boleh menggunakan perkataan yang
diberikan. Tuliskan jawapan anda di ruang yang disediakan. Panjang cerita anda adalah antara 80
ke 100 patah perkataan.
friends - visited - poor woman boys - repaired - walls
cleaned - tidied - house - grateful - thanked - children

Suggested enhancement exercise
Exercise 1: Change the words in bold with an idiomatic expression / similie or other new
words. Add suitable adjectives or adverbs for the blank spaces.
Last week, Ali and his___ friends from SMK Ayer Dalam visited Pn. Aina. She was a
____ woman staying alone in an_____ house. They wanted to help fix the house. Pn. Aina
was happy to hear the_____ news. They thought about it and decided to divide the chores.
The boys brought their tools and repaired the ____ walls. They worked together so that it
would be easier.
The girls cleaned and tidied the house.Some swept the floor and rearranged the
furniture _______ . The house was now tidy and clean. Pn. Aina served them with some
drinks. In the evening, they finished their work. Pn. Aina was grateful and thanked them for
their help. The children felt very happy.
Suggested answers:
Last week, Ali and his best friends from SMK Ayer Dalam visited Pn. Aina. She was a
poor woman staying alone in an old house. They wanted to lend a hand and fix the house.
Pn. Aina was on cloud nine to hear the good news. They put on their thinking cap and
decided to divide the chores. The boys brought their tools and repaired the damaged walls.
They worked together because as the saying goes ‘many hands make light work’.
The girls cleaned and tidied the house. Some swept the floor and rearranged the
furniture neatly. The house was now tidy and as clean as a whistle. Pn. Aina served them
with some refreshments. In the evening, they finished their work. Pn. Aina was grateful and
thanked them for their kindness. The children felt as happy as a lark.

Modul upsr 2016

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