This document outlines an English teaching plan for Year 5 students. It covers several weeks of lessons on topics like family, saving money, and superheroes. The plan lists learning objectives and outcomes for different language skills each week, including listening, speaking, reading, writing, vocabulary and creative works. It provides details on content, activities, and assessment aligned to the Malaysian educational standards.
Rangcangan Pelajaran Tahunan KSSR English year 5Kim Min Nha
This document outlines an English teaching plan for Year 5 students. It covers several weeks of lessons on topics like family, saving money, and superheroes. The plan lists learning objectives and outcomes for different language skills each week, including listening, speaking, reading, writing, vocabulary and creative works. It provides details on content, activities, and assessment aligned to the Malaysian national English curriculum standards.
This document outlines the English language curriculum for Year 5 of the Malaysian primary school system. It is organized into modules that cover key language skills: Listening and Speaking, Reading, Writing, Grammar, and Language Arts. For each module, the document describes the aims, content standards, and learning standards that students should achieve by the end of the year. It provides recommendations for allocating time to each module and emphasizes teaching methods that make learning fun, meaningful, and student-centered. The overall goals are for students to gain proficiency in English and develop literacy, critical thinking, and good character.
This document outlines the English language curriculum for Year 6 in Malaysian primary schools. It covers five modules: Listening and Speaking, Reading, Writing, Language Arts, and Grammar. The curriculum aims to equip pupils with basic English communication skills and literacy by the end of Year 6. It is organized into Content and Learning Standards, and uses themes like self, stories, and knowledge. Lessons are allocated 300 minutes per week across the five modules. The curriculum emphasizes developing pupils' language skills through a modular and learner-centered approach integrated with technology and character building.
This document outlines the Malaysian Ministry of Education's Standard Curriculum for primary school English language in Years 1 and 2. It introduces the curriculum's aims of equipping students with basic English skills for communication. The curriculum is organized into modules focusing on listening/speaking, reading, writing, and language arts. It emphasizes developing a strong foundation in English through fun and meaningful activities that are learner-centered and integrate technology. Assessment is used to evaluate students' mastery of the learning standards in each module.
This document provides a draft of the Standard Performance Document (DSP) for Year 3 English based on the Primary School Standard Curriculum (KSSR). It includes definitions and explanations of key terms related to DSP. It also outlines the framework and band descriptions used to assess student performance. The bands progress from knowing basic skills to being able to apply knowledge with exemplary manners. Descriptors and examples of evidence are provided for each band to guide teacher assessment. The overall aim is to equip students with basic English language skills to communicate effectively according to their level of development.
The document is the Standard Performance Document for English Language in Year 2 of the Malaysian primary school curriculum. It provides guidelines for teachers to improve school assessments in line with Standardized Benchmark Assessments. The document aims to give teachers complete and accurate information about the National Education Philosophy's goal of developing students' intellectual, spiritual, emotional and physical abilities. It includes frameworks for standard bands and descriptors to assess students' English language skills in listening, speaking, reading and writing.
This document outlines the English language curriculum for Malaysian primary schools. It discusses the curriculum's aims, objectives, content, and pedagogical principles. The curriculum is organized into modules focusing on listening and speaking, reading, writing, language arts, and grammar. It provides content and learning standards for each year level. It also discusses educational emphases that will be incorporated into lessons, such as higher-order thinking skills, citizenship education, and 21st century skills. The overall goal is to help pupils develop proficiency in English and acquire language skills to use in their daily lives, further studies, and careers.
The document outlines the curriculum development cycle and curriculum organization for English language teaching in Malaysia. It discusses the progression of English language curricula from 1983 to the present Kurikulum Standard Sekolah Rendah in 2011. The curriculum aims to equip students with basic language skills and is organized into modules focusing on listening, speaking, reading, writing, and language arts. Sample content and learning standards are provided for Year 2 covering these areas.
Rangcangan Pelajaran Tahunan KSSR English year 5Kim Min Nha
This document outlines an English teaching plan for Year 5 students. It covers several weeks of lessons on topics like family, saving money, and superheroes. The plan lists learning objectives and outcomes for different language skills each week, including listening, speaking, reading, writing, vocabulary and creative works. It provides details on content, activities, and assessment aligned to the Malaysian national English curriculum standards.
This document outlines the English language curriculum for Year 5 of the Malaysian primary school system. It is organized into modules that cover key language skills: Listening and Speaking, Reading, Writing, Grammar, and Language Arts. For each module, the document describes the aims, content standards, and learning standards that students should achieve by the end of the year. It provides recommendations for allocating time to each module and emphasizes teaching methods that make learning fun, meaningful, and student-centered. The overall goals are for students to gain proficiency in English and develop literacy, critical thinking, and good character.
This document outlines the English language curriculum for Year 6 in Malaysian primary schools. It covers five modules: Listening and Speaking, Reading, Writing, Language Arts, and Grammar. The curriculum aims to equip pupils with basic English communication skills and literacy by the end of Year 6. It is organized into Content and Learning Standards, and uses themes like self, stories, and knowledge. Lessons are allocated 300 minutes per week across the five modules. The curriculum emphasizes developing pupils' language skills through a modular and learner-centered approach integrated with technology and character building.
This document outlines the Malaysian Ministry of Education's Standard Curriculum for primary school English language in Years 1 and 2. It introduces the curriculum's aims of equipping students with basic English skills for communication. The curriculum is organized into modules focusing on listening/speaking, reading, writing, and language arts. It emphasizes developing a strong foundation in English through fun and meaningful activities that are learner-centered and integrate technology. Assessment is used to evaluate students' mastery of the learning standards in each module.
This document provides a draft of the Standard Performance Document (DSP) for Year 3 English based on the Primary School Standard Curriculum (KSSR). It includes definitions and explanations of key terms related to DSP. It also outlines the framework and band descriptions used to assess student performance. The bands progress from knowing basic skills to being able to apply knowledge with exemplary manners. Descriptors and examples of evidence are provided for each band to guide teacher assessment. The overall aim is to equip students with basic English language skills to communicate effectively according to their level of development.
The document is the Standard Performance Document for English Language in Year 2 of the Malaysian primary school curriculum. It provides guidelines for teachers to improve school assessments in line with Standardized Benchmark Assessments. The document aims to give teachers complete and accurate information about the National Education Philosophy's goal of developing students' intellectual, spiritual, emotional and physical abilities. It includes frameworks for standard bands and descriptors to assess students' English language skills in listening, speaking, reading and writing.
This document outlines the English language curriculum for Malaysian primary schools. It discusses the curriculum's aims, objectives, content, and pedagogical principles. The curriculum is organized into modules focusing on listening and speaking, reading, writing, language arts, and grammar. It provides content and learning standards for each year level. It also discusses educational emphases that will be incorporated into lessons, such as higher-order thinking skills, citizenship education, and 21st century skills. The overall goal is to help pupils develop proficiency in English and acquire language skills to use in their daily lives, further studies, and careers.
The document outlines the curriculum development cycle and curriculum organization for English language teaching in Malaysia. It discusses the progression of English language curricula from 1983 to the present Kurikulum Standard Sekolah Rendah in 2011. The curriculum aims to equip students with basic language skills and is organized into modules focusing on listening, speaking, reading, writing, and language arts. Sample content and learning standards are provided for Year 2 covering these areas.
This document outlines the English language curriculum for primary schools in Malaysia. It introduces the aims, objectives, and underlying pedagogical principles of the curriculum. The curriculum is organized into modules that focus on key language skills like listening, speaking, reading, writing, and language arts. It emphasizes building a strong foundation in basic English skills in the early years before introducing more advanced concepts like grammar. The principles of the curriculum focus on making learning fun, learner-centered, and integrated with technology. It also emphasizes continuous assessment of students' language abilities.
The document outlines the English language curriculum for primary schools in Malaysia, which aims to equip pupils with basic language skills to communicate effectively. It is divided into two stages, with Level 1 covering Years 1-3 and focusing on listening, speaking, reading, and writing. Level 2 covers Years 4-6 and adds modules on language arts and grammar. The curriculum is underpinned by principles such as making learning fun and meaningful, adopting a learner-centered approach, and integrating technologies and character building into the lessons.
The document provides an overview of the English Language Curriculum for Year 4 in Malaysian primary schools. It outlines the content standards and learning standards that pupils should achieve by the end of Year 4 across five modules: Listening and Speaking, Reading, Writing, Language Arts, and Grammar. The modules focus on developing pupils' pronunciation, comprehension, composition, appreciation of literary texts, and mastery of word classes and tenses. Sample learning standards include being able to participate in conversations, read phrases and sentences, write in print and cursive, respond to poems and stories, and use nouns, verbs and other parts of speech correctly.
This document provides an overview of the English language curriculum for primary schools in Malaysia. It outlines the curriculum's aims of equipping students with basic English skills to communicate orally and in writing. The objectives are for students to develop listening, speaking, reading and writing abilities in English. The curriculum is organized around these four language skills and also incorporates grammar, pronunciation, vocabulary, and other educational priorities like thinking skills, ICT skills, and citizenship values. It provides details on how the different language skills and content are taught to help students use English in their daily lives.
This document outlines the English language curriculum for primary schools in Malaysia. It is divided into two stages, with Stage One covering Years 1-3 and Stage Two covering Years 4-6. The curriculum consists of five interrelated modules: Listening and Speaking, Reading, Writing, Language Arts, and Grammar. The modules contain learning standards describing the knowledge and skills pupils need to demonstrate as they progress through each stage. The curriculum aims to equip pupils with basic language skills to communicate effectively and is underpinned by principles like emphasizing fun and meaningful learning, learner-centered teaching, and character building. Grammar learning is deferred to Year 3 to reduce stress in early years.
This document outlines the English language curriculum for Years 1, 2 and 3 of primary school in Malaysia. It covers 5 modules: Listening and Speaking, Reading, Writing, Language Arts, and Grammar (added in Years 3-6). The goals are to equip students with basic English communication skills and develop literacy. Some key points include:
- Developing listening comprehension, oral expression, phonics, reading fluency, writing mechanics, and appreciation of stories/songs.
- Subject content is organized into themes and follows a progression from sounds/words to phrases to sentences.
- Pedagogical approaches emphasize making learning fun, student-centered, integrated with technology, and include formative assessment.
- The
This document outlines the Bahasa Inggeris (English language) curriculum standards for primary schools in Malaysia called KSSR. It discusses important concepts like content standards, learning standards, and modular configuration. The curriculum is organized into three broad themes and focuses on language skills like listening, speaking, reading, writing, and grammar. It emphasizes a learner-centered approach and character building. Sample daily lesson plans provide examples of how the content and learning standards can be applied in the classroom with a focus on a particular language skill or theme.
The document provides curriculum specifications for teaching English to Year 4 students in Malaysian primary schools. It outlines the learning outcomes, specifications, and examples/activities/notes for teachers to help students acquire the four language skills of listening, speaking, reading and writing as well as the language content areas of sound system and grammar. The specifications are categorized into three levels of difficulty and aim to equip students with basic English communication skills by the end of primary school.
The document is a weekly lesson plan for teaching English to Year 2 students. It outlines the learning objectives and activities for each week. In week 1, the lessons focus on pronunciation, listening skills, reading words, and understanding sentences. The activities include listening to rhymes, blending sounds, reading paragraphs, and conversations. In week 2, the lessons continue to cover similar skills and competencies with activities like blending phonemes, reading phrases, answering questions and singing songs.
Dokumen standard bahasa inggeris sk tahun 3Camp Lazlo
This document provides the curriculum standards for the English language curriculum used in Malaysian primary schools. It outlines five modules that make up the curriculum: Listening and Speaking, Reading, Writing, Language Arts, and Grammar.
The goals of the curriculum are to equip students with basic English language skills to communicate effectively and to prepare them for further education and work. The document describes the objectives and pedagogical principles of the curriculum, which focus on making learning fun, learner-centered, and integrated with technology.
The content standards and learning standards within each module specify the language knowledge and skills students should master by the end of each year from Year 1 to Year 3. The standards cover developing listening comprehension, speaking,
Dokumen standard bahasa inggeris sk tahun 3Man Tianxing
This document provides a summary of the English language curriculum for primary schools in Malaysia for Years 1-3. It outlines five modules that make up the curriculum: Listening and Speaking, Reading, Writing, Language Arts, and Grammar. The goals are to equip students with basic English language skills to communicate effectively and prepare them for further education. The curriculum emphasizes developing literacy skills through phonics and ensuring learning is fun, learner-centered and integrated with technology. Assessment is used to evaluate students' mastery of the objectives.
The document outlines Malaysia's English language curriculum for primary schools, which aims to equip students with basic language skills to communicate effectively. It is organized into modules that focus on specific skills like listening, speaking, reading, writing, and grammar. The curriculum emphasizes learning English in a fun, meaningful way and ensuring students master essential concepts before progressing to more advanced ones. It also integrates technology and character building into the language lessons.
The document is the Teacher's Guidebook for Year 2 English in the Malaysian primary school curriculum. It provides an overview of the English language curriculum and the Year 2 syllabus. It covers the four language skills - listening and speaking, reading, writing, and language arts. It also includes sample lessons to help teachers implement the new curriculum.
- The document is a lesson plan for an English class for Year 1 students covering several weeks of instruction.
- It outlines the learning objectives, content, and activities for each week, with a focus on listening, speaking, reading, and writing skills.
- The weekly themes include sounds around us, self and family, and friendship.
This document provides the curriculum specifications for teaching English to Year 2 students in Malaysian primary schools. It outlines the aims of developing students' English language skills including listening, speaking, reading, writing, as well as the language content of sounds, grammar and vocabulary. The specifications detail the learning outcomes and provide examples of activities and assessments to measure students' progress in acquiring the various skills at three different levels of proficiency. The overall goal is to equip students with basic English communication abilities appropriate for their daily lives and further education.
This document provides an overview of the English Language Curriculum for Primary Schools in Malaysia. It outlines the aims, objectives, focus, content organization and modules of the curriculum. The curriculum aims to equip pupils with basic English language skills to communicate effectively. It is divided into two stages - Stage One for Years 1-3 focuses on developing foundational literacy skills, while Stage Two for Years 4-6 further improves language skills and introduces a Grammar module. The content is organized into modules - Listening & Speaking, Reading, Writing, Language Arts and Grammar (for Stage Two). The overview provides guidance for teachers on the structure and implementation of the new English curriculum.
This document provides a summary of the Malaysian Ministry of Education's Standard Curriculum and Assessment Document for English in primary schools. It outlines the curriculum content, educational emphases, and modules for years 1-6. The curriculum aims to equip students with strong English language skills and is organized into modules focusing on listening and speaking, reading, writing, language arts, and grammar. It emphasizes developing literacy, mastery learning, integration of technology, and character building. Assessment is used to evaluate student progress and inform teaching practices.
The daily lesson plan is for Year 4D and focuses on grammar and the theme of loving others. The topic is possessive pronouns. Students will learn to use possessive pronouns like "his", "hers", and "theirs" correctly. The plan includes introduction and explanation of possessive pronouns, practice questions replacing nouns with pronouns, filling in blanks with correct pronouns, and assessment of understanding through similar exercises. The goal is for students to accurately use possessive pronouns in at least 8 out of 10 questions by the end of the lesson.
The lesson plan provides details for a 30 minute English language class for Year 5 students focusing on the life cycle of frogs. Students will learn vocabulary related to frogs and their development, practice pronunciation of multi-syllable words, read about the frog life cycle, and participate in a quiz to assess their comprehension. The lesson emphasizes speaking, reading, and listening skills as well as the moral value of caring for animals.
This English lesson was for a Year 5 class about lost and found items. The objectives were for students to write a paragraph about losing an item and list things that could be used in a detective kit to find lost items. During the lesson, students watched a video about Little Bo Peep, discussed vocabulary words like laptop and camera, and proposed items for a detective kit. They then wrote paragraphs answering questions about a personal experience losing an item, including what happened, how they felt, and what they learned. The teacher emphasized taking care of one's belongings.
This daily lesson plan is for an English language class on January 10th. It includes the class details, subject, focus, theme and title. The objectives and activities are not filled in, but it lists assessment, teaching aids and reflection. This is a template for a teacher to plan their daily lesson to teach English, but it requires approval from the school and needs to have the objectives, activities and other details completed.
The document outlines a yearly scheme of work for English lessons in Year 5 of the Malaysian primary school curriculum. It is divided into 26 weeks covering 10 units of work. Each unit covers objectives and skills in listening and speaking, reading, writing, language arts and grammar. The units include topics such as self-esteem, manners, gratitude, peer pressure, folk tales, money, study skills, international folk tales and safety. The document provides a structured plan to guide English teaching and help students develop various language skills over the academic year.
This document outlines the English language curriculum for primary schools in Malaysia. It introduces the aims, objectives, and underlying pedagogical principles of the curriculum. The curriculum is organized into modules that focus on key language skills like listening, speaking, reading, writing, and language arts. It emphasizes building a strong foundation in basic English skills in the early years before introducing more advanced concepts like grammar. The principles of the curriculum focus on making learning fun, learner-centered, and integrated with technology. It also emphasizes continuous assessment of students' language abilities.
The document outlines the English language curriculum for primary schools in Malaysia, which aims to equip pupils with basic language skills to communicate effectively. It is divided into two stages, with Level 1 covering Years 1-3 and focusing on listening, speaking, reading, and writing. Level 2 covers Years 4-6 and adds modules on language arts and grammar. The curriculum is underpinned by principles such as making learning fun and meaningful, adopting a learner-centered approach, and integrating technologies and character building into the lessons.
The document provides an overview of the English Language Curriculum for Year 4 in Malaysian primary schools. It outlines the content standards and learning standards that pupils should achieve by the end of Year 4 across five modules: Listening and Speaking, Reading, Writing, Language Arts, and Grammar. The modules focus on developing pupils' pronunciation, comprehension, composition, appreciation of literary texts, and mastery of word classes and tenses. Sample learning standards include being able to participate in conversations, read phrases and sentences, write in print and cursive, respond to poems and stories, and use nouns, verbs and other parts of speech correctly.
This document provides an overview of the English language curriculum for primary schools in Malaysia. It outlines the curriculum's aims of equipping students with basic English skills to communicate orally and in writing. The objectives are for students to develop listening, speaking, reading and writing abilities in English. The curriculum is organized around these four language skills and also incorporates grammar, pronunciation, vocabulary, and other educational priorities like thinking skills, ICT skills, and citizenship values. It provides details on how the different language skills and content are taught to help students use English in their daily lives.
This document outlines the English language curriculum for primary schools in Malaysia. It is divided into two stages, with Stage One covering Years 1-3 and Stage Two covering Years 4-6. The curriculum consists of five interrelated modules: Listening and Speaking, Reading, Writing, Language Arts, and Grammar. The modules contain learning standards describing the knowledge and skills pupils need to demonstrate as they progress through each stage. The curriculum aims to equip pupils with basic language skills to communicate effectively and is underpinned by principles like emphasizing fun and meaningful learning, learner-centered teaching, and character building. Grammar learning is deferred to Year 3 to reduce stress in early years.
This document outlines the English language curriculum for Years 1, 2 and 3 of primary school in Malaysia. It covers 5 modules: Listening and Speaking, Reading, Writing, Language Arts, and Grammar (added in Years 3-6). The goals are to equip students with basic English communication skills and develop literacy. Some key points include:
- Developing listening comprehension, oral expression, phonics, reading fluency, writing mechanics, and appreciation of stories/songs.
- Subject content is organized into themes and follows a progression from sounds/words to phrases to sentences.
- Pedagogical approaches emphasize making learning fun, student-centered, integrated with technology, and include formative assessment.
- The
This document outlines the Bahasa Inggeris (English language) curriculum standards for primary schools in Malaysia called KSSR. It discusses important concepts like content standards, learning standards, and modular configuration. The curriculum is organized into three broad themes and focuses on language skills like listening, speaking, reading, writing, and grammar. It emphasizes a learner-centered approach and character building. Sample daily lesson plans provide examples of how the content and learning standards can be applied in the classroom with a focus on a particular language skill or theme.
The document provides curriculum specifications for teaching English to Year 4 students in Malaysian primary schools. It outlines the learning outcomes, specifications, and examples/activities/notes for teachers to help students acquire the four language skills of listening, speaking, reading and writing as well as the language content areas of sound system and grammar. The specifications are categorized into three levels of difficulty and aim to equip students with basic English communication skills by the end of primary school.
The document is a weekly lesson plan for teaching English to Year 2 students. It outlines the learning objectives and activities for each week. In week 1, the lessons focus on pronunciation, listening skills, reading words, and understanding sentences. The activities include listening to rhymes, blending sounds, reading paragraphs, and conversations. In week 2, the lessons continue to cover similar skills and competencies with activities like blending phonemes, reading phrases, answering questions and singing songs.
Dokumen standard bahasa inggeris sk tahun 3Camp Lazlo
This document provides the curriculum standards for the English language curriculum used in Malaysian primary schools. It outlines five modules that make up the curriculum: Listening and Speaking, Reading, Writing, Language Arts, and Grammar.
The goals of the curriculum are to equip students with basic English language skills to communicate effectively and to prepare them for further education and work. The document describes the objectives and pedagogical principles of the curriculum, which focus on making learning fun, learner-centered, and integrated with technology.
The content standards and learning standards within each module specify the language knowledge and skills students should master by the end of each year from Year 1 to Year 3. The standards cover developing listening comprehension, speaking,
Dokumen standard bahasa inggeris sk tahun 3Man Tianxing
This document provides a summary of the English language curriculum for primary schools in Malaysia for Years 1-3. It outlines five modules that make up the curriculum: Listening and Speaking, Reading, Writing, Language Arts, and Grammar. The goals are to equip students with basic English language skills to communicate effectively and prepare them for further education. The curriculum emphasizes developing literacy skills through phonics and ensuring learning is fun, learner-centered and integrated with technology. Assessment is used to evaluate students' mastery of the objectives.
The document outlines Malaysia's English language curriculum for primary schools, which aims to equip students with basic language skills to communicate effectively. It is organized into modules that focus on specific skills like listening, speaking, reading, writing, and grammar. The curriculum emphasizes learning English in a fun, meaningful way and ensuring students master essential concepts before progressing to more advanced ones. It also integrates technology and character building into the language lessons.
The document is the Teacher's Guidebook for Year 2 English in the Malaysian primary school curriculum. It provides an overview of the English language curriculum and the Year 2 syllabus. It covers the four language skills - listening and speaking, reading, writing, and language arts. It also includes sample lessons to help teachers implement the new curriculum.
- The document is a lesson plan for an English class for Year 1 students covering several weeks of instruction.
- It outlines the learning objectives, content, and activities for each week, with a focus on listening, speaking, reading, and writing skills.
- The weekly themes include sounds around us, self and family, and friendship.
This document provides the curriculum specifications for teaching English to Year 2 students in Malaysian primary schools. It outlines the aims of developing students' English language skills including listening, speaking, reading, writing, as well as the language content of sounds, grammar and vocabulary. The specifications detail the learning outcomes and provide examples of activities and assessments to measure students' progress in acquiring the various skills at three different levels of proficiency. The overall goal is to equip students with basic English communication abilities appropriate for their daily lives and further education.
This document provides an overview of the English Language Curriculum for Primary Schools in Malaysia. It outlines the aims, objectives, focus, content organization and modules of the curriculum. The curriculum aims to equip pupils with basic English language skills to communicate effectively. It is divided into two stages - Stage One for Years 1-3 focuses on developing foundational literacy skills, while Stage Two for Years 4-6 further improves language skills and introduces a Grammar module. The content is organized into modules - Listening & Speaking, Reading, Writing, Language Arts and Grammar (for Stage Two). The overview provides guidance for teachers on the structure and implementation of the new English curriculum.
This document provides a summary of the Malaysian Ministry of Education's Standard Curriculum and Assessment Document for English in primary schools. It outlines the curriculum content, educational emphases, and modules for years 1-6. The curriculum aims to equip students with strong English language skills and is organized into modules focusing on listening and speaking, reading, writing, language arts, and grammar. It emphasizes developing literacy, mastery learning, integration of technology, and character building. Assessment is used to evaluate student progress and inform teaching practices.
The daily lesson plan is for Year 4D and focuses on grammar and the theme of loving others. The topic is possessive pronouns. Students will learn to use possessive pronouns like "his", "hers", and "theirs" correctly. The plan includes introduction and explanation of possessive pronouns, practice questions replacing nouns with pronouns, filling in blanks with correct pronouns, and assessment of understanding through similar exercises. The goal is for students to accurately use possessive pronouns in at least 8 out of 10 questions by the end of the lesson.
The lesson plan provides details for a 30 minute English language class for Year 5 students focusing on the life cycle of frogs. Students will learn vocabulary related to frogs and their development, practice pronunciation of multi-syllable words, read about the frog life cycle, and participate in a quiz to assess their comprehension. The lesson emphasizes speaking, reading, and listening skills as well as the moral value of caring for animals.
This English lesson was for a Year 5 class about lost and found items. The objectives were for students to write a paragraph about losing an item and list things that could be used in a detective kit to find lost items. During the lesson, students watched a video about Little Bo Peep, discussed vocabulary words like laptop and camera, and proposed items for a detective kit. They then wrote paragraphs answering questions about a personal experience losing an item, including what happened, how they felt, and what they learned. The teacher emphasized taking care of one's belongings.
This daily lesson plan is for an English language class on January 10th. It includes the class details, subject, focus, theme and title. The objectives and activities are not filled in, but it lists assessment, teaching aids and reflection. This is a template for a teacher to plan their daily lesson to teach English, but it requires approval from the school and needs to have the objectives, activities and other details completed.
The document outlines a yearly scheme of work for English lessons in Year 5 of the Malaysian primary school curriculum. It is divided into 26 weeks covering 10 units of work. Each unit covers objectives and skills in listening and speaking, reading, writing, language arts and grammar. The units include topics such as self-esteem, manners, gratitude, peer pressure, folk tales, money, study skills, international folk tales and safety. The document provides a structured plan to guide English teaching and help students develop various language skills over the academic year.
This document provides an overview of the structure and rationale for teaching listening, speaking, reading, and writing lessons according to three stages - presentation, practice, and production. It explains that the presentation stage introduces new concepts, the practice stage provides opportunities for students to develop their skills with guidance, and the production stage allows students to demonstrate their understanding. Sample learning standards and activities are also included for each subject to exemplify how this three-stage approach can be implemented in Year 5 classrooms. The document aims to help teachers plan and execute lessons in an organized, progressive, and developmentally appropriate manner.
Mahsuri was a beautiful woman from Langkawi island who was wrongly accused of infidelity. While her husband was away, the village chief's jealous sister spread rumors that Mahsuri had been unfaithful. Mahsuri was unable to prove her innocence and was stabbed to death with a dagger. White blood flowed from her body, revealing her innocence, but it was too late to lift the curse she placed on the island for causing her unjust death.
The document outlines the yearly scheme of work for an English class at Sekolah Kebangsaan Sungai Tukang Sidin in 2015. It includes 11 units to be covered from weeks 1 to 28, with topics ranging from family, saving money, and natural disasters. Each unit lists the learning objectives and outcomes for listening & speaking, reading, writing, grammar, and language arts (e.g. poems, stories). The objectives cover skills like using nouns, verbs and other parts of speech correctly, reading comprehension, writing paragraphs, and engaging in conversations. Formal exams are scheduled for weeks 10 and 20 to evaluate students' progress.
Lesson plan Year 5SK (Topic: The King's Decision)Ruba Rani
The document summarizes an English lesson plan for 5th grade students on the topic of idioms. The 60-minute lesson has 4 stages:
1) Introduction where students decode clues to identify the topic of idioms
2) Presentation where the teacher explains 5 idioms using word cards and examples
3) Practice where students read a story and match idioms to their meanings
4) Production where students work in groups with puzzles and mini-books to construct sentences using the idioms. The goal is for students to understand and apply different idioms.
CONTEMPORARY CHILDREN’S LITERATURE GRAPHIC NOVELizzall
Here are some possible tasks and assessments for pupils after reading the graphic novel:
Tasks:
- Write a diary entry from the perspective of Gulliver during his adventures
- Draw a comic strip retelling an important event from the story
- Create wanted posters for characters like the Emperor of Lilliput
- Write a letter to a friend describing the Land of the Giants
- Design a map showing places Gulliver visited
Assessments:
- Check diary entries/letters for accurate retelling of events and use of descriptive language
- Evaluate comic strips/maps for visual storytelling and key details included
- Have pupils do a character analysis presenting traits of Gulliver or others
- Conduct
Lesson plan Year 5SK (Topic: Self- Protection)Ruba Rani
This document outlines an English lesson plan for a 5th grade class. The 60 minute lesson focuses on teaching future continuous tense. It includes activities like unjumbling phrases to introduce the topic, a presentation using slides to define and explain future continuous tense, a practice activity where students complete dialogues using the tense, and a board game production activity where students form sentences based on pictures. The goal is for students to be able to use future continuous tense correctly by the end of the lesson.
This document outlines the English scheme of work for Year 5 students over 7 weeks. It includes the weekly themes, topics, learning outcomes, grammar and vocabulary specifications. The focus is on developing students' listening, speaking, reading and writing skills around topics like family relationships and travel/adventures. Key goals are talking about families, reading different texts, using pronouns/compound words, understanding ordinal numbers and dates, writing paragraphs and brochures. Grammar covers pronouns, possessives, modals and past tense verbs. Vocabulary relates to family members, celebrations, travel destinations and activities.
This document outlines the yearly scheme of work for English for Year 5 students at Sekolah Kebangsaan Pengkalan Raja. It includes 7 units to be covered over 18 weeks, with each unit focusing on a theme and topic. Each week covers the learning objectives and activities for listening and speaking, reading, writing, language arts, and grammar. The document provides a comprehensive plan to guide English instruction over the academic year based on the Malaysian curriculum.
Kamini and Idith are discussing how to choose interesting books to read, with Kamini explaining that one should first pick their favorite genre and then read the back cover synopsis to see if the story sounds interesting before deciding to buy the book. They talk about genres like science fiction, adventure, poetry, autobiography and folklore. Kamini recommends choosing books this way when Idith's father takes her to the upcoming Big Book Fair.
Malaysia KSSR Year 5 Novel - Gulliver's Travel PDFH H
The document provides a summary of each chapter in a graphic novel about Lemuel Gulliver's adventures. It describes Gulliver washing ashore in Lilliput and being cared for by the tiny people there, helping them fight their enemies and gaining their trust. It then summarizes his journey to a land of giants, where he is cared for by a young girl but also faces dangers, before making his escape back to England. The summary outlines the plot, characters, settings and events across five chapters of the graphic novel adaptation of Gulliver's Travels.
The passage discusses a Family Day event being organized by Jasleen, Irfan, May Lee, Sigat, and Vijay's school. They are excited about the various activities planned, including games, a coloring contest for younger children, and their parents being able to visit the classrooms. Irfan mentions that it will be a great opportunity for parents to meet the teachers as well.
This document provides information and activities for teaching 8 poems in Malaysian schools. It includes an introduction describing the educational benefits of poetry and suggested teaching strategies. The document then provides detailed lessons for each poem, including educational objectives, descriptions of the poems, and multiple suggested hands-on activities. These activities aim to develop students' language skills, creativity, and higher-order thinking through experiences like reciting, enacting, discussing, and writing poems.
The document provides guidance for teachers on working with short stories. It includes definitions and elements of short stories like theme, setting, plot, point of view and characters. It also outlines stages for working with texts, including before, during and after reading. Finally, it suggests various activities revolving around different elements of stories like synopsis, characters, setting, events and messages.
This document appears to be a survey asking students in a class their name, class, and what occupation they want to have when they grow up. The survey includes spaces for 10 students to provide their name, ambition, and have their response numbered. The purpose is to collect data from students on what careers they may be interested in or want to pursue in the future.
Si Tanggang the Ungrateful Son...A Moral StoryOH TEIK BIN
This short story is about a son named Si Tanggang who was ungrateful to his parents despite them taking good care of him. His parents worked hard to provide for him but he mistreated them. The story aims to teach children the importance of being grateful to parents and others who have shown kindness.
This document provides a summary of the realigned curriculum content for Year 6 English based on the Malaysian Primary School Standard Curriculum (KSSR). It outlines the key learning standards and content for listening, speaking, reading, writing, language arts and grammar. The content is organized into core, additional and complementary categories. The core content covers essential skills and knowledge that students must master. Additional and complementary content supports overall subject learning and can be taught through various methods. The realigned curriculum aims to help teachers ensure continuity of student learning during the COVID-19 pandemic while following the existing KSSR framework. It is not a new curriculum but rather a reorganization of prior content.
RPT ENGLISH YEAR 1 (SK) 2024-2025 by RozayusAcademy.docxellyheait81
This document outlines the scheme of work for English lessons in Year 1 of primary school (SK) for the 2024/2025 school year at an unnamed school. It includes the topics, themes, language skills, and learning outcomes that will be covered each week across four terms. The major themes are the world of self, family and friends, stories, and knowledge. Core language skills like listening, speaking, reading, writing, and language arts are addressed weekly. The document provides a comprehensive yet concise overview of what students will learn in their English lessons throughout the academic year.
The document provides information about the English language curriculum for primary schools in Malaysia. It outlines the aims of the curriculum to equip pupils with basic language skills to communicate effectively. By the end of Year 6, pupils are expected to communicate confidently in formal and informal situations, read and comprehend English texts, write a variety of texts, appreciate English literary works, and use correct grammar. The curriculum is organized into modules focusing on listening, speaking, reading, writing, and language arts. It emphasizes a learner-centered approach and integration of technologies. Assessment is formative and ongoing to improve teaching methods.
The document outlines the standard curriculum and assessment for Year 4 of the Standard-Based Primary School Curriculum (KSSR) in Malaysia. It discusses the curriculum's aims of developing pupils' English language communication skills. The curriculum is organized into modules that progressively develop listening, speaking, reading, writing, language arts and grammar skills from Years 1 to 6. It is based on principles such as making learning fun and meaningful, using learner-centered teaching approaches, and integrating technology and character building into the curriculum.
This document outlines a 6th form long-term plan for an English language course, including:
- 70 hours of instruction per week over the course of a year, divided into 6 units.
- Units cover topics like the classroom, classmates, and after-school activities.
- Each unit includes 1-2 hours of instruction and focuses on developing linguistic, sociolinguistic, pragmatic, and pluricultural competencies.
- Lessons incorporate activities like conversations, descriptions, interviews, questionnaires, and role-plays to practice grammar, vocabulary, listening, speaking, reading and writing skills.
- The plan aims to enable students to communicate simply about familiar topics using correct structures and understanding of English language and culture
Rpt (bi) thn 5 2015 shared by cikgu chengbei lee edited version according to ...Asfaryna Ash
This document outlines an English language scheme of work for Year 5 students in 2015. It includes the following:
1. Over 12 weeks, it covers 4 units - Family Day, Saving Spending and Sharing, Superheroes, and Malaysian Legend.
2. Each unit lists the relevant learning standards and outcomes related to listening, speaking, reading, writing, language arts and grammar.
3. It provides details of the content and assessment for each week, including topics, texts and activities aligned to the learning standards.
This document provides a summary of the English language curriculum for primary schools in Malaysia for Years 1-3. It outlines 5 modules that make up the curriculum: Listening and Speaking, Reading, Writing, Language Arts, and Grammar. The goals are to equip students with basic English skills to communicate effectively and to develop a strong foundation in literacy. Some key points covered include introducing phonics to help with reading, a focus on developing writing skills and penmanship, and using stories, songs and rhymes to make language learning fun and promote comprehension.
The document outlines Malaysia's English language curriculum for primary schools, which aims to equip students with basic language skills to communicate effectively. It is organized into modules that focus on specific skills like listening, speaking, reading, writing, and grammar. The curriculum emphasizes learning English in a fun, meaningful way and ensuring students master essential concepts before progressing to more advanced ones. It also integrates technology and character building into the language lessons.
This document provides a summary of the English language curriculum for primary schools in Malaysia for Years 1-3. It outlines 5 modules that make up the curriculum: Listening and Speaking, Reading, Writing, Language Arts, and Grammar. The goals are to equip students with basic English skills to communicate effectively and to develop a strong foundation in literacy. Some key points covered include introducing phonics to help with reading, a focus on developing writing skills and penmanship, and using stories, songs and rhymes to make language learning fun and promote comprehension.
This document provides a summary of the English language curriculum for primary schools in Malaysia for Years 1-3. It outlines five modules that make up the curriculum: Listening and Speaking, Reading, Writing, Language Arts, and Grammar. The goals are to equip students with basic English language skills to communicate effectively and prepare them for further education. The curriculum emphasizes developing literacy through phonics, building vocabulary, and learning writing mechanics. It also aims to make learning fun through songs, stories, and integrating technology. Assessment will be both formative and summative to evaluate students' mastery of the objectives.
This document provides curriculum specifications for teaching English to year 3 primary students in Malaysia. It outlines the learning outcomes and specifications for the skills of listening, speaking, reading, and writing that students should master by the end of the year. It also includes specifications for grammar, sentence patterns, sounds, and vocabulary. The specifications are broken down into three levels of difficulty. The document is intended to guide teachers in planning effective English lessons that help students achieve the outlined skills and meet the goals of the national education philosophy.
This document outlines the modular structure and organization of the Malaysian primary school English language curriculum. It is divided into two stages, with four modules in Stage One (Years 1-3) and five modules in Stage Two (Years 4-6). The modules focus on developing language skills like listening, speaking, reading, writing, and grammar. Lessons are organized under themes like self, family, stories, and knowledge to make learning meaningful. The curriculum aims to equip students with basic English communication skills through a learner-centered approach emphasizing mastery of standards.
Dokumen standard-kurikulum-dan-pentaksiran-bahasa-inggeris-sk-tahun-5Mohd Yunan
The document outlines the English language curriculum for Year 5 in Malaysian primary schools. It covers 5 modules: Listening and Speaking, Reading, Writing, Language Arts, and Grammar. It provides content standards that specify the essential knowledge and skills students need to acquire. Learning standards then describe the degree of proficiency needed for each content standard. It recommends allocating 300 minutes per week to English lessons, dividing time between the 5 modules. It emphasizes developing students' ability to communicate effectively in both spoken and written English, while building their reading comprehension and appreciation of literature. Educational emphases like moral education and technology skills are also to be integrated into the classroom lessons.
The document provides annual learning plans for teaching English as a foreign language in middle school in Algeria. It outlines four learning sequences over 9 weeks to help students develop skills in describing themselves, their families, daily routines and interests. The sequences start with an initial situation and integrate grammar, vocabulary and pronunciation lessons. Students will apply their learning by creating a personal profile to enter into a national competition with the top three winning an English course in London. The plans aim to improve the quality of teaching through clearer guidance on structuring lesson content and competency development.
The document provides an annual learning plan for teaching English as a foreign language to second year middle school students in Algeria. It includes 4 sequences covering topics like family, shopping, health, and travel. Each sequence begins with an initial situation and includes the installation of resources, integration of learning, and assessment. The goal is for students to develop competencies in interacting, interpreting, and producing short oral and written texts in English on familiar topics.
This document contains a scheme of work for English language lessons for Year 2 primary students. It outlines 15 lessons over 3 months, with topics including writing, listening, speaking, reading, and language arts. Each lesson focuses on a main skill and includes standards, objectives, lesson plans, materials, and differentiation strategies. The lessons follow a progression on the theme of self, family, friends, and free time, building language around topics like introductions, days of the week, and activities.
Dokumen standard bahasa inggeris tahun 1 kssrIJA YAHAYA
This document outlines the Malaysian Ministry of Education's Standard Curriculum for primary school English language in Years 1 and 2. It introduces the curriculum's aims of equipping students with basic English skills for communication. The curriculum is organized into modules focusing on listening/speaking, reading, writing, and language arts. It emphasizes developing a strong foundation in English through fun and meaningful activities that are learner-centered and integrate technology. Assessment is used to evaluate students' mastery of the learning standards in each module.
This document outlines the English language curriculum standards for primary school Years 1-3 in Malaysia. It aims to equip students with basic English language skills to communicate effectively. The curriculum is organized into modules that focus on specific skills - Listening and Speaking, Reading, Writing, Language Arts, and Grammar (added in Years 3-6). It emphasizes developing a strong foundation in literacy through a fun and interactive approach using songs, rhymes, stories and pictures. By the end of Year 3, students should be able to communicate confidently, read with understanding, write legible texts, and demonstrate appreciation of English literary works.
Dokumen standard bahasa inggeris tahun 1 kssrvleadminaba2059
This document outlines the English language curriculum standards for primary school Years 1-3 in Malaysia. It aims to equip students with basic English language skills to communicate effectively. The curriculum is organized into modules that focus on specific skills - Listening and Speaking, Reading, Writing, Language Arts, and Grammar (added in Years 3-6). It emphasizes developing a strong foundation in literacy through a fun and learner-centered approach integrated with technology and character building. Assessment is used to evaluate students' mastery of the standards and inform teaching.
This document outlines the English language curriculum standards for primary school Years 1-3 in Malaysia. It aims to equip students with basic English language skills to communicate effectively. The curriculum is organized into modules that focus on specific skills - Listening and Speaking, Reading, Writing, Language Arts, and Grammar (added in Years 3-6). It emphasizes developing a strong foundation in literacy through a fun and interactive approach using songs, rhymes, stories and pictures. By the end of Year 3, students should be able to communicate confidently, read with understanding, write legible texts, and demonstrate appreciation of English literary works.
Dokumen tersebut berisi soal-soal latihan bahasa Melayu untuk tingkat sekolah dasar yang mencakup pilihan suku kata, mengisi kata kosong, menyusun ayat, melengkapi pantun, dan melengkapi ayat dengan frasa sesuai gambar.
Dokumen ini berisi rancangan tahunan pelajaran mata pelajaran Dunia Muzik Tahun 1 yang mencakupi 12 unit pembelajaran. Unit-unit tersebut membahas tentang konsep-konsep dasar musik seperti tempo, dinamika, warna nada, dan irama serta kemahiran menyanyi, bergerak, dan memainkan alat musik sederhana.
Sejarah Penubuhan Yayasan Salam MalaysiaKim Min Nha
Yayasan SALAM didirikan pada tahun 1997 untuk memberikan bantuan kemanusiaan dan membangun semangat sukarelawan. Yayasan ini telah memberikan bantuan kepada korban bencana alam dan konflik di dalam dan luar negeri, serta mengoperasikan rumah perlindungan dan melakukan outreach kepada mereka yang membutuhkan.
Dokumen standard bahasa inggeris sk tahun 3Kim Min Nha
This document outlines the English language curriculum for Years 1-3 in Malaysian national primary schools. It aims to equip pupils with basic English skills to communicate effectively. The curriculum is organized into five modules: Listening and Speaking, Reading, Writing, Language Arts, and Grammar. It emphasizes developing a strong foundation in literacy and communication through activities that make learning fun. By the end of Year 3, pupils should be able to communicate confidently, read with understanding, write legibly, and appreciate English texts. The document provides content and learning standards to guide teaching and assessment of pupils' language development.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
1. 2/4/2015 Sistem Rancangan Pengajaran Harian (RPH) Online
http://rphonline.teknologihijau.net/rancangan_tahunan.php?export=print 1/6
Paparan Rancangan Pelajaran Tahunan (Untuk susun ikut minggu, sila klik Header Minggu)
Mata
Pelajaran
Minggu Tema/Tajuk Kandungan St Kandungan St Pembelajaran
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
1
5) WORLD
OF
SELF,FAMILY
AND
FRIENDS
1 FAMILY DAY
2.2 By the end of the 6year primary
schooling, pupils will be able to demonstrate
understanding of a variety of linear and non
linear texts in the form of print and non
prints materials using a range of strategies
to construct meaning.
2.2.2 Able to read and understand
phrases and sentences from: (b)
nonlinear texts
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
1
5) WORLD
OF
SELF,FAMILY
AND
FRIENDS
1 FAMILY DAY
1.2 By the end of the 6year primary
schooling, pupils will be able to listen and
respond appropriately in formal and informal
situations for a variety of purposes
1.2.4 Able to participate in
conversations with peers.
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
1
5) WORLD
OF
SELF,FAMILY
AND
FRIENDS
1 FAMILY DAY
2.2 By the end of the 6year primary
schooling, pupils will be able to demonstrate
understanding of a variety of linear and non
linear texts in the form of print and non
prints materials using a range of strategies
to construct meaning.
2.2.3 Able to read and demonstrate
understanding of texts by: (b)
sequencing
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
1
5) WORLD
OF
SELF,FAMILY
AND
FRIENDS
1 FAMILY DAY
2.3 By the end of the 6year primary
schooling, pupils will be able to read
independently for information and enjoyment
3.1.1 Able to write in neat legible
print with correct spelling; (a)
sentences (b) paragraphs
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
1
5) WORLD
OF
SELF,FAMILY
AND
FRIENDS
1 FAMILY DAY
2.3 By the end of the 6year primary
schooling, pupils will be able to read
independently for information and enjoyment
2.3.1 Able to read for information
and enjoyment with guidance: (b)
nonfiction
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
1
5) WORLD
OF
SELF,FAMILY
AND
FRIENDS
1 FAMILY DAY
2.3 By the end of the 6year primary
schooling, pupils will be able to read
independently for information and enjoyment
3.1.2 Able to write in neat cursive
writing with correct spelling: (b)
paragraphs
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
1
5) WORLD
OF
SELF,FAMILY
AND
FRIENDS
1 FAMILY DAY
3.2 By the end of the 6year primary
schooling, pupils will be able to write using
appriopriate language, form and style for a
range of purposes.
3.2.3 Able to use punctuation
correctly.
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
1
5) WORLD
OF
SELF,FAMILY
AND
FRIENDS
1 FAMILY DAY
3.3 By the end of the 6year primary
schooling, pupils will be able to write and
present ideas through a variety of media
using appropriate language,form and style.
3.3.1 Able to create texts using a
variety of media with guidance: (a)
nonlinear (b) linear
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
1
5) WORLD
OF
SELF,FAMILY
AND
FRIENDS
1 FAMILY DAY
4.3 By the end of the 6year primary
schooling, pupils will be able to plan,
organize and produce creative works for
enjoyment.
4.3.1 Able to plan, produce and
display creative works based on
literary texts using a variety of
media with guidance
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
1
5) WORLD
OF
SELF,FAMILY
AND
FRIENDS
1 FAMILY DAY
5.1 By the end of the 6year primary
schooling, pupils will be able to use different
word classes correctly and appropriately.
5.1.1 Able to use nouns correctly
and appropriately: (a) common
nouns
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
1
5) WORLD
OF
SELF,FAMILY
AND
FRIENDS
1 FAMILY DAY
1.1 By the end of the 6year primary
schooling, pupils will be able to pronounce
words and speak confidently with the correct
stress, rhythm and intonation.
1.1.4 Able to talk on related topics
with guidance.
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
1
5) WORLD
OF
SELF,FAMILY
AND
FRIENDS
1 FAMILY DAY
1.1 By the end of the 6year primary
schooling, pupils will be able to pronounce
words and speak confidently with the correct
stress, rhythm and intonation.
1.1.3 Able to speak on related
topics with guidance.
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
4
5) WORLD
OF
SELF,FAMILY
AND
FRIENDS
2 SAVING,
SPENDING
AND SHARING
2.2 By the end of the 6year primary
schooling, pupils will be able to demonstrate
understanding of a variety of linear and non
linear texts in the form of print and non
prints materials using a range of strategies
to construct meaning
2.2.2 Able to read and understand
phrases and sentences from: (a)
linear texts (b) nonlinear texts
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
4
5) WORLD
OF
SELF,FAMILY
AND
FRIENDS
2 SAVING,
SPENDING
AND SHARING
3.1 By the end of the 6year primary
schooling, pupils will be able to form letters
and words in neat legible print including
cursive writing.
3.1.1 Able to write in neat legible
print with correct spelling; (a)
sentences
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
4
5) WORLD
OF
SELF,FAMILY
AND
FRIENDS
2 SAVING,
SPENDING
AND SHARING
4.1 By the end of the 6year primary
schooling, pupils will be able to enjoy and
appreciate rhymes, poems and songs.
4.1.2 Able to listen to, sing songs,
recite jazz chants and poems with
correct stress, pronunciation,
rhythm and intonation.
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
4
5) WORLD
OF
SELF,FAMILY
AND
FRIENDS
2 SAVING,
SPENDING
AND SHARING
4.3 By the end of the 6year primary
schooling, pupils will be able to plan,
organize and produce creative works for
enjoyment.
4.3.2 Able to plan, prepare and
participate in a performance with
guidance based on literary works.n
linear texts
3. 2/4/2015 Sistem Rancangan Pengajaran Harian (RPH) Online
http://rphonline.teknologihijau.net/rancangan_tahunan.php?export=print 3/6
BAHASA
INGGERIS
TAHUN 5
KSSR
7 5) WORLD
OF STORIES
3
SUPERHEROES
schooling, pupils will be able to write using
appropriate language, form and style for a
range of purposes.
3.2.2 Able to write with guidance:
(a) stories
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
7
5) WORLD
OF STORIES
3
SUPERHEROES
3.3 By the end of the 6year primary
schooling, pupils will be able to write and
present ideas through a variety of media
using appropriate language,form and style.
3.3.1 Able to create texts using a
variety of media with guidance: (a)
nonlinear (b) linear
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
7
5) WORLD
OF STORIES
3
SUPERHEROES
4.1 By the end of the 6year primary
schooling, pupils will be able to enjoy and
appreciate rhymes, poems and songs.
4.1.1 Able to enjoy jazz chants,
poems and songs through non
verbal response.
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
13 5) THEME UNIT 5
2.3 Read independently for information and
enjoyment
2.3.1 Able to read for information
and enjoyment with guidance
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
13 5) THEME UNIT 5
3.2 Write using appropriate language, form
and style for a range of purposes
3.2.1 Able to transfer information
with guidance to complete: (a)
linear texts (b) non linear texts
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
13 5) THEME UNIT 5
3.2 Write using appropriate language, form
and style for a range of purposes
3.2.4 Able to spell words by
applying spelling rules
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
13 5) THEME UNIT 5
4.1 Enjoy and appreciate rhymes , poems
and songs
4.1.2 Able to listen to, sing songs,
recite jazz chants and poems with
correct stress, pronunciation,
rhythm and intonation.
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
13 5) THEME UNIT 5
5.1 Use different word classes correctly and
appropriately
5.1.4 Able to use conjunctions
correctly and appropriately: (a)
although (b) since
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
16 5) THEME UNIT 6
1.2 Listen and respond appropriately in
formal and informal situations for a variety
of purposes.
1.2.4 Able to participate in
conversations with peers.
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
16 5) THEME UNIT 6
1.2 Listen and respond appropriately in
formal and informal situations for a variety
of purposes.
1.2.5 Able to talk on topics of
interests in formal situations with
guidance.
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
16 5) THEME UNIT 6
2.2 Demonstrate understanding of a variety
of linear and non linear texts in the form of
print and non print materials using a range
of strategies to construct meaning
2.2.2 Able to read and understand
phrases and sentences from: (a)
linear texts (b) non linear texts
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
16 5) THEME UNIT 6
3.2 Write using appropriate language, form
and style for a range of purposes
3.2.2 Able to write with guidance:
(a) stories (b) poems (c) informal
letters
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
16 5) THEME UNIT 6
3.2 Write using appropriate language, form
and style for a range of purposes
3.2.3 Able to use punctuation
correctly
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
16 5) THEME UNIT 6
4.3 Plan, organize and produce creative
works for enjoyment
4.3.1 Able to plan, produce and
display creative works based on
literary texts using a variety of
media with guidance
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
16 5) THEME UNIT 6
5.1 Use different word classes correctly and
appropriately
5.1.5 Able to use prepositions
correctly and appropriately: (a)
over (b) among (c) through (d)
across (e) along (f) against
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
19 5) THEME UNIT 7
1.1 Pronounce words and speak confidently
with the correct stress, rhythm and
intonation.
1.1.1 Able to speak with correct
pronunciation, stress, rhythm and
intonation.
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
19 5) THEME UNIT 7
1.1 Pronounce words and speak confidently
with the correct stress, rhythm and
intonation.
1.1.3 Able to speak on related
topics with guidance
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
19 5) THEME UNIT 7
2.2 Demonstrate understanding of a variety
of linear and non linear texts in the form of
print and non print materials using a range
of strategies to construct meaning
2.2.4 Able to apply dictionary skills
(a) recognise abbreviations (b)
understand meaning of words in
context
4. 2/4/2015 Sistem Rancangan Pengajaran Harian (RPH) Online
http://rphonline.teknologihijau.net/rancangan_tahunan.php?export=print 4/6
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
19 5) THEME UNIT 7
3.3 Write and present ideas through a
variety of media using appropriate language,
form and style
3.3.1 Able to create texts using a
variety of media with guidance: (a)
non linear (b) linear
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
19 5) THEME UNIT 7
4.1 Enjoy and appreciate rhymes , poems
and songs
4.1.1 Able to enjoy jazz chants ,
poems and songs through non
verbal response
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
19 5) THEME UNIT 7
5.1 Use different word classes correctly and
appropriately
5.1.6 Able to use adjectives
correctly and appropriately
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
22 5) THEME UNIT 8
1.1 Pronounce words and speak confidently
with the correct stress, rhythm and
intonation.
1.2.1 Able to participate in daily
conversations: (a) make
suggestions (b) respond to
suggestions (c) volunteer to
complete a task (d) show
appreciation
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
22 5) THEME UNIT 8
2.2 Demonstrate understanding of a variety
of linear and non linear texts in the form of
print and non print materials using a range
of strategies to construct meaning
2.2.3 Able to read and demonstrate
understanding of texts by: (a)
giving main ideas and supporting
details (b) sequencing (c)
predicting
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
22 5) THEME UNIT 8
2.3 Read independently for information and
enjoyment
2.3.1 Able to read for information
and enjoyment with guidance (a)
fiction (b) non fiction
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
22 5) THEME UNIT 8
3.2 Write using appropriate language, form
and style for a range of purposes
3.2.1 Able to transfer information
with guidance to complete: (a)
linear texts (b) non linear texts
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
22 5) THEME UNIT 8
4.1 Enjoy and appreciate rhymes , poems
and songs
4.1.2 Able to listen to, sing songs,
recite jazz chants and poems with
correct stress, pronunciation,
rhythm and intonation.
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
22 5) THEME UNIT 8
5.1 Use different word classes correctly and
appropriately
5.1.4 Able to use conjunctions
correctly and appropriately: (a)
although (b) since
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
25 5) THEME UNIT 9
1.2 Listen and respond appropriately in
formal and informal situations for a variety
of purposes.
1.2.5 Able to talk on topics of
interests in formal situations with
guidance.
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
25 5) THEME UNIT 9
1.3 Understand and respond to oral texts in a
variety of contexts
1.3.1 Able to listen to and
demonstrate understanding of oral
texts by: (a) asking and answering
questions (b) giving main ideas (c)
giving supporting details (d)
sequencing (e) predicting
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
25 5) THEME UNIT 9
2.2 Demonstrate understanding of a variety
of linear and non linear texts in the form of
print and non print materials using a range
of strategies to construct meaning
2.2.2 Able to read and understand
phrases and sentences from: (a)
linear texts (b) non linear texts
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
25 5) THEME UNIT 9
3.1 Form letters and words in neat legible
print including cursive writing
3.1.1 Able to write in neat legible
print with correct spelling: (a)
sentences (b) paragraphs
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
25 5) THEME UNIT 9
3.2 Write using appropriate language, form
and style for a range of purposes
3.2.1 Able to transfer information
with guidance to complete: (a)
linear texts (b) non linear texts
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
25 5) THEME UNIT 9
4.3 Plan, organize and produce creative
works for enjoyment
4.3.1 Able to plan, produce and
display creative works based on
literary texts using a variety of
media with guidance
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
25 5) THEME UNIT 9
5.1 Use different word classes correctly and
appropriately
5.1.7 Able to use articles correctly
and appropriately
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
28 5) THEME UNIT 10
1.2 Listen and respond appropriately in
formal and informal situations for a variety
of purposes.
1.2.1 Able to participate in daily
conversations: (a) make
suggestions (b) respond to
suggestions (c) volunteer to
complete a task (d) show
appreciation
KSSR_ENG_5
5. 2/4/2015 Sistem Rancangan Pengajaran Harian (RPH) Online
http://rphonline.teknologihijau.net/rancangan_tahunan.php?export=print 5/6
BAHASA
INGGERIS
TAHUN 5
KSSR
28 5) THEME UNIT 10 1.2 Listen and respond appropriately in
formal and informal situations for a variety
of purposes.
1.2.4 Able to participate in
conversations with peers
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
28 5) THEME UNIT 10
2.2 Demonstrate understanding of a variety
of linear and non linear texts in the form of
print and non print materials using a range
of strategies to construct meaning
2.2.4 Able to apply dictionary skills
(a) recognise abbreviations (b)
understand meaning of words in
context
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
28 5) THEME UNIT 10
3.2 Write using appropriate language, form
and style for a range of purposes
3.2.1 Able to transfer information
with guidance to complete: (a)
linear texts (b) non linear texts
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
28 5) THEME UNIT 10
3.2 Write using appropriate language, form
and style for a range of purposes
3.2.4 Able to spell words by
applying spelling rules
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
28 5) THEME UNIT 10
4.3 Plan, organize and produce creative
works for enjoyment
4.3.1 Able to plan, produce and
display creative works based on
literary texts using a variety of
media with guidance
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
28 5) THEME UNIT 10
5.1 Use different word classes correctly and
appropriately
5.1.3 Able to use verbs correctly
and appropriately: (a) simple
future tense (b) future continuous
tense
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
31 5) THEME UNIT 11
1.1 Pronounce words and speak confidently
with the correct stress, rhythm and
intonation.
1.1.1 Able to speak with correct
pronunciation, stress, rhythm and
intonation
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
31 5) THEME UNIT 11
1.1 Pronounce words and speak confidently
with the correct stress, rhythm and
intonation.
1.1.3 Able to speak on related
topics with guidance
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
31 5) THEME UNIT 11
2.2 Demonstrate understanding of a variety
of linear and non linear texts in the form of
print and non print materials using a range
of strategies to construct meaning
2.2.3 Able to read and demonstrate
understanding of texts by: (a)
giving main ideas and supporting
details (b) sequencing (c)
predicting
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
31 5) THEME UNIT 11
2.2 Demonstrate understanding of a variety
of linear and non linear texts in the form of
print and non print materials using a range
of strategies to construct meaning
2.2.4 Able to apply dictionary skills
(a) recognise abbreviations (b)
understand meaning of words in
context
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
31 5) THEME UNIT 11
3.1 Form letters and words in neat legible
print including cursive writing
3.1.2 Able to write in neat cursive
writing with correct spelling: (a)
sentences (b) paragraphs
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
31 5) THEME UNIT 11
3.2 Write using appropriate language, form
and style for a range of purposes
3.2.1 Able to transfer information
with guidance to complete: (a)
linear texts (b) non linear texts
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
31 5) THEME UNIT 11
4.1 Enjoy and appreciate rhymes , poems
and songs
4.1.1 Able to enjoy jazz chants ,
poems and songs through non
verbal response
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
31 5) THEME UNIT 11
5.1 Use different word classes correctly and
appropriately
5.1.6 Able to use adjectives
correctly and appropriately
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
34 5) THEME UNIT 12
1.2 Listen and respond appropriately in
formal and informal situations for a variety
of purposes.
1.2.1 Able to participate in daily
conversations: (a) make
suggestions (b) respond to
suggestions (c) volunteer to
complete a task (d) show
appreciation
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
34 5) THEME UNIT 12
1.2 Listen and respond appropriately in
formal and informal situations for a variety
of purposes.
1.2.4 Able to participate in
conversations with peers
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
34 5) THEME UNIT 12
2.2 Demonstrate understanding of a variety
of linear and non linear texts in the form of
print and non print materials using a range
of strategies to construct meaning
2.2.1 Able to apply word attack
skills by: (a) using contextual clues
to get meaning of words: (i) before
the word (anaphoric) (ii) after the
word (cataphoric) (b) identifying
idioms
KSSR_ENG_5
BAHASA
INGGERIS 34 5) THEME UNIT 12
3.2 Write using appropriate language, form
and style for a range of purposes
3.2.4 Able to spell words by
applying spelling rules
6. 2/4/2015 Sistem Rancangan Pengajaran Harian (RPH) Online
http://rphonline.teknologihijau.net/rancangan_tahunan.php?export=print 6/6
TAHUN 5
KSSR
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
34 5) THEME UNIT 12
4.3 Plan, organize and produce creative
works for enjoyment
4.3.1 Able to plan, produce and
display creative works based on
literary texts using a variety of
media with guidance
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
34 5) THEME UNIT 12
5.1 Use different word classes correctly and
appropriately
5.1.8 Able to use adverbs correctly
and appropriately: (a) frequency
(b) degree
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
37 5) THEME UNIT 13
1.2 Listen and respond appropriately in
formal and informal situations for a variety
of purposes.
1.2.3 Able to listen to, follow and
give directions to places around
their town and state
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
37 5) THEME UNIT 13
1.2 Listen and respond appropriately in
formal and informal situations for a variety
of purposes.
1.2.5 Able to talk on topics of
interests in formal situations with
guidance
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
37 5) THEME UNIT 13
2.2 Demonstrate understanding of a variety
of linear and non linear texts in the form of
print and non print materials using a range
of strategies to construct meaning
2.2.2 Able to read and understand
phrases nad sentences from: (e)
linear texts (f) non linear texts
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
37 5) THEME UNIT 13
2.2 Demonstrate understanding of a variety
of linear and non linear texts in the form of
print and non print materials using a range
of strategies to construct meaning
2.2.3 Able to read and demonstrate
understanding of texts by: (g)
giving main ideas and supporting
details (h) sequencing (i) predicting
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
37 5) THEME UNIT 13
3.2 Write using appropriate language, form
and style for a range of purposes
3.2.3 Able to use punctuation
correctly
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
37 5) THEME UNIT 13
4.1 Enjoy and appreciate rhymes , poems
and songs
4.1.1 Able to enjoy jazz chants ,
poems and songs through non
verbal response
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
37 5) THEME UNIT 13
5.1 Use different word classes correctly and
appropriately
5.1.4 Able to use conjunctions
correctly and appropriately: (a)
although (b) since
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
40 5) THEME UNIT 14
1.1 Pronounce words and speak confidently
with the correct stress, rhythm and
intonation.
1.1.3 Able to speak on related
topics with guidance
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
40 5) THEME UNIT 14
2.3 Read independently for information and
enjoyment
2.3.1 Able to read for information
and enjoyment with guidance (a)
fiction (b) non fiction
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
40 5) THEME UNIT 14
3.2 Write using appropriate language, form
and style for a range of purposes
3.2.1 Able to transfer information
with guidance to complete: (e)
linear texts (f) non linear texts
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
40 5) THEME UNIT 14
3.2 Write using appropriate language, form
and style for a range of purposes
3.2.2 Able to write with guidance:
(d) stories (e) poems (f) informal
letters
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
40 5) THEME UNIT 14
4.3 Plan, organize and produce creative
works for enjoyment
4.3.2 Able to plan, prepare and
participate in a performance with
guidance based on literary works
KSSR_ENG_5
BAHASA
INGGERIS
TAHUN 5
KSSR
40 5) THEME UNIT 14
5.1 Use different word classes correctly and
appropriately
5.1.3 Able to use verbs correctly
and appropriately: (a) simple
future tense (b) future continuous
tense