KEMENTERIAN PELAJARAN MALAYSIA

MINISTRY OF EDUCATION OF MALAYSIA

HURAIAN SUKATAN PELAJARAN

KURIKULUM BERSEPADU SEKOLAH RENDAH
CURRICULUM SPECIFICATIONS

BAHASA INGGERIS
ENGLISH LANGUAGE

SEKOLAH JENIS KEBANGSAAN

TAHUN 5 YEAR 5
2003

Curriculum Specifications for English Year 5 SJK

CONTENTS

PAGE RUKUN NEGARA FALSAFAH PENDIDIKAN NEGARA CONTENTS INTRODUCTION CONTEXTS FOR TEACHING OBJECTIVES LEARNING OUTCOMES AND SPECIFICATIONS 1.0 Skill of Listening 2.0 Skill of Speaking 3.0 Skill of Reading 4.0 Skill of Writing (a) GRAMMAR (b) Sentence patterns SOUND SYSTEM WORD LIST 8 13 18 23 27 31 32 35 i ii iii 1 6 7

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Curriculum Specifications for English Year 5 SJK

INTRODUCTION English is taught as a second language in all Malaysian primary and secondary schools in the country. The goal of the English language curriculum for schools is to help learners acquire the language so that they can use it in their everyday life, to further their studies, and for work purposes. English is important, as with globalization, Malaysians will need to be proficient in the language and to communicate with people in other countries. The use of English in Information and Communications Technology (ICT) has also been incorporated into the curriculum to enable learners to access knowledge on the Internet and to network with people both locally and overseas.

ii) speak and respond clearly and appropriately in common everyday situations using simple language; iii) read and understand different kinds of texts (from print and electronic sources) for enjoyment and information; iv) write (including e-mail) for different purposes using simple language; and v) show an awareness and appreciation of moral values and love towards the nation.

SYLLABUS The English language syllabus at the primary school level specifies what is to be taught from Year 1 SJK through to Year 6 SJK. It comprises the four language skills of listening, speaking, reading, and writing as well as the language contents. The language contents are the sound system, grammar and vocabulary. Several teaching contexts have been suggested through which the language skills and language content are to be taught.

AIMS AND OBJECTIVES OF THE ENGLISH LANGUAGE SYLLABUS IN PRIMARY SCHOOLS The English language syllabus for primary school aims to equip pupils with skills and provide a basic understanding of the English language so that they are able to communicate, both orally and in writing, in and out of school. 1 By the end of primary school, learners should be able to: i) listen to and understand simple spoken English to be able to function in common everyday situations;
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CURRICULUM SPECIFICATIONS Curriculum specifications for the English language syllabus have been prepared as separate documents for each year of the primary school and these are known as Huraian Sukatan Pelajaran. Each document serves as a guide to teachers with regard to the skills to be acquired by learners, the content or topic that is to be dealt with, and the vocabulary and grammar items that pupils must know in order for them to use the language.

Please note that the introductory part of this Huraian Sukatan Pelajaran for Year 5 SJK describes the English language programme from Year 1 SJK to Year 6 SJK as a whole.

Curriculum Specifications for English Year 5 SJK

This document is the Curriculum Specifications for Year 5 in SJK. It covers language skills, the sound system, grammar and word list. The contents of the Curriculum Specifications are set out in three columns. The first column is the LEARNING OUTCOMES column. These are skills and attitudes to be acquired by pupils and are drawn from the syllabus. The second column is the SPECIFICATIONS column. Here, the larger Learning Outcomes are broken down into manageable skills and sub-skills for teaching and learning. These specifications represent important aspects of the learning outcomes to be acquired in Year 5 SJK. To help teachers further, these specifications have been categorized into 3 levels ranging from the more basic to the more advanced. Level 1 outlines the basic skills to be achieved by all learners. On completing their tasks successfully, learners then progress to Level 2, and then to Level 3. The third column is entitled EXAMPLES / ACTIVITIES / NOTES. These notes are directed at teachers and include explanations, teaching points and examples of activities to help pupils achieve the skill specifications.

Language Skills A close link with the skills of listening, speaking, reading and writing is maintained. Vocabulary and sentence patterns introduced in the oral component also need to be taught and used by pupils in reading and writing. Grammar items taught and learnt must be applied to both oral work and writing exercises. Learning Content In teaching English to pupils, specific contexts are used to make lessons meaningful. Some themes have been identified to help teachers decide upon topics that are suitable for their class. When planning lessons, topics for teaching are initially based on the immediate learning environment of the child. Later on, these are expanded to town, country and more distant foreign locations. The Spoken Language In teaching children the sounds of English, the aim is for them to be understood by others. As such, teachers should ensure that learners produce the sounds of English well and pronounce words clearly with the correct stress and intonation so as to enable the listener to understand what is being said. To this end, specific sounds such as blends and diphthongs have been identified for teaching. These sounds can be found in the section entitled Sound System. The objective of this exercise is to aim for clear speech and intelligibility.

Curriculum Specifications for English Year 5 SJK

Grammar Grammar items and sentence patterns have been selected from the list provided in the English Language syllabus to help pupils master the structures of English. Teachers are advised to limit the number of structures used in any one lesson to ensure that learners master the structures well. Teaching too many structures may not be advisable for weak learners as these may only serve to confuse them. Word List The list of words selected for teaching is based on a sample of the more common words and high frequency words and can be used and recycled in different contexts and topics. The suggested word list can be widened if pupils demonstrate that they are capable of receiving more.

Learner-Centredness The learner is at the centre of the learning process. Teaching approaches, lessons and curriculum materials for learning must be adjusted to suit the differing needs and abilities of the pupils. It is important that appropriate activities and materials are used with pupils of different learning profiles so that their full potential can be realized. Integration The curriculum adopts an integrated approach. For example, a particular lesson may begin with a story about the daily happenings around a family. The teacher can take off from the reading to teach social expressions such as Hi there! Welcome to my home. These statements or questions can be used later in writing or speaking exercises when the teacher gets pupils to speak or write about life at home. In addition, moral values should also be infused in lessons through the selection of appropriate materials and activities. Elements of patriotism, environmental education, study of the local environment and health education should also be integrated in lessons. Repetition, Reinforcement and Consolidation Language skills, vocabulary, grammar items and the sound system must be repeated often and used constantly to maximise learning. Teachers should set a variety of tasks that will enable pupils to use the specific skills often so that they gradually develop the ability, knowledge and confidence to use the language effectively.

IMPORTANT CONSIDERATIONS FOR TEACHING The following considerations should be taken into account in teaching the curriculum specifications. Planning and Organisation of Lessons Keeping in mind the time allocated for teaching the English language in SJK schools, these specifications must be reorganised in a manageable form for teaching. Whatever context is used, the skills of listening, speaking, reading and writing have to be integrated in a natural manner.

Curriculum Specifications for English Year 5 SJK

Teaching-Learning Activities In order to help pupils learn the language, pupils must be given every opportunity to take part in activities that require them to use the language skills taught. Some activities have been suggested in this document. However, teachers are encouraged to set more creative and challenging tasks and activities based on the needs and interests of pupils. Evaluation Evaluation is part and parcel of the teaching-learning process. Continuous formative evaluation is important to keep track of learners progress. Awareness of learners capabilities will enable teachers to plan activities for further development. Other considerations As far as possible, teachers should use the Malaysian setting when planning lessons. Teachers should also use materials that emphasize the principles of good citizenship, moral values, and the Malaysian way of life. The Curriculum Specifications makes only a few suggestions as to the number of activities required for the attainment of language skills. Teachers need to use their initiative, imagination and creativity to extend the experiences of their pupils.

TEACHING-LEARNING STRATEGIES FOR YEAR 5 SJK The English Language programme for Year 5 SJK focuses on the four skills, namely Listening, Speaking, Reading and Writing. The Year 5 SJK programme focuses on providing the basis for literacy in the English language. Also important is vocabulary control and simple functional uses of language in everyday life. Listening Listening is an important skill as what learners hear often becomes one of the main sources of the target language to be learnt. In order to develop pupils listening skill, teachers should make pupils listen to songs, rhymes, and stories. To show their understanding of what they have heard, pupils can be asked to answer questions that require them to recall ideas, give details and even talk about the ideas heard. Oral Work Pupils should be given lots of opportunities to talk in class so that they gain confidence to speak in the language. Opportunities should be given to pupils to role-play, participate in drama activities that make them use the language appropriate to the role or situation. In this respect, pair and group work activities allow for all pupils to engage in speaking activities at the same time. Pupils should also be encouraged to talk in English to other pupils and teachers in the school.

Curriculum Specifications for English Year 5 SJK

Reading Schools are encouraged to use good reading schemes. At this stage, pupils should be reading on their own from a range of stories. Teachers should teach pupils to read with understanding and enjoyment, building on what they (the pupils) already know. Pupils should also be taught to use various cues for word identification, and to use their understanding of grammatical structure and the meaning of the text as a whole to make sense of the content.

Writing At this stage, pupils would have mastered the mechanics of writing and should be writing simple paragraphs of several sentences each. To make writing enjoyable, teachers should ensure that pupils write in response to a variety of stimuli including stories, classroom activities and personal experiences. At this stage, teachers should encourage pupils to write independently but when this is not possible, teachers need to set guided writing exercises relaxing the amount of control gradually as pupils show greater confidence.

This document only lists a number of essential activities for the attainment of the English language. Teachers need to use their initiative, imagination and creativity to extend the experiences of their learners, to reinforce what has been learnt and to create challenging language tasks.

Curriculum Specifications for English Year 5 SJK

4. LEARNING OUTCOMES AND SPECIFICATIONS The Learning Outcomes have been taken from the syllabus in its original form. They are the skills to be achieved by the end of Year 6. Teachers, however, should be guided by the second LEARNING OUTCOMES column (called Specifications) when planning lessons for the year. In this column, the learning outcomes are broken down into smaller skills to be achieved by pupils in Year 5 SJK. EXAMPLES/ACTIVITIES/ NOTES

SPECIFICATIONS

1.0 LISTENING SKILL 1.1.1 By the end of their primary schooling, pupils should be able to: 1.1 Listen to and discriminate similar and different sounds of the English language.

Level 1 Listen to and repeat: a) vowel u and x in initial position b) diphthongs c) double consonants d) initial blends e) final blends f) initial digraphs g) final digraphs h) silent letters

See Sound System at the back of the document. Activities include: - listening and imitating the sounds heard. - underlining the letter of the sounds heard. e.g. dish, fish; rich, much - identifying a frequent beginning sound in stories. e.g. the sound of / l / in final position as in dad, sad; cool, fool. - grouping words with long vowel sounds and short vowel sounds: e.g. ship, sheep, king, keys.

1.1.2

Level 2 Listen to and identify different types of letter sounds. Level 3 Listen to and group words according to the same sounds.

1.1.3

Curriculum Specifications for English Year 5 SJK

LEARNING OUTCOMES 1.2 Listen to and repeat accurately the correct pronunciation of words, and the correct intonation and word stress of phrases, expressions, and sentences.

SPECIFICATIONS Level 1 Listen to and repeat the pronunciation of compound words.

EXAMPLES/ACTIVITIES/ NOTES

1.2.1

e.g. foot/ball, sun/flower Note: the stress on the first element.

1.2.2

Level 2 Listen to and repeat correctly phrases and expressions with the correct stress and intonation.

e.g. repeating after the teacher, words, phrases and expressions used in natural everyday situations. e.g. .come in. Please come in.

1.2.3

Level 3 Listen to and repeat simple chants, tongue-twisters, nonsense rhymes and sing songs pronouncing words correctly.

Activities include - getting pupils to repeat rhymes, songs and chants in chorus. - getting pupils to fill in the missing words in songs and chants. - getting pupils to say tongue-twisters quickly: e.g. Theres a coat In the boat, A very old coat In a very old boat. e.g. She sells seashells on the seashore.

Level 1

Curriculum Specifications for English Year 5 SJK

1.3

LEARNING OUTCOMES Acquire vocabulary and understand the meaning of words and phrases in context.

1.3.1

SPECIFICATIONS Listen to key words and phrases heard.

EXAMPLES/ACTIVITIES/ NOTES Example of key words include nouns, adjectives and verbs such as an old woman, in a big house. Pupils can demonstrate understanding by pointing to pictures. Activities include: - picking out the correct number card when the number is called out. - matching the spoken numeral and the written form:
41 21 31 41

1.3.2 Listen to and understand the numbers. Scope: 41 50 Level 2 Listen to and understand compound words. Listen to and understand information based on numbers. Scope: 41-50. Numbers in tens : 10-50 - when the numbers are added and subtracted.

1.3.3

1.3.4

- getting pupils to memorise words by giving them spelling tests. Teach numbers in context, for example in relation to marks, or the number of pupils in the class.

1.3.5

Level 3 Listen to and understand ordinal numbers: 6th 10th.

Teach ordinals in the context of dates, for example What date is it today? Its the 5th or in the context of position in a line or in a race.

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Curriculum Specifications for English Year 5 SJK

1.4

LEARNING OUTCOMES Listen to and follow simple instructions and directions accurately.

1.4.1

SPECIFICATIONS Level 1 Listen to and follow simple instructions to prepare food.

EXAMPLES/ACTIVITIES/ NOTES e.g. Making sardine sandwiches or a lime drink. Note: pupils need to know and understand the words of ingredients and method in a recipe.

1.4.2

Levels 2 & 3 Listen to and trace routes to places in neighbouring towns following simple directions using compass points.

e.g. North, South, East, West. Teach in relation between towns on a map. e.g. Ipoh is to the north of K.L.

1.5 Listen to and enjoy the rhyme, rhythm, and sounds of poetry, jazz chants and songs.

1.5.1

Levels 1, 2 & 3 Listen to and enjoy childrens songs and rhymes.

Activities include getting children to: - clap their hands - move to the rhythm of the song - sing / chant along - do actions. Teachers can describe a plant or an animal with accompanying pictures. Questions should get pupils to answer details and give the main ideas of the paragraph. e.g. Children, what did we hear just now? How do frogs talk to each other? What do frogs like to eat?

1.6 Obtain information from texts listened to in relation to main ideas, specific details, and sequence.

Level 1 1.6.1 Listen to and understand simple descriptions and answer simple Wh-questions. Level 2 & 3 Listen to simple texts and talk about the text.

1.6.2

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Curriculum Specifications for English Year 5 SJK

LEARNING OUTCOMES 1.7 Listen to and enjoy stories, fables and other tales of imagination and fantasy and predict outcomes, and draw conclusions at a level suited to pupils ability.

1.7.1

SPECIFICATIONS Level 1 Listen to simple stories and fables and respond verbally by stating whether one likes or does not like the story.

EXAMPLES/ACTIVITIES/ NOTES Examples of verbal responses are: Teacher! I like this story. Teacher, can you please tell the story again.

1.7.2

Level 2 Listen to and answer simple questions relating to the people and animals in the story, and what they did.

Comprehension questions can aim at getting pupils to answer questions on details and main ideas.

Level 3 1.7.3 Listen to stories and fables and tell what happens next. .

While telling the story, teachers can stop at an interesting point and get pupils to tell what happens next.

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Curriculum Specifications for English Year 5 SJK

2.0
LEARNING OUTCOMES By the end of their primary schooling, pupils should be able to: 2.1 Speak clearly by pronouncing words accurately. 2.1.1

SPEAKING SKILL
SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOTES

Level 1 Pronounce words that have the following sounds: a) vowel u and x in initial position b) diphthongs c) double consonants d) initial blends e) final blends f) initial digraphs g) final digraphs h) silent letters Pronounce compound words correctly. Level 2 Repeat phrases and expressions with the correct intonation and stress.

Example: use; x-ray. Example: dad, bad, red, sad.

For more examples, look at the sound system at the back of the document.

2.1.2

2.1.3

Example: foot/ball, sun/flowers. Note the stress on the second element. Get pupils to repeat after the teacher words, phrases and expressions used in natural everyday situations. e.g. .come in. Please come in.

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Curriculum Specifications for English Year 5 SJK

LEARNING OUTCOMES

SPECIFICATIONS Level 3 2.1.4 Ask questions with the correct intonation.

EXAMPLES/ACTIVITIES/ NOTES Check that pupils have a rising tone in questions. Set pair work for question and answer activities.

2.2 Ask questions politely to obtain information and clarification.

2.2.1

All levels Ask Wh-questions to get information.

e.g. Is this a hibiscus flower? - No. How many petals are there? -5. e.g. Did you say 5 petals? Yes. e.g. A: Did he come out first in the race? B: No, he did not. He was sixth. e.g. There are forty pupils in that class. Relate to topics e.g. what I saw yesterday on my way home from school... These ordinal numbers are taught best in the context of dates. e.g. Find out your friends birthday.

2.2.2

Ask questions to seek clarification.

2.3 Give relevant information politely in response to enquiries made.

2.3.1

Level 1 Respond to simple questions.

2.3.2

Give replies pertaining to numbers. Level 2 Talk about things heard, seen or read. Give replies pertaining to numbers 41-50; and Numbers in tens: 10 50.

2.3.3

2.3.4

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Curriculum Specifications for English Year 5 SJK

LEARNING OUTCOMES

SPECIFICATIONS Level 3 Give replies pertaining to ordinal numbers 6th- 10th.

EXAMPLES/ACTIVITIES/ NOTES Teach ordinal numbers in the context of dates.

2.3.5

2.4 Tell stories based on pictures and other stimuli, and recite poems.

2.4.1

Levels 1 & 2 Recite simple poems, tonguetwisters, nonsense rhymes, and sing songs by pronouncing words correctly. Level 3 Complete parts of a story heard before.

e.g. She sell seashells on the . Betty Botter bought a pat of .. Get pupils to complete the story. Use pictures to help children recall. e.g. And the sun said to the trees, I will give you a lot of sunshine. And the rain said, I will give you a lot of . Examples of details include names, number, size. e.g. The Princess was called Pei-Pei. E.g. Princess Pei-Pei was very sad. Suddenly, she saw a frog. The frog talked to her.

2.4.2

2.5 Talk about the people, places and moral values of the stories heard, read and viewed in simple language.

2.5.1

Level 1 Give details about the people and animals of a story heard or read. Level 2 Talk about the actions of the people and animals in a story heard or read.

2.5.2

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Curriculum Specifications for English Year 5 SJK

LEARNING OUTCOMES

SPECIFICATIONS Level 3 Name the good and bad characters and talk a little about them. Take part in teacher-guided discussions on characters and story line.

EXAMPLES/ACTIVITIES/ NOTES Tell stories where the characters are clearly good or bad. It is easier for pupils to relate to such characters. Teachers can prompt pupils with questions such as: Why was Princess Pei-Pei sad? Who talked to her? What did she do after that? e. g. I like the story. I do not like the story. e.g. I like the story because Princess Pei-Pei married the prince.

2.5.3

2.5.4

2.6

Express thoughts and feelings and give opinions on things read, seen, heard and viewed in simple language.

2.6.1

Level 1 Say whether one likes or does not like the story heard or read. Level 2 Give reasons why one likes or does not like the story. Level 3

2.6.2

2.6.3

Take part in teacher--guided discussions.

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Curriculum Specifications for English Year 5 SJK

LEARNING OUTCOMES 2.7 Perform a variety of functions in a social context such as exchanging greetings, making introductions, inviting people, etc.

SPECIFICATIONS Level 1 2.7.1 2.7.2 To invite. To decline or accept invitations.

EXAMPLES/ACTIVITIES/ NOTES Get pupils to role-play these situations so that they learn the sentence patterns in context. See sentence patterns at the back of this document.

2.7.3

Level 2 To ask for help from friends.

2.7.4 2.7.5

Level 3 Suggest ideas to do things. Talk about oneself and family to friends.

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Curriculum Specifications for English Year 5 SJK

3.0
LEARNING OUTCOMES By the end of their primary schooling, pupils should be able to: 3.1 Acquire word recognition and word attack skills to recognise words on sight.

READING SKILL
SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOTES Refer to the sound system at the back of this document for the sound system.

3.1.1

Level 1 Read aloud words that have the following sounds: a) vowel u and x in initial position b) diphthongs c) double consonants d) initial blends e) final blends f) initial digraphs g) final digraphs h) silent letters Level 2 Identify letter shapes by their sounds. Read aloud compound words with the correct stress.

3.1.2

e.g. Underlining words with the same beginning sound. e.g. eat eel egg

3.1.3

Level 3 3.1.4 Compare words for similar sounds.

e.g. Underlining the words that do not have the same sound. book, look, took.

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Curriculum Specifications for English Year 5 SJK

LEARNING OUTCOMES 3.2 Acquire key words at various stages of development.

SPECIFICATIONS Level 1 Recognise simple compound words. Read and learn the meaning of key words for each topic taught.

EXAMPLES/ACTIVITIES/ NOTES

3.2.1

e.g. football, bathroom, cupboard. (noun + noun).

3.2.2

Activities include: - spelling correctly - filling in the blanks E.g. matching the numeral form to the word (e.g. 23 = twenty three) and vice versa (e.g. twenty three= 23).

3.2.3

Level 2 Recognise and read aloud the numbers 21 - 25 in its numeral and word forms.

3.3

Read and understand phrases, sentences, paragraphs, and whole texts.

3.3.1

Level 1 Read and understand phrases by matching simple phrases to pictures. Level 2 Read and understand simple sentences.

Examples of phrases include: the healthy plant. the pretty rose bush. Activities to demonstrate understanding include: - matching sentences to pictures - rearranging words to form a complete sentence: Activities include: - rearranging sentences in sequence - selecting sentences to fit the picture.

3.3.2

3.3.3

Level 3 Read and understand simple paragraphs.

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Curriculum Specifications for English Year 5 SJK

LEARNING OUTCOMES 3.4 Read aloud expressively and fluently pronouncing words correctly and observing correct stress and intonation and sentence rhythm.

SPECIFICATIONS Level 1 Read aloud words and phrases correctly and with correct pronunciation.

EXAMPLES/ACTIVITIES/ NOTES

3.4.1

Get pupils to role-play situations where they have to read aloud to each other. e.g. a child reading the label DO NOT TOUCH to his/her friend.

3.4.2

Level 2 Read aloud sentences in simple texts observing correct stress and intonation.

The teacher needs to become a good model of reading for pupils to follow.

3.4.3

Level 3 Read aloud simple poems and Get pupils to read stories to each other. stories expressively and fluently.

3.5

Read and understand the meanings of words by guessing their meaning through the use of contextual clues.

3.5.1

Levels 1, 2 & 3 Understand the meaning of words by looking at the words before and after.

Get pupils to look at the word around the difficult word. e.g. The plant is not healthy. The leaves are yellow. The stem is thin.

3.6

Acquire a wide range of vocabulary.

3.6.1

Level 1 Make small words from big words.

e.g. HEALTHY = he, heal, tea

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Curriculum Specifications for English Year 5 SJK

LEARNING OUTCOMES 3.6.2

SPECIFICATIONS Level 2 Group words according to categories. Understand words similar in meaning.

EXAMPLES/ACTIVITIES/ NOTES e.g. things in the home and things outside the home. e.g. big - large

3.6.3

e.g. fat thin; handsome - ugly 3.6.4 Understand words opposite in meaning. Level 3 Combine words to form compound words. Learn quantifiers. e.g. foot + ball; sun + flower; (noun + noun). e.g. a packet of biscuits. a tin of milk. Activities include: - matching words with pictures - reading label cards - using these words in sentences of their own. Get pupils to memorise these words.

3.6.5

3.6.6

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Curriculum Specifications for English Year 5 SJK

LEARNING OUTCOMES 3.7 Read and enjoy simple poems and stories and respond to them by talking about the people,and moral values in the story/poem; and relate it to ones life.

SPECIFICATIONS Level 1 Read aloud poems. Level 2 & 3 Read and give details about the people and animals in the story. (e.g. number, size). Talk about values. Level 1 3.8.1 Scan for specific information in factual texts. Level 2 Read and obtain meaning of words by referring to a dictionary.

NOTES/ EXAMPLES/ACTIVITIES A simple poem may consist of just 4 lines. Use childrens stories.

3.7.1

3.7.2

3.7.3 3.8 Read and understand simple factual texts for main ideas, supporting details, sequence, and cause and effect.

Talk about the actions of people and animals in the stories. Time this activity so that pupils learn to make faster eye movements. e.g. Pronouns: The girls were walking home. Suddenly they (Who does they refer to?) e.g. A text on Plants or Trees.

3.8.2

3.8.3

3.9

Read widely and independently.

Level 3 Read and understand simple factual texts by answering comprehension questions in relation to main ideas and sequence. All levels 3.9.1 Read widely at ones own pace according to ones interest.

Allow pupils to select books of their own interest.

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Curriculum Specifications for English Year 5 SJK

4.0
LEARNING OUTCOMES By the end of their primary schooling, pupils should be able to: 4.1 Copy correctly.

WRITING SKILL
SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOTES

Level 1 4.1.1 Copy letters of the alphabet in clear and legible cursive writing: - small letters - capital letters - combination of small and capital letters. 4.1.2 Copy words, phrases and sentences in clear, legible cursive writing.

Check pupils handwriting for -ascenders & descenders:

- entry - exit - arches - crossbar

4.2

Write at word, phrase, sentence and paragraph level in clear, legible print and cursive writing. 4.2.1 Write clearly and legibly numerals 1-20 in both number and word forms. Level 2 4.2.2 Write words and phrases in clear and legible print. Level 3 4.2.3 Write sentences in clear and legible print.

- slant

Teachers need to pay attention to spacing between words, capital letters and small letters, slant of letters, etc.

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Curriculum Specifications for English Year 5 SJK

LEARNING OUTCOMES 4.3 Match words to linear and non-linear representations and write out the words and phrases: i. word to word; ii. word to phrase; iii. word to picture, symbol.

SPECIFICATIONS Level 1 Match words to signs.

EXAMPLES/ACTIVITIES/ NOTES e.g. Do not walk on grass. No plucking flowers. e.g. bread and jam e.g. I like fishing.

4.3.1

Level 2 4.3.2 Match phrases to pictures. Level 3 4.3.3 Match sentences to pictures. Level 1 4.4.1 Complete missing letters in texts.

4.4 Complete texts with the missing word, phrase or sentence.

e.g. In a message to a friend.

De_r Mariam, W_ at do yo_ want_ to b_ y at the sh_ p? Angie

Level 2 4.4.2 Complete simple instructions and directions, descriptions, poems and other texts with the missing word(s) (with guidance given in the form of words and pictures).

e.g. First, slice the tomatoes. Then, butter the bread. ...

4.4.3

Level 3 Complete simple instructions, e.g. Do not throw rubbish in the river. directions, descriptions, poems, We do not want dirty rivers. notices, stories and other texts with We want clean rivers. the missing word(s) (with a little guidance in the form of a composite picture).

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Curriculum Specifications for English Year 5 SJK

LEARNING OUTCOMES 4.5 Construct simple and compound sentences with guidance and independently. 4.5.1

SPECIFICATIONS Level 1 Form simple sentences and questions by arranging words (3-4 words in a sentence).

EXAMPLES/ACTIVITIES/ NOTES e. g. I like to collect stamps. It my hobby is. e.g. My sister likes to She has

4.5.2

Level 2 Form simple sentences by matching sentence parts.

many coins. coins from all over the world. collect coins. big coins and small coins.

She has There are Level 3 Construct simple sentences independently (3-5 words) by looking at a picture.

4.5.3

e.g. This is a frog. It has green skin. It has two big eyes and four legs.

4.6

Spell correctly and take dictation.

Level 1 4.6.1 Spell seen words.

e.g. Give 5 words to be memorised at each sitting. Use paragraphs from the textbook.

Levels 2 & 3 4.6.2 Take dictation of seen sentences.

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Curriculum Specifications for English Year 5 SJK

LEARNING OUTCOMES 4.7 Punctuate meaningfully.

SPECIFICATIONS All levels 4.7.1 Use capital letters for - the first word in a sentence - the pronoun I - the names of people, days of the week, months of the year. 4.7.2 Use full stop at the end of a sentence. Use question mark. Use comma for lists.

EXAMPLES/ACTIVITIES/ NOTES Make children aware of the importance of punctuation. Set various types of exercises.

4.7.3 4.7.4

4.7.5 Use exclamation marks.

4.8

Give accurate information when writing messages, instructions, simple reports, and when filling out forms.

4.8.1

Level 1 Write for a purpose. Level 2 Write simple descriptions with guidance.

e.g. writing lists such as a marketing list, a shopping list, a visit list.

4.8.2

4.8.3

Write simple recounts with guidance. Level 3 4.8.4 Write simple descriptions with little or no guidance. 4.8.5 Write simple recounts with little or no guidance.

Recounts are little accounts of what one did or saw the day before, etc. e.g. telling what one saw on the way home from school. In this case, the simple past tense is used.

26

Curriculum Specifications for English Year 5 SJK

6.0 GRAMMAR Grammar forms part of the language contents in the Curriculum Specifications for Year 5 SJK. Two sections have been listed to assist teachers. In section 6.0 (a), grammar items to be taught have been specified under the different grammar categories. To illustrate what is meant by each category and at the same time to specify the scope and depth of the items to be taught examples are given. Words underlined highlight significant points of grammar. In section 6.0 (b), suggested sentence patterns for teaching are given. These sentence patterns are set out under some functions and / or areas of interest. In teaching these patterns, it is important that teachers teach them in context and in a meaningful way. 6.0 (a) Grammar items and some examples

1.4

Common Nouns e.g. boy, girl, man, woman Proper Nouns (names of person/places) e.g. K.C. Tan, M. Ravindran Ipoh, Subang Jaya, Sabah Gender (masculine, feminine) masculine - boy, man feminine - girl, woman Articles (with singular nouns) a is used before consonants. e.g. a book, a pencil an is used before vowels e.g. an egg, an umbrella *the is used when we are clear about the person or thing that we are talking about. e.g. Pass me the ruler, please. Pronouns Personal pronouns e.g. I, you, he, she, we, they Demonstrative pronouns (refer to a noun) this, that; these, those e.g. this comb; these combs

1.5

1.6

2.0 2.1

2.2 1.0 1.1 Nouns Countable Nouns (things that can be counted). e.g. one table, two chairs *Uncountable nouns (things that cannot be counted) e.g. sand, rice, money, water *The use of some with uncountable nouns e.g. some water, some rice, some money 3.2 1.3 Number (singular and plural forms) Regular plurals (-s, -es) e.g. cars, tables; classes, dresses

2.3

1.2

3.0 3.1

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Curriculum Specifications for English Year 5 SJK

3.3

* Possessive adjectives *e.g. my book, his shoes our car, their car *e.g. Johns bag, Marias car Interrogative pronouns (Wh questions) i. What e.g. (for singular forms) What is this? What is that? e.g. What are these? What are those? (for plural forms) ii. Who e.g. Who is he? (singular) Who are they? (plural) Where e.g. Where is the boy? Where are the boys? When e.g. When is Sheila coming? When are the girls coming? * Which e.g. Which pencil do you want? * Why e.g. Why are you crying?

4.0

3.4

vii. * How e.g. How did he fall? Conjunctions: and or but *because * so e.g. He bought two pencils and an eraser. Would you like an apple or a banana? He had to go home quickly because his mother was not well. He was hungry. *So he ate two plates of rice. Prepositions (of location and direction) e.g. in on under at up down *out * next to * behind Adjectives of colour, shape and size e.g. a blue sky, a round table, a big boy 6.1 The comparative form er - e.g. tall - taller er + than - e.g. taller than 6.2 *The superlative form est - e.g. tallest (Note: the is used with the superlative form. e.g. Siva is the tallest boy in class.

5.0

6.0

iii.

iv.

v.

vi.

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Curriculum Specifications for English Year 5 SJK

Plural form of the verb be (=were) e.g. They were in school. 7. 0 Subject verb agreement e.g. This is my pet rabbit. (singular verb for singular noun) 10. These are my pet rabbits. (plural verb for plural noun) 8.0 Simple Present Tense 11. (i) For habitual actions e.g. Where do you live? I live in Subang Jaya. Where does he / she live? He / She lives at no. 23, Jalan Bukit. 12. (ii) There is (singular) e.g. There is a bird in the house. There are ..(plural) e.g. There are bees in the garden.. (ii) For imperatives e.g. Listen. Come here. Bring me the book. 9.0 The Simple Past Tense Past tense of the verb be (= was) e.g. He was at home. (singular) Negative statements e.g. I am not Tong Seng. This is not a pen. No, it is not a pen. He does not live in Bangi. Questions and responses e.g. Is it a pencil? Yes, it is./ Yes. No, it isnt./ No. Are they bananas? Yes, they are./ Yes. No, they arent./ No. Sentence types Simple sentence e.g. That is my hat . They are good children. * Compound sentence e.g. The rain was heavy and the roads were flooded . Past simple with -ed e.g. He played with his friends. Positive statements. e.g. My name is Jamil. I am a boy. I like to eat durians.

13.

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Curriculum Specifications for English Year 5 SJK

14.

Punctuation i. Capital letters - for the first word of a sentence - for proper nouns: names of people, places, days of the week - for the pronoun I ii. Full stop - at the end of a sentence. - *after initials e.g. P. H. Henry iii. Question Mark - at the end of a question iv. Comma - to separate a list of things e.g. He bought a pen, a pencil, and a bag. v. Exclamation mark e.g. Help! Help! vi. Apostrophe To show possession e.g. my sisters bag, the mans hat

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Curriculum Specifications for English Year 5 SJK

6.0 (b) Suggested Sentence Patterns These patterns are set out under different functions. The words underlined may be substituted with other words. 1. To request for specific objects and to respond. A: Can I have the bottle of gum, please. B: Sure. Here you are. 2. To ask for help and to respond accordingly. A: Please help me carry this table. B: Yes, of course. 3. To talk about oneself A: Hello. I am .. I like to play football. I play football every day. I want to play in the school football team. 4. To ask questions and give information (i) What do you like to do? I like to (ii) What are you doing? I am (iii) Where are you going? I am going to (iv) Who is that? She is my . (to state) When are you coming to my house? On Friday at 3 o clock.

(v)

5. To refute statements (i) It is not black. (ii) No, it is not black. (iii) Is this his? .No.

6. To invite, accept and decline invitations A : Please come to my house on . B : All right, thank you. C : Im sorry, I cant. 7. To ask for help A : Can you please help me? B : Yes, of course. 8. To suggest ideas A : Lets go to B : All right
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Curriculum Specifications for English Year 5 SJK

5.

Sound System be taught to pupils. However, the sounds represented by the symbols should be taught. In each item, there are examples of the sounds to be taught and more examples should be given. It must be noted that these words are used to illustrate the phonic sounds. They are not part of the key word list.

The sound system forms part of the language contents in the Year 5 SJK Curriculum Specifications. The items listed below are to be taught in Year 5 SJK. The letters to be taught are presented in the orthographic form and in phonetic. The phonetic symbols are enclosed in phonemic notation (/ /). These phonetic symbols are only for teachers use and not to

1.

Initial Consonants 1.1 x / eks / X-ray

2. Initial Digraphs 2.1 fr / fr / frog from frill

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Curriculum Specifications for English Year 4 SJK

3. 3.1

Final Digraphs sh / fish dish / 3.2 ch / Rich much /

6.

Final blends 6.1 nk/nk/ sink think 6.2 lt / lt/ belt felt

4. 4.1

Diphthongs ei / ei / fail weight 4.2 ie /ai / file pie

7.

Double consonants 7.1 bb /b/ 7.2 ff/f/

bubble pebble

bluff stuff

5. 5.1

Initial blends sk / skf / sky skate 5.2 qu / k w / queen quack

8. 8.1

Silent Letters Silent t listen often 9.2 Silent h hour heir honest

33

Curriculum Specifications for English Year 5 SJK

9.

STRESS

i.

Stress in 3-syllable words Words ending in -tion usually have the stress on the second last syllable. Example: re/ la / tion

34

Curriculum Specifications for English Year 5 SJK

7.

Word List understand them in the context of what they read. These are also the words that learners will use when going about their writing task. These words must be used and recycled in various contexts so that pupils can pick up the words. Teachers are encouraged to add to this list according to the maturity level and ability of their learners as well as when teaching a particular topic.

The word list consists of words that need to be taught in context. Words to be taught in Year 5 SJK are marked with an asterisk(*). These are high frequency words which learners will need even when reading simple texts. Teachers should teach learners to recognize these words in context when reading and also

about above across afternoon all almost along also always am an and animals any are around at asked baby back ball bag balloon

*banana bed before began below belt better between birthday blue book both boy *branch brother *bud buy came *cactus can cant cat chair

change children clothes *coconut come day desk dog did didnt does dont down during earth every eyes father first *flower follow(ing) for found
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Curriculum Specifications for English Year 5 SJK

friends *fruit garden get girl good goes going gone great green half happy has have *hibiscus he help her head heard high him his house how inside it jump knew know lady

line *leaf leave left light live look man might money morning mother me much my name night no not now of old on one *orchid our out near never number only opened

other outside own paper pen pencil place *plant play put red right ruler *roots round said second *seed she shoe show sister small sound start still stopped suddenly sure swimming table the

36

Curriculum Specifications for English Year 5 SJK

their they think this *thorns those through to today together told tries tree *trunk turn(ed) under until up upon us used walk(ed)(ing) want watch we went what where when while white

who why window without woke(n) woman word work world write year yellow yes you young plus:

days of the week numbers one to fifty ordinal numbers: first to tenth pupils name and address name of school social expressions and greetings: e.g. good morning good afternoon good evening good night goodbye hello thank you

37