Modul English Final

AKADEMIK
Cetakan Pertama/First Printing 2021-2023

© MASSA CREATIVE ENTERPRISE 2021
Hak Cipta Terpelihara. Tiada bahagian daripada terbitan ini boleh diterbitkan semula,
disimpan untuk pengeluaran atau ditukarkan ke dalam sebarang bentuk atau dengan sebarang
alat juga pun, sama ada dengan cara elektronik, gambar serta rakaman dan sebagainya tanpa
kebenaran bertulis daripada MASSA CREATIVE ENTERPRISE 2021 terlebih dahulu.
All rights reserved. No part of this publication may be reproduced or transmitted in any form
or by any means, electronic or mechanical including photocopy, recording, or any
information storage and retrieval system, without permission in writing from the MASSA
CREATIVE ENTERPRISE 2021.
Diterbitkan di Malaysia/Published in Malaysia by:

MASSA CREATIVE ENTERPRISE
No. 22-2, Second Floor
Jalan Reko Sentral 4
43000 Kajang, Selangor
Disunting oleh/Editor by:

Prof. Dr. Norkhalid B. Salimin
Prof. Madya Dr. Mohd Izwan B. Shahril
Atur huruf dan grafik oleh/Typesetting and graphic by:

Muhammad Hazmi Bin Abd Ghani
Fatimah Azzahrah Binti Lokman
Dicetak oleh/Printed by:

ATTIN PRESS SDN. BHD.
No. 8, Jalan Perindustrian PP4
Taman Perindustrian Putra Permai
Bandar Putra Permai
43300 Seri Kembangan, Selangor
Perpustakaan Negara Malaysia Data Pengkatalogan-dalam-Penerbitan
ISBN NO:
EN GLISH
S T A N D A R D 6
Hasviniy A/P Padmanathan

INTRODUCTION
This module is designed for the core purpose of assisting the teachers and the
students with classroom activities that complement an English language
classroom lesson. This module also acts as an alternative list of language
activities that the teacher could utilise as guide for both indoor or outdoor
teaching and learning. This module had been created specifically cater to
aboriginal (Orang Asli) students and to assist our educators in the field of
second language acquisition.
We are laying the groundwork for teaching English or introducing the language
through active learning which means fully involving the students in learning
process. To achieve this, we provide activities that appeal to their senses
including physical, auditory, visual and tactile. We designed the activities such
as hands on activity, playing games, singing, dancing, watch videos, arts and
crafts, and so much more.
The designed module comprises multiple activities include four foundational
skills in language learning which is speaking, listening, reading, and writing.
Furthermore, the topics are developed based on student’s prior knowledge
and materials were specifically designed to tap into their environment and
things that are familiar to the aboriginal students in Malaysia. By doing this, we
hope to gain student’s interest and allows educator to focus and adapt their
teaching activities. From student’s point of view, these helps them to construct
connections between their prior knowledge towards the topic alongside
language learning.
The module consists of 12 units, all themed under ‘My Beautiful Village’ and in
each of them includes time allocation for the activity, notes for educators,
appropriate learning standard from the curriculum, learning outcomes,
teaching materials and instructions. The materials were written in module
format in the anticipation that they can be easily modified according to
educator’s teaching plan or topics being taught in class. The grammar games
were created for students to enjoy learning building sentences or language
functions while having fun.
Educators may use the games and change it appropriately suited to their
lesson. Each unit includes a wide range of activities. Educators play the most
important part in using this module as they will assist the students to check on
what they already know or can already do, apply what the students have
learnt to real-life situations; and use what the students already know to reach
new conclusions and build understanding.
TABLE OF CONTENTS
THEME: MY VILLAGE
UNIT 1:
ACTIVITY 1 : Let’s learn about Durian 5
ACTIVITY 2 : Durian fruit 10
ACTIVITY 3 : Sing with ME! 15
ACTIVITY 4 : Grammar Exercise 20
ACTIVITY 5 : Reading Exercise 25
ACTIVITY 6 : Role Play 30
UNIT 2:
ACTIVITY 1 : Sing with Me! 35
ACTIVITY 2 : Fishing 40
ACTIVITY 3 : Read and Act 45
ACTIVITY 4 : Vocabulary and Grammar Exercise 50
ACTIVITY 5 : Writing Exercise 55
ACTIVITY 6 : Let’s Go Fishing! 60
UNIT 3:
ACTIVITY 1 : Sing with ME! 65
ACTIVITY 2 : Story Time 70
ACTIVITY 4 : Butterfly Lifecycle 80
ACTIVITY 5 : Reading and Grammar Exercise 85
ACTIVITY 6 : Origami 90
UNIT 4:
ACTIVITY 1 : Reading and Grammar Exercise 95
ACTIVITY 2 : Recipe (Writing Exercise) 100
ACTIVITY 4 : Role play 110
ACTIVITY 5 : Stamp Your Fingers 115
UNIT 5:
ACTIVITY 1 : Watch and Tell! 120
ACTIVITY 2 : Reading and Writing Exercise 125
ACTIVITY 3 : Writing and Grammar Exercise 130
ACTIVITY 4 : Weaving 135
ACTIVITY 5 : Dancing 140
UNIT 6:
ACTIVITY 2 : Wedding Card 150
ACTIVITY 3 : Grammar Exercise (Group-based Activity) 155
ACTIVITY 4 : Designing Wedding Outfit 160
ACTIVITY 5 : Find the Bride for Me, Please? 165
UNIT 7:
ACTIVITY 1 : Gotong-Royong 170
ACTIVITY 2 : Find the Items 175
ACTIVITY 3 : Dice Toss 180
ACTIVITY 4 : Word Bingo 185
ACTIVITY 5 : Gotong-Royong Activity 190
195
UNIT 8:
ACTIVITY 1 : Circle Time 200
ACTIVITY 2 : What Can You See? 205
ACTIVITY 3 : Rock Painting 210
ACTIVITY 5 : Making Sardine Sandwiches 220
ACTIVITY 6 : Let’s Go on a Picnic 225
ACTIVITY 7 : Pictionary 230
UNIT 9:
ACTIVITY 1 : Gardening 235
ACTIVITY 2 : Watch Me Grow! 240
ACTIVITY 3 : Riddles 245
ACTIVITY 4 : Memory Game 250
ACTIVITY 5 : Grammar Game 255
ACTIVITY 6 : Truth or Lie? 260
ACTIVITY 7 : Drawing 265
ACTIVITY 8 : Learning About Tools for Gardening! 270
UNIT 10:
ACTIVITY 2 : Football Vocabulary 280
ACTIVITY 3 : Kick the Ball! 285
ACTIVITY 4 : Interview Session 290
ACTIVITY 5 : Football Songs/Chants! 295
UNIT 11:
ACTIVITY 2 : Bicycle Parts 305
ACTIVITY 3 : Design Your Helmet! 310
ACTIVITY 4 : Crossword Puzzle 315
ACTIVITY 5 : Draw Me! 320
ACTIVITY 6 : Grammar Games and Exercise 325
UNIT 12:
ACTIVITY 1 : Groceries checklist 330
ACTIVITY 2 : Reading Comprehension 335
ACTIVITY 4 : Grammar Games 345
ACTIVITY 5 : Role Play 350
MODUL BAHASA INGGERIS empowerNCER Akademik
TAHUN 6
UNIT 1
Theme: My Beautiful Village
Title: Durian Season
Activity 1: Let’s learn about durian!

Time allocation: 40 minutes
Learning standard: 2.1.1 Give detailed information about themselves and
others
Learning outcomes: At the end of the lesson, students are able to:
1. Identify parts of the durian correctly.
2. Share experience regarding the topic with teacher and
friends.
Teaching materials: Fake fruit or Picture card
Instructions: 1. The educator shows the picture or the fake fruit to children.
2. Educator have conversation with children about durians.
3. Educator introduces durian and its parts.
1
TAHUN 6
Notes: This activity is great for introducing topic of the day. Encourage
children to talk and share their experience. Have a conversation about
the fruit.
Example of questions:
Do you know what this is? How does it taste like?

Have you seen this fruit before? Can you touch the fruit?
How does it smell? What is inside this fruit?
What colour is it? Does it have seeds?
Stem Sharp thorn
Pulp / Flesh
Husk
Source of image: New Straits Time online
2
TAHUN 6
Activity 2: Durian Fruit

Time allocation: 1 hour 30 minutes
Learning standard: 2.2.1 Keep interaction going in short exchanges by
checking understanding of what a speaker is saying
1. Follow educator’s instructions step by step.
Teaching materials: Egg cartons, glue, scissors, balloon, paint (green),
newspaper.
Note: This activity is great for developing fine motor skills and awareness of
colour and texture. Educators may ask students to tear the newspaper. It helps
their motor skills and attracts them to do the activity. The educator must
prepare the egg cartons as thorns beforehand. Use scissors to cut them into
smaller thorn shaped pieces. If drying requires more time, educators may
proceed to other activities.
Instructions:
1. Educator divide students into smaller group. Each group of students are
given a piece of balloon. Students blow and tie the balloon.
2. Educator pass newspaper and glue to the students. Students paste the scrap
newspaper onto the balloon using the glue.
3. After it dried, educator pass egg cartons and glue to the students.
4. Students paste the egg cartons onto the balloon.
5. Once it dried, students can paint the durians.
3
TAHUN 6
Activity 3: Sing with me!

Learning standard: 1.1.1 Recognise and reproduce with independently a wide
range of target language phonemes
1. Recognize and pronounce familiar words.
2. Learn new vocabulary through singing.
Teaching materials: Song lyrics and audio / video
Note: Educator should play the audio or video and sing along. Then, introduce
the song lyrics. Sing, read it out loudly, and sing again.
Song Title: Big green durians
Tune: Popcorn popping at the apricot tree
https://www.youtube.com/watch?v=qqC_d81OEno
* Tone will be recorded both instrumental and with voice.
Big green durians

I looked in the forest
And what did I see
Big green durians
Hanging on the tree
This season has brought me
Such a nice surprise
Yummy durian right before my eyes
I could take a handful and make a treat
Durian ice cream that would taste so sweet
I cannot wait to taste
Let’s go take some more
Big green durians hanging on the tree.
4
TAHUN 6
Actions for the song: Educator may change the actions accordingly:
Lyrics Actions
I looked in the forest Make fingers like holding a binocular.
And what did I see
Big green durians Gesture as if holding a round ball
Hanging on the tree
This season has brought me Hold on to cheeks and make a surprised face
Such a nice surprise
Yummy durian right before Rub stomach
my eyes
I could take a handful and Hands reaching to take a fruit
make a treat
Durian ice cream that Holding ice cream stick gesture
would taste so sweet
I cannot wait to taste Both hands on the chest showing yourself while
shaking the head
Let’s go take some more As if calling everyone out with hands
Big green durians Gesture as if holding a round ball
Hanging on the tree.
5
TAHUN 6
Activity 4: Grammar Exercise

Learning standard: 3.2.1 Understand the main idea of simple longer texts
4.2.5 Connect sentences into two coherent paragraphs or
more using basic coordinating conjunctions and reference
pronouns
1. Learn about parts of speech.
Teaching materials: Worksheet
Note: Educator may use student’s craft (durian) or the real fruit or fake fruit to
further explain each sentence. Educators may ask students to sit in circle and
show them the sentence one by one. Go through it together one by one using
visual prompt.
MORPHOLOGY: PARTS OF SPEECH
Adjectives (20 minutes)

1. Durian flesh is _________________ in colour.
2. Durian’s taste is very _________________.
3. Durian’s thorns are very ____________________.
4. Durian trees are ________________.
5. The durian’s price is really _______________.
yellow short expensive sweet sharp
6
TAHUN 6
Verb (20 minutes)

1. My father ___________________ durian by the roadside.
2. I help my mother to ___________________ durian in the forest.
3. My brother _________________ the durian with a machete.
4. My sister _________________ five durian in the basket.
5. Grandmother ___________________ her hand before eating the durian.
washes splits find sells puts
Conjunctions (20 minutes)

My sister _________________ I like to eat durian. My brother splits the durian
for us _________________ he does not like to eat it. _________________ he just
watches us enjoy the fruit.
and So but
Interjections (20 minutes)

_________________ I did not know that my brother does not like durian.
_________________, this durian is tasty!
_________________ It smells terrible.
Oh no! Yuck! Wow
7
TAHUN 6
Activity 5: Reading Exercise

Learning standard: 3.2.2 Understand specific information and details of simple
longer texts
1. Read with correct pronunciation.
2. Explain the meaning of the text.
Teaching materials: Worksheet and fake durian fruit
Instructions: 1. Read it out loud and ask students to follow.
2. Read and explain every sentence.
My favorite fruit is durian. It is also known as the king of fruits. The durian is big,
round, and green in colour. It has sharp thorns. So be careful when you hold
it. My parents and I will go find the durians in the forest. Some trees are short,
some are very tall. Once we bring it back home, my brother will split it for us.
Each carpel of durian has a few durians flesh. My sister and I like to eat
durian. The durian’s flesh is yellow in colour. It tastes creamy and yummy.
8
TAHUN 6
Activity 6: Writing Exercise

Content standard: Form letters and words in neat legible print using cursive
writing.
Learning outcome: At the end of the lesson, students are able to:
1. Recognize and write the words based on previous lessons.
Note: Students may try to answer the passage below using the provided words.
If the students are having some trouble, the educator may prompt them to
refer to the passage in activity 5.
My favorite fruit is _______________. It is also known as _______________ of fruits.

Durian is big, _______________ and green in colour. It has _______________ thorns.
So be careful when you _______________ it. My parents and I will go find the
durians in the _______________. Some trees are _______________, some are very
_______________. Once we bring it back home, my brother will _______________
it for us. Each carpel of durian has a few durians flesh. My sister and I like to
_______________ durian. The durian’s _______________ is yellow in colour. It tastes
_______________ and yummy.
Durian sharp round hold king split

tall eat flesh short creamy forest
9
TAHUN 6
Activity 7: Role Play

Time allocation: 30 minutes – 1 hour
Learning standard: 5.3.1 Respond imaginatively and intelligibly through
creating simple stories and simple poems
Other imaginative responses as appropriate
1. Have conversation with their peers regarding the task.
2. Respond to friends appropriately.
Teaching materials: Basket, Durian shop sign with price (ex: 1 kg RM8), fake
durian fruits (educators may use their craft in activity 2), fake machete, fake
money
Situation: Some students act like a durian vendor and the other students act as
customer
Note: Educators should initiate talking in English. Students may use other
language such as Bahasa Malaysia when talking to their friends. Therefore, use
bilingual when the students are talking. Let say, the student says “Sekilo berapa
ni? ”,, you may ask questions like “Are you asking for the price?”. “Tanya harga
ke tu? How much is the durian per kilo?”
10
TAHUN 6
UNIT 2
Title: Fishing
Activity 1: Sing with me!

Time allocation: 1 hour
Learning standard: 5.1 Enjoy and appreciate rhymes, poems and songs
1.1.1 Recognise and reproduce with independently a wide range of target
language phonemes
Learning outcome: At the end of the activity, students will be able to:
1. Pronounce each words correctly.
2. Learn new vocabulary through singing.
the song lyrics. Sing, read it out loudly, and sing again. Educators may add
actions or body movements.
Teaching materials: Songs lyrics and audio
Song Title: One little, two little, three little fishes.
Tune: https://youtu.be/QeF9CLqQs98
Song lyric:
One little
Two little
Three little fishes
Four little
Five little
Six little fishes
Seven little
Eight little
Nine little fishes
Ten little fishes in the pond
11
TAHUN 6
Song Title: Once I caught a fish alive!

Tune: https://youtu.be/VWWEUChKo6s
Song Lyric:
One, two, three, four, five
Once I caught a fish alive
Six, seven, eight, nine, ten
Then I let it go again
Why did you let it go?
Because it bit my finger so
Which finger did it bite?
This little finger on my right
12
TAHUN 6
Activity 2: Fishing
others
5.3.1 Describe in simple language a character’s actions or
feelings and explain the reasons for them
Learning outcome: At the end of the activity: students are able to narrate
about their experience to the topics.
Note: This activity is great for introducing topic of the day. Encourage students
to talk and share their experience.
Teaching materials: Picture card
Source: https://www.google.com/relaksminda
Instructions: 1. Educator shows the picture to children.
2. Educator have conversation with children about fishing
activities.
Notes: Have a conversation about fishing. Introduce them to fishing tools.

Example of questions: What do we use for fishing?
What are they doing? When do you normally go fishing?
Have you tried fishing? Can you go during rainy day?
Whom do you go with? Why do we have to use bait?
13
TAHUN 6
Activity 3: Read and Act.

Learning standard: 3.3.1 Read and enjoy A2 fiction/non-fiction print and digital
texts of interest
2.3.1 Narrate short basic stories, events, and experiences
Learning outcome: At the end of the activity: students are able to:
1. Read provided texts with correct pronunciation and
intonation.
2. Act out the dialogues with educator’s guidance.
Instructions: 1. Read aloud the dialogue provided below with students.

2. Assign each character to the students.
3. Ask the students to read out and act out the storyline.
4. Repeat step 1 till 3 again with remaining set of students.
Note: Check their pronunciation as they read and act out the dialogues.
Teaching materials: Dialogue card
Teacher : It is Saturday tomorrow. So, what are you going to do?

Tijah : Teacher, I am going to go fishing.
Chopi : Yeah, me too.
Teacher : Wow, with who?
Tijah : I am going with my father. What about you, Chopi?
Chopi : I always follow my brothers.
Teacher : Oh, do you go often?
Tijah : Not me, Teacher Suri. Sometimes, I like to play with my
little sister at home.
Chopi : I go every weekend. Sometimes I follow them after
school.
Teacher : Where do you fish, Chopi?
Chopi : By the river, teacher! Sungai Batu 17!
Tijah : Teacher, do you like fishing?
Teacher : I have never fished before. Maybe I should follow you.
Sounds fun to me!14
TAHUN 6
Activity 4: Vocabulary and Grammar Exercise

Time allocations: 1 hour
Learning standard: 4.1 Form letters and words in neat legible print using cursive
writing
4.2.5 Connect sentences into two coherent paragraphs or
more using basic coordinating conjunctions and
reference pronouns
Learning outcome: At the end of the activity, students are able to:
1. Identify text based on provided pictures correctly.
2. Use adverbs in a sentence correctly.
3. Recognize language functions (conjunctions and verb)
Note: Check their pronunciation as they read and act out the dialogues.
Teaching materials: Dialogue card
Nouns
Instructions: Fill in the blanks with correct answers.
bait hook fishing rod fishing net
15
TAHUN 6
Adverbs: Sequencing
Instructions: Fill in the blanks with correct answers.
Fishing step by step
Step 1:
_______________, collect worms to be used as bait.
Step 2:
_______________, find bamboo stick to use as fishing rod.
16
TAHUN 6
Step 3:
_______________, cut off sharp thorn using a knife or machete.
Step 4:
_______________ that, tie a string around fishing rod.
Step 5:
_______________, tie a hook at the end of the string.
17
TAHUN 6
Step 6:
_______________, stick the worms to the hook.
Step 7:
_______________, throw the hook in the river and wait patiently.
Firstly Thirdly Next Finally Then After Secondly
18
TAHUN 6
Conjunctions and Verbs

Instructions: Circle the conjunctions and draw a square on verbs.
That is Adi and Keri. They love going fishing together. They like to fish by the
river. They made the fishing rod by themselves, but they asked their brother’s
help to cut the bamboo sticks. Every day after school, they search for worms
and put it in a plastic bag. When they catch a fish, they put it inside a clay pot.
19
TAHUN 6

writing.
Learning standard: 4.2.3 Narrate factual and imagined events and experiences
1. Form and write sentences using full form and punctuate
texts appropriately.
Instructions: Answer the following questions based on the paragraph below.
One Wednesday afternoon, Adi and Keri went fishing. They brought their fishing
tools with them. Keri brought the worms too. Adi caught a small fish meanwhile
Keri caught a bigger fish. The small fish is black in colour. The big fish was red in
colour. They caught it using the fish rod their brother made them. They love
going fishing together. They like to fish by the river. After that, they brought the
fish back home.
1. Where did Adi and Keri go?

_____________________________________________________________.
2. What did they like to do?
_____________________________________________________________.
3. What is the colour of Adi’s fish?
_____________________________________________________________.
4. Who caught the big fish?
_____________________________________________________________.
5. When did they go to fishing?
_____________________________________________________________.
6. What did they bring together for fishing?
_____________________________________________________________.
7. What did they use as bait?
_____________________________________________________________.
20
TAHUN 6
8. Who made the fishing rod?

_____________________________________________________________.
9. Where did they fish?
_____________________________________________________________.
10. What did they do with the fishes?
_____________________________________________________________.
21
TAHUN 6
Activity 6: Let’s Go Fishing!

Learning standard: 1.2.4 Understand longer sequences of supported classroom
instructions
2.2.2 Agree a set of basic steps needed to complete
extended classroom tasks
Learning outcome: At the end of the activity, students are able to listen and
follow instructions, and manage classroom tasks with their
friends.
Teaching materials: Fish rod with hooks (bamboo sticks), string, fish net, fake
fishes (pool noodle - waterproof), pail, water, basket
Note: Educators may change the materials based on availability.
Instructions: 1. Educator brings a bunch of bamboo sticks and asks students to

tie the string around the end.
2. Educator make a hoop as hook at the end of the string.
3. Educator place the fake fish in the pool of water (in the pail).
4. Educator distribute fish nets to students.
5. Students try to catch as much as fake fishes.
6. After catching the fish, students must bring it to their basket.
7. The first team that catches all the fish wins!
22
TAHUN 6
UNIT 3
Title: Catching the butterflies
Activity 1: Sing with Me!

Learning standard: 5.1 Enjoy and appreciate rhymes, poems and songs
1.1.1 Recognise and reproduce with independently a wide
range of target language phonemes
1. Pronounce words correctly through singing.
the song lyrics. Sing, read it out loudly, and sing again. Educators may add
actions or body movements.
Teaching materials: Songs lyrics and audio
Song Title: Butterfly Oh Butterfly
Tune: https://youtu.be/3XUnQcLNx-8
Song lyric:
Butterfly Oh Butterfly
Flying high in the sky
Across the river
Through the garden
Finding flowers all around
Notes: Have a conversation about the story.

Where do you think butterflies come from?

Have you ever seen a caterpillar or touched it?
If you have touched one, how did it feel?
What colour butterflies have you seen?
What foods would you eat if you were a caterpillar?
Where would you fly if you were a butterfly?
23
TAHUN 6
Activity 2: Story Time

others
Learning outcomes: At the end of the activity, students are able to:
1 Narrate about their experience to the topics.
Teaching materials: The Very Hungry Caterpillar video
(https://www.youtube.com/watch?v=75NQK-Sm1YY)
Instructions: 1. Educator plays the video to the children.
2. Educator have conversation with children about the story.
to talk and share their experience. Have a conversation about the story.
*Prompt children to speak in English.
What did you see? Where do you think the butterfly

What happened in the story? came from?
What did the caterpillar eat? Why do you think the caterpillar had
*On Monday, Tuesday, etc stomach-ache?
What did the caterpillar turn to? What made the caterpillar feel all
better?
24
TAHUN 6

writing.
Learning standard: 4.2.3 Narrate factual and imagined events and experiences
1. Write sentences using full form and punctuate texts
appropriately.
Note: Use the video earlier as guide to answer the questions. Prompt the
students to write their answers.
Instructions: Answer the following questions based on the story played earlier.
1. What story did you watch?

_____________________________________________________________.
2. What happened in the story?
_____________________________________________________________.
3. What did the caterpillar eat?
_____________________________________________________________.
4. What did the caterpillar turn to?
_____________________________________________________________.
5. Where do you think the butterfly came from?
_____________________________________________________________.
6. Why do you think the caterpillar had stomach-ache?
_____________________________________________________________.
7. What made the caterpillar feel all better?
_____________________________________________________________.
25
TAHUN 6
Instructions: List down all the food that the caterpillar ate based on the
pictures.
Note: The food pictures have a hole in it as the caterpillar ate through it. Read
along with students while they are answering the questions.
The caterpillar ate a _______________.
It also ate two _______________.
Then, it ate three _______________.
It ate four _______________.
It ate five _______________.
Next, it ate a piece of chocolate _______________.
After that, it ate an _______________ cone.
It ate one _______________.
A slice of Swiss _______________.
It ate a slice of _______________.
One piece of _______________.
26
TAHUN 6
It also ate one piece of cherry _______________.
Then, it ate through a _______________.
Next, it was a _______________.
Finally, one slice of _______________.
watermelon sausage lollipop cheese ice cream

blueberries apple pears cake pickle
salami pie cupcake oranges strawberry
27
TAHUN 6
Activity 4: Butterfly Lifecycle

Learning standard: 1.2.4 Understand longer sequences of supported classroom
instructions.
2.2.2 Agree a set of basic steps needed to complete
Learning outcomes: At the end of the activity: students are able to:
1. Understand butterfly life cycle
2. Follow instructions and move their fingers and body
accordingly.
3. Learn new vocabulary related to butterfly life cycle.
Note: There are 4 steps for this game indicating four stage butterfly life cycle.
Ask questions about butterfly life cycle as they are doing the activity. Introduce
new vocabulary such as move, roll, bend, pupa, egg, wings and more.
Teaching materials: According to each step given.
Step 1: Roll that egg
Teaching materials: Clay, large leaf (can use real leaf or draw one in a piece
of paper)
Instructions: 1. Educator set up white clay in a box and a large leaf. Make sure
there’s a metre distance between the clay box and the leaf.
2. Educator explain the instructions and show example.
3. Students will take the clay, roll it using their hands and throw it
to the leaf.
Step 2: Move like a caterpillar

Teaching materials: masking tape or rope
Instructions: 1. Educator mark the lane with a tape or rope.
2. Educator explain the instructions and show example.
3. Students will move like a caterpillar from one point to the other
point following the mark.
4. Students may crawl or wiggle like a caterpillar.
28
TAHUN 6
Step 3: Pupa
Teaching materials: -
Instructions: 1. Educator ask students to sit down.
2. Educator ask students to imagine as if their sleeping like a
caterpillar in a pupa.
3. After a while, educator ask them to break out from the pupa
and stand up.
4. Educator ask students to wiggle their body from head to toe.
Step 4: Butterfly
Teaching materials: Mat
Instructions: 1. Educator ask students to be seated down on the floor
2. Educator ask students to gently bend the knees and press the
soles of their feet together
3. Students will hold to their feet and move their body side to side
to mimic butterfly wings.
4. Educator ask students to wiggle their body from head to toe.
29
TAHUN 6
Activity 5: Reading and Grammar Exercise

Learning standard: 3.2.3 Guess the meaning of unfamiliar words from clues
provided by other known words and by context
Learning outcome: At the end of the activity, students are able to form and
write sentences using full form and punctuate texts appropriately.
Instructions: Read the paragraph. Based on the paragraph below, list down all
the nouns, verbs and conjunctions in the box provided.
That is a butterfly. It is very colourful. The butterfly in the picture has green, blue,
yellow, red, purple, and black colour. A butterfly is an insect. They come in
different colours, shapes, and sizes. Butterfly has four wings, six legs and a pair
of antennas. Butterflies taste with their feet. They drink nectar from flower and
juice from some fruits. They are very beautiful insects, but they do not live very
long.
Nouns Verbs Conjunctions
30
TAHUN 6
Activity 6: Origami
Learning standard: 2.2.2 Agree a set of basic steps needed to complete
Learning outcome: At the end of the activity, students are able to form
butterfly origami by following simple instructions.
Teaching materials: Origami papers
Instructions: 1. Educator shows step by step on how to do butterfly origami.
2. Students follows educator’s instructions.
3. Students fly their butterfly around classroom.
31
TAHUN 6
UNIT 4
Title: Finding Petai
Activity 1: Reading and Grammar Exercise

longer texts
3.2.4 Use with some support familiar print and digital
resources to check meaning
1. Read the text provided with teacher’s guidance.
2. Answer educator’s question based on the text.
Note: Educator should prompt students to read aloud to check their
pronunciation. Have conversation about the fruit
Instructions:
This is petai. Petai is known for its strong smell. That is why it is called stink
beans in English. Petai grows on tree. The tree is very tall. Petai is famous in
Malaysia. Although it has strong smell, people love to eat it. Petai can be
eaten raw or cooked. Petai comes in a pod. We cut it open and remove
the outer skin before consuming it. Do you know that petai has nutritional
value?
32
TAHUN 6
Notes: Have a conversation about the story.

What colour is petai?
Do you like to eat petai?
Have you seen a petai tree before?
How do you like to eat petai?
Do you know that it is healthy?
Petai is a good source of minerals, and is especially high in calcium,
phosphorus, potassium, and iron. Petai is also high in fibre. Petai is
one of the most nutritious local vegetables.
Nouns Verbs Conjunctions
33
TAHUN 6
Activity 2: Recipe (Writing Exercise)

Learning standard: 4.3.2 Spell most high frequency words accurately in
independent writing
4.3.1. Use capital letters, full stops, commas in lists, question
marks and speech marks appropriately at discourse
level
write sentences using full form and punctuate texts correctly.
Note: Prompt students to spell and write each sentence.
Ingredients:
A handful of _______________.
A bunch of _______________.
One large _______________.
Three cloves of _______________.
One tablespoon of grinded _______________ paste.
34
TAHUN 6
One tablespoon of _______________ paste
One cup of _______________ juice.
One teaspoon of _______________.
One tablespoon of _______________ sugar.
Half a cup of _______________.
Some _______________ to fry.
garlic water salt anchovies

brown onion tamarind oil
shrimp chili petai
35
TAHUN 6
Instructions: Rewrite the sentences correctly.
ingredients together blend (onion, garlic, chili paste)

Step 1: _____________________________________________________________
oil add in a pan

Step 2: _____________________________________________________________
anchovies separately fry and shrimp paste

and set aside remove
Step 3: _____________________________________________________________
grinded add the and ingredients slowly stir

Step 4: _____________________________________________________________
and add tamarind juice half a of water cup

Step 5: _____________________________________________________________
fried anchovies add petai and sugar

Step 6: _____________________________________________________________
serve once cooked in a rice plate with hot

Step 7: _____________________________________________________________
36
TAHUN 6

Learning standard: 4.3.1. Use capital letters, full stops, commas in lists, question
level
write sentences using full form and punctuate texts appropriately.
Note: Prompt students to read first and make a sentence verbally. Guide them
to write independently
Instructions: Connect the words and make a sentence.
1. Followed - mother – market – morning
__________________________________________________________________________.
2. saw – Pak Aman – stall
__________________________________________________________________________.
3. Pak Aman - vegetables – fish
__________________________________________________________________________.
4. She – radish – kangkong - petai
__________________________________________________________________________.
5. Petai – favourite - vegetable
__________________________________________________________________________.
6. Home – help - cook
__________________________________________________________________________.
37
TAHUN 6
7. Cut – wash - vegetables
__________________________________________________________________________.
8. Father – fish - home
__________________________________________________________________________.
9. lunch – rice – petai - fish
__________________________________________________________________________.
Instructions: Write back the sentences you formed above.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
38
TAHUN 6

creating simple stories and simple poems
Other imaginative responses as appropriate
Learning outcome:
Teaching materials: Stall sign with price (ex: 1 kg RM8), petai, fake money
Situation: Some students act like a petai vendor and other students act as
customer
Note: Educators should initiate talking in English. Students may use other
language such as Bahasa Malaysia when talking to their friends. Therefore, use
bilingual when the students are talking. Let say, the student says “Selonggok
berapa ni? ”,, you may ask questions like “Are you asking for the price?” “Tanya
harga ke tu? How much is a stalk of petai?”
39
TAHUN 6
Activity 5: Stamp Your Fingers

Learning outcome: At the end of the activity, students are able to listen to
instructions correctly.
Teaching materials: Papers, pencils, green paint, sponge
Note: Educator should provide example before starting the activity
Instructions: 1. Educator draw few rows of petai in a piece of paper.

2. Students follow educator’s instructions.
3. Educator prepares green paint in a bowl with sponge.
4. Educator shows step by step on how to stamp their fingers to
form petai.
5. Students must take the sponge, dab it in the paint and then dab
onto their thumb.
40
TAHUN 6
UNIT 5
Title: Sewang Dance
Activity 1: Watch and Tell!

Learning standard: 2.1.5 Ask about and describe personality
Learning outcome: At the end of the lesson, students are able to explain and
describe the video shown.
Teaching materials: Video (https://youtu.be/1F-SWxSzh0M)
Video Title: Sewang Dance
Instructions: 1. Educator play the video.

2. Educator have conversation with students about the video.
Notes: Have a conversation about Sewang dance.

Example of questions: What are they wearing?
What are they doing? When do they dance?
What is the name of the dance? Have you tried this dance?
Have you watched it before?
41
TAHUN 6
Activity 2: Reading and Writing Exercise

independent writing
Learning outcome: At the end of the activity, students are able to read and
answer questions based on the topics.
Teaching materials: Newspaper article
42
TAHUN 6
Instructions: Read the article above. Answer following questions.
1. Look at the text above. Where is it from?

__________________________________________________________________________.
2. The Orang Asli are from which tribe?

__________________________________________________________________________.
3. Where did the festive took place?

__________________________________________________________________________.
4. What is Sewang dance?

__________________________________________________________________________.
5. What does Sewang dance involve?

__________________________________________________________________________.
Instructions: Fill in the blanks with correct answer.
The musical instrument used for sewang dance is _______________. The

_______________ are played by eight percussionists. Musical instruments such as
_______________, double-faced drums and brass gongs are also used.
43
TAHUN 6
Some dancers wear _______________ to mark certain characters. These masks

are _______________ and made upon request or occasion. _______________ are
worn by male dancers.
Dancer costumes are made using _______________ and _______________

mengkuang or coconut leaves. Coconut leaves are used as _______________
and will be wrapped around the dancer's head, body and waist.
bark bamboo woven

mask violin accessories
bamboo handmade Masks
44
TAHUN 6
Activity 3: Writing and Grammar Exercise

Learning standard: 4.3.1 Use capital letters, full stops, commas in lists, question
level
Learning outcome: At the end of the activity, students are able to narrate
Teaching materials: Newspaper article
Instructions: Complete the text with the correct form of verbs.
We _______________ (rehearse) Sewang dance for the school play yesterday

when an embarrassing thing _______________ (happen). Teacher’s phone
_______________ (ring) while we _______________ (dance). The ringtone was a
language that we did not understand. Teacher _______________ (say) it was a
Tamil song. Everyone _______________ (laugh) because it sounded funny. We
_______________ (continue) practicing after that.
Instructions: Write questions with How long…? Complete the answers with for
or since.
1. Sayed / be / dancer?
___________________________________ _______________ 10 years.
2. Sasha / been / craft?
___________________________________ _______________ she was young.
3. The people / work / garden?
___________________________________ _______________ a few years.
4. Ika / playing / violin?
___________________________________ _______________ two months ago.
45
TAHUN 6
Activity 4: Weaving
Teaching materials: rope or string, coconut leaves
Note: Educator should provide example before starting the activity. If there’s
more time, educators can do another weave as head accessories.
(https://youtu.be/M238JuQ1tx0)
Instructions: 1. Educator show woven coconut leaves.

2. Students follow educator’s instructions.
3. Educator shows step by step on how to insert the leaves to the
rope.
4. Students produce woven coconut leaves.
5. Students wear the woven coconut leaves at their hips.
46
TAHUN 6
Activity 5: Dancing
Teaching materials: Video (https://youtu.be/RpO2Z6mtsgw) and woven
coconut leaves from Activity 4
Instructions: 1. Educator plays the video for students.

2. Educator teach the steps one by one to the children.
3. Students watch and follow educator steps carefully.
4. Students do a dance presentation in assembly.
47
TAHUN 6
UNIT 6
Title: Wedding Festivities
Activity 1: Reading and Writing

Learning standard: 3.2.4 Use with some support familiar print and digital
4.3.1 Use capital letters, full stops, commas in lists, question
level
1. Use dictionary to check meaning correctly.
2. Answer the questions with correct sentence structure.
Teaching materials: Picture and worksheet
Source: perkahwinan-tradisi-orang-asli
Marriage is a binding relationship between two people recognized by

authority or religious belief. In Malaysia, there are many races. Each race has
its own traditions. The picture above shows Orang Asli wedding ceremony.
There is various tradition before getting married. The hall is decorated for the
wedding ceremony. It is decorated with coconut leaves and wood. The bride
wears batik cloth tied at chest level, while the groom wears shorts without a
shirt. They wear accessories using leaves on the head, waist, and body.
48
TAHUN 6
Instructions: Find meaning for each word.
1. Religious : ____________________________________________________________
2. Race : ____________________________________________________________
3. Tradition : ____________________________________________________________
4. Wedding : ____________________________________________________________
5. Marriage : ____________________________________________________________
6. Belief : ____________________________________________________________
7. Relationship: ___________________________________________________________
8. Accessories: ___________________________________________________________
Instructions: Based on the text above, answer these questions.

1. What does marriage means?
_____________________________________________________________.
2. How is the hall decorated?
_____________________________________________________________.
3. What does the bride wear on wedding day?
_____________________________________________________________.
4. What does the groom wear on wedding day?
_____________________________________________________________.
Instructions: Answer these questions.

1. Have you been to a wedding?
_____________________________________________________________.
2. If yes, whose wedding did you go?
_____________________________________________________________.
3. Would you like to get married?
_____________________________________________________________.
49
TAHUN 6
Activity 2: Wedding Card

Learning standard: 4.2.2 Describe future plans or events
4.3.3 Produce a plan or draft of two paragraphs or more for
a familiar topic and modify this appropriately in
response to feedback
Learning outcomes: At the end of the activity: students are able to:
1. Design a wedding invitation creatively.
2. Write an invitation with educator’s guidance.
Note: Educator provide few examples for students.
Teaching materials: A4 paper, colour pencil/ markers/ crayons/ pencils

Instructions: 1. Design a wedding invitation for your sister’s wedding.
2. Include these details:
- The couple names
- Date and time
- Location
3. Students may colour and design it according to their creativity.
50
TAHUN 6
Activity 3: Grammar Exercise (Group-based Activity)

Learning standard: 4.2.2 Describe future plans or events
4.3.3 Produce a plan or draft of two paragraphs or more for
1. Identify and use language functions correctly.
Note: Educator may do this in group. Group students into smaller team. Each
team that answers the questions will be rewarded. Educator must write in white
board and let students complete the sentences. First group to complete, wins
the challenge.
Personal pronoun and Reflexive pronoun

Instructions: Fill in the blanks with the correct reflexive pronoun.
Example: Thiveya made dinner herself.
1. Raj, did you bake this cake _______________.
2. Devan made the bouquet _______________.
3. Fakhriah decorated the hall _______________.
4. I bought _______________ a shoe for the wedding.
5. We helped _______________ at the wedding dinner.
6. Yes, I designed the wedding card _______________.
7. Mr. Khevan did all the preparation for the wedding _______________.
8. Syafiqah looked at _______________ in the mirror and said “I am so pretty”.
9. Ladies and gentlemen! This is an open buffet so you can help
_______________.
10. They felt proud of _______________ when they could handle the party
very well.
11. Nadirah’s cat accidentally hurt _______________ when it suddenly
stepped on the decorations.
51
TAHUN 6
yourselves myself ourselves himself

itself herself myself herself
himself yourself themselves
Past simple or Past continuous

Instructions: Complete the sentence with past simple or past continuous.
Example:
Past simple
I always visited my grandmother in my school holidays when I was little.
Past continuous
I was visiting my grandmother when he called me.
1. We _______________ (cycle) when the rain _______________ (started).

2. Everyone _______________ (sleep) when the decorations _______________
(arrive).
3. He _______________ (feed) the cats when the dog _______________
(attack).
4. While she _______________ (read) her storybook, her brother
_______________ (play) games.
5. The electricity _______________ (go off) as my mother _______________
(iron) the clothes.
Instructions: Complete the text with past simple or past continuous.
Yesterday _______________ (is) a good day. It _______________ (is) the day my

sister _______________ (get marry). I still _______________ (remember) when my
brother-in-law _______________ (come) to our house with his family. We
_______________ (are excited) to see him. We _______________ (want) to see who
_______________ (is brave) enough to marry our elder sister. Well, she is nice, but
she is also very strict with us. I _______________ (am) overjoyed at their wedding.
My siblings and I _______________ (eat) a lot of snacks at the wedding dinner.
52
TAHUN 6
Instructions: Complete the sentence with a drawing

For example: When I am sick; One student come in front of the class and draw
as if someone is sleeping. Other students will guess what the student drew.
Note: Educator provide students with card / worksheet containing sentences.

Students must finish the sentences with a drawing. Each group must guess
what did their draw. If students guess in Malay language or their native
language, repeat it in English.
When I go home… When I see my friends…

When I am hungry… I used to…
I like to eat… My favourite fruit…
I like to wear… I like to…
When I am upset… When I feel sad…
53
TAHUN 6
Activity 4: Designing Wedding Outfit

Learning standard: 2.1.4 Ask about and describe future plans or events
Learning outcome: At the end of the activity: students are able to:
1. Draw wedding outfits creatively.
2. Describe their drawing bravely to their friends.
Instructions: 1. Educators provide students with a drawing.
2. The drawing contains only body outline.
3. Students must design outfit for bride and groom according to
their own creativity.
4. After completing it, students must come in front of the class and
describe their outfit
Note: Prompt and check their pronunciation as they describe their drawing.
54
TAHUN 6
BRIDE GROOM
55
TAHUN 6
Activity 5: Find the Bride for Me, Please?

Learning outcome: At the end of the activity: students are able to complete
the tasks provided.
Instructions: 1. Students must complete the maze and shout out “I found her!”
56
TAHUN 6
UNIT 7
Title: Gotong-royong
Activity 1: Gotong-Royong
Learning standard: 2.1.5 Ask about and describe personality
1. Describe gotong-royong activities.
Teaching materials: Picture card & worksheet
Instructions: 1. Educator asks students about gotong-royong.

2. Educator explains about gotong-royong to students.
3. Educator asks students to complete the worksheet.
57
TAHUN 6
Garbage should be thrown in _______________.
We use _______________ to sweep the floor.
Students wear _______________ to pull the grass.
She used _______________ to clean the windows.
Teacher gave _______________ to dust the furniture.
They arranged the _______________ on the shelves.
I erased the writing using a whiteboard _______________.
After sweeping, he used a _______________ to clean the floor.
trashcan broom mop cloth

duster books glove duster
58
TAHUN 6
Activity 2: Find the Items

1. Use dictionary to check meaning correctly.
2. Find items in the pictures correctly.
Note: Suggest using dictionaries if students don’t know words or prompt
another meaning (synonym)
Instructions: Find the items below in the picture.
trash chairs floor brush wheelbarrow

paint roller hose paint can
59
TAHUN 6
duster curtain broom window

black board brush pail
60
TAHUN 6
Activity 3: Dice Toss

1. Use modal verbs in a sentence.
2. Know the functions of modal verbs.
Note: If students are not able to build a sentence, give them an example.
Example: I must throw thrash in the dustbin or Trash should be thrown in the
dustbin.
Teaching materials: Dice (each side is written with modal verbs; should, must,
have to, may, might, could)
Modal Verbs
Instructions: 1. Students will toss the dice provided.
2. Student read out the verb that they got.
3. Students build a sentence from the verb.
61
TAHUN 6
Activity 4: Word Bingo

1. List down items used for gotong-royong
2. Identify the words correctly.
Note: Guide the students if they are not able to spell. Show an example with
simple topics such as colours and numbers. This is to make sure they understand
how to activity takes place and it makes the game interesting.
Teaching materials: A4 papers
Instructions: 1. Educator asks students to draw 5 x 5 table.

2. Students list down word related to topic (based on themes).
3. Next, taking turns, students shout out one word from their list.
4. If the word is available in their list, students should cross out the
word.
62
TAHUN 6
Activity 5: Gotong-Royong Activity

Time allocation: 2 hours
Learning standard: 2.3.1 Narrate short basic stories, events, and experiences
1. Clean up and do communal work around school.
2. Taking turns and work together with their friends.
3. Describe their experiences.
Note: Guide students to speak in English language when they are describing.
Materials needed: Broom, used cloth, thrash bag, dustbin, etc.
Instructions: 1. Educator asks students to clean up around class area.

2. Educator asks students to clean up the school.
3. After the work, educator gather the students together.
4. Every group of students must describe their experiences with
their friends.
63
TAHUN 6
UNIT 8
Title: Picnic by the river
Activity 1: Circle Time

Learning standard: 1.2.3 Understand with little or no support longer simple
narratives on a range of familiar topics
1. Describe picnic activities.
to talk and share their experience. Have conversation about the picture.
Do you know what this is? Have you ever had a picnic?
What can you see in the picture? What do you do on picnic?
What can we do here? What can we bring to picnic?
Do you know what picnic means?
64
TAHUN 6
Activity 2: What Can You See?

independent writing
1. Identify items in the pictures and spell it correctly.
Note: Guide children to use dictionaries to find meaning in English (dual
language dictionary)
Instructions: List down things that you can see in the picture.
65
TAHUN 6
Hi, I’m Hasviniy. I am at Inki River.

Can you list down things that you can see, other than me?
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
66
TAHUN 6
Activity 3: Rock Painting

creating simple stories and simple poems. Other
imaginative responses as appropriate
1. Paint their rocks creatively.
2. Describe about the rock painting.
Note: If students could not access the rock, educators may get it from
riverside.
Teaching materials: Acrylic Paint and rocks
Instructions: 1. Educator asks students to bring a palm sized rock.

2. Students cleans and dry the rock under the sun.
3. Educator ask students to draw on their rock.
4. After drawing, students can paint the rock.
5. Students describe the drawing to their friends.
6. Educators keep the rocks as decorations in classroom.
67
TAHUN 6
Activity 4: Writing
longer texts
1. Use adjectives in sentences.
Used to
Instructions: Complete the stories with correct adjective.
My grandfather _______________ (bring) us to the riverside all the time. My uncle

_______________ (fish) while we were playing with water. My mother
_______________ (prepare) food for us too. My mother _______________ (make)
us snacks like shrimp fritters, banana fritters, sardine sandwich and my favourite
boiled yam. Riku _______________ (not eat) yam, but now he eats them. That
bridge _______________ (be) made of bamboo but they changed it now.
Grandmother never followed us. She _______________ (not enjoy) to come out
of the house. She does join us now. I _______________ (swim) a lot when I was
much younger. I should do it now. I am so excited!
Instructions: Rewrite the sentences below using “used to”.
1. When Minah was younger, she was skinny. Now she is healthy.
__________________________________________________________________________.
2. When I was a small kid, I play a lot. Now, I don’t play anymore.
__________________________________________________________________________.
3. A long time ago, people did not have electricity. Now, they do.
__________________________________________________________________________.
4. Last week, I walked to school. Now, I ride my bicycle.
__________________________________________________________________________.
68
TAHUN 6
5. Few years ago, I did not like English subject. Now, I do like English subject.
__________________________________________________________________________.
6. Last year, we went for vacation. Now, we do not go for vacation.
__________________________________________________________________________.
7. Before, I didn’t study. Now, I study.
__________________________________________________________________________.
69
TAHUN 6
Activity 5: Making Sardine Sandwiches

Learning standard: 3.3.1 Read and enjoy A2 fiction/non-fiction print and digital
texts of interest
1. Read the recipes loudly.
2. Make sardine sandwich by following the recipe.
3. Work together in a group.
Note: This activity is conducted step by step. Educator may tweak the recipe
upon taste or based on ingredients that you may get. Recipe is provided
below.
Teaching materials: Sardine can, bread, bowl, lime juice, salt, black pepper
powder, mayonnaise, butter/ margarine, lettuce, tomato (sliced), plate
Instructions: 1. Educator divide students into smaller groups.

2. Each group of students are given the ingredients.
3. Educator introduce each of the ingredients. Students are
asked to repeat again.
4. Educator write down the steps in front of the classroom.
5. Educator read the recipe and ask students to repeat.
6. Students makes sardine sandwich according to the recipe.
Sardine Sandwich Recipe

Step 1 : Open canned sardine. Discard the sauce, take only the fish. Put
the fish into a bowl
Step 2 : Crush, then add a pinch of salt. Mix well
Step 3 : Add lemon juice to the bowl. Mix well. Let the fish marinate with
the juice.
Step 4 : Add black pepper powder and mayonnaise.
Step 5 : Meanwhile, spread butter on the bread.
Step 6 : Then put lettuce and tomato slices on the bread.
70
TAHUN 6
Step 7 : Next, spread marinated sardine evenly.

Step 8 : Put another bread on top.
Step 9 : Cut the bread into two
Step 10 : Arrange the sandwich onto a plate.
There you go! You made a sardine sandwich.
71
TAHUN 6
Activity 6: Let’s Go on a Picnic!

1. Respond imaginatively through pretend play.
Note: This activity is conducted by group. Educators divide students into few
groups and assign them tasks.
Group 1: Invitation
Teaching materials: Whiteboard, marker pen
Instructions: 1. Educator asks students to write an invitation to picnic.

2. Students craft and design the invitation themselves.
Group 2: Place setup

Teaching materials: Mats, baskets, plates, cups, drinks, food
Note: Ask students to go through food items/ toys that you may have in the
school. (If there are any other items you want to include but don’t have “real”
examples, suggest drawing them out on paper and coloring them to include.)
Instructions: 1. Educator asks students to setup picnic mat.

2. Students arrange things by themselves.
After the place is set up, everyone is asked to sit down and enjoy the food
prepared. Start a conversation and encourage students to speak in English.
Remember to clean up once you are done.
72
TAHUN 6
Activity 7: Pictionary
Learning standard: 4.2.4 Describe personality
1. Describe a word by drawing.
Note: The theme of the activity is picnic. Drawing of symbols and numbers is
allowed, but writing is not allowed.
Teaching materials: marker pen
Instructions: 1. Educator give a word to a student.

2. The student tries to draw the word.
3. The rest of the students try to guess the word
Suggestion of words
river apple sandwich bread butter
mat basket shorts shirt water
playing sunny picnic barbeque swimming
outing ball laugh happy fun
party birthday table cake trip
73
TAHUN 6
UNIT 9
Title: Gardening
Activity 1: Gardening
others
Learning outcome: At the end of the activity, students are able to narrate
Teaching materials: Upin and Ipin gardening video
(https://youtu.be/f3zEpR-oq88)
Instructions: 1. Educator plays the video to the children.

2. Educator have conversation with children about the story.
Note: This activity is great for introducing topic of the day. Encourage students to
talk and share their experience. Have a conversation about the story.
*Prompt children to speak in English.
Example of questions: What is benefits of gardening?
What did you see? What pest animal did they find?
What happened in the story? What is a pest animal?
Who asked them to do gardening? What does it do to plants?
What did the caterpillar turn to? Why didn’t they remove worms?
Where did they plant the vegetables? What are the things we need for
Who will come and help them? gardening?
How to plant vegetables? What can we plant?
74
TAHUN 6
Activity 2: Watch Me Grow!

Learning standard: 1.2.2 Understand with little or no support specific
information and details of longer simple texts on a
range of familiar topics
4.2.1 Give detailed information about themselves and
others
1. Follow educator’s instruction.
2. Observe and take note carefully.
Note: Educator may replace the seeds with other fruits or vegetables too.
Once the seeds grow, repot the plant to a bigger pot.
Teaching materials: Egg shells (used), soil, tomato, water, container, spray,
marker
Instructions:
1. Educator explains activity of the day.
2. Students open the tomato and remove the seeds.
3. Students put the seeds into a container.
4. Students break the top part of the eggshells and mark it with
the names.
5. Students fill it in with soil and carefully put the tomato seeds in
the soil and spray it with water.
7. Students keep them under the shade where it’s protected from
the rain but still get enough sun to grow.
8. Educator pass observation report to the students and explain
that they need to check on their seed every day. Once they
grow big enough, students may plant them in a bigger pot.
75
TAHUN 6
Tomato plant observation report

Name: Age:
Day 1 Day 2 Day 3 Day 4 Day 5
Day 6 Day 7 Day 8 Day 9 Day 10
76
TAHUN 6
Activity 3: Riddles
independent writing
2.2.1 Keep interaction going in short exchanges by
checking understanding of what a speaker is saying
1. Identify the vegetables and fruits based on its
characteristics.
Note: Guide children to draw or discuss with their friends.
Instructions: Guess who I am?
I am round and orange in colour.

I am long and orange in colour. You have to pull my
head to see me.
I am long and green. Sometimes I am short. I can be
eaten raw.
I am green, round and small. I am sour. I am a fruit.
I am red and hairy outside but juicy inside.
I am round and big. Inside I am red, outside I am

green.
I grow underground. You can eat me in many ways
but not raw.
I am sharp and my flesh is in yellow colour. No, I am
not durian. I wear a crown.
You remove my outside, cook the inside, eat the
outside and throw away the inside. I am in yellow
inside and green outside.
77
TAHUN 6
Activity 4: Memory Game

Learning standard: 2.1.2 Ask about and express rules and obligations
1. Identify fruits and vegetables
Note: Educator may do the activity one by one or by group depending on
the materials.
Teaching materials: computer/ tablet, game link
(https://puzzel.org/en/memory/play?p=-NJKA_akg4jMPTByPvan)
Instructions: 1. Educator prepare computers or tablet.

2. Students do the activity given by educator.
3. Educator ask students to name each vegetable and fruit after
the activity is completed.
78
TAHUN 6
Activity 5: Grammar Games

longer texts
1. Make Present perfect + ever sentences.
2. Bravely ask questions to get an answer.
Present perfect + ever

Instructions: 1. Educator explains about present perfect + ever questions.
2. Educator provides examples.
3. Educator asks students to list down 10 questions using present
perfect + ever.
4. Once students build their question, they should go around and
ask the questions to their friends.
5. Students must jot down their answers as well.
Example: Have you ever seen a ghost? / Have you ever owned a pet?
79
TAHUN 6
Activity 6: Truth or Lie?

longer texts
1. Make Present perfect + ever sentences.
2. Bravely ask questions to get an answer.
Present perfect + ever

Instructions: 1. Educator divides the class into two groups.
2. Each group will send a player to the front.
3. One student will come to the front and read a question card.
4. Students may choose to tell the truth or lie. For example: Yes, I
have eaten cheese before. It tasted yummy.
5. Their group mate must guess the answer by saying “It is true” or
“It is not true”.
6. Student then reveal their answer.
Have you ever Have you ever Have you ever Have you ever
gone fishing? visited other bunked school? cried in the
country? room?
visited other bought missed a friend? swum before?
places? something?
planted seen a shooting seen a ghost? hated someone?
something? star?
said something got scared? watched tv? hated eating
crazy? vegetables?
danced in the told a lie? told a joke? hidden food from
rain? someone?
sung in the toilet? lied to your faked a sickness? broken
teacher? someone’s stuff?
80
TAHUN 6
Activity 7: Drawing
Learning standard: 5.3.1 Respond imaginatively and intelligibly through q
1. Draw a garden with their own imagination.
2. Label all the things in their garden correctly.
Teaching materials: colour pencils, worksheet, pencils.
Instructions: 1. Educator pass worksheet to students.

2. Students draw any vegetables or fruits that they want to plant.
3. After drawing, students must label each of the vegetables or
fruits
My Garden
81
TAHUN 6
Activity 8: Learning about Tools for Gardening!

independent writing
4.2.4 Describe personality (things)
1. Label things in the storeroom correctly.
2. Work collaboratively with friends.
Note: Educator may ask school’s gardener help to prepare those items.
Students label the things in the storeroom in English. Guide them. If there’s more
time, let the students help the gardener around school.
Students are able to learn all the vocabulary throughout this activity.
Shovel Hoe Wheelbarrow Hand Shovel Scissors
Pruners Grafting Knife Watering Pot Weeding Tools Saw
Axe Hat Boots Thrash Bag Gloves
Teaching materials: Markers, labelling paper (cut up some A4 papers), use

cellophane tape to make the laminate effect.
Instructions: 1. Educator and students goes to school gardeners’ storeroom.

2. Educator asks students to label everything in the storeroom.
3. To label, ask student to write the things in a piece of paper.
Then educator ask other students to use cellophane tape to
cover the label.
4. Educator checks if everything is labelled correctly.
82
TAHUN 6
UNIT 10
Title: Playing football
Activity 1: Reading and Writing

Learning standard: 4.2.5 Connect sentences into two coherent paragraphs or
reference pronouns
3.3.1 Read and enjoy A2 fiction/non-fiction print and digital
texts of interest
1. Answer based on paragraph.
2. Narrate about their experience to the topics.
Instructions: Read the passage and answer the following questions.
This is Cristiano Ronaldo dos Santos Aveiro.

People calls him Ronaldo. He is a Portuguese
professional footballer who plays as a
forward. He is captain of the Portugal
national team. Football is a very popular
sport that is played at schools, colleges, and
stadiums. The sport involves body contact,
running, passing and kicking. A football
game is played between two teams of 11
players each. A team scores points by
moving a ball across the other team’s goal
line. The team that scores more points wins.
He has won many awards and trophies.
1. Who is in the picture?

__________________________________________________________________________
83
TAHUN 6
2. What does he do?

__________________________________________________________________________
3. Which national team is he captain for?

__________________________________________________________________________
4. What is football game?
__________________________________________________________________________
5. What did the game involve?
__________________________________________________________________________
6. How many players are in a team?
__________________________________________________________________________
7. How does a team gain points?
__________________________________________________________________________
84
TAHUN 6
Activity 2: Football Vocabulary

Learning standard: 1.2.2 Understand with little or no support specific
information and details of longer simple texts on a
range of familiar topics
1. Answer question related to topics.
Note: Educator may ask the student to answer by group. They may answer
individually as well.
Teaching materials:
Matching Game
(https://puzzel.org/en/matching-pairs/play?p=-NJdqNh7si8BqZHoe0kZ)
Crossword
(https://thewordsearch.com/puzzle/4541571/football/)
Instructions: 1. Educator opens the games for students.

2. Students answer the questions.
85
TAHUN 6
86
TAHUN 6
Activity 3: Kick the Ball!

longer texts
1. Complete a sentence correctly and appropriately.
Note: This game is played individually. Teacher must prepare a box containing
sentences. For example: My grandmother’s cat is __________. Then the student
kicks the ball to an alphabet. Let say that the student got alphabet ‘C’. The
student then has to complete the sentence with a word starting with letter C.
For example: My grandmother’s cat is cute.

Teaching materials: A ball, 26 bottles (marked alphabets), A box filled with
sentences
Instructions: 1. Educator arrange 26 alphabets in the front of class.

2. Educator mark standing area at the back of the class.
3. Students must pick one sentence from the box.
4. Then, students kick the ball towards one of the bottles.
5. Student fills the blank with the answer.
These are some examples. Educator may add or change the sentences to
fit topic of the day.
My favourite player is __________. My teacher is __________.
__________ is fun. The game was __________.
__________ makes me happy. I like to __________.
__________ wants some bun. I like to play __________.
Ali is having a __________. She hates __________.
I don’t know how to __________. He can __________.
I know how to __________. Her favourite place is __________.
She uses __________ to __________. At school, I __________.
87
TAHUN 6
Activity 4: Interview Session

Learning standard: 2.1.2 Ask about and express rules and obligations
2.1.5 Ask about and describe personality
1. Ask related questions to their friends.
2. Use question tags in a conversation.
Note: Educator may do the activity one by one or by group depending on
the materials.
Teaching materials: microphone (or make your own), two chair
Instructions: 1. Educators ask two students to sit in front of the class.

2. One student becomes the interviewer; the other student is being
interviewed.
3. Students interview each other about football games.
These are some examples. Educator may add or change the questions to fit
topics. Educator may ask students to imagine as if they are professional
football player.
Who is your favourite football player? Are you a team player?

Why do you like him? When did you start to play football?
When did you start liking him? Who taught you this game?
Have you met any of the player? Why do you play football?
Do your posters of him? What is a good game to you?
Do you want to be a football player? Have you been interested since
young?
Is he your role model? How would you improve yourself?
What do you know about football? Do you play other games?
88
TAHUN 6
Activity 5: Football Song / Chants

Learning standard: 3.2.4 Use with some support familiar print and digital
1. Use dictionary to check meaning and translate correctly
Note: Educator play the song or sing along and talk about it first before starting
the activity.
Song title: Ale Ale Ayuh Ayuh Malaysiaku by Ultras Sound
Song link: https://m.youtube.com/watch?v=wmLhK7n-PUM&lc=Ugy-
Jq7WmcQNjvhf3BV4AaABAg
Instructions: Translate the song lyrics using a dictionary.
Oh ale ale ale ale Malaysiaku

Oh ale ale ale ale Malaysiaku
Go ale ale ale ale Malaysiaku
Kulihat kusokong kubanggakan
Untuk Harimau Malaya
Tanah tumpah darah
Ayuh ayuh ayuh Malaysiaku
Hari ini kita mesti menang
89
TAHUN 6
UNIT 11
Title: Cycling

Learning standard: 4.2.5 Connect sentences into two coherent paragraphs or
reference pronouns
Learning outcome: At the end of the activity, students are able to form
sentence correctly.
Instructions: Connect the sentences. Write back the sentences in paragraph

form.
1. Amar – bicycle – gift

_________________________________________________________________________
2. bicycle – big – red

_________________________________________________________________________
3. bicycle – school – everyday

_________________________________________________________________________
4. buy – shop – bicycle

_________________________________________________________________________
5. pump – tyre – shop – bicycle

_________________________________________________________________________
6. afternoon - bicycle – friends – park -

_________________________________________________________________________
7. before – 6.30 evening – Amar – home
_________________________________________________________________________
90
TAHUN 6
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
91
TAHUN 6
Activity 2: Bicycle Parts

1. Label the bicycle parts correctly.
Note: Educator may print the worksheet or only the picture. Labelling can be
conducted in front of the class than using worksheet.
Teaching materials: Picture of a bicycle with labelled parts.
Instructions: 1. Educator name and explains the bicycle parts.

2. Educator asks students to label the parts.
3. Students label the bicycle parts.
92
TAHUN 6
93
TAHUN 6
Activity 3: Design Your Helmet!

1. Design safety helmet with their imagination.
Instructions: 1. Educator asks students to design their safety helmet.

2. Students design the helmet with their own imagination.
3. Students describe their design in writing.
Right view Left view
94
TAHUN 6
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
95
TAHUN 6
Activity 4: Crossword Puzzle

1. Identify the vehicle based on the context correctly.
96
TAHUN 6
Activity 5: Draw Me
1. Draw based on context with their own imagination.
Teaching materials: Paper, colour pencils
Note: The activity is conducted based on the passage below. Ask students to
read it before moving on to the drawing.
I walked past a bicycle shop. I went inside to see them. Surprisingly, the
bicycled looked so different than the usual. I fell in love with one. It has green
handles with pink ribbons. The black and white striped seat looked cool. It also
has a flower shaped yellow bell. Oh, the wheels! They are the prettiest. It looked
like watermelon slices. Each rim looked like a slice of watermelon. Suddenly, I
heard a voice. “Lia, wake up! It’s time to go to school”. Then I realized, it was
just a dream.
Instructions: Draw the bicycle in Lia’s dream.
97
TAHUN 6
Activity 6: Grammar Games and Exercise

Time allocation: 2 hours
1. Use first conditional in a sentence correctly.
Teaching materials: Picture cards and box
Note: The activity is conducted to learn about first conditional in a sentence.
Instructions: 1. Educator prepare a box with pictures card.

2. Students take a card from the box.
3. Students make up a sentence from the pictures.
For example: I will not go to the park if it rains.
98
TAHUN 6
Teaching materials: Sentence strip

Note: The activity is conducted to learn about first conditional using future time
clause in a sentence. The groups with more sentence within the time limit wins
the game.
For example: I will clean my room when my father asks me to.
Instructions: 1. Educator divides students into smaller groups.

2. Educator prepare a box with sentences strip.
3. Students take a strip, goes back to their group and complete
the sentences.
4. Once they done with one, they must show the educator.
5. If the sentence is correct, educator then gives another
sentence strip.
99
TAHUN 6
When I see a cat I’ll do my laundry when

When I feel sad She’ll eat when
When mother scold me He’ll dance when
When it rains The goat will return when
When the moon is here If you want to speak English
When I go to bed If you feel angry
When my sister sing If she wants to try
When it is really hot He will buy it when
When you slept off If she miss the school bus
When you are hungry If aunty gets married
You will feel better when If my teacher gives homework
You will feel happy when I feel relaxed when
You were playing when He can save money when
She can save time if The mango turns bad when
Give me a call when Send me a text when
Save me a seat when Give her a break when
100
TAHUN 6
UNIT 12
Title: Hawker stall
Activity 1: Grocery Checklist

independent writing
1. List down the groceries correctly.
2. Draw the groceries with their own imagination.
Note: Educator introduce about hawker stall to students. Educators explain
that before cooking, the seller must prepare the ingredients. For that, the
seller must purchase the groceries needed for cooking.
Teaching materials: A4 paper, pencils, and colour pencils.
Instructions: 1. Educator read out list of groceries one by one loudly.

2. Students write the groceries list.
3. Students draw the groceries into shopping bag and cross off the
item from the list.
Groceries list
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
101
TAHUN 6
Activity 2: Reading Comprehension

1. Analyse the story correctly.
Note: Educator may ask the students to read the story loudly and analyse the
story together.
Instructions: Analyse the story and fill in the blanks.
My mother has a food stall. She sells nasi lemak by the roadside. She wakes up
very early in the morning and prepares the food. My father buys her the
ingredients a day before. I always help my mother to put cucumber slices while
my brother put a boiled egg into every packet of nasi lemak. One day, a
customer came back angrily and reported that boiled egg was missing in all
three packets he bought. That’s when mother checked back all the nasi lemak
packet again. Oh no! She realized that my brother forgotten to include boiled
egg in some of the packets. She apologised to the customer and quickly
called my father for help. My father rushed back home and brought extra
boiled eggs for my mother. When we reached home after school, my mother
advised my brother and reminded us to do our work sincerely and with
attention.
Title:
Setting:
Character:
Problem:
Solution:
Moral Values:
102
TAHUN 6
Every day, I ride my bicycle to school. Before going to school, I stopped by a

hawker stall to buy some lunch. There was fried rice, fried noodles, banana
fritters and a lot of different cakes. I bought a fried noodle and cakes. After I
reached school, I felt so hungry. So, I quickly ate the cake I bought earlier and
went to assembly hall. I was still hungry, so I sneaked out and ate the fried
noodle. During class, I suddenly felt sick. My stomach was very painful. I went
to the toilet many times. I had diarrhoea. I started vomiting as well. I felt so
weak. My class teacher had to bring me to the nearest clinic to get me treated.
The doctor said that I had food poisoning. Doctor advised me to make sure
the food stalls are clean, and the food are covered from flies or dust. I learned
my lesson. My teacher sends me back home after that.
Title:
Setting:
Character:
Problem:
Solution:
Moral Values:
103
TAHUN 6

Learning standard: 4.3.3 Produce a plan or draft of two paragraphs or more for
1. Write a story using provided context using their
imagination.
Instructions: Write a story with provided context as below.
Title: Banana fritters

Setting: An old lady sells banana fritters by the roadside.
Character: An old lady, Laila, a dog
Problem: A dog followed Laila from the stall for food. Laila was scared. She ran
and fell.
Solution: Laila gave some banana fritters to the dog.
Moral Values: Don’t get scared easily. Be nice to stray animals.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
104
TAHUN 6
Activity 4: Grammar Games

1. Use future forms: will and going to in a sentence
correctly.
Note: The activity is conducted to learn about using future forms in a sentence.
The objective of this game is to make the most correct predictions.
Instructions: 1. Educator divides the students into pairs and give each a copy
of the worksheet to each student.
2. Educator explains to students that they are going to predict
about their partner’s future using future simple forms: will and
going to.
3. Students read prediction on worksheet and write their own
predictions too.
4. In the column, students must write true or false based on their
predictions. Remember they should not discuss with their
partners first.
5. Then students share their predictions with each other. If it’s
correct, they should tick the box. If it’s wrong, the student should
cross the box.
6. The student with most correct predictions about their friends
wins the game!
105
TAHUN 6
I think you… Is it true or false? //x

will go home after school
will go play football after school
will go after school
will meet some friends after this
will feel hungry after class
will not finish your homework today
will not eat in hawker stall
will not enjoy food from food stall
will wake up early for school tomorrow
are going to be sick tomorrow
are going to be happy tomorrow
are going to happy to go home after school
are going to clean your room today
are going to apologize to your friend
are going to swim this weekend
are going to go fishing with your brother
are going to skip breakfast tomorrow
are going to be excited for sports day
* Empty spaces are for you to write your own prediction.
106
TAHUN 6

1. Have conversation with their peers regarding the task.
2. Respond to friends appropriately.
Note: Educator should remind students to bring food from home a day before
this activity. Students bring food to the classroom. Educators should initiate
talking in English. Students may use other language such as Bahasa Malaysia
when talking to their friends. Use bilingual when the students are talking and
rephrase the sentences in English.
Teaching materials: Food or drinks (bring from home), shop sign, labels, apron,
hair net, thrash bag, fork, and spoon.
Situation: Some students act like food vendors and sell food. Some students act
like customers and buy the food.
Instructions: 1. Educator asks students to set up their stall first.

2. Every stall should include a shop sign, food price, labels for food,
apron, hair net and fake money.
3. Students may go to the stores once they are set up.
4. After the activity, remind students to clean up the area.
107

Modul English Final

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Modul English Final

Uploaded by

Copyright:

Available Formats

AKADEMIK

Cetakan Pertama/First Printing 2021-2023

Diterbitkan di Malaysia/Published in Malaysia by:

Disunting oleh/Editor by:

Atur huruf dan grafik oleh/Typesetting and graphic by:

Dicetak oleh/Printed by:

Perpustakaan Negara Malaysia Data Pengkatalogan-dalam-Penerbitan

Hasviniy A/P Padmanathan

Activity 1: Let’s learn about durian!

Do you know what this is? How does it taste like?

Stem Sharp thorn

Source of image: New Straits Time online

Activity 2: Durian Fruit

Activity 3: Sing with me!

Big green durians

Activity 4: Grammar Exercise

Adjectives (20 minutes)

yellow short expensive sweet sharp

Verb (20 minutes)

washes splits find sells puts

Conjunctions (20 minutes)

Interjections (20 minutes)

Oh no! Yuck! Wow

Activity 5: Reading Exercise

Activity 6: Writing Exercise

My favorite fruit is _______________. It is also known as _______________ of fruits.

Durian sharp round hold king split

Activity 7: Role Play

Activity 1: Sing with me!

Song Title: Once I caught a fish alive!

Notes: Have a conversation about fishing. Introduce them to fishing tools.

Activity 3: Read and Act.

Instructions: 1. Read aloud the dialogue provided below with students.

Teacher : It is Saturday tomorrow. So, what are you going to do?

Activity 4: Vocabulary and Grammar Exercise

bait hook fishing rod fishing net

Fishing step by step

Firstly Thirdly Next Finally Then After Secondly

Conjunctions and Verbs

Activity 5: Writing Exercise

Instructions: Answer the following questions based on the paragraph below.

1. Where did Adi and Keri go?

8. Who made the fishing rod?

Activity 6: Let’s Go Fishing!

Instructions: 1. Educator brings a bunch of bamboo sticks and asks students to

Activity 1: Sing with Me!

Notes: Have a conversation about the story.

Where do you think butterflies come from?

Activity 2: Story Time

What did you see? Where do you think the butterfly

Activity 3: Writing Exercise

1. What story did you watch?

The caterpillar ate a _______________.

It also ate two _______________.

Then, it ate three _______________.

It ate four _______________.

It ate five _______________.

Next, it ate a piece of chocolate _______________.

After that, it ate an _______________ cone.

It ate one _______________.

A slice of Swiss _______________.

It ate a slice of _______________.

My favorite fruit is _. It is also known as _ of fruits.

Dancer costumes are made using _ and _