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Kerian Group 1

Listening & Speaking (12 ) B1 DL1 E1B1 DL2 E1 B2 DL1 E1B3 DL1 E1B3 DL2 E1B4 DL1 E1B4 DL2 E1B4 DL3 E1B5 DL1 E1B6 DL1 E1B6 DL1 E2B6 DL1 E3

Reading (8) B1 DB1 E1 B2 DB1 E1B2 DB1 E2B3 DB1 E1B3 DB1 E2B4 DB1 E1B5 DB1 E1B6 DB1 E1

Writing (7) B1 DT1 E1 B2 DT1 E1B3 DT1 E1B3 DT2 E1B4 DT1 E1B5 DT1 E1B6 DT1 E1

27 INSTRUMENTS

B1DL1E1

LEARNING OUTCOME 1.1 Make friends and keep friendships by introducing oneself.

BAND 1STANDARD PERFORMANCE B1

Know fundamental skills in listening, speaking, reading and writing

DESCRIPTOR B1DL1Introducing oneself

EVIDENCE B1DL2E1Able to introduce oneself using suggested sentence patterns.

Fill in the blanks with suitable words and then read them aloud.

Hi, my name is ________________. I am____________ years old. I am

studying at _______________________________________. My hobby is

______________ . My ambition is to be a ________________.

B1 DL2 E1LEARNING OUTCOMES

1.1(v)Listening to and discriminating between initial and final consonant, long and short vowels, plural forms and contractions.

BAND 1

STANDARD PERFORMANCE

B1Know fundamental skills in listening, speaking, reading and writing.

DESCRIPTOR B1 DL 2Listening and discriminating between initial and final consonants, long and short vowels, plural forms and contractions

EVIDENCE B1 DL2 E1Able to identify initial and final consonants, long and short vowels, plural forms and contractions

STUDENTS’ COPY

INITIAL AND FINAL CONSONANTS

These words begin and end with the following consonant sounds. Listen and repeat.

/p/

pear, pen, pin

keep, ape, stamp

/t/

tin, tennis, tell

hat, boat, lift

/k/

key, car, cat

make, sock, antique

/b/

bin, baby, bee

cub, bulb, rub

/d/

door, dear, do

hard, card, did

/g/

girl, gold, goat

rag, beg, frog

Listen to the words carefully and underline the correct words in your book.

1. pen den 7. tear pear

2. bob pop 8. dare bear

3. lift rid 9. tell bell

4. card cart 10. cut caught

5. sock cork 11. clock cock

6. rag garage 12. bag tag

TEACHER’S COPY

INITIAL AND FINAL CONSONANTS

These words begin and end with the following consonant sounds. Listen and repeat.

/p/

pear, pen, pin

keep, ape, stamp

/t/

tin, tennis, tell

hat, boat, lift

/k/

key, car, cat

make, sock, antique

/b/

bin, baby, bee

cub, bulb, rub

/d/

door, dear, do

hard, card, did

/g/

girl, gold, goat

rag, beg, frog

Listen to these words carefully and underline the correct words in your book. Each word will be

read twice.

1. den

2. pop

3. lift

4. card

5. cork

6. garage

7. pear

8. dare

9. bell

10. cut

11. clock

12. bag

STUDENTS’ COPY

LONG AND SHORT VOWELS

Listen and repeat.

Long vowel /i:/

easy , pea

feed , piece

seed , seize

Short vowel /I/

ill , fit

sit , habit

bitter , him

Long vowel /a:/

carp, march

dark , barn

heart , laugh

Short vowel /^/

cup , hut

bug , bun

blood , ugly

Listen to each pair of words. Circle the word with the long vowel sound.

1. bead beat

2. leaf lift

3. feel fill

4. reach rich

5. fist feast

Listen to the words carefully. Then, underline the correct words.

1. bun barn 5. cup carp

2. duck dark 6. bug barge

3. hut heart 7. much march

4. love laugh 8. tusk task

TEACHER’S COPY

LONG AND SHORT VOWELS

Listen and repeat.

Long vowel /i:/

easy , pea

feed , piece

seed , seize

Short vowel /I/

ill , fit

sit , habit

bitter , him

Long vowel /a:/

carp, march

dark , barn

heart , laugh

Short vowel /^/

cup , hut

bug , bun

blood , ugly

Listen to each pair of words. Circle the words with the long vowel.

1. bead

2. leaf

3. feel

4. reach

5. feast

Listen and underline the correct word.

1. barn

2. duck

3. heart

4. love

5. cup

6. barge

7. much

8. tusk

STUDENTS’ COPY

PLURAL FORMS ( /s/ , /z/ , /iz/ and /aIz/)

Listen to the pronunciation of these words. Then say them aloud.

/s/

/p/ caps

/k/ forks

/f/ handcuffs

/t/ hats

/Ɵ/ baths

- the ‘-s’ of a plural noun is pronounced

/s/ if the word ends with the above

consonants.

/z/

/b/ bulbs /g/ legs

/ð/ mouths /n/fans

/ŋ/ tongues /d/ guards

/v/ doves /m/ worms

/l/ animals


/z/ if the word ends with the above

consonants.

/iz/

horse – horses

baby – babies

copy – copies

cage – cages

/aIz/

try – tries

fly - flies

Read aloud the words below and try to guess whether they end with the sound /s/ or /z/. Write

your answers in the table and check the answers with your teacher.

times tapes wolves rabbits blanks visitors

/s/ /z/

Listen and circle the word that you hear.

1. flies files

2. trials tries

3. ice eyes

4. pies piles

TEACHER’S COPY

PLURAL FORMS ( /s/ , /z/ , /iz/ and /aIz/)

Listen to the pronunciation of these words. Then say them aloud.

/s/

/p/ caps

/k/ forks

/f/ handcuffs

/t/ hats

/Ɵ/ baths


/s/ if the word ends with the above

consonants.

/z/

/b/ bulbs /g/ legs

/ð/ mouths /n/fans

/ŋ/ tongues /d/ guards

/v/ doves /m/ worms

/l/ animals


/z/ if the word ends with the above

consonants.

/iz/

horse – horses

baby – babies

copy – copies

cage – cages

/aIz/

try – tries

fly - flies

Read aloud the words below and try to guess whether they end with the sound /s/ or /z/. Write

your answers in the table and check the answers with your teacher.

times tapes wolves rabbits blanks visitors

/s/ /z/

tapes times

rabbits wolves

blanks visitors

Listen and circle the word that you hear. Each word will be read twice.

1. flies

2. tries

3. eyes

4. pies

STUDENTS’ COPY

CONTRACTIONS

Listen and repeat.

Contraction –n’t

aren’t won’t

can’t shouldn’t

haven’t don’t

didn’t weren’t

mustn’t wouldn’t

couldn’t

Contraction –sn’t

isn’t

wasn’t

hasn’t

doesn’t

Listen carefully to each sentence. Then, pick out the words with contractions and write them

down in the table.

Contraction –n’t Contraction –sn’t

1.

2.

3.

4.

5.

6.

7.

TEACHER’S COPY

CONTRACTIONS

Listen and repeat.

Contraction –n’t

aren’t won’t

can’t shouldn’t

haven’t don’t

didn’t weren’t

mustn’t wouldn’t

couldn’t

Contraction –sn’t

isn’t

wasn’t

hasn’t

doesn’t

Listen carefully to each sentence. Then, pick out the words with contractions and write them

down in the table.

1. She hasn’t come over here, has she?

2. Karen didn’t want to leave home.

3. Isn’t that the famous painter?

4. Jonathan doesn’t know that we mustn’t leave.

5. Hasn’t Indran told you that you shouldn’t eat junk food?

6. I wasn’t too sure but I thought she doesn’t eat meat.

7. Those aren’t the boys who said that their mother isn’t well enough to drive them to school.

Contraction –n’t Contraction –sn’t

1. - hasn’t

2. didn’t -

3. - isn’t

4. mustn’t doesn’t

5. shouldn’t hasn’t

6. - wasn’t , doesn’t

7. aren’t isn’t

LEARNING

OUTCOMES

1.0 LANGUAGE FOR INTERPERSONAL USE.

BAND 1

PERFORMANCE

STANDARD

B1 KNOW FUNDAMENTAL SKILLS IN LISTENING, SPEAKING, READING AND WRITING

DESCRIPTOR B1 DB1

PRESENTING INFORMATION BY READING ALOUD WRITTEN TEXT CLEARLY AND FLUENTLY

EVIDENCE B1 DB1 E1

ABLE TO READ ALOUD WITH PROPER PRONUNCIATION AND INTONATION

Read the text below.

LEARNING OUTCOMES WRITING SHORT MESSAGES TO FRIENDS. PG 11

(VIII)

Rama is a rubber tapper. He has to get up very early in the morning, before the sun rises.

At this time, it is still dark and silent outside. After a quick, light breakfast, he cycles to the

supervisor’s office to report for work. Here, he is told where he will work that morning, He then

cycles to that area. When he arrives, he first cleans out the cups which are tied with strong wire

to the trees. Then, he starts to cut a strip of bark away. He cuts quickly and swiftly into the side

of the trees. By sun rise, he has finished tapping all the trees. He now takes a rest which he needs

and eats some food he has brought along. Later, he goes back to the trees to check on the amount

of liquid rubber ‘milk’ which has dripped into the cups. He pours it into a pail. He takes the pail

of ‘milk’ back to the factory, where it is measured. The amount he has collected for that day is

recorded. His work for that day has been completed. He can go home now.

BAND B1

PERFORMANCE

STANDARD

B1 KNOW FUNDAMENTAL SKILLS IN LISTENING,

SPEAKING, READING AND WRITING

DESCRIPTOR B1DT1 WRITING SHORT NOTES.

EVIDENCE B1DT1E1 ABLE TO WRITE GREETINGS/WISHES AND

A NOTE OF APOLOGY

A. Choose the correct daily greetings and write them under the pictures.

Hello Good morning Good afternoonGood evening Good night Hi

Choose the correct greetings for the special occasions.

Congratulations Happy Birthday Get Well Soon

B. Arrange the phrases below to form correct sentences.

1.I missed the bus I’m sorry I’m late because

I’m sorry

2.I didn’t see it on your pen I’m sorry on the floor because I stepped

I’m sorry

3.because I’m sorry I was sick for football

practiceI didn’t come

I’m sorry

Band Students should be able to talk about self,

family, friends and interest.

Standard performances B2

Descriptor B2 DL1

Talking about self, family, friends and interests

Evidence B2 DL1 E1

Able to ask simple questions to get information

and respond appropriately to questions on any

one of the following:

Self

Family

Friends

Interests

Fill in the form by asking your partner about themselves1. What is your name?

2. How old are you?

3. When is your birthday?

4. What do you do during your free time?

5. What are you afraid of?

6. What is your favourite colour?

7. Who is your best friend?

8. Why do you choose him or her as your best friend?

9. How many members are there in your family?

10. What is your father’s occupation?

11. What is your ambition?

LEARNING OUTCOMES PROCESS INFORMATION BY

SKIMMING AND SCANNING FOR SPECIFIC INFORMATION AND IDEAS.(pg. 14)

BAND 2PERFORMANCES STANDARD B2

UNDERSTAND MEANING AT WORD, PHRASE AND SENTENCE LEVEL

DESCRIPTORS B2DB1 READING AND LOCATING INFORMATION FROM A LINEAR/NON-LINEAR TEXT

EVIDENCE B2DB1E1 ABLE TO OBTAIN INFORMATION FROM A LINEAR/NON-LINEAR TEXT BY FILLING IN THE BLANKS

B2DB1E2ABLE TO FIND THE MEANING OF THE UNFAMILIAR WORDS FROM A VARIETY OF SOURCES.

A) Read the text below and fill in the blanks with the correct answers.

1. Rama wakes up in the morning.

2. Before the sun rises, it is still and

3. He cycles to the after a light breakfast.

4. Firstly, he cleans up the which are tied with strong wires to the _______ .

5. Secondly, he starts to cut a of away.

6. Rama cuts a strip on the side of the .

7. Later, he takes a and eats his he has brought along.

Rama is a rubber tapper. He has to get up very early in the morning, before the sun rises. At this time, it is still dark and silent outside. After a quick, light breakfast, he cycles to the supervisor’s office to report for work. Here, he is told where he will work that morning, He then cycles to that area. When he arrives, he first cleans out the cups which are tied with strong wire to the trees. Then, he starts to cut a strip of bark away. He cuts quickly and swiftly into the side of the trees. By sun rise, he has finished tapping all the trees. He now takes a rest which he needs and eats some food he has brought along. Later, he goes back to the trees to check on the amount of liquid rubber ‘milk’ which has dripped into the cups. He pours it into a pail. He takes the pail of ‘milk’ back to the factory, where it is measured. The amount he has collected for that day is recorded. His work for that day has been completed. He can go home now.

8. The amount he has collected for that day is and .

B) Read the text below and match the words in column A with the meaning in column B .

B2 DT1 E1

LEARNING OUTCOME 1.2 Take part in social interaction by Writing simple instruction

COLUMN A

Very early

Silent

Strip

Bark

Swiftly

Dripped

Measured

Amount

Recorded

Completed

COLUMN B

Written down

Long narrow pieces

Fall in small drops

Take an exact quantity of something

Quantity

Quickly or promptly

Quiet

Skin of the tree trunk

Finished

Dawn

writing simple invitationBAND 2STANDARD PERFORMANCE B2

Understand meanings at word, phrase and sentence level.

DESCRIPTOR B2 DT 1Writing short messages.

EVIDENCE B2 DT1 E1Able to write simple instructions and invitations.

Your parents are throwing a party to celebrate your birthday. Write an invitation to one of your friends by filling in the blanks with the answers given in the box.

holding birthday attend invited celebrate

Dear Hazri,

My _____________ is on 8 August and I plan to ___________ it with family and friends by ______________ a party. You are cordially ____________ to my 13th birthday party. I really hope you will be able to ____________ it.

Here are the details:

Date : Saturday, 8 August 2012Time : 6.00 pmVenue : No 6, Tmn. Intan, Bagan Serai.

Please let me know if you can attend the party.

Razif

Worksheet 2

Your brother wants to know how to make a glass of iced Milo. Write a short paragraph on how to make a glass of iced Milo.

Rewrite the sentences above in a paragraph, using first, next, after that, then and finally.______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

_____________

Learning Outcomes Take part in social interaction by:a)carrying out a variety of language

Boil some water in a kettle.

Add some ice into the Milo Stir it well. Add the boiling

water to the Milo

Put three tablespoons of Milo into a tall glass.

Add a spoonful of sugar and some milk.

functions.Band 3Performance Standard Use knowledge acquired through listening

speaking, reading and writingDescriptor B3 DL1

Inviting someone to a function through a conversation

Evidence B3 DL1 E1Able to invite aand accept or decline invitations.

A. Complete each of the dialogues below using your own words.

1. Aishah : We’re going to have a picnic at the zoo this Sunday. Would ... ?

Sue Ling : I’m sorry, ...

2. Beng Hock : Would you like to ...?

Sarah : Yes, ...

3. Azlan : ... come to my birthday party this Sunday?

Rahman : I’m sorry,...

B. Work in pairs. Practise the above for different occasions. Write out your answers in

your workbook.

LEARNING OUTCOME

OBTAIN INFORMATION FOR DIFFERENT PURPOSES

BAND 3PERFORMANCE STANDARD

USE KNOWLEDGE ACQUIRED THROUGH LISTENING, SPEAKING, READING AND WRITING.

DESCRIPTOR B3DL2LISTENING TO ANNOUCEMENTS AND INSTRUCTIONS AND PROCESSING INFORMATION

EVIDENCE B3DL2E1ABLE TO CONVEY MAIN IDEAS AND SUPPORTING DETAILS

TASK 1Teacher reads the announcement below. Students listen to the announcement carefully, then answer the questions that follow.

Questions:1. What is the purpose of this announcement?2. When is the Book fair? 3. Where will the Book fair take place?4. What time does it start?5. What time does it end?

LEARNING OUTCOMES PROCESS INFORMATION BY SKIMMING AND SCANNING FOR

ATTENTION PLEASE!!!A Book fair will be held in the School Hall from 10 am to 4 pm, on 5 April 2012. All of you are invited to this fair.

Thank you.

SPECIFIC INFORMATION AND IDEAS.(pg. 14)

BAND 3PERFORMANCES STANDARD B3

USE KNOWLEDGE ACQUIRED THROUGH LISTENING, SPEAKING, READING AND WRITING

DESCRIPTORS B3DB1 READING AND IDENTIFYINGINFROMATION IN A LINEAR/NON-LINEAR TEXT

EVIDENCE B3 DB1 E1ABLE TO IDENTIFY MAIN IDEAS AND SUPPORTING DETAILS IN A LINEAR/ NON-LINEAR TEXT BY

ANSWERING COMPREHENSION QUESTIONS

CHECKING TRUE/FALSE STATEMENTS

B3 DB1 E2 ABLE TO FIND THE MEANING OF UNFAMILIAR WORDS BY USING CONTEXTUAL CLUES.

A) Read and answer the following questions by choosing the best answer.

1. Rama completes his tapping byA. 7 a.m. B. 8 a.m. C. 9 a.m.

2. A ‘light breakfast’ meansA. A breakfast that weighs 10 grammesB. A breakfast that is simpleC. A breakfast of Nasi Lemak

3. How do we know that Rama is an efficient worker?A. He cuts many trees


B. He gets up very earlyC. He cuts quickly and swiftly

4. Why the liquid from the rubber tree is called ‘milk’?A. It tastes like milkB. It smells like milkC. It looks like milk

5. Which of the following is not true?A. Rama is a hard working workerB. Rama wakes up at duskC. At dawn, it is dark and silent

B) Write T for true statements and F for false statements.

1. Rama wakes up when it is still dark and silent outside.

2. Rama does not have breakfast before he leaves home.

3. Rama goes straight to the rubber estate when he leaves home.

4. Rama cuts a strip on the side of the tree.

5. A lorry takes Rama and his friends to the supervisor’s office.

C) Fill in the blanks with the words in bold.

1. The teacher has the marks in her record book

2. The footballer moves and scores a goal for his team.

3. The total of students in this school is 850.

4. Please be in the library.

5. Amar comes to school in the morning.

6. My sister has her assignments on time.

7. The water from the roof has onto my shirt.

8. I use a dry of tree to decorate my artwork.

9. The material bought is in inches.

10. Shanti buys a of red ribbon for her birthday party.

LEARNING OUTCOMES DESCRIBING.PG 19B

BAND B3

PERFORMANCE

STANDARD

B3 USE KNOWLEDGE ACQUIRED THROUGH LISTENING,

SPEAKING, READING AND WRITING

DESCRIPTOR B3DT1 WRITING SHORT MESSAGES.

EVIDENCE B3DT1E1 ABLE TO WRITE A SHORT DESCRIPTION

USING ADJECTIVES/ADVERBS IN A

PARAGRAPH

Instruction: Use the notes below to describe the following people.

Mother forty years old quite plump round face long and curly hair small eyes beautiful and caring

Me thirteen years old tall and thin round face small eyes long and straight hair hardworking

Jeremy (younger brother) nine years old short and thin round face big eyes adorable but naughty

Father forty-two years old quite tall narrow face short and straight hair big eyes serious

Example sentence: Father My father is forty-two years old. He is quite tall. He has a narrow face. He has short and straight hair. He has big eyes. He is serious.

Mother______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Me

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Jeremy

______________________________________________________________________________

Teacher’s copy

My mother is forty years old. She is quite plump. She has a round face. She has long and curly hair. She has small eyes. She is beautiful and caring.

I am thirteen years old. I am tall and thin. I have a round face. I have small eyes. I have long and straight hair. I am hardworking.

My younger brother is nine years old. He is short and thin. He has a round face. He has big eyes. He is adorable but naughty.

LEARNING OUTCOME HSP 2.3 (v)Taking spelling and dictation of seen text.

BAND 3STANDARD PERFORMANCE

B3 Use knowledge acquired through listening, speaking, reading and writing

DISCRIPTOR B3 DT2Spelling and dictation

EVIDENCE B3 DT2 E1Able to spell and take dictation of seen texts

FORM 1 TIMETABLE

School starts every day at 7.20 a.m and ends at 2.00 p.m. There are two double periods for Living Skills in a week. The first is just before recess on Tuesday. The other is just after recess on Thursday. The Physical Education class starts at 10.40 a.m on Wednesday.

Spell the words in bold and take dictation.

Spelling1. ____________2. ____________3. ____________4. ____________5. _____________

Dictation

B4 DL1 E1

LEARNING OUTCOMES 1.2 Take part in social interaction by making plans and

arrangements. HSP page 13 (x)BAND 4STANDARD PERFORMANCE B4

Apply knowledge acquired in a variety of situations using some appropriate language conventions

DESCRIPTORS B4 DL1Making plans and arrangements

EVIDENCE B4 DL1 E1Able to listen to and make plans

To go somewhere To do something

Activity 1: Practise the dialogue in groups of four.

Activity 2: Complete the speech bubbles with the sentences given below. Then, practice in your groups.

Thank you, Mum and Dad. It is the most exciting birthday celebration I’ve ever had.

You’re welcome Marsha. We are glad you’ve enjoyed yourself.

It has been a wonderful and interesting day

We should have more outings like this.

I have a… That sounds…Diana

LilyJimi Fendi

Alright! …LilyFendi

JimiDiana

- I agree. Bukit Jingga Laketown Resort offers a variety of water activities. It will be fun!

- If that’s the case, let’s start collecting money right away.- What about going to Bukit Jingga Laketown Resort?- I have a suggestion. Let’s have a class outing next weekend.- Alright! Let’s inform our classmates.- That sounds great! Do any of you have any good suggestions?- Not to worry. There’ll be a lot of lifeguards watching over us.- When it comes to water activities, I’m worried about our safety.

Answers: Diana: I have a suggestion. Let’s have a class outing next weekend.

Lily: That sounds great! Do any of you have any good suggestions? Jimi: What about going to Bukit Jingga Laketown Resort?Fendi: I agree. Bukit Jingga Laketown Resort offers a variety of water activities. It will be fun!Lily: When it comes to water activities, I’m worried about our safety.Jimi: Not to worry. There’ll be a lot of lifeguards watching over us.Fendi: If that’s the case, let’s start collecting money right away.

B4 DL2 E1

LEARNING OUTCOMES Pg 16(I, iia), pg 17(I,ii,iii), pg 19 (ix)



DESCRIPTORS B4 DL2Giving and following directions

EVIDENCE B4 DL2 E1Able to

Give directions Draw the route on a given map as directions are being given

1. Using the map and the notes below, give direction from the Parking Space to State

Cinema.

Firstly, drive along ______________________. You will pass _______________ on

your left. Turn left into ________________________. You will see a tall tower called

______________________ on your left. Then on your right, you wiil

see__________________________. After the first junction, along Jalan Yong Shook

Lin, you will find a __________________________. Be careful after you see the

_____________ junction because you will reach the destination for about 500 metres

from it. The State Cinema is _______________.

PRACTICE 2

You meet a tourist who wants to go to Milimewa Superstore. You are to give him the right directions to the superstore. Practice dialogues below by orally fill in the blanks with the right expressions. Apply the expressions in giving directions that you have learnt. You may refer to the map given in the next page. Then, draw the routes.

( student A: Giving directions)(student B: Draw the map)

Tourist: Excuse me, can you help me? I’m lost!

Adzmil: Of course, where would you like to go?

Tourist: Is there a supermarket near here?

Adzmil: Umm… Yeah. Milimewa Superstore.

Tourist: How do I get there? Is it far?

Adzmil: Well… No, not really. It’s about 10 minutes away.

Tourist: Hmm… Maybe I should take a taxi…

Adzmil: No, no. There’s no need to take taxi. It’s very easy. Really. Don’t

worry… I can give you directions.

Tourist: Thank you. That’s very kind of you.

Adzmil: Not at all…_________________________________. Do you see

them?

Tourist: Yes, I can see them.

Adzmil: Okay, _______________________________________.

Tourist: Merdeka Street?

Adzmil: Yeah… Go straight on. _____________________________

________________.

Tourist: Okay. Merdeka Street, ____________ and then the third left,

Milimewa Drive.

Adzmil: No, it’s the second left.

Tourist: Ah, right. The second on my left.

Adzmil: Yup… Just follow Milimewa Drive and _________________

_____________________.

Tourist: Great. Thanks again for your help.

Adzmil: Well… Not at all.

Now, go along this street to the traffic lights.At the traffic lights, turn left into Merdeka Street.Take the second left and enter Milimewa Drive.Straight onThe shopping complex is at the end of the road.

LEARNING OUTCOME

Making enquiries and ordering goods

BAND 4

School

YOU ARE HERE

Petrol Station

Superstore

Museum Post Office

Mosque

Library

Merdeka Street

Jamek Street

PERFORMANCE STANDARD


DESCRIPTOR B4DL3Enquiring about product and requesting about it.

EVIDENCE B4DL3 E1ABLE TO

- Able to use ‘wh’ questions to obtain informations about product and respond appropriately.

Tristan is looking for a watch at a supermarket.

Tristan needs more information about the watch. Help him to get the information by forming Wh questions.

Information that he needs to know:

PRICE COLOUR DISCOUNT GIFT? MANUFACTURER

LEARNING OUTCOMES SKIMMING AND SCANNING FOR SPECIFIC INFORMATION

AND IDEASBAND 4PERFORMANCES STANDARD

B4APPLY KNOWLEDGE AQUIRED IN A VARIETY OF SITUATIONS USING SOME APPROPRIATE LANGUAGE CONVENTIONS

DESCRIPTORS B4DB1 READING AND PROCESSING INFORMATION IN A LINEAR/NON-LINEAR TEXT

EVIDENCE B4DB1E1ABLE TO IDENTIFY CAUSE AND EFFECT RELATIONSHIPS IN A FACTUAL/NARRATIVE TEXT BY

EXTRACTING SPECIFIC INFORMATION

ANSWERING COMPREHENSION QUESTIONS IN COMPLETE SENTENCES USING APPROPRIATE CONJUNCTIONS

Read the text below and answer the following questions.

1. Why does Rama wake up early in the morning?

2. Why does Rama cycle to his supervisor’s office?

3. What does Rama do after he cleans up the cups?

4. After taking a rest, how does he complete his work?

5. What does he do with the pail of ‘milk’ ?

Learning Outcomes Level 4Ix Writing simple letters to friends and family members observing correct format with


salutation and ending.Band 4Performance Standard Apply knowledge acquired in a variety of

situations using some appropriate language conventions.

Descriptor B4 DT1Writing an informal letter

Evidence B4 DT1 E1Able to write an informal letter using the correct format and with appropriate grammar

You came across the following particulars of pen friends in the International Pen Pal Websites. Choose a pen friend and write a letter using the notes below.

Introduce yourself – age – school Your family Your hobbies Games you like to play Any other interesting details

When wiriting your letter :

You may use all the notes given.

Elaborate on the given notes to make it more interesting.

Use an appropriate format

Make sure it is note less than 120 words.

Learning Outcome HSP Page 19(ii)Band 5

Justin Bieber14 years oldCountry : United States [email protected] : Singing & Dancing Games : Basketball & Ice Skating

Yoona Eun Hye18 years oldCountry : South Korea [email protected] : Acting Games : Cycling & Swimming

mailto:[email protected]

mailto:[email protected]

Standard Performance B5Demonstrate the ability to use language in a variety of situations using largely appropriate language conventions

Descriptor DL1Describing an event/incident and narrating it

Evidence B5 DL1 E1Able to listen and relay information about an event/incident aptly

Task 1: Listen to the text and fill in the blanks with suitable word.

Yesterday, I saw an (1) ____________. It occurred near my (2)____________. A

(3)___________ crossed the road in front of my house but he wasn’t quick enough. A

(4)______________ came round the corner. The (5)_____________ tried to avoid him

but he hit the man’s (6)_____________. The driver stopped the car and went to

(7)____________. I went to see if I could help too. However, we discovered that the

man was all right. The only damage was to the man’s (8)____________ leg.

Task 2: Complete the sentences while listening to the text.

1. Yesterday, Kamal saw an __________________.

2. It occurred _______________________ his house.

3. A __________ hit a _____________.

4. The _____________ and ______________ went to help the man.

5. The only damage was to the man’s ____________________ .

Task 1: Listen to Kamal’s description on an accident he saw yesterday. Then, fill in the blanks with the correct words.

Listening Text:Yesterday, I saw an accident. It occurred near my house. A man crossed the road in front of my house but he wasn’t quick enough. A car came round the corner. The driver tried to avoid him but he hit the man’s leg. The driver stopped the car and went to help. I went to see if I could help too. However, we discovered that the man was all right. The only damage was to the man’s wooden leg.

Learning outcome Giving instructions, describing and narrating

orally

Band 5


Descriptor B5 DB1

Reading and summarizing text

Evidence B5 DB1 E1

Able to extract relevant points and reorganize

them into a paragraph using suitable

connectors

Read the passage below and answer the question that follows.

Identify at least 5 main points on how to keep your mind healthy

1) ________________________________________________________________________

________________________________________________________________________

2) ________________________________________________________________________

________________________________________________________________________

3) ________________________________________________________________________

________________________________________________________________________

Taking good care of your mind is an important as having a healthy body. Here are

some tips on how to do this.

Firstly, exercise regularly. This allows you to see things with a fresh mind. Things

always seem better when you do not feel run down or very tired. Having a proper diet ensures

our bodies receive the right nutrition which is needed for a healthy mind. It is also important

to get enough sleep. A relaxed and well rested body helps to lift your spirits.

Get support from your family and friends. A supportive family and good friends can

give you good advice or even help you out. Make a timetable. Make sure your timetable

allows you some rest and time to do things you enjoy. Being well organized can save you a lot

of time and frustration.

You should not be too harsh on yourself. Treat mistakes as learning experiences and

accept the things that you cannot change.

4) ________________________________________________________________________

________________________________________________________________________

5) ________________________________________________________________________

________________________________________________________________________

Rewrite the main points in a summary form. Use your own words as far as possible without changing its original meaning. Begin your summary as follows.

In order to have a healthy mind, we should start…

LEARNING OUTCOMES Present Information to different Audiences (Pg 20)


Demonstrate the ability to use language in a variety of situations using largely appropriate language conventions

DESCRIPTORS B5 DT1Writing a narrative

EVIDENCE B5 DT1 E1Able to write an account of an incident/event using correct grammar and mechanics of writing with guidance

With the help of the picture and words given, write a story.

When writing your story: you may use all the notes elaborate on the given notes to make it more interesting add any other relevant information make sure it is not less than 120 words

Learning outcome Understanding and telling in one’s own words the story and poem

heard and/ or read, and giving one’s opinion of the text

Band 6


Appreciate literary works and present ideas critically in an

exemplary manner

Descriptor B6 DL1

Listening and responding to literally woks by giving one’s opinion

of the text and relating it to life

Evidence B6 DL1 E1

Able to retell the text in one’s own words using correct grammar

and vocabulary

Teacher reads the poem to the students and students are to answer the following questions in their workbooks.

THE RIVER by VALERIE BLOOM

The river’s a wanderer,A nomad, a tramp.

He doesn't choose any one placeTo set up his camp.

The river’s a winder,Through valley and hillHe twists and he turns,He just cannot be still.

The river’s a hoarder,And he buries down deep

Those little treasuresThat he wants to keep.

The river’s a baby,He gurgles and hums,

And sounds like he’s happilySucking his thumbs.

The river’s a singer,As he dances along,

The countryside echoesThe notes of his song.

The river’s a monster,Hungry and vexed,

He’s gobbled up treesAnd he’ll swallow you next.

1. Why do you think the river is being compared to a. A wanderer?b. A singer?

2. What do the following expressions refer to in the poem?a. ‘those little treasures’b. ‘the notes of its songs’

3. What do you think the river will look like when it is ‘hungry and vexed’?

Teacher’s Copy

1. (a) It does not stay still but keeps flowing.(b) Its water makes lots of sounds as it flows along.

2. (a) The debris of silt, sand and pebbles the river carries on its bed.(b) The pleasant sounds made by the river.

3. The river will overflow its banks and could cause a flood / The river can be a destroyer which can cause erosion by pulling down trees and creating floods in the process / Any suitable answer.

Learning outcomes Listen to, read, view and respond to literary works by

understanding and telling in one’s own words the story and poem heard and / or read, and giving one’s opinion of the text.

Band 6Standard Performances B6Descriptors B6 DL1

Listening and responding to literary works by giving one’s opinion of the text and relating it to life

Evidence B6 DL1 E2Able to state what one thinks about the text and how it affects him/her using correct grammar and vocabulary

Teacher plays the video of ‘The River’. (enclosed in the folder)

The River.wmv

The River

The River’s a wanderer,A nomad, a tramp,He doesn’t choose one place To set up his camp.

The River’s a winder,He twists and he turns,Through valley and hillHe just cannot be still.

The River’s a hoarder,And he buries down deep Those little treasuresThat he want to keep.

The River’s a baby,He gurgles and hums,And sounds like he’s happilySucking his thumbs.

The River’s a singer,As he dances along,The countryside echoes,The notes of his song.

The River’s a monsterHungry and vexed.He’s gobbled up treesAnd he’ll swallow you next.

Valerie Bloom

Answer the following questions.

1. The poet describes ‘The River’ as if it is a A monster C babyB person D wanderer

2. List the two words in the last stanza that show what the river will do in his hunger.

(i)_________________________________________________________

(ii)_________________________________________________________

Teacher asks 3 questions and students present their views.

1. In your opinion, is the river more of a friend or an enemy? Why do you think so?

2. What does the word ‘monster’ illustrate about the river?

3. What is the significance of the poem to our life?

LEARNING OUTCOMES 3.1 Listen to read, view and respond to literary

Task 1

Task 2

works byxi. Talking about the theme and writing a simple paragraph about the theme of the storyxiii. Understanding some figurative language in text suitable to students’ proficiency level.

BAND 6STANDARD PERFORMANCES B6

Appreciate literary works and present ideas critically in an exemplary manner

DESCRIPTORS B6 DL1Listening and responding to literary works by giving one’s opinion of the text and relating it to life

EVIDENCE B6 DL1 E3Able to explain the message/theme/values the writer is trying to convey using correct grammar and vocabulary

POEM : MR NOBODYTeacher shows the students this video: http://www.youtube.com/watch?v=x5BMR7NI3Rg ORhttp://teachernuha.blogspot.com/2012/01/poem-mr-nobody-lesson-1-2.html

Mr. Nobody

I know a funny little man, As quiet as a mouse, Who does the mischief that is done In everybody’s house! There’s no one ever sees his face, And yet we all agree That every plate we break was cracked By Mr. Nobody.

’Tis he who always tears out books, Who leaves the door ajar, He pulls the buttons from our shirts, And scatters pins afar; That squeaking door will always squeak, For prithee, don’t you see, We leave the oiling to be done By Mr. Nobody.

The finger marks upon the door By none of us are made; We never leave the blinds unclosed, To let the curtains fade. The ink we never spill; the boots That lying round you see Are not our boots,—they all belong

To Mr. Nobody.

http://teachernuha.blogspot.com/2012/01/poem-mr-nobody-lesson-1-2.html

Teacher asks the following question:

1. State the message/theme/values that you obtained from the poem?

-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Explain the message/theme/values in your own words.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

SAMPLE ANSWER:Themes:

1. Be responsible family members2. Be honest3. There should be accountability for one’s action4. Cultivate good habits

Moral values:1. Be willing to admit your mistakes2. Appreciate your house and keep it neat and tidy3. Help one another4. Be disciplined5. To err is human, to forgive, divine

**Accept any possible answers.

LEARNING OUTCOMES Process information by:-predicting outcomes.

BAND 6PERFORMANCES STANDARD

B6Appreciate literary works and present ideas critically in an exemplary manner.

DESCRIPTORS B6DB1Reading and processing information at a higher order.

EVIDENCE B6DB1E1Able to predict outcomes and draw conclusions using grammatically correct structures.

Read the text below.

1. Describe Rama’s characteristics.

--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

2. In your opinion, is Rama an efficient worker? Give your reasons.

--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------


LEARNING OUTCOME PRESENT INFORMATION TO DIFFERENT AUDIENCES PG21 A, B, C, D, E, F. PG23, PG24 L3 (IV)

BAND 6PERFORMANCE STANDARD

APPRECIATE LITERARY WORKS AND PRESENT IDEAS CRITICALLY IN AN EXEMPLARY MANNER

DESCRIPTOR B6DT1 WRITING A COMPOSITION EXPRESSING ONE’S OPINION

EVIDENCE B6 DT1 E1 ABLE TO WRITE A COMPOSITION EXPRESSING ONE’S OPINION WITH REASONS USING CORRECT GRAMMAR AND MECHANICS OF WRITING WITH MINIMAL GUIDANCE.

Instruction: Read the dialogue. Who do you agree with? Provide reasons to support your answer.

When writing your opinion: state your stand clearly

add any other relevant details to make it more interesting.

make sure it is not less than 120 words.

Ranjit and Suzana are at a food stall. They want to buy some fruit for a class party. Ranjit likes local fruit but Suzana prefers imported fruit.

Suzana :Ranjit, do you prefer to eat local or imported fruit?

Ranjit : I love local fruit. They are nutritious as well as delicious.

Suzana :I like local fruit too but I prefer apples and pears though. Somehow, I feel imported fruit just taste better.

Ranjit : Well, I find local fruit richer in vitamins and nutrients compared to imported fruit. They are also cheaper.

Suzana :But eating too much local fruit can make you fall sick. You definitely won’t fall sick if you eat too many apples and oranges.

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Documents

hes happily

present ideas

forks

legs

caps

handcuffs

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