KEMENTERIAN PELAJARAN MALAYSIA

MINISTRY OF EDUCATION OF MALAYSIA

HURAIAN SUKATAN PELAJARAN
KURIKULUM BERSEPADU SEKOLAH RENDAH
CURRICULUM SPECIFICATIONS

BAHASA INGGERIS
ENGLISH LANGUAGE

SEKOLAH JENIS KEBANGSAAN
TAHUN 5 YEAR 5
2003

Curriculum Specifications for English Year 5 SJK

CONTENTS

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

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Curriculum Specifications for English Year 5 SJK

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

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

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

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

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

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these are expanded to town. the aim is for them to be understood by others. To help teachers further. Here. Vocabulary and sentence patterns introduced in the oral component also need to be taught and used by pupils in reading and writing. Language Skills A close link with the skills of listening. the larger Learning Outcomes are broken down into manageable skills and sub-skills for teaching and learning. The Spoken Language In teaching children the sounds of English. The objective of this exercise is to aim for clear speech and intelligibility. learners then progress to Level 2. ™ The first column is the LEARNING OUTCOMES column. When planning lessons. On completing their tasks successfully. Later on. country and more distant foreign locations. speaking. ™ The third column is entitled EXAMPLES / ACTIVITIES / NOTES. specific contexts are used to make lessons meaningful. Level 1 outlines the basic skills to be achieved by all learners. teaching points and examples of activities to help pupils achieve the skill specifications. Some themes have been identified to help teachers decide upon topics that are suitable for their class. These are skills and attitudes to be acquired by pupils and are drawn from the syllabus. These notes are directed at teachers and include explanations. and then to Level 3. topics for teaching are initially based on the immediate learning environment of the child. As such. The contents of the Curriculum Specifications are set out in three columns. the sound system. To this end. Grammar items taught and learnt must be applied to both oral work and writing exercises. teachers should ensure that learners produce the sounds of English well and pronounce words clearly with the correct stress and intonation so as to enable the listener to understand what is being said. reading and writing is maintained.Curriculum Specifications for English Year 5 SJK This document is the Curriculum Specifications for Year 5 in SJK. These sounds can be found in the section entitled Sound System. these specifications have been categorized into 3 levels ranging from the more basic to the more advanced. ™ The second column is the SPECIFICATIONS column. specific sounds such as blends and diphthongs have been identified for teaching. Learning Content In teaching English to pupils. It covers language skills. These specifications represent important aspects of the learning outcomes to be acquired in Year 5 SJK. 2 . grammar and word list.

In addition. The suggested word list can be widened if pupils demonstrate that they are capable of receiving more. lessons and curriculum materials for learning must be adjusted to suit the differing needs and abilities of the pupils. The teacher can take off from the reading to teach social expressions such as “Hi there! Welcome to my home. Learner-Centredness The learner is at the centre of the learning process. Teaching too many structures may not be advisable for weak learners as these may only serve to confuse them. Word List The list of words selected for teaching is based on a sample of the more common words and high frequency words and can be used and recycled in different contexts and topics. a particular lesson may begin with a story about the daily happenings around a family. Repetition.Curriculum Specifications for English Year 5 SJK Grammar Grammar items and sentence patterns have been selected from the list provided in the English Language syllabus to help pupils master the structures of English. the skills of listening. Reinforcement and Consolidation Language skills. grammar items and the sound system must be repeated often and used constantly to maximise learning. speaking. Whatever context is used. Planning and Organisation of Lessons Keeping in mind the time allocated for teaching the English language in SJK schools. IMPORTANT CONSIDERATIONS FOR TEACHING The following considerations should be taken into account in teaching the curriculum specifications. vocabulary. It is important that appropriate activities and materials are used with pupils of different learning profiles so that their full potential can be realized. reading and writing have to be integrated in a natural manner. Teaching approaches. Teachers should set a variety of tasks that will enable pupils to use the specific skills often so that they gradually develop the ability. these specifications must be reorganised in a manageable form for teaching. Elements of patriotism. environmental education. Teachers are advised to limit the number of structures used in any one lesson to ensure that learners master the structures well.” These statements or questions can be used later in writing or speaking exercises when the teacher gets pupils to speak or write about life at home. study of the local environment and health education should also be integrated in lessons. Integration The curriculum adopts an integrated approach. moral values should also be infused in lessons through the selection of appropriate materials and activities. knowledge and confidence to use the language effectively. For example. 3 .

In this respect. However. Pupils should also be encouraged to talk in English to other pupils and teachers in the school. Opportunities should be given to pupils to role-play. In order to develop pupils’ listening skill. teachers should make pupils listen to songs. Some activities have been suggested in this document. Teachers need to use their initiative. rhymes. Continuous formative evaluation is important to keep track of learners’ progress. and stories. The Year 5 SJK programme focuses on providing the basis for literacy in the English language. and the Malaysian way of life. Speaking. imagination and creativity to extend the experiences of their pupils. Reading and Writing. Also important is vocabulary control and simple functional uses of language in everyday life. moral values. pupils can be asked to answer questions that require them to recall ideas. pupils must be given every opportunity to take part in activities that require them to use the language skills taught. Other considerations As far as possible. TEACHING-LEARNING STRATEGIES FOR YEAR 5 SJK The English Language programme for Year 5 SJK focuses on the four skills. The Curriculum Specifications makes only a few suggestions as to the number of activities required for the attainment of language skills. Awareness of learners’ capabilities will enable teachers to plan activities for further development. Oral Work Pupils should be given lots of opportunities to talk in class so that they gain confidence to speak in the language. teachers should use the Malaysian setting when planning lessons. Listening Listening is an important skill as what learners hear often becomes one of the main sources of the target language to be learnt. Teachers should also use materials that emphasize the principles of good citizenship. Evaluation Evaluation is part and parcel of the teaching-learning process. pair and group work activities allow for all pupils to engage in speaking activities at the same time. To show their understanding of what they have heard. give details and even talk about the ideas heard. namely Listening. 4 . teachers are encouraged to set more creative and challenging tasks and activities based on the needs and interests of pupils.Curriculum Specifications for English Year 5 SJK Teaching-Learning Activities In order to help pupils learn the language. participate in drama activities that make them use the language appropriate to the role or situation.

to reinforce what has been learnt and to create challenging language tasks. 5 . Pupils should also be taught to use various cues for word identification. This document only lists a number of essential activities for the attainment of the English language. teachers should encourage pupils to write independently but when this is not possible. pupils should be reading on their own from a range of stories. Teachers need to use their initiative. pupils would have mastered the mechanics of writing and should be writing simple paragraphs of several sentences each. Teachers should teach pupils to read with understanding and enjoyment. teachers should ensure that pupils write in response to a variety of stimuli including stories. Writing At this stage. classroom activities and personal experiences. imagination and creativity to extend the experiences of their learners.Curriculum Specifications for English Year 5 SJK Reading Schools are encouraged to use good reading schemes. To make writing enjoyable. At this stage. At this stage. and to use their understanding of grammatical structure and the meaning of the text as a whole to make sense of the content. building on what they (the pupils) already know. teachers need to set guided writing exercises relaxing the amount of control gradually as pupils show greater confidence.

e.2 Level 2 Listen to and identify different types of letter sounds.listening and imitating the sounds heard. Level 1 Listen to and repeat: a) vowel ‘u’ and ‘x’ in initial position b) diphthongs c) double consonants d) initial blends e) final blends f) initial digraphs g) final digraphs h) silent letters • • See Sound System at the back of the document. much .3 8 . however.g. ship.0 LISTENING SKILL 1. fool.underlining the letter of the sounds heard. should be guided by the second LEARNING OUTCOMES column (called Specifications) when planning lessons for the year. EXAMPLES/ACTIVITIES/ NOTES SPECIFICATIONS 1. keys.1.identifying a frequent beginning sound in stories. sheep. e. the sound of / l / in final position as in dad.1. Activities include: . dish.g.1 Listen to and discriminate similar and different sounds of the English language. fish.g. king. sad. cool. They are the skills to be achieved by the end of Year 6. Teachers. . . the learning outcomes are broken down into smaller skills to be achieved by pupils in Year 5 SJK.Curriculum Specifications for English Year 5 SJK 4. Level 3 Listen to and group words according to the same sounds. LEARNING OUTCOMES AND SPECIFICATIONS The Learning Outcomes have been taken from the syllabus in its original form. In this column. 1.grouping words with long vowel sounds and short vowel sounds: e. rich.1 By the end of their primary schooling.1. 1. pupils should be able to: 1.

SPECIFICATIONS Level 1 Listen to and repeat the pronunciation of compound words.getting pupils to fill in the missing words in songs and chants. • e. .2. nonsense rhymes and sing songs pronouncing words correctly. and the correct intonation and word stress of phrases.2 Listen to and repeat accurately the correct pronunciation of words. foot/ball.2. “…. There’s a coat In the boat.” 1. and sentences. repeating after the teacher. She sells seashells on the seashore.g.come in. .g. A very old coat In a very old boat.2.2 Level 2 Listen to and repeat correctly phrases and expressions with the correct stress and intonation.getting pupils to repeat rhymes.g. e.Curriculum Specifications for English Year 5 SJK LEARNING OUTCOMES 1.g. phrases and expressions used in natural everyday situations. songs and chants in chorus. 1. tongue-twisters. e. • Activities include . expressions. Level 1 9 .1 e.getting pupils to say tongue-twisters quickly: e. words. sun/flower Note: the stress on the first element. • EXAMPLES/ACTIVITIES/ NOTES 1.’ “Please come in.3 Level 3 Listen to and repeat simple chants.g.

1. Listen to and understand information based on numbers. Teach numbers in context. Numbers in tens : 10-50 .2 Listen to and understand the numbers. in a big house.5 Level 3 Listen to and understand ordinal numbers: 6th – 10th.3. • EXAMPLES/ACTIVITIES/ NOTES Example of key words include nouns.matching the spoken numeral and the written form: 41 21 31 41 • 1.3. Activities include: .3.1 SPECIFICATIONS Listen to key words and phrases heard.getting pupils to memorise words by giving them spelling tests. Pupils can demonstrate understanding by pointing to pictures. Scope: 41-50. • • 1. for example “What date is it today? “ “It’s the 5th” or in the context of position in a line or in a race.3 LEARNING OUTCOMES Acquire vocabulary and understand the meaning of words and phrases in context.3. Scope: 41 – 50 Level 2 Listen to and understand compound words. 10 . or the number of pupils in the class.3 1. for example in relation to marks.picking out the correct number card when the number is called out.Curriculum Specifications for English Year 5 SJK 1.3. adjectives and verbs such as an old woman.when the numbers are added and subtracted. . • Teach ordinals in the context of dates.4 . 1.

move to the rhythm of the song . Level 1 1.5 Listen to and enjoy the rhyme. Level 2 & 3 Listen to simple texts and talk about the text.5.1 SPECIFICATIONS Level 1 Listen to and follow simple instructions to prepare food.6.2 11 .sing / chant along . 1. 1. Ipoh is to the north of K. • Activities include getting children to: .4. and sounds of poetry.6. North.Curriculum Specifications for English Year 5 SJK 1. rhythm.1 Listen to and understand simple descriptions and answer simple Wh-questions.clap their hands . specific details. • • 1. • 1. East. Children.L. e.4 LEARNING OUTCOMES Listen to and follow simple instructions and directions accurately. West. e. Note: pupils need to know and understand the words of ingredients and method in a recipe.g. 1.1 Levels 1. Teachers can describe a plant or an animal with accompanying pictures.4. Teach in relation between towns on a map. jazz chants and songs. South. 2 & 3 Listen to and enjoy children’s songs and rhymes.g. Making sardine sandwiches or a lime drink. and sequence. what did we hear just now? How do frogs talk to each other? What do frogs like to eat? 1. e. Questions should get pupils to answer details and give the main ideas of the paragraph.6 Obtain information from texts listened to in relation to main ideas. EXAMPLES/ACTIVITIES/ NOTES • • e.g.2 Levels 2 & 3 Listen to and trace routes to places in neighbouring towns following simple directions using compass points.do actions.g.

. • While telling the story.” 1.3 Listen to stories and fables and tell what happens next.7. and draw conclusions at a level suited to pupil’s ability.7. 1.7 Listen to and enjoy stories. • Comprehension questions can aim at getting pupils to answer questions on details and main ideas.1 SPECIFICATIONS Level 1 Listen to simple stories and fables and respond verbally by stating whether one likes or does not like the story. Level 3 1. fables and other tales of imagination and fantasy and predict outcomes.” “Teacher. and what they did. can you please tell the story again.7. 12 .2 Level 2 Listen to and answer simple questions relating to the people and animals in the story.Curriculum Specifications for English Year 5 SJK LEARNING OUTCOMES 1. teachers can stop at an interesting point and get pupils to tell what happens next. EXAMPLES/ACTIVITIES/ NOTES • Examples of verbal responses are: “Teacher! I like this story.

sun/flowers. pupils should be able to: 2.1 Speak clearly by pronouncing words accurately. 2. bad. Level 2 Repeat phrases and expressions with the correct intonation and stress.Curriculum Specifications for English Year 5 SJK 2. • Note the stress on the second element.0 LEARNING OUTCOMES By the end of their primary schooling.3 • Example: foot/ball. x-ray. 2.g.1. “…. • Get pupils to repeat after the teacher words.’ “Please come in. For more examples.1 SPEAKING SKILL SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOTES Level 1 Pronounce words that have the following sounds: a) vowel ‘u’ and ‘x’ in initial position b) diphthongs c) double consonants d) initial blends e) final blends f) initial digraphs g) final digraphs h) silent letters Pronounce compound words correctly. • Example: dad. red. • Example: use.1.1. look at the sound system at the back of the document. phrases and expressions used in natural everyday situations. sad.2 2. e.” 13 .come in.

g. • e.4 14 . 2. 2. Level 2 Talk about things heard.g.3 2.” 2.1 All levels Ask Wh-questions to get information.Curriculum Specifications for English Year 5 SJK LEARNING OUTCOMES SPECIFICATIONS Level 3 2. • These ordinal numbers are taught best in the context of dates.3 Give relevant information politely in response to enquiries made.2 Give replies pertaining to numbers. what I saw yesterday on my way home from school…. 2.g.2 Ask questions to seek clarification.2. “Find out your friend’s birthday. A: Did he come out first in the race? B: No.g.3. 2...4 Ask questions with the correct intonation. How many petals are there? -5.3.3. EXAMPLES/ACTIVITIES/ NOTES • Check that pupils have a rising tone in questions. he did not. • Set pair work for question and answer activities.No. 2. seen or read. He was sixth. There are forty pupils in that class. • e. Give replies pertaining to numbers 41-50. “ • e.3.1 Level 1 Respond to simple questions.1. and Numbers in tens: 10 – 50. • e. • Relate to topics e. 2.g. Is this a hibiscus flower? . e.g.2 Ask questions politely to obtain information and clarification.2. “Did you say 5 petals?” “Yes.

Curriculum Specifications for English Year 5 SJK LEARNING OUTCOMES SPECIFICATIONS Level 3 Give replies pertaining to ordinal numbers 6th.g. tonguetwisters. And the sun said to the trees.2 15 . number.g. Betty Botter bought a pat of ……. places and moral values of the stories heard.4.1 Level 1 Give details about the people and animals of a story heard or read. She sell seashells on the ………. “Princess Pei-Pei was very sad. The frog talked to her. Suddenly. read and viewed in simple language. Use pictures to help children recall. • Get pupils to complete the story.” And the rain said. size. The Princess was called Pei-Pei. • E. she saw a frog. • e. 2.4. “I will give you a lot of …..1 Levels 1 & 2 Recite simple poems. …” 2. “I will give you a lot of sunshine.4 Tell stories based on pictures and other stimuli.3. and recite poems.5 2.2 2. e. EXAMPLES/ACTIVITIES/ NOTES • Teach ordinal numbers in the context of dates.g. Level 3 Complete parts of a story heard before.10th.g. e. 2.5 Talk about the people. nonsense rhymes.5. Level 2 Talk about the actions of the people and animals in a story heard or read. 2.5. 2.” • Examples of details include names. and sing songs by pronouncing words correctly.

5.6 Express thoughts and feelings and give opinions on things read. It is easier for pupils to relate to such characters. 2. Level 2 Give reasons why one likes or does not like the story. EXAMPLES/ACTIVITIES/ NOTES • Tell stories where the characters are clearly good or bad.” “I do not like the story.6. “I like the story.6.g.4 2. Take part in teacher-guided discussions on characters and story line. heard and viewed in simple language.1 Level 1 Say whether one likes or does not like the story heard or read. Level 3 2.5.6.Curriculum Specifications for English Year 5 SJK LEARNING OUTCOMES SPECIFICATIONS Level 3 Name the good and bad characters and talk a little about them.2 2.” • e. 16 .3 2.3 Take part in teacher--guided discussions. “ 2. • Teachers can prompt pupils with questions such as: Why was Princess Pei-Pei sad? Who talked to her? What did she do after that? • e. “I like the story because Princess Pei-Pei married the prince. seen. g.

2 To invite. etc. Talk about oneself and family to friends.7. making introductions. 2.4 2.3 Level 2 To ask for help from friends. • See sentence patterns at the back of this document. To decline or accept invitations. 2.7. SPECIFICATIONS Level 1 2. inviting people. 17 .7.1 2.5 Level 3 Suggest ideas to do things. EXAMPLES/ACTIVITIES/ NOTES • Get pupils to role-play these situations so that they learn the sentence patterns in context.7.Curriculum Specifications for English Year 5 SJK LEARNING OUTCOMES 2.7.7 Perform a variety of functions in a social context such as exchanging greetings.

3. pupils should be able to: 3.1. • e. Underlining words with the same beginning sound. READING SKILL SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOTES • Refer to the sound system at the back of this document for the sound system.g.1. Underlining the words that do not have the same sound.1 Level 1 Read aloud words that have the following sounds: a) vowel ‘u’ and ‘x’ in initial position b) diphthongs c) double consonants d) initial blends e) final blends f) initial digraphs g) final digraphs h) silent letters Level 2 Identify letter shapes by their sounds.1.1 Acquire word recognition and word attack skills to recognise words on sight. eat eel egg 3.4 Compare words for similar sounds.Curriculum Specifications for English Year 5 SJK 3.0 LEARNING OUTCOMES By the end of their primary schooling. took. Read aloud compound words with the correct stress.3 Level 3 3.g. 18 .2 • e. book. look.g. e. 3.1.

Read and learn the meaning of key words for each topic taught.3 Read and understand phrases.2 • Activities include: .g. matching the numeral form to the word (e. 23 = twenty three) and vice versa (e. football. • Activities to demonstrate understanding include: .25 in its numeral and word forms.g. sentences. cupboard.selecting sentences to fit the picture.2.3. (noun + noun). paragraphs.3. • Examples of phrases include: the healthy plant.3.3 Level 3 Read and understand simple paragraphs.spelling correctly . and whole texts.Curriculum Specifications for English Year 5 SJK LEARNING OUTCOMES 3.filling in the blanks • E. SPECIFICATIONS Level 1 Recognise simple compound words.1 Level 1 Read and understand phrases by matching simple phrases to pictures.3 Level 2 Recognise and read aloud the numbers 21 .2 Acquire key words at various stages of development. 3. 3. 3.1 • e. twenty three= 23). EXAMPLES/ACTIVITIES/ NOTES 3.matching sentences to pictures .2.2. 3. the pretty rose bush.2 3. Level 2 Read and understand simple sentences.g.rearranging sentences in sequence .g. bathroom.rearranging words to form a complete sentence: Activities include: . 3. 19 .

g. • The teacher needs to become a good model of reading for pupils to follow. 3. The leaves are yellow. The stem is thin. 3.4. • Get pupils to look at the word around the difficult word. heal.3 Level 3 Read aloud simple poems and • Get pupils to read stories to each other. HEALTHY = he. tea 20 . e. • e.g.1 Level 1 Make small words from big words. SPECIFICATIONS Level 1 Read aloud words and phrases correctly and with correct pronunciation. 3.Curriculum Specifications for English Year 5 SJK LEARNING OUTCOMES 3.2 Level 2 Read aloud sentences in simple texts observing correct stress and intonation. e. a child reading the label DO NOT TOUCH to his/her friend. 3. stories expressively and fluently.6.1 Levels 1.1 • Get pupils to role-play situations where they have to read aloud to each other. The plant is not healthy.6 Acquire a wide range of vocabulary. 3.g. EXAMPLES/ACTIVITIES/ NOTES 3.4.4 Read aloud expressively and fluently pronouncing words correctly and observing correct stress and intonation and sentence rhythm. 2 & 3 Understand the meaning of words by looking at the words before and after.5.4. 3.5 Read and understand the meanings of words by guessing their meaning through the use of contextual clues.

large 3. 3.matching words with pictures .6. sun + flower. • e. foot + ball.3 • e.6. fat – thin.ugly 3. • Activities include: . a tin of milk.4 Understand words opposite in meaning.6. Learn quantifiers. • e. • Get pupils to memorise these words.2 SPECIFICATIONS Level 2 Group words according to categories. big .6 21 .5 3.g. Understand words similar in meaning.6. handsome . • e. Level 3 Combine words to form compound words. things in the home and things outside the home.g.Curriculum Specifications for English Year 5 SJK LEARNING OUTCOMES 3. EXAMPLES/ACTIVITIES/ NOTES • e.using these words in sentences of their own.g.g.6. a packet of biscuits.reading label cards . (noun + noun).g.

and moral values in the story/poem.3 3. 3. Level 2 Read and obtain meaning of words by referring to a dictionary. Talk about values.1 3. • e. supporting details.7. sequence. size).9 Read widely and independently. A text on “Plants” or “Trees”. NOTES/ EXAMPLES/ACTIVITIES • A simple poem may consist of just 4 lines. • Allow pupils to select books of their own interest. All levels 3. 22 .g.1 Read widely at one’s own pace according to one’s interest.3 3. Pronouns: The girls were walking home.9.8.1 Scan for specific information in factual texts.g. Suddenly they …… (Who does they refer to?) • e.8 Read and understand simple factual texts for main ideas.7. • Time this activity so that pupils learn to make faster eye movements. SPECIFICATIONS Level 1 Read aloud poems. and cause and effect.2 3. Level 2 & 3 Read and give details about the people and animals in the story. and relate it to one’s life. • Use children’s stories.7 Read and enjoy simple poems and stories and respond to them by talking about the people.7.8. Level 3 Read and understand simple factual texts by answering comprehension questions in relation to main ideas and sequence.8. (e. Level 1 3. number. • Talk about the actions of people and animals in the stories.Curriculum Specifications for English Year 5 SJK LEARNING OUTCOMES 3. 3.2 3.g.

legible cursive writing. 4. etc.2 Copy words.3 Write sentences in clear and legible print.arches .small letters .1 Copy letters of the alphabet in clear and legible cursive writing: .capital letters .1.2 Write words and phrases in clear and legible print.2.slant • Teachers need to pay attention to spacing between words. pupils should be able to: 4. phrase.1 Write clearly and legibly numerals 1-20 in both number and word forms.crossbar 4. Level 2 4.0 LEARNING OUTCOMES By the end of their primary schooling. 4.2 Write at word. legible print and cursive writing.Curriculum Specifications for English Year 5 SJK 4. capital letters and small letters.1 Copy correctly.1.exit . • Check pupils’ handwriting for -ascenders & descenders: . WRITING SKILL SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOTES Level 1 4. 23 .2. slant of letters.2. sentence and paragraph level in clear.combination of small and capital letters. Level 3 4. . phrases and sentences in clear.entry .

4. • e. Then.Curriculum Specifications for English Year 5 SJK LEARNING OUTCOMES 4. directions. ………….3. ii. We do not want dirty rivers. word to phrase. SPECIFICATIONS Level 1 Match words to signs.4 Complete texts with the missing word.4.g. In a message to a friend. • e. De_r Mariam. I like fishing.g.g. Do not throw rubbish in the river.3 Match words to linear and non-linear representations and write out the words and phrases: i. symbol.3. W_ at do yo_ want_ to b_ y at the sh_ p? Angie Level 2 4.3 Level 3 Complete simple instructions. Do not walk on grass. notices. 24 . • e. bread and jam • e.2 Match phrases to pictures.4. the missing word(s) (with a little guidance in the form of a composite picture).3.3 Match sentences to pictures. Level 3 4.g. poems. stories and other texts with We want clean rivers.g. phrase or sentence.. First. descriptions.. • e. EXAMPLES/ACTIVITIES/ NOTES • e. 4. Level 1 4.4. poems and other texts with the missing word(s) (with guidance given in the form of words and pictures).1 Level 2 4. word to picture. slice the tomatoes.1 Complete missing letters in texts.2 Complete simple instructions and directions.g. word to word. No plucking flowers. butter the bread. 4. descriptions. iii.

g.5.1 SPECIFICATIONS Level 1 Form simple sentences and questions by arranging words (3-4 words in a sentence).g.5. collect coins.5. I like to collect stamps. many coins. • Use paragraphs from the textbook. EXAMPLES/ACTIVITIES/ NOTES • e.6. g. Level 1 4.g. Levels 2 & 3 4. Give 5 words to be memorised at each sitting. My sister likes to She has 4. It has green skin. It my hobby is. • e.6 Spell correctly and take dictation. 25 . This is a frog.Curriculum Specifications for English Year 5 SJK LEARNING OUTCOMES 4. • e. 4. 4.2 Level 2 Form simple sentences by matching sentence parts. It has two big eyes and four legs. 4. coins from all over the world.3 e.1 Spell seen words. She has There are Level 3 Construct simple sentences independently (3-5 words) by looking at a picture.2 Take dictation of seen sentences.5 Construct simple and compound sentences with guidance and independently. big coins and small coins.6.

• Recounts are little accounts of what one did or saw the day before.8.the names of people.1 Use capital letters for . 4.7.g. etc. 4.8. 4. e. Set various types of exercises.2 Use full stop at the end of a sentence.3 Write simple recounts with guidance.8. EXAMPLES/ACTIVITIES/ NOTES • Make children aware of the importance of punctuation. simple reports. 4. Use question mark.7. a shopping list. months of the year.1 Level 1 Write for a purpose.7.4 Write simple descriptions with little or no guidance.8. Level 2 Write simple descriptions with guidance.7.8.3 4. 26 . Level 3 4.Curriculum Specifications for English Year 5 SJK LEARNING OUTCOMES 4. 4. SPECIFICATIONS All levels 4.5 Write simple recounts with little or no guidance. In this case.7 Punctuate meaningfully.2 4. the simple past tense is used.4 4. • e. a visit list.5 Use exclamation marks. writing lists such as a marketing list.8 Give accurate information when writing messages.g. instructions. and when filling out forms. Use comma for lists. 4.the first word in a sentence . telling what one saw on the way home from school.the pronoun ‘I’ .7. days of the week.

2 1.Curriculum Specifications for English Year 5 SJK 6.6 2.g. e. she. -es) e. Ravindran Ipoh. this comb.5 1. grammar items to be taught have been specified under the different grammar categories. these. some money 3. sand. it is important that teachers teach them in context and in a meaningful way. these combs 1.0 (a). cars. some water. feminine) masculine . man feminine .0 (a) Grammar items and some examples 1. man.0 1.2 3. a pencil ‘an’ is used before vowels e.girl.2 1. Sabah Gender (masculine. money. suggested sentence patterns for teaching are given.g. rice. those e.C. e.0 GRAMMAR Grammar forms part of the language contents in the Curriculum Specifications for Year 5 SJK. boy.g. M. I. K.0 2. an egg. they Demonstrative pronouns (refer to a noun) this. please. woman Proper Nouns (names of person/places) e. classes.g.g.g. woman Articles (with singular nouns) ‘a’ is used before consonants.0 (b). In teaching these patterns. Words underlined highlight significant points of grammar.g. one table. he. we. In section 6. Two sections have been listed to assist teachers. Tan.1 Nouns Countable Nouns (things that can be counted).g.g. These sentence patterns are set out under some functions and / or areas of interest.1 27 .3 1.g. 6. an umbrella *‘the’ is used when we are clear about the person or thing that we are talking about. girl. To illustrate what is meant by each category and at the same time to specify the scope and depth of the items to be taught examples are given. some rice.0 3. a book.g. that. Pass me the ruler.4 Common Nouns e. dresses 2. Pronouns Personal pronouns e.1 2. two chairs *Uncountable nouns (things that cannot be counted) e. you.3 Number (singular and plural forms) Regular plurals (-s. In section 6. e. water *The use of some with uncountable nouns e. Subang Jaya. tables.boy.

When is Sheila coming? When are the girls coming? * Which e.g. How did he fall? Conjunctions: and or but *because * so e.1 The comparative form • ‘er’ .g. e.g.g.e. his shoes our car. Which pencil do you want? * Why e. a big boy 6. *So he ate two plates of rice. Who e.g. my book.g. What e. 5.g. He bought two pencils and an eraser. He was hungry. What are these? What are those? (for plural forms) ii. Siva is the tallest boy in class. in on under at up down *out * next to * behind Adjectives of colour. tall .2 *The superlative form • ‘est’ .4 vii. v.e. vi.Curriculum Specifications for English Year 5 SJK 3.0 6.g.0 3.g. iv.g. 28 . (for singular forms) What is this? What is that? e. Who is he? (singular) Who are they? (plural) Where e. a round table.g. shape and size e.g. Would you like an apple or a banana? He had to go home quickly because his mother was not well.3 * Possessive adjectives *e. Prepositions (of location and direction) e. * How e.taller • ‘er’ + than .g.e. taller than 6.g.g. their car *e. tallest (Note: ‘the’ is used with the superlative form.g. Where is the boy? Where are the boys? When e.0 iii. a blue sky. Maria’s car Interrogative pronouns (‘Wh’ questions) i. Why are you crying? 4. John’s bag.g.

e.g.g. it is. 12. They are good children. No.g. They were in school. These are my pet rabbits. I like to eat durians.(plural) e. it is not a pen.. (plural verb for plural noun) 8. (i) For habitual actions e. I am a boy. Jalan Bukit.g. This is not a pen. My name is Jamil. 9.g./ Yes. 13.g. Are they bananas? Yes. 0 Subject – verb agreement e. • * Compound sentence e.Curriculum Specifications for English Year 5 SJK Plural form of the verb be (=were) e. 29 .0 The Simple Past Tense Past tense of the verb be (= was) e. Is it a pencil? Yes./ No.g. He was at home. Sentence types • Simple sentence e. He played with his friends. Listen./ Yes. Come here. There are bees in the garden. 7.g. He does not live in Bangi.g. Positive statements.g. Bring me the book. The rain was heavy and the roads were flooded .g. (ii) For imperatives e. I am not Tong Seng. There are ……. This is my pet rabbit. it isn’t.0 Simple Present Tense 11. (singular) Negative statements e. Where does he / she live? He / She lives at no. Past simple with -ed e. (ii) There is ……… (singular) e. they are. No./ No.g. 23. Questions and responses e. they aren’t.. No. That is my hat . There is a bird in the house.g. (singular verb for singular noun) 10. Where do you live? I live in Subang Jaya.

days of the week .Curriculum Specifications for English Year 5 SJK 14.at the end of a question iv. a pencil. Henry iii.g. Apostrophe To show possession e.for proper nouns: names of people. places.g.at the end of a sentence. v. my sister’s bag.g. Help! Help! vi. the man’s hat 30 . Punctuation i. Comma . He bought a pen.for the pronoun ‘I’ ii. Full stop . Exclamation mark e. Capital letters . . Question Mark .g. H. and a bag.to separate a list of things e. P.for the first word of a sentence .*after initials e.

To talk about oneself A: Hello. accept and decline invitations A : Please come to my house on …. 3. Here you are. I can’t.No. C : I’m sorry. To ask questions and give information (i) What do you like to do? I like to ………… (ii) What are you doing? I am ……………… (iii) Where are you going? I am going to ……… (iv) Who is that? She is my ………. 6. To refute statements (i) It is not black. To ask for help and to respond accordingly. A: Can I have the bottle of gum. To suggest ideas A : Let’s go to … B : All right 31 . 4. thank you. The words underlined may be substituted with other words. B : All right.0 (b) Suggested Sentence Patterns These patterns are set out under different functions. To request for specific objects and to respond. To invite. please. (v) 5. A: Please help me carry this table. it is not black. (ii) No. I like to play football. I am ……. 7. 8. 2. I want to play in the school football team.Curriculum Specifications for English Year 5 SJK 6. of course. 1. I play football every day. To ask for help A : Can you please help me? B : Yes. (to state) When are you coming to my house? On Friday at 3 o’ clock. B: Yes.. (iii) Is this his? ……. of course. B: Sure.

1 x / eks / X-ray 2. The sound system forms part of the language contents in the Year 5 SJK Curriculum Specifications. In each item.1 fr / fr / frog from frill 32 . These phonetic symbols are only for teacher’s use and not to 1. However. Initial Digraphs 2. the sounds represented by the symbols should be taught. Initial Consonants 1. The phonetic symbols are enclosed in phonemic notation (/ /). The items listed below are to be taught in Year 5 SJK.Curriculum Specifications for English Year 5 SJK 5. It must be noted that these words are used to illustrate the phonic sounds. They are not part of the key word list. The letters to be taught are presented in the orthographic form and in phonetic. there are examples of the sounds to be taught and more examples should be given. Sound System be taught to pupils.

2 lt / lt/ belt felt 4. 8.2 Silent ‘h’ hour heir honest 33 . Double consonants 7.1 bb /b/ 7. 4.2 qu / k w / queen quack 8.1 Silent Letters Silent ‘t’ listen often 9.1 Initial blends sk / skf / sky skate 5.1 Final Digraphs sh / fish dish / 3. 5.1 nk/nk/ sink think 6.2 ie /ai / file pie 7. Final blends 6.Curriculum Specifications for English Year 4 SJK 3.1 Diphthongs ei / ei / fail weight 4.2 ch / Rich much / 6. 3.2 ff/f/ bubble pebble bluff stuff 5.

Example: re/ la / tion 34 . STRESS i.Curriculum Specifications for English Year 5 SJK 9. Stress in 3-syllable words Words ending in -tion usually have the stress on the second last syllable.

These are also the words that learners will use when going about their writing task. Words to be taught in Year 5 SJK are marked with an asterisk(*). These are high frequency words which learners will need even when reading simple texts. Teachers are encouraged to add to this list according to the maturity level and ability of their learners as well as when teaching a particular topic. Word List understand them in the context of what they read. These words must be used and recycled in various contexts so that pupils can pick up the words. Teachers should teach learners to recognize these words in context when reading and also about above across afternoon all almost along also always am an and animals any are around at asked baby back ball bag balloon *banana bed before began below belt better between birthday blue book both boy *branch brother *bud buy came *cactus can can’t cat chair change children clothes *coconut come day desk dog did didn’t does don’t down during earth every eyes father first *flower follow(ing) for found 35 . The word list consists of words that need to be taught in context.Curriculum Specifications for English Year 5 SJK 7.

Curriculum Specifications for English Year 5 SJK friends *fruit garden get girl good goes going gone great green half happy has have *hibiscus he help her head heard high him his house how inside it jump knew know lady line *leaf leave left light live look man might money morning mother me much my name night no not now of old on one *orchid our out near never number only opened other outside own paper pen pencil place *plant play put red right ruler *roots round said second *seed she shoe show sister small sound start still stopped suddenly sure swimming table the 36 .

g. good morning good afternoon good evening good night goodbye hello thank you 37 .Curriculum Specifications for English Year 5 SJK their they think this *thorns those through to today together told tries tree *trunk turn(ed) under until up upon us used walk(ed)(ing) want watch we went what where when while white who why window without woke(n) woman word work world write year yellow yes you young plus: • • • • • • days of the week numbers one to fifty ordinal numbers: first to tenth pupil’s name and address name of school social expressions and greetings: e.

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