B1 DL1 E1 Learning Outcomes Band Standard Performance Descriptors Evidence Introducing oneself 1 B1 Know fundamental skills in listening, speaking,

reading and writing. B1 DL1 Introducing oneself B1 DL1 E1 Able to introduce oneself using suggested sentence patterns.

Activity: Ice-breaking game 1. Students introduce themselves first. 2. After the introduction is over, another student will be asked to state the name and another particular of different student. Those who are not paying attention and cannot remember the details of that student will be given a forfeit. Fill in the information about yourself and introduce yourself.

About Myself
Name : Age : Sex : Date of birth : Place of birth : Class : e-mail : Hobby : Ambition :

B1 DL2 E1 Learning Outcomes Band Standard Performance Descriptors Listening and discriminating between initial and final consonants, long and short vowels, plural forms and contractions 1 B1 Know fundamental skills in listening, speaking, reading and writing. B1 DL2 Listening and discriminating between initial and final consonants, long and short vowels, plural forms and contractions B1 DL2 E1 Able to indentify initial and final consonants, long and short vowels, plural forms and contractions

Evidence

Activity: 1. Teacher shows the list of consonants- initial and final position. 2. Students are asked to listen as teacher reads and choose the correct initial and final consonant sound(s) in each of the following words a. b. c. d. e. f. g. h. i. j.
Rhetoric One

Phrase Comb
Know Thomas

Rough
Sure

Cereal sign

Activity: Listen as your teacher reads and choose the correct words. 1. Vowels- long and short sounds a. See ( ) Ship ( ) b. March ( Cup ( c. Sad Help ( ( ) ) ) )

B1 DB1 E1 Learning Outcomes Band Standard Performance Descriptors Presenting information by reading aloud written texts clearly and fluently 1 B1 Know fundamental skills in listening, speaking, reading and writing. B1 DL2 Presenting information by reading aloud written texts clearly and fluently B1 DB1 E1 Able to read aloud with proper pronunciation and intonation

Evidence

Activity: Students are asked to repeat a tongue twister as many times as possible, as fast as they can without making any mistake.

Betty Botter bought a bit of butter. But the butter was bitter. So, Betty Bouter bought a bit of butter to make the bitter butter better butter.

B1 DT1 E1 Learning Outcomes Band Standard Performance Descriptors Evidence Writing short notes 1 B1 Know fundamental skills in listening, speaking, reading and writing. B1 DT1 Writing short notes B1 DT1 E1 Able to write greetings/wishes and a note of apology

Activity: Fill in the blanks with the correct words.

Hard Dear Love Moments Congratulation School

_____ Mary, A heartiest ___________ for your great _______________. Your ___________ work is paid off. May the ____________ be full of many such beautiful ________________. I believe you can be the _________ student in your ___________ one day.

________, Ally

Best Achievement Future

B2 DL1 E1 Learning outcomes Band Standard performance Descriptors Evidence 1.1 (iii) asking simple questions politely to get information and responding appropriately to questions. 2 B2 Understand meanings at word, phrase and sentence level B2 DL1 Talking about interests B2DL1E1 Able to ask simple questions to get information and respond appropriately to question on interests

Activities 1. Teacher shows an example of dialogue. 2. students work in pairs. 3. Students ask questions politely about their lifestyles 4. Their partners respond appropriately to the questions. Dialogue

John : Do you have breakfast every day? Lisa : Yes, I have John : Do you eat fast food often? Lisa : No. I dont John :Do you exercise every day? Lisa : Yes. I do. How about you? Do you exercise every day? John : No. I dont like exercise but i like to play outdoor games. Lisa : Do you sleep for about eight hours at night? John : Yes. I do.

B2 DB1 E1 Learning outcomes Band Standard performance Descriptors Evidence 2.2 (ii) Noting important details (eg. Quantity, date, place, event, people) 2 B2 Understand meanings at word, phrase and sentence level B2 DB1 Reading and locating information from a linear / non linear text B2DB1E1 Able to obtain information from a linear / non-linear text by filling in the blanks

Activity 1. 2. 3. 4. 5. Teacher shows a sample of food package. Teacher explains the food label. Students refer to food package to page 41. Students take important details such as nutrition facts, ingredients etc. Students fill in the blanks with the information from the food packages

Question You can refer nutrition facts to check whether the food is healthy or not. You can check to the ingredients for the different types of items used to make the product. You must check the expiry date before you buy whether it is still safe for eating. The product is made in Malaysia and the net weight is 100gram. You should keep the product away from direct sunlight.

B2 DB1 E2 Learning outcomes Band Standard performance Descriptors Evidence 2.2 B Level 1 (iv) using the dictionary to find the meaningof unfamiliar words. 2 B2 Understand meanings at word, phrase and sentence level B2 DB1 Reading and locating information from a linear / non linear text B2DB1E2 Able to find the meaning of unfamiliar words from a variety of sources for example dictionary.

Activity 1. Students read aloud the Tips for Healthy Living on page 39. 2. Teacher teaches the students how to use dictionary to find the meanings of unfamiliar words 3. Students look up the meaning of unfamiliar words. (balanced, meals, plenty, junk, often, fizzy) 4. Teacher discusses the answers.

B2 DT1 E1 Learning outcomes Band Standard performance Descriptors Evidence 1.2 Level 1 (viii) Writing simple instructions 2 B2 Understand meanings at word, phrase and sentence level B2 DB1 Writing short messages B2DB1E2 Able to write simple instructions

Activity 1. 2. 3. 4. Students read the Results of a Survey on the Lifestyles of Teenagers on page 35. Students identify the healthy habits that the teenagers have. Students list down all the healthy habits Students write a simple instructions based on healthy lifestyles. Eg. We must have breakfast every day. We must eat a lot of fresh vegetables and fruits.

Question Write a simple instructions to the young on healthy living. 1. 2. 3. 4. We must sleep eight hours at night We must not eat fast food We must not smoke We must exercise at least three hours a day

B3 DL1 EI

Language Outcomes Band Standard Performance

Inviting someone to a function through a conversation 3 B3 Use knowledge acquired through listening, speaking, reading and writing. B3 DL1 E1 Inviting someone to a function through a conversation B1 DL1 E1 Able to invite and accept or decline invitations

Descriptors Evidence

Accepting an Invitation

Look at how the boy accepts an invitation.

Would you like to watch a football game with me tonight, son?

Yes, Id love to, dad. Thank you.

Declining an invitation

Look at how Jane declines an invitation.

Would you like to join me for lunch this weekend, Jane?

Im sorry, Calvin. I cant. I have netball practice this weekend.

Complete each of the dialogues below using your own words.

Were going for a trip to the zoo this Sunday. Would ..?

Im sorry,...........

Yes,

Would you like to ................... .........?

Practise the dialogues with a friend.

B3 DL2 EI

Language Outcomes Band Standard Performance

Listening to announcements and instructions and processing information 3 B3 Use knowledge acquired through listening, speaking, reading and writing. B3 DL2 Listening to announcements and instructions and processing information B3 DL2 E1 Able to convey main ideas and supporting details

Descriptors

Evidence

Scenario : At the market

Students are to listen to a dialogue taking place in a market using Manglish. Students are required to correct the sentences using proper English. Examples : This fish how much..ah? This one cheap one. Can sell cheap-cheap one lah

B3 DB1 EI

Language Outcomes Band Standard Performance

Reading and identifying information in a linear/non-linear text 3 B3 Use knowledge acquired through listening, speaking, reading and writing. B3 DB1 Reading and identifying information in a linear/non-linear text B3 DB1 E1 Able to identify main ideas and supporting details in a linear/non-linear text by answering comprehension questions checking true/false statements

Descriptors

Evidence

Study the table below and choose the best answer for the questions that follow.

What weather conditions are experienced in Perlis in the morning? A Rain over inland areas B Rain over coastal areas C Sunny over inland areas D Sunny over coastal areas

Which state will have rain in the evening? A Perlis C Penang B Johore D Kelantan

What does fair weather mean? A Sunny B Windy C Cloudy

Why is a weather forecast important? A It helps us plan the type of work we should do for the day. B It lets us know the type of weather we will definitely have. C It lets us know the type of weather we will most probably have.

State whether the statements below are true or false. 1. Showers mean rain. 2. Penang will have rain in the evening. 3. Fair weather means cloudy day. 4. Perlis and Sabah will have a bad weather in the morning and afternoon. ( ( ( ( ) ) ) )

5. Weather forecast is important because it lets us know the type of weather we will definitely have.

B3 DB1 E2

Language Outcomes Band Standard Performance

Reading and identifying information in a linear/non-linear text 3 B3 Use knowledge acquired through listening, speaking, reading and writing. B3 DB1 Reading and identifying information in a linear/non-linear text B3 DB1 E2 Able to find the meaning of unfamiliar words by using contextual clues

Descriptors

Evidence

Students are to unscramble the letters in the bracket to complete the passage. Examples : LLAVIGE VILLAGE CFAORYT FACTORY

Living in the village is better than living in the _____________ (YICT). In the village, there is less _____________ (LPOLUNOIT) compared to the city. Besides, there is less _____________ __________ (FRTAFCI AMJ). The environment in the village is more _________________ (CEPEALUF) and the people are more _______________ (LIFRNEYD). The weather is ______________ (LOCO) and the air is _______________ (EFRHS).

B3 DT1 E1

Language Outcomes Band Standard Performance

Writing a short description 3 B3 Use knowledge acquired through listening, speaking, reading and writing. B3 DT1 Writing a short description B3 DT1 E1 Able to write a short description using adjectives/adverbs in a paragraph

Descriptors Evidence

Write a short description using the words given to describe your new school.

HUGE

UNIQUE

MY NEW SCHOOL

CONDUSIVE

MODERN

B3 DT2 E1 Language Outcomes Band Standard Performance Spelling and dictation 3 B3 Use knowledge acquired through listening, speaking, reading and writing. B3 DT2 Spelling and dictation B3 DT2 E1 Able to spell and take dictation of seen texts

Descriptors Evidence

Students are to spell out and dictate the missing words in the poem as the teacher recites the poem.

a FRIEND THAT IS UNIQUE

a FRIEND THAT IS UNIQUE A FRIEND THAT IS ONE OF A KIND A FRIEND THAT IS PERFECT A TYPE OF FRIEND WHO IS HARD TO FIND A FRIEND THAT IS SWEET A FRIEND THAT IS PERPETUALLY FAIR A FRIEND THAT YOU KNOW WILL ALWAYS BE THERE A FRIEND WITH AN AMAZING SPIRIT A FRIEND WITH A STRIKING HEART A FRIEND THAT IS TRUSTWORTHY A FRIEND THAT IS SMART A FRIEND THAT ASSUAGES YOUR PAIN A FRIEND THAT CAN DRY YOUR TEARS A FRIEND WITH UNRESTRICTED LOVE A FRIEND THAT CAN ALLEVIATE YOUR FEARS THE FRIEND THAT IS PERFECT THE ONE THAT YOU ARE SHOCKED TO FIND THAT THEY ARE THE ONE THAT LEFT YOU BEHIND
Jacob Hill

B4 DL1 E1 Learning outcomes Band Standard performance 1.2 c Level 2 (x) Discussing plans with others 2 B4 Apply knowledge acquired in a variety of situations using some appropriate language conventions B4 DL1 Making plans and arrangements B4 DL1 E1 Able to listen to and make plan. - To go somewhere - To do something

Descriptors Evidence

Activity 1. 2. 3. 4. Students read aloud the story about a young boys kind act. Teacher asks the students the way the young boy collected money for needy children. Teacher asks the students what they can do to raise money to help people with a situation. Based on the situation, students work in groups to discuss about -the way to collect money -where and when the activity take place -who can take part in this activity

Question Paul, 13, needs an operation that costs a lot of money. His parents cannot afford to pay for the operation. 1. 2. 3. 4. Who can take part in this activity? Where and when this activity will take place? What would be a suitable fund-raising activity? How will you get the things you need?

Answers: 1. 2. 3. 4. All students from 1A will take part in fund-raising activity. This activity will take place on 14 April 2012 at school field. The activities are selling greeting cards, making souvenirs and etc. Get the sponsor raw materials from Parent-Teacher Association.

B4 DL2 E1 Learning outcomes Band Standard performance 1.2 b Level 1 (vi) Giving and following directions 4 B4 Apply knowledge acquired in a variety of situations using some appropriate language conventions B4 DL2 Giving and following directions B4 DL2 E1 Able to give directions

Descriptors Evidence Activity 1. 2. 3. 4. 5.

Teacher shows a map on page 105 and an example of dialogue. Teacher teaches the students about prepositions of place. Students work in pair. Students are given a map Students give directions to their partner with correct preposition. Their partners follow the directions.

Dialogue
Tourist : Good morning, Sir. We are lost. We cant reach the Handicraft Village and Craft Museum. Can you show us the way? Policeman : Yes. You go straight in Jalan Gajah Mati till you reach a roundabout. Then you turn left into Jalan Temenggung. You go straight the Jalan Temenggung until you reach a traffic light. You turn right into Lorong Mati. The Antique Shopping Area is on your right. The Handicraft Village and Craft Museum is beside the Antique Shopping Area. : Thank you very much, sir. : Youre welcome

Tourist Policeman

Map Worksheet 1

B4 DL3 E1 Learning outcomes 1.3 a Levels 2,3 (iii) making enquiries to get certain information about services and responding appropriately on receiving the information, (iv)making enquiries about a product for example, its price, make, weight 4 B4 Apply knowledge acquired in a variety of situations using some appropriate language conventions B4 DL3 Enquiring about products or services and requesting them B4 DL3E1 Able to use Wh questions to obtain information about products or services and respond appropriately

Band Standard performance

Descriptors Evidence

Activity 1. Teacher show an example of dialogue how to ask for information about a product on page 85. 2. Students work in pair. Students ask Wh questions to get information. 3. Their partner answer the questions. 4. Students take turn to ask and answer questions.

B4 DB1 E1 Learning outcomes Band Standard performance 2.2 B Level 3 (xi) identifying cause and effect in simple texts 4 B4 Apply knowledge acquired in a variety of situations using some appropriate language conventions B4 DB1 Reading and processing information in a linear text B4 DB1 E1 Able to indentify cause and effect relationships in a factual text by - Extracting specific information

Descriptors Evidence

Activity 1. Students read aloud The Electronic Revolution on page 125. 2. Students look up the meaning of cause and effect 3. Students work in groups to identify the effects and the causes of using electronic gadgets.

B4 DT1 E1 Learning outcomes Band Standard performance 1.1 Level 3 (ix) writing simple letters to friends and family members observing correct format with salutation and ending 4 B4 Apply knowledge acquired in a variety of situations using some appropriate language conventions B4 DT1 Writing an informal letter B4 DB1 E1 Able to write an informal letter using the correct format and with appropriate grammar

Descriptors Evidence

Activity 1. 2. 3. 4. Teacher shows a sample of informal letter and explains the format. Teacher discusses about the places of interest in Malaysia. Students are divided into four groups Based on notes given on page 110, students write an informal letter about places of interest in Malaysia 5. Teacher guides the students.

B5 DL1 E1 Learning Outcomes Band Standard Performance Describing an event/ incident and narrating it 5 B5 Demonstrate the ability to use language in a variety of situation using largely appropriate language conventions. B5 DL1 Describing an event/ incident and narrating it B5 DL1 E1 Able to listen and relay information about an event/ incident aptly

Descriptors Evidence

Activity: Students are asked to listen to a tape about news report of an accident. After listening to the news report, students are asked to describe the incident they have met.

B5 DB1 E1 Learning Outcomes Band Standard Performance Reading and summarizing texts 5 B5 Demonstrate the ability to use language in a variety of situation using largely appropriate language conventions. B5 DB1 Reading and summarizing texts B5 DL1 E1 Able to extract relevant points and reorganize them into a paragraph using suitable connectors

Descriptors Evidence

Activity: 1. Students are asked to read a passage. (Text book pg. 74) 2. Students are asked to answer some questions. (Text book pg. 76) 3. Students are asked to write a paragraph to give reasons why they enjoy or do not enjoy school today by using the linking words.

B5 DT1 E1 Learning Outcomes Band Standard Performance Writing a narrative 5 B5 Demonstrate the ability to use language in a variety of situation using largely appropriate language conventions. B5 DL1 Writing a narrative B5 DT1 E1 Able to write an account of an incident/ event using correct grammar and mechanics of writing with guidance

Descriptors Evidence

Activity: Students are asked to write an eyewitness account of an accident by following the steps provided pictures and the writing process. (Text book pg. 61)

B6 DL1 EI

Language Outcomes

Listening and responding to literary works by giving ones opinion of the text and relating it to life.

Band

Standard Performance

B6 Appreciate literary works and present ideas critically in an exemplary manner.

Descriptors

B6 DL1 Listening and responding to literary works by giving ones opinion of the text and relating it to life.

Evidence

B6 DL1 E1 Able to retell the text in ones own words using correct grammar and vocabulary.

Mr. Nobody by Anonymous

I know a funny little man, As quiet as a mouse, Who does the mischief that is done In everybodys house! Theres 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, dont 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.

I know a funny little man, As quiet as a mouse,

Who does the mischief that is done In everybodys house! Theres no one ever sees his face, And yet we all agree That every plate we break was cracked By Mr. Nobody.

Based on the poem Mr.Nobody, students are to paraphrase each stanza in their respective group. Students are encouraged to use their own words to paraphrase.

B6 DL1 E2 Learning outcomes Band Standard performance 3.0 Level 2 (ix) Telling how events, characters and values in the text is similar to ones life. 6 B6 Appreciate literary works and present ideas critically in an exemplary manner B6 DL1 Listening and responding to literary works by giving ones opinion of the text and relating it to life B6 DL1 E2 Able to state what one thinks about the text and how it affects him/her using correct grammar and vocabulary

Descriptors

Evidence

Activity 1. Students read aloud the poem Mr. Nobody 2. Teacher explains the meaning of difficult words by showing pictures. 3. Students are divided into groups and discuss events, characters and values in each stanza in the poem. (What they can learn, who are the people, what happened in the poem) 4. Students take turn to tell how the events, characters and values in the poem similar to their life.
Mr. Nobody Author: Unknown

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 our books, Who leaves the door ajar, He pulls the buttons from our shirts, And scatters pine 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 marked upon the door By none of us are made; We never leave the blind 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.

B6 DL1 E3 Learning outcomes Band Standard performance 3.0 Level 2 (ix) Telling about values found in the text 6 B6 Appreciate literary works and present ideas critically in an exemplary manner B6 DL1 Listening and responding to literary works by giving ones opinion of the text and relating it to life B6 DL1 E3 Able to explain the values the writer is trying to convey using correct grammar and vocabulary

Descriptors

Evidence

Activity 1. Teacher recaps previous lesson. 2. In groups, students discuss about the values found in the text. 3. Teacher calls the students randomly to explain the values that the writer is trying to convey. 4. Teacher assesses each student.

B6 DB1 EI

Language Outcomes

Reading and processing information a higher order.

Band

Standard Performance

B6 Appreciate literary works and present ideas critically in an exemplary manner.

Descriptors

B6 DB1 Reading and processing information a higher order.

Evidence

B6 DB1 E1 Able to predict outcomes and draw conclusions using grammatically correct structures.

After reading Chapter 2 in the novel Black Beauty by Anna Sewell, students are asked to discuss and predict what happened to Black Beauty and Smith after the accident.

B6 DT1 E1 Learning outcomes Band Standard performance 3.0 Level 3 (xii) Talking about the message the writer is putting across and writing a simple paragraph on it. 6 B6 Appreciate literary works and present ideas critically in an exemplary manner B6 DT1 Writing a composition expressing ones opinion B6 DT1 E1 Able to write a composition expressing ones opinion with reasons using correct grammar and mechanics of writing with minimal guidance

Descriptors Evidence

Activity 1. Teacher elicits information from the students about events, characters and values in the poem that they had learnt in the previous lesson. 2. Students discuss with group mates about the messages and give opinion how the messages affect their life. 3. Students write their opinion about the messages and give reason how it affects their life.

Task 1 : Write your opinion about the messages and give reason how it affects your life. _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ ________________________________________________________________________