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MINISTRY OF EDUCATION OF MALAYSIA
KURIKULUM BERSEPADU SEKOLAH RENDAH
CURRIC ULUM S PECIFICATIONS
HURAIAN SUKATAN PELAJARAN
TAHUN 5 YEAR 5
BAHAWASANYA negara kita Malaysia mendukung cita-cita hendak mencapai perpaduan yang lebih erat di kalangan seluruh masyarakatnya; memelihara satu cara hidup demokratik; mencipta masyarakat yang adil di mana kemakmuran negara akan dapat dinikmati bersama secara adil dan saksama; menjamin satu cara yang liberal terhadap tradisi-tradisi kebudayaan yang kaya dan berbagai-bagai corak; membina satu masyarakat progresif yang akan menggunakan sains dan teknologi moden; MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan seluruh tenaga dan usaha kami untuk mencapai cita-cita tersebut berdasarkan prinsip-prinsip berikut : KEPERCAYAAN KEPA DA TUHAN KESETIAAN KEPA DA RAJA DAN NEGARA KELUHURAN PERLEMBAGAAN KEDAULATAN UNDA NG- UNDANG KESOPANAN DA N KESUSILAAN
FALSAFAH PENDIDIKAN KEBANGSAAN
Pendidikan di Malaysia adalah suatu usaha berterusan ke arah memperkembangkan lagi potensi individu secara menyeluruh dan bersepadu untuk mewujudkan insan yang seimbang dan harmonis dari segi intelek, rohani, emosi dan jasmani berdasarkan kepercayaan kepada Tuhan. Usaha ini adalah bagi melahirkan rakyat Malaysia yang berilmu pengetahuan, berketrampilan, berakhlak mulia, bertanggungjawab dan berkeupayaan mencapai kesejahteraan diri serta memberi sumbangan terhadap keharmonian dan kemakmuran masyarakat dan negara.
Kata Pengantar Huraian Sukatan Pelajaran ialah dokumen yang memperincikan Sukatan Pelajaran yang bertujuan untuk memenuhi cita-cita murni dan semangat Falsafah Pendidikan Kebangsaan, dan menyediakan murid menghadapi arus globalisasi serta ekonomi berasaskan pengetahuan pada abad ke-21. Dokumen ini menyarankan strategi pengajaran dan pembelajaran yang merangkumi pelbagai aktiviti dan penggunaan sumber. Guru digalakkan menggunakan kreativiti untuk memilih, menyusun dan mengolah aktiviti mengikut kesesuaian murid. Huraian ini diharapkan dapat membantu guru merancang dan melaksanakan pengajaran dan pembelajaran secara berkesan. Dalam melakukan aktiviti pengajaran dan pembelajaran, guru diharapkan dapat memberikan penekanan pada unsur bernilai tambah, iaitu kemahiran berfikir, kemahiran teknologi maklumat dan komunikasi, kemahiran belajar cara belajar, kajian masa depan, kecerdasan pelbagai, pembelajaran kontekstual, dan pembelajaran konstruktivis me. Di samping itu, nilai murni dan semangat patriotik dan kew arganegaraan tetap diutamakan. Semua elemen ini diharapkan dapat memberikan keyakinan kepada murid dan boleh diaplikasikan dalam kehidupan harian dan dunia pekerjaan. Huraian Sukatan Pelajaran ini menjelaskan hasil pembelajaran yang perlu dikuasai oleh murid berasaskan pendekatan masteri. Hasil pembelajaran tersebut dinyatakan secara eksplisit mengikut tahap kesukaran isi kandungan dan tahap keupayaan murid. Hasil pembelajaran diperingkatkan kepada tiga aras, iaitu Aras 1 (aras asas), Aras 2 (aras sederhana), dan Aras 3 (aras cemerlang). Kandungan Huraian Sukatan Pelajaran Tahun Lima menggariskan hasil pembelajaran yang perlu dikuasai oleh murid. Pernyataan dalam Huraian Hasil Pembelajaran memberikan cabaran yang sesuai dengan murid pada tahap tertinggi dalam pendidikan sekolah rendah. Huraian ini seharusnya dapat membantu guru merancang dan melaksanakan pengajaran dan pembelajaran yang berkesan. Dalam menyediakan Huraian Sukatan Pelajaran yang disemak semula ini banyak pihak yang terlibat terutama guru, pensyarah maktab dan universiti, pegaw ai Kementerian Pendidikan, dan individu yang mew akili badan-badan tertentu. Kepada semua pihak yang telah memberikan sumbangan kepakaran, masa, dan tenaga sehingga terhasilnya Huraian Sukatan Pelajaran ini, Kementerian Pendidikan merakamkan setinggi-tinggi penghargaan dan ucapan terima kasih.
(Dr. SHARIFAH MAIMUNAH BT. SYED ZIN) Pengarah Pusat Perkembangan Kurikulum Kementerian Pendidikan Malaysia.
1 . to further their studies. 1 ii) speak and respond clearly and appropriately in common everyday situations using simple language. The use of English in Information and Communications Technology (ICT) has also been incorporated into the curriculum to enable learners to access know ledge on the Internet and to netw ork w ith people both locally and overseas. both orally and in writing. Each document serves as a guide to teachers w ith regard to the skills to Please note that the introductory part of this Curriculum Specifications dicocument for Year 5 SK describes the English language programme from Year 1 SK to Year 6 SK as a whole. THE SYLLABUS The English language syllabus at the primary school level specifies what is to be taught from Year 1 SK through to Year 6 SK. English is important. Several teaching contexts have been suggested through w hich the language skills and language content are to be taught. and writing as well as the language contents. iii) to read and understand different kinds of texts (from print and electronic sources) for enjoyment and information. reading. It comprises the four language skills of listening. 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 know n as ‘Huraian Sukatan Pelajaran’. AIMS AND OBJECTIV ES OF THE ENGLISH LANGUAGE SYLLABUS IN PRIMARY SCHOOL The English language syllabus for primary school aims to equip pupils w ith skills and provide a basic understanding of the English language so that they are able to communicate. speaking. grammar and vocabulary.Curriculum Specifications for English Year 5 SK INT RODUCTION English is taught as a second language in all Malaysian primary and secondary schools in the country. Malaysians w ill need to be proficient in the language and to communicate w ith people in other countries. The ter minal 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.mail) for different purposes using simple language.1 By the end of primary school. The language contents are the sound system. and v) show an awareness and appreciation of moral values and love tow ards the nation. iv) write (including e. learners should be able to: i) listen to and understand simple spoken English to be able to function in common everyday situations. as w ith globalization. in and out of school. and for w ork purposes.
the sound system. and the vocabulary and grammar items that pupils must know in order for them to use the language. The contents of the Curriculum Specifications are set out in three columns. teaching points and examples of activities to help pupils achieve the skill specifications. specified contexts are used to make lessons meaningful. country and more distant foreign locations. 2 . specific sounds such as blends and diphthongs have been identified for teaching. These notes are directed at teachers and they include explanations. It covers language skills. Language Skills A close link w ith the skills of listening. As such. Learning Content In teaching English to pupils. To this end. speaking. These sounds can be found in the section entitled Sound System. these are expanded to tow n. When planning lessons. Grammar items taught and learnt must be applied both to oral w ork and w riting exercises. On completing their tasks successfully. Some themes have been identified to help teachers decide upon their ow n topics that are suitable for their class. The objective of this exercise is to aim for clear speech and intelligibility. the content or topic that is to be dealt w ith. topics for teaching are initially based on the immediate learning environment of the child. Later on. Level 1 outlines the basic skills to be achieved by all learners. Vocabulary and sentence patterns introduced in the oral component also need to be taught and used by pupils in reading and w riting. The first column is the LEA RNING OUTCOMES column. The second column is the SPECIFICA TIONS column. This document is the Curriculum Specifications for Year 5 in SK. grammar and w ord list. These specifications represent important aspects of the learning outcomes to be acquired in Year 5 SK. reading and w riting is maintained. the larger Learning Outcomes are broken dow n into manageable skills and sub-skills for teaching and learning. these specifications have been categorized into 3 levels ranging from the more basic to the more advanced. To help teachers further.Curriculum Specifications for English Year 5 SK be acquired by learners. teachers should ensure that learners produce the sounds of English w ell and pronounce w ords clearly w ith the correct stress and intonation so as to enable the listener to understand w hat is being said. the aim is for them to be understood by others. learners then progress to Level 2. These are skills and attitudes to be acquired by pupils and are draw n from the syllabus. Here. and then to Level 3. The Spoken Language In teaching children the sounds of English. The third column is entitled EXA MPLES / ACTIVITIES / NOTES.
IMPORTANT CONSIDERATIONS FOR T EACHING The follow ing considerations should be taken into account in teaching the curriculum specifications. reading and writing have to be integrated in a natural manner. Integration The curriculum adopts an integrated approach. Reinforcement and Consolidation Language skills. the skills of listening. Teaching too many structures may not be advisable for w eak 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 w ords and high frequency words and can be used and recycled in different contexts and topics. Teachers are advised to limit the number of structures used in any one lesson to ensure that learners master the structures well.Curriculum Specifications for English Year 5 SK Gramm ar 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. vocabulary. lessons and curriculum materials for learning must be adjusted to suit the differing needs and abilities of pupils. speaking. grammar items and the sound system must be repeated often and used constantly to maximise learning. environmental education. Learner-Centredness The learner is at the centre of the learning process. a particular lesson may begin w ith a story about the daily happenings around a family. In addition. Whatever context is used. these specifications must be reorganised in a manageable form for teaching. Teaching approaches. The suggested w ord list can be w idened if pupils demonstrate that they are capable of receiving more. study of the local environment and health education should also be integrated in lessons. Repetition. It is important that appropriate activities and materials are used w ith pupils of different learning profiles so that their full potential can be realized. Teachers can also use everyday situations to teach expressions such as “It’s so hot in here.” These statements and questions can be used later in writing or speaking exercises w hen the teacher gets pupils to speak or w rite about life at home or about their friends. For example. moral values should also be infused in lessons through the selection of appropriate materials and activities. Planning and Organisation of Lessons Keeping in mind the time allocated for teaching the English language in SK schools. Can you please sw itch on the fan. The teacher can take off from the reading to teach social expressions as found in these stories. Teachers should set a variety of tasks that will enable pupils to use 3 . Elements of patriotis m.
4 . teachers are encouraged to set more creative and challenging tasks and activities based on the needs and interests of their pupils. imagination and creativity to extend the experiences of their pupils. moral values. However. the incorporation of moral education. Teaching-Learning Activities EDUCATIONAL EMPHASES Educational emphases given below outline current developments in education that w ill help learners prepare for the w orld of w ork eventually as w ell as social life. Schools that do not have ICT facilities are not obliged to teach these skills. Inform ation and Communications Technology (ICT) Skills In line w ith globalization and the ICT Age. Some activities have been suggested in this document. Evaluation Evaluation is an part and parcel of the teaching-learning process. skills relating to ICT are incorporated in the learning outcomes.Curriculum Specifications for English Year 5 SK the specific skills often so that they gradually develop the ability. and the Malaysian way of life. These skills have been added to cater for schools that have ICT facilities. Thinking Skills Critical and creative thinking skills are incorporated in the learning outcomes to enable learners to understand information. make decisions. Teachers need to use their initiative. This w ill enable teachers to plan activities for further development or remedial w ork. Teachers should also use materials that emphasize the principles of good citizenship. solve problems. teachers should use the Malaysian setting when planning lessons. The Curriculum Specifications makes only a few suggestions as to the number of activities required for the attainment of language skills. and express themselves accurately and creatively in the target language. library skills and study skills to enable learners to access sources of information more efficiently and help them become independent lifelong learners. Learning How to Learn Skills Learning How to Learn skills are also integrated w ith the learning outcomes and aim to enable learners to take responsibility for their ow n learning. These skills incorporate information skills. These skills include the use of multimedia resources such as TV In order to help pupils learn the language. know ledge and confidence to use the language effectively. patriotis m and thinking skills in the specifications w ill contribute tow ards the building of a modern and progressive Malaysian society. In this respect. Other considerations As far as possible. pupils must be given every opportunity to take part in activities that require them to use the language taught. Continuous formative evaluation provides important feedback of learners’ progress. citizenship education.
In order to develop pupils’ listening skill. Preparation for the Real World The learning outcomes prepare learners to meet the challenges of the real w orld by focusing on language use in society. To show their understanding of what they have heard. pupils can be asked to answ er questions that require them to recall ideas. Multiple Intelligences The learning outcomes also reflect the incorporation of the theory of Multiple Intelligences. pair and group w ork activities allow for all pupils to engage in speaking activities at the same time. Whenever the opportunity presents itself. Values and Citizenship The values contained in the secondary Moral Education syllabus have been incorporated in the learning outcomes and include patriotis m and good citizenship. in the use of interpersonal skills in social interaction. Listening Listening is an important skill as w hat learners hear often becomes one of the main sources of the target language to be learnt. teachers should make pupils listen to songs.mail activities. netw orking and interacting w ith electronic coursew are.Curriculum Specifications for English Year 5 SK documentar ies and Internet resources as well as the utilization of computer-related activities such as e. give details and even talk about the ideas heard. Pupils should also be 5 . Informational and Aesthetic uses of language. rhymes. The Year 5 SK programme focuses on improving literacy in the English language. It is also achieved by making use of real-life issues for classroom activities and project w ork. Speaking. and incorporate educational emphases such as environmental studies and consumeris m to provide contexts for language use. In this respect. the application of kinaesthetic intelligence in the dramatisation of texts. TEACHING-L EARNING ST RAT EGIES FOR YEAR 5 SK The English Language programme for Year 5 SK focuses on the four skills. Oral Work Pupils should be given lots of opportunities to talk in class so that they gain confidence to speak in the language. Opportunities should be given to pupils to role-play. This is illustrated. learners are encouraged to meet w ith people outside of the classroom so that they learn to operate in real-life situations. To some extent this is achieved through structuring the curriculum in ter ms of the Interpersonal. namely Listening. Also important is vocabulary control and simple functional uses of language in everyday life. and stories. participate in drama activities that make them use the language suitable for the role or situation. for example. Know ledge Acquisition Learning outcomes utilise subject matter disciplines such as science and geography. and spatial intelligence in the interpretation of maps. Reading and Writing.
To make w riting enjoyable. pupils should be encouraged to write independently but when this is not possible. Teachers need to use their initiative. building on w hat they already know. to get the meaning of w ords and phrases. Reading Schools are encouraged to stock a range of reading material suitable for all levels of learners. Writing At this stage. At this stage. This document only lists a number of essential activities for the attainment of the English language. At this stage. pupils should be reading fiction as well as non-fic tion written for children. pupils should be writing simple paragraphs of several sentences each. to reinforce w hat has been learnt to create challenging language tasks for their learners. Pupils should be taught to read w ith understanding and enjoy ment. They should also be taught to get the meaning of the w hole text as w ell as learn to use various clues. pupils should be given opportunities to w rite in response to a variety of stimuli including stories.Curriculum Specifications for English Year 5 SK encouraged to talk in English to other pupils and teachers in the school. 6 . including an understanding of grammatical structure. classroom activities and personal experiences. teachers need to set guided w riting exercises relaxing the amount of control gradually as pupils show greater confidence. imagination and creativity to extend their experiences of the learners.
World of Stories : 3. a limited number of w ords can be added in order to deal w ith the context or topic meaningfully. World of Self / Personal Relationships : About happy times and sad times. These w ords can be recycled and used in different contexts and topics. Stories about grow ing up. forgetting to take pocket money to school). zoo Celebrations in Malaysia – major festivals. When explaining these contexts in greater detail. talk. Buildings and places of interest – museum. forgetting to bring a book to school. TEACHING CONT EXTS The suggested contexts for teaching in Year 5 are listed below .Curriculum Specifications for English Year 5 SK 2. plants 2. teachers should have in mind the language level and ability of their learners.g. (e. Nature – animals. and write. These are broad areas from w hich topics can be drawn for activities and comprehension texts so that learners can read. About solving problems in everyday life. Where necessary. Stories about other lands. In addition. moral values and socio-cultural rules also form an important part of the content for classroom activities. World of Know ledge : 7 . 1. A word list of the more common w ords in the English language has been provided and teachers are to use the words from this list to teach the topics.
and Show an awareness of moral values and love tow ards the nation. Ask and answ er simple questions. OBJECTIVES FOR YEAR 5 By the end of Year 5 SK. Read and understand simple stories and talk about the people and events in these stories. Read and understand simple texts.Curriculum Specifications for English Year 5 SK 3. and on solving problems in everyday life. learners should be able to: Talk a little about their likes and dislikes in relation to everyday matters. recite simple poems and tell simple stories. 8 . Write short paragraphs. Sing songs. Follow simple instructions and directions.
9 . SPECIFICATIONS Level 1 Listen to and repeat w ords that contain the follow ing sounds.g. They are the skills to be achieved by the end of Year 6. silent letters xi. initial digraphs iv. fried. word contractions EXAMPLES/ACTIVITIES/ NOT ES Activities include: listening to the teacher and repeating the sounds.1 LISTENING column (called Specifications) when planning lessons for the year. double consonants vii initial blends ix.0 LEARNING OUTCOM ES By the end of their primary schooling. fresh. ‘fr’ as in frog. diphthongs x. final digraphs vi. In this column. medial digraphs v. listening to and repeating tongue tw isters that contain initial digraphs e. pupils should be able to: 1.1. however. the learning outcomes are broken down into smaller skills to be achieved by pupils in Year 5 SK.Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES AND SPECIFICATIONS The Learning Outcomes have been taken from the syllabus in its original form. initial vow els ii. listening to and repeating simple rhymes that contain w ords with these sounds. (See Sound System at the back of the document). think. final consonants iii. Teachers. ‘nk’ as in ink. 1. link.1 Listen to and discriminate similar and different sounds of the English language. i.g. should be guided by the second 1. listening to the teacher and repeating the word that contains the sound e.
1. and the correct intonation and w ord stress in phrases.Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES SPECIFICATIONS Level 2 Listen to and identify different types of letter sounds.2. EXAMPLES/ACTIVITIES/ NOT ES 1. sun/flower * Note the stress is on the 1st element.1.2. e. of course. e.1. key see say sit grouping w ords according to similar sounds.g. 1.2 Listen to and repeat accurately the correct pronunciation of w ords. expressions. Level 3 Listen to and group words according to the same sounds.g “Yes. word families ‘ook’ and ‘ool’ book cook took stool pool cool Activities include: repeating the pronunciation of compound words.1 Level 1 Listen to and repeat the pronunciation of com pound words correctly. 1.2 Level 2 Listen to and repeat correctly phrases and expressions.3 1. Level 3 Listen to and repeat chants. and sentences.g foot/ball. repeating formulaic expressions. thank you.3 10 . rhymes and songs paying attention to pronunciation. poems.g. 1.2.” pronouncing w ords with correct stress and intonation w hile chanting a rhyme or singing a song. e.2 underlining w ords that have the same sound but spelt differently let e. stress and intonation correctly.” “No.
w hen the numbers are added. Level 3 Listen to and understand ordinal numbers: Scope:. e.5 11 .g.2 Listen to and understand cardinal numbers.50 1. e.numbers in tens up to 80 . subtracted. bowl of fruits. 10 to 80.3.4 Listen to and understand information based on cardinal numbers: Scope: 51 .sixteenth – thirty .g number of bricks used to make a hut = 40 Matching phrases to pictures in order to demonstrate understanding of meaning. heard.3. recounts.3 Level 2 Listen to and understand phrases in stories.3. Scope: 41 . recounts and descriptions heard. 1. divided and refuted. m ultiplied. happy man 1. Ordinal numbers can be taught using children’s birth date. e.1 SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES Level 1 Activities include: Listen to key words and phrases in listening to key w ords and phrases and stories.g adding a price list’.3 Acquire vocabulary and understand the meaning of words and phrases in context. identifying numbers used in a context e.g.Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES 1. get pupils to state from 0. when is your birthday? B: On the 19th of March.60 . For numbers in tens. A: Karen. dividing. teacher. and descriptions matching them to pictures.3. subtracting and multiplying numbers in a given situation. 1. e.g.3. 1.first (16th – 31st ) Carrying out simple mathematical tasks in a game.
Taman Indah Taman Megah Taman Hijau e. e. East. Activities include: learning the compass points: North.1 SPECIFICATIONS Level 1 EXAMPLES/ACTIVITIES/ NOT ES Activities include: follow ing instructions on how to play a game. Making a simple photo frame *Note at this stage. Level 2 Listen to and follow sim ple 1. South.g. 12 . pupils still need the support of pictures while reading the instructions.Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES 1. e.3 Level 3 Listen to and follow sim ple directions to places in the neighbouring tow n N w S telling the position of houses on a map.4. Where is Taman Megah? To the South. Listen to and follow simple instructions. Boggle – a word game how to make or do something.4.4. West.4 Listen to and follow simple instructions and directions accurately.g.You are staying in Taman Indah. 1. 1.2 instructions in a process.g. Taman jaya E .
What is the text about? This text is about frogs.5 Obtain information from texts listened to in relation to main ideas.6. specific details.g. Listening to a variety of songs.g.5. poems and jazz chants for enjoyment. e. recounts and factual texts and give the m ain ideas.1 All levels Listen to and enjoy children’s songs. EXAMPLES/ACTIVITIES/ NOT ES Examples of descriptions include describing an animal or a plant.1 SPECIFICATIONS Level 1 Listen to simple descriptions.5. There are many frogs in my garden.3 Listen to simple descriptions. and sounds of poetry. recounts and simple factual texts and give details. 1. poems and jazz chants. 1.The frog has four legs five legs 1. (Choose according to topic for the day ) 13 .Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES 1. rhymes. A: What do you know about frogs? B: They live in water. Level 2 Listen to simple descriptions. marking checklist e.2 Level 3 1. rhymes. listening to the life cycle of a frog. 1.6 Listen to and enjoy the rhyme. Activities include: answ ering questions e. recounts and factual texts and talk about them.g. jazz chants and songs. and sequence. rhythm.5.g. e.
He thought for a while.1 SPECIFICATIONS Level 1 Listen to stories and fables and recall the names of people and animals.etc.…. e.5 14 . Name the animals in the story? e. EXAMPLES/ACTIVITIES/ NOT ES Activities include: recalling the name of people and animals e.7.7. Level 3 1.The crow is a clever bird.g. e. What happened? The crow saw a jug.7. Level 2 Listen to stories and fables and recall details. Then he…. Listen to stories and fables and recall the sequence of events. What is the story about? It is about a crow It was thirsty…. e. 1.g. and draw conclusions at a level suited to the pupil’s ability. Teacher: Why? Pupil : The crow is so clever. Share feelings about the story or fable heard.7.g.7 Listen to and enjoy stories.. It looked for some stones.Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES 1.3 1. He could not drink the water. Teacher: Do you like the story? Pupil : Yes.2 1.g.g. fables and other tales of imagination and fantasy and predict outcomes. Teacher can initiate discussions. 1.4 Listen to stories and fables and talk about the people or animals in the story.7.
Ask questions w ith the correct Activities include: repeating after the teacher the pronunciation of compound w ords. double consonants vii initial blends ix. diphthongs x. expressions. 2.g “Yes.1 Speak clearly by pronouncing words accurately.1. medial digraphs v.1. initial vow els ii. of course. Example of final digraph ‘nk’ as in blank.” “No. sun/flow er * Note the stress is usually on the 1st. i. Level 2 Say aloud phrases. thank you. (See the Sound System at the back of this document).3 2. 15 . final consonants iii.” Make pupils aw are of rising intonation at the end of questions. repeating formulaic expressions e. 2.2 Pronounce com pound w ords correctly. initial digraphs iv. word contractions EXAMPLES/A CTIV ITIES/ NOTES Example of initial digraph ‘fr’ as in frog. final digraphs vi.1. fried. element. . silent letters xi. pupils should be able to: 2.g. tank. foot/ball. e. fresh. bank.0 SPEAKING LEA RNING OUTCOMES By the end of their primary schooling. SPECIFICATIONS Level 1 Repeat w ords that contain the follow ing sounds.4 intonation. and exclam ations w ith the correct stress and intonation.Curriculum Specifications for English Year 5 SK 2.
3.4 16 .2 Ask questions politely to obtain information and clarification. multiplying. Understand numbers in stories and fables and situations: 41 .51 – 60 .2 Ask ‘Wh’ questions to seek information.g adding a price list. What did the King tell his people? Carrying out simple mathematical tasks in a game e.2. How old was grandpa? 60 years old. subtracting. directions. SPECIFICATIONS Lev el 1 EXAMPLES/ACTIVITIES/ NOT ES Activities include: answ ering ‘Wh’ questions such as Which.3 Give relevant information politely in response to enquiries made. dividing. This plant is called a ……….3. 2.adding. 2. Level 3 Ask questions to seek clarification on how to make or do things. Understand numbers: . Level 2 Ask other forms of questions to seek information.3.3 2. or making a photo frame 2. .2 Level 1 Nam e or identify objects. seen.1 2. dividing and refuting numbers e.3 2. Whom asking other forms of questions such as “How much…?”. e.g. subtracting and multiplying numbers in a given situation 2.Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES 2.g. e. Whose. plants.numbers in tens up to 80.2. and on amounts and quantities. read.50 Level 2 Talk about things heard. on places.2.1 2.3.g. “How many…?” asking questions on how to play a game.
6 2.4 Give suitable endings to a story or fable. They can choose from a set of pictures or decide on their ow n.4 Tell stories based on pictures and other stimuli. pictures or a book read before.4. Level 2 Com plete parts of a story read.5 SPECIFICATIONS Level 3 Understand ordinal numbers: Scope:. e.4.4.sixteenth – thirty.4.3. telling simple stories based on given words. 2.1 Activities include: getting pupils to participate in class/interclass competitions on reciting a poem or jazz chants.g.5 Tell simple stories.3 Tell w hat happens next.Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES 2.2 2. stopping at certain points in a story and get pupils to complete it.4. Level 3 2. getting pupils to give endings or to think of another ending. Level 1 Recite simple poems and jazz chants w ith expressions and appropriate gestures.3. 2. stopping at interesting points in a story and get pupils to say w hat happens next. EXAMPLES/ACTIVITIES/ NOT ES These numbers can be taught using a calendar to find out significant dates to the pupils. Sports Day. Prize Giving Day Talk about one’s likes or dislikes by referring to a particular story heard. 2. 17 . and recite poems.first (16th . 2.31st) Take part in teacher guided discussions.
places and moral values of the stories heard. seen.5.6.6. expressions used. The duck swam quickly. Note: This a good opportunity for teachers to teach adjectives. shapes. Level 2 State w hether one likes or does not like the story heard.g. 18 .Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES 2. Get them to give reasons. Express like or dislike by draw ing or show ing expressions. read view ed. read or view ed.g.6 Express thoughts and feelings and give opinions on things read.g Who killed the old man? Do you think he/she did the right thing ?Why? 2.6. read or viewed.1 Level 2 Talk about the actions of people and animals in a story heard. Level 3 Name the good and bad characters and talk a little about them. (Why?) Get pupils to discuss if the story reminds them of anyone – their father? mother? friend? etc.2 Level 3 2. Get pupils to say w hether they liked the story or not..3 2.3 Relate the story to one’s life.5. 2.1 SPECIFICATIONS Level 1 Give details about the people and animals of a story heard. size related to characters in the story. 2.5. 2. e.g. read or view ed. read and view ed in simple language. How did the tiger save the man from the fire ? e.2 or 2. heard and view ed in simple language. e. EXAMPLES/ACTIVITIES/ NOT ES Example of details include stating colours.5 Talk about the people. Level 1 Give non-verbal response to the story heard. a tall man and adverbs e.
Yes. EXAMPLES/ACTIVITIES/ NOT ES e. What about your parents? 2. My father is a computer technician and my mother is at tailor.7. B: Yes/Okay. I need to pass it up next week.2 Accepting or declining an invitation. No one is a home e. I can’t. inviting people. Please come to my party on Saturday. thank you. I’ll be there. A: Let’s go to the playground. Or B: No. 2.7 Perform a variety of functions in a social context such as exchanging greetings. Responding to the suggestions.g. 2.Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES 2.g I’m sorry. etc.3 2.7. I must finish my Science Project.g.g. e. e. Role-play a situation on making suggestions to go to the playground or on a picnic. making introductions.g. 2. e.5 Level 3 Talk about one’s family to friends. I can’t. 19 .1 SPECIFICATIONS Level 1 Extending an invitation.7.7.4 Level 2 Suggesting ideas to do things.7.
final digraphs vi. wool. double consonants vii initial blends ix.1.1 Acquire word recognition and word attack skills to recognise words on sight.1. toot (the long vowel sound) Grouping w ords with similar sounds e. e.g. dye. tool The ‘ook’ family can also be boot. medial digraphs v. silent letters xi.4 Read aloud w ords with the letters listed in 3.1. took. bring. diphthongs x. Read and group w ords according to word fam ilies: the 'ook' family. e.1. pupils should be able to: 3.Curriculum Specifications for English Year 5 SK 3. lie. word contractions EXAMPLES/ACTIVITIES/ NOT ES (See Sound System at the back of the document).2 Identify letter shapes by their sounds.3 3.1 Look at letters and say aloud the : ii.1 Look at letters and say aloud the follow ing sounds Lev i.0 READING LEARNING OUTCOM ES By the end of their prim ary schooling.1 above.5 20 .g. day 3. y = /e/ as in key Underlining w ords with the same final digraphs. 3. bank e. Level 3 Com pare words for similar and different sounds. the 'ool' family. final consonants iii. initial vow els 3. look and the ‘ool’ family as in pool. Level 2 3. tank. say. SPECIFICATIONS Level 1 3.1. paint. initial digraphs iv. root.g.1.1.g the ‘ook’ family as in book.
‘rd’ . Get pupils to read these numbers in a text. and also w rite it out in full.2.Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES 3. Teach these numbers in context and get pupils to list all the numbers. Level 2 Recognise and read aloud: .g.60 .3 Recognise and read aloud cardinal numbers 41-50 in numeral and w ord forms. 3.2. A good strategy is to get the pupils to pronounce the number and then write it dow n. Read and learn the meaning of key words for each topic taught.g football – foot + ball (noun + noun) Get pupils to spell and give the meaning of key w ords based on a given context.2.1 3.5 21 . Level 3 Recognise and read and learn ordinal numbers (16th . SPECIFICATIONS Level 1 Recognise and read aloud compound w ords in texts. 17th. Provide a text that contains these numbers and get pupils to state the numbers found in the text. Draw attention to the numbers that end in ‘st’ .2 Acquire key w ords at various stages of development.4 3.2.the numbers 51 .2. Pupils should also be able to w rite out the ordinal numbers e. 3.numbers in tens up to 80 in its numeral and w ord forms. EXAMPLES/ACTIVITIES/ NOT ES Recognise simple compound w ords e. ‘th’.31st).2 3.
EXAMPLES/ACTIVITIES/ NOT ES e.4. Level 3 Read aloud poems and stories clearly and expressively. Level 2 Read and understand simple and compound sentences. paragraphs.1 Level 1 Read aloud phrases and sentences.Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES 3. observing correct pronunciation. 2 & 3 Understand the m eaning of words looking at the w ords before and after Activities include: Reading aloud chants.2 Level 3 3. reading poems and stories clearly by pronouncing w ords accurately and using expressions 3.4. Level 2 Read aloud sentences in texts observing correct stress and intonation. he.3. and whole texts. 3.g. the tall plant the healthy plant the beautiful plant Note the adjectives used Check understanding by getting pupils to answ er simple ‘Wh’ questions. SPECIFICATIONS Level 1 Read and understand phrases by matching phrases to pictures.3.1 3.5.3 Read and understand sim ple paragraphs. Check understanding by getting answ ers to questions 3. 3.5 Read and understand the meanings of words by guessing their meaning through the use of contextual clues.4 Read aloud expressively and fluently pronouncing w ords correctly and observing correct stress and intonation and sentence rhythm. pause and emphasis in sentences. sentences.2 3. Levels 1.1 by e.g. Using syntactic clues such as pronouns (she.4. 3.3. pronouncing them correctly.3 3. rhymes and focusing on correct pronunciation of words. they ) 22 .3 Read and understand phrases. it.
g. State collective nouns. basket + ball noun + noun sun 3. Read and distinguish homographs. Level 3 3.g.6. watch e. Give w ords sim ilar in meaning.8 Build new words from a given w ord EXAMPLES/ACTIVITIES/ NOT ES e.6.g.g. Use w ords that show comparison.4 SPECIFICATIONS Level 1 Give w ords opposite in meaning. more expensive most expensive e.6.1 3. son e.g. bathroom room washroom bedroom 23 .5 3.big e. 126.96.36.199 3.6. large .6 e.g. Read and distinguish homophones.g. Many cows = herd of cows packet of sweets group of singers e.6.6.g. Level 2 Combine w ords to form com pound w ords.Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES 3.2 3. begin – end e.3 3.6 Acquire a w ide range of vocabulary.
directions. recounts. Why did the animals die? 3.8. feet . Level 3 Read and understand cause and effect relationships.7 Use the dictionary SPECIFICATIONS Level 3 Read and locate the required w ords in the dictionary. sequence.7.g.g. descriptions. 3. words and grammar to get the meaning of the w ord. passages. supporting details.8. EXAMPLES/ACTIVITIES/ NOT ES 3.2 3. messages.7.4 3.2 3.8.1 Discuss the content of these texts. What is this book about? How many legs has a Caterpillar? e.g.8.1 Find the meaning of a w ord using the dictionary. Level 1 Read and understand different texts such as instructions.5 24 . Get meaning from context e. or for a certain adjective e. letters.3 Reading fast to locate a certain number of people. Level 2 Read and understand simple factual texts by answering comprehension questions in relation to: . Scan for specific inform ation in Texts Read and obtain m eaning of words and phrases for contextual clues. e.m ain ideas .g. or name of a person. fat Using contextual clues such as pictures.part of the body 3.Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES 3.8. Read and select the definition suited to the meaning of the w ord in context. labels. and cause and effect 3.details.measurement .8 Read and understand simple factual texts for main ideas. or a telephone number. notices.
Relate the people and events in the story to one's life. e. their names. Level 3 Read and talk about the actions of people and animals in a story read.10. e.3 3.10 Read w idely and independently. When. Keeping a Reading Record READING RECORD Name: ________________ Title of Book: ________________ Date borrowed : ________________ 25 . How the animals and people look like.9. Choose a character and talk about him/her/it Example of stories include fairytales/and fables 3. etc. etc.9 Read simple texts and predict outcomes. how many there were.g.g. EXAMPLES/ACTIVITIES/ NOT ES 3.9. SPECIFICATIONS Level 1 Looking at the cover and pictures of stories and talking about them.State what the characters did.1 Use children’s stories.4 3.1 Read according to one’s interest and keep a reading record. All levels 3. How they didi it.2 3. Level 2 Read and give details about the people and animals in the story.Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES 3. Read and tell and w rite w hy a person or animal in a story is good or bad.g.9..5 3. E.9.9.
0 WRITING LEARNING OUTCOM ES By the end of their prim ary schooling.4 e.3 Write clearly and legibly numerals 41 – 60 in both number. e. 4. SPECIFICATIONS All levels Copy w ords. bold names of places and tow ns in maps and pictures. legible print and cursive writing. e.g. 60 = sixty. pupils should be able to: 4. Pupils may write a poem or chant in cursive and display it.Curriculum Specifications for English Year 5 SK 4. phrases and sentences in clear. phrase.1 (a) Copy correctly. JOHOR Teluk Intan * Note: when pupils are asked to label (say.1. parts of a flower) they should write out the words in print. EXAMPLES/ACTIVITIES/ NOT ES 4. 4. 4.1 4.g.1.1.1 (b) Write at w ord.1. sentence and paragraph level in clear. and w ord forms using cursive writing. legible cursive writing.g. Write words phrases and sentences in clear legible cursive writing.2 Write clearly and legibly in pr int. 26 .
2 e. notices.2 Level 1 Match words to linear and non4. recipes. phrase or sentence. iii. word to word. texts. Level 3 Complete simple instructions.3.3 27 . e. Kepayang Legend Level 3 4.2 Match w ords to symbols. It we_gh_ about 2 t_ns. linear representations: i. word to picture. symbol. descriptions.1 4.2. 4. rhymes. Completing texts w ith pupils’ ow n words 4.3. Level 2 4.3 Match captions and headings to a map. rhymes w ith the missing w ords and simple phrases.Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES I like fishing. recipes. ii. graph.1 Match sentences to pictures. word to phrase.3 Complete texts w ith the missing word. 4. stories w ith the m issing word(s) (little or no guidance).2.g. Level 1 Provide m issing letters in w ords. (with guidance). table.3. Completing words in a factual text The w_ha_e is the l_rg_s_ mammal.g. Level 2 Com plete simple instructions.2. coconut tree oil palm river 4. In a map MAP OF IPOH Kg.
g. sentence halves He went to / the / city / by bus.4. 28 . Level 3 Construct simple and compound sentences independently by looking at pictures. EXAMPLES/ACTIVITIES/ NOT ES Activites include: writing short paragraphs by matching sentence halves and using substitution tables.3 4. Provide pupils with stimulus in the form of pictures and words e.g.(Prior to this. Provide pupils with examples of paragraphs that have a main idea and supporting details and get pupils to write based on the examples.2 4.g. e. teachers write with the students to show how good writing is done. e.4.g.4. SPECIFICATIONS Level 1 For m sentences and questions by matching sentence halves and using substitution tables Level 2 Construct simple sentences and compound sentences based on a given stimulus. 4. teachers are encouraged to do Shared Writing with pupils whereby. (Teachers may carry out Process Writing) e.4 Construct simple and compound sentences w ith guidance and independently.4.Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES 4. * Note: Bring to pupils’ attention that often a new paragraph has its own main idea and details.1 4.4 Construct simple paragraphs that contain m ain ideas and supporting details. Provide a series of pictures or a composite picture and ask pupils to construct their own sentences.
5.Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES 188.8.131.52 4.g. happy . 4. EXAMPLES/ACTIVITIES/ NOT ES Activities include: spelling a list of key w ords taught for a particular topic.happily 4.2 Use full stop and comma w hen writing sentences or paragraph.6.1 SPECIFICATIONS Level 1 Spell w ords that are given to be memorized. spelling w ords in its plural form e.3 Level 2 Apply spelling rules: such as ly Level 3 Take dictation of paragraphs given to be learnt. Indent w hen writing a paragraph. 4.5 Spell correctly and take dictation. It is the largest … It weights … 29 .5. e.2 4. The whale is a mammal.6 Punctuate meaningfully. All levels 4.g.
4. EXAMPLES/ACTIVITIES/ NOT ES Provide a stimulus for writing and get pupils to write for a purpose 4.7.1 Write simple instructions. 30 .9 Write stories with little or no guidance.6 Get pupils to produce a factual piece of writing using adjectives to describe something e. Provide a stimulus in the form pictures. 4.7 Give accurate information w hen writing messages.7. w ords and get pupils to write a simple story Give pictures as stimulus.7.4 4. Level 2 Write simple descriptions with guidance. and w hen filling out forms.8 Write recounts w ith little or no guidance.7. Write stories w ith guidance. Give pictures as stimulus. directions. 4. Give series of pictures or a composite picture as a stimulus. messages for a purpose. Level 3 Write descriptions with little or no guidance.3 4.5 4.7.g.Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES 4. Write about an animal.7. Write simple recounts with guidance. SPECIFICATIONS Level 1 4.2 Fill out forms.7.7. simple reports. plant. instructions.
Ipoh. Siva.g.g.g.2 2. herd of cows. woman. w oman. boy.4 Grammar forms part of the language contents in the Curriculum Specifications for Year 5 SK. cars. Subang Jaya. rice. a book. In teaching these patterns. two chairs 1. boy.g. Ali. In section 5. packet of sweets. Ravi Gender ( masculine. Tan. Number (singular and plural forms) Regular plurals e. Words underlined highlight significant points of grammar. Tw o sections have been listed to assist teachers. girl. man. sand.Curriculum Specifications for English Year 5 SK 5.g. Proper Nouns (names of person/places) e. Birch. NOUNS 1. mouse.C. grammar items to be taught have been specified under the different grammar categories. e.g. a pencil.g. In section 5. 2. an umbrella.1 2. dresses. water *e.4 31 . ‘the’ is used when we are clear about the person or thing that we are talking about.3 *Collective nouns (things.feet. e.1 Countable Nouns (things that can be counted). Cheng. Sabah *e. feminine) masculine – e. *‘some’ is used to talk about quantity or number w ithout being precise. 5. one table.g.g.g. group of singers. Can I have some sugar? 2.women 1. M.g.men feminine – e. GRAMMAR 1. Common Nouns e.g.W.g. e. e.girl. ‘an’ is used before vowels.g.mice. tooth-teeth. J. people. classes.0 (a) Grammar items and some exam ples 1. money.g scissors. an egg.g.6 2. K.3 ARTICL ES (w ith singular nouns) ‘a’ is used before consonants. foot. please. To illustrate w hat 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. man. tables. animals) e.0 (a).2 Uncountable nouns ( things that cannot be counted) e. *e.0 (b). These sentence patterns are set out under some functions and / or areas of interest. some water. some money 1.5 1. e. spectacles The use of some with uncountable nouns e. some rice.W. it is important that teachers teach them in context and in a meaningful w ay. trousers. suggested sentence patterns for teaching are given. Pass me the bottle of gum.
g.3 PREPOSITIONS (of location and direction) e. these.g.g. our books. Maria’s car *e. He was hungry. his shoes e. How much is this? 4. my book. CONJUNCTIONS: and. Who e. Where is the boy? Where are the boys? iv. ( for singular forms) What is this? What is that? e. e. a blue sky.g. What are these? What are those? (for plural forms) ii. we.g. in out on under at to up dow n across along against among next to at the back of *in front of *behind *through ADJECTIV ES (of colour. tall .e.g.g.g.2 Superlative form ‘est’ – e. Who is he? (singular) Who are they? (plural) iii. those e. a big boy *e. tallest *‘most’ – e. most beautiful (Note: ‘the’’ is used w ith the superlative form. I. these combs Possessive adjectives e.2 PRONOUNS Personal pronouns e. a round table. shape and size) e.4 6.g.g. you. but. John’s bag. This is the most beautiful house 3. 5. she. he. they Demonstrative pronouns (refer to a noun) this. big round table (double adjective) 6. because.g.1 3. 3. What e.g.Curriculum Specifications for English Year 5 SK 3. or.g. 32 . taller than *‘more’ – more beautiful than 6.g.g. a short fat boy . their books Interrogative pronouns (‘Wh’ questions) i.g.1 Comparative form ‘er’ – e. So he ate 2 plates of rice.g. He bought two pencils and an eraser. 3. * How e. that. so e.g. Would you like an apple or a banana? He had to go home quickly because his mother was not well. Where e. this comb.taller ‘er’ + than .g.
11. They were at the cinema. There are ….g. *(iii) For actions (verb + ing) e. Where do you live? I live in Subang Jaya. 23.g. ADV ERBS Adverb of manner -ly To show how a person does something e.g. 8. 9.g. There is ………… e. I must read this book tonight.g. He played with his friends. 33 . Where does he / she live? He/She lives at No. e. *should To show it is necessary to do something.g.g. Bring me the book. have to.g.g. *could. Tan and Devi are going camping tomorrow. There are bees in the garden.(plural) e. They are running around the field. (singular verb for singular noun) These are my pet rabbits. (plural verb for plural noun) Dev and Ambun are playing football. Come here. He was at home. She walks quickly to school. *Could I borrow your atlas.Curriculum Specifications for English Year 5 SK 7. Past simple w ith –ed e. Jalan Bukit.g.g. This is my pet rabbit. (singular) Plural form of the verb be(=were) e. MODALS . (3 singular nouns connected by ‘and’) 10. THE SIMPL E PAST T ENSE Past tense of the verb be (= w as) e. *You should not through rubbish into the drain. They have to cut their hair this weekend. (2 singular nouns connected by ‘and’) *Kim. (ii) For im peratives e. Listen. *They happily walked back home..m ust. SUBJECT – VERB AGREEM ENT e. SIMPLE PRESENT T ENSE (i) For habitual actions e. There is a bird in the house.
They are good children. Full stop ./ No.g. iii. H. . they are. it is. PUNCT UATION i. *We/They do not live in Bangi. . It is a monster.g.g.Tues.for questions 13. hrs. He does not live in Bangi. it isn’t. .for proper nouns: names of people. days of the week . SENT ENCE TYPES Sim ple sentence e. Capital letters 16. No. Mon. This is not a pen. I am a boy. places.g. Henry .g. NEGATIVE STATEM ENTS e. I am not Tong Seng. It rained hard and the roads were flooded . 14. last week 12./ No.for abbreviations: months of the year – e.g.g. 15./ Yes. days of the w eek – e. Compound sentence e. it is not a pen. 34 . Question Mark . *e. *e. yesterday. *Using w ords that signal the past tense e. time – mins.g.for the pronoun ‘I’ ii. My name is Jamil.g. I like to eat durians. They are eating durians.g. Feb. He kept the box in the cupboard.g.for the first word of a sentence. POSITIV E STAT EMENTS e. We are eating durians. No. No. QUESTIONS AND RESPONSES e.after initials e. P.Curriculum Specifications for English Year 5 SK *Irrelugar verbs (keep – kept) e. they aren’t. Are they bananas? Yes./ Yes. Jan.g.at the end of a sentence. Is it a pencil? Yes.
*vii. Comm a . 35 . v.g.to separate a list of things e. they went to the crocodile farm.for paragraphs e. Exclam ation m ark e.Curriculum Specifications for English Year 5 SK iv. sister’s bag.g.they went to the bird park. Help! Help! vi. Then.g. They went to the zoo. Apostrophe . He bought a pen. pencils. the man’s hat.to show possession e. Indent . erasers and a bag.g. First.
To accept and decline an invitation A : Can you come to my party? B : Yes. I play football every day. To refute statements i. I can’t. B: Yes. 36 . iii. I am …….. No one is at home. What are you doing? I am ……………… iii. B : I’m sorry I can’t. I have to complete my Science Project. These patterns are set out under different functions. To request for specific objects and to respond A: Can I have the bottle of gum. Here you are. I w ant to play in the school football team. B: Sure. of course. * 7. B: Yes/Okay. What do you like to do? I like to ………… ii.No. To ask questions and to give inform ation i. To ask for help and to respond accordingly A: Please help me carry this table. To talk about oneself A: Hello. 3. 2. v. Who is that? She is my ………. A: Let’s go to the playground. (to state) When are you coming to my house? On Friday at 3 o’ clock. please. 1.50 vi. Or B: No. it is not black. It is not black ii. The w ords underlined may be substituted w ith other w ords. 5. Is this his?……. I like to play football. 4.Curriculum Specifications for English Year 5 SK 5.0 (b) SUGGEST ED SENT ENCE PATTERNS vi. *How much is that book? It is RM 7. Where are you going? I am going to ………… * 6. No. of course. To m ake suggestions and responding to them .
3 e / i: / eat easy equal evil 1.1 I/ I/ girl boil mail rail 2. Sound System The sound system forms part of the language contents in the Year 5 Curriculum Specifications. The letters to be taught are presented in the orthographic form and in phonetic.4 t/t/ pat cat hurt put 2.1 a/ / 1. In each item. The phonetic symbols are enclosed in phonemic notation (/ /). Initial Vow els 1.2 p/p/ cap lap trap soup 2. there are examples of the sounds to be taught and more examples should be given. Final Consonants 2. the sounds represented by the symbols should be taught.Curriculum Specifications for English Year 5 SK 6. The items listed below are to be taught in Year 5.6 *g / g / dig big bag fig 37 .5 d/d/ bad lad card afraid 2. 1.5 a/ :/ all awful audience auction among aw ay address asleep 2.4 o/ :/ orchid order organ orchard 1. These phonetic symbols are only for teacher’s use and not to be taught to pupils. How ever.3 b/b/ cab lab grab grub 2.2 e/I/ effect elastic electric 1.
2 ch / k / chemical chemistry chorus 3.3 ir / : / girl bird skirt 5.Curriculum Specifications for English Year 5 SK 3.2 ch / k / school echo anchor 4.4 wh / h / who whole whose 3.5 *fr / fr / frog fried fresh 4.3 *gh / f / cough tough rough 38 . Medial Digraphs 4. Final Digraphs 5.1 ph / f / elephant telephone alphabet 4.1 ph / f / photo phase phrase 3.2 ch / k / stomach headache ache 5.1 ph / f / photograph telegraph graph 5.3 wh / w / which white while 3. Initial Digraphs 3.
5 dd / d / odd daddy ladder address 7.1 ei / neigh weigh sleigh beige / 8.5 ie / I / pie tie lie die 39 .2 pp / p / tapper pepper supper ripple 6.3 rr / r / terrible parrot horror arrange 6. Diphthongs (vow el digraphs) 8.Curriculum Specifications for English Year 5 SK 6.2 * bl / bl / blue blank blast blind 7.3 oa / boat coat load road / 8.3 * br / br / brush broom bread bring 8.1 II / I / fill till drill pill 6. Double Consonants 6.1 *cl / cl / cap cimb clap clutch 7.4 ow / row flow follow yellow / 8.2 ey / i : / key honey donkey monkey 8. Initial Blends 7.4 tt / t / butter fatter bottle letter 6.
3 Silent ‘h’ hour honest heir honour 9.2 -er smaller teacher bigger older 11. Silent Letters 9. Word Contractions 10.1 -est smallest biggest eldest oldest 11.2 ‘re w e’ re you ‘re 10.Curriculum Specifications for English Year 5 SK 9.1 ‘ ll l ‘ll w e’ll he’ll 11. 11.2 Silent ‘w ’ w rap w rite w rong tw o 9.1 Silent ‘t’ listen often w histle 9.3 n’t don’t don’t aren’t 40 .4 Silent ‘s’ island 10.4 -tion station fiction section examination 10.3 -ed parted gifted folded fitted 11.
In these cases. Sometimes a noun and adjective are also combined: e. the stress is usually on the first element. Stress in compound w ords Compound w ords are usually formed by combining 2 nouns (e.ty’ . footbal). How ever.Curriculum Specifications for English Year 5 SK 12..syllable and 4.al and –phy have the stress on the 3 rd last element.syllable w ords Words ending in –tion. Example: re/la /tion Example: po / li / cy iii. . Are they LEAVING? (leaving or staying on?) Are THEY leaving? – (those particular people) Stress in Statements When speaking the English language.g. 41 . -sion.gy..blackbird.cy. usually the content w ords are stressed. . Stress in Questions This depends on the function or the intended meaning of the question. black + bird …. and ic usually have the stress on the second last element.g) foot + ball …. Example: police/man ii. Example: The TIME now is 2 O’CLOCK te / le / vi /sion com / pre hen /sion lo / gic do / mes / tic teac / no / lo / gy e / lec /tri / cal ge / o gra / phy uni / ver / si / ty Word ending in . there is no hard and fast rule. Example: iv. door/bell book/store news/paper blue/berry Stress in 3. STRESS i.
These are also above across almost along also alw ays animals any around asked baby balloon before began below better betw een birthday both brother *building(s) *butterfly *cat *caterpillar can’t *calf change *chick children *cinema clothes coming *cow *croak didn’t does *dog don’t *duck *duckling during earth *egg every eyes father *farm (crocodile farm) first the w ords that pupils w ill use w hen going about their w riting task. The w ords marked w ith an asterisk are the new words for Year 5 and must be taught in context follow (ing) found friends *frog garden *goat goes gone great half happy head heard *hen high I’m inside jumped *kid *kitten knew know lady leave 42 . Teachers should teach pupils to recognize these w ords in context w hen reading and also understand them in the context of w hat they read.Curriculum Specifications for English Year 5 SK 7. These are high frequency words which pupils w ill need even w hen reading simple texts.0 WORD LIST The w ord list consists of words commonly used in the English language. Teachers are encouraged to add to this list according to the matur ity level and ability of their pupils as w ell as when teaching a particular topic.
Curriculum Specifications for English Year 5 SK light *meow might money *moo morning mother much *museum near never number only opened other outside ow n paper *park (bird park) place *puppy right round second show sister small sound start still stopped suddenly sure sw imming *tadpole think those through today together told tries turn(ed) under window with woke(n) word work world write year young *zoo COMPOUND WORDS basketball bathroom bedroom blackboard boatman bus-stop classroom football grandchild granddaughter grandfather grandmother grandson *HOMOPHONES hear here see sea son sun *HOMOGRA PHS bow watch wind *COLLECTIV E NOUNS/ PHRASAL QUANTIFIERS a herd of elephants a packet of sweets a group of singers a tin of milk plus: numbers forty-one – sixty numbers in tens up to eighty. 43 .
Curriculum Specifications for English Year 5 SK Pusat Perkembangan Kurikulum Kementerian Pendidikan Malaysia Curriculum Development Centre Ministry of Education Malaysia .
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