KEMENTERIAN PENDIDIKAN MALAYSIA

MINISTRY OF EDUCATION OF MALAYSIA

KURIKULUM BERSEPADU SEKOLAH RENDAH
CURRIC ULUM S PECIFICATIONS

HURAIAN SUKATAN PELAJARAN

BAHASA INGGERIS
ENGLISH LANGUAGE

SEKOLAH KEBANGSAAN
TAHUN 5 YEAR 5
2003

RUKUN NEGARA
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

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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.

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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.

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iii) to read and understand different kinds of texts (from print and electronic sources) for enjoyment and information. grammar and vocabulary. Several teaching contexts have been suggested through w hich the language skills and language content are to be taught. reading. 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. in and out of school.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. English is important. 1 ii) speak and respond clearly and appropriately in common everyday situations using simple language. learners should be able to: i) listen to and understand simple spoken English to be able to function in common everyday situations. 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’. both orally and in writing. 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. 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. to further their studies. 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. and for w ork purposes. Malaysians w ill need to be proficient in the language and to communicate w ith people in other countries. 1 . It comprises the four language skills of listening. speaking. and v) show an awareness and appreciation of moral values and love tow ards the nation.1 By the end of primary school.mail) for different purposes using simple language. 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. The language contents are the sound system. as w ith globalization. and writing as well as the language contents. iv) write (including e.

the larger Learning Outcomes are broken dow n into manageable skills and sub-skills for teaching and learning. the sound system. These specifications represent important aspects of the learning outcomes to be acquired in Year 5 SK. Here. Level 1 outlines the basic skills to be achieved by all learners. speaking. This document is the Curriculum Specifications for Year 5 in SK. 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. reading and w riting is maintained. these are expanded to tow n. grammar and w ord list. specified contexts are used to make lessons meaningful. These notes are directed at teachers and they include explanations. topics for teaching are initially based on the immediate learning environment of the child. Learning Content In teaching English to pupils. the content or topic that is to be dealt w ith. On completing their tasks successfully. The contents of the Curriculum Specifications are set out in three columns. Language Skills A close link w ith the skills of listening. To this end. country and more distant foreign locations. learners then progress to Level 2. The objective of this exercise is to aim for clear speech and intelligibility. and then to Level 3. As such. these specifications have been categorized into 3 levels ranging from the more basic to the more advanced. These sounds can be found in the section entitled Sound System. 2 . specific sounds such as blends and diphthongs have been identified for teaching. The first column is the LEA RNING OUTCOMES column. The third column is entitled EXA MPLES / ACTIVITIES / NOTES. Vocabulary and sentence patterns introduced in the oral component also need to be taught and used by pupils in reading and w riting. the aim is for them to be understood by others. and the vocabulary and grammar items that pupils must know in order for them to use the language. These are skills and attitudes to be acquired by pupils and are draw n from the syllabus. Some themes have been identified to help teachers decide upon their ow n topics that are suitable for their class. The Spoken Language In teaching children the sounds of English. Later on. Grammar items taught and learnt must be applied both to oral w ork and w riting exercises. It covers language skills. To help teachers further. The second column is the SPECIFICA TIONS column. When planning lessons.Curriculum Specifications for English Year 5 SK be acquired by learners. teaching points and examples of activities to help pupils achieve the skill specifications.

moral values should also be infused in lessons through the selection of appropriate materials and activities. these specifications must be reorganised in a manageable form for teaching. In addition. Repetition. study of the local environment and health education should also be integrated in lessons. lessons and curriculum materials for learning must be adjusted to suit the differing needs and abilities of pupils. grammar items and the sound system must be repeated often and used constantly to maximise learning. 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. Planning and Organisation of Lessons Keeping in mind the time allocated for teaching the English language in SK schools. Learner-Centredness The learner is at the centre of the learning process. 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. the skills of listening. Can you please sw itch on the fan. Teachers can also use everyday situations to teach expressions such as “It’s so hot in here. The suggested w ord list can be w idened if pupils demonstrate that they are capable of receiving more. a particular lesson may begin w ith a story about the daily happenings around a family. Whatever context is used. Integration The curriculum adopts an integrated approach. vocabulary. speaking. Elements of patriotis m. For example.” 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. Teachers should set a variety of tasks that will enable pupils to use 3 . Reinforcement and Consolidation Language skills. Teaching approaches. The teacher can take off from the reading to teach social expressions as found in these stories. Teaching too many structures may not be advisable for w eak learners as these may only serve to confuse them.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. 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. environmental education.

and express themselves accurately and creatively in the target language. However.Curriculum Specifications for English Year 5 SK the specific skills often so that they gradually develop the ability. pupils must be given every opportunity to take part in activities that require them to use the language taught. 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 have been added to cater for schools that have ICT facilities. moral values. Evaluation Evaluation is an part and parcel of the teaching-learning process. the incorporation of moral education. imagination and creativity to extend the experiences of their pupils. library skills and study skills to enable learners to access sources of information more efficiently and help them become independent lifelong learners. Other considerations As far as possible. Teachers should also use materials that emphasize the principles of good citizenship. This w ill enable teachers to plan activities for further development or remedial w ork. Inform ation and Communications Technology (ICT) Skills In line w ith globalization and the ICT Age. Thinking Skills Critical and creative thinking skills are incorporated in the learning outcomes to enable learners to understand information. Teachers need to use their initiative. In this respect. 4 . These skills include the use of multimedia resources such as TV In order to help pupils learn the language. The Curriculum Specifications makes only a few suggestions as to the number of activities required for the attainment of language skills. citizenship education. teachers should use the Malaysian setting when planning lessons. patriotis m and thinking skills in the specifications w ill contribute tow ards the building of a modern and progressive Malaysian society. make decisions. teachers are encouraged to set more creative and challenging tasks and activities based on the needs and interests of their pupils. know ledge and confidence to use the language effectively. 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. skills relating to ICT are incorporated in the learning outcomes. solve problems. Some activities have been suggested in this document. These skills incorporate information skills. and the Malaysian way of life. Continuous formative evaluation provides important feedback of learners’ progress. Schools that do not have ICT facilities are not obliged to teach these skills.

and stories. The Year 5 SK programme focuses on improving literacy in the English language. 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. namely Listening. netw orking and interacting w ith electronic coursew are. Whenever the opportunity presents itself. Know ledge Acquisition Learning outcomes utilise subject matter disciplines such as science and geography. pupils can be asked to answ er questions that require them to recall ideas. participate in drama activities that make them use the language suitable for the role or situation. To show their understanding of what they have heard. for example. Opportunities should be given to pupils to role-play. learners are encouraged to meet w ith people outside of the classroom so that they learn to operate in real-life situations. pair and group w ork activities allow for all pupils to engage in speaking activities at the same time. 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. Informational and Aesthetic uses of language. Pupils should also be 5 . in the use of interpersonal skills in social interaction. Also important is vocabulary control and simple functional uses of language in everyday life. rhymes. To some extent this is achieved through structuring the curriculum in ter ms of the Interpersonal. Oral Work Pupils should be given lots of opportunities to talk in class so that they gain confidence to speak in the language.Curriculum Specifications for English Year 5 SK documentar ies and Internet resources as well as the utilization of computer-related activities such as e. and spatial intelligence in the interpretation of maps. It is also achieved by making use of real-life issues for classroom activities and project w ork. 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. Multiple Intelligences The learning outcomes also reflect the incorporation of the theory of Multiple Intelligences. Speaking. In this respect. teachers should make pupils listen to songs. In order to develop pupils’ listening skill. This is illustrated. Reading and Writing. and incorporate educational emphases such as environmental studies and consumeris m to provide contexts for language use. 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.mail activities. give details and even talk about the ideas heard.

including an understanding of grammatical structure. 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. teachers need to set guided w riting exercises relaxing the amount of control gradually as pupils show greater confidence. classroom activities and personal experiences. to reinforce w hat has been learnt to create challenging language tasks for their learners. This document only lists a number of essential activities for the attainment of the English language. Pupils should be taught to read w ith understanding and enjoy ment.Curriculum Specifications for English Year 5 SK encouraged to talk in English to other pupils and teachers in the school. pupils should be reading fiction as well as non-fic tion written for children. To make w riting enjoyable. Reading Schools are encouraged to stock a range of reading material suitable for all levels of learners. Writing At this stage. At this stage. At this stage. pupils should be encouraged to write independently but when this is not possible. imagination and creativity to extend their experiences of the learners. Teachers need to use their initiative. 6 . to get the meaning of w ords and phrases. building on w hat they already know. pupils should be writing simple paragraphs of several sentences each.

1. Stories about other lands. a limited number of w ords can be added in order to deal w ith the context or topic meaningfully. World of Know ledge : 7 . World of Self / Personal Relationships : About happy times and sad times. These are broad areas from w hich topics can be drawn for activities and comprehension texts so that learners can read.g. and write. These w ords can be recycled and used in different contexts and topics. Where necessary. zoo Celebrations in Malaysia – major festivals. talk. teachers should have in mind the language level and ability of their learners. TEACHING CONT EXTS The suggested contexts for teaching in Year 5 are listed below . forgetting to take pocket money to school). 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. forgetting to bring a book to school. Buildings and places of interest – museum. (e. plants 2. moral values and socio-cultural rules also form an important part of the content for classroom activities. World of Stories : 3. When explaining these contexts in greater detail.Curriculum Specifications for English Year 5 SK 2. Stories about grow ing up. Nature – animals. About solving problems in everyday life. In addition.

recite simple poems and tell simple stories. Ask and answ er simple questions. Follow simple instructions and directions. learners should be able to: Talk a little about their likes and dislikes in relation to everyday matters. and Show an awareness of moral values and love tow ards the nation. OBJECTIVES FOR YEAR 5 By the end of Year 5 SK. Read and understand simple texts. Write short paragraphs.Curriculum Specifications for English Year 5 SK 3. Sing songs. Read and understand simple stories and talk about the people and events in these stories. 8 . and on solving problems in everyday life.

should be guided by the second 1. link.1. i. think. fresh. SPECIFICATIONS Level 1 Listen to and repeat w ords that contain the follow ing sounds. In this column. diphthongs x. final digraphs vi.g. double consonants vii initial blends ix. Teachers. ‘nk’ as in ink. 9 . listening to and repeating tongue tw isters that contain initial digraphs e. medial digraphs v. however. 1. fried. They are the skills to be achieved by the end of Year 6.0 LEARNING OUTCOM ES By the end of their primary schooling.g. the learning outcomes are broken down into smaller skills to be achieved by pupils in Year 5 SK. initial digraphs iv.1 LISTENING column (called Specifications) when planning lessons for the year. silent letters xi. listening to the teacher and repeating the word that contains the sound e. initial vow els ii. pupils should be able to: 1. ‘fr’ as in frog. word contractions EXAMPLES/ACTIVITIES/ NOT ES Activities include: listening to the teacher and repeating the sounds. listening to and repeating simple rhymes that contain w ords with these sounds.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. (See Sound System at the back of the document).1 Listen to and discriminate similar and different sounds of the English language. final consonants iii.

1. and the correct intonation and w ord stress in phrases.2. e.2 Listen to and repeat accurately the correct pronunciation of w ords.1. rhymes and songs paying attention to pronunciation.g foot/ball.1 Level 1 Listen to and repeat the pronunciation of com pound words correctly. and sentences. 1. sun/flower * Note the stress is on the 1st element. Level 3 Listen to and group words according to the same sounds.Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES SPECIFICATIONS Level 2 Listen to and identify different types of letter sounds.1.g. poems.” pronouncing w ords with correct stress and intonation w hile chanting a rhyme or singing a song.2 Level 2 Listen to and repeat correctly phrases and expressions.3 10 . 1.g. key see say sit grouping w ords according to similar sounds.2 underlining w ords that have the same sound but spelt differently let e. 1. thank you.3 1. repeating formulaic expressions. of course. e. word families ‘ook’ and ‘ool’ book cook took stool pool cool Activities include: repeating the pronunciation of compound words. Level 3 Listen to and repeat chants.2.2.g “Yes. expressions. EXAMPLES/ACTIVITIES/ NOT ES 1.” “No. stress and intonation correctly. e.

e.w hen the numbers are added. divided and refuted. recounts and descriptions heard. m ultiplied.50 1. recounts.g number of bricks used to make a hut = 40 Matching phrases to pictures in order to demonstrate understanding of meaning.numbers in tens up to 80 .first (16th – 31st ) Carrying out simple mathematical tasks in a game.2 Listen to and understand cardinal numbers. when is your birthday? B: On the 19th of March.g.g.Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES 1.g adding a price list’. Level 3 Listen to and understand ordinal numbers: Scope:. Scope: 41 .3.sixteenth – thirty . teacher. heard. subtracting and multiplying numbers in a given situation. get pupils to state from 0.5 11 .3. A: Karen. Ordinal numbers can be taught using children’s birth date. 10 to 80.3. dividing.3.3.3 Level 2 Listen to and understand phrases in stories. 1. e. 1. subtracted. and descriptions matching them to pictures.4 Listen to and understand information based on cardinal numbers: Scope: 51 .g. bowl of fruits. 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. 1. happy man 1.3 Acquire vocabulary and understand the meaning of words and phrases in context.60 . e. identifying numbers used in a context e. For numbers in tens.

Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES 1. 1. Level 2 Listen to and follow sim ple 1. South.2 instructions in a process.g.1 SPECIFICATIONS Level 1 EXAMPLES/ACTIVITIES/ NOT ES Activities include: follow ing instructions on how to play a game. Listen to and follow simple instructions.4.4.g. pupils still need the support of pictures while reading the instructions.g. West. East. Activities include: learning the compass points: North.You are staying in Taman Indah. e. 12 .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. Boggle – a word game how to make or do something.4.4 Listen to and follow simple instructions and directions accurately. e. Making a simple photo frame *Note at this stage. Taman Indah Taman Megah Taman Hijau e. Where is Taman Megah? To the South. Taman jaya E . 1.

EXAMPLES/ACTIVITIES/ NOT ES Examples of descriptions include describing an animal or a plant. A: What do you know about frogs? B: They live in water. rhymes. rhythm.5 Obtain information from texts listened to in relation to main ideas. marking checklist e.1 SPECIFICATIONS Level 1 Listen to simple descriptions. 1.5.g. recounts and factual texts and talk about them. recounts and factual texts and give the m ain ideas. Activities include: answ ering questions e.6. e.3 Listen to simple descriptions. and sounds of poetry. There are many frogs in my garden. specific details. poems and jazz chants for enjoyment.The frog has four legs five legs 1. What is the text about? This text is about frogs. and sequence. 1.Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES 1.g. Level 2 Listen to simple descriptions.6 Listen to and enjoy the rhyme. 1.2 Level 3 1. Listening to a variety of songs. (Choose according to topic for the day ) 13 . recounts and simple factual texts and give details.g. e.5.g. poems and jazz chants. rhymes. jazz chants and songs.5.1 All levels Listen to and enjoy children’s songs. listening to the life cycle of a frog.

7. Level 3 1. Name the animals in the story? e.g.3 1. 1. fables and other tales of imagination and fantasy and predict outcomes. Then he…. Teacher: Do you like the story? Pupil : Yes.2 1. Teacher can initiate discussions.The crow is a clever bird. What happened? The crow saw a jug. He could not drink the water. e. He thought for a while.5 14 . e.4 Listen to stories and fables and talk about the people or animals in the story.Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES 1. Teacher: Why? Pupil : The crow is so clever.7. Share feelings about the story or fable heard. Level 2 Listen to stories and fables and recall details. e..g. 1. EXAMPLES/ACTIVITIES/ NOT ES Activities include: recalling the name of people and animals e.7. and draw conclusions at a level suited to the pupil’s ability.etc. Listen to stories and fables and recall the sequence of events.7.g.g. What is the story about? It is about a crow It was thirsty….g. It looked for some stones.1 SPECIFICATIONS Level 1 Listen to stories and fables and recall the names of people and animals.7 Listen to and enjoy stories.7.….

g “Yes. Level 2 Say aloud phrases. SPECIFICATIONS Level 1 Repeat w ords that contain the follow ing sounds.1.4 intonation.” Make pupils aw are of rising intonation at the end of questions. silent letters xi. thank you. Example of final digraph ‘nk’ as in blank.1. 2. . initial digraphs iv.2 Pronounce com pound w ords correctly. pupils should be able to: 2.” “No. word contractions EXAMPLES/A CTIV ITIES/ NOTES Example of initial digraph ‘fr’ as in frog. of course.0 SPEAKING LEA RNING OUTCOMES By the end of their primary schooling. double consonants vii initial blends ix. final digraphs vi. medial digraphs v. repeating formulaic expressions e. expressions. e. (See the Sound System at the back of this document). 2. fresh.1.Curriculum Specifications for English Year 5 SK 2. fried. tank. diphthongs x. bank. Ask questions w ith the correct Activities include: repeating after the teacher the pronunciation of compound w ords.3 2. and exclam ations w ith the correct stress and intonation. foot/ball. initial vow els ii. final consonants iii. i.g.1 Speak clearly by pronouncing words accurately. sun/flow er * Note the stress is usually on the 1st. 15 . element.

What did the King tell his people? Carrying out simple mathematical tasks in a game e. on places.g.3.3 2. How old was grandpa? 60 years old. 2. subtracting. dividing and refuting numbers e.3 Give relevant information politely in response to enquiries made. e.1 2.50 Level 2 Talk about things heard.2. seen. Understand numbers in stories and fables and situations: 41 .1 2. e. 2. read.51 – 60 .3. Level 3 Ask questions to seek clarification on how to make or do things.3.2.adding. Whom asking other forms of questions such as “How much…?”.3 2.g adding a price list. and on amounts and quantities. subtracting and multiplying numbers in a given situation 2. This plant is called a ……….2 Level 1 Nam e or identify objects.g.2. dividing.4 16 . multiplying.2 Ask questions politely to obtain information and clarification. “How many…?” asking questions on how to play a game. Whose.numbers in tens up to 80.g. . SPECIFICATIONS Lev el 1 EXAMPLES/ACTIVITIES/ NOT ES Activities include: answ ering ‘Wh’ questions such as Which. or making a photo frame 2. Level 2 Ask other forms of questions to seek information.3. plants. Understand numbers: . directions.2 Ask ‘Wh’ questions to seek information.Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES 2.

EXAMPLES/ACTIVITIES/ NOT ES These numbers can be taught using a calendar to find out significant dates to the pupils.4 Tell stories based on pictures and other stimuli. 2. 2. Prize Giving Day Talk about one’s likes or dislikes by referring to a particular story heard. stopping at certain points in a story and get pupils to complete it. Level 3 2.3.4.2 2. Level 2 Com plete parts of a story read. pictures or a book read before. stopping at interesting points in a story and get pupils to say w hat happens next.3 Tell w hat happens next.first (16th . They can choose from a set of pictures or decide on their ow n.3.4.31st) Take part in teacher guided discussions. and recite poems. 2. 2. telling simple stories based on given words.5 SPECIFICATIONS Level 3 Understand ordinal numbers: Scope:.Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES 2. e.5 Tell simple stories. Level 1 Recite simple poems and jazz chants w ith expressions and appropriate gestures.g. 17 .4.6 2.sixteenth – thirty.1 Activities include: getting pupils to participate in class/interclass competitions on reciting a poem or jazz chants.4.4 Give suitable endings to a story or fable. Sports Day. getting pupils to give endings or to think of another ending.4.

5.5. 2. Level 1 Give non-verbal response to the story heard. shapes. e. (Why?) Get pupils to discuss if the story reminds them of anyone – their father? mother? friend? etc.5 Talk about the people. Get them to give reasons. 2.2 or 2.g. Get pupils to say w hether they liked the story or not. a tall man and adverbs e.6. Level 2 State w hether one likes or does not like the story heard.3 Relate the story to one’s life. The duck swam quickly.6 Express thoughts and feelings and give opinions on things read. size related to characters in the story. 18 .g.g Who killed the old man? Do you think he/she did the right thing ?Why? 2. Note: This a good opportunity for teachers to teach adjectives. heard and view ed in simple language.3 2. read view ed.1 Level 2 Talk about the actions of people and animals in a story heard. read or view ed.1 SPECIFICATIONS Level 1 Give details about the people and animals of a story heard.2 Level 3 2..Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES 2.6. EXAMPLES/ACTIVITIES/ NOT ES Example of details include stating colours. e. seen.6. read and view ed in simple language.5. places and moral values of the stories heard. How did the tiger save the man from the fire ? e. expressions used. 2. read or viewed. Level 3 Name the good and bad characters and talk a little about them. Express like or dislike by draw ing or show ing expressions.g. read or view ed.

EXAMPLES/ACTIVITIES/ NOT ES e.7. e. 19 .g. Yes.3 2. I’ll be there.g I’m sorry. Or B: No.7. B: Yes/Okay. Responding to the suggestions.7.4 Level 2 Suggesting ideas to do things. Role-play a situation on making suggestions to go to the playground or on a picnic.Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES 2. I must finish my Science Project. making introductions.1 SPECIFICATIONS Level 1 Extending an invitation.7 Perform a variety of functions in a social context such as exchanging greetings. I can’t. My father is a computer technician and my mother is at tailor. 2. inviting people. What about your parents? 2.7.g.7. e. I can’t. etc.5 Level 3 Talk about one’s family to friends. thank you. e. No one is a home e. Please come to my party on Saturday.g.2 Accepting or declining an invitation. 2. A: Let’s go to the playground.g. 2. I need to pass it up next week.

lie. e. initial vow els 3. tank. medial digraphs v. pupils should be able to: 3. the 'ool' family. look and the ‘ool’ family as in pool.1 Acquire word recognition and word attack skills to recognise words on sight. initial digraphs iv.3 3. word contractions EXAMPLES/ACTIVITIES/ NOT ES (See Sound System at the back of the document). dye.1. Level 2 3. e.g.1. toot (the long vowel sound) Grouping w ords with similar sounds e.1. wool.4 Read aloud w ords with the letters listed in 3. double consonants vii initial blends ix.2 Identify letter shapes by their sounds.1 Look at letters and say aloud the follow ing sounds Lev i.1.g. y = /e/ as in key Underlining w ords with the same final digraphs.g the ‘ook’ family as in book.0 READING LEARNING OUTCOM ES By the end of their prim ary schooling. day 3.1 above. Read and group w ords according to word fam ilies: the 'ook' family.g. final consonants iii. bank e. took. diphthongs x. SPECIFICATIONS Level 1 3. Level 3 Com pare words for similar and different sounds. paint. final digraphs vi.1 Look at letters and say aloud the : ii. bring.1. say.1.Curriculum Specifications for English Year 5 SK 3.5 20 . tool The ‘ook’ family can also be boot. 3. silent letters xi. root.1.

2.g. 3.60 .2 3.31st).2. Provide a text that contains these numbers and get pupils to state the numbers found in the text.2. Get pupils to read these numbers in a text.2.Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES 3. Level 2 Recognise and read aloud: . Teach these numbers in context and get pupils to list all the numbers.2.4 3.1 3.numbers in tens up to 80 in its numeral and w ord forms. and also w rite it out in full.the numbers 51 . EXAMPLES/ACTIVITIES/ NOT ES Recognise simple compound w ords e.3 Recognise and read aloud cardinal numbers 41-50 in numeral and w ord forms. Draw attention to the numbers that end in ‘st’ . Read and learn the meaning of key words for each topic taught.5 21 . A good strategy is to get the pupils to pronounce the number and then write it dow n. 3. SPECIFICATIONS Level 1 Recognise and read aloud compound w ords in texts. ‘rd’ . ‘th’.2 Acquire key w ords at various stages of development. Pupils should also be able to w rite out the ordinal numbers e.g football – foot + ball (noun + noun) Get pupils to spell and give the meaning of key w ords based on a given context. 17th. Level 3 Recognise and read and learn ordinal numbers (16th .

and whole texts. Using syntactic clues such as pronouns (she. it.3 Read and understand phrases. the tall plant the healthy plant the beautiful plant Note the adjectives used Check understanding by getting pupils to answ er simple ‘Wh’ questions.3. Level 3 Read aloud poems and stories clearly and expressively.g. 3.4 Read aloud expressively and fluently pronouncing w ords correctly and observing correct stress and intonation and sentence rhythm. observing correct pronunciation. rhymes and focusing on correct pronunciation of words.4.1 by e.2 Level 3 3. reading poems and stories clearly by pronouncing w ords accurately and using expressions 3.g. pronouncing them correctly.1 3. EXAMPLES/ACTIVITIES/ NOT ES e.Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES 3.5. SPECIFICATIONS Level 1 Read and understand phrases by matching phrases to pictures. pause and emphasis in sentences. Check understanding by getting answ ers to questions 3.3 Read and understand sim ple paragraphs. 2 & 3 Understand the m eaning of words looking at the w ords before and after Activities include: Reading aloud chants. Level 2 Read and understand simple and compound sentences. 3. he.3.4.3. they ) 22 .5 Read and understand the meanings of words by guessing their meaning through the use of contextual clues. Level 2 Read aloud sentences in texts observing correct stress and intonation. paragraphs. sentences. 3.4.2 3.3 3.1 Level 1 Read aloud phrases and sentences. Levels 1.

more expensive most expensive e.6.6.big e. State collective nouns.1 3.6.g. Many cows = herd of cows packet of sweets group of singers e.g.6. Read and distinguish homophones. Give w ords sim ilar in meaning.g.5 3.g.8 Build new words from a given w ord EXAMPLES/ACTIVITIES/ NOT ES e.6.g. watch e. basket + ball noun + noun sun 3.6 e.g. begin – end e.g. Read and distinguish homographs.5 3. Use w ords that show comparison. 3.6.3 3.g.6. son e. Level 2 Combine w ords to form com pound w ords.6.Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES 3. Level 3 3. bathroom room washroom bedroom 23 .2 3. large .6 Acquire a w ide range of vocabulary.4 SPECIFICATIONS Level 1 Give w ords opposite in meaning.

part of the body 3.g. Level 1 Read and understand different texts such as instructions. directions. or for a certain adjective e.8. Level 3 Read and understand cause and effect relationships. Read and select the definition suited to the meaning of the w ord in context.8.m ain ideas .5 24 .1 Discuss the content of these texts.Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES 3.8.g.3 Reading fast to locate a certain number of people. letters.details.8. Scan for specific inform ation in Texts Read and obtain m eaning of words and phrases for contextual clues. Level 2 Read and understand simple factual texts by answering comprehension questions in relation to: . and cause and effect 3. Why did the animals die? 3. supporting details.1 Find the meaning of a w ord using the dictionary.7 Use the dictionary SPECIFICATIONS Level 3 Read and locate the required w ords in the dictionary.7. What is this book about? How many legs has a Caterpillar? e. e. 3. messages. words and grammar to get the meaning of the w ord.8 Read and understand simple factual texts for main ideas. feet . EXAMPLES/ACTIVITIES/ NOT ES 3.7. labels. passages.8.g. recounts.4 3. sequence. or a telephone number.2 3. Get meaning from context e. descriptions. fat Using contextual clues such as pictures.g.2 3.measurement . notices. or name of a person.

their names. etc. Read and tell and w rite w hy a person or animal in a story is good or bad. When. Choose a character and talk about him/her/it Example of stories include fairytales/and fables 3. SPECIFICATIONS Level 1 Looking at the cover and pictures of stories and talking about them.10.3 3. e. EXAMPLES/ACTIVITIES/ NOT ES 3.9. e. Relate the people and events in the story to one's life.9. Level 3 Read and talk about the actions of people and animals in a story read.5 3. Level 2 Read and give details about the people and animals in the story.4 3.9.9.9. etc.g.1 Read according to one’s interest and keep a reading record.1 Use children’s stories. All levels 3.g.10 Read w idely and independently. E.2 3.Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES 3. How the animals and people look like.g. Keeping a Reading Record READING RECORD Name: ________________ Title of Book: ________________ Date borrowed : ________________ 25 ..9 Read simple texts and predict outcomes.State what the characters did. how many there were. How they didi it.

and w ord forms using cursive writing. 4. phrases and sentences in clear. SPECIFICATIONS All levels Copy w ords. e.1 4. pupils should be able to: 4. EXAMPLES/ACTIVITIES/ NOT ES 4.g.1 (b) Write at w ord. phrase. 26 . 4. JOHOR Teluk Intan * Note: when pupils are asked to label (say.1 (a) Copy correctly. 4. e.1.2 Write clearly and legibly in pr int. Pupils may write a poem or chant in cursive and display it. legible cursive writing.0 WRITING LEARNING OUTCOM ES By the end of their prim ary schooling.3 Write clearly and legibly numerals 41 – 60 in both number.1. legible print and cursive writing. 60 = sixty.g.1. Write words phrases and sentences in clear legible cursive writing. bold names of places and tow ns in maps and pictures.Curriculum Specifications for English Year 5 SK 4. parts of a flower) they should write out the words in print.1. sentence and paragraph level in clear.4 e.g.

phrase or sentence. graph. stories w ith the m issing word(s) (little or no guidance).3 Complete texts w ith the missing word.3 Match captions and headings to a map. table. word to phrase. Level 2 Com plete simple instructions. 4. descriptions. It we_gh_ about 2 t_ns. notices. ii.3. Level 1 Provide m issing letters in w ords. coconut tree oil palm river 4. word to word.2.2 e. (with guidance).3 27 . In a map MAP OF IPOH Kg.1 Match sentences to pictures. recipes.Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES I like fishing. word to picture.2. Kepayang Legend Level 3 4. e. texts. Level 3 Complete simple instructions. rhymes.g.2 Match w ords to symbols.2.1 4. symbol. Level 2 4. 4. Completing texts w ith pupils’ ow n words 4.3. iii.2 Level 1 Match words to linear and non4.3. rhymes w ith the missing w ords and simple phrases.g. recipes. linear representations: i. Completing words in a factual text The w_ha_e is the l_rg_s_ mammal.

1 4. teachers are encouraged to do Shared Writing with pupils whereby.2 4. (Teachers may carry out Process Writing) e.3 4. Level 3 Construct simple and compound sentences independently by looking at pictures. * Note: Bring to pupils’ attention that often a new paragraph has its own main idea and details.4 Construct simple paragraphs that contain m ain ideas and supporting details.g. EXAMPLES/ACTIVITIES/ NOT ES Activites include: writing short paragraphs by matching sentence halves and using substitution tables.4.Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES 4.g.g. Provide pupils with examples of paragraphs that have a main idea and supporting details and get pupils to write based on the examples. Provide pupils with stimulus in the form of pictures and words e.4. e.g.(Prior to this. 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. e. Provide a series of pictures or a composite picture and ask pupils to construct their own sentences.4. 28 .4 Construct simple and compound sentences w ith guidance and independently. teachers write with the students to show how good writing is done. sentence halves He went to / the / city / by bus.4.

5 Spell correctly and take dictation.5.6.5.Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES 4.6 Punctuate meaningfully.1 SPECIFICATIONS Level 1 Spell w ords that are given to be memorized. It is the largest … It weights … 29 . 4.1 4. Indent w hen writing a paragraph.3 Level 2 Apply spelling rules: such as ly Level 3 Take dictation of paragraphs given to be learnt.happily 4. EXAMPLES/ACTIVITIES/ NOT ES Activities include: spelling a list of key w ords taught for a particular topic. The whale is a mammal.5. 4. happy .2 4. e. All levels 4.g. spelling w ords in its plural form e.g.2 Use full stop and comma w hen writing sentences or paragraph.6.

Level 3 Write descriptions with little or no guidance. plant.g. w ords and get pupils to write a simple story Give pictures as stimulus.3 4.7.4 4. Write stories w ith guidance.7.8 Write recounts w ith little or no guidance. 4.7. Level 2 Write simple descriptions with guidance. 30 .Curriculum Specifications for English Year 5 SK LEARNING OUTCOM ES 4.1 Write simple instructions. 4. and w hen filling out forms. instructions.7.7. directions. Provide a stimulus in the form pictures. Write about an animal.7.7. Write simple recounts with guidance. SPECIFICATIONS Level 1 4.2 Fill out forms. 4. simple reports.7 Give accurate information w hen writing messages.7. EXAMPLES/ACTIVITIES/ NOT ES Provide a stimulus for writing and get pupils to write for a purpose 4.9 Write stories with little or no guidance.6 Get pupils to produce a factual piece of writing using adjectives to describe something e.5 4. Give pictures as stimulus. Give series of pictures or a composite picture as a stimulus. messages for a purpose.

W. Tw o sections have been listed to assist teachers.g. money. M. girl. dresses. packet of sweets. two chairs 1. man. herd of cows.g scissors. a pencil.6 2.g. suggested sentence patterns for teaching are given. Cheng.3 *Collective nouns (things. boy. feminine) masculine – e. mouse. an egg.g. sand. *‘some’ is used to talk about quantity or number w ithout being precise.3 ARTICL ES (w ith singular nouns) ‘a’ is used before consonants. Common Nouns e.feet. 2. one table. Words underlined highlight significant points of grammar. These sentence patterns are set out under some functions and / or areas of interest.4 31 . man.g.g. group of singers. NOUNS 1. spectacles The use of some with uncountable nouns e. classes.mice. In teaching these patterns. e.W.g.women 1. trousers.2 2. foot. grammar items to be taught have been specified under the different grammar categories. Pass me the bottle of gum.Curriculum Specifications for English Year 5 SK 5. Ipoh. 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. w oman. GRAMMAR 1.2 Uncountable nouns ( things that cannot be counted) e. 5. e.1 2. water *e.g. woman. ‘the’ is used when we are clear about the person or thing that we are talking about. e.girl.g.g. boy. J.0 (a) Grammar items and some exam ples 1. people.5 1. cars.0 (a).g. some money 1.g. some water. tooth-teeth. e. Can I have some sugar? 2. Subang Jaya.0 (b). e.g. In section 5. Sabah *e.1 Countable Nouns (things that can be counted). Number (singular and plural forms) Regular plurals e.men feminine – e. animals) e. In section 5. Birch. a book. Proper Nouns (names of person/places) e. an umbrella. tables. it is important that teachers teach them in context and in a meaningful w ay. Tan. rice. *e. please. Ravi Gender ( masculine. ‘an’ is used before vowels. Siva. Ali. K. some rice.g.g.C.4 Grammar forms part of the language contents in the Curriculum Specifications for Year 5 SK.g.

3. or.g. a big boy *e.e. 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.g.1 Comparative form ‘er’ – e. he. What are these? What are those? (for plural forms) ii.g.g. his shoes e. my book. most beautiful (Note: ‘the’’ is used w ith the superlative form. He was hungry. What e.g.Curriculum Specifications for English Year 5 SK 3. Who is he? (singular) Who are they? (plural) iii.g.g. a blue sky.1 3.g. How much is this? 4.g. we. Would you like an apple or a banana? He had to go home quickly because his mother was not well. John’s bag.g. I. Maria’s car *e. a round table.4 6. Where e. because.g. 5.g. He bought two pencils and an eraser. those e.2 Superlative form ‘est’ – e. taller than *‘more’ – more beautiful than 6. they Demonstrative pronouns (refer to a noun) this.3 PREPOSITIONS (of location and direction) e. big round table (double adjective) 6. but. tallest *‘most’ – e. So he ate 2 plates of rice. our books.g. CONJUNCTIONS: and. * How e. this comb. Who e. 3.g.taller ‘er’ + than .g. she. so e. ( for singular forms) What is this? What is that? e. This is the most beautiful house 3. you.2 PRONOUNS Personal pronouns e. their books Interrogative pronouns (‘Wh’ questions) i.g. that. shape and size) e. a short fat boy . these combs Possessive adjectives e. 32 . tall . these.g. e.g.g. Where is the boy? Where are the boys? iv.

(plural) e.. This is my pet rabbit.g. Listen. There are …. ADV ERBS Adverb of manner -ly To show how a person does something e. 11. 33 . THE SIMPL E PAST T ENSE Past tense of the verb be (= w as) e. (3 singular nouns connected by ‘and’) 10. Come here.g. They were at the cinema. Bring me the book. e. (singular) Plural form of the verb be(=were) e. *could.g.g.g. He was at home. SIMPLE PRESENT T ENSE (i) For habitual actions e. 9. 23. Past simple w ith –ed e. They are running around the field.g. Where do you live? I live in Subang Jaya. I must read this book tonight. 8. She walks quickly to school. Tan and Devi are going camping tomorrow. MODALS .g. *Could I borrow your atlas. There is ………… e. There is a bird in the house. *You should not through rubbish into the drain. Where does he / she live? He/She lives at No. *They happily walked back home. There are bees in the garden.g.Curriculum Specifications for English Year 5 SK 7. have to. (plural verb for plural noun) Dev and Ambun are playing football. (singular verb for singular noun) These are my pet rabbits. SUBJECT – VERB AGREEM ENT e. *should To show it is necessary to do something. (ii) For im peratives e. (2 singular nouns connected by ‘and’) *Kim. They have to cut their hair this weekend.g.g. He played with his friends. Jalan Bukit. *(iii) For actions (verb + ing) e.g.m ust.

after initials e.Curriculum Specifications for English Year 5 SK *Irrelugar verbs (keep – kept) e. It rained hard and the roads were flooded ./ No. Mon.for the pronoun ‘I’ ii. Henry . He does not live in Bangi. They are good children. ./ Yes. time – mins.for proper nouns: names of people. Compound sentence e.g. iii. I like to eat durians. Capital letters 16. No.g. 15. QUESTIONS AND RESPONSES e. SENT ENCE TYPES Sim ple sentence e.g.Tues.for the first word of a sentence. they are. P. *We/They do not live in Bangi.at the end of a sentence. My name is Jamil. . days of the w eek – e.g.for questions 13.g. No. days of the week . *Using w ords that signal the past tense e.g.for abbreviations: months of the year – e. they aren’t. I am not Tong Seng. last week 12.g.g. We are eating durians. Question Mark ./ No. it is. *e. it isn’t. *e.g. He kept the box in the cupboard. They are eating durians. I am a boy.g. H.g. Is it a pencil? Yes. . It is a monster. No. Jan. This is not a pen. 34 . Feb. Full stop . POSITIV E STAT EMENTS e. places. Are they bananas? Yes.g. hrs. it is not a pen./ Yes. yesterday. 14. PUNCT UATION i. NEGATIVE STATEM ENTS e.

pencils. Then. *vii. Apostrophe . erasers and a bag.g. He bought a pen. They went to the zoo. Comm a . sister’s bag.g.to separate a list of things e. Exclam ation m ark e. First.to show possession e. Indent . they went to the crocodile farm.they went to the bird park.for paragraphs e.Curriculum Specifications for English Year 5 SK iv. 35 .g. the man’s hat.g. v. Help! Help! vi.

0 (b) SUGGEST ED SENT ENCE PATTERNS vi. I play football every day. 4.. The w ords underlined may be substituted w ith other w ords. Who is that? She is my ………. To ask questions and to give inform ation i. 1. 2.Curriculum Specifications for English Year 5 SK 5. * 7. Where are you going? I am going to ………… * 6. To ask for help and to respond accordingly A: Please help me carry this table. B: Yes. B: Sure. I can’t. Here you are. I have to complete my Science Project. please. B : I’m sorry I can’t. No. 5. These patterns are set out under different functions. It is not black ii. A: Let’s go to the playground. of course. B: Yes/Okay. Or B: No. (to state) When are you coming to my house? On Friday at 3 o’ clock. Is this his?……. To talk about oneself A: Hello. No one is at home. To request for specific objects and to respond A: Can I have the bottle of gum. 36 . I am ……. *How much is that book? It is RM 7. To accept and decline an invitation A : Can you come to my party? B : Yes.50 vi. 3. What do you like to do? I like to ………… ii. To refute statements i. What are you doing? I am ……………… iii. of course. To m ake suggestions and responding to them . I w ant to play in the school football team. I like to play football. it is not black.No. iii. v.

These phonetic symbols are only for teacher’s use and not to be taught to pupils.5 d/d/ bad lad card afraid 2.6 *g / g / dig big bag fig 37 .2 e/I/ effect elastic electric 1.2 p/p/ cap lap trap soup 2. there are examples of the sounds to be taught and more examples should be given.4 o/ :/ orchid order organ orchard 1.Curriculum Specifications for English Year 5 SK 6.5 a/ :/ all awful audience auction among aw ay address asleep 2. the sounds represented by the symbols should be taught. 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. Final Consonants 2.1 a/ / 1.1 I/ I/ girl boil mail rail 2.4 t/t/ pat cat hurt put 2. 1.3 e / i: / eat easy equal evil 1. In each item. How ever. Initial Vow els 1. The phonetic symbols are enclosed in phonemic notation (/ /). The items listed below are to be taught in Year 5.3 b/b/ cab lab grab grub 2.

3 ir / : / girl bird skirt 5.1 ph / f / elephant telephone alphabet 4.3 wh / w / which white while 3.4 wh / h / who whole whose 3.2 ch / k / stomach headache ache 5. Final Digraphs 5. Medial Digraphs 4. Initial Digraphs 3.Curriculum Specifications for English Year 5 SK 3.1 ph / f / photo phase phrase 3.3 *gh / f / cough tough rough 38 .2 ch / k / school echo anchor 4.5 *fr / fr / frog fried fresh 4.1 ph / f / photograph telegraph graph 5.2 ch / k / chemical chemistry chorus 3.

2 ey / i : / key honey donkey monkey 8. Double Consonants 6.3 * br / br / brush broom bread bring 8.4 ow / row flow follow yellow / 8.4 tt / t / butter fatter bottle letter 6.5 ie / I / pie tie lie die 39 . Diphthongs (vow el digraphs) 8.Curriculum Specifications for English Year 5 SK 6. Initial Blends 7.2 * bl / bl / blue blank blast blind 7.1 ei / neigh weigh sleigh beige / 8.1 II / I / fill till drill pill 6.3 rr / r / terrible parrot horror arrange 6.2 pp / p / tapper pepper supper ripple 6.3 oa / boat coat load road / 8.5 dd / d / odd daddy ladder address 7.1 *cl / cl / cap cimb clap clutch 7.

1 -est smallest biggest eldest oldest 11.3 Silent ‘h’ hour honest heir honour 9. Word Contractions 10.2 -er smaller teacher bigger older 11.1 Silent ‘t’ listen often w histle 9.2 ‘re w e’ re you ‘re 10.Curriculum Specifications for English Year 5 SK 9. 11.2 Silent ‘w ’ w rap w rite w rong tw o 9.4 -tion station fiction section examination 10.3 -ed parted gifted folded fitted 11. Silent Letters 9.3 n’t don’t don’t aren’t 40 .1 ‘ ll l ‘ll w e’ll he’ll 11.4 Silent ‘s’ island 10.

syllable and 4. footbal). there is no hard and fast rule. Example: police/man ii. and ic usually have the stress on the second last element. STRESS i.ty’ . black + bird …. Stress in Questions This depends on the function or the intended meaning of the question. How ever. door/bell book/store news/paper blue/berry Stress in 3.Curriculum Specifications for English Year 5 SK 12.. Stress in compound w ords Compound w ords are usually formed by combining 2 nouns (e. -sion.gy. 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 . 41 . In these cases. .blackbird. Sometimes a noun and adjective are also combined: e. Example: iv.g. usually the content w ords are stressed.al and –phy have the stress on the 3 rd last element.g) foot + ball …..syllable w ords Words ending in –tion. . the stress is usually on the first element. Are they LEAVING? (leaving or staying on?) Are THEY leaving? – (those particular people) Stress in Statements When speaking the English language.cy. Example: re/la /tion Example: po / li / cy iii.

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. 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. These are high frequency words which pupils w ill need even w hen reading simple texts.Curriculum Specifications for English Year 5 SK 7.0 WORD LIST The w ord list consists of words commonly used in the English language. 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 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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