Hsp bi sk_y5

KEMENTERIAN PENDIDIKAN MALAYSIA
MINISTRY OF EDUCATION OF MALAYSIA

HURAIAN SUKATAN PELAJARAN
KURIKULUM BERSEPADU SEKOLAH RENDAH
CURRIC ULUM S PECIFICATIONS

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

v

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.

vii

Kata Pengantar

Huraian Sukatan Pelajaran ialah dokumen yang memperincikan tiga aras, iaitu Aras 1 (aras asas), Aras 2 (aras sederhana), dan
Sukatan Pelajaran yang bertujuan untuk memenuhi cita-cita murni Aras 3 (aras cemerlang).
dan semangat Falsafah Pendidikan Kebangsaan, dan menyediakan
murid menghadapi arus globalisasi serta ekonomi berasaskan
pengetahuan pada abad ke-21. Kandungan Huraian Sukatan Pelajaran Tahun Lima menggariskan
hasil pembelajaran yang perlu dikuasai oleh murid. Pernyataan
Dokumen ini menyarankan strategi pengajaran dan pembelajaran dalam Huraian Hasil Pembelajaran memberikan cabaran yang
yang merangkumi pelbagai aktiviti dan penggunaan sumber. Guru sesuai dengan murid pada tahap tertinggi dalam pendidikan
digalakkan menggunakan kreativiti untuk memilih, menyusun dan sekolah rendah. Huraian ini seharusnya dapat membantu guru
mengolah aktiviti mengikut kesesuaian murid. Huraian ini merancang dan melaksanakan pengajaran dan pembelajaran yang
diharapkan dapat membantu guru merancang dan melaksanakan berkesan.
pengajaran dan pembelajaran secara berkesan.
Dalam menyediakan Huraian Sukatan Pelajaran yang disemak
Dalam melakukan aktiviti pengajaran dan pembelajaran, guru semula ini banyak pihak yang terlibat terutama guru, pensyarah
diharapkan dapat memberikan penekanan pada unsur bernilai maktab dan universiti, pegaw ai Kementerian Pendidikan, dan
tambah, iaitu kemahiran berfikir, kemahiran teknologi maklumat dan individu yang mew akili badan-badan tertentu.
komunikasi, kemahiran belajar cara belajar, kajian masa depan,
kecerdasan pelbagai, pembelajaran kontekstual, dan pembelajaran Kepada semua pihak yang telah memberikan sumbangan
konstruktivis me. Di samping itu, nilai murni dan semangat patriotik kepakaran, masa, dan tenaga sehingga terhasilnya Huraian
dan kew arganegaraan tetap diutamakan. Semua elemen ini Sukatan Pelajaran ini, Kementerian Pendidikan merakamkan
diharapkan dapat memberikan keyakinan kepada murid dan boleh setinggi-tinggi penghargaan dan ucapan terima kasih.
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 (Dr. SHARIFAH MAIMUNAH BT. SYED ZIN)
tahap kesukaran isi kandungan dan tahap keupayaan murid. Hasil Pengarah
pembelajaran diperingkatkan kepada Pusat Perkembangan Kurikulum
Kementerian Pendidikan Malaysia.

ix

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. ii) speak and respond clearly and appropriately in common
everyday situations using simple language;
The ter minal goal of the English language curriculum for schools is iii) to read and understand different kinds of texts (from print and
to help learners acquire the language so that they can use it in their electronic sources) for enjoyment and information;
everyday life, to further their studies, and for w ork purposes. iv) write (including e- mail) for different purposes using simple
English is important, as w ith globalization, Malaysians w ill need to language; and
be proficient in the language and to communicate w ith people in v) show an awareness and appreciation of moral values and
other countries. The use of English in Information and love tow ards the nation.
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. THE SYLLABUS

The English language syllabus at the primary school level
AIMS AND OBJECTIV ES OF THE ENGLISH LANGUAGE specifies what is to be taught from Year 1 SK through to Year
SYLLABUS IN PRIMARY SCHOOL 6 SK. It comprises the four language skills of listening,
speaking, reading, and writing as well as the language
The English language syllabus for primary school aims to equip contents. The language contents are the sound system,
pupils w ith skills and provide a basic understanding of the English grammar and vocabulary.
language so that they are able to communicate, both orally and in
writing, in and out of school.1 Several teaching contexts have been suggested through w hich the
language skills and language content are to be taught.
By the end of primary school, learners should be able to:

i) listen to and understand simple spoken English to be able to CURRICULUM SPECIFICATIONS
function in common everyday situations;
Curriculum specifications for the English language syllabus have
1 been prepared as separate documents for each year of the primary
Please note that the introductory part of this Curriculum Specifications
dicocument for Year 5 SK describes the English language programme
school and these are know n as ‘Huraian Sukatan Pelajaran’. Each
from Year 1 SK to Year 6 SK as a whole. document serves as a guide to teachers w ith regard to the skills to

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Year 5 SK

be acquired by learners, the content or topic that is to be dealt w ith,
and the vocabulary and grammar items that pupils must know in Language Skills
order for them to use the language.
A close link w ith the skills of listening, speaking, reading and w riting
This document is the Curriculum Specifications for Year 5 in SK. It is maintained. Vocabulary and sentence patterns introduced in the
covers language skills, the sound system, grammar and w ord list. oral component also need to be taught and used by pupils in
The contents of the Curriculum Specifications are set out in three reading and w riting. Grammar items taught and learnt must be
columns. applied both to oral w ork and w riting exercises.

The first column is the LEA RNING OUTCOMES column. Learning Content
These are skills and attitudes to be acquired by pupils and
are draw n from the syllabus. In teaching English to pupils, specified contexts are used to make
lessons meaningful. Some themes have been identified to help
The second column is the SPECIFICA TIONS column. Here, teachers decide upon their ow n topics that are suitable for their
the larger Learning Outcomes are broken dow n into class.
manageable skills and sub-skills for teaching and learning.
These specifications represent important aspects of the When planning lessons, topics for teaching are initially based on the
learning outcomes to be acquired in Year 5 SK. immediate learning environment of the child. Later on, these are
expanded to tow n, country and more distant foreign locations.
To help teachers further, these specifications have been
categorized into 3 levels ranging from the more basic to The Spoken Language
the more advanced. Level 1 outlines the basic skills to be
achieved by all learners. On completing their tasks In teaching children the sounds of English, the aim is for them to be
understood by others. As such, teachers should ensure that
successfully, learners then progress to Level 2, and then
learners produce the sounds of English w ell and pronounce w ords
to Level 3. clearly w ith the correct stress and intonation so as to enable the
listener to understand w hat is being said.
The third column is entitled EXA MPLES / ACTIVITIES /
NOTES. These notes are directed at teachers and they To this end, specific sounds such as blends and diphthongs have
include explanations, teaching points and examples of been identified for teaching. These sounds can be found in the
activities to help pupils achieve the skill specifications. section entitled Sound System. The objective of this exercise is to
aim for clear speech and intelligibility.

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Year 5 SK

Gramm ar Learner-Centredness

Grammar items and sentence patterns have been selected from the The learner is at the centre of the learning process. Teaching
list provided in the English Language syllabus to help pupils master approaches, lessons and curriculum materials for learning must be
the structures of English. Teachers are advised to limit the number adjusted to suit the differing needs and abilities of pupils. It is
of structures used in any one lesson to ensure that learners master important that appropriate activities and materials are used w ith
the structures well. Teaching too many structures may not be pupils of different learning profiles so that their full potential can be
advisable for w eak learners as these may only serve to confuse realized.
them.
Integration
Word List
The curriculum adopts an integrated approach. For example, a
The list of words selected for teaching is based on a sample of the particular lesson may begin w ith a story about the daily happenings
more common w ords and high frequency words and can be used around a family. The teacher can take off from the reading to teach
and recycled in different contexts and topics. The suggested w ord social expressions as found in these stories. Teachers can also use
list can be w idened if pupils demonstrate that they are capable of everyday situations to teach expressions such as “It’s so hot in
receiving more. here. Can you please sw itch on the fan.” These statements and
questions can be used later in writing or speaking exercises w hen
IMPORTANT CONSIDERATIONS FOR T EACHING the teacher gets pupils to speak or w rite about life at home or about
their friends.
The follow ing considerations should be taken into account in
teaching the curriculum specifications. In addition, moral values should also be infused in lessons through
the selection of appropriate materials and activities. Elements of
Planning and Organisation of Lessons patriotis m, environmental education, study of the local environment
and health education should also be integrated in lessons.
Keeping in mind the time allocated for teaching the English
language in SK schools, these specifications must be reorganised Repetition, Reinforcement and Consolidation
in a manageable form for teaching. Whatever context is used, the
skills of listening, speaking, reading and writing have to be Language skills, vocabulary, grammar items and the sound system
integrated in a natural manner. must be repeated often and used constantly to maximise learning.
Teachers should set a variety of tasks that will enable pupils to use

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Year 5 SK

the specific skills often so that they gradually develop the ability, EDUCATIONAL EMPHASES
know ledge and confidence to use the language effectively.
Educational emphases given below outline current developments in
Teaching-Learning Activities education that w ill help learners prepare for the w orld of w ork
eventually as w ell as social life. In this respect, the incorporation of
In order to help pupils learn the language, pupils must be moral education, citizenship education, patriotis m and thinking skills
given every opportunity to take part in activities that require in the specifications w ill contribute tow ards the building of a modern
them to use the language taught. Some activities have been and progressive Malaysian society.
suggested in this document. However, teachers are
encouraged to set more creative and challenging tasks and Thinking Skills
activities based on the needs and interests of their pupils.
Critical and creative thinking skills are incorporated in the learning
outcomes to enable learners to understand information, make
Evaluation
decisions, solve problems, and express themselves accurately and
creatively in the target language.
Evaluation is an part and parcel of the teaching-learning process.
Continuous formative evaluation provides important feedback of
Learning How to Learn Skills
learners’ progress. This w ill enable teachers to plan activities for
further development or remedial w ork.
Learning How to Learn skills are also integrated w ith the learning
Other considerations outcomes and aim to enable learners to take responsibility for their
ow n learning. These skills incorporate information skills, library
skills and study skills to enable learners to access sources of
As far as possible, teachers should use the Malaysian setting information more efficiently and help them become independent life-
when planning lessons. Teachers should also use materials long learners.
that emphasize the principles of good citizenship, moral
values, and the Malaysian way of life. Inform ation and Communications Technology (ICT) Skills

The Curriculum Specifications makes only a few suggestions In line w ith globalization and the ICT Age, skills relating to ICT are
as to the number of activities required for the attainment of incorporated in the learning outcomes. These skills have been
language skills. Teachers need to use their initiative, added to cater for schools that have ICT facilities. Schools that do
imagination and creativity to extend the experiences of their not have ICT facilities are not obliged to teach these skills. These
pupils. skills include the use of multimedia resources such as TV

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Year 5 SK

documentar ies and Internet resources as well as the utilization of activities and project w ork. Whenever the opportunity presents
computer-related activities such as e- mail activities, netw orking and itself, learners are encouraged to meet w ith people outside of the
interacting w ith electronic coursew are. classroom so that they learn to operate in real-life situations.

Values and Citizenship TEACHING-L EARNING ST RAT EGIES FOR YEAR 5 SK

The values contained in the secondary Moral Education syllabus The English Language programme for Year 5 SK focuses on the
have been incorporated in the learning outcomes and include four skills, namely Listening, Speaking, Reading and Writing. The
patriotis m and good citizenship. Year 5 SK programme focuses on improving literacy in the English
language. Also important is vocabulary control and simple
Multiple Intelligences functional uses of language in everyday life.

The learning outcomes also reflect the incorporation of the theory of Listening
Multiple Intelligences. This is illustrated, for example, in the use of
interpersonal skills in social interaction, the application of Listening is an important skill as w hat learners hear often becomes
kinaesthetic intelligence in the dramatisation of texts, and spatial one of the main sources of the target language to be learnt.
intelligence in the interpretation of maps.
In order to develop pupils’ listening skill, teachers should make
Know ledge Acquisition pupils listen to songs, rhymes, and stories. To show their
understanding of what they have heard, pupils can be asked to
Learning outcomes utilise subject matter disciplines such as answ er questions that require them to recall ideas, give details and
science and geography, and incorporate educational emphases even talk about the ideas heard.
such as environmental studies and consumeris m to provide
contexts for language use. Oral Work

Preparation for the Real World Pupils should be given lots of opportunities to talk in class so that
they gain confidence to speak in the language. Opportunities should
The learning outcomes prepare learners to meet the challenges of be given to pupils to role-play, participate in drama activities that
the real w orld by focusing on language use in society. To some make them use the language suitable for the role or situation. In this
extent this is achieved through structuring the curriculum in ter ms of respect, pair and group w ork activities allow for all pupils to engage
the Interpersonal, Informational and Aesthetic uses of language. It in speaking activities at the same time. Pupils should also be
is also achieved by making use of real-life issues for classroom

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Year 5 SK

encouraged to talk in English to other pupils and teachers in the This document only lists a number of essential activities for the
school. attainment of the English language. Teachers need to use their
initiative, imagination and creativity to extend their experiences of
Reading the learners, to reinforce w hat has been learnt to create challenging
language tasks for their learners.
Schools are encouraged to stock a range of reading material
suitable for all levels of learners. At this stage, pupils should be
reading fiction as well as non-fic tion written for children. Pupils
should be taught to read w ith understanding and enjoy ment,
building on w hat they already know. They should also be taught to
get the meaning of the w hole text as w ell as learn to use various
clues, including an understanding of grammatical structure, to get
the meaning of w ords and phrases.

Writing

At this stage, pupils should be writing simple paragraphs of several
sentences each. To make w riting enjoyable, pupils should be given
opportunities to w rite in response to a variety of stimuli including
stories, classroom activities and personal experiences. At this
stage, pupils should be encouraged to write independently but
when this is not possible, teachers need to set guided w riting
exercises relaxing the amount of control gradually as pupils show
greater confidence.

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Year 5 SK

2. TEACHING CONT EXTS

The suggested contexts for teaching in Year 5 are listed below . A word list of the more common w ords in the English language has
These are broad areas from w hich topics can be drawn for activities been provided and teachers are to use the words from this list to
and comprehension texts so that learners can read, talk, and write. teach the topics. These w ords can be recycled and used in different
When explaining these contexts in greater detail, teachers should contexts and topics. Where necessary, a limited number of w ords
have in mind the language level and ability of their learners. In can be added in order to deal w ith the context or topic meaningfully.
addition, moral values and socio-cultural rules also form an
important part of the content for classroom activities.

1. World of Self / Personal Relationships : About happy times and sad times.
About solving problems in everyday life.
(e.g. forgetting to bring a book to school, forgetting
to take pocket money to school).

2. World of Stories : Stories about other lands.
Stories about grow ing up.

3. World of Know ledge : Buildings and places of interest – museum, zoo
Celebrations in Malaysia – major festivals.
Nature – animals, plants

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Year 5 SK

3. OBJECTIVES FOR YEAR 5

By the end of Year 5 SK, learners should be able to:

Talk a little about their likes and dislikes in relation to everyday matters, and on solving problems in everyday life;

Sing songs, recite simple poems and tell simple stories;

Follow simple instructions and directions;

Ask and answ er simple questions;

Read and understand simple texts;

Read and understand simple stories and talk about the people and events in these stories;

Write short paragraphs; and

Show an awareness of moral values and love tow ards the nation.

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Year 5 SK

LEARNING OUTCOM ES AND SPECIFICATIONS

The Learning Outcomes have been taken from the syllabus in column (called Specifications) when planning lessons for the
its original form. They are the skills to be achieved by the end year. In this column, the learning outcomes are broken down
of Year 6. Teachers, however, should be guided by the into smaller skills to be achieved by pupils in Year 5 SK.
second

1.0 LISTENING

LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES

Level 1
By the end of their primary schooling, 1.1.1 Listen to and repeat w ords that
pupils should be able to: contain the follow ing sounds. Activities include:
i. initial vow els listening to the teacher and repeating the
1.1 Listen to and discriminate similar ii. final consonants sounds.
and different sounds of the English iii. initial digraphs
language. iv. medial digraphs listening to the teacher and repeating the
v. final digraphs word that contains the sound e.g. ‘nk’ as in
vi. double consonants ink, think, link.
vii initial blends
ix. diphthongs listening to and repeating simple rhymes that
x. silent letters contain w ords with these sounds.
xi. word contractions
listening to and repeating tongue tw isters
that contain initial digraphs
e.g. ‘fr’ as in frog, fried, fresh.

(See Sound System at the back of the
document).

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Year 5 SK


Level 2
1.1.2 Listen to and identify different types underlining w ords that have the same
of letter sounds. sound but spelt differently let
e.g. key see say sit
Level 3
1.1.3 Listen to and group words according grouping w ords according to similar sounds.
to the same sounds. e.g. word families ‘ook’ and ‘ool’
book cook took stool pool cool

1.2 Listen to and repeat accurately the Level 1 Activities include:
correct pronunciation of w ords, and 1.2.1 Listen to and repeat the repeating the pronunciation of compound
the correct intonation and w ord pronunciation of com pound words words.
stress in phrases, expressions, and correctly. e.g foot/ball, sun/flower
sentences. * Note the stress is on the 1st element.

Level 2 repeating formulaic expressions.
1.2.2 Listen to and repeat correctly e.g “Yes, of course.”
phrases and expressions. “No, thank you.”

Level 3 pronouncing w ords with correct stress and
1.2.3 Listen to and repeat chants, poems, intonation w hile chanting a rhyme or singing
rhymes and songs paying attention a song.
to pronunciation, stress and
intonation correctly.

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Year 5 SK

Level 1 Activities include:
1.3 Acquire vocabulary and 1.3.1 Listen to key words and phrases in listening to key w ords and phrases and
understand the meaning of stories, recounts, and descriptions matching them to pictures.
words and phrases in context. heard. e.g. bowl of fruits.

identifying numbers used in a context
1.3.2 Listen to and understand cardinal e.g number of bricks used to make a hut
numbers. Scope: 41 - 50 = 40

Level 2 Matching phrases to pictures in order to
1.3.3 Listen to and understand phrases in demonstrate understanding of meaning.
stories, recounts and descriptions e.g. happy man
heard.

Carrying out simple mathematical tasks in
1.3.4 Listen to and understand a game.
information based on cardinal e.g adding a price list’;
numbers: dividing, subtracting and
Scope: 51 - 60 multiplying numbers in a given
- numbers in tens up to 80 situation.
- w hen the numbers are added, For numbers in tens, get pupils to state
subtracted, m ultiplied, divided from 0, 10 to 80.
and refuted.
Level 3 Ordinal numbers can be taught using
1.3.5 Listen to and understand ordinal children’s birth date.
numbers: Scope:- sixteenth – e.g. A: Karen, when is your birthday?
thirty - first (16th – 31st ) B: On the 19th of March, teacher.

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Year 5 SK

1.4 Listen to and follow simple 1.4.1 Listen to and follow simple follow ing instructions on how to play a game.
instructions and directions instructions. e.g. Boggle – a word game
accurately.
Level 2 how to make or do something.
1.4.2 Listen to and follow sim ple e.g. Making a simple photo frame
instructions in a process. *Note at this stage, pupils still need the support of
pictures while reading the instructions.

Activities include:
learning the compass points:
Level 3 North, South, East, West.
1.4.3 Listen to and follow sim ple
directions to places in the
neighbouring tow n
N

w E
S
telling the position of houses on a map.

Taman . Taman
jaya Taman
Indah
Hijau

Taman
Megah

e.g.You are staying in Taman Indah.
Where is Taman Megah? To the South.

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Year 5 SK

Level 1 Examples of descriptions include describing
1.5 Obtain information from texts 1.5.1 Listen to simple descriptions, an animal or a plant.
listened to in relation to main recounts and simple factual texts e.g. listening to the life cycle of a frog.
ideas, specific details, and and give details.
sequence. Activities include:
Level 2 answ ering questions
1.5.2 Listen to simple descriptions, e.g. What is the text about?
recounts and factual texts and give This text is about frogs.
the m ain ideas.
marking checklist
e.g.The frog has
four legs

five legs

Level 3
e.g. A: What do you know about
1.5.3 Listen to simple descriptions, frogs?
recounts and factual texts and talk B: They live in water. There are
about them. many frogs in my garden.

1.6 Listen to and enjoy the rhyme, All levels
rhythm, and sounds of poetry, jazz 1.6.1 Listen to and enjoy children’s Listening to a variety of songs, rhymes,
chants and songs. songs, rhymes, poems and jazz poems and jazz chants for enjoyment.
chants. (Choose according to topic for the day )

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Year 5 SK


1.7 Listen to and enjoy stories, fables Level 1 Activities include:
and other tales of imagination and 1.7.1 Listen to stories and fables and recalling the name of people and animals
fantasy and predict outcomes, recall the names of people and e.g. Name the animals in the story?
and draw conclusions at a level animals.
suited to the pupil’s ability.
Level 2 e.g. What is the story about?
1.7.2 Listen to stories and fables and It is about a crow
recall details. It was thirsty….

1.7.3 Listen to stories and fables and e.g. What happened?
recall the sequence of events. The crow saw a jug.

Level 3
e.g.The crow is a clever bird.
1.7.4 Listen to stories and fables and It looked for some stones,…..etc.
talk about the people or animals
in the story.
Teacher can initiate discussions.
1.7.5 Share feelings about the story or e.g. Teacher: Do you like the story?
fable heard. Pupil : Yes.
Teacher: Why?
Pupil : The crow is so clever.
He could not drink the water.
He thought for a while.
Then he….

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Year 5 SK
2.0 SPEAKING

LEA RNING OUTCOMES SPECIFICATIONS EXAMPLES/A CTIV ITIES/ NOTES

By the end of their primary schooling, Level 1
pupils should be able to: Repeat w ords that contain the follow ing
sounds.
2.1 Speak clearly by pronouncing i. initial vow els Example of initial digraph
words accurately. ii. final consonants ‘fr’ as in frog, fried, fresh.
iii. initial digraphs
iv. medial digraphs Example of final digraph ‘nk’ as in blank,
v. final digraphs bank, tank.
vi. double consonants
vii initial blends .
ix. diphthongs
x. silent letters

(See the Sound System at the back of this Activities include:
document). repeating after the teacher the
pronunciation of compound w ords.
2.1.2 Pronounce com pound w ords e.g. foot/ball, sun/flow er
correctly. * Note the stress is usually on the 1st.
element.
Level 2
2.1.3 Say aloud phrases, expressions, repeating formulaic expressions
and exclam ations w ith the correct e.g “Yes, of course.”
stress and intonation. “No, thank you.”

2.1.4 Ask questions w ith the correct Make pupils aw are of rising intonation at the
intonation. end of questions.

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Year 5 SK


2.2 Ask questions politely to Lev el 1 Activities include:
obtain information and 2.2.1 Ask ‘Wh’ questions to seek answ ering ‘Wh’ questions such as Which,
clarification. information. Whose, Whom
Level 2
2.2.2 Ask other forms of questions to asking other forms of questions such as
seek information. “How much…?”, “How many…?”

Level 3 asking questions on how to play a game, or
2.2.3 Ask questions to seek clarification making a photo frame
on how to make or do things, on
places, directions, and on amounts
and quantities.

2.3 Give relevant information politely in Level 1
response to enquiries made. 2.3.1 Nam e or identify objects, plants. e.g. This plant is called a ……….

2.3.2 Understand numbers in stories and e.g. How old was grandpa?
fables and situations: 41 - 50 60 years old.

Level 2
2.3.3 Talk about things heard, seen, read. e.g. What did the King tell his people?

Carrying out simple mathematical tasks in
2.3.4 Understand numbers: a game
- 51 – 60 e.g adding a price list;
- numbers in tens up to 80. dividing, subtracting and
- adding, subtracting, multiplying, multiplying numbers in a given
dividing and refuting numbers situation

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Year 5 SK

Level 3 These numbers can be taught using a
2.3.5 Understand ordinal numbers: calendar to find out significant dates to
Scope:- sixteenth – thirty- first the pupils.
(16th - 31st) e.g. Sports Day, Prize Giving Day
Talk about one’s likes or dislikes by
2.3.6 Take part in teacher guided referring to a particular story heard.
discussions.

2.4 Tell stories based on pictures 2.4.1 Recite simple poems and jazz getting pupils to participate in class/inter-
and other stimuli, and recite chants w ith expressions and class competitions on reciting a poem or
poems. appropriate gestures. jazz chants.

Level 2 stopping at certain points in a story and
2.4.2 Com plete parts of a story read. get pupils to complete it.
stopping at interesting points in a story
and get pupils to say w hat happens next.

2.4.3 Tell w hat happens next. getting pupils to give endings or to think of
another ending.
Level 3 They can choose from a set of pictures or
decide on their ow n.
2.4.4 Give suitable endings to a story or telling simple stories based on given
fable. words, pictures or a book read before.

2.4.5 Tell simple stories.

17

Year 5 SK


2.5 Talk about the people, places Level 1
and moral values of the stories 2.5.1 Give details about the people and Example of details include stating colours,
heard, read and view ed in simple animals of a story heard, read or expressions used, shapes, size related to
language. view ed. characters in the story.
Note: This a good opportunity for teachers to
teach adjectives.
e.g. a tall man and
adverbs e.g. The duck swam quickly.

e.g. How did the tiger save the man from the
fire ?
Level 2
2.5.2 Talk about the actions of people
and animals in a story heard, read e.g Who killed the old man?
or view ed. Do you think he/she did the
right thing ?Why?
Level 3
2.5.3 Name the good and bad characters
and talk a little about them.
Level 1
2.6 Express thoughts and feelings and 2.6.1 Give non-verbal response to the Express like or dislike by draw ing or show ing
give opinions on things read, seen, story heard, read or viewed. expressions.
heard and view ed in simple
language. Level 2 Get pupils to say w hether they liked the
2.6.2 State w hether one likes or does not story or not. Get them to give reasons.
like the story heard, read or view ed. (Why?)

Level 3 Get pupils to discuss if the story reminds
2.6.3 Relate the story to one’s life. them of anyone – their father? mother?
friend? etc..

18

Year 5 SK

Level 1
2.7 Perform a variety of functions in a 2.7.1 Extending an invitation. e.g. Please come to my party
social context such as exchanging on Saturday.
greetings, making introductions, Yes, thank you.
inviting people, etc. I’ll be there.
2.7.2 Accepting or declining an invitation. e.g I’m sorry, I can’t.
I must finish my Science
Project.
I need to pass it up next
week.
Level 2
2.7.3 Suggesting ideas to do things. e.g. Role-play a situation on making
suggestions to go to the playground or on a
picnic.
2.7.4 Responding to the suggestions. e.g. A: Let’s go to the
playground.
B: Yes/Okay. Or
B: No, I can’t. No one is a
home
Level 3
2.7.5 Talk about one’s family to friends. e.g. My father is a computer technician and
my mother is at tailor. What about your
parents?

19

Year 5 SK
3.0 READING

Level 1
By the end of their prim ary 3.1.1 Look at letters and say aloud the
schooling, pupils should be able to: follow ing sounds
Lev
3.1 Acquire word recognition and i. initial vow els
3.1.1 Look at letters and say aloud the :
word attack skills to recognise ii. final consonants
words on sight. iii. initial digraphs
iv. medial digraphs
v. final digraphs
vi. double consonants
vii initial blends
ix. diphthongs
x. silent letters

(See Sound System at the back of the
document). e.g. y = /e/ as in key
Level 2
3.1.2 Identify letter shapes by their Underlining w ords with the same final
sounds. digraphs.
e.g. tank, paint, bring, bank
3.1.3 Read aloud w ords with the letters e.g the ‘ook’ family as in book, took, look
listed in 3.1.1 above. and the ‘ool’ family
as in pool, wool, tool
3.1.4 Read and group w ords according to The ‘ook’ family can also be boot, root, toot
word fam ilies: the 'ook' family, the (the long vowel sound)
'ool' family. Grouping w ords with similar sounds e.g.
Level 3 dye, say, lie, day
3.1.5 Com pare words for similar and
different sounds.

20

Year 5 SK


3.2 Acquire key w ords at various Level 1 Recognise simple compound w ords
stages of development. 3.2.1 Recognise and read aloud e.g football – foot + ball
compound w ords in texts. (noun + noun)
Get pupils to spell and give the meaning of
key w ords based on a given context.
3.2.2 Read and learn the meaning of key
words for each topic taught. Provide a text that contains these numbers
and get pupils to state the numbers found in
the text.

3.2.3 Recognise and read aloud cardinal
numbers 41-50 in numeral and w ord
forms. Teach these numbers in context and get
pupils to list all the numbers.
Level 2
3.2.4 Recognise and read aloud:
- the numbers 51 - 60 Get pupils to read these numbers in a text.
- numbers in tens up to 80 in its Draw attention to the numbers that end in ‘st’
numeral and w ord forms. , ‘rd’ , ‘th’.
A good strategy is to get the pupils to
Level 3 pronounce the number and then write it
3.2.5 Recognise and read and learn dow n.
ordinal numbers (16th - 31st). Pupils should also be able to w rite out the
ordinal numbers e.g. 17th, and also w rite it
out in full.

21

Year 5 SK


3.3 Read and understand phrases, Level 1 e.g. the tall plant
sentences, paragraphs, and 3.3.1 Read and understand phrases by the healthy plant
whole texts. matching phrases to pictures. the beautiful plant
Note the adjectives used
Level 2
3.3.2 Read and understand simple and Check understanding by getting pupils to
compound sentences. answ er simple ‘Wh’ questions.
Check understanding by getting answ ers to
Level 3 questions
3.3.3 Read and understand sim ple
paragraphs.

3.4 Read aloud expressively and 3.4.1 Read aloud phrases and Reading aloud chants, rhymes and focusing
fluently pronouncing w ords correctly sentences, on correct pronunciation of words.
and observing correct stress and pronouncing them correctly.
intonation and sentence rhythm. observing correct pronunciation, pause and
Level 2 emphasis in sentences.
3.4.2 Read aloud sentences in texts
observing correct stress and reading poems and stories clearly by
intonation. pronouncing w ords accurately and using
Level 3 expressions
3.4.3 Read aloud poems and stories
clearly and expressively.

3.5 Read and understand the
meanings of words by guessing Levels 1, 2 & 3 e.g. Using syntactic clues such as pronouns
their meaning through the use of 3.5.1 Understand the m eaning of words (she, he, it, they )
contextual clues. by
looking at the w ords before and after

22

Year 5 SK


3.6 Acquire a w ide range of Level 1
vocabulary.
3.6.1 Give w ords opposite in meaning. e.g. begin – end

3.6.2 Give w ords sim ilar in meaning. e.g. large - big

3.6.3 Read and distinguish homographs. e.g. watch

3.6.4 Read and distinguish homophones.

e.g. son sun
Level 2
3.6.5 Combine w ords to form com pound
w ords. e.g. basket + ball
noun + noun
3.6.5 Use w ords that show comparison.
e.g. more expensive
most expensive
3.6.6 State collective nouns.
e.g. Many cows = herd of cows
packet of sweets
Level 3 group of singers
bathroom
3.6.8 Build new words from a given w ord
e.g.
room

bedroom washroom

23

Year 5 SK


3.7 Use the dictionary Level 3
3.7.1 Read and locate the required w ords Find the meaning of a w ord using the
in dictionary.
the dictionary.
Get meaning from context
3.7.2 Read and select the definition e.g. feet - measurement
suited to the meaning of the w ord in - part of the body
context.

Level 1
3.8 Read and understand simple 3.8.1 Read and understand different texts Discuss the content of these texts.
factual texts for main ideas, such as instructions, directions,
supporting details, sequence, and notices, labels, messages, letters,
cause and effect passages, recounts, descriptions.
Reading fast to locate a certain number of
3.8.2 Scan for specific inform ation in people, or name of a person, or a telephone
Texts number, or for a certain adjective e.g. fat
Using contextual clues such as pictures,
3.8.3 Read and obtain m eaning of words words and grammar to get the meaning of
and phrases for contextual clues. the w ord.

Level 2
3.8.4 Read and understand simple factual e.g. What is this book about?
texts by answering comprehension How many legs has a
questions in relation to: Caterpillar?
- m ain ideas
- details.
Level 3 e.g. Why did the animals die?
3.8.5 Read and understand cause and
effect relationships.

24

Year 5 SK


3.9 Read simple texts and predict Level 1
outcomes. 3.9.1 Looking at the cover and pictures of Use children’s stories.
stories and talking about them.

Level 2 e.g. How the animals and people look like,
3.9.2 Read and give details about the how many there were, their names, etc.
people and animals in the story.
e.g.State what the characters did, How they
Level 3 didi it, When, etc..
3.9.3 Read and talk about the actions of
people and animals in a story read. Choose a character and talk about him/her/it

3.9.4 Read and tell and w rite w hy a person Example of stories include fairytales/and
or animal in a story is good or bad. fables
3.9.5 Relate the people and events in the
story to one's life.

E.g. Keeping a Reading Record
3.10 Read w idely and All levels READING RECORD
independently. 3.10.1 Read according to one’s interest and
keep a reading record. Name:
________________
Title of Book:
________________
Date borrowed :
________________

25

Year 5 SK

4.0 WRITING


By the end of their prim ary schooling, All levels
pupils should be able to: 4.1.1 Copy w ords, phrases and sentences
in clear, legible cursive writing.
4.1 (a) Copy correctly. e.g. JOHOR
4.1.2 Write clearly and legibly in pr int,
4.1 (b) Write at w ord, phrase, sentence bold names of places and tow ns in
and paragraph level in clear, legible print maps and pictures. Teluk Intan
and cursive writing.
* Note: when pupils are asked to label (say, parts of
a flower) they should write out the words in print.

e.g. 60 = sixty.
4.1.3 Write clearly and legibly numerals
41 – 60 in both number, and w ord
forms using cursive writing.
e.g. Pupils may write a poem or
4.1.4 Write words phrases and sentences chant in cursive and display it.
in clear legible cursive writing.

26

Year 5 SK


4.2 Match words to linear and non- Level 1 I like fishing.
linear representations: 4.2.1 Match sentences to pictures.

i. word to word; Level 2 MAP OF IPOH
ii. word to phrase; 4.2.2 Match w ords to symbols. e.g. In a map
iii. word to picture, symbol.
Kg. Kepayang
Legend
coconut tree
Level 3

4.2.3 Match captions and headings to a oil palm
map, table, graph.
river
Level 1
4.3 Complete texts w ith the missing 4.3.1 Provide m issing letters in w ords. e.g. Completing words in a factual text
word, phrase or sentence. The w_ha_e is the l_rg_s_
Level 2 mammal. It we_gh_ about 2 t_ns.
4.3.2 Com plete simple instructions,
recipes, descriptions, rhymes w ith
the missing w ords and simple
phrases. (with guidance). Completing texts w ith pupils’ ow n words
Level 3
4.3.3 Complete simple instructions, texts,
rhymes, notices, recipes, stories w ith
the m issing word(s) (little or no
guidance).

27

Year 5 SK


4.4 Construct simple and compound Level 1 Activites include:
sentences w ith guidance and 4.4.1 For m sentences and questions by writing short paragraphs by matching
independently. matching sentence halves and sentence halves and using substitution tables.
using substitution tables e.g. sentence halves
He went to / the / city / by bus.

Level 2 e.g. Provide pupils with stimulus in the form of
4.4.2 Construct simple sentences and pictures and words
compound sentences based on a
given stimulus.
e.g. Provide a series of pictures or a
Level 3 composite picture and ask pupils to construct
4.4.3 Construct simple and compound their own sentences. (Teachers may carry out
sentences independently by Process Writing)
looking at pictures.
e.g. Provide pupils with examples of
paragraphs that have a main idea and
4.4.4 Construct simple paragraphs that supporting details and get pupils to write
contain m ain ideas and based on the examples.(Prior to this, teachers
supporting details. are encouraged to do Shared Writing with
pupils whereby, teachers write with the
students to show how good writing is done.
* Note: Bring to pupils’ attention that often a new
paragraph has its own main idea and details.

28

Year 5 SK


4.5 Spell correctly and take dictation. Level 1
4.5.1 Spell w ords that are given to be Activities include:
memorized. spelling a list of key w ords taught for a
particular topic.

Level 2
4.5.2 Apply spelling rules: such as ly spelling w ords in its plural form
e.g. happy - happily
Level 3
4.5.3 Take dictation of paragraphs given
to be learnt.

All levels
4.6 Punctuate meaningfully.
4.6.1 Use full stop and comma w hen
writing sentences or paragraph.

4.6.2 Indent w hen writing a paragraph. e.g. The whale is a mammal.
It is the largest …
It weights …

29

Year 5 SK


4.7 Give accurate information w hen Level 1
writing messages, instructions, 4.7.1 Write simple instructions, directions, Provide a stimulus for writing and get pupils to
simple reports, and w hen filling out messages for a purpose. write for a purpose
forms.
4.7.2 Fill out forms.

Level 2 Get pupils to produce a factual piece of writing
4.7.3 Write simple descriptions with using adjectives to describe something
guidance. e.g. Write about an animal, plant.

4.7.4 Write simple recounts with Provide a stimulus in the form pictures, w ords
guidance. and get pupils to write a simple story

4.7.5 Write stories w ith guidance.
Give pictures as stimulus.
Level 3
4.7.6 Write descriptions with little or no
guidance. Give pictures as stimulus.

4.7.8 Write recounts w ith little or no
guidance. Give series of pictures or a composite picture
as a stimulus.
4.7.9 Write stories with little or no
guidance.

30

Year 5 SK

5. GRAMMAR 1.4 Number (singular and plural forms)
Regular plurals
Grammar forms part of the language contents in the Curriculum e.g. cars, tables; classes, dresses.
Specifications for Year 5 SK. Tw o sections have been listed to *e.g. mouse- mice, tooth-teeth, foot- feet.
assist teachers. In section 5.0 (a), grammar items to be taught
have been specified under the different grammar categories. To 1.5 Common Nouns
illustrate w hat is meant by each category and at the same time to e.g. boy, girl, man, w oman.
specify the scope and depth of the items to be taught examples are
given. Words underlined highlight significant points of grammar. 1.6 Proper Nouns (names of person/places)
e.g. Ali, Siva, Cheng;
In section 5.0 (b), suggested sentence patterns for teaching are Ipoh, Subang Jaya, Sabah
given. These sentence patterns are set out under some functions *e.g. K.C. Tan, J.W.W. Birch, M. Ravi
and / or areas of interest. In teaching these patterns, it is important
that teachers teach them in context and in a meaningful w ay. Gender ( masculine, feminine)
masculine – e.g. boy, man,men
5.0 (a) Grammar items and some exam ples feminine – e.g.girl, woman,women
1. NOUNS
1.1 Countable Nouns 2. ARTICL ES (w ith singular nouns)
(things that can be counted).
e.g. one table, two chairs 2.1 ‘a’ is used before consonants.
e.g. a book, a pencil.
1.2 Uncountable nouns
( things that cannot be counted) 2.2 ‘an’ is used before vowels.
e.g. sand, rice, money, water e.g. an egg, an umbrella.
*e.g scissors, trousers, spectacles
2.3 ‘the’ is used when we are clear about the person or
The use of some with uncountable nouns thing that we are talking about.
e.g. some water, some rice, some money e.g. Pass me the bottle of gum, please.
1.3 *Collective nouns (things, people, animals) 2.4 *‘some’ is used to talk about quantity or number w ithout
e.g. herd of cows, packet of sweets, group of singers. being precise.
e.g. Can I have some sugar?

31

Hsp bi sk_y5

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