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THEME/TOPIC
PEOPLE
LEARNING OUTCOMES
1.0 LANGUAGE FOR
INTERPERSONAL USE
1
12/1 16/1
2
19/1 23/1
Chapter 1
Getting To Know
You
SPECIFICATION
Level 1
1. Ask questions
politely to get
information.
Level 1
1. Listen to and
understand a
dialogue.
2. Read and
understand a
description of a
person.
Level 2
1. Identify important
ideas.
2. Identify main
ideas and
supporting details,
use contextual
clues.
3. Write a
description of a
person: expand
notes and outlines.
Level 3
1. Make inferences,
move beyond the
text.
ACTIVITIES
AESTHETIC
EDUCATIONAL EMPHASES
1. Engage in a
conversation about
well-known
personalities and
discussing how they
have contributed to
society.
Story:
2. Ask questions
politely using
modals.
Fairs Fair
Introduction
ICT Skills
* Dramatizing
texts
* Giving the
sequence of
events
* Changing the
text to another
form
* Presenting the
story in another
genre
Multiple Intelligences
* Interpersonal Intelligence
Preparation for the Real World
* Discussion and presentation of ideas
Grammar :
- Suggested sentence patterns:
Introducing oneself
- Sentences: Positive statements
- Punctuation: Capital letters, Exclamation
mark, Full stop, Question mark
- Adjectives: Adjectives in terms of colour,
size and shape
- Adjectives: Adjectives that show
qualities
B1DT1E1
THEME/ TOPIC
LEARNING OUTCOMES
PEOPLE
26/1 30/1
2/2-6/2
(2/2 Cuti Hari
Wilayah)
SPECIFICATION
Sound System:
Consonants /p/ and /b/
Vocabulary:
Contextual clues
ACTIVITIES
Level 1
1. Listen to and
understand a talk and
identify main ideas.
2. Read and
understand a
biography. Take
dictation of a text.
2. Complete a chart
on a students hero
based on the
listening text.
3. Read an article on
Dr. Martin Luther
King, Jr.
EDUCATIONAL EMPHASES
Thinking skills
* Identifying, gathering, arranging and
presenting information
Fairs Fair
Chapters 1 - 2
* Dramatizing
texts
1. Listen to a text.
(3/2 Cuti
Thaipusam)
AESTHETIC
Story:
Chapter 2
Family Ties
Level 2
1. Identify the
characters in the
story.
2. Get to know the
characters from
what they say or
do.
* Giving the
sequence of
events
* Changing the
text to another
form
* Presenting the
story in another
genre
Sound System:
Consonants /t/ /d/
3. Reading materials
such as articles in
print and in electronic
media
Level 2
1. Identify main ideas
and supporting
details, use contextual
clues.
2. Write a simple
biography: expand
notes and outlines.
Vocabulary:
Dictionary skills-guide words
4. Write a simple
biography with the
suggested outline
about Tun Abdul
Razak.
5. Give opinion on
people who fight for
human rights.
THEME/
TOPIC
PEOPLE &
SOCIAL
ISSUES
9/2 13/2
6
16/2 20/2
(18/2 Cuti
Peristiwa
Tahun Baru
Cina)
(19/2- 20/2
Cuti Tahun
Baru Cina)
Chapter 3
Stand By Me
LEARNING OUTCOMES
Level 3
1. Make inferences,
move beyond the text.
6. Make a poster
about a person who
has fought for
human rights.
Level 2
1. Get to know the
characters from what
the writer says.
SPECIFICATION
ACTIVITIES
AESTHETIC
Story:
Level 1
1. Express
appreciation and
gratitude; express
hope.
Level 2
1. Identify important
ideas.
Thinking Skills
* Giving causal explanation
Fairs Fair
1. Reading materials
such as articles in
print and in
electronic media
Chapter 3
Values and Citizenship Education
* Justice
* Dramatizing
texts
Level 1
1. Listen to and
understand a radio
interview and
sequence events.
2. Read and
understand an article.
EDUCATIONAL EMPHASES
* Giving the
sequence of
events
1. Listen to radio
interview on charity
work and answer
questions that
follow.
2. Read the article
* Changing the
text to another
form
Multiple Intelligence
*Intrapersonal intelligence
* Interpersonal Intelligence
* Presenting the
story in another
genre
WEEK
7
23/2 27/2
(23/2 Cuti
Ganti 1 Tahun
Baru Cina)
THEME/
TOPIC
SOCIAL
ISSUES
Chapter 4
Safe Homes
LEARNING OUTCOMES
1.0 LANGUAGE FOR
INTERPERSONAL USE
1.2 Take part in social
interaction by
a. carrying out a variety of
language functions;
b. participating in
conversations and discussions
Level 2
1. Describe characters
based on how other
characters respond to
them.
SPECIFICATION
Level 1
1. Greet and exchange
pleasantries.
2. Agree and disagree
politely.
Level 2
1. Write a friendly
letter; expand notes
and outlines.
Level 1
1. Listen to and
A Place To Call
Home and answer
questions based on
context.
Grammar :
- Adverbs of place.
- Articles with countable nouns.
Sound System:
nt, snt
Vocabulary:
Base words
3. Write a report of a
visit to a nursing
home.
4. Get information
on charitable
organizations and
how they benefit
others. Which one
would you join?
1. Writing recounts
ACTIVITIES
1. Writing
directions,
instructions,
recounts and
announcements
using appropriate
format and
conventions
2. Reading materials
such as articles in
print and in
AESTHETIC
EDUCATIONAL EMPHASES
Story:
Fairs Fair
Chapters 1 - 3
* Dramatizing
texts
Grammar :
- Verbs
- Special finites or modals
- Contractions
Sound System:
Vowels / / and /u:/
* Giving the
sequence of
8
2/3 6/3
understand an
interview.
2. Read and
understand friendly
letters.
3. Take dictation of a
text.
Level 2
1. Identify important
ideas.
2. Identify main ideas
and supporting
details; use contextual
clues.
Level 3
1. Draw obvious
conclusions, identify
cause and effect.
Level 2
1. Describe physical
setting in a novel
electronic media
events
3. Listening to
spoken texts such as
talks, speeches, and
texts from other
multimedia sources
* Changing the
text to another
form
1. Giving
instructions,
describing and
narrating orally.
Vocabulary:
One word for a group of words
* Presenting the
story in another
genre
2. Extracting main
ideas and supporting
details.
3. Composing,
revising and editing
drafts; checking
accuracy of spelling,
punctuation and
grammar
4. In groups discuss
what the generation
gap would be like in
30 years time.
10
23/3 27/3
11
30/3 3/4
(3/4 Cuti
Peristiwa 2
Good Friday)
THEME/
TOPIC
LEARNING OUTCOMES
SOCIAL
ISSUES
Chapter 5
Safety First
SPECIFICATION
Level 2
1. Participate in class
discussions and give
opinions.
2. Exchanging ideas
and giving opinions
on topics of interest.
Level 1
1. Listen to and
understand a recount.
2. Read a recount and
sequence events.
Level 2
1. Identify important
ideas.
2. Identify main ideas
and supporting
details, use contextual
clues.
3. Write recount;
expand notes and
outlines.
Level 3
1. Apply process
writing skills.
ACTIVITIES
AESTHETIC
EDUCATIONAL
EMPHASES
Poem 1:
Thinking Skills
* Making predictions
1. Writing
directions,
instructions,
recounts and
announcements
using appropriate
format and
conventions.
2. Reading materials
such as articles in
print and in
electronic media.
3. Listening to
spoken texts such as
talks, speeches, and
texts from other
multimedia sources.
* Telling how
characters in the
text are similar to
those in ones life.
Multiple Intelligences
* Verbal Linguistics intelligence
Preparation For The Real World
* Discussion and presentation of ideas
Grammar :
- Verbs: Words that signal past time
1. Listen to a recount
and identify pictures
that show the
activities.
2. Make a personal
timetable and
discuss about time
management.
3. Talk about
learning difficulties
faced by students.
Level 2
1. Describe social
setting in a story.
5. Write a recount
based on the picture
story related to
Teachers Day
Concert using the
process writing
approach.
WEEK
THEME/
TOPIC
SOCIAL
ISSUES
12
6/4 10/4
Chapter 6
Safe Living
LEARNING OUTCOMES
1.O LANGUAGE FOR
INTERPERSONAL USE
1.1 Make friends and keep
friendship by:
c) exchanging ideas and
giving opinions on topics of
interests.
d) taking part in conversations
and discussions.
B3DL2E1
1.2 Take part in social
interaction by:
b)
participating
in
conversations and discussions.
4. Read a recount on
My Secret and
answer questions
based on context;
sequence events.
SPECIFICATION
Level 1
iii. Asking questions
politely to get
information.
ACTIVITIES
1. Listening to
spoken texts such as
talks, speeches, and
texts from other
multimedia sources.
AESTHETIC
Poem 1:
Conjunctions
Sound System:
Vowels /a:/ and / /
* Reciting poems
with feeling and
expression
1. Skimming and
scanning for specific
information and
ideas.
ICT
TS
PRW
Grammar
Modal verbs may and might
2. Writing
instructions using
appropriate format
and conventions
Level 2
viii. Asking questions
seeking clarification
and responding to
questions
appropriately.
EDUCATIONAL EMPHASES
Vocabulary
Antonyms
* Telling how
characters in the
text are similar to
those in ones life.
FOR
Level 1-3
i. Listening to and
understanding variety
of texts.
2. Read a recount and
sequence of event.
Level 2
v.
Identifying
important details.
vi. identify main ideas
and
supporting
details, use contextual
clues.
3. write recounts,
expand notes and
outlines.
3. Students are to
expand notes to
write an article for a
school magazine.
Level 3
ix. apply process
writing skills.
1. Students to chart
events on a chart
graph based on the
major events in Dr
Jekyll and Mr Hyde
and the Prisoner of
Zenda.
Level 1
iv. tell the sequence
of events in a story
THEME/
TOPIC
VALUES
13
13/4 17/4
Chapter 7
Ill Be There For
You
LEARNING OUTCOMES
SPECIFICATION
ACTIVITIES
AESTHETIC
EDUCATIONAL EMPHASES
Level 1
1. Drawing directions
and explaining them.
1. Give point of
view.
Poem 2:
Thinking Skills
* Making decisions
Learning How to Learn Skills
Level 2
1. Skimming and
scanning for specific
information and ideas.
*Research skills
ICT Skills
*Word processing skills
2. Reading and
understanding nonlinear texts using
simple diagrams.
1. Listen to and
understand a talk.
2. Discuss why a
friendship is
important.
* Reciting poems
with feeling and
expression
* Telling how
characters in the
text are similar to
those in ones life.
Nouns
Concrete nouns
- Common nouns and proper nouns
Level 1-3
1. Composing,
revising and editing
drafts, and checking
accuracy of spelling,
punctuation and
grammar.
1. Listen to a talk
Nouns: Gender
Prepositions: Prepositions of direction
2. Discuss with a
friend how to
improve for a better
relationship.
Vocabulary
Suffix -er and
-ess
el 1
i. telling what the text
is about
Level 2
v. identify important
1. Come up with a
mind map.
10
FOR
Level 3
vi. writing down key
ideas of a text listened
to
2. Write a
composition giving
your point of view;
expand notes and
outlines.
Level 2
iv. expanding notes
and outlines
Level 3
ix. applying process
writing skills
Level 2
iv. tell the sequence
of events in a story
WEEK
THEME
/TOPIC
14
VALUES
20/4 24/4
Chapter 8
Never Too
Young, Never
Too Old
LEARNING OUTCOMES
Level 3
ix. giving ones
opinion of the story
SPECIFICATION
ACTIVITIES
AESTHETIC
EDUCATIONAL EMPHASES
Poem 2:
Preparing for the Real World
Level 1
Level 2
1. Reading materials
such as articles in
print and in electronic
media.
1. engaging in a
conversation or
discussion by adding
and clarifying
information.
11
2.
Skimming and
scanning for specific
information and ideas.
15
2. discussing on
values such as
problems faced by
teenagers
27/4 1/5
(27/4 Cuti
Peristiwa 3)
Level 1
iii. follow sequence of
ideas in simple texts
Level 2
vii. identifying
supporting details or
ideas in texts.
1. get students to
recall sequence of
ideas by rearranging
strips in the correct
order.
Thinking Skills
* Telling how
characters in the
text are similar to
those in ones life.
Grammar
Sentences: Simple and Compound
Sentences
Nouns: Abstract nouns
Verbs
B4DB1E1
Sound System
Initial consonant clusters /wr/
2. write a speech.
3.0
LANGUAGE
AESTHETIC USE
FOR
Level 2
iv. expanding notes
and outlines.
Level 3
ix. apply process
writing skills.
Level 1
iii. retelling the story
in ones own words.
Level 2
iv. tell the sequence
of events in a story.
Level 3
viii. relating events,
characters and values
in the story to ones
life.
12
THEME/TOPIC
16
HEALTH
4/5 8/5
Chapter 9
Sound Mind,
Sound Body
17
11/5 15/5
LEARNING OUTCOMES
1.O LANGUAGE FOR
INTERPERSONAL USE
1.1 Make friends and keep
friendship by:
c) exchanging ideas and
giving opinions on topics of
interests.
d) taking part in conversations
and discussions.
B4DL2E1
1.2 Take part in social
interaction by:
b)
participating
in
conversations and discussions.
SPECIFICATION
ACTIVITIES
AESTHETIC
EDUCATIONAL EMPHASES
Poem 3
Level 1
iv. responding
appropriately to
questions by stating,
refuting and giving
details.
Level 2
vii. asking questions
seeking clarification
and responding to
questions
appropriately.
1. Engaging in a
conversation or
discussion by adding
and clarifying
information.
PRW
MI
Grammar
-Personal Pronouns
-Possessive Pronouns
2. Identifying main
ideas.
* Reciting poems
with feeling and
expression
Sound System
Initial Consonant Clusters /gr/ and /gl/
Vocabulary
Word association
2.0 LANGUAGE FOR
INFORMATIONAL USE
2.1 Obtain information for
different purposes by:
a) listen to spoken text such as
talks, speeches and viewing
television documentaries and
multimedia.
B4DL3E1
2.2 Process information by:
a) skimming and scanning for
specific information and ideas
b) extracting main ideas and
details
f) drawing conclusions
Level 1
iii. expressing hope.
1. Write a narrative,
expand notes and
outlines.
* Telling how
characters in the
text are similar to
those in ones life.
Level 2
vii. writing notes.
Level 1-3
i. listen to and
understand a variety
of texts.
1. Identify type of
text.
Level 1
ii. scanning for
2. Mind maps.
13
3.0
LANGUAGE
FOR
AESTHETIC USE
3.1 Listen to, read and view
and respond to literary
works by:
a) understanding and telling in
ones own words the story and
giving ones opinion.
Level 2
iv. expanding notes
and outlines.
Level 3
v. summarizing main
ideas in simple texts.
ix. apply process
writing skills.
Level 1
iii. retelling the story
in ones own words.
Level 2
iv. tell the sequence
of events in a story.
THEME/
TOPIC
20
HEALTH
15/6 19/6
Chapter 10
Food For Thought
LEARNING OUTCOMES
SPECIFICATION
ACTIVITIES
AESHETIC
Graphic Novel:
Level 1
iv. responding
appropriately to
questions by stating,
refuting and giving
details.
1. Students to
discuss and make a
list of food that they
think is healthy.
EDUCATIONAL EMPHASES
TS
MI
LHTS
ICT Skills
Values and Citizenship Education
Grammar
*Nouns : Countable ,
Uncountable
14
Level 2
vii. asking questions
seeking clarification
and responding to
questions
appropriately.
2. Give point of
view.
Sound System :
Words with the sound /iz/ and
/aiz/
Level 1-3
1. listen to and
understand a variety
of texts.
1. Listen to and
understand a talk.
2. Discuss why a
healthy dies is
important.
Level 1
i. telling what the text
is about
1. Listen to a talk
Level 2
v. identify important
ideas
2. Discuss with a
friend weather
young people should
worry about their
weight.
Level 3
vi. writing down key
ideas of a text listened
to
Level 2
iv. expanding notes
and outlines
2. Write a
composition giving
your point of view;
expand notes and
outlines.
Vocabulary
Suffix -ly and
-ness
1. Choose between
Dr Jekyll and Mr
Hyde or the Prisoner
of Zenda and
rearrange the events.
15
THEME/
TOPIC
21
HEALTH
22/6 26/6
Chapter 11
Your Health,
Your Wealth
22
29/6 3/7
LEARNING OUTCOMES
SPECIFICATION
ACTIVITIES
AESHETIC
EDUCATIONAL EMPHASES
Level 1
iv. responding
appropriately to
questions by stating,
refuting and giving
details.
Graphic Novel:
1. engaging in a
conversation or
discussion by adding
and clarifying
information.
Level 2
viii. Asking questions
seeking clarification
and responding to
questions
appropriately.
Level 1
iii. follow sequence of
ideas in simple texts
Level 2
vii. identifying
supporting details or
ideas in texts.
2. discussing social
issues such as
problems faced by
teenagers
1. get students to
recall sequence of
ideas by rearranging
strips in the correct
order.
Level 2
iv. expanding notes
and outlines.
Level 3
ix. apply process
writing skills.
2. write a speech.
Level 1
iii. retelling the story
in ones own words.
PRW
ICT
TS
PRW
Grammar
Wh-Q
Modal verbs can and must
* Dramatising the
texts and roleplaying
* Telling how
characters in the
text are similar to
those in ones life.
Sound System
Initial consonant clusters /str/ and /sm/
Vocabulary
Suffix -ment and
-ion
* Making simple
predictions as to
what might
happen next
16
WEEK
THEME/
TOPIC
23
HEALTH
6/7 10/7
Chapter 12
A Lifelong
Journey
Level 2
iv. tell the sequence
of events in a story.
Level 3
viii. relating events,
characters and values
in the story to ones
life.
LEARNING OUTCOMES
SPECIFICATION
Level 1
Getting the explicit
meaning of the text
moral value of
courage.
ACTIVITIES
* Writing directions,
instructions,
recounts and
announcements
using appropriate
format and
conventions.
* Composing,
revising and editing
drafts and checking
accuracy of spelling,
punctuation and
grammar.
1. Write a narrative,
expand notes and
outlines.
Level 1-3
i. listen to and
understand a variety
of texts.
1. Identify type of
text.
AESHETIC
Graphic Novel:
The Swiss Family
Robinson
EDUCATIONAL EMPHASES
PRW
MI
Grammar
-Personal Pronouns
-Possessive Pronouns
Chapter 3
Sound System
Initial Consonant Clusters /gr/ and /gl/
* Dramatising the
texts and roleplaying
Vocabulary
Word association
* Telling how
characters in the
text are similar to
those in ones life.
* Making simple
predictions as to
what might
happen next
Level 1
ii. scanning for
details.
17
THEME/
TOPIC
24
ENVIRONMENT
13/7 17/7
Chapter 13
It All Starts At
Home
(16/7 Cuti
Peristiwa 4)
(17/7 Hari
Raya Puasa)
LEARNING OUTCOMES
Level 2
iv. expanding notes
and outlines.
2. Mind maps.
Level 3
v. summarizing main
ideas in simple texts.
ix. apply process
writing skills.
SPECIFICATION
ACTIVITIES
AESHETIC
EDUCATIONAL EMPHASES
Graphic Novel:
Level 1
iv. Expressing support
for others.
1. Participating in
group discussion.
TS
VALUES & CITIZENSHIP EDUCATION
MI
LHTL
ICT
Chapter 4
2.0 LANGUAGE FOR
INFORMATIONAL USE
2.1 Obtain information for
different purposes by:
a) listen to spoken text such as
talks, speeches and viewing
television documentaries and
multimedia.
2.2 Process information by:
a) skimming and scanning for
specific information and ideas
Level 1-3
i. Listen to and
understand a variety
of texts.
1. Example of text
include messages,
descriptions and
simple reports.
* Dramatising the
texts and roleplaying
* Telling how
characters in the
text are similar to
those in ones life.
Grammar
-Connectors : Sequence
connectors
-Punctuation : Comma
Sound System
Initial Consonant Clusters /m/ and /n/
Vocabulary
18
25
20/7 24/7
(20/7 21/7
Cuti ganti
Hari Raya
Puasa)
3.0
LANGUAGE
AESTHETIC USE
FOR
Level 2
v. Identifying
important details.
1. Students should
be able to state what
the text is about.
Level 3
vi. Writing down key
ideas of a text listened
to.
ix. Identifying cause
and effect in simple
texts.
Level 1
i. Narrating orally
events that took place.
Level 2
iv. expanding notes
and outlines.
Level 3
ix. Applying process
writing skills.
Level 1
ii. Finding out the
meaning of unfamiliar
words by using
contextual clues.
* Making simple
predictions as to
what might
happen next
Phrasal quantifiers
3. Match cause to
effect.
1. Ask students to
give a recount of an
event such as a
flood.
Level 2
iv. Tell the sequence
of events in a story.
Level 3
ix. Giving ones
opinion of the story.
2. Students to retell a
few scenes from the
story.
19
THEME/
TOPIC
26
ENVIRONMENT
LEARNING OUTCOMES
SPECIFICATION
ACTIVITIES
AESHETIC
EDUCATIONAL EMPHASES
Graphic Novel:
27/7 31/7
Chapter 14
Do You Care
Enough?
27
3/8 7/8
1.2 Take part in social
interaction by:
a)carrying out a variety of
language functions;
b)
participating
in
conversations and discussions.
2.0 LANGUAGE FOR
INFORMATIONAL USE
2.1 Obtain information for
different purposes by:
a) listen to spoken text such as
talks, speeches and viewing
television documentaries and
multimedia.
Level 1
ii. Talking about
ones experiences.
iii. Asking questions
politely to get
information.
iv. responding
appropriately to
questions by stating,
refuting and giving
details.
Level 2
v. Taking down
phone messages for
friends and family
members.
vi. Relaying phone
messages orally or in
writing to people
concerned.
Obtain
by:
Information
Level 1-3
i. Listening to and
understanding variety
of texts.
- listen to a phone
conversation and
take messages (in
note form).
PRW
ICT
TS
VALUES
Grammar
- The Present Continuous Tense
- Preposition of Direction
* Dramatising the
texts and roleplaying
- listen to a talk and
answer True or
False questions.
Sound System
Final Consonant
* Telling how
characters in the
text are similar to
those in ones life.
* Making simple
predictions as to
what might
happen next
1. Engaging in a
conversation or
discussion by adding
and clarifying
information.
2. Identifying main
ideas.
20
3.0
LANGUAGE
AESTHETIC USE
FOR
A. Processing texts
listened to by:
Level 1
i. Telling what the
text is about.
Level 2
iv.
Following
sequence of ideas.
v.
Identifying
important details.
B. Processing
read by:
text
Level 1
ii.
Scanning
for
details.
iii.
Following
sequence of ideas in
simple texts.
Level 2
vi. Identifying main
ideas in texts.
vii.
Identifying
supporting details or
ideas in texts
Level 3
v. Summarizing main
ideas in simple texts.
viii. Expanding notes
and outlines.
21
THEME/
TOPIC
LEARNING OUTCOMES
SPECIFICATION
ACTIVITIES
AESHETIC
EDUCATIONAL EMPHASES
Graphic Novel:
ENVIRONMENT
28
10/8 14/8
Chapter 15
What A
Wonderful
World!
Level 1
ii. Talking about
ones experiences.
iii. Asking questions
politely to get
information.
iv. responding
appropriately to
questions by stating,
refuting and giving
details.
- SS should be able
to recognize the type
of text read and
identify it.
Chapter 7
* Dramatising the
texts and roleplaying
Level 2
viii. Asking questions
seeking clarification
and responding to
questions
appropriately.
TS
ICT
VALUES & CITIZENSHIP EDUCATION
MI
PRW
Grammar
- Connectors
- Conjunctions
- Verbs : Question Words
- get SS to underline
key words paragraph
by paragraph.
29
17/8 21/8
Sound System
/s/ and /z/
* Telling how
characters in the
text are similar to
those in ones life.
* Making simple
predictions as to
what might
happen next
22
FOR
WEEK
30
24/8 28/8
THEME/
TOPIC
LEARNING OUTCOMES
SCIENCE AND
TECHNOLOGY
Chapter 16
Deep Impact
SPECIFICATION
ACTIVITIES
Revision :
Level 1-3
i. Listening to and
understanding variety
of texts.
ii. Reading silently
and
aloud
and
understanding
a
variety of text.
- work in pairs
and
discuss
giving
your
point of view
and reasons to
defend it.
31
31/8 4/9
AESHETIC
B. Processing
read by:
text
Level 1
ii.
Scanning
for
details.
iii.
Following
sequence of ideas in
simple texts.
Poems
* Reciting poems
with feeling and
expression
* Explaining the
message the writer
is trying to convey
and discussing
how this relates to
ones life.
EDUCATIONAL EMPHASES
TS
LHLS
ICT
VALUES AND CITIZENSHIP
MI
Grammar
- Figurative language Proverbs
- Homonyms : Homophones
- Nouns : Concord
Sound System
Vowels Long and Short Sound
/a:/ and / /
23
Level 2
vi. Identifying main
ideas in texts.
vii.
Identifying
supporting details or
ideas in texts
- listen to the
description
again
and match the cause
to the effect.
Level 2
iv. Expanding notes
and outlines.
Level 3
v. Summarizing main
ideas in simple texts.
vi. Writing brief
simple descriptions.
ix. Applying process
writing skills.
FOR
Level 3
viii.
Making
predictions as to what
might happen next in
the story.
24
THEME/
TOPIC
SCIENCE AND
TECHNOLOGY
32
7/9 11/9
Chapter 17
As Good as It
Gets
LEARNING OUTCOMES
33
SPECIFICATION
AESHETIC
Revision :
Level 1
i. stating the text type
that is being read.
ii.
Scanning
for
details.
iii.
Following
sequence of ideas in
simple texts.
- Obtain information
about someone from
written and spoken
texts
Level 2
vi. Identifying main
ideas in texts.
-Present information
about someone I
brief note form
14/9 18/9
ACTIVITIES
Level 3
ix. Identifying cause
and effect in simple
texts.
Level 3
v. Summarizing main
ideas in simple texts.
ix. Applying process
writing skills.
19/9 27/9
Story
Graphic Novel
* Dramatizing
texts
* Giving the
sequence of
events
* Changing the
text to another
form
EDUCATIONAL EMPHASES
TS
ICT
VALUES AND CITIZENSHIP
EDUCATION
MI
PRW
Grammar
- Figurative Language :Similes
- Verbs : Simple Past tense
- Homonyms : Homographs
Sound System
Vowels Long and Short Sound
/i:/ and / /
* Presenting the
story in another
genre
- Make simple
predictions as to
what might happen
next.
25
THEME/
TOPIC
34
SCIENCE AND
TECHNOLOGY
LEARNING OUTCOMES
SPECIFICATION
ACTIVITIES
AESHETIC
Revision :
Graphic Novel
28/9 2/10
Chapter 18
A Test of time
3.0
LANGUAGE
AESTHETIC USE
FOR
Level 1
iv. responding
appropriately to
questions by stating,
refuting and giving
details.
- Obtain information
from written to
spoken text.
Level 2
vi. Participating in
teacher guided class
discussion on topics
of interest by
-agreeing to another
and saying so
- disagreeing politely
with another and
giving ones opinion.
-defending
ones
opinions.
viii. Asking questions
seeking clarification
and responding to
questions
appropriately.
- Prepare a message
for the future by
describing present
situation.
Presenting
information by:
* Dramatizing
texts
* Giving the
sequence of
events
* Changing the
text to another
form
EDUCATIONAL EMPHASES
TS
LHLS
ICT
VALUES AND CITIZENSHIP
EDUCATION
MI
PRW
Grammar
- Prepositions : Phrasal Verbs
- Pronouns : Referring back
- Verbs : Present Continuous
Tense
- Verbs : Future Tense
- Sentences : Question words
* Presenting the
story in another
genre
- Make predictions
about the future
Level 2
iv. Expanding notes
and outlines.
Level 3
26
v. Summarizing main
ideas in simple texts.
viii. Expanding notes
and outlines.
ix. Applying process
writing skills.
Level 1
iii. Retelling the story
or the content of the
poem in ones own
words.
Level 1
ii. Retelling the story
from a different point
of view.
27