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Published by Ummi Merak Kayangan, 2021-05-06 23:30:38

bahasa inggeris T6

ENGLISH YEAR 6 MODULE WRITERS 2021















CHAIRPERSON
SUZY NOIS MAY O MAIL
SK. LINUNGKUAN, TUARAN SK SELUPOH ,TUARAN














JOHN CHONG HOON LUNG EMILY JEOFFREY
SK. PORING,TUARAN SK. ST. JOHN, TUARAN














ROSMAHWATI BINTI EBBIE ALICIANA BT TOISIN
SK. WANGKOD, TUARAN SK MALANGANG BARU














ELVY HERMAN SHAROLINE SOWMIN BENGGON
SK. KELAWAT TAMPARULI SK PEKAN, TUARAN














DEBBIE JANES LIM HARYATI GITOM ABDULLAH
SK.PEKAN KIULU
SK BUNGALIO,TUARAN

LISTENING & SPEAKING SKILLS

ENGLISH LANGUAGE YEAR 6 (UNIT 1)

Target Year 6 /Level 2
Subject English Language
Theme/Topic/Title World of Stories / A Window to the World
Notes on the Reading and sharing stories can: help your child get to know sounds,
topic words and language, and develop early literacy skills. Learn to
value books and stories. It helps to develop your child's brain, ability to
focus, concentration, social skills and communication skills.
Content 1.1 By the end of the 6-year primary schooling, pupils will be able to
standard pronounce words and speak confidently with the correct stress,
rhythm and intonation.
Learning 1.1.2 Able to listen and respond confidently to given stimulus by using
Standard appropriate words, phrases and expressions with the correct
stress and intonation.

Learning Pupils able Able to listen and respond confidently to given stimulus by
objective: using appropriate words, phrases and expressions with the correct
stress and intonation.

Implementation 1 day
Period
Activities 1. Pupils study the cover books given.
2. Pupils answering oral questions.
Assessment Assessment Rubric:

Level Criteria My level
1 Can respond a given stimulus with a very
limited level of fluency, accuracy and use of
correct stress and intonation.
2 Can respond a given stimulus with a limited
level of fluency, accuracy and use of correct
stress and intonation.
3 Can respond a given stimulus with a
satisfactory level of fluency, accuracy and use
of correct stress and intonation.
4 Can respond a given stimulus with a good level
of fluency, accuracy and use of correct stress
and intonation.
5 Can respond a given stimulus with a very good
level of fluency, accuracy and use of correct
stress and intonation.
6 Can respond a given stimulus with an excellent
level of fluency, accuracy and use of correct
stress and intonation.

Guidelines 1. Read the instructions.
2. Study the books and give respond to the questions given.
3. Listen to the short synopsis.
4. Answer the questions with fluency, accuracy and use of correct stress
and intonation.

UNIT 1 : A WINDOW TO THE WORLD

LISTENING & SPEAKING:




Let’s look and say
A















































1. Do you like reading books? Why?
2. How often you read?

3. Based on the book cover, guess the type of the book.
4. Which book would you prefer? Give reasons.

B
Let’s listen

Jasen is at the Popular Bookstore in Imago Mall, Kota Kinabalu. He has chosen two
books. Listen to the blurbs.

Harry Potter and the Deathly Hallows (Part 2)

Harry (Daniel Radcliffe), Ron (Rupert Grint), and Hermione
(Emma Watson) continue to find the rest of Voldemort's (Ralph
Fiennes') Horcruxes, until Harry discovers that one is at
Hogwarts, they flee there as soon as possible, but Voldemort
instantly finds out about their mission. The battle is drawn at
Hogwarts as many people fight to protect Harry. Harry then
realizes that people are dying constantly for his mistakes and
then eventually fights Voldemort for the last time. Along the
way, crucial secrets are unravelled, and the mysterious, but
legendary, Deathly Hallows reappear.



The Lion King is a Disney property acclaimed as the Jewel of
Animation. Having a great plot, funny and captivating characters
and the most celebrated soundtrack in a kid's film, only
compared to the likes of Frozen. The plot is elementary and
straightforward, a young lion cub who cannot wait to be claimed
King of the Pride Rocks finds himself in a life changing situation,
when his Machiavellian and envious uncle conspires, alongside
the hyenas, to overtake the kingdom and establish a dictatorship.
Acquiring the advice from his old counselors (Zazu and Rafiki),
the help from his new friends, Timone and Pumbaa, and the
unexpected warning of a familiar face, whilst discovering the
paths of love through his childhood girlfriend Nala, Simba will
unshackle the Savanna from the reign of terror of Scar and
returning the natural order to the Circle of Life.





1. If you are Jasen, which book would you choose to read? Give reasons.

2. How do you choose the book to read? Do you look at the cover, pictures, the author or
Something else? Give reasons.

READING SKILLS

ENGLISH LANGUAGE YEAR 6 (UNIT 1)

Target Year 6 /Level 2
Subject English Language
Theme/Topic/Title World of Stories / A Window to the World
Notes on the topic Reading and sharing stories can: help your child get to know sounds,
words and language, and develop early literacy skills. Learn to
value books and stories. It helps to develop your child's brain, ability to
focus, concentration, social skills and communication skills.
Content standard 2.2 By the end of the 6-year primary schooling, pupils will be able to
demonstrate understanding of a variety of linear and non-linear
texts in the form of print and nonprint materials using a range of
strategies to construct meaning.
Learning 2.2.3 Able to read and demonstrate understanding of texts by giving
Standard main ideas, supporting details, stating cause and effect and
drawing conclusion.

Learning Objective Pupils able to read and demonstrate understanding of texts by giving
main ideas, supporting details, stating cause and effect and drawing
conclusion.

Implementation Period 1 day
Activities 1. Pupils read the comprehension text.
2. Answering the questions given.
Assessment Assessment Rubric:

Level Criteria My level
1 Can demonstrate a very limited level in
understanding of texts by giving main ideas,
supporting details, stating cause and effect and
drawing conclusion.
2 Can demonstrate a limited level in
understanding of texts by giving main ideas,
supporting details, stating cause and effect and
drawing conclusion.
3 Can demonstrate a satisfactory level in
understanding of texts by giving main ideas,
supporting details, stating cause and effect and
drawing conclusion.
4 Can demonstrate a good level in understanding
of texts by giving main ideas, supporting details,
stating cause and effect and drawing
conclusion.
5 Can demonstrate a very good level in
understanding of texts by giving main ideas,
supporting details, stating cause and effect and
drawing conclusion.
6 Can demonstrate an excellent level in
understanding of texts by giving main ideas,
supporting details, stating cause and effect and

drawing conclusion.


Guidelines 1. Read the instructions.
2. Read the passage and understand the main ideas, supporting details of the
story.
3. Answering questions.

READING: The Three Fables
Read these fables




The Deer’s Reflection

Once there was a deer who went to drink at a lake. He saw
his reflection and thought to himself, “I have beautiful
antlers, but my legs are too long.”

Just then, the deer heard some hunters nearby. The deer
immediately ran into the woods. His long legs helped him to
run quickly but his antlers became caught in the trees.

Moral: Often we do not realize our strengths.


The Fox and the Lion

A lion sent a message into the jungle for all the
animals. He was sick and would like some visitors
in his den. Many animals went, but the fox did not.
The next time he passed by, the lion called out to
him.

“Why did you not come to visit me?”

“I decided not to,” said the fox. “I noticed that there
were many tracks going into your den, but none
coming out.”

Moral: Don’t follow the crowd blindly.


The Rooster and the Jewel

Once there was a rooster who lived in a chicken coop.
He used his feet to search for tasty things to eat. One
day, he found a beautiful jewel. However, he flicked it
away and kept hunting for food, thinking himself, “What
bad luck! If only that jewel was a piece of corn instead.”

Moral: Beauty is in the eye of the beholder.

A Answer the questions

1. Complete the table for each of the fables.



FABLES MAIN SETTING PLOT SUMMARY
CHARACTER


The Deer’s
Reflections


The Fox and the
Lion


The Rooster and
the Jewel



2. Why did the deer run into the woods?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________


3. Why do you think there were tracks going into the lion’s den but not out of the den?


______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

4. Explain the moral of each fable in your own words.

(i) ‘Often we do not realize our own strengths’

________________________________________________________________

________________________________________________________________

(ii) ‘Don’t follow the crowd blindly’

________________________________________________________________

________________________________________________________________


(iii) ‘Beauty is in the eye of the beholder’

________________________________________________________________

________________________________________________________________


5. Which of the animals in the fables do you think was the least clever?

Explain using the information from the fable.


______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

WRITING SKILLS

ENGLISH LANGUAGE YEAR 6 (UNIT 1)

Target Year 6 /Level 2
Subject English Language
Theme/Topic/Title World of Stories / A Window to the World
Notes on the topic Reading and sharing stories can: help your child get to know sounds,
words and language, and develop early literacy skills. Learn to
value books and stories. It helps to develop your child's brain, ability to
focus, concentration, social skills and communication skills.
Content standard 3.1 By the end of the 6-year primary schooling, pupils will be able to
form letters and words in neat legible print including cursive writing.
3.2 By the end of the 6-year primary schooling, pupils will be able to
write using appropriate language, form and style for a range of
purposes
Learning 3.1.2 Able to write in neat cursive writing in correct spelling – paragraph
Standard 3.2.3 (b) Able to use punctuation correctly.

Learning Objective Pupils able to write in neat cursive writing in correct spelling and use
punctuation correctly.
Implementation Period 1 day
Activities 1. Pupils understand and can apply punctuation.
2. Answering the questions with correct punctuation and neat cursive
writing.
Assessment Assessment Rubric:

Level Criteria My level
1 Can create linear text with a very limited level
with correct spelling, neat cursive writing and
use correct punctuation.
2 Can create linear text with a limited level with
correct spelling, neat cursive writing and use
correct punctuation.
3 Can create linear text with a satisfactory level
with correct spelling, neat cursive writing and
use correct punctuation.
4 Can create linear text with a good level with
correct spelling, neat cursive writing and use
correct punctuation.
5 Can create linear text with a very good level
with correct spelling, neat cursive writing and
use correct punctuation.
6 Can create linear text with an excellent level
with correct spelling, neat cursive writing and
use correct punctuation.

Guidelines 1. Read the instructions.
2. Write a linear text with correct spelling, neat cursive writing and use
correct punctuation.

WRITING:



A Rewrite the sentences. Put full stop (.), capital letter, question mark (?),
quotation mark (“…”) and comma (,) where necessary.


1. I bought groundnuts oranges bananas and grapes

________________________________________________________________


2. When can I see you again she asked.

________________________________________________________________


3. She washed the clothes mopped the floor ironed the dresses and went out with her
friends.

________________________________________________________________

________________________________________________________________


4. The lost diamond is a very interesting book.

________________________________________________________________


5. I think that Sandakan is a good place to go

________________________________________________________________

B Fill in the blanks with correct punctuation mark to complete the passage. Then
rewrite in in cursive writing.



A bolt of lightning flashed across the sky _____
___ Hurry!___ My twin brother, Lucas ______ shouted.
As we ran to void deck to seek shelter, my mother____s words this morning replayed in

my mind.
“Boys, remember to bring your umbrella.” Nagged my mother for umpteenth time ____
Jow I wished we had listened we had listened to her___





______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

WRITING SKILLS

ENGLISH LANGUAGE YEAR 6 (UNIT 1)

Target Year 6 /Level 2
Subject English Language
Theme/Topic/Title World of Stories / A Window to the World
Notes on the topic Reading and sharing stories can: help your child get to know sounds,
words and language, and develop early literacy skills. Learn to
value books and stories. It helps to develop your child's brain, ability to
focus, concentration, social skills and communication skills.
Content standard 3.2 By the end of the 6-year primary schooling, pupils will be able to
write using appropriate language, form and style for a range of
purposes
Learning 3.2.1 Able to create linear text using a variety of media.
Standard
Pupils able to create linear text using a variety of media.
Learning Objective
Implementation Period 1 day
Activities 1. Pupils understand stimulus given.
2. Write an email using appropriate language, form and style for a
range of purposes using a variety of media.
Assessment Assessment Rubric:

Level Criteria My level
1 Can create linear text with a very limited level
with appropriate language, form and style for a
range of purposes using a variety of media.
2 Can create linear text with a limited level using
appropriate language, form and style for a range
of purposes using a variety of media.
3 Can create linear text with a satisfactory level
with appropriate language, form and style for a
range of purposes using a variety of media.
4 Can create linear text with a good level using
appropriate language, form and style for a range
of purposes using a variety of media.
5 Can create linear text with a very good level
using appropriate language, form and style for a
range of purposes using a variety of media.
6 Can create linear text with an excellent level
using appropriate language, form and style for a
range of purposes using a variety of media.


Guidelines 1. Read the instructions and understand the content
2. Write a linear text with appropriate language, form and style for a range
of purposes using a variety of media.

When you read any story book, write what do you think about the story. It called
C
book report. Write an email to your friend to tell about the book below.



PINOCCHIO

1. Published in 1883
2. Genre: fiction, literature, fantasy, children adventure
3. Reviews and Moral Value:

Initially it almost throws the do not lie ever and ever
moral teachings on the reader. because it can cause many
By the end it starts serving them trouble and it may not lead us to
well with the story. It might good things to do.
seem boring in the beginning
but it gets a nice grip of your (Marilyn Nawara. February 10,
attention by the end. 2017)

(Abhay. Nov 29, 2019)

Link for further information: Scan QR
Kid Book review Code:

https://www.youtube.com/watch?v=ff4J6XA-
_y0






To: From:
Date:

Dear,

GRAMMAR

ENGLISH LANGUAGE YEAR 6 (UNIT 1)

Target Year 6 /Level 2
Subject English Language
Theme/Topic/Title World of Stories / A Window to the World
Notes on the topic Reading and sharing stories can: help your child get to know sounds,
words and language, and develop early literacy skills. Learn to
value books and stories. It helps to develop your child's brain, ability to
focus, concentration, social skills and communication skills.
Content standard 5.1 By the end of the 6-year primary schooling, pupils will be able to
use different word classes correctly and appropriately.
Learning 5.1.1 Able to use nouns correctly and appropriately.
Standard
Pupils able to use nouns correctly and appropriately.
Learning Objective
Implementation Period 1 day
Activities 1. Pupils study a Compound Nouns through a Youtube website. (QR
Code given)
2. Answer al the questions on Compound Noun
Assessment Assessment Rubric:

Level Criteria My level
1 Can use Compound Noun with a very limited
level.
2 Can use Compound Noun with a limited level.
3 Can use Compound Noun with a satisfactory
level.
4 Can use Compound Noun with a good level.
5 Can use Compound Noun with a very good
level.
6 Can use Compound Noun with an excellent
level.


Guidelines 1. Read the instructions and understand the content after scanning Youtube
QR Code.
2. Form 5 sentences with Compound Noun.

A Watch a short video on Compound Noun.





Watch a video then answer the question.

Compound Noun by: Tatra







Watch a video then answer the question.

Compound Noun by: Najah Halid









C Activity:


1. Write 5 sentences with Compound Noun

(a) ____________________________________________________________

(b) ____________________________________________________________

(c) ____________________________________________________________

(d) ____________________________________________________________

(e) ____________________________________________________________

LANGUAGE ART

ENGLISH LANGUAGE YEAR 6 (UNIT 1)

Target Year 6 /Level 2
Subject English Language
Theme/Topic/Title World of Stories / A Window to the World
Notes on the topic Reading and sharing stories can: help your child get to know sounds,
words and language, and develop early literacy skills. Learn to
value books and stories. It helps to develop your child's brain, ability to
focus, concentration, social skills and communication skills.
Content standard 4.1 By the end of the 6-year primary schooling, pupils will be able to
enjoy and appreciate rhymes, poems and songs.
Learning 4.1.1 Able to enjoy jazz chants, poems and songs through nonverbal
Standard responses.

Learning Objective Pupils able to enjoy jazz chants, poems and songs through nonverbal
responses.
Implementatio Period 1 day
Activities 1. Watch the Youtube video on “Toes”
2. Recite the poem with guidance.
3. Make a puppet foot and record the presentation.
Assessment Assessment Rubric:

Level Criteria My level
1 Can show enjoyment and appreciation of poems
with very limited non-verbal responses
2 Can show enjoyment and appreciation of poems
with limited non-verbal responses
3 Can show enjoyment and appreciation of poems
with satisfactory non-verbal responses
4 Can show enjoyment and appreciation of poems
with a good non-verbal responses
5 Can show enjoyment and appreciation of poems
with good non-verbal responses
6 Can show enjoyment and appreciation of poems
with excellent non-verbal responses


Guidelines 1. Watch a Youtube video and recite the poem.
2. Make a puppet foot.
3. You may record a video on your presentation and send it to your teacher.

A Let’s recite the poem below


1. Watch the video by scan the QR Code below and recite the poem

2. After watching, recite the poem. You may do an action on it.



Scan me:

Watch it and recite the
poem.

After watching, make
a puppet foot












B Make a puppet foot

After make a puppet,
you may record your
presentation and send
it to your teacher.

Scan the QR Code for
sample:

















Prepared by :
John Chong Hoon Lung
Sk. Poring,Tuaran

MODUL PDPR PENGAJARAN DAN PEMBELAJARAN

DI RUMAH







ENGLISH YEAR 6








THEME

WORLD OF KNOWLEDGE








UNIT 2


APPRECIATING OTHERS

English Language
Year 6


Target Year 6 /Level 2
Subject English Language (Unit 2)
Theme/Topic/Title World of knowledge/Appreciating others/Situation Cards
Notes on the We express happiness, concern, support and sorrow for different
topic situations and reasons. For examples if someone is sitting for an
examination, we will wish him/her good luck, if someone is
celebrating his/her birthday we will wish her happy birthday, if
someone is sick we will wish her/him for speedy recovery and if
someone in the family has just passed away we express our sorrow
and offer condolences.
Content 1.1 LISTENING SKILLS
standard By the end of the 6-year primary schooling, pupils will be able to
pronounce words and speak confidently with the correct stress,
rhythm and intonation.
Learning 1.1.2 Able to listen to and respond confidently to a given stimulus by
standard using appropriate words, phrases and expressions with the correct
stress and intonation.

Words Meaning in content standard context
Appropriate words Relevant to the topic learnt
Phrases Group of words that express a concept
and is used as a unit within a sentence.
Expression A look on someone’s face that conveys a
particular emotion
Stress Emphasis given to a particular syllable or
word in speech, typically through a
combination of relatively greater loudness,
higher pitch and longer duration.
Intonation The rise and fall of the voice in speaking

Learning Pupils can listen to the situation given and respond by using the
objectives stimulus given with appropriate words, phrases and expression with
correct stress and intonation.
Implementation 1 day
period
Activity Listen , choose and say.

Instructions :
Step 1 : Look at the situations given in the box. Try to understand
each situation with the help of your mentor.
Step 2: Look at the cards and try to say the words, phrases given
with correct expression, stress and intonation.
Step 3: Target try to match the situations with cards given. If the
target failed to match them in their first attempt, ask them to try
again.
Assessment Instrument 1 : Assessment rubric

Level Criteria My level

1 Can respond to a given stimulus with a very
limited level of fluency, accuracy and use of
correct stress and intonation.
2 Can respond to a given stimulus with a limited
level of fluency, accuracy and use of correct
stress and intonation
3 Can respond to a given stimulus with a
satisfactory level of limited level of fluency,
accuracy and use of correct stress and
intonation
4 Can respond to a given stimulus with a good
level of fluency, accuracy and use of correct
stress and intonation
5 Can respond to a given stimulus with a very
good level of fluency, accuracy and use of
correct stress and intonation
6 Can respond to a given stimulus with an
excellent level of fluency, accuracy and use of
correct stress and intonation



Guideline 1.The pupil and mentor need to understand the notes given.
2. Read the instructions in the activity sections.
3. Follow the steps given to do the task.
4. The mentor need to do the activity with the target.
5. Follow step 1 and readRead the situation card to the target and
explain the meaning to him/her.
6. Follow step 2 of the activity which the mentorMentor explains
about the card.
7. Target should practise his/her expression, stress and intonation
while reading the words in the card.
8. Mentor will record the audio and will be used by the teacher as an
evidence to assess their performances.

Exercise Attachment:

Listening and speaking activities.
Listen to the situations below. Then choose a suitable card for each situation.




SITUATION 1
SITUATION 2
You friend is
Your best friend won
participating in Spelling
the badminton
Bee competition
champion ship





SITUATION 3 SITUATION 4

Your best friend won the Your classmates has got
badminton champion ship the measles and cannot

come to school for two
weeks.




SITUATION 5

It is Teacher’s Day and you
want to express

appreciation to your
teacher.



English Language
Year 6


Target Year 6 /Level 2
Subject English Language (Unit 2)
Theme/Topic/Title World of knowledge/appreciating others/Be appreciative
Notes on the Ways children can be appreciative:
topic 1. List the things they are most grateful for the day.
2.Learn to be thankful of what they have.
Role of parents in teaching children to be appreciative:
1.Set a good example as a role model for their children
2.Encourage their children to read stories with good values
3.Watching inspiring movies on be appreciative.
Content 2.2 READING SKILLS
standard By the end of the 6-year primary schooling, pupils will be able to
demonstrate understanding of a variety of linear and non-linear texts
in the form of print and non-print materials using a range of
strategies to construct meaning.
Learning 2.2.3
standard Able to read and demonstrate understanding of texts by:
(a) giving main ideas and supporting
details
(b) stating cause and effect
(c) drawing conclusions

Words Meaning in context
Main ideas The central or most important idea in a
passage.
Supporting details Provide information to clarify, prove, or
explain the main idea.
Stating cause and Relationship between events or things,
effect where one is the result of the other/s.
Combination of action and reaction.
Drawing conclusion Refers to information that is implied or
inferred. To make judgement/s on
something heard or read.

Learning Pupils can read the notes and state the main ideas, supporting
objectives details ,stating cause and effects and drawing conclusion while
answering the comprehension questions.
Implemention 1 day
period
Activity Read, understand and answer comprehension questions based on
the passage given.
1 : Read the notes given on notes section.
2: Answer exercise A and B in the worksheets.
3: You can discuss with your mentor or teacher on the exercise B
and C.
Assessment Instrument 1 : Assessment rubric

Level Criteria My level
1 Can demonstrate very limited ability in:

giving main ideas and supporting details;
stating cause and effect; drawing conclusions
2 Can demonstrate limited ability in:
giving main ideas and supporting details;
stating cause and effect; drawing conclusions
3 Can demonstrate satisfactory ability in:
giving main ideas and supporting details;
stating cause and effect; drawing conclusions
4 Can demonstrate good ability in:
giving main ideas and supporting details;
stating cause and effect; drawing conclusions
5 Can demonstrate very good ability in:
giving main ideas and supporting details;
stating cause and effect; drawing conclusions
6 Can demonstrate excellent ability in:
giving main ideas and supporting details;
stating cause and effect; drawing conclusions

Guideline 1.The target and mentor need to understand the notes given.
2. Read the instructions in the activity sections.
3. Follow the steps given to do the task.
4. The mentor need to do the activity with the target.
5. Read the notes carefully to get the main idea of the topic.
6. Pupil need to discuss with the mentor on the term of main ideas
and supporting details, stating cause and effects, drawing conclusion
on the text read.
7. Pupil answer the comprehension questions and fill in the circle
map.
8. Mentor should emphasis on value rather than the answers for this
section.



Exercise Attachment:

Instruction: Read the passage below and answer the questions that follow.

BE APPRECIATIVE
Hasnah goes out of her way to give her daughter, Mira, everything she never had as a
child. To her surprise, this approach had backfired. Mira is not appreciative. “Buy her a simple
mobile phone, she wants a branded smartphone. She is only nine and she demands only the
most expensive things,” said Hasnah.

“Mira is a child who does not appreciate what she has and it is not a healthy practice,”
said a child therapist, Dr. Azwan. He advised children to appreciate what they have.

He said that there are many ways children can learn to be appreciative. First, before they
go to bed, they should list the things they are most grateful for that day. Second, children must
learn to be thankful. For example, thanking their parents, friends, the postman or the bus
driver. Most importantly, they should be thankful for the little things they have such as food,
clothes, and shelter.

Parents play an important role in teaching children to be appreciative. They can encourage
their children to read stories with good values or watching inspiring movies. These would help
them to be grateful for what they have.
Exercise A : Read the text. Then, answer the following questions.

Tick ( √ ) the correct answer.

1. Hasnah is worried that her daughter_______________.

does not appreciative what she has



appreciates what others have


is not thankful to her




2. The child therapist advises children to ______________.



go to bed early


read storybooks


be thankful




3. Watching inspiring movies can help children to be ___________.

thankful to their peers


grateful for what they have



demanding towards their parents




Exercise B : Write your answer in the space provided.


4. List two things that you can do to help Mira be more appreciative especially during the Movement
Contr ol Order (MCO).
(a) ___________________________________________________________________

(b) ___________________________________________________________________



5. Give two reasons why we should appreciate what we have.

(a) ___________________________________________________________________

(b) ___________________________________________________________________

Exercise C : Complete the circle map with ways you can appreciate your
Parents.




























Ways to

appreciate

parents

English Language
Year 6



Target Year 6 /Level 2
Subject English Language (Unit 2)
Theme/Topic/Title World of knowledge/appreciating others/ Greetings Cards
Notes on the Giving cards is one of the ways that we can show gratitude to others
topic in our life. Giving cards during special occasions such as Mother’s
Day, Teacher’s Day, Father’s Day and Friendship Day’s. By sending
the greetings card, we show to them that we appreciate them in our
life. Writing with neat and cursive writing is essential for us to convey
the message through the greetings card. Even though nowadays
people are more likely using e-card but handwritten greeting cards
appears to be more authentic and adding values to the people who
received them.
Content 3.1 WRITING SKILLS
standard By the end of the 6-year primary schooling, pupils will be able to
form letters and words in neat legible print including cursive writing.
Learning 3.1.2
standard Able to write in neat cursive writing with correct spelling:
(a) sentences
(b) paragraphs

Words Meaning in context
Cursive writing Style of penmanship in which some
characters are written joined together in a
flowing manner, generally for the purpose
of making writing faster in contrast to
block letters.
Spelling The process or activity of writing or
naming the letters of a word
Sentences A set of words that is complete in itself.
Paragraph A self -contained unit of discourse in
writing dealing with a particular points or
idea. It consists one or more sentences

Learning Pupils are able to write in neat cursive writing with correct spelling :
objectives a) Sentences
b) Paragraph
Implemention 1 day
period
Activity 1 : Read the notes given on the notes section
2 : Go through the greeting cards and suitable phrases, sentences or
paragraph to fill in the card.
3 : Write with neat and cursive handwriting.
4 : Pupil can do project on the greeting cards and give them to their
family members, teachers or friends.
Assessment Instrument 1 : Assessment rubric

Level Criteria My level
1 Can write sentences and paragraphs in
cursive writing with a very limited level of:

neatness
accuracy in spelling
2 Can write sentences and paragraphs in
cursive writing with a limited level of:
neatness
accuracy in spelling
3 Can write sentences and paragraphs in
cursive writing with a satisfactory level of:
neatness
accuracy in spelling
4 Can write sentences and paragraphs in
cursive writing with a good level of:
neatness
accuracy in spelling
5 Can write sentences and paragraphs in
cursive writing with a very good level of:
neatness
accuracy in spelling
6 Can write sentences and paragraphs in
cursive writing with an excellent level of:
neatness
accuracy in spelling


Guideline 1.The pupil and mentor need to understand the notes given.
2. Read the instructions in the activity sections.
3. Follow the steps given to do the task.
4. The mentor need to do the activity with the pupil.
5. Mentor should emphasis on value of creating and giving the
greeting cards.
6. Pupil should hand in the module or greeting cards as an evidence
for assessment purpose.

Exercise Attachment:

Exercise 1 : Write messages in the cards using cursive writing. You may use the
phrases given below.


Thank you for being my..
I am proud to be your...


You are an excellent…. You are always there for me when....







____________,
______________________________________
______________________________________

____________________________________

_____________


___________







____________,

______________________________________
______________________________________

____________________________________

_____________

___________

____________,

______________________________________
______________________________________

____________________________________

_____________

___________

















____________,
______________________________________

______________________________________
____________________________________


_____________

___________

English Language
Year 6


Target Year 6 /Level 2
Subject English Language (Unit 2)
Theme/Topic/Title World of knowledge/Concrete and abstract nouns.
Notes on the Concrete Nouns
topic A concrete noun is a noun that you can see, hear, smell, touch, and
taste. Examples are school, table and sweets.

Abstract Nouns
An abstract noun is something that you cannot see, hear, smell,
touch, or taste. They are nouns to express ideas, feelings or
thoughts. Examples are pride, confidence and friendship.
Content 5.1 GRAMMAR
standard By the end of the 6-year primary schooling, pupils will be able to use
different word classes correctly and appropriately
Learning 5.1.1
standard Able to use nouns correctly and appropriately
(Concrete and abstract nouns)

Words Meaning in context
Nouns a word (other than a pronoun) used to
identify any of a class of people, places,
or things (common noun), or to name a
particular one of these (proper noun ).
Concrete A concrete noun is a noun that you can
see, hear, smell, touch, and taste
Abstract An abstract noun is something that you
cannot see, hear, smell, touch, or taste
Correctly in a way that is true, factual or
appropriate; accurately.
Appropriately in a manner that is suitable or proper in
the circumstances.

Learning Pupils can identify and construct 10 simple sentences using
objectives concrete and abstract nouns.
Implemention 1 day
period
Activity 1 : Read the notes on concrete and abstract nouns.
2 : Complete the tables by identifying the abstract and concrete
noun.
3 : pupils construct 10 sentences using the concrete and abstract
nouns.
Assessment Instrument 1: Assessment rubric

Level Criteria My level
1 Can use different word classes with a very
limited level of accuracy
2 Can use different word classes with a limited
level of accuracy
3 Can use different word classes with a
satisfactory level of accuracy

4 Can use different word classes with a good
level of accuracy
5 Can use different word classes with a very
good level of accuracy
6 Can use different word classes with an
excellent level of accuracy


Guideline 1.The pupil and mentor need to understand the notes given.
2. Read the instructions in the activity sections.
3. Follow the steps given to do the task.
4. The mentor need to do the activity with the pupil.
5. Read the notes carefully to get the main idea of the topic.
6.Pupil need to discuss with the mentor on constructing 10
sentences based on the nouns given.

Exercise Attachment:
Exercise 1 : Complete the table with abstract and concrete nouns

radio
flower fun baby



joy
flower bread excitement rod

camera hatred sadness disappointment





Concrete nouns Abstract nouns












Exercise 2 :Write sentences using the concrete and abstract nouns above.

1.My father bought a new camera last week from the shop.
2. Snow White was in great danger because of her stepmother hatred and anger.

3.____________________________________________________________________

4.____________________________________________________________________

5.____________________________________________________________________

6.____________________________________________________________________

7.____________________________________________________________________

8.____________________________________________________________________

9.____________________________________________________________________


10.___________________________________________________________________

11.____________________________________________________________________

12.____________________________________________________________________

English Language
Year 6


Target Year 6 /Level 2
Subject English Language (Unit 2)
Theme/Topic/Title World of knowledge/Poem ( Swinging, swinging)
Notes on the A playground, playpark, or play area is a place specifically designed
topic to enable children to play there. It is typically outdoors. While a
playground is usually designed for children, some target other age
groups or people with disabilities.
Content 4.3 LANGUAGE ART
standard By the end of the 6-year primary schooling, pupils will be able to
plan, organise and produce creative works for enjoyment.

Learning 4.3.1
standard Able to plan, produce and display creative works based on literary
texts using a variety of media with guidance

Words Meaning in context
Plan an intention or decision about what one is
going to do.
Produce make (something) using creative skills.
Display give a clear demonstration of (a quality,
emotion, or skill).
Creative relating to or involving the use of the
imagination or original ideas to create
something.
Media the material or form used by an artist,
composer, or writer.

Learning Pupils can create their own dream play ground.
objectives
Implemention 1 day
period

Activity Instructions:
1: Read the notes given on notes section to get the overall ideas.
2: Do exercise 1, fill in the bubbles map, after that do exercise, cut
the pictures given to create your own dream playground, colour your
playground. Make sure you include the social distancing based on
new norms when playing at the playground. Use your own creativity.
3: Send pictures of your dream playground to your teacher.
Assessment Instrument 1: Assessment rubric

Level Criteria My level
1 Can demonstrate very limited ability to plan,
produce and display creative works using a
variety of media
2 Can demonstrate limited ability to plan,
prepare and participate in a performance
3 Can demonstrate satisfactory ability to plan,
produce and display creative works using a
variety of media

4 Can demonstrate good ability to plan, prepare
and participate in a performance
5 Can demonstrate very good ability to plan,
produce and display creative works using a
variety of media
6 Can demonstrate excellent ability to plan,
produce and display creative works using a
variety of media


Guideline 1.The pupil and mentor need to understand the notes given.
2. Read the instructions in the activity sections.
3. Follow the steps given to do the task.
4. The mentor need to do the activity with the pupil.
5. Follow the instruction given.







Exercise Attachment:


Exercise 1: List the things that you want to have in your playground in the bubble map below.





















My dream playground
To have during MCO

Exercise 2: Cut the pictures and paste on your dream playground. ( Appendix 1 )

Design your own dream playground using the pictures in Appendix 1. Please include
picture of you and family or friend follow social distancing based on new norms
(SOP).















































Prepared by:

SUZY NOIS
SK Linungkuan, Tuaran.

MODUL PDPR PENGAJARAN DAN PEMBELAJARAN

DI RUMAH





ENGLISH YEAR 6





THEME


WORLD OF SELF, FAMILY AND FRIENDS






UNIT 3


FAMILY TIES

ENGLISH LANGUAGE
YEAR 6







Aim Year 6/Level 2
Subject English Language
Theme/Topic World of Self, Family and Friends /Unit 3: Family Ties

Notes on A family is a social group of people who stay together under the
Topic/Theme same roof in a society. It comprises two or more adults like parents
and grandparents and young children who are bound in a
relationship by birth or blood. They are collectively known as family
members.

In this lesson you will learn about what a family is and about the
different ways that people can be connected to each other in a
family.

Content Standard 1.2 By the end of the 6-year primary schooling, pupils will be
able to listen and respond appropriately in formal and
informal situations for a variety of purposes.
Learning Standard 1.2.5 Able to talk on topics of interest in formal situations with
guidance.
Learning Objective By the end of the lesson, pupils will be able to:
1. talk about their family.
2. ask information using simple questions about their sibling.


Implementation 60 minutes


Activities 1. Pupils play audio 1 and listen to the explanation.
2. Pupils open their module (unit 3, Attachment 1: Let’s talk).
Answer the questions with your own words.
3. Complete the text with the words given.
4. Using the complete text as a guide, talk about your family.
Record it and send it to your teacher.
5. Conduct an interview with your siblings about his or her
hobbies. Use the questions provided to help you.
6. Complete the bubble map.


Assessment
Instrument 1: Assessment rubric

Level Criteria My level
Can respond to a given stimulus with a
1 very limited level of fluency, accuracy and
use of correct stress and intonation.

Can respond to a given stimulus with a
2 limited level of fluency, accuracy and use
of correct stress and intonation
Can respond to a given stimulus with a
3 satisfactory level of limited level of
fluency, accuracy and use of correct
stress and intonation
Can respond to a given stimulus with a
4 good level of fluency, accuracy and use
of correct stress and intonation
Can respond to a given stimulus with a
5 very good level of fluency, accuracy and
use of correct stress and intonation
Can respond to a given stimulus with an
6 excellent level of fluency, accuracy and
use of correct stress and intonation





Guidelines 1. Pupil and their mentor need to read and understand the
notes given.
2. Mentor need to read the instructions (unit 3, Attachment 1:
Let’s talk) and guide them throughout all the activities.
3. Mentor will help to record the audio as it will be used by the
teacher to assess their performances.
4. Mentor supervises the pupil as they conduct the interview with
their siblings. Remind them to use the questions provided for
guides.
5. Later on, remind them to complete the bubble map as an
evidence.

Attachment 1





Unit 3: Family Ties

Let’s talk

1. Look at the picture below. What does the picture show?



























2. Complete the text below with the words given.


Hi! My name is Danish. I am 12 years old. I live in Kampung Damai.

This is my family. The man in the picture is my ________________. He
is an architect. The woman is my _________________. She is a

teacher. The two girls are my ________________, Raina and Raiya.
The boy standing next to me is my ________________, Danial.



Let’s speak

1. Using the completed text as a guide, tell your teacher about your family.
Record it and send it to you teacher.
You can use the questions below to help you.


How many siblings do you have?
What is the best thing about being in your family?
What is your favourite thing to do with your family during the MCO?

2. Imagine you are a member of your school English Language Society Editorial Board.
Conduct an interview with your siblings about his or her hobbies. You may use the
questions given to help you.

➢ What are your favourite hobbies when you have free time?
➢ What is your favourite pastime during MCO?
➢ How many hours do you partake in the hobbies you mention above?
➢ Have you ever dropped a hobby to pick up another one?


3. Complete the bubble map below based on the interview that you have conducted.

ENGLISH LANGUAGE
YEAR 6


Aim Year 6/Level 2
Subject English Language
Theme/Topic World of Self, Family and Friends /Family Ties

Notes on Topic/Theme Spending time with grandparents fosters intergenerational family
connection. This opens the door for grandparents and
grandchildren to learn about maintaining healthy and safe
relationship with people who differ greatly in age. Many lessons
can be learned along the way of forging this special relationship.

In this lesson you will learn about what a story of how a grandson
had helped his old grandfather finding his missing watch which
he treasured very much.


2.2 By the end of the 6-year primary schooling, pupils will be
Content Standard able to demonstrate understanding of a variety of linear
and non-linear texts in the form of print materials using a
range of strategies to construct meaning.


Learning Standard 2.2.2 Able to read and understand phrases and sentences from:
(b) non-linear texts


Learning Objective Pupils will be able to answer all the comprehension questions
correctly.


Duration 60 minutes


Activities 1. Pupil reads the story (see attachment).
2. Pupil reread for better understanding of the story. While
reading, underline the difficult words.
3. Mentor and pupils read through the questions and do short
discussion on each question.
4. Pupil answers the questions independently.

Assessment Assessment rubric
Level Criteria My level
1 Can demonstrate understanding of texts
by completing tasks with a lot of guidance
2 Can demonstrate understanding of texts
by completing tasks with some guidance
3 Can demonstrate understanding of texts
by completing tasks with minimal guidance
4 Can demonstrate understanding of texts
by completing tasks fairly well

5 Can demonstrate understanding of texts
by completing tasks accurately
6 Can demonstrate understanding of texts
by completing tasks accurately and
independently



Guidelines: 1. Mentor explains the instructions.
2. Remind pupil to read the story at least two times for better
understanding.
3. Mentor will only provide further guide when it is needed.

Exercise Attachment:


Read the story below and answer the questions that follow.

It was the school holiday and Grandpa Joe was waiting for the arrival of his grandchildren. He
was preparing his home for them by cleaning the rooms, mowing the garden, rearranging the
household items, buying their favourite food and so on. In his busyness, he lost his favourite
watch. The watch was a gift from his late wife and he treasured it. He forgot about the watch
and was his usual self when the grandchildren came.

It was only the next day when he was about to take shower when he realised that the watch
was missing. He was very upset. His grandchildren asked him what was troubling him.
Grandpa Joe said, ‘I lost my most precious watch. It was a gift from your late grandma and I
lost it while cleaning the house and the barn.’

The children decided to search for the watch in the barn. The barn was full of waste
materials, books, scraps, broken furniture and so on. They searched for more than two hours
but could not find it. Grandpa Joe asked the children to stop searching.

Then, one of his grandsons went back to the barn again. He requested others not to follow
him. He went to the barn and sat there in silence. He sat there for about 15 minutes and then
rushed to his grandfather.

The boy got the watch and gave it to his grandfather. Grandpa Joe was surprised and
asked how he was able to find it. The boy replied, “I sat there without making any noise and
the barn was so silent. After a few minutes, I heard a ticking sound. I searched for the sound
and found the watch.’ Grandpa Joe was so happy and hugged him. ‘This is the power of
silence. If we stay calm, we can find solutions to any problems easily,’ said grandpa Joe.

Write True or False in the space provided.


(a) Grandpa Joe has mean and naughty grandchildren ______________

(b) The grandson found the watch in the barn ______________


Write your answer in the space provided.



(c) Why do you think the watch is important to grandpa Joe?

______________________________________________________________________
______________________________________________________________________

______________________________________________________________________

______________________________________________________________________


(d) How did the boy find the missing watch?

______________________________________________________________________
______________________________________________________________________

______________________________________________________________________

______________________________________________________________________________



(e) Do you think it is important to visit your grandparents regularly? Give a reason.
______________________________________________________________________

______________________________________________________________________

______________________________________________________________________
______________________________________________________________________________

Aim Year 6/Level 2
Subject English Language
Theme/Topic World of Self, Family and Friends/
Family Ties

Notes on Topic/Theme Spending more time together as a family on holiday simply
provides you all with the opportunity to enjoy each other's
company, giving them the re assurance they are loved and
creating fabulous memories for you all.

In this lesson you will write a story to describe a family outing.


Content Standard 3.2 By the end of the 6-year primary schooling, pupils will be
able to write using appropriate language form and style for
a range of purposes.


Learning Standard 3.2.2 Able to write with guidance:
(d) descriptions


Learning Objective Pupils will be able to write a story based on the pictures and
questions to help them.

Implementation 60 minutes
period

Activities 1. Pupils open their textbook to page 27.
2. Read and understand the writing notes given - three basic
sentence patterns.
3. Pupils look at the picture of Najmee’s family during a
weekend and describe their activities using the three basic
sentence patterns.
4. Pupils refer to the question given. Read the instruction
carefully.
5. Write a short story about the family outing. They may use
the three basic sentence patterns in their story.

Assessment rubric

Assessment: Level Criteria My level
Can write stories, formal letters, poems,
1 descriptions and instructions with a very
limited level of accuracy in language,
form and style
Can write stories, formal letters, poems,
2 descriptions and instructions with a
limited level of accuracy in language,
form and style
Can write stories, formal letters, poems,
3 descriptions and instructions with a
satisfactory level of accuracy in
language, form and style

Can write stories, formal letters, poems,
4 descriptions and instructions with a good
level of accuracy in language, form and
style
Can write stories, formal letters, poems,
5 descriptions and instructions with a very
good level of accuracy in language, form
and style
Can write stories, formal letters, poems,
6 descriptions and instructions with an
excellent level of accuracy in language,
form and style


Guidelines: 1. Mentor direct pupils attention to their textbook on page 27.
2. Explain to pupils that they need to read and understand the
writing notes given - three basic sentence patterns.
3. Read the writing notes aloud and explain it to pupils.
4. Explain to pupils that they need to describe Najmee’s family
activities during a weekend. Point out that, they need to use
at least one of the basic sentence patterns they have read.
5. Have pupils to refer to the question given. Allow pupils
enough time to read the instruction.
6. Ask pupils briefly to know if they are ready to write a story.
7. Encourage them to use the questions provided to expand
their ideas.

Exercise Attachment


Write a story based on the given pictures. You may use the questions given to help you.
Write your answer in the space provided. Your story should be between 80 to 100 words.











































What is the boy doing?

Where is the family going?
What are the things that they bring to the beach?
What are they doing at the beach?

what are the activities the enjoy doing at the beach?
How do they feel spending a day at the beach?


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