1119/2

CONTOH STRATEGI DAN RANCANGAN

MENGAJAR MENGIKUT FORMAT BARU UPSR
2016
Ketua Penasihat : Encik Dzolkapli bin Hj Haron
(Ketua Penolong Pengarah Bahasa
Inggeris JPPP)
Penasihat : Puan Nur Suharziani binti Mohd
Azhar
(Penyelia Bahasa Inggeris JPPP)
Encik Mohd Shamezal bin Mohd Amin
(Penolong PPDTL Bahasa Inggeris
Rendah)
Panel Penulis
1.
2.
3.
4.
5.
6.
7.

A. Gnapathy a/l Arimuthu

Rohani bt Hussein
Premalatha a/p Jothinathan
Girija a/p Ramdas
Muhammad Noor b Abdul Aziz
Pramavathi a/p A. Munusamy
Nantha Kumar a/l Sigalinggam

SJKT Nibong Tebal

SK Jelutong
SK Tanjung Bungah
SJKT Ramakrishna
SK Pauh Jaya
SK Taman Merak
SK Bertam Perdana

8.
9.
1
0.
1
1.
1
2.
1
3.
1
4.

Deeviya Nambbiar a/p Prabhakaran SK Sungai Ara

Thavamani a/p Ramasamy
SJKT Bayan Lepas
Norazrina bt Osman
SK Kebun Sireh
Junaina bt Othman

SK Saujana Indah

Mathavi a/p Letchumanan

SK Taman Impian

Kesevan a/l Sivalingam

SK Jalan Baharu

Fairuz Liyana bt Zaini

SK Permatang Sintok

TABLE OF CONTENT
READING COMPONENT
Healthy and Wise Idioms
Tailormade
Healthy and Wise Proverbs
Book Report Phrasal Verbs
Healthy and Wise Similes
Clothing

WRITING COMPONENT
Suggested Pre-writing Activities for Section C
Writing (Section A) Diary Account
Writing (Section B ii) Book Report
Writing (Section C Question 1) World of Stories
Writing (Section C Question 2) Going for a Picnic

Suggested Strategies and Lesson Plan for English UPSR ( New Format) Lesson Plan 1
MODUL
THEME
TOPIC
CS
LS

LEVEL
APPROACH
CCE
HOTS
MATERIALS
MAIN
ACTIVITIES
STEPS

Reading
World of knowledge .
Healthy and Wise ( Idioms)
2.2
2.2.1
Able to apply word attack skills by identifying:
(d) idioms
2.2.4
Able to apply dictionary skills to identify and understand meaning of
words in context.
Intermediate
Cooperative Learning
Creativity & Innovation
Give examples of idioms with the clue given.
Dictionary, sentences and phrases strips and worksheets.
Read and match, guess the idioms and determine the meaning of idioms.
SET INDUCTION (5 mins)
1. Pupils are given picture cards.
2. Teacher pastes phrase cards on the board.
3. Pupils match the picture cards to the phrase cards.
(idiom picture cards and its meaning)
Step 1(15 mins)
Beat around the bush
Blessing in disguise
Don't judge a book by its cover
Costs an arm and a leg
Cry over spilt milk
Hit the nail on the head
Kill two birds with one stone
Make a long story short
(examples)
1. Pupils read aloud all the idioms written on the board. Allow pupils to
look up new vocabulary in a dictionary. Pupils talk with their
peers about what they have learned.
2. Pupils are given the meanings and examples of situation.
Step 2 (group work) (15 mins)

1. Teacher gives pupils a set of phrase strips on idioms and a set of

meanings.
2. Pupils work in groups to match the idioms to their meanings.
3. Teacher asks each group to read their respective idiom and the
matched meaning.
(This activity is repeated until all the groups have participated)
4. Teacher facilitates.

Step 3 (20 mins)

1. Teacher distributes worksheets. Pupils read each idiom based on the
context of the sentence, determining the meaning.(MCQ)
2. Pupils complete the worksheets.
Step 4 (5 mins)
1. Teacher discusses the answers with pupils.

APPENDIX

Worksheet.
Idioms
Directions: Determine the meaning of the bolded expression. Choose the
best answer.

Idiom: A common expression understood figuratively, as the literal definition makes no se

1. After going to the zoo, the mall, and the movies, Cassie was sick of
bending over backwards to entertain her nieces.
a. Cassie was doing very little to entertain her nieces.
b. Cassie was making small efforts to entertain her nieces.
c. Cassie was trying very hard to entertain her nieces.
d. Cassie was not trying at all to entertain her nieces.
2. Bobby would have been playing ball until the cows came home if it
hadnt been for Suzie dragging him away to eat dinner.
a. Bobby was just about to stop playing ball.
b. Bobby didnt even want to play ball.
c. Bobby prefers nature to athletics.
d. Bobby would have continued playing ball for a long time.
3. Mr. Johnson was very particular about the arrangement of his classroom,
so the thing he hated most was when his students caused a ruckus with
their wild horseplay.
a. Mr. Johnson hated when his students pretended to be animals.
b. Mr. Johnson hated when his students played sports.

c. Mr. Johnson hated when his students wrestled around with each other.
d. Mr. Johnson hated when his students made animal noises.
4. Eric wanted to fix his cousins computer, but he was already having
problems setting up his Aunts Wi-Fi network and he didnt want to open a
can of worms.
a. Eric was sick of spending his time helping his family.
b. Eric wanted to go fishing instead of working on computers.
c. Eric was having difficulties untangling the computer wires.
d. Eric was not ready to begin working on a complicated new problem.
5. Even though Candace already had a new job, she submitted her two
week notice and conducted herself in a professional way at her old job
because she didnt want to burn bridges.
a. Candace didnt want to ruin her positive relationship with her old
employer.
b. Candace wasnt ready to start her new job.
c. Candace was really going to miss her old job.
d. Candace was waiting until her last day to rub it in everyones face that
she was leaving.
6. World renowned country western super group The Mountain Boys can
sell out an arena at the drop of a hat.
a. The Mountain Boys may be able to sell out an arena, but it will take a
long time.
b. The Mountain Boys can sell out an arena very quickly.
c. The Mountain Boys are always willing to perform at charity events.
d. The Mountain Boys enforce a dress code at all of their shows.
7. Vivian expected Craig to sob uncontrollably when she broke up with him;
however, Craig kept a stiff upper lip.
a. Craig cried even more than Vivian had expected.
b. Craig cried about as much as Vivian had expected.
c. Craig cried a little less than Vivian had expected.
d. Craig did not cry.
8. Mrs. Robinson expects Cassie and my presentation to be good, but we
have been working on it every night for the last week, so we are really
going to knock her socks off.
a. Cassie and the speaker are not prepared to give a good presentation.
b. Cassie and the speaker intend on hitting Mrs. Robinson rather than
presenting.
c. Cassie and the speakers presentation will far exceed Mrs. Robinsons
expectations.
d. Cassie and the speakers presentation will meet Mrs. Robisons
expectations.

9. Over the summer Brian was really excited about being placed in the
advanced math class, but after getting his syllabus on the first day and
seeing the workload, he was ready to jump ship.
a. Brian was even more excited about the math class than he was over the
summer.
b. Brian wanted to start working on his math assignments right away.
c. Brian did not want to be in the advance math class anymore.
d. Brian wanted to cause some trouble in the advanced math class.
10. Jose had a hard time comparing the iPhone to the Samsung phone
because to him they were apples and oranges.
a. Jose can hardly tell the difference between the two phones because they
are so similar.
b. Jose believes that the phones are so different from one another that they
cannot be compared.
c. Jose doesnt know anything about phones so he may as well be thinking
about fruits.
d. Jose is too hungry to think about phones at this time.
11. Brian felt pretty good about getting a pair of roller-skates for his
birthday, until he saw his twin brother Ryan open up his GameBox X-9000,
and then Brian felt like he got the short end of the stick.
a. Brian felt like Ryan received a better gift than he.
b. Brian was quite pleased with his roller skates.
c. Brian wanted a long stick that he could use to support himself on hikes.
d. Brian feels bad for Ryan because Ryan wanted roller-skates.
12. After Ms. Smith caught Darnisha chewing gum for the third time, Ms.
Smith scheduled a parent teacher conference with Darnishas mother.
When Darnishas mother came into Ms. Smiths classroom, she was
chewing gum. Ms. Smith thought to herself, the apple doesnt fall far
from the tree.
a. Ms. Smith thinks that Darnisha dresses like her mother.
b. Ms. Smith thinks that Darnisha acts a lot like her mother.
c. Ms. Smith is surprised to see that Darnishas mother came.
d. Ms. Smith thinks that Darnishas mother lives very close to the school.
13. Brad was accusing us of stealing his phone until he found it, and now
hes trying to sweep it under the rug.
a. Brad thinks that his phone will be safer if he hides it under the rug.
b. Brad wants to do something to make up for his mistake.
c. Brad is trying to locate a signal for his phone so that he can use it.
d. Brad wants to pretend that the incident never happened.
14. Keisha got up and started yelling at Ronnie. She was threatening him
but Ronnie didnt even flinch because he knew that her bark was worse
than her bite.
a. Ronnie thinks that Keisha will get in trouble for yelling.

b. Ronnie thinks that Keisha has bad breath.

c. Ronnie thinks that Keisha is loud but not dangerous.
d. Ronnie thinks that Keisha has a crush on him.
15. You might think that Billy Parker is the kid who has everything, but if
you saw the list of chores his parents give him, I guarantee that you
wouldnt want to be in his shoes.
a. You wouldnt want your shoes to get as dirty as Billys when hes doing
his chores.
b. If you have to do as many chores as Billy, youll want a pair of
comfortable shoes.
c. Billy shoes are so uncomfortable that doing his chores is really
unpleasant.
d. Billy has so many chores to do that it is unpleasant to imagine doing
them all.

APPENDIX
PICTURE CARDS

make a long story short.

to
beat around the bush.

a blessing in disguise.
cry
over the split milk

Meaning of
idioms

dont judge the book by its cover.

an arm and a leg .

costs

hit the nail on the head .

two birds with one stone.

kill

1.A blessing in disguise

- something that seems bad or unlucky at first, but results in something
good happening later

2. Beat around the bush definition.

-to avoid getting to the point of an issue: Your worries have nothing to do
with the new proposal.
3. Cry over spilled milk.
- to be upset about something that has already happened and cannot be
changed.
4. Kill two birds with one stone.
-to accomplish two tasks with only one effort. To use only one action to
complete two tasks.
5. Cost an arm and a leg.
- it is extremely expensive.
6. Hit the nail on the head.
- to describe exactly what is causing a situation or problem.
7. Don't judge a book by its cover"
-is a metaphorical phrase which means "you shouldn't prejudge the worth
or value of something.
8. To Make a Long Story Short
- used to indicate that you are providing just the basic facts rather than

giving a lengthy explanation for something.

Answer key

1. Correct Answer Choice (c)

Answer Explanation
When someone is "bending over backwards," they are trying very hard to
please another person.
2. Correct Answer Choice (d)
Answer Explanation
The expression "until the cows come home" means that something is likely
to continue for a long time.
3. Correct Answer Choice (c)
Answer Explanation
"Horseplay" is when children wrestle around with one another. Generally it
is referred to as such in areas where such activities might upset the
environment.
4. Correct Answer Choice (d)
Answer Explanation
To "open a can of worms" is to begin working on a complicated
problem. This expression may refer to a fisherman opening a can of
worms and having difficulties unraveling a single worm from the bunch.
5. Correct Answer Choice (a)
Answer Explanation
To "burn bridges" is to ruin a relationship. If Candace did not want to burn
bridges with her old employer, she wanted to maintain a good relationship
with them.
6. Correct Answer Choice (b)
Answer Explanation
"At the drop of a hat" means that something is likely to occur very quickly.
This expression may have come from street performers, who were likely to
perform amazing feats at the drop of a hat.
7. Correct Answer Choice (d)
Answer Explanation
"Keeping a stiff upper lip" means that a person does not cry despite
facing emotional turmoil. This expression probably refers to how when one
cries, his or her upper lip tends to curl.
8. Correct Answer Choice (c )
Answer Explanation

To "knock someone's socks off" is to impress them greatly with your

efforts.
9. Correct Answer Choice (c )
Answer Explanation
To "jump ship" is to escape a commitment in which you are already
engaged.
10. Correct Answer Choice (b)
Answer Explanation
Jose believes that the phones are so different that they cannot be
compared. The expression "apples and oranges" is applied when two
things are so uniquely different from one another that comparisons either
don't apply or are unfair.
11. Correct Answer Choice ( a)
Answer Explanation
The expression "short end of the stick" is used when someone feels like
they got the worse part of a deal or situation.
12. Correct Answer Choice (b)
Answer Explanation
The expression "the apple doesn't fall far from the tree" is used when a
person believes that a child acts in a way that is similar to their parent.
13. Correct Answer Choice (d)
Answer Explanation
Brad wants to pretend that the incident never happened. The expression
"sweep it under the rug" is used when a person is trying to quickly move
past a mistake without taking the time to correct it properly. .
14. Correct Answer Choice (c )
Answer Explanation
Ronnie thinks that Keisha is loud but not dangerous. When somebody says
that "one's bark is worse than one's bite" they mean that the person
makes a lot of noise but it is not a physical threat.
15. Correct Answer Choice ( d)
Answer Explanation
Billy has so many chores to do that it would be unpleasant to be him. The
expression "to be in one's shoes" means to imagine what another person
is going through.

Suggested Strategies and Lesson Plan for English UPSR ( New Format) Lesson Plan 2
MODUL
THEME
TOPIC
CS
LS
LEVEL
APPROACH
CCE
HOTS
MATERIALS
MAIN
ACTIVITIES
STEPS

Reading
World of Knowledge
Tailor Made
2.2
2.2.2 (a)
Intermediate
Cooperative Learning
Creativity & Innovation
If you were the tailor, how would you kill the giant?
Picture cards , word cards, sentence strips, manila
cards, marker pens
Matching words,rearrange sentence strips, giving ideas
Set Induction
1. Teacher brings the needles, thread and pieces of
clothing.

2. Teacher asks a few pupils to come forward and

sew the clothes.
3. Pupils guess the occupation related to the action.
Presentation
1. Pupils work in groups.
2. Give each group a set of pictures and words.
(Appendix 1)
3. Pupils match the pictures with the words.
4. Then, pupils paste the pictures and words on a
card.
5. Pupils guess the story based on the given
pictures.
Practice
Activity 1
1. Pupils work in the same respective groups.
2. Each group is given an envelope containing
sentence strips of
the story. (Appendix 2)
3. Pupils read and arrange the strips to form a
correct sequence
of the story.
4. When they are done, teacher gives the actual
story to each
pupil. (Appendix 3 Textbook Y6-pg 107)
5. Pupils read it and correct their answers.
6. Each group reads their sentence strips aloud.
7. Other group members check and correct their
answers.
Activity 2
1. Pupils work in the same groups.
2. Teacher distributes a task sheet to each group.
3. Pupils read the questions and discuss in groups.
They
write their answers in the task sheet provided.
4. Then, the leader will present the answers to the
class.
5. Discuss the answers at the end of the lesson.
Production
1. Pupils work in the same groups.
2. Each group is given a display sheet and marker
pens.
3. Pupils are to come up with their own ideas on
how to kill the

giant if they were the tailor.

4. Pupils present their ideas to their class.
5. Pupils are encouraged to give feedback.
Closure
1. Pupils play Poison Box.
.
2. Pupils who get the box will pick a sentence strip
and read it out loud.
APPENDIX 1

A fearsome
giant

A fly swatter

A fair king

A handsome
reward

A cosy robe

A brave tailor

APPENDIX 2

One day, a tailor was sewing a robe when some flies

started troubling him.
He took a fly swatter and killed seven flies with one swat.
I have killed seven in a single blow! shouted the tailor.
Two ladies overheard the tailor and told the king about the
brave tailor who had killed seven giants.
Bring him to me! ordered the king.
The king ordered the tailor to kill the fearsome giant who
was killing and eating many people in the kingdom.
The tailor went to the cave and saw the mighty giant.
The tailor had a brilliant idea.
At night, he sewed the giants lips together.
The giant begged the tailor to undo the stitches.
The tailor said, I will undo the stitches only if you promise
to stop killing anymore people and leave our kingdom
immediately.
The giant kept his promise and left the kingdom.
The tailor received a handsome reward from the king.
Answer Key
1. The tailor used a hammer to kill the flies.

False

2. The king ordered the tailor to kill the fearsome giant.

True

3. The giant lived in a cave.

True

4. The tailor sewed the giants arm together.

False

5. The king rewarded the two ladies.

False

Suggested Strategies and Lesson Plan for English UPSR ( New Format) Lesson Plan 3
MODUL
THEME
TOPIC
CS
LS
LEVEL
APPROACH
CCE
HOTS
MATERIALS
MAIN
ACTIVITIES
STEPS

Reading
World of Knowledge
Healthy Wise
2.2
2.2.1 (a) Proverbs
Intermediate
Cooperative Learning
Creativity & Innovation
Which proverb of the story would you change & Why?
Strips of paper with connecting phrases, cards on proverbs
and handouts.
Find meanings of proverbs, rearrange sentence strips,
Set induction :
1.Teacher runs into class late. He apologises for being late
and uses the
proverb. Better late than never.
2.Teacher writes the examples of other popular proverbs
such as
Practice makes perfect , The early bird catches the
worm.
3.Teacher elicits responses from the pupils on the
meanings of the proverbs..
Presentation
Group work :
.
1.Pupils are given a strip of paper that has part of a
proverb on it.
2.Pupils have to find the other person who has the other
part of their proverb
and sit down together.
3.If there are pupils who do not know their partner, then
the teacher will ask others if they can help those pupils
out.
4.In pairs, pupils will talk about the meaning of the proverb
they have.
5.Pupils discuss and present their work in groups.
Individual work :
1.Pupils list down the proverbs that they know.
2.For each proverb given, pupils construct their own
sentences.
Closure :
Pupils play a game ( poison box)
Pupils pick the proverbs from the poison box and paste
them to the meanings on the board.

APPENDIX

Common Proverbs ( group work )

Action speaks louder than words.
Don't put all your eggs in one basket.
The early bird gets the worm.
A stitch in time saves nine.
A penny saved is a penny earned.
Penny wise, pound foolish.
Early to bed, early to rise, makes a man healthy, wealthy,
and wise.
A friend in need is a friend indeed.
Every cloud has a silver lining.
Birds of a feather flock together.
Group activity

Action speaks
louder than words.

The early bird

catches the worm.

A penny saved is

a penny earned.

A friend in need

flock together.

Birds of a feather

ANSWER KEY
Proverb Handout (individual work)

Is a friend indeed.

Name:____________________________________
Date:_____________
Instruction: List down 3 proverbs that you know. For each
proverb, create your own sentences.

Proverb 1 (Example)
Proverb : Absence makes the heart grow fonder
Sentence: The two brothers deeply wish to meet as they
havent seen each
other since 10 years. After all, absence makes
the heart grow fonder.
Proverb 2
Proverb : Dont count your chickens before they hatch
Sentence: Accept any suitable answers
Proverb 3
Proverb : All that glitters isnt gold
Sentence: Accept any suitable answers

Other examples of proverbs

Dont judge a book by its cover.
The pot calling the kettle black.
Beauty is only skin deep.
To kill two birds with one stone

Suggested Strategies and Lesson Plan for English UPSR ( New Format) Lesson Plan 4
MODUL
THEME
TOPIC
Content Standard

Learning Standard
LEVEL
APPROACH
CCE
HOTS
MATERIALS
MAIN ACTIVITIES
STEPS

Reading Comprehension
World of Knowledge
Book Report
2.2 Pupils will be able to demonstrate understanding of a variety of linear
and non-linear texts inthe form of print and non-print materials using a
range of strategies to construct meaning.
2.2.1 Able to apply word attack skills by identifying
(b) Phrasal Verbs
Intermediate
Cooperative Learning
Creativity & Innovation
Which part of the story would you change & Why ?
wordcards, sentence strips, circle map
rearrange sentence strips, complete a circle map, matching game
Set induction :
1. Teacher asks the pupilss if they are a morning person.
2. Teacher elicits responses on the characteristics of a morning person.
(If you like morning and wake up easily, then you are a morning
person. If it is difficult for you to wake up and you hate the morning,
then you are not a morning person.)
3. Pupilss raise their hands if they are a morning person.
Presentation :
1. Pupils listen carefully to the oral text.
2. Pupils listen to the oral text read by the teacher by closing their eyes
or laying their heads on their desks (visualising).
3. Teacher repeats the paragraph once more.

ORAL TEXT

Im a morning person
The alarm goes off at 6.00 a.m. I wake up and turn off the alarm. I get up
quickly and go downstairs. I make myself a cup of coffee. I go back upstairs

and have a shower. I sing a song in the shower. I put on my clothes. When I
come downstairs again, I have my first cup of coffee. Mmmmm! Then I have
some toast and a second cup of coffee. I wash my cup and tidy up the
kitchen. I take my bag and set off to work. It is 8.00 a.m. I lock up the house
before I go. Sometimes I run to catch the bus. I get on the bus. After four
stops, I get off the bus. I go to work and say GOOD MORNING! to my first
class.
Practice - Group work :
1. Teacher distributes the worksheets and tells pupils they must
complete it as much as possible.
2. In groups, pupils fill in the blanks with one word only based on the
text that they have listened to. (They should try to reproduce the text
as much as possible. Let pupils do as much as they can. Give them
plenty of time for this.)
3. Teacher distributes the completed text to each group and pupils
check their answers.
4. Pupils underline all the phrasal verbs in the text.
5. Teacher discusses the meaning of the phrasal verbs and gets pupils
to use the dictionary to find the meanings.
Production
1. Pupils fill in the blanks with their own words to write about their own
morning routine by using as many phrasal verbs as they can.
2. Pupils share their routine in small groups, with each person reading it
out loud.
3. Teacher gets one or two pupils to read their morning routine out loud
to the whole class.
Closure :
1. Pupils are given the lyrics to a phrasal verb song.
2. Pupils and teacher sing the song.

APPENDIX 1
Worksheet

Try to fill all the gaps in the text.

Im a morning person!

Im a morning person
The ____________________ at 6.00 a.m.. I ____________________and
________________ the alarm. I _____________ quickly and
_______________. I make a cup of coffee. I go back upstairs and
_____________ shower. I ________________ in the shower. I
__________________________. When ___________________________, I

start the day off with my first cup of coffee. Mmmmm! Then I have some
toast and a second ________________ coffee. I wash my cup and
_______________________the kitchen. I take my bag and
___________________________ to work. It is 8.00 a.m. I
_________________ before I go. Sometimes I run __________________
the bus. I _______________ the bus and ___________________ three or
four stops. I go to work and say GOOD MORNING! to my first class. It is
8.45 a.m.

APPENDIX 2
Song

Morning person, morning person,

That is me, that is me,
Morning alarm goes off !!
Morning alarm goes off !!
Wake up! Wake up!
( Pupils can replace with other phrasal verbs )

Answer Key

Im a morning person

The sound of the clock goes off at 6.00 a.m.. I open my eyes wide and turn off the alarm.
I stand up quickly and go downstairs. I make a cup of coffee. I go back upstairs and take a
shower. I hum a tune in the shower. I choose my clothes and put them on. When I run
down the flight of stairs again, I start the day off with my first cup of coffee. Mmmmm! Then
I have some toast and a second
cup of coffee. I wash my cup and clean up the kitchen. I take my bag and go off to work. It is
8.00 a.m. I make sure the house is secure before I go. Sometimes I run to board the bus. I

get on the bus and get off after three or four stops. I go to work and say GOOD MORNING!
to my first class. It is 8.45 a.m.

Suggested Strategies and Lesson Plan for English UPSR ( New Format) Lesson Plan 5
MODULE
THEME
TOPIC
CS

Reading
World of Knowledge
Healthy and Wise
2.2

LS

2.2.1 Able to apply word attack skills by identifying:

(c) similes
2.2.4 Able to apply dictionary skills to identify and understand meaning of words
in context.
Intermediate
Cooperative Learning
Creativity & Innovation
Create a poem using similes
Food (relia), word cards, textbook, dictionary and worksheet
Reciting a poem, form similes using a word given and create a poem

LEVEL
APPROACH
CCE
HOTS
MATERIALS
MAIN
ACTIVITIES
STEPS

Set Induction :
1. Teacher brings in some food (relia).
2. Pupils identify the healthy food.
Presentation
Group work :
1. Pupils recite the poem given in the textbook.
2. Pupils find the meaning of the words which are in bold from the poem

using a dictionary.
3. Pupils pick an envelope with words and form similes from the words
given.
4. Pupils present their work.
Individual work:
1. Complete the sentences with suitable similes.
Closure:
1. Create a poem using similes

APPENDIX

Sample of poem (Textbook pg no. 65)

APPENDIX
ii. Example of words given in the envelope. (Group work)
a. wise

b. easy

c. happy

d. fit

iii. Worksheet (Individual work)

Choose the best answer to complete the sentences.
1

Learning to dance is ________________ ABC for Siew Lee.

A as easy as
C as black as
B as hard as
D as timid as

Sheelas party dress is ________________the rainbow.

A as good as
C as graceful as
B as light as
D as beautiful as

They felt ________________a wolf after playing for so long.

A as strong as
C as loud as
B as quick as
D as hungry as

Janes baby sister is ________________a kitten.

A as playful as
C as tender as
B as strong as
D as hard as

She is ________________a lark because she has got good results in the

examination.
A as blind as
B as happy as

C as proud as
D as slippery as

That man is ________________a coot.

A as harmless as
B as bald as

C as poor as
D as hot as

The bus is moving ________________a tortoise.

A as fast as
C as slow as
B as warm as
D as light as

After a good nights sleep, she feels ________________a daisy.

A as slippery as
C as fresh as
B as jealous as
D as fair as

Tong Lings mother has agreed to let her go on the trip.

No wonder she is ________a cricket today.
A as shy as
C as merry as
B as wet as
D as clumsy as

10

John is popular among his friends because he is ________________

a puppy.
A as friendly as
B as cunning as

11

That man is __________an ox. He can lift up a few of those heavy boxes
at the same time.
A as brave as
B as strong as

1. A
2. D

C as hungry as
D as stubborn as

12

It was ________________ fire during the drought.

A as black as
C as cold as
B as light as
D as hot as

13

They are ________________a mouse while Mrs. Devi is in the class.

A as strong as
C as loud as
B as quiet as
D as hungry as

14

The unripe mango is ________________ vinegar.

A as sour as
C as sweet as
B as pure as
D as bitter as

15

The boy is ________________a sponge after running in the hot sun.

A as flat as
C as quick as
B as free as
D as thirsty as

16

Be careful when you use the knife. It is ________________a razor.

A as sharp as
C as light as
B as deep as
D as heavy as

17

The singer sang ________________honey during the charity gala.

A as loud as
C as sweet as
B as fair as
D as gentle as

18

He is the best athlete in school because he can run _____________

lightning.
A as proud as
B as timid as

Answer Key

C as proud as
D as timid as

C as quick as
D as busy as

3. D
4. A
5. B
6. B
7. C
8. C
9. C
10. A
11. B
12. D
13. B
14. A
15. D
16. A
17. C
18. C

Suggested Strategies and Lesson Plan for English UPSR ( New Format) Lesson Plan 6
MODUL
THEME
TOPIC

Reading Comprehension
World of Knowledge
Clothing

Content Standard

2.2 Pupils will be able to demonstrate understanding on 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 Standard

2.2.3 Able to read and demonstrate understanding of texts by:

(a) giving main ideas and supporting details
Low/Intermediate
Cooperative Learning
Creativity & Innovation
Box, word cards, model paragraph
Set induction:
1. Teacher provides a box of related items and pulls each item out one at a
time.
2. The pupils name each item as it is being displayed. After all the items are
displayed, the pupils brainstorm to come up with words/phrases to group the
items, such as: Winter Clothes, Games and Toys, or Shoes. The teacher
labels the boxes with these titles.
3. Teacher points out that the title is the main idea and the items are the
details.
Presentation:
1. The teacher displays a model paragraph. (Appendix 1)
2. Pupils and teacher use choral reading to read the paragraph.
3. The teacher asks pupils to come up to the front of the class and highlight
the main idea and details with different coloured highlighters.
Group work:
1. The pupils are divided into groups and given an envelope with a set of
details in it, along with a fill-in-the-blank worksheet of a paragraph with no title.
(Appendix 2)
2. The pupils work together to fill out the title, topic and concluding sentences,
and details. The groups should come up with their own title with guidance
from the teacher if required. Each group then takes turns to present their
paragraph to the class.
Closure :
1. Teacher plays a song clip on main ideas and supporting details and sings
together with the pupils.
2. As for homework, pupils answer a worksheet to enhance their learning for
the day. (Appendix 3)

LEVEL
APPROACH
CCE
MATERIALS
STEPS

url : https://www.youtube.com/watch?v=W24RyhtX1qA

Answer Key (Appendix 3)

Fruits
We have a lot of fruits. We have two apples. We have some bananas. We have many
grapes. We have a few strawberries. We have one pear. We like to eat fruits!

SUGGESTED PRE-WRITING ACTIVITIES FOR SECTION C.

NOTE
1. Pre-writing activities allow pupils to build a well-focussed schemata to
help them
prepare for the writing task in Section C.

A. Profiling Characters
1. Pupils are given a graphic organizer each to fill in.
2. Keywords are given below the graphic organizer in order to assist them in
completing it.
Sample of A Graphic Organizer

1
Charac
ter 1

1. Physical Appearance (e.g gender, name, hairstyle, height etc)

2. Personality (e.g. kind, sweet, humble etc)**based on the stimulus
3. Action (Describe the action of the character) **based on the stimulus
** number of circles can be added if needed
Adapted from All Together Now by Shirley Sydenham and Elizabeth
Golding (1996)

B. A Story Ladder
1. Pupils are given a 'Story Ladder'.
2. Pupils refer to the given stimulus and gather information on the plot of
the story using 'Rallay Robin' technique. (21st Century learning element)
3. Pupils complete the Story Ladder based on the discussion.

Adapted from All Together Now by Shirley Sydenham and Elizabeth

Golding (1996)

SUGGESTED STRATEGIES AND LESSON PLAN FOR ENGLISH UPSR (New Format)
SECTION

Writing Paper Section A

THEME

World of Knowledge

TOPIC

Diary Account

CS

3.2

LS

3.2.1 Able to transfer information with guidance to complete :

a. linear text
b. non-linear text

LEVEL

Intermediate

APPROACH

Cooperative Learning

CCE

Creativity & Innovation

MATERIALS

Worksheets

MAIN ACTIVITIES

Identify the main ideas

STEPS

Activities :
1. Pupils study the information in the stimulus.
2. Pupils read the incomplete text given.
3. Pupils study the information in the stimulus again.
4. Guide pupils to identify and underline the correct information to fill in the
blanks in the incomplete text.
5. Guide pupils to write suitable language functions for each of the blanks.
(If needed)
6. Pupils check the answers written for spelling errors and relevancy of the
language functions

APPENDIX
Sample 1
Read the diary below and use the information to complete the passage.

Priyas Diary
Date : 13 March 2016

Day : Sunday

Weather : Sunny

8.00 a.m.

Lessons at Sunway Aerobic Club

9.30 a.m.

Breakfast at Bintang Food Court with mother

11.00 a.m.

Shopping at Big Star Shopping Centre

1.00 p.m.

Lunch at Sizzlers Ranch

2.30 p.m.

Orchid exhibition at Lake Gardens

4.00 p.m.

High tea at Suria Island Caf with Jeeva

6.00 p.m.

Home

Last Sunday morning, my mother took me to ________(1) _____________

for my aerobic lessons. After that, we had _______(2) _________________
Once we finished our breakfast, my mother decided to do some _______(3) ____________
Then at one oclock in the afternoon, we walked over ___________(4)____________
for lunch. After lunch, my mother suggested we visit Lake Gardens to see
an orchid exhibition. Before going home, we had ______ (5) ____________ at Suria Island
Caf.

Recycling Awareness Campaign

Date : 23 May 2016 - 27 May 2016
Organiser : The Environmental Society

Make Recycling Your Daily Habit

Please join this campaign
Sample 2

Contribute your unwanted things

Brown

Blue bins

Orange bins

Glass

Paper

Plastic, bottles
and aluminium
cans

Read thebins
notice below and use the information to complete the dialogue.

Its our responsibility to take care of the environment!

Zul

: Hey! Theres a notice on the notice board.

Siti

: Lets see what it is about.

Zul

: Therell be a recycling awareness campaign in our school.

Siti

: When is it?

Zul
: It will be from (1)
__________________________________________________________.
Siti

: Shall we join the campaign?

Zul
: Sure. Lets (2)
_____________________________________________________________.
Siti

: But where should we place them?

Zul
: Its easy. The brown bins are for glass. The blue bins
(3)_____________________________.
Siti

: And the orange bins are for (4)____________________________________.

Zul
: Thats right. Its important that we recycle the unused things. After all its
(5)______________
_______________________________________________________________________.
Siti

: I agree with that.

Sample 3
Read the procedure below and use the information to complete the dialogue.
HOW TO MAKE YOURSELF A CUP OF TEA

It is very easy to make a cup of tea. First, ________(1)____________ in a small kettle.

Next, get ________(2)_____________ and put it in a cup. Pour in some hot water carefully
and __________(3)______________ . Then, ___________(4)_______________ and add
3
in some sugar. If you like your tea with milk, add in some milk. Use a teaspoon to
__________(5)__________. Finally, put the cup on a saucer.

Sample 4
Read the menu below and use the information to complete the dialogue.
GOOD TASTE RESTAURANT
68, Jalan Sultan Ahmad Shah, 10250 Georgetown, Penang
Business hours : 7.00 a.m. 11.00 p.m. daily
Main Dishes
Asam Fish
Spicy Fried Chicken
Beef Rendang
Mixed Vegetables
Steamed Prawns

RM6.00
RM5.00
RM7.00
RM4.00
RM9.00

Soup
Chicken Soup
Mushroom Soup
Tom Yum Soup
Seaweed Soup

RM4.00
RM4.00
RM5.00
RM6.00

Beverages
Mango Juice
Orange Juice
Watermelon Juice
Honey Lemon
Hot Chocolate

RM3.00
RM3.00
RM3.00
RM3.50
RM4.50

Weekday Breakfast Set (RM4.50)

Weekend Set Lunch (RM8.90)

French Toast
Half-boiled Egg
Muffin
Coffee

Special Kampung Fried Rice

ABC Soup
Mixed Vegetables
Chinese Tea

Good Taste Restaurant is located in ___________________, Penang. It opens

(1)
______________________________ daily. Its Weekday Breakfast Set costs RM4.50
(2)
and includes __________________________________________________________
(3)
During lunch hours, it serves a variety of dishes. Its special lunch set costs RM8.90
and available ______________________________ only. It serves five types of soup.
(4)
Vegetarians can order _________________________________ as the main dish.

(5)

Sample 5
Read the information carefully and complete the speech.

HOW TO
STAY
HEALTHY
YY

Good morning to the headmaster, teachers and pupils. I would like to talk about
____________________________.
1
Firstly, we should
________________________________________________________. They
2
are good for us as they contain ___________________________________________.
3
Apart from that we should exercise for at least
______________________________________.
4
Exercise is necessary to keep us alert. It helps to keep our body fit and healthy.
We should also have a positive attitude and believe in what we can do. Do things that
we like to
do like reading books
________________________________________________________________.
5
Therefore take good care of our health because it is important for us to be healthy and
happy.
Thank you.

ANSWER KEY
Sample 1

1.
2.
3.
4.
5.

Sunway Aerobic Club

beakfast at Bintang Food Court
shopping at Big Star Shopping Centre
to Sizzlers Ranch
high tea

Sample 2
1.
2.
3.
4.
5.

23 May 2016 to 27 May 2016

contribute our unwanted things
are for papers
plastic, bottles and aluminium cans
our responsibility to take care of the environment

Sample 3
1.
2.
3.
4.
5.

boil some water

a sachet of tea
leave it for a few minutes
remove the sachet
stir

Sample 4
1.
2.
3.
4.
5.

68, Jalan Sultan Ahmad Shah, 10250 Georgetown/ Georgetown

from 7.00 a.m. to 11.00 p.m.
french toast, half-boiled egg, muffin and coffee
on weekends
mixed vegetables

Sample 5
1.
2.
3.
4.
5.

how to stay healthy

eat more fruits and vegetables
lots of vitamins and minerals
three times a week
fishing, listening to music and collecting stamps

SUGGESTED STRATEGIES AND LESSON PLAN FOR ENGLISH UPSR (New Format)
SECTION
THEME
TOPIC
CS
LS
LEVEL
APPROACH

Writing Section B (ii)

World of Stories
Book Report
3.2
3.2.1 Transfer information with guidance
Intermediate
Cooperative Learning

CCE
HOTS
MATERIALS
MAIN ACTIVITIES
STEPS

Creativity & Innovation

Which part of the story would you change & Why
Storybooks, wordcards, sentence strips, circle map
rearrange sentence strips, complete a circle map, matching game
Set induction :
Teacher reads a sample of a book report.
Pupils guess the title of the story.
Group work :
Pick a book with an envelope.
Pupils rearrange sentence strips to form a book report.
Presentation.
Teacher posts the HOTS question.
Pupils discuss in group.
Individual work :
Complete a circle map on any story.

APPENDIX

Closure :
Match Me Pupils match characters with the correct story.
(Refer to Year 6 Textbook, p. 7)
Places mentioned in the story
Characters

Title of storybook

** Any suitable material can be adapted.

SUGGESTED STRATEGIES AND LESSON PLAN FOR ENGLISH UPSR (New Format)
SECTION
THEME
TOPIC
CS
LS
LEVEL

Writing Section B (ii)

World of Self
Formal Letter
3.2
3.2.2 Able to write with guidance :
b) formal letters
Intermediate

APPROACH
CCE
HOTS
MATERIALS
MAIN ACTIVITIES
STEPS

Cooperative Learning
Enterpreneurship
Can you see a possible solution to (the issue/problem)?
Cut outs of a formal letter layout
Rearrange the formal letter cut outs, writing, word search
Set induction :
Teacher shows an example of formal letter
Pupils talk about the formal letter shown
Group work :
Provide cut outs of formal letters layout
Pupils place the cut outs into the right places;
- senders address
- date
- receivers address
- salutation
- subject
- body
- complementary closure
- signature
- senders name
Gallery Walk
Presentation
Individual work :
Write a formal letter based on the stimulus provided
Closure :
Generic word search on verbs based on the formal letter used

APPENDIX

** Use any suitable formal letter

SUGGESTED STRATEGIES AND LESSON PLAN FOR ENGLISH UPSR (New Format)
SECTION
THEME
TOPIC
CS
LS

LEVEL
APPROACH
CCE
HOTS
MATERIALS
MAIN ACTIVITIES
STEPS

Writing Section B (ii)

World of Self
Message
3.3
3.3.1 Able to create texts using a variety of media:
a) non-linear
b) linear
Intermediate
Cooperative Learning
Moral Values
What are some of the problems that might occur if a message is not given
properly?
Dialogue, Mind Map, Stimulus, Secret Message
Chinese Whisper, Brainstorming using mind map, Writing a message, Crack
the secret message
Set induction :
Pupils play Chinese Whisper
Group work :
Teacher provides a dialogue to each group.
Pupils brainstorm the main content in the message using a mind map.
Group presentation.
Individual work :
Teacher provides a different stimulus.
Pupils brainstorm on the main content and write the message.
Pupils do proof reading with their peers.
Closure :
Crack the message. Pupils rearrange words to get a secret message.

APPENDIX
Sample dialogue.
Aina : Hello, Muthu. Its nice to see you. How is my classmate, Prema ?
Muthu : Hi Aina! My sister is recovering from her fever.
Aina : Will she be able to join the netball practice next week?
Muthu : Yes, she will. But she needs the details of the practice.
Aina : Can you please inform her that the practice is scheduled every Tuesday and Thursday
from
4.00 p.m. until 6.00 p.m.
Muthu : Thanks Aina. Oh, she also wants to know abut the homework that the teachers have
given
the past two days.
Aina
: We only have homework for English Language and Mathematics. Please tell her to
complete
the exercises on pages 32 and 33 in the English textbook. She needs to write the
exercises in Book A.
Muthu : Ok. How about for Mathematics?
Aina : She needs to complete the exercises in Unit 3 from the workbook.
Muthu : Thank you Aina. I will go back and inform her. I need to leave her a message because she
went to our uncles house with my parents.
Aina : My pleasure, Muthu. Please send her my regards.
Muthu : Ok Aina. See you again.

** Any suitable material can be adapted.

SUGGESTED STRATEGIES AND LESSON PLANS FOR ENGLISH UPSR (NEW FORMAT)
SECTION
THEME

WRITING SECTION C (i)

World of Stories

TOPIC/SECTION
CS
LS

LEVEL
APPROACH
CCE
HOTS
MATERIALS
MAIN ACTIVITIES
STEPS

Getting lost in a restaurant.

3.1 , 3.2
3.1.1 Able to write in neat and legible print with correct spellings.
(b) paragraphs
3.2.2 Able to write with guidance
(c) stories
Intermediate
Guiding and Modeling writing for students.
Thinking skills
Which part of the words/structures/sentences would you change & Why ?
Picture stimulus, Flow map
Questioning,Completing A Flow Map and Shared Writing
(Questioning)
1. Pupils are asked if they have heard about cases of children getting
lost and found in public places.
2. Pupils relate the stories / experiences.
(Organising ideas)
4. Pupils are given the picture stimulus (Section C, No.1 )
5. Pupils relate/describe the picture.
6. Pupils are then guided to use the flow map to construct the story.
(Constructing Paragraphs)
7. Teacher conducts shared writing with the pupils.
8. Pupils give ideas and suggestions of words as teachers write the
text on the board.
9. Teacher requests inputs from students for word choices, grammar,
sentence structure etc.
10. Teacher checks from time to time if the text conveys meaning
correctly or deletes unneeded text.
11. Pupils read the completed text and summarise what has been
learned.
12. The written text is displayed in the classroom. (As a reference for
students to write similar text)
(Follow ups)
13. Teacher gives a similar writing task with a similar context so pupils
could practise writing the text multiple times.

SAMPLE OF A PICTURE STIMULUS

Title : Getting Lost in a Restaurant

** Any suitable story can be adapted.

SUGGESTED STRATEGIES AND LESSON PLANS FOR ENGLISH UPSR (NEW FORMAT)
SECTION
THEME
TOPIC
CS
LS

LEVEL
APPROACH
CCE
HOTS
MATERIALS
MAIN ACTIVITIES
STEPS

WRITING - SECTION C (i)

World of stories
Attending A Hari Raya Open House.
3.1 , 3.2
3.1.1 Able to write in neat and legible print with correct spellings.
(b) paragraphs
3.2.2 Able to write with guidance
(c) stories
Intermediate
Building background knowledge
Drafting (Constructivism)
Thinking skills
Adapting words and sentence structures learnt from sample writing/text.
Picture stimulus, Flow map
Viewing sample writings, Drafting
Set Induction
1. Pupils are shown a picture of a Hari Raya open house.
2. Pupils identify the name of the event.
3. Pupils are asked if any of them has ever attended an open house.
4. Pupils talk about their experiences.
Practice
5. Pupils are given the similar context of sample writings.
6. Pupils read through the samples.
7. Pupils read and underline new words used/interesting
phrases/idioms/proverbs/adjectives that they can use for writing.
Production
8. Teacher gives out the writing task.
9. Pupils are then guided through the picture stimulus and helping
words.
10. Pupils do the writing task to produce their first draft.
11. Pupils who have completed their first draft will get their teacher to
check the written task.
12. Pupils redo the written task after their errors have been corrected by
the teacher.
(Additional task)
13. Pupils may create more than a draft to produce a good written piece.
Closure
14. Pupils written tasks are displayed in the English corner of the
classroom.

SAMPLE OF A PICTURE STIMULUS

Title : Hari Raya Open House

** Any suitable story can be adapted.

SUGGESTED STRATEGIES AND LESSON PLAN FOR ENGLISH UPSR (NEW FORMAT)
SECTION
THEME
TOPIC/

WRITING - SECTION C (Question 1)

World of Self
A Fishing Trip

CS
LS
LEVEL
APPROACH
CCE
HOTS
MATERIALS
MAIN ACTIVITIES
STEPS

3.2
3.2.2 Able to write with guidance : (a) stories
Intermediate
Cooperative Learning
Creativity & Innovation
Who would you choose to take on a fishing trip? Why?*
Video Clip (fishing trip), Flow Chart Template, Stimulus A
Round Robin, Completing Flow Map, Completing Missing Phrases, Gallery
Walk
(Set induction)
1.Teacher plays a video clip.
(only for the first few minutes before pausing abruptly)
***fishing activity not to be shown just yet
2.Pupils predict the activity in the video clip. (Round Robin)
3.Pupils watch the full video clip.
(Practice)
Group work :
4.Pupils discuss and complete the flow map based on the video clip.
5. Pupils share their completed flow map with the class.
(Production)
Pair work :
6.Teacher posts the HOTS questions.*
7.Pupils discuss in pairs.
8.Pupils write a short story on a given stimulus (A) by completing the
missing
phrases.
9.Pupils display their work.
(Closure)
10.Pupils have a 'Gallery Walk' by reading at least 3 other pairs' stories.
11.Pupils write positive comments on their peers' work.

APPENDIX/NOTE
* Round Robin - verbal sharing(round table sitting arrangement)

STIMULUS A

***Sample Guided Writing Task

Razi __________________friend . One fine Sunday, they went on ___________________ at

the river _____________________. They went there by _____________________.

** 1. Any suitable writing text can be adapted

2.The missing phrases can be provided in boxes for below average pupils.
3.Difficulty level of the missing phrases can be set higher by opting for idioms,
proverbs,similes or figurative expressions for high flyers.

SUGGESTED STRATEGIES AND LESSON PLAN FOR ENGLISH UPSR (New Format)
SECTION
THEME
TOPIC
CS
LS
LEVEL
APPROACH
CCE
HOTS
MATERIALS

Writing Section C (Question 2)

World of Self
Going for a picnic
3.2
3.2.2 Able to write with guidance - stories
Advanced
Cooperative Learning
Environmental Studies
How many ways can you help to save the environment?
wordcards , flow map, cue cards (WH-Qs) , SVO table

MAIN ACTIVITIES
STEPS

Fan and Pick activity, brainstorming ideas, writing a story

Set induction :
Teacher pastes the word FAMILY on the board.
Pupils give ideas on activities they do with their family.
Group work : Fan & Pick
Pupils number themselves.
Take turns to pick a question card and answer. (Wh-Questions)
Take turns to add points/description/interesting words.
Next, pupils pick another question card.
Activity continues until the last group member.
Pair work :
Pupils rearrange the ideas using a flow chart.
Pupils add interesting words.
Pupils share their flow chart with a partner.
Pupils write their story using the SVO table.
Closure :
Sing a simple song. We are family

APPENDIX

** Any suitable material can be adapted.

APPENDIX
Write a story based on the picture below. You may use the words given to help you. Write your
answers in the space provided. Write your story between 80 to 100 words.
Tulis sebuah cerita berdasarkan gambar di bawah. Anda boleh menggunakan perkataan yang
diberikan. Tuliskan jawapan anda di ruang yang disediakan. Panjang cerita anda adalah
antara 80 ke 100 patah perkataan.

** Any suitable material can be adapted.

Suggested exercise for intermediate pupils

Exercise 1 : There are 20 errors in the story below. Detect the errors and rewrite the story.
En amin who is my neighbor, is 38 year old. Last week, he decided to brings his
family to the bird park. Her wife, pn Aminah prepare some food for the journey. When they

reach the bird park, he buys the tickets and they walked into the bird park. They see many
types of birds in the cages. There are also birds from the amazon.

In the afternoon they decide to have a picnic at the bird park. They found a
sutable place from their picnic. His wife serve the food. After lunch, they tidy the place and
packed they things. The child also helped to put all the things on the car booth. They enjoy
themselves and had a jubilant time together-gether.

Answers:
En. Amin who is my neighbour, is 38 year old. Last week, he decided to bring
his family to the bird park. His wife, Pn. Aminah prepared some food for the journey. When
they reached the bird park, he bought the tickets and they walked into the bird park. They
saw many types of birds in the cages. There were also birds from the Amazon.

In the afternoon, they decided to have a picnic at the bird park. They found a
suitable place for their picnic. His wife served the food. After lunch, they tidied the place and
packed their things. The children also helped to put all the things into the car booth. They
enjoyed themselves and had a jubilant time together.

SUGGESTED STRATEGIES AND LESSON PLAN FOR ENGLISH UPSR (New Format)
SECTION
THEME
TOPIC
CS
LS

Writing a story
World of Self
Doing a good deed
3.2
3.2.2 Able to write with guidance - stories

LEVEL
APPROACH
CCE
HOTS
MATERIALS
MAIN ACTIVITIES
STEPS

Advanced / Intermediate
Cooperative Learning
Moral Values
Do you think . . . is a good or a bad habit? If it is a bad habit, how should one
react?
green flags, red flags, stimulus, SVO table
Green & Red Alert, Share & Turn , Gallery Walk
Set induction : Green & Red Alert
Pupils are given a green and red flag each.
Teacher shows video clips of good habits and bad habits.
Pupils raise the green flag for good habits and raise the red flag for the bad
habits.
Students answer the HOTS question.
Group work : Share & Turn
Teacher gives each group a picture from the question.
Pupils sit in groups and take turns to say out and write a verb for the picture.
(pupils cannot repeat the same verb)
Pupils exchange the papers to write the next verb until they get back their
paper.
Individual work :
Pupils use the ideas / verbs shared in the group to form sentences using the
SVO table.
Put the answers on the table for a Gallery Walk by others.
Pupils write the story.
Closure :
Teacher shows pictures of good and bad habits.
Pupils play the Green and Red Alert activity

APPENDIX

BAHAGIAN C
SOALAN 2
Write a story based on the picture below. You may use the words given to help you. Write your
answers in the space provided. Write your story between 80 to 100 words.
Tulis sebuah cerita berdasarkan gambar di bawah. Anda boleh menggunakan perkataan yang
diberikan. Tuliskan jawapan anda di ruang yang disediakan. Panjang cerita anda adalah
antara 80 ke 100 patah perkataan.

friends - visited - poor woman

boys - repaired - walls

cleaned - tidied - house - compound

grateful thanked - children happy

** Any suitable material can be adapted.

Suggested enhancement exercise

Exercise 1: Change the words in bold with an idiomatic expression / similie or other new
words. Add suitable adjectives or adverbs for the blank spaces.

Last week, Ali and his ____ friends from SMK Ayer Dalam visited Pn. Aina. She was a
_____ woman staying alone in an _____ house. They wanted to help fix the house. Pn. Aina
was happy to hear the ______ news. They thought about it and decided to divide the

chores. The boys brought their tools and repaired the _______ walls. They worked together so
that it would be easier.

The girls cleaned and tidied the house. Some swept the floor and rearranged the
furniture ________. The house was now tidy and clean. Pn. Aina served them with some
drinks. In the evening, they finished their work. Pn. Aina was grateful and thanked them for
their help. The children felt very happy.

Suggested answers:
Last week, Ali and his best friends from SMK Ayer Dalam visited Pn. Aina. She was a
poor woman staying alone in an old house. They wanted to lend a hand and fix the house.
Pn. Aina was on cloud nine to hear the good news. They put on their thinking cap and
decided to divide the chores. The boys brought their tools and repaired the damaged walls.
They worked together because as the saying goes many hands make light work.

The girls cleaned and tidied the house. Some swept the floor and rearranged the
furniture neatly. The house was now tidy and as clean as a whistle. Pn. Aina served them
with some refreshments. In the evening, they finished their work. Pn. Aina was grateful and
thanked them for their kindness. The children felt as happy as a lark.