KELAS BERCANTUM

BAHASA INGGERIS
MATA PELAJARAN BAHASA INGGERIS
 Isi Kandungan
Mukasurat

Falsafah Pendidikan Kebangsaan i

Notis Hak Kerajaan ii
Panduan Guru iii
1.0 Pengenalan Mata Pelajaran iv
2.0 Pemetaan Kurikulum Mata Pelajaran 1
3.0 Pengajaran dan Pembelajaran Kelas Bercantum
3.1 Pengenalan 40
3.2 Pengajaran dan Pembelajaran Pelbagai Gred
3.2.1 Pengajaran Secara Kelas 41
3.2.2 Pengajaran Mengikut Tahun Persekolahan 41
3.2.3 Pengajaran Secara Kumpulan 41
3.2.4 Pengajaran Individu 42
3.2.5 Pengajaran Sosial 43
3.3 Pengajaran dan Pembelajaran Abad 21
3.3.1 Ciri-ciri Pembelajaran Abad 21 44
3.3.2 Elemen-elemen Yang Terkandung Dalam
Pembelajaran Abad 21 46
3.3.3. Strategi Pengajaran dan Pembelajaran Abad 21 47
3.4 Strategi Pelbagai Gred (Multigrade Strategy) 54
3.4.1 Pengajaran Seluruh Kelas 55
3.4.2 Pembelajaran Arah Kendiri 56
3.4.3 Peer Tutoring 57
3.4.4 Pengajaran Kumpulan 58
3.4.5 Kolaboratif Dengan Pelbagai Pihak 58
4.0 Contoh Ringkasan Pengajaran Harian 60
4.1 Contoh Pengajaran Secara kelas 89
4.2 Contoh Pengajaran Secara Kumpulan 92
4.3 Contoh Pengajaran Secara Kelas dan Kumpulan 112

137
Rujukan
Senarai Panel Penggubal 138
 Falsafah Pendidikan Kebangsaan

Pendidikan di Malaysia adalah suatu usaha berterusan ke arah

memperkembangkan lagi potensi individu secara menyeluruh dan
bersepadu untuk mewujudkan insan yang seimbang dan harmonis
dari segi intelek, rohani, emosi, dan jasmani berdasarkan
kepercayaan dan kepatuhan kepada Tuhan. Usaha ini adalah bagi
melahirkan rakyat Malaysia yang berilmu pengetahuan,
berketrampilan, berakhlak mulia, bertanggungjawab, dan
berkeupayaan mencapai kesejahteraan diri serta memberi
sumbangan terhadap keharmonian dan kemakmuran keluarga,
masyarakat dan negara.

Cetakan Januari 2017

Kementerian Pendidikan Malaysia

Hak cipta terpelihara. Kecuali untuk tujuan pendidikan yang tidak ada
kepentingan komersial, tidak dibenarkan sesiapa mengeluarkan atau
mengulang mana-mana bahagian artikel, ilustrasi dan kandungan buku
ini dalam apa-apa juga bentuk dan dengan apa-apa cara pun, sama ada
secara elektronik, fotokopi, mekanik, rakaman atau cara lain sebelum
mendapat izin bertulis daripada Ketua Pengarah Pendidikan Malaysia,
Kementerian Pendidikan Malaysia.

i
 PANDUAN PENGAJARAN DAN PEMBELAJARAN INI DIEDARKAN UNTUK
KEGUNAAN GURU-GURU YANG BERDAFTAR DENGAN KEMENTERIAN
PENDIDIKAN MALAYSIA BAGI MELAKSANAKAN PENGAJARAN DAN
PEMBELAJARAN KELAS BERCANTUM.

PANDUAN PENGAJARAN DAN PEMBELAJARAN INI HANYA DIGUNAKAN

SEBAGAI BAHAN PENGAJARAN DAN PEMBELAJARAN BAGI PENGAJARAN
DAN PEMBELAJARAN KELAS BERCANTUM.

Cetakan Januari 2017

Kementerian Pendidikan Malaysia

ii
 PANDUAN GURU

PENGENALAN

Modul pengajaran dan pembelajaran (PdP) kelas bercantum ini disediakan untuk
membantu guru merancang, mengurus dan melaksanakan kelas bercantum. Modul ini
memberi peluang kepada guru untuk mendapatkan maklumat tentang strategi dan
kaedah pengajaran pelbagai gred yang digunakan dalam kelas bercantum.

SASARAN MODUL

Guru yang melaksanakan kelas bercantum.

SUSUNAN KANDUNGAN MODUL

Modul ini ditulis dalam susunan kandungan seperti berikut:

1. Pengenalan Mata Pelajaran

2. Pemetaan Kurikulum Mata Pelajaran
3. Pengajaran dan Pembelajaran Kelas Bercantum
4. Contoh Ringkasan Pengajaran Harian (RPH)

iii
1.0 INTRODUCTION
English is taught as a second language in all Malaysian primary and secondary
schools. The mastery of English is essential for pupils to gain access to
information and knowledge written in English. In line with the governments policy
on strengthening English, the curriculum has been designed to produce pupils
who will be proficient in the language. The goal of the English language curriculum
is to help pupils acquire the language in order to help them use it in their daily
lives, to further their studies, and for work purposes.
English which is also the dominant language used in Information Communications
Technology (ICT) needs to be mastered to enable our pupils to have easy access
to information that is available on the electronic media such as the Internet.

This curriculum stresses the development of critical literacy. Teachers will provide
opportunities for pupils to question and evaluate texts that they listen to, read or
view. These opportunities are essential for achieving personal growth and
confidence in functioning as an effective and productive member of our society.
This is in line with the goals of the National Philosophy of Education which seeks
to optimise the intellectual, emotional and spiritual potential of pupils.

AIMS
The English Language Curriculum for Primary Schools aims to equip pupils with
basic language skills to enable them to communicate effectively in a variety of
contexts thats appropriate to the pupils level of development.

iv
2.0 Pemetaan Kurikulum Mata Pelajaran

SK Tahun 2 dan Tahun3

KELAS BERCANTUM BAHASA INGGERIS 2017

CONTENT LEARNING STANDARDS

STANDARD
Teaching and Learning Teaching and
Year 2 Year 3 Activities in Multi Learning
Grades C6lassroom Methods
1.1.1 Able to listen and respond to 1.1.1 Able to speak with the 1. Introduce oneself
1.1 By the end of the stimulus given with guidance: correct word stress. 2. Introduce a friend to the
6-year primary (a) environmental sounds classroom and tell about
schooling, pupils (b) instrumental sounds his/her details.
will be able to ( c) body percussion 3. Listen to the teacher
pronounce (d) rhythm and rhyme introducing himself/herself Whole Class
words and speak (e) alliteration 4. Sing aloud and perform
confidently with (f) voice sounds actions. Eg: If Youre Happy
the correct stress, (g) oral blending and And You Know It, Old
rhythm and segmenting McDonald Had A Farm,
intonation. Boys And Girls Come Out
To Play, Happy Wanderer.

1.1.2 Able to listen to and enjoy
simple stories.
1.1.2 Able to listen to and
enjoy stories
1. Listening activities, from
Whole Class
simple stories to more
complex stories.

1
 Year 2
Retell stories using own Group
words according to the
storyline.

Year 3
Retell stories using own Group
words according to the
storyline and identify the
moral values found in the
story

1.1.3 Able to listen to, say aloud
and recite rhymes or sing
songs.
1.1.3 Able to listen to, say aloud and
recite rhymes, tongue twisters
and
sing songs paying attention to
pronunciation, rhythm and
intonation.
1. Listen to the teachers
reciting, singing or
recording.
Whole Class
2. Recite or sing together
aloud using correct
pronunciation, rhythm Whole Class
and intonation

1.1.4 Able to talk about a stimulus 1.1.4 Able to talk about a stimulus with Talk about any topic given Whole Class
with guidance. guidance. by the teacher, respond to
peers questions in a polite
and proper manner

1.2 By the end of the 1.2.1 Able to participate in daily 1.2.1 Able to participate in daily Participate in daily Whole Class
6year primary conversations: conversations: conversations and respond
schooling, pupil in a polite and proper
will be able to (a) exchange greetings (a) express good wishes manner
listen and (b) make polite requests (b) ask for help
respond (c) express apologies (c) respond to someone asking for
appropriately in (d) talk about oneself help
formal and (e) introduce family (d) offer help

2
 informal members and friends. (e) talk about oneself
situations for a (f) introduce family members and
variety of friends.
purposes.

1.2.2 Able to listen to and follow:
(a) simple instructions in
the classroom.
(b) simple directions to
places in the school.
1.2.2 Able to listen to and follow : Listen and respond to Group
simple instructions and
(a) simple instructions. directions
(b) simple directions.

1.2.3 Able to give: 1.2.3 Able to give: Group

(a) simple instructions in (a) simple instructions in school Give simple instructions with
school. (b) simple directions to places in guidance
(b) simple directions to school with guidance.
places in school.

1.3 By the end of the 1.3.1 Able to listen to and
6-year primary
schooling, pupils
will be able to
understand and
respond to oral
texts in a variety of
contexts.
Able to listen to and
Whole Class
1.3.1 Able to listen to and
demonstrate understanding of
demonstrate understanding demonstrate understanding
oral texts by:
of oral texts by: of oral texts by asking
(a) answering simple Wh- questions using WH
questions and answering
Questions. according to context, to
(a) asking simple Wh-
(b) giving True/False replies. demonstrate understanding.
Questions.
(b) answering simple
Wh-Questions.
(c) giving True/False
replies.

3
 (d) sequencing with
guidance.

2.2 By the end of th 6- 2.2.1 Able to read and apply 2.2.1 Able to apply word attack Word game: Group
year primary word recognition and word skills by: 1.Grouping words according
schooling, pupils attack skills by: to word families
will be able to (a) matching words with (a) grouping words 2. Grouping words
demonstrate spoken words. according to word according
understanding of (b) grouping words categories. to word categories
a variety or linear according to word (b) identifying words similar
and non-linear families. in meaning
texts in (c) identifying words
the form of print opposite in meaning
and non-print
materials using a 2.2.2 Able to read and 2.2.2 Able to read and understand Whole Class
range of understand phrases in phrases and sentences in Able to read and
strategies linear and non-linear texts. linear and non-linear texts. understand phrases in
to construct linear and non-linear
meaning. 2.2.3 Able to read and 2.2.3 Able to read and understand texts.
understand simple simple and compound Able to read and Group
. sentences in linear and sentences with guidance. understand simple and
non-linear texts. compound sentences
with guidance.
2.2.4 Able to read and 2.2.4 Able to read and understand
understand a paragraph of a paragraph with simple and Able to read and Whole Class
5-8 simple sentences. compound sentences. understand a paragraph
with simple and and
compound sentences
2.2.5 Able to apply basic 2.2.5 Able to apply dictionary skills
dictionary skills using to locate words: Apply basic dictionary
Group
picture dictionaries. (a) entry points. skills to locate words
(b) exit points. based on pictures, through
entry points and exit
points.

4
2.3 By the end of the 2.3.1 Able to read simple texts with 2.3.1 Able to read for information Able to read simple texts Whole Class
6-year primary guidance: and enjoyment with for information and
schooling, pupils guidance: guidance:
will be able to (a) fiction
read (b) non fiction (a) fiction (a) fiction
independently for (b) non- fiction (b) non fiction
information and
enjoyment

Able to write in neat legible

3.1.1 Able to write in neat legible 3.1.1 Able to write in neat legible print
print with correct spelling:
print. with correct spelling:
3.1 By the end of the a) words
6-year primary (a) words (a) phrases b) phrases Group
schooling, pupils c) simple sentences
will be able to form (b) phrases (b) simple sentences
letters and words (c) simple sentences
in neat legible Able to write numerals in
print including neat legible print with
cursive writing. 3.1.2 Able to write numerals in neat 3.1.2 Able to write numerals in neat correct spelling: Whole Class
legible print: legible print: (a) numeral form
(a) numeral form (a) numeral form (b) word form
(b) word form (b) word form
Able to complete with
guidance:
3.2.1 Able to complete with 3.2.1 Able to complete with (a) simple messages Whole Class
guidance: guidance: (b) non-linear texts
(a) simple messages (a) linear texts
(b) posters (b) non-linear texts

Able to write with guidance:

3.2 By the end of the 3.2.2 Able to write simple 3.2.2 Able to write with guidance: (a) simple sentences Whole Class
6-year primary sentences with guidance. (a) simple sentences (b) questions
schooling, pupils (b) compound sentences
will be able to (c) questions

5
 write using
appropriate
language, form 3.2.3 Able to punctuate correctly: 3.2.3 Able to punctuate Able to punctuate correctly:
and style for a correctly: (a) capital letters
range of purposes. (a) capital letters (b) full stop
(b) full stop (a) exclamation mark (c) question mark Group
(c) question mark (b) comma (d) exclamation mark
(e) coma

Able to spell common sight Whole Class

3.2.4 Able to spell common 3.2.4 Able to spell common words
sight words. sight words.

3.3 By the end of

the 6-year 3.3.1 Able to create simple 3.3.1 Able to create simple Able to create simple non-
primary non-linear texts using a texts using a variety of linear and linear texts using
schooling, variety of media with media with guidance : a variety of media with
pupils will be guidance : guidance: Group
able to write (a) non-linear (a) simple messages
and present (a) posters (b) linear (b) posters
ideas through a (b) signs
variety of media
using
appropriate
language, form
and style

4.1 By the end of the 4.1.1 Able to enjoy action songs 4.1.1 Able to enjoy action songs jazz Able to enjoy action songs, Whole Class
6-year primary and jazz chants through non- chants and poems through non- jazz chants and poems
schooling, pupils verbal response. verbal response. through non-verbal
will be able to response.
enjoy and
appreciate 4.1.2 Able to sing action songs 4.1.2 Able to sing action songs, recite Able to sing action songs, Whole Class
rhymes, poems and jazz chants and poems with enjoy jazz chants and

6
 and songs, recite jazz chants with correct pronunciation, rhythm poems through non-verbal
through correct and response.
performance. pronunciation, rhythm and intonation.
intonation.

4.2 By the end of the Able to respond to:

6-year primary 4.2.1 Able to respond to: (a) book covers
schooling pupils 4.2.1 Able to respond to: (a) characters (b) pictures in books
will be able to (a) book covers (b) place (c) characters
express personal (b) pictures in books with guidance. (d) place Group
response to (c) characters with guidance.
literary texts. with guidance.

4.3 By the end of the

6-year primary Able to produce simple
schooling, pupils 4.3.1 Able to produce simple creative works with
will be able to 4.3.1 Able to produce simple creative works with guidance based on:
plan, organize creative works with guidance based on:
and produce guidance based on: (a) action songs
creative works for (a) jazz chants (b) jazz chants
enjoyment. (a) action songs (b) poems (c) poems
Group
(b) jazz chants (c) action songs (d) stories
(c) stories (d) stories

Able to take part with

4.3.2 Able to perform with guidance in a performance
4.3.2 Able to take part with guidance based on: based on:
guidance in a performance (a) action songs
based on: (a) jazz chants (b) jazz chants Group
(b) poems (c) poems
(a) action songs (c) action sons (d) stories
(b) jazz chants (d) stories
(c) stories

7
5.1 By the end of the
6-year primary
schooling, pupils
will be able to use 5.1.1 Able to use nouns
different word 5.1.1 Able to use nouns correctly and
classes correctly correctly and appropriately: Whole Class
an appropriately. appropriately: (a) common nouns
(a) common nouns (b) proper nouns
. (b) proper nouns (c) singular nouns
(c) singular nouns (d) plural nouns
(d) plural nouns

5.1.2 Able to use pronouns

5.1.2 Able to use pronouns correctly and
correctly and appropriately:
appropriately: (a) personal Whole Class
(a) personal (b) demonstrative
(b) demonstrative (c) possessive
(c) possessive
5.1.3 Able to use verbs
5.1.3 Able to use verbs correctly correctly and
and appropriately:
appropriately: (a) regular verbs
(a) regular verbs (b) simple present Whole Class
(b) simple present tense tense
(c) simple past tense (c) simple past tense

5.1.4 Able to use conjunctions

5.1.4 Able to use conjunctions correctly and appropriately:
correctly and appropriately: (a) and
(a) and (b) or
Group
(b) or (c) but
(c) but

8
 5.1.5 Able to use
5.1.5 Able to use prepositions prepositions
correctly and appropriately: correctly and
(a) in appropriately:
(b) on (a) in
(c) under (b) on
(d) up (c) under
(e) in front of (d) up Group
(f) behind (e) in front of
(g) at (f) behind
(g) at
5.2 By the end of the
6-year primary
schooling, pupils 5.1.6 Able to use adjectives
will be able to 5.1.6 Able to use adjectives correctly and
construct correctly and appropriately:
various sentence appropriately: (a) colour Group
types (a) colour (b) shape
correctly. (b) shape (c) size
(c) size (d) opinion
(d) opinion

5.1.7 Able to use articles

5.1.7 Able to use articles correctly and
correctly and appropriately: Group
appropriately: (a) a
(a) a (b) an
(b) an (c) the
(c) the

5.2.1 Able to construct

declarative sentences
5.2.1 Able to construct correctly.
declarative sentences
Group
correctly.

9
SJK Tahun 2 dan Tahun 3
KELAS BERCANTUM BAHASA INGGERIS 2017

CONTENT LEARNING STANDARDS

STANDARD
Teaching and Learning Teaching
Year 2 Year 3 Activities in Multi and
Grades Classroom Learning
Methods
1.1.1 Able to listen and respond to 1.1.1 Able to listen and respond to 1. Introduce oneself
1.1 By the end of the stimulus given with guidance: stimulus given with guidance: 2. Introduce a friend to the
6-year primary (a) environmental sounds (a) environmental sounds classroom and tell about
schooling, pupils (b) instrumental sounds (b) instrumental sounds his/her details.
will be able to (c) body percussion (c) body percussion 3. Listen to the teacher
pronounce (d) rhythm and rhyme (d) rhythm and rhyme introducing himself/herself
words and speak (e) alliteration (e) alliteration 4. Sing aloud and perform Whole Class
confidently with (f) voice sounds (f) voice sounds actions. Eg: If Youre Happy
the correct stress, (g) oral blending and segmenting (g) oral blending and And You Know It, Old
rhythm and segmenting McDonald Had A Farm,
intonation. Boys And Girls Come Out
To Play, Happy Wanderer.
1.1.2 Able to listen to and enjoy
simple stories.
1.1.2 Able to listen to and 1. Listening activities, from
enjoy stories simple stories to more
complex stories. Whole Class

10

1.1.3 Able to listen to, say aloud
and recite rhymes or sing
songs with guidance.
1.1.4 Able to talk about a stimulus
with guidance.
1.1.3 Able to listen to, say aloud and
recite rhymes, tongue twisters
and sing songs
1.1.4 Able to talk about a stimulus with
guidance.
11
Year 2
Retell stories using own
words according to the Group
storyline.
Year 3
Retell stories using own
words according to the Group
storyline and identify
the moral values found
in the story
1. Listen to the teachers
reciting, singing or Whole Class
recording.
2. Recite or sing together
aloud using correct Whole Class
pronunciation, rhythm
and intonation
Talk about any topic given
by the teacher, respond to Whole Class
peers questions in a polite
and proper manner
1.2 By the end of the
6year primary 1.2.1 Able to participate in daily 1.2.1 Able to participate in daily Participate in daily
schooling, pupil conversations: conversations: conversations and respond Whole Class
will be able to (a) express apologies (a) express good wishes in a polite and proper
listen and (b) talk about oneself (b) ask for help manner
respond (c) introduce family members and (c) respond to someone asking for help
appropriately in friends. (d) offer help
formal and
informal
situations for a 1.2.2 Able to listen to and follow: Listen and respond to
1.2.2 Able to listen to and follow :
variety of (a) simple instructions in the simple instructions and Group
purposes. classroom. directions
(a) simple instructions.
(b) simple directions to places in
(b) simple directions.
the school.

1.2.3 Able to give:

1.2.3 Able to give:
(a) simple instructions in Give simple instructions with Group
(a) simple instructions in
school. guidance
school
(b) simple directions to
places in school with (b) simple directions to
guidance. places in school with
guidance.

1.3 By the end of the

1.3.1 Able to listen to and
6-year primary
schooling, pupils
will be able to
understand and
respond to oral
texts in a variety of
contexts.
1.3.1 Able to listen to and
demonstrate understanding of
oral texts by:
(a) answering simple Wh-
Questions.
(b) giving True/False replies.
demonstrate understanding
of oral texts by:
(a) asking simple Wh-
Questions.
Able to listen to and
Whole Class
demonstrate understanding
of oral texts by asking
questions using WH
questions and answering
according to context, to
demonstrate understanding.

12
 (b) answering simple
Wh-Questions.
(c) giving True/False
replies.

2.1 By the end of the 2.1.1 Able to recognise and 2.1.1 Able to recognise andarticulate Word game:
6-year primary articulate initial, medial and the final initial, medial and the final sounds in 1.Grouping words according
schooling, pupils will sounds in single syllable words single syllable words within given to word families Group
be able to apply within given context: context: 2. Grouping words
knowledge of sounds according
of letters to recognise (a) /t/ // // // (a) /a/ /aI/ /i:/
/e/ to word categories
words in linear and // (ng) (ea)
(ch) (sh) (ay)
( ou) (ie)
non-linear texts.
(th) (b) /I/ /:/ /u:/ /:/
(b) /e/ /i:/ /a/ // (ue)
(ee) (oa)
(oy) (ir) (aw)
(ai ) (igh)
(c) /w/ /f/ /ju:/
// (wh) (ph (ew) //
/u:/ (oe)
(oo) /:/
(c) /a:/ /:/ /:/ // (au)
(ar) (or) (ur) (ow) (d) /e/ /i:/ /a/ //
(e-e) (o-e)
(a-e) ( i-e)
/I/
/u:/
(oi)
(u-e)
(d) // /e/ // /:/
(ear) (air (er)
) (ure)

13

2.1.2 Able to blend two to four
phonemes into recognizable words
and read them aloud.
2.1.3 Able to segment words into
phonemes to spell.
2.1.2 Able to blend phonemes into
recognisable words and read them
aloud.
2.1.3 Able to segment words into
phonemes to spell.

2.2 By the end of th 6-

year primary 2.2.1 Able to read and apply word
schooling, pupils recognition and word attack 2.2.1 Able to apply word attack skills
will be able to skills by: by: Able to read and
demonstrate (a) matching words with (a) reading and grouping understand phrases in Whole Class
understanding of spoken words. words according to linear and non-linear
a variety or linear (b) grouping words categories. texts.
and non-linear according to word (b) words similar in
texts in families. meaning Able to read and Group
the form of print (c) words opposite in meaning understand simple and
and non-print 2.2.2 Able to read and understand compound sentences
materials using a phrases in linear and non- 2.2.2 Able to read and understand with guidance.
range of linear texts with guidance. phrases and sentences in
strategies linear and non-linear texts.
to construct 2.2.3 Able to read and understand Able to read and Whole Class
meaning. simple sentences in linear 2.2.3 Able to read and understand understand a paragraph
and non-linear texts with simple and compound with simple and and
guidance. sentences with guidance. compound sentences

2.2.4 Able to read and understand 2.2.4 Able to read and understand a Apply basic dictionary
a paragraph of 5 8 simple skills to locate words Group
paragraph of 3-5 simple sentences. based on pictures, through
sentences with guidance. entry points and exit
2.2.5 Able to apply basic dictionary points.
2.2.5 Able to apply basic dictionary skills using picture
skills using picture dictionaries.
dictionaries.

14
2.3 By the end of the 2.3.1 Able to read simple texts with 2.3.1 Able to read for information Able to read simple texts
6-year primary guidance: and enjoyment with from various sources Whole Class
schooling, pupils guidance: for information with
will be able to (a) fiction guidance:
read (b) non fiction (a) fiction
independently for (b) non- fiction (a) fiction
information and (b) non fiction
enjoyment

3.1 By the end of the

3.1.1 Able to write in neat legible 3.1.1 Able to write in neat legible print Able to write in neat legible
6-year primary
print with correct spelling:
schooling, pupils print. with correct spelling:
will be able to a) words
form letters and (a) words (a) phrases
b) phrases Group
words in neat (b) phrases (b) simple sentences c) simple sentences
legible print
including cursive (c) simple sentences
writing.
3.1.2 Able to write numerals in neat 3.1.2 Able to write numerals in neat Able to write numerals in
legible print: legible print: neat legible print with Whole Class
(a) numeral form (a) numeral form correct spelling:
(b) word form (b) word form (a) numeral form
(b) word form

3.2 By the end of the 3.2.1 Able to complete with 3.2.1 Able to complete with
6-year primary guidance: guidance: Able to complete with
schooling, pupils guidance:
will be able to (a) lists (a) simple messages (a) simple messages Whole Class
write using (b) posters (b) non-linear texts
appropriate
language, form
and style for a 3.2.2 Able to write simple 3.2.2 Able to write with guidance:
range of purposes. sentences with guidance. (a) simple sentences Able to write with guidance:

15
 (b) questions (a) simple sentences
(b) questions Whole Class

3.2.3 Able to punctuate correctly: 3.2.3 Able to punctuate correctly:

Able to punctuate correctly:
(a) capital letters (a) exclamation mark (a) capital letters
(b) full stop (b) comma (b) full stop
(c) question mark (c) question mark Group
(d) exclamation mark
(e) coma

3.2.4 Able to spell common 3.2.4 Able to spell common Able to spell common sight Whole Class
sight words. sight words. words

3.3 By the end of 3.3.1 Able to create simple 3.3.1 Able to create simple Able to create simple non-
the 6-year non-linear texts using a texts using a variety of linear and linear texts using
primary variety of media with media with guidance : a variety of media with
schooling, guidance : guidance:
pupils will be
able to write (a) posters (a) non-linear (a) simple messages
and present (b) signs (b) linear (b) posters Group
ideas through a
variety of media
using
appropriate
language, form
and style

4.1 By the end of the 4.1.1 Able to enjoy action song and 4.1.1 Able to enjoy jazz chants and Able to enjoy action songs,
6-year primary jazz chants through non- poems through non- verbal jazz chants and poems Whole Class
schooling, pupils verbal response. response. through non-verbal
will be able to response.
enjoy and 4.1.2 Able to sing action songs and 4.1.2 Able to recite

16
 appreciate recite jazz chants with correct jazz chants and poems with Able to sing action songs,
rhymes, poems pronunciation, rhythm and correct pronunciation, rhythm and enjoy jazz chants and Whole Class
and songs, intonation. intonation. poems through non-verbal
through response.
performance.

4.2 By the end of the 4.2.1 Able to respond to: 4.2.1 Able to respond to: Able to respond to:
6-year primary (a) book covers (a) characters (a) book covers
schooling pupils (b) pictures in books (b) place (b) pictures in books
will be able to (c) characters with guidance. (c) characters Group
express personal with guidance. (d) place
response to with guidance.
literary texts.

4.3 By the end of the 4.3.1 Able to produce simple 4.3.1 Able to produce simple Able to produce simple
6-year primary creative works with creative works with creative works with
schooling, pupils guidance based on: guidance based on: guidance based on:
will be able to
plan, organize (a) action songs (a) jazz chants (a) action songs Group
and produce (b) jazz chants (b) poems (b) jazz chants
creative works for (c) stories (c) action songs (c) poems
enjoyment. (d) stories (d) stories

4.3.2 Able to take part with 4.3.2 Able to perform with Able to take part with
guidance in a performance guidance based on: guidance in a performance
based on: based on:
(a) jazz chants (a) action songs
(a) action songs (b) poems (b) jazz chants
(b) jazz chants (c) stories (c) poems Group
(c) stories (d) stories

17
5.1 By the end of the 5.1.1 Able to use nouns 5.1.1 Able to use nouns
6-year primary correctly and correctly and
schooling, pupils will appropriately: appropriately:
be able to use (a) common nouns (a) common nouns Whole Class
different word classes (b) proper nouns (b) proper nouns
correctly an
appropriately.
5.1.2 Able to use pronouns 5.1.2 Able to use pronouns
. correctly and correctly and
appropriately: appropriately: Whole Class
(a) personal (a) personal
(b) demonstrative (b) demonstrative
Table of tenses

5.1.3 Able to use verb correctly and
appropriately:
(a) regular verbs
(b) simple present tense
(c) simple past tense
5.1.3 Able to use verbs correctly and
appropriately:
(a) regular verbs
(b) simple present tense Whole Class
(c) simple past tense

5.1.4 Able to use conjunctions 5.1.4 Able to use conjunctions

correctly and correctly and
appropriately: appropriately:
(a) and (a) and Group
(b) or (b) or

5.1.5 Able to use prepositions 5.1.5 Able to use prepositions

correctly and correctly and
appropriately: appropriately:
(a) in (a) in
(b) on (b) on Group
(c) under (c) under
(d) up (d) up

18
5.2 By the end of the 5.1.6 Able to use adjectives 5.1.6 Able to use adjectives
6-year primary correctly and correctly and
schooling, pupils appropriately: appropriately: Group
will be able to (a) colour (a) colour
construct (b) shape (b) shape
various sentence
types
correctly. 5.1.7 Able to use articles 5.1.7 Able to use articles
correctly and correctly and
appropriately: appropriately:
(a) a (a) a Group
(b) an (b) an
(c) the (c) the

5.2.1 Able to construct 5.2.1 Able to construct

declarative sentences declarative sentences
correctly. correctly.

19
SK TAHUN 4 dan TAHUN 5

KELAS BERCANTUM BAHASA INGGERIS 2017

CONTENT LEARNING STANDARDS

STANDARD
Performing Standards in
Year 4 Year 5 Multi Grades Classroom
1.1 1.1.1 Able to speak with 1.1.1 Able to speak with correct Talk about related
correct pronunciation, stress, word stress topics with a
By the end of the 6- rhytm and intonation satisfactory level of
year primary fluency, accuracy and
schooling, pupils will correct pronunciation,
be able to pronounce stress, rhythm and
words and speak 1.1.2 intonation
confidently with the 1.1.2 Able to listen to and respond to a
correct stress, Able to listen to and enjoy given stimulus by using
stories appropriate words, phrases and
rhythm and Able to listen to and
expressions with the correct
intonation. respond to a given
stress, rhythm and
stimulus by using
appropriate words,
phrases and
expressions with the
correct stress, rhythm
and intonation with a
satisfactory level of
fluency and accuracy

20
 1.1.3
Able to listen to and recite
poems, tongue twisters and
sing songs, paying attention to
pronunciation, rhythm and
1.1.4
Able to speak on related
topics with guidance
1.2 By the end of the 1.2.1
6 year primary Able to participate in daily
schooling, pupils conversations:
will be able to listen (a) extend an invitation
and respond (b) accept an invitation
appropriately in (c) decline an invitation
formal and informal (d) express sympathy
situations for a
variety of purposes.
1.2.4
Able to participate in guided
conversations with peers
1.2.2
Able to listen to, follow and give
instructions
1.1.3 Able to listen to and respond to a
given stimulus by using appropriate word,
phrases, and expressions with the correct
stress, rhythm and intonation.
1.1.4
Able to speak on related topics with
guidance
1.2.1 Can participate in daily
Able to participate in daily and guided conversations
conversations: with peers with a
(a) make suggestions satisfactory level of
(b) respond to suggestions fluency and
(c) volunteer to complete a task appropriateness
(d) show appreciation
1.2.4 Can participate in daily
Able to participate in conversations with peers
conversations with peers. with a satisfactory level
of fluency, accuracy and
appropriateness
1.2.2
Able to listen, follow, and give Can follow and give
instructions. instructions, and
directions to places with
satisfactory ability
21
 1.2.3
Able to listen to, follow and
give directions around the
neighbourhood
1.2.3
Able to listen to, follow, and give
directions to places around their
town and state
1.2.5 Able to talk on topics of
interest in formal situations with
guidance
Can listen to, follow and
give instructions and
directions around the
neighbourhood, their town
and state with limited
ability
Can talk on topics of
interest in formal situation
with good fluency,
accuracy and
appropriateness

1.3 By the end of 1.3.1 1.3.1

the 6-year primary Able to listen to and demonstrate Able to listen to and demonstrate Can listen to and
schooling, pupils understanding of oral texts by: understanding of oral texts by: demonstrate
will be able to (a) asking and answering (a) asking and answering questions understanding of oral
understand and questions (b) giving main ideas texts by asking and
respond to oral texts (b) sequencing (c) giving supporting details answering questions;
in a variety of (c) predicting (d) sequencing sequencing, and
contexts. with guidance (e) predicting predicting with
satisfactory ability

2.2 2.2.1 Able to apply word attack 2.2.1 Able to apply word attack skills
By the end of the 6 skills by identifying: by:
year primary i. homographs a) using contextual clues to get
schooling, pupils ii. homophones meaning of words
will be able to i) before the word (anaphoric
demonstrate ii) after the word (cataphoric)
b) identifying idioms

22
understanding of
variety of linear and
non-linear
texts in the form of
print and non-print
materials using a 2.2.2 2.2.2 Can demonstrate good
range of strategies Able to read and understand Able to read and understand ability in understanding a
to construct phrases and sentences from: phrases and sentences from: variety of texts and in
meaning. (a) linear texts (a) linear texts applying dictionary skills
(b) non-linear texts (b) non-linear texts

2.2.3 2.2.3 Can read and show

Able to read and demonstrate Able to read and demonstrate satisfactory
understanding of texts by: understanding of texts by: understanding of texts by:
(a) sequencing (a) sequencing
(b) predicting (b) predicting
with guidance with guidance
(c)giving main ideas and supporting
details

2.2.4
Able to apply dictionary skills:
(a) locate words
(b) meaning of base word
2.2.4
Able to apply dictionary skills
a) recognize abbreviations
b) understand meaning of words in
context

23
2.3 2.3.1 2.3.1 Can read aloud and/or
By the end of the 6- Able to read for information and Able to read for information and silently and show good
year primary enjoyment with guidance: enjoyment with guidance: understanding of fiction
schooling, pupils (a) fiction (a) fiction and non-fiction texts
will be able to read (b) non-fiction (b) non-fiction
independently for
information and
enjoyment

3.1 3.1.1 3.1.1 Can write phrases,

By the end of the 6 Able to write in neat legible print Able to write in neat legible print sentences, numerals and
year primary with correct spelling: with correct spelling: paragraphs in word form
schooling, pupils (a) phrases (a) sentences with a good level of:
will be able to (b) sentences (b) paragraphs
form letters and (c) numerals in word form
words in neat
legible print
including cursive 3.1.2
writing. 3.1.2
Able to write in neat cursive Able to write in neat cursive writing
Can write words, phrases
writing with correct spelling: with correct spelling:
and numerals in word
(a) words (a) sentences
form in cursive writing
(b) phrases (b) paragraphs with a good level of:
numerals in word form

24
3.2 3.2.1 Can transfer information
By the end of the 6 Able to transfer information with 3.2.1 to complete linear and
year primary guidance to complete: Able to transfer information with non-linear texts with a
schooling, pupils (a) linear texts guidance to complete: good level of accuracy
will be able to (b)non-linear texts (a) linear texts
write using (b) non-linear texts
appropriate
language form and
style for a range of
purposes.

3.2.2 3.2.2
Able to write with guidance: Able to write with guidance:
(a) labels (a) stories
(b) notices (b) poems
(c) messages (c) informal letters
Can write using
appropriate language
3.2.3 3.2.3 conventions with a good
Able to punctuate correctly: Able to use punctuation correctly. level of accuracy
(a) apostrophe
(b) speech markers

3.2.4 3.2.4
Able to spell words by applying Able to spell words by applying
spelling rules spelling rules.

25
3.3 3.3.1
By the end of the Able to create simple texts using 3.3.1 Can create texts using a
6-year primary a variety of media with guidance: Able to create texts using a variety variety of media with a
schooling, pupils (a) non-linear of media with guidance: good level of accuracy
will be able to (b) linear (a) non-linear and appropriateness
write and present (b) linear
ideas through a
variety of media
using appropriate
language, form
and style.
Can show enjoyment
and appreciation of
rhymes, poems and
4.1 4.1.1 4.1.1 songs with a good
By the end of Able to enjoy jazz chants, poems Able to enjoy jazz chants, poems non-verbal and verbal
the 6-year and songs through non-verbal and songs through non-verbal responses
primary response response
schooling, recite jazz chants and
pupils will be 4.1.2 4.1.2 poems with a good
able to enjoy Able to sing songs and recite Able to listen to, sing songs, level of correct stress,
and appreciate jazz chants and poems with recite jazz chants and poems pronunciation, rhythm
rhymes, poems correct stress, pronunciation, with correct stress, and intonation
and songs rhythm and intonation pronunciation, rhythm and
intonation

4.2.1 Can express good

4.2.1
4.2 Able to respond to literary texts: personal response to
Able to respond to literary texts:
By the end of the (a) characters literary texts
(a) characters
6-year primary (b) place and time (b) place and time
schooling pupils
(c) values (c) values

26
will be able to 1. Can demonstrate
express personal good ability
response to 4.3.1 to plan, produce and
literary texts. 4.3.1 Able to plan, produce and display display creative
Able to plan, produce and display creative works based on literary works using a variety of
4.3 creative works based on literary media
By the end of the
texts using a variety of media
texts using a variety of media with 2. Can demonstrate
6-year primary with guidance good ability to plan,
guidance
schooling, pupils prepare and participate
will be able to 4.3.2 in a performance
4.3.2
plan, organize and Able to plan, prepare and Able to plan, prepare and
produce creative participate in a performance participate in a performance with
works for
with guidance based on literary guidance based on literary works
enjoyment.
works

5.1
By the end of the
6-year primary
schooling, pupils
5.1.1 5.1.1
Able to use nouns correctly and Able to use nouns correctly and
will be able to use
appropriately: appropriately:
different word
(a) common nouns (a) common nouns
classes correctly
(b) singular nouns (b) collective nouns
and appropriately
(c) plural nouns
(d) countable nouns
(e) uncountable nouns

5.1.2 5.1.2
Able to use pronouns correctly Able to use pronouns correctly and
and appropriately: appropriately:
(a) possessive (a) reflexive
(b) interrogative (b) interrogative

27
5.1.3 5.1.3
Able to use verbs correctly and Able to use verbs correctly and
appropriately: appropriately:
(a) irregular verbs (a) simple future tense
(b) verbs that do not change (b) future continuous tense
form
(c) present continuous tense
(d) past continuous tense

5.1.4
Able to use conjunctions 5.1.4
correctly and appropriately: Able to use conjunctions correctly
(a) because and appropriately:
(b) so (a) although
(b) since
5.1.5
Able to use prepositions correctly 5.1.5
and appropriately: Able to use prepositions correctly
(a) above and appropriately:
(b) below (a) over
(c) beside (b) among
(d) next to (c) through
(e) between (d) across
(f ) near (e) along
(f ) against

5.1.6 5.1.6
Able to use adjectives correctly Able to use adjectives correctly and
and appropriately: appropriately.
(a) comparative
(b) superlative

5.1.7 5.1.7

28
 Able to use articles correctly Able to use articles correctly and
and appropriately: appropriately.
(a) the
(b) zero article (-)

5.1.8
Able to use adverbs correctly
and appropriately: 5.1.8
(a) manner Able to use adverbs correctly and
(b) time appropriately:
(a) frequency
(c) place
(b) degree
Differentiate between
5.2 By the end of the interrogative and
6 year primary 5.2.1 Able to construct imperative imperative sentences
5.2.2 Able to construct
schooling, pupils sentences correctly. with good accuracy,
interrogative sentences correctly.
will be able to
construct various Construct interrogative
sentence types and imperative
correctly. sentences with good
accuracy.

Role play

29
SJK TAHUN 4 DAN TAHUN 5

KELAS BERCANTUM BAHASA INGGERIS 2017

CONTENT LEARNING STANDARDS

STANDARD
Performing Standards Teaching and
Year 4 Year 5 in Multi Grades Learning
Classroom Methods
1.1 1.1.1 1.1.1 Able Talk about related
Able to speak with correct to speak with correct topics with a
By the end of the 6- word stress pronunciation, stress and satisfactory level of
year primary intonation. fluency, accuracy Whole Class
schooling, pupils will and correct
be able to pronounce pronunciation, stress,
words and speak rhythm and
confidently with the intonation
1.1.4 1.1.3
correct stress, Able to talk about related
rhythm and Able to speak on related topics with Able to listen to and
topics with guidance guidance.
intonation. respond to a given
stimulus by using
appropriate words,
1.1.2 phrases and
Able to listen to and enjoy expressions with the
stories correct stress, rhythm
and intonation with a
1.1.3 satisfactory level of
fluency and accuracy

30
 Able to listen to and recite
poems, tongue twisters and
sing songs, paying attention to
pronunciation, rhythm and
intonation

1.2 By the end of the 1.2.1 1.2.1 Can participate in daily

6 year primary Able to participate in daily Able to participate in daily and guided Whole Class
schooling, pupils conversations: conversations: conversations with peers
will be able to listen (a) extend an invitation (a) make suggestions with a satisfactory level
and respond (b) accept an invitation (b) respond to suggestions of fluency and
appropriately in (c) decline an invitation (c) volunteer to complete a task appropriateness
formal and informal (d) express sympathy (d) show appreciation
situations for a
variety of purposes.

1.2.2
Able to listen to, follow and give
Can participate in daily
instructions
conversations with peers
with a satisfactory level Whole Class
1.2.3
of fluency, accuracy and
Able to listen to, follow and give
appropriateness
directions around the
neighbourhood

1.2.4 Can follow and give

Able to participate in guided
conversations with peers
1.2.4
instructions, and
Able to participate in guided
directions to places Whole Class
conversations with peers.

31
 with satisfactory
ability
1.2.2
Able to listen to, follow and give
Can listen to, follow and
instructions
give instructions and
directions around the
1.2.3
neighbourhood, their
Able to listen to, follow and give
town and state with
directions around the
limited ability
neighbourhood
Can talk on topics of
interest in formal
situation with good Whole Class
fluency, accuracy and
1.2.5 appropriateness
Able to talk on topics of interest in
formal situations with guidance.
Group

1.3 By the end of 1.3.1 1.3.1 Can listen to and

the 6-year primary Able to listen to and demonstrate Able to listen to and demonstrate demonstrate
schooling, pupils understanding of oral texts by: understanding of oral texts by: understanding of oral
will be able to (a) asking and answering a) giving main ideas texts by asking and
understand and questions b) giving supporting details answering questions;
Whole Class
respond to oral (b) sequencing c) sequencing sequencing, and
texts in a variety of (c) predicting d) predicting predicting with
contexts. with guidance satisfactory ability

2.2 2.2.1 2.2.1 Group

By the end of the 6 Able to apply word attack skills Able to apply word attack skills by:
year primary by identifying: (a) using contextual clues to get
schooling, pupils (a) homographs meaning of words:

32
will be able to (b) homophones (i) before the word (anaphoric)
demonstrate (ii) after the word (cataphoric)
understanding of (b) identifying idioms
variety of linear and
non-linear
texts in the form of 2.2.2 2.2.2 Can demonstrate good
print and non-print Able to read and understand Able to read and understand ability in understanding a
phrases and sentences from: phrases and sentences from: variety of texts and in Whole Class
materials using a
range of strategies (a) linear texts (a) linear texts applying dictionary skills
to construct (b) non-linear texts (b) non-linear texts
meaning.
2.2.3 2.2.3
Able to read and demonstrate Able to read and demonstrate Can read and show
understanding of texts by: understanding of texts by: satisfactory
(a) sequencing (a) sequencing understanding of texts Group
(b) predicting (b) predicting by:
with guidance (c) giving main ideas and
supporting details
with guidance

2.2.4 2.2.4
Able to apply dictionary skills: Able to apply dictionary skills
(a) entry (a) locate words
(b) exit (b) meaning of base word Group

33
2.3 2.3.1 2.3.1
By the end of the 6- Able to read for information and Able to read for information and Can read aloud and/or Whole Class
year primary enjoyment with guidance: enjoyment with guidance: silently and show good
schooling, pupils (a) fiction (a) fiction understanding of fiction
will be able to read (b) non-fiction (b) non-fiction and non-fiction texts
independently for
information and
enjoyment

3.1 3.1.1 3.1.1

By the end of the Able to write in neat legible print Able to write in neat legible print Can write phrases,
6 year primary with correct spelling: with correct spelling: sentences, numerals and
schooling, pupils (a) phrases (a) sentences paragraphs in word form
will be able to (b) sentences (b) paragraphs with a good level of:
Whole Class
form letters and (c) numerals in word form
words in neat 3.1.2 Able to write in neat cursive writing with correct
legible print 3.1.2 Able to write in spelling:
including cursive neat cursive (a) sentences Can write words,
writing. writing with correct spelling: (b) paragraphs phrases and numerals in
(a) words word form in cursive Whole Class
(b) phrases writing with a good level
(c) numerals in word form of:

34
3.2 3.2.1 3.2.1 Can transfer information Whole Class
By the end of the Able to transfer information with Able to transfer information with to complete linear and
6 year primary guidance to complete: guidance to complete: non-linear texts with a
schooling, pupils (a) linear texts good level of accuracy
(a) linear texts
will be able to (b) non-linear texts
write using
(b) non-linear texts Group
appropriate 3.2.2
3.2.2 Able to write with guidance:
language form Able to write with guidance: (a) labels
and style for a (a) compound sentences (b) notices
range of (b) questions
purposes. (c) messages

3.2.3 3.2.3
Able to punctuate correctly: Able to punctuate correctly: Can write using
(a) apostrophe (a) speech markers appropriate language Whole Class
conventions with a good
3.2.4 3.2.4 level of accuracy
Able to spell words by applying Able to spell words by applying
spelling rules spelling rules.

35
3.3 3.3.1
By the end of the Able to create simple texts using 3.3.1 Can create texts using a
6-year primary a variety of media with guidance: Able to create texts using a variety of variety of media with a Whole Class
schooling, pupils (a) non-linear media with guidance: good level of accuracy
will be able to (b) linear (a) non-linear and appropriateness
write and present (b) linear
ideas through a
variety of media
using appropriate
language, form
and style.
Can show enjoyment
and appreciation of
rhymes, poems and
4.1.1 songs with a good
4.1 Able to enjoy jazz chants, poems 4.1.1 non-verbal and verbal Whole Class
By the end of and songs through non-verbal Able to enjoy jazz chants, poems
the 6-year responses
response and songs through non-verbal
primary response
schooling, recite jazz chants and
4.1.2 poems with a good
pupils will be Able to sing songs and recite
able to enjoy level of correct stress, Whole Class
jazz chants and poems with 4.1.2 pronunciation, rhythm
and appreciate Able to listen to, sing songs,
rhymes, poems correct stress, pronunciation, and intonation
rhythm and intonation recite jazz chants and poems with
and songs
correct stress, pronunciation,
rhythm and intonation

4.2 4.2.1 Can express good

By the end of the Able to respond to literary texts: personal response to Whole Class
6-year primary (a) characters 4.2.1 literary texts
schooling pupils (b) place and time Able to respond to literary texts:
(c) values (a) characters

36
will be able to (b) place and time
express personal (c) values 1. Can demonstrate
response to with guidance good ability
literary texts. to plan, produce and
display creative
4.3 4.3.1 works using a variety
By the end of the Able to plan, produce and of media
4.3.1
6-year primary display creative works based on 2. Can demonstrate
Able to plan, produce and display
schooling, pupils literary texts using a variety of good ability to plan,
will be able to creative works based on literary
media with guidance prepare and
plan, organize and texts using a variety of media with
participate in a
produce creative guidance performance
works for
enjoyment. 4.3.2
Able to plan, prepare and 4.3.2
participate in a performance Able to plan, prepare and
with guidance based on participate in a performance with
literary works guidance based on literary works

5.1
By the end of the
6-year primary 5.1.1 5.1.1
schooling, pupils Able to use nouns correctly and Able to use nouns correctly and
will be able to use appropriately: appropriately:
different word (a) singular nouns (a) countable nouns
classes correctly (b) plural nouns (b) uncountable nouns
and appropriately
5.1.2 5.1.2
Able to use pronouns correctly Able to use pronouns correctly and
and appropriately: appropriately:
(a) possessive (a) interrogative

37
5.1.3
Able to use verbs correctly and 5.1.3
appropriately: Able to use verbs correctly and
(a) irregular verbs appropriately:
(b) verbs that do not change (a) present continuous tense
forms (b) past continuous tense

5.1.4
Able to use conjunctions 5.1.4
correctly and appropriately: Able to use conjunctions correctly
(a) but and
(b) because appropriately:
(c) so (a) although
(b) since
5.1.5
Able to use prepositions 5.1.5
correctly and appropriately: Able to use prepositions correctly
(a) in front of (d) above and
(b) behind (e) below appropriately:
(c) at (a) beside
(b) next to
5.1.6 (c) between
Able to use adjectives correctly (d) near
and appropriately. (e) over
(a) size (b) opinion
5.1.6
5.1.7 Able to use adjectives correctly and
Able to use articles correctly and appropriately:
appropriately. (a) comparative
(a) the (b) zero article (-) (b) superlative

5.1.8 5.1.7
Able to use articles correctly and

38
 Able to use adverbs correctly appropriately.
and appropriately:
(a) manner 5.1.8 Differentiate between
(b) time Able to use adverbs correctly and interrogative and
appropriately: imperative sentences
(a) place with good accuracy,
(b) frequency

5.2 By the end of the 5.2.2

6 year primary Able to construct interrogative 5.2.1 Construct interrogative
schooling, pupils sentences correctly. Able to construct imperative and imperative
will be able to sentences correctly. sentences with good
construct various accuracy.
sentence types
correctly. Role play

39
3.0 PENGAJARAN DAN PEMBELAJARAN KELAS BERCANTUM

3.1 Pengenalan
Kelas bercantum mempunyai bilangan murid yang kecil dan terdiri daripada
murid daripada tahun persekolahan yang berbeza. Proses pengajaran dan
pembelajaran dalam kelas bercantum perlu mengambil kira keperluan
murid yang berbeza daripada aspek kebolehan, minat dan tahap
pemikiran. Sehubungan dengan itu kaedah pengajaran pelbagai gred
digunakan dalam pengajaran dan pembelajaran kelas bercantum.
Umumnya, pengajaran dan pembelajaran yang biasa dilaksanakan dalam
pengajaran pelbagai gred adalah Pengajaran Kelas, Pengajaran Kumpulan
dan Pengajaran Individu. Strategi pengajaran dan pembelajaran seperti
penggabungjalinan, penyerapan, pemulihan dan pengayaan perlu
diubahsuai berdasarkan keperluan murid yang pelbagai.

Murid dalam kelas bercantum mempunyai unsur-unsur kepelbagaian yang

perlu diambilkira oleh guru ketika merancang proses pengajaran. Unsur-
unsur kepelbagaian mereka adalah seperti berikut:

i. Umur
ii. Kebolehan
iii. Tahap perkembangan
iv. Latar belakang
v. Pengalaman
vi. Motivasi
vii. Minat

3.2 Pengajaran dan Pembelajaran Pelbagai Gred

Pengajaran pelbagai gred digunakan dalam kelas bercantum untuk
menghasilkan pengajaran dan pembelajaran yang berkesan. Berikut
adalah lima jenis pengajaran pelbagai gred yang digunakan dalam kelas
bercantum:

40
3.2.1 Pengajaran Secara Kelas
Guru menyampaikan pelajaran kepada semua murid yang berada dalam
bilik darjah kelas bercantum pada masa yang sama. Walau bagaimanapun,
pengajaran secara kelas ini hanya sesuai dilaksanakan untuk mata
pelajaran seperti Pendidikan Jasmani, Muzik, Pendidikan Seni dan Moral
kerana guru boleh menyampaikan maklumat am kepada murid.

3.2.2 Pengajaran Mengikut Tahun Persekolahan

Kaedah ini dijalankan dalam situasi guru mengajar murid dalam kumpulan
berasingan mengikut umur tertentu dalam sesuatu waktu. Guru akan
mengajar satu kumpulan murid secara kelas dan dalam waktu yang sama
murid daripada tahun persekolahan yang lain akan membuat kerja secara
individu. Kaedah ini disebut Kaedah Mengikut Tahun Persekolahan
dengan tujuan membezakannya dengan kaedah kumpulan kebolehan
yang terdapat dalam kelas biasa.

Kaedah ini boleh digunakan apabila terdapat peringkat kebolehan murid

mengikut tahun persekolahan sangat berbeza daripada aspek kemahiran
dan pengetahuan di dalam sesuatu bidang tertentu. Contohnya, bagi mata
pelajaran Bahasa Melayu, kemahiran membaca bagi sebuah kelas
bercantum Tahun 2 dan Tahun 3, guru akan melaksanakan aktiviti bacaan
dengan murid Tahun 2 dan kemudian, manakala murid Tahun 3 diberi buku
atau teks untuk pembacaan di ruang pembacaan senyap. Kemudian guru
akan beralih kepada Tahun 3 untuk melaksanakan aktiviti bacaan. Semasa
melaksanakan kaedah ini, guru digalakkan mengadakan aktiviti-aktiviti
kumpulan.

3.2.3 Pengajaran Secara Kumpulan

Kaedah ini bermaksud guru membahagikan murid kepada beberapa
kumpulan dan menyampaikan pengajarann kepada kumpulan murid
tertentu dalam satu-satu masa. Setelah guru selesai membimbing satu
kumpulan, guru akan berpindah dan membimbing kumpulan yang lain; dan
seterusnya bergilir-gilir sehingga merangkumi semua kumpulan murid.

41
 Terdapat beberapa cara yang sesuai untuk membentuk kumpulan :

(a) Kumpulan Mengikut Kebolehan Yang Sama

Murid yang lebih kurang sama tahap kebolehan diletakkan dalam satu
kumpulan . Kumpulan seperti ini sesuai untuk beberapa aktiviti dalam
kemahiran asas, aktiviti pengayaan dan pemulihan.

Kumpulan yang sama kebolehan ini dikenali sebagai kumpulan akademik.

Kaedah ini amat sesuai digunakan untuk mata pelajaran seperti Matematik,
Sains dan bahasa. Guru akan memerhati dan mencatat pencapaian murid
dalam aktiviti pengajaran dan pembelajaran dan kemudian secara
sistematik akan membahagikan murid pada kumpulan-kumpulan tertentu
berdasarkan kebolehan mereka. Guru perlu lebih menitikberatkan
keperluan murid daripada kumpulan yang lemah.

(b) Kumpulan Pelbagai Kebolehan

Murid daripada pelbagai kebolehan dan kecenderungan akan diletakkan

dalam satu kumpulan. Contohnya, ahli kumpulan yang terdiri daripada
murid yang pandai membaca, melukis dan merekacipta. Biasanya
kumpulan seperti ini dibentuk untuk menjalankan satu-satu projek. Oleh itu
kumpulan yang mempunyai pelbagai kebolehan dapat menghasilkan
projek yang berjaya. Lembaran kerja pula disediakan mengikut kebolehan
murid.

3.2.4 Pengajaran Individu

Kaedah ini boleh digunakan setelah semua kumpulan murid telah
melibatkan diri dalam aktiviti pembelajaran. Guru mengambil kesempatan
untuk membimbing secara individu. Kaedah individu ini bermaksud
pengajaran guru adalah dikhususkan kepada seseorang murid yang
tertentu dengan bahan bantu mengajar atau lembaran kerja khas untuk
murid berkenaan sahaja. Kaedah ini bertujuan untuk mengembangkan
secara optima potensi dan kebolehan murid itu, dan dalam situasi kelas

42
 bercantum dimana bilangan muridnya yang bersaiz kecil, kaedah ini
merupakan kaedah paling efektif.

3.2.5 Pengajaran Sosial

Kumpulan ini berbeza dengan kumpulan yang dibentuk berdasarkan
aktiviti dan kumpulan pelbagai kebolehan kerana kumpulan ini dibentuk
berdasarkan kepada penyesuaian kanak-kanak itu sendiri dimana kanak-
kanak diberi peluang memilih kumpulan-kumpulannya sendiri berdasarkan
minat dan kecenderungan murid berkenaan serta dikelilingi oleh rakan-
rakan yang disenangi murid itu. Jenis-jenis aktiviti yang dibuat biasanya
termasuklah permainan, pelajaran muzik, drama atau pelajaran bercorak
rekreasi; juga ata pelajaran yang menekankan kemahiran psikomotor.

3.3 Pengajaran dan Pembelajaran Abad 21

Pengajaran bermaksud bagaimana seseorang guru menyampaikan
pelajaran atau ilmu pengetahuan kepada murid. Ia merupakan satu proses
yang bermula daripada persediaan untuk mengajar, melakukan
pengajaran, menilai kembali apa yang telah diajar serta melakukan
tindakan susulan bagi menyempurnakan proses pengajaran itu.
Pengajaran juga adalah rancangan guru yang sistematik untuk
membimbing pelajar menjalankan aktiviti pembelajaran. Pembelajaran
ialah proses perubahan struktur mental yang membina keupayaan tingkah
laku yang berbeza. Dari sudut kognitif, pembelajaran boleh berlaku tanpa
perubahan tingkah laku yang segera. Proses pembelajaran yang berlaku
secara berterusan akan membawa perubahan tingkah laku.

Pelbagai kaedah pengajaran yang telah digunakan oleh guru sejak

berkurun lamanya. Ini dilakukan untuk memastikan supaya murid
mendapat pembelajaran yang berkualiti dan berkesan. Kaedah
pengajaran yang sering diperkatakan masa kini adalah pembelajaran abad
21 seiring dengan arus pembangunan. Kementerian Pelajaran Malaysia
telah melancarkan inisiatif pembelajaran abad 21 secara rintis pada tahun
2014 dan meluaskan pelaksanaan ke seluruh negara mulai tahun 2015

43
 selaras dengan transformasi pendidikan negara dalam Pelan
Pembangunan Pendidikan Malaysia (2013-2025). Terdapat perbezaan
antara pembelajaran konvensional dan pembelajaran abad 21 iaitu:

Pembelajaran Konvensional Pembelajaran Abad Ke-21

Dipimpin oleh guru Berasaskan murid
Pembelajaran langsung Pembelajaran koperatif
Menekankan pengetahuan, Menekankan kemahiran,
kandungan dan kemahiran proses dan pemikiran aras
asas. tinggi
Berfokuskan praktikal
Berfokuskan teori Menekankan kemahiran
Menekankan Kurikulum hidup
Aktiviti Individu Aktiviti berkumpulan

Merangkumi dalam bilik Melibatkan komuniti

darjah Pentaksiran formatif
Belajar untuk kehidupan
Pentaksiran sumatif
Belajar untuk sekolah

3.3.1 Ciri-Ciri Pembelajaran Abad 21

Pengajaran dan pembelajaran abad 21 turut menekankan 4 ciri iaitu:
(a) Komunikasi (Communication)
(b) Pemikiran kritis (Critical Thinking)
(c) Kolaborasi (Collaboration)
(d) Kreativiti (Creativity)

44
(a) Komunikasi

Murid digalakkan untuk memahami, mengelola dan menghasilkan satu

komunikasi yang efektif dalam pelbagai bentuk sama ada secara lisan atau
tulisan. Murid akan diberi peluang untuk menggunakan kemahiran
komunikasi ketika mengutarakan pendapat mereka sama ada dalam aktiviti
berkumpulan atau pun ketika bersama guru.

(b) Kolaborasi
Murid akan diberi peluang untuk menunjukkan kemampuannya dalam
aktiviti berkumpulan, bakat kepimpinan, memainkan pelbagai peranan,
memikul tanggungjawab, menghormati pendapat orang lain, bertoleransi
dan berempati dengan orang lain.

(c ) Pemikiran kritis dan penyelesaian masalah

Murid dididik untuk berusaha menganalisa, menyelesaikan masalah dan
membuat keputusan.

(d) Kreativiti dan inovasi

Murid digalakkan untuk mencuba menghasilkan sesuatu yang baharu atau
membuat inovasi.

45
 Secara rumusannya, murid kini perlu didedahkan dengan pelbagai situasi
yang menuntut mereka untuk menyelesaikan pelbagai pemasalahan
supaya mereka boleh menjadi modal insan yang kritis, berdaya saing dan
mampu berhadapan dengan cabaran globalisasi. Mereka juga perlu bijak
berkomunikasi dan bekerja dengan orang lain terutama ketika mereka
berada di dalam alam pekerjaan. Oleh itu, sistem pendidikan negara perlu
menyediakan murid dengan ilmu dan kemahiran ini bersesuaian dengan
kehendak semasa.

3.3.2 Elemen-Elemen Yang Terkandung Dalam Pembelajaran Abad 21

Berikut adalah gambarajah yang menyenaraikan elemen-elemen yang
terkandung dalam pembelajaran abad 21.

Ciri-ciri murid yang diharapkan hasil daripada pembelajaran abad 21 ialah:

bijak menyoal
berupaya membuat hubung kait
yakin berkomunikasi
mengambil risiko
ingin tahu

46
 menjana idea
fleksibel
mendengar dan membuat refleksi
mampu bekerja dengan orang lain
mampu berfikir sendiri
menguasai kemahiran literasi
berani mencuba

3.3.3 Strategi Pengajaran Dan Pembelajaran Abad 21.

Strategi kolaboratif dan kooperatif

Strategi koperatif dan kolaboratif memerlukan murid bekerjasama dalam
kumpulan bagi mengatasi sesuatu masalah, memberi maklum balas dan
berkomunikasi serta berinteraksi antara satu sama lain secara beerstuktur.

Pembelajaran koperatif didefinisikan sebagai satu set proses yang membantu

murid berinteraksi satu sama lain untuk mencapai satu matlamat khusus atau
mendapatkan satu hasil akhir (end product) yang ada kaitan dengan isi
kandungan mata pelajaran. Pendekatan berstruktur dalam pembelajaran koperatif
melibatkan proses mencipta, menganalisis dan mengaplikasikan struktur dan
tidak terikat kepada isi kandungan pelajaran.

Ciri-ciri pembelajaran koperatif

Ganjaran kumpulan: ganjaran kumpulan menjadikan murid lebih
bermotivasi untuk melibatkan diri dalam aktiviti berkumpulan
Tanggungjawab individu: mendorong murid membimbing rakan-rakan
sekumpulan dan semua ahli bertanggungjawab menguasai pelajaran
Peranan ahli
Interaksi
Kemahiran berkumpulan-menguruskan sebarang konflik yang timbul di
dalam kumpulan

47
Pembelajaran kolaboratif merupakan salah satu strategi yang melibatkan satu
kumpulan murid yang bekerja bersama untuk mencapai hasil pembelajaran
secara bersama. Dalam pembelajaran kolaboratif terdapat tiga cara iaitu
kolaboratif guru-murid, kolaboratif murid, dan kolaboratif melalui ICT. Dalam
Pembelajaran Abad 21, pembelajaran kolaboratif penting kerana ia merupakan
satu proses yang mencabar murid berfikir, menyelesaikan masalah, mepunyai
tujuan yang sama untuk mencapai keputusan.

Pembelajaran
kolaboratif

Kolaboratif kolaboratif
murid-murid melalui ICT

Berkongsi membuat Perkongsian

pendapat keputusan maklumat

Ciri ciri pembelajaran kolaboratif

Perkongsian maklumat antara guru dan murid atau murid dan murid-
contoh maklumat hasil carian internet
Perkongsian kuasa antara guru dan murid penurunan kuasa kepada
murid menentukan objektif sesuatu tugasan, menggunakan kreativiti
mereka menyiapkan tugasan, contohnya pengurusan grafik
Guru sebagai mediator- membantu murid mengaitkan maklumat baru
yang diperolehi dari usaha kolaboratif dengan pengalaman dan
pemindahan kepada situasi baru

Tambahan pula, pembelajaran ini berpotensi memenuhi gaya pembelajaran

murid, dan murid dapat mempelajari kemahiran interpersonal. Selain itu
pembelajaran ini menuju kepada perubahan dan murid bertoleransi sesama

48
sendiri (Watson & Battistich 2006). Dalam kelas bercantum, kaedah
pembelajaran ini boleh digunakan dalam menjalankan aktiviti kumpulan secara
bersama-sama oleh murid. Murid dibahagikan kepada beberapa kumpulan
mengikut kebolehan mereka. Elemen yang perlu di beri perhatian ialah minat,
kebolehan dan umur mereka. Bagi murid yang mempunyai aras yang lebih tinggi,
isu yang lebih kompleks boleh dikemukakan di mana ahli-ahli kumpulan akan
berusaha untuk mencari penyelesaian yang sesuai.

Contoh pembelajaran kolaboratif dan kooperatif yang boleh digunakan dalam

kelas bercantum adalah jigsaw, gallery walk, perbincangan kumpulan, projek.
Contoh: Jigsaw Model.

Murid di bahagikan kepada kumpulan. Setiap murid akan belajar satu topik atau
kemahiran. Selepas itu kumpulan itu dibahagikan kepada kumpulan baru supaya
setiap kumpulan mempunyai wakil yang boleh mengajar satu topik atau
kemahiran. Kaedah ini sangat efektif untuk pembentangan isi kandungan . Murid
dapat mengajar murid yang lain dan pada masa yang sama dapat memupuk sifat
kepimpinan. Semasa pembelajaran ini berlaku, guru berpeluang mengajar
kumpulan yang lain.

Pembelajaran kontekstual
Pengajaran secara kontekstual ialah proses pengajaran guru yang mengaitkan
ilmu yang dipelajari dengan pengalaman seharian perseorangan, masyarakat dan
dunia pekerjaan. Pembelajaran kontekstual melibatkan murid sepenuhnya dalam
proses pembelajaran. Pembelajaran ini menekankan proses penglibatan murid
untuk mencari bahan-bahan yang mereka belajar dan kaitkan dengan kehidupan
sebenarnya. Pengajaran ini melibatkan perkongsian pemikiran dan pengalaman
guru untuk memberi kefahaman kepada murid kerana proses pengajaran dan
pembelajaran itu sendiri melibatkan murid, pengajar dan bahan pengajaran.
Pembelajaran kontekstual ini bukan sekadar mendengar dan mengambil nota
tetapi murid mengalami proses pembelajaran secara langsung, iaitu
menghubungkan isi pelajaran dengan dunia sebenar, proses interaksi antara
murid dengan murid yang lain serta menjadikan situasi pengajaran di dalam kelas
sebagai simulasi kepada kehidupan harian mereka.
49
Dalam pengajaran, guru memberi pendedahan, penemuan dan penciptaan
kepada murid. Guru dikehendaki melibatkan murid secara aktif dan menemui idea
dan fakta. Ini akan menjadikan murid dapat melibatkan diri secara menyeluruh
dalam aktiviti dan membentangkan hasil kerja mereka.

Contohnya: Pembelajaran eksperiential, pengalaman hidup sebenar, dan

pembelajaran aktiviti. Kaedah yang boleh digunakan ialah simulasi, main peranan,
kajian kes dan problem based learning

Pembelajaran Berasaskan Masalah (PBM)

Pembelajaran Berasaskan Masalah ialah satu strategi yang berpusatkan murid.
Murid dikehendaki belajar tentang sesuatu mata pelajaran dengan menggunakan
pengalaman untuk menyelesaikan sesuatu masalah. Murid akan menguasai
kemahiran berfikir dan juga pengetahuan tentang mata pelajaran tersebut.
Kaedah ini bermatlamat untuk menolong murid mengembangkan pengetahuan
mereka, menyelesaikan masalah dengan efektif, pembelajaran kendiri, kemahiran
kolaboratif dan meningkatkan motivasi intrinsik.

Dalam kumpulan, murid mengenalpasti apa yang mereka tahu, apa yang perlu
mereka tahu, bagaimana dan cara mengakses informasi baru untuk
menyelesaikan masalah. Guru berperanan sebagai fasilitator dengan memberi
sokongan, bimbingan dan memantau proses pembelajaran.

Masalah

Aplikasikan Apa murid

pengetahuan tidak tahu

Belajar apa
yang tidak tahu

Kitaran Pembelajaran Berasaskan Masalah

50
 Contoh:
1) Murid di beri satu masalah untuk berbincang dalam kumpulan. Di sini
murid akan menggunakan pengetahuan sedia ada mereka.
2) Dalam kumpulan, murid akan mengembangkan teori atau hipotesis
untuk menerangkan masalah. Pada masa ini murid akan mengenal
pasti isu pembelajaran. Fasilitator memberi bimbingan supaya murid
dapat membina pengetahuan semasa menyelesaikan masalah.
3) Pembelajaran kendiri akan berlaku dalam proses ini di mana murid
terus mencari isu dalam masalah yang diberi.
4) Murid akan membentuk kumpulan dan membincang dapatan mereka
berdasarkan apa yang mereka pelajari.

Dalam proses pembelajaran, maklumbalas dan refleksi akan berlaku. Murid aktif
dalam membina pengetahuan baru. Kekuatan PBL adalah proses pembelajaran
ini membina satu keyakinan dalam murid berdasarkan pengalaman dan interaksi
dengan persekitaran mereka, seterusnya menyediakan mereka untuk
menghadapi masalah dan cabaran yang sebenar berlaku dalam dunia.

Pembelajaran Berasaskan Projek (PBP)

Pembelajaran Berasaskan Projek adalah kaedah pengajaran abad 21 yang
sangat komprehensif kerana ia menyokong kesemua kemahiran dalam ciri abad
21. Ia merupakan satu kaedah pengajaran yang menekankan kajian dalam
bentuk projek sebagai cara murid memeperoleh ilmu. Kaedah ini adalah
berpusatkan murid, memerlukan masa untuk disiapkan, merentasi kurikulum dan
melibatkan kemahiran serta kecerdasan pelbagai. Kaedah ini memerlukan murid
untuk berinteraksi dengan isu dan amalan dunia sebenar selain menekankan
pembelajaran kendiri dan amalan penerokaan oleh murid.

Proses pembelajaran menggunakan kaedah ini bermula dengan soalan-soalan

berpandu, pemahaman konsep dan prinsip terus pelajaran. Ini akan memberi
peluang kepada murid untuk memahami sesuatu perkara dengan mendalam.
51
Murid biasanya diberi kebebasan untuk memilih tema bagi projeknya berdasarkan
kepada senarai tema yang disediakan. Kemudian murid akan mengumpul segala
maklumat dan bahan yang berkaitan dengan projek tersebut. Oleh itu murid perlu
menjangkau bidang yang pelbagai dan luas. Dengan cara ini projek dapat
meluaskan skop pemikiran murid dan memberi mereka peluang untuk
memperoleh pengalaman yang lebih luas. Pembelajaran menggunakan kaedah
ini selalunya dicirikan dengan penghasilan satu produk pada akhir pembelajaran.
Murid juga boleh menunjukkan apa yang telah dipelajari dalam bentuk
demonstrasi dan persembahan.

Terrdapat persamaaan di antara kaedah Pengajaran Berasaskan Masalah (PBM)

dan Pengajaran Berasaskan Projek (PBP) di mana kedua-duanya menggunakan
kaedah inkuiri yang membentuk soalan dan masalah untuk diselesaikan. Namun
begitu terdapat perbezaan di antara keduanya. PBP menilai murid melalui
penghasilan produk atau pembentangan murid terhadap pemasalahan yang
dipilih. Manakala PBM melihat kepada jawapan atau penyelesaian masalah.
Dalam PBM guru akan terus memberikan masalah kepada murid untuk
diselesaikan manakala PBP memberi ruang kepada murid untuk memilih tema
atau isu yang ingin mereka selesaikan.

Flipped classroom
Flipped classroom adalah satu strategi pengajaran yang berbeza dengan kaedah
tradisional yang sering guru laksanakan. Flipped classroom menyampaikan isi
kandungan pengajaran di luar bilik darjah contoh melalui talian, penggunaan
video, audio, perisian multimedia dan apa jua jenis bahan yang memanfaatkan
murid. Kaedah ini adalah fleksibel dan boleh diguna dalam pelbagai disiplin dan
peringkat pendidikan. Pada peringkat sekolah , kaedah ini tidak terhad kepada
murid biasa. Siegle (2013) telah membuktikan kaedah flipped classroom sesuai
dilaksanakan terhadap murid yang istimewa dan murid yang berbakat. Bagi murid
yang pada tahap rendah kaedah flipped classroom membantu meningkatkan
motivasi dan minat murid seperti pemulihan. Sebaliknya, bagi murid yang
mempunyai kecerdasan tinggi, kaedah flipped classroom bertindak sebagai
proses pengayaan.

52
Dalam pembelajaran menggunakan flipped classroom, guru menyediakan bahan-
bahan bacaan seperti buku, nota, video tape pengajaran dan juga laman web
yang berkenaan dengan topik yang hendak diajar. Sebelum pengajaran topik itu,
murid akan membaca atau mengakses bahan tersebut di rumah. Ia adalah satu
persediaan yang rapi dan baik kerana murid dapat mengakses bahan-bahan
pelajaran di rumah mengikut tahap mereka. Sebagai contoh, murid pada tahap
yang rendah boleh melihat bahan-bahan pelajaran beberapa kali dan murid pada
tahap yang tinggi akan lebih bermotivasi untuk mencari lebih maklumat tentang
topik yang berkenaan. Apabila murid menghadiri kelas, guru telah menyediakan
pelbagai aktiviti kumpulan di dalam kelas. Aktiviti kumpulan adalah berkenaan
dengan bahan yang mereka telah baca.

Cadangan ialah guru boleh menyediakan stesen pembelajaran, demonstrasi,

aktiviti makmal, kerja berkumpulan dengan bimbingan.

Ciri-ciri flipped classroom

Pembelajaran aktif: Murid melalui satu proses pembelajaran yang aktif di
mana murid menjalankan aktiviti-aktiviti pembelajaran.

53
 Pembelajaran arah-kendiri: Murid merujuk kepada bahan pengajaran yang
lalu dan kaitkan dengan pengetahuan yang baru.
Pelbagai gaya pembelajaran: Flipped classroom dapat memenuhi gaya
pembelajaran murid, iaitu pengajaran dan pembelajaran adalah dalam
berbagai bentuk dan murid melibatkan diri dalam aktiviti.
Pelbagai instruction: Murid belajar mengikut tahap kebolehan.
Interaksi sosial: Interaksi sosial dipertingkatkan melalui aktiviti kolaboratif
di dalam kalangan murid dengan murid dan murid dengan guru. Interaksi
dengan guru adalah lebih bermakna.
Penyediaan abad 21: Menggunakan teknologi untuk tujuan pendidikan,
iaitu mengembangkan kemahiran teknologi supaya murid dapat
menggunakan teknologi dan sumber untuk menambah pengetahuan
mereka.

3.4 Strategi Pelbagai Gred (Multigrade Strategy)

Dalam merancang pengajaran dan pembelajaran kelas bercantum, guru mesti
mengenal murid dari segi aras kebolehan murid, kematangan, umur, dan minat.
Guru yang mengajar kepelbagaian aras dalam kelas bercantum harus
mengetahui beberapa aspek supaya guru dapat menghasilkan pengajaran dan
pembelajaran yang efektif. Aspek-aspek tersebut akan dibincangkan di bawah.

Kumpulan strategik
Bahagikan murid kepada kumpulan pelbagai aras. Dengan pembentukkan
kumpulan pelbagai aras, murid digalakkan bergaul dan berinteraksi dalam
tugasan mereka. Contohnya, guru boleh memberi murid yang beraras rendah
aktiviti membaca, beraras tinggi pula aktiviti menulis dan aktiviti yang lain
bersesuaian dengan tahap murid.

Penyediaan sumber/bahan pengajaran dan pembelajaran

Bahan dan sumber pengajaran dan pembelajaran adalah pelbagai jenis dan harus
memberi cabaran kepada pembelajaran murid yang pelbagai aras. Contohnya,
lembaran kerja yang pelbagai jenis untuk digunakan dalam kumpulan pelbagai

54
aras. Lembaran kerja adalah berbentuk tugasan berkumpulan, tugasan dengan
bimbingan guru, tugasan individu dan tugasan bimbingan rakan sebaya.

Pembelajaran kendiri
Dalam menjalankan aktiviti kumpulan, pada masa yang sama murid juga diberi
peluang untuk membuat pembelajaran kendiri. Pembelajaran kendiri ini akan
menolong murid dalam mencapai objektif pembelajaran.

Meluangkan masa untuk murid berkeperluan khas.

Guru harus memastikan murid yang berkeperluan khas, bermasalah
pembelajaran, boleh mencapai kejayaan seperti murid lain. Memberi tugasan
yang khas dan memberi lebih perhatian individu kepada murid yang berkenaan.
Perhatian individu ini bergantung kepada tahap keperluan murid berkenaan.

Terdapat beberapa strategi pelbagai gred yang boleh digunakan untuk kelas
bercantum. Antaranya adalah seperti apa yang akan dibincangkan di bawah.

3.4.1 Pengajaran Seluruh Kelas

Dalam pengajaran seluruh kelas, guru mengajar semua kumpulan secara
kelas. Untuk strategi ini, guru merancang pengajaran dengan memilih topik
yang sesuai untuk semua murid dalam kelas. Dalam strategi ini, guru
menyediakan isi kandungan, hasil pembelajaran dan kaedah penyampaian
pengajaran yang sama. Sokongan rakan sebaya boleh diterapkan dalam
pengajaran dan pembelajaran iaitu murid yang yang lebih tua boleh
bekerjasama dengan murid yang lebih muda. Contoh aktiviti pengajaran
kelas, guru merancang untuk mengajar nombor 1-10 kepada murid yang
beraras rendah. Guru tersebut menerangkan nombor dengan teknik
bercerita kepada semua kumpulan dalan bilik darjah. Semasa becerita
guru melibatkan murid yang beraras lebih tinggi menggunakan chart
nombor dan menunjukkan nombor semasa guru menyebut nombor itu
semasa becerita.

55
3.4.2 Pembelajaran Arah Kendiri
Pembelajaran arah kendiri merujuk kepada pengajaran dan pembelajaran
untuk memenuhi keperluan pembelajaran individu. Murid diberi
tanggungjawab bagi pembelajaran mereka sendiri. Murid juga diberi
peluang untuk belajar mengikut keperluan mereka dan berinisiatif untuk
belajar. Dalam kelas bercantum, lebih daripada dua kumpulan murid akan
terlibat aktif dalam proses pengajaran dan pembelajaran dalam masa
serentak. Oleh sebab itu, guru perlu merancang pembelajaran arah kendiri
kepada salah satu kumpulan murid supaya proses pengajaran dan
pembelajaran boleh berjalan lancar. Contohnya, guru memberi tugasan
kepada sekumpulan murid untuk pembelajaran arah kendiri semasa
mengajar murid di kumpulan lain. Selepas tamat mengajar di kumpulan itu,
guru akan membimbing murid yang melaksanakan pembelajaran arah
kendiri.

Pembelajaran arah kendiri boleh dilaksanakan melalui aktiviti-aktiviti

berikut:
Memberikan murid tugasan. Contoh; kerja sekolah
Memberikan murid projek di mana penglibatan semua murid adalah
maksimum. Contoh; projek sejarah.

Kelebihan pembelajaran arah kendiri:

Murid akan mempunyai autonomi di atas pembelajaran mereka
Kaedah ini boleh meningkatkan motivasi murid untuk belajar
Ia boleh meningkatkan komitmen dan rasa tanggungjawab dalam diri
murid
Murid belajar untuk menetapkan matlamat pembelajaran dan menilai
tahap pencapaian mereka sendiri
Murid dididik untuk membuat keputusan mereka sendiri.

56
 Kelemahan

Murid akan merasa terpinggir dan keliru kerana mereka berasa kurang
mendapat bimbingan daripada guru

3.4.3 Peer Tutoring

Peer tutoring atau bantuan rakan sebaya adalah penting dalan pelaksanaan kelas
bercantum. Bantuan rakan sebaya dapat meningkatkan keberkesanan
pengajaran dan pembelajaran dalam bilik darjah. Bantuan rakan sebaya
diperlukan apabila guru mengajar satu kumpulan dan pada masa yang sama
bantuan rakan sebaya diperlukan untuk kumpulan yang lain. Murid boleh
mendapatkan bantuan dan sokongan daripada rakan-rakan yang sudah
memahami konsep yang diajar oleh guru. Kaedah ini boleh dilaksanakan
menggunakan 3 cara:
Murid yang lebih tua mengajar murid yang lebih muda (gred yang
berlainan)
Murid yang lebih pandai mengajar murid yang kurang pandai (gred yang
sama)
Dua orang rakan belajar bersama-sama dan saling berbincang untuk
memahami sesuatu tajuk atau topik yang dipelajari.
Murid yang lemah akademik akan mengajar murid yang pandai tapi
dalam subjek lain yang mereka mahir. Contohnya, Pendidikan Seni

Beberapa panduan yang perlu dipatuhi oleh guru ketika melaksanakan

peer tutoring ialah:

Guru perlu teliti dan berhati-hati ketika melantik murid yang akan menjadi
pembimbing.
Guru perlu peka dengan hubungan antara murid yang menjadi
pembimbing dengan murid yang akan dibimbing untuk mengelakkan
konflik.
Guru perlu memberi persediaan kepada murid yang akan menjadi
pembimbing.
Kaedah peer tutoring tidak boleh dilaksanakan terlalu lama

57
 Menasihati murid yang menjadi pembimbing supaya tidak angkuh.
Memberitahu ibubapa tentang pelaksanaan peer tutoring supaya
mereka sedar apa yang berlaku di dalam bilik darjah.

Kelebihan peer tutoring:

Memberi ruang dan masa kepada guru untuk menekankan aspek-aspek
lain dalam pengajaran dan pembelajaran kepada kumpulan lain
terutama ketika menyelesaikan masalah.
Memberi peluang kepada murid yang pandai untuk mengasah bakat
sebagai pemimpin dan pembimbing
Murid akan lebih memahami konsep dengan mendalam apabila menjadi
pembimbing
Mampu meningkatkan kematangan dan hubungan interpersonal murid

3.4.4 Pengajaran Kumpulan

Di dalam kelas bercantum yang terdiri daripada pelbagai aras dan
kebolehan, murid boleh dibahagikan kepada beberapa kumpulan ketika
pengajaran dan pembelajaran. Pembahagian murid dalam kumpulan ini
bergantung kepada subjek yang diajar. Terdapat beberapa jenis kumpulan
yang boleh dilaksanakan dalam kelas bercantum iaitu:
Between class ability
Amalan membahagikan murid kepada kelas-kelas yang berbeza
berdasarkan tahap keupayaan.
Within class ability
Amalan membahagikan kelas kepada kumpulan-kumpulan pengajaran
kecil
Pembelajaran kooperatif

3.4.5 Kolaboratif Dengan Pelbagai Pihak

Pemantapan komuniti pembelajaran profesional dalam kalangan guru perlu

dilakukan sebagai usaha meningkatkan profesionalisme guru. Konsep komuniti
pembelajaran profesional boleh didefinisikan sebagai aktiviti-aktiviti kolaboratif
antara pihak sekolah dengan pihak di luar komuniti sekolah. Sekolah boleh

58
membawa masuk pihak berkepentingan dari luar sekolah ke dalam bilik darjah
untuk menterjemahkan kurikulum dan penyampaian kurikulum, dan aktiviti
kolaboratif antara pihak berkepentingan dengan pihak sekolah untuk
memantapkan penyampaian guru. Antaranya ialah pengajaran bersama rakan
guru (team teaching), tunjuk cara dalam pengajaran (lesson
demonstration), sistem sokongan rakan sekerja (buddy support
system), perkongsian pintar antara komuniti sekolah dengan komuniti di luar
sekolah, dan pengajaran secara kolaboratif (collaborative teaching).

Pihak sekolah juga boleh menjalinkan kerjasama dengan ibubapa murid dalam
melaksanakan kelas bercantum ini. Antara langkah-langkah yang boleh adalah:

Mengadakan hari terbuka supaya murid boleh berbincang dengan

ibubapa dan guru tentang prestasi akademik mereka
Mengadakan Khidmat Masyarakat
Ibubapa turut membantu dalam penyediaan bahan bantu mengajar
Menganjurkan aktiviti untuk mengutip dana
Ibubapa turut terlibat dalam penilaian murid dan pemantauan kerja
sekolah
Ibubapa turut menumbang kepakaran untuk mengajar berpasangan
dengan guru

59
 Standard Kurikulum Bahasa Inggeris
Buku Panduan Guru Tahun 2, 3, 4 dan 5 2017
( Sekolah Kurang Murid ) Sekolah Kebangsaan

4.0 Contoh Ringkasan Pengajaran Harian

Contoh adalah sebagai garis panduan untuk perjalanan kemahiran bahasa

(Listening & Speaking Reading Grammar/ Writing Language Arts).
Contoh untuk Tahun 2 dan Tahun 3.

NOTA:
Learning Standard di bawah adalah untuk Tahun 2 dan Tahun 3 adalah sama. *contoh pengajaran
secara kelas.

LANGUAGE SKILLS LISTENING AND SPEAKING

THEME WORLD OF STORIES

READ ME A STORY / ITS STORY TIME

TOPIC
THE UGLY DUCKLING

YEAR YEAR 2 / YEAR 3

TIME 1 hour

1.1 By the end of the 6-year primary schooling, pupils should be able to
CONTENT STANDARD
pronounce words and speak confidently with the correct stress, rhythm and
intonation.

YEAR 2
1.1.2 Able to listen to and enjoy simple stories.
1.1.4 Able to talk about a stimulus with guidance
LEARNING STANDARD
YEAR 3
1.1.2 Able to listen to and enjoy stories.
1.1.4 Able to talk about a stimulus with guidance.

By the end of the lesson, pupils should be able to :

i) listen to the story and answer True/False statements.
OBJECTIVES ii) listen to the story and fill in the blanks correctly.
iii) talk about the animals of their choice by using 3 simple
sentences.

EDUCATIONAL Mastery learning, ICT, constructivism, contextual learning, and knowledge

EMPHASES acquisition.

TEACHING-LEARNING Radio, compact disc, picture puzzle and manila card.

MATERIALS
TEACHING AND
Year 2/ Year 3
LEARNING
Worksheet and Presentation
ASSESSMENT

REFLECTION *to be written after the lesson is over

60
 Standard Kurikulum Bahasa Inggeris
Buku Panduan Guru Tahun 2, 3, 4 dan 5 2017
( Sekolah Kurang Murid ) Sekolah Kebangsaan

TEACHING AND LEARNING STRATEGIES

Educational
Stages Year 2 Year 3 Emphases /
Notes
1. Teacher greets the pupils.

2. Teacher plays the audio (sound of a duck).

YouTube link:
https://www.youtube.com/watch?v=IK0axvMo1I0
ICT
Set Induction
3. Teacher asks pupils to guess the sound. Constructivism
Example: Can you guess what sound it is?

4. Pupils guess the sound of the animal.

Example: sound of a duck.

1. Teacher divides the pupils into two groups.

2. Each group is given a piece of paper, glue and

an envelope with a picture puzzle (Appendix 1).

3. Teacher asks the pupils to solve the picture Knowledge

Step 1
puzzle and paste it on the given manila card. Acquisition
(Presentation)
Contextual
4. Teacher asks pupils to guess the picture. Learning

5. Teacher asks the pupils to describe the

duckling.
Example: dirty, small, ugly (teacher leads the
students towards the word ugly)

1. Teacher tells the story entitled the The Ugly

Duckling (Appendix 2)
Step 2 2. Pupils listen attentively. Mastery
(Practice) Learning
3. Teacher gives a worksheet to each pupil.
4. Teacher tells the pupils that they will be listening
to the story again.

61
 Standard Kurikulum Bahasa Inggeris
Buku Panduan Guru Tahun 2, 3, 4 dan 5 2017
( Sekolah Kurang Murid ) Sekolah Kebangsaan

5. The pupils are to listen and answer the given

task:
Task 1: Listen to the story and tick (/) for
True and (X) for False statements.
- Appendix 3
1. Teacher gives a worksheet to each pupil.
2. Teacher tells the pupils that they will be
listening to the story again.
3. Teacher plays the recording again and pupils
are to complete the following task:
Step 3 Task 2: Listen to the story and fill in the ICT
(Production) blanks with the correct words. Constructivism
(Appendix 4)

4. Teacher checks the answers with the pupils and

selects a few of them at random to read out their
answers.

Value and
Closure 1. Teacher wraps up the lesson for the day by
Citizenships
instilling some moral values:

62
 Standard Kurikulum Bahasa Inggeris
Buku Panduan Guru Tahun 2, 3, 4 dan 5 2017
( Sekolah Kurang Murid ) Sekolah Kebangsaan

Appendix 1
Suggested picture puzzle

63
 Standard Kurikulum Bahasa Inggeris
Buku Panduan Guru Tahun 2, 3, 4 dan 5 2017
( Sekolah Kurang Murid ) Sekolah Kebangsaan

Appendix 2
Suggested Text

The Ugly Duckling

It is a beautiful summer day at a farm. A mother duck is sitting on five eggs. All hatched
except one. This one is the biggest egg of all. The mother duck is happy to see her small
ducklings. They are all yellow.

At last it breaks open. The last baby duck looks big and strong. It is grey and ugly.

The next day mother duck takes all her little ducks to the river. The ducklings use their two
legs to swim. They all swim and play together. The ugly duckling swims better than all the
other ducklings.

Quack, quack! Come with me to the farm to find food to eat, says mother duck to her
ducklings.

At the farm, the mother duck and the ducklings eat worms and animal feed but the ugly
duckling does not get anything to eat. The mother duck and her ducklings do not like
him. So, he runs away. He comes to a river. He sees many beautiful big birds swimming
there. Their feathers are so white, their necks so long, their wings so pretty. The little
duckling looks and looks at them. He wants to be with them. He knows they are swans.
He wants to be beautiful like them.

A few months later, the ugly duckling grows bigger. He looks into the water and he sees
a beautiful swan. It is he! He is no more an ugly duckling. He is a beautiful white swan.

Adapted from www.worldstory.net/en/stories/the_ugly_duckling.html

64
 Standard Kurikulum Bahasa Inggeris
Buku Panduan Guru Tahun 2, 3, 4 dan 5 2017
( Sekolah Kurang Murid ) Sekolah Kebangsaan

Appendix 3
Suggested worksheet

Name :____________________________________ Year :_________

Listen to the story and tick ( /) for True and (x) for False statements.

1. It is a beautiful winter day. ( )

2. A mother duck is sitting on five eggs. ( )

3. The mother duck is unhappy to see her small ducklings. ( )

4. The last baby duck looks big and strong. ( )

5. The mother duck and the ducklings eat worm. ( )

65
 Standard Kurikulum Bahasa Inggeris
Buku Panduan Guru Tahun 2, 3, 4 dan 5 2017
( Sekolah Kurang Murid ) Sekolah Kebangsaan

Appendix 4
Suggested worksheet

Name :____________________________________ Year :_________

Listen to the story and fill in the blanks with the correct words.

It is a beautiful summer day at a ____________. A mother ___________ is sitting on

five eggs. All hatched except ___________. This one is the biggest ___________ of
all. The mother duck is ___________ to see her small ducklings. They are all
___________.

At last it breaks open. The last ___________ duck looks big and strong. It is grey and
ugly.

The next day ___________ duck takes all her little ducks to the river. The ducklings
use their two ___________ to swim. They all swim and play together. The ugly
___________ swims better than all the other ducklings.

66
 Standard Kurikulum Bahasa Inggeris
Buku Panduan Guru Tahun 2, 3, 4 dan 5 2017
( Sekolah Kurang Murid ) Sekolah Kebangsaan

NOTA:
Learning Standard di bawah adalah untuk Tahun 2 dan Tahun 3 adalah sama. *contoh pengajaran
secara kelas.

LANGUAGE SKILL READING

THEME WORLD OF STORIES

READ ME A STORY / ITS STORY TIME
TOPIC
THE UGLY DUCKLING
YEAR YEAR 2 / YEAR 3

TIME 1 hour

2.2 By the end of the 6-year primary schooling, pupils should be

CONTENT
able to demonstrate understanding of a variety or linear and non-
STANDARD
linear texts in the form of print and non-print materials using a
range of strategies to construct meaning.
Year 2 and Year 3
2.2.2 Able to read and understand phrases in linear and non-
LEARNING linear texts.
STANDARD
2.2.5 Apply basic dictionary skills to locate words based on
pictures, through entry points and exit points.

By the end of the lesson, pupils should be able to :

i) find the meaning of the words given based on the story using a
OBJECTIVES picture dictionary.
ii) read and tell the story to group members.

EDUCATIONAL Multiple intelligence, constructivism, value and citizenships,

EMPHASES knowledge acquisition, creativity and innovation.

TEACHING-
LEARNING Story text and picture dictionary
MATERIALS

TEACHING AND
Year 2/ Year 3
LEARNING
Worksheet, Wh Questions, Presentation and Role-play
ASSESSMENT

REFLECTION *to be written after the lesson is over

67
 Standard Kurikulum Bahasa Inggeris
Buku Panduan Guru Tahun 2, 3, 4 dan 5 2017
( Sekolah Kurang Murid ) Sekolah Kebangsaan

TEACHING AND LEARNING STRATEGIES

Educational
Stages Year 2 Year 3
Emphases / Notes
1. Teacher greets the pupils.
2. Teacher asks the 5 volunteers to pretend to
be 5 animals that they like.
Set Induction Creativity
3. Teacher asks pupils to act out and imitate
the animals movements.
4. Pupils guess the name of the animals.
1. Teacher starts the lesson by telling the
pupils that they are going to read to a story
about a duck.
Step 1 2. Teacher distributes the text Appendix 1
3. Teacher asks the pupils in groups to read Constructivism
Pre reading
the story in a synchronized reading.
4. Every group take turns to carry out the
synchronized reading in front of the class.
6. Pupils remain in their groups for the next
task.
7. Teacher gives instructions on how to find
the meaning of the words using a picture
dictionary. For Year 2 - 5 words (Appendix
Step 2 Knowledge
2) meanwhile Year 3 10 words
While reading Acquisition
(Appendix 3).
8. Teacher asks the pupils to search for the
correct meaning (Appendix 2 & 3) of the
words.
9. Pupils attempt the task given.
5. Teacher asks the pupils to read the story
again and then to tell the story (Appendix
Step 3 1) to their friends. Multiple Intelligence
Post reading 6. Pupils tell the story to their group Interpersonal
members.
2. Teacher wraps up the lesson for the day by
Closure Value and
instilling some moral values:
Citizenships
Example: Love and care for animals

68
 Standard Kurikulum Bahasa Inggeris
Buku Panduan Guru Tahun 2, 3, 4 dan 5 2017
( Sekolah Kurang Murid ) Sekolah Kebangsaan

Appendix 1

Suggested Text

The Ugly Duckling

It is a beautiful summer day at a farm. A mother duck is sitting on five eggs. All hatched
except one. This one is the biggest egg of all. The mother duck is happy to see her small
ducklings. They are all yellow.

At last it breaks open. The last baby duck looks big and strong. It is grey and ugly.

The next day mother duck takes all her little ducks to the river. The ducklings use their two
legs to swim. They all swim and play together. The ugly duckling swims better than all the
other ducklings.

Quack, quack! Come with me to the farm to find food to eat, says mother duck to her
ducklings

At the farm, the mother duck and the ducklings eat worms and animal feed but the ugly
duckling does not get anything to eat. The mother duck and her ducklings do not like
him. So, he runs away. He comes to a river. He sees many beautiful big birds swimming
there. Their feathers are so white, their necks so long, their wings so pretty. The little
duckling looks and looks at them. He wants to be with them. He knows they are swans.
He wants to be beautiful like them.

A few months later, the ugly duckling grows bigger. He looks into the water and he sees
a beautiful swan. It is he! He is no more an ugly duckling. He is a beautiful white swan.

69
 Standard Kurikulum Bahasa Inggeris
Buku Panduan Guru Tahun 2, 3, 4 dan 5 2017
( Sekolah Kurang Murid ) Sekolah Kebangsaan

Appendix 2
Suggested worksheet

NAME: ______________________________________ YEAR 2

Use the picture dictionary to find the meaning of the words.

Words Meanings

1. farm

2. duckling

3. egg

4. grey

5. food

70
 Standard Kurikulum Bahasa Inggeris
Buku Panduan Guru Tahun 2, 3, 4 dan 5 2017
( Sekolah Kurang Murid ) Sekolah Kebangsaan

Appendix 3
Suggested worksheet

NAME: ______________________________________ YEAR 3

Use the picture dictionary to find the meaning of the words.

Words Meanings

1. farm

2. duckling

3. egg

4. grey

5. food

6. river

7. swim

8. play

9. neck

10. swan

71
 Standard Kurikulum Bahasa Inggeris
Buku Panduan Guru Tahun 2, 3, 4 dan 5 2017
( Sekolah Kurang Murid ) Sekolah Kebangsaan

NOTA:
Learning Standard di bawah adalah untuk Tahun 2 dan Tahun 3 adalah sama. *contoh pengajaran
secara kelas dan kumpulan.

LANGUAGE SKILL WRITING

THEME WORLD OF STORIES

READ ME A STORY / ITS STORY TIME
TOPIC
THE UGLY DUCKLING
YEAR YEAR 2 / YEAR 3

TIME 1 hour
3.2 By the end of the 6-year primary schooling, pupils
CONTENT STANDARD(S) should be able to write using appropriate language,
form and style for a range of purposes.
Year 2
3.2.2 Able to write simple sentences.
LEARNING
Year 3
STANDARD(S)
3.2.2 Able to write with guidance:
(a) simple sentences
By the end of the lesson, pupils should be able to:
Year 2
i) complete an iThink map in pairs.
ii) match the phrases and rewrite into the correct
OBJECTIVE(S) sentences.
Year 3
i) complete an iThinking map in pairs.
ii) rearrange the jumbled words into the correct order
and rewrite into the correct sentences.
iThink, higher order thinking skills, information and
EDUCATIONAL
communication technology skills, constructivism,
EMPHASES
contextual learning, values and citizenship
TEACHING-LEARNING Laptop, LCD projector, video file, phrase cards, word
MATERIALS cards, worksheets
TEACHING AND
Year 2 / Year 3
LEARNING
Worksheet
ASSESSMENT

REFLECTION *to be written after the lesson is over

72
 Standard Kurikulum Bahasa Inggeris
Buku Panduan Guru Tahun 2, 3, 4 dan 5 2017
( Sekolah Kurang Murid ) Sekolah Kebangsaan

TEACHING AND LEARNING STRATEGIES

Educational
Stages Year 2 Year 3
Emphases / Notes
1. Teacher plays a cartoon short movie entitled
The Ugly Duckling. ICT

Set Appendix 1
Induction YouTube link:
https://www.youtube.com/watch?v=qafXdmFsTbE

2. Pupils watch the movie attentively.

1. Teacher introduces 8 words.
- yellow
- small Constructivism
- water Contextual
- farm Learning
- worm
- animal feed HOTS
- two iThink

2. Teacher explains to pupils on how to use the

Step 1
bubble map which they are going to
Pre-Writing
complete.
3. Teacher divides pupils into pairs and
distributes worksheets to them.
4. In pairs, pupils discuss and complete the
bubble map.
5. Pupils present the work in front of the
classroom.

iThink map
Bubble map Appendix 2 (example)

73
 Standard Kurikulum Bahasa Inggeris
Buku Panduan Guru Tahun 2, 3, 4 dan 5 2017
( Sekolah Kurang Murid ) Sekolah Kebangsaan

1. Teacher distributes 1. Teacher distributes

a worksheet to a worksheet to Constructivism
each pupil. each pupil. Contextual
Learning
2. Pupils do the 2. Pupils rearrange
Assessment
matching activity words to form
Step 2 and rewrite the correct sentences.
Writing sentences.

Appendix 3 Appendix 4
Worksheet Worksheet

1. Teacher pastes 1. Teacher pastes

phrase cards which jumbled word cards Constructivism
are the same ones which are the same Contextual
Learning
as in the worksheet ones as in the
Assessment
given on the board. worksheet on the Note:
2. Pupils take turns to board. Both volunteers from Year
2 and 3 come out to the
match the phrase 2. Pupils take turns to front of the class at the
cards to form rearrange the word same time. Teacher may
want to turn this into a
correct sentences. cards to form game-like situation to see
Step 3 3. Pupils rewrite the correct sentences. which group finishes first
with the task. The
Post Writing/ sentences on the 3. Pupils rewrite the feedback will be given as
Feedback a whole class.
board. sentences on the
4. Teacher gives board.
feedback to the 4. Teacher gives
pupils. feedback to the
5. Pupils check their pupils.
answers. 5. Pupils check their
answers.
Phrase cards
Word cards
1. Teacher wraps up the lesson. Values and
Closure 2. Teacher instills moral values. Citizenship

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 Standard Kurikulum Bahasa Inggeris
Buku Panduan Guru Tahun 2, 3, 4 dan 5 2017
( Sekolah Kurang Murid ) Sekolah Kebangsaan

Appendix 1

Suggested video

YouTube link:
https://www.youtube.com/watch?v=qafXdmFsTbE

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Buku Panduan Guru Tahun 2, 3, 4 dan 5 2017
( Sekolah Kurang Murid ) Sekolah Kebangsaan

Appendix 2
Suggested iThink map
leg colour

food size

duckling

live

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Buku Panduan Guru Tahun 2, 3, 4 dan 5 2017
( Sekolah Kurang Murid ) Sekolah Kebangsaan

Appendix 3

Suggested worksheet

Name : _____________________________________________ Year 2 : _________

Match the phrase in A to the phrase in B correctly.

The ducklings eat worms and animal

feed.
The last baby duck
looks big and strong.

The ducklings use are all yellow.

The mother duck and the is a beautiful swan.

ducklings
their two legs to swim
The ugly ducklings

Rewrite the correct sentences in the space provided.

1. _______________________________________________________________________

2. _______________________________________________________________________

3. _______________________________________________________________________

4. _______________________________________________________________________

5. _______________________________________________________________________

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 Standard Kurikulum Bahasa Inggeris
Buku Panduan Guru Tahun 2, 3, 4 dan 5 2017
( Sekolah Kurang Murid ) Sekolah Kebangsaan

Appendix 4

Suggested worksheet

Name : _____________________________________________ Year 3 : _________

Rearrange the words to form correct sentences. Write the correct

sentences in the space provided.

yellow. are ducklings The all

1. ____________________________________________________________________

last baby strong and duck big look The

. s
2. ____________________________________________________________________

two The use legs their to duckling swim.

swim. s
3. _____________________________________________________________________

mother eat duck Th the duckling and worms

e s .
4. _____________________________________________________________________

ugly Th beautiful is ducklin a swan.

e gs
5. _____________________________________________________________________

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 Standard Kurikulum Bahasa Inggeris
Buku Panduan Guru Tahun 2, 3, 4 dan 5 2017
( Sekolah Kurang Murid ) Sekolah Kebangsaan

NOTA:
Learning Standard di bawah adalah untuk Tahun 2 dan Tahun 3 adalah sama. *contoh
pengajaran secara kelas dan kumpulan.

LANGUAGE FOCUS GRAMMAR

THEME WORLD OF STORIES

READ ME A STORY / ITS STORY TIME
TOPIC
THE UGLY DUCKLING
YEAR YEAR 2 / YEAR 3

TIME 1 hour

CONTENT 5.1 By the end of the 6-year primary schooling, pupils will be able
STANDARD to use different word classes correctly an appropriately.

5.1.1 Able to use nouns

correctly and
LEARNING
appropriately:
STANDARD
(a) common nouns
(b) proper nouns

By the end of the lesson, pupils should be able to:

i) write the correct nouns of the pictures cut and pasted in their
exercise books.
OBJECTIVES
ii) categorize the correct word cards for common nouns and proper
nouns.

EDUCATIONAL ICT, Constructivism, Contextual Learning, Learning How To Learn

EMPHASES Skill, and Value and Citizenships.

TEACHING-
Power point slides, picture cards, picture sheets, and word cards.
LEARNING
MATERIALS
TEACHING AND
Year 2 - Naming pictures
LEARNING
Year 3 - Listing and Categorizing
ASSESSMENT

REFLECTION *to be written after the lesson is over

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 Standard Kurikulum Bahasa Inggeris
Buku Panduan Guru Tahun 2, 3, 4 dan 5 2017
( Sekolah Kurang Murid ) Sekolah Kebangsaan

TEACHING AND LEARNING STRATEGIES

Educational
Stages Year 2 Year 3 Emphases /
Notes
1. Teacher greets the pupils.
2. Teacher asks the pupils to watch a ICT
power point slides show (Appendix Note:
1). An introduction to
Set Induction
Year 2 though they
3. Teacher asks the pupils to name the will only start on
nouns. Grammar in Year 3.
4. Pupils state the name of the nouns.
5. Teacher starts the lesson by
explaining about common nouns.
a. Person
b. Animal
c. Place
d. Thing
Step 1
Presentation 6. Teacher paste 10 pictures on the Constructivism
white board and asks the pupils to
paste the correct word cards (noun)
under the correct pictures (Appendix
2).
7. Pupils carry out the task.
8. Teacher discusses the answers with
the pupils.
1. Teacher gives 1. Teacher
picture sheets introduces the
to the pupils proper nouns to
(Appendix 3). the pupils. Learning How To
2. Teacher 2. Pupils listen to Learn Skill
Note:
explains about the explanations. While Year 2 pupils
Step 2 the task. are working on their
Example:
Practice tasks, teacher
3. Pupils colour a. farm Ladang explains to Year 3 on
the pictures, proper nouns.
Kelapa Sawit
cut them out, Note:
Sime Darby.
paste them and Year 2 task: a task
write the b. b. river Sungai within their
Selangor capabilities.
correct nouns
in their c. c. mother Puan
exercise books. Normah binti Idris

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Buku Panduan Guru Tahun 2, 3, 4 dan 5 2017
( Sekolah Kurang Murid ) Sekolah Kebangsaan

d. d. boy Ahmad
e. e. cat Garfield / Si
Tompok
f. f. school SK
Tanjung Rambutan
g. g. car Proton Saga
h. 3. Teacher tells the
pupils to use upper
case for the proper
nouns.
1. Teacher 1. Teacher puts up
monitors pupils 50 familiar words
progress. in word cards
form on the
2. Teacher
discusses the board.
(Appendix 4)
answers with
the pupils. 2. Each pupil
selects 10 words
3. Pupils do
from the word
correction.
cards
Step 3
3. Pupils categorize Contextual
Production
those words into Learning
either common
nouns or proper
nouns.
4. Teacher
discusses the
answer with the
pupils.
5. Pupils do
correction.

Closure 3. Teacher wraps up the lesson for the Value and

day by instilling some moral values Citizenships

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 Standard Kurikulum Bahasa Inggeris
Buku Panduan Guru Tahun 2, 3, 4 dan 5 2017
( Sekolah Kurang Murid ) Sekolah Kebangsaan

Appendix 1

Suggested slides:

* Teacher can make more slides to draw pupils attention.

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 Standard Kurikulum Bahasa Inggeris
Buku Panduan Guru Tahun 2, 3, 4 dan 5 2017
( Sekolah Kurang Murid ) Sekolah Kebangsaan

Appendix 2

Suggested pictures and nouns for picture cards and word cards.

monkey book pencil

fish car

rabbit eraser

teacher

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 Standard Kurikulum Bahasa Inggeris
Buku Panduan Guru Tahun 2, 3, 4 dan 5 2017
( Sekolah Kurang Murid ) Sekolah Kebangsaan

Appendix 3

Suggested Picture Sheet

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Buku Panduan Guru Tahun 2, 3, 4 dan 5 2017
( Sekolah Kurang Murid ) Sekolah Kebangsaan

Appendix 4

cat duck chicke goat cow elephant

n

father mother son uncle aunty grandmother

house museum school shop stadium mosque

ruler pen pencil desk table feather duster

Ali Mr. Ranjit Mrs. Laily Dollah Salleh Ah Meng

Kuala Lumpur Bukit Jalil Stadium Kentucky Fried Chicken

Masjid Sultan Salahuddin SK Bukit Katil Proton Saga

National Museum

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 Standard Kurikulum Bahasa Inggeris
Buku Panduan Guru Tahun 2, 3, 4 dan 5 2017
( Sekolah Kurang Murid ) Sekolah Kebangsaan

NOTA:
Learning Standard di bawah adalah untuk Tahun 2 dan Tahun 3 adalah sama. *contoh
pengajaran secara kelas.

LANGUAGE FOCUS LANGUAGE ARTS

THEME WORLD OF STORIES

READ ME A STORY / ITS STORY TIME
TOPIC
THE UGLY DUCKLING
YEAR YEAR 2 / YEAR 3

TIME 1 hour

CONTENT 4.3 By the end of the 6-year primary schooling, pupils will be able
STANDARD to plan, organize and produce creative works for enjoyment.

LEARNING 4.3.1 Able to produce simple creative works with guidance based
STANDARD on:
(d) stories

By the end of the lesson, pupils should be able to:

i) watch, read and follow instructions from a video.
OBJECTIVES ii) produce simple creative work from a used paper plate.
iii) role play basic social expressions using simple sentences
and accompanied by their artwork.

EDUCATIONAL Mastery Learning, ICT, Multiple Intelligence, Constructivism,

EMPHASES Values and Citizenship, Creativity and Innovation

TEACHING-
Laptop, LCD projector, Video file
LEARNING
MATERIALS
TEACHING AND
Year 2 and Year 3
LEARNING
Pupils products and Role play
ASSESSMENT

REFLECTION *to be written after the lesson is over

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 Standard Kurikulum Bahasa Inggeris
Buku Panduan Guru Tahun 2, 3, 4 dan 5 2017
( Sekolah Kurang Murid ) Sekolah Kebangsaan

TEACHING AND LEARNING STRATEGIES

Educational
Stages Year 2 Year 3 Emphases /
Notes
1. Teacher uses a mask to arouse pupils
attention.

Set Induction 2. Pupils try to guess the character. Constructivism

3. Teacher asks WH-Questions.
4. Pupils answer orally.
9. Teacher shows a video about how to
Step 1 make a paper plate duck.
Presentation
10. Pupils watch the video attentively.
ICT
Appendix 1
YouTube link:
https://www.youtube.com/watch?v=BuVhIEX4o98
1. Teacher asks the pupils to sit in groups.
2. Teacher distributes a paper plate, yellow
and orange coloured paper, poster
colour, a brush, a palette, a pencil,
scissors, a stapler, staples and 2 buttons Creativity and
Step 2 to each group. Innovation
Practice
3. Pupils do the task step by step by Multiple
watching the video. Intelligences
4. Teacher shows to the pupils the video
step by step to guide the pupils.
Appendix 1
1. Teacher asks the pupils to role play using
their artwork.
2. Pupils role play basic social expressions
using their artwork.
Step 3 Mastery
Production Example: Hello, Good morning. Learning
How are you?
What is your name?
Where do you live?
What do you like to eat?
Values and
Closure 4. Teacher wraps up the lesson for the day
Citizenship
by instilling some moral values

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 Standard Kurikulum Bahasa Inggeris
Buku Panduan Guru Tahun 2, 3, 4 dan 5 2017
( Sekolah Kurang Murid ) Sekolah Kebangsaan

Appendix 1

Suggested video clip

YouTube link:
https://www.youtube.com/watch?v=BuVhIEX4o98

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 Standard Kurikulum Bahasa Inggeris
Buku Panduan Guru Tahun 2, 3, 4 dan 5 2017
( Sekolah Kurang Murid ) Sekolah Kebangsaan

4.1 Contoh Pengajaran Secara Kelas

NOTA: CONTOH YANG SAMA, SEPERTI SALAH SATU DARIPADA CONTOH Rancangan
Pengajaran Harian DARI 7.0.
Learning Standard di bawah adalah untuk Tahun 2 dan Tahun 3 adalah sama. *contoh
pengajaran secara kelas.

LANGUAGE FOCUS LANGUAGE ARTS

THEME WORLD OF STORIES

READ ME A STORY / ITS STORY TIME
TOPIC
THE UGLY DUCKLING
YEAR YEAR 2 / YEAR 3

TIME 1 hour

CONTENT 4.3 By the end of the 6-year primary schooling, pupils will be able
STANDARD to plan, organize and produce creative works for enjoyment.

LEARNING 4.3.1 Able to produce simple creative works with guidance based
STANDARD on:
(d) stories

By the end of the lesson, pupils should be able to:

iv) watch, read and follow instructions from a video.
OBJECTIVES v) produce simple creative work from a used paper plate.
vi) role play basic social expressions using simple sentences
and accompanied by their artwork.

EDUCATIONAL Mastery Learning, ICT, Multiple Intelligence, Constructivism,

EMPHASES Values and Citizenship, Creativity and Innovation

TEACHING-
Laptop, LCD projector, Video file
LEARNING
MATERIALS
TEACHING AND
Year 2 and Year 3
LEARNING
Pupils products and Role play
ASSESSMENT

REFLECTION *to be written after the lesson is over

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 Standard Kurikulum Bahasa Inggeris
Buku Panduan Guru Tahun 2, 3, 4 dan 5 2017
( Sekolah Kurang Murid ) Sekolah Kebangsaan

TEACHING AND LEARNING STRATEGIES

Educational
Stages Year 2 Year 3 Emphases /
Notes
5. Teacher uses a mask to arouse pupils
attention.

Set Induction 6. Pupils try to guess the character. Constructivism

7. Teacher asks WH-Questions.
8. Pupils answer orally.
11. Teacher shows a video about how to
Step 1 make a paper plate duck.
Presentation
12. Pupils watch the video attentively.
ICT
Appendix 1
YouTube link:
https://www.youtube.com/watch?v=BuVhIEX4o98
5. Teacher asks the pupils to sit in groups.
6. Teacher distributes a paper plate, yellow
and orange coloured paper, poster
colour, a brush, a palette, a pencil,
scissors, a stapler, staples and 2 buttons Creativity and
Step 2 to each group. Innovation
Practice
7. Pupils do the task step by step by Multiple
watching the video. Intelligences
8. Teacher shows to the pupils the video
step by step to guide the pupils.
Appendix 1
3. Teacher asks the pupils to role play using
their artwork.
4. Pupils role play basic social expressions
using their artwork.
Step 3 Mastery
Production Example: Hello, Good morning. Learning
How are you?
What is your name?
Where do you live?
What do you like to eat?
Values and
Closure 5. Teacher wraps up the lesson for the day
Citizenship
by instilling some moral values

90
 Standard Kurikulum Bahasa Inggeris
Buku Panduan Guru Tahun 2, 3, 4 dan 5 2017
( Sekolah Kurang Murid ) Sekolah Kebangsaan

Appendix 1

Suggested video clip

YouTube link:
https://www.youtube.com/watch?v=BuVhIEX4o98

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 Standard Kurikulum Bahasa Inggeris
Buku Panduan Guru Tahun 2, 3, 4 dan 5 2017
( Sekolah Kurang Murid ) Sekolah Kebangsaan

4.2 Contoh Pengajaran Secara Kumpulan

NOTA:
Learning Standard di bawah adalah untuk Tahun 4 dan Tahun 5 (*adalah tidak sama).

LANGUAGE SKILL Writing

THEME World of Knowledge

Year 4
Harmony in the Jungle
TOPIC
Year 5
Malaysian Legends
YEAR 4 AMANAH / 5 AMANAH

TIME 1 HOUR
3.2 By the end of the 6 year primary schooling, pupils should
CONTENT STANDARD be able to write using appropriate language, form and style
for a range of purposes.
Year 4
3.1.2
Able to write in neat cursive writing with correct spelling:
(b) sentences
LEARNING STANDARD
Year 5
3.1.2
Able to write in neat cursive writing with correct spelling:
(a) paragraphs
Year 4
OBJECTIVE(S): By the end of the lesson, pupils should be able to :
i) write 5 names of animals correctly pertaining to the
picture.
ii) write 6 sentences about the animals in cursive writing.
Year 5
By the end of the lesson, pupils should be able to :
i) write 5 names of animals correctly pertaining to the
picture.
ii) Write two paragraphs about the animals in cursive writing.

EDUCATIONAL EMPHASES Knowledge Acquisition, HOTS, Constructivism, Values and

Citizenship
TEACHING-LEARNING
MATERIALS Pictures, Worksheet

Year 4
Sequence the sentences correctly and write them in cursive
TEACHING AND LEARNING writing.
ASSESSMENT Year 5
Sequence the sentences correctly and write them in
paragraph cursively .

REFLECTION *to be written after the lesson is over

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 Standard Kurikulum Bahasa Inggeris
Buku Panduan Guru Tahun 2, 3, 4 dan 5 2017
( Sekolah Kurang Murid ) Sekolah Kebangsaan

TEACHING AND LEARNING STRATEGIES

Year 4 Year 5 Educational

Emphases /
Notes

Set 3. Teacher shows a picture ( APPENDIX 1 )

HOTS High
Induction to the students to elicit their background
Order Thinking
knowledge of where these animals can be
Skills
found.
Values and
4. Pupils study the picture carefully. citizenship
5. Pupils answer aural oral questions.
6. Pupils write five names of the animals in
the picture.

Step 1 6. 1. Teachers guides 1. Teachers guides

Knowledge
the
(Pre- the pupils how to Acquisition
writing) 7. pupils to write write sentences
8. sentences about the about the animals
9. animals in groups.
in groups. ( cursive
( cursive writing ) writing )
2. Pupils listen 2. Pupils listen
carefully to the carefully
teacher and answer to the teacher and
aural oral questions.
answer aural oral
questions.
Step 2
1. Teacher 1. Teacher distributes a
( While
distributes worksheet ( APPENDIX Knowledge
writing ) Acquisition
3 ) to the pupils.
a worksheet Mastery
2. Pupils practise to Learning
( APPENDIX 2 ) to write a few sentences to
the pupils in group. form a paragraph in
2. Pupils practise groups.
to write the
sentences in
groups.
Step 3 1. Teacher 1. Teacher distributes a
(Post- distributes a text (APPENDIX5) to Constructivism
writing) worksheet the pupils.

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 Standard Kurikulum Bahasa Inggeris
Buku Panduan Guru Tahun 2, 3, 4 dan 5 2017
( Sekolah Kurang Murid ) Sekolah Kebangsaan

(APPENDIX 4) to 2. The pupils rearrange

the pupils. the sentences in correct
sequence.
2. The pupils
rearrange the 3. The pupils rewrite the
sentences in correct sentences in a
sequence. paragraph.
3. The pupils rewrite 4. Pupils write the
the sentences in paragraph in cursive
cursive writing. writing.
Closure 1. Teachers holds a quiz in the class between
HOTS
boys and girls.

NOTE:
This lesson may be carried out by the teacher after the pupils have been taught how to construct
simple sentences for Year 4 and how to write paragraphs for Year 5.

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 Standard Kurikulum Bahasa Inggeris
Buku Panduan Guru Tahun 2, 3, 4 dan 5 2017
( Sekolah Kurang Murid ) Sekolah Kebangsaan

APPENDIX 1

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 Standard Kurikulum Bahasa Inggeris
Buku Panduan Guru Tahun 2, 3, 4 dan 5 2017
( Sekolah Kurang Murid ) Sekolah Kebangsaan

APPENDIX 2

Name : _______________________ Year : ____________

INSTRUCTIONS : Choose the correct sentence about the animal and rewrite it in cursive writing.

1.

has black and white stripes on its body

has spots on its body

A zebra __________________________________________________________________

2.
is an amphibian which lives on land
and in water.

is a wild animal and reptile.

A crocodile ______________________________________________________________

3.

is a wild animal that lives on desert.

is a herbivorous animal that feeds on

plants.

A mousedeer ______________________________________________________________

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 Standard Kurikulum Bahasa Inggeris
Buku Panduan Guru Tahun 2, 3, 4 dan 5 2017
( Sekolah Kurang Murid ) Sekolah Kebangsaan

APPENDIX 3

Name : ___________________________ Year :____________

INSTRUCTIONS : Write about the animals in paragraphs correctly from the

substitution table below.

A crocodile tame animal.

is a
A mousedeer wild animal.

hair
It has on its body.
scales

also known as the Bujang Senang.

It is
a symbol of Kelantan state emblem.

Rewrite the sentences in cursive writing.

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

APPENDIX 4
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 Standard Kurikulum Bahasa Inggeris
Buku Panduan Guru Tahun 2, 3, 4 dan 5 2017
( Sekolah Kurang Murid ) Sekolah Kebangsaan

Name : ____________________________ Year : __________

INSTRUCTIONS : Rearrange the sentences. Write numbers 1 to 6 in the boxes.

THE ANT AND THE DOVE STORY

Later, a hunter was hunting in the jungle. He was aiming at the dove to
shoot.

The ant bit the hunter`s foot to save the dove.

One day, an ant slipped and fell into the river. It shouted for help.

The dove dropped a leave to save the drowning ant.

The ant thanked the dove for its help.

The struggling ant crawled up onto the leave.

Write the sentences in correct order. ( cursive writing )

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 Standard Kurikulum Bahasa Inggeris
Buku Panduan Guru Tahun 2, 3, 4 dan 5 2017
( Sekolah Kurang Murid ) Sekolah Kebangsaan

1. _______________________________________
_______________________________________

2. _______________________________________
_______________________________________

3. _______________________________________
_______________________________________

4. _______________________________________
_______________________________________

5. _______________________________________
_______________________________________

6. _______________________________________
_______________________________________

APPENDIX 5

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 Standard Kurikulum Bahasa Inggeris
Buku Panduan Guru Tahun 2, 3, 4 dan 5 2017
( Sekolah Kurang Murid ) Sekolah Kebangsaan

Name : ____________________________ Year : __________

INSTRUCTIONS : Rearrange the sentences. Write numbers 1 to 6 in the boxes.

THE ANT AND THE DOVE STORY

Later, a hunter was hunting in the jungle. He was aiming at the dove to
shoot.

The ant bit the hunter`s foot to save the dove.

One day, an ant slipped and fell into the river. It shouted for help.

The dove dropped a leave to save the drowning ant.

The ant thanked the dove for its help.

The struggling ant crawled up onto the leave.

100
 Standard Kurikulum Bahasa Inggeris
Buku Panduan Guru Tahun 2, 3, 4 dan 5 2017
( Sekolah Kurang Murid ) Sekolah Kebangsaan

Write the sentences in correct order to form a paragraph. Write the

paragraph in cursive writing.

_____________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
BEST OF LUCK

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 Standard Kurikulum Bahasa Inggeris
Buku Panduan Guru Tahun 2, 3, 4 dan 5 2017
( Sekolah Kurang Murid ) Sekolah Kebangsaan

NOTA:
Learning Standard di bawah adalah untuk Tahun 4 dan Tahun 5 (*adalah tidak sama).

LANGUAGE FOCUS Grammar

THEME World of Self, Family and Friends

Year 4
Our Community
TOPIC
Year 5
Family Day

YEAR 4 AMANAH / 5 AMANAH

TIME 1 HOUR

5.1 By the end of the 6-year primary schooling, pupils will

CONTENT STANDARD
LEARNING STANDARD
OBJECTIVE(S):
EDUCATIONAL EMPHASES
be able to use different word classes correctly and
appropriately
Year 4
5.1.1
Able to use nouns correctly and appropriately:
(a) common nouns
Year 5
5.1.1
Able to use nouns correctly and appropriately:
(a) common nouns
(b) proper nouns
Year 4
By the end of the lesson, pupils should be able to
(i) categorise common nouns correctly
(ii) identify errors and rewrite the sentences correctly
Year 5
By the end of the lesson, pupils should be able to :
i) categorise common nouns and proper nouns
ii) identify errors and rewrite the sentences correctly
ICT, HOTS, Constructivism, Knowledge Acquisition

TEACHING-LEARNING
MATERIALS Pictures, Worksheet, LCD

TEACHING AND LEARNING
ASSESSMENT
Year 4
Pupils identify errors (common nouns) and rewrite the
sentences correctly.
Year 5
Pupils identify errors ( common/proper nouns ) and rewrite
the sentences correctly.

REFLECTION *to be written after the lesson is over

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 Standard Kurikulum Bahasa Inggeris
Buku Panduan Guru Tahun 2, 3, 4 dan 5 2017
( Sekolah Kurang Murid ) Sekolah Kebangsaan

TEACHING AND LEARNING STRATEGIES

Year 4 Year 5 Educational

Emphases /
Notes

Set 7. Teacher shows a few videos of proverbs.

HOTS High
Induction 8. Pupils watch the videos ( Appendix 1 ) carefully. Order Thinking
https://www.youtube.com/watch?v=VAmUYXdSz0Y Skills
ICT
9. Pupils name some of the common nouns in the
video.

Step 1 1. Draw a three column 1. Draw a two column

table on the board. table on the board.
(Presentation) Constructivism
2. Teacher gives 2. Teacher gives Note:
instructions to pupils to instructions to pupils to Teacher gives the
form groups and form groups and same intructions
and explanations to
distribute sets of word distribute sets of word the pupils before
cards (common noun) to cards ( common noun the pupils come to
each group. and proper noun ) to the front of the
each group. class to paste the
3. Each group is given a word cards.
different set of cards. ( APPENDIX 2 )
( APPENDIX 2 ) 3. Each group is given a
different set of cards.
4. Teacher asks pupils to
paste their word cards in 4. Ask pupils to paste
the three column table. their word cards in the
two column table.
5. Teacher guides the
pupils to the 5. Teacher guides the
understanding of pupils to the
common noun. understanding of
common noun and
Note:
proper noun.
The three columns
Note:
i) occupation
The two columns
ii) fruits
i) common noun
iii) vegetables
ii) proper noun

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Buku Panduan Guru Tahun 2, 3, 4 dan 5 2017
( Sekolah Kurang Murid ) Sekolah Kebangsaan

Step 2 1. Teacher distributes a 1. Teacher distributes a

(Practice) Worksheet ( APPENDIX 3 ) Worksheet (APPENDIX 4) Constructivism
Appendix 3 -
to the pupils. to the pupils. ( Year 4 )
2. The pupils write the Appendix 4
2. The pupils write the
common nouns in their ( Year 5 )
common nouns in their
respective groups. respective groups.

Step 3 1. Teacher distributes 1. Teacher distributes

(Production) worksheet ( APPENDIX 5 ) Knowledge
worksheet (APPENDIX 6)
Acquisition
to the pupils. to the pupils.
2. The pupils identify errors 2. The pupils identify
in the sentences and rewrite errors in the sentences
them correctly. and rewrite them
correctly.

Closure 1. Teacher plays a song and asks pupils to mention the

HOTS
( common noun/proper noun ) from the song
( APPENDIX 7 ) .
( Note : Teacher can use other songs to carry out the
similar activity )

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 Standard Kurikulum Bahasa Inggeris
Buku Panduan Guru Tahun 2, 3, 4 dan 5 2017
( Sekolah Kurang Murid ) Sekolah Kebangsaan

APPENDIX 1
https://www.youtube.com/watch?v=VAmUYXdSz0Y

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Buku Panduan Guru Tahun 2, 3, 4 dan 5 2017
( Sekolah Kurang Murid ) Sekolah Kebangsaan

APPENDIX 2 ( WORD CARD )

Family Day lady knife

long beans Ah Seng pineapple

architect Jalan Wira chef

Sungai teacher banana

Klang
Sentosa Theme Parent-Teacher cabbage
Park Association

tomatoes SK Permai Jaya Johor

school bus sack race

guava

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APPENDIX 3
Name : _________________________ Year : ______________
INSTRUCTIONS : Let`s group the words accordingly.

banana teacher architect

cabbage pineapple tomatoes

chef long beans guava

Occupation Fruits Vegetables

1. 1. 1.
2. 2. 2.
3. 3. 3.

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APPENDIX 4
Name : _________________________ Year : ______________
INSTRUCTIONS : Let`s group the words accordingly.

SK Permai school bus architect

Parent-Teacher
cabbage Association tomatoes

long beans Sungai Pahang

sack
teacher Kedah sandwich

Common Nouns Proper Nouns

1. 1.
2. 2.
3. 3.
4. 4.

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APPENDIX 5
Name : ________________ Year : ______________
INSTRUCTIONS : Identify and correct the error in each sentence.
Rewrite the sentences.
1. Ramli who is my Classmate lives at Jalan Perwira.

_____________________________________________________________

2. My Father went to my Melaka to attend the a Workshop.

_____________________________________________________________

3. My Family and I went to Langkawi during the School

Holidays.

_____________________________________________________________

4. Mrs. devi bought some Tomatoes, Long Beans and

Cabbage at the Central Market.
_____________________________________________________________

6. There are many Pupils in the School Bus.

_____________________________________________________________

BEST OF LUCK

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APPENDIX 6
Name : ________________ Year : ______________
INSTRUCTIONS : Identify and correct the error in each sentence.
Rewrite the sentences.
1. azman who is my Neighbour studies in sk permai jaya.

_____________________________________________________________

2. My Father went to my School to attend the parent-teacher

association.

_____________________________________________________________

3. My Family and I went to port dickson in seremban during the

School Holidays.

_____________________________________________________________

4. mrs. devi bought some Oranges, Apples and Guavas at the

pasir mas market.
_____________________________________________________________

5. We saw a lot of Rubbish along the klang river.

_____________________________________________________________

BEST OF LUCK

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APPENDIX 7
https://www.youtube.com/watch?v=z26DWJKwBHU

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4.3 Contoh Pengajaran Secara Kelas dan Kumpulan

NOTA:
Learning Standard di bawah adalah untuk Tahun 4 dan Tahun 5 (adalah sama).
LANGUAGE FOCUS LANGUAGE ARTS

THEME WORLD OF KNOWLEDGE

Year 4
Woodpecker
TOPIC
Year 5
Watching A Bumble Bee
YEAR 4 Merah/ 5 Biru
TIME 9.00a.m.-10.00a.m.
5.1 By the end of the 6-year primary schooling, pupils will
CONTENT STANDARD be able to enjoy and appreciate rhymes, poems and
songs.

Year 4
4.1.2
Able to sing songs and recite jazz chants and poems
with correct stress, pronunciation, rhythm and
intonation
LEARNING STANDARD
Year 5
4.1.2
Able to listen to, sing songs, recite jazz chants and
poems with correct stress, pronunciation, rhythm and
intonation
Year 4
OBJECTIVE By the end of the lesson, pupils should be able to:
(i) recite the poem with correct stress, pronunciation,
rhythm and intonation by recalling the words in the
lines of the poem.
Year 5
By the end of the lesson, pupils should be able to:
(i) arrange the sentence strips into the correct order of
the lines and stanzas based on the poem.
(ii) recite the poem with correct stress, pronunciation,
rhythm and intonation.
EDUCATION Multiple Intelligences
EMPHASES
TEACHING-LEARNING
Picture, word cards, phrase cards, sentence strips, video
MATERIALS
TEACHING AND
Reciting poems with correct stress, pronunciation,
LEARNING
rhythm and intonation.
ASSESSMENT
REFLECTION *to be written after lesson is over

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TEACHING AND LEARNING STRATEGIES

Year 4 Year 5 Educational Emphases /
Notes
Set Induction 1. Teacher greets the pupils.
2. Teacher asks pupils to name
animals and insects they know that
can fly.
3. Pupils respond appropriately.
4. Teacher shows a picture of a bat
and asks pupils the similarities and
differences to the animals and
insects that they have shared.
5. Pupils respond and discuss with
the teacher.
Step 1 1. Teacher shows a poem
(Presentation) (appendix 1) enlarged on a
mahjung paper.
2. Teacher goes through the poem
with pupils and discusses the
meaning of the poem.
3. Teacher demonstrates the
correct stress, pronunciation,
rhythm and intonation to the whole
class.
4. Pupils listen carefully.
5. Teacher demonstrates again and
pupils follow after the teacher.
6. Teacher tells pupils to read aloud
the poem together with giving the
focus on the correct stress,
pronunciation, rhythm and
intonation.
Step 2 Activity 1 1. Pupils are to Multiple intelligences
(Practice) 1. Each pupil find sentence NOTE:
recites a line strips (appendix While Year 4 pupils are
reciting in their groups,
and then 3) hidden teacher monitors Year 5
produce the around the pupils.
sound of the classroom.
woodpecker by 2. Pupils are
using their given a time
creativity with frame to
any parts of their complete the
body. poem by
2. The pupils arranging the
take turns to sentence strips
recite till the found into the
poem ends. correct order of

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Activity 2 the lines and

1. Teacher stanzas.
explains to 3. Pupils then
pupils that there take turns to
are word cards recite each a
and phrase stanza with
cards in the box. correct stress,
2. Pupils have to pronunciation,
dig out for the rhythm and
word cards and intonation.
phrase cards
(appendix 2)
from a box. If
pupils have 2-3
word cards and
phrase cards
with them, they
will have to
recall and be
alert when the
words appear in
the lines of the
poem.
3. Pupils say out
the words and
phrases that
they have with
them with
correct stress,
pronunciation,
rhythm and
intonation
whenever their
turns come to
complete the
lines.
Step 3 1. Pupils recite 1. Pupils recite
(Production) the poem with the poem with
correct stress, correct stress,
pronunciation, pronunciation,
rhythm and rhythm and
intonation with intonation
apppropriate according to
sounds of a their stanzas.
woodpecker. 2. Teacher gives
2. Teacher gives feedback to the
feedback to the recitation of
poem.

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recitation of
poem.
Closure 1. Teacher shares the moral values on
caring and loving animals and asks
pupils the reasons why, making
relationships to the poem recited.
2. Pupils respond and discuss with the
whole class.
3. Teacher confirms the responses.

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YEAR 4

Woodpecker

Woodpecker, woodpecker
Tapping at the tree
Woodpecker, woodpecker
Can't you see?
Woodpecker, woodpecker
You can't win
You can knock all day
But there's no one in!
Brenda Williams

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YEAR 5

Watching a Bumble Bee

Out in the garden

you will see
the oh-so-busy
bumble bee.

It never stops to
take a rest. It wears an oh-so-hairy
vest.

When flowers, in summer,

open wide
the bee dives oh-so-deep
inside.

It gathers nectar
all day long,
and hums an oh-so-buzzy
song.

While you watch from your

garden seat
the bee makes honey
oh-so-sweet

Then off it zigzags

in a tizz
with an oh-so-busy
buzzy
whizz

Wes Magee

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APPENDIX 1

Source: http://faculty.atu.edu/dbarber/elem/HalloweenPoems.html

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APPENDIX 2

woodpecker

woodpecker

woodpecker

woodpecker

tapping

at the tree

can't you see?

you can't

win

you can

knock

all day

but there's

no one in!

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APPENDIX 3

Out in the garden you will see the oh-so-busy

bumble bee It never stops to take a rest. It wears an oh-so-hairy
vest When flowers, in summer, open wide
the bee dives oh-so-deep inside It gathers nectar
all day long, and hums an oh-so-buzzy song
While you watch from your garden seat the bee makes honey
oh-so-sweet Then off it zigzags in a tizz
with an oh-so-busy buzzy whizz

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NOTA:
Learning Standard di bawah adalah untuk Tahun 4 dan Tahun 5 (adalah sama).

LANGUAGE SKILL READING

THEME WORLD OF STORIES

TOPIC TURTLE SANCTUARY / ELECTRONIC BOOK

YEAR / TIME Year 4 LILY/ Year 5 DAHLIA

TIME 1 HOUR
2.3 By the end of the 6-year primary schooling, pupils
CONTENT STANDARD will be able to read independently for information and
enjoyment.
Year 4/ Year 5
2.3.1
LEARNING STANDARD Able to read for information and enjoyment with
guidance:
(b) non-fiction
Year 4
OBJECTIVES By the end of the lesson, pupils should be able to:
i. read and rearrange the jumbled up word cards to form
correct sentences.
ii. read aloud the sentences which have been arranged
into the correct order and mime words at the same time
to correspond to the meaning of the words.
iii. read and transfer information in a mind map.
Year 5
By the end of the lesson, pupils should be able to:
i. match and mime the correct word cards to the correct
missing words in the text read.
ii. read and identify information from the text.
EDUCATIONAL HOTS, constructivisim, I-Think, contextual learning,
EMPHASES leaning how to learn skill, values, knowledge acquisition
TEACHING LEARNING Text book Year 4 and 5, reading chart, word cards,
MATERIALS worksheet, video clip
Year 4
Group activity/indiviidual participation/presentation/work
TEACHING AND sheet
LEARNING ASSESMENT Year 5
Group activity/individual participation/presentation/work
sheet

REFLECTION *to be written after lesson is over

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TEACHING AND LEARNING STRATEGIES

STAGE YEAR 4 YEAR 5 EDUCATIONAL

EMPHASIS
1. Teacher greets pupil and plays video - Prior
Set induction (You-tube of humming bird). knowledge
10 minutes 2. Teacher asks what pupils know about - contextual
the hummingbird. learning
3. Pupils give their responses and - https://www.y
discusses with their friends. outube.com/
4. Teacher provides necessary watch?v=2icz
feedback to the pupils responses. Kc8aNTU

1. Teacher puts up a reading chart. contextual learning

Stage 1 2. Teacher explains what the text is Note:
Teacher may adapt the text
(Pre-Reading) about. to suit the pupils level of
15 minutes 3. Pupils read aloud as a class and then proficiency.
to read individually with teachers
guide.
4. Teacher puts up word cards and
pupil say after teacher repeatedly.
5. Teacher explains the words by
miming and demonstrating the
meaning of the words.
Year 4 Year 5 Knowledge
Stage 2 1. Pupils are given 1. Pupils are given acquisition
(While Reading) jumbled up word cards the same text but Contextual learning
10 minutes and are to rearrange the text have some Constructivism
the cards to form missing words.
correct sentences. 2. Pupils will have
2. Pupils say out the to match the
sentences which have correct word cards
been arranged into the to the correct
correct order and will space with the
mime certain words at missing words.
the same time to show 3. Upon matching
their understanding of the words to the
the sentences read. correct missing
3. Teacher responses words in the text,
to the mimes carried pupils mime the
out by pupils to words correctly
confirm the meaning of while reading the
the words mimed sentences.
correctly by them. 4. Teacher
responses to the
mimes carried out
by pupils to confirm

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STAGE YEAR 4 YEAR 5 EDUCATIONAL

EMPHASIS
the meaning of the
words mimed
correctly by them.

(refer on page 56- 57 (refer on page 45

Stage 3 text book Year 4)- text book Year 5) Hots
(Post Reading) Pupils form Contextual learning
20 minutes 1. Teacher gives groups to knowledge
a brief identify the acquisition
explanation main idea i-think
and ask pupils and moral values
to form groups supporting
to answer the details of
questions on each
mahjung paper paragraph
using mind on mahjung
mapping to paper and
write cause and then
effect present to
2. Pupils then the class
present their about their
findings to the findings.
class.
Teacher ends up the lesson by sharing Knowledge
Closure certain moral values with the class in acquisition
5 minutes relation to the 3 texts read. values

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APPENDIX 1 : READING CHART

READING CHART

HUMMING BIRDS

The most beautiful humming birds are found in the West Indies and South
America. The crest of the tiny head of one of these shines like a sparkling
crown of colored light. The shades of color that adorn its breast are
equally brilliant. As the bird flits from one object to another, it looks more
like a bright flash of sunlight than it does like a living being.

But, you ask, why are they called humming birds? It is because they
make a soft, humming noise by the rapid motion of their wingsa motion
so rapid, that as they fly, you can hardly see that they have wings.

One day when walking in the woods, I found the nest of one of the
smallest humming birds. It was about half the size of a very small hen's
egg, and it was attached to a twig no thicker than a steel knitting needle.
It seemed to have been made of cotton fibers and was covered with the
softest bits of leaf and bark. It had two eggs in it, and each was about as
large as a small sugarplum.

When you approach the spot where one of these birds has built its nest,
it is necessary to be careful. The mother bird will dart at you and try to
peck your eyes. Its sharp beak may hurt your eyes most severely, and
even destroy your sight. The poor little thing knows no other way of
defending its young, and instinct teaches it that you might carry off its
nest if you find it.

Source: www.k5learning.com/sites/all/files/reading-comprehension-worksheet-grade-5-Hummsongbirds.pdf

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APPENDIX 2. Suggested word cards

sparkling
adorn
bright flash
attached
approach
necessary
severely
sharp beak
instinct teaches
peck your eyes.

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APPENDIX 3. Suggested sentences arrangement from jumble word

cards

They are called Humming because they make a soft humming

birds noise

One day when walking in the woods I found the nest

It had two eggs as large as a small sugarplum

It instinct teaches that you might carry off Its nest

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APPENDIX 4. Sample of work sheet on mind mapping for Year 4

WHAT WILL HAPPEN IF

WE DISTURB A NESTING
TURTLE

A TURTLE TRIES TO NEST

ON A BEACH FULL OF
RUBBISH

WE DISTURB A NESTING
TURTLE

A TURTLE IS CAUGHT IN A
FISHING NET

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APPENDIX 5. Sample of work sheet for Year 5

____________________________________________________________
____________________________________________________________
____________

PARAGRAPH 1

____________________________________________________________
____________________________________________________________
____________

PARAGRAPH 2

____________________________________________________________
____________________________________________________________
____________

PARAGRAPH 3

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NOTA:
Learning Standard di bawah adalah untuk Tahun 4 dan Tahun 5 (*adalah tidak sama).

LANGUAGE SKILLS LISTENING & SPEAKING

THEME WORLD OF KNOWLEDGE

TOPIC A Book Fair

4 Merah
YEAR
5 Biru
TIME 9.00a.m.-10.00a.m.
1.2 By the end of the 6 year primary schooling,
pupils
will be able to listen and respond appropriately
CONTENT STANDARD
in
formal and informal situations for a variety of
purposes.
Year 4
1.2.1
Able to participate in daily conversations:
(a) extend an invitation
(b) accept an invitation
LEARNING STANDARD
Year 5
1.2.1
Able to participate in daily conversations:
(a) make suggestions
By the end of the lesson, pupils should be able to :
OBJECTIVE
(i) invite friends and make suggestions on visiting the
book fair by using the descriptions heard.
(ii) accept the invitation on visiting the book fair.
EDUCATION HOTS, Contextual learning, LHTLS, Constructivism
EMPHASES
TEACHING-LEARNING poster, speech bubbles, sentence strips, role cards,
MATERIALS worksheet
Year 4
Inviting friends to a book fair and accepting the
TEACHING AND invitation.
LEARNING
ASSESSMENT Year 5
Inviting and making suggestions to friends to a book
fair.

REFLECTION *to be written after lesson is over

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TEACHING AND LEARNING STRATEGIES

Year 4 Year 5 Educational

Emphases /
Notes
Set Induction 1. Teacher greets the pupils.
2. Teacher shows a poster (appendix 1)
of a book fair and tells the class her own
experience to the book fair.
3. Pupils share their own experiences if
they have been to a book fair.
Step 1 1. Teacher jumbles up several speech
(Presentation) bubbles on the whiteboard containing a
conversation on inviting and accepting a
visit to a book fair.
2. Teacher goes through the speech
bubbles by explaining and demonstrating HOTS
on how to complete the conversation
(appendix 2).
3. With the complete conversation,
teacher asks pupils what the conversation Moral Values
is about.
4. Pupils respond and discuss with their
friends.
5. Teacher confirms the responses and
discussion as well as incorporating the
moral values on politeness when talking
to friends.
6. Teacher calls out for volunteers who
would like to be Lara and Lily, and then to
select the correct speech bubbles from
the jumbled up same speech bubbles as
in step 1. The volunteers are to hold the
speech bubbles and say out the
conversation accordingly.
7. Pupils carry out the simulation using
the correct speech bubbles.

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Step 2 1. Pupils are given 1. Pupils are given

(Practice) worksheet 1. role cards
2. Pupils A and B (appendix 3) at
will be given random where
incomplete they will have to LHTLS
parts of a read and Cotextual
conversation. understand their Learning
3. Pupils complete roles. Constructivism
the info-gap 2. Pupils take turns NOTE:
activity. inviting, accepting Teacher esplains first
to the Year 5 pupils.
and making While the Year 5
suggestions with pupils discuss their
each other. roles and how they
3. Teacher would be attempting
monitors their the task, teacher then
explains to Year 4.
language
usage by
reminding them on
the structure to be
used.

Step 3 1. Pupils role play 1. Pupils role play

(Production) by using the the situation of
completed dialogue. going to a book
2. Teacher gives fair.
feedback to the 2. Teacher gives
language used and feedback to the
on the roles played language used
by the pupils. and on the roles
played by the
pupils.
Closure 1.Teacher asks pupils if they would go to
a
book fair and pupils will have to give
their
reasons.
2. Teacher excepts pupils responses and
incorporate the moral values on
spending money wisely and spending
time wisely by reading books.

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APPENDIX 1

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APPENDIX 2

Hi! Lara! Do you

know about the Hi! Lily! No! What is a
book fair in Valley Hill book fair?
Mall next month?

Oh! Its a place selling

books at very cheap Where is Valley Hill
prices. There are many Mall and when is the
book fair?
types of books that we
can buy.

HmmmThat is
quite far for me. Is
there any other
The mall is somewhere near book fairs around
Maybank on Jalan the same time?
Bendahara. The book fair is
during the school holidays.

I think my mother can

send us there, the one
Yes, theres a childrens book in the convention
fair in Sunny Convention Centre centre. Can we go for
but we might have to take the that one?
LRT to go there.

Thats great!
V So,
well go for the
childrens fair, shall Ok, we shall go for
we? the childrens book
fair. Thank you for
inviting me, Lara.
Welcome, Lily.

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APPENDIX 3
STUDENT A
You want to go to a book fair.
Tell your friends where the
book fair is.
Tell your friends the date and
time of the book fair.
Ask your friends to go with
you.
You dont have anyone who
can send you and your
friends to the book fair.
Accept the invitation to the
book fair.
STUDENT C
Listen to your friends
invitation.
Ask your friend the date and
time of the book fair.
Tell your friends that since one
your friends mother would be
able to send them to the
book fair, it will be good idea
for everyone.
Accept the invitation to the
book fair.
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STUDENT B
Listen to your friends
invitation.
Ask your friend where the
book fair is.
Suggest to your friends
another book fair.
Tell your friends why the book
fair that you have suggested
is a better book fair to go to.
Accept the invitation to the
book fair.
STUDENT D
Listen to your friends
invitation.
Tell your friends which book
fair that was suggested will
be the best choice for
everyone to go.
Tell your friends that your
mother would be able to
send all of them to the book
fair.
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Worksheet 1
Student A

Hi! _____________! __________________________ the book fair in Sutra Mall

___________________?
Hi! Abas! No! What is___________________?

Oh! Its a place _________________at very cheap prices. There are

______________________that we can buy.
Where is Sutra Mall and _____________________________
The mall is in_________________________. The book fair is during the school
holidays.

_________________________So, well go for the childrens fair, shall we?

Ok, we shall go for the_____________________________. Thank you for
inviting me.

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Worksheet 1
Student B

Hi! Kuldip! Do you know about __________________________________next

month?
Hi!___________! ____________________is a book fair?

Oh! Its a place selling books _________________________. There are many

types of books that _______________________
__________________________and when is the book fair?
____________________ Jalan Abdullah. The book fair is during
__________________________

Thats great! So, well go for___________________________, shall we?

Ok, we shall go for the childrens book fair.______________________

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RUJUKAN

A.W. Little (2006). Education for All and Multigrade Teaching: Challenges and
Opportunities, Netherlands: Springer

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 Standard Kurikulum Bahasa Inggeris
Buku Panduan Guru Tahun 2, 3, 4 dan 5 2017
( Sekolah Kurang Murid ) Sekolah Kebangsaan

PANEL PENGGUBAL PANDUAN PENGAJARAN DAN PEMBELAJARAN

KELAS BERCANTUM

BIL NAMA ORGANISASI

1. Dr. Mohd Nordin Abu Bakar Institut Pendidikan Guru Malaysia
(Penyelaras)
2 Pn Rafidah Ruhani IPGK Ilmu Khas

3. Dr Lee Phaik Gaik IPGK Ilmu Khas

4. Dr. Boon Pong Ying IPGK Bahasa Antarabangsa

5. Pn Haliza Hamzah IPGK Pendidikan Teknik

6. Pn Joy Nesamalar Samuel IPGK Pendidikan Teknik

7. Pn Zaidah Abu Bakar IPGK Perempuan Melayu Melaka

8. Pn Che Mah Yusof IPGK Bahasa Antarabangsa

9. Dr Mohd Anuar B. Abdullah IPGK Ipoh

10. Pn Wan Nor Fadzilah Bt Wan Husin Bahagian Pembangunan Kurikulum

11. Puan Fairuz binti Hamzah Bahagian Pembangunan Kurikulum

12. Puan Rosei Sheerin binti Mahpor Institut Pendidikan Guru Kampus
Ilmu Khas

13. Puan Noor Hana binti Hamzah Jemaah Nazir dan Jaminan Kualiti

14. Encik Wan Hazmuri bin Bakar SK Sg. Pelong

15. Encik Mohd. Halim Shah bin Miswan SK Binjai Jaya

16. Encik Zamzuri bin Basheer Ahmed SK Sg. Udang Klang

138