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Perbezaan KBSR dengan KSSR

Kurikulum Bersepadu Sekolah Rendah


(KBSR)
Kurikulum Standard Sekolah Rendah
(KSSR)
Reka bentuk kurikulum berasaskan tiga bidang:
Komunikasi
Manusia dan alam sekeliling
Perkembang diri Individu
Reka bentuk kurikulum berasaskan enam tunjang:
Komunikasi
Kerohanian, sikap dan nilai
Kemanusiaan,
Perkembangan fizikal dan estetika
Sains dan teknologi
Ketrampilan diri
Bahan kurikulum:
Sukataan pelajaran
Bahan Kurikulum:
Dokumen Standard Kurikulum
Reka bentuk kurikulum:
Linear
Reka bentuk kurikulum:
Modular
Organisasi kurikulum:
Tahap I Tahun !," dan #$
Mata pelajaran Teras, %ajib dan
Tambahan
Tahap II tahun &, ' dan ($
Mata pelajaran Teras, %ajib dan
Tambahan
Organisasi kurikulum:
Tahap I Tahun !," dan #$
Modul Teras )sas, Modul Teras tema dan
modul *lektif+
Tahap II tahun &, ' dan ($
Mata pelajaraan Teras dan *lektif
Elemen Memahiran berfikir Se,ara Kritis dan
Kreatif
Elemen Kreativiti dan inovasi, keusaha-anan serta
teknologi Maklumat dan komunikasi I.T$ se,ara
e/pli,it+
Fokus:
#M Memba,a, menulis dan mengira$
Fokus:
&M Memba,a, menulis dan menaakul$
KSSR: BUKU TEKS DAN BUKU AKTIVITI KSSR 2011
Apakah ciri-ciri buku pelajaran yang akan digunakan dalam Kurikulum Standard Sekolah
Rendah (KSSR)?
Terdapat dua komponen iaitu buku teks dan buku aktiviti
!engandungi nota guru untuk membantu guru menjalankaan pengajaran dan
pembelajaraan ("#") dengan berkesan
!engandungi rujukan halaman buku aktiviti ke buku teks dan buku teks ke buku
aktiviti
!engandungi pelbagai aktiviti pengukuhan$ pengayaan dan cadangan aktiviti
pemulihan
%uku aktiviti menggalakkan murid untuk menggunakan kemahiran psikomotor
seperti menggunting$ menampal$ menyurih dan me&arna
!aklumat asal dimuatkan bersebelahan dengan kandungan teks bagi guru membuat
rujukan
Setiap kemahiraan baru yang diperkenalkan akan diikuti dengan penilaian mudah
untuk menaakul atau mendorong kepada perbincangan
"enulisan berbentuk modular dengan persembahan kandungan berdasarkan
pencapaian standard pembelajaran bagi sesuatu subjek
KBSR vs. KSSR
After the course, I believe that many teachers now have a somewhat clearer picture
of how KSSR differs from KBSR. During the slot on the transformation of the
nglish language curriculum, we have touched upon a few !ey changes that the
teachers are going to face in "#$$ under KSSR%
$. &urriculum Documentation ' (he Syllabus and &urriculum Specifications are
replaced by Standard Document and the &ontent and )earning Standards.
". &urriculum *rganisation ' +odular Structure is being introduced in KSSR. (he
three broad areas ,-orld of Knowledge, -orld of Stories, -orld of Self. and the
integration of s!ills that we have in KBSR are still retained.
/. &urriculum &ontent ' KSSR would still focus on the four language s!ills. -hat we
!now as Sound System in KBSR would be replaced by a broader and more focused
Basic )iteracy with an emphases on 0honics. Apart from that, we would now have
the )anguage Arts component ,my favourite1. and also penmanship. 2rammar is
still going to be taught in conte3t.
4. Approach ' (he most significant change in pedagogy, from my point of view. 5or
KBSR, we have the -hole )anguage approach. 6nder KSSR, it is going to be
replaced by 0honics.
7. Added value% 6nder KSSR, we would have &reativity and ntrepreneurship in
addition to ducational mphases.
8ow loo! at number 4. (he Approach. In my previous post, I have discovered how
the -hole )anguage practitioners are at odds with the 0honics proponents in a
number of ways through my cursory reading of a few resources on the Internet. 5or
ten years, we have been comfortable with the -hole )anguage approach under
KBSR. 8ow, through KSSR, most probably we are about to see the pendulum
swings to the other side.
(he +alaysian &urriculum Development &entre, through its e3tensive researches,
has concluded that phonics would be (9 way to go in this new curriculum ' most
probably until the ne3t revision in "#"#. -hether we li!e it or not, it is going to be
in our system for the ne3t ten years. So, as a teacher, what would you do about it:
+y suggestion would be% before we pass any ;udgment or being negative about it,
it would be fair to get to !now more about it first. (his is because more often than
not, negativity usually stems out of unfamiliarity.
(o !now is to love. As Abraham )incoln puts it, <I don=t li!e that man. I must get to
!now him better<. 2etting to !now someone, or something that you do not li!e
better would ma!e a big difference to your mindset, and attitude towards it, as
whole.
So, what is phonics?
According to &hitravelu et al. ,$>>7. in )( +ethodology% 0rinciples and 0ractise,
phonics or phonemic approach is a system of teaching reading that pays <special
initial attention to helping children see the relationships between the sounds of
nglish and the letters or combination of letters that produce them<. At first,
isolated sounds are learnt and then the s!ill of putting sound together to form
whole words is taught.
(he theory underlying this approach%
$. that the language being learnt is phonemically regular?
". that once a child has learned the phonemic elements, he can obtain the
pronunciation of the printed word by assembling the sounds together in blended
se@uence?
/. that once he gets the pronunciation of the word, he will understand what he has
read.
,&hitravelu et al. ,$>>7., ELT Methodology: Principles and Practise, 5a;ar Ba!ti, pp.
>> ' $##..
I bet many +alaysian teachers would not find phonics as being totally alien to our
system. +any nglish teachers, especially optionists, are already being e3posed to
it in &ollege or 6niversity. In school itself, in addition to the KBSR te3tboo!, we do
have Readers programs such as the Sound Start and the )adybird series that focus
on phonics as the main approach to teaching reading. So, all in all, phonics is not
something that is totally new to most of us.
-hat would be new is the use of phonics as the +AI8 approach to teaching reading.
)oo!ing through the new KSSR te3tboo! ,or +odule, as they prefer it to be called.
and imagining going about the lessons in the classroom, one could not but be
reminded of the puppets ,or is it muppets:. in Sesame Street animatedly vocaliAing
the sounds of B!B...BaeB... and BtB...repeatedly and in dynamic paces, and in the
process combine the sounds together to produce the word =cat=.
9as the above ever been the approach to teaching reading in a +alaysian primary
classrooms: *f course, I can=t answer the @uestion on behalf of others, but since
my schooling years, it has always been the =)oo! and Say=. I can=t recall any of my
teachers to ever do any blending and segmenting, and I didn=t remember learning
to read nglish by corresponding individual letters to certain sounds. It has always
been whole word, the =)oo! and Say=, loo! at the words and say it. As a teacher,
though I do use phonics materials ,I have invested on the =I &an Read= series by Al'
Ameen for my nglish panel=s literacy program., the approach has always been
=)oo! and Say= through and through. 9ence, though the approach has always been
heard of and discussed on, the materials being purchased and brought into the
classrooms, the real phonics approach has never really been applied as it should
be. (he reason for it: It is an unfamiliar approach. -e !now about it, but we are
not used to it. 0erhaps now would be the best time to get to !now it better, and to
get used to it ,it=s going to be another ten years, remember: 9eheh1.
5or the sa!e of comparison, I suggest that it would be best to refresh our minds a
little bit on what the -hole )anguage approach is all about.
KBSR and the Whole Language Approach
-hole language reading instructions is also !nown as the =)oo! and Say= or =Sight
-ords= method. It describes a literacy philosophy which emphasiAes that children
should focus on meaning and strategy instructions. -ith -hole )anguage, teachers
are e3pected to provide a literacy'rich environment for their students and to
combine spea!ing, listening, reading and writing. -hole )anguage teachers
emphasiAe the meaning of te3ts over the sounds of letters, and phonics instruction
become ;ust one component of the -hole )anguage classroom.
-hole )anguage is considered a =top'down= approach where the reader constructs a
personal meaning for a te3t, based on using their prior !nowledge to interpret the
meaning of what they are reading.
In KBSR, the -hole )anguage approach is being implemented through topical
lessons arranged in such a way in the KBSR te3tboo!s to provide the students with
ample opportunity to learn reading in conte3t. 6nder KBSR, the integration of the
four language s!ills is vital ' each and every nglish language lesson plans must
contain all the four s!ills. (his is perhaps another one of the most significant
change that the &urriculum Development &entre has decided to adopt in the new
curriculum. (hough integration of s!ills is still important in the new KSSR, the
+odular &oncept re@uires that only one s!ill is being focused on at any one time in
any lesson.
3perts in education has labeled the -hole )anguage as an approach where
children are allowed to learn how to read through natural means, and in conte3t.
6nder this method, children are given the opportunity to be e3posed to as many
sight words as possible. (here should be no rote memoriAation where the children
are being =forced= to remember sounds, rules and patterns. 0roponents of the -hole
)anguage approach has maintained that this is the best way to teach reading to
children, because it is more fun, natural and =child'friendly= as opposed to the
0honics method which according to some, is =boring= and =mechanical=, and to some
e3tent, =more suitable for more matured learners=.
5or ten years since the implementation of KBSR in "##$, this has been the main
approach to teaching reading in all +alaysian primary schools.
The Swing of the Pendulu
Reading through several +alaysian educational resources for (S) which were
written before the year "###, I realiAe that at the dawn of the "$st century, the
-hole )anguage method is considered the =in= thing, the modern, more relevant,
more pro'active approach whilst 0honics is beginning to be viewed as somewhat
=conventional= and =old'fashioned=. I might be wrong ,as far as the +alaysian
education system is concerned, I am somewhat comparable to a toddler who is ;ust
learning how to wal!., but that is the idea that I get. ven if we loo! at
international resources for the history of both approaches, the ongoing debates,
and the opinions of proponents and advocates from both sides, we can see that
though 0honics has an e@ually large number of supporters, the -hole )anguage is
always considered more =hip= and =trendy=. -hy: Simple. Because 0honics is indeed
a conventional method, while -hole )anguage is considered revolutionary. But I
would not go into that in this post, let=s save that for the ne3t one.
0ondering over this, I thin! it is understandable why our curriculum planners would
want to apply the -hole )anguage aproach in our system bac! during the
beginning of the KBSR era. It was seen as the best approach during that time, the
most relevant, the one that would fulfill the needs of our students the best. After
ten years, however, we see a change ta!ing place. -e are getting bac! to 0honics.
*r, as outlined by one of the basic principles of KSSR ' we are getting =bac! to
basics=.
8aturally, the unspo!en @uestion lingers. 9as the -hole )anguage approach failed:
9as KBSR failed:
As much as I would love to answer this now, this is beginning to get somewhat long
and windy. 9eheh. So why not stop here for now, and I=ll pic! up where I left off in
myne3t post.
Part !
In 0art /, I will try to deal with%
$. the history and controversy of both approaches?
". the general concerns about both approaches?
/. (9 approach and
4. my personal conclusions.
CAR $ ,intermediate.
5*&6S % )istening D Spea!ing
(9+ ? -orld of Knowledge
(*0I& % nvironmental sounds
(I+ % E# minutes
)AR8I82 S(A8DARD % $.$.$, $.$./, $.$.4
0RFI*6S K8*-)D2 % 9ave e3posed to sounds at pre'school
(A&9I82 AIDS % )&D, &D player, large pictures, newspapers, empty bottles, twigs, sand, water,
stones, blan!et, song chart
+*RA) FA)6S % appreciation of nature, co'operation
&*8(8( S(A8DARD%
$.$ By the end of the E year primary schooling, pupils will be able to pronounce words and spea!
confidently with the correct stress, rhythm and intonation.
)AR8I82 S(A8DARD%
$.$.$ Able to listen and respond to stimulus given with guidance % a. environmental sound
$.$./ Able to listen to, say aloud and recite rhymes or sing songs with guidance
$.$.4 Able to tal! about a stimulus with guidance.
)AR8I82 *BG&(IFS%
By the end of the lesson, pupils should be able to %
)isten and state the environmental sounds.
&reate environmental sounds in meaningful and fun way.
09ASB(I+
PR"PARAT#$%
,$# min.
$.$. *bservation
$." Analysis
$.$.$ mengguna!an deria penglihatan, pendengaran, sentuhan, rasa atau bau.
$.$.H mengenal pasti ob;e!, situasi atau fenomena se!eliling yang ber!aitan
(A&9RIS R*)
$.(eacher as!s the pupils to listen attentively to the cd player.
". (eacher plays recorded sounds of nature e.g. birds chirping, raining, rustling of leaves, waterfalls,
cars hon!ing, construction site.
/.(eacher gets the pupils to tal! about the sounds.
Samples of Juestions %
-here can you find the sound :
-hy do you say itIs a waterfall :
-hich sound do you li!e B disli!e : -hy:
060I)IS R*)
$.0upils listen and tal! about the sounds.
".0upils give reasons to their li!es and disli!es.
)AR8I82 S(A8DARD
$.$.$ a.
$.$.4
(eaching aids % &d on sounds of birds chirping, raining, rustling of leaves, waterfall, cars hon!ing,
construction site.
&d player
09ASB(I+
#&A'#%AT#$%
, $7 min .
".$ 0en;anaan idea
".$." +enghasil!an idea'idea yang baru
(A&9RIS R*)
$.(eacher shows large pictures of environmental sounds using )&D.
". (eacher as!s the pupils to imagine the sounds and ma!e the sounds.
Samples of Juestions %
-hat can you see in the picture :
&an you ma!e the sound :
060I)IS R*)
0upils study the picture and ma!e the sounds.
)AR8I82 S(A8DARD
$.$.4
(eaching aids %
)&D
0ictures of bees buAAing, baby crying, strong wind blowing, starting a motorbi!e
09ASB(I+
(")"L$P&"%T
, "7 min.
/.$ 0enambahbai!an
/.$.$ meno!o! tambah idea
/.$." +engubah suai idea
(A&9RIS R*)
$.(eacher divides the pupils into E groups.
". ach group is given a few types of ob;ects.
/. (eacher as!s the pupils to discuss with their peers and create sounds using the things around.
4. (eacher as!s each group to present .
7. (eacher rewards the pupils.
Samples of Juestions %
-hat other sounds that you can ma!e using the things around you :
060I)IS R*)
$.0upils sit in groups of si3.
". 0upils discuss with their peers and ma!e the sounds using the things provided.
/. 0upils present their wor! in groups.
)AR8I82 S(A8DARD
$.$.$
$.$.4
(eaching aids %
a few pieces of newspapers, sand, empty mineral bottles, water, dry twigs, stones, dry leaves, blan!et.
09AS
A*T#$%
, $# min.
4." Amalan berterusan
4."./ mempra!ti!!an proses !reatif untu! menghasil!an idea baru secara berterusan.
(A&9RIS R*)
$.(eacher displays a song chart on environmental sounds.
". (eacher sings the song
and gets the pupils to
repeat.
/. (eacher guides the pupils
to put in the appropriate
actions to the song.
4. (eacher ends the lesson
by recapping the dayIs
lesson and discusses the
moral values.
Samples of Juestions %
Show me the action for Kbees are buAAingI :
060I)IS R*)
0upils listen and sing along.
0upils show appropriate actions.
0upils tal! about the dayIs lesson and the moral values.
)AR8I82 S(A8DARD
$.$./
(eaching aids %
Song chart
early 'esson "lan (or )ear *
RANCANGAN PENGAJARAN TAHUNAN BAHASA INGGERIS TAHUN 1
WE
EK
THEME TOPIC LEARNING
OUTCOME/
OBJECTIVE
SKILLS LEARNING
STANDARDS
NOTES/
VOCAB
1
2 TRANSISI
3-6 World Of
Self,
Family
And
Friends
Sounds
around us
By the end of
the lesson,
pupils are be
able to :
1. talk about the
picture
2. Sin !ith
action.
"istenin,
Speakin,
"anuae
Arts
1.1.1 Able to listen
and respond to
syimulus i#en
!ith uidance:
$a%
en#ironmental
sounds
$f% #oice
sounds
1.1.& Able to listen
to, say aloud and
recite rhymes or
sin sons !ith
uidance.
1.1.' Able to talk
about a stimulus
!ith uidance.
'.1.2 Able to recite
nursery rhymes,
(a)) chants and
sin action sons
!ith correct
pronunciation and
rhythm.
tt...tt...
))...))...
moo..moo..
.
oo...oo...
rr...rr...
ss...ss...
mm...mm..
.
!o!*
Shh.
+ am sorry.
,nn...
-room*
7-
11
World Of
Self,
All about
me
By the end of
the lesson,
"istenin,
Speakin,
1.1.& Able to listen
to, say aloud and
Family
And
Friends
pupils are be
able to :
1. Sin usin the
names of pupils.
2. +ntroduce
themsel#es.
&. Say the
phonemes.
'. .o form the
letters
/eadin,
Writin
recite rhymes or
sin sons !ith
uidance.
1.2.1 Able to
participate in daily
con#ersations:
$b%
introduce oneself
2.1.1 Able to
identify and
distinuish the
shapes of the
letters in the
alphabet.
2.1.2$a% Able to
reconi)e and
articulate initial,
medial and the
final sounds in
sinle syllable
!ithin i#en
conte0t:
$a% 121
&.1.1 $a% Able to
demonstrate fine
motor control of
hands and finers
by:
$a%
handlin ob(ects
and manipulatin
them.
12-
15
World Of
Self,
Family
And
Friends
"et3s be
friends
By the end of
the lesson,
pupils are be
able to :
1. say parts of
the body
2. read
sentences
"istenin,
Speakin,
/eadin,
Writin
1.1.1 $d%
1.1.2
1.1.'
4ar
5outh
,ose
4yes
6rammar:
16-
19
World Of
7no!led
e
8laces +n
5y School
By the end of
the lesson,
pupils are be
able to :
"istenin,
Speakin,
/eadin,
Writin
1.1.2 +dentify the
correct sound:
a% #o!els in the
initial position
9anteen
9lassroom
4raser
1. name places
in school
2. read
sentences
&. listen to the
instructions
'. follo!
instructions
:. read a story
b% 9onsonants in
the initial position.
1.2.1 "isten to and
repeat the
pronunciation of
simple
monosyllable
!ords.
1.&.& "isten to all
the !ords in the
!ord list and point
to the pictures.
2.2.1 Ask simple
;uestions re;uirin
<es1,o replies.
2.2.2 Ask simple
;uestions to et
some information
2.&.2 6i#e one
!ord replies !hen
namin thins.
/econise
complete !ords
&.2.2 /ead and
learn the meanin
of fi#e key !ords
for each topic
tauht
&.&.1 /ead and
understand
phrases by
matchin simple
phrases to
pictures.
&.'.1 /ead aloud
!ords in lists and
labels.
&.'.& /ead aloud
sentences in
simple story.
'.1.' 9opy
sentences $&='
!ords% in clear and
leible print.
'.2.& Write !ords
and phrases in
6rammar:
clear and leible
print.
'.'.2 Write
sentences in clear
and leible print.
'.'.& 9omplete
missin letters in
te0ts.
'.'.' 9omplete
simple descriptions
!ith the missin
!ord$s%
2-
23
World Of
Self,
Family
And
Friends
5y Family By the end of
the lesson,
pupils are be
able to :
1. name family
members
2. ans!er
;uestions
&. talk about
your family
"istenin,
Speakin,
/eadin,
Writin
1.1.1 "isten to and
repeat the
pronunciation of
simple
monosyllable
!ords.
a% #o!els in the
initial position
b% 9onsonants in
the initial position.
1.1.2 +dentify the
correct sound:
a% #o!els in the
initial position
b% 9onsonants in
the initial position.
1.2.1 "isten to and
repeat the
pronunciation of
simple
monosyllable
!ords.
1.&.& "isten to all
the !ords in the
!ord list and point
to the pictures.
1.>.1 "isten to
simple short
stories and
responds non
#erbally.
2.&.& i#e replies
pertainin to 1=:
Father
5other
Sister
Brother
?ncle
Aunty
6rammar:
2.&.: /efuse
statements and
i#e correct name
or number.
2.@.: 6i#e details
of oneself
2.@.> .ell about
one3s family.
&.2.1 /econise
complete !ords
&.&.1 /ead and
understand
phrases by
matchin simple
phrases to
pictures.
&.&.2 ?nderstand
simple sentences
$1=& !ords in
sentence
&.'.& /ead aloud
sentences in
simple story.
'.1.' 9opy
sentences $&='
!ords% in clear and
leible print.
'.2.' Write
sentences $ &='
!ords% in clear and
leible print
'.&.1. 5atch !ords
to pictures
'.&.& 5atch simple
sentences to
pictures
'.'.2 Write
sentences in clear
and leible print.
'.:.1 Form simple
sentences by
arranin !ords
$ 1=' !ords in a
sentence%
2!-
27
World Of
7no!led
"earnin
AboutA
By the end of
the lesson,
"istenin,
Speakin,
1.1.1 "isten to and
repeat the
Blue
/ed
e pupils are be
able to :
1. name colours
2. name clothes
&. read
sentences
'. spell
/eadin,
Writin
pronunciation of
simple
monosyllable
!ords.
a% #o!els in the
initial position
b% 9onsonants in
the initial position.
1.2.1 "isten to and
repeat the
pronunciation of
simple
monosyllable
!ords.
1.&.: "isten to and
understand simple
spoken phrases
and sentences
2.1.1 8ronounce
monosyllable
!ords correctly
2.2.1 Ask simple
;uestions re;uirin
<es1,o replies.
2.2.2 Ask simple
;uestions to et
some information
2.&.2 6i#e one
!ord replies !hen
namin thins.
2.&.1 /espond !ith
<es1,o replies.
2.&.: /efuse
statements and
i#e correct name
or number.
2.>.1 6i#e a non
#erbal response to
the story heard or
read
2.>.2 Say !hether
one likes or does
not like the story
heard or read
&.2.2 /ead and
learn the meanin
<ello!
/ed
Black
6rammar:
of fi#e key !ords
for each topic
tauht
&.&.1 /ead and
understand
phrases by
matchin simple
phrases to
pictures.
&.&.2 ?nderstand
simple sentences
$1=& !ords in
sentence
&.'.& /ead aloud
sentences in
simple story.
&.'.2. /ead aloud
phrases
&.:.1 ?nderstand
the meanin of
!ords by lookin
at picture clues.
'.1.' 9opy
sentences $&='
!ords% in clear and
leible print.
'.&.2 5atch
phrases to pictures
'.&.& 5atch simple
sentences to
pictures
'.'.2 Write
sentences in clear
and leible print.
2"-
31
World Of
7no!led
e 1 World
Of Stories
Bo! Co +
6et .here
By the end of
the lesson,
pupils are be
able to :
1. say !here
you li#e
2. i#e
directions
&. read a story
"istenin,
Speakin,
/eadin,
Writin
1.2.1 "isten to and
repeat the
pronunciation of
simple
monosyllable
!ords.
1.2.2. "isten to and
repeat correctly
phrases
2.2.2 Ask simple
;uestions to et
some information
"eft
/iht
?p
Co!n
6rammar:
2.&.1 /espond !ith
<es1,o replies.
&.2.2 /ead and
learn the meanin
of fi#e key !ords
for each topic
tauht
&.&.1 /ead and
understand
phrases by
matchin simple
phrases to
pictures.
&.&.2. /ead and
understand simple
sentences $1=&
!ords in sentence
&.'.1 /ead aloud
!ords in lists and
labels.
&.'.2. /ead aloud
phrases
&.:.1. ?nderstand
the meanin of
!ords by lookin
at picture clues
'.'.& 9omplete
missin letters in
te0ts.
'.'.' 9omplete
simple descriptions
!ith the missin
!ord$s%
'.@.2 ?se the full
stop at the end of
a sentence.
:.' preposition
32-
35
World Of
7no!led
e 1 World
Of Stories
.oday +sABy the end of
the lesson,
pupils are be
able to :
1. say days of
the !eek
"istenin,
Speakin,
/eadin,
Writin
1.2.2. "isten to and
repeat correctly
phrases and
e0pressions
2.2.1 Ask simple
;uestions re;uirin
<es1,o replies.
5onday
.uesday
Wednesda
y
.hursday
Friday
Saturday
2. read
sentences
&. read a story
2.2.2 Ask simple
;uestions to et
some information
&.2.1 /econise
complete !ords
&.2.2 /ead and
learn the meanin
of fi#e key !ords
for each topic
tauht.
'.&.&. 5atch
simple sentences
to pictures '.&.2
5atch phrases to
pictures
'.&.& 5atch simple
sentences to
pictures
'.'.2 Write
sentences in clear
and leible print.
'.'.& 9omplete
missin letters in
te0ts.
'.'.' 9omplete
simple descriptions
!ith the missin
!ord$s%
Sunday
6rammar:
36-
39
World Of
7no!led
e 1 World
Of Stories
"et us
learn
more...
By the end of
the lesson,
pupils are be
able to :
1. talk about
parts of the
body
2. read a story
"istenin,
Speakin,
/eadin,
Writin
2.2.2 Ask simple
;uestions to et
some information
2.&.1 /espond !ith
<es1,o replies.
&.2.1 /econise
complete !ords
&.2.2 /ead and
learn the meanin
of fi#e key !ords
for each topic
tauht.
&.&.1 /ead and
understand
phrases by
matchin simple
phrases to
pictures.
Walk
8lay
/un
Dump
6rammar:
&.'.1 /ead aloud
!ords in lists and
labels.
&.'.& /ead aloud
sentences in
simple story.
&.:.1 ?nderstand
the meanin of
!ords by lookin
at picture clues.
'.&.& 5atch simple
sentences to
pictures.
'.'.1 9omplete
missin letters in
te0ts.
'.'.2 9omplete
simple rhyme !ith
the missin
!ord$s%
'.:.2 form simple
sentences by
matchin
se&nteces part
'.@.1 spell
common siht
!ords
'.@.1 ?se capital
letter for
the first
!ords for a
sentence
the
pronounce Ei3
names of
people
the days of
the !eek.
'.@.2 spell seen
!ords
'.@.2 ?se the full
stop at the end of
a sentence.
.
:.1 nouns
:.2 articles
:.' preposition
!-
!1
World Of
Self,
Family
And
Friends1
World Of
7no!led
e 1 World
Of Stories
"et us put
it
toether.
By the end of
the lesson,
pupils are be
able to :
1. say time of
the day
2. talk about
thins learned
&. read a story
"istenin,
Speakin,
/eadin,
Writin
2.2.2 Ask simple
;uestions to et
some information
2.&.1 /espond !ith
<es1,o replies.
&.2.1 /econise
complete !ords
&.2.2 /ead and
learn the meanin
of fi#e key !ords
for each topic
tauht.
&.&.1 /ead and
understand
phrases by
matchin simple
phrases to
pictures.
&.'.1 /ead aloud
!ords in lists and
labels.
&.'.& /ead aloud
sentences in
simple story.
&.:.1 ?nderstand
the meanin of
!ords by lookin
at picture clues.
'.&.& 5atch simple
sentences to
pictures.
'.'.1 9omplete
missin letters in
te0ts.
'.'.2 9omplete
simple rhyme !ith
the missin
!ord$s%
'.:.2 form simple
sentences by
matchin
se&nteces part
'.@.1 spell
common siht
!ords
'.@.1 ?se capital
letter for
the first
!ords for a
sentence
the
pronounce Ei3
names of
people
the days of
the !eek.
'.@.2 spell seen
!ords
'.@.2 ?se the full
stop at the end of
a sentence.
.
:.1 nouns
:.2 articles
:.' preposition