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PERFORMANCE STANDARD

Learning outcomes

Band
Performance Standard

Descriptor
Evidence

Take part in social interaction by

carrying out a variety of language
forms. (HSP pg.12)
B1
B1
Know fundamental skills in
listening, speaking, reading and
writing.
B1DL1
Introducing oneself.
B1DL1E1
Able to introduce oneself using
suggested sentence patterns.

STUDENTS COPY
It is the beginning of the year. Fill in your personal details in the form below and introduce yourself
to the class.
Name
Address

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PERFORMANCE STANDARD

Learning outcomes

Band
Performance Standard

Descriptor

Evidence

Take part in social interaction by

carrying out a variety of language
forms. (HSP pg 12)
B1
B1
Know fundamental skills in
listening, speaking, reading and
writing.
B1DL2
Listening and discriminating
between initial and final
consonants, long and short vowel,
plural form and contraction.
B1DL2E1
Able to identify initial and final
consonants, long and short vowel,
plural form and contraction.

STUDENTS COPY
Distinguishing consonants sounds /p/ and /b/.
Listen and circle the correct words you hear.
/p/
Pack
Pin
Pig
Push
Park
Cup
Rip
Cap
Nip
Tap

/b/
Back
Bin
Big
Bush
Bark
cub
rib
cab
nib
tab

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PERFORMANCE STANDARD

Learning outcomes

Band
Performance Standard
Descriptor
Evidence

Students should be able to:

-Talk about self, family, friends, interest, past
events, feelings and understanding when others
talk about themselves.
2
Understand meanings at word, phrase and
sentence level.
B2DL1
Talking about self, family, friends and interest.
B2 DL1 E1
Able to ask simple questions to get information
and respond appropriately to questions on any
one of the following:
-self
-family
-friends
-interest

Worksheet 1
Two new friends are asking questions to know each others interests better. Work in pairs and
practice the dialogues. Remember to respond to your friends questions in a complete sentence.
You may use these Wh- questions:
What
When
Why

Students copy
Student A

: What is __________________________?

Student B

: My hobby is ______________________.

Student A

: _____________________is your favourite sport?

Student B

: My ___________________ is_______________.

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Student A

: ________________________?

Student B

:____________________________________.

Student A

: Why do you like _______________________?

Student B

:I like ___________________ because it _________________.

Student A

: ___________is your favourite ___________________?

Student B

: My favourite __________________ is_______________________.

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PERFORMANCE STANDARD

LEARNING OUTCOME
BAND
PERFORMANCE
STANDARD
DESCRIPTOR

TAKE PART IN SOCIAL INTERACTION (pg 9)

3
USE KNOWLEDGE ACQUIRED THROUGH LISTENING, SPEAKING,
READING AND WRITING.
B3DL1
INVITING SOMEONE TO A FUNCTION THROUGH A CONVERSATION

EVIDENCE

B3DL1E1
ABLE TO INVITE AN ACCEPT OR DECLINE INVITATION

WORKSHEET 3 (a)
RESPONDING TO INVITATIONS
Accepting an invitation
Scenario: A new movie has just been released in a cinema near you. You are excited to watch it.
Invite a friend to accompany you.
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PERFORMANCE STANDARD

LEARNING OUTCOME
BAND
PERFORMANCE
STANDARD
DESCRIPTOR

EVIDENCE

OBTAIN
INFORMATION
FOR
DIFFERENT
PURPOSES (pg 15)
3
USE
KNOWLEDGE
ACQUIRED
THROUGH
LISTENING, SPEAKING, READING AND WRITING.
B3DL2
LISTENING
TO
ANNOUCEMENTS
AND
INSTRUCTIONS AND PROCESSING INFORMATION
B3DL2E1
ABLE TO CONVEY MAIN IDEAS AND SUPPORTING
DETAILS

WORKSHEET 3 (b)
INVITATION
Dear Afiza.
You are invited to my birthday party. Its
at my house on Saturday, 28th June at
4.00pm.
Please do come. Maria, Rina, Rashid
and all our friends will be coming too.
Itll be fun.
Mani

24th June
To dear Afiza,
Congratulations on your SUCCESS!
Your mid-year exam results are fantastic.
Hanin

Complete the details in the chart

Purpose of the card

From/To

CARD 1
CARD 2
Answer the questions:
1. When is Manis birthday?
____________________________________________________
2. Why did Hanin congratule Afiza?
____________________________________________________

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PERFORMANCE STANDARD

LEARNING OUTCOME
BAND
PERFORMANCE
STANDARD
DESCRIPTOR
EVIDENCE

TAKE PART IN SOCIAL INTERACTION (pg 13)

4
APPLY KNOWLEDGE ACQUIRED IN A VARIETY OF SITUATIONS USING
SOME APPROPRIATE LANGUAGE CONVENTIONS
B4DL1
MAKING PLANS AND ARRANGEMENTS
B4DL1E1
ABLE TO LISTEN TO AND MAKE PLANS
- TO GO SOMEWHERE
- TO DO SOMETHING

WORKSHEET 4 (a)
Scenario: Listen to the conversation given and make plans on where would you go for your
sightseeing?
A: Where should we go sightseeing today?
B: I think that some things might be best done in the morning and others in the afternoon.
A: I think that I would like to go to the beach this morning.
B: That would be a good place to start our sightseeing. We could have breakfast there.
A: I hear that there is a very nice natural history museum there.
B: Yes, it would be nice to check that out since we are so close by.
A: Where should we go in the afternoon?
B: I think that I would like to go to the amusement park. It's supposed to be quite good.
A: At the end of the day, I would love to take in the sunset at the restaurant by the park.
B: That sounds like a great idea! Let's go get a map.

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PERFORMANCE STANDARD

LEARNING OUTCOME

GIVING INSTRUCTIONS, DESCRIBING, AND NARRATING

ORALLY

BAND

PERFORMANCE
STANDARD

B5 DEMONSTRATE THE ABILITY TO USE LANGUAGE IN A VARIETY OF

SITUATIONS USING LARGELY APPROPRIATE LANGUAGE
CONVENTIONS

DESCRIPTORS

B5DL1 DESCRIBING AN EVENT/INCIDENT AND NARRATING IT

EVIDENCE

B5DL1E1 ABLE TO LISTEN AND RELAY INFORMATION ABOUT AN

EVENT/INCIDENT APTLY (Pg 19)

Decide an event that you wish to talk about. Give information about

the date
the time
the place
the events as they happened
other people involved
your feelings

(Teacher can provide examples of events such as Teachers Day, Sports Day, Graduation Day etc)

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PERFORMANCE STANDARD

LEARNING OUTCOME

UNDERSTANDING AND TELLING IN ONES OWN WORDS THE STORY AND

POEM HEARD AND/ OR READ, AND GIVING ONES OPINION OF THE TEXT

BAND

PERFORMANCE
STANDARD

B6 APPRECIATE LITERARY WORKS AND PRESENT IDEAS CRITICALLY IN AN

EXEMPLARY MANNER

DESCRIPTORS

B6DL1 LISTENING AND RESPONDING TO LITERARY WORKS BBY GIVING

ONES OPINION OF THE TEXT AND RELATING IT TO LIFE

EVIDENCE

B6DL1E1 ABLE TO RETELL THE TEXT IN ONES OWN WORDS USING ONES
OWN WORDS USING CORRECT GRAMMAR AND VOCABULARY (Pg 19)
B6DL1E2 ABLE TO STATE WHAT ONE THINKS ABOUT THE TEXT AND HOW
IT AFFECTS HIM/HER USING CORRECT GRAMMAR AND VOCABULARY
B6DL1E3 ABLE TO EXPLAIN THE MESSAGE/THEME/VALUES THE WRITER IS
TRYING TO CONVEY USING CORRECT GRAMMAR AND VOCABULARY

Choose a number of students to recite the poem Mr Nobody out loud.

Mr Nobody
I know a funny little man,
As quiet as a mouse,
Who does the mischief that is done
In everybodys house!
Theres no one ever sees his face,
And yet we all agree
That every plate we break was cracked
By Mr Nobody

Tis he who always tears our books,

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Who leaves the door ajar,
He pulls the buttons from our shirts,
And scatters pins afar;
That squeaking door will always squeak,
For, prithee, dont you see,
We leave the oiling to be done by Mr Nobody.

He puts damp wood upon the fire,

That kettles cannot boil;
His are the feet that bring in mud,
And all the carpets soil.
The papers always are mislaid,
Who had them last but he?
Theres no one tosses them about
But Mr Nobody.

The finger marks upon the door

By none of us are made;
We never leave the blinds unclosed,
To let the curtains fade;
The ink we never spill; the boots
That lying round you see
Are not our boots they all belong
To Mr Nobody.

INSRUMENT 1 (B6 DL1 E1)

Teacher asks the following questions .
1. What is the poem about?

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2. Who is Mr Nobody?
3. What does Mr Nobody do?

INSRUMENT 1 (B6 DL1 E2)

Teacher asks the following questions
1. Do you like the poem ? Give reasons for your answers.
2. How do you feel about Mr Nobody?
3. Does the character of Mr Nobody reminds you of anyone that you know? Named the
person and give reasons for your answers.

INSRUMENT 1 (B6 DL1 E3)

Teacher asks the following question
1. State the message/theme/values that you obtained from the poem?
2. Explain the message/theme/values in your own words.
Teacher prompts with relevant questions.
1. What should we do in order to show our responsibility?
2. Should we be like Mr Nobody?
3. What advice can we give to Mr Nobody?

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