b.inggeris-tahun 3 (sjk)

8/14/2019 B.Inggeris-Tahun 3 (SJK)

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KEMENTERIAN PENDIDIKAN MALAYSIAMINISTRY OF EDUCATION OF MALAYSIA

HURAIAN SUKATAN PELAJARANKURIKULUM BERSEPADU SEKOLAH RENDAH

CURRICULUM S PECIFICATIONS

BAHASA INGGERISENGLISH LANGUAGE

SEKOLAH JENIS KEBANGSAANTAHUN 3YEAR 3

2003


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i

RUKUN NEGARA

BAHAWASANYA negara kita Malaysia mendukung cita-cita hendak mencapai perpaduan

yang lebih erat di kalangan seluruh masyarakatnya; memelihara satu cara hidupdemokratik; mencipta masyarakat yang adil di mana kemakmuran negara akan dapat

dinikmati bersama secara adil dan saksama; menjamin satu cara yang liberal terhadap

tradisi-tradisi kebudayaan yang kaya dan berbagai-bagai corak; membina satumasyarakat progresif yang akan menggunakan sains dan teknologi moden;

MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan seluruh tenaga dan usaha

kami untuk mencapai cita-cita tersebut berdasarkan prinsip-prinsip berikut :

KEPERCAYAAN KEPA DA TUHAN

KESETIAAN KEPA DA RAJA DAN NEGARA

KELUHURAN PERLEMBAGAAN

KEDAULATAN UNDANG-UNDANG

KESOPANAN DA N KESUSILAAN


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FALSAFAH PENDIDIKAN KEBANGSAAN

Pendidikan di Malaysia adalah suatu usaha berterusan ke arahmemperkembangkan lagi potensi individu secara menyeluruh dan

bersepadu untuk mewujudkan insan yang seimbang dan harmonis dari segi

intelek, rohani, emosi dan jasmani berdasarkan kepercayaan kepadaTuhan. Usaha ini adalah bagi melahirkan rakyat Malaysia yang berilmu

pengetahuan, berketrampilan, berakhlak mulia, bertanggungjawab danberkeupayaan mencapai kesejahteraan diri serta memberi sumbangan

terhadap keharmonian dan kemakmuran masyarakat dan negara.


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iii

CONTENTS

PAGE

1. RUKUN NEGARA v

2. FALSAFAH PENDIDIKAN NEGARA vii

3. KATA PENGANTAR ix

4. INTRODUCTION 1

5. TEACHING CONTEXTS 7

6. OBJECTIV ES 8

7. LEA RNING OUTCOMES AND SPECIFICATIONS

1.0 Skill of Listening 9

2.0 Skill of Speaking 15

3.0 Skill of Reading 19

4.0 Skill of Writing 25

8. SOUND SYSTEM 29

9. a. Grammar 30

b. Sentence patterns 33

10. WORD LIST 34


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1

INTRODUCTION

English is taught as a second language in all Malaysian primary and

secondary schools in the country.

The English language curriculum for schools is planned to help

learners acquire the language so that they can use it in their

everyday life, to further their studies, and for w ork purposes. Withglobalisation, Malaysians w ill need to be proficient in the language

to communicate w ith people from other countries. The use ofEnglish in Information Communications Technology (ICT) has also

been included to enable learners to access know ledge on theInternet and to netw ork w ith people both locally and overseas.

AIMS AND OBJECTIV ES OF THE ENGLISH LANGUAGESYLLABUS FOR PRIMARY SCHOOL

The English language syllabus for primary school aims to equippupils w ith basic skills and know ledge of the English language to

enable them to communicate, both orally and in writing, in and outof school.1

By the end of primary school, pupils should be able to:

i) listen to and understand simple spoken English in certain

given contexts;ii) speak and respond clearly and appropriately in familiar

situations using simple language;

1Please note that the introductory part of this Huraian Sukatan Pelajaran

describes the English language programme from Year 1 to Year 6 as a

whole.

iii) read and understand different kinds of texts (from print and

electronic sources, if available) for enjoyment and information;

iv) write (on paper and electronically) for different purposes usingsimple language; and

v) show an awareness and appreciation of moral values and

love tow ards the nation.

THE SYLLABUS

The English language syllabus at the primary school level specifiesthe content to be taught from Year 1 through to Year 6. It comprises

the four language skills, namely, listening, speaking, reading, andwriting as well as the language contents. These language contentsare the sound system, grammar and vocabulary.

Several teaching contexts have been suggested through w hich thelanguage skills and language content are to be taught.

THE CURRICULUM SPECIFICATIONS

Curriculum specifications for the English language syllabus havebeen prepared as separate documents for each year of the primary

school and these are termed Huraian Sukatan Pelajaran. Eachdocument serves as a guide to teachers w ith regard to the skills tobe achieved, the content or topic that is to be dealt w ith, and the

vocabulary and grammar items that pupils must know in order forthem to use the language.


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This document is the Curriculum Specifications for Year 3 SJK. It

covers language skills, the sound system, grammar and w ord list.The contents of the Curriculum Specifications are set out in three

columns.

The first column is the LEA RNING OUTCOMES column.

These are skills and attitudes to be acquired by pupils and

are draw n from the syllabus.

The second column is the SPECIFICATIONS column. Here,the larger Learning Outcomes are broken dow n into

manageable skills and sub-skills for teaching and learning.These specifications represent important aspects of the skillto be acquired in Year 3.

To help teachers further, these sub-skills have beencategorized into 3 levels ranging from the more basic to the

more advanced.

Level 1 outlines the basic skills to be achieved by all

learners. On completing their tasks successfully, learnersthen progress to Level 2, and then to Level 3.

The third column is entitled EXAMPLES / ACTIVITIES /NOTES. These notes are directed at teachers and theyinclude explanations, teaching points and examples of

activities to help pupils achieve the skill specifications.

The Language Skills

A c lose link w ith the skills of listening, speaking, reading and w riting

is maintained. Vocabulary and sentence patterns introduced in theoral component also need to be taught and used by pupils inreading and writing. Grammar items taught and learnt must be

applied both to oral w ork and w riting exercises.

The Learning Content

In teaching English to pupils, specified contexts are used to makelessons meaningful. Some themes have been identified to help

teachers decide upon their own topics that are suitable for theirclass.

When planning lessons, topics for teaching are initially based on theimmediate learning environment of the child. Later on, these are

expanded to tow n, country and more distant foreign locations.

The Spoken Language

In teaching children the sounds of English, the aim is for them to beunderstood by others. As such, teachers should ensure that pupils

produce the sounds of English w ell and pronounce w ords clearlywith the correct stress and intonation so as to enable the listener tounderstand w hat is being spoken.


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Teaching-Learning Activities

In order to help pupils learn the language, pupils must be givenevery opportunity to take part in activities that require them to use

the language skills taught. Some activities have been suggested in

this document. How ever, teachers are encouraged to set morecreative and challenging tasks and activities based on the needs

and interests of learners.

Evaluation

Evaluation is an important aspect of the teaching-learning process.

Continuous formative evaluation is important to gain essentialfeedback and to keep track of pupils progress. Awareness ofpupils capabilities w ill enable teachers to plan activities for further

development. In these early stages of language developmentespecially, pupils should not be burdened with centralized, exam-type assessment.

Other Considerations

As far as possible, teachers should use the Malaysian setting w henplanning lessons. Teachers should also use materials thatemphasize the principles of good citizenship, moral values, and the

Malaysian way a life.

The Curriculum Specifications makes only a few suggestions as to

the number of activities required for the attainment of languageskills. Teachers need to use their initiative, imagination andcreativity to extend the experiences of their pupils.

TEACHING-LEARNING STRATEGIES FOR YEAR 2 SJK

The English Language programme for Year 3 SJK focuses on thefour skills, namely Listening, Speaking, Reading and Writing. TheYear 3 programme is focused on providing the basis for literacy in

the English language. Also important is vocabulary control andsimple functional uses of language in everyday life.

Listening

Listening is an important skill as w hat learners hear often becomes

one of the main sources of the target language to be learnt.

In order to develop pupils listening skill, teachers should make sure

that their pupils listen to songs, rhymes, and stories. To show theirunderstanding of what they hear, pupils can be asked to sing

songs, chant rhymes, mime, colour, do matching exercises, draw,write, and recall ideas.

Oral Work

Pupils should be given lots of opportunities to talk in class so that

they become familiar w ith the sounds of the English and pick up theconf idence to speak in the language. Pair and group w ork activitiesallows for all pupils to engage in speaking activities at the same

time. Pupils should also be encouraged to talk in English to otherpupils and teachers in the school.


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6

Values and Citizenship

The values contained in the secondary Moral Education syllabus

have been incorporated in the learning outcomes and include

patriotism and good citizenship.

Multiple Intelligences

The learning outcomes also reflect the incorporation of the theory of

Multiple Intelligences. This is illustrated, for example, in the w aychildren interact and talk w ith one another (verbal intelligence), and

the application of kinaesthetic intelligence as seen in role-playactivities.

Know ledge Acquisition

Learning outcomes make use of subject matter disciplines such as

science and geography, and incorporate educational emphasessuch as the environment and consumerism to provide contexts forlanguage use.

Preparation for the Real World

The learning outcomes prepare learners to meet the challenges ofthe real world by focusing on language use in society. To someextent this is achieved through structuring the curriculum in terms of

the Interpersonal, Informational and Aesthetic uses of language. Itis also achieved by making use of real-life issues for classroomactivities and project w ork. Whenever the opportunity presents

itself, learners are encouraged to meet w ith people outside of theclassroom so that they learn to operate in real-life situations.

This document only lists a number of essential activities for the

attainment of the English language. Teachers need to use theirinitiative, imagination and creativity to extend the experiences oftheir learners, to re inforce what has been learnt and to create

challenging language tasks.


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Curriculum Specifications for EnglishYear 3 SJK

2. CONTEXTS FOR TEACHING

The contexts f or teaching for Year 3 SJK are suggested below . These are broad areas from w hich topics are to be draw n for

activities and comprehension texts for learners to read, talk, and w rite. In addition, moral values and socio-cultural rules (e.g. the

use of polite forms w hen addressing elders) also form an important part of the content for classroom activ ities. A w ord list of the

more common w ords in the English language has been provided. These words must be used and recycled in diff erent contexts

and topics so that pupils can master these words. Where necessary, a limited number of w ords can be added in order to deal

with a story or subject meaningfully.

1. World of Self, Family and Friends : Information about oneself and family(e.g. ones hobbies such as stamp collecting, keeping a pet )

2. World of Stories : Stories of people

3. World of Knowledge : Things in the home (e.g. furniture, computer)

Places outside the home (e.g. market, shops)

Nature (e.g. plants, trees)


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3. OBJECTIVES FOR YEAR 3 SJK

By the end of Year 3, pupils should be able to:

Talk about their hobbies, and w hat they like to do;

Recite simple poems and sing songs;

Follow simple instructions and directions;

Listen to and understand simple stories and simple poems;

Ask and answ er simple questions;

Read and understand simple stories and simple factual texts;;

Write words, phrases and simple sentences in good handw riting; and

Show an awareness of moral values and love tow ards the nation.


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4. LEARNING OUTCOMES AND SPECIFICATIONS

The Learning Outcomes are taken from the syllabus in its originalform. They are the skills to be achieved by the end of Year 6 SJK.Teachers, how ever, should be guided by the

second column w hen planning lessons f or Year 3 SJK. In thiscolumn (called Specifications), the learning outcomes are brokendow n into smaller skills to be achieved by learners in Year 3 SJK.

LEARNING OUTCOMES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOTES

1.0 LISTENING SKILL

By the end of their primary schooling,pupils should be able to:

1.1 Listen to and discriminate similar anddifferent sounds of the Englishlanguage.

Level 1

1.1.1 Listen to and repeat words that

contain the f ollow ing sounds:a) vow els in initial positionb) vow els in medial posit ion

c) blends in initial positiond) digraphs in initial position(See Sound System at the back of

the document).

1.1.2 Listen to and repeat word families:

the all family, the at family.

Level 2

1.1.3 Identify the correct sound:a) vow els in init ial posit ionb) vow els in medial position

c) blends in initial position

d) digraphs in initial position

Example of vow els: a as in arm,

ee as in see, peel. Example of blends: cl as in clip Example of digraphs: sh as in short

ch as in chair.

Example of all family: tall, call , fallExample of at family: fat, cat.

Activities include:

- listening to 2 w ords and putting upones hand if the sound is the

same.

- underlining the letters of the sounds

heard.e.g. tall, call, crab, clock, shy


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Level 3

1.1.4 Listen to and group wordsaccording to the beginning sound:a) vow els in init ial posit ionb) vow els in medial position

c) blends in initial positiond) digraphs in initial position

- identifying a frequent beginning

sound in stories.e.g. the sound of / i: /, /cl /, /sh/

1.2 Listen to and repeat accurately thecorrect pronunciation of w ords,

correct intonation and w ord stress ofphrases, expressions and sentences.

Level 11.2.1 Listen to and repeat the

pronunciation ofmonosyllableand 2-syllable words.

Level 2

1.2.2 Listen to and repeat correctlyphrases and expressions.

Level 3

1.2.3 Listen to and repeat simplerhymes.

Use w ords in the context of a story

heard: e.g. cat, cow, mar-ket, ma-gic.

Activities include:- saying out aloud w ords in pairs and

groups;

- repeating w ords, phrases and

sentences that have been spokenaloud by the teacher in naturaleveryday situations;

e.g. Close the door.Switch off the lights.

- repeating nursery rhymes; and


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- supplying missing rhyming w ords inrhymes.

e.g. Im a li ttle teapot

Short and (stout) ...Here is my handleAnd there is my (spout)

When the waters boilingHear me (calling) ..Lift me (high) .

And pour me (out).

1.3 Acquire vocabulary and understand

the meaning of w ords and phrases incontext.

Level 1

1.3.1 Listen to and understandkey words in stories.

1.3.2 Listen to and understand thenumbers 21 - 25.

Example of key w ords include nouns,adjectives and verbs such asAfiqah, school, fat, long, walk, write,clever, good

Activities include:- picking out the correct picture w hen

the w ord is spoken;

- checking pupils understanding of

numbers by getting them to matchthe spoken numeral and the w ritten

form.


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Level 2

1.3.3 Listen to and understand keyphrases.

1.3.4 Listen to and understand the

numbers 26-30.- w hen the numbers are addedand subtracted.

Level 3

1.3.5 Listen to and understand simplespoken sentences.

Get children to point at pictures toshow understanding of pictures.

Get children to memorise w ordsby giving them spelling tests.

Children learn better if w ords aretaught in context under the varioustopics and w ith accompanying

pictures or actions.

To check understanding, get pupilsto match pictures, to draw somethingor to do something.

Get pupils to listen to a story and point

to the sentences read aloud.

1.4 Listen to and follow simpleinstructions and directions

accurately.

Level 11.4.1 Listen to and learn words of

instructions.

1.4.2 Listen to and learn words ofdirection.

Example of instructions:gum, cut, hold, paper, cardboard

Example of directions:e.g. walk up, walk down, turn right,

turn left Get students to memorise these

words.


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Level 2

1.4.3 Listen to and follow simpleinstructions.

Level 3

1.4.4 Listen to and follow simpledirections.

listen to simple instructions to makethings such as bookmarks and pencilholders.

e.g. Tracing a route map to show the

directions from home to schoolor to a friends house

1.5 Listen to and enjoy the rhyme,rhythm, and sounds of poetry,

jazz chants and songs.

Levels 1, 2 & 31.5.1 Listen to and enjoy childrens

songs and rhymes. Activities include getting children to:

- clap their hands- move to the rhythm of the song- sing / chant along

- do actions.

1.6 Obtain information from texts listened

to in relation to main ideas, specificdetails and sequence.

Level 11.6.1 Listen to and understand simple

messages.

Get pupils to be familiar w ith the

structure of the message:

the sender;

the recipient; and

the message.

1-2 line messages are suitable.

Hi Chee Seng,Wait for me after school.Outside the canteen.

Bye.Siva

person who

receiv es

sender

message


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Levels 2 & 3

1.6.2 Listen to simple messages andrecall details by answering simpleWh-questions.

e.g. Who wrote the messsage?Who sent it?What is the message?

1.7 Listen to and enjoy stories, fablesand other tales of imagination and

fantasy and predict outcomes, and

draw conclusions at a level suited topupils ability.

Level 11.7.1 Listen to simple short stories and

fairy tales and respond

- non-verbally.

Level 2

1.7.2 Respond verbally by stating oneslikes and dislikes.

Level 31.7.3 Listen to fairy tales, fables, and

short stories and answer simplequestions on the people and

animals of the story, and the placeof the story.

Examples of non-verbal response

include:

- smiling, laughing, clapping hands- doing body movements

(e.g. swaying like trees)- making sounds

(e.g. mooing like a cow)

- draw ing, circling, colouring.

Examples of verbal response include:- the pupil saying,

Teacher! Teacher! I dont like thequeen. She is bad.

Activities include:

- Asking simple questionse.g. Wh questions

Who is this?What is he doing?Where?How many..?


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LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOTES


2.1 Speak clearly by pronouncing wordsaccurately.

Level 12.1.1 Pronounce words that have the

follow ing sounds:

a) vowels in initial position

b) vowels in medial position

c) blends in init ial posit iond) digraphs in initial position.

2.1.2 Pronounce monosyllable and2-syllable words correctly.

Level 22.1.3 Repeat expressions with correct

intonation and stress.

Level 32.1.4 Ask questions and give answ ers

clearly and correctly.

Example: I, evening, car, far, cl ip,shy

Example of monosyllable w ords are:

Jane, Alex, went, down, cat, draw,tall, big, fat, run, jump, swing.

Example of 2-syllable w ords are:bas-ket, pen-cil , ru-ler.

Listening to and repeating

experiences after the teacher.

e.g. Please close the windows.Close the door, please.

Check that pupils have a rising tone

in questions.

Set pair w ork for question andansw er activities.

2.0 SPEAKING SKILL


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2.2 Ask questions politely to obtain

information and clarification.Level 1

2.2.1 Ask simple Wh-questions.

Levels 2 & 32.2.2 Ask questions to get

information.

2.2.3 Ask questions about numbers.

e.g. Who are you?Where is the elephant?

e.g. Where do you live?

e.g. How many cars are there?How many balloons are there?

2.3 Give relevant information polite ly in

response to enquiries made.Level 1

2.3.1 Respond to simple Wh-questions.

2.3.2 Give one-word replies whenidentifying, naming objects, plants,

animals, etc.

2.3.3 Give replies pertaining to numbers.

Level 2

2.3.4 Give replies pertaining to numbers

21 - 30: identifying, stating.

2.3.5 Give longer replies w henanswering questions.

2.3.6 Give replies after adding andsubtracting numbers.

e.g. The rat is under the chair.

e.g. What is that?.An ant!

e.g. How many pencils are there? 30.

e.g. How many books are there? 25.

e.g. Do you like football?Yes. I like playing football.


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LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOTESLevel 3

2.3.7 Refute statements and give thecorrect answer or number.

e.g. Are there 22 erasers?No. There are only 20.

2.4 Tell stories based on pictures andother stimuli, and recite poems.

Level 12.4.1 Recite simple poems and chant

nursery rhymes by joining in w ithwords and phrases.

Level 22.4.2 Recite simple poems and chant

nursery rhymes in full.

Level 32.4.3. Complete parts of a story heard

before.

e.g. Baa Baa Black ________

Have you any ________?Yes Sir, Yes ______________ bags full .

e.g. Row, row, row your boat.

Gently down the stream.

Get pupils to complete the story.Use pictures and also prompt them with

helping words.

e.g. And then the wolf..(was angry).

2.5. Talk about the people, places andmoral values of the stories heard,

read and view ed in simplelanguage.

Level 12.5.1 Name the people or animals in

the story heard or read.

Level 22.5.2 Give details about the people or

animals in the story heard orread.

Level 3

2.5.3 Name the good and badpeople or animals and talk alittle about them.

Example of details include names,number, s ize.e.g. The boy was called .(Aladdin).

e.g. The princess is pretty.Aladdin is handsome.

In these early stages, tell stories wherethe characters are clearly good or bad.

It is easier for pupils to relate tocharacters.


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2.6 Express thoughts and feelings andgive opinions on things read, seen,heard and view ed in simple

language.

Level 12.6.1 Give non-verbal response to the

story heard or read.

Levels 2 & 32.6.2 Say w hether one likes or does not

like the story heard or read.

e.g. Ticking the picture that shows theirfeelings.

e.g. I do not like the story.

I like the story.

2.7 Perform a variety of functions in asocial context such as exchanging

greetings, making introductions,inviting people, etc.

Level 12.7.1 Thank people.

Level 22.7.2 Seek permission.

2.7.3 Say sorry.

Level 32.7.4 Talk about oneself and ones

family to neighbours and fr iends.

Activities include:

- Getting children to role play varioussituations w here they might usesuch language.

Example of sentence patterns:Can I go out?May I help you?

e.g. I am sorry. I hit you.

e.g. I am Seetha. I live in Ipoh.My father is a teacher.He works in ..


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3.1 Acquire w ord recognition and w ordattack skills to recognise words onsight.

Level 13.1.1 Look at letters and say aloud the

follow ing sounds:

a) vowels in initial positionb) vowels in medial positionc) blends in init ial posit ion

d) digraphs in initial position

Level 23.1.2 Identify letter shapes by their

sounds .

3.1.3 Read aloud words that have the

follow ing sounds:a) vowels in initial positionb) vowels in medial position

c) blends in init ial posit iond) digraphs in initial posit ion

3.1.4 Read and group w ords according

to word families : the allfamily,the atfamily.

3.1.5 Read aloud 3-syllable words withthe correct stress.

Level 33.1.6 Compare words for similar and

different sounds.

Activities include:- differentiating sounds.

- grouping w ords w ith similar sounds.

- Naming letters aloud.

e.g. sh = sh for shower

See the Sound System.e.g. / cl / = clap, clock.

/ cr / = crab, crow.

e.g. peel, pool = / i: / , / u: / are

vowels in their medial posit ion.

e.g. the allfamily: tall, fall, call, wallthe atfamily: fat, cat, pat

e.g. hos / pi / talto / mo / rrow

e.g. Underlining w ords w ith the samebeginning sound.

e.g. clap, clock, crab, crow

3.0 READING SKILL


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3.2 Acquire key w ords at variousstages of development.

Level 13.2.1 Recognise complete words.

3.2.2 Read and learn the meaning of5key words for each topic taught.

Level 2

3.2.3 Recognise and read aloud thenumbers 21 - 25 in its numeral andword forms.

Level 3

3.2.4 Learn another5 key words foreach topic and use these keywords in sentences of their ow n.

Activities include:- matching w ords with pictures:- reading label cards- selecting the correct label from 2

or 3 w ord cards.

Get pupils to memorise these w ords.

Get pupils to demonstrate understandingby matching w ords and pictures.

e.g. Matching the numeral form to theword (e.g. 21= tw enty-one) and viceversa (e.g. twenty-one = 21).

Activities include:- spelling correctly

- f illing in blanks- rebus writing

e.g. One day a _______

met a ________ .

The rabbit said, I can ______

faster.


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3.3 Read and understand phrases,sentences, paragraphs, and whole

texts.

Level 13.3.1 Read and understand phrases.

Level 2

3.3.2 Read and understand simplesentences.

Level 33.3.3 Read and understand a simple

paragraph of 3-4 sentences.

Activities includes matching phrasesto pictures

e.g. a blue cup

a big elephant

Activities include:

- matching sentences topicturese.g. The boy is playing.

- rearranging w ords to form acomplete sentence:

e.g. boy playing the is

- answ ering simple comprehension

questions.

Activities include:- rearranging sentences in

sequence

- selecting sentences to fit pictures- answering comprehension

questions.


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3.4 Read aloud expressively and fluentlypronouncing w ords correctly andobserving correct stress and

intonation and sentence rhythm.

Level 13.4.1 Read aloud words and

phrases correctly and withcorrect pronunciation.

Level 2

3.4.2 Read aloud sentences in simpletexts observing correct stress and

intonation.

Level 3

3.4.3 Read aloud simple poems andstories expressively and fluently.

Activities include getting pupils to readin pairs and groups.

Get pupils to read texts w ith the correctstress and intonation.

e.g. the DO NOT WALK sign

Get pupils to role-play situations w here

they have to read aloud to each othersets the activity in a realistic context.

3.5 Read and understand the meaningsof words by guessing their meaningthrough the use of contextual clues.

Levels 1, 2 & 33.5.1 Understand the meaning of a

word by looking at the w ords

before and after that particularword. .

e.g. He was scared.

There was no one around.

He shouted, "Help! Help!"

C i l S ifi ti f E li h


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3.6 Acquire a w ide range of vocabulary.Level 1

3.6.1 Read and recognise words.

Level 23.6.2 Group words according tocategories.

Level 33.6.3 Make small words from big

w ords

Activities include:- underlining w ords in word chains

and playing w ord games.

- setting up competitions betw eenpairs and groups

- making children create their ow n

word chains, etc.

Example of categories: things in thehome, things outside the home.

Example: STRONGsong, Ong, go, so

3.7 Read and understand simple

factual texts for main ideas,supporting details, sequence, andcause and effect.

Level 13.7.1 Talk about pictures of a simple

factual text.

Level 23.7.2 Read and give details .

Level 33.7.3 Answersimple comprehension

questions.

Get pupils to look at the cover or otherpictures in the text and ask them to talkabout/describe the picture.

e.g. colour, shape, size, number.

Ask Wh-Questions - What, When,Who.

C i l S ifi ti f E li h


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3.8 Read and enjoy simple poems andstories and respond to them bytalking about the people, and moral

values in the story or poem; andrelate it to ones l ife.

Level 13.8.1 Talk about pictures in a story,

poem, or rhyme.

3.8.2 Read aloud simple stories.

3.8.3 Read aloud simple rhymes or

poems.

Level 23.8.4 Read and give details about the

people, animals and places in the

story.

3.8.5 Read and give details in the

poem.

Level 33.8.6 Read and give the sequence of

events in stories.

A simple rhy me or poem may consistof just 4 lines.

A story may consist of a book of

5 sentences a page for 5 pages.

Details include number, s ize, colour,etc.

Get children to arrange pictures ornumber pictures in sequence.

3.9 Read w idely and independently.

All levels

3.9.1 Read w idely at ones ow n paceaccording to ones interest.

Allow pupils to select books of their owninterest.

Curriculum Specifications for English


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4.1 Copy correctly.

Levels 1, 2 & 34.1.1 Copy words, phrases and

sentences in clear and legible print:

- small letters- capital letters- combination of small and capitalletters.

4.1.2 Write clearly and legibly numerals

21 - 30 in both number and wordforms.

Provide realistic contexts for pupils to

write.

e.g. 21 = twenty-one

25 = twenty-five

Teachers need to pay attention toformation of capital letters and smallletters, slant of letters, spacing

betw een w ords, etc.

4.2 Write at w ord, phrase, sentence andparagraph level in clear, legible print andin cursive writing.

Level 14.2.1 Write letters of the alphabet clearly

and legibly

paying attention to:- small letters

- capital letters- combination of small and

capital letters.

In this exercise, pupils should havememorised the letters of the alphabet

and should be able to write frommemory as the teacher calls out the

letter.

4.0 WRITING SKILL



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4.2.2 Write clearly and legibly numerals21 - 30 in both numberandwordforms.

Level 24.2.3 Write words and phrases clearly

and legibly.

Level 3

4.2.4 Write sentences (at least 3-5 wordsper sentence) in clear legible print.

e.g. a boy

a clever boy

e.g. Ah Kau is a boy.

He is a clever boy.He likes reading and playingbadminton.

4.3 Match w ords to linear and non-linearrepresentations:- w ord to word;- w ord to phrase;

- w ord to picture, symbol.

Level 14.3.1 Match phrases to pictures.

Level 2 & 3

4.3.2 Match words to other words.

e.g. The red hen.

The fierce cat.

e.g. hibiscus applered plant

4.4 Complete texts w ith the missing

words, phrases or sentences.

Level 1

4.4.1 Complete missing letters in texts. e.g. Hello. My n__me is John.W__at is y__urs?



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LEARNING OUTCOMES SPECIFICATIONS

Level 24.4.2 Complete simple instructions and

directions, descriptions, rhymeswith the missing word(s) (w ithguidance in the form of w ords and

pictures).

Level 34.4.3 Complete simple instructions and

directions, descriptions, rhymes,

notices, stories w ith the missingword(s) (w ith a little guidance in

the form of a composite picture).

EXAMPLES/ACTIVITIES/NOTES

e.g. Go straight.Turn _____ (right, left).

Let children share their writing byreading it aloud to others or by

displaying it.

e.g. This is my pet dog.Its name is Max.

It eats rice and bones.

4.5 Construct simple and compoundsentences w ith guidance and

independently.

Level 14.5.1 Form simple sentences by

arranging w ords.

Level 24.5.2 Construct simple and compound

sentences using a substitutiontable.

Level 3

4.5.3 Construct simple and compoundsentences independently by lookingat a picture.

e.g. rabbit w ent Little home.Little rabbit w ent home.

E.g. provide guided and semi-guided

substitution tables. Use and, or, but.

e.g. I am Ee Ling.I am nine years old.I like to eat chicken.



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p gYear 3 SJK

LEARNING OUTCOM ES

4.6 Spell correctly and take dictat ion.

SPECIFICATIONS

Level 1

4.6.1 Spell seen words correctly.

Levels 2 & 3

4.6.2 Spell seen phrases correctly.

EXAMPLES/ACTIVITIES/NOTES

e.g. Give 5 w ords to pupils tomemorise at a time.

e.g. tall boy, tall girl, big cat, small cat .

4.7 Punctuate meaningfully.

All levels

4.7.1 Use commas in a list. e.g. Mother bought biscuits, milk, flour,and eggs.

4.8 Give accurate information w henwriting messages, instructions,simple reports, and w hen f illing out

forms.

Level 14.8.1 Write lists.

4.8.2 Write simple messages to friendsand relatives.

Level 2

4.8.3 Write s imple instructions withguidance.

4.8.4 Write simple descriptions withguidance.

e.g. Writing a list of friends to invitefor a birthday party.

e.g.

e.g. Give pictures and w ords to

guide pupils.

MinaJohnKaren

Hi Maniam,

I like your newpencil box.

Angela



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gYear 3 SJK

LEARNING OUTCOMES SPECIFICATIONS EXAMOLES/ACTIVITIES/NOTES

Level 34.8.5 Write simple stories w ith little or noguidance.

This w ill encourage pupils to be moreimaginative and creative.

Curriculum Specifications for EnglishS


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Year 3 SJK

SOUND SYSTEM

The sound system forms part of the language contents in the

Curriculum Specifications. The vow els and the consonants to betaught are presented in orthographic form and in phonetics. Thephonetic symbols are enclosed in phonemic notation (/ /). These

phonetic symbols are only for teachers reference and not to betaught to pupils. How ever, the sounds that are represented by thesymbols should be taught.

The vow els and consonants listed below are taught in Year 3.

Although each of the vow els listed has more that one sound, onlyone sound for each vowel has been selected to be taught.How ever, teachers can teach the other sounds if their pupils areable to handle them. Examples of the sound to be taught are given.

Teachers are encouraged to give more examples for pupils topractise the various sounds.

5.1 Vowels initial posit ion

a /a: / - arm, alarm , farm.

i / a / - ice, I, island.

5.2 Vowels * medial position

a /a:/ - car, far, bar.

ee / i:/ - see, peel, feel.oo / u:/ - cool, pool, fool.

5.3 Initial Blends

cl /cl/ - clip, clock, clang.

cr /cr/ - crab, cry, crop.

5.4 Initial digraphs

sh / / shy, short, shirt.

ch / / chair, chain, change.

Curriculum Specifications for EnglishY 3 SJK


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Year 3 SJK

6. GRAMMAR

Grammar forms part of the language contents in the Curriculum

Specifications for Year 3 SJK. Tw o sections have been listed toassist teachers. In section 5 (a), grammar items to be taught havebeen specif ied under the different grammar categories. To illustrate

what is meant by each category and at the same time to specify thescope and depth of the items to be taught examples are given.

In section 5(b), suggested sentence patterns f or teaching are given.These sentence patterns are set out under functions. In teaching

these patterns, it is important that teachers teach them in contextand in a meaningful w ay.

6.1 Nouns

6.1.1 Proper Nouns (names of people/places)e.g. Ali, Siva, Cheng, Ipoh, Sabah

6.1.2 Gender (masculine, feminine)masculine - boy (he)

feminine - girl (she)

6.1.3 Countable Nouns

e.g. one chair, two chairs

6.2 Articles (with singular nouns)

6.2.1 a is used before consonants.e.g. a book, a pencil

6.2.2 an is used before vowels

e.g. an apple, an egg

6.2.3 the is used to refer to nouns mentioned earliere.g. the sun, the car, the moon

6.3 Pronouns

6.3.1 Personal pronounse.g. I, you, he, she, they, we*

6.3.2 Demonstrative pronouns

e.g. this house, that car, these pencils, thoseerasers

6.3.3 Interrogative pronouns (Wh question w ords)

i. What

e.g. What is this?What is that?

ii. Who

e.g. Who is he?Who is she?

iii. * Where

e.g. Where are you going?

iv. *When

e.g. When is Chinese New Year?



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Year 3 SJK

6.3.4 Possessive pronounsmy*, his*, her*e.g. my bag, his book, her shoes

6.4 Prepositions (of location)e.g. in, on, under, near, *at, *to

6.5 Simple Present Tense

i. For habitual actions

e.g. We brush our teeth every day.

ii. For imperativese.g. Come here.

Sit down.

iii. Subject-Verb Agreemente.g. This is my pet dog.

These are her puppies.

6.6 Simple Past Tense (subject verb agreement)e.g. He was late yesterday.

They were late yesterday.

6.7 Sentence Types simple sentence

e.g. I have a dog.Its name is Max.

6.8 *Conjunctions - and, or, *bute.g. The teacher was strict but fair.

6.9 Questions and responsese.g. Is it a dog?

Yes, i t is. /Yes.No, it isnt. / No.

Are they puppies?Yes, they are. / Yes.No, they arent. / No.

7.0 *Verbs

i. Regular verbs (+d)e.g. dance - danced(+ ed)

e.g. jump jumped

ii. Irregular verbs

e.g. run ran

sit satcome came



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Year 3 SJK

6 (b) SUGGESTED SENTENCE PATTERNS

These patterns are set out under particular functions. The w ords

underlined may be substituted for other w ords. The sentencepatterns that are asterisked are the new items for the year.

1. To exchange greetingsA: Good evening.B: Good evening.

2. To thank someone

A: Thank you.B: Youre welcome.

3. To bid farew ell

A: Goodbye.B: Goodbye.

*4. To give details of oneself.

A: My name is Ah Chong.I am 9 years old.I like to play football and badminton.

5. To identify members of ones familyi. This is my father.

ii. This is my mother.

*6. To talk about ones family.i. This is my father.ii . His hobbies are reading and fishing.

7. To ask and answer simple questions

i. A: Do you like this story?B: Yes, I do..

ii . A: What are these/those?

B: These are slippers./ Those are pencils.

iii. A: Who is she?

B: She is my mother.

*8. To request for things.

i. Please give me the ruler.ii. The ruler, please.



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Year 3 SJK

7.0 Word List

The w ord list consists of words commonly used in the English

language. These are high frequency words which learners w ill needeven w hen reading simple texts. Teachers should teach pupils torecognize these words in context when reading and also

understand them in the context of what they read.

a

aboutafternoon

amanandalbum*

allareat

aw ay

backbag

ballbanana*bed

beltbigblue

bookboybranch*

brotherbycactus*

came

can

catchair

coconut*collecting stamps*comeday

deskdoordog

dow n

didfather

flow ers*forfruits*

girlgetgood

gogoinggreen

hashavehe

help

These are also the w ords that pupils w ill use when going about their

writing task. Teachers are encouraged to add to this list accordingto the maturity level and ability of their pupils as well as the topicbeing taught.

herhibiscus*

himhis

househowinis

itjumpleft

like

liveleaf*

lookkeeping pets*market*

manmorningmother

memyname

nightnonot

nowofold

on

oneorchid*

ourout

uppenpencil

play

putred

rightroots*rose*

rulersaidsee

seed*sheshoe

shops*sisterstem*



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table

thetheytheir

thisthorns*tree

trunk*toup

us

wantwas

we

went *whatwhen

wherewhowoman *

years *yellowyes

you

your

Plus:

numbers one to tw enty

numbers tw enty-one totw enty-f ive*

pupils name andaddress

name of school social expressions and

greetings

b.inggeris-tahun 3 (sjk)

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