b.inggeris-tahun 4 (sjk)

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2003

KEMENTERIAN PENDIDIKAN MALAYSIA

HURAIAN SUKATAN PELAJARANKURIKULUM BERSEPADU SEKOLAH RENDAH

BAHASA INGGERISTAHUN 4 SJK


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Curriculum Specifications for EnglishYear 4 SJK

iii

CONTENTS

PAGE

RUKUN NEGARA i

FALSAFAH PENDIDIKAN KEBANGSAAN ii

KATA PENGANTAR iii

INTRODUCTION 1

CONTEXTS FOR TEACHING 6

OBJECTIVES 7

LEARNING OUTCOMES AND SPECIFICATIONS

1.0 Skill of Listening 82.0 Skill of Speaking 133.0 Skill of Reading4.0 Skill of Writing

17

22SOUND SYSTEM 26

GRAMMAR (a) 29(b) Sentence patterns 33

WORD LIST 34


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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 satucara hidup demokratik; mencipta masyarakat yang adil di mana kemakmuran negaraakan dapat dinikmati bersama secara adil dan saksama; menjamin satu cara yangliberal terhadap tradisi-tradisi kebudayaan yang kaya dan berbagai-bagai corak;membina satu masyarakat progresif yang akan menggunakan sains dan teknologimoden;

MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan seluruh tenaga dan usahakami untuk mencapai cita-cita tersebut berdasarkan prinsip-prinsip berikut:

KEPERCAYAAN KEPADA TUHAN

KESETIAAN KEPADA RAJA DAN NEGARA

KELUHURAN PERLEMBAGAAN

KEDAULATAN UNDANG-UNDANG

KESOPANAN DAN KESUSILAAN


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ii

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 kepada

Tuhan. 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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This document is the Curriculum Specifications for Year 4 in SJK. Itcovers language skills, the sound system, grammar and word list.The contents of the Curriculum Specifications are set out in threecolumns.

The first column is the LEARNING OUTCOMES column.These are skills and attitudes to be acquired by pupils andare drawn from the syllabus.

The second column is the SPECIFICATIONS column. Here,the larger Learning Outcomes are broken down intomanageable skills and sub-skills for teaching and learning.These specifications represent important aspects of thelearning outcomes to be acquired in Year 4 SJK.

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

more advanced.

Level 1 outlines the basic skills to be achieved by alllearners. 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 includeexplanations, teaching points and examples of activities to

help pupils achieve the skill specifications.

Language Skills

A close link with the skills of listening, speaking, reading and writingis 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 beapplied to both oral work and writing exercises.

Learning Content

In teaching English to pupils, specific contexts are used to makelessons meaningful. Some themes have been identified to helpteachers decide upon topics that are suitable for their class.

When planning lessons, topics for teaching are initially based on theimmediate learning environment of the child. Later on, these areexpanded to town, 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 thatlearners produce the sounds of English well and pronounce wordsclearly with the correct stress and intonation so as to enable thelistener to understand what is being said.

To this end, specific sounds such as blends and diphthongs havebeen identified for teaching. These sounds can be found in thesection entitled Sound System. The objective of this exercise is toaim for clear speech and intelligibility.


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Teaching-Learning ActivitiesIn order to help pupils learn the language, pupils must be givenevery opportunity to take part in activities that require them to usethe language skills taught. Some activities have been suggested inthis document. However, teachers are encouraged to set morecreative and challenging tasks and activities based on the needsand interests of pupils.

Evaluation

Evaluation is part and parcel of the teaching-learning process.Continuous formative evaluation is important to keep track oflearners progress. Awareness of learners capabilities will enableteachers to plan activities for further development.

Other considerations

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

The Curriculum Specifications makes only a few suggestions as tothe number of activities required for the attainment of languageskills. Teachers need to use their initiative, imagination and

creativity to extend the experiences of their pupils.

TEACHING-LEARNING STRATEGIES FOR YEAR 4 SJK

The English Language programme for Year 4 SJK focuses on thefour skills, namely Listening, Speaking, Reading and Writing. TheYear 4 SJK programme focuses on providing the basis for literacyin the English language. Also important is vocabulary control andsimple functional uses of language in everyday life.

Listening

Listening is an important skill as what learners hear often becomesone of the main sources of the target language to be learnt.

In order to develop pupils listening skill, teachers should makepupils listen to songs, rhymes, and stories. To show theirunderstanding of what they have heard, pupils can be asked to

answer questions that require them to recall ideas, give details andeven talk about the ideas heard.

Oral Work

Pupils should be given lots of opportunities to talk in class so thatthey gain confidence to speak in the language. Opportunities shouldbe given to pupils to role-play, participate in drama activities thatmake them use the language appropriate to the role or situation. In

this respect, pair and group work activities allow for all pupils toengage in speaking activities at the same time. Pupils should alsobe encouraged to talk in English to other pupils and teachers in theschool.


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Reading

Schools are encouraged to use good reading schemes. At thisstage, pupils should be reading on their own from a range ofstories. Teachers should teach pupils to read with understandingand enjoyment, building on what they (the pupils) already know.

Pupils should also be taught to use various cues for wordidentification, and to use their understanding of grammaticalstructure and the meaning of the text as a whole to make sense ofthe content.

Writing

At this stage, pupils would have mastered the mechanics of writing

and should be writing simple paragraphs of several sentenceseach. To make writing enjoyable, teachers should ensure thatpupils write in response to a variety of stimuli including stories,classroom activities and personal experiences. At this stage,teachers should encourage pupils to write independently but whenthis is not possible, teachers need to set guided writing exercisesrelaxing the amount of control gradually as pupils show greaterconfidence.

This document only lists a number of essential activities for theattainment of the English language. Teachers need to use theirinitiative, imagination and creativity to extend the experiences oftheir learners, to reinforce what has been learnt and to createchallenging language tasks.


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OBJECTIVES FOR YEAR 4 SJK

By the end of Year 4 SJK, learners should be able to:

Talk a little about their likes and dislikes in relation to everyday matters, and on personal hygiene;

Sing songs, recite simple poems and tell simple stories;

Follow simple instructions and directions;

Ask and answer simple questions;

Read and understand simple texts;

Read and understand simple stories and talk about the people and events in these stories;

Write sentences; and

Show an awareness of moral values and love towards the nation.


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LEARNING OUTCOMES AND SPECIFICATIONS

The Learning Outcomes are taken from the syllabus in itsoriginal form. They are the skills to be achieved by the end ofYear 6 SJK. Teachers, however, should be guided by the

second column when planning lessons for Year 4 SJK. In thiscolumn (called Specifications), the learning outcomes arebroken down into smaller skills to be achieved by learners inYear 4 SJK.

LEARNING OUTCOMES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOTES

1.0 The Skill of LISTENING

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

1.1 Listen to and discriminate similarand different sounds of the Englishlanguage.

Level 11.1.1 Listen to and repeat words with:

a) initial vowelsb) final consonantsc) initial digraphsd) medial digraphse) final digraphsf) silent letters

Level 21.1.2 Listen to and identify the different

types of letter sounds.

Level 3

1.1.3 Listen to and group wordsaccording to the same sounds:

See Sound System at the back ofthe document.

Activities include:- listening and imitating the soundsheard.

- underlining the letter of the soundsheard.e.g. elephant, telephone.

- identifying a frequent beginningsound in stories.e.g. the sound of /f / as in

elephant and telephone.

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1.2 Listen to and repeat accurately the

correct pronunciation of words,correct intonation and word stress ofphrases, expressions and sentences.

Level 1

1.2.1 Listen to and repeat thepronunciation of simple3-syllable words.

Level 21.2.2 Listen to and repeat correctly

phrases and expressions.

Level 31.2.3 Listen to and repeat simple

rhymes.

Use words in the context of a storyheard: De/cem/ber; to/mo/rrow.

Activities include:- repeating words, phrases and

expressions that have beenspoken aloud by the teacher innatural everyday situations.e.g. Im sorry.

Please excuse me, teacher.

- repeating nursery rhymes.

- supplying missing rhyming words inrhymes.

e.g. Humpty DumptySat on the wallHumpty DumptyHad a great fall.

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1.3 Acquire vocabulary and understandthe meaning of words and phrases incontext.

Level 11.3.1 Listen to and understand key

words in stories.

1.3.2 Listen to and understand the

numbers 26-30.

Level 21.3.3 Listen to more words and point to

the pictures.

1.3.4 Listen to and understandinformation based on numbers.Scope: 31-35- numbers in tens : 10-30- when the numbers are added andsubtracted.

Level 31.3.5 Listen to and understand ordinalnumbers: 1st 5th.

Example of key words include nouns,adjectives and verbs such asPeter, house, big, small, run, jump

Pupils can demonstrate understandingby pointing to pictures.

Activities include:

- picking out the correct picture whenthe word is spoken.

- matching the spoken numeral andthe written form:

- getting pupils to memorise wordsby giving them spelling tests.

Teach numbers in context.e.g. How many rambutans can youbuy for RM2? .. .. 10, teacher.

Teach ordinals in the context of dates.e.g. What date is it today?

Its the 5th.

27 37 1727

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1.4 Listen to and follow simpleinstructions and directionsaccurately.

Level 11.4.1 Listen to and understand simple

instructions to make things.

Levels 2 & 31.4.2 Listen to and follow simple

directions to places in

the neighbourhood.

E.g. Making a poster for the class: A Clean Class.

E.g. Go straight.Turn left.

Joes house is thesecond houseon the left.

- Teach pupils key words prior to thelesson e.g. second, left.

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,specific details and sequence.

Level 1

1.6.1 Listen to and understand simpleannouncements.

E.g. Attention! Attention!

A small purse was found this morning.Will the owner please get it from theoffice.

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Level 21.6.2 Listen to simple texts and recall

details. E.g. A simple factual text on Cats.

Level 31.6.3 Listen to simple texts and

tell what the text is about. E.g. What is the book about?

What do cats like to eat?

1.7 Listen to and enjoy stories, fablesand other tales of imagination andfantasy and predict outcomes, anddraw conclusions at a level suited topupils ability.

Level 11.7.1 Listen to simple short stories and

fairy tales and respondnon-verbally.

Examples of non-verbal response are:- smiling, laughing, clapping hands- doing body movements

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

(e.g. mooing like a cow)- drawing, circling, colouring.

Level 21.7.2 Respond verbally. Examples of verbal response:

Teacher! I like this story.

Level 31.7.3 Listen to fairy tales, fables, and

short stories and answer simple

questions on the people andanimals of the story, and the placeof the story.

Activities include:asking simple Wh questions

e.g. Who is this?What is he doing?Where is he ?

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2.1 Speak clearly by pronouncing wordsaccurately.

Level 12.1.1 Pronounce words that have the

following sounds:

a) initial vowelsb) final consonantsc) initial digraphsd) medial digraphse) final digraphsf) silent letters

2.1.2 Pronounce 3-syllable wordscorrectly.

Level 22.1.3 Repeat phrases and expressions

with the correct intonation andstress.

Level 32.1.4 Ask questions with the correct

intonation.

Example: cat, pet, pin, dot, putplay, blue, brown

Example: De/cem/ber to/mo/rrow

Use the lines of a story when doing thisexercise.E.g. He huffed and he huffed

And he blew the house down.

Check that pupils have a rising tone inquestions.

Set pair work for question and answeractivities.

2.0 SPEAKING

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2.2 Ask questions politely to obtain

information and clarification.

Level 1

2.2.1 Ask Wh questions to getinformation.

Levels 2 & 32.2.2 Ask questions to get

information.

E.g. Is this the house of the 3 pigs?- No.Is this the big bad wolf? - Yes.

E.g. about details of self, numbers,places, things, etc.

Do you like to play games?Yes.

What games?. Badminton andfootball.

2.2 Give relevant information politely inresponse to enquiries made.

Level 12.3.1 Name or identify objects, parts of

the body, etc.

2.3.2 Understand numbers in storiesand situations: 26- 30.

Level 22.3.3 Talk about personal experiences.

2.3.3 Understand and respond inrelevant situations and storiespertaining to numbers:- 31-35

- numbers in tens: 10-30- adding and subtracting

numbers.

Level 32.3.5 Give replies pertaining to ordinal

numbers: 1st - 5th. .

Example: These are your toes.This is your shoulder.

Example:How much does the ice-cream cost?30 sen.

Relate to topics e.g. good health.E.g. I cut my toe.

My mother cleaned it.Then she put some medicineon the cut.

These ordinal numbers are taught bestin the context of dates.e.g. Find out your friends birthday.

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2.4 Tell stories based on pictures and

other stimuli, and recite poems.

Level 1

2.4.1 Recite simple poems and chantnursery rhymes by joining in withwords and phrases.

Level 22.4.2 Recite simple poems and chant

rhymes in full.

Level 32.4.3. Complete parts of a story heardbefore.

E.g. Humpty DumptySat on the wall

E.g. Rain, rainGo away.Come again another day

The pupil will complete the story.Use pictures to help children recall.e.g. And then the Queen said,

Mirror! Mirror! On the wall,.

2.5. Talk about the people, places andmoral values of the stories heard,read and viewed 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 32.5.3 Name the good and bad

characters in the story and talk alittle about them.

Examples of details include names,number, size.e.g. The boys name is .(Jack).

E.g. The Queen was wicked.The castle was very big.

Tell stories where the characters are

clearly good or bad. It is easier forpupils to identify such characters.

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2.6 Express thoughts and feelings and

give opinions on things read, seen,heard and viewed in simplelanguage.

Level 1

2.6.1 Give non-verbal response to thestory heard or read.

Level 22.6.2 Say whether one likes or does not

like the story heard or read.

Level 32.6.3 Give reasons why one likes or

does not like the story.

E.g. Tick the picture that shows yourfeelings.

E.g. I do not like the story. I like the story.

E.g. I like the story because the mousehelped the lion to escape.

2.7 Perform a variety of functions in asocial context such as exchanginggreetings, making introductions,

inviting people, etc.

Level 12.7.1 Talk about oneself to neighbours

and friends.

Level 22.7.2 To request for specific objects in

school when carrying out a task.

Level 32.7.3 To ask help from friends.

2.7.4 To respond to someone asking forhelp.

E.g. age, family members, likes anddislikes concerning food, TV

programmes.

E.g. Pass me the ruler, please.

E.g. Please help carry this table.

E.g. Sure. or Okay.

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3.1 Acquire word recognition and wordattack skills to recognise words onsight.

Level 13.1.1 Look at letters and say

aloud the following sounds:a) initial vowelsb) final consonantsc) initial digraphsd) medial digraphse) final digraphs

f) silent letters

Level 23.1.2 Identify letter shapes by their

sounds.

3.1.3 Read aloud words that have the

following sounds:a) initial vowelsb) final consonantsc) initial digraphsd) medial digraphse) final digraphsf) silent letters

3.1.4 Read aloud 3-syllable words withthe correct stress.

Level 33.1.5 Compare words for similar and

different sounds.

See the Sound System at the back ofthis document for examples of words.

E.g. ph = /f/ as in telephone, elephant

Silent t as in listen, whistle.

E.g. Underlining words with the samebeginning sound.e.g. eat eel egg

Example: December tomorrow

3.0 READING

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3.2 Acquire key words at variousstages of development.

Level 13.2.1 Recognise whole words.

3.2.2 Read and learn the meaning of 5

key words for each topic taught.

Level 23.2.3 Recognise and read aloud the

numbers 26-30 in its numeral andword forms.

Level 33.2.4 Learn another 5 key words for

each topic and use these keywords in sentences of their own.

Activities include:- matching words with pictures- reading label cards- selecting the correct card from 2

or 3 word cards.

Get pupils to memorise these words.

E.g. matching the numeral form to theword (e.g. 27 = twenty seven)and vice versa (e.g. twenty seven = 27).

Activities include:- spelling correctly- filling in the blanks.

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3.3 Read and understand phrases,sentences, paragraphs, and wholetexts.

Level 13.3.1 Read and understand phrases by

matching simple phrases topictures.

Level 23.3.2 Read and understand simple

sentences (4-6 words).


paragraphs.

Examples of texts are instructions,directions, notices, labels, messages,letters, recipes, passages, descriptions.

e.g. a big yellow lorry.

Activities to demonstrate understandinginclude:

- matching sentences to pictures- rearranging words to form a completesentence:e.g. lorry big yellow This a is

Activities include:- rearranging sentences in sequence- selecting sentences to fit the picture.

3.4 Read aloud expressively and fluentlypronouncing words correctly andobserving correct stress andintonation and sentence rhythm.

Level 13.4.1 Read aloud words and phrases

correctly and with correctpronunciation.

Level 23.4.2 Read aloud sentences in simple

texts observing correct stress andintonation.

Level 33.4.3 Read aloud simple poems and

stories expressively and fluently.

Get pupils to role-play situations wherethey have to read aloud to each other.This puts the activity in a realisticcontext.e.g. a child reading back the DO NOTWALK notice to his/her mother.

Teacher needs to become a good model

of reading for pupils to follow.

Get pupils to read to each other stories.

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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 words

by looking at the words before andafter.

Get pupils to look at the wordaround the difficult word.e.g. She worked very hard.

Sheswept the floor.Shecleaned the windows.And shewashed the curtains.

3.6 Acquire a wide range of vocabulary Level 13.6.1 Recognise and make words from

big words.

Level 23.6.2 Give words according to

categories.

3.6.3 Understand words opposite inmeaning.

Level 33.6.4 Understand words of similar

meaning.

3.6.5 Understand words that showcomparison.- er + than ; -est

E.g. HANDSOME = hand, some,and, so, me, do

Example:

E.g. big - small pretty - ugly

E.g. big - large beautiful - pretty

E.g. Ali is taller than Dev.Sim Ee is the tallest.

Fruit Things Towns Name

b banana bag Baling Bill

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3.7 Read and enjoy simple poems and

stories and respond to them bytalking about the people,and moralvalues in the story/poem; and relateit to ones life.

Level 1

3.7.1 Read aloud simple poems.

Levels 2 & 33.7.2 Read and give details about the

people, animals and places instories. (e.g. number, size.)

A simple poem may consist of just4 lines.

Use childrens stories.

3.8 Read and understand simple factualtexts for main ideas, supportingdetails, sequence, and cause andeffect

Level 13.8.1 Scan for specific information intexts: letters, words, numbers.

Level 23.8.2 Read and obtain meaning by

making reference to words withinthe text.


factual texts by answeringcomprehension questions inrelation to main ideas, details.

Time this activity so that pupilslearn to make faster eyemovements.

E.g. Pronouns:The girls were walking home.Suddenly they

(Who does theyrefer to?)

E.g. A text on Rainor Water.

3.9 Read widely and independently. All levels3.9.1 Read widely at ones own paceaccording to ones interest.

Allow pupils to select books of theirown interest.

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4.1 Copy correctly.

Level 14.1.1 Copy letters of the alphabet in clear

and legible cursive writing:- small letters- capital letters- combination of small and capitalletters.

4.1.2 Copy words, phrases andsentences in clear legible cursivewriting.

4.1.3 Copy words in clear neat legibleprint for captions, labels, etc.

Check pupils handwriting for

-ascenders & descenders

- entry

- exit

- arches

- crossbar

- slant

E.g.

Teachers need to pay attention tospacing between words, capital lettersand small letters, slant of letters, etc.

4.0 WRITING

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4.2 Write at word, phrase, sentence and

paragraph level in clear, legible printand cursive writing.

Level 1

4.2.1 Write clearly and legibly numerals26-35 in both number and wordforms.

Level 24.2.3 Write words and phrases in clear

and legible cursive writing.

Level 34.2.4 Write sentences in clear

and legible cursive writing.

Check formation of letters, spacing,etc.

4.3 Match words to linear and non-linearrepresentations:- word to word;- word to phrase;

- word to picture, symbol.

Level 14.3.1 Match phrases to pictures.

Levels 2 & 34.3.2 Match words to signs.

E.g.fork and spoon

E.g.No smoking.No food allowed.

4.4 Complete text with the missing word,

phrase or sentence.

Level 14.4.1 Complete missing letters in texts.

Level 24.4.2 Complete simple instructions and

directions, descriptions, rhymeswith the missing word(s) (withguidance in the form of words andpictures).

E.g. In a message to a friend.

E.g. First wash the cucumber.Then cut it into small pieces.

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Level 3

4.4.3 Completing simple instructions anddirections, descriptions, rhymes,notices, stories with the missingword(s) (with a little guidance inthe form of a composite picture).

E.g.Do not walk in lonelyplaces.Do not talk to strangers.

4.5 Construct simple and compoundsentences with guidance andindependently.

Level 14.5.1 Form simple sentences by

arranging words.

Level 2

4.5.2 Form simple sentences bymatching sentence parts.

Level 34.5.3 Construct simple sentences

independently by looking at apicture.

E. g. a pet rabbit My has neigbour.in colour It is white. vegetables It eats

E.g. This is to Mr. Raja.It has a big lorry.It belongs 8 wheels

E.g. This is Eng Joon.

He plays football.He plays for the schoolteam.

4.6 Spell correctly and take dictation. Level 14.6.1 Spell words that are given to be

memorized.

Level 24.6.2 Apply spelling rules:

words ending in -ss, -sh, add es.

E.g. Give 5 words to be memorised.

E.g. dress- dresses dish-dishes

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Curriculum Specifications for English


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Level 34.6.3 Take dictation of sentences given

to be learnt.

4.7 Punctuate meaningfully. All levels4.7.1 Use full stops for initials. E.g. R. Samy; H.S. Lee

4.8 Give accurate information when

writing messages, instructions,simple reports, and when filling outforms.

All levels

4.8.1 Fill out forms accurately.

E.g. Filling out a library form.

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5. Sound System

The sound system forms part of the language contents in the

Year 4 SJK Curriculum Specifications. The items listed below

are to be taught in Year 4 SJK. The letters to be taught are

presented in the orthographic form and in phonetic. The

phonetic symbols are enclosed in phonemic notation (/ /).

These phonetic symbols are only for teachers use and not to

be taught to pupils. However, the sounds represented by the

symbols should be taught. In each item, there are examples

of the sounds to be taught and more examples should be

given. It must be noted that these words are used to illustrate

the phonic sounds. They are not part of the key word list.

1. Initial Vowels

1.1 e / i: / 1.2 o / / 1.3 a / /

eat orchid all

easy order awfulequal organ audience

evil

2. Final Consonants

2.1 l / l / 2.2 p / p /

girl lap

boil cap

mail trap

rail soup



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3. Initial Digraphs

4. Medial Digraphs

4.1 ph / f / 4.2 ir/ /

elephant girl

telephone bird

alphabet skirtdirt

5. Final Digraphs

5.1 ph / f / 5.2 ch / k /

photograph stomach

telegraph headache

graph ache

3.1 ph / f / 3.2 wh / h /

photo who

phase whole

phrase

pharmacy



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p gYear 4 SJK

28

6. Silent Letters

6.1 Silent l 6.2 Silent h

listen hour

often heir

honest

7. STRESS

i. Stress in 3-syllable words

Words ending in -tion usually have the stress on the second last syllable.

Example: re/ la / tion


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6. GRAMMAR

Grammar forms part of the language contents in the CurriculumSpecifications for Year 4 SJK. Two sections have been listed toassist teachers. In section 6.0 (a), grammar items to be taughthave been specified under the different grammar categories. Toillustrate what is meant by each category and at the same time tospecify the scope and depth of the items to be taught examples are

given. Words underlined highlight significant points of grammar.

In section 6.0 (b), suggested sentence patterns for teaching aregiven. These sentence patterns are set out under some functionsand / or areas of interest. In teaching these patterns, it is importantthat teachers teach them in context and in a meaningful way.

6.0 (a) Grammar items and some examples

1.0 Nouns1.1

1.2

1.3

Countable Nouns(things that can be counted).e.g. one table, two chairs

*Uncountable nouns(things that cannot be counted)e.g. sand, rice, money, water

*The use of some with uncountable nounse.g. some water, some rice, some money

Number (singular and plural forms)Regular plurals (-s, -es)e.g. cars, tables; classes, dresses

1.4

1.5

1.6

Common Nounse.g. boy, girl, man, woman

Proper Nouns (names of person/places)e.g. Ali, Siva, Cheng

Ipoh, Subang Jaya, Sabah

Gender (masculine, feminine)

masculine - boy, manfeminine - girl, woman

2.0 Articles (with singular nouns)

2.1

2.2

2.3

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

an is used before vowels

e.g. an egg, an umbrella

*the is used when we are clear about theperson or thing that we are talking about.e.g. Pass me the ruler, please.

3.0 Pronouns

3.1

3.2

Personal pronouns

e.g. I, you, he, she, we, they

Demonstrative pronouns (refer to a noun)this, that; these, those

e.g. this comb; these combs


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3.3

3.4

* Possessive adjectives*e.g. my book, his shoes

*e.g. Johns bag, Marias car

Interrogative pronouns (Wh questions)i. What

e.g. (for singular forms)What is this? What is that?e.g. What are these? What are those?

(for plural forms)

ii. Whoe.g. Who is he? (singular)

Who are they?(plural)

iii. Wheree.g. Where is the boy?Where are the boys?

iv. Whene.g. When is Sheila coming?

When are the girls coming?

v. * Which

e.g. Which pencil do you want?

vi. * Whye.g. Why are you crying?

4.0 Conjunctions: and or but *because

e.g. He bought two pencils and an eraser.Would you like an apple or a banana?He had to go home quickly becausehis mother was not well.He was hungry. So he ate twoplates of rice.

5.0 Prepositions (of location and direction)e.g. in on under at up down

*out * next to * behind

6.0 Adjectives of colour, shape and sizee.g. a blue sky, a round table, a big boy

6.1 The comparative form

er - e.g. tall - taller er + than - e.g. taller than

6.2 *The superlative form

*est - e.g. tallest

(Note: the is used with the superlative form.e.g. Siva is the tallest boy in class.


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7. 0 Subject verb agreement

e.g. This is my pet rabbit.(singular verb for singular noun)

These are my pet rabbits.(plural verb for plural noun)

8.0 Simple Present Tense

(i) For habitual actionse.g. Wheredo you live?

I live in Subang Jaya.Where does he / she live?

He / She lives at no. 23, Jalan Bukit.

(ii) There is (singular)

e.g. There is a bird in the house.

There are ..(plural)e.g. There are bees in the garden..

(ii) For imperativese.g. Listen. Come here.

Bring me the book.

9.0 The Simple Past TensePast tense of the verb be(= was)e.g. He was at home. (singular)

Plural form of the verb be (=were)e.g. They were in school.

Past simple with -ede.g. He played with his friends.

10. * Positive statements.

e.g. My name is Jamil.I am a boy.I like to eat durians.

11. * Negative statementse.g. I am not Tong Seng.

This is not a pen.No, it is not a pen.He does not live in Bangi.

12. Questions and responsese.g. Is it a pencil?

Yes, it is./ Yes.No, it isnt./ No.Are they bananas?Yes, they are./ Yes.No, they arent./ No.

13. Sentence types

Simple sentencee.g. That is my hat .

They are good children. * Compound sentencee.g. The rain was heavy and

the roads were flooded .


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14. Punctuationi. Capital letters

- for the first word of a sentence- for proper nouns: names of

people, places, days of the week- for the pronoun I

ii. Full stop- at the end of a sentence.

- *after initials e.g. P. H. Henry

iii. Question Mark- at the end of a question

iv. Comma- to separate a list of things

e.g. He bought a pen, a pencil, and a bag.

v. Exclamation marke.g. Help! Help!

* vi. ApostropheTo show possessione.g. my sisters bag, the mans hat


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5.0 (b) Suggested Sentence Patterns

These patterns are set out under different functions.The words underlined may be substituted with other words.

1. To request for specific objects and to respond.A: Can I have the bottle of gum, please.B: Sure. Here you are.

2. To ask for help and to respond accordingly.A: Please help me carry this table.B: Yes, of course.

3. To talk about oneselfA: Hello. I am ..

I like to play football.I play football every day.I want to play in the school football team.

4. To ask questions and give information(i) What do you like to do?

I like to (ii) What are you doing?

I am (iii) Where are you going?

I am going to

(iv) Who is that?She is my . (to state)

(v) When are you coming to my house?

On Friday at 3 o clock.

5. To refute statements(i) It is not black.(ii) No, it is not black.(iii) Is this his? .No.


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7. Word List

The word list consists of words that need to be taught in context.Words to be taught in Year 3 SJK and Year 4 SJK are marked withan asterisk(*). Also given is the word list for Year 1 SJK and Year 2SJK. These are high frequency words which learners will need evenwhen reading simple texts. Teachers should teach learners torecognize these words in context when reading and also

understand them in the context of what they read. These are alsothe words that learners will use when going about their writing task.These words must be used and recycled in various contexts so thatpupils can pick up the words. Teachers are encouraged to add tothis list according to the maturity level and ability of their learners aswell as when teaching a particular topic.

*above*across*almost*along*also*always*animals*any*around

*asked*baby*balloon*before*began*below*better*between*birthday

*both*brother*cant*change*children

*clothes*coming*didnt*does*dont*during*earth*every*eyes

*father*first*follow(ing)*found*friends*garden*goes*gone*great

*half*happy*head*heard*high

*inside*jumped*knew*know*lady*leave*light*might*money

*morning*mother*much*near*never*number*only*opened*other

*outside*own*paper*place*right


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*round*second*show*sister*small*sound*start*still*stopped

*suddenly*sure*swimming*think*those*through*today*together*told

*tries*turn(ed)*under*until*upon*used*walk(ed)(ing)*watch*where

*while*white*why*window*without

*woke(n)*word*work*world*write*year*young

Word list for Year 1 SJK and Year 2 SJKaaboutafternoonamanandallare

atawaybackbagballbedbeltbigblue

bookboybrotherbycame

cancatchaircomedaydeskdoordogdown

didfatherforgirlgetgoodgogoinggreen

hashavehehelpherhimhishousehow

Iineisitjumpleft


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likelivelookmanmorningmothermemyname

nightnonotnowofoldononeour

outuppenpencilplayputredrightruler

saidseesheshoesister

tablethetheytheirthistreetoupus

wantwaswewentwhatwhenwherewhowoman

yearsyellowyesyouyourplus:

days of the week

numbers one to ten

numbers eleven to twenty

pupils name and address name of school

social expressions and greetings:e.g. good morning

good afternoon

good eveninggood nightgoodbyehellothank you

b.inggeris-tahun 4 (sjk)

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