DRAFT

KEMENTERIAN PELAJARAN MALAYSIA

DOKUMEN STANDARD KURIKULUM SEKOLAH RENDAH

MODUL TERAS ASAS

BAHASA INGGERIS SK
TAHUN SATU, DUA & TIGA

DOKUMEN STANDARD KURIKULUM SEKOLAH RENDAH

MODUL TERAS ASAS

BAHASA INGGERIS SK
TAHUN SATU, DUA & TIGA

BAHAGIAN PEMBANGUNAN KURIKULUM 2011

CONTENTS RUKUN NEGARA FALSAFAH PENDIDIKAN KEBANGSAAN INTRODUCTION AIMS OBJECTIVES UNDERLYING PEDAGOGICAL PRINCIPLES CURRICULUM ORGANISATION A MODULAR CURRICULUM THE MODULAR CONFIGURATION CURRICULUM CONTENT CONTENT AND LEARNING STANDARDS"LISTENING AND SPEAKING CONTENT AND LEARNING STANDARDS"READING CONTENT AND LEARNING STANDARDS"#RITING 24 CONTENT AND LEARNING STANDARDS"LANGUAGE ARTS CONTENT AND LEARNING STANDARDS"GRAMMAR #ORD LIST 2 2$ 2$ ! 14 21 i ii 1 1 2 2 4 5

RUKUN NEGARA
BAHAWASANYA negara kita Malaysia mendukung cita-cita hendak mencapai perpaduan yang lebih erat di kalangan seluruh masyarakatnya; memelihara satu cara hidup demokratik; 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 satu masyarakat progresi yang akan menggunakan sains dan teknologi moden; MA!A !AM"# rakyat Malaysia# berikrar akan menumpukan seluruh tenaga dan usaha kami untuk mencapai cita-cita tersebut berdasarkan prinsip-prinsip berikut$ !%&%'(AYAAN !%&A)A *+HAN !%S%*"AAN !%&A)A 'A,A )AN N%-A'A !%.+H+'AN &%'.%MBA-AAN !%)A+.A*AN +N)AN--+N)AN!%S/&ANAN )AN !%S+S".AAN

FALSAFAH PENDIDIKAN KEBANGSAAN

&endidikan di Malaysia adalah suatu usaha berterusan ke arah lebih memperkembangkan potensi indi0idu secara menyeluruh dan bersepadu untuk melahirkan insan yang seimbang dan segi intelek# rohani# emosi dan kepada jasmani; *uhan1 kepercayaan dan kepatuhan harmonis dari berdasarkan berilmu

+saha ini adalah bagi melahirkan 2arganegara Malaysia yang pengetahuan# berketerampilan# berakhlak mulia# dan bertanggungja2ab dan berkeupayaan mencapai kesejahteraan diri serta memberi sumbangan terhadap keharmonian kemakmuran keluarga# masyarakat dan negara1

INTRODUCTION
%nglish is taught as a second language in all Malaysian primary and secondary schools1 *he mastery o %nglish is essential or pupils to gain access to in ormation and kno2ledge 2ritten in %nglish1 "n line 2ith the go0ernment3s policy on strengthening %nglish# the curriculum has been designed to produce pupils 2ho 2ill be pro icient in the language1 *he goal o the %nglish language curriculum is to help pupils ac4uire the language in order to help them use it in their daily li0es# to urther their studies# and or 2ork purposes1 %nglish 2hich is also the dominant language used in "n ormation (ommunications *echnology 5"(*6 needs to be mastered to enable our pupils to ha0e easy access to in ormation that is a0ailable on the electronic media such as the "nternet1 *his curriculum stresses the de0elopment o critical literacy1 *eachers 2ill pro0ide opportunities or pupils to 4uestion and e0aluate te7ts that they listen to# read or 0ie21 *hese opportunities are essential or achie0ing personal gro2th and con idence in unctioning as an e ecti0e and producti0e member o our society1 *his is in line 2ith the goals o the National &hilosophy o %ducation 2hich seeks to optimise the intellectual# emotional and spiritual potential o pupils1

AIMS
*he %nglish .anguage (urriculum or &rimary Schools aims to e4uip pupils 2ith basic language skills to enable them to communicate e ecti0ely in a 0ariety o conte7ts that is appropriate to the pupils3 le0el o de0elopment1

OBJECTIVES
By the end o Year 8# pupils should be able to$ i1 ii1 iii1 i01 01 communicate 2ith peers and adults con idently and appropriately in ormal and in ormal situations; read and comprehend a range o %nglish te7ts or in ormation and enjoyment; 2rite a range o te7ts using appropriate language# style and orm through a 0ariety o media; appreciate and demonstrate understanding o %nglish language literary or creati0e 2orks or enjoyment; and use correct and appropriate rules o grammar in speech and 2riting1

UNDERLYING PEDAGOGICAL PRINCIPLES OF THE CURRICULUM

*he approach adopted in the Standard-based curriculum is underpinned by the ollo2ing principles$ i1 Back to basics

"t is essential or teachers to begin 2ith basic literacy skills in order to build a strong oundation o language skills1 Basic listening and speaking are introduced in order to help pupils enrich their understanding o the language1 *he strategy o phonics is introduced in order to help pupils begin to read and a good oundation in penmanship 2ill help pupils ac4uire good hand2riting1

ii1

.earning is un# meaning ul and purpose ul

.essons# 2hich emphasise meaning ul conte7ts and the integration o language skills# allo2 pupils to learn by doing un- illed acti0ities1 (onte7tualised as 2ell as purpose ul acti0ities 2ill promote the un element in language learning1 iii1 *eaching is learner-centred

*eaching approaches# lessons and curriculum materials must suit the di ering needs and abilities o pupils1 "t is important that appropriate acti0ities and materials are used 2ith pupils o di erent learning capabilities so that their ull potential can be realised1 *he Mastery .earning strategy 2ill ensure that pupils master all learning standards in order to help them ac4uire the language1 i01 "ntegration o salient ne2 technologies

"n line 2ith gro2ing globalisation# technology is used e7tensi0ely in our daily communication1 Hence# emergent technologies can be used in language learning in order to enhance communication1 "n ormation a0ailable on the internet and other electronic media 2ill be 0ital or kno2ledge ac4uisition1 Net2orking acilities 2ill be use ul or pupils to communicate and share kno2ledge1 01 Assessment or learning

(ontinuous assessment is an integral part o learning 2hich enables teachers to assess 2hether pupils ha0e ac4uired the learning standards taught1 9ormati0e assessment is conducted as an on-going process# 2hile summati0e assessment is conducted at the end o a particular unit or term1 A range o acti0ities can be utilised in order to assess pupils3 per ormance orally or in 2riting1 *he ormati0e and summati0e assessments 2ill be used to gauge pupils per ormance1

0i1

(haracter-building in used

An important principle 2hich needs to be inculcated through the curriculum is character building1 .essons based on 0alues ha0e to be incorporated in teaching and learning in order to impart the importance o good 0alues or the 2holesome de0elopment o indi0iduals1

CURRICULUM ORGANISATION
*he Standard-based %nglish .anguage (urriculum or Malaysian National &rimary Schools 5S!6 is designed to pro0ide pupils 2ith a strong oundation in the %nglish language1 *eachers should use Standard British %nglish as a re erence and model or teaching the language1 "t should be used as a re erence or spelling and grammar as 2ell as pronunciation or standardisation1 &rimary education is di0ided into t2o stages$ Stage /ne re ers to Years :# ; and < and Stage *2o re ers to Years =# > and 81 "n Years : and ;# the %nglish language curriculum emphasises the de0elopment o basic language skills so that pupils 2ill ha0e a strong oundation to build their pro iciency in the language1 "n this initial stage# there 2ill only be our modules# namely$ Module /ne Module *2o Module *hree Module 9our $ $ $ $ .istening and Speaking 'eading Writing .anguage Arts

9or Years < - 8# 2here pupils build on the skills they ha0e ac4uired in Year : and ;# a i th module# -rammar is added to the abo0e our modules1 *here ore# the modules are$

Module /ne Module *2o Module *hree Module 9our Module 9i0e

$ $ $ $ $

.istening and Speaking 'eading Writing .anguage Arts -rammar

As %nglish is the second language or pupils in schools# it is belie0ed prudent and pedagogically sound to de er the learning o grammar to a later stage1 &upils should be gi0en the opportunity to de0elop an a2areness o grammar in their irst language and this a2areness may then be e7ploited 2hen %nglish grammar is introduced in Year <1 *his approach 2ill reduce the load and stress o learning in the early years 2here the emphasis is on learning through un and play1

A MODULAR CURRICULUM
*he modularity o the Standard-based %nglish .anguage (urriculum is o a modular structure1 By organising the curriculum standards under i0e modules 5 our or Years : and ;6# pupils 2ill be able to ocus on the de0elopment o salient language skills or sub-skills under each module through purpose ul acti0ities in meaning ul conte7ts1 *his modular approach does not e7clude integration o skills1 Ho2e0er# skills integration is e7ploited strategically to enhance pupils3 de0elopment o speci ic language skills as described in the content and learning standards in a module1 *he curriculum is modular in design and this is re lected in the organisation o the content and learning standards1 "n order to make learning more meaning ul and purpose ul# language input is presented under themes and topics 2hich are appropriate or pupils1 *hree broad themes ha0e been identi ied in the curriculum$ World o Sel # 9amily and 9riends World o Stories 5

World o !no2ledge

*he ollo2ing diagram sho2s the conceptual rame2ork o the curriculum model1

THE MODULAR CONFIGURATION

LISTENING AND SPEAKING MODULE

READING MODULE

#RITING MODULE

LANGUAGE ARTS MODULE

GRAMMAR MODULE YEAR 1 YEAR 2 STAGE ONE STAGE ONE %YEARS 11 && '( %YEARS '( 6 YEAR ' YEAR 4 YEAR 5 STAGE T#O STAGE T#O %YEARS 44 && ( ( %YEARS YEAR

*he abo0e interrelated modules 2ill contain content and learning standards that describe the kno2ledge# skills and understandings that pupils need to demonstrate as they progress through the di erent stages o schooling1 *he standards speci y the kno2ledge and skills that pupils need to demonstrate as they talk# listen# read and 2rite in %nglish1 When pupils engage in %nglish learning e7periences as described in this curriculum# they 2ill de0elop the ability to speak# listen# read and 2rite in %nglish meaning ully# purpose ully and 2ith con idence1 *he inclusion o the module on -rammar emphasises the importance o ha0ing pupils de0elop a sound grasp o the language structures and grammar o Standard British %nglish1 *he approach taken in this syllabus stresses the need or pupils to de0elop all our language skills$ listening# speaking# reading# and 2riting1 &upils 2ill# or e7ample# learn ho2 to interact 2ith peers# listen attenti0ely# e7press themsel0es orally or in 2riting 2ith con idence# read 2ith comprehension# and 2rite 2ith minimal grammatical errors1 "n the .anguage Arts module# pupils are trained to sho2 appreciation o and demonstrate understanding o te7ts read# sing songs# recite rhymes and poems as 2ell as produce creati0e 2orks or enjoyment1

CURRICULUM CONTENT FOR YEAR 1, 2 & '

*his document lays out the %nglish language curriculum or Year :# ; and <1 *he curriculum content is organised in terms o (ontent Standards and .earning Standards1 (ontent Standards speci y the essential kno2ledge# skills# understandings and strategies that pupils need to learn1 .earning Standards describe in detail the degree or 4uality o pro iciency that pupils need to display in relation to the (ontent Standards or a particular year1 "n the initial stages o learning %nglish# pupils 2ill ha0e the opportunity to listen to meaning ul %nglish input# in the orm o stories or oral descriptions by teachers based on graphic te7ts1 *hrough listening# pupils 2ill become amiliar 2ith 2ords that 2ill be introduced in their early reading and 2riting lessons1 *he emphasis in the initial stages 2ill be on 0ocabulary ac4uisition1 7

1)0

LISTENING AND SPEAKING

By the end o Year <# the component on listening and speaking aims at de0eloping pupils3 ability to listen and respond to stimulus 2ith guidance# participate in daily con0ersations# listen and demonstrate understanding o te7t# talk about stories heard; and listen and ollo2 simple instructions1 *he learning standards or listening and speaking range rom the discrete sound# 2ord and phrase recognition to an understanding o chunks o heard te7ts1 .istening and speaking are seen as core skills o early literacy1 &upils should be taught ho2 to listen care ully as 2ell as eel encouraged to speak rom the basic le0el o sound# 2ord# phrase and mo0e on to structural sentences in 0arious situational conte7ts1 At e0ery stage# the stress# rhythm and intonation patterns need to be used correctly1 "n addition# pupils are also encouraged to recognise# understand and use 0erbal and non-0erbal communication1 /ral communication practice by means o repeating# responding# understanding and applying 2hat pupils ha0e heard sensitises their senses to be ready or communication1 'elationships are established through the ability to communicate by listening irst then speaking thoughts# ideas and eelings1 "t is hoped that# by the end o primary school# pupils should become con ident speakers 2ho can communicate clearly# appropriately and coherently in any gi0en conte7t1 &upils need to listen care ully and respond to 2hat others say and think about the needs o their listeners1 Social con0entions in listening and speaking such as turn taking# politeness and courtesy need to be obser0ed1 *hese are crucial especially in group discussions 2here 0ie2points and opinions are e7changed1 *he use o 0arious te7t types is recommended; ranging rom teachersimulated te7ts to media broadcasts and authentic dialogues1 2)0 READING

*he .earning Standards o Year : and ; or reading addresses basic literacy using the strategies o phonics and mo0es on to enable pupils to become independent readers1 "n the beginning# pupils3 phonemic a2areness 2ill be de0eloped by means o phonics1 &honemic a2areness is the ability to hear# identi y# and manipulate the indi0idual sounds in spoken 2ords1 *his ability to recognise letter sounds is an essential and use ul early reading skill1 &upils should be made a2are o the relationship bet2een phonemes 5the sounds o spoken language6 and graphemes 5the 8

letters and spelling that represent those sounds in 2ritten language61 *he ability to recognise letter sounds is urther de0eloped by blending indi0idual sounds to build 2ords1 A ter pupils ha0e begun to read 2ords# this ability is urther honed by reading rhyming phrases1 "n order to spell# pupils are taught segmenting# in 2hich pupils segment or break the 2ord into indi0idual sounds1 As pupils begin to read 2ords# phrases and then mo0e on to simple sentences# their skill to read should be supported by appropriate reading materials 2hich 2ill urther de0elop their reading ability1 *his urther enables them to increase the pace o their reading# and e4ually# enables them to comprehend a te7t more e ecti0ely and e iciently1 Ho2e0er# in a second language conte7t# it is appropriate or teachers to begin phonics instruction by irst letting pupils listen to rich language input in %nglish1 *he guiding principle in using phonics to teach reading is or the pupils to enjoy the acti0ities selected1 Hence the use o songs# rhymes# poems# stories and pictures to make phonics instruction more enjoyable is encouraged1 *eachers are encouraged to gauge the literacy le0el o their pupils in Year :1 " pupils are able to read 2ell# teachers 2ill not ha0e to deal 2ith the phonemes indi0idually1 *eachers can then de0elop challenging language acti0ities and games 2hich 2ill hone their 0ocabulary de0elopment1 " pupils ha0e di iculty articulating particular phonemes then teachers 2ill ha0e to deal 2ith problematic phonemes indi0idually although pupils may be reading 2ell1 ')0 #RITING

*he learning standards or 2riting begin 2ith pre-2riting skills# 2hich addresses penmanship# the ormation o letters# 2ords as 2ell as numbers in clear print1 Speci ic learning standards are attributed to penmanship so that e0en rom a young age# pupils are taught good 2riting habits1 Special attention should be gi0en in order to strengthen the muscles o the hand# de0elop 0isual skills# enhance gross and ine motor skills as 2ell as de0elop hand-eye coordination to help pupils ac4uire penmanship1 (orrect ormation o letters o the alphabet is important in order to help pupils 2rite neatly and later 2rite 2ords# phrases and sentences legibly1 By the end o Year ;# pupils 2ill master the mechanics o 2riting and then learn to 2rite at 2ord# phrase and sentence le0els1 Speci ic 2riting acti0ities de0ised during lessons 2ill enable pupils to begin 2riting or a purpose as stipulated in the learning standards1

4)0

LANGUAGE ARTS

*he standards or language arts in Year : and ; 2ill e7plore the po2er o story# rhyme and song to acti0ate pupils3 imagination and interest# thus encouraging them to use %nglish language 2idely1 *his component 2ill ensure that they bene it rom hearing and using language rom ictional as 2ell as non- ictional sources1 *hrough un- illed and meaning ul acti0ities in this component# pupils 2ill gain a rich and in0aluable e7perience in using the %nglish language1 When taught 2ell# pupils 2ill take pride in their success1 *hey 2ill also bene it strongly rom consistent praise or e ort and achie0ement by the teachers 2ith the aim o making their learning as re2arding as possible1 &upils 2ill also be encouraged to plan# prepare and produce simple creati0e 2orks1 "n addition# the .anguage Arts module also pro0ides pupils an opportunity to integrate# e7periment and apply 2hat they ha0e learnt in the other modules in un- illed# acti0ity-based and meaning ul e7periences1 5)0 GRAMMAR

*he learning o grammar is de erred to Year <1 "n Year : and ;# the emphasis is or pupils to de0elop an understanding o grammar in their irst language and this understanding may then be e7ploited in Year < on2ards 2hen %nglish grammar is learnt1 )0 #ORD LIST

*he list o 2ords selected or teaching is based on common 2ords and high re4uency 2ords that can be used repetiti0ely in di erent conte7ts1 *he suggested 2ord list can be e7panded upon i pupils demonstrate an ability to ac4uire more 2ords1

10

!)0

EDUCATIONAL EMPHASES

*he %ducational %mphases re lect current de0elopments in education1 *hese emphases are in used and 2o0en into classroom lessons to prepare pupils or the challenges o the real 2orld1 "n this respect# Moral %ducation# (iti?enship %ducation# &atriotism# *hinking Skills# Mastery .earning# "n ormation and (ommunication *echnology Skills# Multiple "ntelligences# (onstructi0ism# (onte7tual .earning# .earning Ho2 to .earn Skills# (reati0ity and %ntrepreneurship are incorporated 2here appropriate and rele0ant in lessons1 *he educational emphases included are e7plained brie ly belo2$ T*i+,i+- S,i../ (ritical and creati0e thinking skills are incorporated in the learning standards to enable pupils to sol0e simple problems# make decisions# and e7press themsel0es creati0ely in simple language1 M0/1234 L203+i+Mastery .earning 2ill ensure that all pupils master the learning standards stipulated in the Standard-based (urriculum1 Mastery .earning re4uires 4uality teaching and learning in the classroom and teachers need to ensure that pupils master a learning standard be ore proceeding to the ne7t learning standard1 I+563701i6+ 0+8 C6779+i:01i6+ T2:*+6.6-4 S,i../ %ICT( "n ormation and (ommunication *echnology Skills 5"(*6 include the use o multimedia resources such as *@ documentaries and the "nternet as 2ell as the use o computer-related acti0ities such as e-mail acti0ities# net2orking and interacting 2ith electronic course2are1 M9.1i;.2 I+12..i-2+:2/

11

*he theory o Multiple "ntelligences encompasses eight di erent intelligences human beings possess1 *hese intelligences are essential in order to ma7imise teaching and learning in the classroom1 9or e7ample# interpersonal intelligence is re lected 2hen pupils are taught the polite orms o language e7pression so as not to o end the people they communicate 2ith1 "n getting pupils to role-play or dramatise sections o a te7t# their kinaesthetic intelligence is nurtured1 When pupils sing songs# recite poems and chant jazz chants either indi0idually or in chorus# their musical intelligence is de0eloped1 C6+/139:1i<i/7 (onstructi0ism 2ill enable pupils to build ne2 kno2ledge and concepts based on e7isting kno2ledge or schema that they ha0e1 *he teacher assists pupils to ac4uire ne2 kno2ledge and sol0e problems through pupil-centred acti0e learning1 C6+12=190. L203+i+(onte7tual .earning is an approach to learning 2hich connects the contents being learnt to the pupils3 daily li0es# the community around them and the 2orking 2orld1 .earning takes place 2hen a pupil is able to relate the ne2 kno2ledge ac4uired in a meaning ul manner in their li0es1 L203+i+- H6> 16 L203+ S,i../ .earning Ho2 to .earn Skills are integrated in the learning standards and aim to enable pupils to take responsibility or their o2n learning1 *hese skills incorporate study skills and in ormation skills to e4uip them to become independent li e-long learners1 V0.92/ 0+8 Ci1i?2+/*i; *he 0alues contained in the Standard-based (urriculum or Moral is incorporated into the %nglish language lessons1 %lements o patriotism and citi?enship is also emphasised in lessons in order to culti0ate a lo0e or the nation and produce patriotic citi?ens1 12

K+6>.28-2 A:@9i/i1i6+ "n teaching the language# content is dra2n rom subject disciplines such as science# geography# and en0ironmental studies1 (ontent is also dra2n rom daily ne2s items as 2ell as current a airs1 C3201i<i14 0+8 I++6<01i6+ (reati0ity is the ability to produce something ne2 in an imaginati0e and un- illed 2ay1 &upils in Year : and ; 2ill display interest# con idence and sel -esteem through per ormance and producing simple creati0e 2orks1 "nno0ation is the process o idea generation and utilising the creati0e idea in rele0ant conte7ts1 E+132;32+293/*i; 9ostering entrepreneurial mindset among pupils at their young age is essential in this ne2 2orld1 Some o the elements that are linked 2ith entrepreneurship are creati0ity# inno0ation and initiati0e# 2hich are also attributes or personal ul ilment and success1 "n Year : and ;# elements o entrepreneurship are incorporated in lessons through acti0ities1 A//2//72+1 "n standard-based units o study# pupils3 products and per ormance are assessed by criteria that are directly linked to the content and learning standards1 Multiple sources o e0idence like checklists# obser0ations# presentations# 4ui??es and tests are used to document the attainment o any one standard1 *hrough this process# teachers 2ill build a pro ile o pupils3 language de0elopment and assess them indi0idually1 &upils3 competence in the language is assessed by a combination o ormati0e and summati0e assessment methods1

13

C6+12+1 0+8 L203+i+- S10+8038/ Y203 1, 2 0+8 ' " Li/12+i+- 0+8 S;20,i+-

CONTENT STANDARD
1)1 B4 1*2 2+8 65 1*2 " 4203 ;3i7034 /:*66.i+-, ;9;i./ >i.. A2 0A.2 16 ;36+69+:2 >638/ 0+8 /;20, :6+5i82+1.4 >i1* 1*2 :6332:1 /132//, 3*41*7 0+8 i+16+01i6+)

LEARNING STANDARDS Y203 O+2

:1:1: Able to listen and respond to stimulus gi0en 2ith guidance $ 5a6 en0ironmental sounds 5b6 instrumental sounds 5c6 body percussion 5d6 rhythm and rhyme 5e6 alliteration 5 6 0oice sounds 5g6 oral blending and segmenting :1:1; Able to listen to and enjoy simple stories1 Able to listen to# say aloud and recite rhymes or sing songs 2ith guidance1

LEARNING STANDARDS Y203 T>6

:1:1: Able to listen and respond to stimulus gi0en 2ith guidance $ 5a6 en0ironmental sounds 5b6 instrumental sounds 5 c6 body percussion 5d6 rhythm and rhyme 5e6 alliteration 5 6 0oice sounds 5g6 oral blending and segmenting :1:1; Able to listen to and enjoy simple stories1 :1:1< Able to listen to# say aloud and recite rhymes or sing songs1

LEARNING STANDARDS Y203 T*322

:1:1: Able to speak 2ith the correct 2ord stress1

:1:1; Able to listen to and enjoy stories1 :1:1< Able to listen to# say aloud and recite rhymes# tongue t2isters and sing songs paying attention to pronunciation# rhythm and intonation1 :1:1= Able to talk about a stimulus 2ith guidance1

:1:1<

:1:1=

Able to talk about a stimulus 2ith guidance1

:1:1= Able to talk about a stimulus 2ith guidance1

14

CONTENT STANDARD
1)2 B4 1*2 2+8 65 1*2 " 4203 ;3i7034 /:*66.i+-, ;9;i./ >i.. A2 0A.2 16 .i/12+ 0+8 32/;6+8 0;;36;3i012.4 i+ 56370. 0+8 i+56370. /i1901i6+/ 563 0 <03i214 65 ;93;6/2/1

LEARNING STANDARDS Y203 O+2

:1;1: Able to participate in daily con0ersations $ 5a6 5b6 5c6 5d6 5e6 e7change greetings introduce onesel make polite re4uests thank someone e7press a simple apology1

LEARNING STANDARDS Y203 T>6

:1;1: Able to participate in daily con0ersations$ 5a6 5b6 5c6 5d6 5e6 e7change greetings make polite re4uests e7press apologies talk about onesel introduce amily members and riends1

LEARNING STANDARDS Y203 T*322

:1;1: Able to participate in daily con0ersations$

5a6 e7press good 2ishes 5b6 ask or help 5c6 respond to someone asking or help 5d6 o er help 5e6 talk about onesel 5 6 introduce amily members and riends1 :1;1; Able to listen to and ollo2 $ 5a6 simple instructions1 5b6 simple directions1

:1;1; Able to listen to and ollo2$ 5a6 simple instructions in the classroom1 5b6 simple directions to places in the school1

:1;1; Able to listen to and ollo2$ 5a6 simple instructions in the classroom1 5b6 simple directions to places in the school1 :1;1< Able to gi0e$ 5a6 simple instructions in school1 5b6 simple directions to places in school1

:1;1< Able to gi0e$ 5a6 simple instructions in school 5b6 simple directions to places in school

15

CONTENT STANDARD
1)' B4 1*2 2+8 65 1*2 " 4203 ;3i7034 /:*66.i+-, ;9;i./ >i.. A2 0A.2 16 9+823/10+8 0+8 32/;6+8 16 630. 12=1/ i+ 0 <03i214 65 :6+12=1/)

LEARNING STANDARDS Y203 O+2

:1<1: Able to listen to and demonstrate understanding o oral te7ts by$ 5a6 gi0ing YesANo replies1 5b6 ans2ering simple WhBuestions1

LEARNING STANDARDS Y203 T>6

:1<1: Able to listen to and demonstrate understanding o oral te7ts by$ 5a6 ans2ering simple WhBuestions1 5b6 gi0ing *rueA9alse replies1

LEARNING STANDARDS Y203 T*322

:1<1: Able to listen to and demonstrate understanding o oral te7ts by$ 5a6 asking simple WhBuestions1 5b6 ans2ering simple Wh-Buestions1 5c6 gi0ing *rueA9alse replies1 5d6 se4uencing 2ith guidance1

16

C6+12+1 0+8 L203+i+- S10+8038/ Y203 1, 2 0+8 ' " R208i+-

CONTENT STANDARD
2)1 B4 1*2 2+8 65 1*2 " 4203 ;3i7034 /:*66.i+-, ;9;i./ >i.. A2 0A.2 16 0;;.4 ,+6>.28-2 65 /69+8/ 65 .21123/ 16 32:6-+i/2 >638/ i+ .i+203 0+8 +6+".i+203 12=1/)

LEARNING STANDARDS Y203 O+2

;1:1: Able to identi y and distinguish the shapes o the letters in the alphabet1 ;1:1; Able to recognise and articulate initial# medial and the inal sounds in single syllable 2ords 2ithin gi0en conte7t$ 5a6 5b6 5c6 5d6 5e6 AsA 5s6 A A 5i6 AgA 5g6 AkA 5ck6 AhA 5h6 AsA ACA 5a6 AnA 5n6 AA 5o6 AeA 5e6 AbA5b6 AtA 5t6 AmA 5m6 AkA 5c6 AA 5u6 AA 5# 6 ApA 5p6 AdA 5d6 AkA 5k6 ArA 5r6 AlA 5l#ll6 5b6

LEARNING STANDARDS Y203 T>6

;1:1: Able to recognise and articulate initial# medial and the inal sounds in single syllable 2ords 2ithin gi0en conte7t$ 5a6 Ae/ (ai 6 / / / u:/ (oo6 Aa:/ (ar6 /I/ 5oi6 AD/ (ear6 Ae/ (ay6 /I/ 5oy6 Ai$A 5ee6 Aa/ 5igh6 /DA 5oa6

LEARNING STANDARDS Y203 T*322

A$A 5or6

/:/ (ur6

/DA 5o26

5d6

/eDA 5air 6

ADA 5ure6

/:/ (er6 Ai$A 5ea6 A$A 5a26

5e6 56

AaA 5 ou6
/:/ (ir6

/aI/
5ie6 Au$A 5ue6

17

5ss6

CONTENT STANDARD

LEARNING STANDARDS Y203 O+2

5 6 A dA 5j6 AjA 5y6 A A0A 506 A2A 526 AksA Ag?A 576 5g6 5h6 A?A 5?#??6 A/ 5sh6 Ak2A 54u6 5h6 AGA 5ng6 5g6

LEARNING STANDARDS Y203 T>6

A2A 52h6 A$A 5au6 Ae/
(a-e6

LEARNING STANDARDS Y203 T*322

AA 5ph6

Aju$A 5e26

A D A 5oe6 / D A
5oe6

Ai$A
5e-e6

Aa/
5 i-e6

t/
5ch 6

AEA AFA 5th6

Au$A
5u-e6

;1:1< Able to blend t2o to our phonemes into recognisable 2ords and read them aloud1 ;1:1= Able to segment 2ords into phonemes to spell1

;1:1; Able to blend t2o to our phonemes into recognisable 2ords and read them aloud1 ;1:1< Able to segment 2ords into phonemes to spell1

18

CONTENT STANDARD 2)2 B4 1*2 2+8 65 1*2 "4203 ;3i7034 /:*66.i+-, ;9;i./ >i.. A2 0A.2 16 8276+/13012 9+823/10+8i+- 65 0 <03i214 65 .i+203 0+8 +6+".i+203 12=1/ i+ 1*2 5637 65 ;3i+1 0+8 +6+" ;3i+1 70123i0./ 9/i+- 0 30+-2 65 /13012-i2/ 16 :6+/139:1 720+i+-)

LEARNING STANDARDS Y203 O+2 ;1;1: Able to read and apply 2ord recognition and 2ord attack skills by matching 2ords 2ith$ 5a6 graphics 5b6 spoken 2ords

LEARNING STANDARDS Y203 T>6 ;1;1: Able to read and apply 2ord recognition and 2ord attack skills by$ 5a6 matching 2ords 2ith spoken 2ords1 5b6 reading and grouping 2ords according to 2ord amilies1

LEARNING STANDARDS Y203 T*322 ;1;1: Able to apply 2ord attack skills by$ 5a6 grouping 2ords according to 2ord categories1 5b6 identi ying 2ords similar in meaning 5c6 identi ying 2ords opposite in meaning ;1;1; Able to read and understand phrases and sentences in linear and non-linear te7ts1 ;1;1< Able to read and understand simple and compound sentences1

;1;1; Able to read and understand phrases in linear and non-linear te7ts1 ;1;1< Able to read and understand sentences 5<-> 2ords6 in linear and non-linear te7ts 2ith guidance1 ;1;1= Able to read a paragraph o <-> simple sentences1 ;1;1> Able to apply basic dictionary skills using picture dictionaries1

;1;1; Able to read and understand phrases in linear and non-linear te7ts1 ;1;1< Able to read and understand simple sentences in linear and non-linear te7ts1 ;1;1= Able to read and understand a paragraph o >-H simple sentences1 ;1;1> Able to apply basic dictionary skills using picture dictionaries1

;1;1= Able to read and understand a paragraph 2ith simple and compound sentences1 ;1;1> Able to apply dictionary skills to locate 2ords$ 5a6 entry points1 5b6 e7it points1

19

CONTENT STANDARD

LEARNING STANDARDS Y203 O+2

;1<1: Able to read simple te7ts 2ith guidance$ 5a6 iction 5b6 non iction

LEARNING STANDARDS Y203 T>6

;1<1: Able to read simple te7ts 2ith guidance$ 5a6 iction 5b6 non iction

LEARNING STANDARDS Y203 T*322

;1<1: Able to read or in ormation and enjoyment 2ith guidance$ 5a6 iction 5b6 non- iction

2)' B4 1*2 2+8 65 1*2 "4203 ;3i7034 /:*66.i+-, ;9;i./ >i.. A2 0A.2 16 3208 i+82;2+82+1.4 563 i+563701i6+ 0+8 2+B6472+11

20

C6+12+1 0+8 L203+i+- S10+8038/ Y203/ 1, 2 0+8 ' " #3i1i+CONTENT STANDARD
')1 B4 1*2 2+8 65 1*2 "4203 ;3i7034 /:*66.i+-, ;9;i./ >i.. A2 0A.2 16 5637 .21123/ 0+8 >638/ i+ +201 .2-iA.2 ;3i+1 i+:.98i+- :93/i<2 >3i1i+-)

LEARNING STANDARDS Y203 O+2

<1:1: Able to demonstrate ine motor control o hands and ingers by$ 5a6 handling objects and manipulating them1 5b6 mo0ing hands and ingers using 2riting apparatus 5c6 using correct posture and pen hold grip 5d6 scribbling in clock2ise mo0ement 5e6 scribbling in anticlock2ise mo0ement 5 6 dra2ing simple strokes up and do2n 5g6 dra2ing lines rom le t to right 5h6 dra2ing patterns1 <1:1; Able to copy and 2rite in neat legible print$ 5a6 small 5lo2ercase6 letters 5b6 capital 5uppercase6 letters 5c6 numerals

LEARNING STANDARDS Y203 T>6

<1:1: Able to 2rite in neat legible print$ 5a6 2ords 5b6 phrases 5c6 simple sentences

LEARNING STANDARDS Y203 T*322

<1:1: Able to 2rite in neat legible print 2ith correct spelling$ 5a6 phrases 5b6 simple sentences

<1:1; Able to 2rite numerals in neat legible print$ 5a6 numeral orm 5b6 2ord orm

<1:1; Able to 2rite numerals in neat legible print 2ith correct spelling$ 5a6 numeral orm 5b6 2ord orm

21

5d6 2ords 5e6 phrases 5 6 simple sentences CONTENT STANDARD ')2 B4 1*2 2+8 65 1*2 4203 ;3i7034 /:*66.i+-, ;9;i./ >i.. A2 0A.2 16 >3i12 9/i+0;;36;3i012 .0+-90-2, 5637 0+8 /14.2 563 0 30+-2 65 ;93;6/2/) LEARNING STANDARDS Y203 O+2 <1;1: Able to complete 2ith guidance$ 5a6 orms 2ith personel details 5b6 lists <1;1; Able to 2rite <-> 2ord sentences 2ith guidance1 LEARNING STANDARDS Y203 T>6 <1;1: Able to complete 2ith guidance$ 5a6 simple messages 5b6 posters <1;1; Able to 2rite simple sentences 2ith guidance1 LEARNING STANDARDS Y203 T*322 <1;1: Able to complete $ 5a6 linear te7ts 5b6 non-linear te7ts

<1;1; Able to 2rite 2ith guidance$ 5a6 simple sentences 5b6 compound sentences 5c6 4uestions

<1;1< Able to punctuate correctly$ 5a6 capital letters 5b6 ull stop 5c6 4uestion mark <1;1= Able to spell common sight 2ords1

<1;1< Able to punctuate correctly$ 5a6 capital letters 5b6 ull stop 5c6 4uestion mark <1;1= Able to spell common sight 2ords1

<1;1< Able to punctuate correctly$ 5a6 e7clamation mark 5b6 comma

<1;1=

Able to spell common sight 2ords1

22

CONTENT STANDARD

LEARNING STANDARDS Y203 O+2

<1<1: Able to create simple non-linear te7ts using a 0ariety o media 2ith guidance $ 5a6 greeting cards 5b6 lists

LEARNING STANDARDS Y203 T>6

<1<1: Able to create simple non-linear te7ts using a 0ariety o media 2ith guidance $ 5a6 posters 5b6 signs

LEARNING STANDARDS Y203 T*322

<1<1: Able to create simple te7ts using a 0ariety o media 2ith guidance $ 5a6 non-linear 5b6 linear

')' B4 1*2 2+8 65 1*2 " 4203 ;3i7034 /:*66.i+-, ;9;i./ >i.. A2 0A.2 16 >3i12 0+8 ;32/2+1 i820/ 1*369-* 0 <03i214 65 728i0 9/i+0;;36;3i012 .0+-90-2, 5637 0+8 /14.2)

23

C6+12+1 0+8 L203+i+- S10+8038/ Y203 1, 2 0+8 ' " L0+-90-2 A31/

CONTENT STANDARD

LEARNING STANDARDS Y203 O+2

=1:1: Able to enjoy nursery rhymes# ja?? chants and action songs through non0erbal response1 =1:1; Able to recite nursery rhymes# ja?? chants and sing action songs 2ith correct pronunciation and rhythm1 =1;1: Able to demonstrate skills in handling books appropriately1

LEARNING STANDARDS Y203 T>6

=1:1: Able to enjoy action songs and ja?? chants through non-0erbal response1 =1:1; Able to sing action songs and recite ja?? chants 2ith correct pronunciation# rhythm and intonation1 =1;1: Able to respond to$ 5a6 book co0ers 5b6 pictures in books 5c6 characters 2ith guidance1

LEARNING STANDARDS Y203 T*322

=1:1: Able to enjoy action songs# ja?? chants and poems through non-0erbal response1 =1:1; Able to sing action songs# recite ja?? chants and poems 2ith correct pronunciation# rhythm and intonation1 =1;1: Able to respond to$ 5a6 characters 5b6 place in stories 2ith guidance1

4)1 B4 1*2 2+8 65 1*2 "4203 ;3i7034 /:*66.i+-, ;9;i./ >i.. A2 0A.2 16 2+B64 0+8 0;;32:i012 3*472/, ;627/ 0+8 /6+-/, 1*369-* ;2356370+:2)

4)2 B4 1*2 2+8 65 1*2 "4203 ;3i7034 /:*66.i+- ;9;i./ >i.. A2 0A.2 16 2=;32// ;23/6+0. 32/;6+/2 16 .i123034 12=1/)

=1;1; Able to respond to$ 5a6 book co0ers 5b6 pictures in books 2ith guidance1

24

CONTENT STANDARD

LEARNING STANDARDS Y203 O+2

=1<1: Able to produce simple creati0e 2orks 2ith guidance based on$ 5a6 5b6 5c6 5d6 nursery rhymes action songs ja?? chants stories

LEARNING STANDARDS Y203 T>6

=1<1: Able to produce simple creati0e 2orks 2ith guidance based on$ 5a6 5b6 5c6 action songs ja?? chants stories

LEARNING STANDARDS Y203 T*322

=1<1: Able to produce simple creati0e 2orks 2ith guidance based on$ 5a6 5b6 5c6 5d6 ja?? chants poems action songs stories

4)'

B4 1*2 2+8 65 1*2 "4203 ;3i7034 /:*66.i+-, ;9;i./ >i.. A2 0A.2 16 ;.0+, 63-0+i/2 0+8 ;3689:2 :3201i<2 >63,/ 563 2+B6472+1)

=1<1; =1<1; Able to take part 2ith guidance in a per ormance based on$ 5a6 5b6 5c6 5d6 nursery rhymes action songs ja?? chants stories

Able to take part 2ith guidance in a per ormance based on$ 5a6 action songs 5b6 ja?? chants 5c6 stories

=1<1;

Able to per orm 2ith guidance based on$ 5a6 5b6 5c6 5d6 ja?? chants poems action songs stories

25

C6+12+1 0+8 L203+i+- S10+8038/ Y203 1, 2 0+8 ' " G307703

CONTENT STANDARD

LEARNING STANDARDS Y203 O+2

LEARNING STANDARDS Y203 T>6

LEARNING STANDARDS Y203 T*322

>1:1: Able to use nouns correctly and appropriately$ 5a6 common nouns 5b6 proper nouns 5c6 singular nouns 5d6 plural nouns >1:1; Able to use pronouns correctly and appropriately$ 5a6 personal 5b6 demonstrati0e 5c6 possessi0e >1:1< Able to use 0erbs correctly and appropriately$ 5a6 regular 0erbs 5b6 simple present tense 5c6 simple past tense

5)1

B4 1*2 2+8 65 1*2 "4203 ;3i7034 /:*66.i+-, ;9;i./ >i.. A2 0A.2 16 9/2 8i55232+1 >638 :.0//2/ :6332:1.4 0+8 0;;36;3i012.4)

26

CONTENT STANDARD

LEARNING STANDARDS Y203 O+2

LEARNING STANDARDS Y203 T>6

LEARNING STANDARDS Y203 T*322

>1:1= Able to use conjunctions correctly and appropriately$ 5a6 and 5b6 or 5c6 but >1:1> Able to use prepositions correctly and appropriately$ 5a6 in 5b6 on 5c6 under 5d6 up 5e6 in ront o 5 6 behind 5g6 at >1:18 Able to use adjecti0es correctly and appropriately$ 5a6 colour 5b6 shape 5c6 si?e 5d6 opinion

5)1

B4 1*2 2+8 65 1*2 "4203 ;3i7034 /:*66.i+-, ;9;i./ >i.. A2 0A.2 16 9/2 8i55232+1 >638 :.0//2/ :6332:1.4 0+8 0;;36;3i012.4)

27

CONTENT STANDARD

LEARNING STANDARDS Y203 O+2

LEARNING STANDARDS Y203 T>6

LEARNING STANDARDS Y203 T*322

>1:1I Able to use articles correctly and appropriately$ 5a6 a 5b6 an 5c6 the >1;1: Able to construct declarati0e sentences correctly1

5)1

B4 1*2 2+8 65 1*2 "4203 ;3i7034 /:*66.i+-, ;9;i./ >i.. A2 0A.2 16 9/2 8i55232+1 >638 :.0//2/ :6332:1.4 0+8 0;;36;3i012.4) B4 1*2 2+8 65 1*2 "4203 ;3i7034 /:*66.i+-, ;9;i./ >i.. A2 0A.2 16 :6+/139:1 <03i69/ /2+12+:2 14;2/ :6332:1.4)

5)2

28

)0

#ORD LIST %LEVEL 1( *he 2ord list orms part o the language contents in the curriculum1 *he 2ords belo2 are some key 2ords that must be mastered by all pupils according to their stages o de0elopment1 *hese are the minimum 2ords to be taught and teachers may e7pand upon the list according to the le0el and ability o their pupils as 2ell as the topic under study1

" look like on or cat an been could rom help

go are going a2ay a get another boy did girl her

come the big mother ather said as brother do good here

2ent o she it can to back but don3t got him

up 2e and at he in ball by dig had his

you this they play am about be call5ed6 door hal home

day dog my no all a ter because came do2n has house

2as me see yes is again bed can3t irst ha0e ho2

29

i made name once pull so there us 2here

jump make ne2 one put some these 0ery 2ho

just man ne7t or ran take three 2ant 2ill

last many night our sa2 than time 2ater 2ith

laugh may not out school that too 2ay 2ould

little more no2 o0er seen their took 2ere your

li0e5d6 much o people should them tree 2hat

lo0e must old push sister then t2o 2hen

common colour 2ords days o the 2eek

pupils3 name and address months o the year

name and address o school

numbers to t2enty

30

31