KEMENTERIAN PENDIDIKAN MALAYSIA

MINISTRY OF EDUCATION OF MALAYSIA

KURIKULUM BERSEPADU SEKOLAH RENDAH

CURRIC ULUM S PECIFICATIONS

HURAIAN SUKATAN PELAJARAN

BAHASA INGGERIS
ENGLISH LANGUAGE

SEKOLAH JENIS KEBANGSAAN

TAHUN 3 YEAR 3
2003

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 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 UNDA NG- UNDANG KESOPANAN DA N KESUSILAAN

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 dan berkeupayaan mencapai kesejahteraan diri serta memberi sumbangan terhadap keharmonian dan kemakmuran masyarakat dan negara.

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CONT ENT S PAGE 1. 2. 3. 4. 5. 6. 7. RUKUN NEGARA FALSAFAH PENDIDIKAN NEGARA KATA PENGANTAR INTRODUCTION TEACHING CONTEXTS OBJECTIV ES LEA RNING OUTCOMES AND SPECIFICATIONS 1.0 Skill of Listening 2.0 Skill of Speaking 3.0 Skill of Reading 4.0 Skill of Writing 8. 9. 10. SOUND SYSTEM a. Grammar b. Sentence patterns WORD LIST 9 15 19 25 29 30 33 34 v vii ix 1 7 8

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INT RODUCTION 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. With globalisation, Malaysians w ill need to be proficient in the language to communicate w ith people from other countries. The use of English in Information Communications Technology (ICT) has also been included to enable learners to access know ledge on the Internet and to netw ork w ith people both locally and overseas. AIMS AND OBJECTIV ES OF THE ENGLISH LANGUAGE SYLLABUS FOR PRIMARY SCHOOL The English language syllabus for primary school aims to equip pupils w ith basic skills and know ledge of the English language to enable them to communicate, both orally and in writing, in and out of 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;
1

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 using simple 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 specifies the content to be taught from Year 1 through to Year 6. It comprises the four language skills, namely, listening, speaking, reading, and writing as well as the language contents. These language contents are the sound system, grammar and vocabulary. Several teaching contexts have been suggested through w hich the language skills and language content are to be taught. THE CURRICULUM SPECIFICATIONS Curriculum specifications for the English language syllabus have been prepared as separate documents for each year of the primary school and these are termed Huraian Sukatan Pelajaran. Each document serves as a guide to teachers w ith regard to the skills to be achieved, the content or topic that is to be dealt w ith, and the vocabulary and grammar items that pupils must know in order for them to use the language.

Please note that the introductory part of this Huraian Sukatan Pelajaran describes the English language programme from Year 1 to Year 6 as a whole.

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 SPECIFICA TIONS 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 skill to be acquired in Year 3. To help teachers further, these sub-skills have been categorized 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, learners then progress to Level 2, and then to Level 3. The third column is entitled EXA MPLES / ACTIVITIES / NOTES. These notes are directed at teachers and they include explanations, teaching points and examples of activities to help pupils achieve the skill specifications.

The Language Skills A close link w ith the skills of listening, speaking, reading and w riting is maintained. Vocabulary and sentence patterns introduced in the oral component also need to be taught and used by pupils in reading and w riting. 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 make lessons meaningful. Some themes have been identified to help teachers decide upon their ow n topics that are suitable for their class. When planning lessons, topics for teaching are initially based on the immediate 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 be understood by others. As such, teachers should ensure that pupils produce the sounds of English w ell and pronounce w ords clearly with the correct stress and intonation so as to enable the listener to understand w hat is being spoken.

Gramm ar Grammar items and sentence patterns have been selected from the list provided in the English Language syllabus to help learners master the structures of English. Teachers are advised to limit the number of structures used in any one lesson to ensure that learners master the structures w ell. Teaching too many structures may not be advisable for weak learners as these may only serve to confuse them. Word List The list of words selected for teaching is based on a sample of the more common w ords and high frequency words and can be used and recycled in different contexts and topics. The suggested word list can be w idened if pupils demonstrate that they are capable of receiving more. IMPORTANT CONSIDERATIONS FOR T EACHING The follow ing considerations should be taken into account in teaching the curriculum specifications. Planning and Organisation of Lessons Keeping in mind the time allocated for teaching the English language in SJK schools, these specif ications must be reorganised in a manageable form for teaching. Whatever context is used, the skills of listening, speaking, reading and writing have to be integrated in a natural manner.

Learner-Centredness The learner is at the centre of the learning process. Teaching approaches, lessons and curriculum materials for learning must be adjusted to suit the differing needs and abilities of pupils. It is important that appropriate activities and materials are used w ith pupils of different learning profiles so that their full potential can be realized. Integration The curriculum follow s an integrated approach. For example, a particular lesson may begin w ith a story about the daily happenings around a family. The teacher can take off from the reading to teach instructions, Its time to go to bed or social expressions such as Youre back. How w as school? These statements or questions can be later used in w riting or speaking exercises w hen the teacher gets pupils to speak or w rite about life at home. In addition, moral values should also be infused in lessons through the selection of appropriate materials and activities. Elements of patriotis m, environmental education, study of the local environment and health education should also be infused in lessons. Repetition, Reinforcement and Consolidation Language skills, vocabulary, grammar items and the sound system must be repeated often and used constantly to maximise learning. Teachers should set a variety of tasks that will enable pupils to use the specific skills often so that they gradually develop the ability, know ledge and confidence to use the language effectively.

Teaching-Learning Activities In order to help pupils learn the language, pupils must be given every 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 more creative 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 essential feedback and to keep track of pupils progress. Awareness of pupils capabilities w ill enable teachers to plan activities for further development. In these early stages of language development especially, pupils should not be burdened w ith centralized, examtype assessment. Other Considerations As far as possible, teachers should use the Malaysian setting w hen planning lessons. Teachers should also use materials that emphasize the principles of good citizenship, moral values, and the Malaysian w ay a life. The Curriculum Specifications makes only a few suggestions as to the number of activities required for the attainment of language skills. Teachers need to use their initiative, imagination and creativity to extend the experiences of their pupils.

TEACHING-L EARNING ST RAT EGIES FOR YEAR 2 SJK The English Language programme for Year 3 SJK focuses on the four skills, namely Listening, Speaking, Reading and Writing. The Year 3 programme is focused on providing the basis for literacy in the English language. Also important is vocabulary control and simple 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 their understanding 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 the confidence to speak in the language. Pair and group w ork activities allow s for all pupils to engage in speaking activities at the same time. Pupils should also be encouraged to talk in English to other pupils and teachers in the school.

Reading Schools are encouraged to use a good reading scheme. Teachers can use the w hole language approach by reading aloud stories from a book (e.g. Big Books) and allow ing children to follow the w ords being read so that they get to know how words are pronounced. In addition, teachers must make pupils aw are of the letters of the alphabet (e.g. a, b, c, d) and the sounds of these letters (eh, /b/, /k/, /d/) so that pupils can string together these sounds and produce a w ord (phonics). Pupils must be provided w ith good models of reading so that they imitate the sounds produced. Pictures and illustrations must support reading texts as these enhance understanding. Pupils should be taught to read w ith understanding and enjoy ment, building on w hat they already know. They should also be taught to use various cues for word identification, and to use their understanding of grammatical structure and the meaning of the text as a whole to make sense of the content. Writing At this stage, pupils w ould have mastered the mechanics of writing by forming letters w ell, leaving sufficient space between letters and words so that their writing is neat and legible. Pupils then learn to write at the w ord, phrase and simple sentence levels.

EDUCATIONAL EMPHASES Educational emphases given below outline current developments in education that w ill help learners prepare for the world of work later as w ell as their ability to interact w ith others. In this respect, the incorporation of moral education, citizenship education, patr iotis m and thinking skills in the specifications w ill contribute tow ards the building of a modern and progressive Malaysian society. Thinking Skills Critical and creative thinking skills are incorporated in the learning outcomes to enable learners to solve simple problems, and express themselves creatively in English. Learning How to Learn Skills Learning How to Learn skills are also integrated w ith the learning outcomes to enable learners to take responsibility for their ow n learning even at an early age. These skills enable learners to remember w ords, recall ideas, and look up meanings of words in simple dictionaries. It is hoped that these skills set them on the path to become independent life-long learners. Inform ation and Communications Technology (ICT) Skills In line w ith globalisation and the ICT Age, skills relating to ICT are incorporated in the learning outcomes. These skills have been added to cater for schools that have ICT facilities. Schools that do not have ICT facilities are not obliged to teach these skills. These skills include w orking on computers and using coursew are.

Values and Citizenship The values contained in the secondary Moral Education syllabus have been incorporated in the learning outcomes and include patriotis m 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 ay children interact and talk w ith one another (verbal intelligence), and the application of kinaesthetic intelligence as seen in role-play activities. Know ledge Acquisition Learning outcomes make use of subject matter disciplines such as science and geography, and incorporate educational emphases such as the environment and consumer ism to provide contexts for language use. Preparation for the Real World The learning outcomes prepare learners to meet the challenges of the real w orld by focusing on language use in society. To some extent this is achieved through structuring the curriculum in ter ms of the Interpersonal, Informational and Aesthetic uses of language. It is also achieved by making use of real-life issues for classroom activities and project w ork. Whenever the opportunity presents itself, learners are encouraged to meet w ith people outside of the classroom 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 their initiative, imagination and creativity to extend the experiences of their learners, to reinforce w hat has been learnt and to create challenging language tasks.

Curriculum Specifications for English Year 3 SJK

2. CONT EXTS FOR T EACHING The contexts for 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 activities. A w ord list of the more common w ords in the English language has been provided. These w ords must be used and recycled in different 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, Fam ily and Friends

Information about oneself and family (e.g. ones hobbies such as stamp collecting, keeping a pet )

2. World of Stories 3. World of Know ledge

: :

Stories of people Things in the home (e.g. furniture, computer) Places outside the home (e.g. market, shops) Nature (e.g. plants, trees)

Curriculum Specifications for English Year 3 SJK

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 w ords, phrases and simple sentences in good handw riting; and Show an awareness of moral values and love tow ards the nation.

Curriculum Specifications for English Year 3 SJK

4.

LEARNING OUTCOMES AND SPECIFICATIONS second column w hen planning lessons for Year 3 SJK. In this column (called Specifications), the learning outcomes are broken dow n into smaller skills to be achieved by learners in Year 3 SJK. EXAMPLES/ACTIVITIES/ NOT ES

The Learning Outcomes are taken from the syllabus in its original form. They are the skills to be achieved by the end of Year 6 SJK. Teachers, how ever, should be guided by the LEARNING OUTCOM ES 1.0 LIST ENING SKILL By the end of their prim ary schooling, pupils should be able to: 1.1 Listen to and discriminate similar and different sounds of the English language. 1.1.1

SPECIFICATIONS Level 1 Listen to and repeat words that contain the follow ing sounds: a) vow els in initial position b) vow els in medial position c) blends in initial position d) digraphs in initial position (See Sound System at the back of the document).

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.

1.1.2 Listen to and repeat w ord fam ilies: the all family, the at family. Level 2 1.1.3 Identify the correct sound: a) vow els in initial position b) vow els in medial position c) blends in initial position d) digraphs in initial position

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

Activities include: - listening to 2 w ords and putting up ones hand if the sound is the same. underlining the letters of the sounds heard. e.g. tall, call, crab, clock, shy

Curriculum Specifications for English Year 3 SJK

LEARNING OUTCOM ES

SPECIFICATIONS Level 3 1.1.4 Listen to and group words according to the beginning sound: a) vow els in initial position b) vow els in medial position c) blends in initial position d) digraphs in initial position Level 1 Listen to and repeat the pronunciation of m onosyllable and 2-syllable words.

EXAMPLES/ACTIVITIES/ NOT ES identifying a frequent beginning sound in stories. e.g. the sound of / i: /, /cl /, /sh/

1.2 Listen to and repeat accurately the correct pronunciation of w ords, 1.2.1 correct intonation and w ord stress of phrases, expressions and sentences.

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;

1.2.2

Level 2 Listen to and repeat correctly phrases and expressions.

repeating w ords, phrases and sentences that have been spoken aloud by the teacher in natural everyday situations; e.g. Close the door. Switch off the lights. repeating nursery rhymes; and

1.2.3

Level 3 Listen to and repeat simple rhymes.

Curriculum Specifications for English Year 3 SJK

LEARNING OUTCOM ES

SPECIFICATIONS -

EXAMPLES/ACTIVITIES/ NOT ES supplying missing rhyming w ords in rhymes. e.g. Im a little teapot Short and (stout) ... Here is my handle And there is my (spout) When the waters boiling Hear me (calling) .. Lift me (high) . And pour me (out).

1.3 Acquire vocabulary and understand the meaning of w ords and phrases in context.

1.3.1

Level 1 Listen to and understand key words in stories.

Example of key w ords include nouns, adjectives and verbs such as Afiqah, school, fat, long, walk, write, clever, good Activities include: - picking out the correct picture w hen the w ord is spoken;

1.3.2

Listen to and understand the numbers 21 - 25.

- checking pupils understanding of numbers by getting them to match the spoken numeral and the w ritten form.

Curriculum Specifications for English Year 3 SJK

LEARNING OUTCOM ES 1.3.3 1.3.4

SPECIFICATIONS Level 2 Listen to and understand key phrases. Listen to and understand the numbers 26-30. - w hen the numbers are added and subtracted.

EXAMPLES/ACTIVITIES/ NOT ES Get children to point at pictures to show understanding of pictures. Get children to memorise w ords by giving them spelling tests. Children learn better if w ords are taught in context under the various topics and w ith accompanying pictures or actions. To check understanding, get pupils to match pictures, to draw something or to do something. Get pupils to listen to a story and point to the sentences read aloud.

1.3.5

Level 3 Listen to and understand simple spoken sentences.

1.4 Listen to and follow simple instructions and directions accurately.

1.4.1

Level 1 Listen to and learn w ords of instructions. Listen to and learn w ords of direction.

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.

1.4.2

Curriculum Specifications for English Year 3 SJK

LEARNING OUTCOM ES 1.4.3

SPECIFICATIONS Level 2 Listen to and follow sim ple instructions. Level 3 Listen to and follow sim ple directions.

EXAMPLES/ACTIVITIES/ NOT ES listen to simple instructions to make things such as bookmarks and pencil holders. e.g. Tracing a route map to show the directions from home to school or to a friends house

1.4.4

1.5 Listen to and enjoy the rhyme, rhythm, and sounds of poetry, jazz chants and songs.

1.5.1

Levels 1, 2 & 3 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. 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 sender
person who receiv es

1.6 Obtain information from texts listened to in relation to main ideas, specific details and sequence.

1.6.1

Level 1 Listen to and understand simple m essages.

message

Curriculum Specifications for English Year 3 SJK

LEARNING OUTCOM ES 1.6.2

SPECIFICATIONS Levels 2 & 3 Listen to simple m essages and recall details by answering simple Wh-questions. Level 1 Listen to simple short stories and fairy tales and respond - non-verbally.

EXAMPLES/ACTIVITIES/ NOT ES e.g. Who wrote the messsage? Who sent it? What is the message?

1.7 Listen to and enjoy stories, fables and other tales of imagination and fantasy and predict outcomes, and draw conclusions at a level suited to pupils ability.

1.7.1

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 the queen. She is bad. Activities include: - Asking simple questions e.g. Wh questions Who is this? What is he doing? Where? How many..?

1.7.2

Level 2 Respond verbally by stating ones likes and dislikes.

Level 3 1.7.3 Listen to fairy tales, fables, and short stories and answer sim ple questions on the people and animals of the story, and the place of the story.

2.0
LEARNING OUTCOM ES By the end of their primary schooling, pupils should be able to: 2.1 Speak clearly by pronouncing w ords accurately. 2.1.1

SPEAKING SKILL SPECIFICATIONS

Curriculum Specifications for English Year 3 SJK

EXAMPLES/ACTIVITIES/ NOT ES

Level 1 Pronounce w ords that have the follow ing sounds: a) vow els in initial position b) vow els in medial position c) blends in initial position d) digraphs in initial position.

Example: I, evening, car, far, clip, 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.

2.1.2

Pronounce m onosyllable and 2-syllable words correctly.

Listening to and repeating experiences after the teacher. e.g. Please close the windows. Close the door, please.

2.1.3

Level 2 Repeat expressions with correct intonation and stress.

Check that pupils have a rising tone in questions. Set pair w ork for question and answ er activities.

Level 3 2.1.4 Ask questions and give answ ers clearly and correctly.

Curriculum Specifications for English Year 3 SJK

LEARNING OUTCOM ES 2.2 Ask questions politely to obtain information and clarification.

SPECIFICATIONS
2.2.1 Level 1 Ask simple Wh-questions. Levels 2 & 3 Ask questions to get information.

EXAMPLES/ACTIVITIES/ NOT ES

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?

2.2.2

2.2.3 Ask questions about num bers.

2.3 Give relevant information politely in response to enquiries made.

Level 1 2.3.1 Respond to simple Wh-questions. 2.3.2 Give one-word replies when identifying, naming objects, plants, animals, etc. Give replies pertaining to numbers.

e.g. The rat is under the chair. e.g. What is that?.An ant!

2.3.3

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.

Level 2 2.3.4 Give replies pertaining to num bers 21 - 30: identifying, stating. 2.3.5 Give longer replies w hen answ ering questions. 2.3.6 Give replies after adding and subtracting numbers.

Curriculum Specifications for English Year 3 SJK

LEARNING OUTCOM ES 2.3.7 2.4 Tell stories based on pictures and other stimuli, and recite poems.

SPECIFICATIONS
Level 3 Refute statements and give the correct answer or number. Level 1 Recite simple poems and chant nursery rhymes by joining in w ith words and phrases. Level 2 Recite simple poems and chant nursery rhymes in full. e.g.

EXAMPLES/ACTIVITIES/ NOT ES Are there 22 erasers? No. There are only 20.

2.4.1

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 w ith helping w ords. e.g. And then the wolf..(was angry).

2.4.2

Level 3 2.4.3. Com plete parts of a story heard before.

2.5. Talk about the people, places and moral values of the stories heard, read and view ed in simple language.

2.5.1

Level 1 Nam e the people or animals in the story heard or read. Level 2 Give details about the people or animals in the story heard or read. Level 3 Nam e the good and bad people or anim als and talk a little about them.

Example of details include names, number, size. e.g. The boy was called .(Aladdin). e.g. The princess is pretty. Aladdin is handsome. In these early stages, tell stories w here the characters are clearly good or bad. It is easier for pupils to relate to characters.

2.5.2

2.5.3

Curriculum Specifications for English Year 3 SJK

LEARNING OUTCOM ES 2.6 Express thoughts and feelings and give opinions on things read, seen, heard and view ed in simple language.

SPECIFICATIONS
2.6.1 Level 1 Give non-verbal response to the story heard or read.

EXAMPLES/ACTIVITIES/ NOT ES

e.g. Ticking the picture that shows their feelings.

2.6.2

Levels 2 & 3 Say w hether one likes or does not like the story heard or read.

e.g. I do not like the story. I like the story. Activities include: - Getting children to role play various situations w here they might use such language. Example of sentence patterns: Can I go out? May I help you? e.g. I am sorry. I hit you.

2.7

Perform a variety of functions in a social context such as exchanging greetings, making introductions, inviting people, etc.

Level 1 2.7.1 Thank people.

2.7.2

Level 2 Seek perm ission.

2.7.3

Say sorry.

2.7.4

Level 3 Talk about oneself and ones family to neighbours and friends.

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

3.0
LEARNING OUTCOM ES By the end of their primary schooling, pupils should be able to: 3.1 Acquire w ord recognition and w ord attack skills to recognise w ords on sight.

READING SKILL SPECIFICATIONS

Curriculum Specifications for English Year 3 SJK

EXAMPLES/ACTIVITIES/ NOT ES

Level 1 3.1.1 Look at letters and say aloud the follow ing sounds: a) vow els in initial position b) vow els in medial position c) blends in initial position d) digraphs in initial position Level 2 3.1.2 Identify letter shapes by their sounds. 3.1.3 Read aloud w ords that have the follow ing sounds: a) vow els in initial position b) vow els in medial position c) blends in initial position d) digraphs in initial position Read and group w ords according to w ord fam ilies: the all family, the at family. Read aloud 3-syllable w ords with the correct stress. Level 3 Com pare 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 vow els in their medial position. e.g. the all family: tall, fall, call, wall the at family: fat, cat, pat e.g. hos / pi / tal to / mo / rrow

3.1.4

3.1.5

3.1.6

e.g. Underlining w ords w ith the same beginning sound. e.g. clap, clock, crab, crow

Curriculum Specifications for English Year 3 SJK

LEARNING OUTCOM ES 3.2 Acquire key w ords at various stages of development.

SPECIFICATIONS
3.2.1 Level 1 Recognise com plete words.

EXAMPLES/ACTIVITIES/ NOT ES

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 understanding by matching w ords and pictures. e.g. Matching the numeral form to the word (e.g. 21= tw enty-one) and vice versa (e.g. twenty-one = 21).

3.2.2

Read and learn the meaning of 5 key w ords for each topic taught. Level 2 Recognise and read aloud the numbers 21 - 25 in its numeral and word forms. Level 3 Learn another 5 key words for each topic and use these key words in sentences of their ow n.

3.2.3

3.2.4

Activities include: - spelling correctly - filling in blanks - rebus writing e.g. One day a _______ met a ________ . The rabbit said, I can ______ faster.

Curriculum Specifications for English Year 3 SJK

LEARNING OUTCOM ES

SPECIFICATIONS Level 1
3.3.1 Read and understand phrases.

EXAMPLES/ACTIVITIES/ NOT ES

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

Activities includes matching phrases to pictures e.g. a blue cup a big elephant

Level 2 3.3.2 Read and understand simple sentences.

Activities include: - matching sentences to pictures e.g. The boy is playing. rearranging w ords to form a complete sentence: e.g. boy playing the is

- answ ering simple comprehension questions. Level 3 3.3.3 Read and understand a simple paragraph of 3-4 sentences. Activities include: - rearranging sentences in sequence - selecting sentences to fit pictures - answ ering comprehension questions.

Curriculum Specifications for English Year 3 SJK

LEARNING OUTCOM ES 3.4 Read aloud expressively and fluently pronouncing w ords correctly and observing correct stress and intonation and sentence rhythm.

SPECIFICATIONS
Level 1

EXAMPLES/ACTIVITIES/ NOT ES

3.4.1 Read aloud words and phrases correctly and with correct pronunciation.
Level 2 3.4.2 Read aloud sentences in simple texts observing correct stress and intonation. Level 3 Read aloud simple poems and stories expressively and fluently.

Activities include getting pupils to read in pairs and groups.

Get pupils to read texts w ith the correct stress and intonation. e.g. the DO NOT WALK sign

3.4.3

Get pupils to role-play situations w here they have to read aloud to each other sets the activity in a realistic context.

3.5 Read and understand the meanings of words by guessing their meaning through the use of contextual clues.

3.5.1

Levels 1, 2 & 3 Understand the m eaning of a word by looking at the w ords before and after that particular word. .

e.g. He was scared. There was no one around. He shouted, "Help! Help!"

Curriculum Specifications for English Year 3 SJK

LEARNING OUTCOM ES

SPECIFICATIONS
Level 1

EXAMPLES/ACTIVITIES/ NOT ES Activities include: underlining w ords in word chains and playing w ord games. setting up competitions betw een pairs and groups making children create their ow n word chains, etc. Example of categories: things in the home, things outside the home.

3.6 Acquire a w ide range of vocabulary.

3.6.1 Read and recognise words.

3.6.2

Level 2 Group words according to categories. Level 3 Make sm all w ords from big w ords Level 1 Talk about pictures of a simple factual text. Level 2 Read and give details. Level 3 Answer simple comprehension questions.

3.6.3

Example: STRONG song, Ong, go, so

3.7

Read and understand simple factual texts for main ideas, supporting details, sequence, and cause and effect.

3.7.1

Get pupils to look at the cover or other pictures in the text and ask them to talk about/describe the picture. e.g. colour, shape, size, number. Ask Wh-Questions - What, When, Who.

3.7.2 3.7.3

Curriculum Specifications for English Year 3 SJK

LEARNING OUTCOM ES 3.8 Read and enjoy simple poems and stories and respond to them by talking about the people, and moral values in the story or poem; and relate it to ones life.

SPECIFICATIONS
Level 1

EXAMPLES/ACTIVITIES/ NOT ES

3.8.1 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 2 Read and give details about the people, animals and places in the story. Read and give details in the poem. Level 3 Read and give the sequence of events in stories.

A simple rhy me or poem may consist of just 4 lines. A story may consist of a book of 5 sentences a page for 5 pages.

3.8.4

Details include number, size, colour, etc.

3.8.5

3.8.6

Get children to arrange pictures or number pictures in sequence.

3.9 Read w idely and independently.

All levels 3.9.1 Read w idely at ones ow n pace according to ones interest.

Allow pupils to select books of their ow n interest.

Curriculum Specifications for English Year 3 SJK

4.0
LEARNING OUTCOM ES

WRITING SKILL
EXAMPLES/ACTIVITIES/ NOT ES

SPECIFICATIONS

Levels 1, 2 & 3 By the end of their prim ary schooling, pupils should be able to: 4.1.1 Copy w ords, phrases and sentences in clear and legible print: 4.1 Copy correctly. - small letters - capital letters - combination of small and capital letters. 4.1.2 Write clearly and legibly numerals 21 - 30 in both number and w ord forms.

Provide realistic contexts for pupils to write.

e.g. 21 = twenty-one 25 = twenty-five Teachers need to pay attention to formation of capital letters and small letters, slant of letters, spacing betw een w ords, etc.

4.2 Write at w ord, phrase, sentence and Level 1 paragraph level in clear, legible print and 4.2.1 Write letters of the alphabet clearly in cursive writing. and legibly paying attention to: - s mall letters - capital letters - combination of small and capital letters.

In this exercise, pupils should have memorised the letters of the alphabet and should be able to write from memory as the teacher calls out the letter.

Curriculum Specifications for English Year 3 SJK

LEARNING OUTCOM ES

SPECIFICATIONS
4.2.2 Write clearly and legibly numerals 21 - 30 in both num ber and w ord forms. Level 2 4.2.3 Write words and phrases clearly and legibly. Level 3 4.2.4 Write sentences (at least 3-5 words per sentence) in clear legible print.

EXAMPLES/ACTIVITIES/ NOT ES

e.g. a boy a clever boy

e.g. Ah Kau is a boy. He is a clever boy. He likes reading and playing badminton.

4.3 Match w ords to linear and non-linear representations: - w ord to word; - w ord to phrase; - w ord to picture, symbol.

Level 1 4.3.1 Match phrases to pictures.

e.g. The red hen. The fierce cat.

Level 2 & 3 4.3.2 Match words to other words.

e.g.

hibiscus red

apple plant

4.4 Complete texts w ith the missing words, phrases or sentences.

Level 1 4.4.1 Complete m issing letters in texts.

e.g. Hello. My n__me is John. W__at is y__urs?

Curriculum Specifications for English Year 3 SJK

LEARNING OUTCOM ES

SPECIFICATIONS Level 2 4.4.2 Com plete simple instructions and directions, descriptions, rhymes with the missing w ord(s) (w ith guidance in the form of w ords and pictures). 4.4.3 Level 3 Com plete simple instructions and directions, descriptions, rhymes, notices, stories w ith the missing word(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 w riting by reading 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 compound sentences w ith guidance and independently.

4.5.1

Level 1 For m simple sentences by arranging w ords.

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

Level 2 Construct simple and compound sentences using a substitution table. Level 3 4.5.3 Construct simple and compound sentences independently by looking at a picture. 4.5.2

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.

Curriculum Specifications for English Year 3 SJK

LEARNING OUTCOM ES 4.6 Spell correctly and take dictation.

SPECIFICATIONS Level 1 4.6.1 Spell seen words correctly. Levels 2 & 3 4.6.2 Spell seen phrases correctly. All levels

EXAMPLES/ACTIVITIES/NOT ES e.g. Give 5 w ords to pupils to memorise at a time. e.g. tall boy, tall girl, big cat, small cat .

4.7

Punctuate meaningfully. 4.7.1 Use comm as in a list. e.g. Mother bought biscuits, milk, flour, and eggs.

4.8

Give accurate information w hen writing messages, instructions, simple reports, and w hen filling out forms.

Level 1 4.8.1 Write lists.

e.g. Writing a list of friends to invite for a birthday party. Mina John Karen e.g. Hi Maniam, I like your new pencil box. Angela

4.8.2 Write simple messages to friends and relatives.

Lev el 2

4.8.3 4.8.4

Write simple instructions with guidance. Write simple descriptions with guidance. e.g. Give pictures and w ords to guide pupils.

Curriculum Specifications for English Year 3 SJK

LEARNING OUTCOM ES

SPECIFICATIONS Level 3 Write simple stories w ith little or no guidance.

EXAMOLES/ACTIVITIES/NOT ES

4.8.5

This w ill encourage pupils to be more imaginative and creative.

Curriculum Specifications for English Year 3 SJK

SOUND SYST EM The sound system forms part of the language contents in the Curriculum Specifications. The vow els and the consonants to be taught are presented in orthographic form and in phonetics. The phonetic symbols are enclosed in phonemic notation (/ /). These phonetic symbols are only for teachers reference and not to be taught to pupils. How ever, the sounds that are represented by the symbols 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, only one sound for each vowel has been selected to be taught. How ever, teachers can teach the other sounds if their pupils are able to handle them. Examples of the sound to be taught are given. Teachers are encouraged to give more examples for pupils to practise the various sounds. 5.1 Vowels initial position a /a: / - ar m, alar m , 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/ cr /cr/ clip, clock, clang. crab, cry, crop. 5.4 Initial digraphs sh / ch / / / shy, short, shirt. chair, chain, change.

Curriculum Specifications for English 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 to assist teachers. In section 5 (a), grammar items to be taught have been specified under the different grammar categories. To illustrate what is meant by each category and at the same time to specify the scope and depth of the items to be taught examples are given. In section 5(b), suggested sentence patterns for teaching are given. These sentence patterns are set out under functions. In teaching these patterns, it is important that teachers teach them in context and in a meaningful w ay. 6.1 Nouns 6.1.1 Proper Nouns (names of people/places) e.g. Ali, Siva, Cheng, Ipoh, Sabah 6.3.3 6.1.2 Gender ( masculine, feminine) masculine - boy (he) feminine - girl (she) 6.1.3 6.2 Countable Nouns e.g. one chair, two chairs 6.3 6.2.2 an is used before vowels e.g. an apple, an egg the is used to refer to nouns mentioned earlier e.g. the sun, the car, the moon

6.2.3

Pronouns 6.3.1 6.3.2 Personal pronouns e.g. I, you, he, she, they, we* Demonstrative pronouns e.g. this house, that car, these pencils, those erasers Interrogative pronouns (Wh question w ords) i. ii. iii. iv. What e.g. What is this? What is that? Who e.g. Who is he? Who is she? * Where e.g. Where are you going? *When e.g. When is Chinese New Year?

Articles (w ith singular nouns) 6.2.1 a is used before consonants. e.g. a book, a pencil

Curriculum Specifications for English Year 3 SJK

6.3.4 Possessive pronouns my*, his*, her* e.g. my bag, his book, her shoes 6.4 6.5 Prepositions (of location) e.g. in, on, under, near, *at, *to Sim ple Present Tense i. For habitual actions e.g. We brush our teeth every day. ii. For imperatives e.g. Come here. Sit down. iii. Subject-Verb Agreement e.g. This is my pet dog. These are her puppies. 6.6 Sim ple Past Tense (subject verb agreement) e.g. He was late yesterday. They were late yesterday. Sentence Types simple sentence e.g. I have a dog. Its name is Max. *Conjunctions - and, or, *but e.g. The teacher was strict but fair.

6.9

Questions and responses e.g. Is it a dog? Yes, it 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 sat come came

6.7

6.8

Curriculum Specifications for English Year 3 SJK

6 (b)

SUGGEST ED SENT ENCE PATT ERNS

These patterns are set out under particular functions. The w ords underlined may be substituted for other w ords. The sentence patterns that are asterisked are the new items for the year. 1. To exchange greetings A: 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. To identify members of ones family i. This is my father. ii. This is my mother. *8. *6. To talk about ones family. i. This is my father. ii. His hobbies are reading and fishing. To ask and answ er simple questions i. A: Do you like this story? B: Yes, I do.. ii. iii. A: What are these/those? B: These are slippers./ Those are pencils. A: Who is she? B: She is my mother.

7.

To request for things. i. Please give me the ruler. ii. The ruler, please.

5.

Curriculum Specifications for English 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 need even w hen reading simple texts. Teachers should teach pupils to recognize these w ords in context when reading and also understand them in the context of what they read. a about afternoon am an and album* all are at aw ay back bag ball banana* bed belt big blue book boy branch* brother by cactus* came can cat chair coconut* collecting stamps* come day desk door dog dow n did father flow ers* for fruits* girl get good go going green has have he help These are also the w ords that pupils w ill use w hen going about their writing task. Teachers are encouraged to add to this list according to the maturity level and ability of their pupils as w ell as the topic being taught. her hibiscus* him his house how in is it jump left like live leaf* look keeping pets* market* man morning mother me my name night no not now of old on one orchid* our out up pen pencil play put red right roots* rose* ruler said see seed* she shoe shops* sister stem*

Curriculum Specifications for English Year 3 SJK

table the they their this thorns* tree trunk* to up us want was

we went * what when where who woman * years * yellow yes you your

Plus: numbers one to tw enty numbers tw enty-one to tw enty-fiv e* pupils name and address name of school social expressions and greetings