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HSP ENGLISH YEAR 3

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  • 1. Curriculum Specifications for English Year 3 SK KEMENTERIAN PENDIDIKAN MALAYSIA MINISTRY OF EDUCATION OF MALAYSIAHURAIAN SUKATAN PELAJARANKURIKULUM BERSEPADU SEKOLAH RENDAH CURRICULUM SPECIFICATIONS BAHASA INGGERIS ENGLISH LANGUAGE SEKOLAH KEBANGSAAN TAHUN 3 YEAR 3 2003
  • 2. Curriculum Specifications for English Year 3 SK CONT ENT S PAGE1. RUKUN NEGARA v.2. FALSAFAH PENDIDIKAN NEGARA vii.3. KATA PENGANTAR ix.4. INTRODUCTION 15. TEACHING CONTEXTS 76. OBJECTIV ES 87. LEA RNING OUTCOMES AND SPECIFICATIONS 1.0 Skill of Listening 9 2.0 Skill of Speaking 14 3.0 Skill of Reading 19 4.0 Skill of Writing 256. (a) GRA MMAR 29 (b) Sentence patterns 339. SOUND SYSTEM 3410. WORD LIST 36
  • 3. Curriculum Specifications for English Year 3 SK RUKUN NEGARABAHAWASANYA negara kita Malaysia mendukung cita-cita hendak mencapaiperpaduan 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 TUHANKESETIAAN KEPA DA RAJA DAN NEGARAKELUHURAN PERLEMBAGAANKEDAULATAN UNDA NG- UNDANGKESOPANAN DA N KESUSILAAN v
  • 4. Curriculum Specifications for English Year 3 SK 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.vii
  • 5. Curriculum Specifications for English Year 3 SKKata PengantarHuraian Sukatan Pelajaran ialah dokumen yang memperincikan Kandungan Huraian Sukatan Pelajaran Tahun Tiga menggariskanSukatan Pelajaran yang bertujuan untuk memenuhi cita-cita murni hasil pembelajaran yang perlu dikuasai oleh murid. Pernyataandan semangat Falsafah Pendidikan Kebangsaan, dan menyediakan dalam Huraian Hasil Pembelajaran memberikan cabaran yangmurid menghadapi arus globalisasi serta ekonomi berasaskan sesuai dengan murid pada tahap tertinggi dalam pendidikanpengetahuan pada abad ke-21. sekolah rendah. Huraian ini seharusnya dapat membantu guru merancang dan melaksanakan pengajaran dan pembelajaran yangDokumen ini menyarankan strategi pengajaran dan pembelajaran berkesan.yang merangkumi pelbagai aktiviti dan penggunaan sumber. Gurudigalakkan menggunakan kreativiti untuk memilih, menyusun dan Dalam menyediakan Huraian Sukatan Pelajaran yang disemakmengolah aktiviti mengikut kesesuaian murid. Huraian ini semula ini banyak pihak yang terlibat terutama guru, pensyarahdiharapkan dapat membantu guru merancang dan melaksanakan maktab dan universiti, pegaw ai Kementerian Pendidikan, danpengajaran dan pembelajaran secara berkesan. individu yang mew akili badan-badan tertentu.Dalam melakukan aktiviti pengajaran dan pembelajaran, guru Kepada semua pihak yang telah memberikan sumbangandiharapkan dapat memberikan penekanan pada unsur bernilai kepakaran, masa, dan tenaga sehingga terhasilnya Huraiantambah, iaitu kemahiran berfikir, kemahiran teknologi maklumat dan Sukatan Pelajaran ini, Kementerian Pendidikan merakamkankomunikasi, kemahiran belajar cara belajar, kajian masa depan, setinggi-tinggi penghargaan dan ucapan terima kasih.kecerdasan pelbagai, pembelajaran kontekstual, dan pembelajarankonstruktivis me. Di samping itu, nilai murni dan semangat patriotikdan kew arganegaraan tetap diutamakan. Semua elemen inidiharapkan dapat memberikan keyakinan kepada murid dan bolehdiaplikasikan dalam kehidupan harian dan dunia pekerjaan.Huraian Sukatan Pelajaran ini menjelaskan hasil pembelajaranyang perlu dikuasai oleh murid berasaskan pendekatan masteri.Hasil pembelajaran tersebut dinyatakan secara eksplisit mengikuttahap kesukaran isi kandungan dan tahap keupayaan murid. Hasil (Dr. SHARIFAH MAIMUNAH BT. SYED ZIN)pembelajaran diperingkatkan kepada tiga aras, iaitu Aras 1 (aras Pengarahasas), Aras 2 (aras sederhana), dan Aras 3 (aras cemerlang). Pusat Perkembangan Kurikulum Kementerian Pendidikan Malaysia. ix
  • 6. Curriculum Specifications for English Year 3 SK iii) to read and understand different kinds of texts (from print and INTRODUCTION electronic sources) for enjoyment and information; iv) write (including e- mail) for different purposes using simple English is taught as a second language in all Malaysian primary and language; and secondary schools in the country. v) show an awareness and appreciation of moral values and love tow ards the nation. The ter minal goal of the English language curriculum for schools is 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. THE SYLLABUS English is important, as w ith globalization, Malaysians w ill need to be proficient in the language and to communicate w ith people in The English language syllabus at the primary school level specifies other countries. The use of English in Information and what is to be taught from Year 1 SK through to Year 6 SK. It Communications Technology (ICT) has also been incorporated into comprises the four language skills of listening, speaking, reading, the curriculum to enable learners to access know ledge on the and w riting as well as the language contents. The language Internet and to netw ork w ith people both locally and overseas. contents are the sound system, grammar and vocabulary. Several teaching contexts have been suggested through w hich the AIMS AND OBJECTIV ES OF THE ENGLISH LANGUAGE language skills and language content are to be taught. SYLLABUS IN PRIMARY SCHOOL The English language syllabus for primary school aims to equip pupils w ith skills and provide a basic understanding of the English CURRICULUM SPECIFICATIONS language so that they are able to communicate, both orally and in writing, in and out of school.1 Curriculum specifications for the English language syllabus have been prepared as separate documents for each year of the primary school and these are know n as ‘Huraian Sukatan Pelajaran’. Each By the end of primary school, learners should be able to: document serves as a guide to teachers w ith regard to the skills to be acquired by learners, the content or topic that is to be dealt w ith, i) listen to and understand simple spoken English to be able to and the vocabulary and grammar items that pupils must know in function in common everyday situations; order for them to use the language. ii) speak and respond clearly and appropriately in common everyday situations using simple language; 1 Please note that the introductory part of this Curriculum Specifications dicocument for Year 3 SK describes the English language programme from Year 1 SK to Year 6 SK as a whole.1
  • 7. Curriculum Specifications for English Year 3 SKThis document is the Curriculum Specifications for Year 3 SK. It Language Skillscovers language skills, the sound system, grammar and w ord list.The contents of the Curriculum Specifications are set out in three A close link w ith the skills of listening, speaking, reading and w ritingcolumns. is maintained. Vocabulary and sentence patterns introduced in the oral component also need to be taught and used by pupils in The first column is the LEA RNING OUTCOMES column. reading and w riting. Grammar items taught and learnt must be These are skills and attitudes to be acquired by pupils and applied both to oral w ork and w riting exercises. are draw n from the syllabus. Learning Content The second column is the SPECIFICA TIONS column. Here, the larger Learning Outcomes are broken dow n into In teaching English to pupils, specified contexts are used to make manageable skills and sub-skills for teaching and learning. lessons meaningful. Some themes have been identified to help These specifications represent important aspects of the teachers decide upon their ow n topics that are suitable for their learning outcomes to be acquired in Year 3 SK. class. To help teachers further, these specifications When planning lessons, topics for teaching are initially based on the have been categorized into 3 levels ranging immediate learning environment of the child. Later on, these are expanded to tow n, country and more distant foreign locations. from the more basic to the more advanced. Level 1 outlines the basic skills to be achieved by all learners. On completing their tasks The Spoken Language successfully, learners then progress to Level 2, In teaching children the sounds of English, the aim is for them and then to Level 3. to be understood by others. As such, teachers should ensure that learners produce the sounds of English well and The third column is entitled EXA MPLES / ACTIVITIES / pronounce words clearly with the correct stress and intonation NOTES. These notes are directed at teachers and they so as to enable the listener to understand what is being said. include explanations, teaching points and examples of activities to help pupils achieve the skill specifications. To this end, specific sounds such as blends and diphthongs have been identified for teaching. These sounds can be found in the section entitled Sound System. The objective of this exercise is to aim for clear speech and intelligibility. 2
  • 8. Curriculum Specifications for English Year 3 SKGrammar Learner-CentrednessGrammar items and sentence patterns have been selected from the The learner is at the centre of the learning process. Teachinglist provided in the English Language syllabus to help pupils master approaches, lessons and curriculum materials for learning must bethe structures of English. Teachers are advised to limit the number adjusted to suit the differing needs and abilities of pupils. It isof structures used in any one lesson to ensure that learners master important that appropriate activities and materials are used w iththe structures well. Teaching too many structures may not be pupils of different learning profiles so that their full potential can beadvisable for w eak learners as these may only serve to confuse realized.them. IntegrationWord List The curriculum adopts an integrated approach. For example, aThe list of words selected for teaching is based on a sample of the particular lesson may begin w ith a story about the daily happeningsmore common w ords and high frequency words and can be used around a family. The teacher can take off from the reading to teachand recycled in different contexts and topics. The suggested w ord social expressions as found in these stories. Teachers can also uselist can be w idened if pupils demonstrate that they are capable of everyday situations to teach expressions such as “It’s so hot inreceiving more. here. Can you please sw itch on the fan.” These statements and questions can be used later in writing or speaking exercises w hen the teacher gets pupils to speak or w rite about life at home or aboutIMPORTANT CONSIDERATIONS FOR TEACHING their friends.The follow ing considerations should be taken into account in In addition, moral values should also be infused in lessons throughteaching the curriculum specifications. the selection of appropriate materials and activities. Elements of patriotis m, environmental education, study of the local environmentPlanning and Organisation of Lessons and health education should also be integrated in lessons.Keeping in mind the time allocated for teaching the English Repetition, Reinforcement and Consolidationlanguage in SK schools, these specifications must be reorganisedin a manageable form for teaching. Whatever context is used, the Language skills, vocabulary, grammar items and the sound systemskills of listening, speaking, reading and writing have to be must be repeated often and used constantly to maximise learning.integrated in a natural manner. 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.3
  • 9. Curriculum Specifications for English Year 3 SKTeaching-Learning Activities EDUCATION AL EMPHASESIn order to help pupils learn the language, pupils must be Educational emphases given below outline current developments ingiven every opportunity to take part in activities that require education that w ill help learners prepare for the w orld of w orkthem to use the language taught. Some activities have been eventually as w ell as social life. In this respect, the incorporation ofsuggested in this document. However, teachers are moral education, citizenship education, patriotis m and thinking skills in the specifications w ill contribute tow ards the building of a modernencouraged to set more creative and challenging tasks and and progressive Malaysian society.activities based on the needs and interests of their pupils. Thinking SkillsEvaluation Critical and creative thinking skills are incorporated in the learningEvaluation is part and parcel of the teaching-learning process.Continuous formative evaluation provides important feedback of outcomes to enable learners to understand information, make decisions, solve problems, and express themselves accurately andlearners’ progress. This w ill enable teachers to plan activities for creatively in the target language.further development or remedial w ork. Learning How to Learn SkillsOther considerations Learning How to Learn skills are also integrated w ith the learningAs far as possible, teachers should use the Malaysian setting outcomes and aim to enable learners to take responsibility for theirwhen planning lessons. Teachers should also use materials ow n learning. These skills incorporate information skills, librarythat emphasize the principles of good citizenship, moral skills and study skills to enable learners to access sources ofvalues, and the Malaysian way of life. information more efficiently and help them become independent life- long learners.The Curriculum Specifications makes only a few suggestionsas to the number of activities required for the attainment of Inform ation and Communications Technology (ICT) Skillslanguage skills. Teachers need to use their initiative,imagination and creativity to extend the experiences of their In line w ith globalization and the ICT Age, skills relating to ICT arepupils. 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 the use of multimedia resources such as TV documentar ies and Internet resources as well as the utilization of 4
  • 10. Curriculum Specifications for English Year 3 SKcomputer-related activities such as e- mail activities, netw orking and activities and project w ork. Whenever the opportunity presentsinteracting w ith electronic coursew are. itself, learners are encouraged to meet w ith people outside of the classroom so that they learn to operate in real-life situations.Values and Citizenship TEACHING-LEARNING STRATEGIES FOR 3 SKThe values contained in the secondary Moral Education syllabushave been incorporated in the learning outcomes and include The English Language programme for Year 3 SK focuses onpatriotis m and good citizenship. the four skills, namely Listening, Speaking, Reading and Writing. The Year 3 SK programme focuses on improving literacy in the English language. Also important is vocabularyMultiple Intelligences control and simple functional uses of language in everyday life.The learning outcomes also reflect the incorporation of the theory ofMultiple Intelligences. This is illustrated, for example, in the use of Listeninginterpersonal skills in social interaction, the application ofkinaesthetic intelligence in the dramatisation of texts, and spatial Listening is an important skill as what learners hear oftenintelligence in the interpretation of maps. becomes one of the main sources of the target language to be learnt.Know ledge Acquisition In order to develop pupils’ listening skill, teachers should make pupils listen to songs, rhymes, and stories. To showLearni ng outc omes utilise subject matter disciplines such as sci ence and geography, andincorporate educational emphases such as environmental studies and consumerism to their understanding of what they have heard, pupils can beprovide c ontexts for language use. asked to answer questions that require them to recall ideas, give details and even talk about the ideas heard.Preparation for the Real World Oral WorkThe learning outcomes prepare learners to meet the challenges of Pupils should be given lots of opportunities to talk in class sothe real w orld by focusing on language use in society. To some that they gain confidence to speak in the language.extent this is achieved through structuring the curriculum in ter ms of Opportunities should be given to pupils to role-play,the Interpersonal, Informational and Aesthetic uses of language. It participate in drama activities that make them use theis also achieved by making use of real-life issues for classroom 5
  • 11. Curriculum Specifications for English Year 3 SKlanguage suitable for the role or situation. In this respect, pair This document only lists a number of essential activities forand group work activities allow for all pupils to engage in the attainment of the English language. Teachers need to usespeaking activities at the same time. Pupils should also be their initiative, imagination and creativity to extend theirencouraged to talk in English to other pupils and teachers in experiences of the learners, to reinforce what has been learntthe school. to create challenging language tasks for their learners.ReadingSchools are encouraged to stock a range of reading materialsuitable for all levels of learners. At this stage, pupils shouldbe reading fiction as well as non-fiction written for children.Pupils should be taught to read with understanding andenjoyment, building on what they already know. They shouldalso be taught to get the meaning of the whole text as well aslearn to use various clues, including an understanding ofgrammatical structure, to get the meaning of words andphrases.WritingAt this stage, pupils should be writing simple paragraphs of severalsentences each. To make w riting enjoyable, pupils should be givenopportunities to w rite in response to a variety of stimuli includingstories, classroom activities and personal experiences. At thisstage, pupils should be encouraged to write independently butwhen this is not possible, teachers need to set guided w ritingexercises relaxing the amount of control gradually as pupils showgreater confidence. 6
  • 12. Curriculum Specifications for English Year 3 SK 2. TEACHING CONT EXTSThe suggested contexts for teaching in Year 3 are listed below . A word list of the more common w ords in the English language hasThese are broad areas from w hich topics can be drawn for activities been provided and teachers are to use the words from this list toand comprehension texts so that learners can read, write and talk. teach the topics. These w ords can be recycled and used in differentWhen explaining these contexts in greater detail, teachers should contexts and topics. Where necessary, a limited number of w ordshave in mind the language level and ability of their learners. In can be added in order to deal w ith the context or topic meaningfully.addition, moral values and socio-cultural rules also form animportant part of the content for classroom activities. 1. World of Self, Fam ily and Friends : Information about one’s hobbies e.g. collecting stamps, keeping pets 2. World of Stories : Stories of people Pastimes and simple adventures Fables 3. World of Know ledge : Nature (e.g. plants, trees) Places in the home (e.g. kitchen, bedroom) Places outside the home (e.g. market, field)7
  • 13. Curriculum Specifications for English Year 3 SK3. OBJECTIV ES FOR YEAR 3 By the end of Year 3, learners should be able to: Talk about their hobbies; Sing songs, recite poems and rhymes; Follow simple instructions and directions; Ask and answ er simple questions; Read and understand simple information on plants, trees and buildings around the home. Read and understand simple stories and talk about the people and animals in these stories; Write simple sentences; and Show an awareness of moral values and love tow ards the nation. 8
  • 14. Curriculum Specifications for English Year 3 SK4. LEARNING OUTCOMES A ND SPECIFICATIONSThe Learning Outcomes have been taken from the syllabus in its column (called Specifications) when planning lessons for the year.original form. They are the skills to be achieved by the end of Year In this column, the learning outcomes are broken dow n into smaller6. Teachers, how ever, should be guided by the second skills to be achieved by pupils in Year 3 SK. LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES 1.0 LISTENING SKILL Level 1 Activities include: 1.1.1 Listen to and repeat: - listening and imitating sounds heard By the end of their primary schooling, a) short and long vowels e.g. initial blend ‘tr’ – as in train, tree. pupils should be able to: b) diphthongs c) initial blends - listening to w ords that end w ith the same 1.1 Listen to and discriminate similar d) final blends sound as the earlier w ord and putting up and different sounds of the English one’s hand if the sound is the same. e) initial digraphs language. e.g. final blends ‘st’ and ‘sk’ as in nest and f) final digraphs g) silent letters desk . - supplying missing w ords in rhymes and (See Sound System at the back of the stories. document). Level 2 - underlining the ending sound heard 1.1.2 Listen to and identify different types of e.g. fish, dish; ditch, church letter sounds. Level 3 - grouping w ords that begin w ith the silent letter 1.1.3 Listen to and group words according to ‘k’. the same sounds. e.g. knee, kitten, knit.9
  • 15. Curriculum Specifications for English Year 3 SK LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES1.2 Listen to and repeat accurately the Level 1 correct pronunciation of w ords, and 1.2.1 Listen to and repeat the pronunciation Examples of 2-syllable w ords are: the correct intonation and w ord of 2-syllable w ords. plas/tic, pa/per, sto/ry. stress of phrases, expressions, and sentences. Level 2 Activities include: 1.2.2 Listen to and repeat correctly phrases - repeating phrases and expressions spoken and expressions. aloud by the teacher. (e.g. Thank you …. You’re welcome). Level 3 1.2.3 Listen to and repeat simple rhymes, - repeating formulaic expressions heard in songs and tongue-twisters paying stories such as “Who’s at the door?” attention to pronunciation, stress and intonation correctly. - repeating rhymes and singing songs. - saying tongue tw isters and nonsense rhymes such as “ Neat nest, neat nest, Neat little bird’s nest.” Level 11.3 Acquire vocabulary and 1.3.1 Listen to and understand key w ords in Example of key w ords include nouns, understand the meaning of w ords stories heard. adjectives and compar isons such as bigger and phrases in context. house, taller girl, tallest man. 1.3.2 Listen to and understand cardinal Get pupils to demonstrate understanding of numbers. Scope: 21 - 25 words by pointing to pictures or pointing the numeral to the w ritten form: 20 21 31 Twenty one 10
  • 16. Curriculum Specifications for English Year 3 SK LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES Get pupils to memorise w ords and their Level 2 meaning. Give them spelling tests as w ell as 1.3.3 Listen and match the meaning of w ords spelling bee exercises. to pictures and the spoken w ord. Children learn better if w ords are taught in context under the various topics and w ith accompanying pictures and actions. Get pupils to point to numbers the teacher 1.3.4 Listen to and understand cardinal calls out. numbers: Scope: 26-30 - numbers in tens up to 40. - w hen the numbers are added, subtracted and refuted. To teach ordinals 4th to 10th, use dates, position in a race, etc. e.g. “Children, who Level 3 came out 4th in the relay?” 1.3.5 Listen to and understand ordinal numbers: Get pupils to memorise that these numbers Scope: fourth to tenth (4th – 10th). alw ays end in the th, as opposed to first (1st), second (2nd), and third (3rd). 1.4 Listen to and follow simple Level 1 Example of instructions: gum… .paper…. instructions and directions 1.4.1 Listen to and learn the vocabulary of fold…..tie. ( Ensure that there are pictures accurately. instructions to do or make something accompanying the and directions. instructions.) Example of directions: straight, right, left, turn, round and round w e go.11
  • 17. Curriculum Specifications for English Year 3 SK LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES e.g. to make bookmarks, Level 2 greeting cards. 1.4.2 Listen to and follow simple instructions to do something or make something. Activities for follow ing instructions also include: - playing games such as: Simon Says, Telephone Game - doing things such as colouring, sequencing, matching, making things. e.g. Tracing on a map the route home Level 3 from school. 1.4.3 Listen to and follow simple directions.1.5 Obtain information from texts Level 1 listened to in relation to main ideas, 1.5.1 Listen to and understand simple e.g. “Class, line up outside the class.” specific details, and sequence. announcements. Level 2 1.5.2 Listen to and understand simple e.g. “ Please tell En. Johan to come to the m essages. staff room now .” Level 3 Examples of factual texts are simple 1.5.3 Listen to and understand simple descriptions of plants and trees, and their factual texts. parts. For the above activities, understanding can be gauged by getting pupils to answ er simple ‘Wh’ questions: Who What, When, Where. 12
  • 18. Curriculum Specifications for English Year 3 SK LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES 1.6 Listen to and enjoy the rhyme, All levels rhythm, and sounds of poetry, jazz 1.6.1 Listen to and enjoy children’s songs, Get children to: chants and songs. and rhymes. - clap their hands - move to the rhythm of the song - sing / chant along. 1.7 Listen to and enjoy stories, fables Level 1 and other tales of imagination and 1.7.1 Listen to simple stories and fables and Examples of non-verbal response include: fantasy and predict outcomes, and respond non-verbally and verbally. - smiling, laughing, clapping hands draw conclusions at a level suited to - body movements (e.g. sw aying like trees) the pupil’s ability. Example of verbal response include saying w hy one likes or dislikes the story. Tell stories using pictures as this w ill enable pupils to understand the story better. Level 2 1.7.2 Listen to simple stories and fables and recall the names of people and animals in the story. Ask simple ‘Wh’ questions to get pupils to state w hat the characters did in the story. Level 3 1.7.3 Listen to simple stories and fables and Get pupils to retell the story in their ow n tell what the people and anim als did words. in the story. 1.7.4 Listen to simple stories and fables and retell the story.13
  • 19. Curriculum Specifications for English Year 3 SK 2.0 SPEAKING SKILL LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ESBy the end of their primary schooling,pupils should be able to: Level 12.1 Speak clear ly by pronouncing w ords accurately. 2.1.1 Pronounce w ords w ith the Get learners to repeat after the teacher the w ay follow ing sounds: words are pronounced. a) short and long vowels b) diphthongs c) initial blends d) final blends e) initial digraphs f) final digraphs g) silent letters e.g. pla/stic, pa/per, sto/ry 2.1.2 Pronounce 2-syllable words correctly. Level 2 These are best demonstrated in the context of a 2.1.3 Repeat exclam ations w ith the story. correct intonation and stress. Ensure that questions are asked w ith a rising 2.1.4 Ask questions w ith the correct intonation at the end. intonation. Level 3 e.g. Where are you going? 2.1.5 Chant rhymes and sing songs pronouncing w ords clearly. 14
  • 20. Curriculum Specifications for English Year 3 SK LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES 2.2 Ask questions politely to obtain All levels information and clarification. 2.2.1 Ask simple ‘Wh’ questions. e.g. Show the cover of a book before reading out aloud the story and get pupils to ask ‘Wh’ questions such as Who? What? Where? When? Where? Level 2 e.g. Playing the game 20 Questions. 2.2.2 Ask questions pertaining to The teacher tells the class that she keeps a pet at num bers. home. Pupils are encouraged to ask questions about the pet: what is the pet, what is its name, what it eats, how many times a day it is fed, how old it is, etc. 2.3 Give relevant information politely in All levels response to enquiries made. 2.3.1 Responding to ‘Wh’ questions. Example: What? Who? Where? When? 2.3.2 Give replies pertaining to numbers Example: “Is this house number 25?” 21 – 25. “No, it is not. It is number 24.” Level 2 2.3.3 Give replies pertaining to numbers Example: “Can you lend me 40 sen?” 26-30 “ Sure.” - numbers in tens up to forty. - adding, subtracting and refuting the numbers. Level 3 2.3.4 Give replies pertaining to numbers: These ordinal numbers are best taught in context Scope: fourth to tenth (4th – 10th) – e.g. when teaching dates, position / location.15
  • 21. Curriculum Specifications for English Year 3 SK LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES Level 12.4 Tell stories based on pictures 2.4.1 Recite simple poems and sing e.g. Jack be nimble and other stim uli, and recite songs by joining in w ith w ords and Jack be quick poems. phrases. Jack jumped over The candlestick! Level 2 2.4.2 Com plete parts of a story heard or e.g. Then the boys ran …… read before. Level 3 2.4.3 Recite simple poems and sing Demonstrate to pupils how this can be songs w ith expression and done. appropriate gestures. 2.4.4 Retell stories read before. Ensure children have read these stories before making them retell the stories.2.5. Talk about the people, places and Level 1 moral values of the stories heard, 2.5.1 Give details about the people and Examples of details include names, number, read and view ed in simple animals of a story heard or read. colour, shape, and size. language. e.g. How many stones did the crow put into the jug? Level 2 Get pupils to talk about w hat these characters 2.5.2 Talk about the actions of the did in the story. people and animals in a story heard or read. In these early stages, tell stories w here the characters are clearly good or bad. Pupils find it Level 3 easier to relate to such characters. 2.5.3 Nam e the good and bad characters and talk a little about them. 16
  • 22. Curriculum Specifications for English Year 3 SK LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES 2.6 Express thoughts and feelings Level 1 and give opinions on things read, 2.6.1 Give non-verbal response to the e.g. “Do you like the story? Colour the picture that seen, heard and viewed in sim ple story heard or read. shows how you feel?” language. Level 2 2.6.2 State whether one likes or does e.g. “I do not like the story.” not like the story heard or read. Level 3 2.6.3 Give reasons why one likes or e.g. I do not like the story because I does not like the story. don’t like naughty boys. Level 1 2.7 Perform a variety of functions in Get children to role-play various situations w here a social context such as 2.7.1 Thank people. they might use such language: e.g. after getting a exchanging greetings, m aking lift home, after receiving something from the introductions, inviting people, teacher. etc. e.g. Congratulating a friend for coming out first in the 100m relay. 2.7.2 Congratulate friends and “ Congratulations, Amir.” relatives. e.g. Excusing oneself from a group of friends. “I have to go now. Bye.” 2.7.3 Take leave.17
  • 23. Curriculum Specifications for English Year 3 SKLEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES Level 2 2.7.4 Express good wishes e.g. “Happy birthday, Dad.” “Happy Mother’s Day, Mum.” Level 3 2.7.5 Express an apology. e.g. “Sorry, Abbas. I did not know this was yours.” In many of the situations above, get pupils to role- pay the situation, for example as teacher and pupil in carrying out the language functions. 18
  • 24. Curriculum Specifications for English Year 3 SK 3.0 READING SKILL LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ESBy the end of their primary Level 1schooling, pupils should be ableto: 3.1.1 Look at letters and say aloud the See Sound System at the back of the document. follow ing sounds:3.1 Acquire w ord recognition and w ord a) short and long vow els attack skills to recognise w ords on b) diphthongs sight. c) initial blends d) final blends e) initial digraphs f) final digraphs g) silent letters Level 2 See the Sound System. 3.1.2 Read aloud w ords w ith the letters e.g. ‘ar’ as in barn; ‘ir’ as in bird; listed in 3.1.1 above. ‘o’ as in ‘go. 3.1.3 Read and group w ords according to Example word families: the ‘ch’ family, and The child The shy the ‘sh’ family. ‘ch’ chick ‘sh’ shut family check family shoe Level 3 3.1.4 Compare w ords for similar and Example: under lining w ords w ith the same different sounds. beginning sounds: check shell shall chill19
  • 25. Curriculum Specifications for English Year 3 SK LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES Level 13.2 Acquire key w ords at various 3.2.1 Recognise and read out w hole Various activities include stages of development. words. - reading out w ord cards held out by the teacher - selecting the correct w ord card from 2 or 3 word cards as the teacher calls out the w ords. - Playing w ord games such as Boggle. Get pupils to memorise these w ords. 3.2.2 Read and learn the meaning of key words for each topic taught. Get learners to match the number card and the word card. Use the context of marks to teach 3.2.3 Recognise and read aloud cardinal these numbers. numbers 21-25 in numeral and word forms. Level 2 3.2.4 Recognise and read aloud: Example of activities: - the numbers 26-30 spelling correctly, filling in blanks. - numbers in tens up to 40 in its numeral and w ord forms. Level 3 3.2.5 Use key w ords in sentences of To help w eaker pupils, give model sentences or their ow n to show meaning. provide picture cues. 3.2.6 Read and learn ordinal numbers: Ensure pupils know how to read aloud the number fourth to tenth (4th – 10th . if the number is given and vice versa: e.g. read aloud as ‘fourth’ for 4th; and write as 4th and not 4rd. 20
  • 26. Curriculum Specifications for English Year 3 SK LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES 3.3 Read and understand phrases, Level 1 sentences, paragraphs, and whole 3.3.1 Read and understand phrases. Activities include: texts. - matching sentences to pictures e.g. the big tree. Level 2 3.3.2 Read and understand simple Activities include: sentences. - identifying key ideas in simple and compound sentences. - rearranging w ords to form complete sentences and questions. Level 3 Activities include: 3.3.3 Read and understand simple - arranging sentences in sequence. paragraphs. - selecting sentences to fit the picture. 3.4 Read aloud expressively and Level 1 fluently pronouncing w ords 3.4.1 Read aloud w ords and Set pair w ork. One pupil w ill hold up a w ord card correctly and observing correct phrases pronouncing them correctly. and the other pupil w ill say out the w ord aloud. stress and intonation and sentence rhythm. Level 2 Get pupils to role-play situations w here they w ould 3.4.2 Read aloud correctly notices, have to read aloud to each other. This sets the announcements, messages, letters, activity in a realistic context. stories and fables. e.g. a child reading back the message he has taken down from a phone call. Teacher models good oral reading. Level 3 Have pupils read together. It builds confidence in 3.4.3 Read aloud poems, stories and weaker pupils. fables w ith expression.21
  • 27. Curriculum Specifications for English Year 3 SK LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES3.5 Read and understand the Levels 1, 2 & 3 Example: trunk (of a tree) meanings of w ords by guessing 3.5.1 Understand the m eaning of w ords branch their meaning through the use of by looking at picture cues. contextual clues.3.6 Acquire a wide range of Level 1 vocbulary. 3.6.1 Read and label parts. Example: labeling parts of a tree, parts of a plant. Level 2 3.6.2 Read and group w ords according to Example: things in the bathroom categories. and things in the living room. sink toilet sofa table Level 3 3.6.3 Recognise and m ake words from Example: Make tw o words from these w ords: other w ords. home – he, me keeping – keep, pin. 3.6.4 Pick out w ords that show comparison. e.g. big, bigger, bigger than. Level 1 Examples of factual texts include texts on plants3.7 Read and understand simple 3.7.1 Look at pictures and captions and trees. factual texts for main ideas, (labels) and talk about them. e.g. “The rambutan tree”. supporting details, sequence, and This is a rambutan tree. cause and effect Level 2 It is a big tree. It has a big trunk. 3.7.2 Read and understand sim ple It has many branches. factual texts by identifying details. There are many leaves and fruit. 22
  • 28. Curriculum Specifications for English Year 3 SK LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES Level 1 3.7.3 Read and understand simple factual Get pupils to answ er comprehension exercises. texts by identifying m ain ideas. Simple information transfer exercises also help pupils identify main ideas and supporting details.3.8 Use the dictionary. Level 1 3.8.1 Read and group w ords according Pupils must master alphabetical order if they are to alphabetical order. to use their picture dictionar ies effectively. Level 2 Pupils must be able to use the guide w ords at the 3.8.2 Locate the w ord in the dictionary. top of the page as found in certain dictionaries. a f oot = 12 inches e.g. FEET: Level 3 Meaning 1 - a unit of measurement 3.8.3 Choose the correct word according Meaning 2 - a part of our body. to meaning in context.3.9 Read and enjoy simple poems and Level 1 stories and respond to them by 3.9.1 Read and understand simple Get pupils to talk about the cover and pictures in talking about the people,and moral poems, stories and fables. the book or accompanying the poem. values in the story/poem; and relate it to one’s life. A simple poem may consist of just 4 lines.23
  • 29. Curriculum Specifications for English Year 3 SK LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES Level 2 3.9.2 Read and give details about the Examples of details include number, size, and people and animals in the story. other features. Set comprehension questions. Level 3 3.9.3 Read and talk about the actions Get pupils to pick out a character they do not like of people and animals in a story and ask them w hy they do not like the character heard or read. 3.9.4 Tell w hy a person or animal in a story is good or bad. All levels3.10 Read w idely and independently. 3.10 Read according to one’s interest. Allow pupils to select books of their ow n interest. If there is a structured reading scheme, get pupils to progress level by level. 24
  • 30. Curriculum Specifications for English Year 3 SK 4.0 WRITING SKILL LEA RNING OUTCOMES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ESBy the end of their prim ary schooling, All Levelspupils should be able to: Check pupils’ handw riting for the follow ing: 4.1.1 Write words, phrases and - good formation of letters sentences in clear, legible pr int:4.1 Write at w ord, phrase, sentence and - slant of letters - small letters paragraph level in clear, legible pr int - spacing betw een letters and w ords - capital letters and cursive writing - combination of small and capital letters. Ensure pupils learn to spell fourth, fifth, etc. 4.1.2 Write clearly and legibly cardinal correctly as well as w riting them in number forms: num bers (21-30) and ordinal 4th, 5th, 6th, etc. numbers (4th – 10th) in both number and w ord forms.4.2 Match w ords to linear and non-linear Level 1 representations: 4.2.1 Match phrases to pictures. e.g. the taller tree i. w ord to word; ii. w ord to phrase; iii. w ord to picture, symbol. Level 2 4.2.2 Label parts. e.g. Labelling parts of a plant – e.g. roots, stem, leaves, flowers. Level 3 4.2.3 Give one w ord for many w ords. e.g. rose, daisy, orchid …..flowers.25
  • 31. Curriculum Specifications for English Year 3 SK LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES Level 14.3 Complete texts w ith the missing 4.3.1 Complete m issing letters in Set task for pairs. The first pair to complete word, phrase or sentence. w ords. all the words is the winner. e.g. flo_ers; tr_ _ s; pl_ _ ts. Level 2 4.3.2 Complete m issing w ords in simple e.g. Once upon a time, there was a ……… texts such as instructions, . directions, descriptions, rhymes stories, and other texts (w ith guidance in the form of w ords and pictures). Level 3 4.3.3 Complete m issing words in e.g. At times, the teacher may have to use a simple texts such as instructions, composite picture to help pupils write on directions, descriptions, rhymes, their own. stories and other texts (w ith little or no guidance) Level 14.4 Construct simple and compound 4.4.1 Form simple sentences and e. g. tree has trunk This a small sentences w ith guidance and questions by arranging words. independently. Level 2 e.g. This is a many thorns. 4.4.2 Form simple sentences by It also has eight flowers & leaves. m atching sentence parts. It has rose plant. Level 3 A good stimulus w ould be to get pupils to w rite an 4.4.3 Construct simple sentences essay based on a composite picture. independently. 26
  • 32. Curriculum Specifications for English Year 3 SK LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES 4.5 Spell correctly and take dictation. Level 1 4.5.1 Spell seen w ords. e.g. Give 2-syllable words to be memorized Levels 2 & 3 4.5.2 Take dictation of seen sentences. e.g. Give pupils sentences to memorise. All levels 4.6 Punctuate meaningfully. 4.6.1 Use capital letters for e.g. This tree is taller than that tree. - the first word in a sentence Jack took the rabbit to the king. - the pronoun ‘I’ - the names of people, days of the w eek, months of the year. 4.6.2 Use full stop at the end of a e.g. The plants need sunlight and water. sentence. e.g. Do you keep a pet? 4.6.3 Use question m ark. e.g. There were many animals at the pet shop. 4.6.4 Use comm a for lists. There were birds, rabbits, mice and fish. e.g. Hi there! 4.6.5 Use exclam ation m arks. Level 1 4.7 Give accurate information w hen 4.7.1 Write simple short messages, e.g. Hi Susan, writing messages, instructions, instructions, directions w ith My house is number 26. simple reports, and w hen filling out guidance. See you at 4 o’clock. Marina forms.27
  • 33. Curriculum Specifications for English Year 3 SKLEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES Level 2 Guide students w ith various guided w riting 4.7.2 Write simple descriptions w ith exercises. guidance. Level 3 4.7.3 Write short messages, Use pictures as stimulus. instructions, directions and descriptions w ith little or no guidance. 28
  • 34. Curriculum Specifications for English Year 3 SK 5. GRAMMAR 1.5 Gender (masculine, feminine) masculine – boy, man Grammar forms part of the language contents in the Curriculum feminine - girl, w oman Specifications for Year 3 SK. 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 2. ARTICL ES (w ith singular nouns) 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. ‘a’ is used before consonants. Words underlined highlight significant points of grammar. e.g. a book, a pencil. In section 5 (b), suggested sentence patterns for teaching are ‘an’ is used before vowels. given. These sentence patterns are set out under some functions e.g. an egg, an umbrella. and / or areas of interest. In teaching these patterns, it is important that teachers teach them in context and in a meaningful w ay. ‘the’ is used when we are clear about the person or thing that we are talking about. 5 (a) Gramm ar items and exam ples e.g. Give me the brown book. 1. NOUNS 3. PRONOUNS 1.1 Countable Nouns (things that can be counted). 3.1 Personal pronouns e.g. one table, two chairs e.g. I, you, he, she, we, they 1.2 Num ber (singular and plural forms) 3.2 Dem onstrative pronouns Regular plurals (-s, -es) (these refer to a noun) e.g. cars, tables; classes, dresses. this, that e.g. this house, that car. 1.3 Comm on Nouns e.g. boy, girl, man, woman. these, those (plural) e.g. these cows, those boys 1.4 Proper Nouns (names of persons,places) e.g. Lisa, Ranjan, Cinderella, Ipoh, Subang Jaya, Sabah29
  • 35. Curriculum Specifications for English Year 3 SK3.3 Possessive pronouns 4. CONJUNCTIONS (and, or, *but) e.g. John’s bag, Maria’s car e.g. He bought two pencils and an eraser. Would you like an apple or an orange?3.4 Possessive adjectives * He wants to go out but it is raining. e.g. my book, his shoes 5. PREPOSITIONS (of location and direction)3.5 Interrogative pronouns e.g. in, out, on, at, to, up, under, down. (‘Wh’ questions) i. What 6. VERBS e.g. ( for singular forms) *Regular verbs: ending w ith -d, -ed. What is this? What is that? e.g. hope – hoped; walk – walked. e.g. *What are these? *What are those? *Irregular Verbs: change of one vow el (for plural forms) e.g. sit- sat; run- ran. ii. Who 7. ADJECTIV ES of colour, shape and size e.g. Who is he? (singular) e.g. a blue sky, a round table, a big boy Who are they? (plural) *a taller boy; *taller than iii. Where 8. SUBJECT-VERB AGREEM ENT e.g. Where is the boy? e.g. This is my pet rabbit. Where are the boys? (singular verb for singular noun) iv. When – used to ask about time. e.g. When is Rob coming? These are my pet rabbits. When are the girls coming? (plural verb for plural noun) v. Which 9. SIMPLE PRESENT T ENSE e.g. Which story do you like? (i) For habitual actions e.g. Every day I go to school. 30
  • 36. Curriculum Specifications for English Year 3 SK (ii) There is ……… (singular) 11. POSITIV E STAT EMENTS e.g. There is a bird in the house. e.g. My name is Jamil. There are ……..(plural) I am a boy. e.g. There are bees in the garden. I like to eat durians. * They are….. They are my friends. 12. NEGATIVE STATEM ENTS e.g. I am not Tong Seng. (ii) For im peratives This is not a pen. e.g. Listen. Come here. No, it is not a pen. Bring me the book. He does not live in Bangi. *(iv) For instructions 13. POSITIV E QUESTIONS AND RESPONSES e.g. First, draw squares on the paper. e.g. Is it a pencil? Next, cut the squares. Yes, it is./ Yes. ……………. No, it isn’t./ No. Are they bananas? 10. SIMPLE PAST TENSE Yes, they are./ Yes. Past tense of the verb be (= w as) No, they aren’t./ No. e.g. He was at home. (singular) 14. SENT ENCE TYPES – sim ple sentence Plural form of the verb be(=were) e.g. It is a monster. e.g. They were at the house. They are good children. *Past simple w ith -ed (regular verbs) 15. PUNCT UATION e.g. He played with his friends. i. Capital letters - for the first word of a sentence * Past tense w ith change of one vowel - for proper nouns: names of (irregular verbs): people, places, days of the week e.g. run - ran; sit - sat. - for the pronoun ‘I’ *Using w ords that signal the past tense. e.g. Yesterday…, Once upon a time…31
  • 37. Curriculum Specifications for English Year 3 SKii. Full stop- at the end of a sentenceiii. Question Mark-at the end of questionsiv. Exclam ation m ark- at the end of a sentence.v. Comm a – for lists e.g. Mother went to market and bought meat, fish, and vegetables. 32
  • 38. Curriculum Specifications for English Year 3 SK iv. Who is that? She is my ………. (to state) 5 (b) Suggested Sentence Patterns v. Where are you going? I am going to the ……….. These patterns are set out under different functions. The w ords vi. When is the circus coming? underlined may be substituted w ith other w ords. It is coming on Friday. 1. Exchanging greetings 5. Refuting statements A: Good morning, teacher. (i.) It is not white. (ii.) No, it is not w hite. B: Good morning, Sam. (iii.) Is this yours? ……No. 2. Introducing oneself 6. Asking perm ission A: Good morning. I am …... Teacher, may I go out? May I go out please, teacher? 3. Talking about oneself A: Hi! I am …….. 7. Requesting for specific things. I am …..years old. May I have the book. I have a brother. May I have a pencil, please. I have tw o sisters. 8. Thanking people Thank you, Mrs. Tan. 4. Asking questions and giving inform ation (i) What is your name? 9. Congratulating friends and relatives My name is……. Congratulations, Uncle. (ii) What is that? 10. Taking leave It is a ….. (to identify) I have to go now , Goodbye. (iii) Where do you stay? 11. Expressing good wishes. I stay in …… Happy Birthday, Mum. I stay at No. ……. 12. Expressing apology. I’m sorry, Abbas. / Sorry Abbas.33
  • 39. Curriculum Specifications for English Year 3 SK6. Sound SystemThe sound system forms part of the language contents in the Year teacher’s use and not to be taught to pupils. How ever, the sounds3 Curriculum Specifications. The items listed below are to be taught represented by the symbols should be taught. In each item, therein Year 3. The letters to be taught are presented in the orthographic are examples of the sounds to be taught and more examplesform and in phonetic. The phonetic symbols are enclosed in should be given.phonemic notation (/ /). These phonetic symbols are only for1. Initial Blends 1.1 bl / bl / blue, black, block, blow 1.2 br / br / brow n, broom, break, brain 1.3 cl /kl / clip, clap, clock, class 1.4 cr /kr/ crab, crown, crib, crop 1.5 f l /fl/ flag, flip, flop, floss 1.6. fr /fr/ frog, frock, fruit, frill 1.7 gl /gl/ glass, glad, glue, glow 1.8 gr /gr/ grin, green, group, grip 1.9 pl /p / plum, plug, plan, play 1.10 pr /pr / pram, press, pray, print 1.11 st /st/ stamp, stay, start, tick 1.12 sk /sk / skip, skim, sky, skin2. Final blends 2.1 sk / / desk, task, mask 2.2 st / / nest, best, must, dust3. Initial Digraphs 3.1 sh / / shy, shoe, shut, shop 3.2 ch / / chair, chain, chin, cheek4. Final Digraphs 4.1 sh / / fish, dish, cash, mash 4.2 ch / / rich, such, much, w hich 34
  • 40. Curriculum Specifications for English Year 3 SK 5. Vowels Long sounds Short sounds 5.1 oo / u:/ boot, shoot, root, balloon 5.4 oo / / book, cook, good, foot 5.2 ea / i: / beat , seat, peat, eat 5.5 i / i / bit, sit, dip, tip 5.3 ee / i: / deep, seep, peep, jeep 6. Diphthongs 6.1 ou / / house, loud, round, pound 6.2 ow / / cow , brown, down, clow n 7. Silent letters 7.1 silent k knee, knife, kneel, knit 7.2 silent h hour, heir at the at the beginning of beginning of the w ord the w ord35
  • 41. Curriculum Specifications for English Year 3 SK7. Word ListThe w ord list consists of words commonly used in the English m aturity level and ability of their pupils as well as whenlanguage. These are high frequency words which pupils w ill need teaching a particular topic. These w ords have been taught ineven w hen reading simple texts. Teachers should teach pupils to Year 1 and Year 2 and are recycled in Year 3 to be taught inrecognize these w ords in context w hen reading and also various contexts. The objective of this exercise is to get pupils tounderstand them in the context of w hat they read. These are also thoroughly master the w ords so that they are able to understandthe w ords that pupils w ill use w hen going about their w riting task. them and use them in speech and in w riting.Teachers are encouraged to add to this list according to thea can getabout canteen goodafternoon cap goam cat goingan chair greenand classroom hairall come handsare day havearms desk heat door headaw ay dog helpback dow n herbag did himball dress hisbed ears housebelt evening inbig eyes jumpblack face lastblue father leftbook feet legsboy field likebrother first livebrow n for lookby from mancame girl many 36
  • 42. Curriculum Specifications for English Year 3 SK morning table mother teeth mouth this much the plus: me they - days of the w eek my this - numbers one to ten name time * numbers eleven to thirty next tree - pupil’s name and address night to - name and address of school no toilet - social expressions and greetings: nose up e.g. good afternoon not us good morning now want goodbye of was hello old water months of the year on we local fruits one went food (e.g. rice, bread, milk) our what up when pen where pencil white play who red woman right will ruler years said yellow she yes shirt you * new numbers to shoe your be taught in Year 3 sister socks37