KEMENTERIAN PENDIDIKAN MALAYSIAHURAIAN SUKATAN PELAJARANKURIKULUM BERSEPADU SEKOLAH RENDAH  CURRICULUM SPECIFICATIONS FOR ...
Curriculum Specifications for English                                                                           Year 4 SK ...
Curriculum Specifications for English                                                                                     ...
Curriculum Specifications for English                                                                                     ...
Curriculum Specifications for English                                                                                     ...
Curriculum Specifications for English                                                                                     ...
Curriculum Specifications for English                                                                                     ...
Curriculum Specifications for English                                                                                     ...
Curriculum Specifications for English                                                                                     ...
Curriculum Specifications for English                                                                                     ...
Curriculum Specifications for English                                                                                     ...
Curriculum Specifications for English                                                                                     ...
Curriculum Specifications for English                                                                                     ...
LEARNING OUTCOMES AND SPECIFICATIONSThe Learning Outcomes have been taken from the syllabus in                column (call...
LEARNING OUTCOMES                             SPECIFICATIONS                       EXAMPLES/ACTIVITIES/ NOTES             ...
LEARNING OUTCOMES                             SPECIFICATIONS                     EXAMPLES/ACTIVITIES/ NOTES1.3   Acquire v...
LEARNING OUTCOMES                     SPECIFICATIONS                   EXAMPLES/ACTIVITIES/ NOTES1.4 Listen to and follow ...
LEARNING OUTCOMES                                  SPECIFICATIONS                    EXAMPLES/ACTIVITIES/ NOTES1.5   Obtai...
LEARNING OUTCOMES                                 SPECIFICATIONS                      EXAMPLES/ACTIVITIES/ NOTES1.7    Lis...
2.0 SPEAKING       LEARNING OUTCOMES                              SPECIFICATIONS                   EXAMPLES/ACTIVITIES/ NO...
LEARNING OUTCOMES                                SPECIFICATIONS                      EXAMPLES/ACTIVITIES/ NOTES2.2   Ask q...
LEARNING OUTCOMES                              SPECIFICATIONS                     EXAMPLES/ACTIVITIES/ NOTES              ...
LEARNING OUTCOMES                              SPECIFICATIONS                     EXAMPLES/ACTIVITIES/ NOTES2.5    Talk ab...
LEARNING OUTCOMES                                 SPECIFICATIONS                    EXAMPLES/ACTIVITIES/ NOTES            ...
3.0 READING      LEARNING OUTCOMES                                 SPECIFICATIONS                      EXAMPLES/ACTIVITIES...
LEARNING OUTCOMES                            SPECIFICATIONS                     EXAMPLES/ACTIVITIES/ NOTES3.2   Acquire ke...
LEARNING OUTCOMES                             SPECIFICATIONS                       EXAMPLES/ACTIVITIES/ NOTES             ...
LEARNING OUTCOMES                               SPECIFICATIONS                    EXAMPLES/ACTIVITIES/ NOTES3.4 Read aloud...
LEARNING OUTCOMES                 SPECIFICATIONS                           EXAMPLES/ACTIVITIES/ NOTES                     ...
LEARNING OUTCOMES                  SPECIFICATIONS                    EXAMPLES/ACTIVITIES/ NOTES                           ...
LEARNING OUTCOMES                             SPECIFICATIONS                      EXAMPLES/ACTIVITIES/ NOTES              ...
LEARNING OUTCOMES                              SPECIFICATIONS                 EXAMPLES/ACTIVITIES/ NOTES                  ...
LEARNING OUTCOMES                 SPECIFICATIONS                       EXAMPLES/ACTIVITIES/ NOTES                         ...
4.0 WRITING        LEARNING OUTCOMES                             SPECIFICATIONS                     EXAMPLES/ACTIVITIES/ N...
LEARNING OUTCOMES                             SPECIFICATIONS                     EXAMPLES/ACTIVITIES/ NOTES4.2    Write at...
LEARNING OUTCOMES                             SPECIFICATIONS                       EXAMPLES/ACTIVITIES/ NOTES4.4   Complet...
LEARNING OUTCOMES                                 SPECIFICATIONS                      EXAMPLES/ACTIVITIES/ NOTES4.5    Con...
LEARNING OUTCOMES                                   SPECIFICATIONS                     EXAMPLES/ACTIVITIES/ NOTES         ...
Curriculum Specifications for English                                                                                     ...
Curriculum Specifications for English                                                                                     ...
Curriculum Specifications for English                                                                                     ...
Hsp bi sk_y4
Hsp bi sk_y4
Hsp bi sk_y4
Hsp bi sk_y4
Hsp bi sk_y4
Hsp bi sk_y4
Hsp bi sk_y4
Hsp bi sk_y4
Hsp bi sk_y4
Hsp bi sk_y4
Hsp bi sk_y4
Hsp bi sk_y4
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Hsp bi sk_y4

  1. 1. KEMENTERIAN PENDIDIKAN MALAYSIAHURAIAN SUKATAN PELAJARANKURIKULUM BERSEPADU SEKOLAH RENDAH CURRICULUM SPECIFICATIONS FOR ENGLISH BAHASA INGGERIS ENGLISH LANGUAGE TAHUN 4 SK YEAR 4 SK 2003
  2. 2. Curriculum Specifications for English Year 4 SK CONTENTS PAGERUKUN NEGARA iFALSAFAH PENDIDIKAN KEBANGSAAN iiKATA PENGANTAR iiiINTRODUCTION 1CONTEXTS FOR TEACHING 7OBJECTIVES 8LEARNING OUTCOMES AND SPECIFICATIONS 1.0 Skill of Listening 9 2.0 Skill of Speaking 15 3.0 Skill of Reading 20 4.0 Skill of Writing 29SOUND SYSTEM 34GRAMMAR (a) 40(b) Sentence patterns 44WORD LIST 45
  3. 3. Curriculum Specifications for English Year 4 SK RUKUN NEGARABAHAWASANYA negara kita Malaysia mendukung cita-cita hendakmencapai perpaduan yang lebih erat di kalangan seluruh masyarakatnya;memelihara satu cara hidup demokratik; mencipta masyarakat yang adil dimana kemakmuran negara akan dapat dinikmati bersama secara adil dansaksama; menjamin satu cara yang liberal terhadap tradisi-tradisikebudayaan yang kaya dan berbagai-bagai corak; membina satu masyarakatprogresif yang akan menggunakan sains dan teknologi moden;MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan seluruh tenagadan usaha kami untuk mencapai cita-cita tersebut berdasarkan prinsip-prinsip berikut:KEPERCAYAAN KEPADA TUHANKESETIAAN KEPADA RAJA DAN NEGARAKELUHURAN PERLEMBAGAANKEDAULATAN UNDANG-UNDANGKESOPANAN DAN KESUSILAAN i
  4. 4. Curriculum Specifications for English Year 4 SK FALSAFAH PENDIDIKAN KEBANGSAANPendidikan di Malaysia adalah suatu usaha berterusan ke arahmemperkembangkan lagi potensi individu secara menyeluruh danbersepadu untuk mewujudkan insan yang seimbang dan harmonis darisegi intelek, rohani, emosi dan jasmani berdasarkan kepercayaan kepadaTuhan. Usaha ini adalah bagi melahirkan rakyat Malaysia yang berilmupengetahuan, berketrampilan, berakhlak mulia, bertanggungjawab danberkeupayaan mencapai kesejahteraan diri serta memberi sumbanganterhadap keharmonian dan kemakmuran masyarakat dan negara. ii
  5. 5. Curriculum Specifications for English Year 4 SKKata PengantarHuraian Sukatan Pelajaran ialah dokumen yang memperincikan Kandungan Huraian Sukatan Pelajaran Tahun Satu 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, pegawai Kementerian Pendidikan, danpengajaran dan pembelajaran secara berkesan. individu yang mewakili 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 pembelajarankonstruktivisme. Di samping itu, nilai murni dan semangat patriotikdan kewarganegaraan 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. iii
  6. 6. Curriculum Specifications for English Year 4 SKINTRODUCTION ii) speak and respond clearly and appropriately in common everyday situations using simple language;English is taught as a second language in all Malaysian primary and iii) to read and understand different kinds of texts (from print andsecondary schools in the country. electronic sources) for enjoyment and information; iv) write (including e-mail) for different purposes using simpleThe terminal goal of the English language curriculum for schools is language; andto help learners acquire the language so that they can use it in their v) show an awareness and appreciation of moral values andeveryday life, to further their studies, and for work purposes. love towards the nation.English is important, as with globalization, Malaysians will need tobe proficient in the language and to communicate with people inother countries. The use of English in Information and SYLLABUSCommunications Technology (ICT) has also been incorporated intothe curriculum to enable learners to access knowledge on the The English language syllabus at the primary school level specifiesInternet and to network with people both locally and overseas. what is to be taught from Year 1 SK through to Year 6 SK. It comprises the four language skills of listening, speaking, reading, and writing as well as the language contents. The languageAIMS AND OBJECTIVES OF THE ENGLISH LANGUAGE contents are the sound system, grammar and vocabulary.SYLLABUS IN PRIMARY SCHOOL Several teaching contexts have been suggested through which theThe English language syllabus for primary school aims to equip language skills and language content are to be taught.pupils with skills and provide a basic understanding of the Englishlanguage so that they are able to communicate, both orally and inwriting, in and out of school.1 CURRICULUM SPECIFICATIONSBy the end of primary school, learners should be able to: Curriculum specifications for the English language syllabus have been prepared as separate documents for each year of the primary i) listen to and understand simple spoken English to be able to school and these are known as ‘Huraian Sukatan Pelajaran’. Each function in common everyday situations; document serves as a guide to teachers with regard to the skills to be acquired by learners, the content or topic that is to be dealt with, and the vocabulary and grammar items that pupils must know in1 Please note that the introductory part of this Curriculum Specifications order for them to use the language.dicocument for Year 4 SK describes the English language programmefrom Year 1 SK to Year 6 SK as a whole. 1
  7. 7. Curriculum Specifications for English Year 4 SKThis document is the Curriculum Specifications for Year 4 in SK. It Language Skillscovers language skills, the sound system, grammar and word list.The contents of the Curriculum Specifications are set out in three A close link with the skills of listening, speaking, reading and writingcolumns. 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 LEARNING OUTCOMES column. reading and writing. Grammar items taught and learnt must be These are skills and attitudes to be acquired by pupils and applied both to oral work and writing exercises. are drawn from the syllabus. Learning Content The second column is the SPECIFICATIONS column. Here, the larger Learning Outcomes are broken down 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 own topics that are suitable for their learning outcomes to be acquired in Year 4 SK. class. To help teachers further, these specifications have been When planning lessons, topics for teaching are initially based on the categorized into 3 levels ranging from the more basic to the immediate learning environment of the child. Later on, these are more advanced. Level 1 outlines the basic skills to be expanded to town, country and more distant foreign locations. achieved by all learners. On completing their tasks successfully, learners then progress to Level 2, and then to Level 3. The Spoken Language The third column is entitled EXAMPLES / ACTIVITIES / In teaching children the sounds of English, the aim is for them to be NOTES. These notes are directed at teachers and they understood by others. As such, teachers should ensure that include explanations, teaching points and examples of learners produce the sounds of English well and pronounce words activities to help pupils achieve the skill specifications. clearly with the correct stress and intonation so as to enable the listener to understand what is being said. 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. 8. Curriculum Specifications for English Year 4 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 withthe structures well. Teaching too many structures may not be pupils of different learning profiles so that their full potential can beadvisable for weak 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 with a story about the daily happeningsmore common words 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 word social expressions as found in these stories. Teachers can also uselist can be widened 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 switch on the fan.” These statements and questions can be used later in writing or speaking exercises when the teacher gets pupils to speak or write about life at home or aboutIMPORTANT CONSIDERATIONS FOR TEACHING their friends.The following 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 patriotism, 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 3
  9. 9. Curriculum Specifications for English Year 4 SKthe specific skills often so that they gradually develop the ability, EDUCATIONAL EMPHASESknowledge and confidence to use the language effectively. Educational emphases given below outline current developments inTeaching-Learning Activities education that will help learners prepare for the world of work eventually as well as social life. In this respect, the incorporation ofIn order to help pupils learn the language, pupils must be given moral education, citizenship education, patriotism and thinking skillsevery opportunity to take part in activities that require them to use in the specifications will contribute towards the building of a modernthe language taught. Some activities have been suggested in this and progressive Malaysian society.document. However, teachers are encouraged to set more creativeand challenging tasks and activities based on the needs and Thinking Skillsinterests of their pupils. Critical and creative thinking skills are incorporated in the learningEvaluation outcomes to enable learners to understand information, make decisions, solve problems, and express themselves accurately andEvaluation is part and parcel of the teaching-learning process. creatively in the target language.Continuous formative evaluation provides important feedback oflearners’ progress. This will enable teachers to plan activities for Learning How to Learn Skillsfurther development or remedial work. Learning How to Learn skills are also integrated with the learningOther considerations outcomes and aim to enable learners to take responsibility for their own learning. These skills incorporate information skills, libraryAs far as possible, teachers should use the Malaysian setting when skills and study skills to enable learners to access sources ofplanning lessons. Teachers should also use materials that information more efficiently and help them become independent life-emphasize the principles of good citizenship, moral values, and the long learners.Malaysian way of life. Information and Communications Technology (ICT) SkillsThe Curriculum Specifications makes only a few suggestions as tothe number of activities required for the attainment of language In line with globalization and the ICT Age, skills relating to ICT areskills. Teachers need to use their initiative, imagination and incorporated in the learning outcomes. These skills have beencreativity to extend the experiences of their pupils. 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 4
  10. 10. Curriculum Specifications for English Year 4 SKdocumentaries and Internet resources as well as the utilization of activities and project work. Whenever the opportunity presentscomputer-related activities such as e-mail activities, networking and itself, learners are encouraged to meet with people outside of theinteracting with electronic courseware. classroom so that they learn to operate in real-life situations.Values and Citizenship TEACHING-LEARNING STRATEGIES FOR YEAR 4 SKThe values contained in the secondary Moral Education syllabushave been incorporated in the learning outcomes and include The English Language programme for Year 4 SK focuses on thepatriotism and good citizenship. four skills, namely Listening, Speaking, Reading and Writing. The Year 4 SK programme focuses on improving literacy in the EnglishMultiple Intelligences language. Also important is vocabulary 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 often becomesintelligence in the interpretation of maps. one of the main sources of the target language to be learnt.Knowledge Acquisition In order to develop pupils’ listening skill, teachers should make pupils listen to songs, rhymes, and stories. To show theirLearning outcomes utilise subject matter disciplines such as understanding of what they have heard, pupils can be asked toscience and geography, and incorporate educational emphases answer questions that require them to recall ideas, give details andsuch as environmental studies and consumerism to provide even talk about the ideas heard.contexts for language use. Oral WorkPreparation for the Real World Pupils should be given lots of opportunities to talk in class so thatThe learning outcomes prepare learners to meet the challenges of they gain confidence to speak in the language. Opportunities shouldthe real world by focusing on language use in society. To some be given to pupils to role-play, participate in drama activities thatextent this is achieved through structuring the curriculum in terms of make them use the language suitable for the role or situation. In thisthe Interpersonal, Informational and Aesthetic uses of language. It respect, pair and group work activities allow for all pupils to engageis also achieved by making use of real-life issues for classroom in speaking activities at the same time. Pupils should also be 5
  11. 11. Curriculum Specifications for English Year 4 SKencouraged to talk in English to other pupils and teachers in theschool.ReadingSchools are encouraged to stock a range of reading materialsuitable for all levels of learners. At this stage, pupils should bereading fiction as well as non-fiction written for children. Pupilsshould be taught to read with understanding and enjoyment,building on what they already know. They should also be taught toget the meaning of the whole text as well as learn to use variousclues, including an understanding of grammatical structure, to getthe meaning of words and phrases.WritingAt this stage, pupils should be writing simple paragraphs of severalsentences each. To make writing enjoyable, pupils should be givenopportunities to write 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 writingexercises relaxing the amount of control gradually as pupils showgreater confidence. 6
  12. 12. Curriculum Specifications for English Year 4 SKCONTEXTS FOR TEACHINGThe suggested contexts for teaching in Year 4 are listed A word list of the more common words in the Englishbelow. These are broad areas from which topics can be language has been provided and teachers are to usedrawn for activities and comprehension texts so that the words from this list to teach the topics. These wordslearners can read, talk, and write. When explaining can be recycled and used in different contexts andthese contexts in greater detail, teachers should have in topics. Where necessary, a limited number of wordsmind the language level and ability of their learners. In can be added in order to deal with the context or topicaddition, moral values and socio-cultural rules also form meaningfully.an important part of the content for classroom activities. 1. World of Personal Relationships : About taking care of oneself. About likes and dislikes with regard to everyday matters and activities. 2. World of Stories : Stories about neighbours and people in the place one lives. Well-known children’s stories. 3. World of Knowledge : Buses, cars, lorries, motorcycles and ships. Keeping the body healthy. Nature: wind and rain. 7
  13. 13. Curriculum Specifications for English Year 4 SKOBJECTIVES FOR YEAR 4 SKBy the end of Year 4 SK, learners should be able to: Talk a little about their likes and dislikes in relation to everyday matters, and on personal hygiene; Sing songs, recite simple poems and tell simple stories; Follow simple instructions and directions; Ask and answer simple questions; Read and understand simple texts; Read and understand simple stories and talk about the people and events in these stories; Write short paragraphs; and Show an awareness of moral values and love towards the nation. 8
  14. 14. LEARNING OUTCOMES AND SPECIFICATIONSThe Learning Outcomes have been taken from the syllabus in column (called Specifications) when planning lessons for theits original form. They are the skills to be achieved by the end year. In this column, the learning outcomes are broken downof Year 6. Teachers, however, should be guided by the second into smaller skills to be achieved by pupils in Year 4 SK. LEARNING OUTCOMES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOTES 1.0 The Skill of LISTENING Level 1 Activities include: 1.1.1 Listen to and repeat: listening and imitating the sound heard By the end of their primary schooling, e.g. the initial vowel ‘a’ as in about, pupils should be able to: i. initial vowels away, asleep ii. final consonants 1.1 Listen to and discriminate similar iii. initial digraphs and different sounds of the English iv. medial digraphs listening to words that end with the language. v. final digraphs same sound as the earlier word and vi. double consonants putting up their hands if the sound is vii initial blends the same. viii. final blends e.g. final consonant ‘p’ as in cap, trap, ix. diphthongs troop, soup. x. silent letters xi. word contractions xii. word endings underlining the letter sound heard e.g. the sound / f / as in photo, (See Sound System at the back of the elephant document). listening to words and underlining the silent letters e.g. listen, often, whistle, write, wrong 9
  15. 15. LEARNING OUTCOMES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOTES Level 2 1.1.2 Listen to and identify different types of letter sounds. Level 3 1.1.3 Listen to and group words according to the same sounds.1.2 Listen to and repeat accurately the Level 1 Examples of 3-syllable words: correct pronunciation of words, and 1.2.1 Listen to and repeat the ci/ne/ma, De/cem/ber, to/mo/rrow the correct intonation and word pronunciation of 3-syllable words. stress in phrases, expressions, and Note the stress is usually on the 2nd sentences. syllable. Level 2 1.2.2 Listen to and repeat correctly Activities include: phrases and expressions. - repeating words, phrases and sentences spoken aloud by the teacher e.g. Please tell….. - role-playing Level 3 - repeating rhymes, jazz chants and 1.2.3 Listen to and repeat simple singing songs rhymes and songs paying - repeating formulaic expressions attention to pronunciation, stress (greetings, requests, apology, etc) and intonation correctly. used in language games such as Happy Families: e.g. “Knock! Knock!” “Who’s there?” “It’s Mrs. Baker. Is Mr. Postman in?” “I’m sorry, he’s not in.” 10
  16. 16. LEARNING OUTCOMES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOTES1.3 Acquire vocabulary and Level 1 understand the meaning of words 1.3.1 Listen to key words in stories Example of key words include nouns and phrases in context. and texts heard and demonstrate and adjectives such as arm, leg, body, understanding by pointing to small, big, lorries, wheels, carry, sand, pictures. danger. 1.3.2 Listen to and understand cardinal Numbers are best taught in contexts. numbers. Scope: 30-40 e.g. number of passengers allowed in a bus = 30. Level 2 1.3.3 Listen to all the words in the word To check pupils’ understanding, get list and demonstrate them to match the spoken numeral and understanding of their meaning by the written form: matching them to pictures and the spoken word. thirty 10 20 1.3.4 Listen to and understand information based on cardinal Get pupils to memorise words and their numbers: meaning. Give them spelling tests as Scope: 40-50 well as spelling bee exercises. - numbers in tens: 50 - 70 - when the numbers are added, Teaching numbers in context: subtracted and refuted. e.g. Cars cannot go faster than 50 kph in town. Level 3 1.3.5 Listen to and understand ordinal To teach the ordinals such as 10th, numbers: 11th, 12th, use dates e.g. “The School Scope: 10th – 15th Open Day is on 10th August.” 11
  17. 17. LEARNING OUTCOMES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOTES1.4 Listen to and follow simple Level 1 instructions and directions 1.4.1 Listen to and understand simple E.g. instructions about personal safety accurately. instructions. going to and from school. Level 2 1.4.2 Listen to and follow simple E.g. making egg sandwiches – provide instructions in preparing food. diagrams as support. Level 3 1.4.3 Listen to and follow simple Teach short forms: directions to places in the e.g. ‘no.’ for number; neighbourhood. ‘Rd.’ for road, etc. Pupils should also know the words for buildings and places. Activities include: - listening to directions to the police station and tracing the route on a simple map. First, go along Jalan Batu. Then turn right. The bus-stop is in front of the post office. - listening to directions and labelling places on a simple map. 12
  18. 18. LEARNING OUTCOMES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOTES1.5 Obtain information from texts Level 1 listened to in relation to main ideas, 1.5.1 Listen to simple announcements E.g. “Attention everybody. A nurse is specific details, and sequence. and understand the message. coming to give a talk today on how to keep the body clean. All the girls please meet in the hall at 3 o’clock.” Level 2 1.5.2 Listen to simple texts and recall Example of texts include: details by answering simple ‘Wh’ - a nurse talking about personal hygiene questions. to a group of girls - a friend talking about his pet fish 1.5.3 Listen to simple texts and - a group of friends talking about their tell what the text is about. likes and dislikes in relation to their pop/ movie idols. Level 3 1.5.4 Listen to simple recounts of what E.g. A friend talking about what she one did and tell the sequence of did over the weekend. events.1.6 Listen to and enjoy the rhyme, All levels rhythm, and sounds of poems, jazz 1.6.1 Listen to and enjoy children’s Get children to: chants and songs. songs, rhymes, and poems. - clap their hands - move to the rhythm of a song - sing / chant along. 13
  19. 19. LEARNING OUTCOMES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOTES1.7 Listen to and enjoy stories, fables Level 1 and other tales of imagination and 1.7.1 Listen to simple stories and recall Teacher tells or reads a story to pupils. fantasy and predict outcomes, and the names of people and animals. e.g. “ Hardworking Ants”. draw conclusions at a level suited to the pupil’s ability. Level 2 1.7.2 Listen to simple stories and recall Example of ‘Wh’ questions include the story-line by answering Who, What, When, Where. simple ‘Wh’ questions. e.g. “Why did the ants work very hard?” …………………….. “Then what happened?” Level 3 1.7.3 Listen to simple short stories and fairy tales and share feelings E.g. Do you like this story? about the story. Yes. Why? Because the ants have a lot of food at the end. 14
  20. 20. 2.0 SPEAKING LEARNING OUTCOMES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOTESBy the end of their primary Level 1schooling, pupils should be able 2.1.1 Repeat the following sounds in words Get pupils to repeat tongue twisters:to: correctly: i. initial vowels Examples:2.1 Speak clearly by pronouncing ii. final consonants words accurately. iii. initial digraphs How much wood iv. medial digraphs Would a woodchuck chuck v. final digraphs If a woodchuck could chuck wood. vi. double consonants vii initial blends Betty Botter bought a pat of butter viii. final blends But the pat of butter was bitter. ix. diphthongs So Betty bought another pat of butter. x. silent letters And that pat of butter was not bitter. xi. word contractions xii. word endings (See the Sound System at the back of this document). 2.1.2 Pronounce 3-syllable words. Example of 3-syllable words are De/cem/ber, to/mo/rrow, de/li/cious. Level 2 2.1.3 Say aloud phrases, expressions, and Give the context of a story when doing exclamations with the correct stress this exercise: and intonation. E.g. shone brightly. The sun shone brightly. 2.1.4 Ask questions with the correct take off your coat intonation. The man took off his coat. Level 3 Make learners aware of rising 2.1.5 Chant rhymes, jazz chants and sing intonation at the end of questions. songs pronouncing words clearly. 15
  21. 21. LEARNING OUTCOMES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOTES2.2 Ask questions politely to obtain Level 1 information and clarification. 2.2.1 Ask ‘Wh’ questions to seek E.g. What… Where… Who… . information. When… Why…. Level 2 2.2.2 Ask other forms of questions to seek E.g. Are you…? Is there…..? information. Do you….? Did they…..? Level 3 2.2.3 Ask questions to seek clarification on E.g. set up pair and group work to how to make things, on places, make things. directions, and on amounts and e.g. “How do I join the library?” quantities “ How do I get to the library? Can you draw me a map?” “ I eat 6 sweets a day. Is that too much?”2.3 Give relevant information politely Level 1 in response to enquiries made. 2.3.1 Name or identify objects, parts of the Example: This is your shoulder. body, etc. 2.3.2 Understand numbers in stories and Example: situations: 30-40. “How much does the ice-cream cost?” “30 sen.” Level 2 2.3.3 Talk about personal experiences. Relate to the topics e.g. good health. E.g. I had high fever. My mother made me drink lots of water. Then I got better. 16
  22. 22. LEARNING OUTCOMES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOTES 2.3.4 Understand numbers: Set realistic situations and use stories - 40-50 to make pupils understand numbers. - numbers in tens up to 70. - adding, subtracting and refuting numbers. Level 3 2.3.5 Give replies pertaining to ordinal These ordinal numbers are taught best numbers: 10th- 15th . in the context of dates. e.g. “Circle the 15th on your calendar.” “Find out your friend’s birthday.”2.4 Tell stories based on pictures Level 1 and other stimuli, and recite 2.4.1 Recite simple poems and jazz chants Activities include: poems. by completing phrases. - choral speaking activities Level 2 - sequencing lines and then reciting them 2.4.2 Recite simple poems and jazz chants by completing whole lines. - developing their own chants for poems. 2.4.3 Complete parts of a story heard before. Level 3 2.4.4 Recite simple poems and jazz chants Encourage pupils to use facial with expression and appropriate expressions and gestures when gestures. reciting a poem. 2.4.5 Retell stories heard before with Ensure children have heard these expression. stories before. 17
  23. 23. LEARNING OUTCOMES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOTES2.5 Talk about the people, places Level 1 and moral values of the stories 2.5.1 Give details about the people and E.g. of details include names, number, heard, read and viewed in animals of a story heard or read. colour, shape, size. simple language. E.g. The man wore a red coat. Level 2 2.5.2 Talk about the actions of people E.g. “What did the man do when the and animals in a story heard or read. sun shone brighter?” “He took off his coat.” Level 3 2.5.3 Name the good and bad characters Get children to role-play the story. and talk a little about them. Activities include asking children which characters they like and role-playing these characters.2.6 Express thoughts and feelings Level 1 and give opinions on things 2.6.1 Give non-verbal response to the E.g. Tick the picture that shows your read, seen, heard and viewed in story heard or read. feeling? simple language. Level 2 2.6.2 State whether one likes or does not E.g. “I like the story.” like the story heard or read. “Why?” “ Because Mary helped her friend. Level 3 She helped her friend win.” 2.6.3 Give reasons why one likes or does not like the story. 18
  24. 24. LEARNING OUTCOMES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOTES Level 12.7 Perform a variety of functions in 2.7.1 Talk about oneself to neighbours E.g. age, family members, likes and a social context such as and friends. dislikes concerning food, television exchanging greetings, making programmes, etc. introductions, inviting people, etc. Get pupils to role-play various situations where they might use such language. E.g. I am Bill. I hate rainy days because I can’t play football. Level 2 2.7.2 To request for specific objects in E.g. when making something school when carrying out a task. e.g. greeting cards, posters. “Pass me the bottle of gum, please.” Level 3 2.7.3 To ask for help from neighbours and E.g. A:“ Please help me carry this table.” friends. or 2.7.4 To respond to someone asking for help. A: “ Can you help me, please.” B: “Sure.” or ”Okay.” 19
  25. 25. 3.0 READING LEARNING OUTCOMES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOTESBy the end of their primary Level 1schooling, pupils should be able 3.1.1 Look at letters and say aloud the See Sound System at the back of thisto: following sounds: document for examples of words. i. initial vowels3.1 Acquire word recognition and ii. final consonants word attack skills to recognise iii. initial digraphs words on sight. iv. medial digraphs v. final digraphs vi. double consonants vii initial blends viii. final blends ix. diphthongs x. silent letters xi. word contractions xii. word endings Level 2 3.1.2 Identify letter shapes by their sounds. E.g. ph = / f / as in telephone, elephant. Silent ‘ t’ = as in listen, often. 3.1.2 Read aloud words with the letters listed in 3.1.1 above. Level 3 3.1.3 Compare words for similar and E.g. Underlining the words with the different sounds. same beginning sound. - chair, choral, chain, church, cholera, Christmas 20
  26. 26. LEARNING OUTCOMES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOTES3.2 Acquire key words at various Level 1 stages of development. 3.2.1 Recognise complete words in texts. Various activities include: - reading and matching words with pictures - matching the written word with the spoken word - selecting the correct label from 2 or 3 word cards. Use the same words as used in the word attack skill. e.g. elephant, telephone. 3.2.2 Read and learn the meaning of 5 key Get pupils to memorise these words. words for each topic taught. Get learners to match the word and the picture. This shows understanding of meaning. e.g. Weather chart – raining, cloudy, windy, sunny. 3.2.3 Recognise and read aloud cardinal Teach numbers in realistic contexts. numbers 30 - 40 in numeral and word E.g. “I have 30 marks for my essay.” forms. “Who has 40 sen?” Level 2 3.2.4 Recognise and read aloud: Example of an activity to show mastery - the numbers 40 - 50 involves matching the numeral form to - numbers in tens: 50 - 70 the word form in its numeral and word forms. (e.g. 42 = forty two; seventy = 70). 21
  27. 27. LEARNING OUTCOMES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOTES Level 3 3.2.5 Learn another 5 key words for each Example of activities include: topic and use these key words in spelling correctly, filling in blanks. sentences of one’s own. 3.2.6 Read and learn ordinal numbers: E.g. dates of the month - birthdays, 10th – 15th. Sports Day, Speech Day, etc.3.3 Read and understand phrases, Level 1 sentences, paragraphs, and 3.3.1 Read and understand phrases by E.g. a timber lorry whole texts. matching simple phrases to pictures. a big yellow lorry an old dirty lorry Level 2 3.3.2 Read and understand simple Activities include: sentences. - matching sentences to pictures - rearranging words to form a complete sentence: e.g. your brush teeth minutes for 3 Level 3 3.3.3 Read and understand simple Activities include: paragraphs. - arranging sentences in sequence. - selecting sentences to fit the picture. 22
  28. 28. LEARNING OUTCOMES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOTES3.4 Read aloud expressively and Level 1 fluently pronouncing words 3.4.1 Read aloud words and phrases, Set pair work and get pupils to read correctly and observing correct pronouncing them correctly. aloud to each other from a story book. stress and intonation and e.g. reading a story to a friend. sentence rhythm. Level 2 3.4.2 Read aloud sentences in simple texts Teacher needs to model good oral observing correct stress and reading. intonation. Level 3 Get pupils to read together. It helps to 3.4.3 Read aloud poems and simple stories build the confidence of weaker pupils. clearly and expressively.3.5. Read and understand the Levels 1, 2 & 3 Get pupils to look at the words around meanings of words by guessing 3.5.1 Understand the meaning of words by the difficult word. their meaning through the use of looking at the words before and after. e.g. There was a lot to do. We washed contextual clues. the curtains and the floor. Then we cleaned the windows and the doors, We were busy for 2 days.3.6 Acquire a wide range of Level 1 vocbulary. 3.6.1 Recognise and make small words from Activities include setting up competitions big words. among pairs and groups; making children create their own word chains, etc. e.g. FESTIVALS: all, as, it, test, sat, sit. 23
  29. 29. LEARNING OUTCOMES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOTES Level 2 3.6.2 Give words according to word Example of a word game. categories. Things Buildings Towns Names Animals Fruit b bag bank Baling Beng bear banana 3.6.3 Understand words similar in meaning. E.g. big – large small – tiny pretty – beautiful. 3.6.4 Understand words opposite in E.g. big – small fast – slow meaning. pretty – ugly E.g. foot + ball sun + flower 3.6.5 Combine base words to form new cup + board (noun + noun) words. Level 3 3.6.6 Distinguish words that show E.g. Pick out all the words that action (verbs) and things, people, show action. animals, etc. (nouns). I swept the floor. Big brother cleaned the drains. Younger brother cleaned the windows. Father washed the floor. And Mother washed the curtains. 24
  30. 30. LEARNING OUTCOMES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOTES 3.6.7 Distinguish words that show E.g. This fruit is small. comparison: That one is smaller. -er; -est; -er + than. And that one over there is the smallest 3.6.8 Read and distinguish homographs Example of homographs: wind, watch and homophones. Example of homophones: see, sea3.7 Use the dictionary. Level 1 3.7.1 Read and group words according to Example of second letter: alphabetical order (second and third gap gel grab letters). Example of third letter: grab great grub Level 2 3.7.2 Understand the function of guide The first guide word is the first word on words. the page. The second guide word is the last entry word. 3.7.3 Understand parts of an entry. 25
  31. 31. LEARNING OUTCOMES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOTES Level 3 3.7.4 Read and select the definition suited An entry is the word that is looked up to the meaning of the word in context. and includes everything written about that word. 3.7.5 Read and locate the required words in - An entry may have many definitions. the dictionary.3.8 Read and understand simple Level 1 factual texts for main ideas, 3.8.1 Read and understand instructions, supporting details, sequence, directions, notices, labels, messages, and cause and effect letters, recipes, passages, descriptions. 3.8.2 Scan for specific information in texts: letters, words, numbers. 3.8.3 Read and obtain meaning by making E.g. by paying attention to pronouns: reference to words within the text. The boys were walking home. Suddenly they …… (Who does they refer to?) 26
  32. 32. LEARNING OUTCOMES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOTES Level 2 3.8.4 Read and understand simple factual The word ‘factual’ here refers to non- texts by answering comprehension fiction material. For example, questions in relation to: passages on Insects, Mammals. - main ideas - details. Level 3 3.8.5 Read and understand cause and Note the use of ‘because’, ‘so’. effect relationships. e.g. My neighbour is Mr. Tan. He is rich because he works very hard. She fed the fish too much yesterday. So one died today.3.9 Read and enjoy simple poems Level 1 and stories and respond to 3.9.1 Read simple poems and simple Use children’s stories. them by talking about the stories. people,and moral values in the story/poem; and relate it to Level 2 one’s life. 3.9.2 Read and give details about the E.g. number, size, other features. people and animals in the story. 27
  33. 33. LEARNING OUTCOMES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOTES Level 3 3.9.3 Read and talk about the actions of E.g. what the person or animal did. people and animals in a story heard or read. 3.9.4 Tell why a person or animal in a story Get pupils to pick out a character they is good or bad. do not like and ask them why they do not like the character.3.10 Read widely and All levels independently. 3.10.1 Read according to one’s interest. Allow pupils to select books of their own interest. If there is a structured reading scheme, get pupils to progress level by level. 28
  34. 34. 4.0 WRITING LEARNING OUTCOMES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOTESBy the end of their primary schooling, Level 1pupils should be able to: 4.1.1 Copy letters of the alphabet in clear Check pupils’ handwriting for and legible cursive writing:4.1 Copy correctly. -ascenders & descenders - small letters - capital letters - combination of small and capital letters. - entry - exit 4.1.2 Copy words, phrases and sentences in clear, legible cursive - arches writing. - crossbar - slant 4.1.3 Copy words in clear neat legible print E.g. for captions, labels, etc. 29
  35. 35. LEARNING OUTCOMES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOTES4.2 Write at word, phrase, sentence 4.2.1 Write clearly and legibly numerals and paragraph level in clear, legible 30-50 in both number and word print and cursive writing. forms using cursive writing for word forms. Level 2 4.2.2 Write words and phrases in clear E.g. 31 = thirty one and legible cursive writing. 50 = fifty Level 3 4.2.3 Write sentences in clear and Let pupils share their writing by reading legible cursive writing. it aloud to others or by displaying it.4.3 Match words to linear and non- Level 1 E.g. fork and spoon linear representations: 4.3.1 Match phrases to pictures. i. word to word; furniture ii. word to phrase; iii. word to picture, symbol. Level 2 4.3.2 Match words to signs. E.g. No smoking. No food allowed. Level 3 4.3.3 Match words to other words. E.g. Use picture clues to guide pupils. black ball foot flower sun bird 30
  36. 36. LEARNING OUTCOMES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOTES4.4 Complete texts with the missing Level 1 E.g. In a message to a friend. word, phrase or sentence. 4.4.1 Provide missing letters in words. De_r Julia, Please co_e to my ho_se at 11 o’cloc in the morning…. Bye! Maria Level 2 4.4.2 Complete simple instructions, E.g. First, cut the onions. recipes, descriptions, rhymes with Then, fry them in oil. the missing word(s) (with guidance Next, add the vegetables. given in the form of words and Stir quickly. pictures). Level 3 4.4.3 Complete simple instructions, texts, E.g. Do not talk to strangers. rhymes, notices, recipes, stories with Do not accept lifts from the missing word(s) (with a little people you do not know. guidance in the form of a composite Do not walk in lonely places. picture). 31
  37. 37. LEARNING OUTCOMES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOTES4.5 Construct simple and compound Level 1 sentences with guidance and 4.5.1 Form simple sentences and E. g. This Lisa is. She eight old years independently. questions by arranging words (5-6 is. She to likes hide-and seek to words in a sentence). play. Level 2 4.5.2 Form simple sentences by matching E.g. This is eight wheels. sentence parts. It is a big lorry. It has used to carry sand. Level 3 4.5.3 Construct simple sentences E.g. This is Ezra. independently (3-5 words) by She has short hair. looking at a picture. It is good to have short hair. It is easy to take care of short hair.4.6 Spell correctly and take dictation. Level 1 4.6.1 Spell words that are given to be Give key words in a story to be memorized. memorized: e.g. magician forest wicked Level 2 4.6.2 Apply spelling rules: to plurals: E.g. dress - dresses a) words ending in -ss, -sh, -ch, -x, dish - dishes add -es. witch - witches fox - foxes b) Words ending in f, change f to E.g. leaf - leaves v + es. 32
  38. 38. LEARNING OUTCOMES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOTES Level 3 4.6.3 Take dictation of paragraphs given E.g. Give pupils sentences to memorise. to be learnt.4.7 Punctuate meaningfully. All levels 4.7.1 Use full stop for initials and E.g. H. S. Smith Mr. Mrs. abbreviations.4.8 Give accurate information when Level 1 writing messages, instructions, 4.8.1 Write a message for a purpose. E.g. writing a message to a friend telling simple reports, and when filling out her that the teacher wants the class to forms. do all the sums on page 24. Level 2 4.8.2 Write simple sentences with word E.g. writing a story. and picture cues. Children playing - fell into river - bigger boy pulled child out - safe. Level 3 4.8.3 Write simple descriptions with E.g. Use pictures only as stimulus. picture cues. 33
  39. 39. Curriculum Specifications for English Year 4 SK5. Sound SystemThe sound system forms part of the language contents in the symbols are only for teacher’s use and not to be taught toYear 4 Curriculum Specifications. The items listed below are to pupils. However, the sounds represented by the symbolsbe taught in Year 4. The letters to be taught are presented in should be taught. In each item, there are examples of thethe orthographic form and in phonetic. The phonetic symbols sounds to be taught and more examples should be given.are enclosed in phonemic notation (/ /). These phonetic1. Initial Vowels 1.1 a / / 1.2 e / / 1.3 e / / 1.4 o / / 1.5 a / / among effect eat orchid all away elastic easy order awful address electric equal organ audience asleep evil orchard auction2. Final Consonants 2.1 l /l/ 2.2 p /p/ 2.3 b /b/ 2.4 t /t/ 2.5 d /d/ girl cap cab pat bad boil lap lab cat lad mail trap grab hurt card rail soup grub put afraid 34
  40. 40. Curriculum Specifications for English Year 4 SK3. Initial Digraphs 3.1 ph / f / 3.2 ch / k / 3.3 wh / w / 3.4 wh / h / photo chemical which who phase chemistry white whole phrase chorus while Christmas when4. Medial Digraphs 4.1 ph / f / 4.2 ch / k / 4.3 ir/ / elephant school girl telephone echo bird alphabet anchor skirt5. Final Digraphs 5.1 ph / f / 5.2 ch / k / photograph stomach telegraph headache graph ache 35
  41. 41. Curriculum Specifications for English Year 4 SK6. Double Consonants 6.1 ll / l / 6.2 pp / p / 6.3 rr / r / 35 6.4 tt / t / 6.5 dd / d / fill tapper terrible butter odd till pepper parrot fatter daddy drill supper horror bottle ladder pill ripple arrange letter address7. Initial Blends 7.1 tw / tw / 7.2 sk / sk 7.3 sw / sw / / twins sky sweet twice ski switch twist skill swim twenty skate swell8. Final Blends 8.1 nk / / 8.2 lt / lt / 8.3 mp / mp / 8.4 ft / ft / 8.5 nd / nd / think belt camp left bend drink felt damp soft bend sink melt lamp gift friend 36

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