B.inggeris-tahun 3 (sjk)

KEMENTERIAN PENDIDIKAN MALAYSIA MINISTRY OF EDUCATION OF MALAYSIA

HURAIAN SUKATAN PELAJARAN

KURIKULUM BERSEPADU SEKOLAH RENDAH CURRIC ULUM S PECIFICATIONS

BAHASA INGGERIS ENGLISH LANGUAGE

SEKOLAH JENIS KEBANGSAAN TAHUN 3 YEAR 3 2003

RUKUN NEGARA BAHAWASANYA negara kita Malaysia mendukung cita-cita hendak mencapai perpaduan yang lebih erat di kalangan seluruh masyarakatnya; memelihara satu cara hidup demokratik; mencipta masyarakat yang adil di mana kemakmuran negara akan dapat dinikmati bersama secara adil dan saksama; menjamin satu cara yang liberal terhadap tradisi-tradisi kebudayaan yang kaya dan berbagai-bagai corak; membina satu masyarakat progresif yang akan menggunakan sains dan teknologi moden; MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan seluruh tenaga dan usaha kami untuk mencapai cita-cita tersebut berdasarkan prinsip-prinsip berikut : KEPERCAYAAN KEPA DA TUHAN KESETIAAN KEPA DA RAJA DAN NEGARA KELUHURAN PERLEMBAGAAN KEDAULATAN UNDA NG- UNDANG KESOPANAN DA N KESUSILAAN

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FALSAFAH PENDIDIKAN KEBANGSAAN Pendidikan di Malaysia adalah suatu usaha berterusan ke arah memperkembangkan lagi potensi individu secara menyeluruh dan bersepadu untuk mewujudkan insan yang seimbang dan harmonis dari segi intelek, rohani, emosi dan jasmani berdasarkan kepercayaan kepada Tuhan. Usaha ini adalah bagi melahirkan rakyat Malaysia yang berilmu pengetahuan, berketrampilan, berakhlak mulia, bertanggungjawab dan berkeupayaan mencapai kesejahteraan diri serta memberi sumbangan terhadap keharmonian dan kemakmuran masyarakat dan negara.

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CONT ENT S PAGE 1.

RUKUN NEGARA

v

2.

FALSAFAH PENDIDIKAN NEGARA

vii

3.

KATA PENGANTAR

ix

4.

INTRODUCTION

1

5.

TEACHING CONTEXTS

7

6.

OBJECTIV ES

8

7.

LEA RNING OUTCOMES AND SPECIFICATIONS

8. 9. 10.

1.0 Skill of Listening

9

2.0 Skill of Speaking

15

3.0 Skill of Reading

19

4.0 Skill of Writing

25

SOUND SYSTEM

29

a. Grammar b. Sentence patterns

30 33

WORD LIST

34

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INT RODUCTION English is taught as a second language in all Malaysian primary and secondary schools in the country. The English language curriculum for schools is planned to help learners acquire the language so that they can use it in their everyday life, to further their studies, and for w ork purposes. With globalisation, Malaysians w ill need to be proficient in the language to communicate w ith people from other countries. The use of English in Information Communications Technology (ICT) has also been included to enable learners to access know ledge on the Internet and to netw ork w ith people both locally and overseas. AIMS AND OBJECTIV ES OF THE ENGLISH LANGUAGE SYLLABUS FOR PRIMARY SCHOOL The English language syllabus for primary school aims to equip pupils w ith basic skills and know ledge of the English language to enable them to communicate, both orally and in writing, in and out of school.1

iii) read and understand different kinds of texts (from print and electronic sources, if available) for enjoyment and information; iv) write (on paper and electronically) for different purposes using simple language; and v) show an awareness and appreciation of moral values and love tow ards the nation. THE SYLLABUS The English language syllabus at the primary school level specifies the content to be taught from Year 1 through to Year 6. It comprises the four language skills, namely, listening, speaking, reading, and writing as well as the language contents. These language contents are the sound system, grammar and vocabulary. Several teaching contexts have been suggested through w hich the language skills and language content are to be taught. THE CURRICULUM SPECIFICATIONS

By the end of primary school, pupils should be able to: i) listen to and understand simple spoken English in certain given contexts; ii) speak and respond clearly and appropriately in familiar situations using simple language; 1

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

Curriculum specifications for the English language syllabus have been prepared as separate documents for each year of the primary school and these are termed ‘Huraian Sukatan Pelajaran’. Each document serves as a guide to teachers w ith regard to the skills to be achieved, the content or topic that is to be dealt w ith, and the vocabulary and grammar items that pupils must know in order for them to use the language.

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This document is the Curriculum Specifications for Year 3 SJK. It covers language skills, the sound system, grammar and w ord list. The contents of the Curriculum Specifications are set out in three columns. ™ The first column is the LEA RNING OUTCOMES column. These are skills and attitudes to be acquired by pupils and are draw n from the syllabus.

The Language Skills A close link w ith the skills of listening, speaking, reading and w riting is maintained. Vocabulary and sentence patterns introduced in the oral component also need to be taught and used by pupils in reading and w riting. Grammar items taught and learnt must be applied both to oral w ork and w riting exercises. The Learning Content

™ The second column is the SPECIFICA TIONS column. Here, the larger Learning Outcomes are broken dow n into manageable skills and sub-skills for teaching and learning. These specifications represent important aspects of the skill to be acquired in Year 3.

In teaching English to pupils, specified contexts are used to make lessons meaningful. Some themes have been identified to help teachers decide upon their ow n topics that are suitable for their class.

To help teachers further, these sub-skills have been categorized into 3 levels ranging from the more basic to the more advanced.

When planning lessons, topics for teaching are initially based on the immediate learning environment of the child. Later on, these are expanded to tow n, country and more distant foreign locations.

Level 1 outlines the basic skills to be achieved by all learners. On completing their tasks successfully, learners then progress to Level 2, and then to Level 3.

The Spoken Language

™ The third column is entitled EXA MPLES / ACTIVITIES / NOTES. These notes are directed at teachers and they include explanations, teaching points and examples of activities to help pupils achieve the skill specifications.

In teaching children the sounds of English, the aim is for them to be understood by others. As such, teachers should ensure that pupils produce the sounds of English w ell and pronounce w ords clearly with the correct stress and intonation so as to enable the listener to understand w hat is being spoken.

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Gramm ar

Learner-Centredness

Grammar items and sentence patterns have been selected from the list provided in the English Language syllabus to help learners master the structures of English. Teachers are advised to limit the number of structures used in any one lesson to ensure that learners master the structures w ell. Teaching too many structures may not be advisable for weak learners as these may only serve to confuse them.

The learner is at the centre of the learning process. Teaching approaches, lessons and curriculum materials for learning must be adjusted to suit the differing needs and abilities of pupils. It is important that appropriate activities and materials are used w ith pupils of different learning profiles so that their full potential can be realized.

Word List The list of words selected for teaching is based on a sample of the more common w ords and high frequency words and can be used and recycled in different contexts and topics. The suggested word list can be w idened if pupils demonstrate that they are capable of receiving more.

Integration The curriculum follow s an integrated approach. For example, a particular lesson may begin w ith a story about the daily happenings around a family. The teacher can take off from the reading to teach instructions, “It’s time to go to bed” or social expressions such as “You’re back. How w as school?” These statements or questions can be later used in w riting or speaking exercises w hen the teacher gets pupils to speak or w rite about life at home.

The follow ing considerations should be taken into account in teaching the curriculum specifications.

In addition, moral values should also be infused in lessons through the selection of appropriate materials and activities. Elements of patriotis m, environmental education, study of the local environment and health education should also be infused in lessons.

Planning and Organisation of Lessons

Repetition, Reinforcement and Consolidation

Keeping in mind the time allocated for teaching the English language in SJK schools, these specif ications must be reorganised in a manageable form for teaching. Whatever context is used, the skills of listening, speaking, reading and writing have to be integrated in a natural manner.

Language skills, vocabulary, grammar items and the sound system must be repeated often and used constantly to maximise learning. Teachers should set a variety of tasks that will enable pupils to use the specific skills often so that they gradually develop the ability, know ledge and confidence to use the language effectively.

IMPORTANT CONSIDERATIONS FOR T EACHING

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Teaching-Learning Activities In order to help pupils learn the language, pupils must be given every opportunity to take part in activities that require them to use the language skills taught. Some activities have been suggested in this document. How ever, teachers are encouraged to set more creative and challenging tasks and activities based on the needs and interests of learners. Evaluation Evaluation is an important aspect of the teaching-learning process. Continuous formative evaluation is important to gain essential feedback and to keep track of pupils’ progress. Awareness of pupils’ capabilities w ill enable teachers to plan activities for further development. In these early stages of language development especially, pupils should not be burdened w ith centralized, examtype assessment. Other Considerations As far as possible, teachers should use the Malaysian setting w hen planning lessons. Teachers should also use materials that emphasize the principles of good citizenship, moral values, and the Malaysian w ay a life. The Curriculum Specifications makes only a few suggestions as to the number of activities required for the attainment of language skills. Teachers need to use their initiative, imagination and creativity to extend the experiences of their pupils.

TEACHING-L EARNING ST RAT EGIES FOR YEAR 2 SJK The English Language programme for Year 3 SJK focuses on the four skills, namely Listening, Speaking, Reading and Writing. The Year 3 programme is focused on providing the basis for literacy in the English language. Also important is vocabulary control and simple functional uses of language in everyday life. Listening Listening is an important skill as w hat learners hear often becomes one of the main sources of the target language to be learnt. In order to develop pupils’ listening skill, teachers should make sure that their pupils listen to songs, rhymes, and stories. To show their understanding of what they hear, pupils can be asked to sing songs, chant rhymes, mime, colour, do matching exercises, draw, write, and recall ideas. Oral Work Pupils should be given lots of opportunities to talk in class so that they become familiar w ith the sounds of the English and pick up the confidence to speak in the language. Pair and group w ork activities allow s for all pupils to engage in speaking activities at the same time. Pupils should also be encouraged to talk in English to other pupils and teachers in the school.

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Reading

EDUCATIONAL EMPHASES

Schools are encouraged to use a good reading scheme. Teachers can use the w hole language approach by reading aloud stories from a book (e.g. Big Books) and allow ing children to follow the w ords being read so that they get to know how words are pronounced. In addition, teachers must make pupils aw are of the letters of the alphabet (e.g. a, b, c, d) and the sounds of these letters (‘eh’, /b/, /k/, /d/) so that pupils can string together these sounds and produce a w ord (phonics). Pupils must be provided w ith good models of reading so that they imitate the sounds produced. Pictures and illustrations must support reading texts as these enhance understanding. Pupils should be taught to read w ith understanding and enjoy ment, building on w hat they already know. They should also be taught to use various cues for word identification, and to use their understanding of grammatical structure and the meaning of the text as a whole to make sense of the content.

Educational emphases given below outline current developments in education that w ill help learners prepare for the world of work later as w ell as their ability to interact w ith others. In this respect, the incorporation of moral education, citizenship education, patr iotis m and thinking skills in the specifications w ill contribute tow ards the building of a modern and progressive Malaysian society.

Writing At this stage, pupils w ould have mastered the mechanics of writing by forming letters w ell, leaving sufficient space between letters and words so that their writing is neat and legible. Pupils then learn to write at the w ord, phrase and simple sentence levels.

Thinking Skills Critical and creative thinking skills are incorporated in the learning outcomes to enable learners to solve simple problems, and express themselves creatively in English. Learning How to Learn Skills Learning How to Learn skills are also integrated w ith the learning outcomes to enable learners to take responsibility for their ow n learning even at an early age. These skills enable learners to remember w ords, recall ideas, and look up meanings of words in simple dictionaries. It is hoped that these skills set them on the path to become independent life-long learners. Inform ation and Communications Technology (ICT) Skills In line w ith globalisation and the ICT Age, skills relating to ICT are incorporated in the learning outcomes. These skills have been added to cater for schools that have ICT facilities. Schools that do not have ICT facilities are not obliged to teach these skills. These skills include w orking on computers and using coursew are.

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Values and Citizenship The values contained in the secondary Moral Education syllabus have been incorporated in the learning outcomes and include patriotis m and good citizenship. Multiple Intelligences

This document only lists a number of essential activities for the attainment of the English language. Teachers need to use their initiative, imagination and creativity to extend the experiences of their learners, to reinforce w hat has been learnt and to create challenging language tasks.

The learning outcomes also reflect the incorporation of the theory of Multiple Intelligences. This is illustrated, for example, in the w ay children interact and talk w ith one another (verbal intelligence), and the application of kinaesthetic intelligence as seen in role-play activities. Know ledge Acquisition Learning outcomes make use of subject matter disciplines such as science and geography, and incorporate educational emphases such as the environment and consumer ism to provide contexts for language use. Preparation for the Real World The learning outcomes prepare learners to meet the challenges of the real w orld by focusing on language use in society. To some extent this is achieved through structuring the curriculum in ter ms of the Interpersonal, Informational and Aesthetic uses of language. It is also achieved by making use of real-life issues for classroom activities and project w ork. Whenever the opportunity presents itself, learners are encouraged to meet w ith people outside of the classroom so that they learn to operate in real-life situations.

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Curriculum Specifications for English Year 3 SJK

2. CONT EXTS FOR T EACHING The contexts for teaching for Year 3 SJK are suggested below . These are broad areas from w hich topics are to be draw n for activities and comprehension texts for learners to read, talk, and w rite. In addition, moral values and socio-cultural rules (e.g. the use of polite forms w hen addressing elders) also form an important part of the content for classroom activities. A w ord list of the more common w ords in the English language has been provided. These w ords must be used and recycled in different contexts and topics so that pupils can master these words. Where necessary, a limited number of w ords can be added in order to deal with a story or subject meaningfully.

1. World of Self, Fam ily and Friends

:

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

2. World of Stories

:

Stories of people

3. World of Know ledge

:

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

Curriculum Specifications for English Year 3 SJK

3.

OBJECTIVES FOR YEAR 3 SJK By the end of Year 3, pupils should be able to: x

Talk about their hobbies, and w hat they like to do;

x

Recite simple poems and sing songs;

x

Follow simple instructions and directions;

x

Listen to and understand simple stories and simple poems;

x

Ask and answ er simple questions;

x

Read and understand simple stories and simple factual texts;;

x

Write w ords, phrases and simple sentences in good handw riting; and

x

Show an awareness of moral values and love tow ards the nation.

Curriculum Specifications for English Year 3 SJK

4.

LEARNING OUTCOMES AND SPECIFICATIONS

The Learning Outcomes are taken from the syllabus in its original form. They are the skills to be achieved by the end of Year 6 SJK. Teachers, how ever, should be guided by the LEARNING OUTCOM ES

SPECIFICATIONS

1.0 LIST ENING SKILL By the end of their prim ary schooling, pupils should be able to: 1.1 Listen to and discriminate similar and different sounds of the English language.

second column w hen planning lessons for Year 3 SJK. In this column (called Specifications), the learning outcomes are broken dow n into smaller skills to be achieved by learners in Year 3 SJK.

1.1.1

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

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

EXAMPLES/ACTIVITIES/ NOT ES

x x x

Example of vow els: “a” as in arm, “ ee ” as in see, peel. Example of blends: “cl” as in clip Example of digraphs: “sh” as in short “ch” as in chair.

x

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

x

Activities include: - listening to 2 w ords and putting up one’s hand if the sound is the same. -

underlining the letters of the sounds heard. e.g. tall, call, crab, clock, shy

Curriculum Specifications for English Year 3 SJK

LEARNING OUTCOM ES

SPECIFICATIONS Level 3 1.1.4 Listen to and group words according to the beginning sound: a) vow els in initial position b) vow els in medial position c) blends in initial position d) digraphs in initial position

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

Level 1 Listen to and repeat the pronunciation of m onosyllable and 2-syllable words.

-

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

x

Use w ords in the context of a story heard: e.g. cat, cow, mar-ket, ma-gic.

x

Activities include: - saying out aloud w ords in pairs and groups;

1.2.2

Level 2 Listen to and repeat correctly phrases and expressions.

-

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

1.2.3

Level 3 Listen to and repeat simple rhymes.

-

repeating nursery rhymes; and

Curriculum Specifications for English Year 3 SJK

LEARNING OUTCOM ES

SPECIFICATIONS

EXAMPLES/ACTIVITIES/ NOT ES -

supplying missing rhyming w ords in rhymes. e.g.

I’m a little teapot Short and …(stout) ..…. Here is my handle And there is my …(spout)… When the water’s boiling Hear me ……(calling) ….. Lift me ……(high) …. And pour me ……(out).…

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

1.3.1

1.3.2

Level 1 Listen to and understand key words in stories.

Listen to and understand the numbers 21 - 25.

x

Example of key w ords include nouns, adjectives and verbs such as Afiqah, school, fat, long, walk, write, clever, good

x

Activities include: - picking out the correct picture w hen the w ord is spoken; - checking pupils’ understanding of numbers by getting them to match the spoken numeral and the w ritten form.

Curriculum Specifications for English Year 3 SJK

LEARNING OUTCOM ES 1.3.3 1.3.4

1.3.5

1.4 Listen to and follow simple instructions and directions accurately.

1.4.1

1.4.2

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

EXAMPLES/ACTIVITIES/ NOT ES x x

Get children to point at pictures to show understanding of pictures. Get children to memorise w ords by giving them spelling tests.

x

Children learn better if w ords are taught in context under the various topics and w ith accompanying pictures or actions.

x

To check understanding, get pupils to match pictures, to draw something or to do something.

x

Get pupils to listen to a story and point to the sentences read aloud.

Level 1 Listen to and learn w ords of instructions.

x

Example of instructions: gum, cut, hold, paper, cardboard

Listen to and learn w ords of direction.

x

Example of directions: e.g. walk up, walk down, turn right, turn left Get students to memorise these words.

Level 3 Listen to and understand simple spoken sentences.

x

Curriculum Specifications for English Year 3 SJK

LEARNING OUTCOM ES 1.4.3

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

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

SPECIFICATIONS Level 2 Listen to and follow sim ple instructions.

EXAMPLES/ACTIVITIES/ NOT ES x

listen to simple instructions to make things such as bookmarks and pencil holders.

1.4.4

Level 3 Listen to and follow sim ple directions.

x

e.g. Tracing a route map to show the directions from home to school or to a friend’s house

1.5.1

Levels 1, 2 & 3 Listen to and enjoy children’s songs and rhymes.

x

Activities include getting children to: - clap their hands - move to the rhythm of the song - sing / chant along - do actions.

1.6.1

Level 1 Listen to and understand simple m essages.

x

Get pupils to be familiar w ith the structure of the message: x the sender; x the recipient; and x the message.

x

1-2 line messages are suitable. Hi Chee Seng, Wait for me after school. Outside the canteen. Bye. Siva sender

person who receiv es

message

Curriculum Specifications for English Year 3 SJK

LEARNING OUTCOM ES 1.6.2

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

1.7.1

1.7.2

SPECIFICATIONS Levels 2 & 3 Listen to simple m essages and recall details by answering simple Wh-questions.

x

e.g.

Level 1 Listen to simple short stories and fairy tales and respond - non-verbally.

x

Examples of non-verbal response include: - smiling, laughing, clapping hands - doing body movements (e.g. swaying like trees) - making sounds (e.g. mooing like a cow) - draw ing, circling, colouring.

Level 2 Respond verbally by stating one’s likes and dislikes.

x

Examples of verbal response include: - the pupil saying, “Teacher! Teacher! I don’t like the queen. She is bad.”

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

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

x Activities include: - Asking simple questions e.g. ‘Wh’ questions Who is this? What is he doing? Where……? How many…..?

2.0 LEARNING OUTCOM ES

Curriculum Specifications for English Year 3 SJK

SPEAKING SKILL

EXAMPLES/ACTIVITIES/ NOT ES

SPECIFICATIONS

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

2.1.1

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

x

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

x

Example of monosyllable w ords are: Jane, Alex, went, down, cat, draw, tall, big, fat, run, jump, swing.

x

Example of 2-syllable w ords are: bas-ket, pen-cil, ru-ler.

Pronounce m onosyllable and 2-syllable words correctly.

x

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

Level 2 Repeat expressions with correct intonation and stress.

x

Check that pupils have a rising tone in questions.

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

x

Set pair w ork for question and answ er activities.

2.1.2

2.1.3

Curriculum Specifications for English Year 3 SJK

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

SPECIFICATIONS 2.2.1

2.2.2

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

2.2.3 Ask questions about num bers.

2.3 Give relevant information politely in response to enquiries made.

EXAMPLES/ACTIVITIES/ NOT ES

x e.g. Who are you? Where is the elephant? x e.g. “Where do you live?” x e.g. How many cars are there? How many balloons are there?

Level 1 2.3.1 Respond to simple Wh-questions.

x e.g. The rat is under the chair.

2.3.2

Give one-word replies when identifying, naming objects, plants, animals, etc.

x e.g. What is that?.…An ant!

2.3.3

Give replies pertaining to numbers. x e.g. How many pencils are there?… 30.

Level 2 2.3.4 Give replies pertaining to num bers 21 - 30: identifying, stating.

x e.g. How many books are there? …25.

2.3.5 Give longer replies w hen answ ering questions.

x e.g. “Do you like football?” “Yes. I like playing football. ”

2.3.6

Give replies after adding and subtracting numbers.

Curriculum Specifications for English Year 3 SJK

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

2.4.1

2.4.2

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

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

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

EXAMPLES/ACTIVITIES/ NOT ES

SPECIFICATIONS

2.5.1

2.5.2

2.5.3

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

e.g.

“Are there 22 erasers? “No. There are only 20.“

x e.g. Baa Baa Black ________ Have you any ________? Yes Sir, Yes _______ _______ bags full ………. x e.g. Row, row, row your boat. Gently down the stream. x Get pupils to complete the story. Use pictures and also prompt them w ith helping w ords. e.g. “And then the wolf…..(was angry).”

x Example of details include names, number, size. e.g. “The boy was called ….(Aladdin). x e.g. ” The princess is pretty.” “Aladdin is handsome.” x

In these early stages, tell stories w here the characters are clearly good or bad. It is easier for pupils to relate to characters.

Curriculum Specifications for English Year 3 SJK

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

2.7

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

SPECIFICATIONS

EXAMPLES/ACTIVITIES/ NOT ES

2.6.1

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

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

2.6.2

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

x e.g. “I do not like the story.” “ I like the story.”

Level 1 2.7.1 Thank people.

x Activities include: - Getting children to role play various situations w here they might use such language.

2.7.2

Level 2 Seek perm ission.

2.7.3

Say sorry.

x e.g. “I am sorry. I hit you.”

2.7.4

Level 3 Talk about oneself and one’s family to neighbours and friends.

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

x Example of sentence patterns: “Can I go out?” “May I help you?”

3.0 LEARNING OUTCOM ES By the end of their primary schooling, pupils should be able to: 3.1

Acquire w ord recognition and w ord attack skills to recognise w ords on sight.

Curriculum Specifications for English Year 3 SJK

READING SKILL

EXAMPLES/ACTIVITIES/ NOT ES

SPECIFICATIONS Level 1 3.1.1 Look at letters and say aloud the follow ing sounds: a) vow els in initial position b) vow els in medial position c) blends in initial position d) digraphs in initial position Level 2 3.1.2 Identify letter shapes by their sounds. 3.1.3

Read and group w ords according to w ord fam ilies: the ‘all’ family, the ‘at’ family.

3.1.5

Read aloud 3-syllable w ords with the correct stress. Level 3 Com pare words for similar and different sounds.

Activities include: - differentiating sounds. - grouping w ords w ith similar sounds. - Naming letters aloud. e.g. sh = ‘sh’ for shower

x

Read aloud w ords that have the follow ing sounds: a) vow els in initial position b) vow els in medial position x c) blends in initial position d) digraphs in initial position

3.1.4

3.1.6

x

See the Sound System. e.g. / cl / = clap, clock. / cr / = crab, crow.

e.g. peel, pool = / i: / , / u: / are vow els in their medial position.

x

e.g. the ‘all’ family: tall, fall, call, wall the ‘at’ family: fat, cat, pat

x

e.g.

x

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

hos / pi / tal to / mo / rrow

Curriculum Specifications for English Year 3 SJK

LEARNING OUTCOM ES 3.2

Acquire key w ords at various stages of development.

EXAMPLES/ACTIVITIES/ NOT ES

SPECIFICATIONS 3.2.1

3.2.2

3.2.3

3.2.4

Level 1 Recognise com plete words.

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

x

Activities include: - matching w ords with pictures: - reading label cards - selecting the correct label from 2 or 3 w ord cards.

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

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

Curriculum Specifications for English Year 3 SJK

LEARNING OUTCOM ES

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

EXAMPLES/ACTIVITIES/ NOT ES

SPECIFICATIONS Level 1 3.3.1 Read and understand phrases.

x

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

Level 2 3.3.2 Read and understand simple sentences.

x

Activities include: - matching sentences to pictures e.g. The boy is playing. -

rearranging w ords to form a complete sentence: e.g. boy playing the is

- answ ering simple comprehension questions. Level 3 3.3.3 Read and understand a simple paragraph of 3-4 sentences.

x Activities include: - rearranging sentences in sequence - selecting sentences to fit pictures - answ ering comprehension questions.

Curriculum Specifications for English Year 3 SJK

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

SPECIFICATIONS Level 1

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

3.4.3

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

EXAMPLES/ACTIVITIES/ NOT ES

3.5.1

Level 3 Read aloud simple poems and stories expressively and fluently.

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

x Activities include getting pupils to read in pairs and groups.

x Get pupils to read texts w ith the correct stress and intonation. e.g. the

DO NOT WALK

sign

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

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

Curriculum Specifications for English Year 3 SJK

LEARNING OUTCOM ES

Level 1 3.6 Acquire a w ide range of vocabulary.

3.7

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

EXAMPLES/ACTIVITIES/ NOT ES

SPECIFICATIONS 3.6.1 Read and recognise words.

x

Activities include: underlining w ords in word chains and playing w ord games. setting up competitions betw een pairs and groups making children create their ow n word chains, etc.

-

3.6.2

Level 2 Group words according to categories.

x

3.6.3

Level 3 Make sm all w ords from big w ords

x

3.7.1

Level 1 Talk about pictures of a simple factual text.

x

Get pupils to look at the cover or other pictures in the text and ask them to talk about/describe the picture.

x

e.g. colour, shape, size, number.

x

Ask Wh-Questions - What, When, Who.

3.7.2 3.7.3

Level 2 Read and give details. Level 3 Answer simple comprehension questions.

Example of categories: things in the home, things outside the home.

Example: STRONG song, Ong, go, so

Curriculum Specifications for English Year 3 SJK

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

Level 1

3.8.1 Talk about pictures in a story, poem, or rhyme.

x

A simple rhy me or poem may consist of just 4 lines.

3.8.2 Read aloud simple stories.

x

A story may consist of a book of 5 sentences a page for 5 pages.

x

Details include number, size, colour, etc.

x

Get children to arrange pictures or number pictures in sequence.

3.8.3

3.8.4

3.8.5

3.8.6

3.9 Read w idely and independently.

EXAMPLES/ACTIVITIES/ NOT ES

SPECIFICATIONS

Read aloud simple rhymes or poems. Level 2 Read and give details about the people, animals and places in the story. Read and give details in the poem. Level 3 Read and give the sequence of events in stories.

All levels 3.9.1 Read w idely at one’s ow n pace according to one’s interest.

x Allow pupils to select books of their ow n interest.

Curriculum Specifications for English Year 3 SJK

4.0 LEARNING OUTCOM ES

WRITING SKILL EXAMPLES/ACTIVITIES/ NOT ES

SPECIFICATIONS

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

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

Provide realistic contexts for pupils to write.

x

e.g. 21 = twenty-one 25 = twenty-five

x

Teachers need to pay attention to formation of capital letters and small letters, slant of letters, spacing betw een w ords, etc.

x

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

Curriculum Specifications for English Year 3 SJK

LEARNING OUTCOM ES

SPECIFICATIONS

EXAMPLES/ACTIVITIES/ NOT ES

4.2.2 Write clearly and legibly numerals 21 - 30 in both num ber and w ord forms.

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

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

Level 2 4.2.3 Write words and phrases clearly and legibly.

x

e.g. a boy a clever boy

Level 3 4.2.4 Write sentences (at least 3-5 words per sentence) in clear legible print.

x

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

x

e.g. The red hen.

Level 1 4.3.1 Match phrases to pictures.

The fierce cat. Level 2 & 3 4.3.2 Match words to other words.

x

e.g.

Level 1 4.4.1 Complete m issing letters in texts.

x

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

hibiscus red

apple plant

Curriculum Specifications for English Year 3 SJK

LEARNING OUTCOM ES

SPECIFICATIONS

EXAMPLES/ACTIVITIES/NOTES

Level 2 4.4.2 Com plete simple instructions and directions, descriptions, rhymes with the missing w ord(s) (w ith guidance in the form of w ords and pictures).

x

e.g. Go straight. Turn _____ (right, left).

Level 3 Com plete simple instructions and directions, descriptions, rhymes, notices, stories w ith the missing word(s) (w ith a little guidance in the form of a composite picture).

x

Let children share their w riting by reading it aloud to others or by displaying it.

4.4.3

x e.g.

4.5 Construct simple and compound sentences w ith guidance and independently.

4.5.1

Level 1 For m simple sentences by arranging w ords.

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

This is my pet dog. Its name is Max. It eats rice and bones.

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

x E.g. provide guided and semi-guided substitution tables. x Use and, or, but. x e.g. I am Ee Ling. I am nine years old. I like to eat chicken.

Curriculum Specifications for English Year 3 SJK

LEARNING OUTCOM ES 4.6 Spell correctly and take dictation.

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

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

All levels 4.7

Punctuate meaningfully. 4.7.1 Use comm as in a list.

4.8

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

Level 1 4.8.1 Write lists.

4.8.2 Write simple messages to friends and relatives.

x e.g. Mother bought biscuits, milk, flour, and eggs.

x

e.g. Writing a list of friends to invite for a birthday party. Mina John Karen

x

e.g.

x

e.g. Give pictures and w ords to guide pupils.

Lev el 2

4.8.3

Write simple instructions with guidance.

4.8.4

Write simple descriptions with guidance.

Hi Maniam, I like your new pencil box. Angela

Curriculum Specifications for English Year 3 SJK

LEARNING OUTCOM ES

SPECIFICATIONS

4.8.5

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

EXAMOLES/ACTIVITIES/NOT ES

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

Curriculum Specifications for English Year 3 SJK

SOUND SYST EM The sound system forms part of the language contents in the Curriculum Specifications. The vow els and the consonants to be taught are presented in orthographic form and in phonetics. The phonetic symbols are enclosed in phonemic notation (/ /). These phonetic symbols are only for teachers’ reference and not to be taught to pupils. How ever, the sounds that are represented by the symbols should be taught. The vow els and consonants listed below are taught in Year 3. Although each of the vow els listed has more that one sound, only one sound for each vowel has been selected to be taught. How ever, teachers can teach the other sounds if their pupils are able to handle them. Examples of the sound to be taught are given. Teachers are encouraged to give more examples for pupils to practise the various sounds. 5.1

Vowels – initial position a /a: / - ar m, alar m , farm. i / a / - ice, I, island.

5.2

Vowels – * medial position a /a:/ - car, far, bar. ee / i:/ - see, peel, feel. oo / u:/ - cool, pool, fool.

5.3

Initial Blends cl /cl/ cr /cr/

-

clip, clock, clang. crab, cry, crop.

5.4

Initial digraphs sh /

/

shy, short, shirt.

ch /

/

chair, chain, change.

Curriculum Specifications for English Year 3 SJK

6. GRAMMAR 6.2.2

Grammar forms part of the language contents in the Curriculum Specifications for Year 3 SJK. Tw o sections have been listed to assist teachers. In section 5 (a), grammar items to be taught have been specified under the different grammar categories. To illustrate what is meant by each category and at the same time to specify the scope and depth of the items to be taught examples are given. In section 5(b), suggested sentence patterns for teaching are given. These sentence patterns are set out under functions. In teaching these patterns, it is important that teachers teach them in context and in a meaningful w ay. 6.1

Nouns 6.1.1

6.2

6.2.3 6.3

‘an’ is used before vowels e.g. an apple, an egg ‘the’ is used to refer to nouns mentioned earlier e.g. the sun, the car, the moon

Pronouns 6.3.1

Personal pronouns e.g. I, you, he, she, they, we*

6.3.2

Demonstrative pronouns e.g. this house, that car, these pencils, those erasers

6.3.3

Interrogative pronouns (‘Wh’ question w ords)

Proper Nouns (names of people/places) e.g. Ali, Siva, Cheng, Ipoh, Sabah

6.1.2 Gender ( masculine, feminine) masculine - boy (he) feminine - girl (she)

i.

6.1.3

ii.

Countable Nouns e.g. one chair, two chairs

Articles (w ith singular nouns) 6.2.1

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

iii. iv.

What e.g. What is this? What is that? Who e.g. Who is he? Who is she? * Where e.g. Where are you going? *When e.g. When is Chinese New Year?

Curriculum Specifications for English Year 3 SJK

6.3.4 Possessive pronouns my*, his*, her* e.g. my bag, his book, her shoes 6.4 6.5

Prepositions (of location) e.g. in, on, under, near, *at, *to Sim ple Present Tense i. For habitual actions e.g. We brush our teeth every day. ii. For imperatives e.g. Come here. Sit down. iii. Subject-Verb Agreement e.g. This is my pet dog. These are her puppies.

6.6

Sim ple Past Tense (subject verb agreement) e.g. He was late yesterday. They were late yesterday.

6.7

Sentence Types – simple sentence e.g. I have a dog. Its name is Max.

6.8

*Conjunctions - and, or, *but e.g. The teacher was strict but fair.

6.9

Questions and responses e.g. Is it a dog? Yes, it is. /Yes. No, it isn’t. / No. Are they puppies? Yes, they are. / Yes. No, they aren’t. / No.

7.0 *Verbs i. Regular verbs (+d) e.g. dance - danced (+ ed) e.g. jump – jumped ii. Irregular verbs e.g. run – ran sit – sat come – came

Curriculum Specifications for English Year 3 SJK

6 (b)

SUGGEST ED SENT ENCE PATT ERNS

These patterns are set out under particular functions. The w ords underlined may be substituted for other w ords. The sentence patterns that are asterisked are the new items for the year.

3.

1. To exchange greetings A: Good evening. B: Good evening.

*6.

To talk about one’s family. i. This is my father. ii. His hobbies are reading and fishing.

2. To thank someone A: Thank you. B: You’re welcome.

7.

To ask and answ er simple questions i. A: Do you like this story? B: Yes, I do..

To bid farew ell

ii.

A: What are these/those? B: These are slippers./ Those are pencils.

A: Goodbye. B: Goodbye.

iii.

A: Who is she? B: She is my mother.

*4.

To give details of oneself. A: My name is Ah Chong. I am 9 years old. I like to play football and badminton.

5.

To identify members of one’s family i. This is my father. ii. This is my mother.

*8.

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

Curriculum Specifications for English Year 3 SJK

7.0 Word List The w ord list consists of words commonly used in the English language. These are high frequency words which learners w ill need even w hen reading simple texts. Teachers should teach pupils to recognize these w ords in context when reading and also understand them in the context of what they read. a about afternoon am an and album* all are at aw ay back bag ball banana* bed belt big blue book boy branch* brother by cactus* came

can cat chair coconut* collecting stamps* come day desk door dog dow n did father flow ers* for fruits* girl get good go going green has have he help

These are also the w ords that pupils w ill use w hen going about their writing task. Teachers are encouraged to add to this list according to the maturity level and ability of their pupils as w ell as the topic being taught. her hibiscus* him his house how in is it jump left like live leaf* look keeping pets* market* man morning mother me my name night no not

now of old on one orchid* our out up pen pencil play put red right roots* rose* ruler said see seed* she shoe shops* sister stem*

Curriculum Specifications for English Year 3 SJK

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

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

Plus: x x x x x

numbers one to tw enty numbers tw enty-one to tw enty-fiv e* pupil’s name and address name of school social expressions and greetings