ds bahasa inggeris sk tahun 1-3

8/9/2019 DS Bahasa Inggeris SK Tahun 1-3

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DOKUMEN STANDARDKURIKULUM SEKOLAH RENDAH

BAHASA INGGERIS SK

KEMENTERIAN PELAJARAN MALAYSIA

MODUL TERAS ASAS

DRAFT

TAHUN SATU, DUA & TIGA


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DOKUMEN STANDARDKURIKULUM SEKOLAH RENDAH

BAHASA INGGERIS SK

MODUL TERAS ASAS

BAHAGIAN PEMBANGUNAN KURIKULUM2011

TAHUN SATU, DUA & TIGA


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CONTENTS

RUKUN NEGARA i

FALSAFAH PENDIDIKAN KEBANGSAAN ii

INTRODUCTION 1

AIMS 1

OBJECTIVES 2

UNDERLYING PEDAGOGICAL PRINCIPLES 2

CURRICULUM ORGANISATION 4

A MODULAR CURRICULUM 5

THE MODULAR CONFIGURATION

CURRICULUM CONTENT !

CONTENT AND LEARNING STANDARDS"LISTENING AND SPEAKING 14

CONTENT AND LEARNING STANDARDS"READING 21

CONTENT AND LEARNING STANDARDS"#RITING 24

CONTENT AND LEARNING STANDARDS"LANGUAGE ARTS 2CONTENT AND LEARNING STANDARDS"GRAMMAR 2$

#ORD LIST 2$


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RUKUN NEGARA

BAHAWASANYA negara kita Malaysia mendukung cita-cita hendak mencapai perpaduan yang

lebih erat di kalangan seluruh masyarakatnya; memelihara satu cara hidup demokratik; mencipta

masyarakat yang adil di mana kemakmuran negara akan dapat dinikmati bersama secara adil dan

saksama; menjamin satu cara yang liberal terhadap tradisi-tradisi kebudayaan yang kaya dan

berbagai-bagai corak; membina satu masyarakat progresi yang akan menggunakan sains dan

teknologi moden;

MA!A !AM"# rakyat Malaysia# berikrar akan menumpukan seluruh tenaga dan usaha kami untuk

mencapai cita-cita tersebut berdasarkan prinsip-prinsip berikut$

!%&%'(AYAAN !%&A)A *+HAN

!%S%*"AAN !%&A)A 'A,A )AN N%A'A

!%.+H+'AN &%'.%MBAAAN

!%)A+.A*AN +N)AN-+N)AN

!%S/&ANAN )AN !%S+S".AAN


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FALSAFAH PENDIDIKAN KEBANGSAAN

&endidikan di Malaysia adalah suatu usaha berterusan ke arah

lebih memperkembangkan potensi indi0idu secara menyeluruh

dan bersepadu untuk melahirkan insan yang seimbang dan

harmonis dari segi intelek# rohani# emosi dan jasmani;

berdasarkan kepercayaan dan kepatuhan kepada *uhan1

+saha ini adalah bagi melahirkan 2arganegara Malaysia yang

berilmu pengetahuan# berketerampilan# berakhlak mulia#

bertanggungja2ab dan berkeupayaan mencapai kesejahteraan

diri serta memberi sumbangan terhadap keharmonian dan

kemakmuran keluarga# masyarakat dan negara1


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INTRODUCTION

%nglish is taught as a second language in all Malaysian primary and secondary schools1 *he mastery o %nglish isessential or pupils to gain access to inormation and kno2ledge 2ritten in %nglish1 "n line 2ith the go0ernment3spolicy on strengthening %nglish# the curriculum has been designed to produce pupils 2ho 2ill be proicient in thelanguage1 *he goal o the %nglish language curriculum is to help pupils ac4uire the language in order to help themuse it in their daily li0es# to urther their studies# and or 2ork purposes1

%nglish 2hich is also the dominant language used in "normation (ommunications *echnology 5"(*6 needs to bemastered to enable our pupils to ha0e easy access to inormation that is a0ailable on the electronic media such asthe "nternet1

*his curriculum stresses the de0elopment o critical literacy1 *eachers 2ill pro0ide opportunities or pupils to 4uestionand e0aluate te7ts that they listen to# read or 0ie21 *hese opportunities are essential or achie0ing personal gro2thand conidence in unctioning as an eecti0e and producti0e member o our society1 *his is in line 2ith the goals o the National &hilosophy o %ducation 2hich seeks to optimise the intellectual# emotional and spiritual potential o pupils1

AIMS

*he %nglish .anguage (urriculum or &rimary Schools aims to e4uip pupils 2ith basic language skills to enable

them to communicate eecti0ely in a 0ariety o conte7ts that is appropriate to the pupils3 le0el o de0elopment1

1


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OBJECTIVES

By the end o Year 8# pupils should be able to$

i1 communicate 2ith peers and adults conidently and appropriately in ormal and inormal situations;

ii1 read and comprehend a range o %nglish te7ts or inormation and enjoyment;

iii1 2rite a range o te7ts using appropriate language# style and orm through a 0ariety o media;

i01 appreciate and demonstrate understanding o %nglish language literary or creati0e 2orks or enjoyment; and

01 use correct and appropriate rules o grammar in speech and 2riting1

UNDERLYING PEDAGOGICAL PRINCIPLES OF THE CURRICULUM

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

i1 Back to basics

"t is essential or teachers to begin 2ith basic literacy skills in order to build a strong oundation o language

skills1 Basic listening and speaking are introduced in order to help pupils enrich their understanding o the language1*he strategy o phonics is introduced in order to help pupils begin to read and a good oundation in penmanship 2illhelp pupils ac4uire good hand2riting1

2


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ii1 .earning is un# meaningul and purposeul

.essons# 2hich emphasise meaningul conte7ts and the integration o language skills# allo2 pupils to learn by

doing un-illed acti0ities1 (onte7tualised as 2ell as purposeul acti0ities 2ill promote the un element in languagelearning1

iii1 *eaching is learner-centred

*eaching approaches# lessons and curriculum materials must suit the diering needs and abilities o pupils1 "tis important that appropriate acti0ities and materials are used 2ith pupils o dierent learning capabilities so that their ull potential can be realised1 *he Mastery .earning strategy 2ill ensure that pupils master all learning standards inorder to help them ac4uire the language1

i01 "ntegration o salient ne2 technologies

"n line 2ith gro2ing globalisation# technology is used e7tensi0ely in our daily communication1 Hence#emergent technologies can be used in language learning in order to enhance communication1 "normation a0ailableon the internet and other electronic media 2ill be 0ital or kno2ledge ac4uisition1 Net2orking acilities 2ill be useulor pupils to communicate and share kno2ledge1

01 Assessment or learning

(ontinuous assessment is an integral part o learning 2hich enables teachers to assess 2hether pupils ha0e

ac4uired the learning standards taught1 9ormati0e assessment is conducted as an on-going process# 2hilesummati0e assessment is conducted at the end o a particular unit or term1 A range o acti0ities can be utilised inorder to assess pupils3 perormance orally or in 2riting1 *he ormati0e and summati0e assessments 2ill be used togauge pupils perormance1

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0i1 (haracter-building inused

An important principle 2hich needs to be inculcated through the curriculum is character building1 .essons

based on 0alues ha0e to be incorporated in teaching and learning in order to impart the importance o good 0aluesor the 2holesome de0elopment o indi0iduals1

CURRICULUM ORGANISATION

*he Standard-based %nglish .anguage (urriculum or Malaysian National &rimary Schools 5S!6 is designed topro0ide pupils 2ith a strong oundation in the %nglish language1 *eachers should use Standard British %nglish as areerence and model or teaching the language1 "t should be used as a reerence or spelling and grammar as 2ellas pronunciation or standardisation1

&rimary education is di0ided into t2o stages$ Stage /ne reers to Years :# and < and Stage *2o reers to Years =#> and 81

"n Years : and # the %nglish language curriculum emphasises the de0elopment o basic language skills so thatpupils 2ill ha0e a strong oundation to build their proiciency in the language1 "n this initial stage# there 2ill only beour modules# namely$

Module /ne $ .istening and SpeakingModule *2o $ 'eadingModule *hree $ WritingModule 9our $ .anguage Arts

9or Years < - 8# 2here pupils build on the skills they ha0e ac4uired in Year : and # a ith module# rammar isadded to the abo0e our modules1 *hereore# the modules are$

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Module /ne $ .istening and SpeakingModule *2o $ 'eading

Module *hree $ WritingModule 9our $ .anguage ArtsModule 9i0e $ rammar

As %nglish is the second language or pupils in schools# it is belie0ed prudent and pedagogically sound to deer thelearning o grammar to a later stage1 &upils should be gi0en the opportunity to de0elop an a2areness o grammar intheir irst language and this a2areness may then be e7ploited 2hen %nglish grammar is introduced in Year


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

THE MODULAR CONFIGURATION

6

LISTENING AND SPEAKING MODULE

READING MODULE

#RITING MODULE

LANGUAGE ARTS MODULE

GRAMMAR MODULE

STAGE ONE%YEARS 1 '(

STAGE T#O%YEARS 4 (

YEAR 1 YEAR 2 YEAR ' YEAR 4 YEAR 5 YEAR


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*he abo0e interrelated modules 2ill contain content and learning standards that describe the kno2ledge# skills andunderstandings that pupils need to demonstrate as they progress through the dierent stages o schooling1 *hestandards speciy the kno2ledge and skills that pupils need to demonstrate as they talk# listen# read and 2rite in

%nglish1 When pupils engage in %nglish learning e7periences as described in this curriculum# they 2ill de0elop theability to speak# listen# read and 2rite in %nglish meaningully# purposeully and 2ith conidence1 *he inclusion o themodule on rammar emphasises the importance o ha0ing pupils de0elop a sound grasp o the language structuresand grammar o Standard British %nglish1

*he approach taken in this syllabus stresses the need or pupils to de0elop all our language skills$ listening#speaking# reading# and 2riting1 &upils 2ill# or e7ample# learn ho2 to interact 2ith peers# listen attenti0ely# e7pressthemsel0es orally or in 2riting 2ith conidence# read 2ith comprehension# and 2rite 2ith minimal grammatical errors1"n the .anguage Arts module# pupils are trained to sho2 appreciation o and demonstrate understanding o te7tsread# sing songs# recite rhymes and poems as 2ell as produce creati0e 2orks or enjoyment1

CURRICULUM CONTENT FOR YEAR 1, 2 & '

*his document lays out the %nglish language curriculum or Year :# and


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1)0 LISTENING AND SPEAKING

By the end o Year


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honed by reading rhyming phrases1 "n order to spell# pupils are taught segmenting# in 2hich pupils segment or break the 2ord into indi0idual sounds1

As pupils begin to read 2ords# phrases and then mo0e on to simple sentences# their skill to read should besupported by appropriate reading materials 2hich 2ill urther de0elop their reading ability1 *his urther enables themto increase the pace o their reading# and e4ually# enables them to comprehend a te7t more eecti0ely andeiciently1 Ho2e0er# in a second language conte7t# it is appropriate or teachers to begin phonics instruction byirst letting pupils listen to rich language input in %nglish1 *he guiding principle in using phonics to teach reading isor the pupils to enjoy the acti0ities selected1 Hence the use o songs# rhymes# poems# stories and pictures to makephonics instruction more enjoyable is encouraged1

*eachers are encouraged to gauge the literacy le0el o their pupils in Year :1 " pupils are able to read 2ell# teachers2ill not ha0e to deal 2ith the phonemes indi0idually1 *eachers can then de0elop challenging language acti0ities and

games 2hich 2ill hone their 0ocabulary de0elopment1 " pupils ha0e diiculty articulating particular phonemes thenteachers 2ill ha0e to deal 2ith problematic phonemes indi0idually although pupils may be reading 2ell1

')0 #RITING

*he learning standards or 2riting begin 2ith pre-2riting skills# 2hich addresses penmanship# the ormation o letters#2ords as 2ell as numbers in clear print1 Speciic learning standards are attributed to penmanship so that e0en roma young age# pupils are taught good 2riting habits1 Special attention should be gi0en in order to strengthen themuscles o the hand# de0elop 0isual skills# enhance gross and ine motor skills as 2ell as de0elop hand-eyecoordination to help pupils ac4uire penmanship1 (orrect ormation o letters o the alphabet is important in order to

help pupils 2rite neatly and later 2rite 2ords# phrases and sentences legibly1 By the end o Year # pupils 2ill master the mechanics o 2riting and then learn to 2rite at 2ord# phrase and sentence le0els1 Speciic 2riting acti0itiesde0ised during lessons 2ill enable pupils to begin 2riting or a purpose as stipulated in the learning standards1

4)0 LANGUAGE ARTS

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*he standards or language arts in Year : and 2ill e7plore the po2er o story# rhyme and song to acti0ate pupils3imagination and interest# thus encouraging them to use %nglish language 2idely1 *his component 2ill ensure that

they beneit rom hearing and using language rom ictional as 2ell as non-ictional sources1 *hrough un-illed andmeaningul acti0ities in this component# pupils 2ill gain a rich and in0aluable e7perience in using the %nglishlanguage1 When taught 2ell# pupils 2ill take pride in their success1 *hey 2ill also beneit strongly rom consistentpraise or eort and achie0ement by the teachers 2ith the aim o making their learning as re2arding as possible1&upils 2ill also be encouraged to plan# prepare and produce simple creati0e 2orks1 "n addition# the .anguage Artsmodule also pro0ides pupils an opportunity to integrate# e7periment and apply 2hat they ha0e learnt in the other modules in un-illed# acti0ity-based and meaningul e7periences1

5)0 GRAMMAR

*he learning o grammar is deerred to Year


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*he %ducational %mphases relect current de0elopments in education1 *hese emphases are inused and 2o0en intoclassroom lessons to prepare pupils or the challenges o the real 2orld1 "n this respect# Moral %ducation# (iti?enship

%ducation# &atriotism# *hinking Skills# Mastery .earning# "normation and (ommunication *echnology Skills# Multiple"ntelligences# (onstructi0ism# (onte7tual .earning# .earning Ho2 to .earn Skills# (reati0ity and %ntrepreneurshipare incorporated 2here appropriate and rele0ant in lessons1 *he educational emphases included are e7plainedbriely belo2$

T*i+i+- Si../

(ritical and creati0e thinking skills are incorporated in the learning standards to enable pupils to sol0e simpleproblems# make decisions# and e7press themsel0es creati0ely in simple language1

M/3 L3+i+-

Mastery .earning 2ill ensure that all pupils master the learning standards stipulated in the Standard-based(urriculum1 Mastery .earning re4uires 4uality teaching and learning in the classroom and teachers need to ensurethat pupils master a learning standard beore proceeding to the ne7t learning standard1

I+637i6+ +8 C6779+i:i6+ T:*+6.6- Si../ %ICT(

"normation and (ommunication *echnology Skills 5"(*6 include the use o multimedia resources such as *@documentaries and the "nternet as 2ell as the use o computer-related acti0ities such as e-mail acti0ities# net2orking

and interacting 2ith electronic course2are1

M9.i;. I+..i-+:/

*he theory o Multiple "ntelligences encompasses eight dierent intelligences human beings possess1 *heseintelligences are essential in order to ma7imise teaching and learning in the classroom1 9or e7ample# interpersonalintelligence is relected 2hen pupils are taught the polite orms o language e7pression so as not to oend the

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people they communicate 2ith1 "n getting pupils to role-play or dramatise sections o a te7t# their kinaestheticintelligence is nurtured1 When pupils sing songs# recite poems and chant jazz chants either indi0idually or in chorus#their musical intelligence is de0eloped1

C6+/39:i 6 L3+ Si../

.earning Ho2 to .earn Skills are integrated in the learning standards and aim to enable pupils to take responsibilityor their o2n learning1 *hese skills incorporate study skills and inormation skills to e4uip them to becomeindependent lie-long learners1

V.9/ +8 Cii?+/*i;

*he 0alues contained in the Standard-based (urriculum or Moral is incorporated into the %nglish language lessons1%lements o patriotism and citi?enship is also emphasised in lessons in order to culti0ate a lo0e or the nation andproduce patriotic citi?ens1

K+6>.8- A:@9i/ii6+

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"n teaching the language# content is dra2n rom subject disciplines such as science# geography# and en0ironmentalstudies1 (ontent is also dra2n rom daily ne2s items as 2ell as current aairs1

C3i


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C6++ +8 L3+i+- S+838/ Y3 1, 2 +8 ' " Li/+i+- +8 S;i+-

CONTENTSTANDARD

LEARNING STANDARDS Y3 O+

LEARNING STANDARDS Y3 T>6

LEARNING STANDARDS Y3 T*3

1)1 B * +8 6 * " 3 ;3i73

/:*66.i+-, ;9;i./>i.. . 6;36+69+:

>638/ +8 /; :6+i8+. >i* *

:633: /3//,3**7

+8 i+6+i6+)

:1:1: Able to listen and respond tostimulus gi0en 2ith guidance $5a6 en0ironmental sounds5b6 instrumental sounds5c6 body percussion5d6 rhythm and rhyme5e6 alliteration56 0oice sounds5g6 oral blending and segmenting

:1:1 Able to listen to and enjoysimple stories1

:1:1< Able to listen to# say aloud andrecite rhymes or sing songs2ith guidance1

:1:1= Able to talk about a stimulus2ith guidance1

:1:1: Able to listen and respond tostimulus gi0en 2ith guidance $

5a6 en0ironmental sounds5b6 instrumental sounds5 c6 body percussion5d6 rhythm and rhyme5e6 alliteration 56 0oice sounds5g6 oral blending and segmenting

:1:1 Able to listen to and enjoysimple stories1

:1:1< Able to listen to# say aloud andrecite rhymes or sing songs1

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

:1:1: Able to speak 2ith thecorrect 2ord stress1

:1:1 Able to listen to andenjoy stories1

:1:1< Able to listen to# say aloud and recite rhymes#

tongue t2isters and singsongs paying attention topronunciation# rhythm and

intonation1

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

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CONTENTSTANDARD




1)2 B * +8 6 * " 3 ;3i73

/:*66.i+-, ;9;i./>i.. . 6.i/+ +83/;6+8;;36;3i. i+637. +8 i+637./i9i6+/ 63


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CONTENTSTANDARD




1)' B * +8 6 * " 3 ;3i73

/:*66.i+-, ;9;i./>i.. . 69+83/+8 +83/;6+8 6 63.=/ i+


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17


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CONTENT STANDARD LEARNING STANDARDS Y3 O+



5 6 dʒ5j6

0506

2526

ksg?

576

5g6 j5y6

?5?#??6

k254u6

5h6

tʃ/ 5ch6

ʃ/5sh6

CD5th6

E5ng6

1:1< Able to blend t2o to ourphonemes into recognisable2ords and read them aloud1

1:1= Able to segment 2ords intophonemes to spell1

5g6 252h6

5ph6

ju$5e26

Fʊ5oe6

ɔ$5au6

5h6 eɪ/(a-e6

i$5e-e6

aɪ/5 i-e6

/

Fʊ5o-e6

u$5u-e6

1:1 Able to blend t2o to ourphonemes into recognisable 2ords andread them aloud1

1:1< Able to segment 2ords intophonemes to spell1

18


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2)2 B * +8 6 * "3;3i73 /:*66.i+-, ;9;i./>i.. . 6876+/3

9+83/+8i+- 6 Able to apply basicdictionary skills usingpicture dictionaries1

11: Able to read and apply2ord recognition and 2ord

attack skills by$5a6 matching 2ords 2ith

spoken 2ords15b6 reading and grouping 2ords

according to 2ordamilies1

11 Able to read and

understand phrases inlinear and non-linear te7ts1

11< Able to read andunderstand simplesentences in linear andnon-linear te7ts1

11= Able to read andunderstand a paragraph o

>-G simple sentences1

11> Able to apply basicdictionary skills usingpicture dictionaries1

11: Able to apply 2ord attack skills by$

5a6 grouping 2ordsaccording to 2ordcategories1

5b6 identiying 2ords similar in meaning5c6 identiying 2ords

opposite in meaning

11 Able to read and understand

phrases and sentences inlinear and non-linear te7ts1

11< Able to read and understand simple and compound

sentences1

11= Able to read and understand a paragraph 2ith simple and compound sentences1

11> Able to apply dictionary skills to locate 2ords$

5a6 entry points15b6 e7it points1

19


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2)' B * +8 6 * "3;3i73 /:*66.i+-, ;9;i./>i.. . 6 38i+8;+8+. 63i+637i6+ +8+67+1

1


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C6++ +8 L3+i+- S+838/ Y3/ 1, 2 +8 ' " #3ii+-

CONTENT STANDARD LEARNING STANDARDS

Y3 O+

LEARNING STANDARDS

Y3 T>6

LEARNING STANDARDS

Y3 T*3

')1 B * +8 6 * "3;3i73 /:*66.i+-, ;9;i./>i.. . 6 637 .3/

+8 >638/ i+ + .-i.;3i+ i+:.98i+- :93/i3ii+-)


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')2 B * +8 6 * 3;3i73 /:*66.i+-, ;9;i./>i.. . 6 >3i 9/i+-;;36;3i .+-9-,637 +8 /. 63 3+-6 ;93;6//)


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')' B * +8 6 * " 3 ;3i73

/:*66.i+-, ;9;i./>i.. . 6 >3i+8 ;3/+ i8/*369-*


29/36

C6++ +8 L3+i+- S+838/ Y3 1, 2 +8 ' " L+-9- A3/




4)1 B * +8 6 * "3;3i73 /:*66.i+-, ;9;i./

>i.. . 6 +6 +8;;3:i 3*7/,;67/ +8 /6+-/,*369-*;3637+:)

=1:1: Able to enjoy nurseryrhymes# ja?? chants andaction songs through non-

0erbal response1

=1:1 Able to recite nurseryrhymes# ja?? chants and

sing action songs 2ithcorrect pronunciation and

rhythm1

=1:1: Able to enjoy action songs and ja?? chants through

non-0erbal response1

=1:1 Able to sing action songs and recite ja?? chants 2ith correct

pronunciation# rhythm and intonation1

=1:1: Able to enjoy actionsongs# ja?? chants andpoems through non-0erbal

response1

=1:1 Able to sing action songs# recite ja?? chants and

poems 2ith correctpronunciation# rhythm and

intonation1

4)2 B * +8 6 * "3;3i73 /:*66.i+- ;9;i./>i.. . 6 =;3//;3/6+. 3/;6+/ 6.i33 =/)

=11: Able to demonstrate skills in handling

books appropriately1

=11 Able to respond to$

5a6 book co0ers

5b6 pictures in books

2ith guidance1

=11: Able to respond to$

5a6 book co0ers5b6 pictures in books5c6 characters

2ith guidance1

=11: Able to respond to$

5a6 characters5b6 place

in stories 2ith guidance1

24


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Y3 O+

LEARNING STANDARDS

Y3 T>6

LEARNING STANDARDS

Y3 T*3

4)' B * +8 6 * "3;3i73 /:*66.i+-, ;9;i./

>i.. . 6 ;.+,63-+i/ +8 ;3689::3i63/ 63+67+)

=1


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C6++ +8 L3+i+- S+838/ Y3 1, 2 +8 ' " G3773




5)1 B * +8 6 * "3;3i73 /:*66.i+-, ;9;i./

>i.. . 6 9/8i3+ >638 :.///:633:. +8

;;36;3i.)

>1:1: Able to use nounscorrectly andappropriately$

5a6 common nouns 5b6 proper nouns 5c6 singular nouns

5d6 plural nouns

>1:1 Able to use pronounscorrectly andappropriately$

5a6 personal 5b6 demonstrati0e 5c6 possessi0e

>1:1< Able to use 0erbs correctly and

appropriately$ 5a6 regular 0erbs 5b6 simple present tense 5c6 simple past tense

26


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Y3 O+

LEARNING STANDARDS

Y3 T>6

LEARNING STANDARDS

Y3 T*3

5)1 B * +8 6 * "3;3i73 /:*66.i+-, ;9;i./

>i.. . 6 9/8i3+ >638 :.///:633:. +8

;;36;3i.)

>1:1= Able to use conjunctions correctly and

appropriately$ 5a6 and 5b6 or 5c6 but >1:1> Able to use prepositions correctly and

appropriately$

5a6 in 5b6 on 5c6 under 5d6 up 5e6 in ront o 56 behind 5g6 at

>1:18 Able to use adjecti0es correctly and

appropriately$ 5a6 colour

5b6 shape 5c6 si?e 5d6 opinion

27


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5)1 B * +8 6 * "3;3i73 /:*66.i+-, ;9;i./

>i.. . 6 9/8i3+ >638 :.///:633:. +8

;;36;3i.)

>1:1 Able to use articles correctly and

appropriately$ 5a6 a 5b6 an 5c6 the

5)2 B * +8 6 * "3

;3i73 /:*66.i+-, ;9;i./ >i.. . 6 :6+/39:

11: Able to construct

declarati0e sentencescorrectly1

28


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)0 #ORD LIST %LEVEL 1(

*he 2ord list orms part o the language contents in the curriculum1 *he 2ords belo2 are some key 2ords

that must be mastered by all pupils according to their stages o de0elopment1 *hese are the minimum 2ordsto be taught and teachers may e7pand upon the list according to the le0el and ability o their pupils as 2ell asthe topic under study1

" go come 2ent up you day 2as

look are the o 2e this dog me

like going big she and they my see

on a2ay mother it at play no yes

or a ather can he am all is

cat get said to in about ater again

an another as back ball be because bed

been boy brother but by call5ed6 came can3t

could did do don3t dig door do2n irst

rom girl good got had hal has ha0e

help her here him his home house ho2

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i jump just last laugh little li0e5d6 lo0e

made make man many may more much must

name ne2 ne7t night not no2 o old

once one or our out o0er people push

pull put ran sa2 school seen should sister

so some take than that their them then

there these three time too took tree t2o

us 0ery 2ant 2ater 2ay 2ere 2hat 2hen

2here 2ho 2ill 2ith 2ould your

common colour 2ords pupils3 name and address name and address oschool

numbers to t2enty

days o the 2eek months o the year

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ds bahasa inggeris sk tahun 1-3

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