Curriculum Specifications for English Year 3 SK

KEMENTERIAN PENDIDIKAN MALAYSIA
MINISTRY OF EDUCATION OF MALAYSIA

KURIKULUM BERSEPADU SEKOLAH RENDAH
CURRICULUM SPECIFICATIONS

HURAIAN SUKATAN PELAJARAN

BAHASA INGGERIS
ENGLISH LANGUAGE

SEKOLAH KEBANGSAAN
TAHUN 3 YEAR 3
2003

Curriculum Specifications for English Year 3 SK

CONT ENT S PAGE 1. 2. 3. 4. 5. 6. 7. RUKUN NEGARA FALSAFAH PENDIDIKAN NEGARA KATA PENGANTAR INTRODUCTION TEACHING CONTEXTS OBJECTIV ES LEA RNING OUTCOMES AND SPECIFICATIONS 1.0 Skill of Listening 2.0 Skill of Speaking 3.0 Skill of Reading 4.0 Skill of Writing 6. 9. 10. (a) GRA MMAR (b) Sentence patterns SOUND SYSTEM WORD LIST 9 14 19 25 29 33 34 36 v. vii. ix. 1 7 8

Curriculum Specifications for English Year 3 SK

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 KEPADA TUHAN KESETIAAN KEPA DA RAJA DAN NEGARA KELUHURAN PERLEMBAGAAN KEDAULATAN UNDA NG- UNDANG KESOPANAN DA N KESUSILAAN

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Curriculum Specifications for English Year 3 SK

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

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Huraian ini diharapkan dapat membantu guru merancang dan melaksanakan pengajaran dan pembelajaran secara berkesan. Semua elemen ini diharapkan dapat memberikan keyakinan kepada murid dan boleh diaplikasikan dalam kehidupan harian dan dunia pekerjaan. Di samping itu. dan individu yang mew akili badan-badan tertentu. nilai murni dan semangat patriotik dan kew arganegaraan tetap diutamakan. Kepada semua pihak yang telah memberikan sumbangan kepakaran. iaitu Aras 1 (aras asas). dan tenaga sehingga terhasilnya Huraian Sukatan Pelajaran ini. dan Aras 3 (aras cemerlang). Pernyataan dalam Huraian Hasil Pembelajaran memberikan cabaran yang sesuai dengan murid pada tahap tertinggi dalam pendidikan sekolah rendah. kecerdasan pelbagai. ix . Aras 2 (aras sederhana). masa. SHARIFAH MAIMUNAH BT. pembelajaran kontekstual. kemahiran teknologi maklumat dan komunikasi. SYED ZIN) Pengarah Pusat Perkembangan Kurikulum Kementerian Pendidikan Malaysia. guru diharapkan dapat memberikan penekanan pada unsur bernilai tambah. dan pembelajaran konstruktivis me. Kementerian Pendidikan merakamkan setinggi-tinggi penghargaan dan ucapan terima kasih. Hasil pembelajaran diperingkatkan kepada tiga aras. pegaw ai Kementerian Pendidikan. Huraian ini seharusnya dapat membantu guru merancang dan melaksanakan pengajaran dan pembelajaran yang berkesan. Guru digalakkan menggunakan kreativiti untuk memilih. Dalam menyediakan Huraian Sukatan Pelajaran yang disemak semula ini banyak pihak yang terlibat terutama guru. Hasil pembelajaran tersebut dinyatakan secara eksplisit mengikut tahap kesukaran isi kandungan dan tahap keupayaan murid. (Dr. Dalam melakukan aktiviti pengajaran dan pembelajaran. pensyarah maktab dan universiti. kajian masa depan. kemahiran belajar cara belajar. Dokumen ini menyarankan strategi pengajaran dan pembelajaran yang merangkumi pelbagai aktiviti dan penggunaan sumber. dan menyediakan murid menghadapi arus globalisasi serta ekonomi berasaskan pengetahuan pada abad ke-21. Kandungan Huraian Sukatan Pelajaran Tahun Tiga menggariskan hasil pembelajaran yang perlu dikuasai oleh murid. iaitu kemahiran berfikir. menyusun dan mengolah aktiviti mengikut kesesuaian murid.Curriculum Specifications for English Year 3 SK Kata Pengantar Huraian Sukatan Pelajaran ialah dokumen yang memperincikan Sukatan Pelajaran yang bertujuan untuk memenuhi cita-cita murni dan semangat Falsafah Pendidikan Kebangsaan. Huraian Sukatan Pelajaran ini menjelaskan hasil pembelajaran yang perlu dikuasai oleh murid berasaskan pendekatan masteri.

Several teaching contexts have been suggested through w hich the language skills and language content are to be taught. as w ith globalization. in and out of school. The language contents are the sound system.1 By the end of primary school. learners should be able to: i) listen to and understand simple spoken English to be able to function in common everyday situations. and v) show an awareness and appreciation of moral values and love tow ards the nation. to further their studies. the content or topic that is to be dealt w ith.Curriculum Specifications for English Year 3 SK INTRODUCTION English is taught as a second language in all Malaysian primary and secondary schools in the country. and for w ork purposes. The use of English in Information and Communications Technology (ICT) has also been incorporated into the curriculum to enable learners to access know ledge on the Internet and to netw ork w ith people both locally and overseas. English is important. Each document serves as a guide to teachers w ith regard to the skills to be acquired by learners. 1 .mail) for different purposes using simple language. AIMS AND OBJECTIV ES OF THE ENGLISH LANGUAGE SYLLABUS IN PRIMARY SCHOOL The English language syllabus for primary school aims to equip pupils w ith skills and provide a basic understanding of the English language so that they are able to communicate. THE SYLLABUS The English language syllabus at the primary school level specifies what is to be taught from Year 1 SK through to Year 6 SK. 1 iii) to read and understand different kinds of texts (from print and electronic sources) for enjoyment and information. speaking. iv) write (including e. CURRICULUM SPECIFICATIONS Curriculum specifications for the English language syllabus have been prepared as separate documents for each year of the primary school and these are know n as ‘Huraian Sukatan Pelajaran’. ii) speak and respond clearly and appropriately in common everyday situations using simple language. Please note that the introductory part of this Curriculum Specifications dicocument for Year 3 SK describes the English language programme from Year 1 SK to Year 6 SK as a whole. It comprises the four language skills of listening. and w riting as well as the language contents. and the vocabulary and grammar items that pupils must know in order for them to use the language. grammar and vocabulary. reading. both orally and in writing. The ter minal goal of the English language curriculum for schools is to help learners acquire the language so that they can use it in their everyday life. Malaysians w ill need to be proficient in the language and to communicate w ith people in other countries.

These notes are directed at teachers and they include explanations. Later on. these are expanded to tow n. topics for teaching are initially based on the immediate learning environment of the child. and then to Level 3. specified contexts are used to make lessons meaningful. speaking. The third column is entitled EXA MPLES / ACTIVITIES / NOTES. Vocabulary and sentence patterns introduced in the oral component also need to be taught and used by pupils in reading and w riting. country and more distant foreign locations. It covers language skills. 2 . specific sounds such as blends and diphthongs have been identified for teaching. Some themes have been identified to help teachers decide upon their ow n topics that are suitable for their class. Here. The second column is the SPECIFICA TIONS column. When planning lessons. reading and w riting is maintained. Grammar items taught and learnt must be applied both to oral w ork and w riting exercises. teaching points and examples of activities to help pupils achieve the skill specifications. the sound system. As such. the aim is for them to be understood by others. Language Skills A close link w ith the skills of listening. Learning Content In teaching English to pupils. The contents of the Curriculum Specifications are set out in three columns. grammar and w ord list. These specifications represent important aspects of the learning outcomes to be acquired in Year 3 SK. learners then progress to Level 2. The objective of this exercise is to aim for clear speech and intelligibility. the larger Learning Outcomes are broken dow n into manageable skills and sub-skills for teaching and learning. The Spoken Language In teaching children the sounds of English.Curriculum Specifications for English Year 3 SK This document is the Curriculum Specifications for Year 3 SK. To this end. These are skills and attitudes to be acquired by pupils and are draw n from the syllabus. teachers should ensure that learners produce the sounds of English well and pronounce words clearly with the correct stress and intonation so as to enable the listener to understand what is being said. Level 1 outlines the basic skills to be achieved by all learners. To help teachers further. These sounds can be found in the section entitled Sound System. The first column is the LEA RNING OUTCOMES column. On completing their tasks successfully. these specifications have been categorized into 3 levels ranging from the more basic to the more advanced.

reading and writing have to be integrated in a natural manner. Reinforcement and Consolidation Language skills. The suggested w ord list can be w idened if pupils demonstrate that they are capable of receiving more. Repetition. Teaching approaches.” These statements and questions can be used later in writing or speaking exercises w hen the teacher gets pupils to speak or w rite about life at home or about their friends. Whatever context is used. Learner-Centredness The learner is at the centre of the learning process. Integration The curriculum adopts an integrated approach. study of the local environment and health education should also be integrated in lessons. environmental education. lessons and curriculum materials for learning must be adjusted to suit the differing needs and abilities of pupils. 3 . these specifications must be reorganised in a manageable form for teaching. know ledge and confidence to use the language effectively. 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.Curriculum Specifications for English Year 3 SK Grammar Grammar items and sentence patterns have been selected from the list provided in the English Language syllabus to help pupils master the structures of English. Can you please sw itch on the fan. The teacher can take off from the reading to teach social expressions as found in these stories. vocabulary. Teachers are advised to limit the number of structures used in any one lesson to ensure that learners master the structures well. Teachers can also use everyday situations to teach expressions such as “It’s so hot in here. the skills of listening. 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. a particular lesson may begin w ith a story about the daily happenings around a family. In addition. Teaching too many structures may not be advisable for w eak learners as these may only serve to confuse them. Planning and Organisation of Lessons Keeping in mind the time allocated for teaching the English language in SK schools. speaking. Elements of patriotis m. moral values should also be infused in lessons through the selection of appropriate materials and activities. grammar items and the sound system must be repeated often and used constantly to maximise learning. For example. Teachers should set a variety of tasks that will enable pupils to use the specific skills often so that they gradually develop the ability. IMPORTANT CONSIDERATIONS FOR TEACHING The follow ing considerations should be taken into account in teaching the curriculum specifications.

Teachers need to use their initiative. Some activities have been suggested in this document. and express themselves accurately and creatively in the target language. 4 . Teachers should also use materials that emphasize the principles of good citizenship. Thinking Skills Critical and creative thinking skills are incorporated in the learning outcomes to enable learners to understand information. pupils must be given every opportunity to take part in activities that require them to use the language taught. The Curriculum Specifications makes only a few suggestions as to the number of activities required for the attainment of language skills. Evaluation Evaluation is part and parcel of the teaching-learning process. In this respect. These skills incorporate information skills. Continuous formative evaluation provides important feedback of learners’ progress. Schools that do not have ICT facilities are not obliged to teach these skills. teachers are encouraged to set more creative and challenging tasks and activities based on the needs and interests of their pupils. patriotis m and thinking skills in the specifications w ill contribute tow ards the building of a modern and progressive Malaysian society. Inform ation and Communications Technology (ICT) Skills In line w ith globalization and the ICT Age. imagination and creativity to extend the experiences of their pupils. EDUCATION AL EMPHASES Educational emphases given below outline current developments in education that w ill help learners prepare for the w orld of w ork eventually as w ell as social life. and the Malaysian way of life. library skills and study skills to enable learners to access sources of information more efficiently and help them become independent lifelong learners. skills relating to ICT are incorporated in the learning outcomes. These skills have been added to cater for schools that have ICT facilities. the incorporation of moral education. However. solve problems. moral values. This w ill enable teachers to plan activities for further development or remedial w ork. citizenship education.Curriculum Specifications for English Year 3 SK Teaching-Learning Activities In order to help pupils learn the language. Learning How to Learn Skills Learning How to Learn skills are also integrated w ith the learning outcomes and aim to enable learners to take responsibility for their ow n learning. teachers should use the Malaysian setting when planning lessons. make decisions. These skills include the use of multimedia resources such as TV documentar ies and Internet resources as well as the utilization of Other considerations As far as possible.

This is illustrated. It is also achieved by making use of real-life issues for classroom 5 . In order to develop pupils’ listening skill.mail activities. teachers should make pupils listen to songs. Whenever the opportunity presents itself. The English Language programme for Year 3 SK focuses on the four skills. and incorporate educational emphases such as environmental studies and consumerism to provide c ontexts for language use. TEACHING-LEARNING STRATEGIES FOR 3 SK The values contained in the secondary Moral Education syllabus have been incorporated in the learning outcomes and include patriotis m and good citizenship. Know ledge Acquisition Learni ng outc omes utilise subject matter disciplines such as sci ence and geography. rhymes. The Year 3 SK programme focuses on improving literacy in the English language. Speaking. To some extent this is achieved through structuring the curriculum in ter ms of the Interpersonal. participate in drama activities that make them use the 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. Opportunities should be given to pupils to role-play. pupils can be asked to answer questions that require them to recall ideas. To show their understanding of what they have heard. give details and even talk about the ideas heard. Also important is vocabulary control and simple functional uses of language in everyday life.Curriculum Specifications for English Year 3 SK computer-related activities such as e. learners are encouraged to meet w ith people outside of the classroom so that they learn to operate in real-life situations. Multiple Intelligences The learning outcomes also reflect the incorporation of the theory of Multiple Intelligences. netw orking and interacting w ith electronic coursew are. Values and Citizenship activities and project w ork. and spatial intelligence in the interpretation of maps. the application of kinaesthetic intelligence in the dramatisation of texts. in the use of interpersonal skills in social interaction. namely Listening. Informational and Aesthetic uses of language. Listening Listening is an important skill as what learners hear often becomes one of the main sources of the target language to be learnt. Reading and Writing. and stories. for example. Oral Work Pupils should be given lots of opportunities to talk in class so that they gain confidence to speak in the language.

to get the meaning of words and phrases. including an understanding of grammatical structure. pupils should be writing simple paragraphs of several sentences each. At this stage. Pupils should be taught to read with understanding and enjoyment. to reinforce what has been learnt to create challenging language tasks for their learners. 6 . pupils should be encouraged to write independently but when this is not possible. pupils should be reading fiction as well as non-fiction written for children. At this stage. Reading Schools are encouraged to stock a range of reading material suitable for all levels of learners. Teachers need to use their initiative.Curriculum Specifications for English Year 3 SK language suitable for the role or situation. This document only lists a number of essential activities for the attainment of the English language. pupils should be given opportunities to w rite in response to a variety of stimuli including stories. They should also be taught to get the meaning of the whole text as well as learn to use various clues. To make w riting enjoyable. imagination and creativity to extend their experiences of the learners. teachers need to set guided w riting exercises relaxing the amount of control gradually as pupils show greater confidence. In this respect. pair and group work activities allow for all pupils to engage in speaking activities at the same time. classroom activities and personal experiences. Writing At this stage. Pupils should also be encouraged to talk in English to other pupils and teachers in the school. building on what they already know.

plants. When explaining these contexts in greater detail.g. World of Self. Where necessary. These w ords can be recycled and used in different contexts and topics.Curriculum Specifications for English Year 3 SK 2.g. TEACHING CONT EXTS A word list of the more common w ords in the English language has been provided and teachers are to use the words from this list to teach the topics. bedroom) Places outside the home (e.g. market. 1. field) 7 . a limited number of w ords can be added in order to deal w ith the context or topic meaningfully. moral values and socio-cultural rules also form an important part of the content for classroom activities.g. The suggested contexts for teaching in Year 3 are listed below . World of Know ledge : Nature (e. In addition. World of Stories : Stories of people Pastimes and simple adventures Fables 3. collecting stamps. kitchen. write and talk. These are broad areas from w hich topics can be drawn for activities and comprehension texts so that learners can read. Fam ily and Friends : Information about one’s hobbies e. teachers should have in mind the language level and ability of their learners. trees) Places in the home (e. keeping pets 2.

learners should be able to: Talk about their hobbies. and Show an awareness of moral values and love tow ards the nation. Read and understand simple stories and talk about the people and animals in these stories.Curriculum Specifications for English Year 3 SK 3. Ask and answ er simple questions. OBJECTIV ES FOR YEAR 3 By the end of Year 3. trees and buildings around the home. Write simple sentences. 8 . recite poems and rhymes. Follow simple instructions and directions. Sing songs. Read and understand simple information on plants.

underlining the ending sound heard e. supplying missing w ords in rhymes and stories. EXAMPLES/ACTIVITIES/ NOT ES Activities include: listening and imitating sounds heard e.grouping w ords that begin w ith the silent letter ‘k’. pupils should be able to: 1. final blends ‘st’ and ‘sk’ as in nest and desk .g. LEARNING OUTCOMES A ND SPECIFICATIONS The Learning Outcomes have been taken from the syllabus in its original form.3 . In this column. e. - - 1.1 By the end of their primary schooling. listening to w ords that end w ith the same sound as the earlier w ord and putting up one’s hand if the sound is the same. should be guided by the second LEARNING OUTCOM ES 1.g.1.1 Listen to and discriminate similar and different sounds of the English language. column (called Specifications) when planning lessons for the year. tree.1. initial blend ‘tr’ – as in train.g. 9 . church SPECIFICATIONS Level 1 Listen to and repeat: a) b) c) d) e) f) g) short and long vowels diphthongs initial blends final blends initial digraphs final digraphs silent letters - (See Sound System at the back of the document). knit. kitten.1. dish. knee.g.Curriculum Specifications for English Year 3 SK 4. Level 3 Listen to and group words according to the same sounds. fish. how ever. They are the skills to be achieved by the end of Year 6. the learning outcomes are broken dow n into smaller skills to be achieved by pupils in Year 3 SK. 1. ditch.0 LISTENING SKILL 1. Teachers.2 Level 2 Listen to and identify different types of letter sounds. e.

3. . adjectives and compar isons such as bigger house.2.repeating rhymes and singing songs.3.repeating phrases and expressions spoken aloud by the teacher. songs and tongue-twisters paying attention to pronunciation. expressions. Level 3 Listen to and repeat simple rhymes. Neat little bird’s nest.2 Listen to and understand cardinal numbers. pa/per. taller girl.g. Scope: 21 . neat nest.Curriculum Specifications for English Year 3 SK LEARNING OUTCOM ES 1. EXAMPLES/ACTIVITIES/ NOT ES Examples of 2-syllable w ords are: plas/tic. (e. Example of key w ords include nouns.1 SPECIFICATIONS Level 1 Listen to and repeat the pronunciation of 2-syllable w ords. stress and intonation correctly.2 Listen to and repeat accurately the correct pronunciation of w ords.3 Acquire vocabulary and understand the meaning of w ords and phrases in context. Activities include: .3 . Level 2 Listen to and repeat correctly phrases and expressions. and sentences.25 10 .saying tongue tw isters and nonsense rhymes such as “ Neat nest. 1. Get pupils to demonstrate understanding of words by pointing to pictures or pointing the numeral to the w ritten form: Twenty one 20 21 31 1. and the correct intonation and w ord stress of phrases. sto/ry. 1.1 Level 1 Listen to and understand key w ords in stories heard. Thank you …. You’re welcome).repeating formulaic expressions heard in stories such as “Who’s at the door?” 1. . tallest man.” 1.2.2.2 1.

use dates.3.3. EXAMPLES/ACTIVITIES/ NOT ES Get pupils to memorise w ords and their meaning. . Give them spelling tests as w ell as spelling bee exercises.w hen the numbers are added.4 Listen to and follow simple instructions and directions accurately.Curriculum Specifications for English Year 3 SK LEARNING OUTCOM ES 1. position in a race. To teach ordinals 4th to 10th. left. Children learn better if w ords are taught in context under the various topics and w ith accompanying pictures and actions. 1. etc. ( Ensure that there are pictures accompanying the instructions.3. 11 . Level 1 1. and third (3rd). Example of instructions: gum… . turn. e. right.) Example of directions: straight. 1.tie. as opposed to first (1st).3 SPECIFICATIONS Level 2 Listen and match the meaning of w ords to pictures and the spoken w ord. second (2nd). subtracted and refuted.4.numbers in tens up to 40.g.5 Level 3 Listen to and understand ordinal numbers: Scope: fourth to tenth (4th – 10th). round and round w e go. 1.4 Listen to and understand cardinal numbers: Scope: 26-30 . fold….. who came out 4th in the relay?” Get pupils to memorise that these numbers alw ays end in the th. “Children.1 Listen to and learn the vocabulary of instructions to do or make something and directions. Get pupils to point to numbers the teacher calls out.paper….

” 1.” Examples of factual texts are simple descriptions of plants and trees. to make bookmarks. “Class. Activities for follow ing instructions also include: . Where. 1. and their parts. greeting cards. Level 2 Listen to and understand simple m essages. 12 .1 Level 1 Listen to and understand simple announcements.5.g.playing games such as: Simon Says. Telephone Game . e. e.g.5.3 Listen to and understand simple factual texts.Curriculum Specifications for English Year 3 SK LEARNING OUTCOM ES SPECIFICATIONS Level 2 Listen to and follow simple instructions to do something or make something. making things. Level 3 1. line up outside the class.2 1.3 Level 3 Listen to and follow simple directions. Tracing on a map the route home from school.4.g. matching. and sequence. When. 1. sequencing.4.2 e.doing things such as colouring. 1. EXAMPLES/ACTIVITIES/ NOT ES e. specific details.g.5 Obtain information from texts listened to in relation to main ideas. understanding can be gauged by getting pupils to answ er simple ‘Wh’ questions: Who What.5. Johan to come to the staff room now . “ Please tell En. For the above activities.

fables and other tales of imagination and fantasy and predict outcomes.7. Get pupils to retell the story in their ow n words.1 SPECIFICATIONS All levels Listen to and enjoy children’s songs. Level 3 Listen to simple stories and fables and tell what the people and anim als did in the story. and sounds of poetry. Listen to simple stories and fables and retell the story. clapping hands body movements (e. - 1.3 1. - Examples of non-verbal response include: smiling. Tell stories using pictures as this w ill enable pupils to understand the story better. 1. Ask simple ‘Wh’ questions to get pupils to state w hat the characters did in the story.g.4 13 .7. 1. 1.7. and draw conclusions at a level suited to the pupil’s ability.6.7.6 Listen to and enjoy the rhyme.7 Listen to and enjoy stories. jazz chants and songs.2 Level 2 Listen to simple stories and fables and recall the names of people and animals in the story. 1. rhythm. EXAMPLES/ACTIVITIES/ NOT ES Get children to: clap their hands move to the rhythm of the song sing / chant along.Curriculum Specifications for English Year 3 SK LEARNING OUTCOM ES 1. and rhymes. laughing.1 Level 1 Listen to simple stories and fables and respond non-verbally and verbally. sw aying like trees) Example of verbal response include saying w hy one likes or dislikes the story.

1.1 Speak clear ly by pronouncing w ords accurately. pa/per. Where are you going? 2.3 2.g. e. pupils should be able to: 2. pla/stic.1.1. Level 2 Repeat exclam ations w ith the correct intonation and stress.1.1 Pronounce w ords w ith the follow ing sounds: Get learners to repeat after the teacher the w ay words are pronounced.5 14 . Level 3 Chant rhymes and sing songs pronouncing w ords clearly.4 These are best demonstrated in the context of a story.1. 2.Curriculum Specifications for English Year 3 SK 2. sto/ry 2. Ensure that questions are asked w ith a rising intonation at the end. Ask questions w ith the correct intonation. a) b) c) d) e) f) g) short and long vowels diphthongs initial blends final blends initial digraphs final digraphs silent letters e.2 Pronounce 2-syllable words correctly.g.0 LEARNING OUTCOM ES By the end of their primary schooling. SPEAKING SKILL EXAMPLES/ACTIVITIES/ NOT ES SPECIFICATIONS Level 1 2.

how many times a day it is fed. Show the cover of a book before reading out aloud the story and get pupils to ask ‘Wh’ questions such as Who? What? Where? When? Where? e. what it eats. 2. 2. All levels 2.” 2.g. it is not. etc. Level 3 2. Pupils are encouraged to ask questions about the pet: what is the pet. .4 Give replies pertaining to numbers: Scope: fourth to tenth (4th – 10th) These ordinal numbers are best taught in context – e. when teaching dates.3 Give replies pertaining to numbers 26-30 .1 Ask simple ‘Wh’ questions.2. Example: What? Who? Where? When? Example: “Is this house number 25?” “No.3.g. what is its name.2 Level 2 Ask questions pertaining to num bers. position / location.adding.” Example: “Can you lend me 40 sen?” “ Sure.2 Ask questions politely to obtain information and clarification. It is number 24.numbers in tens up to forty.3.2.2 Give replies pertaining to numbers 21 – 25.Curriculum Specifications for English Year 3 SK LEARNING OUTCOM ES 2.1 Responding to ‘Wh’ questions. The teacher tells the class that she keeps a pet at home. Level 2 2.3 Give relevant information politely in response to enquiries made. EXAMPLES/ACTIVITIES/ NOT ES e. Playing the game 20 Questions.3.3. how old it is. subtracting and refuting the numbers. 15 .g. SPECIFICATIONS All levels 2.

Level 1 2.4. 16 . and size.5. Talk about the people. 2.5.4. and recite poems. 2. 2.g.2 Com plete parts of a story heard or read before.1 Recite simple poems and sing songs by joining in w ith w ords and phrases. e. Level 2 2. Pupils find it easier to relate to such characters. Jack be nimble Jack be quick Jack jumped over The candlestick! e.4 Retell stories read before.5. How many stones did the crow put into the jug? Get pupils to talk about w hat these characters did in the story. Then the boys ran …… Demonstrate to pupils how this can be done. Level 3 2. shape. tell stories w here the characters are clearly good or bad. EXAMPLES/ACTIVITIES/ NOT ES e. In these early stages.1 Give details about the people and animals of a story heard or read. SPECIFICATIONS Level 1 2.2 Level 2 Talk about the actions of the people and animals in a story heard or read.3 Recite simple poems and sing songs w ith expression and appropriate gestures. number.g. Ensure children have read these stories before making them retell the stories.5. places and moral values of the stories heard. read and view ed in simple language.4 Tell stories based on pictures and other stim uli. Examples of details include names.3 Nam e the good and bad characters and talk a little about them. Level 3 2.g.4.4. colour.Curriculum Specifications for English Year 3 SK LEARNING OUTCOM ES 2.

6. 2. Congratulating a friend for coming out first in the 100m relay.g. “I have to go now.Curriculum Specifications for English Year 3 SK LEARNING OUTCOM ES 2. after receiving something from the teacher. I do not like the story because I don’t like naughty boys. “ Congratulations. Level 1 e.” e. “Do you like the story? Colour the picture that shows how you feel?” 2.g. 2.7 Perform a variety of functions in a social context such as exchanging greetings. Get children to role-play various situations w here they might use such language: e.2 Level 2 State whether one likes or does not like the story heard or read. seen.” 2.2 Congratulate friends and relatives.6. etc.” 2.7. Level 3 Give reasons why one likes or does not like the story. inviting people.g. 17 . Amir. Excusing oneself from a group of friends. heard and viewed in sim ple language. e. 2.g.3 e. m aking introductions.6.1 2. “I do not like the story. Bye.g.6 Express thoughts and feelings and give opinions on things read.1 Thank people.g. SPECIFICATIONS Level 1 Give non-verbal response to the story heard or read.3 Take leave. after getting a lift home.7. EXAMPLES/ACTIVITIES/ NOT ES e.7.

” In many of the situations above. 2. Abbas.7.” e.4 e. I did not know this was yours. get pupils to rolepay the situation. “Sorry.5 18 .g. for example as teacher and pupil in carrying out the language functions. Dad. EXAMPLES/ACTIVITIES/ NOT ES 2. Mum.Curriculum Specifications for English Year 3 SK LEARNING OUTCOM ES SPECIFICATIONS Level 2 Express good wishes Level 3 Express an apology.7. “Happy birthday.” “Happy Mother’s Day.g.

e. ‘o’ as in ‘go.1 Acquire w ord recognition and w ord attack skills to recognise w ords on sight. ‘ir’ as in bird. pupils should be able 3.Curriculum Specifications for English Year 3 SK 3. See the Sound System.4 Compare w ords for similar and different sounds. ‘ar’ as in barn. Example The ‘ch’ family child chick check The ‘sh’ family shy shut shoe Example: under lining w ords w ith the same beginning sounds: check shell shall chill 19 . 3. Level 3 3.1.1.1. follow ing sounds: a) short and long vow els b) diphthongs c) initial blends d) final blends e) initial digraphs f) final digraphs g) silent letters See Sound System at the back of the document.1.2 Read aloud w ords w ith the letters listed in 3.0 LEARNING OUTCOM ES READING SKILL EXAMPLES/ACTIVITIES/ NOT ES SPECIFICATIONS Level 1 By the end of their primary schooling. and the ‘sh’ family.1. Level 2 3.g.1 above.1 Look at letters and say aloud the to: 3.3 Read and group w ords according to word families: the ‘ch’ family.

20 .6 To help w eaker pupils. EXAMPLES/ACTIVITIES/ NOT ES Various activities include .2. 3. 3. Use the context of marks to teach these numbers.3 Read and learn the meaning of key words for each topic taught.2.2 3. .2 Acquire key w ords at various stages of development. Level 3 Use key w ords in sentences of their ow n to show meaning. Get learners to match the number card and the word card.selecting the correct w ord card from 2 or 3 word cards as the teacher calls out the w ords. filling in blanks.4 Example of activities: spelling correctly. 3. Level 2 Recognise and read aloud: .the numbers 26-30 .2.g. Read and learn ordinal numbers: fourth to tenth (4th – 10th . Recognise and read aloud cardinal numbers 21-25 in numeral and word forms. and write as 4th and not 4rd. 3.1 SPECIFICATIONS Level 1 Recognise and read out w hole words.2.2.Playing w ord games such as Boggle. Ensure pupils know how to read aloud the number if the number is given and vice versa: e.2. Get pupils to memorise these w ords.Curriculum Specifications for English Year 3 SK LEARNING OUTCOM ES 3. read aloud as ‘fourth’ for 4th. give model sentences or provide picture cues.reading out w ord cards held out by the teacher .numbers in tens up to 40 in its numeral and w ord forms.5 3.

3. This sets the activity in a realistic context. Activities include: .g. Have pupils read together. the big tree. Get pupils to role-play situations w here they w ould have to read aloud to each other. stories and fables w ith expression. a child reading back the message he has taken down from a phone call. It builds confidence in weaker pupils.1 Read aloud w ords and phrases pronouncing them correctly.4 Read aloud expressively and fluently pronouncing w ords correctly and observing correct stress and intonation and sentence rhythm.3 Read and understand phrases. announcements.rearranging w ords to form complete sentences and questions.2 Read and understand simple sentences.4. EXAMPLES/ACTIVITIES/ NOT ES Activities include: . letters.4. Level 1 3.matching sentences to pictures e. sentences. 3.1 Read and understand phrases.3. Level 3 3. paragraphs. One pupil w ill hold up a w ord card and the other pupil w ill say out the w ord aloud.4. stories and fables.g.3 Read and understand simple paragraphs.Curriculum Specifications for English Year 3 SK LEARNING OUTCOM ES 3. Set pair w ork. Level 2 3. Level 3 3.identifying key ideas in simple and compound sentences. Teacher models good oral reading.3 Read aloud poems.3. and whole texts. . Activities include: . e.arranging sentences in sequence. 21 .2 Read aloud correctly notices. . SPECIFICATIONS Level 1 3. Level 2 3. messages.selecting sentences to fit the picture.

e.7. It has many branches. me keeping – keep. toilet table sofa 3. parts of a plant.2 Read and group w ords according to categories.3 3.6. Level 2 3.7. bigger than. This is a rambutan tree.6.6. sequence.4 Example: Make tw o words from these w ords: home – he. Level 2 3. It has a big trunk.1 Read and label parts.5.Curriculum Specifications for English Year 3 SK LEARNING OUTCOM ES 3. 2 & 3 3. It is a big tree. SPECIFICATIONS Levels 1. Pick out w ords that show comparison.7 Read and understand simple factual texts for main ideas. “The rambutan tree”.1 Understand the m eaning of w ords by looking at picture cues.g. Example: things in the bathroom and things in the living room. supporting details. sink Level 3 Recognise and m ake words from other w ords. Level 1 3.6. e. bigger. big. and cause and effect Level 1 3. There are many leaves and fruit. Examples of factual texts include texts on plants and trees. 3. pin. 22 . Example: labeling parts of a tree.1 Look at pictures and captions (labels) and talk about them. EXAMPLES/ACTIVITIES/ NOT ES Example: trunk (of a tree) branch 3.5 Read and understand the meanings of w ords by guessing their meaning through the use of contextual clues.2 Read and understand sim ple factual texts by identifying details.6 Acquire a wide range of vocbulary.g.

3.8. FEET: Meaning 1 .2 Level 3 3. Pupils must be able to use the guide w ords at the top of the page as found in certain dictionaries. 3. e. Pupils must master alphabetical order if they are to use their picture dictionar ies effectively. A simple poem may consist of just 4 lines.3 Read and understand simple factual texts by identifying m ain ideas.Curriculum Specifications for English Year 3 SK LEARNING OUTCOM ES SPECIFICATIONS Level 1 3.1 Level 1 Read and understand simple poems. Simple information transfer exercises also help pupils identify main ideas and supporting details. stories and fables. EXAMPLES/ACTIVITIES/ NOT ES Get pupils to answ er comprehension exercises.8 Use the dictionary.9.8.1 Level 1 Read and group w ords according to alphabetical order. 3.a part of our body.g. Get pupils to talk about the cover and pictures in the book or accompanying the poem.8.3 Choose the correct word according to meaning in context. 23 .a unit of measurement Meaning 2 . a f oot = 12 inches 3.7.9 Read and enjoy simple poems and stories and respond to them by talking about the people. and relate it to one’s life.and moral values in the story/poem. 3. Level 2 Locate the w ord in the dictionary.

3 Read and talk about the actions of people and animals in a story heard or read. 3. and other features. 24 .9. Allow pupils to select books of their ow n interest.Curriculum Specifications for English Year 3 SK LEARNING OUTCOM ES SPECIFICATIONS Level 2 Read and give details about the people and animals in the story. Set comprehension questions. If there is a structured reading scheme. Get pupils to pick out a character they do not like and ask them w hy they do not like the character 3. get pupils to progress level by level. EXAMPLES/ACTIVITIES/ NOT ES Examples of details include number. size.10 Read w idely and independently. All levels 3.9. 3.9.2 Level 3 3.4 Tell w hy a person or animal in a story is good or bad.10 Read according to one’s interest.

good formation of letters . etc. 5th.1 Write words. roots.. fifth. iii. e. 4.g. pupils should be able to: 4. legible pr int: . 4. Level 1 Match phrases to pictures.2 Label parts.2. daisy.combination of small and capital letters.1. w ord to phrase. stem. 25 .2. sentence and paragraph level in clear.1 Write at w ord. Check pupils’ handw riting for the follow ing: . 6th. ii.1 e. correctly as well as w riting them in number forms: 4th.slant of letters . Labelling parts of a plant – e. Level 3 Give one w ord for many w ords.g. phrase.0 WRITING SKILL LEA RNING OUTCOMES By the end of their prim ary schooling.g.g.spacing betw een letters and w ords Ensure pupils learn to spell fourth.2 Write clearly and legibly cardinal num bers (21-30) and ordinal numbers (4th – 10th) in both number and w ord forms. legible pr int and cursive writing SPECIFICATIONS All Levels EXAMPLES/ACTIVITIES/ NOT ES 4. w ord to picture.capital letters . symbol. flowers. 4. etc.3 e.2.2 Match w ords to linear and non-linear representations: i. phrases and sentences in clear.small letters . w ord to word.flowers. the taller tree Level 2 4. 4.Curriculum Specifications for English Year 3 SK 4. orchid ….1. leaves. rose.

EXAMPLES/ACTIVITIES/ NOT ES Set task for pairs. phrase or sentence.4. the teacher may have to use a composite picture to help pupils write on their own.1 e. directions.4. 4.3. stories and other texts (w ith little or no guidance) Level 1 Form simple sentences and questions by arranging words.2 Complete m issing w ords in simple texts such as instructions.g. directions.g.4. pl_ _ ts. g.4 Construct simple and compound sentences w ith guidance and independently. 4. 4. e. The first pair to complete all the words is the winner. Level 3 Construct simple sentences independently.3 Complete texts w ith the missing word. there was a ……… .3. 26 . Level 2 4. This is a It also has It has many thorns. e. At times.2 4. e. tree has trunk This a small e. flo_ers. descriptions.3.g.Curriculum Specifications for English Year 3 SK LEARNING OUTCOM ES 4. 4. 4.1 SPECIFICATIONS Level 1 Complete m issing letters in w ords. tr_ _ s.3 Level 3 Complete m issing words in simple texts such as instructions. rhymes. Level 2 Form simple sentences by m atching sentence parts.g. eight flowers & leaves.3 A good stimulus w ould be to get pupils to w rite an essay based on a composite picture. rhymes stories. rose plant. and other texts (w ith guidance in the form of w ords and pictures). descriptions. Once upon a time.

See you at 4 o’clock.7 Give accurate information w hen writing messages.1 Spell seen w ords. My house is number 26.g. Give pupils sentences to memorise.6.5 Spell correctly and take dictation. The plants need sunlight and water.3 4.6. Give 2-syllable words to be memorized e. months of the year. e. 4. e. Use question m ark. and w hen filling out forms.the first word in a sentence .g.the names of people.2 Take dictation of seen sentences.1 Use exclam ation m arks.g.2 4.g. All levels 4. There were birds.6.g. SPECIFICATIONS Level 1 4. This tree is taller than that tree. rabbits.5.the pronoun ‘I’ . Hi Susan. directions w ith guidance. Levels 2 & 3 4.g. e. instructions. Level 1 Write simple short messages. e.6. e.5 4.6 Punctuate meaningfully.Curriculum Specifications for English Year 3 SK LEARNING OUTCOM ES 4. 4.5. Hi there! 4.4 Use full stop at the end of a sentence. Marina 27 . Use comm a for lists.7. mice and fish. Do you keep a pet? e. There were many animals at the pet shop. EXAMPLES/ACTIVITIES/ NOT ES e.g. simple reports.g. Jack took the rabbit to the king.1 Use capital letters for . days of the w eek. instructions.6. 4.

Curriculum Specifications for English Year 3 SK LEARNING OUTCOM ES 4. directions and descriptions w ith little or no guidance. 28 .2 SPECIFICATIONS Level 2 Write simple descriptions w ith guidance.7. 4. EXAMPLES/ACTIVITIES/ NOT ES Guide students w ith various guided w riting exercises. instructions. Level 3 Write short messages.3 Use pictures as stimulus.7.

Comm on Nouns e. Words underlined highlight significant points of grammar. PRONOUNS 3.g. girl. feminine) masculine – boy. an egg. it is important that teachers teach them in context and in a meaningful w ay. Ipoh. ‘the’ is used when we are clear about the person or thing that we are talking about.g.3 1. Sabah Gender (masculine.g. two chairs 1. Tw o sections have been listed to assist teachers. that car. Ranjan. 3. In section 5 (a).5 Grammar forms part of the language contents in the Curriculum Specifications for Year 3 SK.2 e. I.g. she. In section 5 (b).g. tables. GRAMMAR 1. woman. these. he. Give me the brown book.1 3. Proper Nouns (names of persons. man feminine . one table. a pencil. you. this house. suggested sentence patterns for teaching are given. Cinderella. classes.2 Num ber (singular and plural forms) Regular plurals (-s. boy. 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. w oman 2.g. we. dresses. these cows. cars. ARTICL ES (w ith singular nouns) ‘a’ is used before consonants. a book.4 29 . they Dem onstrative pronouns (these refer to a noun) this. ‘an’ is used before vowels. e.girl. those (plural) e.1 Countable Nouns (things that can be counted). e. NOUNS 1.g. an umbrella. that e. man.g. Lisa.Curriculum Specifications for English Year 3 SK 5.g. grammar items to be taught have been specified under the different grammar categories. e. -es) e. In teaching these patterns.places) e. e. 5 (a) Gramm ar items and exam ples 1. Subang Jaya. those boys Personal pronouns 1. These sentence patterns are set out under some functions and / or areas of interest.g.

CONJUNCTIONS (and. at. in. v.3 3. 30 . 5. a round table.g. ADJECTIV ES of colour. Who is he? (singular) Who are they? (plural) 4. Maria’s car Possessive adjectives e. a blue sky.5 Possessive pronouns e. *but) e. Every day I go to school. -ed. e.ran.g. to.Curriculum Specifications for English Year 3 SK 3.g.g. Would you like an apple or an orange? * He wants to go out but it is raining.g.g. This is my pet rabbit. *taller than SUBJECT-VERB AGREEM ENT e. When – used to ask about time. (plural verb for plural noun) iii. What e. When is Rob coming? When are the girls coming? Which e.4 3. Where e. *Irregular Verbs: change of one vow el e. run.g. John’s bag. Where is the boy? Where are the boys? iv. under.sat. down.g. Who e. his shoes Interrogative pronouns (‘Wh’ questions) i. He bought two pencils and an eraser. VERBS *Regular verbs: ending w ith -d. or. shape and size e. SIMPLE PRESENT T ENSE (i) For habitual actions e. my book. 9.g. up. a big boy *a taller boy. out. (singular verb for singular noun) These are my pet rabbits.g.g.g. sit.g. PREPOSITIONS (of location and direction) e.g. walk – walked. 6. ( for singular forms) What is this? What is that? e. e.g. on. Which story do you like? 8. hope – hoped. 7. *What are these? *What are those? (for plural forms) ii.

Come here. First. SENT ENCE TYPES – sim ple sentence e.. They are my friends. There are ……. There is a bird in the house. I like to eat durians. Listen. 10. NEGATIVE STATEM ENTS e.. He played with his friends. I am not Tong Seng.g. POSITIV E STAT EMENTS e. cut the squares. My name is Jamil. Are they bananas? Yes.g. No.g. days of the week for the pronoun ‘I’ 31 . They are good children. it is. they are. PUNCT UATION i. (singular) Plural form of the verb be(=were) e.g. * Past tense w ith change of one vowel (irregular verbs): e. *Past simple w ith -ed (regular verbs) e. e. - for the first word of a sentence for proper nouns: names of people. They were at the house./ Yes. sit . No. it isn’t. Next. He does not live in Bangi. It is a monster.(plural) e.g. No.Curriculum Specifications for English Year 3 SK (ii) There is ……… (singular) e.g.g. SIMPLE PAST TENSE Past tense of the verb be (= w as) e. 15. Yesterday….g. * They are…. There are bees in the garden. draw squares on the paper. 13. Is it a pencil? Yes. POSITIV E QUESTIONS AND RESPONSES e. 11. (ii) For im peratives e.g. *(iv) For instructions e. places. He was at home./ No.g. I am a boy.g. This is not a pen. they aren’t./ No. *Using w ords that signal the past tense./ Yes. Capital letters 12. it is not a pen. Once upon a time… 14.g. ……………. run . Bring me the book.g.ran.sat.

fish. 32 .at the end of a sentence iii. Full stop . Mother went to market and bought meat.g.Curriculum Specifications for English Year 3 SK ii. Comm a – for lists e. Question Mark -at the end of questions iv. v.at the end of a sentence. Exclam ation m ark . and vegetables.

11. 6. (ii. 1. I am ….years old... Asking perm ission Teacher. B: Good morning. Refuting statements (i. Taking leave I have to go now . Mum. (ii) What is that? It is a ….. 4. Goodbye.. v. I am …. Happy Birthday. it is not w hite. 2. Exchanging greetings A: Good morning. Abbas. 10. Requesting for specific things. Talking about oneself A: Hi! I am ……. may I go out? May I go out please. teacher. Who is that? She is my ……….) No.. (to identify) (iii) Where do you stay? I stay in …… I stay at No. The w ords underlined may be substituted w ith other w ords.Curriculum Specifications for English Year 3 SK iv. 12. 5. (to state) Where are you going? I am going to the ……….) It is not white. 3. 8. please. Introducing oneself A: Good morning. …….. / Sorry Abbas. May I have a pencil. 9. (iii. May I have the book. When is the circus coming? It is coming on Friday.) Is this yours? ……No. Asking questions and giving inform ation (i) What is your name? My name is……. I’m sorry. 5 (b) Suggested Sentence Patterns These patterns are set out under different functions. Expressing apology. teacher? 7. Uncle. Thanking people Thank you. vi. Congratulating friends and relatives Congratulations. 33 . I have a brother. Tan. I have tw o sisters. Mrs. Expressing good wishes. Sam.

chain.2 ch / / chair. shoe. skin 1. 1. press. such. plan. pray. glue. dust Initial Digraphs 3. dish. brain crab. The letters to be taught are presented in the orthographic form and in phonetic. crib. flip. Final Digraphs 4. start. green. cheek 4. How ever.1 sh / / fish.2 1. the sounds represented by the symbols should be taught. fruit. best. broom. there are examples of the sounds to be taught and more examples should be given. break. play stamp. clock. Initial Blends 1. stay. w hich 34 . The items listed below are to be taught in Year 3.10 1. Sound System teacher’s use and not to be taught to pupils.7 1. crown.11 st /st/ 2.2 st / / nest. The phonetic symbols are enclosed in phonemic notation (/ /). tick 1.Curriculum Specifications for English Year 3 SK 6. class flag. These phonetic symbols are only for 1. flop. floss glass. task. print skip.8 1.4 1. The sound system forms part of the language contents in the Year 3 Curriculum Specifications. much. plug. frock. sky. black. cash. glow plum. block. In each item. blow clip.3 1. shop 3. shut. frill grin. glad. skim.2 ch / / rich.1 1. sk / / desk. grip pram.1 sh / / shy.5 1. mask 2. crop frog.9 bl / bl / cl /kl / f l /fl/ gl /gl/ pl /p / blue.6. must. chin. Final blends 2. group.12 br / br / cr /kr/ fr /fr/ gr /gr/ pr /pr / sk /sk / brow n.1 3. mash 4. clap.

root. heir 35 . Vowels Long sounds 5. foot bit. good. dip. knife.1 oo / u:/ 5. brown. knit 7. Diphthongs 6. clow n 7. balloon beat . cook. jeep 5.1 silent k at the beginning of the w ord knee. down. eat deep.4 oo / 5. loud.Curriculum Specifications for English Year 3 SK 5.2 ea / i: / 5. pound 6. Silent letters 7. sit. peat.3 ee / i: / boot.2 ow / / cow . peep. tip 6. round. shoot. seat.2 silent h at the beginning of the w ord hour.1 ou / / house. seep.5 i / i / / Short sounds book. kneel.

These are high frequency words which pupils w ill need even w hen reading simple texts. get good go going green hair hands have he head help her him his house in jump last left legs like live look man many The w ord list consists of words commonly used in the English language. The objective of this exercise is to get pupils to thoroughly master the w ords so that they are able to understand them and use them in speech and in w riting. These w ords have been taught in Year 1 and Year 2 and are recycled in Year 3 to be taught in various contexts. Word List m aturity level and ability of their pupils as well as when teaching a particular topic. These are also the w ords that pupils w ill use w hen going about their w riting task. Teachers are encouraged to add to this list according to the a about afternoon am an and all are arms at aw ay back bag ball bed belt big black blue book boy brother brow n by came can canteen cap cat chair classroom come day desk door dog dow n did dress ears evening eyes face father feet field first for from girl 36 . Teachers should teach pupils to recognize these w ords in context w hen reading and also understand them in the context of w hat they read.Curriculum Specifications for English Year 3 SK 7.

bread. rice. milk) * new numbers to be taught in Year 3 37 .g.g.pupil’s name and address .numbers one to ten * numbers eleven to thirty .name and address of school .social expressions and greetings: e.Curriculum Specifications for English Year 3 SK morning mother mouth much me my name next night no nose not now of old on one our up pen pencil play red right ruler said she shirt shoe sister socks table teeth this the they this time tree to toilet up us want was water we went what when where white who woman will years yellow yes you your plus: .days of the w eek . good afternoon good morning goodbye hello months of the year local fruits food (e.

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