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 :



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.


Curriculum Specifications for English Year 2 SK


PAGE 1. 2. 3. 4. 5. 6. 7. RUKUN NEGARA FALSAFAH PENDIDIKAN NEGARA CONTENTS INTRODUCTION CONTEXTS FOR TEA CHING 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 8. 9. 10. (a) GRA MMAR (b) Sentence patterns SOUND SYSTEM WORD LIST 9 15 20 26 31 33 34 36 i. ii. iii. 1 7 8


INTRODUCTION English is taught as a second language in all Malaysian primary and secondary schools in the country. 1 . grammar and vocabulary. in and out of school. both orally and in writing. and for work purposes. iv) write (including e-mail) for different purposes using simple language. 1 THE 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 known as ‘Huraian Sukatan Pelajaran’. AIMS AND OBJECTIVES OF THE ENGLISH LANGUAGE SYLLABUS IN PRIMARY SCHOOLS The English language syllabus for primary school aims to equip pupils with skills and provide a basic understanding of the English language so that they are able to communicate. and writing as well as the language contents. It comprises the four language skills of listening. ii) speak and respond clearly and appropriately in common everyday situations using simple language. and the vocabulary and grammar items that pupils must know in order for them to learn the language. speaking. to further their studies. The terminal 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. reading. learners should be able to: i) listen to and understand simple spoken English to be able to function in common everyday situations. Each document serves as a guide to teachers with regard to the skills to be acquired by learners. Several teaching contexts have been suggested through which the language skills and language content are to be taught. THE SYLLABUS The English language syllabus at the primary school level specifies what is to be taught from Year 1 through to Year 6. iii) to read and understand different kinds of texts (from print and electronic sources) for enjoyment and information. and v) show an awareness and appreciation of moral values and love towards the nation. the content or topic that is to be dealt with. English is important. The language contents are the sound system. The use of English in Information and Communications Technology (ICT) has also been incorporated into the curriculum to enable learners to access knowledge on the Internet and to network with people both locally and overseas.1 By the end of primary school.Curriculum Specifications for English Year 2 SK 1. Please note that the introductory part of this ‘Huraian Sukatan Pelajaran’ for Year 2 describes the English language programme from Year 1 to Year 6 as a whole. as with globalization. Malaysians will need to be proficient in the language and to communicate with people in other countries.

These notes are directed at teachers and they include explanations. 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. ™ The third column is entitled EXAMPLES / ACTIVITIES / NOTES. When planning lessons. To help teachers further. teaching points and examples of activities to help pupils achieve the skill specifications. These specifications represent important aspects of the learning outcomes to be acquired in Year 2 SK. The Spoken Language In teaching children the sounds of English. these specifications have been categorized into 3 levels ranging from the more basic to the more advanced. the aim is for them to be understood by others. Here. learners then progress to Level 2. These are skills and attitudes to be acquired by pupils and are drawn from the syllabus. speaking. topics for teaching are initially based on the immediate learning environment of the child. Vocabulary and sentence patterns introduced in the oral component also need to be taught and used by pupils in reading and writing. Grammar items taught and learnt must be applied both to oral work and writing exercises. Later on. 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. country and more distant foreign locations. specified contexts are used to make lessons meaningful. ™ The first column is the LEARNING OUTCOMES column. The Language Skills A close link with the skills of listening. The contents of the Curriculum Specifications are set out in three columns. grammar and word list. On completing their tasks successfully. these are expanded to town. As such. the sound system. and then to Level 3. The Learning Content In teaching English to pupils. reading and writing is maintained. It covers language skills.Curriculum Specifications for English Year 2 SK This document is the Curriculum Specifications for Year 2 in SK. Teachers are advised to limit the number 2 . Level 1 outlines the basic skills to be achieved by all learners. Some themes have been identified to help teachers decide upon their own topics that are suitable for their class. ™ The second column is the SPECIFICATIONS column. the larger Learning Outcomes are broken down into manageable skills and sub-skills for teaching and learning.

speaking. environmental education. or social expressions such as “You’re back. lessons and curriculum materials for learning must be adjusted to suit the differing needs and abilities of the pupils.Curriculum Specifications for English Year 2 SK of structures used in any one lesson to ensure that learners master the structures well. the skills of listening. moral values should also be infused in lessons through the selection of appropriate materials and activities. a particular lesson may begin with a story about the daily happenings around a family. “It’s time to go to bed”. these specifications must be reorganised in a manageable form for teaching. For example. Word List The list of words selected for teaching is based on a sample of the more common words and high frequency words and can be used and recycled in different contexts and topics. Elements of patriotism. reading and writing have to be integrated in a natural manner. How was school?” These statements or questions can be used later in writing or speaking exercises when the teacher gets pupils to speak or write about life at home. Integration The curriculum adopts an integrated approach. In addition. Planning and Organisation of Lessons Keeping in mind the time allocated for teaching the English language in SK schools. vocabulary. Whatever context is used. Teachers should set a variety of tasks that will enable pupils to use the specific skills often so that they gradually develop the ability. The teacher can take off from the reading to teach instructions. Repetition. It is Language skills. Teaching approaches. The suggested word list can be widened if pupils demonstrate that they are capable of receiving more. Teaching too many structures may not be advisable for weak learners as these may only serve to confuse them. study of the local environment and health education should also be integrated in lessons. knowledge and confidence to use the language effectively. Learner-Centredness The learner is at the centre of the learning process. grammar items and the sound system must be repeated often and used constantly to maximise learning. 3 . important that appropriate activities and materials are used with pupils of different learning profiles so that their full potential can be realized. for example. Reinforcement and Consolidation IMPORTANT CONSIDERATIONS FOR TEACHING The following considerations should be taken into account in teaching the curriculum specifications.

Teachers should also use materials that emphasize the principles of good citizenship. exam-type assessment. moral values. namely Listening. The Year 1 programme focuses on providing the basis for literacy in the English language. draw. Teachers need to use their initiative. Awareness of learners’ capabilities will enable teachers to plan activities for further development. However. Some activities have been suggested in this document. Listening Listening is an important skill as what learners hear often becomes one of the main sources of the target language to be learnt. teachers should use the Malaysian setting when planning lessons. teachers should make pupils listen to songs. Reading and Writing. 4 . The Curriculum Specifications makes only a few suggestions as to the number of activities required for the attainment of language skills. Continuous formative evaluation is important to gain essential feedback and to keep track of learners’ progress. pupils can be asked to sing songs. To show their understanding of what they have heard. Evaluation Evaluation is an important aspect of the teaching-learning process. Pair and group work activities allows for all pupils to engage in speaking activities at the same time. and stories. Other considerations As far as possible. pupils must be given every opportunity to take part in activities that require them to use the language skills taught. Speaking. and the Malaysian way of life.Curriculum Specifications for English Year 2 SK Teaching-Learning Activities In order to help pupils learn the language. pupils should not be burdened with centralized. chant rhymes. imagination and creativity to extend the experiences of their pupils. teachers are encouraged to set more creative and challenging tasks and activities based on the needs and interests of pupils. mime. Pupils should also be encouraged to talk in English to other pupils and teachers in the school. do matching exercises. write and recall ideas. rhymes. In these early stages of language development especially. Oral Work Pupils should be given lots of opportunities to talk in class so that they become familiar with the sounds of English and gain confidence to speak in the language. Also important is vocabulary control and simple functional uses of language in everyday life. colour. In order to develop pupils’ listening skill. TEACHING-LEARNING STRATEGIES FOR YEAR 2 SK The English language programme for Year 2 SK focuses on the four skills.

patriotism and thinking skills in the specifications will contribute towards the building of a modern and progressive Malaysian society. In this respect.g.g. pupils would have mastered the mechanics of writing by forming letters. /d/) so that pupils can string together these sounds and produce a word (phonics). /k/. They should also be taught to use various cues for word identification. It is hoped that these skills set them on the path to become independent life-long learners. Schools that do not have ICT facilities are not obliged to teach these skills. Pictures and illustrations must support reading texts as these enhance understanding.g. EDUCATIONAL EMPHASES Educational emphases given below outline current developments in education that will help learners prepare for the world of work later as well as their ability to interact with others. citizenship education.Curriculum Specifications for English Year 2 SK Reading Schools are encouraged to use good reading schemes. 5 . /b/. Pupils should be taught to read with understanding and enjoyment. In addition. Writing At this stage. Pupils must be provided with good models of reading so that they imitate the sounds produced. Information And Communications Technology (ICT) Skills In line with globalization and the ICT Age. Thinking Skills Critical and creative thinking skills are incorporated in the learning outcomes to enable learners to solve simple problems. These skills enable learners to remember words. teachers must make pupils know the alphabet (e. b. a. Teachers can use the whole language approach by reading aloud stories from a book (e. c. building on what they already know. and to use their understanding of grammatical structure and the meaning of the text as a whole to make sense of the content. and look up meanings of words in simple dictionaries. These skills include working on computers and using courseware. the incorporation of moral education. phrase and sentence levels. skills relating to ICT are incorporated in the learning outcomes. leaving sufficient space between letters and words so that their writing is legible. Pupils then learn to write at the word. ‘eh’. Big Books) and allowing children to follow the words being read so that they get to know how words are pronounced. recall ideas. These skills have been added to cater for schools that have ICT facilities. and express themselves creatively in English. d) and the sounds of letters (e. Learning How To Learn Skills Learning How to Learn skills are also integrated with the learning outcomes to enable learners to take responsibility for their own learning even at an early age.

imagination and creativity to extend the experiences of their learners. for example. Multiple Intelligences The learning outcomes also reflect the incorporation of the theory of Multiple Intelligences. and the application of kinaesthetic intelligence as seen in role-play activities. and incorporate educational emphases such as the environment and consumerism to provide contexts for language use. This is illustrated. Preparation For The Real World The learning outcomes prepare learners to meet the challenges of the real world by focusing on language use in society.Curriculum Specifications for English Year 2 SK Values And Citizenship The values contained in the secondary Moral Education syllabus have been incorporated in the learning outcomes and include patriotism and good citizenship. It is also achieved by making use of real-life issues for classroom activities and project work. learners are encouraged to meet with people outside of the classroom so that they learn to operate in real-life situations. in the way children interact and talk with one another (verbal intelligence). 6 . to reinforce what has been learnt and to create challenging language tasks. This document only lists a number of essential activities for the attainment of the English language. Knowledge Acquisition Learning outcomes make use of subject matter disciplines such as science and geography. Whenever the opportunity presents itself. Teachers need to use their initiative.

). w hat happened the day before). TEACHING CONT EXTS The suggested contexts for teaching in Year 2 are listed below .Curriculum Specifications for English Year 2 SK 2. These are broad areas from w hich topics can be draw n for activities and comprehension texts so that learners can read. In addition. talk. World of Self : Talk about self. a limited number of w ords can be added in order to deal w ith the context or topic meaningfully. using English in everyday life (e. Where necessary. and write. greetings. asking for permission. moral values and socio-cultural rules also form an important part of the content for classroom activities. When explaining these contexts in greater detail. etc. 1. These w ords can be recycled and used in different contexts and topics.g. 3. Stories of everyday life and fairy tales Short accounts about animals and plants 2. family and friends (name and personal details) and talk w ith family and friends about things that happen in everyday life (e. World of Stories World of Know ledge : : 7 . A w ord list of the more common w ords in the English language has been provided and teachers are to use the w ords from this list to teach the topics. teachers should have in mind the language level and ability of their learners.g.

Curriculum Specifications for English Year 2 SK 3. Sing children’s songs and recite nursery rhymes. their family. learners should be able to: x x x x x x x x Talk about themselves. Read and understand simple stories and talk about the people and animals in these stories. Ask and answ er simple questions. Follow simple instructions and directions. Write simple sentences. Read and understand simple information on simple subjects. and Show an awareness of moral values and love tow ards the nation. 8 . their friends and w hat they do. OBJECTIVES FOR YEAR 2 By the end of Year 2.

They are the skills to be achieved by the end of Year 6. brush listening to w ords that begin w ith the same sound as the earlier w ord and putting up their hands if the sound is the same. chop listening to w ords that begin w ith the same letter as a child’s name e.2 Level 2 Listen to and identify different types of letter sounds.1.g.0 LISTENING SKILL 1. e. Level 3 Listen to and group words according to the same sounds.g. initial blend ‘br’ – e. - 1. how ever.Curriculum Specifications for English Year 2 SK 4.1.1. shoe shop listening to sounds and underlining the words w ith a long sound e.g. (See Sound System at the back of the document). the learning outcomes are broken dow n into smaller skills to be achieved by pupils in Year 2 SK. Kim Leng underlining the beginning letter sound heard e. Teachers. Kamala. EXAMPLES/ACTIVITIES/ NOT ES SPECIFICATIONS 1. pupils should be able to: 1. In this column. “ br” sound as in broom. /k/= Katijah.g.listening and imitating the sound heard e.g. room me zoo can see identifying a frequent beginning sound in stories . - 1.1 By the end of their prim ary schooling. LEARNING OUTCOMES AND SPECIFICATIONS The Learning Outcomes have been taken from the syllabus in its original form. the sound of /s/. Level 1 Listen to and repeat : vow els in their medial position a) initial blends b) initial digraphs c) initial silent consonants d) final digraphs e) long and short vow els f) diphthongs x Activities include: . digraph ‘sh’ and ‘ch’ = shop.g.3 - - 9 .e.g. should be guided by the second LEARNING OUTCOM ES column (called Specifications) when planning lessons for the year.1 Listen to and discriminate similar and different sounds of the English language.

expressions.2.” 10 . 1. Humpty Dumpty had a great … 1.2.Curriculum Specifications for English Year 2 SK LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES .repeating rhymes and singing songs. in stories such as stress and intonation correctly. and sentences. Level 3 Listen to and repeat simple rhymes and .g. x Activities include: . Clap! Clap! Clap! Red! … Clap! Clap! Clap! Hen 1. 1.2 Listen to and repeat accurately the correct pronunciation of w ords. You’re welcome). e.repeating formulaic expressions heard songs paying attention to pronunciation.supplying missing w ords in rhymes. Humpty dumpty sat on the wall.1 Level 1 Listen to and repeat the pronunciation of 2-syllable w ords. telling w hether two w ords have the same long sound.g.g. . and the correct intonation and w ord stress of phrases. bean – seen = yes! bean – bin = no! . Thank you …. x Examples of 2-syllable w ords: wa/ter Pe/ter ta/ble Note the stress is usually on the first syllable. phrases and sentences spoken aloud by the teacher (e. stories: e.g. “Just look at that!” “He huffed and he puffed and he blew the house down.e.2.repeating w ords.2 Level 2 Listen to and repeat correctly phrases and expressions.playing games involving clapping patterns and then saying aloud the words: e.3 .g.

1 SPECIFICATIONS Level 1 Listen to key words in stories heard and demonstrate understanding by pointing to pictures.3.numbers in tens up to 20.” 1. milk. x To check pupils’ understanding. EXAMPLES/ACTIVITIES/ NOT ES x Example of key w ords include nouns and adjectives such as house. big. . Give them spelling tests as well as spelling bee exercises. the giant’ s toothbrush 11 . Scope: 11 . 2nd…) use dates e.15 1.3. small . today is the 3rd of May.3 Level 2 Listen to all the w ords in the w ord list and demonstrate understanding of their meaning by matching them to pictures and the spoken w ord.2 Listen to and understand cardinal numbers. x Get children to point out numbers called out. 1. x To teach ordinals ( 1st. boat.w hen the numbers are added.3 Acquire vocabulary and understand the meaning of w ords and phrases in context. subtracted and refuted. “Children. get them to match the spoken numeral and the w ritten form: Twenty 10 20 30 1.g.3. 1.Curriculum Specifications for English Year 2 SK LEARNING OUTCOM ES 1.4 Listen to and understand cardinal numbers: Scope: 16-20 .3.3. (Spoken) x Get pupils to memorise w ords and their meaning.5 Level 3 Listen to and understand ordinal numbers: Scope: first – third (1st – 3rd) x Children learn better if w ords are taught in context under the various topics and w ith accompanying pictures and actions. bus.

Level 2 Listen to and follow sim ple instructions . e. x 1.” “Write neatly. round and round we go. turn. x 1. matching.Curriculum Specifications for English Year 2 SK LEARNING OUTCOM ES 1. Start and Stop. SPECIFICATIONS Level 1 Listen to and learn the vocabulary of instructions and directions.5 x e. making things.4.doing things such as colouring.g. Listen to and follow longer directions.g. Turn left.playing games such as: Simon Says.3 Listen to and follow sim ple directions.4.g. x e. “Go up the stairs and turn right. clap Example of directions: straight. Telephone Game .1 x Example of instructions: point. left.” 12 . Turn right.4.4 Level 3 Listen to and follow longer instructions.4. “Take this book and read.4.2 x e. right. “Read louder.” 1. 1. EXAMPLES/ACTIVITIES/ NOT ES 1.g.4 Listen to and follow simple instructions and directions accurately. sequencing. Listen.” Activities include: .

5.5 x Example of ‘Wh’ questions include Who.Curriculum Specifications for English Year 2 SK LEARNING OUTCOM ES 1.1 All levels Listen to and enjoy children’s songs.5 Obtain information from texts listened to in relation to main ideas.” 1.g.g.move to the rhythm of the song . specific details. x Get children to: . and sounds of poetry.g. “What animals can you find in the story The Little Red Hen?” “A dog.2 x e. SPECIFICATIONS Level 1 Listen to and understand simple stories . “We played ball. e. rhythm.5. 1.g. and rhymes.3 Listen to simple stories and recall the names of people and animals. “Attention everybody.1 x Teacher does shared reading w ith pupils. When.clap their hands .5.5. EXAMPLES/ACTIVITIES/ NOT ES 1. What.” 1.” 1. Level 2 Listen to simple announcements and understand the message . Tomorrow is a holiday” OR “ You have to bring RM2 for .. Lisa fell.” x e. a rat.4 line description of w hat happened the day before. a cat. a 3 . 1.6 Listen to and enjoy the rhyme..5. x e.6. Listen to simple stories and recall the story-line by answering simple ‘Wh’ questions. and a little red hen. She cried. and sequence. jazz chants and songs. “Who asked for help?” “The little red hen.sing / chant along 13 . 1. Where.4 Level 3 Listen to simple descriptions and recall details by answering simple ‘Wh’ questions.

laughing.7 Listen to and enjoy stories. Do you like this story? Yes.Curriculum Specifications for English Year 2 SK LEARNING OUTCOM ES 1. Why? Because the wicked giant cannot catch Jack.7. fables and other tales of imagination and fantasy and predict outcomes. circling.non-verbally EXAMPLES/ACTIVITIES/ NOT ES 1. Examples of non-verbal response include: smiling. a cat meowing. SPECIFICATIONS Levels 1 & 2 Listen to simple short stories. fairy tales and respond . a child crying) draw ing.2 x E.g.1 x - Level 3 Listen to simple short stories and fairy tales and share feelings about the story.g.7. clapping hands body movements (e. 14 . 1. a dog barking. and draw conclusions at a level suited to the pupil’s ability. colouring. swaying like trees) providing sound effects (e.g.

” x Example: 5 birds sat on this wall.2 Level 2 Ask questions pertaining to num bers . How many birds were there altogether? 15 .1.1 Ask simple questions requir ing Yes / No replies .1. Level 3 Chant rhymes and sing songs pronouncing w ords clearly.2. 2. Level 1 2. x Example: “Did you water the plants?” “Yes. Level 2 Repeat exclam ations w ith the correct intonation and stress.g.1 SPEAKING SKILL EXAMPLES/ACTIVITIES/ NOT ES SPECIFICATIONS Level 1 Pronounce 2-syllable words.4 2. x 2.1.0 LEARNING OUTCOM ES By the end of their prim ary schooling.1. 2.Curriculum Specifications for English Year 2 SK 2. x x Example of 2-syllable w ords are: wa /ter . 5 birds sat on that wall. “Help! Help! Mum help!” “Oh dear!” …….. 2.2 2.3 Ask questions w ith the correct intonation.1 Speak clear ly by pronouncing w ords accurately. pupils should be able to: 2.2 Ask questions politely to obtain information and clarification. “Good!” Make learners aw are of the rising intonation in questions.2. ta/ble Give the context of a story when doing this exercise: e. Pe/ter.

animals. shape. location.numbers in tens up to 20. It’s number 8.4 Give longer replies w hen identifying. naming objects. .3.3. etc.2 Give short replies when naming objects.” 16 .2. 7?” “No.Curriculum Specifications for English Year 2 SK LEARNING OUTCOM ES SPECIFICATIONS Level 3 Ask ‘Wh’ questions to find out more information and about identity.5 Give replies pertaining to numbers 16-20 . Level 1 2.3 x Example: asking questions about the strange animal.3. 2. 2.” x Example: “Is this house no. subtracting and refuting the numbers.3.1 Responding w ith Yes/ No replies.3.3 Give replies pertaining to num bers 11 – 15. Where did you see it? Was it big? How big was it? Does it have a tail? Did it have big teeth? What colour was it? 2. x Example: Was the man big? …Yes. colour.3 Give relevant information politely in response to enquiries made.adding.…………The tail! And this? …The eye! x Example: How many wheels does that lorry have? ………12. plants. animals etc. It’s a baby cow. size. EXAMPLES/ACTIVITIES/ NOT ES 2. 2. etc. x Example: What is this? (pointing to the drawing) …. plants. Level 2 2. x Example: “ Is this a goat?” “No.

Level 3 2.4. positions/location.1 Recite simple poems and chant nursery rhymes by going in w ith words and phrases .4.6 Give replies pertaining to numbers: . x e.4.4 Retell stories heard before. 2. x e. Level 2 2.3. Then the crab …… x Ensure children have heard these stories before making them retell these stories. and recite poems.g. “Will the first boy in every line come forward.2 Com plete parts of a story heard before. 17 .4 Tell stories based on pictures and other stimuli. Level 1 2. w hen teaching dates.Curriculum Specifications for English Year 2 SK LEARNING OUTCOM ES SPECIFICATIONS Level 3 2.Scope: first – third (1st – 3rd) EXAMPLES/ACTIVITIES/ NOT ES x These ordinal numbers are taught best in context – e.g.4.” 2.3 Recite simple poems and chant nursery rhymes w ith expression and appropriate gestures . Twinkle! Twinkle! Little star How I wonder what you …….g.

2 Level 2 State whether one likes or does not like the story heard or read. x e.1 Give details about the people and animals of a story heard or read. size. colour.In these early stages.Get children to role-play the story.5. places and moral values of the stories heard.g. x e. tell stories where the characters are clearly good or bad.g. seen. read and view ed in simple language. “What did Goldilocks do after she ate Baby Bear’s porridge?” “ She went upstairs to sleep. Level 3 2.” 18 .5 Talk about the people.6.5. “Do you like the story?Colour the picture that shows how you feel?” 2. x Activities include asking children w hich characters they like and role-playing these characters. EXAMPLES/ACTIVITIES/ NOT ES x Example of details include names.5. shape. SPECIFICATIONS Level 1 2.. 2. e. x e.g. It is easier for pupils to identify such characters.2 Talk about the actions of the people and animals in a story heard or read.1 Level 1 Give non-verbal response to the story heard or read. heard and view ed in simple language.6. Level 2 2.” . The ogre changed into a ….6 Express thoughts and feelings and give opinions on things read.3 Nam e the good and bad characters and talk a little about them. number. . “I do not like the story.g. 2.Curriculum Specifications for English Year 2 SK LEARNING OUTCOM ES 2.

3 x e. “Close the door. inviting people. I am Junie.7. etc. 2.3 Talk about oneself (e.7.6.g. EXAMPLES/ACTIVITIES/ NOT ES 2.Curriculum Specifications for English Year 2 SK LEARNING OUTCOM ES SPECIFICATIONS Level 3 Give reasons why one likes or does not like the story. x e.7. x x e.6 2. To request for specif ic things. I like to eat fried koay teow. x Get children to role play various situations w here they might use such language. may I go out?” e. 2.4 Give simple instructions .5 Give simple directions to places in the school. age.g.g.g. “Go straight. Level 1 2. Level 2 2.7. “ Teacher.” x e. I do not like the story.).7 To ask perm ission to do things. I like to play hide-and-seek. “Good morning. teacher. family members. x e.1 Exchange greetings .2 Introduce oneself . “Please pass me the ruler.g.g. 2. likes and dislikes concerning food. My name is Aida. I do not like big bad giants. etc. television programmes.7.7. making introductions.” “Wash your hands.” 2.g.” x e. 2.7 Perform a variety of functions in a social context such as exchanging greetings.g. Turn left.7. I am 8 years old.” 19 .

1.g.3 above.1. x E.1 Recognise certain w ords on sight. bl = /bl/ as in blue. 3. x For example: the of and to a in that is was he she for it with as his on etc. 3.Curriculum Specifications for English Year 2 SK 3. pupils should be able to: 3. axe.4 Identify letter shapes by their sounds.1 Acquire w ord recognition and w ord attack skills to recognise w ords on sight. e.g. apple.2 Master the letters of the alphabet and rearrange w ords according to the second letter. x See the Sound System. fl = /fl/ as in flag.1.1.3 Look at letters and say aloud the follow ing sounds: a) initial blends b) initial digraphs c) initial silent consonants d) final digraphs e) long and short vow els f) diphthongs Level 2 3.1.5 Read aloud w ords w ith the letters listed in 3. 3.1. READING SKILL SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES Level 1 3. 20 . ant x See Sound System at the back of the document.0 LEARNING OUTCOM ES By the end of their prim ary schooling.

reading and matching w ords w ith pictures .1.7 Compare w ords for similar and different sounds.1. Recognise and read aloud cardinal numbers 11-15 in numeral and word forms.2.3 21 . 3. the ‘it’ family.2.g. “And then I saw eleven birds.” 3.2 Acquire key w ords at various stages of development.2.written w ord w ith the spoken w ord . names of friends . 3.selecting the correct label from 2 or 3 w ord cards x Get pupils to memorise these w ords.2 Read and learn the meaning of 5 key w ords for each topic taught. Underlining the w ords with the same beginning sound. 3.reading aloud labels of things in the class.6 Read and group w ords according to word families: the ‘all’ family. x Get learners to match the w ord and the picture.” “And then she saw 12 cats. Level 1 Recognise com plete words.1 x Various activities include .Curriculum Specifications for English Year 2 SK LEARNING OUTCOM ES SPECIFICATIONS 3. x EXAMPLES/ACTIVITIES/ NOT ES Example The ‘all’ family frog brew call wall fall The ‘it’ family bit sit lit x Example: flog blue x E. This shows understanding of meaning. Level 3 3.

x Example of activities: spelling correctly.3. filling in blanks. Level 3 3.the numbers 16-20 . x Activities include: .g.g.6 Read and learn ordinal numbers : first to third ( 1st – 3rd). sentences. thirteen = 13). Level 1 3. a brown bear x Activities include: .g. The giant was sleeping.3. x Activities include: . 22 .Curriculum Specifications for English Year 2 SK LEARNING OUTCOM ES 3.2.3 Read and understand a simple paragraph of 2-4 sentences.arranging sentences in sequence.matching sentences to pictures e.numbers in tens up to 20 in its numeral and w ord forms.2.selecting sentences to fit the picture. became pretty The Ugly Duckling Level 2 3.matching sentences to pictures e. and whole texts.5 x Example of an activity to show mastery involves matching the numeral form to the w ord form (e.4 SPECIFICATIONS Level 2 Recognise and read aloud: .g. 3. paragraphs. EXAMPLES/ACTIVITIES/ NOT ES 3. Level 3 Learn another 5 key words for each topic and use these key words in sentences of their ow n. 3.2 Read and understand simple sentences (3-5 w ords). . .3. 11 = eleven.2.rearranging w ords to form a complete sentence: e.1 Read and understand phrases .3 Read and understand phrases.

1 Read aloud w ords and phrases.Curriculum Specifications for English Year 2 SK LEARNING OUTCOM ES 3.6.5 Read and understand the meanings of w ords by guessing their meaning through the use of contextual clues. x Teacher models good oral reading.4.g. notices. 3. expressively.1 Understand the meaning of w ords by looking at picture clues. lists. EXAMPLES/ACTIVITIES/ NOT ES x Set pair w ork and get pupils to read aloud to each other from a story book. x Example: beans climb (From ‘Jack and the Beanstalk’ ) 3.2 Read aloud pronouncing correctly sentences in signs. making children create their ow n word chains. girlssboyssdogssucatsss 23 .g. e.g. a child reading back the marketing list to mother. x Have pupils reading together. e.6 Acquire a w ide range of vocbulary.3 Read aloud poems and sentences in simple stories. It builds up confidence of weaker pupils.4 Read aloud expressively and fluently pronouncing w ords correctly and observing correct stress and intonation and sentence rhythm. etc. x Activities include setting up competitions betw een pairs and groups. Level 1 3. Levels 1. SPECIFICATIONS Level 1 3.5.1 Read and recognise words in word chains and other w ord games.4. x Get pupils to role-play situations w here they have to read aloud to each other (set the activity in a realistic context). Level 3 3. e. Level 2 3. labels and simple texts. reading a story to a friend. 2 & 3 3.4.

g. x Examples of factual texts include texts on plants and animals. e. x Ask “Wh” questions.2 Read and group w ords according to categories .3 Recognise and make sm all words from big w ords. The leaves are green. x Example: BEA NSTALK: beans be as talk Ben 3.Curriculum Specifications for English Year 2 SK LEARNING OUTCOM ES SPECIFICATIONS Level 2 3. x The text can be a paragraph of 2-4 lines OR a book of one sentence per page for 3-6 pages. supporting details. Levels 2 & 3 3. It is a big tree. and cause and effect Level 1 3. This is a mango tree.7.Example: FRUIT COLOURS apple orange durian red black Level 3 3. “The mango tree”. It needs water to grow. EXAMPLES/ACTIVITIES/ NOT ES . It needs sunlight to grow.7.1 Look at pictures of a simple factual text and talk about them.6. sequence. “What is this tree?” 24 .2 Read and understand simple factual texts by answering simple comprehension questions.7 Read and understand simple factual texts for main ideas.6.

9 Read w idely and independently. (e. 3. 3. and relate it to one’s life.g.Curriculum Specifications for English Year 2 SK LEARNING OUTCOM ES 3.8.8.and moral values in the story/poem. (e. EXAMPLES/ACTIVITIES/ NOT ES x Get pupils to talk about the cover and pictures in the book. x Get pupils to pick out a character they do not like and ask them w hy they do not like the character.4 3. x A simple poem may consist of just 4 lines. Then he saw Jack.g. 25 . what the person/animal did). get pupils to progress level by level. x Example: The Giant got up.1 SPECIFICATIONS Level 1 Read and understand simple poems and simple stories by answ ering comprehension questions.3 Level 3 Read and talk about the actions of people and animals in a story heard or read.9.8. He looked around for Jack. 3. He ran after Jack. Tell why a person or animal in a story is good or bad.1 Read according to one’s interest. x Allow pupils to select books of their ow n interest. size.2 Level 2 Read and give details about the people and animals in the story. If there is a structured reading scheme. other features). 3.8 Read and enjoy simple poems and stories and respond to them by talking about the people. x A simple story may consist of a book of 2 sentences per page for 3-6 pages. All levels 3. number.8.

legible pr int and cursive writing.g.2.1 Write clearly and legibly numerals 1-20 in both number and w ord forms. LEARNING OUTCOM ES By the end of their prim ary schooling. Check pupils’ handw riting for the follow ing: . sentence and paragraph level in clear.1 Copy letters of the alphabet in clear and legible print: .spacing betw een letters and w ords x 4. Level 2 4.Curriculum Specifications for English Year 2 SK 4.1. legible pr int.good formation of letters . 4. 26 .2. Level 3 4.2 Write words and phrases in clear and legible pr int.2 Copy w ords. phrase.2.2 Write at w ord. pupils should be able to: 4.3 Write sentences in clear and legible print.small letters .slant of letters . 11 = eleven 12 = tw elve x Let children share their w riting by reading it aloud to others or by displaying it. 4.1 Copy correctly. x e.combination of small and capital letters . WRITING SKILL SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES Level 1 4. phrases and sentences in clear.1.

the giant’s chair the giant’s hat the giant’s books 4. No eating. Go up the ………….g. Cheng Level 2 4.g.3. SPECIFICATIONS Level 1 Match phrases to pictures.. x e.2 Match w ords to signs. descriptions.Curriculum Specifications for English Year 2 SK LEARNING OUTCOM ES 4. three lions tw o monkeys on a tree in a cage 4. Please co_e to my ho_se.3 Match w ords to linear and non-linear representations: i.4.3 Match w ords to other w ords. De_r Ali.2 Complete simple instructions and directions. word to word.g. Then turn …………….3. pictures.3. word to picture. symbol. rhymes and other texts w ith the missing w ord(s) (w ith guidance given in the form of words and pictures). EXAMPLES/ACTIVITIES/ NOT ES x e. x e. word to phrase. 27 . Level 3 4. Level 1 4. No talking. Come and se_ my pet rab_it. x e.4. iii. in a message to a friend.g. Then go straight. x e.g.1 Level 2 4. phrase or sentence.4 Complete texts w ith the missing word.1 Complete m issing letters in texts. ii.

2 Take dictation of seen sentences. eight years old.g.g. Level 3 Construct simple sentences independently (3-5 w ords) by looking at a picture. This is Jumbo. Level 1 Form simple sentences and questions by arranging w ords (3-4 words in a sentence). descriptions. x e. g. Give pupils sentences to memorise. Lisa. Complete simple instructions. He likes to eat sugar cane. This is She is She likes to play hide-and-seek. rhymes. x e.6 Spell correctly and take dictation.1 x e.g.3 SPECIFICATIONS Level 3 e. stories and other texts w ith the missing w ord(s) (w ith a little guidance in the form of a composite picture).5. 4. directions.5.1 Spell seen w ords. 4.4.5 Construct simple and compound sentences w ith guidance and independently.g. notices. 28 .3 x e. 4.Curriculum Specifications for English Year 2 SK LEARNING OUTCOM ES 4. is Johan name His 4. Level 1 4. It has a long nose. 4.6.g. EXAMPLES/ACTIVITIES/ NOT ES This is an elephant.5. It has 4 big feet. He is a baby elephant.2 Level 2 Form simple sentences by matching sentence parts. It likes to eat sugar cane.6. Give w ords to be memorized man water father mother x e. Levels 2 & 3 4. It has 2 big ears.

8.g.g. making a list x 4. EXAMPLES/ACTIVITIES/ NOT ES x e. rob and ben went fishing puss took the rabbit to the king x e. x 4.7.Write down the food you want. . Use question m ark .g. shopping lists. months of the year.8 Give accurate information w hen writing messages.g.3 4. e.3 x Use pictures as stimulus. 4. Rob likes fishing. What do you like? e.g. 4. and w hen filling out forms.the names of people. Mother went to market and bought meat. fish and vegetables. Use comm a for lists.2 Use full stop at the end of a sentence. of oneself.4 x x e. Set a context.7. e.8.1 x e.g. e.Write down the names of friends you will call. of one’s school.7.g. objects list. Level 3 Write simple descriptions w ith little or no guidance. of one’s friend.the pronoun ‘I’ . 4. days of the w eek.1 Use capital letters for .Curriculum Specifications for English Year 2 SK LEARNING OUTCOM ES 4. Level 1 Write for a purpose.5 Use exclam ation m arks .8. 4.7. instructions. Help! Help! 4.the first word in a sentence .2 Level 2 Write simple descriptions w ith guidance .7. SPECIFICATIONS All levels 4. simple reports. e. .g. 29 .7 Punctuate meaningfully. It is your birthday.g.

Give me the brown book. Ipoh. John’s bag. Comm on Nouns e. 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. man feminine . e. Articles (w ith singular nouns) ‘a’ is used before consonants.1 Countable Nouns (things that can be counted).4 e. Ranjan. cars. girl. Sabah 2.g. e.5 Gender (masculine. places) e. dresses. * those (plural) these cows. In section 5 (b). she. suggested sentence patterns for teaching are given. Lisa. two chairs 1. w oman. Words underlined highlight significant points of grammar.g. ‘an’ is used before vowels.2 Num ber (singular and plural forms) Regular plurals (-s.1 Personal pronouns e. grammar items to be taught have been specified under the different grammar categories.3 Possessive pronouns e. e.2 1. 5 (a) Gramm ar items and some exam ples 1.g. GRAMMAR 1.g.g. a book. that car. Tw o sections have been listed to assist teachers. those boys 3. tables. Proper Nouns (names of persons. an umbrella.Curriculum Specifications for English Year 2 SK 5. he.g. an egg. These sentence patterns are set out under some functions and / or areas of interest.3 1. Goldilocks.g. Subang Jaya. w oman Grammar forms part of the language contents in the Curriculum Specifications for Year 2 SK. that e. this house. *these. *w e.g. one table. man. e.g. *-es) e. it is important that teachers teach them in context and in a meaningful w ay. a pencil . I. In section 5 (a). 3. 3. *they Dem onstrative pronouns (refer to a noun) this. *‘the’ is used w hen w e are clear about the person or thing that w e are talking about.girl. Nouns 1. you. Pronouns 3. Maria’s car 30 . classes. In teaching these patterns.g. boy. feminine) masculine – boy.g.

his shoes Interrogative pronouns (‘Wh’ questions) i.g. * up.g.g. e. in. 4. iii. There is a bird in the house. Where do you live? I live in Subang Jaya. Bring me the book . on. (plural verb for plural noun) 3. *What are these? *What are those? (for plural forms) ii. He bought two pencils and an eraser. a big boy Subject-Verb agreement e. *under *dow n *Adjectives of colour. *Would you like an apple or an orange? 31 .g.g.g. to . Who is he? (singular) Who are they? (plural) 5. (ii) There is ……… (singular) e. This is my pet rabbit. my book. *Where e.. Which story do you like? v. out.5 6. *(iii) For imperatives e. a round table.g. * or ) e.(plural) e. Prepositions (of location and direction) e. Who e.g. a blue sky. ( for singular forms) What is this? What is that? e.g. 7.g. at. When is Rob coming? When are the girls coming? * Which e. 8. Sim ple Present Tense (i) For habitual actions e.g. Where is the boy? Where are the boys? iv. What e. shape and size e.g.g. Conjunctions ( and. Listen. *There are ……. (singular verb for singular noun) * These are my pet rabbits. *When – used to ask about time. There are bees in the garden.Curriculum Specifications for English Year 2 SK 3.g.4 Possessive adjectives e.g. Come here.

days of the week . Positive questions and responses e. He played with his friends . they aren’t. 10. 11.g./ No. (singular) * Plural form of the verb be(=were) e. Mother went to market and bought meat. they are. Positive statements. Past simple w ith –ed e. Comm a – for lists e. It is a monster. 14.g. places. Full stop . He was at home. Help! Help! *v. Punctuation i.g. My name is Jamil. fish. I like to eat durians .at the end of a sentence *iii. Negative statements e. Capital letters . No.g. 12./ Yes. They are good children.for the first word of a sentence . 13. No.for the pronoun ‘I’ ii.Curriculum Specifications for English Year 2 SK 9. it is not a pen. e.g. 32 ./ the end of questions *iv. vegetables and some cakes. The Sim ple Past Tense Past tense of the verb be (= w as) e. it is. This is not a pen. No. I am a boy. Is it a pencil? Yes.g. I am not Tong Seng.g.for proper nouns: names of people. Sentence types – sim ple sentence e. Exclam ation m ark e. it isn’t. Question Mark . He does not live in Bangi . They were at the house.g.g./ No. Are they bananas? Yes.

Where do you stay? I stay in …… I stay at No.. ……. No. iii. Introducing oneself A: Good morning. May I have a pencil..years old. Talking about oneself A: Hi! I am ……. When is the circus coming? It is coming on Friday. I have a brother. (to identify) iii. B: Good morning. 3. To request for specific things . Exchanging greetings A: Good morning. It is not white. it is not w hite. 2. 6. Asking questions and giving inform ation i.. 1. May I have the book.. What is you name? My name is……. To refute statements i.Curriculum Specifications for English Year 2 SK 5 (b) Suggested Sentence Patterns These patterns are set out under different functions. Who is that? She is my ………. 4. v. I have tw o sisters. iv. teacher? 7.. I am …. ii. I am …. What is that? It is a …. Sam. The w ords underlined may be substituted w ith other w ords. Is this yours? ……No. To ask perm ission Teacher. may I go out? May I go out please. 33 . please.. vi. (to state) Where are you going? I am going to the ………. 5.. ii. teacher.

12 br / br / cr /kr/ fr /fr/ brow n. sky.6. broom.Curriculum Specifications for English Year 2 SK 6. skim. press. cash. chain. Initial Digraphs 2. frill grin. group. plan. In each item. grip pram. The items listed below are to be taught in Tahun 2. brain crab.2 1. 1. print skip. glow plum. block. crop frog. there are examples of the sounds to be taught and more examples should be given. glue.1 1. glad.4 1. tick 1. shoe. shop 2. How ever. much.8 1. frock. flip. dish. clock. start. shut. Sound System symbols are only for teacher’s use and not to be taught to pupils. flop. pray. blow clip. cheek 3.9 bl / bl / cl /kl / f l /fl/ gl /gl/ pl /p / st /st/ blue.11 2.2 ch / / rich. chin.10 1. crown.5 1. The sound system forms part of the language contents in the Year 2 Curriculum Specifications. The letters to be taught are presented in the orthographic form and in phonetic. clap. mash 3.1 sh / / fish. The phonetic symbols are enclosed in phonemic notation (/ /). These phonetic 1.2 ch / / chair. the sounds represented by the symbols should be taught. crib. Initial Blends 1. skin gr /gr/ pr /pr/ sk /sk/ 1. w hich 34 . such.1 sh / / shy. play stamp. Final Digraphs 3. black. fruit. plug. break.3 1. stay. green. class flag. floss glass.7 1.

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

These are high frequency words which pupils w ill need even w hen reading simple texts. These are also the w ords that pupils w ill use w hen going about their 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 get good go going go green hair hands have he head help her him his house I in is it jump *last *left *legs like 36 . The w ord list consists of words commonly used in the English language. Word List writing task. The w ords marked w ith an asterisk are the new w ords for Year 2 and must be taught in context.Curriculum Specifications for English Year 2 SK 7. Teachers should teach pupils to recognize these w ords in context w hen reading and also understand them in the context of what they read. Teachers are encouraged to add to this list according to the maturity level and ability of their pupils as w ell as w hen teaching a particular topic.

pupil’s name and address .social expressions and greetings: e.Curriculum Specifications for English Year 2 SK live look man many 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 *w ater we went what *w hen *w here *w hite who *w oman will years yellow yes you your plus: .days of the w eek .numbers one to ten * numbers eleven to thirty (20-30 for able pupils) . and address of school . good afternoon good morning goodbye hello *months of the year *local fruits *food (e.g. milk) 37 . rice.

Pusat Perkembangan Kurikulum Kementerian Pendidikan Malaysia Curriculum Development Centre Ministry of Education Malaysia .

Sign up to vote on this title
UsefulNot useful

Master Your Semester with Scribd & The New York Times

Special offer for students: Only $4.99/month.

Master Your Semester with a Special Offer from Scribd & The New York Times

Cancel anytime.