KEM ENTERIAN PENDIDIKAN MALAYSIA

MINIST RY OF EDUCAT ION OF MALAYSIA

HURAIAN SUKATAN PELAJARAN

KURIKULUM BERSEPADU SEKOLAH RENDAH
CURRIC ULUM S PECIFICATIONS

BAHASA INGGERIS
ENGLISH LANGUAGE

SEKOLAH JENIS KEBANGSAAN

TAHUN 2
YEAR 2
2003
 RUKUN NEGARA

BAHAWASANYA negara kita Malaysia mendukung cita-cita hendak mencapai perpaduan

yang lebih erat di kalangan seluruh masyarakatnya; memelihara satu cara hidup
demokratik; mencipta masyarakat yang adil di mana kemakmuran negara akan dapat
dinikmati bersama secara adil dan saksama; menjamin satu cara yang liberal terhadap
tradisi-tradisi kebudayaan yang kaya dan berbagai-bagai corak; membina satu
masyarakat progresif yang akan menggunakan sains dan teknologi moden;

MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan seluruh tenaga dan usaha
kami untuk mencapai cita-cita tersebut berdasarkan prinsip-prinsip berikut :

KEPERCAYAAN KEPA DA TUHAN

KESETIAAN KEPA DA RAJA DAN NEGARA

KELUHURAN PERLEMBAGAAN

KEDAULATAN UNDA NG- UNDANG

KESOPANAN DA N KESUSILAAN

i
 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.

ii
 Curriculum Specifications for English
Year 2 SJK

CONTENTS

PAGE

1. RUKUN NEGARA i

2. FALSAFAH PENDIDIKAN NEGARA ii

3. INTRODUCTION 1

4. CONTEXTS FOR TEA CHING 7

5. OBJECTIV ES

6. LEA RNING OUTCOMES AND SPECIFICATIONS

1.0 Skill of Listening 9

2.0 Skill of Speaking 14

3.0 Skill of Reading 18

4.0 Skill of Writing 23

7. SOUND SYSTEM 27

8. (a) GRA MMAR 29

(b) Sentence patterns 30

9. WORD LIST 31

iii

1. INT RODUCTION
English is taught as a second language in all Malaysian primary and
secondary schools in the country.
The English language curriculum for schools is planned to help
learners acquire the language so that they can use it in their
everyday life, to further their studies, and for w ork purposes. With
globalisation, Malaysians w ill need to be proficient in the language
to communicate w ith people from other countries. The use of
English in Information Communications Technology (ICT) has also
been included to enable learners to access know ledge on the
Internet and to netw ork w ith people both locally and overseas.
AIMS AND OBJECTIV ES OF THE ENGLISH LANGUAGE
SYLLABUS FOR PRIMARY SCHOOL
The English language syllabus for primary school aims to equip
pupils w ith basic skills and know ledge of the English language to
enable them to communicate, both orally and in writing, in and out
of school.1
By the end of primary school, pupils should be able to:
i) listen to and understand simple spoken English in certain
given contexts;
1
Please note that the introductory part of this ‘Huraian Sukatan Pelajaran’
describes the English language programme from Year 1 to Year 6 as a
whole.
Curriculum Specifications for English
Year 2 SJK
ii) speak and respond clearly and appropriately in familiar
situations using simple language;
iii) read and understand different kinds of texts (from print and
electronic sources, if available) for enjoyment and information;
iv) write (on paper and electronically) for different purposes using
simple language; and
v) show an awareness and appreciation of moral values and
love tow ards the nation.
THE SYLLABUS
The English language syllabus at the primary school level specifies
the content to be taught from Year 1 through to Year 6. It comprises
the four language skills, namely, listening, speaking, reading, and
writing as well as the language contents. These language contents
are the sound system, grammar and vocabulary.
Several teaching contexts have been suggested through w hich the
language skills and language content are to be taught.
THE CURRICULUM SPECIFICATIONS
Curriculum specifications for the English language syllabus have
been prepared as separate documents for each year of the primary
school and these are termed ‘Huraian Sukatan Pelajaran’. Each
document serves as a guide to teachers w ith regard to the skills to
be achieved, the content or topic that is to be dealt w ith, and the
vocabulary and grammar items that pupils must know in order for
them to use the language.
1
Curriculum Specifications for English
Year 2 SJK
This document is the Curriculum Specifications for Year 2 SJK. It
covers language skills, the sound system, grammar and w ord list.
The contents of the Curriculum Specifications are set out in three
columns.
™ The first column is the LEA RNING OUTCOMES column.
These are skills and attitudes to be acquired by pupils and
are draw n from the syllabus.
™ The second column is the SPECIFICA TIONS column. Here,
the larger Learning Outcomes are broken dow n into
manageable skills and sub-skills for teaching and learning.
These specifications represent important aspects of the skill
to be acquired in Year 1.
To help teachers further, these sub-skills have been
categorized into 3 levels ranging from the more basic to the
more advanced.
Level 1 outlines the basic skills to be achieved by all
learners. On completing their tasks successfully, learners
then progress to Level 2, and then to Level 3.
™ The third column is entitled EXA MPLES / ACTIVITIES /
NOTES. These notes are directed at teachers and they
include explanations, teaching points and examples of
activities to help pupils achieve the skill specifications.
2
The Language Skills
A close link w ith the skills of listening, speaking, reading and w riting
is maintained. Vocabulary and sentence patterns introduced in the
oral component also need to be taught and used by pupils in
reading and w riting. Grammar items taught and learnt must be
applied both to oral w ork and w riting exercises.
The Learning Content
In teaching English to pupils, specified contexts are used to make
lessons meaningful. Some themes have been identified to help
teachers decide upon their ow n topics that are suitable for their
class.
When planning lessons, topics for teaching are initially based on the
immediate learning environment of the child. Later on, these are
expanded to tow n, country and more distant foreign locations.
The Spoken Language
In teaching children the sounds of English, the aim is for them to be
understood by others. As such, teachers should ensure that pupils
produce the sounds of English w ell and pronounce w ords clearly
with the correct stress and intonation so as to enable the listener to
understand w hat is being spoken.

Gramm ar
Grammar items and sentence patterns have been selected from the
list provided in the English Language syllabus to help learners
master the structures of English. Teachers are advised to limit the
number of structures used in any one lesson to ensure that learners
master the structures w ell. Teaching too many structures may not
be advisable for weak learners as these may only serve to confuse
them.
Word List
The list of words selected for teaching is based on a sample of the
more common w ords and high frequency words which can be used
and recycled in different contexts and topics. The suggested word
list can be w idened if pupils demonstrate that they are capable of
receiving more.
IMPORTANT CONSIDERATIONS FOR T EACHING
The follow ing considerations should be taken into account in
teaching the curriculum specifications.
Planning and Organisation of Lessons
Keeping in mind the time allocated for teaching the English
language in SJK schools, these specif ications must be reorganised
in a manageable form for teaching. Whatever context is used, the
skills of listening, speaking, reading and writing have to be
integrated in a natural manner.
Curriculum Specifications for English
Year 2 SJK
Learner-Centredness
The learner is at the centre of the learning process. Teaching
approaches, lessons and curriculum materials for learning must be
adjusted to suit the differing needs and abilities of pupils. It is
important that appropriate activities and materials are used w ith
pupils of different learning profiles so that their full potential can be
realized.
Integration
The curriculum follow s an integrated approach. For example, a
particular lesson may begin w ith a story about the daily happenings
around a family. The teacher can take off from the reading to teach
instructions, “It’s time to go to bed” or social expressions such as
“You’re back. How w as school?” These statements or questions
can be later used in w riting or speaking exercises w hen the teacher
gets pupils to speak or w rite about life at home.
In addition, moral values should also be infused in lessons through
the selection of appropriate materials and activities. Elements of
patriotis m, environmental education, study of the local environment
and health education should also be infused in lessons.
Repetition, Reinforcement and Consolidation
Language skills, vocabulary, grammar items and the sound system
must be repeated often and used constantly to maximise learning.
Teachers should set a variety of tasks that will enable pupils to use
the specific skills often so that they gradually develop the ability,
know ledge and confidence to use the language effectively.
3
Curriculum Specifications for English
Year 2 SJK
Teaching-Learning Activities
In order to help pupils learn the language, pupils must be given
every opportunity to take part in activities that require them to use
the language skills taught. Some activities have been suggested in
this document. How ever, teachers are encouraged to set more
creative and challenging tasks and activities based on the needs
and interests of learners.
Evaluation
Evaluation is an important aspect of the teaching-learning process.
Continuous formative evaluation is important to gain essential
feedback and to keep track of pupils’ progress. Awareness of
pupils’ capabilities w ill enable teachers to plan activities for further
development. In these early stages of language development
especially, pupils should not be burdened w ith centralized, exam-
type assessment.
Other Considerations
As far as possible, teachers should use the Malaysian setting w hen
planning lessons. Teachers should also use materials that
emphasize the principles of good citizenship, moral values, and the
Malaysian w ay a life.
4
TEACHING-L EARNING ST RAT EGIES FOR YEAR 2 SJK
The English Language programme for Year 2 SJK focuses on the
four skills, namely Listening, Speaking, Reading and Writing. The
Year 1 programme is focused on providing the basis for literacy in
the English language. Also important is vocabulary control and
simple functional uses of language in everyday life.
Listening
Listening is an important skill as w hat learners hear often becomes
one of the main sources of the target language to be learnt.
In order to develop pupils’ listening skill, teachers should make sure
that their pupils listen to songs, rhymes, and stories. To show their
understanding of what they hear, pupils can be asked to sing
songs, chant rhymes, mime, colour, do matching exercises, draw,
write, and recall ideas.
Oral Work
Pupils should be given lots of opportunities to talk in class so that
they become familiar w ith the sounds of the English and pick up the
confidence to speak in the language. Pair and group w ork activities
allow s for all pupils to engage in speaking activities at the same
time. Pupils should also be encouraged to talk in English to other
pupils and teachers in the school.

Reading
Schools are encouraged to use a good reading scheme. Teachers
can use the w hole language approach by reading aloud stories from
a book (e.g. Big Books) and allow ing children to follow the w ords
being read so that they get to know how words are pronounced. In
addition, teachers must make pupils aw are of the letters of the
alphabet (e.g. a, b, c, d) and the sounds of these letters (‘eh’, /b/,
/k/, /d/) so that pupils can string together these sounds and produce
a w ord (phonics). Pupils must be provided w ith good models of
reading so that they imitate the sounds produced. Pictures and
illustrations must support reading texts as these enhance
understanding. Pupils should be taught to read w ith understanding
and enjoy ment, building on w hat they already know. They should
also be taught to use various cues for word identification, and to
use their understanding of grammatical structure and the meaning
of the text as a whole to make sense of the content.
Writing
At this stage, pupils w ould have mastered the mechanics of writing
by forming letters w ell, leaving sufficient space between letters and
words so that their writing is neat and legible. Pupils then learn to
write at the w ord, phrase and simple sentence levels.
Curriculum Specifications for English
Year 2 SJK
EDUCATIONAL EMPHASES
Educational emphases given below outline current developments in
education that w ill help learners prepare for the world of work later
as w ell as their ability to interact w ith others. In this respect, the
incorporation of moral education, citizenship education, patr iotis m
and thinking skills in the specifications w ill contribute tow ards the
building of a modern and progressive Malaysian society.
Thinking Skills
Critical and creative thinking skills are incorporated in the learning
outcomes to enable learners to solve simple problems, and express
themselves creatively in English.
Learning How to Learn Skills
Learning How to Learn skills are also integrated w ith the learning
outcomes to enable learners to take responsibility for their ow n
learning even at an early age. These skills enable learners to
remember w ords, recall ideas, and look up meanings of words in
simple dictionaries. It is hoped that these skills set them on the path
to become independent life-long learners.
Inform ation and Communications Technology (ICT) Skills
In line w ith globalisation and the ICT Age, skills relating to ICT are
incorporated in the learning outcomes. These skills have been
added to cater for schools that have ICT facilities. Schools that do
not have ICT facilities are not obliged to teach these skills. These
skills include w orking on computers and using coursew are.
5
Curriculum Specifications for English
Year 2 SJK

Values and Citizenship

The values contained in the secondary Moral Education syllabus
have been incorporated in the learning outcomes and include
patriotis m and good citizenship.
Multiple Intelligences
The Curriculum Specifications makes only a few suggestions as to
the number of activities required for the attainment of language
skills. Teachers need to use their initiative, imagination and
creativity to extend the experiences of their pupils.

The learning outcomes also reflect the incorporation of the theory of

Multiple Intelligences. This is illustrated, for example, in the w ay
children interact and talk w ith one another (verbal intelligence), and
the application of kinaesthetic intelligence as seen in role-play
activities.

Know ledge Acquisition

Learning outcomes make use of subject matter disciplines such as

science and geography, and incorporate educational emphases
such as the environment and consumer ism to provide contexts for
language use.

Preparation for the Real World

The learning outcomes prepare learners to meet the challenges of

the real w orld by focusing on language use in society. It is also
achieved by making use of real-life issues for classroom activities
and project w ork. Whenever the opportunity presents itself, learners
are encouraged to meet w ith people outside of the classroom so
that they learn to operate in real-life situations.

6
 Curriculum Specifications for English
Year 2 SJK

2. CONT EXTS FOR T EACHING

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

1. World of Self, Fam ily and Friends : Information about oneself and family
(w hat one does every day, likes and dislikes)

2. World of Stories : Animal stories, Fairy tales

3. World of Know ledge : Things in the school and neighbourhood

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Curriculum Specifications for English
Year 2 SJK

3. OBJECTIVES FOR YEAR 2 SJK

By the end of Year 2, pupils should be able to:

x Talk about themselves and their family: their likes and dislikes, and w hat they like to do.

x Recite nursery rhymes and sing simple songs;

x Follow very simple instructions;

x Listen to and understand simple short stories;

x Ask and answ er simple questions;

x Read and understand simple w ords, phrases and sentences;

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

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

8

4. LEARNING OUTCOMES AND SPECIFICATIONS
The Learning Outcomes are taken from the syllabus in its
original form. They are the skills to be achieved by the end of
Year 6 SJK. Teachers, how ever, should be guided by the
LEARNING OUTCOM ES
1.0 LIST ENING SKILL
By the end of their prim ary schooling,
pupils should be able to:
1.1 Listen to and discriminate similar and
different sounds of the English
language.
Curriculum Specifications for English
Year 2 SJK
second column w hen planning lessons for Year 2 SJK. In this
column (called Specifications), the learning outcomes are
broken dow n into smaller skills to be achieved by learners in
Year 2 SJK.
SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES
Level 1
1.1.1 Listen to and repeat words w ith: x Example of blends: “bl” as in blue,
a) vow els in their medial position “ br” as in broom, brown.
b) blends in the initial position
(See Sound System at the back of
the document).
1.1.2 Listen to and repeat w ord families: x Example of ‘ong’ family: song, long
the ‘ong’ family, the ‘in’ family. Example of ‘in’ family: pin, tin, din
Level 2
1.1.3 Identify the correct sound: x Activities include:
a) vow els in their medial position - listening to 2 w ords and putting up
b) blends in the initial position. one’s hand if the sound is the
same.
- underlining the letters of the sounds
Level 3 heard.
1.1.4 Listen to and group words e.g. flag, flop.
according to the beginning sounds:
a) vow els in their medial position - identifying a frequent beginning
b) blends in the initial position sound in stories.
e.g. the sound of / bl /.
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Curriculum Specifications for English
Year 2 SJK

LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES

1.2 Listen to and repeat accurately the Level 1

correct pronunciation of w ords,
correct intonation and w ord stress of
phrases, expressions and sentences.
1.2.1 Listen to and repeat the
pronunciation of simple
m onosyllable and 2-syllable
words.
x Use w ords in the context of a story
heard: e.g. red, hen, walked, sister,
brother
x Activities include:
- saying out aloud w ords in pairs and
groups.

Level 2
1.2.2 Listen to and repeat correctly - repeating w ords, phrases and
phrases and expressions. sentences that have been spoken
aloud by the teacher in natural
everyday situations.
e.g. Good morning Can you…?
Goodbye I’m sorry.

Level 3
1.2.3 Listen to and repeat simple - repeating nursery rhymes.
rhymes.
- supplying missing rhyming w ords in
rhymes.

e.g. Jack and Jill

Went up the …….

10
 Curriculum Specifications for English
Year 2 SJK

LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES

1.3 Acquire vocabulary and understand Level 1

the meaning of w ords and phrases in 1.3.1 Listen to and understand key x Example of key w ords include nouns
context. words in stories. and adjectives and verbs such as
Jane, house, big, small, run, jump.

x Activities include:
- picking out the correct picture w hen
the w ord is spoken.

1.3.2 Listen to and understand the - checking pupils’ understanding of

numbers 11 - 15. numbers by getting them to match
the spoken numeral and the w ritten
form:

11 11 12 13 14
Level 2
1.3.3 Listen to more w ords and point to - Get children to memorise w ords
the pictures. by giving them spelling tests.

1.3.4 Listen to and understand the - Children learn better if w ords are
numbers 16-20. taught in context under the various
topics and w ith accompanying
pictures or actions.

the giant’ s
shoes
Level 3
1.3.5 Listen to simple spoken phrases - Words and phrases can be picked up
and sentences and match them to from a story told.
picture(s) and the written w ord (s). e.g. She was frightened.

11
Curriculum Specifications for English
Year 2 SJK

LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES

1.4 Listen to and follow simple Level 1

instructions and directions 1.4.1 Listen to and learn w ords of x Instructions:
accurately. instructions. e.g. Open.…. Close

1.4.2 Listen to and learn w ords of x Directions:

directions. e.g. Straight…. Right…. Left….. Turn.

x Get students to memorise these

words.
Levels 2 and 3
1.4.3 Listen to and follow sim ple x e.g. “Colour the ball red.
instructions. “ Open the windows!”

1.4.4 Listen to and follow sim ple x e.g. “Go straight.”

directions. “Turn left.”

1.5 Listen to and enjoy the rhyme, Levels 1, 2 & 3 x Activities include getting children to:
rhythm, and sounds of poetry, 1.5.1 Listen to and enjoy children’s - clap their hands
jazz chants and songs. songs and rhymes. - move to the rhythm of the song
- sing / chant along
- do actions.

1.6 Listen to and enjoy stories, fables
and other tales of imagination and
fantasy and predict outcomes, and
draw conclusions at a level suited to
pupil’s ability.
Level 1 x Examples of non-verbal response
1.6.1 Listen to simple short stories and include:
fairy tales and respond - smiling, laughing, clapping hands
- non-verbally - doing body movements
(e.g. swaying like trees)
- making sounds
(e.g. mooing like a cow)
- draw ing, circling, colouring.

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 Curriculum Specifications for English
Year 2 SJK

LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES

Level 2
1.6.2 Respond verbally. x Examples of verbal response include:
- the pupil saying,
“ Teacher! Teacher! Tell the story
again.”

Level 3
1.6.3 Listen to fairy tales, fables, and x Activities include:
short stories and answer sim ple - Asking simple questions
questions on the people and e.g. ‘Wh’ questions
animals of the story, and the place Who is this?
of the story. What is he doing?
. Where……?
How many…..?

x Comprehension activities include:

- pointing at pictures
- matching pictures and w ords.

13
Curriculum Specifications for English
Year 2 SJK

2.0 SPEAKING SKILL

LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES

By the end of their prim ary schooling,

pupils should be able to:
2.1 Speak clearly by pronouncing w ords
accurately.
Level 1
2.1.1 Pronounce words that have:
a) vow els in their medial position
b) blends in the initial position
2.1.2 Pronounce other m onosyllable
and 2-syllable words correctly.
x Example: cat, pet, pin, dot, put
play, blue, brown
x Example of monosyllable w ords are:
Jack, Jill, went, up a, hill, fetch,
house, big, small, run, jump.

x Example of 2-syllable w ords are:

wa-ter, pa-per, see-saw.

Level 2 x Listening to and repeating after the

2.1.3 Repeat expressions w ith correct teacher.
intonation and stress. e.g. Please close the windows.
Close the door, please.

Level 3 x Check that pupils have a rising tone

2.1.4 Ask questions and give answ ers in questions.
clearly.
x Set pair w ork for question and
answ er activities.

14
 Curriculum Specifications for English
Year 2 SJK

LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES

2.2 Ask questions politely to obtain Level 1

information and clarification. 2.2.1 Ask simple questions requiring x e.g. Is this Aladdin? …….. Yes.
Yes/No replies. Is this his lamp? …… ..Yes.

Levels 2 & 3
2.2.2 Ask questions to get x e.g. “Where do you live?”
information.

2.2.3 Ask questions about num bers. x e.g. How many boys are there?
How many cars are there outside?

2.3 Give relevant information politely in Level 1

response to enquiries made. 2.3.1 Respond w ith Yes/ No replies. x e.g. Do you like ice-cream?… Yes.

2.3.2 Give one-word replies when x e.g. What is this?…An ant!

identifying, naming objects, plants,
animals, etc.

Level 2
2.3.3 Give replies pertaining to num bers x e.g. How many pupils are there?… 12.
16-20: identifying, stating.

2.3.4 Give longer replies w hen answering x e.g. How many books are there? …16.
questions.

Level 3 x e.g. “Do you like ice-cream?”

2.3.5 Refute statements and give the “Yes. Chocolate ice-cream. ”
correct answer or number.
“Are there 20 books?
“No. There are only 13.“

15
Curriculum Specifications for English
Year 2 SJK
LEARNING OUTCOM ES
2.4 Tell stories based on pictures and
other stimuli, and recite poems.
2.5. Talk about the people, places and
moral values of the stories heard,
read and view ed in simple
language.
16
SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES
Level 1
2.4.1 Recite simple poems and chant x e.g. Jack and Jill
nursery rhymes by joining in w ith Went up the …..
words and phrases.
Level 2
2.4.2 Recite simple poems and chant x e.g. Rain, rain go away.
nursery rhymes in full. Come again another day. ……
Level 3
2.4.3. Com plete parts of a story heard x Pupils w ill complete the story.
before. Use pictures to help children recall.
e.g. “And then the giant…..(woke up).”
Level 1
2.5.1 Nam e the people or animals in x Example of details include names,
the story heard or read. number, size.
e.g. “The boy was called ….(Aladdin).
Level 2
2.5.2 Give details about the people or x e.g. ” The princess is pretty.”
animals in the story heard or “Aladdin is handsome.”
read.
Level 3
2.5.3 Nam e the good and bad x In these early stages, tell stories w here
characters and talk a little about the characters are clearly good or bad.
them. It is easier for the pupil to identify such
characters.
 Curriculum Specifications for English
Year 2 SJK

LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES

2.6 Express thoughts and feelings and Level 1

give opinions on things read, seen, 2.6.1 Give non-verbal response to the x e.g. Colouring the picture that show s
heard and view ed in simple story heard or read. their feelings
language.

Level s 2 & 3
2.6.2 Say w hether one likes or does not x e.g. “I do not like the story.”
like the story heard or read. “I like the story.”

2.7 Perform a variety of functions in a Level 1 x Activities include:

social context such as exchanging 2.7.1 Exchange greetings. - Getting children to role play various
greetings, making introductions, situations w here they might use
inviting people, etc. 2.7.2 Bid farewell. such language.

Level 2
2.7.3 Give details of oneself: x Example of sentence patterns:
(e.g. likes and dislikes) - “I like to eat durians.”
- “I like Aladdin and the Lamp.”

2.7.4 Ask for things. x e.g. “The ruler, please.”

“Please give me the ruler.”

Level 3
2.7.5 Talk about one’s family. x e.g. “ My father is a ……..
He likes to eat durians.”

17
Curriculum Specifications for English
Year 2 SJK

3.0 READING SKILL

LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES

By the end of their prim ary schooling, Level 1

pupils should be able to:
3.1 Acquire w ord recognition and w ord
attack skills to recognise w ords on
sight.
3.1.1 Learn individual letter sounds of x Activities include:
the alphabet and combinations of - differentiating sounds:
letters. e.g.
pl bl
Level 2 - Naming letters aloud.
3.1.2 Identify letter shapes by their e.g. bl = ‘bl’ for blue.
sounds.

3.1.3 Read aloud w ords that have the
follow ing sounds:
a) vow els in their medial position
b) blends in the initial position
x See the Sound System.
e.g. / pl / = please, play.
/ bl / = blue, black
x e.g. pot pin = / o / , / I / are
vow els in their medial position.

3.1.4 Read and group w ords according x e.g. the ‘ong’ family: long, song, tong
to w ord fam ilies: the ‘ong’ family, the ‘in’ family: pin, tin, fin
the ‘in’ family.

3.1.5 Read aloud m onosyllable and

2-syllable words w ith the correct
stress.

18
 Curriculum Specifications for English
Year 2 SJK

LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES

Level 3 x e.g. Underlining the w ords with the
3.1.6 Com pare words for similar and same beginning sound.
different sounds. e.g. blue, black, blow

3.2 Acquire key w ords at various Level 1

stages of development.
3.2.1 Recognise com plete words.
3.2.2 Read and learn the meaning of 5
key w ords for each topic taught.
x Activities include:
- matching w ords with pictures:
- reading label cards
- selecting the correct label from
2 or 3 w ord cards.
x Get pupils to memorise these w ords.

Level 2
3.2.3 Recognise and read aloud the
numbers 11-15 in its numeral and
word forms.
Level 3
3.2.4 Learn another 5 key words for
each topic and use these key
words in sentences of their ow n.
x e.g. Matching the numeral form to the
word (e.g. 12 = tw elve) and vic e versa
(e.g. tw elve = 12).
x Activities include:
- spelling correctly
- filling in blanks.

19
Curriculum Specifications for English
Year 2 SJK
LEARNING OUTCOM ES SPECIFICATIONS
3.3 Read and understand phrases, Level 1
sentences, paragraphs, and whole 3.3.1 Read and understand phrases.
texts.
Level 2
3.3.2 Read and understand simple
sentences (3-5 w ords).
Level 3
3.3.3 Read and understand a simple
paragraph of 3-4 sentences.
20
EXAMPLES/ACTIVITIES/ NOT ES
x Activities includes
matching phrases to
pictures
e.g. a big flag.
a small flag
x Activities include:
- matching sentences to
pictures
e.g. The dog sleeps.
- rearranging w ords to form a
complete sentence:
e.g. dog sleeps The
- answ ering simple comprehension
questions.
x Activities include:
- rearranging sentences in a
sequence
- selecting sentences to fit the
picture
e.g. This is Cheng.
He likes to draw.
He likes to draw animals.
He likes to draw cats.
- answ ering comprehension
questions.
 Curriculum Specifications for English
Year 2 SJK

LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES

3.4 Read aloud expressively and fluently Level 1 x Activities include:

pronouncing w ords correctly and 3.4.1 Read aloud w ords in lists and - Getting pupils to read in pairs and
observing correct stress and signs. groups.
intonation and sentence rhythm. WALK
e.g. Hassan’s NOW
birthday
list
Cheng
Siva
STOP! DO NOT
Jefri WALK
Azlina DO NOT ON
Level 2 Tom WALK GRASS
3.4.2 Read aloud sentences in notices, John
and simple texts.

e.g.
This is Siva.
WELCOME He likes to read.
Level 3 TO He likes to read books.
3.4.3 Read aloud simple poems and BLUE He reads many books.
stories expressively and fluently. HOUSE

- Getting pupils to role-play situations

where they have to read aloud to each
other sets that activity in a realistic
context
e.g. a child reading back the DO NOT
WALK notice to his/her mother.

21
Curriculum Specifications for English
Year 2 SJK
LEARNING OUTCOM ES
3.5 Read and understand the meanings
of words by guessing their meaning
through the use of contextual clues.
3.6 Acquire a w ide range of vocabulary.
3.7 Read and enjoy simple poems and
stories and respond to them by
talking about the people,and moral
values in the story/poem; and relate
it to one’s life.
3.8 Read w idely and independently.
22
SPECIFICATIONS
Levels 1, 2 & 3
3.5.1 Understand the m eaning of words
by looking at picture clues.
Level 1
3.6.1 Read and recognise w ords in
simple w ord chains.
Levels 2 & 3
3.6.2 Make sm all w ords from w ords.
Level 1
3.7.1 Read aloud simple nursery
rhym es.
Levels 2 & 3
3.7.2 Read and give details about the
people, animals and places in the
story. (e.g. number, size.)
All levels
3.8.1 Read w idely at one’s ow n pace
according to one’s interest.
EXAMPLES/ACTIVITIES/ NOT ES
x e.g. fox
rain
shine
x Activities include:
- setting up competitions betw een
pairs and groups
- making children create their ow n
word chains, etc.
x Example: MANGOSTEEN:
man, go
x A simple rhy me may consist of just 4
lines.
x A simple story may consist of a book of
2-3 sentences a page for 3-4 pages.
Example: The elephant is a big animal.
It is grey in colour.
It has big ears.
x Allow pupils to select books of their ow n
interest.
 Curriculum Specifications for English
Year 2 SJK

4.0 WRITING SKILL

LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES

By the end of their prim ary schooling, Level 1

pupils should be able to: 4.1.1 Copy letters of the alphabet in clear x Provide realistic contexts for pupils to
and legible print: write lists.
4.1 Copy correctly. - small letters e.g. We are going for a picnic.
- capital letters Write out the food you want to
- combination of small and capital bring.
letters.
mee hoon
apples
cake
oranges
7-up

4.1.2 Copy clearly and legibly numerals

11-15 in both number and w ord x e.g. 11 = eleven
forms. 12 = twelve

x Let children share their w ritings by

Levels 2 & 3 reading it aloud to others or by
4.1.3 Copy w ords and phrases in clear displaying it.
and legible print.

4.1.4 Copy 3 - 5 w ord sentences in clear

and legible print. x Teachers need to pay attention to
formation of letters, spacing betw een
words, capital letters and small letters,
slant of letters, etc.

23
Curriculum Specifications for English
Year 2 SJK

LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES

4.2 Write at w ord, phrase, sentence and Level 1

paragraph level in clear, legible pr int
and in cursive w riting.
4.2.1 Write letters clearly and legibly x In this exercise, pupils should have
paying attention to: memorised the letters of the alphabet
- s mall letters and should be able to w rite from
- capital letters memory as the teacher calls out the
- combination of small and capital letters.
letters.

4.2.2 Write clear ly and legibly numerals

11-20 in both num ber and w ord
forms.

Level 2
4.2.3 Write w ords and phrases clearly x e.g. Walk.
and legibly. She walks.
He walks.
Level 3 They walk.
4.2.4 Write sentences (3-5 w ords per
sentence) clear and legible print.

4.3 Match w ords to linear and non-linear Level 1 x e.g. The giant’s chair.
representations: 4.3.1 Match w ords to pictures. The giant’s hat.
- w ord to word; The giant’s books.
- w ord to phrase;
- w ord to picture, symbol.

Level 2 & 3 x e.g. Turn right.

4.3.2 Match w ords to signs. Turn left.

24
 Curriculum Specifications for English
Year 2 SJK

LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES

Level 1 x e.g. shopping lists, list for the market.

4.4 Complete texts w ith the missing 4.4.1 Complete m issing letters in texts.
words, phrases or sentences.

Level 2
4.4.2 Complete simple instructions and x e.g. Go straight.
directions, descriptions, rhymes Turn _____ (right, left).
with the missing w ord(s) (w ith
guidance in the form of w ords and
pictures).

Level 3 x e.g. This is my pet cat.

4.4.3 Complete simple instructions and Its name is Kuching.
directions, descriptions, rhymes, It eats rice.
notices, stories w ith the missing
word(s) (w ith a little guidance in
the form of a composite picture).

4.5 Construct simple and compound Level 1

sentences w ith guidance and 4.5.1 For m simple sentences by arranging x e. g. It fish eats.
independently. w ords (3 – 5 words in a sentence).

Level 2 x e.g. This is chocolates.

4.5.2 For m simple sentences by matching He is Embok.
sentence parts. He likes to eat seven years old.

Level 3 x e.g. I am Jane.

4.5.3 Construct simple sentences I am seven years old.
independently (3-4 w ords). I like to eat rambutans.

25
Curriculum Specifications for English
Year 2 SJK

LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOT ES

4.6 Spell correctly and take dictation. Level 1

4.6.1 Spell seen words correctly. x e.g. Give 5 w ords to pupils to be
memorised.

Levels 2 & 3
4.6.2 Spell seen phrases correctly. x e.g. tall boy, tall girl, big cat, small cat

4.7 Punctuate meaningfully. All levels

4.7.1 Use the question m ark at the end x e.g. What is that?
of questions.

4.7.2 Revise the use of the full stop and

capital letters.

26
 Curriculum Specifications for English
Year 2 SJK

5.0 SOUND SYST EM 5.3 Consonants - initial position

The sound system forms part of the language contents in the b/b/ - ball, bag, bed, big
Curriculum Specifications. The vow els and the consonants to c/k/ - cat, can
be taught are presented in orthographic form and in phonetics. d/d/ - dad, dow n
The phonetic symbols are enclosed in phonemic notation (/ /). f/f/ - fat, fish
These phonetic symbols are only for teachers’ reference and g/g/ - get, got
not to be taught to pupils. How ever, the sounds that are h/h/ - help, hen
represented by the symbols should be taught. j/d - Jack, Jane
k/k/ - King
The vow els and consonants listed below are taught in Year 2. q/kw / - Queen, quick
Although each of the vow els listed has more that one sound, l/l/ - like, lake
only one sound for each vow el has been selected to be taught. m/m/ - mum, mat
How ever, teachers can teach the other sounds if their pupils n/n/ - no, nine
are able to handle them. Examples of the sound to be taught p/p/ - pug, pen
are given. Teachers are encouraged to give more examples r/r/ - rat, Rob
for pupils to practise the various sounds. s/s/ - sun, sit
t/t/ - table, ten
5.1 Vowels – initial position v/v/ - van, vase
w/w/ - watch, window
a /æ/ - an, at o/ / - on x/zy/ - xylophone
u/ / / - up i/I/ - in, it, is y/j/ - yellow , yes
z/z/ - zip, zoo

5.2 Vowels – * medial position

a/æ/ - rat, mat i/I/ - sit, Sim

o/ / - Rob, Bob u/// - cup
e/ e/ - Ben, ten

27
Curriculum Specifications for English
Year 2 SJK

5.4 *Initial blends

bl/bl/ br/br/ cl/kl/

blue broom clap
black brow n clock
blow brush class

fl/fl/ fr/fr/ gl/gl/

flow er frog glass
floor fruit glue
fly front glad

gr/gr/ pl/pl/ pr/pr/

grass play pray
green plan press
grow please pram

28
 Curriculum Specifications for English
Year 2 SJK

6. GRAMMAR
6.3 Pronouns
Grammar forms part of the language contents in the Curriculum
Specifications for Year 2 SJK. Tw o sections have been listed to 6.3.1 Personal pronouns
assist teachers. In section 5 (a), grammar items to be taught have e.g. I, you, he, she, *they
been specified under the different grammar categories. To illustrate
what is meant by each category and at the same time to specify the 6.3.2 Demonstrative pronouns
scope and depth of the items to be taught examples are given. e.g. this house, that car

In section 5(b), suggested sentence patterns for teaching are given. 6.3.3 Interrogative pronouns (‘Wh’ question w ords)
These sentence patterns are set out under functions. In teaching
these patterns, it is important that teachers teach them in context i. What
and in a meaningful w ay. e.g. What is this?
What is that?
6.1 Nouns ii. Who
e.g. Who is he?
6.1.1 Proper Nouns (names of people/*places) Who is she?
e.g. Ali, Siva, Cheng, Ipoh, Sabah
6.4 Prepositions (of location)
6.1.2 Gender ( masculine, feminine) e.g. in, on, under, *near, *at
masculine - boy (he)
feminine - girl (she) 6.5 Sim ple Present Tense (for habitual actions)
e.g. She walks to school.

6.2 Articles (w ith singular nouns) 6.6 Sim ple Past Tense (regular verb -ed)
e.g. He walked to school.
6.2.1 ‘a’ is used before consonants.
e.g. a book, a pencil 6.7 Sentence Types – simple sentence
e.g. I am a boy.
My name is Kenny Lim.
6.2.2 ‘an’ is used before vowels
e.g. an apple, an egg 6.8 *Conjunctions e.g. *and, * or

29
Curriculum Specifications for English
Year 2 SJK

6 (b) SUGGEST ED SENT ENCE PATT ERNS

These patterns are set out under particular functions. The w ords
underlined may be substituted for other w ords. The sentence
patterns that are asterisked are the new items for the year.
5. To identify members of one’s family
1. To exchange greetings
i. This is my father.
A : Good morning. ii. This is my mother.
B : Good morning.
*6. To talk about one’s family.
2. To thank someone This is my father.
He likes to eat durians.
A : Thank you.
B : You’re welcome. 7. To ask and answ er simple questions

3. To bid farew ell i. A : Do you like this story?

B : Yes. / No.
A : Goodbye.
B : Goodbye. ii. A : What is this/that?
B : This/That is a book./ A book.
* 4. To give details of oneself.
iii. A : Who is she?
A : My name is Saras. B : My mother.
I am 7 years old.
I like to read books. *8. To request for things.

i. Please give me the ruler.

ii. The ruler, please.

30
 Curriculum Specifications for English
Year 2 SJK

7.0 Word List

The w ord list consists of words commonly used in the English
language. These are high frequency words which learners w ill
need even w hen reading simple texts. Teachers should teach
pupils to recognize these w ords in context when reading and
also understand them in the context of w hat they read. These
are also the w ords that pupils w ill use w hen going about their
writing task. Teachers are encouraged to add to this list
according to the maturity level and ability of their pupils as w ell
as the topic being taught.

a day left
about * desk * like
afternoon door Iine
am dog * live *
an dow n look
and did man
all father morning
are for mother
at girl me
aw ay get my
back * good name
bag go night
ball going no
bed green not *
belt * has now *
big have of
blue he old
book help on
boy her one
brother him our
by * his out
came * house up
can how pen *
cat is pencil
chair * it play
come jump put

31
Curriculum Specifications for English
Year 2 SJK

red their * when

right this where
ruler tree who
said to woman *
see up years *
she * us yellow
shoe * want yes
sister was you
table * we your
the went *
they what

plus:
x days of the w eek
x numbers one to ten
x numbers eleven to tw enty *
x pupil’s name and address
x name of school
x social expressions and
greetings:
e.g. good morning
good afternoon *
good evening *
good night
goodbye
hello
thank you

32
 Pusat Perkembangan Kurikulum
Kementerian Pendidikan Malaysia

Curriculum Development Centre

Ministry of Education Malaysia