KEMENTERIAN PENDIDIKAN MALAYSIA

HURAIAN SUKATAN PELAJARAN

KURIKULUM BERSEPADU SEKOLAH RENDAH

BAHASA INGGERIS
TAHUN 4 SJK

2003
 Curriculum Specifications for English
Year 4 SJK

CONTENTS

PAGE

RUKUN NEGARA i

FALSAFAH PENDIDIKAN KEBANGSAAN ii

KATA PENGANTAR iii

INTRODUCTION 1

CONTEXTS FOR TEACHING 6

OBJECTIVES 7

LEARNING OUTCOMES AND SPECIFICATIONS

1.0 Skill of Listening 8

2.0 Skill of Speaking 13
3.0 Skill of Reading 17
4.0 Skill of Writing
22
SOUND SYSTEM 26

GRAMMAR (a) 29
(b) Sentence patterns 33

WORD LIST 34

iii
 Curriculum Specifications for English
Year 4 SJK

RUKUN NEGARA

BAHAWASANYA negara kita Malaysia mendukung cita-cita hendak mencapai

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

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

KEPERCAYAAN KEPADA TUHAN

KESETIAAN KEPADA RAJA DAN NEGARA

KELUHURAN PERLEMBAGAAN

KEDAULATAN UNDANG-UNDANG

KESOPANAN DAN KESUSILAAN

i
 Curriculum Specifications for English
Year 4 SJK

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

Kata Pengantar
Huraian Sukatan Pelajaran ialah dokumen yang memperincikan
Sukatan Pelajaran yang bertujuan untuk memenuhi cita-cita murni
dan semangat Falsafah Pendidikan Kebangsaan, dan menyediakan
murid menghadapi arus globalisasi serta ekonomi berasaskan
pengetahuan pada abad ke-21.
Dokumen ini menyarankan strategi pengajaran dan pembelajaran
yang merangkumi pelbagai aktiviti dan penggunaan sumber. Guru
digalakkan menggunakan kreativiti untuk memilih, menyusun dan
mengolah aktiviti mengikut kesesuaian murid. Huraian ini
diharapkan dapat membantu guru merancang dan melaksanakan
pengajaran dan pembelajaran secara berkesan.
Dalam melakukan aktiviti pengajaran dan pembelajaran, guru
diharapkan dapat memberikan penekanan pada unsur bernilai
tambah, iaitu kemahiran berfikir, kemahiran teknologi maklumat dan
komunikasi, kemahiran belajar cara belajar, kajian masa depan,
kecerdasan pelbagai, pembelajaran kontekstual, dan pembelajaran
konstruktivisme. Di samping itu, nilai murni dan semangat patriotik
dan kewarganegaraan tetap diutamakan. Semua elemen ini
diharapkan dapat memberikan keyakinan kepada murid dan boleh
diaplikasikan dalam kehidupan harian dan dunia pekerjaan.
Huraian Sukatan Pelajaran ini menjelaskan hasil pembelajaran
yang perlu dikuasai oleh murid berasaskan pendekatan masteri.
Hasil pembelajaran tersebut dinyatakan secara eksplisit mengikut
tahap kesukaran isi kandungan dan tahap keupayaan murid. Hasil
pembelajaran diperingkatkan kepada tiga aras, iaitu Aras 1 (aras
asas), Aras 2 (aras sederhana), dan Aras 3 (aras cemerlang).
Curriculum Specifications for English
Year 4 SJK
Kandungan Huraian Sukatan Pelajaran Tahun Satu menggariskan
hasil pembelajaran yang perlu dikuasai oleh murid. Pernyataan
dalam Huraian Hasil Pembelajaran memberikan cabaran yang
sesuai dengan murid pada tahap tertinggi dalam pendidikan
sekolah rendah. Huraian ini seharusnya dapat membantu guru
merancang dan melaksanakan pengajaran dan pembelajaran yang
berkesan.
Dalam menyediakan Huraian Sukatan Pelajaran yang disemak
semula ini banyak pihak yang terlibat terutama guru, pensyarah
maktab dan universiti, pegawai Kementerian Pendidikan, dan
individu yang mewakili badan-badan tertentu.
Kepada semua pihak yang telah memberikan sumbangan
kepakaran, masa, dan tenaga sehingga terhasilnya Huraian
Sukatan Pelajaran ini, Kementerian Pendidikan merakamkan
setinggi-tinggi penghargaan dan ucapan terima kasih.
(Dr. SHARIFAH MAIMUNAH BT. SYED ZIN)
Pengarah
Pusat Perkembangan Kurikulum
Kementerian Pendidikan Malaysia.
iii

INTRODUCTION
English is taught as a second language in all Malaysian primary and
secondary schools in the country.
The 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, to further their studies, and for work purposes.
English is important, as with globalization, Malaysians will need to
be proficient in the language and to communicate with people in
other countries. 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.
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, both orally and in
writing, in and out of school.1
By the end of primary school, learners should be able to:
i) listen to and understand simple spoken English to be able to
function in common everyday situations;
1
Please note that the introductory part of this ‘Huraian Sukatan Pelajaran’ for
Year 4 SJK describes the English language programme from Year 1 SJK to
Year 6 SJK as a whole.
Curriculum Specifications for English
Year 4 SJK
ii) speak and respond clearly and appropriately in common
everyday situations using simple language;
iii) read and understand different kinds of texts (from print and
electronic sources) for enjoyment and information;
iv) write (including e-mail) for different purposes using simple
language; and
v) show an awareness and appreciation of moral values and
love towards the nation.
SYLLABUS
The English language syllabus at the primary school level specifies
what is to be taught from Year 1 SJK through to Year 6 SJK. It
comprises the four language skills of listening, speaking, reading,
and writing as well as the language contents. The language
contents are the sound system, grammar and vocabulary.
Several teaching contexts have been suggested through which the
language skills and language content are to be taught.
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’. Each
document serves as a guide to teachers with regard to the skills to
be acquired by learners, the content or topic that is to be dealt with,
and the vocabulary and grammar items that pupils must know in
order for them to use the language.
1
Curriculum Specifications for English
Year 4 SJK
This document is the Curriculum Specifications for Year 4 in SJK. It
covers language skills, the sound system, grammar and word list.
The contents of the Curriculum Specifications are set out in three
columns.
™The first column is the LEARNING OUTCOMES column.
These are skills and attitudes to be acquired by pupils and
are drawn from the syllabus.
™The second column is the SPECIFICATIONS column. Here,
the larger Learning Outcomes are broken down into
manageable skills and sub-skills for teaching and learning.
These specifications represent important aspects of the
learning outcomes to be acquired in Year 4 SJK.
To help teachers further, these specifications 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 EXAMPLES / ACTIVITIES /
NOTES. These notes are directed at teachers and include
explanations, teaching points and examples of activities to
help pupils achieve the skill specifications.
2
Language Skills
A close link with the skills of listening, speaking, reading and writing
is maintained. 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 to both oral work and writing exercises.
Learning Content
In teaching English to pupils, specific contexts are used to make
lessons meaningful. Some themes have been identified to help
teachers decide upon 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 town, 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
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.
To this end, specific sounds such as blends and diphthongs have
been identified for teaching. These sounds can be found in the
section entitled Sound System. The objective of this exercise is to
aim for clear speech and intelligibility.

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. Teachers are advised to limit the number
of structures used in any one lesson to ensure that learners master
the structures well. 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 words and high frequency words and can be used
and recycled in different contexts and topics. The suggested word
list can be widened if pupils demonstrate that they are capable of
receiving more.
IMPORTANT CONSIDERATIONS FOR TEACHING
The following 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 specifications 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 4 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 the pupils. It is
important that appropriate activities and materials are used with
pupils of different learning profiles so that their full potential can be
realized.
Integration
The curriculum adopts an integrated approach. For example, a
particular lesson may begin with a story about the daily happenings
around a family. The teacher can take off from the reading to teach
social expressions such as “Hi there! Please come in.” 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.
In addition, moral values should also be infused in lessons through
the selection of appropriate materials and activities. Elements of
patriotism, environmental education, study of the local environment
and health education should also be integrated 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,
knowledge and confidence to use the language effectively.
3
Curriculum Specifications for English
Year 4 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. However, teachers are encouraged to set more
creative and challenging tasks and activities based on the needs
and interests of pupils.
Evaluation
Evaluation is part and parcel of the teaching-learning process.
Continuous formative evaluation is important to keep track of
learners’ progress. Awareness of learners’ capabilities will enable
teachers to plan activities for further development.
Other considerations
As far as possible, teachers should use the Malaysian setting when
planning lessons. Teachers should also use materials that
emphasize the principles of good citizenship, moral values, and the
Malaysian way of life.
The Curriculum Specifications makes only a few suggestions as to
the number of activities required for the attainment of language
skills. Teachers need to use their initiative, imagination and
creativity to extend the experiences of their pupils.
4
TEACHING-LEARNING STRATEGIES FOR YEAR 4 SJK
The English Language programme for Year 4 SJK focuses on the
four skills, namely Listening, Speaking, Reading and Writing. The
Year 4 SJK programme focuses 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 what 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
pupils listen to songs, rhymes, and stories. To show their
understanding of what they have heard, pupils can be asked to
answer questions that require them to recall ideas, give details and
even talk about the ideas heard.
Oral Work
Pupils should be given lots of opportunities to talk in class so that
they gain confidence to speak in the language. Opportunities should
be given to pupils to role-play, participate in drama activities that
make them use the language appropriate to the role or situation. In
this respect, pair and group work activities allow 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.
 Curriculum Specifications for English
Year 4 SJK

Reading

Schools are encouraged to use good reading schemes. At this

stage, pupils should be reading on their own from a range of
stories. Teachers should teach pupils to read with understanding
and enjoyment, building on what they (the pupils) already know.
Pupils 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 would have mastered the mechanics of writing

and should be writing simple paragraphs of several sentences
each. To make writing enjoyable, teachers should ensure that
pupils write in response to a variety of stimuli including stories,
classroom activities and personal experiences. At this stage,
teachers should encourage pupils to write independently but when
this is not possible, teachers need to set guided writing exercises
relaxing the amount of control gradually as pupils show greater
confidence.

This document only lists a number of essential activities for the

attainment of the English language. Teachers need to use their
initiative, imagination and creativity to extend the experiences of
their learners, to reinforce what has been learnt and to create
challenging language tasks.

5
 Curriculum Specifications for English
Year 4 SJK

OBJECTIVES FOR YEAR 4 SJK

By the end of Year 4 SJK, learners should be able to:

x Talk a little about their likes and dislikes in relation to everyday matters, and on personal hygiene;

x Sing songs, recite simple poems and tell simple stories;

x Follow simple instructions and directions;

x Ask and answer simple questions;

x Read and understand simple texts;

x Read and understand simple stories and talk about the people and events in these stories;

x Write sentences; and

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

7
Curriculum Specifications for English
Year 4 SJK

LEARNING OUTCOMES AND SPECIFICATIONS

second column when planning lessons for Year 4 SJK. In this
The Learning Outcomes are taken from the syllabus in its column (called Specifications), the learning outcomes are
original form. They are the skills to be achieved by the end of broken down into smaller skills to be achieved by learners in
Year 6 SJK. Teachers, however, should be guided by the Year 4 SJK.

LEARNING OUTCOMES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOTES

1.0 The Skill of LISTENING

Level 1
By the end of their primary schooling, 1.1.1 Listen to and repeat words with: x See Sound System at the back of
pupils should be able to: a) initial vowels the document.
b) final consonants
1.1 Listen to and discriminate similar c) initial digraphs x Activities include:
and different sounds of the English d) medial digraphs - listening and imitating the sounds
language. e) final digraphs heard.
f) silent letters
- underlining the letter of the sounds
heard.
e.g. elephant, telephone.
Level 2
1.1.2 Listen to and identify the different - identifying a frequent beginning
types of letter sounds. sound in stories.
e.g. the sound of / f / as in
elephant and telephone.
Level 3
1.1.3 Listen to and group words
according to the same sounds:

8
 Curriculum Specifications for English
Year 4 SJK

1.2 Listen to and repeat accurately the Level 1

correct pronunciation of words, 1.2.1 Listen to and repeat the x Use words in the context of a story
correct intonation and word stress of pronunciation of simple heard: De/cem/ber; to/mo/rrow.
phrases, expressions and sentences. 3-syllable words.

Level 2
1.2.2 Listen to and repeat correctly x Activities include:
phrases and expressions. - repeating words, phrases and
expressions that have been
spoken aloud by the teacher in
natural everyday situations.
e.g. “I’m sorry.”
“Please excuse me, teacher.”

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

e.g. Humpty Dumpty

Sat on the wall
Humpty Dumpty
Had a great fall.
…

9
Curriculum Specifications for English
Year 4 SJK

1.3 Acquire vocabulary and understand Level 1

the meaning of words and phrases in
context.
1.3.1 Listen to and understand key x Example of key words include nouns,
words in stories. adjectives and verbs such as
Peter, house, big, small, run, jump
x Pupils can demonstrate understanding
by pointing to pictures.

1.3.2 Listen to and understand the x Activities include:

numbers 26-30. - picking out the correct picture when
the word is spoken.

- matching the spoken numeral and

the written form:

Level 2
27 27 37 17
1.3.3 Listen to more words and point to
the pictures.
- getting pupils to memorise words
1.3.4 Listen to and understand by giving them spelling tests.
information based on numbers.
Scope: 31-35 x Teach numbers in context.
- numbers in tens : 10-30 e.g. “How many rambutans can you
- when the numbers are added and buy for RM2?” ….. ….. “10, teacher.”
subtracted.

Level 3
1.3.5 Listen to and understand ordinal x Teach ordinals in the context of dates.
numbers: 1st – 5th. e.g. “What date is it today? “
“It’s the 5th.”

10
 Curriculum Specifications for English
Year 4 SJK

1.4 Listen to and follow simple Level 1

instructions and directions 1.4.1 Listen to and understand simple x E.g. Making a poster for the class:
accurately. instructions to make things. ” A Clean Class”.

Levels 2 & 3
1.4.2 Listen to and follow simple x E.g. Go straight.
directions to places in Turn left.
the neighbourhood. Joe’s house is the
second house
on the left.

- Teach pupils key words prior to the

lesson – e.g. second, left.

1.5 Listen to and enjoy the rhyme, Levels 1, 2 & 3

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

1.6 Obtain information from texts Level 1 x E.g. Attention! Attention!

listened to in relation to main ideas, 1.6.1 Listen to and understand simple A small purse was found this morning.
specific details and sequence. announcements. Will the owner please get it from the
office.

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Curriculum Specifications for English
Year 4 SJK
1.7 Listen to and enjoy stories, fables
and other tales of imagination and
fantasy and predict outcomes, and
draw conclusions at a level suited to
pupil’s ability.
12
Level 2
1.6.2 Listen to simple texts and recall x E.g. A simple factual text on ‘Cats.’
details.
Level 3
1.6.3 Listen to simple texts and x E.g. What is the book about?
tell what the text is about. What do cats like to eat?
Level 1 x Examples of non-verbal response are:
1.7.1 Listen to simple short stories and - smiling, laughing, clapping hands
fairy tales and respond - doing body movements
non-verbally. (e.g. swaying like trees)
- making sounds
(e.g. mooing like a cow)
- drawing, circling, colouring.
Level 2
1.7.2 Respond verbally. x Examples of verbal response:
“ Teacher! I like this story.”
Level 3
1.7.3 Listen to fairy tales, fables, and x Activities include:
short stories and answer simple asking simple ‘Wh’ questions
questions on the people and e.g. Who is this?
animals of the story, and the place What is he doing?
of the story. Where is he ……?
 Curriculum Specifications for English
Year 4 SJK

2.0 SPEAKING

LEARNING OUTCOMES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOTES

By the end of their primary schooling,

pupils should be able to:
Level 1
2.1 Speak clearly by pronouncing words 2.1.1 Pronounce words that have the x Example: cat, pet, pin, dot, put
accurately. following sounds: play, blue, brown
a) initial vowels
b) final consonants
c) initial digraphs
d) medial digraphs x Example: De/cem/ber to/mo/rrow
e) final digraphs
f) silent letters

2.1.2 Pronounce 3-syllable words

correctly.

Level 2
2.1.3 Repeat phrases and expressions x Use the lines of a story when doing this
with the correct intonation and exercise.
stress. E.g. He huffed and he huffed
And he blew the house down.

Level 3 x Check that pupils have a rising tone in

2.1.4 Ask questions with the correct questions.
intonation. x Set pair work for question and answer
activities.

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Curriculum Specifications for English
Year 4 SJK

2.2 Ask questions politely to obtain Level 1

information and clarification. 2.2.1 Ask ‘Wh’ questions to get x E.g. Is this the house of the 3 pigs?- No.
information. Is this the big bad wolf? - Yes.

Levels 2 & 3
2.2.2 Ask questions to get x E.g. about details of self, numbers,
information. places, things, etc.

Do you like to play games?…Yes.

What games?……. Badminton and
football.

2.2 Give relevant information politely in Level 1

response to enquiries made. 2.3.1 Name or identify objects, parts of x Example: These are your toes.
the body, etc. This is your shoulder.

2.3.2 Understand numbers in stories x Example:

and situations: 26- 30. “How much does the ice-cream cost?”
“30 sen.”
Level 2
2.3.3 Talk about personal experiences. x Relate to topics e.g. good health.
E.g. I cut my toe.
2.3.3 Understand and respond in My mother cleaned it.
relevant situations and stories Then she put some medicine
pertaining to numbers: on the cut.
- 31-35
- numbers in tens: 10-30
- adding and subtracting
numbers.

Level 3 x These ordinal numbers are taught best

2.3.5 Give replies pertaining to ordinal in the context of dates.
numbers: 1st - 5th. . e.g. “Find out your friend’s birthday.”
14

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 viewed in simple
language.
Curriculum Specifications for English
Year 4 SJK
Level 1
2.4.1 Recite simple poems and chant x E.g. Humpty Dumpty
nursery rhymes by joining in with Sat on the wall …
words and phrases.
Level 2 x E.g. Rain, rain
2.4.2 Recite simple poems and chant Go away.
rhymes in full. Come again another day …
Level 3 x The pupil will complete the story.
2.4.3. Complete parts of a story heard Use pictures to help children recall.
before. e.g. “And then the Queen said,
“Mirror! Mirror! On the wall,
………………………….”
Level 1
2.5.1 Name the people or animals in x Examples of details include names,
the story heard or read. number, size.
e.g. “The boy’s name is ….(Jack).
Level 2
2.5.2 Give details about the people or x E.g. ” The Queen was wicked.”
animals in the story heard or “The castle was very big. ”
read.
Level 3
2.5.3 Name the good and bad x Tell stories where the characters are
characters in the story and talk a clearly good or bad. It is easier for
little about them. pupils to identify such characters.
15
Curriculum Specifications for English
Year 4 SJK
2.6 Express thoughts and feelings and
give opinions on things read, seen,
heard and viewed in simple
language.
2.7 Perform a variety of functions in a
social context such as exchanging
greetings, making introductions,
inviting people, etc.
16
Level 1
2.6.1 Give non-verbal response to the x E.g. “Tick the picture that shows your
story heard or read. feelings.”
Level 2
2.6.2 Say whether one likes or does not x E.g. “I do not like the story.”
like the story heard or read. “ I like the story.”
Level 3
2.6.3 Give reasons why one likes or x E.g. “I like the story because the mouse
does not like the story. helped the lion to escape. “
Level 1
2.7.1 Talk about oneself to neighbours x E.g. age, family members, likes and
and friends. dislikes concerning food, TV
programmes.
Level 2
2.7.2 To request for specific objects in x E.g. “Pass me the ruler, please.”
school when carrying out a task.
Level 3
2.7.3 To ask help from friends. x E.g. “Please help carry this table.”
2.7.4 To respond to someone asking for E.g. “Sure.” or “ Okay.”
help.
 Curriculum Specifications for English
3.0 READING Year 4 SJK

LEARNING OUTCOMES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOTES

Level 1
By the end of their primary schooling, 3.1.1 Look at letters and say x See the Sound System at the back of
pupils should be able to: aloud the following sounds: this document for examples of words.
a) initial vowels
3.1 Acquire word recognition and word b) final consonants
attack skills to recognise words on c) initial digraphs
sight. d) medial digraphs
e) final digraphs
f) silent letters

Level 2
3.1.2 Identify letter shapes by their x E.g. ph = /f/ as in telephone, elephant
sounds.
Silent ‘t’ as in listen, whistle.

3.1.3 Read aloud words that have the x E.g. Underlining words with the same
following sounds: beginning sound.
a) initial vowels e.g. eat eel egg
b) final consonants
c) initial digraphs
d) medial digraphs
e) final digraphs
f) silent letters

3.1.4 Read aloud 3-syllable words with x Example: December tomorrow

the correct stress.

Level 3
3.1.5 Compare words for similar and
different sounds.

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Curriculum Specifications for English
Year 4 SJK

3.2 Acquire key words at various Level 1

stages of development.
3.2.1 Recognise whole words. x Activities include:
- matching words with pictures
- reading label cards
- selecting the correct card from 2
or 3 word cards.

3.2.2 Read and learn the meaning of 5 x Get pupils to memorise these words.
key words for each topic taught.

Level 2
3.2.3 Recognise and read aloud the x E.g. matching the numeral form to the
numbers 26-30 in its numeral and word (e.g. 27 = twenty seven)
word forms. and vice versa (e.g. twenty seven = 27).

Level 3
3.2.4 Learn another 5 key words for x Activities include:
each topic and use these key - spelling correctly
words in sentences of their own. - filling in the blanks.

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3.3 Read and understand phrases,
sentences, paragraphs, and whole
texts.
3.4 Read aloud expressively and fluently
pronouncing words correctly and
observing correct stress and
intonation and sentence rhythm.
Curriculum Specifications for English
Year 4 SJK
Level 1 x Examples of texts are instructions,
3.3.1 Read and understand phrases by directions, notices, labels, messages,
matching simple phrases to letters, recipes, passages, descriptions.
pictures. x e.g. a big yellow lorry.
Level 2
3.3.2 Read and understand simple x Activities to demonstrate understanding
sentences (4-6 words). include:
- matching sentences to pictures
- rearranging words to form a complete
sentence:
e.g. lorry big yellow This a is
Level 3
3.3.3 Read and understand simple x Activities include:
paragraphs. - rearranging sentences in sequence
- selecting sentences to fit the picture.
Level 1 x Get pupils to role-play situations where
3.4.1 Read aloud words and phrases they have to read aloud to each other.
correctly and with correct This puts the activity in a realistic
pronunciation. context.
e.g. a child reading back the DO NOT
Level 2 WALK notice to his/her mother.
3.4.2 Read aloud sentences in simple x Teacher needs to become a good model
texts observing correct stress and of reading for pupils to follow.
intonation.
Level 3
3.4.3 Read aloud simple poems and x Get pupils to read to each other stories.
stories expressively and fluently.
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Curriculum Specifications for English
Year 4 SJK

3.5 Read and understand the meanings Levels 1, 2 & 3

of words by guessing their meaning
through the use of contextual clues.
3.5.1 Understand the meaning of words
by looking at the words before and
after.
x Get pupils to look at the word
around the difficult word.
e.g. She worked very hard.
She swept the floor.
She cleaned the windows.
And she washed the curtains.

3.6 Acquire a wide range of vocabulary Level 1

3.6.1 Recognise and make words from x E.g. HANDSOME = hand, some,
big words. and, so, me, do

Level 2 x Example:
3.6.2 Give words according to
Fruit Things Towns Name
categories.
b banana bag Baling Bill

3.6.3 Understand words opposite in x E.g. big - small pretty - ugly

meaning.

Level 3
3.6.4 Understand words of similar x E.g. big - large beautiful - pretty
meaning.

3.6.5 Understand words that show x E.g. Ali is taller than Dev.
comparison. Sim Ee is the tallest.
- er + than ; -est

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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 and understand simple factual
texts for main ideas, supporting
details, sequence, and cause and
effect
3.9 Read widely and independently.
Curriculum Specifications for English
Year 4 SJK
Level 1
3.7.1 Read aloud simple poems. x A simple poem may consist of just
4 lines.
Levels 2 & 3
3.7.2 Read and give details about the x Use children’s stories.
people, animals and places in
stories. (e.g. number, size.)
Level 1
3.8.1 Scan for specific information in x Time this activity so that pupils
texts: letters, words, numbers. learn to make faster eye
movements.
Level 2
3.8.2 Read and obtain meaning by x E.g. Pronouns:
making reference to words within The girls were walking home.
the text. Suddenly they ……
(Who does they refer to?)
Level 3
3.8.3 Read and understand simple x E.g. A text on “Rain” or “Water”.
factual texts by answering
comprehension questions in
relation to main ideas, details.
All levels
3.9.1 Read widely at one’s own pace x Allow pupils to select books of their
according to one’s interest. own interest.
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Curriculum Specifications for English
Year 4 SJK
4.0 WRITING

LEARNING OUTCOMES SPECIFICATIONS EXAMPLES/ACTIVITIES/ NOTES

By the end of their primary schooling, Level 1

pupils should be able to:
4.1 Copy correctly.
4.1.1 Copy letters of the alphabet in clear x Check pupils’ handwriting for
and legible cursive writing:
- small letters -ascenders & descenders
- capital letters
- combination of small and capital
letters.
- entry

- exit
4.1.2 Copy words, phrases and
sentences in clear legible cursive - arches
writing.
- crossbar

- slant

4.1.3 Copy words in clear neat legible x E.g.

print for captions, labels, etc.

x Teachers need to pay attention to

spacing between words, capital letters
and small letters, slant of letters, etc.

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 Curriculum Specifications for English
Year 4 SJK

4.2 Write at word, phrase, sentence and Level 1

paragraph level in clear, legible print 4.2.1 Write clearly and legibly numerals
and cursive writing. 26-35 in both number and word
forms.

Level 2
4.2.3 Write words and phrases in clear x Check formation of letters, spacing,
and legible cursive writing. etc.

Level 3
4.2.4 Write sentences in clear
and legible cursive writing.

4.3 Match words to linear and non-linear Level 1 x E.g.

representations: 4.3.1 Match phrases to pictures. fork and spoon
- word to word;
- word to phrase;
- word to picture, symbol. Levels 2 & 3 x E.g.
4.3.2 Match words to signs. No smoking.
No food allowed.

4.4 Complete text with the missing word,
phrase or sentence.
Level 1
4.4.1 Complete missing letters in texts. x E.g. In a message to a friend.
Level 2
4.4.2 Complete simple instructions and
directions, descriptions, rhymes x E.g. First wash the cucumber.
with the missing word(s) (with Then cut it into small pieces.
guidance in the form of words and
pictures).

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Curriculum Specifications for English
Year 4 SJK

Level 3
4.4.3 Completing simple instructions and
directions, descriptions, rhymes, E.g.
notices, stories with the missing Do not walk in lonely
word(s) (with a little guidance in places.
the form of a composite picture). Do not talk to strangers.

4.5 Construct simple and compound Level 1

sentences with guidance and 4.5.1 Form simple sentences by x E. g. a pet rabbit My has neigbour.
independently. arranging words. in colour It is white. vegetables It eats

Level 2
4.5.2 Form simple sentences by x E.g. This is to Mr. Raja.
matching sentence parts. It has a big lorry.
It belongs 8 wheels
Level 3
4.5.3 Construct simple sentences x E.g. This is Eng Joon.
independently by looking at a He plays football.
picture. He plays for the school
team.

4.6 Spell correctly and take dictation. Level 1

4.6.1 Spell words that are given to be x E.g. Give 5 words to be memorised.
memorized.

Level 2
4.6.2 Apply spelling rules: x E.g. dress- dresses dish-dishes
words ending in -ss, -sh, add –es.

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 Curriculum Specifications for English
Year 4 SJK

Level 3
4.6.3 Take dictation of sentences given
to be learnt.

4.7 Punctuate meaningfully. All levels

4.7.1 Use full stops for initials. x E.g. R. Samy; H.S. Lee

4.8 Give accurate information when All levels

writing messages, instructions, 4.8.1 Fill out forms accurately. x E.g. Filling out a library form.
simple reports, and when filling out
forms.

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Curriculum Specifications for English
Year 4 SJK

5. Sound System
The sound system forms part of the language contents in the
Year 4 SJK Curriculum Specifications. The items listed below
are to be taught in Year 4 SJK. The letters to be taught are
presented in the orthographic form and in phonetic. The
phonetic symbols are enclosed in phonemic notation (/ /).
These phonetic symbols are only for teacher’s use and not to
be taught to pupils. However, the sounds represented by the
symbols should be taught. In each item, there are examples
of the sounds to be taught and more examples should be
given. It must be noted that these words are used to illustrate
the phonic sounds. They are not part of the key word list.

1. Initial Vowels
1.1 e / i: / 1.2 o / / 1.3 a / /
eat orchid all
easy order awful
equal organ audience
evil

2. Final Consonants
2.1 l /l/ 2.2 p /p/
girl lap
boil cap
mail trap
rail soup

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 Curriculum Specifications for English
Year 4 SJK

3. Initial Digraphs
3.1 ph / f / 3.2 wh / h /
photo who
phase whole
phrase
pharmacy

4. Medial Digraphs
4.1 ph / f / 4.2 ir/ /
elephant girl
telephone bird
alphabet skirt
dirt

5. Final Digraphs
5.1 ph / f / 5.2 ch / k /
photograph stomach
telegraph headache
graph ache

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Curriculum Specifications for English
Year 4 SJK

6. Silent Letters
6.1 Silent ‘l’ 6.2 Silent ‘h’
listen hour
often heir
honest

7. STRESS

i. Stress in 3-syllable words

Words ending in -tion usually have the stress on the second last syllable.
Example: re/ la / tion

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 Curriculum Specifications for English
Year 4 SJK

6. GRAMMAR 1.4 Common Nouns

e.g. boy, girl, man, woman
Grammar forms part of the language contents in the Curriculum
Specifications for Year 4 SJK. Two sections have been listed to 1.5 Proper Nouns (names of person/places)
assist teachers. In section 6.0 (a), grammar items to be taught e.g. Ali, Siva, Cheng
have been specified under the different grammar categories. To Ipoh, Subang Jaya, Sabah
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 1.6 Gender (masculine, feminine)
given. Words underlined highlight significant points of grammar. masculine - boy, man
feminine - girl, woman
In section 6.0 (b), suggested sentence patterns for teaching are
given. These sentence patterns are set out under some functions 2.0 Articles (with singular nouns)
and / or areas of interest. In teaching these patterns, it is important
that teachers teach them in context and in a meaningful way. 2.1 ‘a’ is used before consonants.
e.g. a book, a pencil
6.0 (a) Grammar items and some examples
2.2 ‘an’ is used before vowels
1.0 Nouns e.g. an egg, an umbrella
1.1 Countable Nouns
(things that can be counted). 2.3 *‘the’ is used when we are clear about the
e.g. one table, two chairs person or thing that we are talking about.
e.g. Pass me the ruler, please.
1.2 *Uncountable nouns
(things that cannot be counted) 3.0 Pronouns
e.g. sand, rice, money, water
3.1 Personal pronouns
*The use of some with uncountable nouns e.g. I, you, he, she, we, they
e.g. some water, some rice, some money
3.2 Demonstrative pronouns (refer to a noun)
1.3 Number (singular and plural forms) this, that; these, those
Regular plurals (-s, -es) e.g. this comb; these combs
e.g. cars, tables; classes, dresses

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Curriculum Specifications for English
Year 4 SJK

4.0 Conjunctions: and or but *because

3.3 * Possessive adjectives
*e.g. my book, his shoes
*e.g. John’s bag, Maria’s car
3.4 Interrogative pronouns (‘Wh’ questions)
i. What
e.g. (for singular forms)
What is this? What is that?
e.g. What are these? What are those?
(for plural forms)
e.g. He bought two pencils and an eraser.
Would you like an apple or a banana?
He had to go home quickly because
his mother was not well.
He was hungry. So he ate two
plates of rice.
5.0 Prepositions (of location and direction)
e.g. in on under at up down
*out * next to * behind

ii. Who 6.0 Adjectives of colour, shape and size

e.g. Who is he? (singular) e.g. a blue sky, a round table, a big boy
Who are they? (plural)
6.1 The comparative form
iii. Where x ‘er’ - e.g. tall - taller
e.g. Where is the boy? x ‘er’ + than - e.g. taller than
Where are the boys?
6.2 *The superlative form
iv. When x *‘est’ - e.g. tallest
e.g. When is Sheila coming?
When are the girls coming? (Note: “the’ is used with the superlative form.
e.g. Siva is the tallest boy in class.
v. * Which
e.g. Which pencil do you want?

vi. * Why
e.g. Why are you crying?

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 Curriculum Specifications for English
Year 4 SJK

7. 0 Subject – verb agreement

Past simple with -ed
e.g. This is my pet rabbit. e.g. He played with his friends.
(singular verb for singular noun)
10. * Positive statements.
These are my pet rabbits. e.g. My name is Jamil.
(plural verb for plural noun) I am a boy.
I like to eat durians.
8.0 Simple Present Tense
11. * Negative statements
(i) For habitual actions e.g. I am not Tong Seng.
e.g. Where do you live? This is not a pen.
I live in Subang Jaya. No, it is not a pen.
Where does he / she live? He does not live in Bangi.
He / She lives at no. 23, Jalan Bukit.
12. Questions and responses
(ii) There is ……… (singular) e.g. Is it a pencil?
e.g. There is a bird in the house. Yes, it is./ Yes.
No, it isn’t./ No.
There are ……..(plural) Are they bananas?
e.g. There are bees in the garden.. Yes, they are./ Yes.
No, they aren’t./ No.
(ii) For imperatives
e.g. Listen. Come here. 13. Sentence types
Bring me the book. x Simple sentence
e.g. That is my hat .
9.0 The Simple Past Tense They are good children.
Past tense of the verb be (= was) x * Compound sentence
e.g. He was at home. (singular) e.g. The rain was heavy and
the roads were flooded .
Plural form of the verb be (=were)
e.g. They were in school.

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Curriculum Specifications for English
Year 4 SJK

14. Punctuation
i. Capital letters
- for the first word of a sentence
- for proper nouns: names of
people, places, days of the week
- for the pronoun ‘I’

ii. Full stop

- at the end of a sentence.
- *after initials e.g. P. H. Henry

iii. Question Mark

- at the end of a question

iv. Comma
- to separate a list of things
e.g. He bought a pen, a pencil, and a bag.

v. Exclamation mark
e.g. Help! Help!

* vi. Apostrophe
To show possession
e.g. my sister’s bag, the man’s hat

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 Curriculum Specifications for English
Year 4 SJK

5.0 (b) Suggested Sentence Patterns

These patterns are set out under different functions.

The words underlined may be substituted with other words.

1. To request for specific objects and to respond. (iv) Who is that?

A: Can I have the bottle of gum, please. She is my ………. (to state)
B: Sure. Here you are.
(v) When are you coming to my house?
2. To ask for help and to respond accordingly. On Friday at 3 o’ clock.
A: Please help me carry this table.
B: Yes, of course. 5. To refute statements
(i) It is not black.
3. To talk about oneself (ii) No, it is not black.
A: Hello. I am …….. (iii) Is this his? …….No.
I like to play football.
I play football every day.
I want to play in the school football team.

4. To ask questions and give information

(i) What do you like to do?
I like to …………
(ii) What are you doing?
I am ………………
(iii) Where are you going?
I am going to ………

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Curriculum Specifications for English
Year 4 SJK

7. Word List

The word list consists of words that need to be taught in context.
Words to be taught in Year 3 SJK and Year 4 SJK are marked with
an asterisk(*). Also given is the word list for Year 1 SJK and Year 2
SJK. These are high frequency words which learners will need even
when reading simple texts. Teachers should teach learners to
recognize these words in context when reading and also
understand them in the context of what they read. These are also
the words that learners will use when going about their writing task.
These words must be used and recycled in various contexts so that
pupils can pick up the words. Teachers are encouraged to add to
this list according to the maturity level and ability of their learners as
well as when teaching a particular topic.

*above *clothes *inside

*across *coming *jumped
*almost *didn’t *knew
*along *does *know
*also *don’t *lady
*always *during *leave
*animals *earth *light
*any *every *might
*around *eyes *money
*asked *father *morning
*baby *first *mother
*balloon *follow(ing) *much
*before *found *near
*began *friends *never
*below *garden *number
*better *goes *only
*between *gone *opened
*birthday *great *other
*both *half *outside
*brother *happy *own
*can’t *head *paper
*change *heard *place
*children *high *right

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 Curriculum Specifications for English
Year 4 SJK

*round *woke(n) can

*second *word cat
*show *work chair
*sister *world come
*small *write day
*sound *year desk
*start *young door
*still dog
*stopped down
*suddenly Word list for Year 1 SJK and Year 2 SJK did
*sure a father
*swimming about for
*think afternoon girl
*those am get
*through an good
*today and go
*together all going
*told are green
*tries at has
*turn(ed) away have
*under back he
*until bag help
*upon ball her
*used bed him
*walk(ed)(ing) belt his
*watch big house
*where blue how
*while book Iine
*white boy is
*why brother it
*window by jump
*without came left

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Curriculum Specifications for English
Year 4 SJK

like table good evening

live the good night
look they goodbye
man their hello
morning this thank you
mother tree
me to
my up
name us
night want
no was
not we
now went
of what
old when
on where
one who
our woman
out years
up yellow
pen yes
pencil you
play your
put plus:
red x days of the week
right x numbers one to ten
ruler x numbers eleven to twenty
said x pupil’s name and address
see x name of school
she x social expressions and greetings:
shoe e.g. good morning
sister good afternoon

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