Bahasa Inggeris

Sekolah Kebangsaan

Tahun 3
Bahagian Pembangunan Kurikulum
APRIL 2018
 KSSR BAHASA INGGERIS SK TAHUN 3

LISTENING Objectives for Listening in Year 3

The Listening Content Standards focus on pupils’ ability to By the end of Year 3, pupils are able to:
recognise individual sounds, to understand meaning, and to use 1. recognise and reproduce with support a range of target
strategies to help their listening. The Learning Standards progress language phonemes.
from pupils being able to understand general ideas to being able to 2. understand with support the main idea of short simple texts.
understand details. 3. understand with support specific information and details of
short simple texts.
The order in which the Content and Learning standards appear
4. understand with support short simple narratives.
does not reflect a chronological sequence of classroom learning
5. understand a wide range of short basic supported classroom
which starts with 1.1.1 and finishes with 1.3.1. Pupils need to
instructions.
develop these skills simultaneously over the school year, and so
6. understand a wide range of short supported questions.
will learn from opportunities to practise different listening skills in
7. guess the meaning of unfamiliar words by using visual clues
varied sequences in their English language lessons.
when a teacher or classmate is speaking.
The Performance Standards for listening are provided for teachers
to assess their pupils’ progress in listening. There are six
performance levels which are arranged in an ascending order to
differentiate the levels of pupils’ achievement.

21

1.0 Listening Skills
CONTENT STANDARD
1.1 Recognise and reproduce
target language sounds
1.2 Understand meaning in a
variety of familiar contexts
1.3 Use appropriate listening
strategies in a variety of
contexts
FOCUS
Recognise and reproduce target
language phonemes intelligibly
Understand the main idea when
listening to texts on familiar topics
Understand specific details when
listening to texts on familiar topics
Understand narratives on familiar
topics
Understand classroom instructions
Understand questions on familiar
topics
Use appropriate strategies to
understand meaning
22
KSSR BAHASA INGGERIS SK TAHUN 3
LEARNING STANDARD
1.1.1 Recognise and reproduce with support a range of
target language phonemes
1.2.1 Understand with support the main idea of short simple
texts
1.2.2 Understand with support specific information and
details of short simple texts
1.2.3 Understand with support short simple narratives
1.2.4 Understand a wide range of short basic supported
classroom instructions
1.2.5 Understand a wide range of short supported
questions
1.3.1 Guess the meaning of unfamiliar words by using
visual clues when a teacher or classmate is speaking
 KSSR BAHASA INGGERIS SK TAHUN 3

Performance Standards Guide for Listening Skills

PERFORMANCE
DESCRIPTORS FOR LISTENING SKILLS NOTES
LEVEL
 Hardly recognises and reproduces target language phonemes even with a lot of Requires support to achieve
support from the teacher. the curriculum target.
 Hardly displays understanding of main idea, specific information and details of (A1 Mid)
1
short simple texts, narratives, a wide range of short questions and classroom
instructions even with a lot of support from the teacher.
 Hardly guesses meaning of unfamiliar words using visual clues even with a lot
of support from the teacher.
 Recognises and reproduces some target language phonemes with a lot of On track to achieve the
support from the teacher. curriculum target.
 Displays understanding of main idea, specific information and details of short (A1 Mid)
2
simple texts, narratives, a wide range of short questions and classroom
instructions with a lot of support from the teacher.
 Guesses meaning of unfamiliar words using visual clues with a lot of support
from the teacher.
 Recognises and reproduces a range of target language phonemes with support Achieves expectations of
from the teacher. the curriculum target.
3  Displays understanding of main idea, specific information and details of short (A1 Mid)
simple texts, narratives, a wide range of short questions and classroom
instructions with support from the teacher.
 Guesses meaning of unfamiliar words using visual clues.
 Recognises and reproduces a range of target language phonemes. Working towards exceeding
 Displays understanding of main idea, specific information and details of short expectations of the
4 simple texts, narratives, a wide range of short questions and classroom curriculum target.
instructions with minimal support from the teacher. (A1 High)
 Shows good ability in guessing meaning of unfamiliar words using visual clues.

23
 KSSR BAHASA INGGERIS SK TAHUN 3

PERFORMANCE
DESCRIPTORS FOR LISTENING SKILLS NOTES
LEVEL
 Recognises and reproduces a range of target language phonemes. On track to exceed
 Displays understanding of main idea, specific information and details of short expectations of the
5 simple texts, narratives, a wide range of short questions and classroom curriculum target.
instructions with confidence. (A1 High)
 Shows very good ability in guessing meaning of unfamiliar words using visual
clues.
 Recognises and reproduces a range of target language phonemes. Exceeds expectations of the
 Displays understanding of main idea, specific information and details of short curriculum target.
6 simple texts, narratives, a wide range of short questions and classroom (A1 High)
instructions confidently and independently.
 Shows excellent ability in guessing meaning of unfamiliar words using visual
clues.

24
 KSSR BAHASA INGGERIS SK TAHUN 3

SPEAKING Objectives for Speaking in Year 3

The Speaking Content Standards focus on the pupils’ ability to By the end of Year 3, pupils are able to:
communicate to others, their ability to use strategies when 1.
interacting with others, and their ability to communicate alone to a 2.
group. There are two sections; Spoken Interaction mainly for 3.
interacting with others, and Spoken Production when speaking 4.
alone to a group. 5.
The order in which the Content and Learning Standards appear
6.
does not reflect a chronological sequence of classroom learning
which starts with 2.1.1 and finishes with 2.3.1. Pupils need to
7.
develop these skills simultaneously over the school year, and so
will learn from opportunities to practise different speaking skills in
8.
varied sequences in their English language lessons.
ask about and express basic opinions.
find out about and describe basic everyday routines.
give a short sequence of basic directions.
ask about, make and respond to simple predictions.
describe people and objects using suitable words and
phrases.
keep interaction going in short exchanges by repeating key
words from the other speaker.
ask for attention or help from a teacher or classmate by using
suitable questions.
narrate very short basic stories and events.

The Performance Standards for speaking are provided for teachers

to assess their pupils’ progress in speaking. There are six
performance levels which are arranged in an ascending order to
differentiate the levels of pupils’ achievement.

25

2.0 Speaking Skills
CONTENT STANDARD
SPOKEN INTERACTION
2.1 Communicate simple information
intelligibly
2.2 Use appropriate communication
strategies
SPOKEN PRODUCTION
2.3 Communicate appropriately to a
small or large group
FOCUS
Communicate simple information about
themselves clearly
Find out simple information from others
Communicate simple information
clearly
Describe people and things clearly
Manage interaction appropriately
Manage classroom tasks appropriately
Communicate information, events and
stories clearly to an audience
26
KSSR BAHASA INGGERIS SK TAHUN 3
LEARNING STANDARD
2.1.1 Ask about and express basic opinions
2.1.2 Find out about and describe basic everyday
routines
2.1.3 Give a short sequence of basic directions
2.1.4 Ask about, make and respond to simple
predictions
2.1.5 Describe people and objects using suitable
words and phrases
2.2.1 Keep interaction going in short exchanges by
repeating key words from the other speaker
2.2.2 Ask for attention or help from a teacher or
classmate by using suitable questions
2.3.1 Narrate very short basic stories and events
 KSSR BAHASA INGGERIS SK TAHUN 3

Performance Standards Guide for Speaking Skills

PERFORMANCE
DESCRIPTORS FOR SPEAKING SKILLS NOTES
LEVEL
 Hardly able to communicate simple information about basic opinions, everyday Requires support to achieve
routines, directions and simple predictions even with a lot of support from the the curriculum target.
teacher. (A1 Mid)
 Hardly able to describe people and objects using suitable words and phrases
1
even with a lot of support from the teacher.
 Hardly able to keep interaction going in short exchanges and asks for attention
or help even with a lot of support from the teacher.
 Hardly able to narrate very short basic stories and events even with a lot of
support from the teacher.
 Communicates simple information about basic opinions, everyday routines, On track to achieve the
directions and simple predictions with a lot of support from the teacher. curriculum target.
 Describes people and objects using suitable words and phrases with a lot of (A1 Mid)
2 support from the teacher.
 Keeps interaction going in short exchanges and asks for attention or help with a
lot of support from the teacher.
 Narrates very short basic stories and events with a lot of support from the
teacher.
 Displays adequate ability to communicate simple information about basic Achieves expectations of
opinions, everyday routines, directions and simple predictions. the curriculum target.
 Shows adequate ability to describe people and objects using suitable words and (A1 Mid)
3
phrases.
 Shows adequate ability to keep interaction going in short exchanges and asks
for attention or help.
 Shows adequate ability to narrate very short basic stories and events.

27
 KSSR BAHASA INGGERIS SK TAHUN 3

PERFORMANCE
DESCRIPTORS FOR SPEAKING SKILLS NOTES
LEVEL
 Displays good ability to communicate simple information about basic opinions, Working towards exceeding
everyday routines, directions and simple predictions. expectations of the
 Shows good ability to describe people and objects using suitable words and curriculum target.
4
phrases. (A1 High)
 Shows good ability to keep interaction going in short exchanges and asks for
attention or help.
 Shows good ability to narrate very short basic stories and events.
 Displays very good ability to communicate simple information about basic On track to exceed
opinions, everyday routines, directions and simple predictions. expectations of the
 Shows very good ability to describe people and objects using suitable words curriculum target.
5 and phrases confidently. (A1 High)
 Shows very good ability to keep interaction going in short exchanges and asks
for attention or help from a teacher or classmate confidently.
 Shows very good ability to narrate very short basic stories and events with ease
and confidence.
 Displays excellent ability to communicate simple information about basic Exceeds expectations of the
opinions, everyday routines, directions and simple predictions. curriculum target.
 Shows excellent ability to describe people and objects using suitable words and (A1 High)
6 phrases.
 Shows excellent ability to keep interaction going in short exchanges and asks
for attention or help.
 Shows excellent ability to narrate very short basic stories and events.
 Displays exemplary model of language use to others.

28
 KSSR BAHASA INGGERIS SK TAHUN 3

READING Objectives for Reading in Year 3

The Reading Content Standards focus on pupils’ ability to learn to By the end of Year 3, pupils are able to:
read, to understand meaning, and to read independently for 1. understand the main idea of short simple texts.
enjoyment. Learning Standards for understanding meaning 2. understand specific information and details of short simple
progress from pupils being able to understand globally to being texts.
able to understand details. 3. guess the meaning of unfamiliar words from clues provided
by visuals and the topic.
The order in which the Content and Learning Standards appear
4. recognise and use with support key features of a simple
does not reflect a chronological sequence of classroom learning
monolingual dictionary.
which starts with 3.1.1 and finishes with 3.3.1. Pupils need to
5. read and enjoy A1 fiction or non-fiction print and digital texts
develop these skills simultaneously over the school year, and so
of interest.
will learn from opportunities to practise different reading skills in
varied sequences in their English language lessons.

The Performance Standards for reading are provided for teachers

to assess their pupils’ progress in reading. There are six
performance levels which are arranged in an ascending order to
differentiate the levels of pupils’ achievement.

29

3.0 Reading Skills
CONTENT STANDARD
3.1 Recognise words in linear and
non-linear texts by using
knowledge of sounds of letters
KSSR BAHASA INGGERIS SK TAHUN 3
FOCUS LEARNING STANDARD
Identify and distinguish the letters of the 3.1.1 No learning standard
alphabet* This learning standard has been covered in
Year 1 and Year 2.
*Preliterate children will need more
support to achieve this Learning Standard,
literate children more challenge and less
support
Distinguish and articulate beginning, 3.1.2 No learning standard
medial and final sound words* This learning standard has been covered in
Year 1 and Year 2.
*Preliterate children will need more
support to achieve this Learning Standard,
literate children more challenge and less
support
Blend phonemes to recognise words* 3.1.3 No learning standard
This learning standard has been covered in
*Preliterate children will need more Year 1 and Year 2.
support to achieve this Learning Standard,
literate children more challenge and less
support
Segment words into phonemes to spell* 3.1.4 No learning standard
This learning standard has been covered in
*Preliterate children will need more Year 1 and Year 2.
support to achieve this Learning Standard,
literate children more challenge and less
support
30

CONTENT STANDARD
3.2 Understand a variety of linear and
non-linear print and digital texts by
using appropriate reading
strategies
3.3 Read independently for information
and enjoyment
FOCUS
Understand the main idea in a variety of text
types on familiar topics
Understand specific details in a variety of text
types on familiar topics
Use appropriate word attack skills to
understand specific meaning
Use appropriate basic dictionary skills
Read and understand a variety of fiction and
non-fiction texts with confidence and
enjoyment
31
KSSR BAHASA INGGERIS SK TAHUN 3
LEARNING STANDARD
3.2.1 Understand the main idea of short
simple texts
3.2.2 Understand specific information and
details of short simple texts
3.2.3 Guess the meaning of unfamiliar words
from clues provided by visuals and the
topic
3.2.4 Recognise and use with support key
features of a simple monolingual
dictionary
3.3.1 Read and enjoy A1 fiction or non-fiction
print and digital texts of interest
 KSSR BAHASA INGGERIS SK TAHUN 3

Performance Standards Guide for Reading Skills

PERFORMANCE
DESCRIPTORS FOR READING SKILLS NOTES
LEVEL
 Hardly able to understand the main idea, specific information and details of Requires support to achieve
short simple texts even with a lot of support from the teacher. the curriculum target.
 Hardly shows ability to guess the meaning of unfamiliar words and use (A1 Mid)
1
dictionary skills even with a lot of support from the teacher.
 Hardly shows ability to read A1 short simple fiction or non-fiction print and
digital texts of interest even with a lot of support from the teacher.
 Understands the main idea, specific information and details of short simple On track to achieve the
texts with a lot of support from the teacher. curriculum target.
 Able to guess the meaning of unfamiliar words and use dictionary skills with a (A1 Mid)
2
lot of support from the teacher.
 Able to read A1 short simple fiction or non-fiction print and digital texts of
interest with a lot of support from the teacher.
 Understands the main idea, specific information and details of short simple Achieves expectations of
texts adequately. the curriculum target.
 Able to guess the meaning of unfamiliar words and use dictionary skills (A1 Mid)
3
adequately.
 Reads A1 short simple fiction or non-fiction print and digital texts of interest
adequately.
 Displays good understanding of the main idea, specific information and details Working towards exceeding
of short simple texts. expectations of the
 Shows good ability to guess the meaning of unfamiliar words and use curriculum target.
4
dictionary skills. (A1 High)
 Shows good ability to read A1 short simple fiction or non-fiction print and digital
texts of interest.
 Displays very good understanding of the main idea, specific information and On track to exceed
details of short simple texts. expectations of the
 Shows very good ability to guess the meaning of unfamiliar words and use curriculum target.
5
dictionary skills. (A1 High)
 Shows very good ability to read A1 short simple fiction or non-fiction print and
digital texts of interest.

32
 KSSR BAHASA INGGERIS SK TAHUN 3

PERFORMANCE
DESCRIPTORS FOR READING SKILLS NOTES
LEVEL
 Displays excellent understanding of the main idea, specific information and Exceeds expectations of the
details of short simple texts. curriculum target.
 Shows excellent ability to guess the meaning of unfamiliar words and use (A1 High)
6
dictionary skills.
 Shows excellent ability to read A1 short simple fiction or non-fiction print and
digital texts of interest.

33
 KSSR BAHASA INGGERIS SK TAHUN 3

WRITING Objectives for Writing in Year 3

The Writing Content Standards focus on pupils’ ability to learn to By the end of Year 3, pupils are able to:
write, to communicate meaning, and to use appropriate mechanical 1. begin to use cursive handwriting in a limited range of written
features of writing. Learning Standards for communicating meaning work.
progress from pupils being able to communicate information, to 2. express simple opinions.
describing people and things, to being able to organise what they 3. make and give reasons for simple predictions.
write. 4. give simple directions.
5. describe people and objects using suitable words and
The order in which the Content and Learning Standards appear
phrases.
does not reflect a chronological sequence of classroom learning
6. connect sentences using basic coordinating conjunctions.
which starts with 4.1.1 and finishes with 4.3.3. Pupils need to
7. use capital letters, full stops and question marks
develop these skills simultaneously over the school year, and so
appropriately in guided writing at sentence level.
will learn from chances to practise different writing skills in varied
8. spell an increased range of familiar high frequency words
sequences in their English language lessons.
accurately in guided writing.
The Performance Standards for writing are provided for teachers 9. plan, draft and write an increased range of simple sentences.
to assess their pupils’ progress in writing. There are six
performance levels which are arranged in an ascending order to
differentiate the levels of pupils’ achievement.

34

4.0 Writing Skills
CONTENT STANDARD
4.1 Form letters and words in neat
legible print using cursive writing
4.2 Communicate basic information
intelligibly for a range of purposes
in print and digital media
4.3 Communicate with appropriate
language form and style for a
range of purposes in print and
digital media
FOCUS
Develop prewriting skills*
*preliterate children only
Develop early writing skills*
*all children
Communicate basic personal
information clearly
Communicate basic information clearly
Describe people and things clearly
Organise basic information
appropriately
Punctuate texts appropriately
Spell high frequency words accurately
Plan, draft and edit work appropriately
on familiar topics
35
KSSR BAHASA INGGERIS SK TAHUN 3
LEARNING STANDARD
4.1.1 No learning standard
This learning standard has been covered in
Year 1 and Year 2.
4.1.2 Begin to use cursive handwriting in a limited
range of written work*
*all children
4.2.1 Express simple opinions
4.2.2 Make and give reasons for simple predictions
4.2.3 Give simple directions
4.2.4 Describe people and objects using suitable
words and phrases
4.2.5 Connect sentences using basic coordinating
conjunctions
4.3.1 Use capital letters, full stops and question
marks appropriately in guided writing at
sentence level
4.3.2 Spell an increased range of familiar high
frequency words accurately in guided writing
4.3.3 Plan, draft and write an increased range of
simple sentences
 KSSR BAHASA INGGERIS SK TAHUN 3

Performance Standards Guide for Writing Skills

PERFORMANCE
DESCRIPTORS FOR WRITING SKILLS NOTES
LEVEL
 Hardly uses cursive handwriting in a limited range of written work even with a lot Requires support to achieve
of support from the teacher. the curriculum target.
 Hardly able to communicate basic information and give descriptions of people (A1 Mid)
and objects even with a lot of support from the teacher.
1  Hardly shows ability to punctuate, spell an increased range of familiar high
frequency words and connect sentences using basic conjunctions even with a
lot of support from the teacher.
 Hardly able to plan, draft and write an increased range of simple sentences
even with a lot of support from the teacher.
 Uses cursive handwriting in a limited range of written work with a lot of support On track to achieve the
from the teacher. curriculum target.
 Communicates basic information and gives descriptions of people and objects (A1 Mid)
with a lot of support from the teacher.
2  Shows ability to punctuate, spell an increased range of familiar high frequency
words and connect sentences using basic conjunctions with a lot of support
from the teacher.
 Plans, drafts and writes an increased range of simple sentences with a lot of
support from the teacher.
 Uses cursive handwriting in a limited range of written work adequately. Achieves expectations of
 Communicates basic information and gives descriptions of people and objects the curriculum target.
adequately. (A1 Mid)
3
 Shows adequate ability to punctuate, spell an increased range of familiar high
frequency words and connect sentences using basic conjunctions.
 Plans, drafts and writes an increased range of simple sentences adequately.

36
 KSSR BAHASA INGGERIS SK TAHUN 3

PERFORMANCE
DESCRIPTORS FOR WRITING SKILLS NOTES
LEVEL
 Produces good cursive handwriting in a limited range of written work. Working towards exceeding
 Displays good ability to communicate basic information and give descriptions of expectations of the
people and objects. curriculum target.
4  Shows good ability to punctuate, spell an increased range of familiar high (A1 High)
frequency words and connect sentences using basic conjunctions.
 Shows good ability to plan, draft and write an increased range of simple
sentences.
 Produces very good cursive handwriting in a limited range of written work. On track to exceed
 Displays very good ability to communicate basic information and give expectations of the
descriptions of people and objects. curriculum target.
5  Shows very good ability to punctuate, spell an increased range of familiar high (A1 High)
frequency words and connect sentences using basic conjunctions.
 Shows very good ability to plan, draft and write an increased range of simple
sentences.
 Produces excellent cursive handwriting in a limited range of written work. Exceeds expectations of the
 Displays excellent ability to communicate basic information and give curriculum target.
descriptions of people and objects. (A1 High)
6  Shows excellent ability to punctuate, spell an increased range of familiar high
frequency words and connect sentences using basic conjunctions.
 Shows excellent ability to plan, draft and write an increased range of simple
sentences.
 Displays exemplary model of language use to others.

37
 KSSR BAHASA INGGERIS SK TAHUN 3

LANGUAGE ARTS Objectives for Language Arts in Year 3

The Language Arts Content Standards focus on pupils’ ability to By the end of Year 3, pupils are able to:
enjoy and appreciate different text types, to express a personal 1. demonstrate appreciation through non-verbal responses to
response to texts, and to respond imaginatively to texts. simple chants and raps, simple rhymes, simple action songs
in addition to Year 2 text types: simple poems.
The order in which the Content and Learning Standards appear
2. say the words in simple texts, and sing simple songs with
does not reflect a chronological sequence of classroom learning
intelligible pronunciation, rhythm and intonation in addition to
which starts with 5.1.1 and finishes with 5.3.1. Pupils need to
Year 2 text types: simple poems.
develop Language Arts skills simultaneously over the school year,
3. ask and answer simple questions about characters, actions
and so will learn from opportunities to practise different Language
and events of interest in a text.
Arts skills in varied sequences in their English language lessons.
4. respond imaginatively and intelligibly through creating simple
The Learning Standards for Language Arts ensure pupils benefit action songs on familiar topics.
from hearing and using language from fictional as well as non-
fictional sources. Through fun-filled and meaningful activities,
pupils will gain a rich and invaluable experience in using the English
language. When taught well, pupils will take pride in their success.
They will also benefit strongly from consistent praise for effort and
achievement by the teachers with the aim of making their learning
as rewarding as possible. Pupils will also be encouraged to plan,
prepare and produce simple creative works. In addition, Language
Arts also provides pupils an opportunity to integrate experiment
and apply what they have learnt in the other language skills in fun-
filled, activity-based and meaningful experiences.

38
 KSSR BAHASA INGGERIS SK TAHUN 3

5.0 Language Arts

CONTENT STANDARD FOCUS LEARNING STANDARD

5.1 Enjoy and appreciate rhymes, 5.1.1

poems and songs i) simple chants and raps
ii) simple rhymes
Demonstrate appreciation through non-
iii) simple action songs
verbal responses to:
iv) simple songs
v) simple poems

5.1.2
i) simple chants and raps
Say the words in simple texts, and sing ii) simple rhymes
simple songs with intelligible iii) simple action songs
pronunciation, rhythm and intonation iv) simple songs
v) simple poems

5.2 Express personal responses to
literary texts
5.3 Express an imaginative response to
literary texts
5.2.1 Ask and answer simple questions about
Identify, analyse and respond to
characters, actions and events of interest in a
elements in texts
text
5.3.1 Respond imaginatively and intelligibly through
Plan, prepare and produce creative creating simple action songs on familiar topics
work with a focus on language use
Other imaginative responses as appropriate

39