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___________________________________________________________________________________________

RUKUN NEGARA iFALSAFAH PENDIDIKAN KEBANGSAAN ii

INTRODUCTION 1

AIMS & OBJECTIVES 2

UNDERLYING PEDAGOGICAL PRINCIPLES OF THE CURRICULUM 3

CURRICULUM ORGANISATION 5

A MODULAR CURRICULUM 6

THE MODULAR CONFIGURATION

CURRICULUM CONTENT FOR LEVEL 2 1!

EDUCATIONAL EMPHASES 13

CONTENT AND LEARNING STANDARDS "LISTENING AND SPEAKING 1#

CONTENT AND LEARNING STANDARDS "READING 1$

CONTENT AND LEARNING STANDARDS "%RITING 21

CONTENT AND LEARNING STANDARDS" LANGUAGE ARTS 23

CONTENT AND LEARNING STANDARDS" GRAMMAR 2

%ORD LIST FOR LEVEL 2 26

____________________________________________________________________________________________

i

TABLE OF CONTENTS

DRAFTDS SJK LEVEL 2

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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 progresi yang akan menggunakan sains dan

teknologi moden;

MA!A !AM"# rakyat Malaysia# berikrar akan menumpukan seluruh tenaga dan usaha kami untuk

mencapai cita-cita tersebut berdasarkan prinsip-prinsip berikut$

!%&%'(AYAAN !%&A)A *+HAN

!%S%*"AAN !%&A)A 'A,A )AN N%A'A!%.+H+'AN &%'.%MBAAAN

!%)A+.A*AN +N)AN-+N)AN

!%S/&ANAN )AN !%S+S".AAN

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FALSAFAH PENDIDIKAN KEBANGSAAN

&endidikan di Malaysia adalah suatu usaha berterusan ke arah lebih

memperkembangkan lagi potensi indi0idu secara menyeluruh dan

bersepadu untuk melahirkan insan yang seimbang dan harmonisdari segi

intelek# rohani# emosi dan jasmani; berdasarkan kepercayaan dan

kepatuhan kepada *uhan1 +saha ini adalah bagi melahirkan 2arganegara

Malaysia yang berilmu pengetahuan# berketerampilan# berakhlak mulia#

bertanggungja2ab dan berkeupayaan mencapai kesejahteraan diri serta

memberi sumbangan terhadap keharmonian dan kemakmuran keluarga#

masyarakat dan negara1

ii

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___________________________________________________

%nglish is taught as a second language in all Malaysian primary and secondary schools1 *he mastery o %nglish is

essential or pupils to gain access to inormation and kno2ledge 2ritten in %nglish1 "n line 2ith the go0ernment3s

policy on strengthening %nglish# the curriculum has been designed to produce pupils 2ho 2ill be proicient in the

language1 *he goal o the %nglish language curriculum is to help pupils ac4uire the language in order to help them

use it in their daily li0es# to urther their studies# and or 2ork purposes1

%nglish 2hich is also the dominant language used in "normation and (ommunications *echnology 5"(*6 needs to

be mastered to enable our pupils to ha0e easy access to inormation that is a0ailable 0ia the electronic media such

as the "nternet1

*he %nglish language curriculum also stresses the de0elopment o critical literacy1 *eachers 2ill pro0ide

opportunities or pupils to 4uestion criti4ue and e0aluate te7ts that they listen to# read or 0ie21 *hese opportunities

are essential or achie0ing personal gro2th and conidence in unctioning as an eecti0e and producti0e member o

our society1 *his is in line 2ith the goals o the National &hilosophy o %ducation 2hich seeks to optimise the

intellectual# emotional and spiritual potential o all pupils1

INTRODUCTION

1

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____________________________________________________________________________________________

AIMS

*he %nglish .anguage (urriculum or &rimary Schools aims to e4uip pupils 2ith basic language skills to enable

them to communicate eecti0ely in a 0ariety o conte7ts that is appropriate to the pupils3 le0el o de0elopment1

OBJECTIVES

By the end o Year 8# pupils should be able to$

i1 communicate 2ith peers and adults conidently and appropriately in ormal and inormal situations;

ii1 read and comprehend a range o %nglish te7ts or inormation and enjoyment;

iii1 2rite a range o te7ts using appropriate language# style and orm through a 0ariety o media;

i01 appreciate and demonstrate understanding o %nglish language literary or creati0e 2orks or enjoyment; and

01 use correct and appropriate rules o grammar in speech and 2riting1

AIMS AND OBJECTIVES

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_____________________________________________________________________

*he approach adopted in the Standard-based curriculum is underpinned by the ollo2ing principles$

i1 B'() *+ ,'-i(-"t is essential or teachers to begin 2ith basic literacy skills in order to build a strong oundation o language

skills1 Basic listening and speaking are introduced in order to help pupils enrich their understanding o the

language1 *he strategy o phonics is introduced to help pupils read 2hile a good oundation in penmanship

2ill help pupils ac4uire good hand2riting1

ii1 L.'/0i0 i- 04 .'0i0 '07 8/8+-.

.essons# 2hich emphasise meaningul conte7ts and the integration o language skills# allo2 pupils to engage

in un-illed acti0ities1 Meaningul# conte7tualised as 2ell as purposeul acti0ities 2ill promote the un element

in language learning1

iii1 T.'(9i0 i- .'/0./"(.0*/.7

*eaching approaches# lessons and curriculum materials must suit the diering needs and abilities o pupils1 "t

is important that appropriate acti0ities and materials are used 2ith pupils o dierent learning proiles so

that their ull potential can be realised1 *he Mastery .earning strategy 2ill ensure that pupils master all

learning standards in order to help them ac4uire the language1

UNDERLYING PEDAGOGICAL PRINCIPLESOF THE CURRICULUM

3

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i01 I0*./'*i+0 + -'i.0* 0.: *.(90++i.-

"(* has become an integral and accepted part o e0eryday lie or many people1 As "(* literacy becomes a

unctional re4uirement or people3s 2ork# social# and personal li0es# teachers and pupils are encouraged

to use "(* to acilitate teaching and learning1 *he use o "(* in appropriate conte7ts in education can add

0alue in teaching and learning# by enhancing the eecti0eness o learning# or by adding a dimension to

learning that 2as not pre0iously a0ailable1 "(* may also be a signiicant moti0ational actor in pupils3 learning#

and can support pupils3 engagement 2ith collaborati0e learning

01 A--.--.0*

Assessment or learning is an integral part o the %nglish language curriculum 2hich enables teachers to

assess 2hether pupils ha0e ac4uired the learning standards taught1 A range o acti0ities can be utilised to

assess pupils3 perormance orally or in 2riting1 9ormati0e and summati0e assessments should be used to

gauge pupils: perormance1 9ormati0e assessment is conducted as an on-going process# 2hile

summati0e assessment is conducted at the end o a particular unit or term

0i1 C9'/'(*./",i7i0 i0-.7

An important principle 2hich needs to be inculcated through the curriculum is character building1 .essons

based on 0alues ha0e to be incorporated in teaching and learning in order to impart the importance o good

0alues or the 2holesome de0elopment o indi0iduals1

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*he abo0e interrelated modules contain content and learning standards that describe the kno2ledge# skills and

understandings that pupils need to demonstrate as they progress through the dierent stages o schooling1 *hrough

these modules# pupils 2ill learn ho2 to interact 2ith peers# listen attenti0ely# e7press themsel0es orally# read 2ithcomprehension and 2rite meaningully# purposeully and 2ith conidence1

*he inclusion o the rammar module emphasises the importance o ha0ing pupils de0elop a sound grasp o the

language structures and grammar o Standard British %nglish# both orally and in 2riting1

*he inclusion o the .anguage Arts module allo2s pupils to sho2 appreciation o and demonstrate understanding o

te7ts read# sing songs# recite rhymes and poems as 2ell as produce creati0e 2orks or enjoyment1

6

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_________________________________________________*he Standard-Based %nglish .anguage (urriculum or Malaysian National &rimary Schools 5S!6 is designed to

pro0ide pupils 2ith a strong oundation in the %nglish language1 *eachers should use Standard British %nglish as a

reerence and model or spelling# grammar and pronunciation1

&rimary education is di0ided into t2o stages$

Stage /ne 5.e0el 6 - Years # < and = Stage *2o 5.e0el # ? and 81

*he modules or .e0el and .e0el < are$

L.>. 1 L.>. 2Module /ne $ .istening and Speaking Module /ne$ .istening and Speaking

Module *2o $ 'eading Module *2o$ 'eading

Module *hree Writing Module *hree$ Writing

Module 9our $ rammar Module 9our$ .anguage Arts 5(hildren3s

(ontemporary .iterature6

Module 9i0e $ .anguage Arts Module 9i0e$ rammar

As %nglish is the second language or pupils in schools# it is belie0ed to be prudent and pedagogically sound to deer

the learning o grammar to a later stage1 &upils need to irst de0elop an a2areness o grammar in their irst

language and this is later e7ploited in Year = 2hen %nglish grammar is introduced1 By doing so# the load and stress

o learning in the early years 2ill be reduced as the emphasis is on learning through un and play1

CURRICULUM ORGANISATION

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____________________________________________________________________________________________

*he Standard-based %nglish .anguage (urriculum is modular in structure1 By organising the curriculum standards

under i0e modules 5our or Years and

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T9. %+/7 + S.4 F'i? '07 F/i.07- theme ser0es to increase the a2areness o ho2 pupils relate to

themsel0es# their surroundings# amily# lo0ed ones and riends1 Here# pupils relate language learning to their

en0ironment and surroundings1 *opics dra2n rom this theme help raise pupils3 a2areness to the importanceo sel-care# care and concern or amily and riends and the realisation that no man is an island31 *hereore#

pupils need to be a2are o the community and society around them1 Social skills play an important role in this

theme1

T9. %+/7 + S*+/i.- theme introduces pupils to the 2onderul and magical 2orld o stories1 Stories may

range rom simple Malaysian olk tales to Asian olk tales# olk tales rom around the region as 2ell as tales

rom ar-a2ay lands1 *hrough these stories# pupils are e7posed to a 2ide range o 0ocabulary# sentence

structures and aspects o creati0e 2riting1 Moral 0alues# kno2ledge# understanding and tolerance o other

cultures and belies are to be imparted through the stories1 *hrough these stories# it is hoped that pupils

understand dierent cultural belies and learn to li0e harmoniously 2ith others 2ho belie0e and think

dierently1

T9. %+/7 + K0+:.7.theme encompasses general kno2ledge about the 2orld and current issues 2hich

are appropriate or pupils o this le0el1 Areas 2hich pupils should be e7posed to are general kno2ledge about

the 2orld around them# simple scientiic and mathematical kno2ledge# inancial literacy# en0ironmental

a2areness# saety and corruption issues1 /ther current issues 2hich are pertinent to pupils o this le0el

should be included as 2ell1 *opics rom this theme should enhance and increase these a2areness#

kno2ledge and understanding 2hich are essential or daily lie1

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___________________________________________________________________________________________

*his document lays out the %nglish language curriculum or Year > - 81 *he curriculum content is organised in termso (ontent Standards and .earning Standards1

(ontent Standards speciy the essential kno2ledge# skills# understandings and strategies that pupils need to learn1

.earning Standards describe in detail the degree or 4uality o proiciency that pupils need to display in relation to the

(ontent Standards or a particular year1

1@! LISTENING AND SPEAKING

*he .istening and Speaking module aims to de0elop pupils3 ability to listen and respond to stimulus 2ith guidance#

participate in daily con0ersations# listen and demonstrate understanding o oral te7ts# and speak conidently on

related topics 2ith guidance1 &upils should be taught ho2 to listen careully and be encouraged to speak 2ith the

correct pronunciation# stress and intonation in 0arious situational conte7ts1 "n addition# pupils are also encouraged to

recognise# understand and use 0erbal and non-0erbal communication1

'elationships are established through the ability to communicate1 &upils irst learn to listen# then speak and share

thoughts# ideas and eelings1 *hey need to listen careully and respond to 2hat others say# and think about the

needs o their listeners1 Social con0entions in listening and speaking such as turn taking# politeness and courtesy

need to be obser0ed1 *hese are crucial especially in group discussions 2here 0ie2points and opinions are

e7changed1 *he use o 0arious te7t types is recommended; ranging rom teacher-simulated te7ts to media

10

CURRICULUM CONTENT

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broadcasts and authentic dialogues1 So# by the end o Year 8 o primary schooling# pupils 2ill become conident

speakers 2ho can communicate eecti0ely# appropriately and coherently in any gi0en conte7t

2@! READING

&upils are taught reading strategies such as applying 2ord attack skills to identiy homographs and homophones#

using conte7tual clues to get meaning o 2ords and identiy pro0erbs# phrasal 0erbs# idioms and similes1 "n

addition# pupils are e7pected to apply dictionary skills to locate 2ords to ind their meanings and apply this

kno2ledge to help them understand the meaning o 2ords in conte7t1 *hen# as pupils begin to read 2ords# phrases

and sentences rom linear and non-linear te7ts# their reading skills should be supported by appropriate reading

materials 2hich 2ill urther de0elop their reading ability1 *his urther enables them to increase the pace o their

reading# and e4ually# enable them to comprehend a te7t more eecti0ely and eiciently so that they become a0id

and independent readers1

3@! %RITING

"n .e0el /ne# pupils 2ere taught penmanship skills1 9rom this# pupils de0eloped their skills in the mechanics o

2riting 2here they 2ere irst taught to 2rite letters# then 2ords beore mo0ing on to phrases and sentences in neat

legible print1 Along 2ith this# they 2ere also taught to use the correct punctuation 2hen 2riting1 "n .e0el *2o# pupils

progress to cursi0e 2riting o 2ords# phrases# and sentences in paragraphs1 At this le0el# pupils are also e7pected

to e7press their ideas clearly in 2riting 2ith the teacher3s guidance and later progress to become independent

2riters1

11

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@! LANGUAGE ARTS

*he (hildren3 (ontemporary .iterature component is to be taught during the .anguage Arts lessons to e7pose

pupils to dierent genres such as short stories# poems and graphic no0els1 *eachers are to e7ploit te7ts in these

genres to create un-illed and meaningul acti0ities in language learning so that pupils enjoy the learning e7perience1

*he learning standards or .anguage Arts allo2 teachers to e7plore the te7ts through stories# poems# ja@@ chants

and songs to acti0ate pupils3 imagination# interest and creati0ity1 *his component pro0ides opportunities or pupils in

.e0el *2o to e7plore a 0ariety o literary 2orks and engage them in preparing# perorming and producing creati0e

2orks1

5@! GRAMMAR

*he teaching and learning o grammar starts rom Year = and this continues on to .e0el

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___________________________________________________________________________________________

*he %ducational %mphases relect current de0elopments in education1 *hese emphases are inused and 2o0en into

classroom lessons to prepare pupils or the challenges o the real 2orld1 "n this respect# Moral %ducation# (iti@enship

%ducation# &atriotism# *hinking Skills# Mastery .earning# "normation and (ommunication *echnology Skills# Multiple

"ntelligences# (onstructi0ism# (onte7tual .earning# .earning Ho2 to .earn Skills# (reati0ity and "nno0ation#

%ntrepreneurship and

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I0+/'*i+0 '07 C+0i('*i+0 T.(90++? S)i- ;ICT=

"normation and (ommunication *echnology Skills 5"(*6 include the use o multimedia resources such as *

documentaries and the "nternet# as 2ell as the use o computer-related acti0ities such as e-mailing# net2orking and

interacting 2ith electronic course2are1

M*i8. I0*.i.0(.-

*he theory o Multiple "ntelligences describes the nine dierent intelligences human beings possess1 *eachers need

to be a2are o these dierent intelligences pupils possess in order to ma7imise teaching and learning1 arious

teaching and learning strategies should be planned by teachers to oster and nurture the dierent intelligences o

pupils in order to meet their 0arying learning styles and needs1

C+0-*/(*i>i-

(onstructi0ism 2ill enable pupils to build ne2 kno2ledge and concepts based on e7isting kno2ledge or schema that

they ha0e1 *he teacher assists pupils to ac4uire ne2 kno2ledge and sol0e problems through pupil-centred acti0e

learning1

14

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C+0*.*' L.'/0i0

(onte7tual .earning is an approach to learning 2hich connects the contents being learnt to the pupils3 daily li0es# the

community around them and the 2orking 2orld1 .earning takes place 2hen a pupil is able to relate kno2ledge

ac4uired in meaningul conte7ts1

L.'/0i0 H+: *+ L.'/0 S)i-

.earning Ho2 to .earn Skills are integrated in classroom lessons and aim to enable pupils to take responsibility or

their o2n learning1 *hese skills incorporate study skills to help pupils access inormation and thus# e4uip them to

become independent lie-long learners1

V'.- '07 Ci*i.0-9i8

*he 0alues contained in the Standard Based (urriculum or Moral Studies are incorporated into the %nglish

language lessons1 %lements o patriotism and citi@enship are also emphasised in lessons to culti0ate a lo0e or the

nation and produce patriotic citi@ens1

K0+:.7. A(i-i*i+0

"n teaching the language# content is dra2n rom 0arious subject disciplines across the curriculum1 (ontent is also

dra2n rom the 0arious media to keep abreast 2ith current aairs1

15

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C/.'*i>i*? '07 I00+>'*i+0

(reati0ity is the ability to produce something ne2 in an imaginati0e and un-illed 2ay1 "nno0ation is the process o

idea generation and utilising the creati0e idea in rele0ant conte7ts1 *hrough creati0e and inno0ati0e teaching

approaches# pupils 2ill display interest# curiosity# e7citement and greater gro2th in learning1 (reati0ity and

inno0ation in pupils should be e7ploited and nurtured to ensure that their ull potential is realised1

E0*/.8/.0./-9i8

9ostering the entrepreneurial mindset among pupils at their young age is essential in this ne2 2orld1 Some o the

elements that are linked 2ith entrepreneurship are creati0ity# inno0ation and initiati0e# 2hich are also attributes or

personal ulilment and success1 "n le0el t2o# elements o entrepreneurship are incorporated in lessons through

acti0ities1

A--.--.0*

"n standard-based units o study# pupils3 products and perormance are assessed by criteria that are directly linked to

the content and learning standards1 Multiple sources o e0idence like checklists# obser0ations# presentations#

4ui@@es and tests are used to document the attainment o any one standard1 *hrough this process# teachers 2ill be

able to assess pupils3 indi0idually and build a proile o pupils3 language de0elopment through that ongoing

assessment1

16

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___________________________________________________

*he (ontent Standards represent the speciic standards that need to be achie0ed by the end o Year 81 *he

.earning Standards or Year > detail the speciic skills and kno2ledge that need to be attained in order to ulil a

particular (ontent Standard1

Li-*.0i0 '07 S8.')i0 S)i-

CONTENT STANDARDS LEARNING STANDARDSY.'/

LEARNING STANDARDSY.'/ 5


1@1 B? *9. .07 + *9.6"?.'/ 8/i'/?-(9++i04 88i-:i ,. ',. *+8/+0+0(. :+/7-'07 -8.')(+0i7.0*? :i*9*9. (+//.(* -*/.--4/9?*9 '07i0*+0'*i+0@

11 Able to speak 2ith correct2ord stress1

1 1< Able to listen to and enjoystories1

11= Able to listen to and recitepoems# tongue t2isters# andsing songs paying attentionto pronunciation# rhythm andintonation1

11> Able to talk about relatedtopics 2ith guidance1

11 Able to speak 2ith correctpronunciation# stress andintonation1

11< Able to listen to# identiyand discriminate similarand dierent sounds instories1

11= Able to listen to andrespond to a gi0en stimulus

by using appropriate2ords# phrases ande7pressions 2ith guidance1

11> Able to speak on relatedtopics 2ith guidance1

11 Able to speak 2ithcorrect pronunciation#stress and intonation1

11< Able to listen to# identiyand discriminate similarand dierent sounds instories1

11= Able to listen to andrespond conidently to a

gi0en stimulus by usingappropriate 2ords# phrasesand e7pressions 2ith thecorrect stress andintonation1

11> Able to speak on relatedtopics1

CONTENT ANDLEARNING STANDARDS

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1@2 B? *9. .07 + *9. 6"?.'/ 8/i'/?-(9++i04 88i- :i

,. ',. *+ i-*.0 '07/.-8+07'88/+8/i'*.? i0+/' '07 i0+/'-i*'*i+0- +/ '>'/i.*? + 8/8+-.-@

1

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R.'7i0 S)i-

CONTENT

STANDARDS

LEARNING STANDARDS

Year 4

LEARNING STANDARDS

Year 5

LEARNING STANDARDS

Year 6

2@2 B? *9. .07 + *9. 6?.'/ 8/i'/?-(9++i04 88i-:i ,. ',. *+7.+0-*/'*.07./-*'07i0 + '>'/i.*? + i0.'/'07 0+0"i0.'/*.*- i0 *9. +/ +8/i0* '07 0+0"8/i0*'*./i'- -i0 '/'0. + -*/'*.i.-*+ (+0-*/(*.'0i0@

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%/i*i0 S)i-

CONTENT

STANDARDS

LEARNING STANDARDS

Year 4

LEARNING STANDARDS

Year 5

LEARNING STANDARDS

Year 6

3@1 B? *9. .07 + *9.6"?.'/ 8/i'/?-(9++i04 88i-:i ,. ',. *+ +/.**./- '07 :+/7- i00.'* .i,. 8/i0*i0(7i0 (/-i>.:/i*i0@

=11 Able to 2rite in neat legibleprint 2ith correct spelling$

5a6 phrases 5b6 sentences 5c6 numerals in 2ord orm=11< Able to 2rite in neat cursi0e

2riting 2ith correct spelling$

5a6 2ords 5b6 phrases 5c6 numerals in 2ord orm

=11 Able to 2rite in neatlegible print 2ith correctspelling$

5a6 sentences

5b6 paragraphs

=11< Able to 2rite in neatcursi0e 2riting 2ith correctspelling$

5a6sentences 5b6 paragraphs

=11 Able to 2rite in neatlegible print 2ith correctspelling$5a6 sentences

5b6 paragraphs

=11< Able to 2rite in neatcursi0e 2riting 2ith correctspelling$

5a6 sentences5b6 paragraphs

3@2 B? *9. .07 + *9. 6?.'/ 8/i'/?-(9++i04 88i-:i ,. ',. *+ :/i*.-i0 '88/+8/i'*.'0'.4 +/ '07-*?. +/ ' /'0. +8/8+-.-@

=1

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=1 Able to spell 2ords by applyingspelling rules

=1

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L'0'. A/*-

CONTENTSTANDARDS

LEARNING STANDARDSY.'/



@1 B? *9. .07 + *9.6"?.'/ 8/i'/?-(9++i04 88i-:i ,. ',. *+.0+? '07'88/.(i'*./9?.-4 8+.-'07 -+0-@

>11 Able to enjoy ja@@ chants#poems and songsthrough non-0erbal response1

>11< Able to sing songs and reciteja@@ chants and poems 2ithcorrect stress pronunciation#rhythm and intonation1

>11 Able to enjoy ja@@ chants#poems and songs throughnon-0erbal response1

>11< Able to listen to# sing songs#recite ja@@ chants and poems2ith correct stresspronunciation# rhythm andintonation1

>11 Able to enjoy ja@@ chants#poems and songs throughnon-0erbal response1

>11< Able to sing songs# reciteja@@ chants and poems 2ithcorrect stresspronunciation# rhythm andintonation1

@2 B? *9. .07 + *9.6"?.'/ 8/i'/?-(9++i0 88i-:i ,. ',. *+.8/.-- 8./-+0'/.-8+0-. *+i*./'/? *.*-@

?1

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G/''/

CONTENTSTANDARDS

LEARNING STANDARDSY.'/



5@1 B? *9. .07 + *9.6" ?.'/ 8/i'/?-(9++i04 88i-:i ,. ',. *+ -.7i./.0* :+/7('--.- (+//.(*?'07 '88/+8/i'*.?@

?11 Able to use nouns correctlyand appropriately$

5a6 singular nouns5b6 plural nouns

?11< Able to use pronounscorrectly and appropriately$

5a6 possessi0e

?11= Able to use 0erbs correctlyand appropriately$

5a6 irregular 0erbs5b6 0erbs that do not change

orm?11> Able to use conjunctions

correctly and appropriately$ 5a6 but 5a6 because

5c6 so

?11? Able to use prepositionscorrectly and appropriately$

?11 Able to use nouns correctlyand appropriately$5a6 countable nouns5b6 uncountable nouns

?11< Able to use pronounscorrectly and appropriately$5a6 interrogati0e

?11= Able to use 0erbs correctlyand appropriately$

5a6 present continuous tense5b6 past continuous tense

?11> Able to use conjunctionscorrectly and appropriately$5a6 although 5b6since

?11? Able to use prepositionscorrectly and appropriately$5a6 beside5b6 ne7t to5c6 bet2een5d6 near5e6 o0er

?11 Able to use nounscorrectly and appropriately$

5a6 collecti0e nouns

?11< Able to use pronounscorrectly and appropriately$

5a6 rele7i0e

?11= Able to use 0erbs correctlyand appropriately$ 5a6 simple uture tense

5b6 uture continuous tense

?11> Able to use conjunctionscorrectly and appropriately$

5a6 eitherDor5b6 neitherDnor

?11? Able to use prepositionscorrectly and appropriately$

5a6 among5b6 through5c6 across5d6 along5e6 against

24

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5a6 in ront o5b6 behind5c6 at

5d6 abo0e

5e6 belo2

?118 Able to use adjecti0escorrectly and appropriately$

5a6 si@e5b6 opinion

?11E Able to use articles correctlyand appropriately$

5a6 the5b6 @ero article 5-6

?11C Able to use ad0erbs correctlyand appropriately$

5a6 manner5b6 time

?118 Able to use adjecti0escorrectly and appropriately$

5a6 comparati0e5b6 superlati0e

?11E Able to use articles correctlyand appropriately1

?11C Able to use ad0erbs correctlyand appropriately$

5a6 place 5b6 re4uency

?118 Able to use adjecti0escorrectly and appropriately1

?11E Able to use articles

correctly and appropriately1

?11C Able to use ad0erbscorrectly and appropriately$5a6 degree

5@2 B? *9. .07 + *9.6

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____________________________________________________________________________________________

T9. :+/7 i-* +/ L.>. 2 88i- i- 7i>i7.7 i0*+ 3 -.(*i+0-

a list o High 9re4uency Words that pupils need to master by the end o Year 8

a suggested list o 2ords that 2ill help pupils ac4uire 0ocabulary related to 0arious themes and content

introduced in .e0el

ds level 2 sjk -0504.13.doc

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