Bahasa Inggeris

Sekolah Kebangsaan

Tahun 4
 KSSR BAHASA INGGERIS SK TAHUN 4

CONTENT ORGANISATION

The implementation of English Language is in accordance with the Circular Letter (KP/KPPM/6 Jld.2 (23) dated 2 November 2016) which is
in effect now. A minimum of 160 hours per year is allocated for English Language learning (Primary National schools). The Curriculum
Standards that encompass the Content Standards, Learning Standards and Performance Standards are explained in Table 6.

Table 6: The Curriculum Standards

CONTENT STANDARDS LEARNING STANDARDS PERFORMANCE STANDARDS

Specific statements on what pupils should The Learning Standards are concise Express the degree or quality of
know, understand and be able to do within a educational objectives that pupils are proficiency that pupils are expected to
schooling period, encompassing aspects of expected to know and be able to do at a display in relation to the Content and
knowledge, skills and values, work habits and particular stage of their primary Learning Standards.
personal character traits that are cultivated in education.
stages throughout the pupils’ primary These Standards allow pupils to reflect,
education. It is a set of criteria or indicator for think and act upon their learning
learning quality and achievements that strategies for self-improvement.
The Content Standards are over-arching can be measured for each Content
educational goals that should be achieved by Standard.
the end of Year Six.
These standards should be mastered by
The focus section provides an idea or the all pupils at the end of each year.
expected achievement by the end of Year Six.

The SBELC adopts the behavioural curriculum design, whereby pupils’ learning outcomes are measured based on the performance
standards. For the receptive skills such as listening and reading, the action verb ‘understand’ is used in the learning standards to describe
the thinking process which are measurable through the learning outcomes. In addition, the content and learning standards in the SBELC
document cover all aspects of thinking skills which are consistent with the CEFR for languages.

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LISTENING Objectives for Listening in Year 4

The Listening Content Standards focus on pupils’ ability to By the end of Year 4, pupils are able to:
recognise individual sounds, to understand meaning, and to use 1. recognise and reproduce with support a wide range of target
strategies to help their listening. The Learning Standards progress language phonemes.
from pupils being able to understand globally to being able to 2. understand with support the main idea of longer simple texts.
understand details. 3. understand with support specific information and details of
longer simple texts.
The order in which the Content and Learning Standards appear
4. understand with support short simple narratives on a range
does not reflect a chronological sequence of classroom learning
of familiar topics.
which starts with 1.1.1 and finishes with 1.3.1. Pupils need to
5. understand longer supported classroom instructions.
develop these skills simultaneously over the school year, and so
6. understand longer supported questions.
will learn from opportunities to practise different listening skills in
7. guess the meaning of unfamiliar words from clues provided
varied sequences in their English language lessons.
by knowledge of the topic.
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’ achievements.

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1.0 Listening Skills

CONTENT STANDARD FOCUS LEARNING STANDARD

1.1 Recognise and reproduce Recognise and reproduce target 1.1.1 Recognise and reproduce with support a wide range
target language sounds language phonemes intelligibly of target language phonemes

1.2 Understand meaning in a Understand the main idea when 1.2.1 Understand with support the main idea of longer
variety of familiar contexts listening to texts on familiar topics simple texts

Understand specific details when 1.2.2 Understand with support specific information and
listening to texts on familiar topics details of longer simple texts

Understand narratives on familiar 1.2.3 Understand with support short simple narratives on a
topics range of familiar topics

Understand classroom instructions 1.2.4 Understand longer supported classroom instructions

Understand questions on familiar 1.2.5 Understand longer supported questions

topics

1.3 Use appropriate listening Use appropriate strategies to 1.3.1 Guess the meaning of unfamiliar words from clues
strategies in a variety of understand meaning provided by knowledge of the topic
contexts

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Performance Standards Guide for Listening Skills

PERFORMANCE
DESCRIPTORS FOR LISTENING SKILLS
LEVEL

 Can recognise and reproduce minimal target language phonemes after repeated listening with a lot of support.
1  Can display minimal understanding of the main idea, specific information and details of longer simple texts,
short simple narratives, longer questions and classroom instructions with a lot of support.
 Can guess meaning of a few unfamiliar words with a lot of support.

 Can recognise and reproduce some target language phonemes with a lot of support.
2  Can display some understanding of the main idea, specific information and details of longer simple texts,
narratives, longer questions and classroom instructions with a lot of support.
 Can guess meaning of some unfamiliar words with a lot of support.

 Can recognise and reproduce a wide range of target language phonemes with support.
3  Can display understanding of the main idea, specific information and details of longer simple texts, short
simple narratives, longer questions and classroom instructions with support.
 Can guess meaning of unfamiliar words from clues provided by knowledge of the topic.

 Can recognise and reproduce a wide range of target language phonemes with occasional support.
4  Can understand the main idea, specific information and details of simple texts and narratives, longer questions
and classroom instructions with support by responding to given tasks at times.
 Can guess meaning of unfamiliar words from clues provided by knowledge of the topic.

 Can recognise and reproduce a wide range of target language phonemes easily with occasional support.
5  Can understand the main idea, specific information and details of simple texts and narratives, longer questions
and classroom instructions with support by responding to given tasks most of the time.
 Can guess meaning of unfamiliar words from clues provided by knowledge of the topic.

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PERFORMANCE
DESCRIPTORS FOR LISTENING SKILLS
LEVEL

 Can recognise and reproduce a wide range of target language phonemes easily with little or no support.
 Can understand the main idea, specific information and details of simple texts and narratives, longer questions
6
and classroom instructions with support by responding to given tasks easily.
 Can guess meaning of unfamiliar words from clues provided by knowledge of the topic.
 Can guide others in a given task.

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SPEAKING Objectives for Speaking in Year 4

The Speaking Content Standards focus on the pupils’ ability to By the end of Year 4, pupils are able to:
communicate to others, their ability to use strategies when 1. explain and give reasons for basic opinions.
interacting with others, and their ability to communicate alone to a 2. find out about and describe experiences in the past.
group. There are two sections; Spoken Interaction mainly for 3. give a longer sequence of basic instructions or directions.
interacting with others, and Spoken Production when speaking 4. give reasons for simple predictions.
alone to a group. 5. describe people, and objects using suitable statements
6. keep interaction going in short exchanges by using suitable
The order in which the Content and Learning Standards appear
words:
does not reflect a chronological sequence of classroom learning
(i) to show understanding.
which starts with 2.1.1 and finishes with 2.3.1. Pupils need to
(ii) to ask for clarification.
develop these skills simultaneously over the school year, and so
7. check steps needed to complete short classroom tasks
will learn from opportunities to practise different speaking skills in
8. narrate short basic stories.
varied sequences in their English language lessons.

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’ achievements.

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2.0 Speaking Skills

CONTENT STANDARD FOCUS LEARNING STANDARD

SPOKEN INTERACTION

2.1 Communicate simple information Communicate simple information about 2.1.1 Explain and give reasons for basic opinions
intelligibly themselves clearly

Find out simple information from others 2.1.2 Find out about and describe experiences in
the past

Communicate simple information 2.1.3 Give a longer sequence of basic instructions

clearly or directions

2.1.4 Give reasons for simple predictions

Describe people and things clearly 2.1.5 Describe people, and objects using suitable
statements

2.2 Use appropriate communication Manage interaction appropriately 2.2.1 Keep interaction going in short exchanges by
strategies using suitable words:
(i) to show understanding
(ii) to ask for clarification

Manage classroom tasks appropriately 2.2.2 Check steps needed to complete short
classroom tasks

SPOKEN PRODUCTION

2.3 Communicate appropriately to a Communicate information, events and 2.3.1 Narrate short basic stories
small or large group stories clearly to an audience

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Performance Standards Guide for Speaking Skills

PERFORMANCE
DESCRIPTORS FOR SPEAKING SKILLS
LEVEL
 Can communicate simple information using fixed phrases with a lot of support.
1  Can manage interaction and classroom task by providing short and simple responses with a lot of support.
 Can describe people and objects using fixed phrases with a lot of support.
 Can narrate short basic stories with difficulty even with a lot of support.

 Can communicate simple information with a lot of support.

2  Can manage interaction and classroom task appropriately with a lot of support.
 Can describe people and objects using basic statements with a lot of support.
 Can narrate short basic stories with a lot of support.

 Can communicate simple information clearly.

3  Can manage interaction and classroom task appropriately.
 Can describe people and things using suitable statements adequately.
 Can narrate short basic stories adequately.

 Can communicate simple information clearly by providing some relevant details.

4  Can manage interaction and classroom task appropriately by sustaining communication at times.
 Can describe people and things clearly using suitable statements with very few relevant details.
 Can narrate short basic stories clearly at an appropriate pace.

 Can communicate simple information clearly by providing a lot of relevant details.

5  Can manage interaction and classroom task appropriately by sustaining communication most of the time.
 Can describe people and things clearly using suitable statements with some relevant details.
 Can narrate short basic stories with clear diction and articulation.

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PERFORMANCE
DESCRIPTORS FOR SPEAKING SKILLS
LEVEL
 Can communicate simple information with a lot of relevant details clearly and confidently.
 Can manage interaction and classroom task appropriately by sustaining communication naturally.
6
 Can describe people and things creatively using suitable statements.
 Can narrate short basic stories creatively with clear diction and articulation.
 Can display exemplary model of language use and guide others.

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READING Objectives for Reading in Year 4

The Reading Content Standards focus on pupils’ ability to learn to By the end of Year 4, pupils are able to:
read, to understand meaning, and to read independently for 1. understand the main idea of simple texts of one or two
enjoyment. Learning Standards for understanding meaning paragraphs.
progress from pupils being able to understand globally to being 2. understand specific information and details of simple texts of
able to understand details. one or two paragraphs.
3. guess the meaning of unfamiliar words from clues provided
The order in which the Content and Learning Standards appear
by title and topic.
does not reflect a chronological sequence of classroom learning
4. recognise and use with little or no support key features of a
which starts with 3.1.1 and finishes with 3.3.1. Pupils need to
simple monolingual dictionary.
develop these skills simultaneously over the school year, and so
5. read and enjoy A1 fiction/non-fiction print and digital texts of
will learn from opportunities to practise different reading skills in
interest.
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’ achievements.

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3.0 Reading Skills

CONTENT STANDARD FOCUS LEARNING STANDARD

3.1 Recognise words in linear and Identify and distinguish the letters of the 3.1.1 No learning standard
non-linear texts by using alphabet*
This learning standard has been covered
knowledge of sounds of letters
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, medial 3.1.2 No learning standard

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
*Preliterate children will need more support in Year 1 and Year 2
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 Year 1 and Year 2
*Preliterate children will need more support
to achieve this Learning Standard, literate
children more challenge and less support

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CONTENT STANDARD FOCUS LEARNING STANDARD

3.2 Understand a variety of linear and Understand the main idea in a variety of text 3.2.1 Understand the main idea of simple
non-linear print and digital texts by types on familiar topics texts of one or two paragraphs
using appropriate reading
strategies Understand specific details in a variety of text 3.2.2 Understand specific information and
types on familiar topics details of simple texts of one or two
paragraphs

Use appropriate word attack skills to 3.2.3 Guess the meaning of unfamiliar words
understand specific meaning from clues provided by title and topic

Use appropriate basic dictionary skills 3.2.4 Recognise and use with little or no
support key features of a simple
monolingual dictionary

3.3 Read independently for information Read and understand a variety of fiction and 3.3.1 Read and enjoy A1 fiction/non-fiction
and enjoyment non-fiction texts with confidence and print and digital texts of interest
enjoyment

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Performance Standards Guide for Reading Skills

PERFORMANCE
DESCRIPTORS FOR READING SKILLS
LEVEL
 Can display minimal understanding of the main idea, specific information and details of simple texts of one or
two paragraphs with a lot of support.
1  Can guess meaning of very few unfamiliar words from clues provided by title and topic as well as use a limited
range of dictionary skills with a lot of support.
 Can read A1 fiction or non-fiction print and digital texts of interest haltingly with a lot of support.

 Can display some understanding of the main idea, specific information and details of simple texts of one or two
paragraphs with a lot of support.
2  Can guess meaning of some unfamiliar words from clues provided by title and topic as well as use limited
range of dictionary skills with a lot of support.
 Can read A1 fiction or non-fiction print and digital texts of interest at a slower pace with a lot of support.

 Can understand the main idea, specific information and details of simple texts of one or two paragraphs by
responding adequately to given tasks.
 Can guess the meaning of unfamiliar words from the clues provided by title and topic as well as use dictionary
3
skills adequately.
 Can read and understand a range of A1 fiction or non-fiction print and digital texts of interest by responding
adequately to given tasks.

 Can understand the main idea, specific information and details of simple texts of one or two paragraphs by
responding clearly to given tasks most of the time.
 Can guess the meaning of unfamiliar words from the clues provided by title and topic as well as use dictionary
4
skills according to given tasks.
 Can read and understand a range of A1 fiction or non-fiction print and digital texts of interest by responding
clearly to given tasks most of the time.

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PERFORMANCE
DESCRIPTORS FOR READING SKILLS
LEVEL
 Can understand the main idea, specific information and details of simple texts of one or two paragraphs by
responding clearly to given tasks with ease.
 Can guess the meaning of unfamiliar words from the clues provided by title and topic as well as use dictionary
5
skills according to given tasks with ease.
 Can read and understand a range of A1 fiction or non-fiction print and digital texts of interest by responding
clearly to given tasks with ease.

 Can understand the main idea, specific information and details of simple texts of one or two paragraphs by
responding creatively to given tasks.
 Can guess the meaning of unfamiliar words from the clues provided by title and topic as well as use dictionary
6 skills effectively.
 Can read fluently and understand a range of A1 fiction or non-fiction print and digital texts of interest.
 Can guide others in a given task.

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WRITING Objectives for Writing in Year 4

The Writing Content Standards focus on pupils’ ability to learn to By the end of Year 4, pupils are able to:
write, to communicate meaning, and to use appropriate mechanical 1. use cursive handwriting in written work.
features of writing. Learning Standards for communicating meaning 2. explain and give reasons for simple opinions.
progress from pupils being able to communicate information, to 3. explain and give reasons for simple opinions.
describing people and things, to being able to organise what they 4. make and respond to simple offers and invitations.
write. 5. describe basic everyday routines.
6. describe people and objects using suitable statements.
The order in which the Content and Learning Standards appear
7. connect sentences into a coherent paragraph using basic
does not reflect a chronological sequence of classroom learning
coordinating conjunctions and reference pronouns.
which starts with 4.1.1 and finishes with 4.3.3. Pupils need to
8. use capital letters, full stops, question marks and commas in
develop these skills simultaneously over the school year, and so
lists appropriately in guided writing at discourse level.
will learn from chances to practise different writing skills in varied
9. spell most high frequency words accurately in guided writing.
sequences in their English language lessons.
10. produce a plan or draft of one paragraph for a familiar topic
The Performance Standards for writing are provided for teachers and modify this appropriately in response to feedback.
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’ achievements.

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4.0 Writing Skills

CONTENT STANDARD FOCUS LEARNING STANDARD

4.1 Form letters and words in neat Develop prewriting skills* 4.1.1 No learning standard
legible print using cursive writing
*preliterate children only This learning standard has been covered in
Year 1 and Year 2
Develop early writing skills* 4.1.2 Use cursive writing in written work*
*all children *all children

4.2 Communicate basic information Communicate basic personal 4.2.1 Explain and give reasons for simple opinions
intelligibly for a range of purposes information clearly
in print and digital media
Communicate basic information clearly 4.2.2 Make and respond to simple offers and
invitations

4.2.3 Describe basic everyday routines

Describe people and things clearly 4.2.4 Describe people and objects using suitable
statements

Organise basic information 4.2.5 Connect sentences into a coherent paragraph

appropriately using basic coordinating conjunctions and
reference pronouns

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CONTENT STANDARD FOCUS LEARNING STANDARD

4.3 Communicate with appropriate Punctuate texts appropriately 4.3.1 Use capital letters, full stops, question marks
language form and style for a and commas in lists appropriately in guided
range of purposes in print and writing at discourse level
digital media
Spell high frequency words accurately 4.3.2 Spell most high frequency words accurately in
guided writing

Plan, draft and edit work appropriately 4.3.3 Produce a plan or draft of one paragraph for a
on familiar topics familiar topic and modify this appropriately in
response to feedback

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Performance Standards Guide for Writing Skills

PERFORMANCE
DESCRIPTORS FOR WRITING SKILLS
LEVEL
 Can display minimal ability to use cursive writing with a lot of support.
 Can communicate basic and personal information as well as describe people and objects using fixed phrases
with a lot of support.
1  Can display minimal ability to spell words and use punctuations in guided writing as well as connect sentences
into a paragraph with a lot of support.
 Can display minimal ability to produce and modify a plan or draft of a paragraph in response to feedback.

 Can display ability to use cursive writing with a lot of support.

 Can communicate basic and personal information as well as describe people and objects using basic
statements with a lot of support.
2
 Can spell words and use punctuations in guided writing as well as connect sentences into a paragraph with a
lot of support.
 Can produce and modify a plan or draft of a paragraph in response to feedback with a lot of support.

 Can display adequate ability to use cursive writing.

 Can communicate basic and personal information as well as describe people and objects using suitable
statements adequately.
3  Can spell words accurately and use punctuations in guided writing as well as connect sentences into a coherent
paragraph.
 Can produce and modify a plan or draft of a paragraph in response to feedback.

 Can display ability to use cursive writing.

 Can communicate basic and personal information as well as describe people and objects using suitable
4 statements with very few relevant details.
 Can spell words accurately and use punctuations in guided writing as well as connect sentences into a coherent
paragraph with very few relevant details.
 Can produce and modify a plan or draft of a paragraph in response to feedback with very few relevant details.

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PERFORMANCE
DESCRIPTORS FOR WRITING SKILLS
LEVEL

 Can display ability to use cursive writing legibly.

 Can communicate basic and personal information as well as describe people and objects using suitable
statements with some relevant details.
5
 Can spell words accurately and use punctuations in guided writing as well as connect sentences into a coherent
paragraph with some relevant details.
 Can produce and modify a plan or draft of a paragraph in response to feedback with some relevant details.

 Can display ability to use cursive writing legibly and neatly.

 Can communicate basic and personal information as well as describe people and objects with a variety of
relevant details.
6  Can spell words accurately and use punctuations in guided writing as well as connect sentences into a coherent
paragraph creatively.
 Can produce and modify a plan or draft of a paragraph in response to feedback with a variety of relevant details.
 Can display exemplary model of language use and guide others.

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LANGUAGE ARTS Objectives for Language Arts in Year 4

The Language Arts Content Standards focus on pupils’ ability to By the end of Year 4, pupils are able to:
enjoy and appreciate different text types, to express a personal 1. say in simple words and phrases how a text makes them feel.
response to texts, and to respond imaginatively to texts. 2. respond imaginatively and intelligibly through creating simple
picture stories, simple poems and cartoon stories.
The order in which the Content and Learning Standards appear
does not reflect a chronological sequence of classroom learning
which starts with 5.1.1 and finishes with 5.3.1. Pupils need to
develop Language Arts skills simultaneously over the school year,
and so will learn from opportunities to practise different Language
Arts skills in varied sequences in their English lessons.

The Learning Standards for Language Arts ensure pupils benefit

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.

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5.0 Language Arts

CONTENT STANDARD FOCUS LEARNING STANDARD

5.1 Enjoy and appreciate rhymes, Demonstrate appreciation through non- 5.1.1 No learning standard
poems and songs verbal responses to:
This learning standard has been covered in
Year 1, Year 2 and Year 3

Say the words in simple texts, and sing 5.1.2 No learning standard
simple songs with intelligible
This learning standard has been covered in
pronunciation, rhythm and intonation
Year 1, Year 2 and Year 3

5.2 Express personal responses to Identify, analyse and respond to 5.2.1 Say in simple words and phrases how a text
literary texts elements in texts makes them feel

5.3 Express an imaginative response Plan, prepare and produce creative 5.3.1 Respond imaginatively and intelligibly through
to literary texts work with a focus on language use creating simple picture stories, simple poems
and cartoon stories
Other imaginative responses as appropriate

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