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MINISTRY OF EDUCATION OF MALAYSIA
HURAIAN SUKATAN PELAJARAN
KURIKULUM BERSEPADU SEKOLAH MENENGAH
Curriculum Specifications for English Form 1
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 prinsipprinsip berikut:
KEPERCAYAAN KEPADA TUHAN KESETIAAN KEPADA RAJA DAN NEGARA KELUHURAN PERLEMBAGAAN KEDAULATAN UNDANG-UNDANG KESOPANAN DAN KESUSILAAN
Curriculum Specifications for English Form 1
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.
Curriculum Specifications for English Form 1
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). 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.
The Learning Outcomes of the syllabus specify the skills to be achieved by learners in the three areas of language use. Three areas of language use have been delineated and these are the Interpersonal. THE SYLLABUS The English syllabus at the secondary level specifies the content to be taught from Form 1 through to Form 5. read and respond to different texts. listen to. namely. and express ideas. ii. and present the information in spoken and written form. namely the Interpersonal. OBJECTIVES The English language curriculum enables learners to: i. and show an awareness and appreciation of moral values and love towards the nation. and to obtain goods and services. iii. iv. This is in keeping with the growing use of English in the field of Information and Communications Technology (ICT). form and maintain relationships through conversation and correspondence. The English language curriculum is organized in a manner that reflects the way English is used in society in everyday life. the Informational. The Curriculum Content of the syllabus outlines three main sections. and for future workplace needs. opinions. the Learning Outcomes to be achieved by learners. view. take part in social interaction. For schools who have ICT facilities. Learners are taught the English language to enable them to use the language to further their studies and for work purposes. and the Aesthetic. the Language Content to be incorporated into the lessons. the use of English in ICT has been included to enable learners to access knowledge on the Internet and to network with people both locally and overseas. obtain. and the Educational Emphases to be woven into materials and activities. process and use information from various audio-visual and print sources. 1 . thoughts and feelings imaginatively and creatively in spoken and written form.Curriculum Specifications for English Form 1 INTRODUCTION English is taught as a second language in all Malaysian primary and secondary schools in line with its status as a second language. for knowledge acquisition. These areas incorporate the integration of the four language AIMS The English syllabus aims to extend learners’ English language proficiency in order to meet their needs for English in everyday life. the Informational and the Aesthetic.
the sound system and the wordlist to be taught. care has been taken to ensure that this document is reader-friendly. Each document serves as a guide to teachers with regard to the skills to be achieved. The Language Content outlines the grammar. examples of activities and explanations. Speaking. CURRICULUM SPECIFICATIONS The English Language Syllabus is detailed out in the Curriculum Specifications. After having completed the specific tasks that reflect the mastery of these skills. the use of terminology has been omitted as far as was possible and a simpler word substituted ( e. The elaboration in the columns is as follows: the first column states the Learning Outcomes to be achieved by learners by the end of Form 5. They are the Interpersonal. Reading and Writing. ICT skills. the second column attempts to break down these larger outcomes into more manageable skills and subskills for teaching and learning purposes. the topics or themes to be dealt with. 2 . In preparing the specifications. values and citizenship education and other emphases that the teacher has to take into account. These have been set out at three levels ranging from the more basic to the more complex. Section 1: Learning Outcomes and Specifications Section 1 forms the main focus of the document because it contains the Learning Outcomes to be achieved by the end of Form 1. and the vocabulary. This document is the Curriculum Specifications for Form 1. while the section on Educational Emphases highlights thinking skills. As such. Language for aesthetic purposes enables learners to enjoy literary texts at a level suited to their language proficiency and develops in them the ability to express themselves creatively. Language for informational purposes enables learners to use language to obtain. Section 1 outlines the Learning Outcomes and Specifications. Section II outlines the language content. Language for interpersonal purposes enables learners to establish and maintain friendships and to work with people to do certain things. grammar items. These have been prepared as separate documents for each year of the secondary school and these are termed as Huraian Sukatan Pelajaran. unity in place of coherence).Curriculum Specifications for English Form 1 skills of Listening. Areas of Language Use The curriculum is based on three areas of language use. learners then progress to Level 2. There are 2 sections. These are directed at teachers and they include teaching points. and the sound system to be learnt.g. the Informational and the Aesthetic. and the third column is entitled Examples/ Activities/ Notes. and subsequently to Level 3. Level 1 outlines the basic skills to be achieved by all learners. process and give information.
Have a positive outlook and act appropriately in social situations. recount experiences and also enquire about the person(s) they are talking to. Read and enjoy poems and short stories. and Show an awareness and appreciation of moral values and love towards the nation.Curriculum Specifications English Language Form 1 OBJECTIVES FOR FORM 1 By the end of Form 1. Obtain information from various text-types such as instructions and notices and obtain factual information on a topic from short texts and present the information briefly to others orally and in writing. Socialize with friends and in groups and make plans and arrangements for joint activities. Make enquiries about services and products and place an order for the product or service. learners should be able to: Make friends and talk about themselves. 7 .
recreational areas Environment : Social Issues: Road Safety – e. Where necessary. a limited number of words can be added in order to deal with a topic meaningfully. Since values are embedded in these themes and topics. interests .g.g. physical and mental cleanliness Healthy lifestyle – e. telephone .g. family. responsibility. talk and write within these contexts. These are broad areas from which topics are to be drawn for activities and tasks so that learners can read.Curriculum Specifications for English Form 1 THEMES AND TOPICS The themes stipulated for Form 1 are listed below. Rather. Learners are not expected to deal with the topics in depth.g. People : Self.personal details. balanced diet. obeying road signs and the do’s and don’ts of road safety Personal discipline at home and in school Patriotism and citizenship Compassion. Words related to these themes and topics are found in the accompanying word list.recounting personal experiences Care of open/common grounds in the community e. these topics serve as the subject matter through which the three areas of language use are developed using meaningful tasks and activities. friends . exercise Values : Health : Science & Technology : 8 Discoveries – inventions that have changed the lifestyle of people e. teachers should take every opportunity to discuss socio-cultural and moral values related to them as well as in the functions and activities that are set.
parents’ occupation. LEARNING OUTCOMES 1. should be guided by the second column when planning lessons. friends. accept descriptions of 1-2 simple sentences. exchanging ideas and giving opinions on topics of interest.e.e. EXAMPLES / ACTIVITIES / NOTES See appropriate sentence patterns at the back of this document. e. b. ii. talking about self. feelings. what the family does together during weekends – describe family outings and gettogethers. past events. personal details: where one lives. taking part in conversations and discussions. one’s school. 9 . 24) At Level 1.Curriculum Specifications English Language Form 1 SECTION I: LEARNING OUTCOMES AND SPECIFICATIONS The learning outcomes in the first column have been extracted from the syllabus in its original form. The second column spells out the skills specifications that are specific to the Form 1 programme. Encourage ‘true’ sentences.g.1 Make friends and keep friendships by a. what one does during the weekend. c. where one stays. but encourage elaboration. Introducing oneself. Activities include role-playing. They represent skills to be achieved by the end of Form 5. Teachers. d. interests. Teachers should structure the situation of a first meeting. however.g.(pg. iii. ‘Wh’ questions. introducing oneself. family.0 LANGUAGE FOR INTERPERSONAL USE 1.g. Talking about Self Family and writing a short paragraph on these topics. Asking simple questions politely to get information and responding appropriately to questions. Family . Self . SPECIFICATIONS Level 1 i. and understanding when others talk about themselves. For example at 1st meeting –general introductions and small talk about oneself. and other common adolescent topics.
e.giving information . Listening to and discriminating between initial and final consonants. long and short vowels.g. Telling about an incident one saw or experienced and describing one’s feelings. get students to pay attention to the speaker and his/her use of gestures. 3rd meeting – talk about personal experiences.agreeing . and sentence rhythm (orally) in a faceto-face-situation and writing simple paragraphs. Responses include: . 10 .informing politely that one does not know something When speaking to another.(pg. Level 2 vi. 28) iv.refuting . word stress. plural forms and contractions.Curriculum Specifications for English Form 1 LEARNING OUTCOMES SPECIFICATIONS EXAMPLES / ACTIVITIES / NOTES 2nd meeting – exchange more information and personal details about each other. Responding to questions politely by giving the required information: v. etc. Giving an account of experiences or preferences and describing feelings with the correct intonation. Giving a recount of a visit to a place of interest such as a place of recreation. See Sound System at the back of this document.
11 . Learners can read articles in a newspaper or magazine and talk about the information in the article with their friends. Note: messages to contain receiver’s name. date.) to keep the friendship alive.Curriculum Specifications English Language Form 1 LEARNING OUTCOMES SPECIFICATIONS vii. leave-taking. Writing short messages to friends (such as birthday wishes. and responding appropriately. bits of news. x. A: Did it take place on the 25th or the 26th? B: The 26th! viii. encourage e-mail activities. Recounting about a visit to a place of interest. Where facilities are available. etc. message itself.g. and discussing points of interest with friends and saying what one thinks about the ideas in the article. etc. Level 3 ix. Writing simple letters to friends and family members observing correct format with salutation and ending.g. theme. place. salutation. Reading articles. etc. e. Asking questions to clarify using correct intonation. sender’s name. EXAMPLES / ACTIVITIES / NOTES e.
Giving and following directions to a friend’s house or a place where an event is being held with the aid of a short map. . Expressing thanks and responding appropriately. iii.g. vii. e. 12 . e. Giving and following instructions (oral). Welcoming or inviting friends to one's house and responding appropriately to invitations. making plans and arrangements.2 Take part in social interaction by SPECIFICATIONS EXAMPLES / ACTIVITIES / NOTES Level 1 a.g. For forgetting to do something. On how to make simple snacks and drinks. Accepting and declining the invitation. Inviting friends to a function. for a favour.g. to a birthday party.g. c. e. for giving information. to a kenduri This section lends itself well to emotional intelligence especially in relationships with people (e. Inviting friends to one’s house. v. Apologizing for mistakes or when one has hurt or offended someone and writing a short note of apology. e. functions. Refer to sentence patterns at the back of this document. Thanking someone for a lift. discussions. for saying or doing the wrong thing. b.g. Tasks include tracing the route or drawing the route on a given map as directions are being given. iv. welcoming friends to one's house). participating in conversations and ii. carrying out a variety of language i. etc. vi.Curriculum Specifications for English Form 1 LEARNING OUTCOMES 1.
place for meeting. sender’s name. salutation. making plans to go on a field trip. message. leave-taking. duties given to Note: plans can be drawn up in the form each team member etc. In note form on postcards and self-made cards and e-mail. Writing simple invitations. EXAMPLES / ACTIVITIES / NOTES e. place. Include receiver’s name.g. the more proficient learner acts Level 3 as the secretary for the group i. making plans to carry out . all learners should take part in the discussion. letters. what to bring.to go somewhere visit an industry. rosters. At Level 3. At Level 2. decisions taken 13 . Writing out plans to go somewhere or down the points discussed and the do something for others to follow. to .g. (taking into account date. Level 2 x. ix. Discussing plans with others e. time.e.to do something o a gotong-royong exercise in school. duty lists.) of charts. date. writes xi.Curriculum Specifications English Language Form 1 LEARNING OUTCOMES SPECIFICATIONS viii. Writing simple instructions.
g. 14 . etc. ii.g. making enquiries. balls. its price. opening and closing hours of the library. Making enquiries to get certain information about services and responding appropriately on receiving the information (face-to-face. hoops. Telephone skills . Teacher to use an actual order form or make one up.emphasize politeness. games. enquiring when the products that have been ordered will arrive. price of books. weight (face-to-face. EXAMPLES / ACTIVITIES / NOTES e. Making enquiries about a product for example. via telephone). iv. Asking for the price of goods. ordering goods and services. and b. v.g. make. via telephone). food.e.3 Obtain goods and services by a. Placing the order (face-to-face. 3 iii. via telephone). adolescent purchases Ask ‘Wh’ questions when making enquiries: e. At a sports goods shop (when buying racquets. vi.) Activities include role-playing as buyer and seller. swimming pool. e. SPECIFICATIONS Level 1 i. Levels 2.Curriculum Specifications for English Form 1 LEARNING OUTCOMES 1. Stating whether the price is agreeable or too high. toys i. Completing an order form to purchase an item.
Listening to and understanding a variety of texts of suitable length.fluency and rhythm Set authentic activities . 15 ii. messages. information in tables. 3 EXAMPLES / ACTIVITIES / NOTES 2. speeches. advertisements. instructions. directions. descriptions. notices. 2.stress . simple passages. signs. plans. advertisements. b. i. labels.pauses . to add interest to learners with visual and spatial intelligences. e. This section lends itself well to knowledge acquisition.g. When reading aloud. announcements. instructions. reading materials such as articles in print and in electronic media.emphases . e.0 LANGUAGE FOR INFORMATIONAL USE 2.g. messages. Note: As far as possible select authentic materials.e. annotated series of pictures. reading aloud from a manual to assemble something to other team members who are doing the assembling. .correct pronunciation . Reading silently and aloud with understanding a variety of texts of suitable length. or giving instructions over the telephone. Teachers should ensure that passages chosen have useful knowledge content. Also include use of diagrams. pictures etc.Curriculum Specifications English Language Form 1 LEARNING OUTCOMES SPECIFICATIONS Levels 1. directions. listening to spoken texts such as talks.correct phrasing . and from other multi-media sources. warnings.intonation patterns . learners need to observe: .1 Obtain information for different purposes by a.g.
g. getting the explicit meaning of the text. Telling what the text is about. place. Processing texts listened to by a. .2 Process information by A. Following sequence of ideas. Noting important details (e. Identifying main ideas involving simple texts. getting meaning of unfamiliar words by using word attack skills. following sequence of ideas. date. And finally? Examples of some tasks that can be set for a listening exercise are: . using dictionaries. extracting main ideas and supporting details. v. Level 1 i. iii. Levels 2 and 3 iv. event.listening or post-listening tasks. Finding more details in simple texts.guessing the meaning of the word written on the board.Curriculum Specifications for English Form 1 LEARNING OUTCOMES SPECIFICATIONS EXAMPLES / ACTIVITIES / NOTES 2. To develop learners’ listening skills.sequencing. ii. Go on?…. teachers can set either while.e. c. 16 . e.finding specific information . g. what happened? And then?… …. predicting outcomes. d.e. quantity. b." . "This announcement tells us to be in the hall at 12 noon. f.g. .g. "First. people). skimming and scanning for specific information and ideas.answering comprehension questions .checking True / False statements .
g.e. the second guide word.g.sequencing . Categorizing words: ‘Put in suitable categories duck. Teach students the function of the first guide word.’ e. place. names of people. ii.completing a text . Following sequence of ideas in simple texts. multiple choice questions) . quantity. papaya. time. . Using the dictionary to find the meaning of unfamiliar words. pinch. Scanning for certain details .g. v. for example by . discriminating small words in big words. dog.checking True/False statements It is important that teachers be sensitive to the differing levels of proficiency of their Form 1 classes and set appropriate texts. ping pong. pineapple 17 iv. EXAMPLES / ACTIVITIES / NOTES Comprehension of the text read can be done in several ways. e. pine. Telling what the text is about. puppy. Acquiring a range of vocabulary by: grouping words according to categories.Curriculum Specifications English Language Form 1 LEARNING OUTCOMES SPECIFICATIONS B. Finding words in big words: postman – post man so pot tablecloth – table cloth able cot e. Processing texts read by Level 1 i.pins. Also teach them how to use the Pronunciation guide etc. hibiscus.g. bougainvillea. building new words from a given word. Bsuilding words: PIN . iii. duckling.labelling .putting information in graphic form . banana.g.answering comprehension questions (e.
Our).beauty e. Understanding meaning of words and a wider range of vocabulary by: understanding word formation by the use of prefixes un-. ix.Curriculum Specifications for English Form 1 LEARNING OUTCOMES SPECIFICATIONS Level 2 vi.pronouns and other demonstratives (e. It. e. silent. beautifully . using contextual clues: . He. Identifying supporting details or ideas in simple paragraphs. 18 .g. She. Word association: e. soft bed. In this way. Their.g.g. e. stars. NIGHT dark.g. wind strong wind. Homographs: e. dreams identifying words that associate with other words. kind – unkind. distinguishing homographs. They.g. The twins…They…. Then get them to identify supporting ideas.g. Reading and understanding non-linear texts using simple diagrams and tables. learners get to know how a good paragraph is crafted. EXAMPLES / ACTIVITIES / NOTES One strategy: get learners to identify the topic sentence in a paragraph (usually the first sentence). sleep. like – dislike polite – impolite e. vii. dis-. moon.g. viii. The girls…. to wind the clock e. imidentifying base words. Identifying main ideas in simple paragraphs.g. cool. Liza and Lina….
Giving a simple recount orally. pronunciation. and narrating orally. Making simple predictions of outcomes giving reasons. d. 2. xi. Drawing obvious conclusions in simple texts. linkers) A simple recount of an event or incident would answer these questions: Who? What? Where? When? e. punctuation.Curriculum Specifications English Language Form 1 LEARNING OUTCOMES SPECIFICATIONS Level 3 x.Format of Instructions: Goal : what is to be achieved Materials that will be used Procedure . .g. EXAMPLES / ACTIVITIES / NOTES Employ Futures Studies Skills: e. Tell learners that to be good speakers.g. recounts. b. how make a book rack. reading aloud written materials clearly and fluently. and checking accuracy of spelling. and grammar.3 Present information to different audiences by a. photo frame. e. they need to pay attention to presentation. describing. iii. instructions. facial expressions. gestures. composing. voice projection. Identifying cause and effect in simple texts. xii. revising and editing drafts. c. Writing and presenting plans and directions. Presenting information Level 1 i. giving instructions. . 19 ii.step 1… step 2… (Grammar: present tense. drawing a plan to storm a bank where robbers are holding some people hostage and explaining the plan/route to members. using appropriate format and conventions. announcements. forecasting what would happen if people do not bother to take care of parks and other ‘green lungs’ in the city. writing directions. Giving simple instructions orally and in writing. As far as possible use real-life issues.g.
where they should go. vi. Level 2 v. Writing out and making announcements. what time to meet etc. use of linkers Paragraphing) 20 . EXAMPLES / ACTIVITIES / NOTES For spelling rules see grammar section. who. (Grammar: e. Announcements for a fire drill tell students that announcements should also contain relevant details – e.g. what people should do.g. past tense. Format of Recount: Background (where.g.g.” e. what) Event 1 } Event 2 } a paragraph each Event 3 … } Conclusion.” Write about what you did during the school holidays. when.g. commas. Writing recounts. e. Punctuating meaningfully using capital letters. Taking spelling and dictation of seen texts: Apply spelling rules for irregular verbs and plurals. full stops. question marks. Level 3 vii. the people involved. e.Curriculum Specifications for English Form 1 LEARNING OUTCOMES SPECIFICATIONS iv.
b. Learners can write based on models. for captions. writing out an outline. Paragraphs can contain 2 . Apply process writing skills by a. However.punctuation . neat legible print. labels. d. proof-reading the draft to eliminate mistakes: . graphs. learners need to write in clear. e. 21 . discussing the topic with teacher and peers.grammar at a level appropriate to students.substituting words. EXAMPLES / ACTIVITIES / NOTES Writing exercises can be guided.3 sentences.reordering sentences. . revising and edit the draft until it is clear and flows well by . f.spelling . But sentences should be linked in terms of idea and flow. etc. Encourage learners to write in clear cursive writing for extended writing. and jotting down ideas. or expand on points given.Curriculum Specifications English Language Form 1 LEARNING OUTCOMES SPECIFICATIONS viii. writing the final draft. c.rephrasing sentences . writing paragraphs with a clear focus.
understanding other people’s cultures. height. i. Level 2 iv. Physical descriptions: facial features. 22 . customs and beliefs. Talking about characters in a story and writing a simple paragraph on one or two characters. the year or century the story is set in.g. b. explaining the message the writer is trying to convey and discussing how this relates to one’s life. iii.Curriculum Specifications for English Form 1 LEARNING OUTCOMES SPECIFICATIONS Level 1 EXAMPLES / ACTIVITIES / NOTES Note: The use of sounds. vi. and giving one’s opinion of the text. e.1 Listen to. music and movement in activities will be especially beneficial to learners with a leaning towards musical and kinesthetic intelligences. Geographical location. Story telling can be done in groups. stress and rhythm. recognizing elements in a story such as characters and setting. ii. intonation. Finding out the meaning of unfamiliar words by using contextual clues and/or the dictionary. Students can draw a time line and mark the various events taking place. e.g. Note that once students have understood the full meaning of a poem. Reciting a poem with feeling and expression and with correct pronunciation. Giving the sequence of events. view and respond to literary works by a. Talking about the place and time the story took place or the place the poem describes and writing a simple paragraph on it. understanding and telling in one’s own words the story and poem heard and/or read. 3. read. v. etc. e. the poem can then be recited with feeling and expression. mannerisms.0 LANGUAGE FOR AESTHETIC USE 3. Retelling the story or poem in one’s own words. d. c. traditions. reciting poems with feeling and expression.
Saying what one thinks about the text and writing a simple paragraph. characters and values in the text is similar to one’s life. The Lake Isle of Innisfree by W. B. Samad Said 3. Talking about values found in the text. How Dalat Got Its Name by Heidi Munan 3. or the values raised. to the characters. Telling how events. Life’s Brief Candle by William Shakespeare 2.Curriculum Specifications English Language Form 1 LEARNING OUTCOMES LIST OF TEXTS FOR THE LITERATURE COMPONENT IN THE ENGLISH LANGUAGE SYLLABUS POEMS 1. only the more important words and phrases for an adequate understanding of the text. Encourage learners to give reasons as to why they like or dislike a text. xii. 23 . The Pencil by Ali Majod 2. xiii. x. Reasons can range from the way the text is written. Talking about the theme and writing a simple paragraph about the theme of the story. Of Bunga Telur and Bally Shoes by Che Husna Azhari SPECIFICATIONS vii. ix. Making simple predictions as to what might happen next. the theme or message discussed. The Dead Crow by A. Yeats. Schools will be notified of these changes. EXAMPLES / ACTIVITIES / NOTES Emphasize the fact that values and beliefs held by other societies and cultures may seem strange to us but must be respected nevertheless. SHORT STORIES 1. Detailed analysis of the figurative language is not required. viii. Encourage learners to tell how a certain character or event in a story reminds them of a person or event they know of and in what way this character or event is similar to that someone the learner knows or to that experience. Level 3 xi. the events described. Understanding some figurative language in the text suitable to students’ proficiency level. Talking about the message the writer is putting across and writing a simple paragraph on it. Note: Texts will be changed after a certain number of years.
Rewrite a poem in prose form. understand how and why and writing a short paragraph. b. Get them to know the ii. the characters behave in that way and the kind of people they are. SPECIFICATIONS EXAMPLES / ACTIVITIES / NOTES Level 1 i. Acting out sections of the text. Then get them to practise reading out their parts with expression and emotion. This can be done by arranging the words to form a verse. composing simple poems. This can be a guided activity. A simple activity is getting students to choose a headline or a suitable paragraph from the newspaper and convert it into a poem. Level 2 iii. stories and dialogues at a level suitable to learners. c. stories and dialogues. e. Composing simple poems. Level 3 iv. Get learners to choose the sections they want to act out. Retelling the story as one understands it story thoroughly. Pay attention to punctuation.2 Express themselves creatively and imaginatively by a. turn a narrative into pictures or cartoons.Curriculum Specifications for English Form 1 LEARNING OUTCOMES 3. 24 . dramatizing texts and role-playing characters.g. Changing the text to another form. Then get them to write out the script (dialogues with stage directions if manageable). retelling a story from a different point of view and presenting it in another genre.
themes and topics are used to make lessons meaningful. learners must be able to use the English language for these purposes. Teaching too many complex structures may be counter-productive to weaker learners. Some themes and topics have been suggested as examples to help teachers decide upon their own themes and topics that are suitable for their class The list of words selected for teaching at lower secondary is based on a sample of the more common or high frequency words. intonation and rhythm. These can be sourced from various areas. they not only engage in conversation by talking and listening to each other. 3 . Knowledge from subject disciplines such as science and geography can be utilized or alternatively topics can be drawn from current issues. grammar items have been selected from the list provided in the syllabus and these are to be taught within the context of the three areas of language use. Teachers are advised to limit the number of structures used to ensure that learners master these structures well. In this section.Curriculum Specifications for English Form 1 By the end of the year. this suggested word list is only the minimum for the year. However. SECTION II: LANGUAGE CONTENT Grammar Language Skills The four language skills of Listening. The second column entitled Specifications spells out in greater detail the specific skills and sub-skills that help learners achieve the Learning Outcomes for the year. Thus. In addition.e. diphthongs) have been identified for teaching. town and country and later progress to issues and concerns at a more international level. Sound System To help learners pronounce words correctly and speak with correct stress. ability and maturity of their learners. specific sounds (e. the school. Reading and Writing do not appear as discrete items in the syllabus or in this document but are integrated into the three areas of language use. Teachers are encouraged to widen this list according to the level. but also correspond with each other by writing messages and letters. sentence patterns have been listed to enable learners to master the structures of the English language. i. The objective of this exercise is to aim for clear speech and intelligibility. blends. when learners use the language say for interpersonal purposes. Learners begin with issues and concerns in their immediate surroundings.g. Word List The Learning Content In teaching learners to use the language for various purposes. Speaking.
4 . In this respect. Learning How to Learn Skills Learning How to Learn skills are also integrated in the learning outcomes and aim to enable learners to take responsibility for their own learning. for example.Curriculum Specifications for English Form 1 EDUCATIONAL EMPHASES The educational emphases given below outline current developments in education that will help learners prepare for the world of work and social life. These skills include the use of multimedia resources such as TV documentaries and Internet resources as well as the utilization of computer-related activities such as e-mail activities. make decisions. These skills have been added to cater for schools that have IT facilities. Knowledge Acquisition Learning outcomes utilize subject matter disciplines such as science. the application of kinesthetic intelligence in the dramatization of texts. and incorporate educational emphases such as environmental studies and consumerism to provide contexts for language use. in the interpersonal use of the language in social interaction. Multiple Intelligences The learning outcomes also reflect the incorporation of the theory of multiple Intelligences. patriotism and thinking skills in the specifications will contribute towards the building of a modern and progressive society. Values and Citizenship The values contained in the secondary Moral Education syllabus have been incorporated in the learning outcomes and include patriotism and good citizenship. Information and Communications Technology (ICT) Skills In line with globalization and the ICT Age. the incorporation of moral education. library skills and study skills to enable learners to locate sources of information more efficiently and help them become independent life-long learners. It is also achieved by making use of real-life issues for classroom activities and project work. informational and aesthetic uses of language. and express themselves accurately and creatively in the target language. These skills incorporate information skills. This is illustrated. networking and interacting with electronic courseware. and the application of spatial intelligence in the interpretation of maps and other such activities. learners are encouraged to meet with people outside of the classroom so that they learn to operate in real-life situations. Preparation for the Real World The learning outcomes prepare learners to meet the challenges of the real world by focusing on language use in society. solve problems. skills relating to ICT are incorporated in the learning outcomes. This is achieved through structuring the curriculum in terms of the interpersonal. Whenever the opportunity presents itself. Thinking skills Critical and creative thinking skills are incorporated in the learning outcomes to enable learners to analyze information. geography. citizenship education.
The three areas of language use taken singly or in combination. and health education are considered essential in building a disciplined society. Repetition should be carried out using new material to avoid boredom. teachers should set a variety of tasks and activities that will enable learners to use the language items repeatedly so that items are reinforced. Once a topic is selected.Curriculum Specifications for English Form 1 IMPORTANT CONSIDERATIONS FOR TEACHING The following considerations should be taken into account in teaching the curriculum specifications. Continuous feedback is essential if learners are to keep track of their progress. teachers can plan tasks and activities that seek to integrate the three areas of language use. learners must be given every opportunity to take part in activities that require them to use the language they have learnt. Learners can then exchange some recipes on preparing certain kinds of food. After every lesson teachers are encouraged to assess their set of learners through simple questioning techniques or some other exercise so that they can pace their lessons in accordance with learners’ progress. Teachers may need to control structures and vocabulary to ensure successful completion of a task or activity. Care must be taken to ensure that learners can cope with the task so that they are not operating at a frustration level. Moral values should be infused in the lessons through the selection of appropriate materials and activities. may be planned around a topic. vocabulary. 5 . Thus. grammar items and the sound system must be repeated often and used constantly to maximise learning and bring about retention. Evaluation Evaluation is part and parcel of the teaching-learning process. Reinforcement and Consolidation Language skills. learners can read articles on how teenagers have become obese or ill because they have been eating too much of junk food and other unnutritious foods and then tell each other what they have read (Inter-personal). Planning and Organization of Lessons These specifications must be organized in a manageable form for teaching taking into account the time allocated for English in the time-table. To this end. Repetition. Ideally. The teacher then assigns students to look up the different aspects of nutrition for the healthy adolescent and present it to the class (Informational). environmental education. Integration The principle of integration can help teachers cover areas of the syllabus in several lessons. teachers should ensure mastery before moving on to the next set of skills. Teaching-Learning Activities In order to bring about effective learning. for the topic Nutrition for example. Elements of patriotism.
and the Malaysian way of life. Teachers need to use their initiative. imagination and creativity to extend the experiences of their learners. This document only lists a number of essential activities for the attainment of the English language. Teachers should also use materials that emphasize the principles of good citizenship. 6 . to reinforce what has been learnt and to create challenging language tasks.Curriculum Specifications for English Form 1 Other Considerations As far as possible. teachers should use the Malaysian setting as a base to teach the language skills and language contents. moral values.
radio-radios Concrete nouns a.g.g.churches. states. lorry . Grammar items to be taught are specified under the different grammar categories. b. Words underlined highlight significant points of grammar. glass . Adding suffix -s.g. iv.if there is no vowel before ‘y’ drop ‘y’ and add -ies e. Regular plurals For regular words e. 25 .g. tooth . v. GRAMMATICAL ITEMS Grammar forms part of the language contents in the Curriculum Specifications for Form 1. iii. The man is here. oranges.g. birds. Proper nouns – e. cows Words ending in -s -sh -ch -x e. brush . arrival Countable nouns e. takes -s e. Common nouns – e. add -es e. Plural subject takes plural verb * e.g. Margaret.g. Exception: piano .g. Words ending in -o after a vowel. dresses Uncountable nouns e. mouse . box .g.g. Singular subject takes singular verb * e. book. school b. girls. Teachers are encouraged to teach all of these items in the context of various topics. church .mangoes.Formation of the plural vi.boxes Concord (subject-verb agreement) a. man . -es a. activities e. Manila Abstract nouns names of qualities.teeth 1.brushes. mango . The men are here. sugar Number .Curriculum Specifications for English Form 1 II LANGUAGE CONTENT a.men. house. Words ending in -o.lorries Irregular plurals Indicated by a change of vowel e. Nouns i. laughter. b.if there is a vowel before ‘y’ add -s : e.toys . examples are given. health.mice. ii. toy . Malaysia.g.g.glasses. bamboo-bamboos. sand.g.pianos Words ending in y . To illustrate what is meant by each category and at the same time to specify the scope and depth of the items to be taught.g.
his. Articles i.g. That cap is mine / yours / his / hers. .first person You . the biggest. b.g.third person Possessive Pronouns: mine. theirs e. v.g.g.ime. Demonstrative Pronouns: this that these those ii. Gender – masculine. 4.g. They were given a T-shirt each. He lives along the same road as she. v. size and shape e. Formation of the negative of adjective by adding prefixes: un.ess traditionally used to mark female e.second person He / She / It . a dishonest clerk Possessive adjectives –my. 3. an unkind person. hers. (pronoun) Each as an adjective: e. I’II give you some. Pronouns i. a book an oven the house Note : ‘an’ is usually used before vowels but note ‘a university’. 26 . ii. a kind by-stander vi. e. the sun. Each must do his best.g. iii.g.g.er -or: traditionally used to mark male a.dis. Interrogative Pronouns: Who Which What Whose Some as adjective / pronoun to express indefinite quality or number e.g. I want some toothpaste.biggest iv. yours.g.g. This is my / your / his / her / our book. her.g.g. With singular countable nouns – a an the e. your. Adjectives in terms of colour.g.bigger .g. the earth Using the with same … as e. actor iii. iv. the largest For unique nouns or one that is one and only e. 2. feminine . Personal pronouns: I . waiter. (adjective) If you have no string. Adjectives i. e. an honest mechanic. big . ours. iv. ii. big boy blue sky round eraser Adjectives that show qualities e. the entrance – entrances Using the with the superlative e.g. his. the East. actress v. our e. With plural countable nouns & zero article e. waitress. Comparison adjectives – regular forms e. iii.Curriculum Specifications for English Form 1 vii.
He is not here.g. I feel happy today. I will do it tomorrow Will to show request e.g. going to e. Tenses – present.g. Every day we say our prayers. Place expressions: e. mix the colours. Simple Present Tense For habitual actions e.g.swept Negative Verbs adding the word not after the verb e. iii. was in Ipoh. b. ii. Describing feelings and senses e. using the contracted form especially in conversation e. They cannot miss sports practice.g.g. d. now. past. continuous a. Special finites or modals Must to show necessity: e. soon e. on January 21st. He always dresses smartly. i. early. I am …verb + -ing. sit-sat. Will you help me? Should – to show have to e. Yesterday… Last week… c. today. Irregular verbs e. Regular and Irregular Verbs e. Future tense – will. First.g.g. during the festival 6.g. You must complete your project on time Will to affirm e. Adverb of time to show time – tomorrow. go-went Time expressions: Responses to when e. Adverbs e.g. Present Continuous Tense The action is happening at the time of speaking e.g. They can’t miss sports practice. Simple Present Tense – was were Regular verbs. 27 . I will be going to the …. ii. You should wash whites and colours separately.g.g.g. on the corner of Jalan Gasing. walk . sweep . Yesterday was the inter-state takraw finals. in Ipoh.walked. Adverb of manner to show how an action was done by using the suffix -ly. For instructions and directions e. in January.Curriculum Specifications for English Form 1 5. yesterday. e. at 23 Jalan Gasing Using words that signal past time e. walk-walked.g. He isn’t her.g.g. Verbs i.g.
Conditional clauses – ‘if’ clauses e. by. before. iv.g. Question mark e. Sentences i.for contractions e.. He kicked the ball and scored a goal. Please don’t walk on the grass. in front of. My name is … He / She / It / They were …. iii. iv. ii. Simple sentence e. iv. iii. vi. ii. Prepositions of place: in.g. 28 . First. If you help me.g. I will help you. Yesterday. Please be here by 2 o’clock.g. call off. If you see her. on. on.g. v. break into.g. take off e.g.and but or e. near. ii. You must look after your health. beginning of sentences e.g. We are not… Using question words: Who What Which When Why Yes / No questions e. iii. a bird and a goldfish for pets. Capital letters – proper nouns. after e.to separate items in a list e. 10. 11. pronoun ‘I’.Hi! Hello! Full Stop – for end of statement Apostrophe . under. 9. For greetings . Commas .g. Why did the food turn bad? It turned bad because… v. finally e. look after. Niza’s house is next to the mosque.g. Conjunctions . Prepositions of direction – to.Curriculum Specifications for English Form 1 7. Prepositions of time – at. Compound sentence e. Punctuation i. ii.g. Exclamation mark e. How far is the bus-stop from your house? Phrasal verbs – break down. by e. Connectors i.g. from e.g.g. then. Positive statements e. Prepositions i. They went to the concert. write your name down. They are not …. tell her I called. They woke up early and went jogging.g. Negative statements e.g. behind.g. we went to the Science Centre.g. When are you coming to visit us? 8. Julia has a cat. Were you at home? Yes / No Why questions e. Sequence connectors – first. next.
visit . Prefixes – to show not dis.g.g. a band of musicians a crew of sailors 13. steward .actor.g. Suffixes . Homophones . Collective Nouns e. a loaf of bread a pair of shoes 29 .as e.waitress. My heart sank like a stone.visitor -ess (shows feminine gender) e. Homonyms i.er .g. Phrasal Quantifiers e.words with the same sound but different spelling e. Laughter is the best medicine.g.Curriculum Specifications for English Form 1 12.une.in.g. ii.g.or (from verbs to nouns) e.im.g. Similes – like.stewardess 17. waiter . bow . ate – eight ii. 14. Figurative language i. The young boy was as tall as a coconut tree. act . Homographs – words with the same spelling but different sounds e.g. 16. Proverbs – e. A friend in need is a friend indeed. I disagree with you.bow 15. e.g. as ….
I am/I'm Rahim. I did not understand that. Inviting one into the home. Expressing thanks and responding appropriately A: Thank you for the lift. 1. ii. Hello / Hi. thank you. I can’t. B: You’re most welcome. Telephone skills A: Hello! Could I speak to …./ Five ringgit. 6. please? B: Who’s calling. Suggested Sentence Patterns In this section some suggested patterns have been listed for the language functions as stipulated in the Curriculum Specifications. Inviting. 5. / Yes. ii. please? B: Sure. please? 30 . Please come in and make yourself comfortable. Seeking clarification i. It is important that teachers teach these sentence patterns (including responses) in context and in a meaningful way. please. Placing orders i. A: I'm sorry. ii. 9. B: Yes.. A: What is your name. 7. I broke your vase. ii. ii. Words underlined may be substituted. / Yes. Beth. I'm sorry. please? B: At 10. Could you repeat that.00 am 4. iii. I’m sorry. of course. Apologising i. I have to get home early today. A: How much does this magazine cost? B: It's five ringgit. A: What time does the library open. B: I'm sorry.Curriculum Specifications for English Form 1 b. A: I would like to order ……. 3. 8. Seeking information/ Enquiring i. Introducing oneself i. accepting and declining invitations i. I’d love to. 2.. Can you repeat that please? B: Certainly. I'm sorry I'm late. I was not feeling well last night. A: Hello! / Hi! Welcome. A: Can I place my order now. A: Would you like to join us for lunch? B: Yes. A: I beg your pardon. I did not complete my homework./ Nurul Ashikin. please? B: My name is Nurul Ashikin. A: Was that on the 25th or the 26th ? B: The 26th! iii. thank you. I missed the bus.
cup tin. sugar jeep. buzz chips. chemist sad.19 1. cat.12 1.21 p /p/ t /t/ pen. path water.20 1.17 1.2 1.11 1.16 1.5 1.9 1. fell 1. cab door. In each item. wheel hot.4 1.14 1.22 b /b/ d /d/ g /g/ z /z/ ch / f / bin.13 1.18 1. catch fell. leave those. 1. card girl. hat key. sniff / thin.Curriculum Specifications for English Form 1 c. jam van. sock.1 1.6 1.initial or/and final position 1. yard man. money lamp. beg zoo.3 1. hop no.10 1.7 1. tin king.15 1. Consonants . sing k /k/ s /s/ sh / j / / / /f/ v /v/ th / ð / y /j/ m /m/ l /l/ th / w /w/ h /h/ n /n/ ng / / 31 . there are examples of the sounds to be taught and more examples should be given. piece shoe. SOUND SYSTEM The sound system forms part of the language contents in the Form 1 Curriculum Specifications.8 1. this year. The items listed below are to be taught in Form 1.
1 -s / s / -z / z / .5 ee / i: / e /e/ u / / see. houses -ies / aiz / . Vowels .Curriculum Specifications for English Form 1 2. laugh a /æ/ a / :/ 3. tries 4.flies. easy. won't isn’t.1 4. jealous cup. heart. slip sad.n't.2 2. cups . bad march. Contractions . sn’t 4.6 i / / ship. Plural Forms 3.4 2.boxes.2 can't.boys. ties -es / iz / .1 2.long and short sounds 2.pens. wasn’t 32 . leave help. hut 2.3 2.
beggar begin behave. behaviour behind being belief believe bell belong below belt bend beneath beside better between bicycle big bill bird birth bite. bathe be (aux) beak bean bear beard beat beauty. beautiful because become bed before beg. breath bribe brick bridge bring broad brother brown brush build bunch 34 . bit black blame blind block blood blow boast boat body boil bone book border born borrow both bottle bottom bow bowl box boy brain branch brave bread break breakfast breathe.Curriculum Specifications for English Form 1 Word List For Lower Secondary Form 1 – Form 3 absence above abroad accept accident account accuse ache across act add address admire adopt adventure advertisement advice advise aeroplane afford afraid after afternoon again against ago agree agriculture ahead aim air all allow almost alone along aloud also altogether already always ambition among amount ancient and angle angry animal another answer any apart appear apologise apply arch argue arm army arrange arrest arrive arrow art article as ashamed ask asleep at attack attempt attract attend audience autumn aunt avoid awake away baby back backbone background backward bag bake balance ball band bank bargain base base basic basket bath.
dirty discipline discover discuss dish distance disturb divide dive doctor dog dollar donkey door dot double dozen drag drawer dream dress drink drop dry duck due dull 35 .death diet difficult dig dinner direction dirt.Curriculum Specifications for English Form 1 bundle burn burst bury bus business bush busy but butter button buy by cage cake call calm camera camp can cap capital captain car care cart carry castle catch cat cave centre century ceremony certain chain chair chalk change cheap cheat check cheese chest chicken chief child chimney choose church circle city class clay clean clear clerk clever climb clock close cloth club coal coast coat coffee coin collar collect college colour comb common company compare compete complain complete congratulate contain continue control conquer cook cool copy corn correct corner cost cough count counter country courage court cousin cover cow coward crack crash create crop cross crow crowd cruel cup cupboard cure current curtain cushion cut danger dark dance dare date daughter day dead deaf dear decide deep degree delay deliver describe desert develop devil diamond dictionary die.
education egg elastic electricity elephant empty encourage end enemy engine enjoy enough enter. funny future furniture further game garden garage gas gate get gentle girl give glad go god good gold govern. healthy heap hear heart heat heaven heavy hello helmet help.Curriculum Specifications for English Form 1 during dust duty ear early earn earth east easy eat edge educate. height hill hire his history hit hold hole holidays home honest hook hope horse hospital hot hour 36 . farther fashion fast fat fate father fault fear feel female fence fever field fierce fight film find finger finish fire first fish flood floor flour flow flower fold food foot forest forget forgive fork form former forwards frame freedom frequent freeze friend fresh fright. entrance envelope escape equal even evening event every evil examination exercise excellent expensive explore extra eye face fact factory fail faint false family famous fan far. frighten from fruit fry full fun. government grand great greed greet grey group grow guard guess guilty handsome happy hard. helpful helpful her here hide high. hardly hardworking hardly harm haste hat hate have he head headache heal health.
likely limb limit line lip listen live loaf log lonely long look loose lot loud love low loyal lunch lamp library machine mad make mail male manner map market material may measure mean meat meet melt metal middle mild mill mine mix modern money moon mosque mother motor mountain mouth mouse move much mud music my mystery nail name narrow naughty near neat neck neighbour neither nephew nest net never new nice niece night no none nor north notice number nurse nut oar obey. introduction invent invite iron island jealous join joint joke journey jump juice just kill kind. unkind kiss kitchen knife knock lady ladder lake lamp land language large last late latter laugh law lazy lean least lesson left leg less let letter level liberty library life light lightning like. obedient object ocean of off office often on once one onto or out outdoor out of opposite owe pad page 37 .Curriculum Specifications for English Form 1 house hunger hunt hurry hurt ice idea if ignore ill in inch indoors industry ink insect inside instead intelligent interest international into introduce.
Curriculum Specifications for English Form 1 pain pair parcel patient. recently recycle regret regular rent repair repeat relation replace reply report responsible rest restaurant result reward ribbon rice rid ride ring ringgit roast rod roll roof room root rope rot rough round row rub rude seat open orange said sake sad sail salary salt sample satisfy school science scissors screw search second secret secretary see seed seem seldom separate sen shall shallow shame shampoo she shelf shell shelter shield shine shoe should shoulder shout show shut sick signal sink sir slight slim slip slow small smell smile smooth snow soap society socks soft soldier solid solve space spirit spread spring square staff stage star station stay steady steam steel steep steer stick stiff still strip struggle straight stretch 38 . railing raise rake rapid raw reach read ready real reason receipt recent. punishment purple pure put quality quantity quarter queen question quick rabbit race radio rail. permission picture piece pig pigeon pile pin pinch pink plump polish population poor pot powder praise price problem profit programme protect punish. patience pattern pay pedal permit.
truth try turn tyre ugly under upper wait wall ward wash water weapon wear weather welcome week which who wicked wild will winter witness window wise wish without woman worry worship would wrap write wrong year yellow yes yesterday young zero 39 .Curriculum Specifications for English Form 1 strict strike string summer surround swallow system table take talk tail tame taste taxi tea teach technology telegraph telephone tell temper temple terrible test that the them there these therefore they thick thin think. thought those threaten throw thunder ticket tide tight tin tip tired today toe toenails tone too toothbrush toothpaste tough towards towel toy translate travel treat tree true.
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