This action might not be possible to undo. Are you sure you want to continue?
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.
process and use information from various audio-visual and print sources. thoughts and feelings imaginatively and creatively in spoken and written form. read and respond to different texts. The English language curriculum is organized in a manner that reflects the way English is used in society in everyday life. obtain. form and maintain relationships through conversation and correspondence. 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 SYLLABUS The English syllabus at the secondary level specifies the content to be taught from Form 1 through to Form 5. The Learning Outcomes of the syllabus specify the skills to be achieved by learners in the three areas of language use. and show an awareness and appreciation of moral values and love towards the nation. and for future workplace needs. The Curriculum Content of the syllabus outlines three main sections. for knowledge acquisition. opinions. namely. and the Educational Emphases to be woven into materials and activities. and to obtain goods and services. the Learning Outcomes to be achieved by learners. and present the information in spoken and written form. the Informational and the Aesthetic. take part in social interaction. OBJECTIVES The English language curriculum enables learners to: i. ii. Learners are taught the English language to enable them to use the language to further their studies and for work purposes. view. 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. the Informational. For schools who have ICT facilities. and express ideas. This is in keeping with the growing use of English in the field of Information and Communications Technology (ICT). namely the Interpersonal. Three areas of language use have been delineated and these are the Interpersonal. 1 .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. iii. the Language Content to be incorporated into the lessons. and the Aesthetic. listen to. iv.
care has been taken to ensure that this document is reader-friendly. and the sound system to be learnt. After having completed the specific tasks that reflect the mastery of these skills. the topics or themes to be dealt with. examples of activities and explanations. They are the Interpersonal. 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 interpersonal purposes enables learners to establish and maintain friendships and to work with people to do certain things. Level 1 outlines the basic skills to be achieved by all learners. Reading and Writing. There are 2 sections. As such. CURRICULUM SPECIFICATIONS The English Language Syllabus is detailed out in the Curriculum Specifications. learners then progress to Level 2. values and citizenship education and other emphases that the teacher has to take into account. grammar items. Speaking. Section 1 outlines the Learning Outcomes and Specifications. 2 . unity in place of coherence). Language for informational purposes enables learners to use language to obtain. 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. ICT skills. Each document serves as a guide to teachers with regard to the skills to be achieved. process and give information. 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.g. the second column attempts to break down these larger outcomes into more manageable skills and subskills for teaching and learning purposes. These have been prepared as separate documents for each year of the secondary school and these are termed as Huraian Sukatan Pelajaran. Section II outlines the language content.Curriculum Specifications for English Form 1 skills of Listening. This document is the Curriculum Specifications for Form 1. the sound system and the wordlist to be taught. and subsequently to Level 3. Areas of Language Use The curriculum is based on three areas of language use. the use of terminology has been omitted as far as was possible and a simpler word substituted ( e. the Informational and the Aesthetic. while the section on Educational Emphases highlights thinking skills. The Language Content outlines the grammar. In preparing the specifications. These are directed at teachers and they include teaching points. and the vocabulary. and the third column is entitled Examples/ Activities/ Notes.
Read and enjoy poems and short stories. Have a positive outlook and act appropriately in social situations. and Show an awareness and appreciation of moral values and love towards the nation. 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. Make enquiries about services and products and place an order for the product or service. 7 . learners should be able to: Make friends and talk about themselves. recount experiences and also enquire about the person(s) they are talking to.Curriculum Specifications English Language Form 1 OBJECTIVES FOR FORM 1 By the end of Form 1. Socialize with friends and in groups and make plans and arrangements for joint activities.
responsibility.recounting personal experiences Care of open/common grounds in the community e.Curriculum Specifications for English Form 1 THEMES AND TOPICS The themes stipulated for Form 1 are listed below. Words related to these themes and topics are found in the accompanying word list. 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. balanced diet. Learners are not expected to deal with the topics in depth. a limited number of words can be added in order to deal with a topic meaningfully. interests . friends . telephone . exercise Values : Health : Science & Technology : 8 Discoveries – inventions that have changed the lifestyle of people e.g. talk and write within these contexts.g. Where necessary.personal details. physical and mental cleanliness Healthy lifestyle – e.g.g. People : Self. family. recreational areas Environment : Social Issues: Road Safety – e. these topics serve as the subject matter through which the three areas of language use are developed using meaningful tasks and activities. These are broad areas from which topics are to be drawn for activities and tasks so that learners can read. Since values are embedded in these themes and topics. obeying road signs and the do’s and don’ts of road safety Personal discipline at home and in school Patriotism and citizenship Compassion. Rather.
where one stays. Teachers. e. iii. Introducing oneself. 24) At Level 1. ‘Wh’ questions. however. EXAMPLES / ACTIVITIES / NOTES See appropriate sentence patterns at the back of this document. interests. should be guided by the second column when planning lessons.g. The second column spells out the skills specifications that are specific to the Form 1 programme.0 LANGUAGE FOR INTERPERSONAL USE 1. They represent skills to be achieved by the end of Form 5. ii. feelings. LEARNING OUTCOMES 1. but encourage elaboration. c. introducing oneself. and understanding when others talk about themselves. personal details: where one lives. what the family does together during weekends – describe family outings and gettogethers. talking about self. family. one’s school. d. Teachers should structure the situation of a first meeting. 9 . and other common adolescent topics. Encourage ‘true’ sentences. exchanging ideas and giving opinions on topics of interest. b.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. SPECIFICATIONS Level 1 i. Self .g. For example at 1st meeting –general introductions and small talk about oneself. Family . past events.(pg. friends. Activities include role-playing.e.e.g. taking part in conversations and discussions.1 Make friends and keep friendships by a. accept descriptions of 1-2 simple sentences. Talking about Self Family and writing a short paragraph on these topics. Asking simple questions politely to get information and responding appropriately to questions. parents’ occupation. what one does during the weekend.
28) iv. Responding to questions politely by giving the required information: v. long and short vowels. Responses include: .g. Listening to and discriminating between initial and final consonants. get students to pay attention to the speaker and his/her use of gestures.(pg. e. etc.refuting . 3rd meeting – talk about personal experiences. and sentence rhythm (orally) in a faceto-face-situation and writing simple paragraphs. 10 .giving information . Giving an account of experiences or preferences and describing feelings with the correct intonation.informing politely that one does not know something When speaking to another.agreeing . Telling about an incident one saw or experienced and describing one’s feelings. Giving a recount of a visit to a place of interest such as a place of recreation. plural forms and contractions. See Sound System at the back of this document.Curriculum Specifications for English Form 1 LEARNING OUTCOMES SPECIFICATIONS EXAMPLES / ACTIVITIES / NOTES 2nd meeting – exchange more information and personal details about each other. Level 2 vi. word stress.
Note: messages to contain receiver’s name. message itself. etc. etc. Writing short messages to friends (such as birthday wishes. Asking questions to clarify using correct intonation. Writing simple letters to friends and family members observing correct format with salutation and ending. and discussing points of interest with friends and saying what one thinks about the ideas in the article. salutation.g. EXAMPLES / ACTIVITIES / NOTES e. sender’s name. x.g. e. bits of news.Curriculum Specifications English Language Form 1 LEARNING OUTCOMES SPECIFICATIONS vii. leave-taking. encourage e-mail activities. Recounting about a visit to a place of interest. Reading articles. A: Did it take place on the 25th or the 26th? B: The 26th! viii. 11 . date.) to keep the friendship alive. Learners can read articles in a newspaper or magazine and talk about the information in the article with their friends. Level 3 ix. theme. place. etc. and responding appropriately. Where facilities are available.
e. c. e. On how to make simple snacks and drinks. Giving and following instructions (oral). for saying or doing the wrong thing. discussions. Refer to sentence patterns at the back of this document. b.g. e. For forgetting to do something. iv. etc. Inviting friends to one’s house. welcoming friends to one's house). 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. Apologizing for mistakes or when one has hurt or offended someone and writing a short note of apology. v. participating in conversations and ii. vii. Accepting and declining the invitation. vi. . iii. functions.g. to a birthday party. e. Welcoming or inviting friends to one's house and responding appropriately to invitations.Curriculum Specifications for English Form 1 LEARNING OUTCOMES 1. Thanking someone for a lift. 12 .g. carrying out a variety of language i.g. to a kenduri This section lends itself well to emotional intelligence especially in relationships with people (e. Expressing thanks and responding appropriately.g. making plans and arrangements. Tasks include tracing the route or drawing the route on a given map as directions are being given. Inviting friends to a function. for giving information. for a favour.2 Take part in social interaction by SPECIFICATIONS EXAMPLES / ACTIVITIES / NOTES Level 1 a.
Discussing plans with others e. ix. Include receiver’s name. duty lists. Writing simple instructions. duties given to Note: plans can be drawn up in the form each team member etc. date. In note form on postcards and self-made cards and e-mail.g. letters. leave-taking. At Level 2. making plans to carry out . time. EXAMPLES / ACTIVITIES / NOTES e. Writing simple invitations.to go somewhere visit an industry. all learners should take part in the discussion. Level 2 x. making plans to go on a field trip. what to bring. message. rosters. place for meeting.Curriculum Specifications English Language Form 1 LEARNING OUTCOMES SPECIFICATIONS viii.to do something o a gotong-royong exercise in school. place. Writing out plans to go somewhere or down the points discussed and the do something for others to follow. writes xi. salutation.) of charts. the more proficient learner acts Level 3 as the secretary for the group i. (taking into account date.e.g. At Level 3. to . sender’s name. decisions taken 13 .
g. iv. opening and closing hours of the library. and b. Making enquiries about a product for example. Teacher to use an actual order form or make one up. Stating whether the price is agreeable or too high. ordering goods and services. Asking for the price of goods.e.) Activities include role-playing as buyer and seller.emphasize politeness.g. etc. Levels 2. Placing the order (face-to-face. hoops. Completing an order form to purchase an item. toys i. 3 iii. via telephone). Telephone skills . EXAMPLES / ACTIVITIES / NOTES e. 14 . At a sports goods shop (when buying racquets. make.g. e. making enquiries. its price. v. via telephone). price of books. SPECIFICATIONS Level 1 i. vi. enquiring when the products that have been ordered will arrive. ii. balls. swimming pool. weight (face-to-face.3 Obtain goods and services by a.Curriculum Specifications for English Form 1 LEARNING OUTCOMES 1. adolescent purchases Ask ‘Wh’ questions when making enquiries: e. via telephone). games. food. Making enquiries to get certain information about services and responding appropriately on receiving the information (face-to-face.
instructions. This section lends itself well to knowledge acquisition. 3 EXAMPLES / ACTIVITIES / NOTES 2. annotated series of pictures. information in tables.stress . directions. i. speeches. advertisements.g.correct pronunciation .fluency and rhythm Set authentic activities .intonation patterns . descriptions. advertisements. 15 ii.g. warnings. reading materials such as articles in print and in electronic media. labels. Also include use of diagrams. Note: As far as possible select authentic materials.g. messages. e.correct phrasing .Curriculum Specifications English Language Form 1 LEARNING OUTCOMES SPECIFICATIONS Levels 1. pictures etc. announcements. messages. learners need to observe: . and from other multi-media sources. When reading aloud.0 LANGUAGE FOR INFORMATIONAL USE 2. or giving instructions over the telephone. b. 2. to add interest to learners with visual and spatial intelligences. directions. instructions. plans.1 Obtain information for different purposes by a. e.emphases . notices. . reading aloud from a manual to assemble something to other team members who are doing the assembling. listening to spoken texts such as talks. Reading silently and aloud with understanding a variety of texts of suitable length.e. Teachers should ensure that passages chosen have useful knowledge content.pauses . signs. simple passages. Listening to and understanding a variety of texts of suitable length.
e. Finding more details in simple texts. people). quantity. skimming and scanning for specific information and ideas.g.finding specific information .sequencing.e. f. Level 1 i. using dictionaries. Identifying main ideas involving simple texts. d. extracting main ideas and supporting details. v. ii. iii. what happened? And then?… …. predicting outcomes. place.g.Curriculum Specifications for English Form 1 LEARNING OUTCOMES SPECIFICATIONS EXAMPLES / ACTIVITIES / NOTES 2. event. teachers can set either while. And finally? Examples of some tasks that can be set for a listening exercise are: . Levels 2 and 3 iv.e. Telling what the text is about.2 Process information by A.checking True / False statements . date. "First. Following sequence of ideas. 16 . Noting important details (e.listening or post-listening tasks. c. b. To develop learners’ listening skills. getting meaning of unfamiliar words by using word attack skills. Processing texts listened to by a." . "This announcement tells us to be in the hall at 12 noon.answering comprehension questions . following sequence of ideas. getting the explicit meaning of the text. .g. Go on?…. .guessing the meaning of the word written on the board. g.
Categorizing words: ‘Put in suitable categories duck.Curriculum Specifications English Language Form 1 LEARNING OUTCOMES SPECIFICATIONS B. pinch.’ e.labelling .e. puppy. Telling what the text is about. Scanning for certain details . banana. iii. dog. e.answering comprehension questions (e. Teach students the function of the first guide word.sequencing . hibiscus. quantity. building new words from a given word. Bsuilding words: PIN .g. discriminating small words in big words.g. EXAMPLES / ACTIVITIES / NOTES Comprehension of the text read can be done in several ways. pineapple 17 iv. pine. papaya.putting information in graphic form . place. ping pong. Also teach them how to use the Pronunciation guide etc. ii.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. multiple choice questions) .g.g. bougainvillea. for example by . Following sequence of ideas in simple texts. the second guide word. .completing a text . duckling. Processing texts read by Level 1 i. v. names of people.pins. Using the dictionary to find the meaning of unfamiliar words. Finding words in big words: postman – post man so pot tablecloth – table cloth able cot e.g. time. Acquiring a range of vocabulary by: grouping words according to categories.
The twins…They…. 18 . cool. kind – unkind. beautifully . Understanding meaning of words and a wider range of vocabulary by: understanding word formation by the use of prefixes un-. vii. ix. learners get to know how a good paragraph is crafted. Our). She. dis-. Word association: e. Liza and Lina…. sleep. dreams identifying words that associate with other words. The girls….g. moon. They.g. stars. imidentifying base words. Their. Then get them to identify supporting ideas. In this way.g. It. silent. EXAMPLES / ACTIVITIES / NOTES One strategy: get learners to identify the topic sentence in a paragraph (usually the first sentence). distinguishing homographs.beauty e. like – dislike polite – impolite e.g. wind strong wind.g.g. Homographs: e. e. NIGHT dark. Identifying supporting details or ideas in simple paragraphs. Reading and understanding non-linear texts using simple diagrams and tables.Curriculum Specifications for English Form 1 LEARNING OUTCOMES SPECIFICATIONS Level 2 vi.g. using contextual clues: . soft bed. Identifying main ideas in simple paragraphs.g.pronouns and other demonstratives (e. e. viii. He. to wind the clock e.
writing directions. instructions. announcements.3 Present information to different audiences by a. EXAMPLES / ACTIVITIES / NOTES Employ Futures Studies Skills: e. gestures.g. 19 ii. Giving a simple recount orally. composing. Making simple predictions of outcomes giving reasons. and narrating orally. voice projection. Giving simple instructions orally and in writing. and checking accuracy of spelling. Identifying cause and effect in simple texts. describing. reading aloud written materials clearly and fluently.g. how make a book rack. b. e. recounts. d. Presenting information Level 1 i. giving instructions. 2. As far as possible use real-life issues. using appropriate format and conventions. xi. c.Curriculum Specifications English Language Form 1 LEARNING OUTCOMES SPECIFICATIONS Level 3 x. Tell learners that to be good speakers.Format of Instructions: Goal : what is to be achieved Materials that will be used Procedure . linkers) A simple recount of an event or incident would answer these questions: Who? What? Where? When? e. . Drawing obvious conclusions in simple texts. photo frame. they need to pay attention to presentation. iii. Writing and presenting plans and directions. xii. drawing a plan to storm a bank where robbers are holding some people hostage and explaining the plan/route to members. pronunciation. . and grammar.step 1… step 2… (Grammar: present tense. punctuation. revising and editing drafts. facial expressions.g. forecasting what would happen if people do not bother to take care of parks and other ‘green lungs’ in the city.
Curriculum Specifications for English Form 1 LEARNING OUTCOMES SPECIFICATIONS iv. what) Event 1 } Event 2 } a paragraph each Event 3 … } Conclusion. Writing out and making announcements. what time to meet etc.” Write about what you did during the school holidays. Announcements for a fire drill tell students that announcements should also contain relevant details – e. who. where they should go. e.g. Taking spelling and dictation of seen texts: Apply spelling rules for irregular verbs and plurals.g.g. use of linkers Paragraphing) 20 . commas. e. Writing recounts. EXAMPLES / ACTIVITIES / NOTES For spelling rules see grammar section. what people should do. (Grammar: e. the people involved. Level 3 vii. vi.” e.g. Level 2 v.g. Punctuating meaningfully using capital letters. when. Format of Recount: Background (where. question marks. full stops. past tense.
writing out an outline. writing paragraphs with a clear focus. learners need to write in clear.spelling .3 sentences. proof-reading the draft to eliminate mistakes: . Apply process writing skills by a. etc. f. Learners can write based on models. labels. Paragraphs can contain 2 . However. Encourage learners to write in clear cursive writing for extended writing. neat legible print.rephrasing sentences .reordering sentences. e. revising and edit the draft until it is clear and flows well by .punctuation . . and jotting down ideas. or expand on points given. writing the final draft. for captions. b. 21 . But sentences should be linked in terms of idea and flow. c. EXAMPLES / ACTIVITIES / NOTES Writing exercises can be guided. d.substituting words. graphs.Curriculum Specifications English Language Form 1 LEARNING OUTCOMES SPECIFICATIONS viii. discussing the topic with teacher and peers.grammar at a level appropriate to students.
intonation. understanding other people’s cultures. etc. explaining the message the writer is trying to convey and discussing how this relates to one’s life. stress and rhythm. traditions. Story telling can be done in groups. music and movement in activities will be especially beneficial to learners with a leaning towards musical and kinesthetic intelligences. e. Giving the sequence of events. the poem can then be recited with feeling and expression.0 LANGUAGE FOR AESTHETIC USE 3. customs and beliefs. e. Geographical location. Students can draw a time line and mark the various events taking place. the year or century the story is set in. reciting poems with feeling and expression.Curriculum Specifications for English Form 1 LEARNING OUTCOMES SPECIFICATIONS Level 1 EXAMPLES / ACTIVITIES / NOTES Note: The use of sounds. Retelling the story or poem in one’s own words. 3. i. Note that once students have understood the full meaning of a poem. view and respond to literary works by a. Level 2 iv. d. Physical descriptions: facial features.g. height. and giving one’s opinion of the text. v. understanding and telling in one’s own words the story and poem heard and/or read. 22 . ii.1 Listen to. vi. read. Talking about the place and time the story took place or the place the poem describes and writing a simple paragraph on it. Finding out the meaning of unfamiliar words by using contextual clues and/or the dictionary. Reciting a poem with feeling and expression and with correct pronunciation.g. e. mannerisms. iii. b. recognizing elements in a story such as characters and setting. Talking about characters in a story and writing a simple paragraph on one or two characters. c.
ix. Talking about the message the writer is putting across and writing a simple paragraph on it. Talking about the theme and writing a simple paragraph about the theme of the story. SHORT STORIES 1. Making simple predictions as to what might happen next. Note: Texts will be changed after a certain number of years. Schools will be notified of these changes. the theme or message discussed. Detailed analysis of the figurative language is not required. Level 3 xi. or the values raised. the events described. viii. Life’s Brief Candle by William Shakespeare 2. 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. x. xiii.Curriculum Specifications English Language Form 1 LEARNING OUTCOMES LIST OF TEXTS FOR THE LITERATURE COMPONENT IN THE ENGLISH LANGUAGE SYLLABUS POEMS 1. 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. The Pencil by Ali Majod 2. Samad Said 3. only the more important words and phrases for an adequate understanding of the text. How Dalat Got Its Name by Heidi Munan 3. B. 23 . The Dead Crow by A. The Lake Isle of Innisfree by W. Telling how events. Of Bunga Telur and Bally Shoes by Che Husna Azhari SPECIFICATIONS vii. xii. Reasons can range from the way the text is written. to the characters. Understanding some figurative language in the text suitable to students’ proficiency level. Talking about values found in the text. Encourage learners to give reasons as to why they like or dislike a text. Yeats. characters and values in the text is similar to one’s life. Saying what one thinks about the text and writing a simple paragraph.
the characters behave in that way and the kind of people they are. This can be a guided activity. Get them to know the ii. Get learners to choose the sections they want to act out.g. composing simple poems. turn a narrative into pictures or cartoons. dramatizing texts and role-playing characters. Then get them to write out the script (dialogues with stage directions if manageable). This can be done by arranging the words to form a verse. stories and dialogues at a level suitable to learners. Retelling the story as one understands it story thoroughly. understand how and why and writing a short paragraph. retelling a story from a different point of view and presenting it in another genre. Level 2 iii. stories and dialogues. Rewrite a poem in prose form. 24 .2 Express themselves creatively and imaginatively by a. SPECIFICATIONS EXAMPLES / ACTIVITIES / NOTES Level 1 i. Composing simple poems. Pay attention to punctuation. e. Level 3 iv. Then get them to practise reading out their parts with expression and emotion. A simple activity is getting students to choose a headline or a suitable paragraph from the newspaper and convert it into a poem. Changing the text to another form. c. b.Curriculum Specifications for English Form 1 LEARNING OUTCOMES 3. Acting out sections of the text.
SECTION II: LANGUAGE CONTENT Grammar Language Skills The four language skills of Listening.Curriculum Specifications for English Form 1 By the end of the year. diphthongs) have been identified for teaching. intonation and rhythm. this suggested word list is only the minimum for the year. Teachers are advised to limit the number of structures used to ensure that learners master these structures well. but also correspond with each other by writing messages and letters. Thus. Sound System To help learners pronounce words correctly and speak with correct stress. 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. town and country and later progress to issues and concerns at a more international level. 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. Teaching too many complex structures may be counter-productive to weaker learners. ability and maturity of their learners. However. Speaking. 3 . These can be sourced from various areas. blends. 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. In addition. Knowledge from subject disciplines such as science and geography can be utilized or alternatively topics can be drawn from current issues. Teachers are encouraged to widen this list according to the level.e. The objective of this exercise is to aim for clear speech and intelligibility. Word List The Learning Content In teaching learners to use the language for various purposes. In this section. learners must be able to use the English language for these purposes. 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. when learners use the language say for interpersonal purposes. themes and topics are used to make lessons meaningful.g. the school. they not only engage in conversation by talking and listening to each other. i. sentence patterns have been listed to enable learners to master the structures of the English language. Learners begin with issues and concerns in their immediate surroundings. specific sounds (e.
Thinking skills Critical and creative thinking skills are incorporated in the learning outcomes to enable learners to analyze information. learners are encouraged to meet with people outside of the classroom so that they learn to operate in real-life situations. and the application of spatial intelligence in the interpretation of maps and other such activities. Knowledge Acquisition Learning outcomes utilize subject matter disciplines such as science. patriotism and thinking skills in the specifications will contribute towards the building of a modern and progressive society. In this respect. solve problems. These skills incorporate information skills.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. It is also achieved by making use of real-life issues for classroom activities and project work. Multiple Intelligences The learning outcomes also reflect the incorporation of the theory of multiple Intelligences. 4 . in the interpersonal use of the language in social interaction. 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. networking and interacting with electronic courseware. This is achieved through structuring the curriculum in terms of the interpersonal. These skills have been added to cater for schools that have IT facilities. Information and Communications Technology (ICT) Skills In line with globalization and the ICT Age. 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. the application of kinesthetic intelligence in the dramatization of texts. Whenever the opportunity presents itself. skills relating to ICT are incorporated in the learning outcomes. and express themselves accurately and creatively in the target language. for example. the incorporation of moral education. citizenship education. and incorporate educational emphases such as environmental studies and consumerism to provide contexts for language use. 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. informational and aesthetic uses of language. library skills and study skills to enable learners to locate sources of information more efficiently and help them become independent life-long learners. geography. make decisions. 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. This is illustrated.
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. Once a topic is selected. Repetition should be carried out using new material to avoid boredom. learners must be given every opportunity to take part in activities that require them to use the language they have learnt.Curriculum Specifications for English Form 1 IMPORTANT CONSIDERATIONS FOR TEACHING The following considerations should be taken into account in teaching the curriculum specifications. Integration The principle of integration can help teachers cover areas of the syllabus in several lessons. Evaluation Evaluation is part and parcel of the teaching-learning process. The three areas of language use taken singly or in combination. teachers should set a variety of tasks and activities that will enable learners to use the language items repeatedly so that items are reinforced. The teacher then assigns students to look up the different aspects of nutrition for the healthy adolescent and present it to the class (Informational). teachers can plan tasks and activities that seek to integrate the three areas of language use. grammar items and the sound system must be repeated often and used constantly to maximise learning and bring about retention. may be planned around a topic. and health education are considered essential in building a disciplined society. Teachers may need to control structures and vocabulary to ensure successful completion of a task or activity. environmental education. for the topic Nutrition for example. Thus. Ideally. teachers should ensure mastery before moving on to the next set of skills. Continuous feedback is essential if learners are to keep track of their progress. vocabulary. Reinforcement and Consolidation Language skills. 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. 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. Elements of patriotism. 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). Repetition. Teaching-Learning Activities In order to bring about effective learning. 5 . To this end. Learners can then exchange some recipes on preparing certain kinds of food.
teachers should use the Malaysian setting as a base to teach the language skills and language contents. This document only lists a number of essential activities for the attainment of the English language. moral values.Curriculum Specifications for English Form 1 Other Considerations As far as possible. Teachers need to use their initiative. 6 . and the Malaysian way of life. imagination and creativity to extend the experiences of their learners. to reinforce what has been learnt and to create challenging language tasks. Teachers should also use materials that emphasize the principles of good citizenship.
g. Proper nouns – e. v. lorry . Exception: piano . health. Singular subject takes singular verb * e. box . sand. mango . tooth . states. mouse .g.g. Words ending in -o. -es a. ii.mangoes.g.g.g. glass . school b. birds. dresses Uncountable nouns e. toy . brush . The man is here. Nouns i.g. Common nouns – e. house. bamboo-bamboos.if there is no vowel before ‘y’ drop ‘y’ and add -ies e. church . 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. GRAMMATICAL ITEMS Grammar forms part of the language contents in the Curriculum Specifications for Form 1. Malaysia.toys .g.g. takes -s e. laughter. Teachers are encouraged to teach all of these items in the context of various topics. iii. 25 . iv. Words ending in -o after a vowel. b. Plural subject takes plural verb * e. arrival Countable nouns e.men. man . sugar Number . b. activities e. Regular plurals For regular words e. The men are here. Adding suffix -s.lorries Irregular plurals Indicated by a change of vowel e.pianos Words ending in y .Formation of the plural vi. add -es e. Grammar items to be taught are specified under the different grammar categories. oranges. cows Words ending in -s -sh -ch -x e.g. examples are given. Margaret.glasses.mice. Words underlined highlight significant points of grammar.boxes Concord (subject-verb agreement) a.g.if there is a vowel before ‘y’ add -s : e.g.Curriculum Specifications for English Form 1 II LANGUAGE CONTENT a.brushes. book. radio-radios Concrete nouns a.g. girls.churches.teeth 1. Manila Abstract nouns names of qualities.
ii.first person You .g. waitress. v.second person He / She / It . our e.dis.g. waiter. iv. Personal pronouns: I . Comparison adjectives – regular forms e. feminine . theirs e. 2.biggest iv. his. hers. b. iii. This is my / your / his / her / our book. a dishonest clerk Possessive adjectives –my. Demonstrative Pronouns: this that these those ii. size and shape e. That cap is mine / yours / his / hers. your. (adjective) If you have no string. (pronoun) Each as an adjective: e.er -or: traditionally used to mark male a. Adjectives in terms of colour. yours.bigger . I’II give you some. v. Formation of the negative of adjective by adding prefixes: un. Gender – masculine.g.g. an honest mechanic. the largest For unique nouns or one that is one and only e.g. iv.g. her. He lives along the same road as she. a book an oven the house Note : ‘an’ is usually used before vowels but note ‘a university’. his. They were given a T-shirt each. the biggest. the East. a kind by-stander vi. . e. iii. 3. Interrogative Pronouns: Who Which What Whose Some as adjective / pronoun to express indefinite quality or number e.g. an unkind person. Articles i.g.g. big . actress v.third person Possessive Pronouns: mine. big boy blue sky round eraser Adjectives that show qualities e. Each must do his best.g. the sun.g. With singular countable nouns – a an the e.ime. e.Curriculum Specifications for English Form 1 vii.g.ess traditionally used to mark female e.g. Adjectives i. With plural countable nouns & zero article e. Pronouns i. 26 . ii. actor iii. the earth Using the with same … as e. ours.g.g. the entrance – entrances Using the with the superlative e. I want some toothpaste.g. 4.
g.g. He isn’t her. Adverbs e. soon e. Verbs i. 27 .g. He always dresses smartly. walk . Irregular verbs e. during the festival 6. sweep . Describing feelings and senses e. He is not here. Regular and Irregular Verbs e. walk-walked.g. For instructions and directions e. First. Adverb of manner to show how an action was done by using the suffix -ly. Tenses – present. now. iii.Curriculum Specifications for English Form 1 5.g.g. You must complete your project on time Will to affirm e. in January.swept Negative Verbs adding the word not after the verb e. on the corner of Jalan Gasing. I will be going to the …. Yesterday… Last week… c. They cannot miss sports practice. Adverb of time to show time – tomorrow. i. yesterday. Place expressions: e. Special finites or modals Must to show necessity: e. going to e. Every day we say our prayers. They can’t miss sports practice.g.g.g. mix the colours.g.walked. I will do it tomorrow Will to show request e.g. e.g. I feel happy today. Simple Present Tense – was were Regular verbs. I am …verb + -ing. Future tense – will. Simple Present Tense For habitual actions e. at 23 Jalan Gasing Using words that signal past time e. ii. was in Ipoh.g. b.g. early. on January 21st. sit-sat. using the contracted form especially in conversation e. ii. go-went Time expressions: Responses to when e. today.g. Present Continuous Tense The action is happening at the time of speaking e.g. d. You should wash whites and colours separately. Yesterday was the inter-state takraw finals. in Ipoh. Will you help me? Should – to show have to e.g. continuous a. past.g.
When are you coming to visit us? 8.and but or e.to separate items in a list e. beginning of sentences e.g. Connectors i. Sentences i.g. Capital letters – proper nouns. 9. by. 11. Question mark e. If you see her. in front of. next. v.g. call off. ii. finally e. Please be here by 2 o’clock. iv. They woke up early and went jogging. a bird and a goldfish for pets. 28 . we went to the Science Centre. take off e..g. near. by e.g. on. They are not …. look after. Conjunctions .g. My name is … He / She / It / They were …. Exclamation mark e. ii. Positive statements e. First.for contractions e.g.g. vi. Negative statements e. Were you at home? Yes / No Why questions e. then. behind.g.g. They went to the concert. write your name down. Niza’s house is next to the mosque.g. from e. Punctuation i.Hi! Hello! Full Stop – for end of statement Apostrophe . iii. break into. Conditional clauses – ‘if’ clauses e.g. Please don’t walk on the grass. If you help me.g.Curriculum Specifications for English Form 1 7. Prepositions of direction – to. Prepositions i. I will help you. tell her I called. He kicked the ball and scored a goal.g. Simple sentence e.g. Prepositions of place: in. Compound sentence e. For greetings .g. How far is the bus-stop from your house? Phrasal verbs – break down. iii.g. before. Sequence connectors – first. Why did the food turn bad? It turned bad because… v. Julia has a cat. ii. Commas . iv. Prepositions of time – at. under. iii. You must look after your health. 10. after e.g. We are not… Using question words: Who What Which When Why Yes / No questions e. Yesterday. on. iv. ii. pronoun ‘I’.
visitor -ess (shows feminine gender) e.une. a loaf of bread a pair of shoes 29 . Similes – like.or (from verbs to nouns) e. Homographs – words with the same spelling but different sounds e. Laughter is the best medicine.g.words with the same sound but different spelling e. The young boy was as tall as a coconut tree. 16. Suffixes .g. Homonyms i. Phrasal Quantifiers e.g.g. act .er .g.actor. a band of musicians a crew of sailors 13. bow .stewardess 17. Prefixes – to show not dis.im. ii. Figurative language i.as e. ate – eight ii. Collective Nouns e. Proverbs – e. Homophones .bow 15. steward . 14.g. e.Curriculum Specifications for English Form 1 12.g. I disagree with you.waitress. waiter . visit . A friend in need is a friend indeed. My heart sank like a stone.g.in.g.g. as ….
. A: Hello! / Hi! Welcome. please? B: At 10. 2. please? B: My name is Nurul Ashikin.00 am 4. I missed the bus. B: Yes. Can you repeat that please? B: Certainly. I broke your vase. Hello / Hi. Placing orders i. A: I would like to order ……. I did not complete my homework. I'm sorry. A: Would you like to join us for lunch? B: Yes. please? B: Who’s calling. 1. I’m sorry. of course. Beth. ii. Seeking information/ Enquiring i. thank you. please? 30 . Introducing oneself i. I’d love to. I did not understand that. thank you. / Yes. B: You’re most welcome. I can’t. ii. Apologising i. 5. A: How much does this magazine cost? B: It's five ringgit. A: What time does the library open. 6. Seeking clarification i. I was not feeling well last night. ii. 8. A: What is your name. please? B: Sure. / Yes.. 7. B: I'm sorry. Telephone skills A: Hello! Could I speak to …. 9. A: Can I place my order now. I'm sorry I'm late. Inviting one into the home. Expressing thanks and responding appropriately A: Thank you for the lift. Inviting. A: I'm sorry.Curriculum Specifications for English Form 1 b. iii. A: I beg your pardon. ii. please. I am/I'm Rahim./ Nurul Ashikin. A: Was that on the 25th or the 26th ? B: The 26th! iii. Words underlined may be substituted. Please come in and make yourself comfortable. I have to get home early today. ii. accepting and declining invitations i./ Five ringgit. 3. Could you repeat that. It is important that teachers teach these sentence patterns (including responses) in context and in a meaningful way. Suggested Sentence Patterns In this section some suggested patterns have been listed for the language functions as stipulated in the Curriculum Specifications.
buzz chips. there are examples of the sounds to be taught and more examples should be given. cab door. Consonants . tin king.15 1.14 1. sniff / thin.11 1.3 1.17 1. 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 .20 1.5 1.22 b /b/ d /d/ g /g/ z /z/ ch / f / bin.18 1. leave those. jam van.9 1. The items listed below are to be taught in Form 1. catch fell. In each item.initial or/and final position 1.12 1. hat key. path water.21 p /p/ t /t/ pen. hop no. wheel hot. cup tin. beg zoo.1 1. fell 1.Curriculum Specifications for English Form 1 c.16 1. yard man.13 1. sugar jeep. money lamp. sock.4 1. piece shoe.10 1.2 1.6 1. chemist sad. SOUND SYSTEM The sound system forms part of the language contents in the Form 1 Curriculum Specifications. this year. cat.8 1. 1.7 1. card girl.19 1.
jealous cup. sn’t 4.3 2. wasn’t 32 .2 2. Vowels .Curriculum Specifications for English Form 1 2.pens. bad march.1 2. won't isn’t. Plural Forms 3. ties -es / iz / .boxes. Contractions .2 can't.flies. slip sad.n't.4 2. laugh a /æ/ a / :/ 3.5 ee / i: / e /e/ u / / see. easy. cups .1 -s / s / -z / z / .boys. leave help.1 4. houses -ies / aiz / . tries 4.6 i / / ship. heart. hut 2.long and short sounds 2.
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 . behaviour behind being belief believe bell belong below belt bend beneath beside better between bicycle big bill bird birth bite. 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. beggar begin behave.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.
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. 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.
frighten from fruit fry full fun. hardly hardworking hardly harm haste hat hate have he head headache heal health.Curriculum Specifications for English Form 1 during dust duty ear early earn earth east easy eat edge educate. funny future furniture further game garden garage gas gate get gentle girl give glad go god good gold govern. 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. height hill hire his history hit hold hole holidays home honest hook hope horse hospital hot hour 36 . government grand great greed greet grey group grow guard guess guilty handsome happy hard. helpful helpful her here hide high. 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. healthy heap hear heart heat heaven heavy hello helmet help. education egg elastic electricity elephant empty encourage end enemy engine enjoy enough enter.
obedient object ocean of off office often on once one onto or out outdoor out of opposite owe pad page 37 . 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.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.
patience pattern pay pedal permit. permission picture piece pig pigeon pile pin pinch pink plump polish population poor pot powder praise price problem profit programme protect punish. punishment purple pure put quality quantity quarter queen question quick rabbit race radio rail. railing raise rake rapid raw reach read ready real reason receipt recent. 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 .Curriculum Specifications for English Form 1 pain pair parcel patient.
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.