KEMENTERIAN PENDIDIKAN MALAYSIA

HURAIAN SUKATAN PELAJARAN
KURIKULUM BERSEPADU SEKOLAH MENENGAH

BAHASA INGGERIS
TINGKATAN 2
2003

CONTENTS

PAGE RUKUN NEGARA FALSAFAH PENDIDIKAN NEGARA KATA PENGANTAR INTRODUCTION OBJECTIV ES THEMES AND TOPICS . SECTION I : LEA RNING OUTCOMES AND SPECIFICATIONS 1.0 Language for Interpersonal Purpose 2.0 Language for Informational Purpose 3.0 Language for Aesthetic Purpose SECTION II : LANGUAGE CONTENT a) Grammatical Items b) Suggested Sentence Patterns c) Sound System d) Word List 24 29 30 32 8 14 21 v vii ix 1 6 7

RUKUN NEGARA
BAHAWASANYA negara kita Malaysia mendukung cita-cita hendak mencapai perpaduan yang lebih erat di kalangan seluruh masyarakatnya; memelihara satu cara hidup demokratik; mencipta masyarakat yang adil di mana kemakmuran negara akan dapat dinikmati bersama secara adil dan saksama; menjamin satu cara yang liberal terhadap tradisi-tradisi kebudayaan yang kaya dan berbagai-bagai corak; membina satu masyarakat 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 prinsip-prinsip berikut :

KEPERCAYAAN KEPA DA TUHAN KESETIAAN KEPA DA RAJA DAN NEGARA KELUHURAN PERLEMBAGAAN KEDAULATAN UNDA NG- UNDANG KESOPANAN DA N KESUSILAAN

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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.

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SHARIFAH MAIMUNAH BT. Hasil pembelajaran tersebut diperolehi dari Sukatan Pelajaran dan diperincikan mengikut tahap kesukaran isi kandungan dan tahap keupayaan murid. kecerdasan pelbagai. Dokumen ini menyarankan strategi pengajaran dan pembelajaran yang merangkumi pelbagai aktiviti dan penggunaan sumber. dan menyediakan murid menghadapi arus globalisasi serta ekonomi berasaskan pengetahuan pada abad ke-21. Aras 2 (aras sederhana). kemahiran teknologi maklumat dan komunikasi. dan pembelajaran konstruktivis me. dan Aras 3 (aras cemerlang). menyusun dan mengolah aktiviti mengikut kesesuaian murid. dan individu yang mew akili badan-badan tertentu. Guru digalakkan menggunakan kreativiti untuk memilih. (Dr. Di samping itu. Per incian hasil pembelajaran dalan Huraian Sukatan Pelajaran Tingkatan Dua menggariskan kemahiran yang perlu dikuasai oleh murid pada tahun ini. pembelajaran kontekstual. iaitu kemahiran berfikir. Kementerian Pendidikan merakamkan setinggi-tinggi penghargaan dan ucapan terima kasih. masa. Semua elemen ini diharapkan dapat memberikan keyakinan kepada murid dan boleh diaplikasikan dalam kehidupan harian dan dunia pekerjaan. SYED ZIN) Pengarah Pusat Perkembangan Kurikulum Kementerian Pendidikan Malaysia. guru diharapkan dapat memberikan penekanan pada unsur bernilai tambah. Huraian Sukatan Pelajaran ini menjelaskan hasil pembelajaran yang perlu dikuasai oleh murid berasaskan pendekatan masteri. Dalam melakukan aktiviti pengajaran dan pembelajaran. Dalam menyediakan Huraian Sukatan Pelajaran yang disemak semula ini banyak pihak yang terlibat terutama guru. iaitu Aras 1 (aras asas). Pernyataan dalam perincian hasil pembelajaran memberikan cabaran yang sesuai dengan murid pada tahap tertinggi dalam pendidikan sekolah menengah.Kata Pengantar Huraian Sukatan Pelajaran ialah dokumen yang memperincikan Sukatan Pelajaran yang bertujuan untuk memenuhi cita-cita murni dan semangat Falsafah Pendidikan Kebangsaan. Huraian ini seharusnya dapat membantu guru merancang dan melaksanakan pengajaran dan pembelajaran yang ber kesan. dan tenaga sehingga terhasilnya Huraian Sukatan Pelajaran ini. Perincian hasil pembelajaran diperingkatkan kepada tiga aras. kemahiran belajar cara belajar. Huraian ini diharapkan dapat membantu guru merancang dan melaksanakan pengajaran dan pembelajaran secara berkesan. Kepada semua pihak yang telah memberikan sumbangan kepakaran. ix . nilai murni dan semangat patriotik dan kew arganegaraan tetap diutamakan. pensyarah maktab dan universiti. pegaw ai Kementerian Pendidikan. kajian masa depan.

take part in social interaction. The English language curriculum is organized in a manner that reflects the w ay English is used in society in everyday life. for know ledge acquisition. iii. form and maintain relationships through conversation and correspondence. This is in keeping w ith the growing use of English in the field of Information and Communications Technology (ICT). the Learning Outcomes to be achieved by learners. Speaking.Curriculum Specifications for English Form 2 INT RODUCTION ii. For those who have the facilities. and for future workplace needs. OBJECTIVES The English language curriculum enables learners to: i. the sound system. thoughts and feelings imaginatively and creatively in spoken and w ritten form. and show an awareness and appreciation of moral values and love tow ards the nation. process and use information from various audiovisual and print sources. view . obtain. iv. the use of English in ICT has been incorporated into the curriculum to enable learners to access know ledge on the Internet and to netw ork w ith people both locally and overseas. and express ideas. THE SYLLABUS The English syllabus at the secondary level specifies the content to be taught from the For m 1 through to Form 5. and the w ord list to be taught. read and respond to different texts. The Curriculum Content of the syllabus outlines three main sections. namely the interpersonal. These areas incorporate the integration of the four language skills of Listening. and interact to obtain goods and services. 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. 1 . The Learning Outcomes of the syllabus specify the skills to be achieved by learners in the three areas of language use. Learners are taught the English language to enable them to use the language to further their studies and for w ork purposes. namely. opinions. and the Educational Emphases to be given due regard. Reading and Writing. the Language Content to be incorporated into lessons. The Language Content outlines the grammar. listen to. and present the information in spoken and w ritten form. English is taught as a second language in all primary and secondary schools in line w ith its status as a second language in the country.

Reading and Writing do not appear as discrete items in the syllabus or in this document but are integrated into the language use. THE L EARNING CONT ENT In teaching learners to use the language for various purposes. Level 1 outlines the simpler skills to be achieved by all learners. These are directed at the teacher and are suggestions The four language skills of Listening. ICT skills. The second column entitled Specifications spells out in greater detail the different language skills and sub-skills that help learners achieve the Learning Outcomes for the year. 2 . LANGUAGE SKILLS CURRICULUM SPECIFICATIONS Curriculum Specifications for the English language syllabus have been prepared as separate documents for each year of the secondary school and these are termed as Huraian Sukatan Pelajaran. This document is the Curriculum Specifications for Form 2.Curriculum Specifications for English Form 2 while the section on Educational Em phases (incorporated in the introduction) highlights thinking skills. i. grammar items. The first section states the Learning Outcomes to be achieved and these are set out in columns in the follow ing manner: the first column states the skills to be achieved by learners by the end of Form 5. the second column presents the learning outcomes for the year. the topics or themes to be dealt with. Know ledge from subject disciplines such as science and geography can be utilized or content or topics be drawn from current issues. the content or topic of the lesson can be sourced from various areas. values and citizenship education and others that are to be taken into account. Levels 2 and 3 represent more challenging skills that learners have to progress to after having mastered the skills at the earlier stage. they also correspond w ith each other by w riting messages and letters. they not only engage in conversation by talking to and listening to each other. and the third column is entitled Examples/Activities/Notes. the school. examples of activities and explanations. tow n and country and later progress to issues and concerns outside the country.e. that include teaching points. Thus. Learners begin w ith issues and concerns in their immediate surroundings. A list of contexts (themes / topics) has been provided for Form 2. Each document serves as a guide to teachers w ith regard to the skills to be achieved. w hen learners use the language. and the sound system to be taught. These have been set out at three levels ranging from the simple to the more complex. and the vocabulary. Speaking.

and express themselves accurately and creatively in the language. solve problems. skills related to ICT are incorporated in the learning outcomes. and spatial intelligence in the interpretation of maps and other such activities. The learning outcomes also reflect the incorporation of the theory of Multiple Intelligences. This suggested w ord list is only the minimum for the year. ability and matur ity of their learners. In this respect. for example. in the interpersonal use of the language among people in social interaction. Teachers are encouraged to w iden this list according to the level. Inform ation and Communications Technology (ICT) Skills WORD LIST The list of w ords selected for teaching is draw n from a sample of the more common or high frequency words used in daily life. This is illustrated. netw orking and interacting w ith electronic courseware. kinaesthetic intelligence in the dramatization of texts. patriotis m and thinking skills will contribute tow ards the building of a modern and progressive society. sentence patterns have been listed to enable learners to master the structures of the English Language. 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 ow n learning. Values and Citizenship EDUCATIONAL EMPHASES These outline current developments in education that w ill help learners prepare for the world of work and social life. citizenship education. In line w ith globalisation and the ICT age. Thinking skills Critical and creative thinking skills are incorporated in the learning outcomes to enable learners to analyse information. make decisions. These skills incorporate information skills. moral education. In addition. Multiple Intelligences 3 . 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.Curriculum Specifications for English Form 2 GRAMMAR Grammar items have been selected from the list provided in the syllabus and these are to be incorporated in the three areas of language use. library skills and study skills to enable learners to locate sources of information more efficiently and help them become independent lifelong learners. The values contained in the secondary Moral syllabus have been incorporated in the learning outcomes and include patriotis m and good citizenship.

Teachers should set a variety of tasks that w ill enable learners to use the language items often so that they gradually develop the ability. Teaching-Learning Activities In order to bring about effective learning. Teaching approaches.Curriculum Specifications for English Form 2 Preparation for the Real World The learning outcomes prepare learners to meet the challenges of the real w orld by focusing on language use in society. lessons and curriculum materials for learning must be adjusted to suit the differing needs and abilities of students. Evaluation Evaluation is an important aspect of the teaching-learning process. informational and aesthetic uses of language. Reinforcement and Consolidation Language skills. making decisions and solving problems. vocabulary. learners must be given every opportunity to take part in activities that require them to use the language they have learnt. In all of these lessons. moral values should be infused. Elements of patriotis m. teachers should also emphasize thinking skills and apply the principles of multiple intelligences. Learner-Centredness The learner is at the centre of the learning process. Planning and Organization of Lesson These specifications must be organized in a manageable form for teaching taking into account the time allocated for teaching. and health education should also be taken into account. grammar items and the parts of the sound system must be repeated often and used constantly to maximize learning and bring about retention. know ledge and confidence to use them effectively. teachers are encouraged to assess their set of learners through simple questioning techniques 4 . teachers can plan tasks and activities reflecting the three areas of language use. Continuous feedback is essential if learners are to keep track of their progress. Repetition. In addition. Integration The principle of integration can help teachers cover areas of the syllabus in several lessons. It is also achieved by making use of real-life issues for obtaining information. This can be done through the appropriate selection of materials and activities. This is achieved through structuring the curriculum in ter ms of interpersonal. After every lesson. IMPORTANT CONSIDERATIONS FOR T EACHING The follow ing considerations should be taken into account in teaching the curriculum specifications. The three areas of language use may be planned around a topic. Once a topic is decided upon. environmental education.

Teachers need to use their initiative. This document only lists a number of essential activities for the attainment of the English language. and the Malaysian w ay of life. Other Considerations As far as possible. imagination and creativity to extend the experiences of their learners. moral values. teachers should use the Malaysian setting as a base to teach the language skills and language contents. to reinforce w hat has been learnt and to create challenging language tasks for their learners. 5 . Teachers should also use materials that emphasize the principles of good citizenship.Curriculum Specifications for English Form 2 or some other simple exercise so that they can pace their lessons in accordance with their learners’ progress.

Have a positive outlook and act appropriately in social situations.Curriculum Specifications for English Form 2 2. Make enquiries about services. recount experiences and also enquire about the person(s) they are talking to. make a booking /appointment. and fill out an application form. 6 . Socialize w ith friends and in groups make plans and arrangements for joint activities. OBJECTIVES FOR FORM 2 By the end of For m 2. Obtain information from various text-types such as articles and reports and present the information briefly to others orally and in writing. and Show an awareness and appreciation of moral values and love tow ards the nation. Read and enjoy poems and short stories. learners should be able to: Make friends and talk about themselves.

Know ing oneself. the pitcher plant).g. teachers should take every opportunity to incorporate moral values and socio-cultural elements w hen carrying out classroom activities.Curriculum Specifications for English Form 2 3. Learners are not expected to deal w ith these topics in depth or thoroughly.People and w ho they are (e.Developments in one’ s community (e. These are broad areas from w hich topics can be drawn for activities and exercises so that learners can read. Rather.g. a limited number of words can be added to deal w ith a topic meaningfully.Using time w isely . these topics serve as the subject matter through which the three areas of language use are taught using meaningful tasks and activities. descriptions of plants – e. People : . keeping a garden. importance of jungles. famous people) Environment : .Choosing friends w isely . having modern facilities as opposed to crow ding and noise and loss of trees and open ground) .g. THEM ES AND TOPICS The themes stipulated for For m 2 are listed below . people in the family or village and what they do.Plants (e. liking oneself (self image and self esteem) . talk and w rite about them. Since values are part of the syllabus. one’s behaviour tow ards others. Social Issues : Health : Science & Technology : 7 . Words in the accompanying w ordlist must be utilized in the teaching and learning of these themes and where necessary.g.

introducing oneself b. diphthongs.g. LEARNING OUTCOM ES 1. e. The second column spells out the Skills Specifications that are specific to the Form 2 programme. information and opinions on topics of interest. taking part in conversations and discussions.g. See Sound System at the back of the document. how ever.1 Make friends and keep friendships by: ii. exchanging ideas. interests. c. etc. etc. interview ers (such as a new spaper reporter or TV host) talking to a famous sports personality. 8 . refuting and giving details. At Level 1. and d.? Who…? Why…? Is…? Do…? Does…? Are…. They represent skills to be achieved by the end of Form 5.0 LANGUAGE FOR INT ERPERSONAL USE SPECIFICATIONS Level 1 Talking about (describing) one’s hobbies. and pronunciation of past tense forms. family and friends. ambitions and hopes. talking about self. plural forms and contractions. routines. a.?. iv. Listening to and identifying sim ilarities and differences involving initial and final consonants. iii. Teachers. EXAMPLES/ ACTIVITIES/ NOT ES i 1. but encourage elaboration. personal experiences and understanding w hen others talk about themselves. feelings.? When…. long and short vow els. Where…. pastimes. Asking questions politely to get information. past events. should be guided by the second column w hen planning lessons. Responding appropriately to questions by stating.? Activities include role playing.Curriculum Specifications for English Form 2 LEARNING OUTCOM ES AND SPECIFICATIONS The Learning Outcomes have been extracted from the syllabus in its original form. Teacher assigns roles to students e. What…. accept descriptions of 1-2 simple sentences. a computer w izard.

Participating in teacher-guided class discussions on topics of interest by . the distribution of duties in class. vii. club. They can also point out and demonstrate how tone and manner of speaking also carries meaning. Seeking clarification on what was said and responding appropriately. 9 . e.agreeing to another and saying so . etc.g. discussing rules set by parents such as the time to be home at night or about doing certain things. Writing a short letter (w ith guidance) to a friend about one’s hopes and ambitions. Discussing the fairness or unfairness of certain school rules and regulations. vi. and how one w ould like to help people. e. school.disagreeing politely w ith another and giving one’s opinions . describing w hat life will be like when one leaves school – the type of work one w ould like to do. and pronouncing w ords clearly and correctly. how not to be influenced by friends.defending one’s point of view . See Sound System at the back of the document. the type of house one w ould like to have. EXAMPLES/ ACTIVITIES/ NOT ES v.g. w ord stress and sentence rhythm. Teachers can also point out that body language (facial expressions and gestures) also convey meaning of disagreement or agreement. viii.Curriculum Specifications for English Form 2 LEARNING OUTCOM ES SPECIFICATIONS Level 2 Asking questions and m aking statements w ith the correct intonation.

Curriculum Specifications for English Form 2 LEARNING OUTCOM ES SPECIFICATIONS EXAMPLES/ ACTIVITIES/ NOT ES Teachers can model letter w riting on the board. Level 3 ix.” 10 . Reading newspaper articles. e. e.recalling ideas . Writing letters to friends (w ith little or no guidance) on topics of interest. It was about…. They can ask leading questions and get students to answ er them. Activities include class/group discussions on newspaper articles selected by teacher w here students agree/disagree and give opinions. “I read an interesting article. at the same time w riting the answ ers in the form of a short letter. x.g.g. on how to study in the best manner. letters to the editor.giving opinions. “ “ I like the article because…. etc. and discussing points of interest w ith friends: .

Expressing congratulations and responding appropriately. e. and c. writing messages or sending an email asking for help in fixing one’s bicycle. e. Deciding on a gift for a friend.interrupting politely . ii.Curriculum Specifications for English Form 2 LEARNING OUTCOM ES 1. Giving instructions on how to operate a new computer programme. Participating in a conversation by: agreeing politely w ith others . e. Writing simple messages to friends and family members relating to the above functions. offering help to the neighbour. e. or about the trip to the dinosaurs exhibition at the weekend.g.g. Giving oral and w ritten instructions to do something EXAMPLES/ ACTIVITIES/ NOT ES Role playing w here teacher creates the situation.2 Take part in social interaction by a. making plans and arrangements. congratulating a teacher on her aw ard. or reminding the friend about the club meeting. vi. 11 . .g. participating in conversations and discussions. iii. carrying out a variety of language functions. b. Making decisions w ith others to do something. iv. complimenting a friend on her new hair style. e.taking leave vii. offering condolences to a student in another class. SPECIFICATIONS Level 1 i.g.g. Offering help and responding appropriately.disagreeing politely . Giving com plim ents and responding appropriately. deciding on who to send on an errand. Discussing some ways in which.. Level 2 v. friends can be helped to manage their time better so that they can complete their homework and do other things as well.

g. via telephone) as to details about the services offered with the correct intonation. Asking questions about the facilities available in a public library or a youth club. subscription fee. Level 1 i. Enquiring as to what a facility has. Making further enquiries (face-toface. schedules and time-table.Curriculum Specifications for English Form 2 LEARNING OUTCOM ES SPECIFICATIONS Level 3 viii. e. e. ii.ordering goods and services. Understanding the types of services available as posted outside the facility. entrance payment. 12 .making enquir ies. w ord stress and sentence rhythm and pronouncing w ords clearly and correctly. cost of coaching. Reading a poster outside the library or club and understanding the services available such as Internet facilities. Writing sim ple letters to friends and relatives EXAMPLES/ ACTIVITIES/ NOT ES Relate to the above functions. opening hours. coaching services. squash courts. a CD Rom library. e. 1. and . Clear context must be provided as to the purpose and the relationship betw een sender and receiver so that the correct register and the correct choice of words can be used. Level 2 iii.g.g.3 Obtain goods and services by: .

Curriculum Specifications for English Form 2 LEARNING OUTCOM ES SPECIFICATIONS iv. etc. residential address. underlining surname or family name. expressing satisfaction. Responding appropriately on receiving the information.g. e. Teachers may also need to draw attention to certain requirements that may appear on the form: e.g.g. saying thank you. 13 . writing correspondence address. for membership or for booking a facility such as a badminton court. Level 3 v. asking more details about things that are not clear. writing one’s name in block letters. Filling out an application form . EXAMPLES/ ACTIVITIES/ NOT ES e.

14 .0 LANGUAGE FOR INFORMATIONAL USE 2. e. signs.g. instructions. This w ill also help to develop students’ visual and spatial intelligences. 3 i. plans). Students must know how these graphic forms can support the w ritten text. reading aloud from a new spaper article to other team members. 2.0 LANGUAGE FOR INFORMATIONAL USE LEARNING OUTCOM ES 2. listening to spoken texts such as talks.Curriculum Specifications for English Form 2 2. instructions. a magazine. and from other multimedia sources. - EXAMPLES / ACTIVITIES / NOT ES This section lends itself w ell to know ledge acquisition.stress pauses . directions. Reading silently and aloud w ith understanding a variety of texts of suitable length (e.emphases intonation patterns . and b. simple passages.correct phrases fluency and rhythm Set authentic activities – e. Teachers should ensure that passages chosen have useful know ledge content.g. notices. descriptions. information in tables).1 Obtain inform ation for different purposes by: a. Include in reading texts. getting information from an encyclopaedia. Listening to and understanding a variety of texts of suitable length (e.g. tables. and pictures. charts. reading materials such as articles in print and in electronic media. messages. Acquiring informational skills: using the table of contents to look for information inside a book. descriptions. annotated series of pictures. When reading aloud. advertisements.g. advertisements. messages. or giving information over the telephone. speeches. iii. announcements. learners need to observe: correct pronunciation . ii. SPECIFICATIONS Levels 1. diagrams. directions. labels. w arnings.

completing tables. Level 2 iii.g. size. charts. diagrams. mapping out key w ords. e. Level 3 v. why) 15 . Other details for other topics may include costs. This is guided listening. iv. recreation. follow ing sequence of ideas. colour. Identifying important ideas by listening and checking a list. household chores. place. Jotting dow n key ideas of a text listened to: (e. seeds.g. sap of the plant.” e. etc. Noting important details. event. ii. SPECIFICATIONS A. e. “This text is about a newly discovered herb plant that can help treat asthma .g. skimming and scanning for specific information and ideas. extracting main ideas and supporting details. detecting errors in a written text. chronological order.2 Process inform ation by: a.g. c. Processing texts listened to by Level 1 i. b. listening to tips on a talk show on the radio as to how students can use their time wisely in relation to studies. e. getting meaning of unfamiliar w ords by using word attack skills. EXAMPLES / ACTIVITIES / NOT ES e. flower.g. Activities include underlining key w ords. w hat. leaf. d. Telling w hat the text is about. shape. Follow ing sequence of ideas. w ho. how .Curriculum Specifications for English Form 2 LEARNING OUTCOM ES 2. sequence of process. number of people involved. f. predicting outcomes. using dictionaries. when. stem. date.

16 . Using the dictionary to find the meaning of unfamiliar w ords. ii. viii. enormous. Identifying m ain ideas in simple texts.Curriculum Specifications for English Form 2 LEARNING OUTCOM ES B. e. names. colour. Reading and understanding nonlinear texts such as simple diagrams and tables. a procedure.question and answ er sessions to elicit main ideas and supporting details .g. e. v. furniture = chairs. Examples of activities include: . SPECIFICATIONS Processing texts read by: Level 1 Stating the type of text that is being read. EXAMPLES / ACTIVITIES / NOT ES i.finding specific information . a narration. size.small. number. Level 2 vi.g. Identifying supporting details or ideas in simple texts. big . huge. e.g.short e. desks. a report.g. Example of task is extracting information from a table. instructions to assemble something.checking True / False statements . gigantic e. big. Follow ing sequence of ideas iv. place. vii. Acquiring a range of vocabulary by: stating w ords of the same meaning stating w ords opposite in meaning stating one w ord for a group of words. tables. iii. tall .sequencing. Scanning for details. Note chronological order Learners to use their dictionary skills to find the meanings of words.g.

harmless. e. giving reasons. Identifying cause and effect in simple texts. Acquiring the meaning of words by understanding w ord formation w ith the use of prefixes: mis. e. misread. mouthful. She. careful. rewind e. Level 3 x.g. misuse e. harmless. What do you think he did next? 17 . As a young man. It. He. misplace.reunderstanding w ord formation w ith the use of suffixes: -ful -less Identifying base w ords Using contextual clues: . he had saved enough money. misunderstand. re-play. They.g. harmful. Their.g. useless. toothless e. xi. rewrite. the man worked very hard at his uncle’ shop.g.g.pronouns and other demonstratives EXAMPLES / ACTIVITIES / NOT ES e. After several years. He woke up late this morning because he slept late last night. Our – all these refer to the people mentioned earlier in the text.Curriculum Specifications for English Form 2 LEARNING OUTCOM ES SPECIFICATIONS ix. useful. Making simple predictions of outcomes.g.

he saved enough money. What does this tell you about the boy? 2. As a young man. d. c. Presenting inform ation Level 1 xiv. instructions. use of linkers. and checking accuracy of spelling. announcements. reading aloud w ritten materials clearly and fluently 18 .g. For mat of Recount: Paragraph 1: Background: where. using appropriate format and conventions.g. describing. Set meaningful contexts w here 'dictation’ is carried out in everyday life – e. narrating orally.Curriculum Specifications for English Form 2 LEARNING OUTCOM ES SPECIFICATIONS xii. what who. Draw ing obvious conclusions in simple texts. b. xvi. giving instructions. when. dictating a paragraph to a friend over the telephone because she w as aw ay on an errand during class time. revising and editing drafts.3 Presenting inform ation to different audience by: a.g. and grammar. After several years. Recounting orally w hat events took place. e. the village headman worked very hard at his uncle’ shop. Talking about the events that led to the boy fainting in class. Writing recounts. composing. EXAMPLES / ACTIVITIES / NOT ES e. writing directions. Taking spelling and dictation of seen texts. recounts. punctuation. paragraphing) Level 2 xvii. why Paragraph 2: Event 1 Paragraph 3: Event 2 Paragraph 3: Event 3 Conclusion (Grammar: past tense.

g. question marks. flow ering.Curriculum Specifications for English Form 2 LEARNING OUTCOM ES SPECIFICATIONS xviii. Punctuating meaningfully using capital letters. of a dream house.g. of people with healthy lifestyles to emulate. etc. e. bigger. xix. writing a simple report of how one grew and took care of a plant.g. filling the pot w ith soil. Example of format of a simple report: Paragraph 1: Aim of grow ing a plant Paragraph 2: Procedure – e. 19 .g. Level 3 xix. EXAMPLES / ACTIVITIES / NOT ES Relate to topics: e. commas. full stops. Writing descriptions. Paragraph 3: Care and maintenance of plant Paragraph 4: Development stage at present – e. Writing a sim ple report complete with tables and/or pie-charts.

Applying process writing skills by: a.reordering sentences . EXAMPLES / ACTIVITIES / NOT ES 20 . proof-reading the draft to eliminate mistakes: .spelling .Curriculum Specifications for English Form 2 LEARNING OUTCOM ES SPECIFICATIONS xx.substituting w ords e.punctuating correctly . writing paragraphs w ith a clear focus. b. revising and editing the draft until it is clear and flows well by .correcting grammar at a level appropriate to students f. writing the final draft of the text. discussing the topic w ith teacher and peers and jotting dow n ideas. writing out an outline. d.rephrasing sentences . c.

v. Note: The use of sounds. reciting poems w ith feeling and expressions.0 LANGUAGE FOR AEST HETIC USE LEARNING OUTCOM ES 3. e. sequence sentences. SPECIFICATIONS EXAMPLES / ACTIVITIES / NOT ES Level 1 i. These exercises can be guided. Students w ill be able to recite a poem meaningfully and w ith expression once they have understood the meaning of the poem. read. stress and rhythm. customs and beliefs. c.Curriculum Specifications for English Form 2 3.0 LANGUAGE FOR AEST HETIC USE 3. Finding out the m eaning of unfam iliar words by using contextual clues and /or the dictionary. ii. b. etc. understanding other people’s cultures. Story-telling can be done in groups. traditions.1 Listen to. discussing how this relates to one’s life. music and movement in activities w ill be especially beneficial to learners w ith a leaning tow ards musical and kinaesthetic intelligences. understanding and telling in one’s ow n w ords the story and poem heard and/or read and giving one’s opinion. view and respond to literary w orks by: a. Retelling the story or content of the poem in one’ s ow n w ords. intonation. iii. Get students to mark the events on a time line or graph. d. Talking about the place and time the story took place or the place the poem describes and writing a sim ple paragraph on it. 21 . sequence pictures. explaining the message the writer is trying to convey and iv. Reciting a poem with feeling and expression and w ith correct pronunciation. Level 2 Giving the sequence of events. recognizing elements in a story such as characters and setting.

characters and values in the text are sim ilar to those experienced in one’s life. get students to take note of what other characters say about A or what the author says of A. 22 . Level 3 xi. Making simple predictions as to w hat might happen next. Learners should give reasons as to why they like or do not like the text – e.g. viii. Draw students’ attention to the fact that although values and beliefs held by other societies and cultures may be strange to use. xii. Talking about values found in a text. they must be respected anyw ay. ix. Talking about how events.Curriculum Specifications for English Form 2 LEARNING OUTCOM ES vi. Talking about the theme and writing a simple paragraph about the theme of the story. vii. Saying w hat one thinks about the text and writing a paragraph or two. the events described. Detailed analysis of the figurative language is not required. x. the story-line. SPECIFICATIONS Level 3 Talking about characters in a story and w riting a simple paragraph on one or tw o characters/ EXAMPLES / ACTIVITIES / NOT ES For example w hen discussing about Character A. Get students to draw similarities and differences about their life and that of the characters’. Understanding some figurative language in the text suitable to students’ proficiency level.

Level 3 iii. Use pictures or key w ords to get learners to start writing. dramatizing texts and roleplaying characters. and stories and dialogues SPECIFICATIONS EXAMPLES / ACTIVITIES / NOT ES Level 1 Acting out sections of a text. Get learners to choose the sections they w ant to act out. to know the story thoroughly. Finally get them to practise reading out their dialogues w ith expression and emotion. Then get them to w rite out the dialogue. Writing out the dialogue of 2 characters for a certain episode in a story. 23 .2 Express themselves creatively and im aginatively by: i. Level 2 ii. e. a. Retelling a story from a different point of view and presenting it in another genre.Curriculum Specifications for English Form 2 LEARNING OUTCOM ES 3. Changing the text to another form (genre). composing simple poems. to understand how and w hy the characters behave in that w ay.g. Com posing sim ple poems. b. retelling a story from a different point of view and presenting it in another genre c. stories and dialogues at a level suitable to learners.

* v. Abstract nouns names of qualities. water Collective nouns e. Items to be focused on in Form 4 are marked with an asterisk.Curriculum Specifications for English Form 2 SECTION II: LANGUAGE CONT ENT A) GRAMMATICAL ITEMS Grammar forms part of the language contents in the Curriculum Specifications for Form 2.g. laughter. book. birds.g. arrival Countable nouns e. change to v+es e. iii. NOUNS i.g. 1. Teachers are encouraged to teach these grammatical items in the context of topics. trousers. a flock of birds Num ber .g.mice.toys. If extra practice is required for better understanding or retention.brushes. Adding suffix -s.Formation of the plural vii. church . Nouns w ith no change in number in the plural form : e. Concrete nouns a. glass . brush . scissors.lives b.g. Johan has …. vi.boxes Words ending in -y e. life . man . -es For regular words e.lorries Words ending in -f. toy .g. moons Uncountable nouns e. planets. a. school b. trees Words ending in -s -sh -ch -x e. 24 . items can be taught in isolation. house. lorry . health. activities e.g.g.g. Apollo 13 ii. mouse .g. iv. Comm on nouns – e.g. poverty.glasses.g. knife . Proper nouns – e. states. Mars. tooth – teeth *c.knives.men. news Concord (subject-verb agreement) a. Irregular plurals Indicated by a change of vow el e. sand. Singular subject takes singular verb e. Grammar items are specified under the different grammar categories.churches. 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 examples are given. box . spaceships.g.

petrol There’s petrol in the car. buildings e. ‘an hour ’ With plural countable nouns – w ith article. with no article e.g. a book an oven the house Note : ‘an’ is usually used before vow els but note ‘a university’ . The lady astronauts were as tall as the male astronauts. most beautiful Using as…. Have you been to the iii. fem inine a. waitress.g.g. ARTICL ES With singular countable nouns – a an the e.g. a dishonest mechanic Com parison adjectives – regular forms e. There’s still some petrol in the car.biggest Com parison adjectives – irregular comparative and superlative forms e. John and Paul are …. worse. places.g.g. Adjectives in terms of colour. We’ve got newspapers here. * v.g. Using not as….Curriculum Specifications for English Form 2 National Science Centre.as to compare things and 2. *ii. worst Com parison adjectives – longer adjectives of 3 or more syllables taking ‘more’ . big . Adjective that show qualities e. viii Gender – m asculine. heiress 3. * iii *vii. -ess : traditionally used to mark female e. ADJECTIV ES i.disim e. with “some” e. actor b. Articles w ith proper nouns . *viii. good. bad. test tubes We’ve got the newspapers here. an unkind person. yet? b. ‘most’ forms. cinemas.as to com pare things and people that are the same e.g. a kind by-stander Form ation of the negative of adjectives by adding prefixes: un. more beautiful.g. * vi. an honest mechanic. big boy blue sky round eraser ii. 25 . iv.g.bigger . Peter. Plural subject takes plural verb *e. e.g. i.g. *iv. best.g. -er -or : traditionally used to mar k male e.using ‘the’ w ith the names of hotels. With singular uncountable nouns – w ith article.g. size and shape e. better. waiter.

w alk – w alked. theirs e. They ‘re conducting the experiment. Sim ple Present Tense For habitual actions e.g. *iii. “I feel upset over what has happened. Regular and Irregular Verbs e. iii. Which. Every day we play football. Dem onstrative Pronouns: this. He is not here. i. That book is mine / yours / his / hers. those Interrogative Pronouns: Who. *d.swept Negative Verbs Adding the w ord not after the verb e. sit-sat. First. b. I am writing the report now (verb+ -ing). past. Talking about the Future ii. Whose V ERBS ii.g. hers. mix the solutions. these.g.g. sw eep . Sim ple Past Tense – w as were Regular verbs Irregular verbs e. PRONOUNS Personal Pronouns: I first person You second person He/She/It third person Possessive Pronouns: m ine.g.” * When talking about facts that are generally true e. they’re. Yesterday. Tobacco smoke contains a lot of poisonous substances. Using the contracted form (affirmative and negative) forms especially in conversation 26 . iv. yours. go-went Using w ords that signal the past tense e. e. Describing feelings and senses e. continuous a.g. The cost of a computer is not as high as it was a year ago.g. iv.g. For instructions and directions e.g. They cannot go to the party. What. Last week c. that.g.g. i. TENSES – present. his. 4. ours. walk-walked. I’m not you aren’t he isn’t she isn’t it isn’t w e aren’t you aren’t they aren’t e. I’m you’re he’s she’s it’s w e’re you’re. Present Continuous Tense The action is happening at the time of speaking.g. 5.Curriculum Specifications for English Form 2 people that are not the same e.

e. Oh no! I’m late! I will call him now.g. e. in front of. *Adverb of place e.g. near. Please be home by 2 o’clock. It might rain later on. by. They stood at the entrance. * Prepositions of direction – * to *from e. . 6. ii.can m ust m ay m ight Using ‘can ‘ to talk about ability e. *at . Haris is not playing basketball on Friday. She sang sweetly. i. v.g.Using w ill w hen w e decide to do something in the future or when we think something w ill happen . after e. Adverb of m anner To show how an action w as done . e. e. *Using ‘w ill’ . by. before. It may rain later on.using the suffix -ly. You must put away your things. *Adverb of time e. Using ‘may’/ ‘might’ to say that perhaps something w ill happen in the future.g. Modal Verbs . That bus goes to Jalan Semantan and back. She will call him tonight.g.) ADV ERBS i. under.g. *Using ‘going to’ Using ‘going to’ to talk about something that we have decided to do in the future. This weekend I will go to Ipoh. He can climb mountains but he can’t dance.g. Prepositions of time – at. on. (Note: the difference between ‘may’ and ‘might’ is very small – ‘might’ is a little less sure than ‘may’. 7.g. on.g. I am meeting Diana at 5. e. The spaceship was launched from Cape Canaveral. She is not going to work on Tuesday. Preposition of quantity . e.g.g.00 today. Using ‘must’ w hen we think it is necessary. iii. ii. please. Leave the book there. e. behind.g. ii. They are going to fine the company RM 20. PREPOSITIONS Preposition of place in. I think it will rain this evening.*of 27 .g.Curriculum Specifications for English Form 2 *Using the present continuous tense to talk about the future.000 for polluting the river. The bank is between the supermarket and the post office. iv.Using ‘ will’ when we decide to do something now . *betw een e.

Capital letters – proper nouns.g.g. the man’s briefcase vi. iii. I went to the doctor’s yesterday.g. Commas . 10 PUNCT UATION i.g. They went to the exhibition early. 9. He/ She/It/They were ….g. Negative statements e.and but or *so e. pronoun ‘I’. Apostrophe For contractions e. Next. Sim ple sentence e. e. iv. We were not ……. ii.g.g. Then wipe them dry.g. Com pound sentence e. He drinks 8 glasses of water ever y day.g.g. SENT ENCES i. we went to the zoo. Exclam ation m ark For greetings e. They woke up early and went jogging. Julia has a cat.. CONNECTORS i. Yesterday. ii. Hi! Hello! iv. v. ii. The road is slippery! For possessives e. beginning of sentences 28 .to separate items in a list e.Curriculum Specifications for English Form 2 e. *Sequence Connectors – first next then finally e. Conjunctions . re-assemble the parts. Be careful! Don’t run. wash the parts in kerosene. 8. They are not …. put in new batteries. please? iii.g.g. First. Positive statements e. Question m ark At the end of questions e. The tea was very hot so I added an ice cube. My name is …. a bird and a goldfish for pets. What time is it.g. Finally. Full stop For end of statement e.g.

Congratulating someone A : Congratulations. 4. It is important that teachers teach these sentence patterns (including responses) in context and in a meaningful w ay. Interrupting politely D: I’m sorry to interrupt. B : Thank you. 5. Raju. I am so happy for you. Agreeing politely A : I think the room needs a new paint. 29 .Curriculum Specifications for English Form 2 Suggested Sentence Patterns In this section some suggested patterns have been listed for the language functions as stipulated in the Curriculum Specifications. I think so too. Azmi. 1. 6. Thank you. B : Thank you. Giving com pliments A : You sing the song beautifully. Disagreeing politely C: I don’t think so. The room still looks good. Taking leave A: I have to go now . Lunch is ready. 7. 8. B : Yes. Please excuse me. B: Sure. Words underlined may be substituted. 2. Offering help A : Can I help you carry the books? B : Yes. please.

there are examples of the sounds to be taught and more examples are to be given. foot .6.boys. ou / / .1 I’ll 1.1.8.1.1 a /æ/ 1.1 r /r/ 1.7 ed /d/ ed /id/ ed /t/ ied /aid/ - feared.3 er.freed.2 a /a:/ 1. w aited w alked. ir. bough 1.boxes.placed.3.1 HARDw are 1. raced 30 .6.6 u.2 HOSpital.5.3 -es/iz/ .7. turn Plural Forms 1.5. raced . saved . Manager Stresses in compound words 1. ur / / - run. refuse 1. ar / e / .5 -ves/vz/ .6. In each item.6.5.4 s /s/ 1. weave wind.5.5 1. cried .brown. heart . bank . oil zebra.5. PASsenger.5.poor.6.flies.2.CREA M Contractions 1.2 -d /t/ 1.2.home. ou / / .5 au. ties 1. tries 1.1.Curriculum Specifications for English Form 2 SOUND SYST EM The sound system forms part of the language contents in the For m 2 Curriculum Specifications.3 -ed /t/ .8. raise sail. oa / / .5 v /v/ 1. houses 1.1. roam 1.taught.1. Consonants 1. w arned w anted.9.1 -d /d/ 1.put.tool.knives. present. bought .6 1.7.2.2 o. w e’ve Diphthongs 1. rate late. Refuse.5.3.1 ow .flat. care 1. ea.3 oo / / 1. jumped fried.2 -s/z/ . The items listed below are to be taught in Form 2.2 l /l/ 1. class view .1 PREsent. ou / / 1.4 -ies /aiz/ .2. week 1.placed. prune .2.3.urn.2 I’ve. tour Past Tense Forms 1.4 1.2 ICE. lives Stresses in tw o and three syllable words 1. u /u:/ 1.9.3 z /z/ 1.there. bird.1. learn.4 oo.ar m.6 w /w/ Vowels 1. cups 1.1 -s/s/ .pens.3.4 oo.2.

bathe be (aux) beak bean bear beard beat beauty. behaviour behind being belief believe bell belong below belt bend beneath beside better betw een 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 bow l box boy brain branch brave bread break breakfast breathe.Curriculum Specifications for English Form 2 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 alw ays ambition among amount ancient and angle angry animal another answ er 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 aw ake aw ay baby back backbone background backw ard bag bake balance ball band bank bargain base base basic basket bath. beggar begin behave. breath bribe brick bridge bring broad brother brow n brush build bunch 33 . beautiful because become bed before beg.

dirty discipline discover discuss dish distance disturb divide dive doctor dog dollar donkey door dot double dozen drag draw er dream dress drink drop dry duck due dull 34 .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 cow ard 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.death diet difficult dig dinner direction dirt.

height hill hire his history hit hold hole holidays home honest hook hope horse hospital hot hour 35 . government grand great greed greet grey group grow guard guess guilty handsome happy hard. education egg elastic electricity elephant empty encourage end enemy engine enjoy enough enter.Curriculum Specifications for English Form 2 during dust duty ear early earn earth east easy eat edge educate. 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 flow er fold food foot forest forget forgive fork form former forwards frame freedom frequent freeze friend fresh fright. hardly hardw orking hardly harm haste hat hate have he head headache heal health. frighten from fruit fry full fun. helpful helpful her here hide high. 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. healthy heap hear heart heat heaven heavy hello helmet help.

obedient object ocean of off office often on once one onto or out outdoor out of opposite ow e pad page 36 .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. 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. 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 mater ial 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.

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 rew ard 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 37 . punishment purple pure put quality quantity quarter queen question quick rabbit race radio rail. per mission picture piece pig pigeon pile pin pinch pink plump polish population poor pot pow der praise price problem profit programme protect punish.Curriculum Specifications for English Form 2 pain pair parcel patient. patience pattern pay pedal permit.

Curriculum Specifications for English Form 1 strict strike string summer surround sw allow 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 tow ards tow el toy translate travel treat tree true. 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 38 .

Pusat Perkembangan Kurikulum Kementerian Pendidikan Malaysia Curriculum Development Centre Ministry of Education Malaysia .

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