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

and interact to obtain goods and services. Reading and Writing. process and use information from various audiovisual and print sources. and for future workplace needs. The English language curriculum is organized in a manner that reflects the w ay English is used in society in everyday life. These areas incorporate the integration of the four language skills of Listening. listen to. namely. This is in keeping w ith the growing use of English in the field of Information and Communications Technology (ICT). take part in social interaction. the Learning Outcomes to be achieved by learners. iv. for know ledge acquisition. and show an awareness and appreciation of moral values and love tow ards the nation. 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. and express ideas. the informational and the aesthetic. the Language Content to be incorporated into lessons. form and maintain relationships through conversation and correspondence. AIMS The English syllabus aims to extend learners’ English language proficiency in order to meet their needs for English in everyday life. namely the interpersonal. opinions. 1 . thoughts and feelings imaginatively and creatively in spoken and w ritten form. and present the information in spoken and w ritten form. The Curriculum Content of the syllabus outlines three main sections. 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. Speaking. the sound system. For those who have the facilities. iii. 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. 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.Curriculum Specifications for English Form 2 INT RODUCTION ii. The Language Content outlines the grammar. read and respond to different texts. and the Educational Emphases to be given due regard. view . OBJECTIVES The English language curriculum enables learners to: i. obtain.

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

The values contained in the secondary Moral syllabus have been incorporated in the learning outcomes and include patriotis m and good citizenship. 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. Thinking skills Critical and creative thinking skills are incorporated in the learning outcomes to enable learners to analyse information. These skills incorporate information skills. This is illustrated. moral education. This suggested w ord list is only the minimum for the year. sentence patterns have been listed to enable learners to master the structures of the English Language. In this respect. 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. The learning outcomes also reflect the incorporation of the theory of Multiple Intelligences. Multiple Intelligences 3 . ability and matur ity of their learners. and spatial intelligence in the interpretation of maps and other such activities. in the interpersonal use of the language among people in social interaction. library skills and study skills to enable learners to locate sources of information more efficiently and help them become independent lifelong learners. 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. and express themselves accurately and creatively in the language. citizenship education. kinaesthetic intelligence in the dramatization of texts. netw orking and interacting w ith electronic courseware. 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. In line w ith globalisation and the ICT age. In addition. skills related to ICT are incorporated in the learning outcomes. solve problems. make decisions.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. for example. patriotis m and thinking skills will contribute tow ards the building of a modern and progressive society. Teachers are encouraged to w iden this list according to the level.

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

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

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

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

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

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

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

Participating in a conversation by: agreeing politely w ith others . Expressing congratulations and responding appropriately. ii.interrupting politely . iii. friends can be helped to manage their time better so that they can complete their homework and do other things as well.g. b.. congratulating a teacher on her aw ard. Offering help and responding appropriately. carrying out a variety of language functions.g. . Discussing some ways in which. Level 2 v. Deciding on a gift for a friend. participating in conversations and discussions. Giving com plim ents and responding appropriately. iv.disagreeing politely . Giving instructions on how to operate a new computer programme. Giving oral and w ritten instructions to do something EXAMPLES/ ACTIVITIES/ NOT ES Role playing w here teacher creates the situation. vi. complimenting a friend on her new hair style. writing messages or sending an email asking for help in fixing one’s bicycle. 11 . or reminding the friend about the club meeting. e. deciding on who to send on an errand. making plans and arrangements. Writing simple messages to friends and family members relating to the above functions.g. or about the trip to the dinosaurs exhibition at the weekend.g. and c.g. e.Curriculum Specifications for English Form 2 LEARNING OUTCOM ES 1.2 Take part in social interaction by a. e.taking leave vii. Making decisions w ith others to do something. e. offering condolences to a student in another class. offering help to the neighbour. SPECIFICATIONS Level 1 i. e.

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

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

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

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

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

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

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

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

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

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

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

e. and stories and dialogues SPECIFICATIONS EXAMPLES / ACTIVITIES / NOT ES Level 1 Acting out sections of a text. to understand how and w hy the characters behave in that w ay. Com posing sim ple poems. Then get them to w rite out the dialogue.g. Level 2 ii. 23 . Use pictures or key w ords to get learners to start writing. b. Retelling a story from a different point of view and presenting it in another genre. Changing the text to another form (genre). Get learners to choose the sections they w ant to act out. composing simple poems. stories and dialogues at a level suitable to learners.Curriculum Specifications for English Form 2 LEARNING OUTCOM ES 3.2 Express themselves creatively and im aginatively by: i. Writing out the dialogue of 2 characters for a certain episode in a story. dramatizing texts and roleplaying characters. to know the story thoroughly. Finally get them to practise reading out their dialogues w ith expression and emotion. retelling a story from a different point of view and presenting it in another genre c. Level 3 iii. a.

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

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

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

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

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

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

r oa m 1.5.poor. rac ed 30 .flies . bank .5 v /v/ 1.8.4 1.brown.3. there are examples of the sounds to be taught and more examples are to be given.2 l /l/ 1.1 r /r/ 1.pens .3 er.6.1.5 1.knives .5. jumped fried. Refuse. cried . Consonants 1.ur n. ou / / .3 oo / / 1. Manager Stresses in compound words 1.3.1 HARDw are 1.7.1.4 oo.3.2 ICE. saved . oil z ebra.plac ed.2 a /a:/ 1.put. ou / / 1.7.2 o.1. bough 1.1 -s/s/ .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. raise s ail.boy s . learn.3 -es/iz/ .4 oo.2 I’ve.1.4 s /s/ 1.3.5. f oot .2 -s/z/ . pr une . care 1. u /u:/ 1.6 w /w/ Vowels 1.too l. rac ed .taught. ar / e / .2 -d /t/ 1. w e’ve Diphthongs 1.2. class v iew .9.1. bir d.6.5.6.ho me.2. ur / / - r un.6.flat. present.ar m. r ate l ate.4 -ies /aiz/ .6. oa / / .1 ow . weave wind. tries 1.box es .1.5 au.CREA M Contractions 1.6 u. In each item.2.1 I’ll 1.1 a /æ/ 1.1 PREsent. refuse 1. tur n Plural Forms 1. week 1.freed.2.1 -d /d/ 1.2. ou / / .th er e.7 ed /d/ ed /id/ ed /t/ ied /aid/ - feared. cups 1.5.5. heart . w aited w alked. ties 1. PASsenger.5 -ves/vz/ .5.3 -ed /t/ .9. w arned w anted. hous es 1. ea.3 z /z/ 1. bought . tour Past Tense Forms 1.plac ed. ir.6 1.2 HOSpital. The items listed below are to be taught in Form 2.2. li ves Stresses in tw o and three syllable words 1.8.

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. breath bribe brick bridge bring broad brother brow n brush build bunch 33 . behaviour behind being belief believe bell belong below belt bend beneath beside better betw een bicycle big bill bird birth bite. bathe be (aux) beak bean bear beard beat beauty. 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. beautiful because become bed before beg. beggar begin behave.

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. 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 .death diet difficult dig dinner direction dirt.

healthy heap hear heart heat heaven heavy hello helmet help. hardly hardw orking hardly harm haste hat hate have he head headache heal health. 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. funny future furniture further game garden garage gas gate get gentle girl give glad go god good gold govern.Curriculum Specifications for English Form 2 during dust duty ear early earn earth east easy eat edge educate. 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. frighten from fruit fry full fun. height hill hire his history hit hold hole holidays home honest hook hope horse hospital hot hour 35 . 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. helpful helpful her here hide high.

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. 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. 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.

Curriculum Specifications for English Form 2 pain pair parcel patient. 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 . patience pattern pay pedal permit. railing raise rake rapid raw reach read ready real reason receipt recent. punishment purple pure put quality quantity quarter queen question quick rabbit race radio rail. per mission picture piece pig pigeon pile pin pinch pink plump polish population poor pot pow der praise price problem profit programme protect punish.

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.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. 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 .