form 1 - hq · pdf file5 curriculum approach.... ... secara berperingkat mulai tahun 2017 akan...

iii

Form 1 Limited Publication

Ministry of Education Malaysia

Curriculum Development Division

May 2015

STANDARD-BASED CURRICULUM FOR SECONDARY SCHOOLS

English Language

MINISTRY OF EDUCATION MALAYSIA

Curriculum and Assessment Standards

iv

Terbitan 2015

© Kementerian Pendidikan Malaysia

Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian artikel, ilustrasi dan isi kandungan buku ini dalam apa juga

bentuk dan dengan cara apa jua sama ada secara elektronik, fotokopi, mekanik, rakaman atau cara lain sebelum mendapat kebenaran bertulis

daripada Pengarah, Bahagian Pembangunan Kurikulum, Kementerian Pendidikan Malaysia, Aras 4-8, Blok E9, Parcel E, Kompleks

Pentadbiran Kerajaan Persekutuan, 62604 Putrajaya.

ISBN: 978-967-420-130-2

v

CONTENT

Rukun Negara ....................................................................................................................................................... vii

National Education Philosophy.............................................................................................................................. ix

Foreword .............................................................................................................................................................. xi

Introduction............. .............................................................................................................................................. 1

Aims....................................................................................................................................................................... 3

Objectives......... .................................................................................................................................................... 3

Focus .................................................. ................................................................................................................. 4

Curriculum Principles................................................................................................................................. 4

Curriculum Organisation......... .................................................................................................................. 5

Curriculum Approach.... ............................................................................................................................ 6

Lesson Organisation.................................................................................................................................. 8

21st Century Skills.................................................................................................................................................. 10

Higher Order Thinking Skills................................................................................................................................. 11

Teaching and Learning Strategies......... .............................................................................................................. 12

Educational Emphases......................................................................................................................................... 15

Assessment........ ................................................................................................................................................... 18

vi

Performance Standard............................................................................................................................... 19

Content Organisation... ......................................................................................................................................... 20

Specific Objectives for Form 1................................................................................................................... 21

Listening and Speaking.............................................................................................................................. 25

Reading...................................................................................................................................................... 33

Writing........................................................................................................................................................ 39

Grammar……………………………………………………............................................................................ 45

Literature in Action……………………………………................................................................................... 53

Word List……………………………………………………........................................................................................ 57

Teaching Organiser…………………………………………………………………….………………………………...... 63

Panelists ……………………………………………………………………………………………………………………..73

vii

RUKUN NEGARA

BAHAWASANYA Negara kita Malaysia mendukung cita-cita hendak: Mencapai perpaduan yang lebih erat dalam kalangan seluruh masyarakatnya;

Memelihara satu cara hidup demokratik; Mencipta satu masyarakat yang adil di mana kemakmuran negara

akan dapat dinikmati bersama secara adil dan saksama; Menjamin satu cara yang liberal terhadap tradisi-tradisi

kebudayaannya yang kaya dan berbagai 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 yang berikut:

KEPERCAYAAN KEPADA TUHAN

KESETIAAN KEPADA RAJA DAN NEGARA KELUHURAN PERLEMBAGAAN

KEDAULATAN UNDANG-UNDANG KESOPANAN DAN KESUSILAAN

viii

RUKUN NEGARA

Indeed, our country Malaysia aspires to achieving a greater unity for all her peoples:

Maintaining a democratic way of life;

Creating a just society in which the wealth of the nation shall be equitably shared;

Ensuring a liberal approach to her rich and diverse cultural traditions; and

Building a progressive society which shall be oriented to modern science and technology;

We, the people of Malaysia,

pledge our united efforts to attain these ends, guided by these principles:

BELIEF IN GOD

LOYALTY TO KING AND COUNTRY

SUPREMACY OF THE CONSTITUTION

RULE OF LAW

GOOD BEHAVIOUR AND MORALITY

ix

FALSAFAH PENDIDIKAN KEBANGSAAN

Pendidikan di Malaysia adalah suatu usaha berterusan ke arah lebih

memperkembangkan potensi individu secara menyeluruh dan bersepadu

untuk melahirkan insan yang seimbang dan harmonis dari segi intelek,

rohani, emosi dan jasmani, berdasarkan kepercayaan dan kepatuhan

kepada Tuhan. Usaha ini adalah bertujuan untuk melahirkan

warganegara Malaysia yang berilmu pengetahuan, berketerampilan,

berakhlak mulia, bertanggungjawab dan berkeupayaan mencapai

kesejahteraan diri serta memberikan sumbangan terhadap keharmonian

dan kemakmuran keluarga, masyarakat dan negara”

Sumber: Akta Pendidikan 1996 (Akta 550)

Sumber: Akta Pendidikan 1996 (Akta 550

x

NATIONAL EDUCATION PHILOSOPHY

Education in Malaysia is an ongoing effort towards further developing the

potential of individuals in a holistic and integrated manner, so as to produce

individuals, who are intellectually, spiritually, emotionally and physically

balanced and harmonious, based on a firm belief in and devotion to God.

Such an effort is designed to produce Malaysian citizens who are

knowledgeable and competent, who possess high moral standards, and

who are responsible and capable of achieving a high level of personal well-

being as well as being able to contribute to the betterment of the family, the

society and the nation at large.

Source: Education Act 1996 (Act 550)

STANDARD-BASED ENGLISH LANGUAGE CURRICULUM FOR FORM 1

KATA PENGANTAR

Kurikulum Standard Sekolah Menengah (KSSM) yang dilaksanakan

secara berperingkat mulai tahun 2017 akan menggantikan

Kurikulum Bersepadu Sekolah Menengah (KBSM) yang mula

dilaksanakan pada tahun 1989. KSSM digubal bagi memenuhi

keperluan dasar baharu di bawah Pelan Pembangunan Pendidikan

Malaysia (PPPM) 2013-2025 agar kualiti kurikulum yang

dilaksanakan di sekolah menengah setanding dengan standard

antarabangsa. Kurikulum berasaskan standard yang menjadi

amalan antarabangsa telah dijelmakan dalam KSSM menerusi

penggubalan Dokumen Standard Kurikulum dan Pentaksiran

(DSKP) untuk semua mata pelajaran yang mengandungi Standard

Kandungan, Standard Pembelajaran dan Standard Pentaksiran.

Usaha memasukkan Standard Pentaksiran di dalam dokumen

kurikulum telah mengubah lanskap sejarah sejak Kurikulum

Kebangsaan dilaksanakan di bawah Sistem Pendidikan

Kebangsaan. Menerusinya murid dapat ditaksir secara berterusan

untuk mengenal pasti tahap penguasaannya dalam sesuatu mata

pelajaran, serta membolehkan guru membuat tindakan susulan

bagi mempertingkatkan pencapaian murid.

DSKP yang dihasilkan juga telah menyepadukan enam tunjang

Kerangka KSSM, mengintegrasikan pengetahuan, kemahiran dan

nilai, serta memasukkan secara eksplisit Kemahiran Abad Ke-21

dan Kemahiran Berfikir Aras Tinggi (KBAT). Penyepaduan tersebut

dilakukan untuk melahirkan insan seimbang dan harmonis dari segi

intelek, rohani, emosi dan jasmani sebagaimana tuntutan Falsafah

Pendidikan Kebangsaan.

Bagi menjayakan pelaksanaan KSSM, pengajaran dan

pembelajaran guru perlu memberi penekanan kepada KBAT

dengan memberi fokus kepada pendekatan Pembelajaran

Berasaskan Inkuiri dan Pembelajaran Berasaskan Projek, supaya

murid dapat menguasai kemahiran yang diperlukan dalam abad

ke-21.

Kementerian Pendidikan Malaysia merakamkan setinggi-tinggi

penghargaan dan ucapan terima kasih kepada semua pihak yang

terlibat dalam penggubalan KSSM. Semoga pelaksanaan KSSM

akan mencapai hasrat dan matlamat Sistem Pendidikan

Kebangsaan.

Dr. SARIAH BINTI ABD. JALIL Pengarah Bahagian Pembangunan Kurikulum

xi


INTRODUCTION

The Standard-Based English Language Curriculum for Secondary

Schools (SBELC) is a continuance of the Standard-Based English

Language Curriculum for Primary Schools and is developed based

on accessibility, quality, equity and do-ability.

The six strands that form the fundamentals of the SBELC are:

communication

spiritual, attitude and values

humanistic

personal development

physical and aesthetic development

science and technology

These strands are evident in the Standard-Based Curriculum for

Secondary Schools (KSSM) as they shape the fundamental

principles of curriculum development in Malaysia (refer Figure 1).

In the SBELC, knowledge, skills and good values are the elements

running through each strand and these elements are built upon and

expanded from primary school. It is imperative that these elements

are weaved into every lesson to inculcate the awareness,

understanding and respect for the differences and similarities

amongst individuals and various communities leading to unity and

harmony in our multicultural society.

In preparing the students to meet the challenges of the 21st century,

due emphasis is given to developing perseverance, critical, creative

and innovative thinking and current Information and Communication

Technology (ICT) skills. As future leaders, students need to develop

their proficiency in English, as well as leadership qualities and

ethical decision-making skills in order to be globally competitive.

English language is the way forward to interacting with the local and

global communities by reaching out across cultural and linguistic

boundaries. English being an international language and language

of the internet is far reaching in terms of lifelong knowledge

acquisition, forging cultural understanding and readying students for

work place experience.

In Malaysia, English is the second language and is taught in all

schools throughout the country. Although there are a range of

registers available in the English Language, the Standard British

English is considered as the official standard of reference for

English where spelling, grammar and pronunciation are concerned.

1


2

Science & Technology

Communication

Humanistic

Personal Development

Spiritual, Attitude

& Values

Physical & Aesthetic

Development

HOLISTIC

INDIVIDUAL

The mastery of Science, Mathematics, and Technology.

Being ethical in applying Science, Mathematics and Technology

knowledge in everyday life.

The application of knowledge, skills and ethics in order to

achieve physical and health well-being.

Appreciate and apply imagination,

talent, creativity and innovation to produce creative works.

Nurturing leadership and personal development through curriculum and

extra-curricular activities. Internalisation of positive values such

as one’s self-esteem and self-

confidence.

Promoting one’s potential and

creativity. Cultivate meaningful relationships

with individuals and communities.

Preparing Malaysians for the 21st century.

The mastery of conceptual

knowledge.

Development of intellectual skills

Internalisation of fundamental

values and democracy.

Developing problem solving skills.

Internalisation of religious practices, attitudes and values in

life. Submission to God

Moulding individuals with good

values, integrity and accountability.

The mastery of verbal and nonverbal language skills for daily

interactions as well as equipping themselves for their career paths.

Figure 1: The Standard-Based Curriculum (KSSM) Framework for Secondary Schools


3

AIMS

The Standard-Based English Language Curriculum for Secondary

Schools in Malaysia is designed to enable students to communicate

and interact confidently, proficiently and competently in the local

and global communities. The SBELC also aims to develop students

to be knowledgeable and respectful of other cultures, to make

calculated decisions through critical and analytical thinking, and to

collaborate with others to solve problems creatively and innovatively

in the real world.

OBJECTIVES

By the end of secondary education, students are able to: 1. Understand the main points of clear standard input on familiar

matters regularly encountered in work, school and leisure;

2. Describe experiences and events, dreams, hopes and

ambitions, and give reasons and explanations for opinions and

plans;

3. Use appropriate language to make calculated decisions in

situations likely to arise in real life;

4. Produce ideas and connected texts on various topics of interest;

5. Use a range of learning tools including the multimedia to

communicate in various modes;

6. Comprehend and appreciate a variety of literary and non-literary

texts critically and creatively;

7. Understand and respect the perspectives of people with

linguistic diversities and different cultural heritages relating to

real life situations; and

8. Acquire lifelong interest and enjoyment of language learning

through curiosity and enquiry.


4

FOCUS

In order to be successful in this increasingly diverse, globalised and

dynamic era, students need to face numerous challenges and

demands. Therefore, there is need for a 21st century curriculum

which is inquiry-based, research-driven, inter-disciplinary and

student-centred. The SBELC addresses these needs by connecting

students’ abilities, interests, experiences and talents to emerging

literacies. Hence, lessons taught should emulate real life situations,

bridging classroom practices to the real world.

Curriculum Principles

The SBELC is developed based on these principles:

1. Preparing for the Real World

The challenges of the 21st century demand an education system

that prepares students to be competent, knowledgeable and

confident. The SBELC takes into account skills and knowledge that

are necessary for the students to function in the real world. This is

achieved by making use of real-life issues which are meaningful

and “hands-on” in nature for classroom activities and project work.

Hence, learners are able to apply knowledge and skills to real world

settings which would lead to greater success in future work place.

2. Incorporating Sustainability in the Curriculum

The SBELC is designed to guide students in acquiring knowledge

and skills so that they can effectively participate in and contribute to

the future. This includes educating students about the importance of

sustainability and issues that affect the society and the environment

at present and in future. The curriculum adopts an inter-disciplinary

approach whereby lessons are developed and taught based on four

broad themes, namely, people and culture, health and environment,

science and technology, and consumerism and financial

awareness. These are woven into the strands of the teaching and

learning process, allowing students opportunities to engage in and

relate classroom activities to current and future issues. This would

allow students to develop a deeper understanding and awareness

of their surroundings locally and globally, and work towards

sustaining that environment for the wellbeing of everyone.

3. Acquiring Global Competencies

The world we live in today is highly inter-connected that there is a

need to keep abreast with the rapidly-emerging technologies.

Education plays a role in preparing students to become competent


5

Stage One

Years 1, 2 and 3 (Lower Primary)

Stage Two

Years 4, 5 and 6 (Upper Primary)

Stage Three

Forms 1, 2 and 3 (Lower Secondary)

Stage Four

Forms 4 and 5 (Upper Secondary)

global citizens. The concept of global competence incorporates the

knowledge and skills students need in the 21st century. Globally-

competent students should be equipped with the knowledge and

skills to:

investigate the world, that is, by being aware, curious, and

interested in learning about the world and how it works;

communicate ideas to a diverse audience on various topics

through different means; and

become global players by taking responsibility for their actions

and weighing the consequences.

4. Realising Individual Student Differences

Teaching approaches, lessons and curriculum materials must take

into account the varying needs and abilities of students. It is

important that appropriate activities and materials are used with

students of different learning profiles so that their full potential can

be realised. Students would benefit greatly in terms of learning,

provided that sufficient time is given to them to reach the particular

Learning Standard. Thus, the use of the mastery learning strategy

would ensure that students who master all the Learning Standards

in the SBELC would be able to acquire the language.

5. Developing Confident and Competent Communicators

Effective communication is pivotal in today’s fast-paced world. We

need to be able to communicate our thoughts and ideas in a

coherent and cohesive manner through various modes, verbally

and non-verbally. Therefore, our students need to acquire the

language skills and engage in activities that further develop their

confidence and competence in communication. The SBELC

provides a learning experience where students put knowledge and

skills into practice in preparation for the real world.

Curriculum Organisation

The SBELC is divided into two key stages; Stages Three and Four

(refer Table 1).

Table 1: Key Stages in SBELC


6

The SBELC is organised with the intention of building a strong

foundation in the teaching and learning of the English language by

means of a 3-phase strategy (refer Figure 2).

Figure 2: The 3-Phase Strategy

First, the SBELC ensures that there is continuity from the primary

school curriculum. This is made possible during Stage 3 where

students in Forms 1, 2 and 3 strengthen the mastery of the

language skills learnt during their primary school education.

In Stage 4, the SBELC provides an avenue for students in Forms 4

and 5 to consolidate and apply the language skills in situations that

emulate the real world.

Finally, the SBELC ensures the sustainability of the language skills

learnt through the many hands-on, minds-on and hearts-on

activities. The 3-phase strategy assures that by the end of

secondary education, all students should be able to communicate

accurately, confidently and effectively in the English Language.

Curriculum Approach

The SBELC emphasises the modular in focus approach. This

approach ensures that all the language skills; Listening and

Speaking, Reading and Writing, and the elements of Grammar and

Literature in Action are given due focus and attention

(refer Figure 3). During teaching and learning, these skills and

elements are connected through the following themes:

People and Culture

Health and Environment

Science and Technology

Consumerism and Financial Awareness


7

The SBELC is modular in design and this is reflected in the

organisation of the Content and Learning Standards. This

curriculum strengthens the mastery of the four language skills;

Listening, Speaking, Reading and Writing.

Figure 3: The Modular Design

At the end of each topic, the teacher prepares a task or an activity

based on a situation that students can relate to. These action-

oriented tasks are prominent in the Literature in Action hour,

ensuring that all the four language skills and elements taught, are

integrated to emulate real-life situations. These tasks and

experiences will be the bridging that helps students to solve

problems they encounter in real life which require them to

communicate in English.

Language activities are contextualised in four domains:

Personal

Public

Educational

Occupational

The personal domain relates to socializing with family, friends,

neighbours and those around us.

The public domain encompasses dealings with the public services,

administrative bodies, cultural and leisure activities of a public

nature and the mass media.

The educational domain covers academic bodies and institutions,

and concerns with acquiring specific knowledge or skills.

The occupational domain refers to all activities that relate to one’s

job.

Each domain requires a different approach in using the language

based on the students’ learning needs. Therefore, a balanced

LISTENING AND SPEAKING

READING

WRITING

GRAMMAR

LITERATURE IN ACTION

LOWER SECONDARY

FORMS 1, 2 & 3

UPPER SECONDARY

FORMS 4 & 5

STAGES

TH

EM

ES


8

treatment of these domains and themes are essential to enhance

the development of language skills through various strategies and

activities. Hence, these will develop personal learning and growth

which will eventually lead to the development of more holistic and

balanced individuals.

Lesson Organisation

The SBELC` is designed to be modular in focus starting with the

Listening and Speaking skills, followed by Reading and Writing

skills. In addition to the four language skills, two other elements,

Grammar and Literature in Action, are given due and equal

emphasis during teaching and learning.

A lesson starts focusing on Listening and Speaking skills while

other skills such as Reading and Writing are incidental. The next

lesson is focused on the Reading skill whilst Listening and

Speaking, and Writing skills are incidental. When the Writing skill is

in focus, all other language skills are incidental.

All the four language skills are linked through a topic of a selected

theme. Grammar is infused during the teaching of these language

skills and it is also given emphasis in a separate Grammar lesson. It

is advisable that before embarking on a new topic, the teacher

plans the Grammar item that he/she wants to weave into the

Grammar lessons.

Therefore, proper planning and organising of the lessons are

pertinent prior to the execution of the actual lessons. Thus, the

importance of a Teaching Organiser (refer Appendix 1).

Students learn through connecting new knowledge to the

knowledge that they have. New knowledge becomes meaningful

when students are able to relate it to their experiences. It is

therefore imperative that lessons taught in schools relate to the real

world, so as to be meaningful for students.

At the end of every topic, an action-oriented task is given where the

students can explore their language use and usage. This task

favourably accomplished as a group work, is tailored to depict real

life situations that are meaningful. In their daily lives, students can

fall back on these tasks to solve problems that may require them to

use English.

The Literature in Action (LiA) module is a one hour lesson per

week, focusing on the Literature Component. The Content and

Learning Standards provided under LiA act as the platform where

students collaborate and utilise their language skills to come up with

projects such as performances, presentations and exhibitions


9

based on the Literature Component texts. To further enhance

learning, teachers are also encouraged to utilise Learning

Standards designated for Listening and Speaking, Reading and

Writing during the LiA lessons.

LiA advocates the Project-Based Learning (PBL) approach. This

approach facilitates students to learn to be analytical, critical,

evaluative, creative and innovative in their thinking to solve

problems posed by the projects.

Through project work, students will practise their leadership and

problem-solving skills during brainstorming activities, while

interacting with one another, when planning their work,

collaborating, managing time, learning to do research and report

writing. This will familiarise them with real life work situations. At the

same time, project work will hone students’ social skills and

inculcate respect for others.

The SBELC lesson organisation is represented in Figure 4

People and Culture

Science and Technology

Health and Environment

Consumerism and Financial Awareness

LESSON ORGANISATION

LIS

TE

NIN

G &

SP

EA

KIN

G

RE

AD

IN

G

WR

IT

IN

G

GR

AM

MA

R

LIT

ER

AT

UR

E IN

AC

TIO

N

(LIT

ER

AT

UR

E C

OM

PO

NE

NT

TE

XT

S)

TH

EM

ES

AC

TIO

N O

RIE

NT

ED

TA

SK

S

SELECTED TOPICS

(BASED ON THEMES)

Figure 4: Lesson Organisation


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21ST CENTURY SKILLS

One of the aims of the SBELC is to develop students who have

21st Century Skills with focus on thinking skills living and career

skills. The 21st Century Skills help develop students who possess

characteristics as mentioned in the students’ profile (refer to

Table 3).

Schools need to adapt and develop new ways of teaching and

learning that reflect a changing world. Given the widespread

availability of information today, teachers should use in-school time

to teach students how to find, interpret, and use information, rather

than using most or all of the time to present information. These

skills will enable the students to compete at the global level. The

mastery of the Content and Learning Standards in the SBELC

contributes towards the attainment of the 21st century skills amongst

students.

Table 3: 21st Century Students’ Profile

STUDENTS’ PROFILE

DESCRIPTION

Perseverant

Pupils are steadfast in facing and overcoming hardship and challenges with wisdom, confidence, tolerance and empathy.

Thinker

Pupils are able to think critically, creatively and innovatively; solve complex problems and make ethical judgements. They are able to think about learning and about being learners themselves. They generate questions about and are opened towards other people’s perspectives, values, individual traditions and society. They are confident and creative in handling new learning areas.

Skilful Communicator

Pupils are able to voice out their thoughts, ideas and information with confidence and creativity orally and in written form, using various types of media and technologies.

Team Player (esprit de

corps)

Pupils are able to co-operate effectively and harmoniously with one another. They share responsibility, respect and appreciate the contributions by each member in the team. They gain interpersonal skills through collaboration, which in turn makes them better leaders and team members.


11

HIGHER ORDER THINKING SKILLS

The SBELC aims to produce wholesome, resilient, curious,

principled, knowledgeable and patriotic students who have thinking,

communicative and collaborative skills. Pupils need to be equipped

with Higher Order Thinking Skills (HOTS) for them to compete

globally. This curriculum emphasises HOTS which refer to the skills

of applying, analysing, evaluating and creating (refer Table 2).

HOTS is the ability to apply knowledge, skills and values to reason

and reflect in problem solving, making decisions, being innovative

and ability to create. HOTS incorporate critical thinking skills,

creative and reasoning skills, and thinking strategies,

Critical Thinking Skills refer to the ability to evaluate an idea

logically and rationally in order to make good judgement using

logical reasons and evidences.

Creative Thinking Skills refer to the ability to produce or create

something new and of value using imagination and thinking out of

the box.

Inquisitive-Minded

Pupils are able to develop natural inquisitiveness to explore new strategies and ideas. They learn skills that are necessary for inquiry-learning and research, as well as display independent traits in learning. The pupils are able to enjoy continuous life-long learning experiences.

Principled

Pupils have a sense of integrity, sincerity, equality, fairness, high moral standards and respect for individuals, groups and the community. They are responsible for their actions, reactions and decisions.

Informative

Pupils are able to obtain knowledge and develop a broad and balanced understanding across the various disciplines of knowledge. They can explore knowledge effectively in terms of local and global contexts. They understand issues related to ethics or laws regarding information that they have acquired.

Loving / Considerate

Pupils are able to show empathy, pity and respect towards the needs and feelings of others. They are committed to serve the society and ensure the sustainability of the environment.

Patriotic Pupils are able to show their love, support and respect for the country.


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Reasoning Skills refer to an individual’s ability to make good

judgements and make logical and rational evaluation.

Thinking Strategies refer to structured and focused thinking to

solve problems.

HOTS are explicitly written in the curriculum and can be applied

within the classroom through teaching and learning activities in the

form of reasoning, inquiry learning, problem-solving and project

work. Teachers and students need to use thinking tools such as

thinking map and mind maps along with higher order questioning

methods in and out of the classroom to encourage students to think.

Table 2: The Higher Order Thinking Skills

TEACHING AND LEARNING STRATEGIES Teaching and learning in the 21st century is student-centred and the

teacher acts as a facilitator. Teaching and learning is effective when

strategies are applied in positive and supportive environments. The

strategies provide:

cognitive strategies to learn and understand information, such

as summarizing and paraphrasing;

metacognitive strategies which include strategies students use

to plan, regulate, monitor and modify the cognitive learning

processes; and

resource management strategies which are about strategies

students employ to control resources like time, effort, affect and

support.

The strategies described here have been designed to

accommodate differences in learning styles. Teachers are

encouraged to use their professional judgement to review the

suggested strategies and then decide on the most appropriate for

meeting the needs of their students. As teachers know their

students learning styles and needs, they may need to select

alternative teaching and learning strategies or adapt those

HOTS Explanation

Application Using knowledge, skills and values in

different situations to complete a piece of work

Analysis Ability to break down information into smaller

parts in order to understand and make connections between these parts.

Evaluation Ability to consider, make decisions using

knowledge, experience, skills, values and justify decisions made.

Creation Produce an idea or product using creative and innovative methods.


13

suggested to deliver the content. Some of the strategies

recommended in the SBELC are:

1. Project-Based Learning (PBL)

Project-based learning (PBL) emulates the real world experiences.

Students learn to plan and document the progress of their projects.

In implementing the plan, students might need to make

improvements and adjustments as they proceed to complete the

project within the stipulated time frame. Therefore, time

management, critical and analytical thinking as well as creativity

and collaborative work determine the effective completion of the

project.

In the SBELC, PBL is implemented during the Literature in Action

module which consists the Literature Component texts. Students

are given small inter-connected projects leading and culminating

into the production of a large scale performance, an exhibition of

students work, video clip advertisements and other innovative

productions. The teacher guides the students to ensure the

implementation of the project progresses smoothly and is

completed as planned. In total, PBL promotes hands-on, minds-on,

and hearts-on activities that lead towards the development of

holistic students who are prepared for the challenges of the

21st century.

2. Inquiry-Based Learning

Inquiry-based learning is an approach in 21st century learning as it

is based on students’ involvement in the learning process which

then leads to understanding.

Involvement implies possessing skills and attitudes that allows

students to seek answers to questions and issues as new

knowledge is constructed. This process will enable our students to

have a greater understanding of the world and equip them with the

competencies needed in facing the 21st century society.

3. Student-Centredness In student-centred classrooms, the learning tasks or activities are

geared towards discovery learning where students are engaged to

find the answers or information to solve problems through inquiry

and collaborating with one another.

Students are encouraged to get information through communicating

with others, reading or sourcing information through various media

such as the Internet to enable them to contribute to the solving of


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the task at hand. In reality, an increasing proportion of learning

occurs online outside formal school hours. As such, students have

to keep abreast with rapid changes in technology.

In addition, the students’ awareness and skill of sieving for relevant

information from various sources are important; to differentiate the

facts from the fiction; the good from the bad; the ethical from the

unethical; and the truth from the lies.

As facilitators, teachers guide the students in the learning process

of completing their tasks. Students have to be taught to think

methodically and coherently and this can be done through the use

of various thinking tools. Mistakes by students during the learning

process should be seen in a positive light.

4. Collaborative Learning

Group work is recommended for activities or tasks to familiarize the

students to work in teams. To ensure that every member of the

group is productive and responsible the recommended maximum

number of students per group is four. Every student should be

given the opportunity to become the leader of the group through

turn taking as leadership quality is a vital requirement in the 21st

century.

Through group work, students learn to manage time, to collaborate

in completing the task, to be responsible for their part, to deal with

differences amongst them, to come up with creative and innovative

alternatives in solving problems and to make informed judgement

and calculated decisions through consensus.


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EDUCATIONAL EMPHASES

The SBELC is developed with the students’ interest in mind. The

aims and objectives of this curriculum are positioned to mould the

current generation of students to be able to communicate

accurately, confidently and effectively in the English Language, and

to face the challenges of the 21st Century.

In order to achieve these goals, teachers and students are provided

with a selection of key educational elements to be given due

emphasis. However, teachers are encouraged to go beyond the

selections where necessary.The cross-curricular elements are

embedded into the teaching and learning process and are

concurrent with the Content and Learning Standards. These

elements are important because today’s complex,

multi- dimensional world requires students to have the ability to

make connections between various sources of knowledge.

1. Language

Correct use of language is emphasised.

Pronunciation, sentence structure, grammar, terminology

and language registers must be stressed during teaching

and learning in order to help students develop ideas and

communicate effectively.

2. Conservation of the Environment

Environmental awareness must be instiled and nurtured in

students through the teaching and learning process.

Knowledge about the importance of environmental

conservation will cultivate appreciation of the environment

and subsequently effect behaviour.

3. Values

Good values are given due emphasis so that students are

aware and practise them in their daily lives.

These values encompass aspects of spirituality, humanity

and citizenship.

4. Science and Technology

Developing science and technology literacy among

students.

The use of technology can assist teaching and contribute to

more effective learning.

Integration of science and technology into teaching and

learning involves four areas:


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i. Scientific and technological knowledge (facts, principles,

and concepts related to science and technology);

ii. Scientific skills (thinking process and selected

manipulative skills);

iii. Scientific behaviours (such as accuracy, honesty,

safety); and

iv. Usage of technology in the teaching and learning

activities.

5. Patriotism/Citizenship

The SBELC, through the selected themes, acknowledges

the importance of instiling good values and knowledge, and

understanding of the duties and obligations of each and

every citizen of this country.

The SBELC supports students in becoming informed

citizens by assisting them to develop the skills of inquiry and

communication, and providing them real life platforms to

participate and to be responsible for their actions.

Patriotism can be instiled through teaching and learning,

participating in co-curricular activities and social services,

thus producing students who love the nation and are proud

to be Malaysian citizens.

6. Creativity and Innovation

Creativity is the ability to use the imagination to gather,

comprehend and generate ideas to create something new

and original.

Innovation is the application of creativity through

modification, revision and development of an idea.

Creativity and innovation are closely related and are vital

components for the development of individuals to face the

challenges of the 21st century.

Through the creative and innovative teaching approaches,

students will display interest, curiosity, excitement and

greater growth in learning. Creativity and innovation in

students should be exploited and nurtured to ensure that

their full potential is realised.

7. Entrepreneurship

The infusion of entrepreneurship in SBELC is to introduce

entrepreneurial knowledge, skills and practice to students.

Fostering entrepreneurial mind-set amongst students is

essential in this new competitive world

Entrepreneurship can be instiled in teaching and learning

through relevant and meaningful activities which inculcate

attitudes or qualities such as diligence, honesty and


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responsibility as well as developing a creative and

innovative mind to develop products and propel ideas into

the open market.

8. Information Technology and Communications (ICT)

ICT is intended to ensure students can apply and strengthen

their knowledge and basic ICT skills .

Application of ICT will not only drive students to be creative

but also makes teaching and learning more interesting and

fun and subsequently improves the quality of learning.

In line with globalisation, skills relating to ICT are

incorporated in the Learning Standards in the SBELC.

These skills include the use of multimedia resources such

as documentaries and Internet resources as well as the

utilisation of computer-related activities such as e-mail, chat,

blog and tweeting activities, networking and interacting with

electronic software and courseware.

9. Multiple Intelligences

The Learning Standards also reflect the incorporation of the

strategies of Multiple Intelligences. This is illustrated, for

example, in the interpersonal use of language among people

in social interactions, kinaesthetic intelligence in the

dramatisation of texts, and spatial intelligence in the

interpretation of maps, and other such activities.

10. Learning How to Learn Skills

Learning How to Learn skills are also integrated in the Learning

Standards and aim to enable students to take responsibility for

their own learning.

These skills incorporate information skills, library skills and

study skills to enable students to locate sources of information

more efficiently and help them become independent lifelong

learners.


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ASSESSMENT

The SBELC connects teaching and learning to assessment.

Assessment involves gathering and analysing information from

various sources to gauge students’ achievement. Furthermore,

assessment provides an understanding of what students know,

understand, and can do with the knowledge they have learnt and

acquired to improve teaching and learning.

There are two types of assessment to be carried out in schools; the

formative assessment and summative assessment.

Formative assessment or assessment for learning is a part of

school-based assessment, and is an important aspect of teaching

and learning in the classroom. The main purpose of having the

formative assessment is to improve students’ learning and the

quality and effectiveness of teaching strategies.

Formative assessment is an ongoing, continuous diagnostic

assessment. It is carried out during teaching and learning and

provides immediate feedback. Various methods of assessment

such as checklists, observations, oral presentations, quizzes,

question and answer, task sheets or written assignments can be

used to document the attainment of the Learning Standards.

The summative assessment is an assessment of learning, carried

out to evaluate student learning, skill acquisition and academic

achievement at the end of an instructional period; as a conclusion

of a topic, as mid-term tests, end year examinations and as

standardised national examinations. The aim of the summative

assessments is to determine whether and to what degree students

have learnt what they have been taught as outlined by the SBELC.

The summative assessments can also be utilised as components of

larger school improvement efforts by helping teachers determine

whether students are making adequate academic progress or

meeting expected Learning Standards. The results of the

summative assessments are used to inform modifications to

instructional strategies, learning materials, lesson designs, and may

be used to improve the education system.

In order to help teachers implement effective teaching and learning

assessments, the Performance Standards are incorporated into this

document together with the Content and Learning Standards.


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Performance Standard

The Performance Standard details six levels of performance with descriptors for each level formulated based on the Learning Standards. These

levels serve as a guide to teachers in assessing their students’ development and growth in the acquisition of the Learning Standards that are

taught. Teachers can diagnose the learning strengths and weaknesses, measure students’ progress against the teaching and learning

objectives, then review, re-strategise and modify their teaching to enhance students’ learning.The performance levels are arranged in an

ascending hierarchical manner to differentiate the levels of students’ achievements. The general performance descriptors (refer Table 3) are

developed based on the Common European Framework of Reference (CEFR) for Languages: Learning, Teaching, Assessment (2001).

Table 3: The Performance Descriptors Based on the CEFR (2001)

Performance Levels Generic Descriptors

BASIC USER

1 Very Limited

Very limited command of the language

Require lots of guidance for basic language tasks

2 Limited

Limited command of the language

Require guidance for basic language tasks

INDEPENDENT USER

3 Satisfactory

Satisfactory command of the language

Ability to use language independently to certain extent but requires guidance for some challenging language tasks

4 Good

Good command of the language

Ability to use language independently but requires guidance for more complex language tasks

PROFICIENT USER

5 Very Good

Very good command of the language

Ability to use language almost independently

6 Excellent

Excellent command of the language

Able to perform challenging and complex tasks

Ability to use language independently without any guidance


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CONTENT ORGANISATION

The SBELC focuses on the mastery of the four language skills,

Listening, Speaking, Reading and Writing. At the same time, the

Grammar element provides the basis for language accuracy in

order to communicate intelligibly. The Literature component is

included as an avenue for students to be exposed to good language

models and to consolidate the language skills and correct grammar

structures learnt, and apply them in real life situations. In addition,

the SBELC inculcates the sense of responsibility in students when

expressing themselves creatively, confidently and effectively.

This section provides a detailed explanation of the five modules.

First, an overview of the language content is provided. This is

followed by the Content and Learning Standards, and finally, the

general descriptors of the Performance Standards are made

available.

The overview provides an explanation of each of the module that is

featured in SBELC. The overview explicates the purpose of the

module and how it is interrelated with the aims and objectives of the

SBELC and the specific objectives for Form 1.

Teachers are encouraged to assess their students based on the

descriptors provided, to gauge their students’ progress.

The Content and Learning Standards are developed with the

understanding that students will master all the language skills

progressively. The Content Standards are actually long term over-

arching educational goals that should be achieved by the end of

Form Five. These goals describe the knowledge, skills, work habits

and personal character traits that are cultivated in stages

throughout the students’ secondary education.

The Learning Standards, on the other hand, are educational

objectives that are concise, written descriptions of what students

are expected to know and be able to do at a specific stage of their

secondary education. These standards which are repetitive in

nature should be mastered by all students at the end of each Form.

Therefore, teachers should understand what each Content and

Learning Standard addresses before organising and planning their

lessons.


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Curriculum Standards for Form 1

The Form 1 curriculum is built upon and extent the proficiency of

students from the primary school for knowledge acquisition, future

work place needs and enable them to communicate effectively in a

variety of contexts.

Specific Objectives for Form 1

By the end of Form One, students will be able to:

1. Listen and respond to simple tasks;

2. Participate in brief exchanges using appropriate speech acts;

3. Read various texts and select information for solving simple

problems;

4. Apply related strategies to demonstrate understanding of literary

and non-literary texts;

5. Apply basic pre-writing strategies;

6. Organise and write ideas in a paragraph using appropriate

cohesive devices;

7. Write for academic and functional purposes using basic

language tools;

8. Identify and use language structures appropriately and

meaningfully according to context;

9. Read, understand and respond appropriately to various

literary works; and

10. Produce literary works based on the literary texts read.


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23

LISTENING AND SPEAKING


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Listening and Speaking

Effective communication is to articulate thoughts and ideas in

various forms and purposes, contexts and for various purposes

using both verbal and nonverbal communication skills. This has

become a challenge in the 21st century.

The SBELC is designed to provide a strong and complete

foundation in aural and oral experiences. Students are able to

present information and ideas confidently. Multiple media

technology can be utilized to enhance their oral presentation.

Critical thinking and problem solving skills should also be honed to

prepare them for real world challenges.

In the initial stage of language learning, students listen, discriminate

and pronounce accurately with correct intonation, stress and

sentence rhythm. Learning also takes place through reciting and

reading aloud texts using correct pronunciation, articulation, and

rhythm which improves their linguistic competence. They then

progress from linguistic to communicative competence by engaging

in meaningful conversations using various speech acts. Students

listen and view critically a wide range of audio and video discourse

for different purposes, audiences, contexts and cultures.

The Content Standards for Listening and Speaking will enable

students to:

1. Listen and use correct pronunciation, stress, rhythm and

intonation patterns to communicate accurately and appropriately;

2. Listen, engage and interpret meaningful conversations;

3. Listen and respond critically to a wide range of spoken, audio

and visual texts; and

4. Speak intelligibly, eloquently and appropriately for different

purposes, audiences, contexts and cultures.

The Performance Standards allow students to reflect, think and act

upon their learning strategies for self-improvement.


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Content and Learning Standards for Listening and Speaking Skills

CONTENT STANDARDS

LEARNING STANDARDS

1.1 Listen and use correct pronunciation, stress, rhythm and intonation patterns to communicate accurately and appropriately.

Students are able to: 1.1.1 listen, discriminate and pronounce accurately :- (i) long and short vowels (ii) diphthongs 1.1.2 speak with correct intonation, stress and sentence rhythm.

1.2 Listen, engage and interpret meaningful conversations

Students are able to: 1.2.1 listen and respond to simple directions, instructions and procedures. 1.2.2 listen to text of different genres and classify the grammar items and vocabulary.

1.3 Listen and respond critically to a wide range of spoken, audio and visual texts.

Students are able to: 1.3.1 listen to spoken, audio and visual texts to: (i) retrieve main ideas (ii) retrieve supporting details 1.3.2 listen and respond to spoken, audio and visual texts to: (i) compare and contrast (ii) identify cause and effect (iii) paraphrase and summarise (iv) identify and organise (v) solve problems


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1.4 Speak intelligibly, eloquently and appropriately for different purposes, audiences, contexts and cultures.

Students are able to: 1.4.1 express feeling and give simple descriptions of personal experiences orally. 1.4.2 participate in simple conversations using speech acts: (i) greeting (ii) invitation (iii) request (iv) refusal (v) apologies (vi) compliment (vii) complaint


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Performance Standards for Listening and Speaking Skills

PERFORMANCE

LEVEL

DESCRIPTORS

1

Can listen and understand simple words uttered at a slow pace

Can listen and understand simple directions (uttered word–by–word , at a slow pace with teacher guidance or repetition)

Can pronounce simple words with teacher guidance

Can give simple directions with teacher guidance

Can use limited words with teacher guidance to express feelings

2

Can listen and identify stress patterns in simple words

Can listen and follow simple directions and instructions (without teacher guidance)

Can pronounce and use stress patterns in simple words

Can use limited words to express feelings

Can give simple directions and instructions based on a simple map

3

Can listen and identify stress patterns in simple phrases

Can listen and follow simple directions, instructions and procedures

Can pronounce and use stress patterns in simple phrases

Can use limited words and phrases to express feelings and descriptions

Can give simple directions and instructions based on wedding card / Google maps

4

Can listen and identify correct intonation, stress patterns and rhythm in sentences

Can listen and follow simple directions, instructions and procedures

Can listen and retrieve information from telephone conversations with guidance

Can pronounce sentences with the correct intonation, rhythm and stress patterns

Can express feelings and participate in simple conversations

Can relate information obtained from telephone conversations

Can give a presentation using ICT or electronic media

Can give clear, systematically developed descriptions and presentations, with appropriate highlighting of significant points, and relevant supporting detail


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5

Can listen and identify correct pronunciation, intonation, stress patterns and rhythm in sentences

Can listen and retrieve information with minimal guidance

Can listen and retrieve information from telephone conversations with guidance

Can pronounce sentences with the correct pronunciation, intonation, rhythm and stress patterns

Can give clear directions, instructions and procedures

Can share personal experiences effectively

Can relate information obtained from documentaries / speeches

Can give a presentation using ICT or electronic media and respond to audience

Can give clear, detailed descriptions and presentations on complex subjects, integrating sub-themes, developing particular points and rounding off with an appropriate conclusion

6

Can listen and discriminate correct pronunciation, intonation, rhythm and stress patterns accurately

Can listen and retrieve information independently

Can speak using correct pronunciation, intonation, rhythm and stress patterns accurately

Can understand the gist of given information and impart the information in real life contexts

Can respond and give clear and detailed directions, instructions and procedures confidently

Can express ideas and information spontaneously, fluently and precisely in various contexts

Can give a coherent oral presentation using ICT or electronic media and respond to audience spontaneously

Can use reasoning in presenting views in real life contexts

Can use formulaic language in conversations within everyday real life contexts

Can produce clear, smooth flowing well-structured descriptions with an effective logical structure which helps the audience to notice and remember significant points


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31

READING


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Reading

The main purpose of reading in the 21st century is to identify and

comprehend ideas in a text, connect it to prior knowledge or

schemata, and apply these ideas in the real world for different

situations and purposes.

The SBELC establishes the purpose for reading. Students who are

aware of their reading goals and are able to apply effective reading

strategies will become motivated and critical readers. Hence,

reading strategies should be explicitly taught to enable students to

employ them in independent reading.

The Content and Learning Standards for Reading will provide

guidance for students to be active readers who can critically engage

with the text. Students develop their organisational skills by

analysing and integrating information from various texts that would

help them comprehend the text and develop new ideas.

The Performance Standards for Reading help to monitor students’

progress and achievements. The reading component will enable

students to relate to their own experiences, making their reading

relevant and meaningful.

The Content Standards for Reading will enable students to:

1. Demonstrate understanding of a variety of texts using a range

of strategies to construct meaning;

2. Apply a range of strategies to comprehend texts related to

everyday living;

3. Analyse and evaluate various texts; and

4. Read independently and extensively to explore and expand

ideas for personal development.


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Content and Learning Standards for Reading Skills

CONTENT STANDARDS

LEARNING STANDARDS

2.1 Demonstrate understanding of a variety of texts using a range of strategies to construct meaning.

Students are able to: 2.1.1 read and develop vocabulary skills by understanding (i) similes 2.1.2 understand meanings of words from print media by using

(i) dictionary

2.2 Apply a range of strategies to comprehend texts related to everyday living.

Students are able to: 2.2.1 demonstrate understanding by (i) identifying main ideas in given texts 2.2.2 locate and organise information by (i) using graphic organizers (ii) creating their own graphic organizers 2.2.3 analyse and infer information by: (i) using textual clues to predict outcomes or conclusions (ii) finding meaning of unfamiliar words

2.3 Analyse and evaluate various texts.

Students are able to: 2.3.1 read various texts and retrieve information by: (i) skimming and scanning 2.3.2 read various texts and select information for specific purposes.


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2.4 Read independently and extensively to explore and expand ideas for personal development.

Students are able to: 2.4.1 read a variety of texts from various media to obtain information to solve simple problems.


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Performance Standards for Reading Skills

PERFORMANCE LEVEL

DESCRIPTORS

1

Can read words and phrases in texts

Can understand words and phrases in the texts

2

Can read simple texts but unable to find meaning of words from the dictionary.

Show limited understanding of texts by being able to identify the subject matter

Can understand and answer simple questions on the text

3

Can read a variety of texts and able to find meanings of words from the dictionary.

Show moderate understanding of texts by being able to identify main ideas and supporting details.

Can understand and answer questions on a variety of texts

4

Can read a variety of texts with good understanding of a range of vocabulary.

Show good understanding of texts and able to present information in non-linear form

Can understand, explain and respond to a range of texts.

Can integrate information from two texts

Can gain knowledge from culturally authentic texts

5

Can read a variety of texts with very good understanding of a range of vocabulary.

Show very good understanding of texts and able to predict outcomes.

Understand, analyse and respond to a wide range of texts.

Can integrate information from more than two texts

Can apply knowledge from culturally authentic texts for problem solving.

6

Can read a variety of texts with excellent understanding of a wide range of vocabulary.

Excellent understanding of the texts and able to predict, infer and draw conclusions.

Can understand, analyse, evaluate and respond to a variety of texts.

Can integrate information from several texts

Can apply knowledge from a wide range of culturally authentic texts for problem solving.


WRITING


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Writing

Writing in the 21st century is a challenge as it is evolving to meet the

needs and demands in a globalised world. The SBELC provides an

avenue for students to master writing skills in the personal, public,

educational and occupational domains. They can put their thoughts

and ideas down in an article or a journal, write a letter or an email to

a friend or an organisation, and create a story that comes from their

imagination.

As a result, students should be able to source for information,

organise ideas and content, apply grammar rules, identify audience

and use an appropriate style and tone to produce a coherent and

cohesive piece of writing.

The Content Standards for Writing will enable students to:

1. Apply appropriate writing skills and strategies effectively; and

The Content and Learning Standards progresses fairly, from

developing simple sentences into paragraphs and gradually into

connected texts for creative, personal, academic and functional

purposes.

The Performance Standards for Writing will inform the students their

level of achievement in Writing. This information is vital because

students will be able to gauge their performances and at the same

time identify key areas that they are weak in.

2. Produce a variety of texts for creative, personal, academic and

functional purposes.


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Content and Learning Standards for Writing Skills

CONTENT STANDARDS LEARNING STANDARDS

3.1 Apply appropriate writing skills and strategies effectively.

Students are able to: 3.1.1 write simple sentences correctly. 3.1.2 organise and write ideas in a paragraph : (i) titles for a paragraph (ii) captions for illustrations, posters and cartoons. 3.1.3 apply pre-writing strategies: (i) brainstorming (mind-maps, bubble maps, etc) (ii) note-taking (iii) outlining 3.1.4 select relevant information and elaborate/extend/explain ideas using appropriate cohesive devices. 3.1.5 use a variety of sentence structures to elaborate, extend ideas in paragraphs / organizational structures: (i) Topic sentences (ii) Thesis statement

3.2 Produce a variety of texts for creative, personal, academic and functional purposes.

Students are able to: 3.2.1 write for academic and functional purposes: (i) email / messages (ii) process and procedures (iii) letters 3.2.2 write for creative and personal expressions: (i) e-diary (ii) journals (iii) posters and slogans


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Performance Standards for Writing Skills

PERFORMANCE LEVEL

DESCRIPTORS

1

can copy words on related topics

can spell (simple) words

can match words to form simple phrases (see you/switch it on)

can rearrange words to form simple isolated phrases and sentences

2

can use punctuation and capitalization satisfactorily

can fill gaps with words/ phrases to form simple sentences

can fill in blanks and forms legibly

can write short simple sentences with guidance

can write a series of simple phrases and sentences linked with simple connectors (and, but, because)

3

can write simple and compound sentences using stimulus

can rearrange sentences to form a paragraph

can organize and write ideas in paragraphs using guided vocabulary on related topic

can write courteous emails/messages in acceptable format

can identify main ideas in simple paragraphs satisfactorily

can write straightforward connected texts on a range of familiar subjects within his/her field of interest, by linking a series of shorter discrete elements in a linear sequence


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4

can write a short description using a variety of sentences

can write a variety of sentence structures independently to form paragraphs

can write clear letters and processes &procedures in acceptable form

can write a journal entry

can identify thesis statement in simple introductory paragraphs

can identify and write main ideas fairly well

can identify thesis statement in an introductory paragraph with guidance

can write clear, detailed texts on a variety of subjects related to his/her field of interest, synthesizing and evaluating information and arguments from a number of sources

5

can write a variety of sentence structures to elaborate and extend ideas independently

can write a composition with the thesis statement and topic sentences independently

can write clear letters and process &procedure in acceptable form

can compose texts on topics which are familiar or of personal interest (email/messages)

can write reactions to personal experiences in accurate and specific language ( e diary/ journal entry)

can write clear, well-structured texts of complex subjects, underlining the relevant salient issues, expanding and supporting points of view at some length with subsidiary points, reasons and relevant examples, and rounding off with an appropriate conclusion

6

can write a variety of sentence structures to elaborate and extend ideas creatively

can write a composition with the thesis statement and topic sentences creatively

can compose texts on topics which are familiar or of personal interest

can write reactions to personal experiences in accurate and specific language

can write clear, smooth flowing, complex texts in an appropriate and effective style and a logical structure which helps the reader to find significant points


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GRAMMAR


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45

GRAMMAR

Grammar is an important aspect in language learning. In SBELC,

students learn Grammar rules in context as well as in isolation.

With specific time allocated for the learning of grammar and with

more practice, students will be able to learn the rules of grammar,

relate them to previous knowledge and apply them in speaking and

writing by producing grammatically correct structures.

The Content Standards for Grammar will enable students to:

1. Identify and use language structures appropriately according to

context;

2. Apply grammatical rules at word, phrase and sentence levels

correctly and meaningfully; and

3. Use various forms of language to create meaning in a variety of

texts.

The Performance Standards will inform the students their progress

in comprehending and applying the Grammar rules in a variety of

situations.

This, together with the mastery of the Listening, Speaking, Reading

and Writing skills, will facilitate these students to use the English

language proficiently and efficiently in real world situations.

In short, with emphasis placed on the learning of good grammar

skills in the SBELC, students are expected to have a good

command of these basic language items.


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Content and Learning Standards for Grammar


4.1 Identify and use language structures appropriately according to context.

Students are able to: 4.1.1 identify and use nouns appropriately according to context. (i) common nouns (ii) proper nouns (iii) countable nouns (iv) uncountable nouns (v) singular nouns (vi) plural nouns (vii) subject-verb agreement (SVA) 4.1.2 identify and use pronouns appropriately according to context (i) possessive (ii) demonstrative (iii) interrogative 4.1.3 identify and use adjectives appropriately according to context (i) adjective of quality (ii) possessive (iii) comparison adjectives 4.1.4 identify and use articles appropriately according to context (i) indefinite article ‘a’ & ’an’ 4.1.5 identify and use verbs appropriately according to context (i) regular verbs (ii) irregular verbs (iii) auxiliary verbs


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4.1.6 identify and use adverbs appropriately according to context (i) manner (ii) time (iii) place 4.1.7 identify and use tenses appropriately according to context (i) simple present tense (ii) simple past tense (iii) future tense 4.1.8 identify and use prepositions appropriately according to context (i) place (ii) time (iii) directions (iv) positions (v) phrasal verbs 4.1.9 identify and use modals appropriately according to context (i) can (ii) may (iii) might 4.1.10 identify and use conjunctions appropriately according to context (i) and (ii) but (iii) so (iv) or (v ) because 4.1.11 identify and use question forms appropriately according to context (i) positive and negative questions / statements (ii) yes/no questions/ statements (iii) choice question


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4.1.12 identify and use punctuation appropriately according to context (i) capital letters (ii) comma/full stop (iii) question mark (iv) exclamation mark .

4.2 Apply grammatical rules at word, phrase and sentence levels correctly and meaningfully.

Students are able to: 4.2.1 construct simple sentences correctly and meaningfully.

4.3 Use various forms of language to create meaning in a variety of texts.

Students are able to: 4.3.1 use similes in context appropriately.


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PERFORMANCE STANDARDS for GRAMMAR

PERFORMANCE LEVEL

DESCRIPTORS

1

Can identify very few basic grammatical items only

Can use grammatical items at a very limited level

2

Can identify grammatical items at a limited level

Can produce limited understanding of grammatical items with guidance

3

Can understand grammatical items at a satisfactory level

Can identify grammatical items at a satisfactory level

Can use grammatical items to certain extent but requires guidance

4

Can understand grammatical items reasonably well

Can identify grammatical items reasonably well

Can use good and meaningful sentences with acquired grammatical items

5

Can understand grammatical items well

Can identify grammatical items well by applying the items in everyday situation

Can use good and meaningful sentences with acquired grammatical items in everyday situation

6

Can understand grammatical items excellently in everyday situation

Can identify and use grammatical items effectively and confidently in everyday situation

Can justify and use grammatical items in everyday situation


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51

LITERATURE IN ACTION


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Literature in Action

The Literature in Action (LiA) component enhances students’

proficiency and enjoyment of the English language through

literature. Students get to explore and exploit various genres

provided under the Literature Component such as novels, graphic

novels, short stories, poems and dramas, in a fun-filled, meaningful

and interesting manner so that students gain exposure to the

aesthetic use of language.

In line with the 21st Century Skills, the use of social networking, ICT

literacy and technology awareness, complements the joy of learning

LiA. Students work collaboratively to solve common challenges and

this requires extensive reading, exchange of ideas and knowledge

gathered from various resources.

Intrapersonal and interpersonal development takes place actively

through various activities namely plays, songs, jazz chants, creative

writing in a LiA classroom. This would lead to the development of

social and intellectual capital.

The Content Standards for Literature in Action will enable students

to:

1. Engage and respond to a variety of literary texts to express

understanding of the broader world of ideas and concepts;

and

2. Use a wide range of literary texts to convey views for different

purposes and audiences, and relate them to real life

situations.

The LiA Content and Learning Standards in the SBELC incorporate

the four language skills of listening, speaking, reading and writing

as well as the Grammar items. The mastery of these skills/items is

further enhanced through project-based learning during the LiA

lessons.

The Performance Standards provide students with clear

assessment of their abilities to comprehend the literary texts

provided and produce new ideas to convey their arguments,

opinions and emotions in a more constructive and critical way.


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Content and Learning Standards for Literature in Action


5.1 Engage and respond to a variety of literary texts to express understanding of the broader world of ideas and concepts.

Students are able to: 5.1.1 listen and respond orally to various literary works. 5.1.2 read and understand various literary works. 5.1.3 share personal responses of issues related to literary works and develop new ideas or solve problems.

5.2 Use a wide range of literary texts to convey views for different purposes and audiences, and relate them to real life situations.

Students are able to: 5.2.1 identify meaning of words based on context. 5.2.2 produce a new genre from the literary text read. 5.2.3 create and produce linear and/or graphic presentation in a fun manner. 5.2.4 share personal responses to literary works through performances.


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Performance Standards for Literature in Action

PERFORMANCE LEVEL

DESCRIPTORS

1

Can identify word meanings with full guidance.

Can hardly give personal responses to literary works.

Can provide little ideas at word level to produce a graphic/non-graphic presentation but with full guidance.

Can display minimal participation in a performance based on literary works.

2

Can understand words, simple sentences and frequently used expressions.

Can understand and respond to literary texts using basic words, phrases with some guidance.

Can perform basic literary language tasks with a lot of guidance..

Can display some participation in a performance based on literary works.

3

Can display satisfactory command of the language.

Can comprehend and recognize implicit meaning of literary texts with little guidance.

Can use the language for literary purposes independently to a certain degree but requires guidance for some language tasks.

Can participate in a performance based on literary works.

4

Can show good command of the language.

Can comprehend and recognize implicit meaning of longer literary texts.

Can use language independently for literary purposes but requires guidance for more complex literary tasks.

Can produce graphical and non-graphical presentation.

Can produce clear and coherent ideas.

Can provide personal response towards any given literary works.

Can prepare and participate in performances on literary works.


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5

Can display very good command of the language.

Can comprehend and recognize implicit meaning of longer and complex literary texts.

Can use the language for literary purposes almost independently.

Can produce interesting linear and graphical presentation.

Can produce complex ideas.

Can express himself/herself fluently and aptly towards any given literary works.

Can lead, plan, prepare and participate in performances based on literary works.

6

Can display excellent command of the language.

Can comprehend various literary works effortlessly and efficiently.

Can use the language for literary purposes independently.

Can produce interesting and creative graphical or non-graphical presentation.

Can express himself/herself instinctively, very fluently and aptly towards any given literary works using technology.

Can lead, plan, prepare and participate effectively in performance based on literary works.


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WORD LIST

This list consists of words, which are the minimum to be mastered in Form 1. In order to enable students to remember the meanings of these

words effectively and develop a familiarity for their use, these words should be often repeated and reiterated in classroom teaching and

learning. Although the words stipulated in this Word List are words that should be taught and mastered, teachers may also teach any other

words not found on the list in relation to the themes provided.

a after at bedroom bite brain

about afternoon aunt bee black brave

above again axe before blind bread

accident age baby begin blood break

act air back behave blue breakfast

actor answer bad behind boat bring

add any bag bell body broadcast

address army ball belong bone brother

admire around bank below book brown

adventure arrest basket belt bowl bully

advice art beat big box bus

advise ask bed bird boy But


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buy century coat cross dismiss empire

by ceremony coffee cry distant English

cake character coin cup do enjoy

calculation charm cold cut doctor especially

calculator chicken collar date dog evening

call childhood collect daughter door evil

camera Christmas colony day down exercise

can class colour daylight draw experiment

cape clay come description drink eye

capital clever cook desk dryer face

car climb correct devil duck fail

card clock could dictionary ear fall

care close courage difficult east family

carry cloud cousin digital eastern father

cat clues cow dine eat fault

cause coal creep dinner egg favour

cave coast crop discipline elephant fever


59

field get have if look net

fire girl he in machine new

first give head introduce man news

fish go hear introduction marine night

flood good help it master no

food grass here jealous meet nobody

foot greedy high judge month nose

forgive green hill kind moon not

friend group holiday land morning now

friendly grow honest learn mother of

friendship habit horse left murder oil

fun hair hot leg music old

funny hair hour letter name on

game hall house life nature one

garden hand how like near open

gentle happy I live neck or

gentleman hat ice long nest orange


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orphan please railroad road screen shirt

out poem rain rock screw shoe

page poet rain roar sea shore

pale polite read roof sea short

pan poor red root secret shoulder

paper popular refrigerator rubber see shout

parent pot relatives rule seed siblings

partner power religion run sew silver

peace pray remember sad shade sir

pen print repair sale sell sit

pencil proud respect salesman shadow sleep

people pupil restaurant salt shake solid

permission quarter ribbon sand share solve

place quiet rice say sharp south

plant rabbit rich scar she speed

plaster radio right school shelf spit

plate rail river science ship sound


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storm to wet

story toe what

strong top who

sugar town why

suggest tree wide

sun uncle wife

suspect under will

tall use with

tea voice witness

tell water woman

the way wooden

they we word

this week world

tie well yellow

time west yes


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63

APPENDIX 1

TEACHING ORGANISER

Bahagian Pembangunan Kurikulum Mei 2015

http://rds.yahoo.com/_ylt=A0geu5O1dJhLFdAAXQJXNyoA;_ylu=X3oDMTBzZ25oOTk2BHNlYwNzYwRjb2xvA2FjMgR2dGlkA0g0NjZfNzQ-/SIG=1mgjktua2/EXP=1268368949/**http:/images.search.yahoo.com/images/view?back=http://search.yahoo.com/search?ei=UTF-8&p=logo+KPM&vc=countrymy&fp_ip=my&w=625&h=610&imgurl=ppdsegamat.my/muatturun/logos/logo-kpm_b.gif&size=17.4kB&name=logo+kpm+b+gif&rcurl=http://ppdsegamat.edu.my/portal/index.php?option=com_content&task=view&id=513&rurl=http://ppdsegamat.edu.my/portal/index.php?option=com_content&task=view&id=513&p=kpm+logo&type=gif&no=2&tt=200&oid=7d5d5ef24f30e386&tit=logo+kpm+b+gif&sigr=12dntgcdd&sigi=11cti0bsn&sigb=1285mmuue


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Name of Teacher(s):

Form Class Duration(hr/mins)

Theme Topic Sub-topics (if required)

EXPECTATIONS

(questions/statements to be answered while and after lessons-similar to objectives)


65

TEACHING AND LEARNING STRATEGIES

EDUCATIONAL EMPHASES


66

Listening and Speaking

Content Standard(s):

Learning Standard(s):

Activity(ies):

Formative Assessment:

Resources:

Reflection:


67

Reading



Activity(ies):


Resources:

Reflection:


68

Writing



Activity(ies):


Resources:

Reflection:


69

Grammar



Activity(ies):


Resources:

Reflection:


70

ACTION-ORIENTED TASK(S)



Activity(ies):


Resources:

Reflection:


71

Literature in Action



Activity(ies):


Resources:

Reflection:


72

LEARNING STANDARDS

SUMMATIVE ASSESSMENT


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PANELISTS

1. Chetrilah Binti Othman Bahagian Pembangunan Kurikulum

2. Arni Binti Zainir Bahagian Pembangunan Kurikulum

3. Eileen Jessie Ah Guan Bahagian Pembangunan Kurikulum

4. Muhammad Adeeb Yewkee Ng Bin Abdullah Bahagian Pembangunan Kurikulum

5. Zufrizah Aryiati Binti Mahamad Fazim Bahagian Pembangunan Kurikulum

6. Rabindra Dev Prasad Bahagian Pembangunan Kurikulum

7. Pannir Selvam @ Jassen Kolej Vokasional Ampangan, Seremban

8. Kan Pui Fun Kolej Vokasional Port Dickson

9. Joel Jacob PPD Kinta Utara (SISC+)

10. Fadillah Binti Yaakob PPD Kuala Pilah (SISC+)

11. Rohaida Binti Ngah PPD Marang (SISC+)

12. Xavier Manickam PPD Port Dickson (SISC+)

13. Vijayaletchumi A/P Nagalingam PPD Sentul (SISC+)

14. Zubaidah Bibi Binti Mobarak Ali PPD Seremban (SISC+)


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15. Muralitharan A/L Ammasi PPD Termerloh (SISC+)

16. Gladys Francis Joseph PPD WP Bangsar Pudu (SISC+)

17. Jeffrey Nicholas PPG Sandakan (SISC+)

18. Juliana Binti Ali SBP Integrasi Jempol, Jempol

19. Diren Ashok Khandar SM Sains Tuanku Jaafar, Kuala Pilah

20. Eugene Mark Morais SMJK Katholik, Petaling Jaya

21. P. Ruthirayene A/P M. Poologasingam SMJK Kwang Hua, Klang

22. Norharti Binti Jalil SMK (P) Methodist, Kuantan

23. Kamala Thevi A/P Kandasamy SMK Alam Megah, Shah Alam

24. Michelle Lim Pek Sim SMK Bandar Puchong Jaya (B), Puchong

25. Ezareen A/P C.Ahmad Ezanee SMK Bukit Jelutong, Shah Alam

26. Noor Zehan Binti Johan Noor SMK Convent Father Barre, Sungai Petani

27. Ung Yoke Khuan SMK Dato Mansor, Bahau

28. Li Sheau Juin SMK Datok Lokman, Kuala Lumpur

29. Mior Mohd Firdaus Bin Mior Brahim SMK Iskandar Shah, Parit


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30. Seri Rahayu Binti Hamid SMK Jalan Cochrane, Kuala Lumpur

31. Ng Yoke Leng SMK King George V, Seremban

32. Rubiah Binti Mat Som SMK Kuala Krau, Temerloh

33. Sujatha A/P Veriah SMK Kuala Kubu Baru, Kuala Kubu Baru

34. Daisy Irani A/P Subramaniam SMK Mantin, Mantin

35. Shanthi A/P Jeevapragasan SMK Menjalara, Kepong

36. Norazila Binti Mohd Diah SMK Putrajaya Presint 9(1), Putrajaya

37. Pusphalatha A/P Gopalan SMK Rantau Panjang , Bestari Jaya

38. Rachel Sharmala A/P Koruthu SMK Rawang, Batu 16, Rawang

39. Nooraini Binti Baba SMK Rusila, Marang

40. Norin Norain Binti Zulkifli Anthony SMK Sains Banting, Jugra

41. Helen A/P Jeyapal Dorai Pandian SMK Segambut, Kuala Lumpur

42. Intan Hamimah Binti Mamat SMK Seksyen 18, Shah Alam

43. Chanthireka A/P Vasudevan SMK Seksyen 19, Shah Alam

44. Santhy A/P S.Subramaniam SMK Seri Sepang, Sepang


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45. Nuraziatul Mazida Binti Neimah SMK Sijangkang Jaya, Teluk Panglima Garang

46. Zul Shaharuddin Bin Setapa SMK Sri Bentong, Bentong

47. Sharila Binti Shuib SMK Sri Indah, Seri Kembangan

48. Kalpana Maria Rajandran SMK Sri Sentosa, Kuala Lumpur

49. Tan Siok Leh SMK St Mary, Kuala Lumpur

50. Sibyl Su Soo Chin SMK Sultan Abdul Samad , Petaling Jaya

51. Sarminah Binti Salim SMK Sultan Alam Shah, Putrajaya

52. Mohd Yazid Fauzi Bin Kamaruddin SMK Sultan Ismail, Kemaman

53. Laurence L. Dumling SMK Sung Siew, Sandakan

54. Logambal @ Latha A/P K.Krishnan SMK Sungkai, Sungkai

55. Sugitha A/P Kunjaman SMK Taman Bukit Maluri, Kuala Lumpur

56. Thilakavathy A/P Kandiah SMK Tengku Ampuan Jemaah, Kelang

57. Sharifah Adilah Binti Syed Mohamad SMK Tunku Ampuan Durah, Seremban

58. Bachan Kaur A/P Chingara Singh SMK USJ 8, Subang Jaya

59. Thiruselvam A/L Jacob SMK USJ13, Petaling Jaya


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