B.Inggeris-Tingkatan 2

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KEMENTERIAN PENDIDIKAN MALAYSIA

HURAIAN SUKATAN PELAJARANKURIKULUM BERSEPADU SEKOLAH MENENGAH

BAHASA INGGERISTINGKATAN 2

2003



CONTENTS

PAGE

RUKUN NEGARA v

FALSAFAH PENDIDIKAN NEGARA vii

KATA PENGANTAR ix

INTRODUCTION 1

OBJECTIV ES 6

THEMES AND TOPICS 7

. SECTION I : LEA RNING OUTCOMES AND SPECIFICATIONS

1.0 Language for Interpersonal Purpose 8

2.0 Language for Informational Purpose 14

3.0 Language for Aesthetic Purpose 21

SECTION II : LANGUAGE CONTENT

a) Grammatical Items 24

b) Suggested Sentence Patterns 29

c) Sound System 30

d) Word List 32



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RUKUN NEGARA

BAHAWASANYA negara kita Malaysia mendukung cita-cita hendak mencapai perpaduanyang lebih erat di kalangan seluruh masyarakatnya; memelihara satu cara hidup

demokratik; mencipta masyarakat yang adil di mana kemakmuran negara akan dapatdinikmati bersama secara adil dan saksama; menjamin satu cara yang liberal terhadaptradisi-tradisi kebudayaan yang kaya dan berbagai-bagai corak; membina satumasyarakat progresif yang akan menggunakan sains dan teknologi moden;

MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan seluruh tenaga dan usahakami 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 DAN KESUSILAAN



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FALSAFAH PENDIDIKAN KEBANGSAAN

Pendidikan di Malaysia adalah suatu usaha berterusan ke arahmemperkembangkan lagi potensi individu secara menyeluruh dan

bersepadu untuk mewujudkan insan yang seimbang dan harmonis dari segiintelek, rohani, emosi dan jasmani berdasarkan kepercayaan kepada

Tuhan. Usaha ini adalah bagi melahirkan rakyat Malaysia yang berilmu

pengetahuan, berketrampilan, berakhlak mulia, bertanggungjawab danberkeupayaan mencapai kesejahteraan diri serta memberi sumbangan

terhadap keharmonian dan kemakmuran masyarakat dan negara.



Curriculum Specifications for EnglishForm 2

1

INTRODUCTION

English is taught as a second language in all primary andsecondary schools in line w ith its status as a second language inthe country.

Learners are taught the English language to enable them to use thelanguage to further their studies and for w ork purposes. For those

who have the facilities, the use of English in ICT has beenincorporated into the curriculum to enable learners to accessknow ledge on the Internet and to network w ith people both locallyand overseas. This is in keeping w ith the growing use of English inthe field of Information and Communications Technology (ICT).

AIMS

The English syllabus aims to extend learners’ English languageproficiency in order to meet their needs for English in everyday life,for know ledge acquisition, and for future workplace needs.

OBJECTIVES

The English language curriculum enables learners to:

i. form and maintain relationships through conversationand correspondence; take part in social interaction; andinteract to obtain goods and services;

ii. obtain, process and use information from various audio-

visual and print sources; and present the information inspoken and w ritten form;

iii. listen to, view , read and respond to different texts, andexpress ideas, opinions, thoughts and feelingsimaginatively and creatively in spoken and w ritten form;and

iv. show an awareness and appreciation of moral valuesand love tow ards the nation.

THE SYLLABUS

The English syllabus at the secondary level specifies the content tobe taught from the Form 1 through to Form 5.

The English language curriculum is organized in a manner thatref lects the way English is used in society in everyday life.

The Curriculum Content of the syllabus outlines three mainsections, namely, the Learning Outcomes to be achieved bylearners, the Language Content to be incorporated into lessons,and the Educational Emphases to be given due regard.

The Learning Outcomes of the syllabus specify the skills to beachieved by learners in the three areas of language use, namelythe interpersonal, the informational and the aesthetic. These areasincorporate the integration of the four language skills of Listening,Speaking, Reading and Writing. The Language Content outlinesthe grammar, the sound system, and the w ord list to be taught,




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GRAMMAR

Grammar items have been selected from the list provided in thesyllabus and these are to be incorporated in the three areas oflanguage use. In addition, sentence patterns have been listed toenable learners to master the structures of the English Language.

WORD LIST

The list of w ords selected for teaching is draw n from a sample ofthe more common or high frequency words used in daily life. Thissuggested w ord list is only the minimum for the year. Teachers areencouraged to w iden this list according to the level, ability andmaturity of their learners.

EDUCATIONAL EMPHASES

These outline current developments in education that w ill helplearners prepare for the world of work and social life. In this respect,moral education, citizenship education, patriotism and thinking skillswill contribute towards the building of a modern and progressivesociety.

Thinking skills

Critical and creative thinking skills are incorporated in the learningoutcomes to enable learners to analyse information, makedecisions, solve problems, and express themselves accurately andcreatively in the language.

Learning How to Learn Skills

Learning How to Learn Skills are also integrated in the learningoutcomes and aim to enable learners to take responsibility for theirow n learning. These skills incorporate information skills, libraryskills and study skills to enable learners to locate sources ofinformation more efficiently and help them become independent life-long learners.

Information and Communications Technology (ICT) Skills

In line w ith globalisation and the ICT age, skills related to ICT areincorporated in the learning outcomes. These skills include the useof multimedia resources such as TV documentaries and Internetresources as well as the utilization of computer-related activitiessuch as e-mail activities, netw orking and interacting w ith electroniccourseware.

Values and Citizenship

The values contained in the secondary Moral syllabus have beenincorporated in the learning outcomes and include patriotism andgood citizenship.

Multiple Intelligences

The learning outcomes also reflect the incorporation of the theory ofMultiple Intelligences. This is illustrated, for example, in theinterpersonal use of the language among people in socialinteraction, kinaesthetic intelligence in the dramatization of texts,and spatial intelligence in the interpretation of maps and other suchactivities.




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Preparation for the Real World

The learning outcomes prepare learners to meet the challenges ofthe real world by focusing on language use in society. This isachieved through structuring the curriculum in terms ofinterpersonal, informational and aesthetic uses of language. It isalso achieved by making use of real-life issues for obtaininginformation, making decisions and solving problems.

IMPORTANT CONSIDERATIONS FOR TEACHING

The follow ing considerations should be taken into account inteaching the curriculum specifications.

Planning and Organization of Lesson

These specifications must be organized in a manageable form forteaching taking into account the time allocated for teaching. Thethree areas of language use may be p lanned around a top ic.

Learner-Centredness

The learner is at the centre of the learning process. Teachingapproaches, lessons and curriculum materials for learning must beadjusted to suit the differing needs and abilities of students.

Integration

The principle of integration can help teachers cover areas of thesyllabus in several lessons. Once a topic is decided upon, teachers

can plan tasks and activities reflecting the three areas of language

use.

In all of these lessons, moral values should be infused. This can bedone through the appropriate selection of materials and activities.Elements of patriotism, environmental education, and healtheducation should also be taken into account.

Repetition, Reinforcement and Consolidation

Language skills, vocabulary, grammar items and the parts of thesound system must be repeated often and used constantly tomaximize learning and bring about retention. Teachers should set avariety of tasks that w ill enable learners to use the language itemsoften so that they gradually develop the ability, know ledge andconfidence to use them effectively.

Teaching-Learning Activities

In order to bring about effective learning, learners must be givenevery opportunity to take part in activities that require them to usethe language they have learnt. In addition, teachers should alsoemphasize thinking skills and apply the principles of multipleintelligences.

Evaluation

Evaluation is an important aspect of the teaching-learning process.Continuous feedback is essential if learners are to keep track oftheir progress. After every lesson, teachers are encouraged toassess their set of learners through simple questioning techniques




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or some other simple exercise so that they can pace their lessons in

accordance with their learners’ progress.

Other ConsiderationsAs far as possible, teachers should use the Malaysian setting as abase to teach the language skills and language contents. Teachersshould also use materials that emphasize the principles of goodcitizenship, moral values, and the Malaysian w ay of life.

This document only lists a number of essential activities for theattainment of the English language. Teachers need to use theirinitiative, imagination and creativity to extend the experiences oftheir learners, to reinforce w hat has been learnt and to createchallenging language tasks for their learners.




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2. OBJECTIVES FOR FORM 2

By the end of Form 2, learners should be able to:

Make friends and talk about themselves, recount experiences and also enquire about the person(s) they are talking to;

Make enquiries about services, make a booking /appointment, and f ill out an application form;

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 informationbriefly to others orally and in writing;

Read and enjoy poems and short stories;

Have a posit ive outlook and act appropriately in social situations; and

Show an awareness and appreciation of moral values and love tow ards the nation.




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3. THEM ES AND TOPICS

The themes stipulated for Form 2 are listed below . These are broad areas from w hich topics can be drawnfor activities and exercises so that learners can read, talk and w rite about them. Learners are not expectedto deal w ith these topics in depth or thoroughly. Rather, these topics serve as the subject matter throughwhich the three areas of language use are taught using meaningful tasks and activities. Since values arepart of the syllabus, teachers should take every opportunity to incorporate moral values and socio-culturalelements w hen carrying out classroom activities. Words in the accompanying w ordlist must be ut ilized inthe teaching and learning of these themes and where necessary, a limited number of words can be addedto deal w ith a topic meaningfully.

People : - People and w ho they are (e.g. people in the family or village andwhat they do; famous people)

Environment : - Developments in one’ s community(e.g. having modern facilities as opposed to crow ding and noiseand loss of trees and open ground)

Social Issues : - Using time w isely- Choosing friends w isely

Health : - Know ing oneself; one’s behaviour tow ards others;liking oneself (self image and self esteem)

Science & Technology : - Plants(e.g. keeping a garden; importance of jungles; descriptions ofplants – e.g. the pitcher plant).




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LEARNING OUTCOMES AND SPECIFICATIONS

The Learning Outcomes have been extracted from thesyllabus in its original form. They represent skills to beachieved by the end of Form 5. Teachers, how ever,

should be guided by the second column w hen planninglessons. The second column spells out the SkillsSpecifications that are specif ic to the Form 2 programme.

LEARNING OUTCOMES SPECIFICATIONS EXAMPLES/ ACTIVITIES/ NOTES

1.0 LANGUAGE FORINTERPERSONAL USE

1.1 Make fr iends and keepfriendships by:

a. introducing oneself

b. taking part in conversations

and discussions;

c. talking about self, family andfriends, interests, pastevents, feelings, personalexperiences andunderstanding w hen otherstalk about themselves; and

d. exchanging ideas,information and opinions ontopics of interest.

Level 1i Talking about (describing) one’s

hobbies, pastimes, routines,ambitions and hopes, etc.

ii. Asking questions politely to getinformation.

iii. Responding appropriately toquestions by stating, refuting andgiving details.

iv. Listening to and identifyingsimilarities and differencesinvolving initial and final consonants,long and short vow els, diphthongs;and pronunciation of past tenseforms, plural forms and contractions.

At Level 1, accept descriptions of 1-2simple sentences, but encourageelaboration.

e.g. What….?, Where….? When….? Who…? Why…? Is…? Do…? Does…? Are….?

Activities include role playing.Teacher assigns roles to studentse.g. interview ers (such as anew spaper reporter or TV host)talking to a famous sportspersonality, a computer w izard, etc.

See Sound System at the back of

the document.




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Level 2v. Asking questions and making

statements w ith the correctintonation, w ord stress and sentencerhythm, and pronouncing w ordsclearly and correctly.

vi. Participating in teacher-guidedclass discussions on topics ofinterest by- agreeing to another and saying so- disagreeing politely w ith another

and giving one’s opinions- defending one’s point of view .

vii. Seeking clarification on what wassaid and responding appropriately.

viii. Writing a short letter(with guidance) to a fr iend about one’shopes and ambitions, etc.

See Sound System at the back of thedocument.

e.g. Discuss ing the fairness orunfairness of certain school rules andregulations; the d istribution of duties inclass, school, club; how not to beinfluenced by friends; discussing rulesset by parents such as the time to behome at night or about doing certainthings.

Teachers can also point out that bodylanguage (facial expressions andgestures) also convey meaning ofdisagreement or agreement. They canalso point out and demonstrate howtone and manner of speaking alsocarries meaning.

e.g. describing w hat life will be likewhen one leaves school – the type ofwork one w ould like to do, the type ofhouse one w ould like to have, and howone w ould like to help people.




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Teachers can model letter w riting onthe board. They can ask leadingquestions and get students to answ erthem, at the same t ime writing theansw ers in the form of a short letter.

Level 3ix. Writing letters to friends (with little

or no guidance) on topics of interest.

x. Reading newspaper articles, lettersto the editor, etc. and discussingpoints of interest w ith friends:- recalling ideas- giving opinions.

e.g. on how to study in the bestmanner.

Activities include class/groupdiscussions on newspaper articlesselected by teacher w here studentsagree/disagree and give opinions.

e.g. “I read an interesting article.It was about…. “

“ I l ike the article because….”




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1.2 Take part in socialinteraction by

a. carrying out a variety oflanguage functions;

b. participating inconversations anddiscussions; and

c. making plans andarrangements.

Level 1i. Expressing congratulations and

responding appropriately.

ii. Giving compliments and respondingappropriately.

iii. Offering help and respondingappropriately.

iv. Giving oral and written instructions todo something

Role playing w here teacher creates thesituation; e.g. congratulating a teacheron her award, complimenting a fr iendon her new hair style, offeringcondolences to a student in anotherclass, offering help to the neighbour.

e.g. Giving instructions on how to operate a new computer programme .

Level 2

v. Writing s imple messages to friendsand family members relating to theabove functions.

.

e.g. writing messages or sending an e- mail asking for help in fixing one’s bicycle.; or reminding the friend about the club meeting, or about the trip to the dinosaurs exhibition at the weekend.

vi. Participating in a conversation by:agreeing politely w ith others

- disagreeing politely- interrupting politely- taking leave

vii. Making decisions w ith others to dosomething.

e.g. Discussing some ways in which.

friends can be helped to manage their time better so that they can complete their homework and do other things as well.

e.g. Deciding on a gift for a friend; deciding on who to send on an errand.




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Level 3viii. Writing simple letters to friends and

relatives Relate to the above functions. Clear

context must be provided as to thepurpose and the relationship betw eensender and receiver so that the correctregister and the correct choice of wordscan be used.

1.3 Obtain goods and services by:

- making enquir ies; and

- ordering goods and services.

Level 1i. Enquiring as to what a facility has.

ii. Understanding the types of services

available as posted outside the fac ility.

e.g. Asking questions about the facilities available in a public library or a youth club.

e.g. Reading a poster outside the

library or club and understanding theserv ices available such as Internetfacilities, a CD Rom library, squashcourts, coaching services.

Level 2iii. Making further enquiries (face-to-

face, via telephone) as to deta ils aboutthe services offered with the correctintonation, w ord stress and sentencerhythm and pronouncing w ords clearlyand correctly.

e.g. opening hours, schedules and

time-table, entrance payment,subscription fee, cost of coaching.




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iv. Responding appropriately on receivingthe information.

Level 3v. Filling out an application form .

e.g. asking more details about things that are not clear ; expressingsatisfaction; saying thank you.

e.g. for membership or for booking a facility such as a badminton court.

Teachers may also need to drawattention to certain requirements thatmay appear on the form:e.g. writing one’s name in block letters; underlining surname or family name; writing correspondence address,residential address, etc.




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LEARNING OUTCOMES SPECIFICATIONS EXAMPLES / ACTIVITIES / NOTES

2.0 LANGUAGE FORINFORMATIONAL USE

2.1 Obtain information fordifferent purposes by:

a. listening to spoken textssuch as talks, speeches,and from other multi-media sources; and

b. reading materials suchas articles in print and inelectronic media.

Levels 1, 2, 3i. Listening to and understanding a

variety of texts of suitable length (e.g.instructions, announcements,directions, messages, advertisements,

descriptions, plans).

ii. Reading silently and aloud w ithunderstanding a variety of texts ofsuitable length (e.g. signs, notices,labels, w arnings, instructions,descriptions, advertisements,directions, messages,simple passages, annotated series of

pictures, information in tables).

iii. Acquiring informational skills:using the table of contents to look forinformation inside a book.

This section lends itself w ell toknow ledge acquisition. Teachersshould ensure that passages chosenhave useful know ledge content.

Include in reading texts, tables, charts,diagrams, and pictures. Students mustknow how these graphic forms cansupport the w ritten text. This w ill alsohelp to develop students’ visual andspatial intelligences.

When reading aloud, learners need toobserve:

- correct pronunciation - emphases- intonation patterns - stress- pauses - correct phrases- fluency and rhythm

Set authentic activities – e.g. reading

aloud from a new spaper article to otherteam members, or giving informationover the telephone.

e.g. getting information from an encyclopaedia, a magazine.

2.0 LANGUAGE FOR INFORMATIONAL USE




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2.2 Process information by:

a. skimming and scanning forspecif ic information andideas;

b. extracting main ideas and

supporting details;

c. follow ing sequence ofideas;

d. predicting outcomes;

e. using dictionaries;

f . getting meaning ofunfamiliar w ords by usingword attack skills.

A. Processing texts listened to byLevel 1

i. Telling what the text is about.

ii. Noting important details.

Level 2iii. Follow ing sequence of ideas.

iv. Identifying important ideas bylistening and checking a list.

Level 3v. Jotting dow n key ideas of a text listened

to: (e.g. w ho, w hat, when, how , why)

e.g. “This text is about a newly discovered herb plant that can help treat asthma .”

e.g. leaf, seeds, flower, stem, sap of the plant . Other details for othertopics may include costs, number of people involved, date, place, event,size, colour, shape.

e.g. chronological order, sequence ofprocess.

This is guided listening. Activitiesinclude underlining key w ords,mapping out key w ords, completingtables, charts, diagrams, detectingerrors in a written text.

e.g. listening to tips on a talk show on the radio as to how students can use

their time wisely in relation to studies,recreation, household chores, etc.




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B. Processing texts read by:

Level 1i. Stating the type of text that is being

read.

ii. Scanning for details.

iii. Follow ing sequence of ideas

e.g. a report, a procedure, instructions to assemble something, a narration.

e.g. number , place, names, colour,size.

Note chronological order

iv. Using the dictionary to find themeaning of unfamiliar w ords.

v. 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.

Level 2vi. Identifying main ideas in simple texts.

vii. Identifying supporting details or ideas

in simple texts.

viii. Reading and understanding non-linear texts such as simple diagramsand tables.

Learners to use their dictionary skillsto find the meanings of words.

e.g. big, huge, enormous, gigantic

e.g. big - small; tall - short e.g. furniture = chairs, tables, desks.

Examples of activities include:- question and answ er sessions to elicit

main ideas and supporting detai ls

- f inding specific information- checking True / False statements- sequencing.

Example of task is extractinginformation from a table.




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ix. Acquiring the meaning of words by

understanding w ord formation w ith theuse of prefixes: mis- re-

understanding w ord formation w ith the

use of suffixes: -ful -less

Identifying base words

Using contextual clues:- pronouns and other demonstratives

Level 3x. Identifying cause and effect in simple

texts.

xi. Making simple predictions ofoutcomes, giving reasons.

e.g. misplace, misread, misunderstand; re-play, rewrite, rewind

e.g. useful, harmful, mouthful, careful;

useless, harmless, toothless

e.g. harmless, misuse

e.g. They, It, She, He, Their, Our – allthese refer to the people mentionedearlier in the text.

e.g. He woke up late this morning because he slept late last night .

e.g. As a young man, the man worked very hard at his uncle’ shop. After several years, he had saved enough money. What do you think he did next?




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xii. Draw ing obvious conclusions insimple texts.

e.g. As a young man, the village headman worked very hard at his uncle’ shop. After several years, he saved enough money. What does this tell you about the boy?

2.3 Presenting information todifferent audience by:

a. writing directions, instructions,recounts, announcements,using appropriate format andconventions;

b. giving instructions, descr ibing,narrating orally;

c. composing, revising and editingdrafts, and checking accuracyof spelling, punctuation, andgrammar;

d. reading aloud w ritten materialsclearly and f luently

Presenting information

Level 1xiv. Recounting orally w hat events took

place.

xvi. Taking spelling and dictation of

seen texts.

Level 2xvii. Writing recounts .

e.g. Talking about the events that led to the boy fainting in class.

Set meaningful contexts w here

'dictation’ is carried out in everyday life – e.g. dictating a paragraph to a fr iendover the telephone because she w asaw ay on an errand during class time.

Format of Recount:Paragraph 1: Background: where, what who, when, why

Paragraph 2: Event 1Paragraph 3: Event 2 Paragraph 3: Event 3 Conclusion

(Grammar: past tense, use of linkers,paragraphing)




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xviii. Writing descriptions.

xix. Punctuating meaningfully usingcapital letters, commas, full stops,question marks.

Level 3

xix. Writing a simple report completewith tables and/or pie-charts.

Relate to topics:e.g. of a dream house, of people with healthy li festyles to emulate.

e.g. writing a simple report of how one grew and took care of a plant .

Example of format of a simple report: Paragraph 1: Aim of grow ing a plant

Paragraph 2: Procedure – e.g.f illing the pot w ith soil, etc.Paragraph 3: Care and maintenanceof plantParagraph 4: Development stage atpresent – e.g. bigger, f low ering.




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xx. Applying process writing skills by:a. discussing the topic w ith teacher

and peers and jotting dow n ideas;b. writing out an outline;c. writing paragraphs w ith a clear

focus;d. revising and editing the draf t until it

is clear and f lows well by- reordering sentences- rephrasing sentences- substituting w ords

e. proof-reading the draft to eliminatemistakes:- spelling

- punctuating correctly- correcting grammar at a levelappropriate to students

f. writing the final draft of the text.

C i l S ifi i f E li h




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3.0 LANGUAGE FORAESTHETIC USE

3.1 Listen to, read, view andrespond to literary worksby:

a. understanding and telling inone’s own w ords the storyand poem heard and/or readand giving one’s opinion;

b. recognizing elements in astory such as characters

and setting;

c. explaining the message thewriter is trying to convey anddiscussing how this relatesto one’s life;

d. understanding otherpeople’s cultures, traditions,customs and beliefs;

e. reciting poems w ith feelingand expressions.

Level 1i. Reciting a poem with feeling and

expression and w ith correctpronunciation, intonation, stress andrhythm.

ii. Finding out the meaning of unfamiliarwords by using contextual clues and

/or the dictionary.

iii. Retelling the story or content of thepoem in one’ s ow n w ords.

Level 2iv. Giving the sequence of events.

v. Talking about the place and timethe story took place or the place thepoem describes and writing asimple paragraph on it.

Note: The use of sounds, music andmovement in activities w ill be especiallybeneficial to learners w ith a leaningtow ards musical and kinaestheticintelligences.

Students w ill be able to recite a poemmeaningfully and w ith expression oncethey have understood the meaning ofthe poem.

Story-telling can be done in groups.

Get students to mark the events on a

time line or graph, sequence pictures,sequence sentences, etc.

These exercises can be guided.

3.0 LANGUAGE FOR AESTHETIC USE

Curriculum Specifications for English




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LEARNING OUTCOMES SPECIFICATIONS EXAMPLES / ACTIVITIES / NOTESLevel 3

vi. Talking about characters in a storyand w riting a simple paragraph onone or tw o characters/

For example w hen discussing aboutCharacter A, get students to take noteof what other characters say about A orwhat the author says of A.

vii. Making simple predictions as to w hatmight happen next.

viii. Talking about values found in a text.

ix. Talking about how events, characters

and values in the text are similar tothose experienced in one’s life.

x. Saying what one thinks about thetext and writing a paragraph or two.

Level 3xi. Talking about the theme and writing a

simple paragraph about the theme ofthe story.

xii. Understanding some figurativelanguage in the text suitable tostudents’ proficiency level.

Draw students’ attention to the fact thatalthough values and beliefs held byother societies and cultures may bestrange to use, they must be respectedanyw ay.

Get students to draw similarities and

differences about their life and that ofthe characters’.

Learners should give reasons as to whythey like or do not like the text – e.g.the story-line, the events described.

Detailed analysis of the figurativelanguage is not required.





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3.2 Express themselves creativelyand imaginatively by:

a. dramatizing texts and role-playing characters;

b. retelling a story from adifferent point of view andpresenting it in anothergenre

c. composing simple poems,and stories and dialogues

Level 1i. Acting out sections of a text.

Retelling a story from a different pointof view and presenting it in anothergenre.

Level 2ii. Changing the text to another form

(genre).

Level 3iii. Composing simple poems, stories

and dialogues at a level suitable tolearners.

Get learners to choose the sectionsthey w ant to act out, to know the storythoroughly, to understand how and w hythe characters behave in that w ay.Then get them to w rite out thedialogue. Finally get them to practisereading out their dialogues w ithexpression and emotion.

e.g. Writing out the dialogue of 2characters for a certain episode in a

story.

Use pictures or key w ords to getlearners to start writing.





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SECTION II: LANGUAGE CONTENT

A) GRAMMATICAL ITEMS

Grammar forms part of the language contents in the Curriculum

Specifications for Form 2. Grammar items are specified under thedifferent grammar categories. To illustrate what is meant by eachcategory and at the same time to specify the scope and depth of the

items to be taught examples are given. Teachers are encouraged to

teach these grammatical items in the context of topics. Items to be

focused on in Form 4 are marked with an asterisk. If extra practice isrequired for better understanding or retention, i tems can be taughtin isolation.

1. NOUNSi. Concrete nouns

a. Common nouns – e.g. book, house, school b. Proper nouns – e.g. Mars, Apollo 13

ii. Abstract nouns

names of qualities, s tates, activities

e.g. health, poverty; laughter, arrival

iii. Countable nounse.g. spaceships, planets, moons

iv. Uncountable nounse.g. sand, water

* v. Collective nounse.g. a flock of birds

vi. Number - Formation of the plural

a. Adding suffix -s, -es

For regular words

e.g. bi rds, trees

Words ending in -s -sh -ch -xe.g. glass - glasses, brush - brushes,church - churches, box - boxes

Words ending in -ye.g. toy - toys; lorry - lorries

Words ending in -f, change to v+ese.g. knife - knives; li fe - lives

b. Irregular pluralsIndicated by a change of vowele.g. man - men; mouse - mice; tooth – teeth

*c. Nouns w ith no change in number in theplural form :

e.g. trousers, scissors, news

vii. Concord (subject-verb agreement)a. Singular subject takes singular verb

e.g. Johan has ….





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b. Plural subject takes plural verb*e.g. Peter, John and Paul are ….

viii Gender – masculine, femininea. -er -or : traditionally used to mark male

e.g. waiter, actor

b. -ess : traditionally used to mark femalee.g. waitress, heiress

2. ARTICLESi. With s ingular countable nouns

– a an thee.g. a book an oven the house Note : ‘an’ is usually used before vow els butnote ‘a university’ , ‘an hour ’

*ii. With plural countable nouns – with article, with no articlee.g. test tubes We’ve got the newspapers here.We’ve got newspapers here.

* iii With s ingular uncountable nouns – with article, with “some”e.g. petrol

There’s petrol in the car.There’s still some petrol in the car.

*iv. Articles w ith proper nouns- using ‘the’ w ith the names of hotels,cinemas, places, buildingse.g. Have you been to the

National Science Centre, yet?

3. ADJECTIV ESi. Adjectives in terms of colour, size and

shapee.g. big boy blue sky round eraser

ii. Adjective that show qualities

e.g. an honest mechanic, a kind by-stander

iii. Formation of the negative of adjectives byadding prefixes: un- dis- im-e.g. an unkind person, a dishonest mechanic

iv. Comparison adjectives – regular forms e.g. big - bigger - biggest

* v. Comparison adjectives – irregularcomparative and superlative forms

e.g. good, better, best; bad, worse, worst

* vi. Comparison adjectives – longer adjectivesof 3 or more syllables taking ‘more’ ,‘most’ forms.

e.g. more beautiful, most beautiful

*vii. Using as….as to compare things andpeople that are the samee.g. The lady astronauts were as tall as the

male astronauts .

*viii. Using not as….as to compare things and




p gForm 2

26

people that are not the same e.g. The cost of a computer is not as high as

it was a year ago.

4. PRONOUNSi. Personal Pronouns:

I first personYou second personHe/She/It third person

ii. Possessive Pronouns:mine, yours, his, hers, ours, theirse.g. That book is mine / yours / his / hers.

iii. Dem onstrative Pronouns:this, that, these, those

iv. Interrogative Pronouns:Who, Which, What, Whose

5. VERBS

i. Regular and Irregular Verbse.g. w alk – w alked; sw eep - swept

ii. Negative Verbs

Adding the w ord not after the verb

e.g. He is not here.They cannot go to the party.

*iii. Using the contracted form (affirmative andnegative) forms especially in conversation

I’m you’re he’s she’s it’sw e’re you’re, they’re.I’m not you aren’t he isn’t she isn’tit isn’t w e aren’t you aren’t they aren’t

e.g. They ‘re conducting the experiment.

iv. TENSES – present, past, continuousa. Simple Present Tense

For habitual actionse.g. Every day we play football.

For instructions and directionse.g. First, mix the solutions.

Describing feelings and sensese.g. “I feel upset over what has happened.”

* When talking about facts that are generally true

e.g. Tobacco smoke contains a lot of poisonous substances .

b. Simple Past Tense – was were Regular verbs Irregular verbs

e.g. walk-walked; si t-sat; go-went

Using w ords that signal the past tensee.g. Yesterday, Last week

c. Present Continuous TenseThe action is happening at the time of speaking.e.g. I am writing the report now (verb+ -ing).

*d. Talking about the Future




Form 2

27

*Using the present continuous tense totalk about the future.

e.g. I am meeting Diana at 5.00 today.Haris is not playing basketball on Friday.

*Using ‘going to’Using ‘going to’ to talk about something thatwe have decided to do in the future.e.g. They are going to fine the company

RM 20,000 for polluting the river.

She is not going to work on Tuesday.

*Using ‘will’- Using ‘ will ’ when we decide to do something now.

e.g. Oh no! I’m late! I will call him now.

- Using w ill w hen w e decide to do something in thefuture or when we think something w ill happen .

e.g. This weekend I will go to Ipoh.I think i t will rain this evening.

v. Modal Verbs - can must m ay might

Using ‘can ‘ to talk about abilitye.g. He can climb mountains but he can’t dance.

Using ‘must’ w hen we think it is necessary.e.g. You must put away your things.

Using ‘may’/ ‘might’ to say that perhapssomething w ill happen in the future.

e.g. It may rain later on.It might rain later on.

(Note: the dif ference between ‘may’ and ‘might’ isvery small – ‘might’ is a little less sure than ‘may’.)

6. ADV ERBSi. Adverb of manner

To show how an action w as done- using the suff ix -ly.e.g. She sang sweetly.

ii. *Adverb of time

e.g. She will call him tonight.

ii. *Adverb of placee.g. Leave the book there, please.

7. PREPOSITIONSi. Preposition of place

in, on, near, under, behind, in front of, by, *at ,*betw eene.g. They stood at the entrance.

The bank is between the supermarket and the post office.

ii. Prepositions of time – at, on, by, before, aftere.g. Please be home by 2 o’clock.

iii. * Prepositions of direction – * to *frome.g. The spaceship was launched from Cape Canaveral.

That bus goes to Jalan Semantan and back.

iv. Preposition of quantity - *of

Curriculum Specifications for EnglishF 2



Form 2

28

e.g. He drinks 8 glasses of water every day.

8. CONNECTORSi. Conjunctions - and but or *so

e.g. The tea was very hot so I added an ice cube.

ii. *Sequence Connectors – first next then

finallye.g. First, wash the parts in kerosene. Then wipe them dry.

Next, re-assemble the parts, Finally, put in new batteries.

9. SENTENCESi. Simple sentence

e.g. They went to the exhibition early.

ii. Compound sentencee.g. They woke up early and went jogging.

iii. Positive s tatements

e.g. My name is ….He/ She/It/They were …..

iv. Negative s tatementse.g. They are not ….

We were not …….

10 PUNCTUATIONi. Capital letters – proper nouns, pronoun ‘I’,

beginning of sentences

e.g. I went to the doctor’s yesterday.

ii. Commas - to separate items in a liste.g. Julia has a cat, a bird and a goldfish for pets.

iii. Exclamation markFor greetingse.g. Hi! Hello!

iv. Full stopFor end of statement

e.g. Yesterday, we went to the zoo.

v. Apostrophe For contractionse.g. Be careful! Don’t run. The road is slippery !

For possess ivese.g. the man’s briefcase

vi. Question m arkAt the end of questionse.g. What time is it, please?




Form 2

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Suggested Sentence Patterns

In this section some suggested patterns have been listed for the language functions as stipulated in the CurriculumSpecifications. It is important that teachers teach these sentence patterns (including responses) in context and in ameaningful w ay. Words underlined may be substituted.

1. Congratulating someoneA : Congratulations, Azmi. I am so happy for you.

B : Thank you, Raju.

2. Giving complimentsA : You sing the song beautifully.B : Thank you.

4. Offering helpA : Can I help you carry the books?B : Yes, please. Thank you.

5. Agreeing politelyA : I think the room needs a new paint.B : Yes, I think so too.

6. Disagreeing politelyC: I don’t think so.

The room still looks good.

7. Interrupting politelyD: I’m sorry to interrupt. Lunch is ready.

8. Taking leaveA: I have to go now .

Please excuse me.B: Sure.




Form 2

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SOUND SYSTEM

The sound system forms part of the language contents in the Form 2 Curriculum Specifications. The items listed below areto be taught in Form 2. In each item, there are examples of the sounds to be taught and more examples are to be given.

Consonants1.1.1 r /r/ - r un, r ate1.1.2 l /l/ - l ate, oil 1.1.3 z /z/ - z ebra, raise 1.1.4 s /s/ - s ail, class

1.1.5 v /v/ - v iew , weav e1.1.6 w /w/ - w ind, w eek

Vowels1.2.1 a /æ/ - f la t, ba nk1.2.2 a /a:/ - a rm, hea rt1.2.3 oo / / - pu t, foo t1.2.4 oo, u /u:/ - too l, pru ne1.2.5 au, ou / / - tau ght, bou ght1.2.6 u, ir, ea, ur / / - ur n, bir d, lea rn, tur n

Diphthongs1.3.1 ow , ou / / - brow n, bou gh1.3.2 o, oa / / - ho me, roa m1.3.3 er, ar / e / - ther e, care 1.3.4 oo, ou / / - poor, tou r

Past Tense Forms1.5.1 -d /d/ - freed , saved 1.5.2 -d /t/ - placed , raced 1.5.3 -ed /t/ - placed , raced

1.5.4 ed /d/ - feared , w arned 1.5.5 ed / id/ - w anted , waited 1.5.6 ed /t/ - w alked , jumped 1.5.7 ied /aid/ - fried , cried

Plural Forms1.6.1 -s/s/ - pens , cups 1.6.2 -s/z/ - boys , ties 1.6.3 -es/iz/ - boxes , houses 1.6.4 -ies /aiz/ - f lies , tries 1.6.5 -ves/vz/ - knives , lives

Stresses in two and three syllable words1.7.1 PREsent, present, Refuse, refuse1.7.2 HOSpital, PASsenger, Manager

Stresses in compound words1.8.1 HARDw are1.8.2 ICE-CREA M

Contractions

1.9.1 I’ll1.9.2 I’ve, w e’ve




Form 2

absenceaboveabroadacceptaccidentaccountaccuseacheacrossact

addaddressadmireadoptadventureadvertisementadviceadviseaeroplaneaffordafraidafterafternoonagainagainstagoagree

agricultureaheadaimairallallowalmost

alonealongaloudalsoaltogetheralreadyalw aysambitionamongamount

ancientandangleangryanimalanotheransweranyapartappearapologiseapplyarcharguearmarmyarrange

arrestarrivearrowartarticleasashamed

askasleepatattackattemptattractattendaudienceautumnaunt

avoidaw akeaw aybabybackbackbonebackgroundbackw ardbagbakebalanceballbandbankbargainbasebase

basicbasketbath, bathebe (aux)beakbeanbear

beardbeatbeauty, beautifulbecausebecomebedbeforebeg, beggarbeginbehave, behaviour

behindbeingbeliefbelievebellbelongbelowbeltbendbeneathbesidebetterbetw eenbicyclebigbillbird

birthbite, bitblackblameblindblockblood

blowboastboatbodyboilbonebookborderbornborrow

bothbottlebottombowbow lboxboybrainbranchbravebreadbreakbreakfastbreathe, breathbribebrickbridge

bringbroadbrotherbrow nbrushbuildbunch

Word List For Lower Secondary Form 1 – Form 3

33




Form 1

34

bundleburnburstburybusbusinessbushbusybutbutter

buttonbuybycagecakecallcalmcameracampcancapcapitalcaptaincarcarecartcarry

castlecatchcatcavecentrecenturyceremony

certainchainchairchalkchangecheapcheatcheckcheesechest

chickenchiefchildchimneychoosechurchcirclecityclassclaycleanclearclerkcleverclimbclockclose

clothclubcoalcoastcoatcoffeecoin

collarcollect

collegecolourcombcommoncompanycomparecompetecomplain

completecongratulatecontaincontinuecontrolconquercookcoolcopycorncorrectcornercostcoughcountcountercountry

couragecourtcousincovercowcow ardcrack

crashcreate

cropcrosscrowcrowdcruelcupcupboardcure

currentcurtaincushioncutdangerdarkdancedaredatedaughterdaydeaddeafdeardecidedeepdegree

delaydeliverdescribedesertdevelopdevildiamond

dictionarydie,death

dietdifficultdigdinnerdirectiondirt, dirtydisciplinediscover

discussdishdistancedisturbdividedivedoctordogdollardonkeydoordotdoubledozendragdraw erdream

dressdrinkdropdryduckduedull




duringdust

dutyearearlyearneartheasteasyeat

edgeeducate, educationeggelasticelectricityelephantemptyencourageend

enemyengineenjoyenoughenter, entranceenvelopeescapeequal

eveneveningeventeveryevilexaminationexercise

excellentexpensive

exploreextraeyefacefactfactoryfailfaint

falsefamilyfamousfanfar, fartherfashionfastfatfate

fatherfaultfearfeelfemalefencefeverfield

fiercefightfilmfindfingerfinishfire

firstfish

floodfloorflourflowflow erfoldfoodfoot

forestforgetforgiveforkformformerforwardsframefreedom

frequentfreezefriendfreshfright, frightenfromfruitfry

fullfun, funnyfuturefurniturefurthergamegarden

garagegas

gategetgentlegirlgivegladgogod

goodgoldgovern, governmentgrandgreatgreedgreetgreygroup

growguardguessguiltyhandsomehappyhard, hardlyhardw orking

hardlyharmhastehathatehavehe

headheadache

healhealth, healthyheaphearheartheatheavenheavy

hellohelmethelp, helpfulhelpfulherherehidehigh, heighthill

hirehishistoryhitholdholeholidayshome

honesthookhopehorsehospitalhothour

35




36

househunger

hunthurryhurticeideaifignoreill

ininchindoorsindustryinkinsectinsideinsteadintelligent

interestinternationalintointroduce, introductioninventinviteironisland

jealous join joint joke journey jump juice

justkill

kind, unkindkisskitchenknifeknockladyladderlake

lamplandlanguagelargelastlatelatterlaughlaw

lazyleanleastlessonleftleglesslet

letterlevellibertylibrarylifelightlightning

like, likelylimb

limitlineliplistenliveloafloglonely

longlooklooselotloudlovelowloyallunch

lamplibrarymachinemadmakemailmalemanner

mapmarketmater ialmaymeasuremeanmeat

meetmelt

metalmiddlemildmillminemixmodernmoney

moonmosquemothermotormountainmouthmousemovemuch

mudmusicmymysterynailnamenarrownaughty

nearneatneckneighbourneithernephewnest

netnever

newniceniecenightnononenornorth

noticenumbernursenutoarobey, obedientobjectoceanof

offofficeoftenononceoneontoor

outoutdoorout ofoppositeow epadpage




painpair

parcelpatient, pat iencepatternpaypedalpermit, permissionpicturepiece

pigpigeonpilepinpinchpinkplumppolishpopulation

poorpotpow derpraisepriceproblemprofitprogramme

protectpunish, punishmentpurplepureputqualityquantity

quarterqueen

questionquickrabbitraceradiorail, railingraiserake

rapidrawreachreadreadyrealreasonreceiptrecent, recently

recycleregretregularrentrepairrepeatrelationreplace

replyreportresponsiblerestrestaurantresultrew ard

ribbonrice

ridrideringringgitroastrodrollroof

roomrootroperotroughroundrowrubrude

seatopenorangesaidsakesadsailsalary

saltsamplesatisfyschoolsciencescissorsscrew

searchsecond

secretsecretaryseeseedseemseldomseparatesen

shallshallowshameshampoosheshelfshellsheltershield

shineshoeshouldshouldershoutshowshutsick

signalsinksirslightslimslipslow

smallsmell

smilesmoothsnowsoapsocietysockssoftsoldier

solidsolvespacespiritspreadspringsquarestaffstage

starstationstaysteadysteamsteelsteepsteer

stickstiffstillstripstrugglestraightstretch

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38

strictstrike

stringsummersurroundsw allowsystemtabletaketalk

tailtametastetaxiteateachtechnologytelegraphtelephone

telltempertempleterribletestthatthethem

therethesethereforetheythickthinthink, thought

thosethreaten

throwthundertickettidetighttintiptired

todaytoetoenailstonetootoothbrushtoothpastetoughtow ards

tow eltoytranslatetraveltreattreetrue, truthtry

turntyreuglyunderupperwaitwall

wardwash

waterweaponwearweatherwelcomeweekwhichwho

wickedwildwillwinterwitnesswindowwisewishwithout

womanworryworshipwouldwrapwritewrongyear

yellowyesyesterdayyoungzero



Pusat Perkembangan KurikulumKementerian Pendidikan Malaysia

Curriculum Development Centre Ministry of Education Malaysia

B.Inggeris-Tingkatan 2

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