CURRICULUM SPECIFICATIONSENGLISH LANGUAGEforSECONDARY SCHOOLS : CURRICULUM SPECIFICATIONSENGLISH LANGUAGEforSECONDARY SCHOOLS
Slide 2 : English is a compulsory subject in all pre-school, primary and secondary schools curriculum.
The Cabinet Committee Report on the Review of the implementation of the Education Policy 1979 states that the teaching of English is
- to enable all school-leavers to use English in certain everyday situations and work situations,
- to allow students to pursue higher education in the medium of English.
- to incorporate the use of Information and Communications Technology (ICT)
- to enable learners to engage in wider reading of good literary works for enjoyment and for self-development via the literature component
- to ease the understanding of English grammar and speak internationally intelligible English.
Status: A second languageAims: to extend learners’ English language proficiency in order to meet their needs for English in everyday life, for knowledge acquisition, and for future workplace needs. : Status: A second languageAims: to extend learners’ English language proficiency in order to meet their needs for English in everyday life, for knowledge acquisition, and for future workplace needs.
OBJECTIVES: : OBJECTIVES: By the end of the secondary school education, learners should be able to:
Form and maintain relationships through conversations and correspondence; take part in social interaction; and interact to obtain goods and services;
Obtain, process and use information from various audio-visual and print sources, and present the information in spoken and written form;
Listen to, view, read and respond to different texts, and express ideas, opinions, thoughts and feelings imaginatively and creatively in spoken and written form; and
Show an awareness and appreciation of moral values and love towards the nation.
Objectives: : Objectives: Form and maintain relationships through conversation and correspondence; take part in social interaction; and interact to obtain goods and services;
Obtain, process and use information from various audio-visual and print sources; and present the information in spoken and written form;
Listen to, view, read and respond to different texts, and express ideas, opinions, thoughts and feelings imaginatively and creatively in spoken and written form; and
Show an awareness and appreciation of moral values and love towards the nation.
Educational Emphases : Educational Emphases Thinking Skills
Learning How to Learn Skills
Information and Communications Technology (ICT) Skills
Values and Citizenship
Multiple Intelligences
Knowledge Acquisition
Preparation for the Real World
CONTEXTS FOR TEACHING : CONTEXTS FOR TEACHING People
Environment
Social Issues
Health
Science and Technology
Values
LEARNING OUTCOMES : LEARNING OUTCOMES Language for Interpersonal Purposes
* make friends and keep friendships, take part in social
interaction, obtain goods and services
Language for Informational Purposes
* obtain information for different purposes, process information, present information
Language for Aesthetic Purposes
* listen to, read and respond to literary works, express oneself creatively and imaginatively
CONSIDERATIONS FOR TEACHING : CONSIDERATIONS FOR TEACHING Planning & Organisation of Lesson
* time allocation & planning the 3 areas of language around a topic
Learner-Centredness
* teaching approaches, lessons & curriculum materials must be adjusted to suit the differing needs & abilities of students
Integration
* Infusion of moral values, elements of patriotism, environmental education & health education.
Slide 10 : Repetition, Reinforcement & Consolidation
* language skills, grammar items, vocabulary & sound systems must be repeated often & consistently to maximize learning and bring about retention.
Teaching-Learning Activities
* emphasis on thinking skills and principles of multiple intelligences
Evaluation
Other Considerations
* Malaysian setting as base, use materials that emphasizes the principles of good citizenship, moral values, and the Malaysian way of life.
LANGUAGE CONTENT : LANGUAGE CONTENT Grammatical Items
Sentence Patterns
Sound System – Phonetics
Vocabulary
LITERATURE COMPONENT : LITERATURE COMPONENT Poems :
Life’s Brief Candle & Sonnet 18 by Shakespeare,
The Dead Crow by A. Samad Said,
The Lake Isle of Innisfree by William B. Yeats,
There’s Been a Death In the Opposite House by Emily Dickinson,
si tenggang’s homecoming by Mohamad Haji Salleh
If by Rudyard Kipling
The Road Not Taken by Robert Frost
Monsoon History by Shirley Lim
Slide 13 : Short Stories:
The Lotus Eater by William Somerset Maugham
The Necklace by Guy de Maupassant
The Drover’s Wife by Henry Lawson
The Sound Machine by Roald Dahl
Looking for a Rain God by Bessie Head
Of Bunga Telur and Bally Shoes by Che Husna
The Pencil by Ali Majod
How Dalat Got it’s Name by Heidi Munan
Slide 14 : Novels:
The Phantom of the Opera by Gaston Leroux
or Robinson Crusoe by Daniel Defoe
or The Potato People by Angela Wright
Dr Jekyll and Mr Hyde by Robert L. Stevenson,
or The Prisoner Of Zenda by Anthony Hope Hawkins
The Return by K.S. Maniam
or The Pearl by John Steinbeck
or The Jungle of Hope by Keris Emas
MALAYSIAN UNIVERSITY ENGLISH TEST (MUET) : MALAYSIAN UNIVERSITY ENGLISH TEST (MUET) Is administered under the Malaysian Exam Council
Compulsory for all learners seeking entrance into public and private universities
Is administered twice in a year
ISSUES: : ISSUES: Negative attitude towards the English language, often dismissed as a colonial left-over, worry that it may undermine the National Language and culture;
Poor performance in public examinations, especially among learners in rural areas;
Dismal reading habit amongst Malaysians;
Inability of local graduates to communicate effectively in English, thus losing out to foreign graduates in job markets, leading to high rates of unemployment.