2010 English Literature Component

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Material provided by the Curriculum Development Unit, Malaysian Ministry of Education

Material provided by the Curriculum Development Unit, Malaysian Ministry of Education

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  • 1. LITERATURE COMPONENT KBSM ENGLISH LANGUAGE IMPLEMENTATION 2010 BAHAGIAN PEMBANGUNAN KURIKULUM KEMENTERIAN PELAJARAN MAAYSIA NOV 2009 Taklimat Pendedahan Modul Komponen Sastera bahas Inggeris Sekolah Menengah Ting 1 dan 4
  • 2. CURRICULUM GOAL By the end of the language programme, the curriculum aims to produce a learner who is:
    • knowledgeable
    • articulate
    • confident
    • of good character
  • 3. PRINCIPLES
    • Learning is fun, meaningful, purposeful
      • activities are contextualized, meaningful and purposeful; fun-filled activities
      • integration of language skills in meaningful contexts
    • Teaching is learner-centred
      • learner’s needs and salient learner factors (environment, family, language use contexts, entry behaviour)
    • Integration of salient new technologies
      • exploiting ICT to and facilitate and encourage meaningful language practice
      • has as much to do with what a teacher does as what learners do with the new technologies
    • Character-building infused
      • inculcating moral values
      • promoting more instructional conversation in the classroom
  • 4. LEARNING OUTCOMES : ENGLISH SYLLABUS 2003 (KBSM)
    • KNOWLEDGE
    • subject disciplines
    • current issues
    • SOCIO-CULTURE
    • moral values
    • social ethics
    • citizenship
    • globalization
    • life-long learning
    • real-life skills
    • SKILLS
    • Learning how to learn
    • Thinking skills
    • Multiple Intelligences
    • IT skills
    • INFORMATIONAL
    • obtain information
    • process information
    LSRW GRAMMAR VOCABULARY SOUND SYSTEM
    • INTERPERSONAL
    • establish & maintain relationships
    • social interaction
    • AESTHETIC
    • respond to texts
    • be involved in personal expressions
    Aesthetic Inter-personal Informational Interpersonal Informational Aesthetic
  • 5. Objectives of Component To enable students to : - improve their proficiency through reading - respond to text - draw lessons and insights from slices of life - understand and appreciate other cultures - relate events , characters to own life - expose students to models of good writing.
  • 6. LEARNING OUTCOMES 3.1 Listen to, read, view and respond to literary works by a. understanding and retelling in one’s own words the story, play, poem and song heard and read and the film viewed, and giving one’s own opinion of the text. b. recognising elements in a story such as characters, events; c. explaining the message the writer is trying to convey and discussing how this relates to one’s life; d. reciting poems with feelings and expression. 3.2 Express themselves creatively and imaginatively by a. dramatising texts and role-playing characters b. retelling a story from a different point of view and presenting it in another genre; c. composing simple poems, stories and dialogues
  • 7.
    • Manpower Development
    • Creates awareness of social problems
    • Mould future Malaysians
    • Creates awareness of environmental concerns
    • Personal development
    • Language Development
    LITERATURE- CURRENT AND FUTURE NEEDS
  • 8. Approach :
    • light, with an emphasis on enjoyment
    • adapt teaching to students of different abilities
  • 9. CURRENT CYCLE NEXT CYCLE –BEGINS-2010 GENRE FORM 1 FORM 2 FORM 3 FORM 4 FORM 5 TOTAL POEMS 3 6 9 SHORT STORIES 3 5 8 NOVELS 1 1 1 3 PLAYS TOTAL 6 1 1 11 1 20 GENRE FORM 1(2010) FORM 2(2011) FORM 3(2012) FORM 4(2010) FORM 5(2011) TOTAL POEMS 2 2 2 2 2 10 SHORT STORIES 1 1 2 4 NOVELS 1 1 1 3 PLAYS 1 1 2 TOTAL 4 4 3 5 3 19
  • 10. IMPLEMENTATION
    • Year 2010 Forms 1 and 4
    • Year 2011 Forms 2 and 5
    • Year 2012 Forms 3
  • 11. LIST OF TITLES POEMS - FORM 1 The River Valerie Bloom Mr. Nobody Anonymous POEMS - FORM 2 I Wonder Jeannie Kirby Heir Conditioning M. Shanmugalingam POEMS - FORM 3 A Fighter’s Lines Marzuki Ali Leisure William Henry Davies POEMS – FORM 4 In the Midst of Hardship Latiff Mohidin ( Translated by Salleh Ben Joned) He had such quiet eyes Bibsy Soenharjo POEM –Form 5 Nature H.D. Carberry Are You Still Playing your Flute Zurinah Hassan
  • 12. SHORT STORIES FORM 1 Flipping Fantastic Jane Langford Form 2 One is One and All alone Nicholas Fisk Form 4 Qwertyuiop Vivien Alcook The Fruitcake Special Frank Brennan
  • 13. PLAYS Form 2 Rumpelstiltskin Angela Lanyon Form 4 Gulp and Gasp John Townsend Novels Form 1 (Graphic Novels) Journey to the Centre of the Earth Retold byDavis Worth Miller & (Jules Verne) Katherine McClean Brevard Black Beauty (Anna Sewell) Retold by L.L. Owens Boscombe valley Mystery Arthur Conan Doyle Novels –Form 3 and Form 5 TO BE DECIDED LATER
  • 14. CHALLENGES to overcome
    • Students :
    • low proficiency
    • not motivated
    • large classes
    • no reading habit
    • no love for language
    • Teachers :
    • low proficiency
    • not motivated
    • fear of literature
    • non readers
    • lack of techniques/strategies
  • 15.
    • THE WAY FORWARD
    • Teacher Creativity
    • Teacher Competency
    • Teacher Training
    • Teacher Support
    • Teacher Motivation
    • Assessment that reflects the aspiration of the curriculum
  • 16. Thank you for your attention!!!