This document provides an overview of the English language curriculum for secondary schools in Malaysia. It outlines the aims, objectives, and learning outcomes of the curriculum. The curriculum is designed to develop students' English proficiency in order to use English in everyday life, for knowledge acquisition, and future career needs. It focuses on developing students' language skills of listening, speaking, reading, and writing for interpersonal communication, obtaining and sharing information, and appreciating literature. In addition to language skills, the curriculum incorporates thinking skills, ICT skills, and values education. It provides guidance on language content including grammar, sounds, vocabulary, and literature works. The overall goal is to optimize students' intellectual, emotional, spiritual and physical development through the
The document provides an overview of the English language curriculum for secondary schools in Malaysia. It outlines the aims, objectives, and learning outcomes of the curriculum, which are focused on developing students' English proficiency for everyday use, acquiring knowledge, and future career needs. The curriculum is organized around three areas of language use - interpersonal, informational, and aesthetic. It emphasizes developing students' skills in listening, speaking, reading, writing while incorporating grammar, vocabulary and literature. The curriculum also considers educational priorities like thinking skills, values, and ICT. Detailed language content and learning outcomes are provided in separate yearly syllabus specification documents.
This document provides an overview of the English language curriculum for primary schools in Malaysia. It outlines the curriculum's aims of equipping students with basic English skills to communicate orally and in writing. The objectives are for students to develop listening, speaking, reading and writing abilities in English. The curriculum is organized around these four language skills and also incorporates grammar, pronunciation, vocabulary, and other educational priorities like thinking skills, ICT skills, and citizenship values. It provides details on how the different language skills and content are taught to help students use English in their daily lives.
The document provides curriculum specifications for the English language syllabus for Form 5 in Malaysia. It outlines four key areas:
1) Learning outcomes and specifications for the three areas of language use - interpersonal, informational, and aesthetic. The interpersonal section focuses on developing conversational skills.
2) Contexts for teaching include topics like careers, environment, social issues, health, and science & technology.
3) Objectives are to develop students' ability to converse, obtain and share information, read for enjoyment, and develop moral values.
4) Considerations for teaching emphasize planning integrated lessons around topics, focusing on learner needs, repetition to reinforce learning, and evaluation.
The Roadmap to Philippine MultiliteracyDina Ocampo
The document discusses language education policy in the Philippines. It outlines executive orders and bills that aim to strengthen the use of English as a medium of instruction in schools. It also discusses the importance of maintaining cultural identity through language and the benefits of mother tongue education and multilingualism based on evidence from studies. Key recommendations include recognizing the country's multilingual nature and promoting additive bilingual and multilingual education models.
This document examines teachers' attitudes toward using students' mother tongue as the language of instruction in lower primary schools in Kenya. It finds that mother tongue is less valued than English, which is seen as important for both instrumental and integrative purposes. While the language policy in Kenya supports using mother tongue for the first three years of primary school, in practice English is often used instead. The document recommends that the government encourage publishing instructional materials in mother tongues and that policymakers reevaluate their position to better promote both the instructional and subject use of students' native languages.
The document outlines the fundamental requirements for an effective Mother Tongue Based Multilingual Education (MTBMLE) program according to the Department of Education. It notes that using a child's first language as the primary medium of instruction until at least Grade 3 helps facilitate understanding of subjects. The requirements also include developing instructional materials in local languages, continuing education for teachers on using the first language to develop students' thinking skills, and ensuring support from parents and the community.
English has become a universal language due to its widespread use globally. It has advantages as a lingua franca in that it allows people to communicate internationally and opens up opportunities for education, work, and business abroad. However, English also has disadvantages. Learning English skills like reading, writing, listening and speaking is challenging for some people. Using English extensively can also cause people to lose aspects of their native culture and identity over time. While English provides benefits as a common global tongue, it also faces criticism for its difficulties and potential cultural impacts.
Mother tongue based education as the aplication of critical pedagogy in timor...barr0336
This document proposes using mother tongue-based education in Timor-Leste to address the high dropout rates in rural areas. It discusses how the current education system relies on a mono-language approach that fails students by not connecting to their cultural experiences. The document recommends adopting a critical pedagogy framework based on Paulo Freire that emphasizes dialogue and problem-posing education centered around students' lives. It argues that using students' mother tongues along with Tetum and Portuguese will help make education more relevant and engaging while promoting local identities and collaboration with communities. The goal is to transform the current "banking system" of education into a learner-centered approach that empowers students through place-based learning.
The document provides an overview of the English language curriculum for secondary schools in Malaysia. It outlines the aims, objectives, and learning outcomes of the curriculum, which are focused on developing students' English proficiency for everyday use, acquiring knowledge, and future career needs. The curriculum is organized around three areas of language use - interpersonal, informational, and aesthetic. It emphasizes developing students' skills in listening, speaking, reading, writing while incorporating grammar, vocabulary and literature. The curriculum also considers educational priorities like thinking skills, values, and ICT. Detailed language content and learning outcomes are provided in separate yearly syllabus specification documents.
This document provides an overview of the English language curriculum for primary schools in Malaysia. It outlines the curriculum's aims of equipping students with basic English skills to communicate orally and in writing. The objectives are for students to develop listening, speaking, reading and writing abilities in English. The curriculum is organized around these four language skills and also incorporates grammar, pronunciation, vocabulary, and other educational priorities like thinking skills, ICT skills, and citizenship values. It provides details on how the different language skills and content are taught to help students use English in their daily lives.
The document provides curriculum specifications for the English language syllabus for Form 5 in Malaysia. It outlines four key areas:
1) Learning outcomes and specifications for the three areas of language use - interpersonal, informational, and aesthetic. The interpersonal section focuses on developing conversational skills.
2) Contexts for teaching include topics like careers, environment, social issues, health, and science & technology.
3) Objectives are to develop students' ability to converse, obtain and share information, read for enjoyment, and develop moral values.
4) Considerations for teaching emphasize planning integrated lessons around topics, focusing on learner needs, repetition to reinforce learning, and evaluation.
The Roadmap to Philippine MultiliteracyDina Ocampo
The document discusses language education policy in the Philippines. It outlines executive orders and bills that aim to strengthen the use of English as a medium of instruction in schools. It also discusses the importance of maintaining cultural identity through language and the benefits of mother tongue education and multilingualism based on evidence from studies. Key recommendations include recognizing the country's multilingual nature and promoting additive bilingual and multilingual education models.
This document examines teachers' attitudes toward using students' mother tongue as the language of instruction in lower primary schools in Kenya. It finds that mother tongue is less valued than English, which is seen as important for both instrumental and integrative purposes. While the language policy in Kenya supports using mother tongue for the first three years of primary school, in practice English is often used instead. The document recommends that the government encourage publishing instructional materials in mother tongues and that policymakers reevaluate their position to better promote both the instructional and subject use of students' native languages.
The document outlines the fundamental requirements for an effective Mother Tongue Based Multilingual Education (MTBMLE) program according to the Department of Education. It notes that using a child's first language as the primary medium of instruction until at least Grade 3 helps facilitate understanding of subjects. The requirements also include developing instructional materials in local languages, continuing education for teachers on using the first language to develop students' thinking skills, and ensuring support from parents and the community.
English has become a universal language due to its widespread use globally. It has advantages as a lingua franca in that it allows people to communicate internationally and opens up opportunities for education, work, and business abroad. However, English also has disadvantages. Learning English skills like reading, writing, listening and speaking is challenging for some people. Using English extensively can also cause people to lose aspects of their native culture and identity over time. While English provides benefits as a common global tongue, it also faces criticism for its difficulties and potential cultural impacts.
Mother tongue based education as the aplication of critical pedagogy in timor...barr0336
This document proposes using mother tongue-based education in Timor-Leste to address the high dropout rates in rural areas. It discusses how the current education system relies on a mono-language approach that fails students by not connecting to their cultural experiences. The document recommends adopting a critical pedagogy framework based on Paulo Freire that emphasizes dialogue and problem-posing education centered around students' lives. It argues that using students' mother tongues along with Tetum and Portuguese will help make education more relevant and engaging while promoting local identities and collaboration with communities. The goal is to transform the current "banking system" of education into a learner-centered approach that empowers students through place-based learning.
The document discusses Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines. It notes that the Philippines has over 170 living dialects. MTB-MLE aims to address linguistic discrimination in education by using students' native languages as the primary language of instruction, while also teaching them Filipino and English. The program was implemented nationally in 2012 as part of expanding basic education to K-12. Advocates say MTB-MLE helps students gain proficiency in their mother tongue, Filipino, and English. It provides benefits like literacy development, building on prior knowledge, and confidence building.
This document outlines a position statement in favor of a more inclusive language policy for the general education curriculum in higher education institutions in the Philippines. It supports giving HEIs freedom to select the language of instruction as appropriate for their context rather than limiting it to just English and Filipino. It provides educational, social, linguistic, and legal reasons for this position, emphasizing that a more flexible policy embracing the country's multilingualism supports diversity, access, and international human rights standards. The position requests that CHED uphold its existing policy with a minor revision to allow other Philippine languages as mediums of instruction.
The document describes the reading syllabus for secondary schools in Malaysia. It was implemented in 1988 in accordance with the National Education Policy to improve students' English proficiency for everyday use, acquiring knowledge, and future careers. The curriculum focuses on developing communication skills, thinking abilities, moral values, lifelong reading habits, and understanding how English is used in society. Topics are organized around themes of people, environment, social issues, values, health, science, and technology.
This document provides a framework for Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines. It discusses that MTB-MLE uses the learner's mother tongue and additional languages in the classroom to help children develop strong literacy and cognitive abilities. Research shows using a child's mother tongue provides benefits such as stronger literacy and knowledge transfer across languages. The framework outlines seven benefits of MTB-MLE including developing literacy, prior knowledge, cognitive skills, language proficiency, and scaffolding learning additional languages. It concludes by outlining five guiding principles for teaching and learning in MTB-MLE such as starting from what students already know and using active and discovery learning approaches.
The document discusses mother tongue-based multilingual education (MTB-MLE). It explains that MTB-MLE uses the student's mother tongue and additional languages in the classroom. Students first learn in their mother tongue to build a strong foundation before adding other languages. Research shows that using a child's mother tongue leads to better educational outcomes. The document outlines the components of MTB-MLE implementation in the Philippines, including teacher training, curriculum development, and advocacy efforts to promote MTB-MLE nationwide.
the implementation of bilingual education systemtaqiudinzarkasi
This document discusses the implementation of a bilingual education system using Indonesian and English at Frater Private Junior High School in Maumere. It describes the immersion model used, in which students learn content subjects in both English and Indonesian. Teaching is done through cooperative teaching between an English teacher and teachers of other subjects. The implementation aims to prepare students for a globalized world by developing their English skills alongside their Indonesian education.
Advantage & disadvantage of learning through mother tonguesibichakkaravarthy5
The document discusses the advantages and disadvantages of learning through one's mother tongue. The key advantages are that it minimizes student burden and costs by eliminating language barriers, allows students to easily master content, and increases critical thinking and emotional connection to the material. The main disadvantage is that students then face difficulties shifting to other languages like English for higher education or global communication, and learning only through their mother tongue limits their ability to connect with other languages and cultures.
The document discusses various topics related to bilingualism and language teaching. It defines different levels of bilingualism, including monolingual, bilingual, and balanced bilingual. It also discusses codeswitching, how it is used by bilingual individuals, and strategies for teachers to manage codeswitching in the classroom. Finally, it provides resources on teaching codeswitching and the benefits of bilingual education.
The document discusses the debate around using mother tongue versus English as the primary medium of instruction in primary school classes in India. It notes that while mother tongues are important for teaching culture and history, English has become a lingua franca and is necessary for conducting business and interacting with other parts of the country. Both have advantages - mother tongues aid development but English is important for the modern world. The document does not take a definitive stance, but explores reasons for both options.
Fillipus Lineekela essay on the English language in Namibia.Lineekela Fillipus
English is Namibia's official language but is only the mother tongue of a few percent of the population. It is used for communication between different language groups. However, many Namibians struggle with English proficiency due to a lack of qualified English teachers and the fact that it is not their first language. While the government aims to introduce English instruction starting in grade 4, high failure rates persist. To improve English abilities, Namibians need programs to promote reading in homes, communities, and schools. Building libraries and making time for reading can help develop stronger English skills.
This document discusses mother tongue-based multilingual education (MLE) in the Philippines. It provides arguments for using students' first language as the primary medium of instruction, at least in the early grades, rather than exclusively using English. MLE has been shown to improve learning outcomes compared to English-only instruction by building on what students already know. The document also summarizes several studies, bills, and positions from government agencies and experts that support adopting MLE nationally rather than mandating English as the sole medium of instruction.
Unit 2. education in a multilingual societyJordi Seriols
The document discusses European policies around language learning and multilingual education. It promotes plurilingualism, the learning of three languages, and the use of Content and Language Integrated Learning (CLIL). CLIL aims to improve language skills and subject learning while fostering greater intercultural understanding and economic competitiveness through education in additional languages. The policy seeks to provide equal opportunities for learning all European languages and reduce social exclusion.
The document discusses the K-12 English curriculum in the Philippines. It covers the philosophy, principles, and outcomes of the curriculum. The philosophy states that language is central to intellectual, social, and emotional development. The principles discuss topics like language acquisition, the importance of meaning and engagement with texts, and developing functional and critical literacy. The outcomes section describes developing communicative competence through grammatical, sociolinguistic, and discourse competencies. It also discusses the needs of Generation Z learners, who are digital natives highly influenced by technology.
In Taiwan, native languages like Taiwanese and Hakka were historically not promoted by the government in favor of Mandarin Chinese. However, in recent years there has been growing recognition and acceptance of native languages in popular culture and education. The government has implemented policies and programs to preserve aboriginal languages and promote bilingual education, though some parents remain concerned this could hinder students' Mandarin proficiency. English is also being taught more to connect Taiwan globally for economic reasons.
Unesco prediction on the extinction of igbo language in 2025 analyzingAlexander Decker
The document discusses the predicted extinction of the Igbo language by 2025 according to UNESCO. It analyzes how Igbo society exhibits violence against the language through various means such as parents refusing to teach their children Igbo at home, schools not teaching or punishing students for speaking Igbo, and a lack of emphasis on Igbo language studies in universities. The document calls for strategies to promote Igbo language through NGOs, public broadcasting in Igbo, and transformative government policies to help reverse these trends and ensure the long-term survival of the Igbo language.
Language is the foundation of culture and shapes reality according to the Sapir-Whorf hypothesis. UNESCO supports using a child's mother tongue in education as well as bilingual/multilingual and intercultural education. Mother Tongue-Based Multilingual Education (MLE) begins instruction in a child's first language and uses more than two languages. MLE programs have shown educational and social benefits such as producing multi-literate, multilingual, and multicultural learners.
english is important language for communication in india. it helps in not only for communication but also helps in getting job in all countries. now a days this language is prestigeous to every one to communicate
Facebook started in 2004 as a social networking site that allows users to connect with friends and share information. It has since grown to over 2 billion users who spend on average 15 hours per month on the site. Facebook provides tools for businesses to market directly to targeted user demographics through ads, pages, events, and other engagement features. Marketers can take advantage of the viral sharing nature of Facebook to promote products and services to communities of interested users.
Short evaluation of summer stop motion projectJackane
The student created a stop motion project using lamps as characters, inspired by the Pixar intro. Equipment used included a digital camera, tripod, computer and lamps. Photos were taken and uploaded as a PowerPoint to SlideShare, then embedded in a blog post. Creating the narrative was challenging without proper planning or storyboarding.
The document discusses Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines. It notes that the Philippines has over 170 living dialects. MTB-MLE aims to address linguistic discrimination in education by using students' native languages as the primary language of instruction, while also teaching them Filipino and English. The program was implemented nationally in 2012 as part of expanding basic education to K-12. Advocates say MTB-MLE helps students gain proficiency in their mother tongue, Filipino, and English. It provides benefits like literacy development, building on prior knowledge, and confidence building.
This document outlines a position statement in favor of a more inclusive language policy for the general education curriculum in higher education institutions in the Philippines. It supports giving HEIs freedom to select the language of instruction as appropriate for their context rather than limiting it to just English and Filipino. It provides educational, social, linguistic, and legal reasons for this position, emphasizing that a more flexible policy embracing the country's multilingualism supports diversity, access, and international human rights standards. The position requests that CHED uphold its existing policy with a minor revision to allow other Philippine languages as mediums of instruction.
The document describes the reading syllabus for secondary schools in Malaysia. It was implemented in 1988 in accordance with the National Education Policy to improve students' English proficiency for everyday use, acquiring knowledge, and future careers. The curriculum focuses on developing communication skills, thinking abilities, moral values, lifelong reading habits, and understanding how English is used in society. Topics are organized around themes of people, environment, social issues, values, health, science, and technology.
This document provides a framework for Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines. It discusses that MTB-MLE uses the learner's mother tongue and additional languages in the classroom to help children develop strong literacy and cognitive abilities. Research shows using a child's mother tongue provides benefits such as stronger literacy and knowledge transfer across languages. The framework outlines seven benefits of MTB-MLE including developing literacy, prior knowledge, cognitive skills, language proficiency, and scaffolding learning additional languages. It concludes by outlining five guiding principles for teaching and learning in MTB-MLE such as starting from what students already know and using active and discovery learning approaches.
The document discusses mother tongue-based multilingual education (MTB-MLE). It explains that MTB-MLE uses the student's mother tongue and additional languages in the classroom. Students first learn in their mother tongue to build a strong foundation before adding other languages. Research shows that using a child's mother tongue leads to better educational outcomes. The document outlines the components of MTB-MLE implementation in the Philippines, including teacher training, curriculum development, and advocacy efforts to promote MTB-MLE nationwide.
the implementation of bilingual education systemtaqiudinzarkasi
This document discusses the implementation of a bilingual education system using Indonesian and English at Frater Private Junior High School in Maumere. It describes the immersion model used, in which students learn content subjects in both English and Indonesian. Teaching is done through cooperative teaching between an English teacher and teachers of other subjects. The implementation aims to prepare students for a globalized world by developing their English skills alongside their Indonesian education.
Advantage & disadvantage of learning through mother tonguesibichakkaravarthy5
The document discusses the advantages and disadvantages of learning through one's mother tongue. The key advantages are that it minimizes student burden and costs by eliminating language barriers, allows students to easily master content, and increases critical thinking and emotional connection to the material. The main disadvantage is that students then face difficulties shifting to other languages like English for higher education or global communication, and learning only through their mother tongue limits their ability to connect with other languages and cultures.
The document discusses various topics related to bilingualism and language teaching. It defines different levels of bilingualism, including monolingual, bilingual, and balanced bilingual. It also discusses codeswitching, how it is used by bilingual individuals, and strategies for teachers to manage codeswitching in the classroom. Finally, it provides resources on teaching codeswitching and the benefits of bilingual education.
The document discusses the debate around using mother tongue versus English as the primary medium of instruction in primary school classes in India. It notes that while mother tongues are important for teaching culture and history, English has become a lingua franca and is necessary for conducting business and interacting with other parts of the country. Both have advantages - mother tongues aid development but English is important for the modern world. The document does not take a definitive stance, but explores reasons for both options.
Fillipus Lineekela essay on the English language in Namibia.Lineekela Fillipus
English is Namibia's official language but is only the mother tongue of a few percent of the population. It is used for communication between different language groups. However, many Namibians struggle with English proficiency due to a lack of qualified English teachers and the fact that it is not their first language. While the government aims to introduce English instruction starting in grade 4, high failure rates persist. To improve English abilities, Namibians need programs to promote reading in homes, communities, and schools. Building libraries and making time for reading can help develop stronger English skills.
This document discusses mother tongue-based multilingual education (MLE) in the Philippines. It provides arguments for using students' first language as the primary medium of instruction, at least in the early grades, rather than exclusively using English. MLE has been shown to improve learning outcomes compared to English-only instruction by building on what students already know. The document also summarizes several studies, bills, and positions from government agencies and experts that support adopting MLE nationally rather than mandating English as the sole medium of instruction.
Unit 2. education in a multilingual societyJordi Seriols
The document discusses European policies around language learning and multilingual education. It promotes plurilingualism, the learning of three languages, and the use of Content and Language Integrated Learning (CLIL). CLIL aims to improve language skills and subject learning while fostering greater intercultural understanding and economic competitiveness through education in additional languages. The policy seeks to provide equal opportunities for learning all European languages and reduce social exclusion.
The document discusses the K-12 English curriculum in the Philippines. It covers the philosophy, principles, and outcomes of the curriculum. The philosophy states that language is central to intellectual, social, and emotional development. The principles discuss topics like language acquisition, the importance of meaning and engagement with texts, and developing functional and critical literacy. The outcomes section describes developing communicative competence through grammatical, sociolinguistic, and discourse competencies. It also discusses the needs of Generation Z learners, who are digital natives highly influenced by technology.
In Taiwan, native languages like Taiwanese and Hakka were historically not promoted by the government in favor of Mandarin Chinese. However, in recent years there has been growing recognition and acceptance of native languages in popular culture and education. The government has implemented policies and programs to preserve aboriginal languages and promote bilingual education, though some parents remain concerned this could hinder students' Mandarin proficiency. English is also being taught more to connect Taiwan globally for economic reasons.
Unesco prediction on the extinction of igbo language in 2025 analyzingAlexander Decker
The document discusses the predicted extinction of the Igbo language by 2025 according to UNESCO. It analyzes how Igbo society exhibits violence against the language through various means such as parents refusing to teach their children Igbo at home, schools not teaching or punishing students for speaking Igbo, and a lack of emphasis on Igbo language studies in universities. The document calls for strategies to promote Igbo language through NGOs, public broadcasting in Igbo, and transformative government policies to help reverse these trends and ensure the long-term survival of the Igbo language.
Language is the foundation of culture and shapes reality according to the Sapir-Whorf hypothesis. UNESCO supports using a child's mother tongue in education as well as bilingual/multilingual and intercultural education. Mother Tongue-Based Multilingual Education (MLE) begins instruction in a child's first language and uses more than two languages. MLE programs have shown educational and social benefits such as producing multi-literate, multilingual, and multicultural learners.
english is important language for communication in india. it helps in not only for communication but also helps in getting job in all countries. now a days this language is prestigeous to every one to communicate
Facebook started in 2004 as a social networking site that allows users to connect with friends and share information. It has since grown to over 2 billion users who spend on average 15 hours per month on the site. Facebook provides tools for businesses to market directly to targeted user demographics through ads, pages, events, and other engagement features. Marketers can take advantage of the viral sharing nature of Facebook to promote products and services to communities of interested users.
Short evaluation of summer stop motion projectJackane
The student created a stop motion project using lamps as characters, inspired by the Pixar intro. Equipment used included a digital camera, tripod, computer and lamps. Photos were taken and uploaded as a PowerPoint to SlideShare, then embedded in a blog post. Creating the narrative was challenging without proper planning or storyboarding.
This document provides an overview of the English language curriculum for secondary schools in Malaysia. It outlines the aims, objectives, and learning outcomes of the curriculum. The curriculum is designed to develop students' English proficiency in order to use English in everyday life, for knowledge acquisition, and future career needs. It focuses on developing students' language skills of listening, speaking, reading, and writing for interpersonal communication, obtaining and sharing information, and appreciating literature. In addition to language skills, the curriculum incorporates thinking skills, ICT skills, and values education. It provides guidance on language content including grammar, sounds, vocabulary, and literature works. The overall goal is to optimize students' intellectual, emotional, spiritual and physical development through the
1) The document discusses the branding and conventions used across different media products for a fictional soap opera, including a billboard, television magazine, and trailer.
2) Key branding elements like fonts, colors, characters, and narrative styles were kept consistent to clearly identify the products as being from the same soap opera brand.
3) Location and regional representation was also important, with the trailer identifying its setting through references to a specific street and surroundings evoking Manchester like Coronation Street.
This short document promotes creating presentations using Haiku Deck on SlideShare. It encourages the reader to get started making their own Haiku Deck presentation by providing a button to click to begin the process. The document is advertising the ability to easily create presentations on SlideShare using Haiku Deck.
Dokumen tersebut merangkum sukatan pelajaran matematik untuk sekolah menengah di Malaysia. Ia menjelaskan bahawa matematik penting untuk menyediakan tenaga kerja berupaya dan masyarakat yang mampu menggunakan matematik dalam kehidupan seharian. Kurikulum matematik bertujuan membentuk pemikiran matematik dan kemahiran menyelesaikan masalah serta membuat keputusan. Kandungan kurikulum dibahagikan ke
To create a successful social media strategy:
1) Determine goals and research how other companies engage audiences on different platforms.
2) Develop a content strategy by understanding what audiences want to discuss and where they engage online, then participate in those conversations.
3) Measure engagement metrics like likes, comments, and followers to assess content performance across platforms.
To create a successful social media strategy:
1) Determine goals and research how other companies engage audiences on different platforms.
2) Develop a content strategy by understanding what audiences want to discuss and where they engage online, then participate in those conversations.
3) Measure engagement metrics like likes, comments, and followers to assess content performance across platforms.
The document provides an introduction and overview of the English language curriculum for primary schools in Malaysia. It outlines the aims, objectives, organization and content of the curriculum. The curriculum focuses on developing students' listening, speaking, reading and writing skills. It also covers language content like grammar, vocabulary and pronunciation. The curriculum is designed to equip students with basic English communication skills and a love for learning.
This document outlines the English Language curriculum for basic levels 7-10 in Ghana. It discusses the rationale for teaching English, which includes its role as an official language and for international communication. The philosophy is informed by developmental theory and social constructivism. The aims are to develop language proficiency and skills in listening, reading, speaking and writing. Core competencies like critical thinking, creativity, and digital literacy are also emphasized. Teaching methods should be participatory and support interaction. Assessment will evaluate knowledge, language skills, and development of positive attitudes.
The document provides curriculum specifications for teaching English in Form 1 of Malaysian secondary schools. It aims to extend students' English proficiency for everyday use, further studies, and future careers. The curriculum focuses on developing skills in three areas: interpersonal communication, accessing and presenting information, and appreciating literature. It outlines learning outcomes specifying skills to be achieved at basic, moderate, and advanced levels. Examples of activities are also provided to help teachers plan and deliver lessons effectively. The curriculum emphasizes thinking skills, ICT skills, moral values, and citizenship to prepare students for a changing world.
How may I help you?
Customer: I would like to order a pizza.
Assistant: What size pizza would you like?
Customer: A medium pizza please.
Assistant: What toppings would you like on your pizza?
Customer: Pepperoni and mushrooms please.
Assistant: Okay, a medium pepperoni and mushroom pizza. Anything else?
Customer: No, that's all. How much will it be?
Assistant: A medium pepperoni and mushroom pizza is RM15. Will that be for delivery or takeaway?
Customer: Delivery please. What's your delivery time?
Assistant: We aim to deliver within 30 minutes. What address would you like it delivered to?
Customer: 123, Jalan
The document provides curriculum specifications for teaching English in Form 1 of Malaysian secondary schools. It aims to extend students' English proficiency for everyday use, further studies, and future careers. The curriculum focuses on developing skills in three areas: interpersonal communication, accessing and presenting information, and appreciating literature. It outlines learning outcomes specifying skills to be achieved at basic, moderate, and advanced levels. Examples of activities are also provided to help teachers plan and deliver lessons effectively. The curriculum emphasizes thinking skills, ICT skills, moral values, and citizenship to prepare students for a changing world.
This document provides curriculum specifications for teaching English to Form 5 students in Malaysia. It outlines learning outcomes, language content, and considerations for teaching. The learning outcomes focus on using English for interpersonal, informational, and aesthetic purposes. Examples of contexts for teaching include careers, the environment, social issues, health, and science/technology. The objectives are to enable students to have conversations, obtain and present information, read for enjoyment, and develop moral values. The document provides guidance on language skills, grammar, vocabulary, and emphasizes learner-centeredness and real-world application.
The document provides curriculum specifications for teaching English as a second language in Malaysian secondary schools. It outlines three key goals:
1. Enabling students to use English for everyday communication, further education, and future careers.
2. Organizing the English curriculum according to three areas of language use: interpersonal, informational, and aesthetic.
3. Specifying learning outcomes in skills that integrate listening, speaking, reading, and writing for each form level, with examples and activities to help teachers implement the curriculum.
The specifications for Form 4 detail the learning outcomes and language content students should master by the end of the year to progress in their English proficiency according to the national curriculum aims.
This document provides the curriculum specifications for teaching English at the Form 4 level in Malaysian secondary schools. It outlines the learning outcomes that students should achieve by the end of Form 4 in three areas of language use: interpersonal, informational, and aesthetic. The document also specifies the language content, including grammar, vocabulary, and pronunciation, that should be taught to help students achieve the learning outcomes. It emphasizes skills like critical thinking, learning how to learn, ICT skills, values, citizenship, and multiple intelligences that prepare students for further education and the modern world. Teachers are given guidance on organizing lessons, integrating skills, and considering students' needs to implement the curriculum effectively.
This document outlines the English language curriculum for primary schools in Malaysia for Years 1-6. It has five modules: Listening and Speaking, Reading, Writing, Language Arts, and Grammar (added in Years 3-6). The curriculum aims to equip students with basic English skills to communicate effectively. It takes a modular and standards-based approach, with content and learning standards specified for each year. The curriculum is designed to be learner-centered, fun, meaningful, and integrate technology, while building character.
It outlines the objectives and aims of teaching English as a second language to enable students to use the language for further studies and work. It describes the curriculum content including learning outcomes, language content, and educational emphases. The document then provides details of the learning outcomes and language skills to be achieved by students at three different levels, along with examples and activities. It also lists the themes and topics to be covered in Form 1, such as people, environment, social issues, values, health, and technology.
This document outlines the English language curriculum for primary schools in Malaysia for Years 1, 2 and 3. It discusses the aims, objectives, pedagogical principles and organization of the curriculum. The curriculum is organized into modules including Listening and Speaking, Reading, Writing, Language Arts and Grammar (for Years 3-6). It provides the content standards and learning standards for each module and year level. The standards describe the knowledge, skills and understandings students need to demonstrate in English communication. The document emphasizes developing students' language skills through meaningful, contextualized and fun activities.
This document outlines the English language curriculum for primary schools in Malaysia for Years 1, 2 and 3. It discusses the aims, objectives, pedagogical principles and organization of the curriculum. The curriculum is organized into modules including Listening and Speaking, Reading, Writing, Language Arts and Grammar (for Years 3-6). It provides the content standards and learning standards for each module, describing the skills and knowledge students should develop as they progress through the years. The document emphasizes developing students' basic literacy and language skills, including phonics, reading comprehension, writing mechanics, oral communication, and an appreciation of literature. It adopts a modular and theme-based approach to make learning fun, meaningful and help students communicate effectively in
This document provides an overview of the Standard-Based English Language Curriculum for Malaysian National Primary Schools. It discusses the aims, objectives, underlying pedagogical principles and organization of the curriculum. The curriculum is organized into modules focusing on different language skills. It is designed to provide pupils with a strong foundation in English and allow them to develop their language skills in a step-by-step manner from Years 1 to 6. The curriculum emphasizes developing basic skills in the early years and integrating skills development throughout in a fun and meaningful way to support pupils' mastery of the English language.
This document outlines the English language curriculum for primary schools in Malaysia. It introduces the aims, objectives, and underlying pedagogical principles of the curriculum. The curriculum is organized into modules that focus on key language skills like listening, speaking, reading, writing, and language arts. It emphasizes building a strong foundation in basic English skills in the early years before introducing more advanced concepts like grammar. The principles of the curriculum focus on making learning fun, learner-centered, and integrated with technology. It also emphasizes continuous assessment of students' language abilities.
This document outlines the English language curriculum for Years 1, 2 and 3 of primary school in Malaysia. It covers 5 modules: Listening and Speaking, Reading, Writing, Language Arts, and Grammar (added in Years 3-6). The goals are to equip students with basic English communication skills and develop literacy. Some key points include:
- Developing listening comprehension, oral expression, phonics, reading fluency, writing mechanics, and appreciation of stories/songs.
- Subject content is organized into themes and follows a progression from sounds/words to phrases to sentences.
- Pedagogical approaches emphasize making learning fun, student-centered, integrated with technology, and include formative assessment.
- The
Dokumen standard bahasa inggeris sjk tahap 1Zureen Hashim
This document outlines the English language curriculum for Years 1-3 in national type primary schools in Malaysia. It aims to equip pupils with basic English skills to communicate effectively through five modules: Listening and Speaking, Reading, Writing, Language Arts, and Grammar (added in Year 3).
The curriculum emphasizes developing a strong foundation in literacy through a phonics-based approach to reading and building writing skills progressively from letter formation to writing words, phrases and sentences. Listening and speaking skills are seen as core skills and pupils will learn to participate in conversations and understand spoken English.
The standards describe the knowledge and abilities pupils should demonstrate in each area as they progress through the primary years. An integrated and learner-centered approach
This document outlines the English language curriculum for Years 1-3 in national type primary schools in Malaysia. It aims to equip pupils with basic English skills to communicate effectively through five modules: Listening and Speaking, Reading, Writing, Language Arts, and Grammar (added in Year 3).
The curriculum emphasizes developing a strong foundation in literacy through a phonics-based approach to reading and a focus on handwriting skills. It also stresses using meaningful contexts and integrating language skills to make learning fun. Assessment includes formative and summative evaluations to gauge pupils' mastery of the learning standards. The goal is to produce confident English speakers who can communicate clearly in various situations.
Dokumen standard bahasa inggeris sjk tahap 1Hemarani Mohan
This document outlines the English language curriculum for Years 1-3 in national type primary schools in Malaysia. It aims to equip pupils with basic English skills to communicate effectively through five modules: Listening and Speaking, Reading, Writing, Language Arts, and Grammar (added in Year 3).
The curriculum emphasizes developing a strong foundation in literacy through a phonics-based approach to reading and building writing skills progressively from letter formation to writing words, phrases and sentences. Listening and speaking skills are seen as core skills and pupils are encouraged to communicate confidently in various contexts.
The standards describe the knowledge and proficiency levels pupils should achieve in each skill as they progress through the years. An integrated and learner-centered approach
This document outlines the Standard-Based English Language Curriculum for Malaysian primary schools. It aims to equip students with basic English language skills to communicate effectively. The curriculum is organized into modules - Listening and Speaking, Reading, Writing, Language Arts, and Grammar (for Years 3-6). It is underpinned by principles like making learning fun and learner-centered, integrating technology, and using assessment to improve learning. The curriculum emphasizes developing a strong foundation in English from Years 1-2 before introducing more advanced concepts in Years 3-6.
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
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তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
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1. KEMENTERIAN PENDIDIKAN MALAYSIA
SUKATAN PELAJARAN
KURIKULUM BERSEPADU
SEKOLAH MENENGAH
BAHASA
INGGERIS
2000
PUSAT PERKEMBANGAN KURIKULUM
KEMENTERIAN PENDIDIKAN MALAYSIA
2. RUKUN NEGARA
BAHAWASANYA negara kita Malaysia mendukung cita-cita untuk mencapai
perpaduan yang lebih erat di kalangan seluruh masyarakatnya; memelihara
satu cara hidup demokratik; mencipta masyarakat yang adil bagi kemakmuran
negara yang akan dapat dinikmati bersama secara adil dan saksama;
menjamin satu cara yang liberal terhadap tradisi-tradisi kebudayaannya yang
kaya dan berbagai-bagai corak; membina satu masyarakat progresif yang
akan menggunakan sains dan teknologi moden;
MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan seluruh tenaga
dan usaha kami untuk mencapai cita-cita tersebut berdasarkan atas prinsipprinsip yang berikut :
KEPERCAYAAN KEPADA TUHAN
KESETIAAN KEPADA RAJA DAN NEGARA
KELUHURAN PERLEMBAGAAN
KEDAULATAN UNDANG-UNDANG
KESOPANAN DAN KESUSILAAN
ii
3. FALSAFAH PENDIDIKAN
KEBANGSAAN
Pendidikan di Malaysia adalah suatu usaha berterusan ke
arah memperkembang 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.
iii
4. Kata Pengantar
Kurikulum persekolahan kebangsaan mendukung hasrat mulia negara bagi
menyediakan pendidikan bertaraf dunia kepada generasi masa kini dan akan
datang. Penyemakan kurikulum bertujuan memantapkan Akta Pendidikan,
memenuhi semangat Falsafah Pendidikan Kebangsaan, dan menyediakan
warga Malaysia menghadapi cabaran pendidikan pada abad 21.
Kurikulum yang disemak memberi penekanan kepada nilai murni dan
semangat patriotik bagi menyedarkan
murid akan peranan dan
tanggungjawab mereka sebagai warganegara maju dan ahli mesyarakat
berilmu. Murid dididik untuk berfikir, berilmu pengetahuan luas, bertataetika
tinggi, bijaksana, serta dapat menggunakan teknologi maklumat dan
komunikasi secara berkesan. Diharapkan kurikulum ini dapat melahirkan
murid yang berkeyakinan dan tabah mengatasi segala rintangan dan cabaran
dalam kehidupan.
Bahasa Inggeris merupakan bahasa kedua dan adalah satu mata pelajaran
wajib di peringkat sekolah rendah dan sekolah menengah. Kini Bahasa
Inggeris menjadi penting selaras dengan perkembangan pesat negara ke
arah negara maju berlandaskan Teknologi Maklumat dan Komunikasi.
Sukatan Pelajaran Bahasa Inggeris akan menyediakan murid untuk
menggunakan Bahasa Inggeris bagi mendapatkan maklumat dan
pengetahuan daripada pelbagai sumber serta membina jaringan dengan
masyarakat setempat dan sedunia.
Kementerian Pendidikan merakamkan penghargaan dan ucapan terima kasih
kepada setiap individu dan institusi atas sumbangan kepakaran, masa dan
tenaga sehingga terhasilnya sukatan pelajaran ini.
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INTRODUCTION
English is a compulsory subject in all primary and secondary schools
curriculum in line with its status as a second language in Malaysia.
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. It is also to allow students to pursue higher education in the
medium of English.
At present, English is still taught for further studies and for work. However,
English is becoming increasingly important in Information and
Communications Technology (ICT) and as a global language. Therefore, the
use of English for ICT has been included in the curriculum. English for ICT will
enable learners to access knowledge on the Internet and to network with
people locally and overseas.
The English curriculum uses knowledge not only from subject disciplines such
as science and geography to provide the content for learning but also from
current issues. Wherever possible, learners are to carry out project work so
that they will apply inquiry skills to solve problems and issues. Learners begin
with issues and concerns in their surroundings, i.e. the school, town and
country, and later progress to issues and concerns outside the country. These
activities will assist them to discuss and analyse issues and at the same time
instill in them the habit of acquiring knowledge throughout their lives.
With ICT, learners can share in joint activities with other schools through
networking. In this way, they wiIl develop their interpersonal skills and be
prepared to go out into the world when they leave school.
A small literature component has been added to the curriculum. This will
enable learners to engage in wider reading of good works for enjoyment and
for self-development. They will also develop an understanding of other
societies, cultures, values and traditions that will contribute to their emotional
and spiritual growth.
Learners are also expected to understand the grammar of the English
language and be able to use it accurately. They are required to speak
internationally intelligible English with correct pronunciation and intonation.
The use of English to acquire knowledge, to interact with people and to enjoy
literature aspire to fulfil the aims and objectives of the National Philosophy of
Education and the Educational Act of 1996, which seek to optimise the
intellectual, emotional, spiritual and physical potential of learners.
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The curriculum also recognises that learners differ from each other in the way
they learn. Learners possess their own strengths and unique intelligences,
and where possible these considerations are to be taken into account in the
learning outcomes.
This document, which is the Syllabus, gives an overview of the English
language curriculum for secondary schools. There are five other documents
called Syllabus Specifications, one for each year ranging from Form 1 through
to Form 5, that explain the curriculum in more detail.
The syllabus outlines the Aims, Objectives and Learning Outcomes to be
achieved. Also included are descriptions of Language Content. The Language
Content provides the context for the learning outcomes.
AIMS
The syllabus aims to extend learners’ English language proficiency in order to
meet their needs to use English in certain situations in everyday life, for
knowledge acquisition, and for future workplace needs.
OBJECTIVES
By the end of their secondary school education, learners should be able to:
i.
form and maintain relationships through conversations and
correspondence; take part in social interaction; and interact to obtain
goods and services ;
ii.
obtain, process and use information from various audio-visual and print
sources, and present the information in spoken and written form;
iii.
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
iv.
show an awareness and appreciation of moral values and love towards
the nation.
CURRICULUM ORGANISATION
The English language curriculum is developed in line with the way English is
used in society in everyday life, when interacting with people, when accessing
information and when understanding and responding to literary works. This is
reflected in the learning outcomes of the curriculum. The learning outcomes
are based on the four language skills of listening, speaking, reading and
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writing which in turn incorporate grammar, the English sound system and the
appropriate use of vocabulary. In addition, the curriculum takes into account
other educational emphases such as thinking skills, ICT skills and values and
citizenship education.
Language Use
The three areas of language use are the Interpersonal, the Informational, and
the Aesthetic. Language for Interpersonal purposes enables learners to
establish and maintain friendships and also collaborate with people to do
certain things; Language for Informational purposes enables learners to use
language to obtain, process, and give information. Language for Aesthetic
purposes enables learners to enjoy literary texts at a level suited to their
language and to express themselves creatively.
Language Skills
The language skills of listening, speaking, reading, and writing form the core
of the curriculum. Learners use these skills to interact with people, obtain
information and present information, respond to literary texts, and express
themselves creatively. The skill of listening enables learners to understand
and extract information relevant to their needs or to enjoy the sounds and
rhythm of speech as in poetry and song. Oral skills will enable learners to
convey their thoughts and ideas clearly in speech when they pronounce
words correctly and observe correct stress and intonation. The skill of reading
a variety of texts will enable learners to adjust the speed and style of their
reading to suit the purpose at hand and to extract both implicit and explicit
meanings from the text. Writing skills will enable learners to present their
ideas in a logical and organised manner.
Language Content
The Language Content of the curriculum comprises the Sound System, the
Grammar of the English language, the texts in the literature component, and
the Word List to guide teachers.
Educational Emphases
In addition, current developments in education and in English language
teaching are included. These are Thinking Skills, skills of Learning How to
Learn and other educational emphases such as values and citizenship
education. Language content also takes into account learners’ multiple
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intelligences and emphasises the importance of using real-life issues and
problems to prepare learners for the real world.
Learning Outcomes
Learning Outcomes are statements to guide teachers in teaching and are
derived from the objectives.
Learning outcomes incorporate the skills of listening, speaking, reading and
writing. Learning outcomes combine skills with aspects of language content.
More details on learning outcomes and language content are given in the
Syllabus Specifications documents.
CURRICULUM CONTENT
I
Learning Outcomes
The Learning Outcomes which have been identified for the three areas of
language use require learners to perform tasks and achieve outcomes both in
oral and written form.
1.0 Language Use for Interpersonal Purposes
Language use for interpersonal purposes refers to the use of
language to make friends and keep friendships through
conversation and correspondence and interacting with others.
Language is also used interpersonnally when obtaining goods and
services in both the oral and written mediums. The interpersonal
use of language prepares learners for harmonious personal and
work relationships after they leave school.
Language for interpersonal use requires learners to speak
intelligibly using correct pronunciation, observe correct stress and
intonation. Learners are also required to write appropriately using
the correct conventions and format and with good grammar.
In all of the interactions above, moral values and good citizenship
should be integrated into classroom activities and materials.
The Learning Outcomes for interpersonal use are as follows:
1.1 Make friends and keep friendships by
a. introducing oneself;
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b. taking part in conversation and engaging in correspondence on
personal matters;
c. talking about self, family and friends, interests, past events,
future plans, personal experiences, and feelings and
understanding others when they they talk about themselves;
d. exchanging ideas, information and opinions on topics of interest.
.
1.2 Take part in social interaction by
a. carrying out a variety of language functions in spoken and
written forms ranging from invitations to persuasion;
b. discussing plans and arrangements, solving problems, and
making decisions.
1.3 Obtain goods and services by
a. making enquiries and ordering goods and services;
b. making complaints and responding to complaints.
2.0 Language Use for Informational Purposes
The informational purpose of language use involves obtaining
information for various purposes, processing the information, and
presenting it to a variety of audiences. This requires learners to search
for relevant information in spoken form, print, and multimedia texts in
various subject disciplines and topics on current issues. Learners
develop critical thinking skills and information-seeking skills so that they
become independent in acquiring knowledge throughout their lives. In all
these activities and materials, moral values and good citizenship should
be incorporated.
The learning outcomes for informational use are as follows:
2.1 Obtain information for different purposes by
a. listening to spoken texts such as talks, speeches; and viewing
television documentaries and multimedia resources;
b. interviewing and using questionnaires;
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c. reading materials in print such as reports and articles; and
articles and using other electronic media such as the Internet.
2.2 Process Information for various purposes by
a. skimming and scanning for gist and specific information;
b. extracting main ideas and supporting details from various audio,
audio-visual and print materials;
c. discerning cause-effect relationships, and sequence of ideas;
d. getting at the explicit and implicit meaning of various oral and
written texts;
e. predicting outcomes, and drawing conclusions;
f. deducing the meaning of unfamiliar words and metaphors by
applying word attack skills;
g. identifying different points of view and bias;
h. using print and electronic dictionaries;
i.
interpreting non-linear texts such as maps, charts, diagrams,
tables,graphs;
j.
making short notes and mapping out ideas.
2.3 Present the information to different audiences by
a. writing directions, instructions, recounts, descriptions,
explanations, messages, letters, speeches, reports and articles;
b. instructing, describing, narrating, explaining, and reporting orally;
c. responding to questions and comments orally and in writing;
d. presenting information in non-linear forms including tables,
graphs, diagrams, charts and vice-versa;
e. expanding notes and outlines;
f. composing, revising and editing drafts; and checking accuracy
of spelling, punctuation and grammar;
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g. summarising information;
h. reading aloud written material such as instructions, directions,
reports clearly and fluently;
i.
using appropriate format, conventions, and grammar when
presenting information.
3.0 Language Use for Aesthetic Purposes
The aesthetic purposes of language use involves the ability to enjoy
literary texts at a level appropriate to learners’ ability. Learners are also
expected to be able to express ideas, thoughts, beliefs and feelings
creatively and imaginatively. The study of moral values is also given
emphasis in this area of language use.
The Learning Outcomes for aesthetic use are as follows:
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 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 relate to one’s life;
d.
understanding other peoples’ cultures, traditions, customs and
beliefs;
e.
reciting poems with feeling 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.
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The list of texts for study is appended with this document. The
literature list may be changed every few years.
II
Language Content
1.0 Grammar
The grammar items listed below are to be taught over the five years
of secondary schooling. These items are part and parcel of the
learning outcomes.
The classification given below is one of many classifications
available to the English teacher. Other classifications may also be
used.
1.1 Nouns
• Kinds: Countable, Uncountable, Collective, Compound
• Number: Plurals-Regular; Irregular; Foreign; Compound;
Concord (subject-verb agreement);
• Nouns with no Singular/Plural Form; Plurals with different
meanings
1.2 The Articles
• Indefinite; Definite; Zero article.
1.3 Adjectives
• Attributive and Predicative use;
• Adjectives functioning as nouns
• Nouns functioning as Adjectives
• Comparison Adjectives
1.4 Pronouns
• Personal
• Relative
• Possessive
• Demonstrative
• Reflexive
• Interrogative
1.5 Verbs
• Regular and Irregular; Transitive and Intransitive
• Verbs – Tenses: Simple Past, Future, Continuous, Perfect
• Verbs – Negative, Interrogative, Question phrases
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•
•
•
Special finites (Modals): be; have, can, could, should, would,
may, might, must, need, ought
Infinitives: to, do
Gerunds
1.6 Adverbs
• Formation
• Types: Adverbs of manner, time, place, direction, agent
• Comparison
1.7 Prepositions
• Positions - e.g. time, place, direction, agent
• Preposition in fixed phrases
1.8 Connectors
• Conjunctions
• Logical connectors
• Sequence connectors
1.9 Sentences
• Simple, Compound, Complex, Questions, Imperatives,
Exclamatives
• Negation
1.10 Direct and Indirect Speech
• Statements, Questions, Commands
1.11 Punctuation
2.0 The Sound System
The English sound system comprises the items listed below which
are to be taught over the five years of secondary schooling. The
listing below is meant as a guide for teachers to enable learners to
pronounce words correctly as well as to observe word stress,
intonation and rhythm correctly.
•
•
•
•
•
Consonants, vowels, and diphthongs of English
Consonant clusters in different combinations
Past tense and plural forms
Stresses in two-, three-, and four-syllable words
Stresses in compound words
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•
•
•
•
Sentence stress and intonation
Homonyms – homographs, homophones
Contractions
Words borrowed from other languages
3.0 The Word List
A word list for the lower secondary (Forms 1, 2, 3) and upper
secondary (Forms 4 and 5) is found in the Syllabus Specifications.
The words in the lists are the minimum to be mastered. However,
teachers may need to teach other words when dealing with themes
and topics as suggested in the syllabus specifications. Teachers
are encouraged to adapt and change the words in the list according
to the level and ability of their learners.
4.0 Literature Component
A range of texts are offered in the secondary school curriculum and
covers Malaysian, British, European, Australian, American and
African works. Learners are expected to be able to follow a storyline and understand a poem and to give their own personal
response to the text. The study of these texts is meant to inculcate
values and broaden learners’ outlook.
III
Educational Emphases
These outline current developments in education that will help learners
prepare for the world of work and social life. In this respect, moral
education, citizenship education, patriotism and thinking skills will
contribute towards the building of a modern and progressive society.
1.0 Thinking Skills
Critical and creative thinking skills are incorporated in the learning
outcomes to enable learners to analyse information, make
decisions, solve problems, and express themselves accurately and
creatively in language.
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2.0 Learning How to Learn Skills
Learning How to Learn skills are also integrated in the learning
outcomes and aim to enable learners to take responsibility for their
own learning. These skills incorporate information skills, library
skills and study skills to enable learners to locate sources of
information more efficiently and help them become independent lifelong learners.
3.0 Information and Communications Technology (ICT) Skills
In line with globalisation and the ICT Age, skills relating to ICT are
incorporated in the learning outcomes. These skills include the use
of multimedia resources such as TV documentaries and Internet
resources as well as the utilisation of computer-related activities
such as e-mail activities, networking and interacting with electronic
courseware.
4.0 Values and Citizenship
The values contained in the secondary Moral syllabus have been
incorporated in the learning outcomes and include patriotism and
good citizenship.
5.0 Multiple Intelligences
The learning outcomes also reflect the incorporation of the theory of
Multiple Intelligences. This is illustrated, for example, in the
interpersonal use of language among people in social interactions,
kinesthetic intelligence in the dramatisation of texts, and spatial
intelligence in the interpretation of maps, and other such activities.
6.0 Knowledge Acquisition
Learning outcomes utilise subject matter disciplines such as
science, geography, and incorporate educational emphases such
as Environmental Studies and Consumerism to provide contexts for
language use.
7.0 Preparation for the Real World
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The learning outcomes prepare learners to meet the challenges of
the real world by focusing on language use in society. This is
achieved through structuring the curriculum in terms of
interpersonal, informational and aesthetic uses of language. It is
also achieved by making use of real-life issues for obtaining
information, making decisions and solving problems.
APPENDIX
LIST OF TEXTS FOR THE LITERATURE COMPONENT IN THE
ENGLISH LANGUAGE SYLLABUS
FORM 1
POEMS
1. Life’s Brief Candle by William Shakespeare
2. The Dead Crow by A. Samad Said
3. The Lake Isle of Innisfree by W.B. Yeats
SHORT STORIES
1. The Pencil by Ali Majod
2. How Dalat Got Its Name by Heidi Munan
3. Of Bunga Telur and Bally Shoes by Che Husna Azhari
(Learners are to study all of the above poems and short stories)
FORM 2
NOVELS
1. Potato People by Angela Wright
2. Robinson Crusoe by Danial Defoe
3. Phantom of The Opera by Gaston Leroux
(Learners are to select one of the above novels for study)
FORM 3
NOVELS
1. The Prisoner of Zenda by Anthony Hope Hopkins
2. Dr. Jeckyll and Mr. Hyde by R.L Stevenson
(Learners are to select one of the above novels for study)
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FORMS 4 & 5
POEMS
1. If by Rudyard Kipling
2. Sonnet 18 by William Shakespeare
3. Si Tenggang’s Homecoming by Muhammad Hj. Salleh
4. Monsoon History by Shirley Lim
5. The Road Not Taken by Robert Frost
6. There’s Been A Death in the Opposite House by Emily Dickinson
SHORT STORIES
1. The Lotus Eater by Somerset Maugham
2. The Necklace by Guy de Maupassant
3. The Drover’s Wife by Henry Lawson
4. The Sound Machine by Roald Dahl
5. Looking for a Rain God by Bessie Head
(Learners are to study all of the above poems and short stories)
NOVELS
1. Jungle of Hope by Keris Mas
2. The Return by K.S Maniam
3. The Pearl by John Steinbeck
(Learners are to select one of the above novels for study)
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