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KEMENTERIAN PENDIDIKAN MALAYSIAMINISTRY OF EDUCATION OF MALAYSIA

HURAIANSUKATAN PELAJARAN

KURIKULUM BERSEPADU SEKOLAH MENENGAH

CURRICULUM SPECIFICATIONS

BAHASA INGGERISENGLISH LANGUAGE

TINGKATAN 1FORM 1

2003


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Curriculum Specifications forEnglishForm 1

RUKUN NEGARA

BAHAWASANYA negara kita Malaysia mendukung cita-cita hendakmencapai perpaduan yang lebih erat di kalangan seluruh masyarakatnya;memelihara satu cara hidup demokratik; mencipta masyarakat yang adil dimana kemakmuran negara akan dapat dinikmati bersama secara adil dansaksama; menjamin satu cara yang liberal terhadap tradisi-tradisikebudayaan yang kaya dan berbagai-bagai corak; membina satu masyarakatprogresif yang akan menggunakan sains dan teknologi moden;

MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan seluruh tenagadan usaha kami untuk mencapai cita-cita tersebut berdasarkan prinsip-prinsip berikut:

KEPERCAYAAN KEPADA TUHAN

KESETIAAN KEPADA RAJA DAN NEGARA

KELUHURAN PERLEMBAGAAN

KEDAULATAN UNDANG-UNDANG

KESOPANAN DAN KESUSILAAN

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Curriculum Specifications forEnglish

Form 1

FALSAFAH PENDIDIKAN KEBANGSAAN

Pendidikan di Malaysia adalah suatu usaha berterusan ke arah

memperkembangkan lagi potensi individu secara menyeluruh dan

bersepadu untuk mewujudkan insan yang seimbang dan harmonis dari

segi intelek, rohani, emosi dan jasmani berdasarkan kepercayaan kepada

Tuhan. Usaha ini adalah bagi melahirkan rakyat Malaysia yang berilmu

pengetahuan, berketrampilan, berakhlak mulia, bertanggungjawab dan

berkeupayaan mencapai kesejahteraan diri serta memberi sumbangan

terhadap keharmonian dan kemakmuran masyarakat dan negara.

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Kata Pengantar

Huraian Sukatan Pelajaran ialah dokumen yang memperincikanSukatan Pelajaran yang bertujuan untuk memenuhi cita-cita murni

dan semangat Falsafah Pendidikan Kebangsaan, dan menyediakanmurid menghadapi arus globalisasi serta ekonomi berasaskanpengetahuan pada abad ke-21.

Dokumen ini menyarankan strategi pengajaran dan pembelajaranyang merangkumi pelbagai aktiviti dan penggunaan sumber. Gurudigalakkan menggunakan kreativiti untuk memilih, menyusun danmengolah aktiviti mengikut kesesuaian murid. Huraian inidiharapkan dapat membantu guru merancang dan melaksanakanpengajaran dan pembelajaran secara berkesan.

Dalam melakukan aktiviti pengajaran dan pembelajaran, gurudiharapkan dapat memberikan penekanan pada unsur bernilai

tambah, iaitu kemahiran berfikir, kemahiran teknologi maklumat dankomunikasi, kemahiran belajar cara belajar, kajian masa depan,kecerdasan pelbagai, pembelajaran kontekstual, dan pembelajarankonstruktivisme. Di samping itu, nilai murni dan semangat patriotikdan kewarganegaraan tetap diutamakan. Semua elemen inidiharapkan dapat memberikan keyakinan kepada murid dan bolehdiaplikasikan dalam kehidupan harian dan dunia pekerjaan.

Huraian Sukatan Pelajaran ini menjelaskan hasil pembelajaranyang perlu dikuasai oleh murid berasaskan pendekatan masteri. Hasilpembelajaran tersebut dinyatakan secara eksplisit mengikut tahapkesukaran isi kandungan dan tahap keupayaan murid. Hasilpembelajaran diperingkatkan kepada tiga aras, iaitu Aras 1 (aras

asas), Aras 2 (aras sederhana), dan Aras 3 (aras cemerlang).

Kandungan Huraian Sukatan Pelajaran Tahun Satu menggariskanhasil pembelajaran yang perlu dikuasai oleh murid. Pernyataan

dalam Huraian Hasil Pembelajaran memberikan cabaran yangsesuai dengan murid pada tahap tertinggi dalam pendidikansekolah rendah. Huraian ini seharusnya dapat membantu gurumerancang dan melaksanakan pengajaran dan pembelajaran yangberkesan.

Dalam menyediakan Huraian Sukatan Pelajaran yang disemaksemula ini banyak pihak yang terlibat terutama guru, pensyarahmaktab dan universiti, pegawai Kementerian Pendidikan, dan individuyang mewakili badan-badan tertentu.

Kepada semua pihak yang telah memberikan sumbangankepakaran, masa, dan tenaga sehingga terhasilnya Huraian

Sukatan Pelajaran ini, Kementerian Pendidikan merakamkan setinggi-tinggi penghargaan dan ucapan terima kasih.

(Dr. SHARIFAH MAIMUNAH BT. SYED ZIN)PengarahPusat Perkembangan Kurikulum

Kementerian Pendidikan Malaysia.

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Form 1

INTRODUCTION

English is taught as a second language in all Malaysianprimary and secondary schools in line with its status as a

second language.

Learners are taught the English language to enable them touse the language to further their studies and for workpurposes. For schools who have ICT facilities, the use ofEnglish in ICT has been included to enable learners to accessknowledge on the Internet and to network with people bothlocally and overseas. This is in keeping with the growing useof English in the field of Information and CommunicationsTechnology (ICT).

AIMS

The English syllabus aims to extend learners Englishlanguage proficiency in order to meet their needs for English ineveryday life, for knowledge acquisition, and for futureworkplace needs.

OBJECTIVES

The English language curriculum enables learners to:

i. form and maintain relationships through

conversation and correspondence; take part insocial interaction; and to obtain goods andservices;

ii. obtain, process and use information from variousaudio-visual and print sources; and present theinformation in spoken and written form;

iii. listen to, view, read and respond to different texts,and express ideas, opinions, thoughts and feelingsimaginatively and creatively in spoken and writtenform; and

iv. show an awareness and appreciation of moralvalues and love towards the nation.

THE SYLLABUS

The English syllabus at the secondary level specifies the

content to be taught from Form 1 through to Form 5.

The English language curriculum is organized in a manner thatreflects the way English is used in society in everyday life.Three areas of language use have been delineated andthese are the Interpersonal, the Informational, and the

Aesthetic.

The Curriculum Content of the syllabus outlines three mainsections, namely, the Learning Outcomes to be achieved bylearners, the Language Content to be incorporated into thelessons, and the Educational Emphases to be woven into

materials and activities.

The Learning Outcomes of the syllabus specify the skills tobe achieved by learners in the three areas of language use,namely the Interpersonal, the Informational and the Aesthetic.These areas incorporate the integration of the four language

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Form 1

skills of Listening, Speaking, Reading and Writing. TheLanguage Content outlines the grammar, the sound systemand the wordlist to be taught, while the section onEducational Emphases highlights thinking skills, ICT skills,

values and citizenship education and other emphases that theteacher has to take into account.

CURRICULUM SPECIFICATIONS

The English Language Syllabus is detailed out in theCurriculum Specifications. These have been prepared asseparate documents for each year of the secondary schooland these are termed as Huraian Sukatan Pelajaran. Eachdocument serves as a guide to teachers with regard to theskills to be achieved, the topics or themes to be dealt with, and

the vocabulary, grammar items, and the sound system to belearnt.

This document is the Curriculum Specifications for Form 1.There are 2 sections. Section 1 outlines the LearningOutcomes and Specifications. Section II outlines the languagecontent.

Section 1: Learning Outcomes and Specifications

Section 1 forms the main focus of the document because itcontains the Learning Outcomes to be achieved by the end of

Form 1. The elaboration in the columns is as follows:

x the first column states the Learning Outcomes to beachieved by learners by the end of Form 5;

x the second column attempts to break down theselarger outcomes into more manageable skills and sub-skills for teaching and learning purposes. These havebeen set out at three levels ranging from the more

basic to the more complex. Level 1 outlines the basicskills to be achieved by all learners. After havingcompleted the specific tasks that reflect the mastery ofthese skills, learners then progress to Level 2, andsubsequently to Level 3; and

x the third column is entitled Examples/Activities/Notes. These are directed at teachers and theyinclude teaching points, examples of activities andexplanations.

In preparing the specifications, care has been taken to ensure

that this document is reader-friendly. As such, the use ofterminology has been omitted as far as was possible and asimpler word substituted ( e.g. unity in place ofcoherence).

Areas of Language Use

The curriculum is based on three areas of language use. Theyare the Interpersonal, the Informational and theAesthetic.

Language for interpersonal purposes enables learners toestablish and maintain friendships and to work with people todo certain things. Language for informational purposes

enables learners to use language to obtain, process and giveinformation. Language for aesthetic purposes enables learnersto enjoy literary texts at a level suited to their languageproficiency and develops in them the ability to expressthemselves creatively.

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Curriculum Specifications English LanguageForm 1

OBJECTIVES FOR FORM 1

By the end of Form 1, learners should be able to:

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

x Make enquiries about services and products and place an order for theproduct or service;

x Socialize with friends and in groups and make plans and arrangementsfor joint activities;

x

Obtain information from various text-types such as instructions and noticesand obtain factual information on a topic from short texts and present theinformation briefly to others orally and in writing;

x Read and enjoy poems and short stories;

x Have a positive outlook and act appropriately in social situations; and

x Show an awareness and appreciation of moral values and love towardsthe nation.

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THEMES AND TOPICS

The themes stipulated for Form 1 are listed below. These are broad areas from which topics are to

be drawn for activities and tasks so that learners can read, talk and write within thesecontexts. Learners are not expected to deal with the topics in depth. Rather, these topics serveas the subject matter through which the three areas of language use are developed usingmeaningful tasks and activities. Since values are embedded in these themes and topics,teachers should take every opportunity to discuss socio-cultural and moral values related tothem as well as in the functions and activities that are set. Words related to these themes andtopics are found in the accompanying word list. Where necessary, a limited number of wordscan be added in order to deal with a topic meaningfully.

People : Self, family, friends - personal detai ls, interests- recounting personal experiences

Environment : Care of open/common grounds in the communitye.g. recreational areas

Social Issues: Road Safety e.g. obeying road signs and the dos and donts of roadsafetyPersonal discipline at home and in school

Values : Patriotism and citizenshipCompassion, responsibility, physical and mental cleanliness

Health : Healthy li festyle e.g. balanced diet, exercise

Science & Discoveries inventions that have changed the lifestyle of peopleTechnology : e.g. telephone

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LEARNING OUTCOMES SPECIFICATIONS EXAMPLES / ACTIVITIES / NOTES

1.0 LANGUAGE FORINTERPERSONAL USE

1.1 Make friends and keepfriendships by

a. introducing oneself;

b. talking about self, family,friends, interests, past events,feelings, and understandingwhen others talk aboutthemselves;

c. exchanging ideas and givingopinions on topics of interest;

d. taking part in conversationsand discussions.

Level 1i. Introducing oneself.

ii. Talking about

x Self

x Familyand writing a short paragraph on thesetopics.

iii. Asking simple questions politely to getinformation and respondingappropriately to questions.

x See appropriate sentence patterns atthe back of this document.(pg. 24)

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

x Self - e.g. personal details: where onelives, what one does during the weekend.

x Family - e.g. parents occupation, whatthe family does together during weekends describe family outings and get-togethers.

x Encourage true sentences.e.g. Wh questions.

x Activities include role-playing. Teachersshould structure the situation of a first

meeting. For example at 1st

meeting

general introductions and small talkabout oneself, ones school, where onestays, and other common adolescenttopics.


SECTION I: LEARNING OUTCOMES AND SPECIFICATIONSThe learning outcomes in the first column have been extracted from the syllabus in its original form. They represent skills to be achieved bythe end of Form 5. Teachers, however, should be guided by the second column when planning lessons. The second column spells out the

skills specifications that are specific to the Form 1 programme.

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iv. Responding to questions politely bygiving the required information:

v. Listening to and discriminatingbetween initial and final consonants, longand short vowels, plural forms andcontractions.

Level 2vi. Giving an account of experiences or

preferences and describing feelingswith the correct intonation, word stress,and sentence rhythm (orally) in a face-to-face-situation and writing simpleparagraphs.

2nd meeting exchange more informationand personal details about each other.3

rdmeeting talk about personal

experiences, etc.

x Responses include:- giving information- agreeing- refuting- informing politely that one does not

know something

x When speaking to another, getstudents to pay attention to the speakerand his/her use of gestures.

x See Sound System at the back of thisdocument.(pg. 28)

x e.g. Giving a recount of a visit to a placeof interest such as a place of recreation.Telling about an incident one saw orexperienced and describing onesfeelings.

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vii. Asking questions to clarify usingcorrect intonation, and respondingappropriately.

viii. Writing short messages to friends(such as birthday wishes, bits of news,etc.) to keep the friendship alive.

Level 3ix. Writing simple letters to friends and

family members observing correct

format with salutation andending.

x. Reading articles, etc. and discussingpoints of interest with friends and sayingwhat one thinks about the ideas in thearticle.

x e.g. A: Did it take place on the 25th orthe 26

th?

B: The 26th!

x Note : messages to contain receiversname, senders name, date, place,salutation, theme, message itself,leave-taking.

xe.g. Recounting about a visit to a placeof interest, etc.

Where facilities are available, encouragee-mail activities.

xLearners can read articles in anewspaper or magazine and talk aboutthe information in the article with theirfriends.

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1.2 Take pa r t in social interaction by

a. carrying out a variety of languagefunctions;

b. participating in conversations anddiscussions;

c. making plans and arrangements.

Level 1i. Inviting friends to a function.

ii. Accepting and declining the invitation.

iii. Welcoming or inviting friends to one'shouse and responding appropriately toinvitations.

iv. Expressing thanks and respondingappropriately.

v. Apologizing for mistakes or when onehas hurt or offended someone andwriting a short note of apology.

vi. Giving and following directions to afriends house or a place where anevent is being held with the aid of ashort map.

vii. Giving and following instructions (oral).

x e.g. Inviting friends to ones house, to abirthday party, to a kenduri

xThis section lends itself well to emotionalintelligence especially in relationships withpeople (e.g. welcoming friends to one'shouse).

.

x Refer to sentence patterns at the back of

this document.

x e.g. Thanking someone for a lift, fora favour, for giving information, etc.

x e.g. For forgetting to do something, for

saying or doing the wrong thing.

x Tasks include tracing the route or

drawing the route on a given map as

directions are being given.

x e.g. On how to make simple snacks anddrinks.

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viii. Writing simple instructions.

ix. Writing simple invitations.

Level 2x. Discussing plans with others

- to go somewhere- to do something(taking into account date, time, place formeeting, what to bring, duties given to

each team member etc.)

Level 3xi. Writing out plans to go somewhere or

do something for others to follow.

x e.g. In note form on postcards and self-made cards and e-mail. Include receiversname, senders name, date, place,salutation, message, leave-taking.

x e.g. making plans to go on a field trip, tovisit an industry; making plans to carry out agotong-royongexercise in school.

x Note: plans can be drawn up in the formof charts, rosters, duty lists, letters.At Level 2, all learners should take part inthe discussion.At Level 3, the more proficient learner actsas the secretary for the group i.e. writesdown the points discussed and thedecisions taken

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1.3 Obtain goods and services by

a. making enquiries; and

b. ordering goods and services.

Level 1i. Asking for the price of goods.

ii. Stating whether the price is agreeable ortoo high.

Levels 2, 3iii. Making enquiries to get certain

information about services andresponding appropriately on receivingthe information (face-to-face, viatelephone).

iv. Making enquiries about a productfor example, its price, make, weight(face-to-face, via telephone).

v. Placing the order(face-to-face, viatelephone).

vi. Completing an order form to purchasean item.

x e.g. price of books, food, games, toysi.e. adolescent purchases

xAsk Wh questions when makingenquiries: e.g. opening and closinghours of the library, swimming pool;enquiring when the products that havebeen ordered will arrive.

x Telephone skills - emphasizepoliteness.

x e.g. At a sports goods shop (whenbuying racquets, balls, hoops, etc.)

xActivities include role-playing as buyerand seller.

x Teacher to use an actual order form ormake one up.

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2.0 LANGUAGE FORINFORMATIONAL USE

2.1 Obtain inf o rmatio n f o r differe n tpurposes by

a. listening to spoken texts such as talks,speeches, and from other multi-mediasources;

b. reading materials such as articles inprint and in electronic media.

Levels 1, 2, 3

i. Listening to and understanding avariety of texts of suitable length.

ii. Reading silently and aloud withunderstanding a variety of texts ofsuitable length.

x This section lends itself well toknowledge acquisition. Teachers shouldensure that passages chosen have usefulknowledge content.

x e.g. instructions, announcements,directions, advertisements, messages,descriptions, plans.

x e.g. signs, notices, labels, warnings,instructions, advertisements, directions,messages, simple passages, annotatedseries of pictures, information in tables.Note : As far as possible select authenticmaterials. Also include use of diagrams,pictures etc. to add interest to learnerswith visual and spatial intelligences.

x When reading aloud, learners need toobserve:

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

x Set authentic activities - e.g. reading

aloud from a manual to assemblesomething to other team members whoare doing the assembling, or givinginstructions over the telephone.

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2.2 Process information by

a. skimming and scanning for specificinformation and ideas;

b. extracting main ideas andsupporting details;

c. following sequence of ideas;

d. getting the explicit meaning of thetext;

e. predicting outcomes;

f. using dictionaries;

g. getting meaning of unfamiliarwords by using word attack skills;

A. Processing texts listened to by

Level 1i. Telling what the text is about.

ii. Noting important details (e.g. quantity,date, place, event, people).

iii. Following sequence of ideas.

Levels 2 and 3iv. Finding more details in simple texts.

v. Identifying main ideas involving simpletexts.

xTo develop learners listening skills,teachers can set either while- listening orpost-listening tasks.

- e.g. "This announcement tells us to be inthe hall at 12 noon."

- e.g. "First, what happened? And then?. Go on?. And finally?

x Examples of some tasks that can be setfor a listening exercise are:

- guessing the meaning of the word writtenon the board.

- finding specific information- answering comprehension questions- checking True / False statements- sequencing.

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B. Processing texts readby

Level 1i. Telling what the text is about.

ii. Scanning for certain details - e.g. time,place, quantity, names of people.

iii. Following sequence of ideas in simpletexts.

iv. Using the dictionary to find themeaning of unfamiliar words.

v. Acquiring a range of vocabulary by:

x grouping words according tocategories;

x discriminating small words in bigwords;

x building new words from a givenword.

x Comprehension of the text read can bedone in several ways, for example by- answering comprehension questions(e.g. multiple choice questions)- completing a text- putting information in graphic form- sequencing- labelling- checking True/False statements

x It is important that teachers be sensitiveto the differing levels of proficiency of theirForm 1 classes and set appropriate texts.

x Teach students the function of the firstguide word, the second guide word.Also teach them how to use thePronunciation guide etc.

x e.g. Categorizing words: Put in suitablecategories duck, papaya, hibiscus, dog,bougainvillea, banana, duckling, puppy.

x e.g. Finding words in big words:postman post man so pot tablecloth table cloth able cot

x e.g. Bsuilding words: PIN -pins, pine,pinch, ping pong, pineapple

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Level 2vi. Identifying main ideas in simple

paragraphs.

vii. Identifying supporting details or ideasin simple paragraphs.

viii. Reading and understanding non-lineartexts using simple diagrams and tables.

ix. Understanding meaning of words and awider range ofvocabulary by:

x understanding word formation by theuse ofprefixes un-, dis-, im-

x identifying base words;

x using contextual clues:- pronouns and other demonstratives(e.g. They, It, She, He, Their, Our);

x distinguishing homographs;

x

identifying words that associatewith other words.

x One strategy: get learners to identify thetopic sentence in a paragraph (usuallythe first sentence). Then get them toidentify supporting ideas. In this way,learners get to know how a goodparagraph is crafted.

x e.g. kind unkind; like dislikepolite impolite

x e.g. beautifully - beauty

x e.g. Liza and Lina. The girls.The twinsThey.

x e.g. Homographs: e.g. wind -strong wind; to wind the clock

x e.g. Word association: e.g. NIGHT -dark, moon, stars, cool, silent, softbed, sleep, dreams

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2.3 Pres e nt information to differentaudiences by

a. writing directions, instructions, recounts,announcements, using appropriate

format and conventions;

b. giving instructions, describing, andnarrating orally;

c. composing, revising and editing drafts,and checking accuracy of spelling,punctuation, and grammar;

d. reading aloud written materials clearlyand fluently.

Level 3x. Making simple predictions of outcomes

giving reasons.xi. Identifying cause and effect in simple

texts.xii. Drawing obvious conclusions in simple

texts.

Presenting informationLevel 1

i. Giving simple instructions orally and inwriting.

ii. Giving a simple recount orally.

iii. Writing and presenting plans anddirections.

x Employ Futures Studies Skills:e.g. forecasting what would happen ifpeople do not bother to take care of parksand other green lungs in the city.

As far as possible use real-life issues.

x e.g. how make a book rack, photo frame.

- Format ofInstructions:

Goal : what is to be achievedMaterials that will be usedProcedure - step 1

step 2(Grammar: present tense, linkers)

xA simple recount of an event or incidentwould answer these questions: Who?What? Where? When?

x e.g. drawing a plan to storm a bankwhere robbers are holding some peoplehostage and explaining the plan/route tomembers.

x

Tell learners that to be good speakers,they need to pay attention to presentation,voice projection, pronunciation, facialexpressions, gestures.

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iv. Taking spelling and dictation of seentexts:

x Apply spelling rules for irregularverbs and plurals.

Level 2v. Writing out and making

announcements.

vi. Punctuating meaningfully using capitalletters, commas, full stops, questionmarks.

Level 3vii. Writing recounts.

x For spelling rules see grammarsection.

x e.g. Announcements for a fire drilltell students that announcements shouldalso contain relevant details e.g. thepeople involved, what people should do,where they should go, what time to meetetc.

xe.g. Write about what you did during theschool holidays.

x e.g. Format ofRecount:Background (where, when, who, what)Event 1 }Event 2 } a paragraph eachEvent 3 }

Conclusion.(Grammar: e.g. past tense, use of linkersParagraphing)

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viii. Apply process writing skills by

a. discussing the topic with teacher andpeers, and jotting down ideas;

b. writing out an outline;

c. writing paragraphs with a clear focus;

d. revising and edit the draft until it isclear and flows well by- reordering sentences,- rephrasing sentences

- substituting words;

e. proof-reading the draft to eliminatemistakes:- spelling- punctuation- grammar at a level appropriate tostudents.

f. writing the final draft.

x Writing exercises can be guided.Learners can write based on models, orexpand on points given.

x Paragraphs can contain 2 - 3 sentences.But sentences should be linked in termsof idea and flow.

x Encourage learners to write in clearcursive writing for extended writing.However, for captions, labels, graphs, etc,learners need to write in clear, neat legibleprint.

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3.0 LANGUAGE FOR AESTHETIC USE

3.1 Listen to, r e ad, view and respondto literary wo rks by

a. understanding and telling in ones ownwords the story and poem heard and/orread, and giving ones opinion of thetext;

b. recognizing elements in a story such as

characters and setting;

c. explaining the message the writer istrying to convey and discussing howthis relates to ones life;

d. understanding other peoples cultures,traditions, customs and beliefs;

e. reciting poems with feeling andexpression.

Level 1

i. Reciting a poem with feeling andexpression and with correctpronunciation, intonation, stress andrhythm.

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

iii. Retelling the story or poem in ones ownwords.

Level 2

iv. Giving the sequence of events.

v. Talking about the place and time thestory took place or the place the poemdescribes and writing a simpleparagraph on it.

vi. Talking about characters in a story andwriting a simple paragraph on one or twocharacters.

Note : The use of sounds, music andmovement in activities will be especiallybeneficial to learners with a leaningtowards musical and kinestheticintelligences.

x Note that once students haveunderstood the full meaning of apoem, the poem can then be recitedwith feeling and expression.

x Story telling can be done in groups.

x Students can draw a time line andmark the various events taking place.

x e.g. Geographical location, the year orcentury the story is set in.

x e.g. Physical descriptions: facialfeatures, height, mannerisms, etc.

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LIST OF TEXTS FOR THE LITERATURECOMPONENT IN THE ENGLISH LANGUAGESYLLABUS

POEMS

1. Lifes Brief Candle by WilliamShakespeare

2. The Dead Crowby A. Samad Said3. The Lake Isle of Innisfree by W. B.Yeats.

SHORT STORIES1. The Pencil by Ali Majod2. How Dalat Got Its Name by HeidiMunan3. Of Bunga Telur and Bally Shoes by

Che HusnaAzhari

Note: Texts will be changed after a certainnumber of years. Schools will be notifiedof these changes.

vii. Making simple predictions as to whatmight happen next.

viii. Talking about values found in the text.

ix. Telling how events, characters andvalues in the text is similar to oneslife.

x. Saying what one thinks about the textand writing a simple paragraph.

Level 3xi. Talking about the theme and writing a

simple paragraph about the theme ofthe story.

xii. Talking about the message the writeris putting across and writing a simpleparagraph on it.

xiii. Understanding some figurativelanguage in the text suitable tostudents proficiency level.

x Emphasize the fact that values and beliefsheld by other societies and cultures mayseem strange to us but must be respectednevertheless.

x Encourage learners to tell how a certaincharacter or event in a story reminds themof a person or event they know of and inwhat way this character or event is similarto that someone the learner knows or tothat experience.

xEncourage learners to give reasons as towhy they like or dislike a text. Reasonscan range from the way the text is written,to the characters, the events described, thetheme or message discussed, or thevalues raised.

x

Detailed analysis of the figurativelanguage is not required, only the moreimportant words and phrases for anadequate understanding of the text.

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3.2 Express themselves c r eatively andimaginatively by

a. dramatizing texts and role-playingcharacters;

b. retelling a story from a different point ofview and presenting it in another genre,

c. composing simple poems, stories anddialogues.

Level 1i. Acting out sections of the text.

ii. Retelling the story as one understands itand writing a short paragraph.

Level 2iii. Changing the text to another form.

Level 3iv. Composing simple poems, stories and

dialogues at a level suitable tolearners.

x Get learners to choose the sectionsthey want to act out. Get them to know thestory thoroughly, understand how and whythe characters behave in that way and thekind of people they are. Then get them towrite out the script (dialogues with stagedirections if manageable). Then get them topractise reading out their parts withexpression and emotion.

x e.g. Rewrite a poem in prose form;turn a narrative into pictures or cartoons.

x This can be a guided activity.A simple activity is getting students tochoose a headline or a suitable paragraphfrom the newspaper and convert it into apoem. This can be done by arranging thewords to form a verse. Pay attention topunctuation.

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Form 1

By the end of the year, learners must be able to use theEnglish language for these purposes.

Language Skills

The four language skills of Listening, Speaking, Reading andWriting do not appear as discrete items in the syllabus or inthis document but are integrated into the three areas oflanguage use. Thus, when learners use the language say forinterpersonal purposes, they not only engage in conversationby talking and listening to each other, but also correspond witheach other by writing messages and letters. The secondcolumn entitled Specifications spells out in greater detail thespecific skills and sub-skills that help learners achieve theLearning Outcomes for the year.

The Learning Content

In teaching learners to use the language for various purposes,themes and topics are used to make lessons meaningful.These can be sourced from various areas. Knowledge fromsubject disciplines such as science and geography can beutilized or alternatively topics can be drawn from currentissues. Learners begin with issues and concerns in theirimmediate surroundings, i.e. the school, town and country andlater progress to issues and concerns at a more internationallevel. Some themes and topics have been suggested asexamples to help teachers decide upon their own themes andtopics that are suitable for theirclass

SECTION II: LANGUAGE CONTENT

Grammar

In this section, grammar items have been selected from the list

provided in the syllabus and these are to be taught within thecontext of the three areas of language use. In addition,sentence patterns have been listed to enable learners tomaster the structures of the English language. Teachers areadvised to limit the number of structures used to ensure thatlearners master these structures well. Teaching too manycomplex structures may be counter-productive to weakerlearners.

Word List

The list of words selected for teaching at lower secondary isbased on a sample of the more common or high frequencywords. However, this suggested word list is only the minimumfor the year. Teachers are encouraged to widen this listaccording to the level, ability and maturity of theirlearners.

Sound System

To help learners pronounce words correctly and speak withcorrect stress, intonation and rhythm, specific sounds (e.g.blends, diphthongs) have been identified for teaching. Theobjective of this exercise is to aim for clear speech and

intelligibility.

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Form 1

EDUCATIONAL EMPHASES

The educational emphases given below outline currentdevelopments in education that will help learners prepare forthe world of work and social life. In this respect, the

incorporation of moral education, citizenship education,patriotism and thinking skills in the specifications will contributetowards the building of a modern and progressive society.

Thinking skills

Critical and creative thinking skills are incorporated in thelearning outcomes to enable learners to analyze information,make decisions, solve problems, and express themselvesaccurately and creatively in the target 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 fortheir own learning. These skills incorporate information skills,library skills and study skills to enable learners to locatesources of information more efficiently and help them becomeindependent life-long learners.

Information and Communications Technology (ICT) Skills

In line with globalization and the ICT Age, skills relating to ICTare incorporated in the learning outcomes. These skills have

been added to cater for schools that have IT facilities. Theseskills include the use of multimedia resources such as TVdocumentaries and Internet resources as well as the utilizationof computer-related activities such as e-mail activities,networking and interacting with electronic courseware.

Values and Citizenship

The values contained in the secondary Moral Educationsyllabus have been incorporated in the learning outcomes andinclude patriotism and good citizenship.

Multiple Intelligences

The learning outcomes also reflect the incorporation of thetheory of multiple Intelligences. This is illustrated, for example,in the interpersonal use of the language in social interaction,the application of kinesthetic intelligence in the dramatizationof texts, and the application of spatial intelligence in theinterpretation of maps and other such activities.

Knowledge Acquisition

Learning outcomes utilize subject matter disciplines such asscience, geography, and incorporate educational emphasessuch as environmental studies and consumerism to providecontexts for language use.

Preparation for the Real World

The learning outcomes prepare learners to meet thechallenges of the real world by focusing on language use insociety. This is achieved through structuring the curriculum interms of the interpersonal, informational and aesthetic uses oflanguage. It is also achieved by making use of real-life issues

for classroom activities and project work. Whenever theopportunity presents itself, learners are encouraged to meetwith people outside of the classroom so that they learn tooperate in real-life situations.

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Form 1

IMPORTANT CONSIDERATIONS FOR TEACHING

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

Planning and Organization ofLessons

These specifications must be organized in a manageable formfor teaching taking into account the time allocated for Englishin the time-table. The three areas of language use taken singlyorin combination, may be planned around a topic.

Integration

The principle of integration can help teachers cover areas ofthe syllabus in several lessons. Once a topic is selected,teachers can plan tasks and activities that seek to integrate

the three areas of language use. Thus, for the topic Nutritionfor example, learners can read articles on how teenagers havebecome obese or ill because they have been eating too muchof junk food and other unnutritious foods and then tell eachother what they have read (Inter-personal). The teacher thenassigns students to look up the different aspects of nutrition forthe healthy adolescent and present it to the class(Informational). Learners can then exchange some recipes onpreparing certain kinds offood.

Moral values should be infused in the lessons through theselection of appropriate materials and activities. Elements of

patriotism, environmental education, and health education areconsidered essential in building a disciplined society.

Repetition, Reinforcement and Consolidation

Language skills, vocabulary, grammar items and the soundsystem must be repeated often and used constantly tomaximise learning and bring about retention. To this end,teachers should set a variety of tasks and activities that willenable learners to use the language items repeatedly so thatitems are reinforced. Repetition should be carried out usingnew material to avoid boredom.

Teaching-Learning Activities

In order to bring about effective learning, learners must begiven every opportunity to take part in activities that requirethem to use the language they have learnt. Care must be

taken to ensure that learners can cope with the task so thatthey are not operating at a frustration level. Teachers mayneed to control structures and vocabulary to ensure successfulcompletion of a task oractivity.

Evaluation

Evaluation is part and parcel of the teaching-learning process.Continuous feedback is essential if learners are to keep trackof their progress. After every lesson teachers are encouragedto assess their set of learners through simple questioningtechniques or some other exercise so that they can pace their

lessons in accordance with learners progress. Ideally,teachers should ensure mastery before moving on to the nextset ofskills.

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Form 1

OtherConsiderationsAs far as possible, teachers should use the Malaysian settingas a base to teach the language skills and language contents.Teachers should also use materials that emphasize theprinciples of good citizenship, moral values, and the Malaysian

way oflife.

This document only lists a number of essential activities for theattainment of the English language. Teachers need to usetheir initiative, imagination and creativity to extend theexperiences of their learners, to reinforce what has been learntand to create challenging language tasks.

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II LANGUAGE CONTENT


a. GRAMMATICALITEMSGrammar forms part of the language contents in the Curriculum Specifications for Form 1. Grammar items to be taught are specified underthe differentgrammar categories. To illustrate what is meant by each category and at the same time to specify the scope and depth ofthe items to be taught, examples

are given. Words underlined highlight significant points of grammar. Teachers are encouraged to teach all ofthese items in the context of various topics.

1. Nouns

i. Concrete nounsa. Common nouns e.g. book, house, schoolb. Proper nouns e.g. Margaret, Malaysia,Manila

ii. Abstract nouns

x names of qualities, states, activitiese.g. health, laughter, arrival

iii. Countable nounse.g. girls, oranges, dresses

iv. Uncountable nounse.g. sand,sugar

v. Number - Formation of the plural

Adding suffix -s, -es

a. Regularplurals

x For regularwordse.g. birds,cows

x

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

x Words ending in -o after a vowel, takes -se.g. bamboo-bamboos, radio-radios

x Words ending in -o, add -ese.g. mango - mangoes;Exception: piano - pianos

x Words ending in y- if there is a vowel before yadd -s : e.g. toy - toys

- if there is no vowel before y

drop y and add-iese.g. lorry - lorries

b. IrregularpluralsIndicated by a change ofvowele.g. man - men; mouse - mice; tooth - teeth

vi. Concord (subject-verb agreement)a. Singular subject takes singularverb

* e.g. The man is here.

b. Plural subject takes pluralverb* e.g. The men are here.

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Form 1

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

e.g. waiter, actor

b. - ess traditionally used to markfemalee.g. waitress,actress

2. Articles

i. With singular countable nouns a an thee.g. a book an oven the houseNote : an is usually used before vowels butnote a university.

ii. With plural countable nouns & zero articlee.g. the entrance entrances

iii. Using the with the superlativee.g. the biggest, the largest

iv. For unique nouns or one that is one and onlye.g. the sun, the East, the earth

v. Using the with same ase.g. He lives along the same roadasshe.

3. Adjectives

i. Adjectives in terms of colour, size andshapee.g. big boy blue sky rounderaser

ii. Adjectives that show qualitiese.g. an honest mechanic; a kindby-stander

iii. Formation of the negative of adjective by addingprefixes:un- dis- im-

e.g. an unkind person, a dishonestclerk

iv. Possessive adjectives my, your, his, her, oure.g. This is my / your / his / her / ourbook.

v. Comparison adjectives regularformse.g. big - bigger-biggest

4. Pronouns

i. Personal pronouns:I - first person

You - second personHe / She / It - third person

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

iii. Demonstrative Pronouns: this that these those

iv. Interrogative Pronouns: Who Which What Whose

v. So m e as adjective / pronoun to express indefinite quality ornumber

e.g. I want s o m e toothpaste. (adjective)If you have no string, I II give you so m e.(pronoun)

vi. Ea c h as an adjective:

e.g. Each must do his best.e.g. They were given a T-shirt e a c h.

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Form 1

5. Verbsi. Regular and IrregularVerbs

e.g. walk - walked; sweep -swept

x Place expressions:e.g. in Ipoh; on the corner ofJalanGasing;

at 23 Jalan Gasing

ii. Negative Verbs

x adding the word not after the verbe.g. He is n o there.

They ca n n o t miss sportspractice.

x using the contracted form especially inconversatione.g. He is n ther.

They ca n t miss sportspractice.

iii. Tenses present, past, continuousa. Simple PresentTense

x For habitual actionse.g. Every day we say ourprayers.

x For instructions anddirectionse.g. First, mix the colours.

x Describing feelings andsensese.g. I feel happytoday.

b. Simple Present Tense was were

x Regular verbs, Irregularverbse.g. walk-walked; sit-sat; go-went

x Timeexpressions:Responses to w h e n

e.g. was in Ipoh; in January;on January 21st; during the festival

6. Adverbs

x Using words that signal past timee.g. Yesterday Lastweek

c. Present Continuous TenseThe action is happening at the time ofspeakinge.g. I am verb + -ing;

d. Future tense will, going toe.g. I will be going to the .

e. Special finites ormodalsMu s t to show necessity:

e.g. You must complete your project on timeWill to affirme.g. I will do ittomorrowWill to show requeste.g. Will you help me?

Should to show have to

e.g. You should wash whites andcoloursseparately.

i. Adverb ofmanner

x to show how an action was done byusing the suffix -ly.

e.g. He always dresses smartly.

ii. Adverb oftime

x to show time tomorrow, today, yesterday, now,early, soon

e.g. Yesterday was the inter-state takraw finals.

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Form 1

7. Prepositionsi. Prepositions ofplace:

in, on, near, under, behind, in front of, by

e.g. Nizas house is n e x t to the mosque.

ii. Prepositions of time at, on, by, before,aftere.g. Please be here by 2oclock.

iii. Prepositions of direction to, frome.g. How far is the bus-stop from yourhouse?

iv. Phrasal verbs break down, break into, call off,look after, take offe.g. You must lo ok after your health.

8. Connectors

i. Conjunctions - and but ore.g. He kicked the ball and scored a goal.

ii. Sequence connectors first, next, then,finallye.g. First, write your name down.

9. Sentencesi. Simple sentence

e.g. They went to the concert.

ii. Compound sentencee.g. They woke up early and wentjogging.

iii. Positive statementse.g. My name is

He / She / It / They were..

iv. Negative statementse.g. They are not.

We are not

v. Using question words: Who What Which When Why

x Yes / No questionse.g. Were you at home? Yes /No

x Whyquestionse.g. Why did the foodturn bad?It turnedbadbecause

10. Punctuation

i. Capital letters proper nouns, pronoun I, beginning ofsentences

e.g. Yesterday, we went to the Science Centre.

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

iii. Exclamation marke.g. For greetings - Hi! Hello!

iv. Full Stop for end ofstatement

v. Apostrophe - forcontractions

e.g. Please dont walk on the grass.

vi. Question marke.g. When are you coming to visitus?

11. Conditional clauses if clausese.g. Ifyou help me, Iwill help you.

If you see her, tell her Icalled.

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Form 1

12. Prefixesdis- im- in- un- to show not

e.g. I disagree with you.

13. Suffixes- er - or (from verbs to nouns)e.g. act - actor; visit - visitor

-ess (shows feminine gender)e.g. waiter - waitress; steward - stewardess

14. Homonyms

i. Homophones - words with the same sound but differentspellinge.g. ate eight

ii. Homographs words with the same spelling but differentsoundse.g. bow - bow

15. Figurative language

i. Similes like, as .ase.g. My heart sanklike a stone.

e.g. The young boy was as tall as a coconuttree.

ii. Proverbs e.g. A friend in need is a friend indeed.Laughter is the bestmedicine.

16. Phrasal Quantifiers

e.g. a loafofbreadapairof shoes

17. Collective Nounse.g. a bandofmusicians

a crewofsailors

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Form 1

b. Suggested Sentence Patterns

In this section some suggested patterns have been listed for the language functions as stipulated in the Curriculum Specifications. It isimportant that teachers teach these sentence patterns (including responses) in context and in a meaningful way. Words underlined maybesubstituted.

1. Introducing oneselfi. Hello / Hi, I am/I'm Rahim.

ii. A: What is your name, please?B: My name is Nurul Ashikin ./ NurulAshikin.

2. Inviting, accepting and declining invitationsi. A: Would you like to join us for lunch?

B: Yes, thank you. / Yes, Id love to.B: I'm sorry, I cant.

I have to get home early today.

3. Inviting one into the home.A: Hello! / Hi! Welcome. Please come in and

make yourself comfortable.B: Yes, thank you.

4. Apologisingi. I'm sorry, Beth. I broke your vase. ii.

I'm sorry I'm late. I missed the bus.iii. Im sorry. I did not complete my homework.

I was not feeling well last night.

5. Expressing thanks and responding appropriatelyA: Thank you for the lift.B: Youre most welcome.

6. Seeking clarificationi. A: I beg yourpardon.

Could you repeat that, please?B: Sure. / Yes, ofcourse.

ii. A: I'm sorry. I did not understand that.Can you repeat that please?

B: Certainly.

iii. A: Was that on the 25t h

or the 26th

?

B: The 26t h!

7. Seeking information/ Enquiringi. A: How much does this magazine cost?

B: It's five ringgit./ Five ringgit.

ii. A: What time does the library open, please?B: At 10.00 am

8. Placing ordersi. A: I would like to order.

ii. A: Can I place my order now, please.

9. Telephone skillsA: Hello! Could I speak to .., please?B: Whos calling, please?

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Form 1

c. SOUND SYSTEM

The sound system forms part of the language contents in the Form 1 Curriculum Specifications. The items listed below are to be

taught in Form 1. In each item, there are examples of the sounds to be taught and more examples should be given.

1. Consonants - initial or/and final position

1.1 p / p / pen, cup 1.2 b / b / bin, cab

1.3 t / t / tin, hat 1.4 d / d / door, card

1.5 k / k / key, cat, sock, chemist 1.6 g / g / girl, beg

1.7 s / s / sad, piece 1.8 z / z / zoo, buzz

1.9 sh / / shoe, sugar 1.10 ch / / chips, catch

1.11 j / / jeep,jam 1.12 f / f/ fell, sniff1.13 v / v / van, leave 1.14 th / / thin, path

1.15 th / / those, this 1.16 w / w / water, wheel

1.17 y / j / year, yard 1.18 h / h / hot, hop

1.19 m / m / man, money 1.20 n / n / no, tin

1.21 l / l / lamp, fell 1.22 ng / / king, sing

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Form 1

2. Vowels - long and short sounds

2.1 ee / i: / see, easy, leave 2.2 i / / ship, slip

2.3 e / e / help,jealous 2.4 a / / sad, bad2.5 u / // cup, hut 2.6 a / : / march, heart, laugh

3. Plural Forms

3.1 -s / s / - pens, cups

-z / z / - boys, ties

-es / iz / - boxes, houses-ies / aiz / - flies, tries

4. Contractions - n't, snt

4.1 can't, won't

4.2 isnt, wasnt

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Form 1

Word List For Lower Secondary Form 1 Form 3

absenceaboveabroadacceptaccidentaccountaccuseacheacrossactaddaddressadmireadoptadventureadvertisementadvice

adviseaeroplaneaffordafraidafterafternoonagainagainstagoagreeagricultureahead

aimairallallowalmost

alonealongaloudalso

altogetheralreadyalwaysambitionamongamountancientandangleangryanimalanotheransweranyapartappearapologiseapplyarcharguearmarmyarrangearrestarrivearrowartarticleasashamed

askasleepatattack

attemptattractattendaudienceautumnauntavoidawakeawaybabybackbackbonebackgroundbackwardbagbake

balanceballbandbankbargainbasebasebasicbasketbath, bathebe (aux)beakbeanbear

beardbeatbeauty, beautifulbecause

becomebedbeforebeg, beggarbeginbehave, behaviour

behindbeingbeliefbelievebellbelongbelowbeltbendbeneathbesidebetterbetween

bicyclebigbill birdbirthbite, bitblackblameblindblockblood

blowboastboatbody

boilbonebookborderbornborrowbothbottlebottombowbowlboxboy brainbranchbravebreadbreakbreakfastbreathe, breathbribebrick

bridgebringbroadbrotherbrownbrushbuildbunch

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Form 1

bundleburnburstburybus

businessbushbusybutbutterbuttonbuyby cagecakecallcalmcamera

campcancapcapitalcaptaincarcarecartcarrycastlecatchcat

cavecentrecenturyceremony

certainchainchairchalkchange

cheapcheatcheckcheesechestchickenchiefchildchimneychoosechurchcircle

cityclassclaycleanclearclerkcleverclimbclockcloseclothclub

coalcoastcoatcoffeecoin

collarcollectcollegecolourcomb

commoncompanycomparecompetecomplaincompletecongratulatecontaincontinuecontrolconquercook

coolcopycorncorrectcornercostcoughcountcountercountrycouragecourt

cousincovercowcowardcrack

crashcreatecropcrosscrow

crowdcruelcupcupboardcurecurrentcurtaincushioncutdangerdarkdance

daredatedaughterdaydeaddeafdeardecidedeepdegreedelaydeliver

describedesertdevelopdevildiamond

dictionarydie,deathdietdifficultdig

dinnerdirectiondirt, dirtydisciplinediscoverdiscussdishdistancedisturbdividedivedoctor

dogdollardonkeydoordotdoubledozendragdrawerdreamdressdrink

dropdry

duckduedull

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Form 1

duringdustdutyearearly

earneartheasteasyeatedgeeducate, educationeggelasticelectricityelephantempty

encourageendenemy

engineenjoyenoughenter, entranceenvelopeescapeequalevenevening

eventeveryevilexaminationexercise

excellentexpensiveexploreextraeye

facefactfactoryfailfaintfalsefamilyfamousfanfar, farther

fashionfast

fat fatefatherfaultfearfeelfemalefencefeverfieldfiercefightfilm

findfingerfinishfire

firstfishfloodfloorflour

flowflowerfoldfoodfootforestforgetforgiveforkformformerforwards

framefreedomfrequentfreezefriendfreshfright, frightenfromfruit

fryfullfun, funny

futurefurniturefurthergamegarden

garagegasgategetgentle

girlgivegladgogodgoodgoldgovern, governmentgrandgreat

greedgreet

greygroupgrowguardguessguiltyhandsomehappyhard, hardly

hardworkinghardlyharm

hastehathatehavehe

headheadachehealhealth, healthy

heap

hearheartheatheavenheavyhellohelmethelp, helpfulhelpfulher

herehide

high, heighthillhire

hishistoryhitholdholeholidayshomehonesthook

hopehorsehospitalhothour

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Form 1

househungerhunthurryhurt

iceideaifignoreillin inchindoorsindustryinkinsectinsideinstead

intelligentinterestinternationalintointroduce, introductioninventinviteironisland

jealousjoinjoint

jokejourneyjumpjuice

justkillkind, unkindkisskitchen

knifeknockladyladderlakelamplandlanguagelargelast

latelatter

laughlawlazyleanleastlessonleftleglessletletterlevel

libertylibrary

life lightlightning

like, likelylimblimitlinelip

listenliveloafloglonely

longlooklooselotloudlovelow

loyallunchlamplibrarymachinemadmakemailmalemannermapmarket

materialmaymeasuremeanmeat

meetmeltmetalmiddlemild

millminemixmodernmoneymoonmosquemothermotormountainmouthmouse

movemuchmudmusicmymysterynailnamenarrownaughtynearneat

neckneighbour

neithernephewnest

netnevernewniceniece

nightnononenornorthnoticenumbernursenutoar

obey, obedientobject

oceanofoffofficeoftenononceoneontooroutoutdoor

out ofoppositeowepadpage

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Form 1

painpairparcelpatient, patience

pattern

paypedalpermit, permissionpicturepiece

pigpigeonpilepinpinchpinkplump

polishpopulationpoorpotpowderpraisepriceproblemprofitprogrammeprotectpunish, punishment

purplepure

putqualityquantity

quarterqueenquestionquickrabbit

raceradiorail, railingraiserake

rapidrawreachreadreadyrealreason

receiptrecent, recentlyrecycleregretregularrentrepairrepeatrelationreplacereplyreport

responsiblerestrestaurantresultreward

ribbonriceridridering

ringgitroastrodrollroofroomrootroperotroughroundrow

rubrudeseatopenorangesaidsakesadsail

salarysaltsample

satisfyschoolsciencescissorsscrew

searchsecondsecretsecretarysee

seedseemseldomseparatesenshallshallowshameshampoosheshelfshell

sheltershieldshineshoeshouldshouldershoutshowshutsicksignalsink

sirslightslimslipslow

smallsmellsmilesmoothsnow

soapsocietysockssoftsoldiersolidsolvespacespiritspreadspringsquare

staffstagestarstationstaysteadysteamsteelsteepsteerstickstiff

still stripstrugglestraightstretch

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Form 1

strictstrikestringsummersurround

swallowsystemtabletaketalktailtametastetaxiteateachtechnology

telegraphtelephonetelltempertempleterribletestthatthe

themtherethese

thereforetheythickthinthink, thought

thosethreatenthrowthunderticket

tidetighttintiptired

todaytoetoenailstonetoo

toothbrushtoothpaste

toughtowardstoweltoytranslatetraveltreattreetrue, truthtryturntyre

uglyunderupperwaitwall

wardwashwaterweaponwear

weatherwelcomeweekwhichwhowickedwildwillwinterwitnesswindowwise

wishwithoutwomanworryworshipwouldwrapwritewrongyearyellowyes

yesterdayyoungzero

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