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KURIKULUM STANDARD SEKOLAH MENENGAH

PENDIDIKAN ASAS VOKASIONAL

ENGLISH FOR COMMUNICATION

TINGKATAN 2

2014

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DOKUMEN STANDARD

PENDIDIKAN ASAS VOKASIONAL (PAV)

MODUL JATI DIRI

ENGLISH FOR COMMUNICATION

TINGKATAN 2

BAHAGIAN PEMBANGUNAN KURIKULUM

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Copyright © 2013 Bahagian Pembangunan Kurikulum Kementerian Pendidikan Malaysia Aras 4-8, Blok E9, Kompleks E, Pusat Pentadbiran Kerajaan Persekutuan 62600 Putrajaya

Cetakan Pertama 2013 Tidak dibenarkan mengeluarkan ulang mana-mana bahagian artikel, ilustrasi dan isi kandungan buku ini dalam apa-apa juga bentuk dan dengan apa cara pun sama ada secara elektronik, fotokopi, mekanik, rakaman, atau lain-lain sebelum mendapat kebenaran bertulis daripada Pengarah, Bahagian Pembangunan Kurikulum, Kementerian Pendidikan Malaysia, Aras 4-8, Blok E9, Kompleks E, Pusat Pentadbiran Kerajaan Persekutuan, 62604 WP Putrajaya

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CONTENTS

1. NATIONAL PRINCIPLES vi

2. NATIONAL EDUCATION PHILOSOPHY vii

3. FOREWORD viii

4. INTRODUCTION 4.1 Elementary Vocational Education Goals 1 4.2 Elementary Vocational Education Objectives 1 4.3 Competency Based Curriculum 1 4.4 Modular Standard Based Curriculum 1

5. IMPLIMENTATION 5.1 Teaching and Learning (T&L) Period 2

5.2 Use of Technology in Teaching and Learning 2

6. CURRICULUM STANDARD DOCUMENT (CSD) 6.1 Module Goals 6.2 Module Objectives 6.3 Focus of Module 6.4 Standard Curiculum Organisation 6.5 ContentStandard, Learning Standard and Performance Criteria

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NATIONAL PRINCIPLES

WHEREAS our country Malaysia supports the ambition to achieve closer unity among the entire community; maintaining a

democratic way of life; create a just society in which prosperity can be enjoyed together in a fair and equitable manner; ensure a

liberal approach to the tradition-rich cultural tradition and diverse patterns; build a progressive society that will use modern science

and technology;

NOW THEREFORE, WE, the people of Malaysia, pledge to concentrate the whole of our energy and efforts to achieve these

ambitions based on the following principles:

BELIEF IN GOD

LOYALTY TO THE KING AND COUNTRY

SUPREMACY OF THE CONSTITUTION

RULE OF LAW

COURTESY AND MORALITY

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NATIONAL EDUCATION PHILOSOPHY

Education in Malaysia is an on-going effort towards further developing the potential of individuals in a holistic and integrated

manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonic, based on

a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and

competent, who possess high moral standards and who are responsible and capable of achieving high level of personal well-being

as well as being able to contribute to the harmony and betterment of the family, the society and the nation at large.

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Foreword Standards-Based Curriculum Document (SBCD) is a document intended to meet the noble ideals and spirit of the National Education Philosophy, and prepare students to face the advent of globalization and the knowledge-based economy in the 21st century.

This document suggests teaching and learning strategies that include a variety of activities and use of resources. Teachers are encouraged to use creativity to select, organize and manipulate to suit students' activities. SBCD is expected to help teachers plan and implement effective teaching and learning. In teaching and learning activities, teachers should be able to give more emphasis on value-added elements, namely thinking skills, information technology skills and communication skills, learn how to learn, study the future, multiple intelligences, contextual learning, and learning technique. In addition, the values and the spirit of patriotism and citizenship remain the priority. All these elements are expected to give confidence to the students and can be applied in everyday life and the world of work.

SBCD explains the learning standards to be mastered by the students based on mastery approach. Learning outcomes are explicitly stated in accordance with the level of difficulty and content of students' ability levels. The document's content standards in learning need to be mastered by students. Statements in Learning Standards provide appropriate challenges to students at the highest level of secondary education. SBCD should be able to help teachers plan and implement effective teaching and learning.

In preparing this SBCD, many parties are involved, especially teachers, lecturers, researchers, industry executives, officers from various divisions of the Ministry of Education and individuals representing certain professional bodies. To all those who have contributed expertise, time, and energy towards producing this SBCD, the Curriculum Development Division expresses her utmost appreciation and gratitude.

Director Curriculum Development Division, Ministry of Education Malaysia.

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INTRODUCTION

The structure of the SBCD for Elementary Vocational Education (EVE) is based on the principles of the Integrated Curriculum for Secondary Schools (ICSS) in accordance with the National Education Philosophy.

Elementary Vocational Education Goals EVE’s goal is to provide opportunities for students of Primary School Evaluation Test (PSET) to become skilled human capital to work or to be ready to continue learning at a higher level.

Elementary Vocational Education Objectives EVE’s objective is to provide mainstream education with other available options, due to the risks of students dropping out, it hope to arouse the interest of learning hands-on job, polishing potential students’ ability to learn through a curriculum that can provide basic generic skills and job-specific skills as demanded by employers or industries, cultivate skills that form the basis of character formation and development of a stronger character so that students can prepare themselves with knowledge and job skills, provide exposure and guidance to students to make them critical, creative and innovative and can make decisions in shaping the future and adapt and develop entrepreneurial competencies and generate business culture.

Competency Based Curriculum EVE curriculum is based on the concept of a Competency Based Curriculum that allows students to repeat competencies that have not been achieved. EVE competent students should have acquired the skills that are required by the Performance Criteria.

Standard Based Modular Curriculum

EVE curriculum enacted in the form of statements encompassing Content Standards, Learning Standards and Performance Criteria that contains elements of knowledge, skills and values that students need to master.

ContentStandard Specific statements which include knowledge, skills and values of a specific discipline that students should know and can do within a specified schooling period.

Learning Standard A set of criteria statements or measurable indicators of quality learning and achievement for each Content Standard.

Performance Criteria Performance criteria are statements that specializes on what should be assessed and the required level of performance for each Learning Standard.

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IMPLEMENTATION

Teaching and Learning (T&L) Period

T&L periods allocated are 5 periods per week for 35 weeks to make a total 175 periods per year.

Teacher background – an English optionist is most suitable for teaching this module. The implementation of this module should be based on present available infrastructure. If the school lacks infrastructure, teachers should make planning so that lessons can be implemented as effectively as possible.

Use of Technology in Teaching and Learning It is proposed that the teacher can use material / existing equipment in real life to teach this module. If certain skills have yet to be fully mastered, then, it can be strengthened across the curriculum in other disciplines. Teachers need to be creative in T&L that involves the use of materials / equipment in the classroom / workshop / laboratory / farm / field. Teachers need to carry out T&L that integrate ICT and entrepreneurship wherever possible.

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CURRICULUM STANDARD DOCUMENT

ENGLISH FOR COMMUNICATION

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Standards-Based Curriculum Document (SBCD) Module Goals

SBCD’s goals of English For Communication (EFC) is to equip students with language competency, communicate and acquire knowledge, information, ideas, skills and values to meet the needs in daily business, education and career.

Module Objectives At the end of this module, students will be able to:

1. to demonstrate the understanding of English language for specific instructions and information. 2. to listen to and respond to spoken English on variety of social topics. 3. to express their thoughts and feelings in spoken language. 4. to converse meaningfully in conversations in order to purchase things and to ask for information and help. 5. to read informative texts to widen their experiences in daily lives. 6. to read stories which meet their interests. 7. to acquire vocabulary for specific purposes, spell words correctly and construct simple sentences. 8. to write short messages and take dictations on descriptions of objects, places and people. 9. to extract information from spoken and written texts. 10. to write simple instructions using appropriate language.

Module Focus EFC Curriculum Standards aims to put emphasis on knowledge base T&L which centered on the development and consolidation of the knowledge domain career, technical skills competency by adopting aspects of safety, green technology and entrepreneurship.

Teaching and Learning Strategies The process of teaching and learning is student-centered learning to promote, maintain student interest and raise awareness to move forward with a holistic approach as follows: Competency-Based Modular Approach Problem-Based Learning Approach, Tasks and Activities Learning Approach through the Development of Products Learning Authentic (Contextual and Constructive) Collaborative and Cooperative Learning Mastery Learning Integration of ICT across the Curriculum Integration of Entrepreneurship across the Curriculum Industry Visit Prudent Financial Management

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Standards-Based Curriculum Document (SBCD) Organisation

SBCD modules are planned to follow through with the knowledge and skills in Form 2 and 3.

Each Content Standard has one or more Learning Standards which are conceptualized based on a particular area of study. Content Standards are written according to a hierarchy in the cognitive and affective domains. A Content Standard statement is a general statement that contains the elements of knowledge, thinking skills, attitudes and values in accordance with the Learning Standards intended. In general, the Learning Standards are arranged in a hierarchy from simple to complex. However, the sequence of Learning Standards and Performance Criteria may be modified where appropriate and necessary.

Activities can be varied to achieve the Content Standards for student needs, according to the abilities and learning styles of students. Teachers are encouraged to plan activities that actively involve students in generating analytical thinking, critical, innovative and creative in addition to using technology as a vehicle to achieve the Content Standards more effectively. Other than that, this curriculum incorporates elements of entrepreneurship, creativity and innovation in preparation for providing human capital to contribute towards the country as a high-income country in line with the New Economic Model.

CONTENT STANDARD

LEARNING STANDARD

PERFORMANCE CRITERIA

LISTENING & SPEAKING

Listening

1. To demonstrate the

understanding of English

Language for specific

instructions and

information.

2. To listen to and respond to

spoken English on variety

of social topics.

Speaking

1. To express their thoughts

and feelings in spoken

language.

1.1 Listen to words of two or three

syllables.

1.1.1 Listen and identify two or three syllable words.

1.1.2 Listen and identify the number of syllables in words

1.2 Pronounce words of two or three

syllables.

1.2.1 Say the words aloud with correct pronunciation

1.3 Listen and understand phrases &

sentences.

1.3.1 Listen and show understanding of phrases and

sentences by:

a) underlining the correct phrases & sentences

b) answering WH- questions

c) filling in the blanks

d) answering multiple choice questions

e) doing matching exercises

f) indicating the appropriate answers with

ticks or true-false

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CONTENT STANDARD

LEARNING STANDARD

PERFORMANCE CRITERIA

2. To converse meaningfully in

conversations in order to

purchase things and to ask

for information and help.

1. 4 Pronounce words and say aloud

phrases and sentences in texts

pertaining to:

a. Oneself

b. Family

c. Friends

1.4.1 Repeat words and say phrases and sentences pertaining

to oneself, family and friends

1.4.2 Use phrases and sentences to speak on topics

pertaining to oneself, family and friends

1.5 Name and describe things related

to:

a) Self-Management

b) Information Communication

and Technology

1.5.1 Name things related to the specific field of study.

1.5.2 Describe the things according to their:

a. physical aspect

b. functions

1.5.3 Match words to pictures of the things.

1.6 Listen and respond to topics

related to

a. Things

b. People

1.6.1 Listen and talk about things pertaining to

i) Time Management

ii) Personal Grooming

iii) Personal Safety

iv) Information Communication & Technology

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CONTENT STANDARD

LEARNING STANDARD

PERFORMANCE CRITERIA

c. Social interactions

d. Environment

e. Finance

f. Health Care

g. Social Responsibility

h. Technology Advancement

1.6.2 Listen and talk about people pertaining to

i) Oneself (Interest/ hobby)

ii) Oneself (Ambition)

iii) Family

iv) Friends

1.6.3 Listen and talk about social interactions pertaining to

i) Greetings

ii) Polite Requests/ Responses

iii) Appreciation / Apology

1.6.4 Listen and talk about the environment pertaining to

i) Go Green

1.6.5 Listen and talk about finance pertaining to

i) Expenditure Plan (Budget)

ii) Savings (Banking)

1.6.6 Listen and talk about health care pertaining to

i) Food (Balanced Diet)

ii) Work Out for Health

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CONTENT STANDARD

LEARNING STANDARD

PERFORMANCE CRITERIA

1.6.7 Listen and talk about social responsibility.

i) Care For the Elderly

1.6.8 Listen and talk about technology advancement

i) Internet and Electronics

1.6.9 Act out or play the roles as instructed by teacher .

1.7 Speak with correct pronunciation

stress, intonation based on

written stimulus.

1.7.1 Speak with correct pronunciation

1.7.2 Speak with correct stress.

1.7.3 Speak with correct intonation.

1.8 Respond orally to given

stimulus by using

appropriate words, phrases and

simple sentences.

1.8.1 Talk about the message in the songs.

1.8. 2 Give opinions about the product /

information in the advertisements.

1.8.3 Talk about the pictures.

1.8.4 Give personal opinions about the stories

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CONTENT STANDARD

LEARNING STANDARD

PERFORMANCE CRITERIA

READING

1. To read informative texts to

widen their experiences in

daily lives.

2. To read stories which meet

their interests.

2.1 Read aloud simple sentences

with correct intonation, stress and

rhythm.

2.1.1 Read aloud texts with correct intonation,

stress and rhythm.

a) Sentences

b) Short paragraphs

c) Dialogues

d) Poems

e) Extracts from short stories 2.2 Read and understand paragraphs

.

2.2.1 Read and transfer information contained in linear

and non-linear texts.

2.3 Read and understand simple

texts .

2.3.1 Read and answer multiple choice questions.

2.3.2 Read and transfer information.

2.3.3 Read and answer open-ended questions

2.3.4 Read and match phrases to form sentences.

2.4.5 Read and sequence sentences.

2.4.6 Read and sequence paragraphs.

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CONTENT STANDARD

LEARNING STANDARD

PERFORMANCE CRITERIA

WRITING

1. To acquire vocabulary for

specific purposes, spell

words correctly and

construct simple sentences.

2. To write short messages

and take dictations on

descriptions of objects,

places and people.

3. To extract information from spoken

and written texts.

4. To write simple instructions

using appropriate language.

3.1 Transfer information from

linear or non-linear texts with

guidance

3.1.1 Transfer information from texts to complete a

a) Poster

b) Flyer

c) Message

d) Memo

e) Table

f) Chart

g) Story 3.2. Write phrases and sentences with

guidance.

3.2.1 Write memos with guidance

3.2.2 Write messages with guidance.

3.2.3 Write dialogues with guidance

3.3 Write and send messages.

3.3.1 Write messages to friends.

3.3.2 Write messages to family members.

3.3.3 Write messages to teachers.

3.4 Write and send e-mails.

3.4.1 Write e-mails to friends.

3.4.2 Write e-mails to family members.

3.4.3 Write e-mails to teachers

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