Beruflich Dokumente
Kultur Dokumente
Aliran Kemahiran
Tingkatan 4 dan 5
Bahasa Inggeris
Aliran Kemahiran
Tingkatan 4 dan 5
Bahagian Pembangunan Kurikulum
SEPTEMBER 2018
Terbitan 2018
Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian artikel, ilustrasi dan isi kandungan buku ini dalam apa juga
bentuk dan dengan cara apa jua sama ada secara elektronik, fotokopi, mekanik, rakaman atau cara lain sebelum mendapat kebenaran bertulis
daripada Pengarah, Bahagian Pembangunan Kurikulum, Kementerian Pendidikan Malaysia, Aras 4-8, Blok E9, Parcel E, Kompleks Pentadbiran
Kerajaan Persekutuan, 62604 Putrajaya.
CONTENT
MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan seluruh tenaga dan usaha
kami untuk mencapai cita-cita tersebut berdasarkan atas prinsip-prinsip yang berikut:
Indeed, our country Malaysia aspires to achieving a greater unity for all her peoples:
Maintaining a democratic way of life;
Creating a just society in which the wealth of the nation shall be equitably shared;
Ensuring a liberal approach to her rich and diverse cultural traditions; and
Building a progressive society which shall be oriented to modern science and technology;
We, the people of Malaysia, pledge our united efforts to attain these ends, guided by these principles:
BELIEF IN GOD
LOYALTY TO KING AND COUNTRY
SUPREMACY OF THE CONSTITUTION
RULE OF LAW
GOOD BEHAVIOUR AND MORALITY
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FALSAFAH PENDIDIKAN KEBANGSAAN
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NATIONAL EDUCATION PHILOSOPHY
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DEFINISI KURIKULUM KEBANGSAAN
3. Kurikulum Kebangsaan
[PU(A)531/97.]
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NATIONAL CURRICULUM DEFINITION
3. National Curriculum
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KATA PENGANTAR
Kurikulum Standard Sekolah Menengah (KSSM) Mata Pelajaran Aliran Kemahiran Abad Ke-21 dan Kemahiran Berfikir Aras Tinggi (KBAT).
Kemahiran (MPAK) dilaksanakan secara berperingkat mulai tahun 2020 Penyepaduan tersebut dilakukan untuk melahirkan insan seimbang dan
dan digubal berasaskan kerangka konsep KSSM. Kandungan KSSM harmonis dari segi intelek, rohani, emosi dan jasmani sebagaimana
MPAK ini turut mengambil kira kesesuaian, keupayaan, kecenderungan, tuntutan Falsafah Pendidikan Kebangsaan.
kebolehan, minat dan bakat murid bagi menghadapi cabaran abad
ke-21. Bagi menjayakan pelaksanaan KSSM MPAK, pengajaran dan
pembelajaran (PdP) melalui pembelajaran secara pengalaman dan
KSSM MPAK ini digubal bagi memenuhi keperluan dasar baharu di pengalamian (hands on) yang berkonsepkan guru sebagai fasilitator
bawah Pelan Pembangunan Pendidikan Malaysia (PPPM) hendaklah dilaksanakan di dalam kelas. Proses PdP pula terarah untuk
2013-2025 agar kualiti kurikulum yang dilaksanakan di sekolah menggalakkan pembelajaran, mengekalkan minat dan menimbulkan
menengah setanding dengan standard antarabangsa. Kurikulum kesedaran murid untuk terus belajar dengan menggunakan pendekatan
berasaskan standard yang menjadi amalan antarabangsa telah holistik seperti pendekatan Pembelajaran Berasaskan Inkuiri,
dijelmakan dalam KSSM MPAK menerusi penggubalan Dokumen Pembelajaran Berasaskan Projek dan Pembelajaran Masteri.
Standard Kurikulum dan Pentaksiran (DSKP) yang mengandungi
Kementerian Pendidikan Malaysia merakamkan setinggi-tinggi
Standard Kandungan, Standard Pembelajaran dan Standard Prestasi.
penghargaan dan ucapan terima kasih kepada semua pihak yang
Standard Prestasi di dalam DSKP ini bertujuan untuk mentaksir murid terlibat dalam penggubalan KSSM MPAK. Semoga pelaksanaan KSSM
secara berterusan dan mengenal pasti tahap penguasaan dalam MPAK ini akan mencapai hasrat dan matlamat Pendidikan Kebangsaan.
sesuatu mata pelajaran, serta membolehkan guru membuat tindakan
susulan untuk mempertingkat pencapaian, kemahiran dan nilai dalam
Dr. MOHAMED BIN ABU BAKAR
diri murid. Timbalan Pengarah
Bahagian Pembangunan Kurikulum
DSKP yang dihasilkan dalam KSSM MPAK ini juga menyepadukan Kementerian Pendidikan Malaysia
enam tunjang Kerangka KSSM, mengintegrasikan
pengetahuan,kemahiran dan nilai, serta memasukkan secara eksplisit
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KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 4 DAN 5
INTRODUCTION
The Standards-Based English Language Curriculum for Skills achieve at the end of Form 5. The Learning Standards determine
Development Stream (MPAK) is offered to pupils who have what the pupils are expected to know and able to do at a particular
completed their lower secondary education and choose to further year in their secondary education. From a pedagogical perspective,
their studies in developing their skills. The curriculum is developed to there is a progression in the Learning Standards which enable pupils
equip pupils with language competency in order to communicate and to equip themselves with basic skills. The Performance Standards
acquire knowledge, information, ideas, skills and values to prepare enable teachers to track their pupils’ learning progress.
them for real world situations. In this era of global competitiveness,
The Curriculum Standards are aligned to the Common European
the mastery of English is vital for pupils to equip themselves with the
Framework of References (CEFR) for Languages. This alignment will
necessary skills in order to keep pace in a rapidly emergent global
further support the learning pathways taken by the pupils who enter
economy as indicated in The Malaysia Education Blueprint 2013-
the Skills Development Stream. The CEFR aligned curriculum is built
2025.
on the foundation of communicative competence and fully caters for
English language is the future of communication within the local and cognitive progression in its Learning Standards. The curriculum
global context as it transcends across cultural and linguistic standards for Form 4 are aligned to the CEFR proficiency level A2
boundaries. As English is an international language and is widely Low while for Form 5, the proficiency level is A2 Mid.
used, it is far reaching in terms of lifelong knowledge acquisition,
forging cultural understanding and preparing pupils for real world
situations.
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KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 4 DAN 5
AIM OBJECTIVES
The Standards-Based English Language Curriculum (SBELC) for the By the end of secondary education, pupils are able to:
Form 4 and Form 5 pupils in Skills Development Stream (MPAK) 1. listen to and understand simple spoken English in order to
aims to help pupils with different abilities to reinforce their basic function in common real world situations.
understanding of the English Language so that they are able to 2. speak clearly using simple language.
communicate in the language for knowledge acquisition, future 3. read and comprehend a range of English texts for information
workplace needs and to communicate effectively in a variety of and enjoyment.
contexts. 4. write using simple language.
5. inculcate awareness and appreciation of moral values, unity
The aim of learning English in Form 4 and Form 5 is to continue
and love towards the nation.
providing pupils with positive and successful experiences with
English, along with an integrated focus on grammar and, a varied
and continued practice of the four skills (listening, speaking, reading
and writing). A greater focus on oral communication (speaking skill)
is given due focus.
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KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 4 DAN 5
These six strands are the main domains that complement one
another and are integrated with critical, creative and innovative
thinking. The integration aims to develop human capital that
inculcates moral values based on religion, knowledge, competence,
critical, creative and innovation as illustrated in Figure 1.
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KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 4 DAN 5
llllllll
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KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 4 DAN 5
FOCUS
The SBELC has four focus areas that are imperative in enabling are meaningful and “hands-on” in nature for classroom activities
pupils to meet the challenges and demands of a diverse, globalised and project work. Hence, pupils are able to apply knowledge and
and dynamic era. These areas are curriculum principles, curriculum skills to real world settings which would lead to greater success
organisation, curriculum approach and lesson organisation. in their future work place.
the challenges and demands of the 21st century: of English language within and beyond the classroom. The
curriculum adopts an inter-disciplinary approach and this is
Preparing for the Real World realised through four broad themes:
Sustaining Language Use
People and Culture
Acquiring Global Competencies
Health and Environment
Acknowledging Pupil’s Differences
Science and Technology
Developing Confident and Competent Communicators
Consumerism and Financial Awareness
1. Preparing for the Real World These themes are incorporated into the teaching and learning
The challenges of the 21st century demand an education system process, allowing pupils to engage in classroom activities that
that prepares pupils to be competent, knowledgeable and relate to real life situations. Pupils are able to develop a
confident. The SBELC takes into account skills and knowledge deeper understanding and awareness of their surroundings,
that are necessary for pupils to function in the real world. This is and work towards sustaining an English language
achieved by making use of real-life issues which environment.
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KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 4 DAN 5
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KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 4 DAN 5
The SBELC emphasises the modular approach. This approach The SBELC focuses on the four language skills, starting with
ensures that all the four language skills; Listening, Speaking, Listening, Speaking, Reading and Writing. In addition to the four
Reading and Writing, and aspects of Grammar are given due focus language skills, Grammar is also given due focus during the
and attention during the teaching and learning process. teaching and learning process.
During teaching and learning, the four language skills and the A teacher may begin a topic by focusing on Listening skills while
aspects of Grammar are connected through topics that are related to other skills such as Speaking, Reading and Writing are incidental.
the following themes: This may take up one or more lessons until the objectives are
met. Then, the teacher progresses to Speaking skills during
People and Culture
which Listening, Reading and Writing skills are incidental. When
Health and Environment
the Reading skills or Writing skills are in focus, all other language
Science and Technology
skills are incidental. The curriculum does not specify any specific
Consumerism and Financial Awareness order of teaching the language skills.
These themes are developed based on the aims and objectives of All the four language skills are linked through a topic of a selected
the SBELC. These themes are essential in enhancing the theme. Aspects of Grammar are evidently present during each
development of the four language skills through the selection of a focus. Grammar is infused during the teaching of these language
variety of topics. Thus, language strategies and activities can be skills. It is advisable that before embarking on a new topic, the
planned and carried out successfully. teacher decides on the Grammar item to be infused in all the
language skills.
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KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 4 DAN 5
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KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 4 DAN 5
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KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 4 DAN 5
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KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 4 DAN 5
Higher Order Thinking Skills (HOTS) is the ability to apply TEACHING AND LEARNING STRATEGIES
knowledge, skills and values in reasoning, reflecting, problem-
Teaching and learning in the 21st century is pupil-centred and the
solving, decision-making, innovating and creating.
teacher acts as a facilitator. Teaching and learning is more effective
Critical thinking skills refer to the ability to evaluate an idea when strategies are applied appropriately in supportive
logically and rationally in order to make good judgment using logical environments. These teaching and learning strategies involve:
reasons and evidences. cognitive processes in learning and understanding information,
Creative thinking skills refer to the ability to produce or create such as paraphrasing sentences and summarising texts.
something new using imagination and thinking out of the box. metacognitive processes, which is thinking about thinking,
Reasoning skills refer to an individual’s ability to make judgment encompasses planning, regulating, monitoring and modifying the
through logical and rational evaluation. cognitive learning processes so as to acquire and understand
Thinking strategies refer to structured and focused thinking that information. For example, while reading pupils may decide to
require the analysis and synthesis of data or facts to solve problems. change their reading strategy in order to achieve a specific
purpose.
HOTS can be applied in the classroom through reasoning, inquiry, resource management which includes time, effort, skills and
problem solving activities and projects. In order to encourage pupils support.
to think, thinking tools such as mind maps as well as high level of
The following teaching and learning strategies accommodate
questioning techniques can be used by teachers and pupils.
differences in learning styles. Teachers are encouraged to use their
professional judgment to review the suggested strategies and then
decide on the most appropriate for meeting the needs of their pupils.
As teachers know their pupils’ learning styles and needs, they may
need to select alternative teaching and learning strategies or adapt
those suggested to deliver the content. Some of the strategies
recommended in the SBELC are:
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KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 4 DAN 5
The purpose of inquiry in the teaching and learning of language is to Project-based learning (PBL) emulates the real world experiences.
plan strategic pupil-centred learning activities based on explorative Pupils learn to plan and document the progress of their projects. In
learning. Pupils will be actively involved and engaged during the implementing the plan, pupils might need to make necessary
duration of the teaching and learning process, subsequently, improvements and adjustments as they proceed to complete the
improving their language proficiency. This language teaching project within the stipulated time frame. Therefore, time
approach is dynamic and effective in raising curiosity, shaping management, critical and analytical thinking as well as creativity and
proactive attitudes, instiling critical and creative ability and sustaining collaborative work determine the effective completion of the project.
pupils’ interest. Pupils are trained to pose questions, give opinions
Teachers are encouraged to develop project-based related lessons
and suggestions, gather, organise, and analyse information, to
when necessary. Pupils are given small inter-connected projects that
explore, make judgments, solve problems, apply learning to new
promote hands-on, minds-on, and hearts-on activities that lead to the
situations and make reflections.
holistic development of pupils and to be ready to face the challenges
In addition, teachers can pose questions that require pupils to think of the 21s t century.
creatively, innovatively, logically, critically, and respond appropriately
as well as being able to evaluate their own learning. Besides 3. Pupil-Centredness
questioning, inquiry in language learning can also be realised
through methods and techniques such as project-based learning, In pupil-centred classrooms, the learning tasks or activities are
surveys, brainstorming, demonstration, simulation, role-play, group geared towards discovery learning. Pupils engage in tasks that
work, drama, forum, and dialogue for pupils’ continued engagement require inquiry learning and collaborating with one another.
in the teaching and learning process.
Pupils are encouraged to get information through communicating
with others, reading or sourcing information through various media in
order to complete the tasks. In reality, an increasing proportion of
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KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 4 DAN 5
learning occurs online outside formal school hours. As such, pupils Through group work, pupils learn to manage time, practise soft skills,
have to keep abreast with rapid changes in technology. learn to compromise and collaborate in completing their task.
Simultaneously, they learn to be responsible for their part, to deal
In addition, the pupils’ awareness and knowledge of filtering relevant
with differences amongst themselves, to come up with creative and
information from various sources are important; to differentiate the
innovative alternatives in solving problems and to make informed
facts from the fiction; the good from the bad; the ethical from the
judgment and calculated decisions through consensus.
unethical; and the truth from the lies.
4. Cooperative Learning
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KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 4 DAN 5
The Cross-Curricular Elements are embedded into the teaching and This refers to anything that furthers the goal of making life
learning process and are concurrent with the Content and Learning sustainable for the planet, and must be instilled and
Standards in the SBELC. This benefits the pupils because today’s nurtured in pupils through teaching and learning.
complex and multi-dimensional world requires them to have the Knowledge about the importance of environmental
ability to make connections between various sources of knowledge. conservation will cultivate appreciation of the environment
and subsequently affect positive behaviour.
A selection of key elements across the curriculum is provided for
teachers to achieve the goals of developing pupils’ ability to 3. Values
communicate accurately, confidently and effectively in the English Values are given due emphasis in all the subjects so that
language, and to face the challenges of the 21st century. These pupils are aware of its importance and practise them.
cross-curricular elements are:
Values encompass aspects of spirituality, humanity and
1. Language citizenship to be practised in daily lives.
The correct usage of the medium of instruction in all subjects
should be emphasised. 4. Science and Technology
Emphasis on correct language use, as well as focus on Inculcating pupils’ interest in Science and Technology can
pronunciation, sentence structure, grammar, terminology and accelerate their literacy level in these areas.
language registers must be stressed during teaching and The use of technology in teaching can contribute to more
learning in order to help pupils develop ideas and efficient and effective learning.
communicate effectively. The integration of Science and Technology in teaching and
learning encompasses four areas:
(i) Scientific and technological knowledge (facts,
principles, concepts related to Science and
Technology);
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(ii) Scientific skills (specific process of thinking and Creativity and innovation elements need to be integrated
manipulative skills); in teaching and learning.
(iii) Scientific behavior (such as accuracy, honesty, safety);
and 7. Entrepreneurship
(iv) The use of technology in teaching and learning Integration of entrepreneurial elements aims to cultivate
activities. entrepreneurial characteristics and practices amongst
pupils.
5. Patriotism Entrepreneurship features in teaching and learning can
Patriotism can be cultivated in all subjects, co-curricular nurture attitudes such as diligence, honesty, trust and
activities and community services. responsibility as well as develop creative and innovative
Patriotism helps to produce pupils who love the country minds to generate marketable ideas.
and are proud to be Malaysians.
8. Information and Communications Technology
6. Creativity and Innovation Integration of Information and Communications
Creativity is the ability to use imagination to gather, Technology (ICT) elements in teaching and learning
comprehend and generate ideas to create something new ensures pupils can apply and enhance their basic ICT
and original. knowledge and skills.
Innovation on the other hand, is the application of The application of ICT encourages pupils to be creative,
creativity through modification, revision and development makes teaching and learning more interesting and fun, as
of an idea. well as enhances the quality of learning.
Creativity and innovation are mutually compatible and ICT is integrated in teaching and learning to help pupils
necessary to ensure the development of human capital to understand the content of the subject.
face the 21st Century challenges. Computational thinking is one of the skills emphasised in
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KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 4 DAN 5
all subjects. It is a skill that uses logical reasoning, Financial Education can be applied directly or embedded
algorithm, frequency, contour analysis, abstraction and in teaching and learning through topics such as Money
evaluation in solving problem with the help of computer. that contains explicit financial elements, namely the
calculation of simple interest and compound interest. It
9. Global Sustainability can also be embedded or integrated through other topics
This element aims at developing pupils’ awareness, across the curriculum. Exposure to financial management
knowledge and values relating to global environmental is vital to provide pupils with knowledge, skills and values
change as well as human well-being and development. that can be applied effectively and meaningfully in real life.
These knowledge and values can be applied in these
areas; consumerism and sustainable products, global
citizenship and unity.
The acquisition of global sustainability knowledge is
imperative in preparing pupils to face the 21st Century
challenges and current issues at the local, national and
global level.
This element is inserted in lessons or taught directly in
related subjects.
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KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 4 DAN 5
CLASSROOM ASSESSMENT
Classroom assessment involves the process of collecting information Use of various assessment strategies that can be carried out by
about pupils’ progress in the classroom. The on-going assessment is teachers and pupils.
planned, implemented and reported by respective teachers to Take into account the various levels of knowledge and skills
determine the pupils’ mastery level. learned.
Allows pupils to exhibit various learning capabilities.
Two types of classroom assessments are carried out by the teachers
Assess the pupils’ mastery level based on the Learning
in schools; formative assessment and summative assessment.
Standards and Performance Standards.
Formative assessment is carried out during teaching and learning
Perform follow-up action for remedial and enrichment purposes.
whereas summative assessment is implemented at the end of an
instructional period; as a conclusion of a learning unit as well as mid- Performance Standards refer to the six levels of pupils’ progress in
semester and year-end examinations. Teachers should plan, the acquisition of the four language skills; Listening, Speaking,
construct assessment or instruments, examine, record and report Reading and Writing. Teachers can diagnose the learning strengths
levels of acquisition that are taught based on the Standards-Based and weaknesses, measure pupils’ progress against the teaching and
Curriculum and Assessment Document (DSKP). To ensure learning objectives, then review, restrategise and modify their
assessment improves the ability and mastery level of the pupils, teaching to enhance pupils’ learning.
teachers should carry out assessment that has the following
characteristics: Specific Performance Standards Guides for Listening, Speaking,
Reading and Writing are provided in the Standards-Based
Use of various methods of assessment such as observations, Curriculum and Assessment Document (DSKP). These Guides
oral presentations, quizzes, question and answer, task sheets or provide teachers with reference to gauge pupils’ progress in the four
written assignments to document pupils’ progress in learning. language skills. Teachers can use the specific descriptors to
determine the performance level of their pupils in the respective
language skill.
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The performance levels indicate pupils’ progress in learning. There Table 4: Overall Performance Level for Target Level CEFR A2 (Basic
are six levels which indicate pupils’ progress in the four language User)
skills that are arranged in a hierarchy. The levels take into account
PERFORMANCE NOTES
the knowledge, skills and values stipulated in the curriculum.
LEVEL
Teachers can record pupils’ progress in the record book, exercise 1 Pupil hardly achieves the curriculum target
even with a lot of support.
book, notebook, checklist, tables or through other appropriate
methods. The performance levels are recorded in the reporting 2 Pupil is on track to achieve the curriculum
target.
template that has been provided after the teachers have completed
3 Pupil achieves expectations of the curriculum
the Learning Standards. target.
The Overall Performance Level for each subject should be 5 Pupil is on track to exceed expectations of the
curriculum target.
determined at the end of each year. This covers aspects of
6 Pupil exceeds expectations of the curriculum
knowledge, skills and values. Teachers need to assess pupils
target.
collectively and holistically by looking at all aspects during the
learning process. Teachers should use professional judgment in
assessing and determining the overall performance level.
Professional judgment can be carried out based on the teachers’
knowledge and experience, interaction with pupils and also
discussions with colleagues. Once the performance level of each
language skill has been identified, teachers can then determine their
pupils’ overall performance level using the guide in Table 4.
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CONTENT ORGANISATION
The implementation of English language for Skills Development Stream (MPAK) is in accordance with the circular letter which is in effect now. A
minimum of 64 hours per year is allocated for English language learning. The Curriculum Standards that encompass the Content Standards,
Learning Standards and Performance Standards are explained in Table 5.
Specific statements on what pupils should The Learning Standards are concise Express the degree or quality of proficiency
know, understand and be able to do within a educational objectives that pupils are that pupils are expected to display in relation
schooling period, encompassing aspects of expected to know and be able to do at a to the Content and Learning Standards.
knowledge, skills and values, work habits particular stage of their secondary
and personal character traits that are education. These standards allow pupils to reflect, think
cultivated in stages throughout the pupils’ and act upon their learning strategies for self-
secondary education. It is a set of criteria or indicator for learning improvement.
quality and achievements that can be
The Content Standards are over-arching measured for each Content Standard.
educational goals that should be achieved
by the end of Form Five. These standards should be mastered by all
pupils at the end of each Form.
The focus section provides an idea or the
expected achievement by the end of Form
Five.
The SBELC adopts the behavioural curriculum design, whereby pupils’ learning outcomes are measured based on the Performance Standards.
For the receptive skills such as listening and reading, the action verb ‘understand’ is used in the Learning Standards to describe the thinking
process which are measurable through the learning outcomes. In addition, the Content and Learning Standards in the SBELC document cover
all aspects of thinking skills which are consistent with the principles of the CEFR for Languages.
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Content Standards,
Learning Standards
and Performance Standards
Form 4
KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 4
Effective communication is to articulate thoughts and ideas in various By the end of Form 4, pupils are able to:
forms and contexts and for different purposes using both verbal and
1. understand with support the main idea of longer simple texts on a
non-verbal communication skills.
range of familiar topics.
The two Content Standards focus on pupils’ ability to understand 2. understand with support specific information and details of longer
meaning, to use appropriate listening strategies, and to recognise simple texts on a range of familiar topics.
typical features of spoken texts. 3. understand with support longer simple narratives on a range of
familiar topics.
The order in which the Content and Learning Standards appear does 4. understand a sequence of supported classroom instructions.
not reflect a chronological sequence of classroom learning which 5. understand a sequence of supported questions.
starts with 1.1.1 and finishes with 1.3.1. Pupils need to develop these 6. guess the meaning of unfamiliar words from clues provided by
skills simultaneously over the school year, and so will learn from other known words.
opportunities to practise different listening skills in varied sequences
in their English language lessons.
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1.2 Understand meaning in a Understand the main idea when 1.2.1 Understand with support the main idea of longer
variety of familiar contexts listening to texts on familiar topics simple texts on a range of familiar topics
Understand specific details when 1.2.2 Understand with support specific information and
listening to texts on familiar topics details of longer simple texts on a range of familiar
topics
Understand narratives on familiar 1.2.3 Understand with support longer simple narratives on a
topics range of familiar topics
Understand classroom instructions 1.2.4 Understand a sequence of supported classroom
instructions
Understand questions on familiar 1.2.5 Understand a sequence of supported questions
topics
1.3 Use appropriate listening Use appropriate strategies to 1.3.1 Guess the meaning of unfamiliar words from clues
strategies in a variety of understand meaning provided by other known words
contexts
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PERFORMANCE
DESCRIPTORS FOR LISTENING SKILLS NOTES
LEVEL
Hardly understands longer simple narratives, main idea, specific information and
details in a text with a lot of support.
1 Hardly understands a sequence of classroom instructions and questions even with Requires support to achieve
a lot of support. the curriculum target
Hardly able to guess the meaning of unfamiliar words even with a lot of support.
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PERFORMANCE
DESCRIPTORS FOR LISTENING SKILLS NOTES
LEVEL
Displays very good understanding of longer simple narratives, main idea, specific
On track to exceed
information and details in a text with little support.
expectations of the
5 Shows very good understanding of a sequence of classroom instructions and curriculum target
questions.
Shows very good ability to guess the meaning of unfamiliar words.
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The four Content Standards focus on pupils’ ability to communicate By the end of Form 4, pupils are able to:
meaning, to use register appropriately, to use appropriate
1. give detailed information about themselves.
communication strategies, and to communicate appropriately when
2. find out about and describe experiences up to now.
speaking alone to a small or large group. There are two sections;
3. ask for, give and respond to simple advice.
Spoken Interaction mainly for interacting with others, and Spoken
4. ask about and describe future plans.
Production, when speaking alone to a group.
5. describe people, places and objects using suitable statements.
The order in which the Content and Learning Standards appear does 6. keep interaction going in short exchanges by asking suitable
questions.
not reflect a chronological sequence of classroom learning which
7. agree a set of basic steps needed to complete short classroom
starts with 2.1.1 and finishes with 2.3.1. Pupils need to develop these
tasks.
skills simultaneously over the school year, and so will learn from
8. narrate short basic stories and events.
opportunities to practise different speaking skills in varied sequences
in their English language lessons.
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SPOKEN INTERACTION
2.1 Communicate simple information Communicate simple information about 2.1.1 Give detailed information about themselves
intelligibly themselves clearly
Find out about simple information from 2.1.2 Find out about and describe experiences up to
others now
Communicate simple information clearly 2.1.3 Ask for, give and respond to simple advice
Describe people and things clearly 2.1.5 Describe people, places and objects using
suitable statements
2.2 Use appropriate communication Manage interaction appropriately 2.2.1 Keep interaction going in short exchanges by
strategies asking suitable questions
Manage classroom tasks appropriately 2.2.2 Agree a set of basic steps needed to complete
short classroom tasks
SPOKEN PRODUCTION
2.3 Communicate appropriately to a Communicate information, events, stories 2.3.1 Narrate short basic stories and events
small or large group clearly to an audience
28
KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 4
PERFORMANCE
DESCRIPTORS FOR SPEAKING SKILLS NOTES
LEVEL
Hardly shows any ability to find out and communicate simple information clearly.
Requires support to
1 Hardly manages interaction and short classroom tasks appropriately.
achieve the curriculum
Hardly shows any ability to narrate short basic stories and events even with a lot of target
support.
Displays limited ability to find out and communicate simple information clearly.
Shows limited response in managing interaction and short classroom tasks On track to achieve the
2 appropriately. curriculum target
Shows limited ability to narrate short basic stories and events.
Displays adequate ability to find out and communicate simple information clearly.
Shows adequate response in managing interaction and short classroom tasks Achieves expectations of
3 appropriately. the curriculum target
Shows adequate ability to narrate short basic stories and events.
Displays good ability to find out and communicate simple information clearly.
Shows good response in managing interaction and short classroom tasks Working towards
4 appropriately. exceeding expectations of
Shows good ability to narrate short basic stories and events. the curriculum target
Displays very good ability to find out and communicate simple information clearly.
Shows very good response in managing interaction and short classroom tasks On track to exceed
5 appropriately. expectations of the
Shows very good ability to narrate short basic stories and events. curriculum target
Displays excellent ability to find out and communicate simple information clearly.
Shows excellent response in managing interaction and short classroom tasks
appropriately. Exceeds expectations of
6
Shows excellent ability to narrate short basic stories and events. the curriculum target
Displays exemplary model of language use to others.
29
KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 4
The two Content Standards for Reading focus on pupils’ ability to By the end of Form 4, pupils are able to:
understand meaning and to extend thinking through independent 1. understand the main idea of simple texts of two paragraphs or
reading. The Learning Standards have five main strands. These are: more.
understanding main ideas, understanding details, using reading 2. understand specific information and details of two paragraphs
strategies, using reference resources, and reading to develop or more.
thinking. 3. guess the meaning of unfamiliar words from clues provided by
title, topic, and other known words.
The order in which the Content and Learning Standards appear does
4. use with support familiar print and digital resources to check
not reflect a chronological sequence of classroom learning which
meaning.
starts with 3.1.1 and finishes with 3.3.1. Pupils need to develop these
5. read and enjoy A2 fiction or non-fiction print and digital texts of
skills simultaneously over the school year, and so will learn from
interest.
opportunities to practise different reading skills in varied sequences
in their English language lessons.
30
KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 4
Use appropriate word attack skills to 3.2.3 Guess the meaning of unfamiliar words from clues
understand specific meaning provided by title, topic, and other known words
Use appropriate basic dictionary skills 3.2.4 Use with support familiar print and digital resources
to check meaning
3.3 Read independently for Read and understand a variety of fiction 3.3.1 Read and enjoy A2 fiction or non-fiction print and
information and enjoyment and non-fiction texts with confidence digital texts of interest
and enjoyment
31
KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 4
PERFORMANCE
DESCRIPTORS FOR READING SKILLS NOTES
LEVEL
32
KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 4
PERFORMANCE
DESCRIPTORS FOR READING SKILLS NOTES
LEVEL
Displays very good understanding of main idea, specific information and details in
On track to exceed
a text.
expectations of the
5 Shows very good ability to guess the meaning of unfamiliar words and check curriculum target
meaning.
Displays very good ability to read A2 fiction or non-fiction materials.
Displays excellent understanding of main idea, specific information and details in a
text.
Shows excellent ability to guess the meaning of unfamiliar words and check
6 meaning. Exceeds expectations of
Displays excellent ability to read A2 fiction or non-fiction materials and other the curriculum target
suitable digital texts of interest.
Displays exemplary model of language use to others.
33
KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 4
The Content Standards focus on pupils’ ability to communicate By the end of Form 4, pupils are able to:
meaning and to use appropriate language, form and style when doing
1. give detailed information about themselves.
so. Learning Standards are divided almost equally between the two
2. ask for, give and respond to simple advice.
Content Standards. This reflects the importance of both fluency and
3. narrate factual events and experiences of interest.
accuracy in writing at this stage of the pupils’ school experience.
4. describe people, places and objects using suitable
The order in which the Content and Learning Standards appear does statements.
not reflect a chronological sequence of classroom learning which 5. connect sentences into one or two coherent paragraphs using
starts with 4.1.1 and finishes with 4.3.3. Pupils need to develop these basic coordinating conjunctions and reference pronouns.
skills simultaneously over the school year, and so will learn from 6. use capital letters, full stops, commas in lists and question
opportunities to practise different writing skills in varied sequences in marks appropriately in independent writing at discourse level.
their English language lessons. 7. spell a range of high frequency words accurately in
independent writing.
The Performance Standards for writing are provided for teachers to 8. produce a plan or draft of one or two paragraphs for a familiar
assess their pupils’ progress in writing. There are six performance topic and modify this appropriately in response to feedback.
levels which are arranged in an ascending order to differentiate the
levels of pupils’ achievement.
34
KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 4
4.1 Form letters and words in Develop prewriting skills 4.1.1 No learning standard
neat legible print using
cursive writing Develop early writing skills 4.1.2 No learning standard
4.2.1 Give detailed information about themselves
4.2 Communicate basic Communicate basic personal
information intelligibly for a information clearly
range of purposes in print 4.2.2 Ask for, give and respond to simple advice
and digital media Communicate basic information
clearly 4.2.3 Narrate factual events and experiences of interest
Describe people and things clearly 4.2.4 Describe people, places and objects using suitable
statements
Organise basic information
appropriately 4.2.5 Connect sentences into one or two coherent
paragraphs using basic coordinating conjunctions and
reference pronouns
Punctuate texts appropriately 4.3.1 Use capital letters, full stops, commas in lists and
4.3 Communicate with question marks appropriately in guided writing at
appropriate language, form discourse level
and style
Spell high frequency words 4.3.2 Spell a range of high frequency words accurately in
accurately independent writing
Plan, draft and edit work 4.3.3 Produce a plan or draft of one or two paragraphs for a
appropriately on familiar topics familiar topic and modify this appropriately in response
to feedback
35
KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 4
PERFORMANCE
DESCRIPTORS FOR WRITING SKILLS NOTES
LEVEL
Hardly shows any ability to communicate basic information in written work
coherently.
Hardly shows any ability to punctuate appropriately, spell a range of high Requires support to achieve
1 frequency words, connect sentences using basic coordinating conjunctions and the curriculum target
reference pronouns.
Hardly produces a plan or draft of one or two paragraphs and modifies in response
to feedback.
Displays limited ability to communicate basic information in written work
coherently.
Shows limited ability to punctuate appropriately, spell a range of high frequency On track to achieve the
2 words, connect sentences using basic coordinating conjunctions and reference curriculum target
pronouns.
Shows limited ability to produce a plan or draft of one or two paragraphs and
modifies in response to feedback.
Displays adequate ability to communicate basic information in written work
coherently.
Shows adequate ability to punctuate appropriately, spell a range of high frequency
Achieves expectations of
3 words, connect sentences using basic coordinating conjunctions and reference
the curriculum target
pronouns.
Shows adequate ability to produce a plan or draft of one or two paragraphs and
modifies in response to feedback.
Displays good ability to communicate basic information in written work coherently.
Shows good ability to punctuate appropriately, spell a range of high frequency
Working towards exceeding
4 words, connect sentences using basic coordinating conjunctions and reference
expectations of the
pronouns.
curriculum target
Shows good ability to produce a plan or draft of one or two paragraphs and
modifies in response to feedback.
36
KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 4
PERFORMANCE
DESCRIPTORS FOR WRITING SKILLS NOTES
LEVEL
Displays very good ability to communicate basic information in written work
coherently.
Shows very good ability to punctuate appropriately, spell a range of high frequency On track to exceed
5 words, connect sentences using basic coordinating conjunctions and reference expectations of the
pronouns. curriculum target
Shows very good ability to produce a plan or draft of one or two paragraphs and
modifies in response to feedback.
37
KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 4
GRAMMAR
In the Skills Development Stream (MPAK), Grammar is explicitly 6. Defining relative clauses to describe and give information
who, which, and that.
focused on. These will cover a range of grammatical structures
and functions at the A2 level of the CEFR. Though grammar is 7. Growing range of prepositions
explicitly taught, it should be noted that teachers will need to against, into, out, of, towards, past, over, near to, in front
ensure that these taught grammatical structures and functions of etc.
are integrated where possible within those lessons focusing on
the four skills. 8. Infinitive of purpose
She went to the shops to buy a new bag for school.
A list of grammatical structures and functions to be covered is
given here as a guide. Teachers are encouraged to assess their 9. Passive sentences (present simple and past simple)
pupils and identify other Grammar structures that require further The house is made of wood.
attention during English Language lessons. Grammar is
assessed through the four main language skills.
38
KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 4
This list contains vocabulary pertaining to areas of interest to be mastered at the A2 level of the Common European Framework of Reference
(CEFR). These words should be often repeated and reiterated in classroom teaching and learning for pupils to remember the meanings of these
words effectively and develop a familiarity for their use. Pupils are not expected to learn all these words by heart, or to spell all of them with
100% accuracy; although good accuracy in spelling is a requirement at A2, complete accuracy in spelling is above A2 targets in the CEFR.
As the list is not exhaustive, teachers may also teach other words in relation to the themes provided. Teachers can of course choose other
words for pupils to learn or omit some words from the wordlist, if this is appropriate to their local context.
1. English Vocabulary Profile: Teachers are strongly encouraged to consult English Vocabulary Profile (EVP). This shows the most
common words and phrases that pupils need to know in British or American English. The meaning of each word or phrase in the
wordlist has been assigned a level between A1 and C2 on the CEFR. The EVP can therefore provide teachers with guidance on A2
appropriate words.
2. The Cambridge English KET for Schools Wordlist: Although this is a wordlist which teachers can use to prepare their pupils for the
A2 KET for School Examination, teachers will find this to be a user-friendly resource as this provides A2 words within an accessible
wordlist document.
http://www.cambridgeenglish.org/images/22105-ket-vocabulary-list.pdf
39
KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 4
The list contains words pertaining to areas of interest to be mastered and are appropriate to the A2 level on the Common European Framework
of Reference (CEFR). These words should be often repeated and reiterated in classroom teaching and learning for students to remember the
meanings of these words effectively and develop a familiarity of their use. As the list is not exhaustive, teachers may also teach other words of
A2 level in relation to the themes provided.
Word Sets
Animals
40
KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 4
41
KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 4
Describing things
42
KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 4
Education
43
KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 4
44
KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 4
People: Action
45
KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 4
46
KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 4
Technology
47
KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 4
Things
Transport
48
Content Standards,
Learning Standards
and Performance Standards
Form 5
KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 5
Effective communication is to articulate thoughts and ideas in various By the end of Form 5, pupils are able to:
forms, contexts and for different purposes using both verbal and non-
1. understand with little or no support the main idea of longer
verbal communication skills.
simple texts on a range of familiar topics.
The two Content Standards focus on pupils’ ability to understand 2. understand with little or no support specific information and
meaning, to use appropriate listening strategies, and to recognise details of longer simple texts on a range of familiar topics.
typical features of spoken texts. 3. understand with little or no support longer simple narratives
on a range of familiar topics.
The order in which the Content and Learning Standards appear does
4. understand longer sequences of supported classroom
not reflect a chronological sequence of classroom learning which
instructions.
starts with 1.1.1 and finishes with 1.3.1. Pupils need to develop these
5. understand more complex supported questions.
skills simultaneously over the school year, and so will learn from
6. guess the meaning of unfamiliar words from clues provided
opportunities to practise different listening skills in varied sequences
by other known words and by context on familiar topics .
in their English language lessons.
51
KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 5
Understand specific details when 1.2.2 Understand with little or no support specific
listening to texts on familiar topics information and details of longer simple texts on a
range of familiar topics
Understand narratives on familiar 1.2.3 Understand with little or no support longer simple
topics narratives on a range of familiar topics
Understand classroom instructions 1.2.4 Understand longer sequences of supported classroom
instructions
52
KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 5
PERFORMANCE
DESCRIPTORS FOR LISTENING SKILLS NOTES
LEVEL
Hardly understands longer simple narratives, main idea, specific information and
details in a text on a range of familiar topics with a lot of support.
1 Hardly understands longer sequences of classroom instructions and more complex Requires support to achieve
questions even with a lot of support. the curriculum target
Hardly able to guess the meaning of unfamiliar words even with a lot of support.
53
KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 5
PERFORMANCE
DESCRIPTORS FOR LISTENING SKILLS NOTES
LEVEL
Displays very good understanding of longer simple narratives, main idea, specific
On track to exceed
information and details in a text on a range of familiar topics.
expectations of the
5 Shows very good understanding of longer sequences of classroom instructions curriculum target
and more complex questions.
Shows very good ability to guess the meaning of unfamiliar words.
54
KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 5
The four Content Standards focus on pupils’ ability to communicate By the end of Form 5, pupils are able to:
meaning, to use register appropriately, to use appropriate
1. give detailed information about themselves and others.
communication strategies, and to communicate appropriately when
2. ask about and express rules and obligations.
speaking alone to a small or large group. There are two sections;
3. explain and give reasons for simple advice.
Spoken Interaction mainly for interacting with others, and Spoken
4. ask about and describe future plans or events.
Production, when speaking alone to a group.
5. ask about and describe personality.
The order in which the Content and Learning Standards appear does 6. keep interaction going in short exchanges by checking
not reflect a chronological sequence of classroom learning which understanding of what a speaker is saying.
starts with 2.1.1 and finishes with 2.3.1. Pupils need to develop these 7. agree a set of basic steps needed to complete extended
skills simultaneously over the school year, and so will learn from classroom tasks.
opportunities to practise different speaking skills in varied sequences 8. narrate short stories events and experiences.
in their English language lessons.
55
KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 5
SPOKEN INTERACTION
Communicate simple information about 2.1.1 Give detailed information about themselves and
themselves clearly others
Find out simple information from others 2.1.2 Ask about and express rules and obligations
Describe people and things clearly 2.1.5 Ask about and describe personality
SPOKEN PRODUCTION
2.3 Communicate appropriately to a Communicate information, events and 2.3.1 Narrate short stories, events and experiences
small or large group stories clearly to an audience
56
KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 5
PERFORMANCE
DESCRIPTORS FOR SPEAKING SKILLS NOTES
LEVEL
Hardly shows any ability to find out and communicate simple information clearly
even with a lot of support.
Requires support to
1 Hardly manages interaction in short exchanges and extended classroom tasks achieve the curriculum
appropriately even with a lot of support.
target
Hardly shows any ability to narrate short stories, events and experiences even with
a lot of support.
Displays limited ability to find out and communicate simple information clearly with
a lot of support.
Shows limited response in managing interaction in short exchanges and extended On track to achieve the
2 classroom tasks appropriately with a lot of support. curriculum target
Shows limited ability to narrate short stories, events and experiences with a lot of
support.
Displays adequate ability to find out and communicate simple information clearly.
Shows adequate response in managing interaction in short exchanges and Achieves expectations of
3 extended classroom tasks appropriately. the curriculum target
Shows adequate ability to narrate short stories, events and experiences.
Displays good ability to find out and communicate simple information clearly.
Shows good response in managing interaction in short exchanges and extended Working towards
4 classroom tasks appropriately. exceeding expectations of
Shows good ability to narrate short stories, events and experiences. the curriculum target
Displays very good ability to find out and communicate simple information clearly.
Shows very good response in managing interaction in short exchanges and On track to exceed
5 extended classroom tasks appropriately. expectations of the
Shows very good ability to narrate short stories, events and experiences. curriculum target
57
KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 5
PERFORMANCE
DESCRIPTORS FOR SPEAKING SKILLS NOTES
LEVEL
Displays excellent ability to find out and communicate simple information clearly.
Shows excellent response in managing interaction in short exchanges and
6 extended classroom tasks appropriately. Exceeds expectations of
Shows excellent ability to narrate short stories, events and experiences. the curriculum target
Displays exemplary model of language use to others.
58
KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 5
The two Content Standards for Reading focus on pupils’ ability to By the end of Form 5, pupils are able to:
understand meaning and to extend thinking through independent
reading. The Learning Standards have five main strands. These are: 1. understand the main idea of simple longer texts.
understanding main ideas, understanding details, using reading 2. understand specific information and details of simple longer
strategies, using reference resources, and reading to develop texts.
thinking. 3. guess the meaning of unfamiliar words from clues provided
by other known words and by context.
The order in which the Content and Learning Standards appear does
4. use with some support familiar print and digital resources to
not reflect a chronological sequence of classroom learning which
check meaning.
starts with 3.1.1 and finishes with 3.3.1. Pupils need to develop these
5. read and enjoy A2 fiction or non-fiction print and digital texts
skills simultaneously over the school year, and so will learn from
of interest.
opportunities to practise different reading skills in varied sequences
in their English language lessons.
59
KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 5
3.2 Understand a variety of Understand the main idea in a variety 3.2.1 Understand the main idea of simple longer texts
linear and non-linear print and of text types on familiar topics
digital texts by using Understand specific details in a variety 3.2.2 Understand specific information and details of simple
appropriate reading strategies of text types on familiar topics longer texts
Use appropriate word attack skills to 3.2.3 Guess the meaning of unfamiliar words from clues
understand specific meaning provided by other known words and by context
Use appropriate basic dictionary skills 3.2.4 Use with some support familiar print and digital
resources to check meaning
3.3 Read independently for Read and understand a variety of 3.3.1 Read and enjoy A2 fiction or non-fiction print and
information and enjoyment fiction and non-fiction texts with digital texts of interest
confidence and enjoyment
60
KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 5
PERFORMANCE
DESCRIPTORS FOR READING SKILLS NOTES
LEVEL
Hardly understands the main idea, specific information and details of simple longer
texts even with a lot of support.
1 Hardly shows any ability to guess the meaning of unfamiliar words and check Requires support to achieve
meaning using familiar print and digital resources even with a lot of support. the curriculum target
Hardly shows any ability to read A2 fiction or non-fiction print and digital texts of
interest even with a lot of support.
Displays very good understanding of main idea, specific information and details of
On track to exceed
simple longer texts.
expectations of the
5 Shows very good ability to guess the meaning of unfamiliar words and check curriculum target
meaning using familiar print and digital resources.
Displays very good ability to read A2 fiction or non-fiction print and digital texts of
interest.
61
KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 5
PERFORMANCE
DESCRIPTORS FOR READING SKILLS NOTES
LEVEL
62
KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 5
The Content Standards focus on pupils’ ability to communicate By the end of Form 5, pupils are able to:
meaning, and to use appropriate language, form and style. Learning
1. give detailed information about themselves and others.
Standards are divided almost equally between the two Content
2. describe future plans or events.
Standards. This reflects the importance of both fluency and accuracy
3. narrate factual and imagined events and experiences.
in writing at this stage of the pupils’ school experiences.
4. describe personality.
The order in which the Content and Learning Standards appear does 5. connect sentences into two coherent paragraphs or more using
not reflect a chronological sequence of classroom learning which basic coordinating conjunctions and reference pronouns.
starts with 4.1.1 and finishes with 4.3.3. Pupils need to develop these 6. use capital letters, full stops, commas in lists, question marks
skills simultaneously over the school year, and so will learn from and speech marks appropriately at discourse level.
opportunities to practise different writing skills in varied sequences in 7. spell most high frequency words accurately in independent
their English language lessons. writing.
8. produce a plan or draft of two paragraphs or more for a
The Performance Standards for writing are provided for teachers to familiar topic and modify this appropriately in response to
assess their pupils’ progress in writing. There are six performance feedback.
levels which are arranged in an ascending order to differentiate the
levels of pupils’ achievements.
63
KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 5
4.2 Communicate basic Communicate basic personal 4.2.1 Give detailed information about themselves and others
information intelligibly for a information clearly
range of purposes in print Communicate basic information 4.2.2 Describe future plans or events
and digital media clearly
4.2.3 Narrate factual and imagined events and experiences
Organise basic information 4.2.5 Connect sentences into two coherent paragraphs or
appropriately more using basic coordinating conjunctions and
reference pronouns
4.3 Communicate with Punctuate texts appropriately 4.3.1 Use capital letters, full stops, commas in lists,
appropriate language, form question marks and speech marks appropriately at
and style discourse level
Spell high frequency words 4.3.2 Spell most high frequency words accurately in
accurately independent writing
64
KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 5
4.3 Communicate with Plan, draft and edit work 4.3.3 Produce a plan or draft of two paragraphs or more for
appropriate language, form appropriately on familiar topics a familiar topic and modify this appropriately in
and style response to feedback
65
KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 5
PERFORMANCE
DESCRIPTORS FOR WRITING SKILLS NOTES
LEVEL
Hardly shows any ability to communicate basic information for a range of purpose
in written work coherently.
Hardly shows any ability to punctuate appropriately at discourse level, spell most Requires support to achieve
1 high frequency words, connect sentences into two paragraphs or more using basic the curriculum target
coordinating conjunctions and reference pronouns.
Hardly produces a plan or draft of two paragraphs or more and modifies in
response to feedback.
Displays limited ability to communicate basic information for a range of purpose in
written work coherently.
Shows limited ability to punctuate appropriately at discourse level, spell most high On track to achieve the
2 frequency words, connect sentences into two paragraphs or more using basic curriculum target
conjunctions and reference pronouns.
Shows limited ability to produce a plan or draft of two paragraphs or more and
modify in response to feedback.
Displays adequate ability to communicate basic information for a range of purpose
in written work coherently.
Shows adequate ability to punctuate appropriately at discourse level, spell most
high frequency words, connect sentences into two paragraphs or more using basic Achieves expectations of
3
conjunctions and reference pronouns. the curriculum target
Shows adequate ability to produce a plan or draft two paragraphs or more and
modify in response to feedback.
Displays good ability to communicate basic information for a range of purpose in
written work coherently.
Shows good ability to punctuate appropriately at discourse level, spell most high Working towards exceeding
4 frequency words, connect sentences into two paragraphs or more using basic expectations of the
conjunctions and reference pronouns. curriculum target
Shows good ability to produce a plan or draft of two paragraphs or more and
modify in response to feedback.
66
KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 5
PERFORMANCE
DESCRIPTORS FOR WRITING SKILLS NOTES
LEVEL
Displays very good ability to communicate basic information for a range of purpose
in written work coherently.
Shows very good ability to punctuate appropriately at discourse level, spell most On track to exceed
5 high frequency words, connect sentences into two paragraphs or more using basic expectations to achieve the
conjunctions and reference pronouns. curriculum target
Shows very good ability to produce a plan or draft of two paragraphs or more and
modify in response to feedback.
67
KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 5
GRAMMAR
68
KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 5
This list contains vocabulary pertaining to areas of interest to be mastered at the A2 level of the Common European Framework of Reference
(CEFR). These words should be often repeated and reiterated in classroom teaching and learning for pupils to remember the meanings of these
words effectively and develop a familiarity for their use. Pupils are not expected to learn all these words by heart, or to spell all of them with
100% accuracy; although good accuracy in spelling is a requirement at A2, complete accuracy in spelling is above A2 targets in the CEFR.
As the list is not exhaustive, teachers may also teach other words in relation to the themes provided. Teachers can of course choose other
words for pupils to learn or omit some words from the wordlist, if this is appropriate to their local context.
3. English Vocabulary Profile: Teachers are strongly encouraged to consult English Vocabulary Profile (EVP). This shows the most
common words and phrases that pupils need to know in British or American English. The meaning of each word or phrase in the
wordlist has been assigned a level between A1 and C2 on the CEFR. The EVP can therefore provide teachers with guidance on A2
appropriate words.
4. The Cambridge English KET for Schools Wordlist: Although this is a wordlist which teachers can use to prepare their pupils for
the A2 KET for School Examination, teachers will find this to be a user-friendly resource as this provides A2 words within an
accessible wordlist document.
http://www.cambridgeenglish.org/images/22105-ket-vocabulary-list.pdf
69
KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 5
The list contains words pertaining to areas of interest to be mastered and are appropriate to the A2 level of the Common European Framework
of Reference (CEFR). These words should be often repeated and reiterated in classroom teaching and learning for students to remember the
meanings of these words effectively and develop a familiarity of their use. As the list is not exhaustive, teachers may also teach other words of
A2 level in relation to the themes provided.
Word Sets
Animals
70
KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 5
Describing things
71
KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 5
Education
Family
72
KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 5
73
KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 5
People: Action
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KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 5
People: Appearance
People: Personality
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KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 5
Technology
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KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 5
Things
Transport
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KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 4 DAN 5
PANEL OF WRITERS
8. Chap Lai Lin @ Chat Lai Lin - SMK Tunku Ampuan Najihah, Ser0emban,
Negeri Sembilan
9. Nadia binti Noorul Amin - SMK Sultan Abdul Samad, Petaling Jaya,
Selangor
10. Siow Yuen Tow - SMK Chan Wa, Seremban, Negeri Sembilan
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KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 4 DAN 5
ACKNOWLEDGEMENT
Advisors
Editorial Advisors
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KSSM BAHASA INGGERIS ALIRAN KEMAHIRAN TINGKATAN 4 DAN 5
Graphic Designer
Siti Zulikha binti Zelkepli
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