KSSM ENGLISH FORM 4 AND 5

English For
Communication

Tingkatan 4 dan 5



English For
Communication

Tingkatan 4 dan 5

Bahagian Pembangunan Kurikulum
SEPTEMBER 2018

Terbitan 2018

© Kementerian Pendidikan Malaysia

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 v
vii
Rukun Negara........................................................................................................................................................... ix
Falsafah Pendidikan Kebangsaan ........................................................................................................................... xi
Definisi Kurikulum Kebangsaan .............................................................................................................................. 1
Kata Pengantar......................................................................................................................................................... 2
Introduction .............................................................................................................................................................. 2
Aim ........................................................................................................................................................................... 3
Objectives ................................................................................................................................................................ 5
The Curriculum Framework ..................................................................................................................................... 8
Focus ....................................................................................................................................................................... 10
21st Century Skills ................................................................................................................................................... 11
Higher Order Thinking Skills .................................................................................................................................... 17
Teaching and Learning Strategies ........................................................................................................................... 20
Cross Curricular Elements ....................................................................................................................................... 21
Individual Education Plan (IEP) ............................................................................................................................... 23
Classroom Assessment ........................................................................................................................................... 24
Overall Performance Level ......................................................................................................................................
Content Organisations .............................................................................................................................................

Content Standards, Learning Standards and Performance Standards for Form 4 ................................................. 26
Listening Skills ..................................................................................................................................................... 28
Speaking Skills .................................................................................................................................................... 32
Reading Skills ...................................................................................................................................................... 38
Writing Skills......................................................................................................................................................... 44
50
Content Standards, Learning Standards and Performance Standards for Form 5 ................................................. 52
Listening Skills ..................................................................................................................................................... 56
Speaking Skills .................................................................................................................................................... 63
Reading Skills ...................................................................................................................................................... 69
Writing Skills ........................................................................................................................................................ 75
76
Panel of Writers .......................................................................................................................................................
Acknowledgement ...................................................................................................................................................

RUKUN NEGARA

BAHAWASANYA Negara kita Malaysia mendukung cita-cita hendak:
Mencapai perpaduan yang lebih erat dalam kalangan seluruh masyarakatnya;

Memelihara satu cara hidup demokratik;
Mencipta satu masyarakat yang adil di mana kemakmuran negara

akan dapat dinikmati bersama secara adil dan saksama;
Menjamin satu cara yang liberal terhadap tradisi-tradisi

kebudayaannya yang kaya dan berbagai corak;
Membina satu masyarakat progresif yang akan menggunakan

sains dan teknologi moden;

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

KEPERCAYAAN KEPADA TUHAN
KESETIAAN KEPADA RAJA DAN NEGARA

KELUHURAN PERLEMBAGAAN
KEDAULATAN UNDANG-UNDANG

KESOPANAN DAN KESUSILAAN

v

NATIONAL PRINCIPLES

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

vi

FALSAFAH PENDIDIKAN KEBANGSAAN

“Pendidikan di Malaysia adalah suatu usaha berterusan ke arah lebih
memperkembangkan potensi individu secara menyeluruh dan bersepadu untuk
melahirkan insan yang seimbang dan harmonis dari segi intelek, rohani, emosi
dan jasmani, berdasarkan kepercayaan dan kepatuhan kepada Tuhan. Usaha ini
adalah bertujuan untuk melahirkan warganegara Malaysia yang berilmu
pengetahuan, berketerampilan, berakhlak mulia, bertanggungjawab dan
berkeupayaan mencapai kesejahteraan diri serta memberikan sumbangan
terhadap keharmonian dan kemakmuran keluarga, masyarakat dan negara”

Sumber: Akta Pendidikan 1996 (Akta 550)

vii

NATIONAL EDUCATION PHILOSOPHY

“Education in Malaysia is an ongoing 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 harmonious, 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 a high level of personal well-being as well as being
able to contribute to the betterment of the family, the society and the nation at large.”

Source: Education Act 1996 (Act 550)

viii

DEFINISI KURIKULUM KEBANGSAAN

3. Kurikulum Kebangsaan
(1) Kurikulum Kebangsaan ialah suatu program pendidikan yang
termasuk kurikulum dan kegiatan kokurikulum yang merangkumi
semua pengetahuan, kemahiran, norma, nilai, unsur kebudayaan
dan kepercayaan untuk membantu perkembangan seseorang murid
dengan sepenuhnya dari segi jasmani, rohani, mental dan
emosi serta untuk menanam dan mempertingkatkan nilai moral yang
diingini dan untuk menyampaikan pengetahuan.

Sumber: Peraturan-Peraturan Pendidikan (Kurikulum Kebangsaan) 1997
[PU(A)531/97.]

ix

NATIONAL CURRICULUM DEFINITION

3. National Curriculum
(1) An educational programme that includes curriculum and co-curricular
activities which encompasses all the knowledge, skills, norms, values, cultural
elements and beliefs to help develop a pupil fully with respect to the physical,
spiritual, mental and emotional aspects as well as to inculcate and develop
desirable moral values and to transmit knowledge.

Source: Education Regulations (National Curriculum) 1997
[PU(A)531/97.]

x

KATA PENGANTAR DSKP yang dihasilkan juga telah menyepadukan enam tunjang
Kurikulum Standard Sekolah Menengah (KSSM) yang Kerangka KSSM, mengintegrasikan pengetahuan, kemahiran dan
dilaksanakan secara berperingkat mulai tahun 2017 akan nilai, serta memasukkan secara eksplisit Kemahiran Abad Ke-21
menggantikan Kurikulum Bersepadu Sekolah Menengah (KBSM) dan Kemahiran Berfikir Aras Tinggi (KBAT). Penyepaduan tersebut
yang mula dilaksanakan pada tahun 1989. KSSM digubal bagi dilakukan untuk melahirkan insan seimbang dan harmonis dari segi
memenuhi keperluan dasar baharu di bawah Pelan Pembangunan intelek, rohani, emosi dan jasmani sebagaimana tuntutan Falsafah
Pendidikan Malaysia (PPPM) 2013-2025 agar kualiti kurikulum Pendidikan Kebangsaan.
yang dilaksanakan di sekolah menengah setanding dengan
standard antarabangsa. Kurikulum berasaskan standard yang Bagi menjayakan pelaksanaan KSSM, pengajaran dan
menjadi amalan antarabangsa telah dijelmakan dalam KSSM pembelajaran guru perlu memberi penekanan kepada KBAT
menerusi penggubalan Dokumen Standard Kurikulum dan dengan memberi fokus kepada pendekatan Pembelajaran
Pentaksiran (DSKP) untuk semua mata pelajaran yang Berasaskan Inkuiri dan Pembelajaran Berasaskan Projek, supaya
mengandungi Standard Kandungan, Standard Pembelajaran dan murid dapat menguasai kemahiran yang diperlukan dalam abad
Standard Prestasi. ke-21.

Usaha memasukkan standard pentaksiran di dalam dokumen Kementerian Pendidikan Malaysia merakamkan setinggi-tinggi
kurikulum telah mengubah lanskap sejarah sejak Kurikulum penghargaan dan ucapan terima kasih kepada semua pihak yang
Kebangsaan dilaksanakan di bawah Sistem Pendidikan terlibat dalam penggubalan KSSM. Semoga pelaksanaan KSSM
Kebangsaan. Menerusinya murid dapat ditaksir secara berterusan akan mencapai hasrat dan matlamat Sistem Pendidikan
untuk mengenal pasti tahap penguasaannya dalam sesuatu mata Kebangsaan.
pelajaran, serta membolehkan guru membuat tindakan susulan
bagi mempertingkatkan pencapaian murid. Dr. MOHAMED BIN ABU BAKAR
Timbalan Pengarah
Bahagian Pembangunan Kurikulum
Kementerian Pendidikan Malaysia

xi

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INTRODUCTION

The Standards–Based English For Communication Curriculum SBECC incorporates the Content Standards, Learning Standards,
(SBECC) takes into account the ability and potential of pupils with Performance Standards and are aligned to Common European
Special Educational Needs (SEN). Pupils with SEN regardless of Framework of Reference (CEFR). The Content Standards
their disabilities; hearing disabilities, visual disabilities, physical determine the goals the pupils have to achieve at the end of Form
disabilities, speech disabilities and multiple disabilities should be 5. The Learning Standards determine what the pupils are expected
given the same space and opportunities to study and to use this to know and able to do at a particular year in their secondary
curriculum. education. The Performance Standards and assessment track
pupils’ learning progress in the form of formative assessment.
SBECC is developed to equip pupils with language competency,
communicate and acquire knowledge, information, ideas, skills and The curriculum standards for Form 4 and Form 5 English For
values to meet the needs in daily business, education and towards Communication (Special Education) are aligned to the CEFR
career. Communication is given due focus to prepare pupils with proficiency level Revise A2 to B1 Low. The CEFR aligned
SEN to the real world experience. In this era of global curriculum is built on the foundations of communicative
competitiveness, the mastery of English is vital for pupils to equip competence and fully caters for cognitive progression in its learning
themselves with the necessary skills in order to keep pace in a standards.
rapidly emergent global economy as indicated in The Malaysia
Education Blueprint 2013-2025.

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AIM 9. Read informative texts to widen their experiences in daily
lives.
The Standards-Based English For Communication Curriculum
(SBECC) aims to equip pupils with SEN with basic language skills 10. Extract information from spoken and written texts.
to enable them to communicate and interact confidently in a variety
of contexts.

OBJECTIVES

By the end of secondary school education, pupils with SEN will be
able to acquire knowledge, skills and values as follows:
1. Introduce themselves and someone else to others.
2. Listen to and respond to spoken English on variety of social

topics.
3. Demonstrate the understanding of English Language for

specific instructions and information.
4. Acquire vocabulary for specific purposes, spell words

correctly and construct simple sentences.
5. Use language expressions to deal with everyday situations.
6. Display positive attitudes towards learning English.
7. Converse meaningfully in conversations in order to purchase

things and to ask for information and help.
8. Express feelings as well as opinions towards the given

situations in spoken language.

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KSSM PENDIDIKAN KHAS ENGLISH FOR COMMUNICATION TINGKATAN 4 DAN 5

THE CURRICULUM FRAMEWORK
The Standards-Based Curriculum for Secondary Schools (KSSM)
is based on the six strands which are Communication, Spirituality,
Attitude and Values, Humanities, Personal Competence, Physical
Development and Aesthetics, and Science and Technology.
These six learning 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 innovative thinking as illustrated
in Figure 1.

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Figure 1: The Standards-Based Curriculum Framework for Secondary Schools
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FOCUS are meaningful and “hands-on” in nature for classroom
activities and project work. Hence, pupils are able to apply
The SBECC has four focus areas that are imperative in enabling knowledge skills to real world settings which would lead to
pupils to meet the challenges and demands of a diverse, globalised greater success in their future.
and dynamic era. These areas are curriculum principles, curriculum
organisation, curriculum approach and lesson organisation. 2. Sustaining Language Use
The SBECC emphasises the importance of sustaining the use
Curriculum Principles of English Language within and beyond the classroom. The
curriculum adopts an inter-disciplinary approach and this is
The SBECC is based on the following five guiding principles that depicted in the four broad themes:
meet the challenges and demands of the 21st century:  People and Culture
 Science and Technology
 Preparing for the Real World  Health and Environment
 Sustaining Language Use  Consumerism and Financial Awareness
 Acquiring Global Competencies These themes are incorporated into the teaching and learning
 Acquiring Pupil Differences process, allowing pupils to engage in classroom activities that
 Developing Confident and Competent Communicators relate to real life situations. Pupils are able to develop a deeper
understanding and awareness of their surroundings, and work
1. Preparing for the Real World towards sustaining an English Language environment.
The challenges of the 21st century demand an education
system that prepares pupils to be competent, knowledgeable
and confident. The SBECC takes into account skills and
knowledge that are necessary for pupils to function in the real
world. This is achieved by making use of real-life issues which

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3. Acquiring Global Competencies 5. Developing Confident and Competent Communicators
The world today is highly interconnected and is important in Effective communication is pivotal in today’s fast-paced world.
preparing pupils to become competent global citizens. The We need to be able to communicate our thoughts and ideas in
concept of global competence incorporates the knowledge and a coherent and cohesive manner through various modes,
skills pupils need in the 21st century. Globally-competent pupils verbally and non-verbally. Therefore, our pupils need to
are equipped with the knowledge and skills to: acquire the language skills and engage in activities that further
 investigate the world; being aware, curious, and interested develop their confidence and competence in communication to
in learning about the world and how it works; face the real world.
 communicate ideas to diverse audience on various topics
through different mediums and rapidly emerging Curriculum Organisation
technologies; and
 become global players by taking responsibilities for their The SBECC curriculum are organised as shown in Table 1.
actions and weighing the consequences.
Table 1: Curriculum Organisation for English for Communication
4. Acknowledging Pupil Differences
In implementing the teaching approaches, lessons and (Special Education)
curriculum materials, teachers must take into account the
varying needs and abilities of pupils. In addition, sufficient CURRICULUM CONTACT
opportunities to practise the desired language skills should be
provided to ensure that Learning Standards are achieved. STAGES LEVEL TARGET HOURS
Therefore, it is important that appropriate activities and
materials be used for pupils of different learning styles so that Lower Form 1, Form A1 High to
their full potential can be realised.
Secondary 2 and Form 3 Revise A2 32 hours

Upper Form 4 and Revise A2 to

Secondary Form 5 B1 Low 32 hours

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Curriculum Approach Lesson Organisation
The SBECC focuses on the four language skills, starting with
The SBECC emphasises the modular approach. This approach Listening, Speaking, Reading and Writing.
ensures that all the four language skills; Listening, Speaking,
Reading and Writing are given due focus and attention during the A teacher may begin a topic by focusing on Listening skills while
teaching and learning process. During teaching and learning, the other skills such as Speaking, Reading and Writing are incidental.
four language skills are connected through topics that are related This may take up one or more lessons until the objectives are met.
to the following themes: Then, the teacher progresses to Speaking skills during which
Listening, Reading and Writing skills are incidental. When the
 People and Culture Reading skill or Writing skill is in focus, all other language skills are
 Science and Technology incidental. The curriculum does not specify order of teaching the
 Health and Environment language skills.
 Consumerism and Financial Awareness
All the four language skills are linked through a topic of a selected
These themes are developed based on the aims and objectives of theme. Aspects of Grammar are infused during the teaching of
the subject. These themes are essential in enhancing the these language skills. When planning lessons, teachers should
development of the four language skills through the selection of a take into account that pupils learn through connecting new
variety of topics. Thus, language strategies and activities can be knowledge to prior knowledge. This new knowledge becomes
planned and carried out successfully. meaningful when pupils are able to relate it to their experiences in
the real world.

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21ST CENTURY SKILLS Table 2: Pupil’s Profile

One of the Standards Based Secondary Curriculum (KSSM) PUPILS’ DESCRIPTION
aspirations is to develop pupils with the 21st Century Skills which PROFILE
give emphasis on thinking skills as well as life skills and one’s
career based on pure value practices. The 21st Century Skills aim Resilient Pupils are steadfast in facing and
at producing pupils with characteristics defined in the pupil’s profile overcoming hardship and challenges with
in order to be able to compete globally as stated in Table 2. The wisdom, confidence, tolerance, and
mastery of Content and Learning Standards in the curriculum empathy.
contributes to the pupils’ acquisition of the 21st Century Skills.
Thinker Pupils are able to think critically, creatively
and innovatively; solve complex problems
and make ethical judgements. They are
able to think about learning and about
being pupils themselves. They generate
questions about learning and are opened
towards other people’s perspectives,
values, individual traditions and society.
They are confident and creative in handling
new learning areas.

Communicator Pupils are able to voice out and express
their thoughts, ideas and information with
confident and creatively, orally and in
written form, using various types of media
and technologies.

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KSSM PENDIDIKAN KHAS ENGLISH FOR COMMUNICATION TINGKATAN 4 DAN 5

PUPILS’ DESCRIPTION PUPILS’ DESCRIPTION
PROFILE PROFILE
Team Player Pupils are able to co-operate effectively Pupils are able to obtain knowledge and
and harmoniously with one another. They Informed develop a broad and balanced
Inquisitive share responsibility, respect and appreciate understanding across the various
the contribution of each member in the Caring disciplines of knowledge. They can explore
Principled team. They gain interpersonal skills Patriotic knowledge effectively in terms of local and
through collaborative activities, which in global contexts. They understand issues
turn makes them better leaders and team related to ethics or laws regarding
members. information that they have acquired.

Pupils are able to develop natural Pupils are able to show empathy, pity and
inquisitiveness to explore new strategies respect towards the needs and feelings of
and ideas. They learn skills that are others. They are committed to serve the
necessary for inquiry-learning and society and ensure the sustainability of the
research, as well as display independent environment.
traits in learning. The pupils are able to
enjoy continuous life-long learning Pupils are able to show their love, support
experiences. and respect for the country.

Pupils have a sense of integrity, sincerity,
equality, fairness, high moral standards
and respect for individuals, groups and the
community. They are responsible for their
actions, reactions and decisions.

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HIGHER ORDER THINKING SKILLS

Higher Order Thinking Skills (HOTS) is stated explicitly in the Higher Order Thinking Skills (HOTS) is the ability to apply
curriculum so that teachers can interpret them in teaching and knowledge, skills and values in reasoning, reflecting, problem-
learning to promote structured and focused thinking among pupils. solving, decision-making, innovating and creating.
In the SBECC, emphasis on HOTS refers to the four cognitive
levels as presented in Table 3. Critical thinking skills refer to the ability to evaluate an idea
logically and rationally in order to make good judgement using
Table 3: Higher Order Thinking Skills logical reasons and evidences.
Creative thinking skills refer to the ability to produce or create
Cognitive Levels Explanation something new using imagination and thinking out of the box.
Reasoning skills refer to an individual’s ability to make judgments
Application Using knowledge, skills and values in through logical and rational evaluation.
different situations to complete a piece of Thinking strategies refer to structured and focused thinking that
work. require the analysis and synthesis of data or facts to solve
problems.
Analysis Ability to break down information into
smaller parts in order to understand and HOTS can be applied in the classroom through reasoning, inquiry,
make connections between these parts. problem solving activities and projects. In order to encourage pupils
to think, thinking tools such as thinking and mind maps as well as
Evaluation Ability to consider, make decisions using high level of questioning techniques can be used by teachers and
knowledge, experience, skills, values pupils.
and justify decisions made.

Creation Produce an idea or product using
creative and innovative methods.

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TEACHING AND LEARNING STRATEGIES or adapt those suggested to deliver the content. Some of the
strategies recommended in the SBECC are:
The teaching and learning in the 21st century is pupil-centred and
the teacher acts as a facilitator. Teaching and learning is more Inquiry-Based Learning
effective when strategies are applied appropriately in supportive
environments. These teaching and learning strategies involve: The purpose of inquiry in the teaching and learning of language is
to plan strategic pupil-centred learning activities based on
 Cognitive processes in learning and understanding explorative learning. Pupils will be actively involved and engaged
information, such as paraphrasing sentences and during the duration of the teaching and learning process,
summarising texts. subsequently, improving their language proficiency. This language
teaching approach is dynamic and effective in raising curiosity,
 Metacognitive processes, which is thinking about thinking, shaping proactive attitudes, instilling critical and creative ability and
encompasses planning, regulating, monitoring and sustaining pupils’ interest. Pupils are trained to pose questions,
modifying the cognitive learning processes so as to acquire give opinions and suggestions, gather, organise, and analyse
and understand information. For example, while reading information, to explore, make judgements, solve problems, apply
pupils may decide to change their reading strategy in order learning to new situations and make reflections.
to achieve a specific purpose. In addition, teachers can pose questions that require pupils to think
creatively, innovatively, logically, critically, and respond
 Resource management, in controlling resources required in appropriately as well as being able to evaluate their own learning.
the teaching and learning activities such as time, effort, Besides questioning, inquiry in language learning can also be
affect and support. realised through methods and techniques such as project-based
learning, surveys, brainstorming, demonstration, simulation, role-
The following teaching and learning strategies accommodate
differences in learning styles. Teachers are encouraged to use their
professional judgement to review the suggested strategies and
thgen 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

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play, group work, drama, forum, and dialogue for pupils’ continued use of various thinking tools. During the learning process, making
engagement in the teaching and learning process. mistakes is inevitable; however, it should be seen in a positive light
as pupils learn through making mistakes.
Pupils-Centredness
Cooperative Learning
In pupil-centred classrooms, the learning tasks or activities are
geared towards discovery learning. Pupils engage in tasks that Group work is recommended for activities or tasks to familiarise
require inquire learning and collaborating with one another. pupils with the idea of working in teams. To ensure that every group
member is productive and responsible, it is recommended that the
Pupils are encouraged to get information through communicating size of groups is kept small. Every pupil should take turns to play
with others, reading or sourcing information through various media the role of a group leader as leadership qualities are pivotal in the
such as the Internet, in order to complete the tasks. In reality, an 21st century.
increasing proportion of learning occurs online outside formal Through group work, pupils learn to manage time, practise soft
school hours. As such, pupils have to keep abreast with rapid skills, learn to compromise and collaborate in completing their task.
changes in technology. Simultaneously, they learn to be responsible for their part, to deal
with differences amongst themselves, to come up with creative and
In addition, the pupils’ awareness and knowledge of filtering innovative alternatives in solving problems and to make informed
relevant information from various sources are important; to judgement and calculated decisions through consensus.
differentiate the facts from the fiction; the good from the bad; the
ethical from the unethical; and the truth from the lies. Constructivism Learning

As facilitators, teachers guide the pupils throughout the learning Constructivism is a learning theory found in psychology which
process while completing their tasks. Pupils have to be taught to explains how people might acquire knowledge and learn. It
think methodically and coherently, and this can be done through the therefore has direct application to education. The theory suggests

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that humans construct knowledge and meaning from their Task Analysis in Special Education
experience. Some of the important features in this learning strategy
are: Task analysis is the process of breaking a skill into smaller, more
(i) Teachers take into account existing knowledge of pupils. manageable steps in order to teach the skill. As the smaller steps
(ii) Learning process is based on pupils’ effort. are mastered, the learner becomes increasingly independent in his
(iii) Learning occurs when pupils connect the original idea with new or her ability to perform the larger skill. This approach can be
implemented in the special education setting to help pupils who
ideas and restructure these ideas. might have processing disorders or difficulty with organisation. It is
(iv) Pupils have the opportunity to collaborate, share ideas and necessary to take the time to express the different parts of a task
until the pupil has mastered each one. Task analysis approach can
experiences, and reflections. be deconstructed into steps:
(i) Determine the task for the pupil to perform.
Contextual Learning (ii) Figure out the steps that will be required to complete the task.
(iii) Teach each step until pupils display mastery of it.
Contextual Learning is based on a constructivist theory of teaching (iv) Decide how to teach the steps. Teacher might have the pupil
and learning. Learning takes place when teachers are able to
present information in a way that pupils are able to construct to master the last step, then second to last and so on until the
meaning based on their own experiences. Learning occurs when entire task can be done completely. Or vice versa, pupil start
teachers relate subject matter to real world situations. Pupils are from the first to the last. This process is known as chaining.
motivated to make connections between knowledge and its (v) As each part of the process is learned, add it to the chain until
applications to their lives as family members, citizens and workers. the task can be completed independently.
Task Analysis approach can be an invaluable tool for a special
educator trying to help pupils gain independence. Whether the
pupils have cognitive, physical or communication impairments, they
can benefit from this approach.

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Project-Based Learning (iv) PBL gives pupils a sense of self-efficacy, or confidence in their
own ability to accomplish things. This is often very beneficial to
Project-Based Learning (PBL) keeps pupils engaged through the pupils with special needs.
process of working on a project, letting them develop their ideas
over time, and appeals to pupils with different learning styles and (v) With the right scaffolding, working on projects over time can
abilities. develop the memory, management and overall executive
function skills of special education pupils.

As most special needs pupils have difficulties with communication, Learning Through Play
collaboration, and acceptance in the classroom, PBL approach
enable them to collaborate with their peers through the project. Learning through play is a term used in education and psychology
When collaborating ideas with peers, they will also work on their to describe how pupils can learn to make sense of the world around
communication skills. There are actually many benefits to PBL that them. Through play pupils can develop social and cognitive skills,
will specifically work for special education learners: mature emotionally, and gain the self-confidence required to
(i) Projects often incorporate many different learning styles, so engage in new experiences and environments.

that a pupil with a language-based learning disability will be Learning Through Play is emphasized in the process of teaching
able to shine by showcasing interpersonal or artistic talents, for and learning for pupils with SEN especially, because this approach
example. seeks to attract and create excitement in teaching and learning
(ii) PBL is usually based on essential skills or outcomes. Pupils process. This strategy encourages pupils with SEN to conduct
get at these outcomes via the project, and as long as they all exploration, discovery and development of understanding based on
understand the same ideas at the end, they can work at their experience, with a sense of joy and fun. This approach can improve
own pace or from their own strengths. cognitive ability and raise the curiosity, thinking and psychomotor
(iii) Projects are usually collaborative, so pupils with social and skills, as well as skills to control emotions.
emotional goals and struggles gain practice working with
others.

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KSSM PENDIDIKAN KHAS ENGLISH FOR COMMUNICATION TINGKATAN 4 DAN 5

Some of the important features in this learning strategy are: Experiential Learning
(i) Fun learning activities.
(ii) Exploration and interaction with the environment. Experiential Learning means learning from experience or learning
(iii) The activity is well-planned. by doing. It first immerses learners in an experience and then
(iv) Flexible in time. encourages reflection about the experience to develop new skills,
(v) Try own ideas. new attitudes, or new ways of thinking. In experiential learning, the
(vi) Opportunity to focus and give attention. student manages their own learning, rather than being told what to
do and when to do it. This strategy needs teacher to:

Theme-Based Teaching (i) Ensure a positive atmosphere for learning
(ii) Explain the role of pupils in assignments given
Theme based teaching is used in the process of teaching and (iii) Ensure sources for the learning process are available and
learning, especially for the pupils with SEN. Selection of a topic or
theme must necessarily correspond with pupils’ environment. obtainable
Theme based teaching involves: (iv) Share feelings and thoughts with pupils without dominating and
(i) The use of a common topic across the areas of learning.
(ii) The theme chosen must suit to the pupils’ ability, certain stifling them

situations or events. Experiential learning activities and programs can take place in all
(iii) Related to existing experience and gain new experience levels, and they can be repeated. When they are organized in a
way that meets a pupil’s life and career development needs,
systematically. experiential learning can maximize pupil’s growth and
(iv) Establishing and strengthening knowledge and skills. development, and should be encouraged. Experiential learning
Theme based teaching can have many advantages such as: programs and activities help pupils to:
(i) It facilitates active teaching and learning.
(ii) It initiates transferable learning skills, for example team work. (i) Engage more fully in their secondary school program
(iii) It helps pupils to see the links between the subjects. (ii) Develop their knowledge, talents and skills

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KSSM PENDIDIKAN KHAS ENGLISH FOR COMMUNICATION TINGKATAN 4 DAN 5

(iii) Apply their learning in real-life settings teachers to achieve the goals of developing pupil’s ability to
(iv) Prepare more fully for their post-secondary destination communicate accurately, confidently and effectively in the English
Language, and to face the challenges of the 21st Century. These
Outdoor Learning cross-curricular elements are as follows:
This approach aims to provide space and opportunities for pupils
to: 1. Language
(i) Get real experience.  The correct usage of medium of instruction in all subjects
(ii) Enjoy recreational activities. should be emphasised.
(iii) Socialize and communicate.  Emphasis on correct language use, as well as focus on
(iv) Enjoy fun learning activities. pronunciation, sentence structure, grammar, terminology
(v) Explore and interact with the environment. and language registers must be stressed during teaching
(vi) Enjoy fun free and well-planned activities. and learning in order to help pupils develop ideas and
Among the recreational activities outside the classroom that can be communicate effectively.
carried out are excursion, camping/motivational courses, picnic,
equestrian activities, swimming and buying and selling activities. 2. Environmental Sustainability
 This refers to anything that furthers the goal of making life
CROSS-CURRICULAR ELEMENTS sustainable for the planet, and must be instilled and
nurtured in pupils through teaching and learning.
The cross-curricular elements are embedded into the teaching and  Knowledge about the importance of environmental
learning process and are concurrent with the Content and Learning conservation will cultivate appreciation of the environment
Standards in SBECC. This benefits the pupils because today’s and subsequently affect positive behaviour.
complex and multi-dimensional world requires them to have the
ability to make connections between various sources of knowledge.
A selection of key elements across the curriculum is provided for

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KSSM PENDIDIKAN KHAS ENGLISH FOR COMMUNICATION TINGKATAN 4 DAN 5

3. Values responsibilities of each and every citizen of this country is
 Values are given due emphasis in English for crucial for the well-being of the country.
Communication so that pupils understand and practice  Similarly, patriotism is instilled through pupils’ participation
them in their daily lives. These values encompass aspects in curricular and co-curricular activities. This enables
of spirituality, humanity and citizenship. pupils to work together and collaborate towards nation-
building.
4. Science and Technology
 Inculcating pupils’ interest in science and technology will 6. Creativity and Innovation
accelerate their literacy in science and technology.  Creativity is the ability to use imagination to gather,
 The use of technology in teaching and learning will comprehend and generate ideas to create something new
capture pupils’ interest thus making teaching and learning and original.
effective and fun.  Innovation on the other hand, is the application of
 The development of scientific and technological attitudes, creativity through modification, revision and development
approaches and skills is necessary to cope with the rapidly of an idea.
changing environment for problem-solving and decision  Creativity and innovation are closely related and are vital
making in our daily lives. The use of scientific and components for the development of individuals to face the
technological approaches enhances teaching and challenges of the 21st century. Through creative and
learning to meet personal, local and global requirements. innovative teaching approaches, pupils will display
interest, curiosity, excitement and greater growth in
5. Patriotism and Citizenship learning. Creativity and innovation in pupils should be
 The importance of instilling good values, knowledge, and exploited and nurtured to ensure that their full potential is
the understanding of the duties, obligations and realised.

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KSSM PENDIDIKAN KHAS ENGLISH FOR COMMUNICATION TINGKATAN 4 DAN 5

7. Entrepreneurship tweeting as well as networking and interacting with
 The infusion of entrepreneurship in the curriculum electronic software and course
introduces entrepreneurial knowledge, skills and practice
to pupils. 9. Global Sustainability
 Entrepreneurial mind-set amongst pupils can be fostered  This element aims at developing pupils’ awareness,
through relevant and meaningful activities which inculcate knowledge and values relating to global environmental
attitudes or qualities such as diligence, honesty and change and human well-being and development. These
responsibility as well as developing a creative and knowledge and values can be applied in these areas;
innovative mind to develop products and propel ideas. consumerism and sustainable products, global citizenship
and unity.
8. Information and Communications Technology  The acquisition of global sustainability knowledge is
 Information and Communications Technology (ICT) is imperative in readying pupils to face the 21st century
intended to ensure pupils apply and enhance their challenges at the local, national and global level.
knowledge and ICT skills. Application of ICT will not only
drive pupils to be creative but also makes teaching and 10. Financial Education
learning more interesting and fun, and subsequently  The integration of Financial Education elements aims to
improves the quality of learning. create a future generation that is capable of making sound
 In line with globalization, ICT-related skills are incorporated financial decisions, practicing ethical financial management
into the Learning Standards in the English for and managing financial affairs with skill and accountability.
Communication (Special Education). These skills involve  Financial Education elements can be applied in teaching
using resources such as multimedia and the Internet in and learning directly or through insertion. Direct approach
teaching and learning. Some examples of activities that can can be carried out through topics such as Money that
be carried out include e-mailing, chatting, blogging and contains explicit financial elements such as the calculation

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KSSM PENDIDIKAN KHAS ENGLISH FOR COMMUNICATION TINGKATAN 4 DAN 5

of simple interest and compound interest. Insertion  The transition towards career will enhance pupils’
approach is also integrated through other topics across the commitment to improve their social relationships in daily
curriculum. Exposure to financial management in real life is life especially with the family members, peers, colleagues
vital to provide pupils with effective, meaningful knowledge, and community members in school, training centre, as well
skills and values. as their workplace. Transitional program towards career is
 In English for Communication (Special Education), financial based on six components namely; life skills, self-advocacy
education is given due importance with the introduction of skills, adult life skills, career skills, assessing their
the Consumerism and Financial Awareness theme. readiness to work and their skills at workplace. These are
very important to enhance pupils’ marketability at the end
11. Transitional Skills Towards Career of their secondary schooling.
 Transitional module towards career needs to be integrated
in the curriculum for the special education to ensure pupils The transition towards career focuses on 3 important aspects:
with SEN are better equipped to pursue themselves into the (i) Psychological, emotional and mental support for pupils with
career world. They need to learn to adapt to changes in their SEN to adapt to the environment, individuals and
physical development, the level of thinking and social skills. communities in school, facilities and workplace.
The transition to career is aimed at improving pupils’ (ii) Fostering self-confidence and advocacy through soft skills
readiness in soft skills. Among the essential skills needed is and social skills.
self-advocacy that provides pupils with the ability and self- (iii) Exposure and hands-on experience at work through
confidence to fight for their rights. The knowledge, skills and industrial training programmes.
values instilled from the curriculum is reinforced through
transitional activities which allow pupils to adapt themselves
with the working environment; as a result, they will be able
to perform well.

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KSSM PENDIDIKAN KHAS ENGLISH FOR COMMUNICATION TINGKATAN 4 DAN 5

INDIVIDUAL EDUCATION PLAN (IEP) transition services needed for each individual pupil. The result of
the evaluation and tests are discussed and the support and
An Individualized Education Plan (IEP) is a written document services the pupil will receive are agreed upon and spelled out in
outlining the educational program and special support services the IEP.
tailored to the individual pupils. It is the responsibilities of all special
education teachers to develop each special needs pupils’ IEP as The IEP goals need to be specific, realistic and measurable. The
required by law; Education (Special Education) Regulation 2013. IEP Committee or team creates the goals in the meeting. The IEP
also needs to be reviewed at least once in a year. The review allows
IEP spells out the pupils learning needs, the services the school will modification and adjustment of the goals, expectations and
provide and how progress will be measured. Several people intervention strategies to ensure more efficient and successful
including parents are involved in identifying the pupil’s strengths services and support for the pupils. Interventions described in the
and weaknesses. In order to determine the pupil’s present level of IEP will be embedded in the teaching and learning processes.
educational performance, the pupil’s current abilities, skills,
weaknesses and strengths, evaluations, observation and The key characteristics of the effective IEP are as followed:
diagnostic tests are carried out.
(i) Individualized and child-centered
The evaluation and tests are done with the cooperation and (ii) Inclusive
collaborative efforts of teachers, parents and multidisciplinary team (iii) Holistic
of professional supports. There is psychologist, audiologist, speech (iv) Collaborative
pathologist or therapist, occupational therapist and others (v) Accessible
depending on the individual needs and the medical condition of the
pupil.

Schools are required to establish the IEP committee to discuss and
decide on the learning needs and the intervention as well as the

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KSSM PENDIDIKAN KHAS ENGLISH FOR COMMUNICATION TINGKATAN 4 DAN 5

CLASSROOM ASSESSMENT  Use various methods of assessment such as checklists,
observations, oral presentations, quizzes, question and
Classroom assessment involves the process of collecting answer, task sheets or written assignments to document
information about pupils’ progress in the classroom. The school pupils’ progress in learning.
assessment is planned, implemented and reported by respective
teachers. This process is ongoing to enable teachers to track the  Use of various assessment strategies that can be carried out
pupils’ mastery level. by teachers and pupils.

Two types of classroom assessments are carried out by the  Take into account the various levels of knowledge and skills
teachers in schools; the formative assessment and summative learned.
assessment. The formative assessment is carried out during
teaching and learning meanwhile the summative assessment is  Allows pupils to exhibit various learning capabilities.
implemented at the end of an instructional period; as a conclusion  Assess the pupils’ progress based on the Learning Standards
of a learning unit, mid-semester and year-end examinations.
Teachers should plan, construct assessment or instruments, and Performance Standards.
examine, record and report levels of acquisition that are taught  Perform follow-up action for remedial and enrichment
based on the Standards-Based Curriculum and Assessment
Document. To ensure that assessment improves the ability and purposes.
mastery level of the pupils, the teacher should carry out
assessment that has the following characteristics: Performance Standards refer to the six levels of pupils’ progress in
the acquisition of the four language skills; Listening, Speaking,
Reading and Writing. Teachers can diagnose the learning strengths
and weaknesses, measure pupils’ progress against the teaching.

The formative assessment is an important aspect of teaching and
learning in the classroom. Formative assessment is an ongoing and
continuous process. It is carried out during teaching and learning
and provides immediate feedback. Various methods of assessment

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KSSM PENDIDIKAN KHAS ENGLISH FOR COMMUNICATION TINGKATAN 4 DAN 5

such as checklists, observations, oral presentations, quizzes, Classroom Assessment for pupils with SEN is slightly different
question and answer, task sheets or written assignments can be because their progress needs to be based on the implementation
used to document pupils’ progress in learning. of interventions that has been planned in the Individual Education
Plan (IEP). IEP has outlined the 5 pupils’ development domain
Specific Performance Standards Guides for Listening, Speaking, namely; cognitive, communication, socio-emotional, behavioural,
Reading and Writing are provided in the Standards-Based gross motor and fine motor. Any improvement and their readiness
Curriculum and Assessment Document. These guides provide for learning can be identified and recorded in IEP which will help
teachers with reference to gauge pupils’ progress in the four teachers to determine the suitable teaching and learning strategies
language skills. Teachers can use the specific descriptors to in line with the individual’s potential.
determine the performance level of their pupils in the respective
language skill.

The performance levels indicate pupils’ progress in learning. There
are six levels which indicate pupils’ progress in the four language
skills and they are arranged in a hierarchy. The levels take into
account the knowledge, skills and values stipulated in the
curriculum.

Teachers can record pupils’ progress in the record book, exercise
book, notebook, checklist, schedules or through other appropriate
methods. The performance levels are recorded in the reporting
template that has been provided after the teachers have completed
teaching the Learning Standards.

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KSSM PENDIDIKAN KHAS ENGLISH FOR COMMUNICATION TINGKATAN 4 DAN 5

OVERALL PERFORMANCE LEVEL Table 4: Overall Performance Standards Guide for A2 (Basic

The Overall Performance Level for each subject should be User)
determined at the end of each year. This covers aspects of
knowledge, skills and values. Teachers need to assess pupils Performance Notes
collectively and holistically by looking at all aspects during the Level
learning process. Teachers should use professional judgement in
assessing and determining the overall performance level. Pupils hardly achieves the curriculum target
Professional judgement can be carried out based on the teacher’s
knowledge and experience, teacher’s interaction with pupils and 1 even with a lot of support.
also discussions with colleagues. Once the performance level of
each language skill has been identified, teachers can then Pupil is on track to achieve the curriculum target.
determine pupils’ overall performance level using the guide in Table 2
4.
Pupil achieves expectations for the curriculum
3

target.
Pupil works towards exceeding expectations of
4
the curriculum target.
Pupil is on track to exceed expectations of the
5
curriculum target.
Pupils exceeds expectations of the curriculum
6
target.

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KSSM PENDIDIKAN KHAS ENGLISH FOR COMMUNICATION TINGKATAN 4 DAN 5

CONTENT ORGANISATION
The implementation of English For Communication is in accordance with the Professional Circular Letter (KP/KPPM/6 Jld.2(23) dated 2
November 2016) which is in effect now. A minimum of 32 hours is allocated for this subject. The Curriculum Standard that encompass the
Content Standards, Learning Standards and Performance Standards are explained in Table 5.

Table 5: The Curriculum Standards

CONTENT STANDARDS LEARNING STANDARDS PERFORMANCE STANDARDS

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 educational objectives that pupils are that pupils are expected to display in relation
a schooling period, encompassing aspects expected to know and be able to do at a to the Content and Learning Standards.
of knowledge, skills and values, work particular stage of their secondary These Standards allow pupils to reflect, think
habits and personal character traits that education. and act upon their learning strategies for self-
are cultivated in stages throughout the It is a set of criteria or indicator for learning improvement.
pupils’ secondary education. quality and achievements that can be
The Content Standards are over-arching measured for each Content Standards.
educational goals that should be achieved These standards should be mastered by all
by the end of Form Five. pupils at the end of each Form.

The SBECC 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 this curriculum
cover all aspects of thinking skills which are consistent with the CEFR principles. Focus in the curriculum framework refers to what is expected
to be achieved by pupils at the end of secondary education.

24

25

Standard Kandungan,
Standard Pembelajaran
dan Standard Prestasi

Tingkatan 4

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LISTENING KSSM PENDIDIKAN KHAS ENGLISH FOR COMMUNICATION TINGKATAN 4

Effective communication is to articulate thoughts and ideas in Objectives for Listening in Form 4
various forms and purposes, contexts and for various purposes By the end of Form 4, pupils are able to:
using both verbal and non-verbal communication skills. 1. Understand with support or little support the main ideas in

The two Content Standards focus on pupils’ ability to understand simple longer texts on a range of familiar topics
meaning, to use appropriate listening strategies, and to recognise 2. Understand with support or little support specific
typical features of spoken texts.
information and details in simple longer texts on a range of
The order in which the Content and Learning Standards appear familiar topics
does not reflect a chronological sequence of classroom learning 3. Guess the meaning of unfamiliar words from clues provided
which starts with 1.1.1 and finishes with 1.2.1. Pupils need to by other known words and by context on familiar topic
develop these skills simultaneously over the school year, and so
will learn from opportunities to practice different listening skills in
varied sequences in their English lessons.

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KSSM PENDIDIKAN KHAS ENGLISH FOR COMMUNICATION TINGKATAN 4

1.0 LISTENING SKILLS

CONTENT FOCUS LEARNING STANDARD NOTES
STANDARD
Understand the Pupils can: Notes:
1.1 Understand main idea when - based on any topics chosen
meaning in a listening to texts on 1.1.1 Understand with - teachers will need to find suitable listening texts for these
variety of familiar topics support or little support
familiar contexts the main idea in simple activities, preferably on the topics that pupils are familiar
Understand longer texts on a range with. Example websites where teachers can find listening
specific details of familiar topics texts:
when listening to http://www.elllo.org/index.htm
texts on familiar 1.1.2 Understand with http://esl-lab.com/
topics support or little support https://learnenglishteens.britishcouncil.org/skills/listening-
specific information and skills-practice
details in simple longer https://www.englishclub.com/listening/
texts on a range of
familiar topics - oral texts can be in term of spoken and recorded listening
materials

Suggested activities:
(a) listen and tell
(b) role play
(c) games
(d) action songs

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KSSM PENDIDIKAN KHAS ENGLISH FOR COMMUNICATION TINGKATAN 4

CONTENT FOCUS LEARNING STANDARD NOTES
STANDARD

1.2 Use appropriate Use strategies to Pupils can: Notes:
listening strategies understand meaning - based on any topics chosen
in a variety of on familiar topics 1.2.1 Guess the meaning of - expand and varied the common sight words
contexts unfamiliar words from - expand vocabularies
clues provided by other - teacher can find a listening text with 4 – 5
known words and by
context on familiar unfamiliar words, and ask pupils to guess the
topics meaning of the words with clues provided

Suggested activities:
(a) listen and tell
(b) role play
(c) games
(d) actions songs

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KSSM PENDIDIKAN KHAS ENGLISH FOR COMMUNICATION TINGKATAN 4

Performance Standards Guide for Listening Skills

PERFORMANCE DESCRIPTORS FOR LISTENING SKILLS NOTES
LEVEL

 Hardly understands the main ideas and specific details in a text even with a lot

1 of support. Requires support to achieve

 Hardly shows any understanding of unfamiliar words even with a lot of support curriculum target

and guidance from the teacher.

 Acquires very limited understanding of the listening skills in identifying the

main ideas and specific details in a text with a lot of support and guidance On track to achieve curriculum

2 from the teacher. target

Shows very limited understanding of unfamiliar words with a lot of support and

guidance from the teacher.

 Acquires limited understanding of the listening skills in identifying the main Achieves expectations of

3 ideas and specific details in a text with support from the teacher. curriculum target

Shows limited understanding of unfamiliar words with support from the

teacher.

 Acquires adequate understanding of the listening skills in identifying the main

ideas and specific details in a text. Working towards exceeding

4  Shows satisfactory understanding of unfamiliar words with support from the expectations

teacher.

 Acquires good understanding of the listening skills in identifying the main

5 ideas and specific details in a text. On track to exceed expectations

 Shows good understanding of unfamiliar words.

 Acquires very good understanding of the listening skills in identifying the main

6 ideas and specific details in a text. Exceeds expectations

 Shows very good understanding of unfamiliar words.

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SPEAKING KSSM PENDIDIKAN KHAS ENGLISH FOR COMMUNICATION TINGKATAN 4

The two Content Standards focus on pupils’ ability to communicate Objectives for Speaking in Form 4
meaning, and to communicate appropriately when speaking alone
to a small or large group. By the end of Form 4, pupils are able to:

The order in which the Content and Learning Standards appear 1. Ask about and give detailed information about themselves
does not reflect a chronological sequence of classroom learning and others.
which starts with 2.1.1 and finishes with 2.2.1. Pupils need to
develop these skills simultaneously over the school year, and so 2. Ask for and respond appropriately to simple suggestions.
will learn from opportunities to practise different speaking skills in 3. Ask about and describe future plans or events.
varied sequences in their English lessons. 4. Express opinions or feelings about character and

personality.
5. Narrate short stories, events and experiences.

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KSSM PENDIDIKAN KHAS ENGLISH FOR COMMUNICATION TINGKATAN 4

2.0 SPEAKING SKILLS

CONTENT FOCUS LEARNING STANDARD NOTES
STANDARD

2.1 Communicate Communicate Pupils can: Notes:
information, information clearly - based on any topics chosen
ideas, 2.1.1 Ask about and give detailed - teacher may encourage pupils to speak and
opinions and information about
feelings on themselves and others express their opinions (brainstorming)
familiar topics - it is important to allow space for the pupils to

practice speaking without worrying about
accuracy

Suggested activities:
(a) listen and tell; share information pertaining to

family, hobbies, school, etc.
(b) exchange greetings

Find out about and 2.1.2 Ask for and respond Notes:
communicate appropriately to simple - based on any topics chosen
information clearly suggestions - teacher may discuss, stimulate or brainstorm on

the topic and motivate pupils to speak
- teacher can ask pupils to work with a partner and

talk about any topic.

Suggested activities:
(a) listen and tell
(b) role play

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KSSM PENDIDIKAN KHAS ENGLISH FOR COMMUNICATION TINGKATAN 4

CONTENT FOCUS LEARNING STANDARD NOTES
STANDARD
Communicate plans Pupils can: Notes:
and ambitions - based on any topics chosen
2.1.3 Ask about and describe - teacher may brainstorm on the topic
future plans or events - teacher may encourage pupils to talk and

express their ideas and thoughts
- teacher can divide pupils into groups, ask them to

work together and discuss.
- teacher can choose any topics to assign the

pupils, ask them to work in groups to highlight
their ideas on the topics (future plans and events)

Suggested activities:
(a) listen and tell
(b) sharing information

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KSSM PENDIDIKAN KHAS ENGLISH FOR COMMUNICATION TINGKATAN 4

CONTENT FOCUS LEARNING STANDARD NOTES
STANDARD

Communicate feelings Pupils can: Notes:
clearly - based on any topics chosen
2.1.4 Express opinions or - encourages pupils to talk and express their
feelings about character and
personality thoughts and feelings

Suggested activities:
(a) listen and tell
(b) sharing information
(c) teacher asks pupils to choose any

personality/role model/ and express opinions or
feelings about them

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KSSM PENDIDIKAN KHAS ENGLISH FOR COMMUNICATION TINGKATAN 4

CONTENT FOCUS LEARNING STANDARD NOTES
STANDARD Pupils can:
Notes:
2.2 Communicate Communicate 2.2.1 Narrate short stories, - based on any topics chosen
appropriately information, events, events and experiences - encourages pupils to talk and express their ideas
to a small or stories, feelings and - teacher may brainstorm on the topics beforehand
large group on ideas to an audience
familiar topics Suggested activities:
(a) listen and tell
(b) sharing information
(c) story telling
(d) pupils can talk about simple stories, or any

events and experiences that they encounter in
their daily life

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