kbsm bahasa inggeris untuk sains dan teknologi (est)

8/14/2019 KBSM Bahasa Inggeris untuk Sains dan Teknologi (EST)

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KEMENTERIAN PENDIDIKAN MALAYSIA

SUKATAN PELAJARAN

KURIKULUM BERSEPADU

SEKOLAH MENENGAH

BAHASA INGGERIS UNTUK

SAINS DAN TEKNOLOGI

2001

PUSAT PERKEMBANGAN KURIKULUM

KEMENTERIAN PENDIDIKAN MALAYSIA


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RUKUN NEGARA

BAHAWASANYA negara kita Malaysia mendukung cita-cita hendak mencapaiperpaduan yang lebih erat di kalangan seluruh masyarakatnya; memeliharasatu cara hidup demokratik; mencipta masyarakat yang adil di manakemakmuran negara akan dapat dinikmati bersama secara adil dan saksama;menjamin satu cara yang liberal terhadap tradisi-tradisi kebudayaannya yangkaya dan berbagai-bagai corak; membina satu masyarakat yang progresifyang akan menggunakan sains dan teknologi moden;

MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan seluruh tenaga danusaha kami untuk mencapai cita-cita tersebut berdasarkan atas prinsip-prinsipberikut:-

KEPERCAYAAN KEPADA TUHAN

KESETIAAN KEPADA RAJA DAN NEGARA

KELUHURAN PERLEMBAGAAN

KEDAULATAN UNDANG-UNDANG

KESOPANAN DAN KESUSILAAN

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FALSAFAH PENDIDIKANKEBANGSAAN

Pendidikan di Malaysia adalah suatu usaha berterusan kearah lebih memperkembangkan potensi individu secaramenyeluruh dan bersepadu untuk melahirkan insan yangseimbang dan harmonis dari segi intelek, rohani, emosi dan

jasmani berdasarkan kepercayaan dan kepatuhan kepadaTuhan. Usaha ini adalah bertujuan untuk melahirkanwarganegara Malaysia yang berilmu pengetahuan,berketerampilan, berakhlak mulia, bertanggunjawab dan

berkeupayaan mencapai kesejahteraan diri serta memberikansumbangan, terhadap keharmonian dan kemakmurankeluarga, masyarakat dan negara.

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Kata Pengantar

Kurikulum persekolahan kebangsaan mendukung hasrat mulia negara bagimenyediakan pendidikan bertaraf dunia kepada generasi masa kini dan akandatang. Kurikulum ini bertujuan menyepadukan elemen terkini dalampendidikan, memenuhi semangat Falsafah Pendidikan Kebangsaan, danmenyediakan warga Malaysia untuk menghadapi cabaran pendidikan padaabad ke 21.

Kurikulum ini memberikan penekanan pada nilai murni dan semangat patriotikbagi menyedarkan murid akan peranan dan tanggungjawab mereka sebagaiwarganegara maju dan ahli masyarakat berilmu. Murid dididik untuk berfikir,berilmu pengetahuan luas, beretika tinggi, bijaksana, serta dapatmenggunakan teknologi maklumat dan komunikasi secara berkesan.

Diharapkan kurikulum ini dapat melahirkan murid yang berkeyakinan dantabah mengatasi segala rintangan dan cabaran dalam kehidupan.

Bahasa Inggeris ialah bahasa kedua yang merupakan mata pelajaran wajib diperingkat sekolah rendah dan sekolah menengah. Kini bahasa Inggerismenjadi penting selaras dengan perkembangan pesat negara ke arah negaramaju berlandaskan teknologi maklumat dan komunikasi. Sukatan PelajaranBahasa Inggeris untuk Sains dan Teknologi akan menyediakan murid untukmenggunakan bahasa Inggeris bagi mendapatkan maklumat danpengetahuan daripada pelbagai sumber, serta membina jaringan denganmasyarakat setempat dan sedunia.

Kementerian Pendidikan merakamkan penghargaan dan ucapan terima kasihkepada setiap individu dan institusi atas sumbangan kepakaran, masa dantenaga sehingga terhasilnya sukatan pelajaran ini.

(DATUK ABDUL RAFIE BIN MAHAT)Ketua Pengarah Pendidikan MalaysiaKementerian Pendidikan Malaysia


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sukatan pelajaran bahasa inggeris untuk sains dan teknologi

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ENGLISH FOR SCIENCE AND TECHNOLOGY

INTRODUCTION

In line with globalization and the rapid advances in information and communicationstechnology (ICT), knowledge is available in greater volume and speed than ever before.Learners should be taught the various ways of accessing this information and to use theinformation to advance their knowledge in various fields. This syllabus is a step in thatdirection.

English for Science and Technology is introduced as an elective at the upper secondaryschool level. Students opting for this elective will also be required to study English as outlinedin the general English syllabus. This general English syllabus is developed in line with theway English is used in society in everyday life, i.e. when interacting with people (theInterpersonal), when accessing information (the Informational), and when enjoying books (the

Aesthetic).

(Key: Gr-Grammar; SSSound System; Vocab- Vocabulary)

The Informational component of this general English syllabus forms the focus of the Englishfor Science and Technology syllabus which also draws upon interpersonal interaction and theaesthetic use of language when one gives an opinion based on ones value system. Thesyllabus is organised in terms of acquiring information from various sources including theelectronic media, processing that information, and presenting it for different purposes.

The English for Science and Technology syllabus lays the foundation in the use of English inthe fields of science and technology not only for the present but also for further studies at

English for Science &

Technology SyllabusGeneral English

Syllabus

Aesthetic(Literature)

Acquiring

Information

Present

ProcessingGr

Vocab

RegisterInformation

Gr

SS

Vocab


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tertiary level. This programme does not aim to teach the subject matter of science. Rather, itis designed to help students develop an ability to grasp basic concepts and ideas in scienceand to understand methods of scientific thought and enquiry in English common to all kinds ofscientific and technical discourse. The knowledge gained will not only enhance personallearning but also enable learners to think critically of issues in science and technology.

Science and Technology embraces a wide area of knowledge. For the purposes of thissyllabus, areas covered include general science, physics, chemistry, biology, mathematics,environmental education, and various technologies.

As such, the syllabus uses topics and themes that relate directly to all of the science andtechnology curricula taught at the upper secondary school level. With this syllabus, learnerswill be introduced to the main scientific concepts and ideas of science in English.

Topics or themes for study are founded upon the basic concepts, ideas and methods ofscientific thought and enquiry that are common to the many branches of science and

technology such as describing, classifying, accounting for observed results, concluding, andso on. Notions and ideas such as time, space, place, size, similarities, differences andrelationships are also incorporated.

Topics and themes act as vehicles for instruction and incorporate basic concepts and ideas.These topics and themes are kept as simple as possible, referring wherever possible, toeveryday examples. The use of authentic materials is greatly encouraged so that studentsbecome familiar with the register of science. Where texts need to be adapted and modified tosuit student ability, then care must be taken to ensure factual accuracy of content is notcompromised.

The communicative methodology is recommended for teaching this syllabus. Teachers areencouraged to teach topics using the four language skills in an integrated manner. Learnersare also encouraged to use the language actively and to participate actively in the learningprocess.

The use of English for science and technology supports the aims and objectives of theNational Philosophy of Education and the Education Act 1996 and contributes towards theoptimisation of the intellectual, emotional, spiritual and physical potential of the learners.

The curriculum also recognises that learners learn in different styles and ways. They possesstheir own unique strengths and weaknesses and wherever possible individual needs shouldbe taken into account in teaching.

This document, which is the syllabus, gives an overview of the curriculum for English forScience and Technology at the upper secondary level. To explain the curriculum in greaterdetail, a set of Syllabus Specifications has been prepared with some sample teaching-learning materials and activities.


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The Syllabus outlines the Aims, Objectives, and Learning Outcomes to be achieved. Alsoincluded are descriptions of Language Content.

AIMS

The syllabus aims to provide students with the language basis to access and understandmaterials on science and technology and to express ideas and concepts in English.

OBJECTIVES

Since emphasis is placed on accessing content, hence the ability to read and comprehendmaterials in English is the main priority.

The English for Science and Technology curriculum enables learners to:

i. Obtain information by reading and understanding different text types in science andtechnology in English;

ii. Obtain information by listening to and viewing texts on science and technology inEnglish from audio-visual and electronic sources such as talks and televisionprogrammes;

iii. Access and understand information on the Internet and other electronic media;

iv. Present information on science and technology at an appropriate level in both thewritten and spoken form; and

v. Think critically and give their points of view on issues pertaining to science andtechnology.

LEARNING OUTCOMES

The learning outcomes require learners to obtain information from various sources fordifferent purposes, process that information, and present that information at a levelappropriate to their ability. This requires students to understand and acquire scientific andtechnical vocabulary so that they comprehend simple technical literature, and subsequently,to talk about or write in simple language the various ideas or issues involved. At the sametime, students should be able to use ICT resources to extend their knowledge in these areas.


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1. Obtaining Information

Learners are required to obtain information in science and technology texts. These textsseek to inform about concepts, ideas and methods of scientific thought and enquiry in avariety of ways. The texts contain materials that classify, describe and explain phenomena,

ideas and processes thus leading the reader or viewer to be acquainted with the ways ofobserving, thinking and doing things relating to science. Learners need to be familiar with theforms and features of such texts so that relevant facts, data and other information can beeasily identified and extracted for the task at hand.

By the end of the programme, learners should be able to obtain information by:

i. reading different text types in science and technology from both print andelectronic sources such as popular science articles, extracts from textbooks, simpleencyclopaedia entries; and

ii. listening to spokentexts such as talks, lectures, and viewing TV documentariesand multimedia resources;

The above skills are based on the following concepts and ideas in scientific thought andenquiry, namely:

a. experimentsin the laboratory and in the field focusing oninstructions, procedure/steps, material, apparatus, conditions, results,

interpretation;

b. phenomena such as plants and animals, rocks and materials, structures,mechanisms, and processes focusing on such features as classification,structure, mechanismand process.

c. ideas such as concepts and principles of laws, theories and tests of theoriesfocusing on such features as definition, principle, applications,results/evidence and interpretation.

2. Processing Information

In processing information, learners should be able to identify relevant ideas,

details, and data in order to fulfill a purpose. They should be able to interpretgraphs, diagrams and tables and link data and other information to drawconclusions and predict outcomes. To facilitate the understanding andprocessing of the information obtained, the application of study skills andthinking skills are emphasized.


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By the end of the programme, students should be able to undertake a numberof processing skills, among which are:

i. acquiring terminology and expressions in science;ii. identifying relevant facts and issues;

iii. comparing and contrasting information;iv. drawing conclusions;v. interpreting and analysing data from charts, tables, graphs, etc.;vi. understanding stages in scientific methods, e.g. hypothesis, experiment,

results, conclusion, theory.

3. Presenting Information

Information, ideas and data are to be presented in the written form as well as inspoken form wherever appropriate. In presenting the information, both thepurpose and the audience must be taken into account. Presentations in clear,simple English pave the way for the future articulate scientist or technologistwho is able to convey the most complex of messages in the simplest language.When presenting facts, data and information in writing, graphic forms may beused.

By the end of the programme, students will be equipped with the following skills:

describing;explaining;listing;

reporting; andsummarising;

The written and oral products expected are:

i. notes;ii. brief reports;iii. instructions;iv. explanations;v. participation in discussions;vi. summaries; and

vii. charts, graphs and tables to support texts.

LANGUAGE CONTENT

1. GRAMMAR


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The grammar items for this syllabus are similar to those of the General English syllabus.However, there are certain specific emphases and focuses, such as the following:

Compound Nouns

Roots of words (Latin, Greek origins) and their formation using prefixes and

suffixes Modals

Passive construction

Imperatives

Conditional forms

Logical connectors, Sequence connectors

Relative Clauses

VOCABULARY

Students need to be familiar with words commonly used in science and technology literatureas well as the register of these texts. To guide teachers, a word list is found in the SyllabusSpecifications. The words in the list comprise semi-technical language, which is typical ofscientific language. These items, however, are not exclusive to any one branch of science.Some examples are consist of, range, dependent onand pulleys. However, teachers mayalso need to teach other words when dealing with the themes and topics. Teachers are alsoencouraged to adapt and change the list according to the level and ability of their learners.

EDUCATIONAL EMPHASES

Current developments in education that will help learners prepare for the real world andcontribute towards the building of a modern and progressive society have also been outlined.Values education such as attention to the ethical aspects of science are important in thissyllabus.

i. Thinking Skills

Critical and creative thinking skills are incorporated in the learning outcomes toenable learners to solve simple problems, make decisions, and expressthemselves creatively in simple language.

ii. Learning How to Learn Skills

These skills are integrated in the learning outcomes and aim to enable learnersto take responsibility for their own learning. These skills incorporate study skillsand information gathering and processing skills to equip them to becomeindependent life-long learners.


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iii. Information and Communication Technology Skills (ICT)

In this age of globalisation and ICT, skills relating to ICT are incorporated in thelearning outcomes. These skills include the use of multimedia resources suchas TV documentaries and the Internet as well as the use of computer-related

activities such as e-mail activities, networking and interacting with electroniccourseware.iv. Values Education and Citizenship

The values concerned include precision and accuracy of information and theneed to avoid bias and fostering objectivity. Learners are trained to beenvironmentally aware and to preserve the bio-diversity of their country inaddition to exercising their responsibility towards the environment as citizens ofthe world. Learners are taught that knowledge and application of science shouldbe used to serve the community.

v. Multiple Intelligences

Where possible, teachers should incorporate the theory of Multiple Intelligencesin their lessons. For example, interpersonal intelligence is reflected whenlearners are engaged in discussion by accepting others ideas and/ordisagreeing politely. Kinaesthetic intelligence is nurtured in project work.Logico-mathematical intellingence is especially called into play in this syllabus,especially in drawing conclusions from evidence presented.

vi. Preparation for the Real World

The syllabus encourages use of real-life situations, such as in the use ofauthentic materials where appropriate. In addition, situations should besimulated to reflect actual conditions and problems outside the classroom. Thiswill equip learners better to face life when they leave school.

Pusat Perkembangan KurikulumKementerian Pendidikan Malaysia25 September 2001

kbsm bahasa inggeris untuk sains dan teknologi (est)

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