ENGLISH SYLLABUS 2001ENGLISH SYLLABUS 2001

Grammar

Sound System

Vocabulary

ListeningWriting

Reading

Speakin

g

World of knowledge

Worl

d o

f se

lf World

of

storie

s

Pedagogical Approaches

Kinesthetic, Musical,Interpersonal (in classroom practise)Thinking Skills ContextualismConstructivism (understanding lang. rules)Mastery Learning(ensuring that teachingpoints & basic vocabularyis mastered)

Values and Citizenship

Social Skills

Literacy skills

CURRENT SYLLABUSCURRENT SYLLABUS

Focus on 4 language skills through 3 broad areas:-World of selfWorld of storiesWorld of knowledge

Knowledge of how language works is important.

Phonics is used to teach pronunciation and intonation inspeech & reading.

Reading receives primary emphasis.

Use of ICT to improve language learning.

KNOW YOUR HSPKNOW YOUR HSP

1. State 2 objectives that focus on social and interpersonal skills.i. ________________

ii. ________________

2. There are 3 worlds through which language is taught. What are they?i. _______________

ii. _______________

iii. _______________

3. What world is related directly to social & interpersonal skills and listening & speaking.

____________________

4. Can you name a story that you have access to, to use for the theme the ‘World of Stories’ _____________________

5. What are the 4 language skills? Are language skills written as specifications of Learning Outcomes or Activities or Sound Systems or Word list?

_____________________

KNOW YOUR HSPKNOW YOUR HSP

6. When you focus on teaching language skills, this means that

- learning language means memorising vocabulary, adjectives, poems, similes,

proverbs, etc.

T/F

- learning language means learning to speak. Read and

write

T/F

- learning language means learning the language

system

T/F

KNOW YOUR HSPKNOW YOUR HSP

7. Say you have chosen to teach requests, and asking for permission. Say whether you use the following ‘worlds’ directly or

indirectly?i. World of Self Directly/Indirectlyii. World of Stories Directly/Indirectlyiii. World of Knowledge Directly/Indirectlyiv. Dialogues, chants or rhymes Directly/Indirectly

8. In knowledge of the 3 worlds, what is important is:they are the tools or medium through which

English is taught .

the content of the particular world has to be taught seriously.

T/F

T/F

KNOW YOUR HSPKNOW YOUR HSP

9. What kind of writing activities can you give pupils

of year 2 bearing in mind that their ability is limited, but you want them to be able to write independently.

________________________________________10. How many grammar items should you focus on

for one lesson? ____________________________________________ 11. How many sounds (phonics) should you focus on

for one lesson? ____________________________________________

12. Pick out some problem sounds that you think are useful to teach pupils in Year 2.

____________________________________________

KNOW YOUR HSPKNOW YOUR HSP

13. During Focused Work for one lesson, how many of the following would you teach. Choose a suitable combination.

I. Vocabulary – meaning of wordsii. Spellingiii. Phonics/pronunciationiv. Language Items – e.g. tenses, articles

prepositions, pronouns, etc.

14. What kind of mastery learning would you expect from your pupils? For example, when you teach a lesson, which aspect do you want them to understand and master 100%.

KNOW YOUR HSPKNOW YOUR HSP

Kursus Kurikulum Semakan Tahun 3

Developing Language Skills, Expanding Language Content

Understanding the Language System

Extending ‘The English Hour’

Pusat Perkembangan Kurikulum, Kementerian Pendidikan Malaysia

Kursus Kurikulum Semakan Tahun 3

writingspeaking

Listening

Reading

Understand Understand what is readwhat is read

Understand Understand what is heardwhat is heard

Produce words orally Produce words orally that carry meaningthat carry meaning

Produce words in written Produce words in written form that carry meaningform that carry meaning

Understand what is read

Understand what is heard

PASSIVE

PRODUCTIVE

Produce words orally that carry meaning

Produce words in written form that carry meaning

PPAASSSSIIVVEE

PRODUCTIVEPRODUCTIVE

PPAASSSSIIVVEE

PRODUCTIVEPRODUCTIVE

Developing Language Skills, Expanding Language Content, Understanding Language System

While content is important as it is the medium through which to convey and develop language skills and components of the language system, remember that language study and acquisition of skills is foremost.

Therefore resist the tendency to focus on comprehension exercises and comprehension questions.

What is more important is giving activities on fostering understanding of language items of grammar, pronunciation, sentence structures, etc.

Know your teaching focus

Teaching is approached from the themes of:Teaching is approached from the themes of:

World of Family and Friends (interpersonal)World of Family and Friends (interpersonal)World of Stories (beginning of aesthetic component)World of Stories (beginning of aesthetic component)World of Information (beginning of study skills)World of Information (beginning of study skills)

For e.g., instead of a question such as ‘who is Jasin?’, ‘what happened to him?’, etc. focus instead on evaluating grammar through questions such as on the past tense (happened), pronouns (knowing to use him instead of her)

Know your teaching focus

Language study and understanding how language works is paramount when teaching the new curriculum

‘Who is Jasin?’

‘What happened to him?’

Minimise questions like these

‘Why the use of capital letter for Jasin?’

‘Why do you use happened and not happen?

Maximise questions like these

Avoid preoccupation with comprehension

What is important is

Know your teaching focusAvoid preoccupation with themes and comprehension of knowledge content

the language skills

grammar items – tense, pronouns, possessives,

punctuation, etc.

vocabulary acquisition – only a limited set of vocabulary is used and these are repeated again and again – it is important that the teacher selects her/his vocabulary rather than be thrown about by the selection of vocabulary

developing competencies, developing competencies, what pupils are able to dowhat pupils are able to do

acquiring acquiring contentcontent

understanding understanding language ruleslanguage rules

1

2

3

Know your teaching focusPay equal attention to how the language works!

If a teacher was teaching a book such as ‘Meet my Mouse’ it is natural to focus on the following content words, as below:

mousemouse

tailtail

spotsspots

thinthin

nosenose

eyes eyes

earsears

teethteeth

Teachers tend to forget the functional words needed to create the framework for expression such as those below. These words are used over and over again in speaking and writing.

isis

atat

hashas

dodo

aa

itit

toto

asas

Two years ago (Year 1 Orientation), you were trained on how to teach reading using the strategy of ‘The English Hour’

Know your teaching focus

This year, your training is being extended to ways of incorporating the teaching of listening and speaking as well as writing.

Speaking using the world of family and friends

Writing in the world of self when doing functional writing – greetings, messages, etc.

Writing in the world of stories and the world of information when doing telling or retelling in writing exercises (writing sentences or phrases)

The English Hour is a strategy you have been taught to use in teaching reading, phonics, vocabulary, grammar, punctuation, etc.

Know your teaching focus

talking to other people, perform language functions in daily life, asking, buying, borrowing, refusing, etc.

In Year 2 you have paid attention to In Year 2 you have paid attention to Speaking and Writing skills.Speaking and Writing skills.

speakingspeaking

drawn from speaking – such as messages, notes, requesting, apologising, etc.

writingwriting

drawn from reading – such as retelling, etc.

With this curriculum we want teachers to wean pupils away from past practice, i.e. answer multiple choice questions, fill in the blanks and guided writing

We want pupils to be able to develop writing skills by writing freely from the start

Know your teaching focusBegin to develop writing skills among pupils in Year 3.

This does not mean writing essays from the start but one word like pick out and write down all the nouns, use an adjective with your noun, write a sentence with a noun and a verb.

What to do with the materials that have been given to you

1. Syllabus2. HSP3. Textbook4. Teaching Courseware5. Readers (some schools only)

The best way to approach this is to start with teachers’ planning based on the HSP and select from available materials what is relevant to teaching those outcomes in the HSP

THE LEARNING OUTCOMES DETERMINE THE USE OF ONE, TWO OR ALL RESOURCES AVAILABLE IN COMBINATION

Teachers, it is important that you know the system of Teachers, it is important that you know the system of the English Languagethe English Language, i.e. , i.e.

• GrammarGrammar• SoundsSounds• VocabularyVocabulary• SkillsSkills• Language FunctionsLanguage Functions

If the teacher has a good grasp of the language If the teacher has a good grasp of the language system, then, s/he will be able to select teaching system, then, s/he will be able to select teaching points for each lesson and choose suitable materials points for each lesson and choose suitable materials for them. S/he will not be dictated or led by the for them. S/he will not be dictated or led by the content or activities of the materials s/he chooses.content or activities of the materials s/he chooses.

Importance of Teacher’s Own Knowledge and Planning

The best way to approach this is to start with teachers’ planning based on the HSP and select from available materials what is relevant to teaching those outcomes in the HSP

Integrating the HSP, the English Hour Strategy, Courseware and Textbook

Utilising and Integrating Materials

If you look upon the skills, sounds, grammar items as your main teaching focus and backbone of your lesson, it will be easy for you to mix, match and combine materials whether these are textbooks, or songs, rhymes, dialogues, etc. because they contain the skill, pronunciation or grammar that you want to teach.

Begin with a teaching focus