ops-eng 1.0_south
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ENGLISH LANGUAGE TEACHING CENTRE (ELTC)
MINISTRY OF EDUCATION MALAYSIA
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Oral Proficiency in English
for Secondary Schools(OPS-ENGLISH)
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Why OPS-English?
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ISSUES AND CONCERNS
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students must be given the opportunityand exposure to speak and understandboth languages.
Deputy Prime Minister & Minister of Education Malaysia
Tan Sri Muhyiddin Yassin
even after learning the language for 13
years at primary, secondary and
matriculation levels, some students still
could not master English.
August 2011
New Straits Times
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TAN SRI MUSTAFA MANSUR
President,FMM
is very concerned over the poor
command of Englishamong our
workforce.
Competency in English is the keyto
creating a pool of competitive, highly
skilledand knowledgeable
manpower.
September 2011
New Straits Times
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Research FindingsDr. Fauziah Hassan
Faculty of Educational Studies
Universiti Putra Malaysia
Focus is on readingand writing
Most frequent activitywriting exercise, grammarand reading comprehension
Speaking & Listening least effectively developed
(little weightage)
Least used materials -Tapes, Videos, T.V.
programmes
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OPS-ENGLISH:
AN MBI INITIATIVEMBIOPS English towards KSSM integration
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Objective To improve students listening and speaking skills
To integrate OPS English into KSSM English Language Curriculum
Expected impact (KPI and targets)
12,600 lower secondary school Englishteachers are trained to deliver effective
integrated listening and speaking skills
lessons to students by 2015
Funding and other support
Owner(s)
BPG / ELTC
Rationale
To enhance listening and speaking skills in the teaching and learning ofEnglish lessons in classroom
To employ fun and innovative methods to teach listening and speaking To improve students listening and speaking skills in English
To build students confidence to speak in English To explore the possibility of incorporating OPS English as an integral
part of KSSM English Language Curriculum
Key actions / analyses
i
ii
iii
iv
Funding and other support
MoF EPU
Funding and other support
Stakeholders / key syndication required
Kementerian Kewangan Bahagian Kewangan, KPM Bahagian Pembangunan Kurikulum
Bahagian Buku Teks Jemaah Nazir dan Jaminan Kualiti Bahagian Pengurusan Sekolah Harian JPN PPDs and ELO
4 MBI - OPS ENGLISH TOWARDS KSSM INTEGRATION
Initiative Charter TemplateENGLISH LAB
Initiative: OPS English
SOURCE: English lab
Continuous programme monitoring and evaluation to upkeep quality
of delivery of the programme
Training of trainers and teachers to ensure effective delivery of OPS
English lessons in listening and speaking skills
Ensure alignment of OPS English with KSSM English Language
Curriculum
Develop teaching and learning materials and sharing of best
practices from pilot to enhance delivery of OPS English
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OPS English has c
SOURCE: ELTC
OPS English has conducted pilot study in 20 schools
nationwide and feedback from teachers and
students is positive
Objectives
To improve students listening skills in English
To create a non-threatening environment forspeaking
To build students confidence to speak inEnglish
To explore fun and innovative methods inlearning English
Focus 20 pilot schools across all bands
5,219 students, 60 teachers
Content Based on the English Language syllabus for
secondary school (KBSM)
Adopts a back to basics approach focusing on
communication skills
Materials
utilised
Students Handbook
Teachers Companion
Audio video DVD
OPS English focuses on listening and
speaking. The impact on students is
marvelous - truly a success story.
Assistant District Language Officer,
Petaling Perdana
So far the response for the programme
has been very good - can see the
enthusiasm in the students.
English Language teacher,
SMK Puchong Batu 14
OPS English is quite easy can help
me to speak English
Form 1 student,
SMK Puchong Batu 14
MBI - OPS ENGLISH TOWARDS KSSM INTEGRATION | CASE FOR CHANGE4
OPS English has conducted its pilot and response is positive
O S G S O S SS G O | SO O S O
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Challenges Lab recommendations
Some challenges from pilot have been identified to further improve
implementation of OPS English
Teachers inability to implement theprogramme particularly in conducting
lessons focused on listening and
speaking skills
SOURCE: ELTC; English lab
Integrating OPS English into theKSSM in 2017
Provide training courses to enhancepedagogical skills for integrated
listening and speaking skills as well as
further understanding of the current
School Based Assessment
Align and integrate OPS English tocomplement KSSM in 2017
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3
MBI - OPS ENGLISH TOWARDS KSSM INTEGRATION | SOLUTIONS OUTLINE
Leverage on key learnings relatingto instruction and assessment of
listening and speaking from pilot
and share best practices
Possible mismatch betweeninstruction and assessment, where
assessment is prepared focusing on
reading and writing skills
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4
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OPS-ENGLISH:
A PPPM INITIATIVE
(Wave 1)
2013 - 2015
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WHAT IS OPS-ENGLISH?
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Bringing back the Art of Conversation
When learning a language, it is listeningand
speakingthat starts off your foundation.
Reading and writing is incidental. The stronger
the foundation, the easier it is to build on
reading and writing, not the other way round.
Dr Ranjit Singh Gill, Director of ELTC
(The Star, 8 September 2012)
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What is OPS-English?
It is based completelyon the existing English
Language Syllabus and Curriculum
Specifications for Secondary Schools and is
merely a different realisation of the syllabus.
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Components of OPS-ENGLISH Build the students vocabulary
Provide or create non-threateningenvironment for speaking
Create a supportive learning community
Give every opportunity for students to speakthe language
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Objectives of OPS-ENGLISH
2012 (Form 1) Term 1
100 % OPS-ENGLISH
Term 2
Incorporate OPS-English into
KBSM curriculum
2013 (Form 1 & 2) 100% OPS-ENGLISH Incorporate OPS-English intoKBSM curriculum
2014 (Form 1 & 2) 100% OPS-ENGLISH Incorporate OPS-English into
KBSM curriculum
2015 (Form 1 & 2) 100% OPS-ENGLISH Incorporate OPS-English into
KBSM curriculum
To listen to and understand spoken English
To build students confidence to speak
Target group: Form 1 and Form 2 students
Selection of schools: Bands 3- 6 schoolsImplementation Strategy:
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OPS-ENGLISH
RESOURCES
ROLL-OUT
Objectives To improve students oral communication skills
To develop students confidence in speaking in English
Target Form 1 & 2 students in Band 36 schools
Materials are a complete but different
realization of the syllabus
Provide a large amount of input throughlistening and speaking
Foster meaningful use of language
Encourage student interaction through
pair- and group-work
Support students attempts to speak
through role plays, communication
activities and simulations
Materials incorporate school-based
assessment
Year No of
Schools
No of Lead
Trainers
No of Teachers No of
students
2013 216 36 612 (From1)
72 (Form 2)
56,000
2014 817 180 2,728 (Form 1)
612 (Form 2)
260,500
2015 682 180 2,728 (Form 1)
2,046 (Form2)
341,000
STRATEGY
Semester 1OPS-English
Semester 2Revert tonormal teaching with OPS-English elementsincorporated
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provide & equip teachers with practical and
hands-on strategies
enhance aural and oral skills amongst students
empower the students to speak the Englishlanguage through fun and non-threateningactivities
Programme Outcomes:
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OPS-ENGLISH MATERIALS
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Teaching and Learning Materials
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Students Handbook
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Students Handbook
10 units
Each unit:
comprises 6 pages
covers a theme from the KBSM
syllabus
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Page 1: Stimulus
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Page 2: Building Blocks
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Page 3: Language in Action
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Page 4: Language in Use
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Page 5: Having Fun
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Page 6: Fun in Sharing
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Teachers Companion
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Teachers Companion
Comprise: Mapping of content/skills
Lesson steps for each unit
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MAPPING OF UNITS
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SAMPLE: CREATIVE NOTES
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Lesson Steps
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The Approach
3Ps Approach (Presentation, Practice, Production)
Task Based Approach (TBA) Teacher Talk Approach (TTA)
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3Ps Approach
Involves 3 stages:
1. Presentation stage: teacher presents in contextthe target language item(s)
2. Practice stage: learners practice the languageitem(s) via controlled practice tasks
3. Production stage: learners are given theopportunity to use language in controlled andmeaningful situation (with/without the teacher)
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TBA Approach
Begins with the objective and end product in mind.
1. Pre-task stage: teacher introduces the topic and
clarifies the task2. Task stage: learners work collaboratively in pairs
and small groups
3. Planning stage: learners in their respective groupswork and prepare their presentations, reports etc.
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Teacher Talk Approach
Focuses on the role of the teacherin the classroom
1. To modelrather than to talk/instruct
2. To questionrather than to tell
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Audio-Video DVD
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Comprises an Audio recording of the targetedvocabulary in the Word list for all 10 units
Presents the vocabulary in a Powerpoint-likepresentation
Includes 10 videos to present the targeted sentence
patterns Enhances students vocabulary
Exposes students to repeated use of the language in
context
Why the Audio-Video DVD?
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Q & A