1. ENGLISH SYLLABUS 2001 Grammar Sound System Vocabulary Listening Writing Reading Speaking World of knowledge World of self World of stories Pedagogical Approaches Kinesthetic, Musical, Interpersonal (in classroom practise) Thinking Skills Contextualism Constructivism (understanding lang. rules) Mastery Learning (ensuring that teaching points & basic vocabulary is mastered) Values and Citizenship Social Skills Literacy skills

2. CURRENT SYLLABUS Focus on 4 language skills through 3 broad areas:- World of self World of stories World of knowledge Knowledge of how language works is important. Phonics is used to teach pronunciation and intonation in speech & reading. Reading receives primary emphasis. Use of ICT to improve language learning.

3. KNOW 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. _______________

4. 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 HSP

5. 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 HSP

6. 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/Indirectly ii.World of Stories Directly/Indirectly iii.World of Knowledge Directly/Indirectly iv.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 KNOW YOUR HSP

7. 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 HSP

8. 13. During Focused Work for one lesson, how many of the following would you teach. Choose a suitable combination. I.Vocabulary – meaning of words ii.Spelling iii.Phonics/pronunciation iv.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 HSP

9. K ursus Kurikulum Semakan Tahun 3 Developing Language Skills, Expanding Language Content Understanding the Language System Extending ‘The English Hour’ Pusat Perkembangan Kurikulum, Kementerian Pendidikan Malaysia

10. K ursus Kurikulum Semakan Tahun 3 writingspeaking ListeningListening ReadingReading Understand what is read Understand what is heard Produce words orally that carry meaning Produce words in written form that carry meaning Understand what is read Understand what is heard PASSIVEPASSIVE PRODUCTIVEPRODUCTIVE Produce words orally that carry meaning Produce words in written form that carry meaning PASSIVE PRODUCTIVE PASSIVE PRODUCTIVE Developing Language Skills, Expanding Language Content, Understanding Language System

11. 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. K now your teaching focus Teaching is approached from the themes of: World of Family and Friends (interpersonal) World of Stories (beginning of aesthetic component) World of Information (beginning of study skills)

12. 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

13. What is important is Know your teaching focus Avoid 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, what pupils are able to do acquiring content understanding language rules 1 2 3

14. Know your teaching focus Pay 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: mouse tail spots thin nose eyes ears teeth 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. is at has do a it to as

15. 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.

16. 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 Speaking and Writing skills. speaking drawn from speaking – such as messages, notes, requesting, apologising, etc. writing drawn from reading – such as retelling, etc.

17. 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 focus Begin 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.

18. What to do with the materials that have been given to you 1. Syllabus 2. HSP 3. Textbook 4. Teaching Courseware 5. 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

19. Teachers, it is important that you know the system of the English Language, i.e. Grammar Grammar Sounds Sounds Vocabulary Vocabulary Skills Skills Language Functions Language Functions If the teacher has a good grasp of the language system, then, s/he will be able to select teaching points for each lesson and choose suitable materials for them. S/he will not be dictated or led by the content or activities of the materials s/he chooses. Importance of Teacher’s Own Knowledge and Planning

20. 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