FAKULTI PENDIDIKAN DAN PSIKOLOGI

PROGRAM PENSISWAZAHAN GURU (PPG)KOHORT 2

TW 40103 ELT AND THE SCHOOL CURRICULUM (Group Work)

Prepared By:

NAMAMATRICS NUM.

Maurice Sevelinus (Leader)CT11210263

Louisa Alphonsa JakimCT11210271

Masneh MinsinCT11210579

Siti Rohaidah OsmanCT11210459

Raynold RaphaelCT10210619

Lecturers Name:SJ YoonDate of Submission: 3rd June 2015

Name of the program:

Fun English for preschool

1.0 IntroductionThe preschool stage has been chosen because this is the first step in formal education for most children. Children at the preschool age are anticipated to learn a lot of abilities, skills and psychomotor activities. But primarily, they are projected to obtain and expand useful verbal capability, as well as the ability to produce and use this verbal competence during their whole life. On the other hand, these abilities will assist the learning process in the coming years. Thus, greater emphasis should be given to language programs for children especially for foreign languages. Together with these abilities, the advance of the speech in the native language will assist to internalize the foreign language skills.

2.0 Situational analysis

2.1 LearnersThe syllabus will help pupils become autonomous lifelong learners, innovative thinkers and problem solvers who are able to communicate efficiently in English. To achieve this, there will be activities for pupils to use English in a variety of situations and contexts. Pupils will read widely, learn how to analyze and evaluate language and the media, and respond creatively to problems and new technology.

2.2 Educational settingA well planned setting where problem-solving situations are present and where pupils can choose any activity with a framework created by the teacher, is essential for cognitive development and therefore for the development of preschool syllabus. still, the development of self-concept and self- esteem can influence learning and that pupils respond to stimuli, thus the humanistic and the behavioral views on learning cannot be ignored when planning this syllabus. Proper planning then, should not only be apprehensive with cognitive scores and prearranged environments, but with personal needs and varying environmental situations. Teachers should provide pupils with an environment that not only fosters efficient learning, but also competent learning.

2.3 Duration and schedule

It is feasible to be implemented within a year due to the compromise of the teachers to implement and apply the syllabus the next school year.

3.0 Rationale for the syllabus The proposed syllabus for this program has a communicative functional focus by means of which is required the pupils to develop the receptive skills of the language: Listening, and reading; and the productive skills: Speaking, and writing. The program is centered in receiving and sharing the information by means of these, like primary and corresponding secondary focus in the socialization aspects that assist the communication of this information.

4.0 Needs analysisIn general most preschool pupils especially in rural areas do not achieve an acceptable level of English due to the lack of a well-established English syllabus. The lack of an suitable methodology by teachers does not help to develop effectiveness on teaching.Teachers should be train in methodological aspects. They should apply suitable methods and resources in the teaching of English. At the same time teachers need to guide the pupils and should really educate them, and not limiting to just teaching the language skills. It is important to know our pupils needs in order to improve their understanding of English as a foreign language.

5.0 Philosophy and principles

5.1 Philosophy of language underlying the syllabusThe following insights into the nature of language have shaped this syllabus: Language is a system for making meaning. It is a means of communication and expression. Language use is determined by function, audience, context and culture. Language has a grammar and linguistic structures and patterns, which can be used to produce various discourse forms or text types depending on the linguistic choices prepared. Pupils have to be taught how to make these linguistic choices to suit function, audience, context and culture.

5.1.Principles of language teaching and learningThe subsequent principles are embodied in the syllabus. They outlined part of the structure and character in which this syllabus is to be implemented as an instructional program in the classroom.

i. Learner CenterednessThe pupils are at the centre of the learning process. Teaching approaches, lessons and curriculum materials are differentiated based on pupils needs and abilities.

ii. Process OrientationLanguage skills are process skills. Teaching and modeling the processes of reading, writing and oral communication are as significant as assessing the achievement of these skills.

iii. IntegrationThe integration of reading, writing and oral communication as well as the integration of language materials and areas of language use in a lesson contribute to meaningful learning.

iv. ContextualizationLanguage skills, grammatical items and structures are taught and learnt in the context of language use. Contextualization demonstrates how function, audience, context and culture determine the appropriateness of speech and writing in both formal and informal situations.

6.0 Goals and Objectives

6.1 GoalsWith the implementation of this syllabus, the pupils will be able to;i. listen to, read and analysis with perceptive, precision and decisive appreciation, a wide range of fiction and non-fiction texts from print, non-print and electronic sources.

ii. speak, write and make presentations in internationally acceptable English that is grammatical, fluent and suitable for function, audience, context and culture . iii. think through, interpret and evaluate fiction and non-fiction texts from print and electronic sources to explore how language is used to inducing responses and construct meaning.iv. interact effectively with people from their own or different cultures.

6.2 Objectives The objectives are:i. To develop in pupils listening comprehension, vocabulary, and speech skills in English as a foreign language.ii. To use English to communicate efficiently and to assist learning and thinking.iii. To build up relationships of common trust and respect with adults and peers, understand others perspectives, and produce a sense of community inside and outside the classroom.iv. To employ knowledge of language to construct reading and writing skills as well as acquire the basic fine motor skills necessary for writing.

6.3 Learning OutcomesThe learning outcomes are: i. LISTENING: Pupils will be able to: Listen attentively to the teacher Follow simple oral instructions Listen and respond to step by step oral instructions Increase vocabulary through listening activities Memorize, short songs, poems, and rhymes

ii. READING: Pupils will be able to: Identify letter sounds Associate sounds with vowels in words Say the vowels in sequence Turn pages in books Recognize printed vowels Match capital and lower case letters Recognize color words Recognize shape words Recognize own first and last name Enlarge vocabulary Learn new words in context

iii. WRITING: Pupils will be able to: Draw straight and curved lines Hold and use a pencil correctly Scribble Trace letters in correct direction Distinguish between capital and lower case letters Print the vowels Use capital and lower case letters correctly Write first and last name Copy vowels and simple words Recognize that words are made of letters Write short words Maintain spaces between words

iv. SPEAKING: pupils will be able to: State accurately their complete names, address, telephone number, and parents names Communicate basic needs Express feelings Show and tell Recite poems, songs

7.0 Grading and selecting contentThe English syllabus proposed for this program is a skills-centered, which could be adjusted to achieve specific objectives or goals. The syllabus addresses the four basic skills pupils must build up to learn and communicate. These are listening, reading, writing, and speaking. The skills listed under each of these four skills have been chosen taking into consideration the cognitive and physical development of the pupils at their age, and also based on observations and personal experience. The progression in which these skills are offered can be altered to gratify particular needs, and the benefit of the pupils in the classroom. The way in which these skills are introduced will depend on the syllabus planning on the teacher.

8.0 AssessmentPupils will be assessed both formally and informally. Teachers will implement a broad-based and multi-dimensional approach to assessment. Apart from written tests and worksheets, teachers will incorporate oral presentations and portfolios for the assessment. Some examples of the assessment are: Class quizzes Performance assessment Portfolios which include pupils written work teachers comments and pupils reflections Pupil profiling through the use of c classroom observation by teachers 9.0 The syllabus schedule

Lesson Topic Learning outcomeLearning tasks

1GreetingsPupils will: Internalize greetings Use social greetings. (Hello, hi, good bye, good morning, good night) Use social expressions. (How are you?)Listening: Follow simple oral instructions Listen and respond step by step oral instructions

Reading: Memorize social greetings

Writing: Write social greetings

Speaking: Sing the good morning song

2FamilyPupils will: Internalize family members Identify the different family members understand basic vocabulary related to family Learn new vocabulary Be able to write first nameListening: Follow simple oral instructions Listen and respond step by step oral instructions

Reading: Recognize family names

Writing: Write first and last name

Speaking: State parents names

3My Body Pupils will: Internalize body parts Label commonly known body parts understand basic vocabulary related to body parts Draw a person with at least six body partsListening: Follow simple oral instructions Listen and respond step by step oral instructions Reading: Recognize and say aloud known human body parts

Writing: Cut the known human body parts Glue and paste the known human body parts

Speaking: Tell known human body parts

4Colors Pupils will: Internalize colors Label colors understand basic vocabulary related to colors Hold and use a pencil correctlyListening: Follow simple oral instructions Listen and respond step by step oral instructions

Reading: Recognize and memorize colors Writing:

Copy drawings Hold and use a pencil correctly

Speaking:

Sing the colors son

5Numbers Pupils will: Internalize numbers Count from one to ten independently understand basic vocabulary related to numbers differentiate between numbers and vowels Write numbers from one to tenListening: Follow simple oral instructions Listen and respond step by step oral instructions

Reading: Recognize and say aloud the numbers from one to ten Writing: Cut numbers from one to ten Write numbers from one to ten

Speaking: Tell their telephone number

6Vowels Pupils will: Internalize vowels understand basic new words starting with vowels Write the vowels differentiate between vowels and numbersListening: Follow simple oral instructions Listen and respond step by step oral instructions

Reading: Recognize and say aloud the vowels Writing: Cut the vowels Glue and paste the vowels Write the vowels

Speaking: say accurately the vowels

7My School Pupils will: Internalize objects from the school Comprehend basic vocabulary related to school supplies Place books correctly on the book shelf show interest in and ask about classroom materialsListening: Follow simple oral instructions Listen and respond step by step oral instructions Reading: Recognize objects from the school

Writing: Turn pages in book.

Speaking: Spell school words

8Fruits Pupils will: Internalize fruits understand basic vocabulary related to fruits differentiate between fruits and vegetables Expand new vocabularyListening: Follow simple oral instructions Listen and respond step by step oral instructions

Reading: Recognize and say aloud the fruits Writing: Cut fruits Glue and paste fruits Draw fruits

Speaking: State known fruits

10.0 ConclusionThere are many ways to create an English syllabus. There are variations in goals, themes, methods, and approaches. There is no single ideal syllabus for teaching English as a foreign language, which every English program for preschool should aim to be. Every situation is different, every group of pupils is difference, and every teacher is different. But there are certain criteria English syllabus should meet to be more well-organized. any preschool English syllabus should be planned to accommodate educational experiences that will promote natural learning in pupils, and will develop the classroom aspects of the syllabus.

BIBLIOGRAPHY

BEACHAMP,George.CurriculumDesign.Fundamental CurriculumDecisions.Ed.FenwickW.English.Alexandria,VA:Associationfor Supervision and Curriculum Development, 1983.

DOLL, Ronald C. Curriculum Improvement. Needham Heights, MA: Ally and Bacon, 1992.

EISNER, Elliot W. The Educational Imagination. New York: Macmillan Publishing Co.,1985.

ELLIOT, Alison J. Child Language. Cambridge: Cambridge University Press.1981.

KLEIN, Wolfgang. Second Language Acquisition. Cambridge: CambridgeUniversity Press, 1986.

INTERNET RESOURCES

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