W15 KBSR Eng. Lang. Sylla.ppt

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KBSR

ENGLISH LANGUAGE

SYLLABUS

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INTRODUCTION

English is taught in all primary schools in

Msia-Yr 1- Yr 6 (SK & SJK sch.)

Status as a Second Language in the country

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Why do think English Language is made a

compulsory subject in school?

Cabinet Report 1979- Teaching of English is

to enable learners to use Eng. in everyday

situations as well as to pursue higher

education

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Presently, Eng. is taught for the

purpose of higher education andthe workplace

Eng.

lang. of InformationCommunications Technology

(ICT) & lang. for establishing

international relations in a

borderless world

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The Eng. Curr. for primary sch. is

designed to provide learners with astrong foundation in the Eng. Lang.

In line with the goals of NationalEducation Policy & Education Act

1996

Learners are taught Grammar &

sound system5


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AIMS

To equip learners with basic

skills and knowledge of the

English Language so as to

enable them to communicate

both orally and in writing, inand out of school

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OBJECTIVES

i. Listen to and understand simplespoken English in certain givencontexts;

ii. Ask and answer questions, speakand express themselves clearly toothers using simple language;

iii.Acquire good reading habits tounderstand, enjoy and extractinformation from a variety of

texts; 7


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iv. Write legibly and express ideas

in simple language;

v. Show an awareness and

appreciation of moral values aswell as love for the nation

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Educational EmphasesThinking Skills Learning How to Learn Skills

ICT SkillsValues and Citizenship

Multiple IntelligencesHoward Gardner Knowledge Acquisition

Preparation for the Real World9


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Naturalistic

Intrapersonal

Interpersonal

Musical

Kinestitics

Visual-Spatial

Logical

Mathematical

Verbal linguistic

MULTIPLEINTELLIGENCES

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Language Skills in KBSR

ListeningSpeaking

Reading

WritingLanguage Content

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Why are the skills important?

The language skills form the core

of the primary English curriculum.

Learners use these skills to talk toand write to people, to obtain

information from various sources,and to enjoy a poem or story read

or heard. 12


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LEARNING OUTCOMES

Learning outcomes are statements to guideteachers in teaching and are derived from theobjectives.

Learning Outcomes incorporate the skills oflistening, speaking , reading and writing,

grammar, the sound system and words from theword list.

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Learning OutcomesBy the end of their primary schooling,learners should be able to:- for example, ineach skill:-

Listening Skill

- listen to and understand various text typessuch as announcements, instructions, and

messages

Speaking Skill-talk to friends, relatives, teachers and other

people confidently using simple language

and with an acceptable level of grammar.14


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Reading Skill

-read a variety of texts both in print and in the

electronic media for information and enjoymentsuch as notices, warnings, instructions,

directions, recipes, messages, simple passages,

letters, advertisements, poems, stories,

descriptions, recounts; and maps, charts, graphs,

timetables.

Writing Skill

-write lists, messages, letters, instructions,directions, simple poems, and stories,

descriptions, simple recounts and simple reports

for various ur oses. 15


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Language Content

Sound system

Grammar

Vocabulary/ Word lists

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How should Grammar be

taught?

Grammar should be taught

in context of a topic andin a meaningful way so that

they can be used both inspeech and in writing

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EMPHASES OF THE KBSM

(Broad principles apply equally to the KBSR)

Teachers are to take these emphases intoaccount when planning the contents of theirteaching programme. These are :-

1. Knowledge --- students are provided with thesynergy to seek further knowledge on their ownaccord which is to continue throughout their

lifetime through the exposure to variousactivities and materials.

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2. Thinking abilitiesOpportunities are to beprovided to sharpen students thinking abilities

in order that they be able to think clearly,

objectively, rationally and creatively, as well ashave an open mind and be able to make soundjudgements.

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3. Moral and ethical values--- The introduction ofmoral and ethical values in the curriculum isgeared towards developing humane and morally

upright persons, who seek not only to knowthemselves better but also be able to contributeto the betterment and harmony of the society

and the nation.

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4. Reading habitIn order to inculcate the readinghabit among students , exercises andassignments given and materials used should

encourage students to read further andundertake reference work.

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IMPORTANT PRINCIPLES IN THE

ENGLISH LANGUAGE PROGRAMME

1. LEVEL OF DIFFICULTYmust cater to thevarying levels of proficiency among students.

2. GRADATION OF DIFFICULTY-- Trs

should control the level of difficulty ofmaterials and activities in the classroom.Ensure there is gradation of difficulty .

Variables to be taken into account are ideas, thevocabulary, and the sentence length.

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3. SUITABILITY TO STUDENTSMaterialsand exercises used in classroom must be suitablefor students. Ideas dealt with should not be

beyond the level of comprehension of thestudents. Materials should be interesting andmotivating.

4. BALANCEThere should be balance in theapproach. Balance in provision of materials andactivities for rural and urban children. Balancewithin the four skills.

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5. VARIETYExpose students to a variety ofcontexts, situations and language use. Exposethem to various types of writing for example,

dialogues, prose and poetry. Include variety inthe type of illustrations, in language activities,and in the exercises presented.

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6. LITERARY ELEMENTLiterary elementsshould be infused into the language progrmme.Can be done through the ntroduction of short

stories, excerpts from novels, fables, legends andpoems. Will develop interest in reading as wellas provide models of the target language at its

best. Balance between literary and non-literary

materials in the text.

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7. INTELLECTUAL DEVELOPMENTActivities and exercises presented must bemeaningful, thought-provoking, challening to

sharpen students mind.

Questions asked should be challenging andthought-provoking too. Include higher-order

divergent questions apart the convergent kind.

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8. TEACHING VS TESTINGRequirementsin learning a skill need to be first presented step-bystep in such a way that will enable students

to learn it. Teachers must ensure that testingtechniques are not used as teaching techniquesas they different objectives.

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Documents

W15 KBSR Eng. Lang. Sylla.ppt