1. Linking Theory to Practice
Lum Yoke Lin

2. ENGLISH LANGUAGE SYLLABUSES (PRIMARY & SECONDARY)

3. Syllabus Curriculum specifications Textbooks
What are some of the documents you would refer to in planning your lessons?
Syllabus
Curriculum specifications
Textbooks

4. What is the relationship between the syllabus, curriculum specifications and textbooks?

5. Syllabus – an outline and / or summary of topics that pupils / students will learn in a course
Curriculum specifications – a detailed explanation and prescription of the contents and the objectives to be achieved based on a general syllabus
Textbook - Activities to help pupils achieve the learning outcomes described in the curriculum specifications OR Activities for developing the language skills or content.

6. ROLE OF ENGLISH L2 PURPOSES International Relations For ICT
higher education
ICT
For Individual growth
& development
For Work
English for Science and Mathematics

7. ROLE OF ENGLISH L2 PURPOSES International Relations For ICT
higher education
academic materials knowledge
ICT
information
For Individual growth
& development
recreation &
knowledge
For Work
professional materials
English for Science and Mathematics

8. THEORETICAL PERSPECTIVES -ELT IN MALAYSIA
Principles Considered in the Eng lang programme
Level of difficulty
Gradation of difficulty
Suitability to students
Balance e.g. gender
Variety
Literary elements
Intellectual development
Strategies
Consideration in the Syllabus
Location- urban, rural
Learning ability- slow, average, fast
Mother tongue - Malay, Chinese, Indian , others
Conceptual Basis Behaviourism Cognitivism Humanism
PRINCIPLES OF KBSR
ENGLISH LANGUAGE CURRICULUM- PRIMARY SCHOOL
PRINCIPLES OF KBSM
ENGLISH LANGUAGE CURRICULUM- SECONDARY SCHOOL

9. What are some of the feedback From stakeholders regarding the performance of our students and workers in the English language?

10. Feedback From Stakeholders
Students excel in exams but not in workplace
Difficult to source for good speakers of English
Common Malaysian errors- phonology, sentence stress, word stress, structure, SV agreement, tenses
Students lack confidence in speaking
Students need confidence building
English Language is not seen as a medium of communication but as just another subject in the classroom.

11. CHANGES IN THE ENGLISH CURRICULUM
Pre 1975 – grammar-based syllabus
1975 – communication-based syllabus
1988 – skills-based syllabus
2003 – language use syllabus
2011 – Kurikulum Standard Sekolah Rendah (KSSR)

12. Identify the missing components in the ENGLISH SYLLABUS (PRIMARY) 2003
Social skills
Pedagogical Approaches ?
Learning How to Learn
Contextualism
Mastery Learning A? D?
World of stories
Grammar C?
Vocabulary
Writing
Speaking
Values and Citizenship
IT skills B?
World of knowledge

13. Grammar Sound System Vocabulary
ENGLISH SYLLABUS
PRIMARY 2003
Social skills
Pedagogical Approaches
Multiple Intelligences
Learning How to Learn
Thinking Skills
Contextualism
Constructism
Mastery Learning
Listening
World of self
World of stories
Grammar Sound System Vocabulary
Writing
Speaking
Values and Citizenship
IT skills
Reading
World of knowledge

14. In the KBSM syllabus, the language skills are associated with purpose or use. Identify the missing items in the following summary of the language skills and contents.
KNOWLEDGE
subject disciplines
____________
SOCIO-CULTURE
moral values
social ethics
citizenship
globalization
life-long learning
real-life skills
SKILLS
Learning how to learn
________
Multiple Intelligences
______ A?
obtain information
process information
LSRW D?
VOCABULARY E? B?
establish & maintain relationships
social interaction C?
respond to texts
be involved in personal expressions
Aesthetic
Inter-personal
Informational

15. LEARNING OUTCOMES : ENGLISH SYLLABUS 2003 (SECONDARY)
KNOWLEDGE
subject disciplines
current issues
SOCIO-CULTURE
moral values
social ethics
citizenship
globalization
life-long learning
real-life skills
SKILLS
Learning how to learn
Thinking skills
Multiple Intelligences
IT skills
INFORMATIONAL
obtain information
process information
LSRW
GRAMMAR
VOCABULARY
SOUND SYSTEM
INTER-PERSONAL
establish & maintain relationships
social interaction
AESTHETIC
respond to texts
be involved in personal expressions
Aesthetic
Inter-personal
Informational

16. Structure of Curriculum content

17. Identify the THEMES & TOPICS suggested in the secondary syllabus
People: self,
_______________: care of open/common places in the c’mty e.g. recreational areas
_______________: road safety – personal discipline
Health: ________________
________________ : discoveries – inventions e.g. telephone

18. THEMES & TOPICS (Secondary)
People: self, family, friends
Environment: care of open/common places in the c’mty e.g. recreational areas
Social Issues: road safety – personal discipline
Health: healthy lifestyle
Science & Technology: discoveries – inventions e.g. telephone

19. World of __________-( self, family, likes and dislikes etc.)
Teaching contexts (Primary) = 3 Worlds through which the language skills and language content are taught. What are the 3 worlds?
World of __________-( self, family, likes and dislikes etc.)
World of ________ – fiction and non-fiction (fables, stories about neighbours etc.)
World of ________ - factual (nature, transport, health etc.)

20. Teaching contexts (Primary) = 3 Worlds through which the language skills and language content are taught
World of self /personal relationship -( self, family, likes and dislikes etc.)
World of story – fiction and non-fiction (fables, stories about neighbours etc.)
World of knowledge- factual (nature, transport, health etc.)

21. Considerations for teaching the C.S
Planning and organisation
Integration
Repetition, reinforcement and consolidation
Teaching-learning activities
Evaluation
Others
Task: Elaborate on the considerations given above.

22. Planning and organisation
How would you organise the CS so that you can plan and teach systematically?

23. Planning and organisation
Organise the C.S into manageable form – learning unit Learning unit –a series of lessons (6-7 lessons, depending on the proficiency level of students) organised around a theme or world, integrating the language skills with specific language content/s

24. Integration
Explain what you know about integration. Why is integration important?

25. Integration
Definition – a series of activities or tasks which use any combination of the 4 skills in a continuous and related sequence. Focus given to particular skill/s and/or language content
Examples:
L&S + grammar item
L&S + sound system
R + vocabulary
W + grammar item/ text cohesion

26. Why integrate the skills?
Practise and extend students’ use of particular language structure/function
Develop students’ ability in 2 or more of the 4 lang. skills within a constant context
Allows for continuity of activities (tasks are related and dependent on each other)
Variety in activities hence stimulating
Allows or recycling and revision of lang already taught

27. Helpful for remedial teaching
Contd.
Helpful for remedial teaching
Lang. already familiar to students can be presented in new and different ways
Gives confidence to learners
Enhances teaching and learning of each skill
Allows for development of 4 skills within realistic communicative framework
Promotes awareness of how the different skills relate to particular communicative needs

28. Repetition, reinforcement and consolidation
Why do we need to repeat skills or language content in our teaching? Cite example of how we do it.

29. Repetition, reinforcement and consolidation
- Teaching of language skills in a spiral manner – build up cumulatively
e.g. having taught students a certain skill or a combination of skills and the grammar items required, teacher should teach them related skills and grammar items, thus building up the skills and grammar in a cumulative manner
Language skills, vocab, grammar items and sound system must be repeated often and used constantly to maximise learning and for retention

30. Repetition should be carried out using new material to avoid boredom
Contd.
Use a variety of tasks and activities that will enable learner to use language items repeated so that items are reinforced
Repetition should be carried out using new material to avoid boredom
- Help to develop students’ ability, knowledge and confidence to use lang. effectively and purposefully

31. Integration Theme: People - interest
Process texts listened to by Level 1 Following sequence of ideas Taking part in social interaction by Giving and following instructions (oral)

32. CS (Form 1) Processing texts read by - Level 2:
Identifying main ideas in simple paragraphs
Identifying supporting details or ideas in simple paragraphs
Presenting information - Level 1:
Giving simple instructions orally and in writing
Language item: Imperatives

33. Repetition, reinforcement and consolidation Theme: People - interest
Tr asks students to name games they play.
Students read a passage on ‘Games In school’ and answer comprehension questions.
Students compare answers.
Tr elicits verbs used to give instructions as used in the passage. Input on imperatives
Students work in groups to come up with instructions on how to play a game.
Feedback on instructions.
Students give instructions to peers to play game.

34. Teaching-learning activities
State some of the characteristics of good language activities.

35. Teaching-learning activities
Language focus
Authentic
Task continuity
Progression - gradual increase demands on learners
Suit individual learner needs, ability and interest
Class needs - mixed ability
Learner centred
Variety
Balanced
Literary elements
Intellectual development

36. Assessment Continuous Feedback
Ensure mastery before moving on to next set of skills

37. Integration of skills language content interdiscipline
educational emphases
co-curriculum (Language across curriculum)
Ultimate aim:
To produce a wholesome individual (JERI ) - NPE

38. KBSR- Kurikulum Bersepadu Sekolah Rendah KBSM – Kurikulum Bersepadu Sekolah Menengah Integrated Primary School Curriculum Integrated Secondary School Curriculum

39. Study the activities taken from school textbooks.
Refer to the Year 3 / Form 1 Curriculum specifications. Identify the learning outcomes your pupils / students would achieve by carrying out the activities given.