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ENGLISH LANGUAGE

BASIC PROFICIENCY
PROGRAM

ENGLISH LANGUAGE TEACHERS WORKSHOP

16-17 December 2009


SEKOLAH SRI BESTARI
KUALA LUMPUR
What do you WARM UP ACTIVITY
think this A H
T IM
course is FA
about?

What are
your
UR expectations
YO for this
B A G course?

What do you What worries


bring with you
you to this attending
course? this course?
SCHEDULE FOR ENGLISH PROFICIENCY PROGRAMME WORKSHOP
DAY 1
TIME PROGRAMME DESCRIPTION
0800 Registration
0830 Warm-up activity: Your Bag Focusing on attending course
0845 Introduction to the English Language No of lessons/Time duration
Programme for Sri Bestari School Targets and Objectives/The Multi-tasked
lesson
0900 Diagnostic Test All sit for test and grade it
1030 Break
1100 The main components of ELP: Targets for each area and the 3 stages
Listening /Speaking/Reading/Writing
Grammar and Vocabulary
1200 The Fun Component Edutainment:
Songs/Games/Robotman/Word Bingo
Real Tasks/ Simulation/Role Play/
Drama and Art
1230 The Multi Tasked Lesson The breakdown of components of Multi
And SAL tasked Lesson
1300 Lunch Break
1400 Listening and Speaking Show and Tell
Reading and Listening Message Centre
Integrated Listening Tasks
1500 The Grammar Lesson Short and sweet lessons
Teachers select appropriate exercises for
students for each Grammar Area
1545 Self-Accessed Learning Centre: Setting up a SAL Centre
The rudiments of training learning responsibility Task:
on the children Making Self-Accessed Learning materials
1645 Rest
SCHEDULE FOR ENGLISH PROFICIENCY PROGRAMME WORKSHOP
DAY 2
TIME PROGRAMME DESCRIPTION
0800 Roll-Call
0830 Warm-up activity: Im Jake the Peg Vocabulary List
Comprehension Questions
Task:
Introductions Im
0900 Using Songs to teach English: Dont Cry Joni/Green Green Grass of Home
The entertainment factor Puff the Magic Dragon/Blowing In the Wind
Tell Laura I love her./Heal the World
1030 Break
1100 Teaching Reading and Comprehension Pre Reading Activities/Phonics/Dictionary
and Vocabulary Related Vocabulary Wordlists
Creative and Critical Thinking (TOC)
1200 Teaching Writing Cloze Passages/Picture Stimulus
Free writing/Simple formats (Friendly letters)
1300 Lunch Break
1400 Games In teaching: What sort of lessons are suitable for games?
Incorporating edutainment factor What sort of games?
Board Games/Interaction Games/Puzzle Games
Robotman/Bingo
1500 Making a Game Using a folk tale make a board game
Using magazine pictures device a board game
1615 Keeping Progress Record of student Post test Diagnostics
SAL progress record
Written Work record
Intangibles: Listening and Speaking/Reading profile
1645 Closing Ceremony
2009/08/30
DAY
30 August 2009

PRACTICAL WAYS TO BETTER


ENGLISH
By Koh Lay Chin

Fully aware that improving the


proficiency of English among
students will take more than
increasing scheduled lessons, the
ministry is thinking up doable,
practical and fun ways to make it a
complete culture of sorts in
schools.Ministry of Education,
Malaysia
Language
Language skills
skills forfor
The young adolescent must
communication
communication
feel successful in school,
have opportunities for self-
expression and decision-
making, and feel cared for
and respected as a person.

Therefore the acquisition


of language skills for
communication is
important and also
contributes to academic
success
Introduction to the
English Language Programme
for Sri Bestari School

ENGLISH
LANGUAGE BASIC
PROFICIENCY
PROGRAM
The main components of the
English Language Programme
(ELP) :
1. Listening
2. Speaking
3. Reading
4. Writing
5. Grammar and Vocabulary
LISTENING/SPEAKING
The student should aim to :
1. Demonstrate an understanding of word order in
the language
2. Demonstrate a basic vocabulary sufficient for
everyday use
3. Use the sounds in the language that do not appear
in the mother tongue
4. Have learnt the appropriate intonation and stress
patterns of the language
5. Give basic personal information, can exchange
greetings, can ask for simple information
necessary for daily school life
READING
The student should aim to :
1. Demonstrate a recognition of words and sentence
patterns in the language
2. Understand the conventions (punctuation and
layout) of the language
3. Respond to questions about a written text
4. Reinforce and apply their vocabulary skills
through shared and guided reading appropriate to
their level
5. Use contextual knowledge to predict the meaning
of unfamiliar words
6. Develop skills to enable them to determine
meanings of unfamiliar words (dictionary and
research skills)
WRITING

The student should aim to :

1. Write simple instructions e.g getting to


school, playing a game
2. Use story structure to write about own
experience in same/similar form
3. Use capitalization e.g headlines, titles, names
4. Be able to use the correct register, spelling
and punctuation
5. Be able to write sentences which follow basic
sentence patterns
6. Keep vocabulary and definition lists
GRAMMATICAL AWARENESS
The student should aim to
:
1. Be aware of word order eg by re-ordering sentences,
predicting words from previous text, grouping a range
of words that might fit
2. Be aware of the need for grammatical agreement in
speech and writing, matching verbs to
nouns/pronouns correctly eg I am. The children are..
3. Use verb tenses with increasing accuracy in speaking
and writing
4. Use simple gender forms eg His/Her correctly
5. Use verb tenses with increasing accuracy in speaking
and writing eg cook/cooked, look/looked
ORGANISATION OF MATERIALS
FOR THE PROGRAMME
1. The elementary programme will
be designed as 25 lessons.

2. These lessons are prepared as


modules for lessons of 75-90
minutes.

3. They are best taught in


progression but can be taught as
independent modules.

4. Targets set for students will be for


three stages
STAGE 1 (after 10th
1. Identify him/herself
lesson)
2. Identify common objects, colors and body
parts

3. Use present tense for everyday activities


and habits using common basic verbs

4. Use regular plurals/adjectives

5. Understand and follow simple


instructions

6. Use present continuous tense to describe


STAGE 2 (after 20th
lesson)
1. Identify family, peer group, and
familiar items and objects
2. Be familiar with the days of the
week, months and dates
3. Understand and use numbers
correctly
4. Understand and use irregular plurals
and negatives
5. Understand and use question forms
6. Express him/herself using simple
past and future tenses
STAGE 3 (after 25th
lesson)
1. Identify and use a wider variety of
vocabulary items
2. Understand and use time correctly
3. Understand and use possessives and
pronouns correctly
4. Understand and use prepositions of
place
5. Understand and use comparisons
6. Understand simple stories and be able
to retell them
7. Express him/herself using appropriate
SRI BESTARI ENGLISH PROGRAMME
OVERVIEW LESSON PLAN The Multi-Tasked
Lesson
NO FOCUS DURATION
(90 mins)
1 Introduction 2

2 Show and Tell 5

3 Vocabulary for the day 3

4 Read a story 10
make a TOC cloud/ branch/ target tree
5 Comprehension questions 5

6 Song or Game or Writing Time 30

7 Grammar Together 10
8 SAL Self Accessed Learning 20
9 Message Bowl or message board 5
TOTAL LESSON TIME 90 mins
SSB ENGLISH LANGUAGE PROGRAMME

STAGE
STAGE11:PREPARATION
:PREPARATIONPHASE
PHASE
LESSON FOCUS DESCRIPTION RESOURCES
1 Taking the diagnostic How to read exam Module on exam
exam instructions. administration
To determine the starting Diagnostic Exam
level of each student. Question Paper
Diagnostic Exam
Answer Sheet
Student Profile
Recording Form

2 Listening and Speaking Introduction to Phonics in Phonics card:


Phonics and Phonetics the English language and Vowels/Consonants
Preparation for Listening phonetic symbols Diagraphs
and Speaking Skills. Phonics Card Game Phonetic symbols
Preparation how to use an Dictionary Time Messages in
English dictionary to look Introduction to phonetic phonetic symbols
up a word for the meaning symbols. English Language
and pronounce it . Writing messages with Dictionary
phonetic symbols
SSB ENGLISH LANGUAGE PROGRAMME

STAGE
STAGE11:PREPARATION
:PREPARATIONPHASE
PHASE
3 Listening Skill Instructions for
Follow simle instructions for Play Word Bingo 1-25 playing Word Bingo.
game Situational Contexts for Word Bingo Card
Vocabulary nouns : Classroom, School, Sets 1-25
Recognition of words on the House. Grammar modules
sight list SAL: Plural forms of nouns and SAL Worksheets
Grammar SAL: Countable and for :
Common Nouns (Common Uncountable Nouns Countable and
Objects) Uncountable Nouns
Countable and Uncountable andplural nouns
Nouns
Singular and Plural Nouns

4 Back to Basics: Listening and Speaking List of greetings and


Greetings and Introductions Learn to greet each other introductions
Introduction to Show and Tell Introduce S&T format Show and Tell Format
(S&T) Greet and speak 3-5 Grammar module on
Grammar sentences about an object quantifiers and
Quantifiers and Articles Simple questions. articles, common and
Common and Proper Nouns SAL: Quantifiers and articles proper nouns
SAL: Common and Proper
Nouns
SSB ENGLISH LANGUAGE PROGRAMME

STAGE
STAGE11:PREPARATION
:PREPARATIONPHASE
PHASE
5 Start Show And Tell Basic Comprehension and Worksheet on The Fairy
Grammar Introduction to Thinking Skills: Tales
Regular Verbs Clouds and Branches Teaching Module on
Irregular Verbs The Fairy Tales Tenses on Verbs
Very brief introduction to To give students an SAL Worksheets for
Tenses: Changes to forms understanding of the effects of Regular andIrregular
of Verbs tenses on verbs Verbs
SAL: Plural forms of regular
and Irregular verbs
6 Show And Tell Listening and Speaking S&T format
Sentence Structure in One person presents Sentence Game Word
English language: Sentence Game cards for Subject, Verb,
S-V Song Comprehension: Green, Adjectives, Adverbs,
S-V-O Green Grass of Home (focus Nouns
S-V-Adj on Verbs and adjectives) Song Worksheet and
S-V-Adv Grammar: module notes for Green
S-V-N Placement of adjectives in a Green Grass of Home
Grammar: sentence Grammar module on
Introduction to Adjectives Writing: adjectives
3-5 sentences with blanks for SAL Worksheet for
Writing: adjectives to describe a person Sentence Structure
Describing a person. SAL: Sentence Structures
SSB ENGLISH LANGUAGE PROGRAMME
SSB ENGLISH LANGUAGE PROGRAMME

STAGE
STAGE11:PREPARATION
:PREPARATIONPHASE
PHASE
7 Show And Tell Listening and Speaking S&T format
Grammar: The Present One person presents Robotman and present
Tense Using the Present tense for tense cards
Vocabulary and drill: everyday activities and habits Reading Passage 1
Robotman and present using common basic verbs. Grammar module on
tense Robotman to practice singular and present tense
Comprehension plural verbs of present tense SAL: Present Tense
Passage: Maria Goes Reading: Picture Stimulus on
To School Maria Goes To School everyday habits
(Focus on Present tense) worksheet

8 Show And Tell Listening and Speaking S&T format


Comprehension One person presents Reading Passage 2
Passage: Reading: Grammar module on
Trouble in School Trouble in School (Focus on present continuous
Grammar: present continuous tense) tense
Present Continuous Grammar: Present Continuous SAL Worksheets on
tense tense to describe everyday present continuous
activities) tense for everyday
Writing: activities.
Write 3-5 sentences with Present
Continuous tense to show what
you do everyday
SSB ENGLISH LANGUAGE PROGRAMME

STAGE
STAGE11:PREPARATION
:PREPARATIONPHASE
PHASE
9 Show And Tell Listening and Speaking S&T format
Listening and Reading: One person presents Songsheet
Dont Cry Joni Listening Comprehension: Module notes for
Vocabulary: Homonyms Song: Dont Cry Joni teaching song
words with similar sounds(Focus on rhyming words and Homonyms list
writing a message) Dictionary and
Writing: Dictionary Time phonetic symbols
Write a message and read Verbalising words with almost Module notes for
to receiver similar sounds. Find out the song lesson
meanings
Writing;
Format for an informal message.
Tense to use

10 Show And Tell Listening and Speaking S&T format


Edutainment: One person presents Word Bingo Cards
Word Bingo Word Bingo with different set of A1-A25
Fox Game Words A1-A25 Fox Game Boards,
Writing: Fox Game with Game Cards on Dice, Counters,
A simple friendly letter present and present continuos game Cards
tenses Simple friendly letter
Writing: format notes
Teach simple friendly letter format
LESSONS
Each lesson comprises:

1.Lesson Plan with Objectives, time breakdown and Expected Outcomes


2.Teachers Instructions and Preparations and How to conduct the lesson
3.Teacher Teaching Notes on the topical focus, Language Skills and
Grammatical Focus
4.Teaching and Learning Materials required for lesson
5.A task or exercise that can be assessed for learning mastery based on the
learning topic and objectives
6.Self Accessed material for students independent learning
7.Suggestions and enrichment material for students to enhance the learning.

TEACHERS STUDENTS TASK


LESSON PLAN INSTRUCTIONS EXERCISE
-----------------
TEACHING NOTES SELF ACCESSED
------------------ LEARNING
(Grammar,
(Reading, ---------------- ENRICHMENT
Comprehension, ASSIGNMENT
Listening,Speaking,
Writing ----------------------------
-
TASK
CAN YOU FOLLOW INSTRUCTIONS?
SSB ENGLISH LANGUAGE PROGRAMME

Activity Worksheet
Activity Time Limit: 3 minutes

CAN YOU FOLLOW INSTRUCTIONS?


1.Read all that follows before you do anything.
2.Write your name on the right hand corner of this page.
3.Circle the word corner in sentence 2.
4.Draw five small squares in the upper left-hand corner of this page
5.Put an X on each square..
6.Put a circle around each square.
7.Sign your name under line 5.
Please follow the instructions 8.After your name write Yes, Yes, Yes.
9.Put a circle round number 7.
on the worksheet 10.Put an X on the lower left-hand corner of this page.
11.Draw a triangle around the X you just made.
12.Call out your name when you get to this point in the test
13.If you think you have followed directions carefully to this point, call
You have 3 minutes to out I have!
14.On the reverse side of the paper add 6950 and 9805
complete the task 15.Put a circle around your answer.
16.Count out loud in your normal speaking voice from 10 to 1.
17.Make three small pencil/ pen holes at the top of this page.
18.If you are the first person to reach this far yell out I am the first
person to get this far!
19.Say out loud I am nearly finished.
20.Now you have finished reading carefully, do only what are called for
in number 1 and 2. Did you read everything on this page before doing
anything.
Note: Please be quiet and watch others follow directions
TEACHERS NOTES TEACHERS INSTRUCTIONS

INTRODUCTORY LESSON AND DIAGNOSTIC TEST Step 1 Introduce the following words and make sure they
understand the instructions
FOCUS
Objectives WORDS USED IN DIAGNOSTIC TEST

Introductory Lesson Fill in the blanks with.


To prepare students to take diagnostic test Pick the best answer by circling
To profile student by administering Diagnostic Test to Fill in the blanks by choosing from the words given
establish students Current English Proficiency Put ( / ) if the answer is correct
Put ( X ) if the answer is incorrect
Vocabulary
To familiarize students with the Instructional Words used in Verbal Instructional words
the Diagnostic Test
This is the Question Paper
Grammar This is the Answer Sheet.
To learn that instructional words usually appear at the Write your answers only on the Answer Sheet
beginning of sentences Fill in your names on the Answer Sheet.
Read the questions carefully.
Reading Read the instructions.
To be able to read the instructions on test-paper Write the right answer carefully in the right place on the Answer
To Read and answer comprehension questions Sheet.
Read the number of the question before you write your answer
Writing Pick or write the best answer.
To answer the multiple choice questions You may begin/start now.
To complete a cloze passage Please stop writing.
To write 5 sentences based on picture stimulus Put your Answer Sheets on the table
To write 3 sentences based on word stimulus given
Step 2 Show students the Answer Sheet and Question Paper
Listening Step 3 Give out the Question papers and the Answer Sheet
To listen to verbal instructional phrases for diagnostic test Step 4 Give the instructions for the Diagnostic Test.
Step 5 After 90 minutes collect the Question papers and the
Answer Sheets
Step 6 Mark the Answers after the lesson using the Sample
Answers and award score (Follow Chart1)
Step 7 Enter the score in the Profile Record for the class.
A diagnostic test will be
DIAGNOSTIC administered at the start of the
TESTS programme to place the
students current English
Proficiency.

Each lesson will include an


evaluative exercise that can be
used to profile the students
formative progress. Students
will be taught to use self-
0-20% No Proficiency or accessed learning worksheets at
Very Poor the end of every lesson which
Proficiency will be recordable for
21-40% Weak Proficiency assessment.
41-60% Average Proficiency
71-90% Good proficiency A similar diagnostic post test will
91-100% Excellent Proficiency be administered at the end of the
year to profile the students total
progress.
To establish the starting and
finishing points for each student.

English Basic Skills Test


1.ARTICLES AND CONJUNCTIONS
2.PREPOSITIONAL PHRASES
3.ADJECTIVES AND ADVERBS
4.PRONOUNS

5.VERBS AND VERB TENSES


6.PUNCTUATION
7.WORD ORDER
8.INDIRECT SPEECH
9.SENTENCE STRUCTURE
You are now
going to take the
Diagnostic Test
COFFEE
BREAK
The main components of the
English Language Programme
(ELP) :
1. Listening
2. Speaking
3. Reading
4. Writing
5. Grammar and Vocabulary
LISTENING/SPEAKING
The student should aim to :
1. Demonstrate an understanding of word order in
the language
2. Demonstrate a basic vocabulary sufficient for
everyday use
3. Use the sounds in the language that do not appear
in the mother tongue
4. Have learnt the appropriate intonation and stress
patterns of the language
5. Give basic personal information, can exchange
greetings, can ask for simple information
necessary for daily school life
READING
The student should aim to :
1. Demonstrate a recognition of words and sentence
patterns in the language
2. Understand the conventions (punctuation and
layout) of the language
3. Respond to questions about a written text
4. Reinforce and apply their vocabulary skills
through shared and guided reading appropriate to
their level
5. Use contextual knowledge to predict the meaning
of unfamiliar words
6. Develop skills to enable them to determine
meanings of unfamiliar words (dictionary and
research skills)
WRITING

The student should aim to :

1. Write simple instructions e.g getting to


school, playing a game
2. Use story structure to write about own
experience in same/similar form
3. Use capitalization e.g headlines, titles, names
4. Be able to use the correct register, spelling
and punctuation
5. Be able to write sentences which follow basic
sentence patterns
6. Keep vocabulary and definition lists
GRAMMATICAL AWARENESS
The student should aim to
:
1. Be aware of word order eg by re-ordering sentences,
predicting words from previous text, grouping a range
of words that might fit
2. Be aware of the need for grammatical agreement in
speech and writing, matching verbs to
nouns/pronouns correctly eg I am. The children are..
3. Use verb tenses with increasing accuracy in speaking
and writing
4. Use simple gender forms eg His/Her correctly
5. Use verb tenses with increasing accuracy in speaking
and writing eg cook/cooked, look/looked
English Language
Teaching Methodology
LANGAUAGE
SKILLS

LISTENING READING WRITING SPEAKING

Receptive Skills Productive Skills


READING AND
LISTENING
Remember students read and listen at
different levels and different speeds

Reading and Listening can be


combined for information

For Gist For Specific


For an overall general
understanding,
Information
not individual meanings To understand in
more detail
SKIMMING
SPEED READING SCANNING
EXTENSIVE LISTENING INTENSIVE LISTENING
READING AND LISTENING
PRACTICE
1. Creating the atmosphere : Introduce theme, topic,
background
2. Introduce the vocabulary which students will need
3. Find the gist : Give a task while they listen or read.
Give the text at this point
4. Allow small discussion such as in pairs
5. Ask the questions to get the answers from the
students
6. Give another task that requires intensive
understanding
7. Give the text again in detail and discussion time.
8. Explore further the grammar or a related idea or
analysis
READING ACTIVITIES
Pre Reading
Guess the story from the cover
Jumbled lines of story
During Reading
Break down story into chunks to make a comic strip
Radio Play a part of the story
A News Articlefind a good headline
Write a horoscope for a character to predict their
future
After Reading
Book review
Quiz time
Change the ending
Make cinema posters
Reading &
Comprehension
1. A short passage (ranging from 5 to 10
sentences) that tells a situational story with
a moral content.

2. Students read the story either aloud or


without vocalisation.

3. With the aid of short Socratic questions,


teachers guide the students to think
critically and analytically using TOC
thinking process tools.

4. Students will complete a short


comprehension exercise of 3-5 questions
LISTENING ACTIVITIES
Ideas for the Classroom

1.Dictation

2.Authentic Songs with lyrics given as gapped text

3.Match pictures to sequence what is heard on a


story

4.Putting jumbled lyrics into a correct order

5.Short Stories recorded with a set of


comprehension questions
Grammar
Vocabulary
SONGS FOR LEARNING
Listening and Speaking
Comprehension

SON Reading and Writing

GSto teach grammar or


Selected songs will be
used
1.
2.
Im Jake the Peg
Blowing In the Wind
encourage comprehension 3. Puff the Magic Dragon
through questions and
answers or illustration. 4. Dont Cry Joni
5. Green, Green Grass of Home
Song lyrics are presented 6. Tell Laura I Love her
as cloze passages to be 7. Heal the World
filled as they listen. The list
of words can be given
before the songs are
played.
JAKE THE PEGsung by Rolf Harris
============================
[Chorus:]
I'm Jake the Peg, diddle-iddle-iddle-um
A Sample Song
With my extra (1) ., diddle-iddle-iddle-um
Worksheet
Wherever I go through rain and snow
The people always let me know
There's Jake the peg, diddle-iddle-iddle-um Focus on NUMBERS
With his extra (2) ..., diddle-iddle-iddle Numbered Blanks for answers
The day that I born (oh boy) my father nearly died
He couldn't get my nappies on, how matter how he tried
'Cos I was born with an extra leg, and since that day begun
Leads to:
I had to learn to stand on my own three (3).
Believe me that's no fun.

[Chorus]
I had a dreadful childhood really, I suppose I shouldn't moan
1.Learning Numbers
Each time they had a (4) .-legged race, I won it on my own 2.Learning parts of the body
And also I got popular, when came the time for cricket
They used to roll my trousers up 3.Introducing Yourself
And use me for the wicket

[Chorus]
I was a dreadful scholar, I found all the lessons hard

The only thing I knew for sure, was three feet make a (5) ..
To count to ten I used me fingers, if I needed more
By getting my shoes and socks off

I could count to (6)

I'm Jake the [stops to count]

...to (7) .

I'm Jake the peg, diddle-iddle-iddle-um


With my extra leg, diddle-iddle-iddle-um
Whatever I did they said was false
They said "quick march" I did the quick waltz

Then they shouted at me "put your best (8) . forward" - but which foot?

I said "it's very fine for you, you only got a choice of (9) .."
But me, I'm Jake the Peg, diddle-iddle-iddle-um

With the extra (10) .... diddle-iddle-iddle-um


Remember students need real
reasons to communicate
WRITING AS A PRODUCTIVE
SKILL
allows sufficient Allows practice of
time to process grammar rules and
information. writing techniques

MICRO SKILLS
MACRO SKILLS
Spelling
Puctuation/Capitalisation Linking
Handwriting Organisation of
Sentencing/Paraphrasing meaning/content
Word Order Style
Vocabulary
Correct Grammar Usage
WRITING
ACTIVITIES
Remember students need real reasons to
communicate

Real invitations
Requests
Thank-you notes
Letters to real pen-friends
Cards for special occassions
Morning news
Commercials
Opinions
GUIDED
WRITING

With patterns to Use illustrations,


take the mystery Demonstrations
out of learning Letter format
Report format

Develop
Routines
WRITIN
G
Writing is the ability to produce
written text with content and format
fulfilling classroom tasks appropriate
to the age and grade level.

e ss ag es
Short cloze
passages Short m
1-2 lines

f rom Short
rit ing comp
Guided w mulus piece
ositio
n
ti
picture s ces 3-5 se s
-5 se n t en ntenc
3 es
SPEAKING AND ORAL
SKILLS
This is a very important skill. It leads to speaking
communication, builds relationships, get things done,
get to find out information and give instructions
Speaking involves real-time processing, no time to
formulate what to say and how to say it.
This leads to fear of making mistakes

Confidence through practice and pronunciation practice


SPEAKING ACTIVITIES

IDEAS FOR THE CLASSROOM

1. Show and Tell


2. Street Poll Survey
3. Speak About cards
4. Balloon Debate
5. Write and deliver the Message
GRAMMAR

GRAMMAR : Learning The Proper Rules


1 Countable and Uncountable Nouns
Singular and Plural Nouns
Common and Proper Nouns
The grammar
2 Quantifiers items to be
Articles
3 Demonstrative Pronouns covered for the
4
Personal Pronouns
Possessive Adjectives
programme as
5 Interrogative Pronouns listed here.
6 Conjunctions
7 Prepositions
8
9
Adjectives
Questions
Teachers will
10 Comparison of Adjectives have short
11 Adverbs
12 Modals teaching notes at
13 Subject Verb Agreement
14 The Simple Present Tense hand to teach
15 The Simple Past Tense
16 Positive and Negative Statements
Positive Questions and Responses Each grammar
17 Modals
18 Active and Passive Voice item will have a
19
20
Sentence types
Punctuation
short practice
exercise and a
Teaching
Vocabulary

SUPERCALIEX
PIOLI
FRAGILOCIOU
S
Pre-Teach Reading Vocabulary
1. As you introduce a story for silent reading to
groups of students, teach three to five words
you think they don't know but absolutely need
to know to understand the story. Print the
words in sentences using the blackboard, an
overhead transparency, or chart paper.

2. Define words and, to build on students'


background knowledge, help them supply
related words, synonyms, or antonyms. This
connects what students already know to the
new words and helps ensure learning.

3. Use a colored marker to underline roots and


affixes, as well as to list other words students
know that look like, sound like, or have
similar meanings to the new words.

4. Have students use the new words in


sentences. You'll address several of the
multiple intelligences with this strategy.
VOCABULARY
For The Day

1. Each lesson starts with a few words (2-3) put up


at a designated place in classroom for the whole
class to see.

2. It will come from the Remove Class Word Lists or


from the Reading Passage/Song/Games.

3. Students are encouraged to use a dictionary to


find out the meaning of the word.

4. All students write the words in a book.


VOCABULAR
Ytaken from :
The vocabulary lists will be

1. High Frequency and Topical Words


(CDC, MOE (2003) Curriculum Specifications
for English Language, Remove Class)

as well as:

2. List of Sight Words (to assist Reading)


Judith Sim (2002), Phonics Picture Dictionary,
Penerbitan Pelangi Sdn.Bhd.(Johore)
High Frequency Words
a back did have paper
about bag dog he place
above ball door help right
across bed down her round
afternoon before earth high second
all began eyes him show
almost below father his small
along belt first house sound
also better follow how start
always between for inside suddenly
am big found know sure
an blue friends leave think
an book get light those
and both girl money today
animals boy go morning together
are brother going much told
at by good near under
at came green never until
away change hair number used
clothes happy only watch
has opened white
other with

plus: social expressions and greetings


days of the week e.g. good morning
numbers one to hundred good afternoon
numbers in hundreds good evening
pupils name and address good night
name of school goodbye
other personal details hello
thank you
Topical Words
amphibian globe
balance habitats
battery kangaroo
circuit light bulb
complete mammal
cone necessary
crawl peacock
cube quantity
pyramid reptile
cuboids scale
damp spend
dice sphere
electricity switch
fierce symbols
filament terminal
gallop total
gave wire
gills wise

(CDC, MOE (2003) Curriculum Specifications for English Language,


LIST
This List Of Sight Words OF SIGHT
is frequently WORDS
used in English speech and
writing.
To be an efficient reader, he or she needs to master these as sight
words.
a from much the
about get must their
all go my them
an had new then
and has no there
are have not they
as he now this
at her of to
back here off two
be him old up
been his on want
before I one was
big if only we
but in or well
by into other went
call is our were
came it out what
can just over when
come like right where
could little said which
did look see who
do made she will
down make so with
first me some you
for more that your

Judith Sim (2002), Phonics Picture Dictionary, Penerbitan Pelangi


HOMONYMS
1. Phonics
Knowing the relationship between
the sounds of spoken language and
the letters of written language is
essential for reading.
Phonics gives the student tools she
can use to recognize familiar words
quickly and to figure out words she
hasn't seen before.
PHONICS CARD Make the sounds for each vowel,
consonant
Aa Aa or combination.
Ee Ee Ii Ii Oo Oo oo ou
ace apple eel egg ice igloo octopus
day cat key net kite lips boat orange moon mouse

Uu Uu Bb Cc Cc Dd Ff Gg Gg Hh
unicorn umbrella banana circle cow dog five gift goat house

5
Jj Kk Ll Mm Nn Pp Qq Rr Ss Tt
jam kangaroo lion monkey nose pizza queen ring sun tennis

Vv Ww Xx Yy Zz sp bl cl dr fl
violin watch x-ray yoyo zebra spider blue clock dragon flower

gr sn tw st ch ph sh sq th
green snack twelve stop chocolate photo shoe squid thumb

12
The Component
Edutainment
Lessons
ACTIVITY
BOARD GAMES
Simple games
engaging reading,
CreateGAMES
simple Board writing, listening and ROBOT
Games based on a well- speaking skills. MAN
A innovative fun
known folk tales or fairy These games way for repititive
tales. encourage interaction learning of words
and grammar
Use instructions for items
students to complete The FOX WO
W OR RDD
B I N G
G O
O
game as well as perform Game
START B I N
a language task.

A sense of competition FINISH

helps to engage interest.


Grammar and Vocabulary GAME
Listening and Speaking
Reading CARD
S
The FOX
Game
START

FINISH

GAME CARDS

This a versatile Game Board that can be used for any lesson. The game
instructions are the same but the Game Card changes according to what
is learnt for the lesson. TASK: Make Game Cards for a lesson
How To
Play
1. Take turns to play. Each player has a counter to represent himself.

2. Throw the dice. Check the number shown.

3. Take a game card. Try to complete the task on the game card. If
successful, the player can move forward the number of steps as
indicated by the throw of dice.

4. If the player cannot perform the task on the game card, he cannot
move forward and the next player takes a turn.

5. If the steps land on the link to the red arrows, the player can jump
to the place shown by the arrow.

6. The first player to reach the FINISH line wins the trophy and is
declared the winner.
ROBOT MAN AND BOX PEOPLE

A innovative fun way for repititive


learning of words and grammar items
Word Bingo Card 2
B I N G O

WOR D
first as befor came call
e
for at big can abou

B I N G O did
do
an
and
back
be
a
but
t
all
come
down are been by could
Word Bingo Card 1
B I N G O
big all are been at
but an as befor back
e
by and a call be
come do abou came first
t
could down did can for
Word Bingo Card 3 Word Bingo Card 4
B I N G O B I N G O
an back been call did befor can down an back
come first and be by e
could for about as big big come first and be
a are all at but but could for about as
befor came do can down came do by all at
e been call did a are

Write the instructions to play the


TASK :
WORD BINGO Game
ACTIVITY GAMES
Simple games engaging reading, writing,
listening and speaking skills.
These games encourage interaction
EXAMPLE : BUY AND SELL

1.Each student is given 6 cards with values like kindness, bravery,


power, honesty, intelligence etc with money values written behind.
The student is also given a stack of notes depicting money values
2.All students walk around and use questions to find out what
values other students have and offer to buy what they want with
money they have or sell the values they have.
3.At the end, some students will have a lot of values and some
would have a lot of money and no values.
4.Students can then write in their exercise book what values they
have or what amount of money they have collected.

Other examples : Treasure Hunt, Street Poll Survey, Half and Half
The Multi-Tasked Lesson
SRI BESTARI ENGLISH PROGRAMME
OVERVIEW LESSON PLAN The Multi-Tasked
Lesson
NO FOCUS DURATION
(90 mins)
1 Introduction 2

2 Show and Tell 5

3 Vocabulary for the day 3

4 Read a story 10
make a TOC cloud/ branch/ target tree
5 Comprehension questions 5

6 Song or Game or Writing Time 30

7 Grammar Together 10
8 SAL Self Accessed Learning 20
9 Message Bowl or message board 5
TOTAL LESSON TIME 90 mins
SRI BESTARI ENGLISH PROGRAMME
OVERVIEW LESSON PLAN
The Multi-Tasked Lesson
NO FOCUS DURATION DESCRIPTION REMARKS
(90 mins)
1 Introduction 2 Greeting/Teacher or student Oral Practice
introduce herself or someone else

2 Show and Tell 5 Bring something you want to show Oral practice
class and tell about it in 3 to 5
sentences

3 Vocabulary for 3 Teacher put up vocabulary for the Visual recognition


the day day usually words to be learnt within before usage
the days lesson

4 Read a story 10 Specially prepared stories of varied Reading practice


and make a content with a moral emphasis for and application of
TOC cloud/ student to show creative and critical thinking skills .
branch/ target thinking as well as logical analysis of Teacher led
tree what is read. section
NO FOCUS DURATION DESCRIPTION REMARKS
(90 mins)
5 Comprehension 5 Based on reading passage 3-5 Comprehension
questions questions from reading or
listening
6 Song or Game 30 Alternate between a song, a game Edutainment :
Or Writing Time or a writing exercise involving Fun and games
reading, listening, speaking and when learning
writing.

7 Grammar 10 Grammar focus based on Short focus each


Together song/game or sequence week. Teacher
teachers grammar
8 SAL 20 Independent work by students from Students
Self Accessed library of worksheets and self independently
Learning checking practice their new
grammar knowledge
9 Message Bowl 5 Each student writes a short sincere Writing ,Reading and
or message message/request for a friend or comprehension
board class teacher practice in real
situation
TOTAL LESSON 90
TIME mins
SELF-ACCESSED LEARNING
A database of short worksheet exercises on each topic
The student:
1.Keeps an exercise book for writing the answers
2.Accesses each exercise worksheet on their own
3.Works independently on the worksheet
4.Checks the answers behind the worksheet
5.Grades own exercise
6.Keeps track of own progress through scores

If scores fall below half the student has to take


and try another exercise from same topic
LUNCH
BREAK
LISTENING AND
SPEAKING
SPEAKING ACTIVITIES
(You need to LISTEN
too!)
IDEAS FOR THE CLASSROOM

1. Show and Tell


2. Street Poll Survey
3. Speak About cards
4. Balloon Debate
5. Write and deliver the Message
NO SPEAKING DESCRIPTION OBJECTIVE
ACTIVITY
1 Show and Tell Every lesson, one student will start the class To encourage student to use English to
with a Show and Tell by bringing an object to speak to others in a real situation of
show and tell the class. sharing information or ideas.
A Question and Answer part could be included
allowing 1- 3 questions to be asked by A simple structure can be given to students
students and answered by the speaker of the who may be weak in English
day. Better speakers are allowed to use their
Time limit: 5 minutes own format or style.

2 Street Poll Survey Students are given a Street Poll Worksheet To encourage students to ask questions to
and asked to go round asking questions and retrieve information in a real situation
collecting signatures to complete the Street To allow students to practice using
Survey form. Time limit: 5 minutes questions orally to get information.
3 Speak About Have a stack of simple topics in card form. To encourage thinking about a given topic
cards Students are asked to draw a card each and and practice speaking out in sentences.
say 2 sentences on the topic drawn.

4 Balloon Debate Have students in groups of four. Each one is To encourage students to give opinions
acting as one of these: a teacher, a prime and speak out in a situation that demands
minister, an engineer and a holy man. (Use a spontaneous speech.
draw) Develops listening and speaking skills.
They are in a hot air balloon that is having
trouble and they need to throw out one
person. Each one fight for his place in the
balloon giving reasons for how important he is
and suggest a person whom they should
throw out, giving the reasons. Each group will
finally inform the teacher who should be
thrown out from their group.
Time Limit: 15 minutes

5 Write and deliver At the end of each lesson each students Encourage writing , reading and speaking
the Message writes a real message for someone in the
class in only one sentence and reads to the
person.
STREET POLL SURVEY Worksheet: Activity Time Limit: 5 minutes

1. Each blank space identifies something about the person in this


class.
2. Go round asking your classmates using Questions in English and if
one of the boxes refers to them, ask him or her to sign their name
inside the box.
3. A person can only sign once on your Street Poll Card even if more
than one item refers to him or her.

Plays Brown eyes Eats Visited a Owns a pet


FOOTBALL Burgers foreign
country
----------------- --------------- ----------------- --------------- ---------------

Has a Loves to eat Owns Sings in the Watches


Hobby chocolates a handphone bathroom television
every day
---------------- ---------------- ----------------- --------------- ---------------

This street poll survey was conducted by :

Name: ..
Class:
N
O W
SH LL
TE

1. At the start of every lesson, after the greetings, one


student will use 5 sentences to describe something he
wants to show the class for that day.

2. A format and sentence structures can be taught to be


used.

3. This is for oral speaking practice and listening.

4. One to two questions are allowed from the class.


TASK:
A Format for SHOW and TELL presentations

Good morning/Good afternoon, Mrsand friends.

Today I am going to show you

It has a shape.

This is the.. and that is the.

I use this . for

I like it very much.


READING AND
LISTENING
Remember students read and listen at
different levels and different speeds

Reading and Listening can be


combined for information

For Gist For Specific


For an overall general
understanding,
Information
not individual meanings To understand in
more detail
SKIMMING
SPEED READING SCANNING
EXTENSIVE LISTENING INTENSIVE LISTENING
READING AND LISTENING
PRACTICE
1. Creating the atmosphere : Introduce theme, topic,
background
2. Introduce the vocabulary which students will need
3. Find the gist : Give a task while they listen or read.
Give the text at this point
4. Allow small discussion such as in pairs
5. Ask the questions to get the answers from the
students
6. Give another task that requires intensive
understanding
7. Give the text again in detail and discussion time.
8. Explore further the grammar or a related idea or
analysis
LISTENING ACTIVITIES
Ideas for the Classroom

1.Dictation

2.Authentic Songs with lyrics given as gapped text

3.Match pictures to sequence what is heard on a


story

4.Putting jumbled lyrics into a correct order

5.Short Stories recorded with a set of


comprehension questions
GRAMMAR

GRAMMAR : Learning The Proper Rules


1 Countable and Uncountable Nouns
Singular and Plural Nouns
Common and Proper Nouns
The grammar items
2 Quantifiers to be covered for
Articles
3 Demonstrative Pronouns the programme as
4
Personal Pronouns
Possessive Adjectives
listed here.
5 Interrogative Pronouns
6 Conjunctions
7 Prepositions Teachers will have
8
9
Adjectives
Questions
short teaching
10 Comparison of Adjectives notes at hand to
11 Adverbs
12 Modals teach
13 Subject Verb Agreement
14 The Simple Present Tense
15
16
The Simple Past Tense
Positive and Negative Statements
Each grammar item
Positive Questions and Responses will have a short
17 Modals
18 Active and Passive Voice practice exercise
19
20
Sentence types
Punctuation
and a self-accessed
exercise
The Grammar Lesson

1. The teacher teaches short and sweet


lessons as part of the multi-tasked
lesson.

2. Teacher teaches grammar rules and


comprehensive summary of how the
grammar item is applied or used

3. Teachers select appropriate exercises


for students for each Grammar Area
English Language
SUBJECT-VERB RELATIONSHIP
SENTENCE STRUCTURES
PATTERN EXAMPLE
S-V
(Subject-Verb) The teacher is talking.
S-V-O
(Subject-Verb-Object) The teacher loves her job.
S-V-Adj
(Subject-Verb-Adjective) The teacher is tired.
S-V-Adv
(Subject-Verb-Adverb) The teacher walks slowly.
S-V-N
(Subject-Verb-Noun) The teacher is a woman.
SENTENCE STRUCTURES GROUP TASK
PATTERN EXAMPLE Make a game using word
S-V cards to help students learn
The teacher is
Sentence structure.
(Subject-Verb) talking.
S-V-O Have words which are :
The teacher loves
(Subject-Verb- her job. SUBJECTS
Object) VERBS
S-V-Adj OBJECTS
The teacher is ADJECTIVES
(Subject-Verb- tired. ADVERBS
Adjective) NOUNS
S-V-Adv
The teacher walks Write out the instructions to
(Subject-Verb- slowly. play this game as a way of
Adverb) teaching Sentence Structure.
S-V-N
The teacher is a
(Subject-Verb-Noun) woman.
SELF-ACCESSED LEARNING
A database of short worksheet exercises on each topic
The student:
1.Keeps an exercise book for writing the answers
2.Accesses each exercise worksheet on their own
3.Works independently on the worksheet
4.Checks the answers behind the worksheet
5.Grades own exercise
6.Keeps track of own progress through scores

If scores fall below half the student has to take


and try another exercise from same topic
SELF-ACCESSED LEARNING WORKSHEETS SELF-ACCESSED LEARNING WORKSHEETS

G G
INSTRUCTIONS

Complete the exercise below in your SAL exercise book.


After you have finished, turn over the worksheet and check your answers. ANSWERS
Put your score the SAL Recording Sheet next to your name. EXERCISE : ADJECTIVES 1a
If your score is very low, try the exercise again or try the next exercise.
Put the worksheet back in the file.
1. long
2. beautiful
EXERCISE : ADJECTIVES 1a 3. purple
4. dark
ADJECTIVES
5. big
An adjective is a word that describes a noun. It can tell us about the 6. red
quality or quantity of something. 7. small
8. fierce
9. tall
Fill in the blanks by choosing a suitable word from the box below
10. sharp

Big small beautiful purple dark

Fierce red long tall sharp


SCORES
One day, a (1) time ago, a (2) .. girl in a 0 Ask your teacher for help
(3) .. coat was walking through a (4) . 5-6 Satisfactory
forest. She was carrying a (5) bag of (6) 1-2 Very weak
apples to give her grandmother who lived in a (7) 7-8 Good
.. house in the forest.
3-4 Weak
Suddenly, she saw a (8) .. tiger hiding behind a (9) 9-10 Very Good
. tree. The tiger had (10)..teeth.

SELF-ACCESSED LEARNING WORKSHEETS


TASK SELF-ACCESSED LEARNING WORKSHEETS

1. Each participant will be given one of the grammar units and is


tasked to develop three worksheets on each of the grammar units
with 10 answers each.

2. Use the template SAL Grammar Template in your SAL folder


and provide the answers.

3. Your exercise can be taken from your reference textbooks,


workbooks or grammar books.

4. Each SAL Grammar Unit worksheet can be preceded by a short


grammar snippet. You may cut and paste from the file Grammar
Snippets in the SAL folder.

5. Use your computer and save the file as SAL____ followed by


the grammar units name and name exercise a, b or c

6. Transfer your finished worksheets to the common SAL folder.


TASK SELF-ACCESSED LEARNING CENTRE

Design a SELF-ACCESSED LEARNING (SAL) Centre


for the classroom.

1.Where Should it be placed?


2.In what way can the worksheets be presented?
3.How do you design a station for children to access the
worksheets, sit down and independently work on them?
4.What are the instructions to put up in a notice to
remind them of the SAL Procedure?
5.How should the SAL Progress Record be made or
kept?
See you
tomorrow