english language subject
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CLASSROOM STRATEGIESExcellence in English Language
TABI UPSR
COACHINGOne to oneOne to small groupsFace to face
The identified Near Miss students MUST be given :one to one andface-to-facecoaching on grammar accuracy, on technical aspects of(Paper 2) Making a choice, Sentence Writing, Essay Writingand even Grammar, Vocabulary, Spelling and Punctuation
(Paper 1).
The MUST TEACH : Year 4, Year 5 and Year6 pupils must be taught and trained inALL the following items :a) grammarb) vocabularyc) punctuationd) spellinge) correction
f) sentence making /structureg) comprehensionh) essay writingi) use the textbook as much as you canPLUS REMEMBER to gather relevant/ relatedmaterial from other books/ sources too
Teacher must teach and then give practicesin all the items, only then the pupils will beable reach the final out of WRITING SKILL asaccurate as can be. The topical/ thematicallychosen comprehension passage may haveto be doctored to lower the level ofdifficulty for low-proficient pupils (LEP). Fromthis passage all the items can be taught.
Teaching items in isolation is done with theonly aim of consolidation of understandingof vocab, rules, formats
In Sentence Writing train pupilsto look at many pctures and foreach picture recognise thefollowing : WHO, WHAT WHERE
and HOW
By looking at as many pictures as possible andanswering the WHO, WHAT WHERE and HOW in thepicture the pupils have already a minimum of 4-5sentences.
In Sentence Writing pupils are advisedto read the words provided but USE of thewords is OPTIONAL.
For SJK schools pupils MUST USE the
For SK schools, pupils can use their own wordsand/or use the words provided.
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words provided.
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In Sentence Writing train thechildren in identifying thesubjects (the people) and foreach of the subject identified, link
the following grammar areas witheach of them :a) nouns/pronounsb) verbs/verb to bec) prepositions especially oflocations
Pupils will be able to start sentence writing bytraining pupils to link each subject/person identifiedwith the relevant linking :
subject/person
a) noun/pronounb) verb/verb to bec) preposition
Where relevant:-For Noun - identify :age, size, colour, material, shapeFor Verb identify the adverb
In Sentence Writing train children touse a suitable tense and ENCOURAGEthe SAME TENSE throughout
Training children to write in ONE COMMONtense will also mean they are trained for NoteExpansion/ Essay writing too.
In Sentence Writing training childrento write in SIMPLE and COMPOUNDsentences is sufficient.
Avoid complex sentences especially ifchildren are LEP (Low English
Proficiency)
Simple and compound sentence writing wouldmean grammatical errors are minimised /pupils can be trained to use correct grammarand avoid grammatical errors.
Give pupils many exercises in SentenceWriting, train/teach pupils to go for zerogrammar error . Remind pupils theyMUST score maximum marks
Errors in capital letters, punctuation, spelling,pronouns, subject verb agreement andpreposition of locations should be minimisedto zero-error
In Essay Writing, teach and train pupilsthat putting together short notes provided,to form a sentence is a CONTENT POINT.
Train/ teach pupils to identify the contentpoints.
Every picture/stimulus has about 2-3content points. Train/teach pupils toidentify the content points. Train pupils towrite short sentences for each contentpoint.
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In Essay Writing teachers MUST train thepupils to use APPROPRIATE ADJECTIVALPHRASES for NOUNS
Train children to identify the Nouns first then straightaway think of anAPPROPRIATE ADJECTIVAL phrase for it.
In Essay Writing, teach and train pupils to writei) introduction sentence based on the picture andfirst words of the note expansion as Firstparagraph (Point 1)ii) write the points in a paragraphiii) write an ending sentence with the last set ofnotes as Final paragraph (last Point)
In essay writing there MUST be thebasic minimum 3 paragraphs
In the lastparagraph train thepupils IF POSSIBLE to ADDAPPROPRIATE idiomatic expression,metaphor, proverb or personal feelingsas ending.
In Essay Writing identifying the contentpoints should be followed by SEQUENCING thepoints (points = ideas)
The sequencing of the points shouldfollow the sequence of the events in thepictures provided
In Essay Writing, teachers MUSTtrain children to ADD a relatedsentence to at least 3-4 of thepoints in the note expansionquestion. This additional sentence isbased on the sentence stated
before that.
Remember training children to write an additionalsentence is important to gain that extra marks.Eg. -fisherman-sea - boat- ( The content pointshere : Ahmad is a fisherman. He goes to the sea/catches fish in the sea in his boat. The additionalsentence would be It is a big boat/brown in colour/
an old boat.)
In Essay Writing pupils should be trained oncapital letters, punctuation, pronouns and subjectverb agreement. There should be no errors. Pupilsshould be trained to recognize the TENSE andmaintain the tense throughout.
Using a whole class approach andusing pupils own sentences are somestrategies to teach these grammaritems. Constant reminder of the rulesis a must.
EL teacher GIVE and TRAIN the students torecognize the meaning and memorise 10 goodphrases to be used in Writing
Train students to use phrases/wordswhere they can for the essay
In Transfer of Information Question An error either spelling, punctuation or
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(2a) Making a Choice - Teachers MUSTtrain pupils to USE the complete title orphrase as given/provided in the question/text. Pupils to be trained/ taught NEVER tomake any spelling, punctuation error
incomplete of word/words or phrasesprovided text/question will automaticallyconsidered as gross error. No marks willbe given. So, pupils MUST copy/ write downaccurately/ completely these word/ phrases.
In Transfer of Information Question(2b) Making a Choice - teachers MUSTteach/train pupils to list down 5 POINTSof REASONS for choice
Each reason should be positive and connectedto the information on the choice and then writethe sentences accordingly
Train pupils to USE adjectives and personalfeelings
In Transfer of Information Question(2b) Making a Choice - pupils MUST betrained to READ the rubrics FIRST THENtrained use phrases : I likebecause,cheaper than (if comparing two choices)and cheapestamong (if comparing withALL the choices)
The MUST Word List for the pupils in thissection :
I like / I prefer / I think.. becauseFirstly / secondly / also / besides /moreover /finallythan (with comparative) / among (withsuperlatives)
In Transfer of Information Question (2b)Making a Choice - remind pupils to NEVERuse words from Question (2a - the table)USE ONLYthe words provided in the originaltext/question.
Using the words from the table theprobability of structural mistakes will behigher hence pupils must use words fromthe original question/text provided
Corrections by the teacher is
a MUST an on block approach whole classroom practice
Identify and list pupils own sentences - list on the board
and/or give out handouts then MUST workout/explainerrors that appears in the sentences together as a classparticipation.
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Train pupils to become teachersthemselves to recognize errors andcorrect the errors- they learn bestwhen they are able to recognise theirown errors
Get pupils to mark their own sentences especiallyas pair work especially on specific grammar itemsof ARTICLES/NOUNS/ PRONOUNS with special focuson TENSES and SUBJECT-VERB AGREEMENT
In Paper 1 the focus of teaching should be ongrammar, vocabulary spelling, punctuation andcomprehension, social expressions, wordomission (grammar)
Teachers please refer to the MinimumPractice for TABI UPSR stated on the lastpage.
1. In GRAMMAR teaching, teachers mayteach Grammar items In Context or InIsolation (but even in isolation there mustbe the CONTINUITYfrom rules topractice and to ultimately applicationas in WRITING)
Teachers must teach all grammar
items:i) related to nounseg. countable/uncountable nounseg. pronounseg. articleseg. subject-verb agreementeg. adjectives
ii) related to verbseg. adverbseg. tenses
eg. subject verb agreement
iii) related to nouns and verbseg. prepositionseg. conjunctions
the approach to grammar teachingshould be one of linking, continuity and
Teaching IN CONTEXT refer toGrammar items that can be taught as seenwithini. text passagesii. picture/stimulus
Teaching IN ISOLATION refer to grammaritems selected to be taught systematically as
in continuity
Teaching of grammar items and giving offollow-up grammar exercises/ practices: MUSTfollow the following
SEQUENCE-CONTINUITY :Introduce a grammaritem introduce concept of the grammar item
Give exercises/practices for P (LS)to identify examples of the item
(understanding of concept)
Introduce rules of grammar item/ rules ofthe linking grammar items
Give exercises/practices for P (LSRW) topractice correct understanding of rules
Give exercises/practices for P (LSRW) to
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developmental
Eg. To teach Noun one can start of withNouns, then articles, followed by thelinking items of pronouns, countable/uncountable, adjectives and so on..
Marking of grammar errors should beitem by item marking (or linking items).
consolidate understanding of concept andrules of the grammar item
Give exercises/practices for P to applyunderstanding of concept and rules of thegrammar item at WRITING LEVEL (paragraph
(s))TEACHERS DO AVOID marking ALL grammaritems in one essay in one go. Pupils will notknow which grammar item (s) they got wrong
2. In VOCABULARY Pupils must be taughtthe knowledge and understanding ofwords to be used at word , phrase andsentence levels.
Teacher must identify wordsrelated to the TOPICS and UNITSand make lists of words. Use the
Word List given in CurriculumSpecifications (see the WordList and the Extended WordList provided)
Train pupils TO STUDY the pictures/stimulus and list wordsassociated with the pictures/stimulus
Drill meanings and spelling ofwords
Do different types of exercises thattest on VOCABULARY
Question 1 4 Vocabulary at wordlevel with no graphics.
Topics & words association- Animals Sound, motion,
home, young , Gender- People - Gender, verbs,
occupation
- Places Verbs, adjectives Question 5 7 rebus
Based on pictures and vocabulary atphrase level
- collective nouns, pair wordsQuantifiers and others
Question 8 10Based on pictures atSentence level
3. In PUNCTUATION, teach and train pupilsto identify the various types ofpunctuationEg - Upper and lower cases, full stops,
commas, apostrophe, exclamationmarks, hyphens, open and closeinverted commas as in speech.
Train pupils to AVOID/ HAVE NOERRORS in punctuation
Teacher must teach and give practice in allthe punctuation symbols. Only then, willthe pupils be able to apply them correctly.
Teaching punctuation symbols in isolation isdone with the aim to consolidate theunderstanding and application of punctuationsymbols.
An important activity : Train and drill the
pupils with lists of sentences with punctuationerrors guide/train pupils to identify thepunctuation errors and correct them
4. In SPELLING, teach and train pupils thewords from the WORD LIST of each Unit andtheir meanings.
Spelling can be done either orally or inwritten form
Oral spelling can be taught through
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Explore words from text book
List the words
drilling
Written spelling can be donethrough various exercises :- picture clues, dictation as well asidentify and correct spelling errorsin a text
for LEP pupils, Spellingcan be :FILL in MISSING LETTERS
for HEP pupils, Spellingcan be :
SPELL THE WORD AND WRITE THEMEANING ON THE RIGHT COLUMN(meaning can be synonym in English orthe meaning in BM/or mother tongue)
MARKING OF SPELLING exercises is amust- an on block approach whole class
practice or pair work
Pupils must do corrections after eachexercise. Identify and list the words given
on the board. Pupils exchange and mark.
5. In TEXT COMPLETION ( Q 26-30 )
Focus on relevant GrammarEg; verbs , prepositions , adjectives
FIRST STEP : Train/teach pupils to studythe picture. Then identify relevantgrammar/words
SECOND STEP : Read the text carefullythen choose the option answer that is
related to BOTH the picture and the text.
Focus on vocabulary especially nouns
Teacher must train pupils to be aware ofdetails in illustrations They must always askthemselves what, who and where
Questions for this section mustbe directly related to theaccompanying illustration
Exposure to various situationscan assist to widen pupilsbackground knowledge
Start word list early
Pupils tend to pay just minimal
attention to illustrationknowing the picture will greatlyassist them in determining thecorrect option.
6. In SOCIAL EXPRESSIONS
Train/teach students to firstSTUDY THE PICTURE carefully
- IDENTIFY the speakers that is the WHOIS THE FIRST speaker & WHO IS THESECOND speaker
- Read and match part of the dialogue givenin the picture to the suggested responses
- Pictures are very important- Identify keywords and associate
with the correct responses
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7. COMPREHENSION passages ..
May have 2 focus :
EITHER
Focusing on Reading Skill ORFocusing on Comprehension Skills
When focusing on Reading Skill
Teachers teach :
Pronunciation, Enunciation
Intonation, Stress
Pauses
The strategies includes ;
Chorus reading aloudIndividual pupil reading aloud
Teacher reads and pupils listen Teacherreads and pupils follow
COMPREHENSION passages/stimulus.
When focusing onComprehensional Skills :
Train and teach pupils to :-i. READ the whole text firstii. STUDYthe picture thoroughly
IDENTIFY the difficult words= meanings / may need to train
pupils to INFER/guess themeaning from whole text reading
= think of synonyms/antonyms
IDENTIFY the WH=WHO, WHAT, WHERE,
WHEN AND HOW inthe passage/stimulus
Look out for CONTEXTUALCLUES
Recognise that the first/second questions arenormally in the first
When focusing on Reading Skill
NEVER TAKE FOR GRANTED THAT PUPILSKNOW THE SOUND OF WORDS
Teaching Reading Skill can be done asindividual reading strategy anytimebefore, while teaching time (when pupilsare busy doing class work) and outsideteaching time
When focusing on Comprehensional Skills :
The objective :Is to train and teach pupils :
to know/accumulate the vocabularyto identify details of information,
to recognise sequence,to infer opinions/feelings
Teachers teach :
gleaning of information
scanning skill
skimming skill
STRATEGIES :
READING MANY TIMES : recognise main ideas supportingrecognise
supporting ideas
Teacher does ORAL QUESTIONS : Wh questioning Contextual Clues Giving meaning of words Synonyms / antonyms Parallel ideas
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paragraph and so on. PARAGRAPH Questioning Teacher formulate 3-4 questions
according to paragraphs To identify the WH information of
each paragraph Train/teach pupils to make paragraph
based-questions(advisable to put the above questions and theWH info right next to the paragraphs)
Every weekend , every holiday essay writing aMUST
Students who are Near Miss dueto EL need lots of practiceespecially in Writing that help topull up marks to the A level.
EL teacher go all out to make sure the studentsarrive at the following minimum marks of :
Paper 1 = minimum 35/40 marksPaper 2 =Question 1 : minimum 8/10 marksQuestion 2a : achieve 10/10 marksQuestion 2b : minimum 4/5 marks
Question 3 : minimum 10/15 marks
Lots of practice need to be givento arrive at these minimummarks = will lead to A in EnglishLanguage
LIST OF GRAMMAR ITEMS TO BE TAUGHT AND LEARNT
COUNTABLE / UNCOUNTABLE NOUNSPRONOUNSARTICLESSUBJECT VERB AGREEMENTADJECTIVES
many, a
little
much,some
few
+s
-sshe, he, I, we,they, us ours, their
(s), yourself,myself, ourselves,themselves
am, is, was,were, has,
have, do, does
+s, -s
Positive eg. tallComparative er eg taller /
more
Superlative eg. tallest / most / stOR
Words describing :
shapes, colours, size, age,
material, types,
a, an, the
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different types of pronouns, eg personal,possessive, reflexive and relative.
4 Modals ( must, ought to, will,would,shall, should, may, might, can,could)
These words are followed by root words.
5. Tenses Teach all the tenses. Give a light touch onprefect tense.
6 Adverbs Give a list of adverbs to enable pupils to usecorrectly. Remember not all adverbs end withly
7. Prepositions Pupils are able to use the prepositions to showtime and location in their writings.
8. Conjunctions Guide pupils to construct compound sentencesusing the correct conjunctions
9 Question Words ( WH Questions) Using picture and train pupils to ask questionsbased on it .
10 Nouns(Common, Proper,Collective, Uncountable&Countable) )
Teacher must always tell the pupils when to usethe nouns and their spellings
11. Negative and PositiveStatements
Please do not ignore this although it looks easy
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