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PKB 3105 ENGLISH LANGUAGE TEACHING METHODOLOGY

TOPIC 6

SYLLABUS STUDY

1 HR

Synopsis This topic studies the syllabus used by special needs pupils.. Learning Outcome At the end of this topic, you will be able to: 1. Identify the themes used 2. Write learning outcomes suitable for the pupils ability and in line with the syllabus 3. Identify language skills to be used 4. Practice integration in the teaching:

Topic Framework The Study and Interpretation of the Learning Disabilities English Syllabus 1. 2. 3. 4. Themes Learning outcomes Language skills Integration

6.0 Introduction

PKB 3105 ENGLISH LANGUAGE TEACHING METHODOLOGY When we think of teaching English, we tend to think about teachers and what they do. In fact, more importantly, we should think of the pupils too. Thus the starting point for all efforts in teaching English should be an understanding of differences amongst the pupils. The other important thing will be considering what we are going to teach. Thus it is best that we study and interpret the syllabus for the learning disabled pupils.

6.1 The Study and Interpretation of the Learning Disabilities English Syllabus 6.1.1 Themes The KBSR syllabus and handbooks specify a number of topics suitable for primary school children. These comes under themes like : people, health, plants, animals, objects, food, activities, processes, events, places, transport, universal truths and events. Now you will have to take out the English Language syllabus for the learning disabled pupils and identify the themes used. Discuss either in class or online. 6.1.2 Learning Outcomes Before you can start teaching, you have to have a scheme of work. A scheme of work is a plan that indicates what will be taught for the semester/year and in what order it will be taught. Objectives set out in the syllabus for each school yuear forms the basis for the scheme of work for the year. The syllabus spells out what needs to be taught in any one year. However, syllabuses only do so in a very general way. A syllabus, therefore, needs to be interpreted. If you are not clear about this, then it is best you go through this with your tutors either in class during your face-to-face interaction or have online discussions. After this teachers have to consider the learning outcomes. Learning outcomes are the specific intentions of a programme or module, 2

PKB 3105 ENGLISH LANGUAGE TEACHING METHODOLOGY written in specific terms. They describe what a learner should know, understand, or be able to do at the end of that programme or module. Learning outcomes are written bearing in mind the objectives for that level or year. Designing your courses using learning outcomes leads to a more learner -centred approach: it marks a shift from the content of a module or course (namely, what teachers teach) towards its outcome (in other words, what the learner is able to do on successful completion of the course or module). Learning outcomes can:

help to guide learners in their learning in that they explain what is expected of them, in turn helping them to succeed in their studies. help staff to focus on exactly what they want learners to achieve in terms of both knowledge and skills. provide a useful guide to inform potential candidates and employers about the general knowledge and understanding that a graduate will possess.

Good, clear learning outcomes will also be useful when compiling information for learner Progress Files. You can refer to the diagram below when writing your learning outcomes.

PKB 3105 ENGLISH LANGUAGE TEACHING METHODOLOGY

Figure 1: Blooms Taxonomy

6.1.3 Language Skills When we learn a language, there are four skills that we need for complete communication. When we learn our native language, we usually learn to listen first, then to speak, then to read, and finally to write. These are called the four "language skills":

PKB 3105 ENGLISH LANGUAGE TEACHING METHODOLOGY

Figure 2: The Four Language Skills The four language skills are related to each other in two ways:

the direction of communication (in or out) the method of communication (spoken or written) THE WISE OWL A wise old owl Sat in an oak. The more he saw, The less he spoke. The less he spoke, The more he heard. Why can't we be like That wise old bird? Table 1 : A Poem

PKB 3105 ENGLISH LANGUAGE TEACHING METHODOLOGY "Listening" is receiving language through the ears. Listening involves identifying the sounds of speech and processing them into words and sentences. When we listen, we use our ears to receive individual sounds (letters, stress, rhythm and pauses) and we use our brain to convert these into messages that mean something to us. Listening in any language requires focus and attention. It is a skill that some people need to work at harder than others. People who have difficulty concentrating are typically poor listeners. Listening in a second language requires even greater focus. Like babies, we learn this skill by listening to people who already know how to speak the language. This may or may not include native speakers. For practice, you can listen to live or recorded voices. The most important thing is to listen to a variety of voices as often as you can. "Speaking" is the delivery of language through the mouth. To speak, we create sounds using many parts of our body, including the lungs, vocal tract, vocal chords, tongue, teeth and lips. This vocalized form of language usually requires at least one listener. When two or more people speak or talk to each other, the conversation is called a "dialogue". Speech can flow naturally from one person to another in the form of dialogue. It can also be planned and rehearsed, as in the delivery of a speech or presentation. Of course, some people talk to themselves! In fact, some English learners practise speaking standing alone in front of a mirror. Speaking can be formal or informal:

Informal speaking is typically used with family and friends, or people you know well. Formal speaking occurs in business or academic situations, or when meeting people for the first time. 6

PKB 3105 ENGLISH LANGUAGE TEACHING METHODOLOGY Speaking is probably the language skill that most language learners wish to perfect as soon as possible. It used to be the only language skill that was difficult to practise online. This is no longer the case. English learners can practise speaking online using voice or video chat. They can also record and upload their voice for other people to listen to. "Reading" is the process of looking at a series of written symbols and getting meaning from them. When we read, we use our eyes to receive written symbols (letters, punctuation marks and spaces) and we use our brain to convert them into words, sentences and paragraphs that communicate something to us. Reading can be silent (in our head) or aloud (so that other people can hear). Reading is a receptive skill - through it we receive information. But the complex process of reading also requires the skill of speaking, so that we can pronounce the words that we read. In this sense, reading is also a productive skill in that we are both receiving information and transmitting it (even if only to ourselves). Do we need to read in order to speak English? The short answer is no. Some native speakers cannot read or write but they speak English fluently. On the other hand, reading is something that you can do on your own and that greatly broadens your vocabulary, thus helping you in speaking (and in listening and writing). Reading is therefore a highly valuable skill and activity, and it is recommended that English learners try to read as much as possible in English. Writing is the 4th of the four language skills, and usually the one that we learn last.Writing is the productive skill in the written mode. It, too, is more complicated than it seems at first, and often seems to be the hardest of the skills, even for native speakers of a language, since it involves not just a graphic representation of speech, but the development and presentation of thoughts in a structured way. 7

PKB 3105 ENGLISH LANGUAGE TEACHING METHODOLOGY

6.1.4 Integration The concept of integration is particularly important in the communicative approach. Integration is important for a number of reasons: At this stage of planning, some degree of flexibility should be built in. Topics for development of each skill, for example, may be vaguely spelt out to allow each teacher using a particular scheme of work to utilize materials that are interesting to pupils at the time the lesson is actually conducted. For example, if there is a news story of current interest to the pupils, this resource can substitute the plan in the scheme of work. Integration is carried out for a number of reasons as stated below: a. Real communication involves using more than one skill, for example speaking and listening most frequently occur in interactive situations. b. Integration of language with interests of pupils and needs (for example in learning other subjects like Science, Geography or History increases interest and motivation. c. Variety of input and output in the learning process improves comprehension and retention. d. Language items like vocabulary and grammar are best learnt in contexts, integrated with skills like writing and speaking. This way pupils can learn not only when it is appropriate to use the target item, but they will also get multiple and varied opportunities to practise the target item.

Exercise 1 Pick any one topic in the English Language syllabus and identify suitable learning outcomes. Briefly describe factors you must consider when writing the learning outcomes. Serve the internet for more information. Also refer to your text books like An Introduction to Language by victoria Fromkon, Robert Rodman and Nina Hyams. 8

PKB 3105 ENGLISH LANGUAGE TEACHING METHODOLOGY

Exercise 2 Explain how you can carry out integration in your lessons. Serve the internet for more information. Also refer to your text books like An Introduction to Language by victoria Fromkon, Robert Rodman and Nina Hyams.

HAPPY STUDYING!

IKON

PKB 3105 ENGLISH LANGUAGE TEACHING METHODOLOGY Rehat Perbincangan Bahan Bacaan Buku Rujukan Latihan Membuat Nota Senarai Semakan Layari Internet Panduan Pengguna Mengumpul Maklumat Tutorial Memikir Tamat

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PKB 3105 ENGLISH LANGUAGE TEACHING METHODOLOGY

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