KBSR ENGLISH LANGUAGE

SYLLABUS
1

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

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

 Presently, Eng. is taught for the purpose of higher education and the workplace Eng. lang. of Information Communications Technology (ICT) & lang. for establishing international relations in a borderless world
4

 The Eng. Curr. for primary sch. is designed to provide learners with a strong foundation in the Eng. Lang. In line with the goals of National Education Policy & Education Act 1996 Learners are taught Grammar & sound system
5

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, in and out of school
6

OBJECTIVES
i. Listen to and understand simple spoken English in certain given contexts; ii. Ask and answer questions, speak and express themselves clearly to others using simple language; iii. Acquire good reading habits to understand, enjoy and extract information from a variety of texts;

iv. Write legibly and express ideas in simple language; v. Show an awareness and appreciation of moral values as well as love for the nation
8

Educational Emphases
Thinking Skills Learning How to Learn Skills ICT Skills Values and Citizenship Multiple Intelligences Howard Gardner Knowledge Acquisition Preparation for the Real World
9

Verbal linguistic Logical Mathematical

Naturalistic

Intrapersonal

MULTIPLE INTELLIGENCES

Visual-Spatial

Interpersonal Musical

Kinestitics

10

Language Skills in KBSR

Listening Speaking Reading Writing Language Content

11

Why are the skills important? The language skills form the core of the primary English curriculum. Learners use these skills to talk to and write to people, to obtain information from various sources, and to enjoy a poem or story read or heard.
12

LEARNING OUTCOMES
Learning outcomes are statements to guide teachers in teaching and are derived from the objectives.

Learning Outcomes incorporate the skills of listening, speaking , reading and writing, grammar, the sound system and words from the word list.
13

By the end of their primary schooling, learners should be able to:- for example, in each skill: Listening Skill - listen to and understand various text types such 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

Learning Outcomes

 Reading Skill
-read a variety of texts both in print and in the
electronic media for information and enjoyment such 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 purposes.
15

Language Content
Sound system Grammar Vocabulary/ Word lists
16

How should Grammar be taught?

Grammar should be taught in context of a topic and in a meaningful way so that they can be used both in speech and in writing
17

EMPHASES OF THE KBSM (Broad principles apply equally to the KBSR)

Teachers are to take these emphases into account when planning the contents of their teaching programme. These are :1. Knowledge --- students are provided with the synergy to seek further knowledge on their own accord which is to continue throughout their lifetime through the exposure to various activities and materials.
18

EMPHASES OF THE KBSM (Broad principles apply equally to the KBSR)

2. Thinking abilities Opportunities are to be provided to sharpen students thinking abilities in order that they be able to think clearly, objectively, rationally and creatively, as well as have an open mind and be able to make sound judgements.

19

EMPHASES OF THE KBSM (Broad principles apply equally to the KBSR)

3. Moral and ethical values--- The introduction of moral and ethical values in the curriculum is geared towards developing humane and morally upright persons, who seek not only to know themselves better but also be able to contribute to the betterment and harmony of the society and the nation.

20

EMPHASES OF THE KBSM (Broad principles apply equally to the KBSR)

4. Reading habit In order to inculcate the reading habit among students , exercises and assignments given and materials used should encourage students to read further and undertake reference work.

21

IMPORTANT PRINCIPLES IN THE ENGLISH LANGUAGE PROGRAMME 1. LEVEL OF DIFFICULTY must cater to the varying levels of proficiency among students. 2. GRADATION OF DIFFICULTY-- Trs should control the level of difficulty of materials and activities in the classroom. Ensure there is gradation of difficulty . Variables to be taken into account are ideas, the vocabulary, and the sentence length.

22

IMPORTANT PRINCIPLES IN THE ENGLISH LANGUAGE PROGRAMME

3. SUITABILITY TO STUDENTS Materials and exercises used in classroom must be suitable for students. Ideas dealt with should not be beyond the level of comprehension of the students. Materials should be interesting and motivating. 4. BALANCE There should be balance in the approach. Balance in provision of materials and activities for rural and urban children. Balance within the four skills.
23

IMPORTANT PRINCIPLES IN THE ENGLISH LANGUAGE PROGRAMME

5. VARIETY Expose students to a variety of contexts, situations and language use. Expose them to various types of writing for example, dialogues, prose and poetry. Include variety in the type of illustrations, in language activities, and in the exercises presented.

24

IMPORTANT PRINCIPLES IN THE ENGLISH LANGUAGE PROGRAMME

6. LITERARY ELEMENT Literary elements should be infused into the language progrmme. Can be done through the ntroduction of short stories, excerpts from novels, fables, legends and poems. Will develop interest in reading as well as provide models of the target language at its best. Balance between literary and non-literary materials in the text.
25

IMPORTANT PRINCIPLES IN THE ENGLISH LANGUAGE PROGRAMME

7. INTELLECTUAL DEVELOPMENT Activities and exercises presented must be meaningful, thought-provoking, challening to sharpen students mind. Questions asked should be challenging and thought-provoking too. Include higher-order divergent questions apart the convergent kind.

26

IMPORTANT PRINCIPLES IN THE ENGLISH LANGUAGE PROGRAMME

8. TEACHING VS TESTING Requirements in learning a skill need to be first presented stepby step in such a way that will enable students to learn it. Teachers must ensure that testing techniques are not used as teaching techniques as they different objectives.

27

28