75 Teaching Ideas in the Classroom

7/29/2019 75 Teaching Ideas in the Classroom

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75 TEACHING IDEAS IN THE CLASSROOM

Introduction

These are some of the ideas for the teachers to use which might be

useful in the classroom when you are running out of ideas.

The Ideas

1.Ask a student to demonstrate a dance, and assist the student inexplaining the movements in English.

2.Ask students to name as many objects in the classroom as they canwhile you write them on the board.

3.Ask students to present to the class a gesture that is unique to theirown culture.

4.Ask students to write one question they would feel comfortableanswering (without writing their name) on an index card. Collect allof the index cards, put them in a bag, have students draw cards,and then ask another student the question on that card.

5.Ask your students if there are any songs running through their headstoday. If anyone says yes, encourage the student to sing or hum alittle bit, and ask the others if they can identify it.

6.Assign students to take a conversation from their course book thatthey are familiar with and reduce each line to only one word.

7.At the end of class, erase the board and challenge students to recalleverything you wrote on the board during the class period. Write theexpressions on the board once again as your students call themout.

8.Begin by telling your students about an internal struggle betweentwo sides of your personality (bold side vs. timid side ORhardworking side vs. lazy side), providing a brief example of whateach side says to you. After a few minutes of preparation in pairs,have students present their struggles to the class.

9.Bring a cellular phone (real or toy) to class, and pretend to receivecalls throughout the class. As the students can only hear one sideof the conversation, they must guess who is calling you and why.Make the initial conversation very brief, and gradually add clues


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with each conversation. The student who guesses correctly wins aprize.

10.Bring a fork, knife, spoon, bowl, plate and chopsticks (if you havethem) to class, and mime eating some different dishes, lettingstudents guess what they are. Then let your students take a turn.

11.Bring an artifact from the student's culture to class, and ask themquestions about it.

12.Bring in some snacks that you think your students haven't triedbefore, and invite the students to sample them and give theircomments.

13.Call on a student to draw his or her country's flag on the board,then teach him or her how to describe the flag to the class (It hasthree stripes...).

14.Choose one topic (food, sports) and elicit a list of examples (food -chicken, pudding, rice). Then have your student come up with themost unusual combinations of items from that list(chocolate-beef orwrestling-golf).

15.Collaborate with your students on a list of famous people, includingmovie stars, politicians, athletes, and artists. Have every studentchoose a famous person, and put them in pairs to interview eachother.

16.Come to class dressed differently than usual and have studentscomment on what's different.

17.Copy a page from a comic book, white out the dialogue, make

copies for your class, and have them supply utterances for thecharacters.

18.Copy pages from various ESL textbooks (at an appropriate level foryour students), put them on the walls, and have students wanderaround the classroom and learn a new phrase. Then have themteach each other what they learned.

19.Copy some interesting pictures of people from magazine ads. Givea picture to each student, have the student fold up the bottom of thepicture about half an inch, and write something the person might be


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thinking or saying. Put all the pictures up on the board, and leteveryone come up and take a look.

20.Describe something observable in the classroom (while lookingdown), and tell students to look in the direction of what youdescribed.

21.Draw a map of your country or another country that your studentsknow well. By drawing lines, show students where you went on atrip, and tell them about it. Then call on several students to do thesame. The trips can be truthful or fictional.

22.Draw a pancake-shape on the board, and announce that the

school will soon be moving to a desert island. Invite students oneby one to go to the board and draw one thing they would like tohave on the island.

23.Draw a party scene on the board, and invite students to come upand draw someone they would like to have at the party.

24.Empty a bag of coupons onto a table, and have students find acoupon for a product that they have no need for.

25.Experiment with how you write on the board, altering your writingstyle, the size of the letters, the direction you write, and the color ofthe chalk/pens.

26.Explain to your students what it means to call someone a certainanimal (dog, pig, fox) in English, and then ask them what thesemean in their languages.

27.Fill the board with vocabulary your students have encountered in

previous classes (make sure to include all parts of speech), and getthem to make some sentences out of the words.

28.Find out what famous people your students admire, and worktogether with the class to write a letter to one of them.

29.Find out what your students are interested in early on in thesemester. Go to the Internet from time to time to collect articles onthese subjects for students to read during the class period.

30.First, instruct your students to write on a slip of paper the name of


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one book, CD, or movie that changed them in some way. Collectthe papers, call out the titles, and ask the class if they can guesswho wrote it. Finally, let the writer identify him or herself, explaining

his or her choice.

31.Give each student a piece of chalk/pen and tell them to fill theboard with pop song lyrics. Then put them in pairs, and get them touse the words on the board to create a new dialogue.

32.Give students a reward (such as a candy or a sticker) each timethey take the artificial language in your textbook and turn it into anauthentic question or comment about someone in the class.

33.Hand a student a ball of yellow yarn. Have him toss it to anotherstudent, while saying something positive about that student andholding onto the end of the yarn. Continue in this manner until thereis a web between all the students.

34.Hand each student an index card, and tell them to write down asentence that includes an error they have made this week, alongwith the correct version of the sentence. Next, tape all of the indexcards on the board for students to look over.

35.Hang up four different posters (example - one of a world map, oneof a famous singer, one of a flower, and one of Einstein) in the fourcorners of your room. Tell students to choose one corner to standin, and talk about why they chose that poster.

36.Have each student make a list of the five most useful phrases fortourists visiting an English speaking country.

37.Have students come to the board one by one, draw a poster for an

English language movie (without the title) they think the otherstudents have seen, and let the other students guess which movie itis.

38.Hire a musician (flute? harmonica? banjo?) to play for a fewminutes of your class period.

39.In small groups, have your students design a billboard forsomething other than a product (wisdom, humility, friendship, etc.).

40.Inquire to see if your students have any unusual talents (can wiggle


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their ears, can bark like a dog), and encourage them todemonstrate.

41.Instead of saying "Very good!" all the time, vary the ways youpraise (and correct) students as much as possible.

42.Instruct your students to find something in theirwallets/purses/pencil boxes, and tell the story behind it.

43.Invite your students to stand up and explore the classroom fromnew angles (look in drawers, under desks, behind posters, on top ofcabinets). Then have students report their findings.

44.Just a few minutes before the bell rings, call on your students tochoose the ten most useful words they came in contact with duringthis class period, then have them narrow it down to the three mostuseful words.

45.Pass around some magazines, and have each student choose anad that he or she likes. Give students an opportunity to explain theirchoices.

46.Play a listening activity from your book an additional time with thelights turned off.

47.Play a recording of instrumental music and have some studentsdraw on the board what the music makes them think of.

48.Play five very different sounds from a sound effects tape or CD,and assign students in pairs to create a story based on three of thesounds.

49.Play music that enhances certain activities (quiet music for areading activity, dance music for an energetic TPR activity). Askyour students for their reactions.

50.Prepare colored letters of the alphabet on cardboard squares andput them in a bag. Students must draw a letter from the bag, andwork together to create a sentence on the board. Each studentmust raise his or her hand to make a contribution, but the word thestudent calls out must begin with the letter he or she chose. Put theexpanding sentence on the board, adding words only when they the


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grammar is correct.

51.Prepare several paper bags, each with a different scent inside(perfume, cinnamon, cheese), pass the bags around the class, andlet students describe what they smell.

52.Print phrases such as "in the library" "at an elegant dinner with theRoyal Family" "in a noisy bar" "in a dangerous neighbourhood" onseparate strips of paper, put them in envelopes, and tape them tothe underside of a few students' desks/tables before they arrive.Write on the board a useful expression like "Excuse me. Could Iborrow a dollar?" When students arrive, tell them to look for anenvelope under the desks/tables. The ones who find envelopes

must say the sentence on the board as if in the context written onthe page. Other students must guess the context from the student'stone of voice and body language.

53.Produce a list of commonly used sentence-modifying adverbs onthe board, such as suddenly, actually, unfortunately, and happily.Then launch into a story, which each student must contribute to,with the rule that everyone must begin the first sentence of his orher contribution with a sentence-modifying adverb.

54.Provide each student with a list of the current top ten popularsongs. Play excerpts from some or all of the songs, and choosesome questions to ask your students, such as: Did you like thesong? Have you heard this song before? How did the song makeyou feel? What instruments did you hear?

55.Purchase a postcard for each member of your class, writing his orher name in the name and address space. Turn them picture sideup on a table, have each student choose one (without looking at the

name), then he or she will write a message to the person whosename is on the other side. If a student chooses the postcard thathas his or her own name on it, the student must choose again.

56.Put students in pairs and ask them to guess three items in theirpartner's wallet/purse/pencil box.

57.Put students in pairs. Tell them to converse, but to deliberatelymake one grammatical error over and over, stopping only when one

student can spot the other's intentional error.


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58.Put students into small groups to create an application form fornew students to the school.

59.Put the students in small groups, and ask each group to plan avacation for you. They must plan where you will go, what you willdo, who you will go with, and what you will buy. When they arefinished, have each group present their plans.

60.Review a phrase or sentence that you want students to remember,by holding a competition to see "Who can say it the loudest/thequietest/the quickest/the slowest/in the deepest voice/in the highestpitched voice?".

61.Set up a board in your classroom where students can buy and sellused items from each other by writing notes in English.

62.Supply each student with a copy of the entertainment section of thelocal newspaper, and tell them to choose somewhere to go nextweekend.

63.Take a particularly uninteresting page from your coursebook, andput students in groups to redesign it.

64.Teach on a different side of the room than you usually do.

65.Tell each student to report the latest news in their country or city tothe class.

66.Tell your students to practice a conversation from their course bookthat they are familiar with, but this time they can only use gestures,no words.

67.When they are practicing a dialogue, have students play aroundwith the volume, intonation, pitch, or speed of their voices.

68.Write "Tell me something I don't know." on the board, then askstudents questions about things they know about and you don't,such as their lives, cultural background, interests, and work.

69.Write a common adjacency pair (Thank you./You're welcome ORI'm sorry./That's alright) on the board. Ask students if they know ofany expressions that could replace one of the ones you just wrote.

Write any acceptable answers on the board.


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70.Write a number of adjectives, such as mysterious, happy, peaceful,sad, angry, and frustrated on the board. Call out a color, and askyour students to tell you which adjective they associate with that

color.

71.Write a word on a slip of paper and show it to a student. Thisstudent must whisper it to the second student. Then the secondstudent must draw a picture of what he or she heard, and show it tothe third student. The third student, then, writes the word thatrepresents the picture and shows it to the fourth student. Then thefourth student whispers it to the fifth student.... and so on. Thiscontinues until you get to the last student, who must say the word tothe class.

72.Write an idiomatic expression (such as "It beats me." or "I'm fedup.") in big letters on the board. Call on a few students to guesswhat it means before you tell them.

73.Write down the names of about five very different people on theboard (a small baby, a rude waiter in a restaurant, a fashion model,a stranger in a crowd, and a grandfather). Give students a commonexpression, such as "Good morning!" or "Sorry!", and ask students

how they might say it differently when talking to a different person.

74.Write your name on the board vertically, and add a suitableadjective that begins with each letter of your name. The next step isto invite students to do the same.

Source: http://iteslj.org/Techniques/Houston-TeachingIdeas.html

More Activities.


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ENGLISH PANEL MANUAL 1

SEKOLAH MENENGAH SAINS PASIR PUTEH

ENGLISH LANGUAGE PANEL

ACADEMIC ANNUAL

2009

CHAPTER 1

1.0INTRODUCTION

This academic manual aims to enhance the students performance in English. This is due to the

fact that the need to improve the language proficiency amongst the students is vital for them to

move a step ahead in dealing with the global challenges.

ORGANIZATION CHART


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2.0 MISSION

2.1 PANELS VISION

It is hoped that all the students of SMSPP will be able to maintain their excellent performanceand the best school in Malaysia when English language is concerned. It is also hoped that the

performance of PMR and SPM candidates will be at their best in parallel with the vision of

Education Ministry.

2.2 SBPS VISION

To add the number of Bumiputeras in getting quality education as a preparation towards

higher learning in order to fulfill the countrys needs.

To install patriotism spirit amongst the SBP students

To produce students who can manage tasks efficiently, accurately and wisely.

To produce students with excellent personality which enable them to face teenage life.

To install awareness amongst SBPs community who practices the caring culture.

To successfully carry out programmes related to secondary education which is science-

oriented to realize Vision 2020.

To provide opportunity for potential students especially form suburban area to geteducation with modern and well-equipped facilities in a conducive learning

environment.

CHAPTER 2

5.0 TARGET AND ANALYSIS

SPM

Grade

Year

1A 2A 3B 4B 5C 6C GRADE

MEAN

No.of

Candidates

TOV

SPM

2003

45

(31.6%)

40

(28.1%)

30

(21.1%)

20

(14.0%)

5

(0.35%)

2

(0.14)

2.34 142

SPM

2004

46

(32.9%)

33

(23.6%)

23

(16.4%)

27

(19.3%)

6

(4.3%)

5

(3.6)

2.49 140

Targe

t2005

40.0% 35.0% 20.0% 5.0% 169


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SPM

2005

117

(70.05%)

25

(14.97%)

16

(9.58)

6

(3.59%)

2

(1.19%)

1.51

Targe

t

2006

45.0% 45.0% 10.0% - 133

SPM

2006

84

(63.16%)

33

(24.81%)

8

(6.02%)

4

(3.01%)

3

(2.26%)

1

(0.75%)

1.58 133

Targe

t

2007

74

50%

67

45.0%

7

5.0%

148

SPM

2007

59

(40.97%)

37

(25.69%)

33

(22.92%)

10

(6.94%)

5

(3.47%)

2.06 144

Target

2008

53.33%

80

46.67%

70

150

Targe

t

2009

60.0% 40.0%

PMR

Grade

Year

A % B % C % TOTAL

2005 103 72.2% 33 24.1% 1 0.7% 137

2006 122 85.9% 20 14.1% - - 142

2007 120 89.6% 14 10.4% - 134

2008 136 87.2% 19 12.2% 1 0.6% 156

2009(Target)

CHAPTER 3

STRATEGIES AND PROGRAMMES FOR STUDENTS AND TEACHERS

ACADEMIC PROGRAMMES

Programmes

Date/Duration Target Group

Action

FORM 4 and 5

Mentor System

English Clinic

Throughout the Year Weak Students

SPM(5C and below)

All English Teachers


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Extra Class (Excel)

Class

Starting Jan All SPM Students All English Teachers

Drillings (other SBP

Q papers)

Starting June All SPM Students All English Teachers

Tuition Classes Starting April Form 4 students All English Teachers

English incamp(school level)

Mac Elite Team All English Teachers

Set SystemStarting Jan Form 5 students


FORM 3

Mentor System

English Clinic

Throughout the Year Weak Students PMR

(B and below)

All form three

Teachers

Set System Starting January All form 3 students All form 3 TeachersExtra Class

(Excel)Class

April All Students Head of Panel Mdm

Wan Azizah

Drillings (other SBP

Q paper)

July All Students All form 3 teachers

Individual

consultation

July Weak students(B and

below)

All form 3 teachers

ENRICHMENT PROGRAMMES

No Programmes Date/Duration Target group Action

1 Take five Throughout the year 5

minutes (beginning of

afternoon Prep hour)

All students All English Teachers

and Prefects Academic

Bureau

2 Reading Corner Mini

Library

Starting Feb All Classes Panel Head


3 Public Speaking Every day

Roll call

All students All English Teachers

4 English Across the

Curriculum

Throughout the year All students and

PPSMI teachers

Dr Wan Zawawi

All Teachers

5 Reading Day (MEES) Every Tuesday All Students and

Teachers of

SMSPP

Miss Sabariah

Pn Wan Azizah

6 A Word A Day Every day All students of

SMSPP

Mr Yusri


7 Language Lane Throughout the year All Students Ms Sabariah


8 Show and Tell English period 5 All students All English Teachers


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minutes

9 English in Camp April Form 4 Students Mr Zainal


10 Inter-class competition

Drama

Public Speaking

Choral Speaking

Debate

March All Students All English Teachers

11 Mock Interview February Selected

Students Form 5

Mdm Noraini

All English Teachers12 Essay Competition Starting Feb All Students Mdm Cik Nasirah


13 Journal Writing Throughout the year All students All English Teachers

STAFF DEVELOPMENT

No Programmes Date Target Group Action

1 In-house training on SPM

and PMR marking scheme

February All English

Teachers

Pn Wan Azizah

Cik Sabariah

2 Supervision of T & L Throughout the

year

All English

Teachers

Principal

Senior Assistant

Department Head

3 Monitoring of Students

exercise

Book

Throughout the

year

All English

Teachers

Department Head

Panel Head

4 In house training on AdobePhotoshop

April All EnglishTeachers

Panel Head

5 Buddy Support System Throughout the

year

Math and Science

Teachers

Panel Head


6 HELP Programme Throughout the

year

Every Thursday

Math and Science

Teachers

Panel Head



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ENGLISH PANEL MANUAL 2

6.4 DETAILED DESCRIPTION OF THE PROGRAMMES

6.4.1 Mentor System English Clinic

Students who have problems with their homework especially their essay areencouraged to see their mentor/teachers to have individual consultation. Venue and time will

depend on the appointment made with their mentors.

6.4.2 Drillings

It is programmed to help student familiarize with the real exam format. It is also parts of the

revision programme and the questions are taken from other SBP schools.

6.4.3 Tuition Classes

Weak students will be identified and they are given tuition in the afternoon or during

weekends. Focus will be on their weak areas i.e grammar, essay and literature.

6.4.4 English-in-camp (school level)

This programme is created to encourage students to have fun in the learning of English

Language outside the classroom. Various activities will be done by students such as treasure

hunt, solving puzzle, scrabble, jazz chant, surviving skills, grammar explore-race and spellingbees.

6.4.5 Excel Class

Excel class is held every week for all form five and form three students, with the aim to

increase the

students performance in English subject.

Objectives

The objectives of excel class are

To increase students performance in the subject

To give input and guidance for the students in facing the PMR and SPM examination


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To increase the students confidence in using the language

Implementation

The students of form 3 are divided according to their level of proficiency (set):

Refer to the timetable below

FORM 3

No Set Teachers No of Students

FORM 3A,3B,3F

1 Set 1 Mr Yusri bin Yahya 23

2 Set 2 Mdm Wan Azizah Wan Ali 22

3 Set 3 Mdm Asmad bt Mohd Salleh 20

4 Set 4 Miss Sabariah bt Abdullah 16

FORM 3H & 3K

5 Set 1 Mr Wan Ikhram Zaki bin Wan Abas 22

6 Set 2 Pn Noraini bt Mohamad 20

7 Set 3 Pn Wan Azizah bt Wan Ali 17

Total 140

FORM 5 CLASSES

SETS TEACHERS NO OF STUDENTS

Group 1

5A and 5B

SET 1

SET 2

SET 3

DR HJ.WAN ZAWAWI WAN

ISMAIL

PN.CIK NASIRAH CIK DAUD

PN.HJH.NORAINI MOHAMAD

20 STUDENTS

20 STUDENTS

20 STUDENTS

Group 2

5F,5H & 5K

SET 1

SET 2

SET 2

PN HJH NORAINI BT MOHAMAD

EN ZAINAL ABIDIN BIN SAAD

PN HJH NUR THALITHAH

HAMZAH

22 STUDENTS

21 STUDENTS

21 STUDENTS


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7.0 TIME TABLES

7.1 TIMETABLE FOR SUPERVISION OF TEACHING & LEARNING

MONTH WEEK NAME OF TEACHER NAME OF SUPERVISOR March Four 1.En. Mohd Yusri Yahya

2.Cik Sabariah Abdullah

Department Head

Vice Principal (Academic)

April One 1.Pn Noraini bt Mohamad

2.Pn. Asmad Mohd Salleh

Principle


Two 1.En. Wan Ikhram

2.Pn. Noraini Muhammad

Department Head


Threee 1.Pn.Wan Azizah

2.Pn Thalithah Hamzah

Department Head


Four 1.Pn. Cik Nasirah Cik

Daud

Department Head

7.2 TIMETABLE FOR SUPERVISION OF STUDENTS EXERCISE BOOKS

MONTH WEEK FORM NAME OF SUPERVISOR

April One Sunday-Form One Panel Head

Monday-Form Two Department Head

Tuesday-Form Three Panel Head

Wednesday-Form Four Panel Head

Thursday-Form Five Panel Head

June One Form One Department Head

Form Two Vice Principal (Academic)

Two Form Three Panel Head

Form Four Department Head

Three Four Five Panel Head

Notes: 1. The teacher for each class needs to send 10 books to Panel Head

2. Panel Head will choose 5 books to be sent to Department Head/Vice Principal

7.3 TIMETABLE FOR SETTING OF QUESTION PAPERS

FORMS NAMES EXAM

ENGLISH UJIAN SELARAS 1

01/03/09-05/091 MRD YUSRI BIN YAHYA

2 MDM ASMAD MOHD SALLEH

3 MR WAN IKHRAM ZAKI WAN ABAS

4 MDM HJH NUR THALITHAH BTHAMZAH


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5 DR WAN ZAWAWI BIN WAN ISMAIL

MID YEAR EXAM

18/05/09-27/05/091 MDM HJH NUR THALITHAH BT

HAMZAH

2 MR ZAINAL ABIDIN BIN SAAD

3 MISS SABARIAH BT ABDULLAH

4 MDM CIK NASIRAH BT CIK DAUD

5 MDM NORAINI BT MOHAMAD

TRIAL PMR 1

(05/07/09-09/07/09)

UJIAN SELARAS 2

Tktn 1,2,4-(10/07/09-23/07/09)

TRIAL PMR 2/TRIAL SPM

10/08/09-18/08/09

1 MR YUSRI BIN YAHYA

2 MDM ASMAD MOHD SALLEH

3 MDM WAN AZIZAH BT WAN ALI (PMR

1)

MR WAN IKHRAM ZAKI WAN ABAS

(PMR 2)

4 MISS SABARIAH BT ABDULLAH5 MDM NORAINI BT MOHAMAD

END OF THE YEAR EXAM

Form 1&2

20/10/09

Form 4

11/10/09

SPM Trial 2

1 MR WAN IKHRAM ZAKI WAN ABAS

2 MDM CIK NASIRAH BT CIK DAUD

3 MDM WAN AZIZAH BT WAN ALI

4 DR HJ WAN ZAWAWI BIN WAN ISMAIL

5 MR ZAINAL ABIDIN BIN SAAD

7.4 ENGLISH CLASS TIME TABLE FOR MATHS AND SCIENCE TEACHERS

NO DATE DAY TEACHER IN CHARGE

1 10/02/09 Tuesday (2.00-3.00pm) MDM HJH NORAINI BT

MOHAMAD

2 24/02/09 Tuesday (2.00-3.00pm) MR WAN IKHRAM ZAKI WANABAS

3 03/03/09 Tuesday (2.00-3.00pm) MDM HJH NUR THALITHAH HJ

HAMZAH

4 24/03/09 Tuesday (2.00-3.00pm) MDM ASMAD BT MOHD SALLEH

5 07/04/09 Tuesday (2.00-3.00pm) MDM CIK NASIRAH BT CIK DAUD

6 21/04/09 Tuesday (2.00-3.00pm) MDM WAN AZIZAH WAN ALI

7 05/05/09 Tuesday (2.00-3.00pm) DR HJ WAN ZAWAWI WAN

ISMAIL

8 19/05/09 Tuesday (2.00-3.00pm) MR ZAINAL ABIDIN BIN SAAD

9 16/06/09 Tuesday (2.00-3.00pm) MDM HJH NUR THALITHAH HJ

HAMZAH


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10 30/06/09 Tuesday (2.00-3.00pm) MISS SABARIAH BT ABDULLAH

11 07/07/09 Tuesday (2.00-3.00pm) MR YUSRI YAHYA

12 21/07/09 Tuesday (2.00-3.00pm) MDM CIK NASIRAH BT CIK DAUD

13 04/08/09 Tuesday (2.00-3.00pm) DR HJ WAN ZAWAWI WAN

ISMAIL

14 18/08/09 Tuesday (2.00-3.00pm) MR ZAINAL ABIDIN BIN SAAD

15 15/09/09 Tuesday (2.00-3.00pm) MR WAN IKHRAM ZAKI WAN

ABAS

16 29/09/09 Tuesday (2.00-3.00pm) MDM WAN AZIZAH WAN ALI

17 13//08/09 Tuesday (2.00-3.00pm) MDM ASMAD BT MOHD SALLEH

18 27/10/09 Tuesday (2.00-3.00pm) MDM HJH NORAINI BT

MOHAMAD

ENGLISH PANEL MANUAL

3

8.0 INNOVATION

ENGLISH ACROSS THE CURRICULUM (EAC)

INTRODUCTION

In an effort to achieve the vision and mission of Sekolah Menengah Sains Pasir

Puteh in grooming the nation with world class future leaders, English Across the

Curriculum (EAC) Program was introduced to enhance the students mastery of

the English Language which is accepted as the major language in the world today.

Language is integral to students learning in all areas of the curriculum. There is a

close link between students understanding and control of the different function of

language and their own personal, social, intellectual and imaginative

development. The ways in which students view the world is shaped by their

language development in a variety of different contexts. Language is the primary

means by which students collect and communicate ideas, information and

meaning; it is essential for reasoning and reflection and for clarifying and


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expressing thought in all areas of the curriculum.

According to the ideas of this program, there are no extra English lessons for the

students of SMSPP. English is integrated within the normal frame of all the subject

except of the subject using Bahasa Melayu. In other words, an SMSPP studentexperiences some English sequences of about ten minutes each day in one of the

subjects apart from Bahasa Melayu.

OBJECTIVES

EAC stresses to achieve certain objectives where during the program; the

students will be able to:

1.Use the language to understand, develop and communicate ideas and information, and

interact with others.

2.Select, integrate and apply numerical and spatial concepts and techniques.

3.Recognize when and what information is needed, locates and obtains it from a range of

sources and evaluates, use and share it with others.

4.Select, use and adapt technologies.

5.Describe and reason about patterns, structures and relationship in order to understand,

interpret, justify and make predictions.

6.Visualize consequences, think laterally, recognize opportunity and potential and are

prepared to test option.

7.Understand and appreciate the physical, biological and technological world and have the

knowledge and skills to make decision in relation to it.

8.Interact with people and cultures other than their own and are equipped to contribute to

the global community/

9.Participate in creative activity of their own and understand and engage with the artistic,

cultural and intellectual work of others.

10.Value and implement practices that promote personal growth and well being

11.Self-motivated and confident in their approach to learning and are able to work

individually and collaboratively.

12.Recognize that everyone has the right to feel valued and be safe, and, in this regard,

understand their rights and obligation and behave responsibly.

IMPLEMENTATION


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EAC at SMSPPP will be implemented based on 4 distinct areas which are,

Communicating, Reading, Writing and Researching. These areas will be the main

structure of EAC at SMSPP;

Communicating across the Curriculum (CAC)

The ability of the students to be able to communicate and convey meaning in the

English Language will enhance their confidence in interacting with others. They

will also be able to communicate and relate with others. This could be achieved

by fostering student involvement in one to one session with those who are

proficient in the language, class discussions, team study groups, cooperative

research projects and presentations, group work and role playing.

One on One Sessions

One on one sessions with the students will give them ample exercise to use

the language with others who are more proficient in the language thus giving

them models of English in action. Dedicating after-school time to scheduled

one-on-one interviews with students to monitor their communication progress.

Students would come to said interview after having made corrections

suggested during a group discussion session.

Group Interactions

Conducting group discussions, role playing and presentations will give a chancefor students to practice the language with their peers thus minimizing their

inconfidence in using the language. Most students especially the Malyas are quite

shy to use the language where they were afraid to be labeled as using the

nonstandard English. However, if they were in their own group or peers the

feeling of inferiority will be minimized.

Reading across the Curriculum (RAC)

For most student reading is the most necessary and most basic skill.

Discovering that words are symbol, that reading is communication of ideas,

that ideas are organized into some kind of intelligible order, and that there are

techniques for extracting the ideas and labeling their organization opens the

door to a higher level of thinking and understanding. Understanding written

symbols is an important in a mathematics class as it is in a sociology class.

Therefore, students in every discipline must read efficiently and effectively.

Most students didnt realize that it is never too late of acquire, or re-acquire

basic reading skills and thereby gain control over their reading. They can do so

by learning the importance of reading for ideas, by making associations

between what they already know about a topic and the material they are

currently reading, by predicting what the author might say about the topic, by

making connections and recognizing structure, and by defining purpose and


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understanding the authors intent.

Therefore the EAC program believed that these issues could be capitalized by

using strategies as stated below:

Text Organization

It is useful to make students aware of the relationship between ideas and

common patterns that occur in text and how these are sign posted through

layout, paragraphing, punctuation and signal words. Being able to identify basic

text type, aids comprehension.

However, with the increased focus on visually interesting material, many

textbooks now make use of short explanations interspersed with diagrammatic

information and activities. Each new page presents the student with the task ofworking out how the author organized the information and what the main ideas

are and to use their processing skills to make sense of the information.

Passive readers may find the task of reading texts with varied layouts daunting or

confusing. Teachers can help by encouraging students to skim read and by

discussing the structure with the students, giving them an idea of what to expect

and enabling them to develop the skills of skim reading and linking ideas across

the text.

Level of assumed knowledge

The text may contain vocabulary and ideas that students are not familiar with and

which cannot be guessed form the way these are presented in the text. This is

often an issue for second language learners. However, a number of students lack

general knowledge and may have a more limited vocabulary than is assumed by

the author of a class text or the classroom teacher working with this text. The

teacher can help by regularly paying attention to the meaning of words and the

level of implied knowledge in text.

A teacher may decide to discuss key words or unfamiliar words before or after

reading. For students with decoding problems it is helpful if the teacher lists the

words that need attention on the board and reads through these before reading.

Use of diagrammatic information

Students are often asked to interpret graphs, diagrams and tables. They may

have to match this information with its prose counterpart. They may have to

describe these in their own words, suggest causes or draw conclusion. Difficulty

with such tasks could be as much a lack of language as a lack of cognitive skill.

Similarly, students may have to devise a chart or graph by drawing informationfrom the text. The teacher cannot assume that students will transfer skills learnt


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in mathematics to a task to be done in humanities. If teachers discuss the

instruction of the task and give model responses to the task, students will be

helped with their language and their ability to interpret and devise graphic

information.

Use of figurative language

Narrative texts and prose make us of figurative language. Students, who do not

actively engage with the text, do not visualize when they read. As a result they

have difficulty with interpreting the imagery. This is particularly challenging when

such students are expected to interpret poetry.

Providing students with visualization and DRAW IT activities will help them to

develop the ability to see the images. The next step is to work on the underlying

messages and symbolism of the imagery being used. It is helpful to discuss howthis is done in films, as most students are very familiar with this medium.

Writing across the Curriculum (WAC)

Writing across the Curriculum is designed to help students become competent,

creative, and analytical writers in all disciplines. Working collaboratively, each

department will provide students with frequent, diverse, and practical writing

opportunities. The programs implementation will be based on the use of common

and consistent writing terminology, skill development goals, proficiency

standards, sand writing assessment criteria.

Incorporating Writing in the Curricular

With the English Department providing appropriate leadership, all department will

incorporate writing assignments into their curricular and develop assignments

suitable for the particular discipline. Students will use the process of drafting,

revision, and peer review for their writing assignments under the teachers faculty

guidance.

As a component of the curriculum plan, Writing Across Curriculum will become an

important cross-departmental collaboration that reinforces writing as a valuable

skill. The plan ensures that students receive consistent and regular composition

instruction so that they can communicate effectively in the academic and

workplace arenas that lie ahead.

Researching Across the Curriculum (REAC)

The ability to do research in the English Language will enhance the students

chances of being successful when they entered tertiary level at institution of

higher learning. Researching across the curriculum will help prepare students to

face the challenges that they will be facing later in life.


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With the globalization of education, most institutions of higher learning no longer

offer courses in other languages but English. Most references such as books,

articles and academic journals are written in English thus making it difficult for

learners to cope with their studies if they do not have the necessary skills in

researching using the English Language. These skills could be enhanced by usingthe appropriate strategies in learning.

Mandatory Researching

Researching skills could be enhanced by making students to conduct research as

part of the school curricular. Students should be allowed to do research on certain

areas of the curricular such as mathematics, sciences and also social sciences.

However, supporting materials such as books, articles, journals and publications

should be accessible to the students for references. The school library should beadequately stacked and supportive of the students needs.

Factual Presentation

Students researching skills could also be enhanced by asking students to do

group or individual presentation using facts that they had researched earlier.

Assignments or homework should be based on the latest finding, research or facts

that they could find from resources that they could fine.

Students should be encouraged to look for facts from the publications, journals ornewspapers. They should also ask or interview teaches or others to get the facts

or new of the issue that they were assigned to do. Assessment of their

presentation should be based on their ability to gather the latest news about the

subject matter.

SUPPORT PROGRAMS

Even though there are lots of programs that had been planned and in the EAC

program, there is still a need for support programs that needs the support of all

members of SMSPP. These support programs will act as a catalyst towards

reaching the common goal of the school.

Public Speaking

One of the programs that complement EAC is the Public Speaking Program

(PUSPEAK). This program is designed to be carried out to prepare SMSPP students

who would be future leaders of the nation to be confident and well respected in

the sense of voicing out their views and ideas and also to prepare them towards

improving their career prospects.

It is common belief that public speaking skills can really make a differencepersonally and professionally. When one develops stronger public speaking skills,


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they may also notice an increased ability to communicate in general.

Interpersonal communication improves, which can be a tremendous benefit in all

areas of ones life.

English Bulletin

An English bulletin will be published to support the EAC program. This bulletin

which goes under the acronym Dear (Drop Everything and Read) will be on a

weekly or biweekly basis to encourage reading English printed materials.

Apart from it that it will be a medium for teachers and students alike to write and

publish their masterpiece for others to read. This bulleting will also be a bridge for

the administrators to communicate with the masses in SMSPP.

Books/Newspapers/Publications

The EAC program will also encourage all SMSPPians to read English books,

newspapers and publications. This could be done with the support of the school

by allocating funds to subscribe to selected journals, newspapers or publications

that will help improve knowledge and also the usage of the language.

Journal Writing

Students and teachers will be encouraged to keep a personal journal written in

the English Language. This journal maybe in the form of academic writing or justsomething personal that they would like to write about. They may also write

about what ever topics of interest them. The writing of the journal may be a single

sentences or pages depending on their mood and time to write.

Students and teachers may ask the English Language teachers to look at their

writing and discuss what their strengths or weaknesses in writing.

Articles for Publication

Teachers and students will also be encouraged to write for publication. Their

writing will then be published in the school bulletin and the better ones will be

recommended to be sent to existing journals or publication in the existing market.

International Retrieval

In conducting this activity students will be encouraged to be involved in retrieving

information from various sources pertaining to the subject matter such as

Mathematics, Sciences, Social Studies and even English. They would be asked to

look for information and updates on issues or topics that they had learnt or

encountered during their studies. This activity would help prepare students to be

learners in higher institutions where the ability to search information is perquisite


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to ensure success.

Teachers of every subject will be encouraged to ask students to complete at least

2 research papers on any topic of choice which will be considered as part of their

golden holidays homework or part of their final examinations.

Innovations

Student and teachers will be encouraged to be innovative and find new ways in

teaching and learning. Innovative approaches suggested by the teachers and

students will be discussed and brainstormed by the panel appointed by the school

to determine its viability and practicability in the context of the schools vision and

mission statement.

Campaigns and Promotions

In promoting the use of English across the curriculum, campaign and promotions

will be organized from time to time. These campaigns and promotions will help in

the advancement of English in SMSPP apart from giving reminders to all on the

importance of English as an international language.

During these campaigns; posters, flyers and others modes of information

resources such as using the schools airtime will be utilized.

COMPLEMENTARY PROGRAMS

In tandem with the EAC, there will be complementary programs where the

teachers will be given exposure, training and the latest approaches in learning

and teaching. These programs will enhance the teachers capabilities and

expertise in their profession.

In house Training

In order to alleviate the use of English across the curriculum at least 2 in house

training will be held to help teachers in their teaching, presentation and

communication. These training will cater to the current needs of the teachers

based on the training needs analysis conducted prior to the actual training

program.

Seminar / Workshops

Selected teachers will ben recommended by the EAC panel to attend seminars

pertaining to teaching using English as the Language as the mode of delivery in

teaching and learning and also in communication.

This program will help enhance the teachers ability in the usage of the languageand also improve the quality of teaching and learning especially in the subjects of


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science and mathematics. The ability to rationalize the whys and hows of subject

matter clearly will facilitate understanding thus ensuring greater success in the

subject.

Buddy System

The buddy system which was introduced as a platform to facilitate the Science

and Mathematics teachers to teach their subjects in the English Language would

also be to be incorporated in the EAC program.

CONCLUSION

Despite potential difficulties, English Across the Curriculum Program will provide a

sound basis for the usage of English Across the Curriculum (EAC). The program

can challenge the SMSPP teachers and student alike to apply their unexposedskills as scholars in an institution of learning where achieving excellence is always

the priority. And most important is it can help teachers and students.

INTERBLOCK

COMPETITION


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INTRODUCTION

The interblock competition programme for the three categories,Public Speaking, Debate and

Choral Speakingserves as a platform for students and teachers to promote and demonstrate

creative ideas in their work. It also motivates students to use English and therefore improvestheir fluency and command of English. Moreover, it incorporates discipline and leadership

quality in the students when they help the teachers to carry out the programme.

OBJECTIVES

To support the nations efforts to encourage the use of English language

amongst students.

To encourage students to participate as the programme promotes

integration and inculcates moral values especially self-discipline and

teamwork.

To provide the opportunity for students to show their talents and

creativity in the use of English which incorporates writing (public

speaking), management (debate) and directing (choral speaking) and

other technical aspects.

TARGET STUDENTS

All students.

THE CATEGORIES

Public Speaking

Each block will send 4 speakers.

Procedure

1. Speakers will be given 5 minutes for the prepared speech. Speakers will

choose their own topic to speak on.2. Speakers will be given 3 minutes for the impromptu speech with the title

given 5 minutes beforehand.3. Speakers will be quarantined before and after each delivery of speech.4. All 16 speakers will be divided into 2 groups of 8 speakers. From each

block, 3 winners will compete against each other for 3 top places.5. The semi-finals will be held on 18 March and the finals will be held on 25

March at the Sri Gemilang Hall.

Budget

No Items Price Quantity Cost

1 Motivational book Rm30.00 1 Rm 30.00

2 Motivational book Rm25.00 1 Rm 25.00


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In January, the Panel held the Word Building Competition for level 1 and level 2. Pupils were

requid to make as many words as they can from one particular word given.

The winner from level 2 were Milasha Kayjendra from 6 Genius, Nurul Aqilah Aziznudin 6

Genius and Miza Farisah Md. Ariffin from 6 Genius too.

An Essay Writing Competition was held in February. The participants were from Year 2 to

Year 6. It was held in the school library. In this era of science and technology, the Panel feels

that pupils should be encouraged to write freely and express their feelings.

A Story Telling Competition was held in March for level 1 and 2. The champions represented

the school for the district level competition, Jaylin Joshua Rozario from 6 Genius was the

second runner-up.

In April A Public Speaking Competition was held. Nor Sakinah Abd. Hadi was the schoolchampion. She took part in the district English Fest and emerged as champion. Nor Sakinah

represented the Kulai district at the State Level Public Speaking Competition.

On the 3rd of May 2008 the 10th English In-Camp was held. There were 60 participants from

Year 4 to Year 6. Several interesting activities were held like Nature Walk, Kims Game,

Word Building and ext.

The participants enjoyed all the activities. It was officiated by Senior Assistant for Co-

curriculum activities, Pn. Siti Zailah Bt. Sohot.

An Action Song Competition for Year 3 pupils was held on 10th of April 2008 at the IOI

Mall, Kulai. About 15 pupils from Year 3 Genius took part. We are honored to inform that

Sekolah Kebangsaan Senai was the second runner up. Congratulations!

An Annual Spelling Bee competition was held on the 2nd of July 2008 and 16th of July 2008at the library for level 1 and 2 pupils. The Panel finds that pupils need to improve in their

spelling abilities. Prizes in the form of trophies was provided by the school.

A Public Speaking competition was organized by Yayasan Harapan Kanak-kanak Malaysia

on the 19th of June 2008 Our school representative Jaylin Joshua Rozario won the state level

competition held at SK Taman Muhibbah. Her title was Malaysian Festivals. The Panel is

proud to inform that she will represent Johor at the National Level competition in Kuala

Lumpur sometime in August. SK Senai wishes her all the best.

On the 24th of April the district level spelling competition was held in SK Bukit Batu. 4

pupils represented and Nur Syaza Arissa Bt. Samsul from 5 Genius got third. She will

represent Kulai for the State Level spelling competition on 21st of July 2008 at SJK Masai,

Pasir Gudang. SK Senai wishes her all the best.In conjunction with the Reading Month the English Language Panel is having the Voracious


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Reader or Bookworm contest. This competition is open for pupils from Year 2 to Year 6. The

3 best pupils who have read the most books will be the winners. We hope to inculcate the

reading habit among the young pupils.

A Scrabble Competition and Walking Dictionary will be held in August and September. With

all the activities planned and motivated it is hoped that pupils from SK Senai will excellent in

their studies and hopefully we will achieve our vision and mission.Great Minds Think Alike.

With Best Wishes

(Mrs Devaki Ponnan)

Head of English Language Panel.

ENGLISH LANGUAGE PANEL

Introduction

It is one of the departments in the School Curriculum Committee which comprises the EnglishLanguage teachers of the morning and afternoon sessions.

Vision

attempt to achieve 80 % of English passes in the UPSR for the coming years

reduce the number of pupils who are unable to master the three main skills in language

learning (speaking, reading and writing) by the end of Year 6

Mission

working with full commitment, equipped with specific skills and requisite knowledge base,

to ensure effective teaching and learning process as well as pupils language mastery

Panels Role

1. Improve and upgrade the quality and effectiveness of language teaching and learning.

2. Run meetings/discussions (informal/formal) to identify and solve problems pertaining to

teaching and learning, also to discuss the current curriculum implementation.

3. Review analysis on pupils performance in English Language monthly tests, semester

exams and also UPSR based on the school target.

4. Develop teaching strategies and approaches to cultivate pupils learning interest and

language proficiency.

5. Generate positive values such as cooperation, teamwork spirit among the members in the

panel as well as other panel members.6. Exchange new ideas, knowledge and language expertise gained from recent

courses/seminars/workshops attended by panel member(s).

7. Suggest, plan and ensure successful implementation of the English activities throughout the

year.

Yearly Plan (Year 2005)

Month / Date Matters Target Group

15 Jan 2005 1st English Language Panel Meeting

- Election of Office bearers- Coordinators for Year 1 - 6

-


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- Preparation of Record Book / English Scheme of work

- Activities for the year

14 - 18 Feb. 05 1st Monthly Test ( Analysis of Pupils' performance) All pupilst

25, 28 Feb. 05 Selection of school representatives for Story Telling, Public Speakingand Choral Speaking competitions.

Selected pupils

07 - 11 March 05Intensive training for the above competitions.

School Based Oral Assessment (SBOA)

Pupils Involved

All Pupils

04 - 08 April 05 2nd Monthly Test (Analysis of pupils' performance) All Pupils

03 - 06 May 05 School Based Oral Assessment (SBOA) All pupils

12 - 17 May 05 1st Semester Exam ( Analysis of Pupils' performance) All pupils

28 May - 12 June

2005First Semester Holidays

25 June 20052nd English Panel Meeting- Launch a school programme "Wednesday is English Day"

- Declare "July" as English month

All pupils(

July 2005

Activities for the month:-

1. Reciting poem / rhyme

2. Singing English songs

3. Story telling

4. Spelling competition

5. Card / Poster making Competition

Selected pupils

11 - 15 July 05 School Based Oral Assessment (SBOA) All pupils

18 - 22 July 05 3rd Monthly Test (Analysis of pupils' performance) All Pupils01 -02 August

10 - 11 August

16 - 17 August

1st Pre UPSR 2005

2nd Pre UPSR 2005

3rd Pre UPSR 2005

Year 6 pupils

15 - 18 August School Based Oral Assessment (SBOA) All pupils

05 - 07 Sept UPSR 2005 Year 6 Pupils

08 - 13 Sept 4th Monthly Test (Analysis of pupils' performance) Year 1 - 5 Pupils

03 - 06 Oct Final Semester Exam (Analysis of pupils' performance) All Pupils

29 Oct 2005 Prize Giving Day Pupils involved

01 Nov 2005 Report Card Day All Pupils

02 Nov 2005 Final Semester Holidays All Pupils

Activities for the year 2005

No Date Activity Class Teacher(s) in ch

1 01.04.05 Reciting Poems / Rhymes Year 2 Year 2 English Teac

2 08.04.05 Story Telling Competition Year 3 Year 3 English Teac


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3 17.06.05 Spelling Competition - Inter class Year 5 Year 5 English Teac

4 20.07.05 Card Making Competition (National Day) Year 4 Year 4 English Teac

5 25.07.05 Poster Making Competition (Save Our World) Year 6 Year 6 English Teac

6 30.09.05 Singing Competition (English songs) Year 1 Year 1 English Teac

English Competitions (Zone / Divisional Level)

No Date Activity Name of Participant(s) Teacher(s) in

1 22.03.05 Public Speaking (Zone A Level) - Pn Alice Tsai

2 30.04.05Story Telling (Level 1 & 2 - Zone

Level)

Level 1 - Mohd Syafiq b Hasrin

(Year 3)

Level 2 - Lexta Ansie ak Robert

(year 5)

Pn. Norashikin

3 28.04.05 Choral Speaking (Zone Level) -Third 40 Pupils of Year 4 Pn Irene TonnyPn Teresa Engel

Children Reading Programmes Implemented in the year 2004 by "Pusat Perkembangan

Kurikulum" are as follows: -

1. Contemporary Childrens Literature (CONTLIT)

It is an intensive reading programme based on 3 prescribed texts per year.

The texts consist of short stories and poems.

The programme aimed at providing a continuum for the literature component introduces in

secondary school.

2. Extensive Reading Programme (ERP)

It is a support programme for the Teaching and Learning Mathematics

and Science in English. The programme is aimed at helping pupils improve

their English through reading simple fiction and non-fiction books.

3. ENGLISH DAY

Documents

75 Teaching Ideas in the Classroom