ENGLISH LANGUAGE SUBJECT

7/29/2019 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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ENGLISH LANGUAGE SUBJECT