English Pn Haliza

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Primary education in Malaysia use English as a second language in teaching and

learning process. Learning English is important to help pupils use in their daily life. As

English taught as a second language it is important to learn with skills so that the

learners are able to communicate, both orally and in writing and with other people

around them.

The English Language Curriculum for Primary chools has been design with

basic language skills to enable them to communicate effecti!ely in a !ariety of conte"ts

that#s appropriate to the pupils# le!el of de!elopment. The ob$ecti!e of learning English

is to communicate with people around confidently. %t is easy for students to get

information from the %nformation Technology & %CT ' as it is used to ha!e easy access to

information that is a!ailable on the electronic media such as the internet.

%n order to be one of the effecti!e and producti!e society members, the

curriculum stresses the de!elopment of critical thinking. These opportunities pro!ides

for achie!ing personal growth. Teacher helps pupils build their confidence through their

communicati!e learning as they learn to listen to, read and !iew from (uestioning and

e!aluate the te"ts that they listen to, read and !iew. This is in line with the goals of the

)ational Philosophy of Education which seeks to optimi*e the intellectual, emotional

and spiritual potential of pupils.

The educational emphasi*ed the basic literacy skills in order to build a strong

foundation of language skills. There are four skills in learning English that pupils need to

master them. The skills are listening, speaking, reading and writing. The skills need to

be mastered to achie!e the goals of English Language Curriculum.

+ased on the task gi!en, % choose year one pupils where they need basic

literacy. The year pupils focus on the basic literacy skill namely reading through

phonic, penmanship and basic listening and speaking. The acti!ities are conte"tuali*ed

and fun - filled with integration of language skills in meaningful conte"t. The class has

mi" ability pupils where the le!el of pupils is different. They need different teaching style

and teacher needs to de!elop new teaching skills. The year pupils need to help each

other while learning.


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%n de!eloping materials for language teaching a practitioner must keep in mind

those things which will assist the student to ac(uire and retain knowledge, and

!ocabulary. or instance, a teacher could collect !arious items, each of which will trigger

an autonomic response in the learner and ha!e the learner remember the !ocabulary

associated with that item. %n the field of language teaching there are many materials that

the e"perienced language teacher will de!elop during the practice of language

education.

A communicati!e approach in!ol!es a methodology called Communicati!e

Language Teaching &CLT'. This in!ol!es students de!ising their own speaking tasks in

situations that they collaborate on and write together. The teacher would collect and list

scenarios from which students would choose. Chunking is also communicati!e in that

students ac(uire the language as it is used. The teacher collects a bank of phrases

most commonly used in the target language and focuses on teaching these a complete

chunks of language instead of indi!idual words. A good method is to teach songs,

chants, and idiomatic phrases. /okes in a language are especially good as $oke telling is

especially difficult to master.


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Word Level

Children should be able to orchestrate a range of reading systems and cues,

including phonic, graphic, syntactic and conte"tual methods in order to monitor

their own reading and spelling.

To ha!e access to, and an interest in a suitable and technical !ocabulary that is

always being e"plored and e!er e"panding.

To be able to access, e"plore and check words from a dictionary and thesaurus.

Sentence Level

Children should be able to deconstruct a sentence in order to increase

appreciation and the understanding of a gi!en te"t.

To be able to manipulate the structure of a sentence in order to obtain the

optimum le!el of e"pression when writing within any genre.

Plan, draft, re!ise and edit their writing.

Text Level

To read and write with confidence and fluency. To be able to write in a range of fiction styles and genres and be familiar in the

ways in which narrati!es are structured, including setting, character and plot.

0ecognise the purpose, use and layout of a range of non1fiction te"ts and to be

able to write in a range of styles including newspaper, maga*ine, information and

e"planation and to be persuasi!e.

To de!elop a lasting interest in Literacy and in books and to read with pleasure.

Through studying a broad curriculum of literature, styles and genres, de!elop thechildren#s imagination, in!enti!eness and critical awareness.

0ead a range of no!els as a class reader and to discuss and analyse the te"t

together.


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According to the official tandard 2ocument for 30 published by the Curriculum

2e!elopment 2epartment of the Ministry of Education, primary education is di!ided into

two stages4 tage 5ne refers to 6ear , 7 and 8 and tage 7 refers to 6ear 9, : and ;.

%n 6ear and 7, there will be four modules4

Module 4 Listening and peaking

Module 74 0eading

Module 84 pupils will be able to focus on the de!elopment of salient language skills or sub1skills

under each module through purposeful acti!ities in meaningful conte"ts> &30


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tandard 2ocument, page ?'. The tandard 2ocument itself is (uite clear in e"plaining

the policy on which the modular approach in 30 is built on, yet it doesn@t seem to

hinder (uestions upon (uestions being piled on one after another, by teachers and

educators all o!er, especially those who are directly in!ol!ed with the dissemination and

implementation of the new curriculum known as 30.

This modular approach does not e"clude integration of skills. owe!er, skills

integration is e"ploited strategically to enhance pupils@ de!elopment of specific language

skills as described in the content and learning standards in a module

The English Language taught as a second language in all Malaysian primary and

secondary schools. The goal of the teaching and learning is enable pupils to gain

access to information and knowledge written in English. The curriculum has been

designed to produce pupils who will be proficient in language. This is to help pupils to

use in their daily li!es, work purposes and to further study. Pupils also need to mastered

the language as it is used in %nformation Communication Technology & %CT ', so that

pupils easy to access information through internet.

The English Language Curriculum for Primary chools aims to e(uip pupils with

basic language skills to enable them to communicate effecti!ely in a !ariety of conte"t.

Teachers will pro!ide opportunities for pupils to (uestion and e!aluate te"ts that they

listen to, read and !iew. The opportunities gi!en bring pupils to achie!e in their personal

growth and confidence as member of the society. The goal is connected to )ational

Philosophy of Education which seeks to optimi*e the intellectual, emotional and spiritual

potential of pupils.


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%n year , the English Language curriculum emphasi*es the de!elopment of

basic language skills to ha!e strong foundation to build their proficiency in the language.

The learning skills focus on the basic literacy concerning on reading through phonics,

penmanship and basic listening and speaking. The acti!ities are conte"tuali*ed and fun

- filled with integration of language skills in meaningful conte"ts.

The learners choose %s from the year pupils and they are mi" ability pupils. The

teaching strategies must be different of style so that the pupils focus on the learning

process.

English Pn Haliza

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