This document provides an overview of the English Language syllabus for Primary Year 1 in Malaysian schools. It covers several key areas:
- Themes and topics are organized around three broad themes: world of self, family and friends; world of stories; and world of knowledge.
- Grammar is not explicitly taught but learned through exposure. The focus is on meaning and enjoyment to build positive attitudes.
- Vocabulary is indicated by topic, category and alphabetically from the textbook and other lessons.
- Thinking skills are developed through tasks that encourage hypothesizing, interpreting, analyzing, evaluating and creative problem-solving.
- Phonics teaching follows a sound-letter correspondence table to help pupils learn
This document is the English Language syllabus for Primary Year 4 in Malaysian schools. It outlines the themes, language skills, grammar, functions and vocabulary that students will learn in Year 4. It explains how the content is organized with a focus on themes of self, stories, and knowledge. It describes how higher-order thinking skills and 21st century skills are developed. It also provides details on pronunciation, suggested text types, grammar, language functions and the vocabulary that will be covered for Year 4 students.
The document provides an overview of the English Language syllabus for Form 1 secondary students in Malaysia. It outlines the aims, themes, topics, grammar, vocabulary, and text types covered over the course of the school year. The four broad themes are People and Culture, Health and Environment, Science and Technology, and Consumerism and Financial Awareness. Specific grammar tenses and structures are explored such as present simple, past simple, and past continuous. Suggested vocabulary comes from the textbook and is organized by theme and category. A variety of text types are recommended to expose students to different genres.
This document provides a scheme of work for the Primary Year 1 English curriculum in Malaysia. It includes an introduction, overview, glossary of terms, differentiation strategies, formative assessment guidance, suggested pre-lesson and post-lesson tasks, and the scheme of work itself spanning 81 lessons. The scheme of work provides the content and learning standards, lesson outlines, materials, and differentiation strategies for both textbook-based and non-textbook-based lessons. It is intended to help teachers plan their English lessons throughout the year in line with the national curriculum framework.
This document discusses teaching early literacy through the mother tongue. It recommends using the students' first language as the medium of instruction for grades 1-3 to help children learn to read with understanding. Using their mother tongue allows children to learn in a language they understand best. Literacy skills are first developed in the mother tongue, then Filipino is introduced, followed by English. This approach aims to develop children's cognitive and reasoning abilities through literacy in multiple languages starting with their strongest language.
5. Primary Year 2 SK Scheme of Work.pdfssuser455d4a
The Primary Year 2 Scheme of Work provides teachers with guidance for delivering English language lessons throughout the year. It includes an overview of the scheme, definitions of key terms, differentiation strategies for pupils, suggestions for formative assessment, and proposed pre-lesson, lesson, and post-lesson tasks. The scheme consists of both textbook-based and non-textbook-based lessons aligned to the national curriculum standards and covering listening, speaking, reading, writing and language arts. Teachers are given flexibility in how they structure lessons while working towards the intended standards.
This document provides an introduction and overview of the Lift Off! 4 English textbook for intermediate students in Saudi Arabia. It describes the components of the Lift Off! series, including the student's book, workbook, teacher's book, and accompanying CD. It outlines the organization of the student's book into 10 units with lessons, vocabulary lists, and characters. It also summarizes features of the workbook and teacher's book, including lesson plans, activities, and answer keys.
This document provides an overview of the Primary Year 2 Scheme of Work for English Language in Malaysian schools. It contains 7 sections: 1) an overview of the scheme of work, 2) a glossary of curriculum terms, 3) differentiation strategies for teachers, 4) formative assessment, 5) suggested pre-lesson tasks, 6) suggested post-lesson tasks, and 7) the scheme of work lessons themselves. The scheme of work provides guidance for both textbook-based and non-textbook based lessons across the school year to help teachers plan, deliver and assess their English lessons according to the national curriculum standards.
The document provides a scheme of work for teaching phonics to Year 1 students in primary school. It includes a glossary defining key terms from the Year 1 curriculum framework, strategies for differentiating instruction for different students, and ideas for formative assessment. The scheme of work then lists learning standards and objectives, instructional materials, and suggestions for lessons organized by week focusing on particular phonics sounds and themes. It also identifies complementary standards from reading to reinforce phonics.
This document is the English Language syllabus for Primary Year 4 in Malaysian schools. It outlines the themes, language skills, grammar, functions and vocabulary that students will learn in Year 4. It explains how the content is organized with a focus on themes of self, stories, and knowledge. It describes how higher-order thinking skills and 21st century skills are developed. It also provides details on pronunciation, suggested text types, grammar, language functions and the vocabulary that will be covered for Year 4 students.
The document provides an overview of the English Language syllabus for Form 1 secondary students in Malaysia. It outlines the aims, themes, topics, grammar, vocabulary, and text types covered over the course of the school year. The four broad themes are People and Culture, Health and Environment, Science and Technology, and Consumerism and Financial Awareness. Specific grammar tenses and structures are explored such as present simple, past simple, and past continuous. Suggested vocabulary comes from the textbook and is organized by theme and category. A variety of text types are recommended to expose students to different genres.
This document provides a scheme of work for the Primary Year 1 English curriculum in Malaysia. It includes an introduction, overview, glossary of terms, differentiation strategies, formative assessment guidance, suggested pre-lesson and post-lesson tasks, and the scheme of work itself spanning 81 lessons. The scheme of work provides the content and learning standards, lesson outlines, materials, and differentiation strategies for both textbook-based and non-textbook-based lessons. It is intended to help teachers plan their English lessons throughout the year in line with the national curriculum framework.
This document discusses teaching early literacy through the mother tongue. It recommends using the students' first language as the medium of instruction for grades 1-3 to help children learn to read with understanding. Using their mother tongue allows children to learn in a language they understand best. Literacy skills are first developed in the mother tongue, then Filipino is introduced, followed by English. This approach aims to develop children's cognitive and reasoning abilities through literacy in multiple languages starting with their strongest language.
5. Primary Year 2 SK Scheme of Work.pdfssuser455d4a
The Primary Year 2 Scheme of Work provides teachers with guidance for delivering English language lessons throughout the year. It includes an overview of the scheme, definitions of key terms, differentiation strategies for pupils, suggestions for formative assessment, and proposed pre-lesson, lesson, and post-lesson tasks. The scheme consists of both textbook-based and non-textbook-based lessons aligned to the national curriculum standards and covering listening, speaking, reading, writing and language arts. Teachers are given flexibility in how they structure lessons while working towards the intended standards.
This document provides an introduction and overview of the Lift Off! 4 English textbook for intermediate students in Saudi Arabia. It describes the components of the Lift Off! series, including the student's book, workbook, teacher's book, and accompanying CD. It outlines the organization of the student's book into 10 units with lessons, vocabulary lists, and characters. It also summarizes features of the workbook and teacher's book, including lesson plans, activities, and answer keys.
This document provides an overview of the Primary Year 2 Scheme of Work for English Language in Malaysian schools. It contains 7 sections: 1) an overview of the scheme of work, 2) a glossary of curriculum terms, 3) differentiation strategies for teachers, 4) formative assessment, 5) suggested pre-lesson tasks, 6) suggested post-lesson tasks, and 7) the scheme of work lessons themselves. The scheme of work provides guidance for both textbook-based and non-textbook based lessons across the school year to help teachers plan, deliver and assess their English lessons according to the national curriculum standards.
The document provides a scheme of work for teaching phonics to Year 1 students in primary school. It includes a glossary defining key terms from the Year 1 curriculum framework, strategies for differentiating instruction for different students, and ideas for formative assessment. The scheme of work then lists learning standards and objectives, instructional materials, and suggestions for lessons organized by week focusing on particular phonics sounds and themes. It also identifies complementary standards from reading to reinforce phonics.
The document provides an overview of the English Language Curriculum for primary schools in Malaysia. It outlines the curriculum's aims, objectives, conceptual framework and modules. The curriculum focuses on developing pupils' language skills through listening, speaking, reading, writing and grammar. It is organized into two stages from Years 1-3 and Years 4-6, with an increasing focus on language skills. The role of the teacher in modeling language and planning engaging lessons is also discussed. Overviews of the listening and speaking, reading, and writing skills modules are provided.
The document provides an overview of the English Language Curriculum for primary schools in Malaysia. It outlines the curriculum's aims, objectives, conceptual framework and organization. The curriculum focuses on developing pupils' language skills through five modules - Listening and Speaking, Reading, Writing, Language Arts and Grammar (introduced in Year 3). It emphasizes building a strong foundation in basic literacy skills in the early years before further developing language proficiency. The role of the teacher in modeling language and designing engaging activities is also discussed.
Textbook Analysis - When English Rings the Bell - by Agung IntanMade Sariyanta
This textbook is designed for 7th grade students in Indonesia according to the 2013 curriculum. It aims to help students master English language skills while developing morality. Each chapter focuses on a language skill and includes pictures, exercises, and projects. While the textbook effectively integrates skills and uses engaging content, it lacks audio materials and controlled exercises. Overall, it is suitable for its intended students by using appropriate vocabulary and culturally relevant content.
This document provides an overview of the English Language Curriculum for Primary Schools in Malaysia. It outlines the aims, objectives, focus, content organization and modules of the curriculum. The curriculum aims to equip pupils with basic English language skills to communicate effectively. It is divided into two stages - Stage One for Years 1-3 focuses on developing foundational literacy skills, while Stage Two for Years 4-6 further improves language skills and introduces a Grammar module. The content is organized into modules - Listening & Speaking, Reading, Writing, Language Arts and Grammar (for Stage Two). The overview provides guidance for teachers on the structure and implementation of the new English curriculum.
The document provides guidance on teaching pronunciation to English language learners. It notes that pronunciation involves more than individual sounds, including word stress, sentence stress, intonation and word linking. Achieving native-like pronunciation may be an unrealistic goal for most learners, so teachers should focus on problems that significantly hinder communication. A learner's first language often interferes with English pronunciation, so teachers need to observe students and identify specific problem sounds. The key is improving communication skills rather than eliminating all accents.
This document provides an overview of the English Language Curriculum for primary schools in Malaysia. It outlines the curriculum's aim, objectives, conceptual framework and organization. The curriculum focuses on developing pupils' language skills through four modules - Listening and Speaking, Reading, Writing, and Language Arts. In Years 1-2, the focus is on basic literacy. From Year 3 onwards, a Grammar module is added. Content and learning standards are developed progressively to ensure pupils build a strong foundation in English. The role of the teacher in modeling language and designing engaging activities is also emphasized.
This document provides an overview of the Malaysian English Language Curriculum for primary schools. It outlines the curriculum's aim, objectives, conceptual framework and organization. The curriculum focuses on developing pupils' basic language skills in the early years to build a strong foundation. It is organized into modules including Listening and Speaking, Reading, Writing, Language Arts and Grammar. Lessons are taught using themes and topics appropriate for each year level. The curriculum guidebook provides teachers with resources and suggestions to help pupils improve their English proficiency.
Vocabulary teaching is supposed to be an extremely significant part in language teaching in Primary school, which is always neglected prevalently. In this paper, the author discusses problems and strategies to cope with current vocabulary teaching issues, so as to offer some solutions for teachers in primary school English teaching.
This document provides an outline for a course on teaching English in elementary grades. It discusses various topics that will be covered in the course, including perspectives on first and second language acquisition, methods for teaching language skills like listening, speaking, reading and writing, and developing vocabulary and comprehension skills. The course aims to teach strategies and techniques for addressing specific language skills and assessing ESL students. It will cover developing lesson plans and using literature and technology in ESL instruction.
This document provides an introduction and overview of the Teacher's Guide for the first year middle school English coursebook. It outlines the objectives of the coursebook, which are to develop students' English competencies in an integrated manner through listening, speaking, reading and writing. It emphasizes using a competency-based approach that links what is learned in school to real-world contexts. The guide is intended to help teachers effectively plan lessons and accommodate different learning styles by using a variety of teaching methods and techniques.
students learning English in the second term of Intermediate Grade 2 in Saudi Intermediate Schools. Lift Off! 3 and 4 follow Lift Off! 1 and 2, the new Macmillan English course for the First Intermediate Grade. Lift Off! 4 is intended for use in the second term of Second Intermediate Grade. The components of Lift Off! A combined Student’s Book andWorkbook A Teacher’s Book A CD The Student's Book The Student’s Book of Lift Off! 4 begins with a list of contents. This is designed to assist teachers to understand the overall plan of the course, and it is followed by a list of essential rubrics/instructions and grammatical terms that the students will need to understand. The rubrics and instructions are translated into Arabic. There are ten units in the Student’s Book Lift Off! 4. Each unit contains four lessons. The fourth lesson in each unit is a Review. It provides a review of the language in the unit and recycles the grammar, functions and vocabulary of the previous three lessons. No new structures or words are introduced in the Review. There is a dictionary at the end of the book that contains the new vocabulary introduced in Lift Off! 4. Lift Off! 4 includes new topics, functions, grammar and skills practice which build on the language of previous materials. Lift Off! 4 presumes that students have covered the material in Lift Off! 1–3 and that they need to revise and recycle this material. The Workbook A lesson in theWorkbook is designed to follow the corresponding lesson in the Student's Book and should never be taught first. Workbook lessons consolidate and practise the material covered in Student’s Book lessons. As with the Student’s Book, the Workbook contains ten units. The only difference is that there are three lessons in eachWorkbook unit practising the material in lessons 1–3 of each Student’s Book unit. It is important to note that theWorkbook is mainly intended for homework and is not meant for extensive use in class. Special features of the Student’s Book Many lessons contain a Look! box. These boxes explain aspects of language that students may find new, difficult or confusing. Some lessons contain a Pronunciation corner devoted specifically to aspects of pronunciation. Some lessons contain poems and rhymes which students can copy and learn to improve their pronunciation, stress and rhythm when speaking English. 2 Introduction Many lessons contain a pair work icon suggesting that the exercise is best done by students in pairs. Listening exercises are indicated by to show that a CD player and the CD are required. The track number beside the listening exercise lets you know which section of the CD you require for that exercise. When students are required to complete a written exercise they will often see . It is a tenet of Lift Off! that students should, in pairs, check each other’s work. Teachers should, of course, also check that the students are doing this satisfactorily. Every Review lesson contains a Grammar
Learning Objectives
This module on language pedagogy attempts to support state resource groups / master trainers to—
understand the various aspects of language education viz. nature of language learning, role of language in learning, multilingualism as a resource and a strategy, language-in-education policy, objectives of language teaching in Indian contexts, the ideas and philosophy of National Curriculum Framework-2005;
familiarise teachers with the approach of integrated skills (LSRW) for literacy and language learning, engaging children in context based activities for developing communicative competence of the children, providing authentic texts and assessment as learning approach;
be able to chalk out the learning outcomes and pedagogical process for language teaching-learning for different stages;
sensitise teachers on using various strategies to language teaching which include language skills - listening and speaking, reading, writing, and teaching of grammar, vocabulary and so on;
build an understanding of generic concerns such as knowing the learner, gender issues, special needs, inclusive classroom, school based pre-vocational education and others such pertinent issues;
understand the processes and use the strategies for continuous assessment and the reporting of learning outcomes; and
enable them to build the capacity of teachers in order to achieve learning outcomes stipulated for every class in different subject areas.
This document provides an overview of the Chinese textbook series "Easy Steps to Chinese" for primary and middle school students. It discusses the positioning and target levels of the series, the authors and components. It also describes the teaching concepts and compilation approach, which focuses on developing communication skills through topics related to daily life. Exercises emphasize listening, speaking, reading and writing practice. The series aims to help students learn Chinese and prepare for exams like GCSE, IB, and AP Chinese tests. It uses methods like introducing new words by morphemes and integrating grammar learning.
The document describes the Grammar Translation method of foreign language teaching. It was historically used to teach Latin and Greek and later evolved into a method for teaching other languages. Key characteristics include: classes being taught in the native language with little active use of the target language; long explanations of grammar rules; reading difficult texts early on with little attention to meaning; drilling on disconnected sentences and translations; and little focus on pronunciation. While it requires few specialized teaching skills, it places more emphasis on grammar, reading, and writing over speaking skills and does not facilitate natural communication in the target language.
The document discusses and compares five Language Arts materials used in the Guyana Grade 5 curriculum:
1) Rainbow Readers: A Caribbean Reading Series: Reader 5 is a foundational reading text that teaches comprehension, vocabulary, and values through stories and poems. However, it is outdated and some passages are too difficult.
2) Understanding English Grammar: Revised Edition teaches grammar rules and includes engaging exercises and tests. However, the small font size and limited topics can pose issues.
3) Fun With Language Book 5, A Process in Learning Language Arts Level 4 and 5 are also discussed but no details are provided.
Overall, the document evaluates the strengths and weaknesses of these materials and suggests revisions to address the weaknesses
Language and Language Learning by AYLİN AYDIN, Uludag UniversityUludag University
This document discusses key concepts in language teaching and language acquisition. It covers 12 topics:
1. Language teaching involves teaching vocabulary, structures, pronunciation, and function. However, languages differ in their rules and conventions.
2. Language acquisition in children is remarkable in that it happens efficiently and without formal instruction, through natural interaction and exposure to language from a young age.
3. Both accuracy and fluency are important goals in language learning, but they require distinguishing between practices that emphasize correct usage versus effective communication. Interesting communicative tasks can increase student motivation.
EAL pedagogy and lesson analysis at COPA in cooperation with EAL Academy. MFL approach to teaching English as an Additional Language in mainstream lessons.
This document outlines the syllabus for English Language in Form 4 of the Malaysian secondary school curriculum. It discusses the aims, themes, skills, grammar, vocabulary and text types covered. The key points are:
1) The aim is to continue providing positive English learning experiences while focusing on grammar and the four skills of listening, speaking, reading and writing.
2) Lessons will be based on four themes: people and culture, health and environment, science and technology, and consumerism and financial awareness.
3) Students will develop higher order thinking skills and 21st century skills through activities that encourage analysis, problem solving and creativity.
4) By the end of Form 4, students should achieve a
New headway beginner. teacher's book. 4th ed 2011 151pSRDOBKK
This document provides an overview and introduction to the New Headway Beginner Fourth edition course book. It summarizes the organization and components of each unit, which include a starter, presentation of new language, practice exercises, vocabulary, skills work covering speaking, reading, listening and writing, and an everyday English section. It describes the language points and verb tenses covered in the course. It also discusses the organization of the workbook and additional teacher resources available, including tests, worksheets and video clips to support teaching the course.
This document provides an introduction and background to a research study on teaching grammar in Malaysian secondary schools. It discusses how grammar is an important but often neglected part of English language teaching. The study aims to identify why teachers neglect grammar, suggest ways to attract students to grammar, and recommend effective teaching methods. It will involve a sample of 30 students and their English teachers at a primary school in Semenyih, Malaysia. Data will be collected through questionnaires, interviews, and pre-and post-tests to analyze the impact of new grammar teaching techniques. The research intends to help teachers improve their grammar instruction and aid the education department in curriculum changes.
The document provides an overview of the English Language Curriculum for primary schools in Malaysia. It outlines the curriculum's aims, objectives, conceptual framework and modules. The curriculum focuses on developing pupils' language skills through listening, speaking, reading, writing and grammar. It is organized into two stages from Years 1-3 and Years 4-6, with an increasing focus on language skills. The role of the teacher in modeling language and planning engaging lessons is also discussed. Overviews of the listening and speaking, reading, and writing skills modules are provided.
The document provides an overview of the English Language Curriculum for primary schools in Malaysia. It outlines the curriculum's aims, objectives, conceptual framework and organization. The curriculum focuses on developing pupils' language skills through five modules - Listening and Speaking, Reading, Writing, Language Arts and Grammar (introduced in Year 3). It emphasizes building a strong foundation in basic literacy skills in the early years before further developing language proficiency. The role of the teacher in modeling language and designing engaging activities is also discussed.
Textbook Analysis - When English Rings the Bell - by Agung IntanMade Sariyanta
This textbook is designed for 7th grade students in Indonesia according to the 2013 curriculum. It aims to help students master English language skills while developing morality. Each chapter focuses on a language skill and includes pictures, exercises, and projects. While the textbook effectively integrates skills and uses engaging content, it lacks audio materials and controlled exercises. Overall, it is suitable for its intended students by using appropriate vocabulary and culturally relevant content.
This document provides an overview of the English Language Curriculum for Primary Schools in Malaysia. It outlines the aims, objectives, focus, content organization and modules of the curriculum. The curriculum aims to equip pupils with basic English language skills to communicate effectively. It is divided into two stages - Stage One for Years 1-3 focuses on developing foundational literacy skills, while Stage Two for Years 4-6 further improves language skills and introduces a Grammar module. The content is organized into modules - Listening & Speaking, Reading, Writing, Language Arts and Grammar (for Stage Two). The overview provides guidance for teachers on the structure and implementation of the new English curriculum.
The document provides guidance on teaching pronunciation to English language learners. It notes that pronunciation involves more than individual sounds, including word stress, sentence stress, intonation and word linking. Achieving native-like pronunciation may be an unrealistic goal for most learners, so teachers should focus on problems that significantly hinder communication. A learner's first language often interferes with English pronunciation, so teachers need to observe students and identify specific problem sounds. The key is improving communication skills rather than eliminating all accents.
This document provides an overview of the English Language Curriculum for primary schools in Malaysia. It outlines the curriculum's aim, objectives, conceptual framework and organization. The curriculum focuses on developing pupils' language skills through four modules - Listening and Speaking, Reading, Writing, and Language Arts. In Years 1-2, the focus is on basic literacy. From Year 3 onwards, a Grammar module is added. Content and learning standards are developed progressively to ensure pupils build a strong foundation in English. The role of the teacher in modeling language and designing engaging activities is also emphasized.
This document provides an overview of the Malaysian English Language Curriculum for primary schools. It outlines the curriculum's aim, objectives, conceptual framework and organization. The curriculum focuses on developing pupils' basic language skills in the early years to build a strong foundation. It is organized into modules including Listening and Speaking, Reading, Writing, Language Arts and Grammar. Lessons are taught using themes and topics appropriate for each year level. The curriculum guidebook provides teachers with resources and suggestions to help pupils improve their English proficiency.
Vocabulary teaching is supposed to be an extremely significant part in language teaching in Primary school, which is always neglected prevalently. In this paper, the author discusses problems and strategies to cope with current vocabulary teaching issues, so as to offer some solutions for teachers in primary school English teaching.
This document provides an outline for a course on teaching English in elementary grades. It discusses various topics that will be covered in the course, including perspectives on first and second language acquisition, methods for teaching language skills like listening, speaking, reading and writing, and developing vocabulary and comprehension skills. The course aims to teach strategies and techniques for addressing specific language skills and assessing ESL students. It will cover developing lesson plans and using literature and technology in ESL instruction.
This document provides an introduction and overview of the Teacher's Guide for the first year middle school English coursebook. It outlines the objectives of the coursebook, which are to develop students' English competencies in an integrated manner through listening, speaking, reading and writing. It emphasizes using a competency-based approach that links what is learned in school to real-world contexts. The guide is intended to help teachers effectively plan lessons and accommodate different learning styles by using a variety of teaching methods and techniques.
students learning English in the second term of Intermediate Grade 2 in Saudi Intermediate Schools. Lift Off! 3 and 4 follow Lift Off! 1 and 2, the new Macmillan English course for the First Intermediate Grade. Lift Off! 4 is intended for use in the second term of Second Intermediate Grade. The components of Lift Off! A combined Student’s Book andWorkbook A Teacher’s Book A CD The Student's Book The Student’s Book of Lift Off! 4 begins with a list of contents. This is designed to assist teachers to understand the overall plan of the course, and it is followed by a list of essential rubrics/instructions and grammatical terms that the students will need to understand. The rubrics and instructions are translated into Arabic. There are ten units in the Student’s Book Lift Off! 4. Each unit contains four lessons. The fourth lesson in each unit is a Review. It provides a review of the language in the unit and recycles the grammar, functions and vocabulary of the previous three lessons. No new structures or words are introduced in the Review. There is a dictionary at the end of the book that contains the new vocabulary introduced in Lift Off! 4. Lift Off! 4 includes new topics, functions, grammar and skills practice which build on the language of previous materials. Lift Off! 4 presumes that students have covered the material in Lift Off! 1–3 and that they need to revise and recycle this material. The Workbook A lesson in theWorkbook is designed to follow the corresponding lesson in the Student's Book and should never be taught first. Workbook lessons consolidate and practise the material covered in Student’s Book lessons. As with the Student’s Book, the Workbook contains ten units. The only difference is that there are three lessons in eachWorkbook unit practising the material in lessons 1–3 of each Student’s Book unit. It is important to note that theWorkbook is mainly intended for homework and is not meant for extensive use in class. Special features of the Student’s Book Many lessons contain a Look! box. These boxes explain aspects of language that students may find new, difficult or confusing. Some lessons contain a Pronunciation corner devoted specifically to aspects of pronunciation. Some lessons contain poems and rhymes which students can copy and learn to improve their pronunciation, stress and rhythm when speaking English. 2 Introduction Many lessons contain a pair work icon suggesting that the exercise is best done by students in pairs. Listening exercises are indicated by to show that a CD player and the CD are required. The track number beside the listening exercise lets you know which section of the CD you require for that exercise. When students are required to complete a written exercise they will often see . It is a tenet of Lift Off! that students should, in pairs, check each other’s work. Teachers should, of course, also check that the students are doing this satisfactorily. Every Review lesson contains a Grammar
Learning Objectives
This module on language pedagogy attempts to support state resource groups / master trainers to—
understand the various aspects of language education viz. nature of language learning, role of language in learning, multilingualism as a resource and a strategy, language-in-education policy, objectives of language teaching in Indian contexts, the ideas and philosophy of National Curriculum Framework-2005;
familiarise teachers with the approach of integrated skills (LSRW) for literacy and language learning, engaging children in context based activities for developing communicative competence of the children, providing authentic texts and assessment as learning approach;
be able to chalk out the learning outcomes and pedagogical process for language teaching-learning for different stages;
sensitise teachers on using various strategies to language teaching which include language skills - listening and speaking, reading, writing, and teaching of grammar, vocabulary and so on;
build an understanding of generic concerns such as knowing the learner, gender issues, special needs, inclusive classroom, school based pre-vocational education and others such pertinent issues;
understand the processes and use the strategies for continuous assessment and the reporting of learning outcomes; and
enable them to build the capacity of teachers in order to achieve learning outcomes stipulated for every class in different subject areas.
This document provides an overview of the Chinese textbook series "Easy Steps to Chinese" for primary and middle school students. It discusses the positioning and target levels of the series, the authors and components. It also describes the teaching concepts and compilation approach, which focuses on developing communication skills through topics related to daily life. Exercises emphasize listening, speaking, reading and writing practice. The series aims to help students learn Chinese and prepare for exams like GCSE, IB, and AP Chinese tests. It uses methods like introducing new words by morphemes and integrating grammar learning.
The document describes the Grammar Translation method of foreign language teaching. It was historically used to teach Latin and Greek and later evolved into a method for teaching other languages. Key characteristics include: classes being taught in the native language with little active use of the target language; long explanations of grammar rules; reading difficult texts early on with little attention to meaning; drilling on disconnected sentences and translations; and little focus on pronunciation. While it requires few specialized teaching skills, it places more emphasis on grammar, reading, and writing over speaking skills and does not facilitate natural communication in the target language.
The document discusses and compares five Language Arts materials used in the Guyana Grade 5 curriculum:
1) Rainbow Readers: A Caribbean Reading Series: Reader 5 is a foundational reading text that teaches comprehension, vocabulary, and values through stories and poems. However, it is outdated and some passages are too difficult.
2) Understanding English Grammar: Revised Edition teaches grammar rules and includes engaging exercises and tests. However, the small font size and limited topics can pose issues.
3) Fun With Language Book 5, A Process in Learning Language Arts Level 4 and 5 are also discussed but no details are provided.
Overall, the document evaluates the strengths and weaknesses of these materials and suggests revisions to address the weaknesses
Language and Language Learning by AYLİN AYDIN, Uludag UniversityUludag University
This document discusses key concepts in language teaching and language acquisition. It covers 12 topics:
1. Language teaching involves teaching vocabulary, structures, pronunciation, and function. However, languages differ in their rules and conventions.
2. Language acquisition in children is remarkable in that it happens efficiently and without formal instruction, through natural interaction and exposure to language from a young age.
3. Both accuracy and fluency are important goals in language learning, but they require distinguishing between practices that emphasize correct usage versus effective communication. Interesting communicative tasks can increase student motivation.
EAL pedagogy and lesson analysis at COPA in cooperation with EAL Academy. MFL approach to teaching English as an Additional Language in mainstream lessons.
This document outlines the syllabus for English Language in Form 4 of the Malaysian secondary school curriculum. It discusses the aims, themes, skills, grammar, vocabulary and text types covered. The key points are:
1) The aim is to continue providing positive English learning experiences while focusing on grammar and the four skills of listening, speaking, reading and writing.
2) Lessons will be based on four themes: people and culture, health and environment, science and technology, and consumerism and financial awareness.
3) Students will develop higher order thinking skills and 21st century skills through activities that encourage analysis, problem solving and creativity.
4) By the end of Form 4, students should achieve a
New headway beginner. teacher's book. 4th ed 2011 151pSRDOBKK
This document provides an overview and introduction to the New Headway Beginner Fourth edition course book. It summarizes the organization and components of each unit, which include a starter, presentation of new language, practice exercises, vocabulary, skills work covering speaking, reading, listening and writing, and an everyday English section. It describes the language points and verb tenses covered in the course. It also discusses the organization of the workbook and additional teacher resources available, including tests, worksheets and video clips to support teaching the course.
This document provides an introduction and background to a research study on teaching grammar in Malaysian secondary schools. It discusses how grammar is an important but often neglected part of English language teaching. The study aims to identify why teachers neglect grammar, suggest ways to attract students to grammar, and recommend effective teaching methods. It will involve a sample of 30 students and their English teachers at a primary school in Semenyih, Malaysia. Data will be collected through questionnaires, interviews, and pre-and post-tests to analyze the impact of new grammar teaching techniques. The research intends to help teachers improve their grammar instruction and aid the education department in curriculum changes.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
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4. 2
Primary Year 1 Syllabus
Primary Year 1 Syllabus
1. Overview:
This syllabus sets out the themes, topics, grammar and vocabulary pupils will learn in
Primary Year 1. It explains how the Year 1 content is organised, the place of thinking skills in
Year 1, and the role of phonics in helping pupils to learn to read. It also sets out text types
suitable for pupils in Year 1.
2. Themes and Topics:
The English Language Curriculum for Malaysian Primary Schools emphasises the
importance of sustaining the use of the English language within and beyond the classroom.
The curriculum adopts an inter-disciplinary approach and this is reflected within the three
broad themes of:
World of Self, Family and Friends
World of Stories
World of Knowledge
The unit topics in the Year 1 textbook, Superminds1 (Introduction Unit – Unit 4) and the non-
textbook-based lesson outlines, all support these themes. Details of the themes and lessons
can be found within the Scheme of Work document.
3. Grammar:
Pupils are exposed to grammar all the time as they learn English, but they are not expected
to analyse grammar explicitly in detail in Year 1. The aim of learning English in Years 1 and
2 is very much to provide pupils with positive and successful experiences with English, so
that the motivation to learn comes from meaning and enjoyment rather than a specific focus
on grammar. This focus on meaning and enjoyment helps children to build positive attitudes
to and confidence with learning English. Pupils can carry these positive attitudes and
motivation into Year 3, when they begin to focus more explicitly on grammar.
4. Vocabulary:
The Year 1 syllabus indicates vocabulary in 3 ways: by topic, by category and
alphabetically.
The words in the Year 1 wordlist are found in the textbook units and in further lessons
described within the Scheme of Work. Many words are introduced in the textbook and are
recycled in the non-textbook-based lessons. Teachers can choose other words for pupils to
learn or omit some words from the wordlist, if this is appropriate to a teacher’s local context.
Pupils are not expected to learn these words by heart, or to spell all of them with 100%
accuracy, as complete accuracy in spelling is above pre-A1 targets in the Common
European Framework of Reference (CEFR).
Year 1 teachers may also wish to refer to the following available wordlist resource:
Cambridge English: Starters (Pre-A1)
The Teacher’s Handbook (pages 15 – 18) contains a useful list of words that can be taught
at a pre-A1 level (i.e. Working towards A1).
http://www.cambridgeenglish.org/images/153612-yle-handbook-for-teachers.pdf
5. 3
Primary Year 1 Syllabus
5. Higher Order Thinking Skills (HOTS):
Pupils have frequent opportunities to develop thinking skills as they learn English in Year 1.
Both the textbook-based and non-textbook-based lessons do this through helping pupils to
think about the content and values shown in stories, and through helping them to apply
knowledge linked to other subjects in the curriculum. Many tasks involve thinking skills. The
Colours section in Unit 1 of the textbook, for example, encourages pupils to make
hypotheses and requires them to interpret visual information. A number of tasks in the non-
textbook-based lessons involve pupils in designing tasks for other pupils. Designing these
tasks encourages pupils to analyse and evaluate what they already know and to use their
imagination. The Language Arts strand of the syllabus gives pupils opportunities to solve
problems and to think creatively. A good example here is Lesson 10, in which pupils work
together to use their bodies to represent numbers.
6. Phonics:
Some Year 1 pupils will already be able to read, and others will be starting or still learning to
read. Pupils who are starting or still learning to read will need help with identifying and
recognising letter sounds on the page, matching these with the appropriate letters, and
blending sounds and letters in order to build words. Phonics is a systematic approach to
helping these pupils to learn to read through matching corresponding sounds and letters. A
table of common sound and letter correspondences is below to help you with your phonics
teaching.
Learning to read involves both word recognition and language comprehension. Phonics is
about word recognition, and this is a first step in helping pupils to be able to concentrate on
understanding words. The role of meaning is therefore vital in helping pupils to learn to read.
This is why playful and enjoyable phonics activities which focus on meaning as well as on
6. 4
Primary Year 1 Syllabus
sounds and letters can be motivating and memorable for pupils, and can contribute to pupils’
reading skills development.
It is suggested that teachers teach these sound-letter correspondences in the order they
appear in the above table, starting with /s/ s in the first row, and finishing with /ɔɪ/ (oi) in the
bottom row. The Year 2 syllabus includes a phonics table of further sound-letter
correspondences. For pupils who require this focus, guidance can be found in the Scheme
of Work, which suggests beginning from Row ‘a’ and ending on Row ‘j’. It is recommended
that relevant activities are selected from the teacher’s own bank of resources or from the
Year 1 KSSR English Language Teacher’s Guidebook and LINUS, Literasi Bahasa Inggeris
(LBI) Pupil’s Module 1 and 2, Second Edition. There are also supplementary activities in
reading and writing lessons in the Scheme of Work. However, these activities are to
supplement the lesson only and should not be seen as a replacement for the lesson in the
Scheme of Work.
7. Text types:
Text types are intended to be interesting and relevant to the lives of children of this age. The
text types provided below are most appropriate to pupils in Years 1 – 4, covering Working
towards A1 to A1. Additional text types will be added from Year 5 as a result of pupils
reaching an A2 level within the CEFR. When designing or choosing Year 1 text types, it is
important that the teacher’s focus should be on content which is within their pupils’ personal
interest or life experience. The concepts in the text types should generally be concrete and
specific rather than abstract, as is suitable for this age group. The text types should be short
(e.g. a two-line postcard or a four-line poem) and should include support for pupils when
suitable (e.g. pictures to support a very simple crossword).
8. Suggested Text Types:
Badges
Chants
Charts
Crosswords
Descriptions
Dialogues
Emails
Greetings
Instructions
Labels
Lists
Postcards
Posters
Raps
Poems
Quizzes
Short forms
Songs
Stories
These text types will often be supported by visuals and would usually be around 20 – 30
words in length. Other text types which suit pupils’ needs or interests are, of course,
possible.
9. Progress within the CEFR
By the end of Primary Year 1, pupils will be working towards A1 of the CEFR in listening,
speaking, reading and writing.
7. 5
Primary Year 1 Syllabus
Year 1 Scope and Sequence:
Theme Unit Topic Grammar Content Vocabulary
World of
Self, Family
and Friends
Introduction Friends What’s your name?
I’m (Thunder).
How old are you?
I’m (seven)
Numbers
One, two, three, four, five, six, seven, eight,
nine, ten
Colours
yellow, red, orange, purple, green, blue
Fixed phrases
Look at me, My turn
Other vocabulary
balloon, cat, animal, sing, dance, speak, nice,
Cool!
World of
Self, Family
and Friends
1 At School What’s this?
It’s a (pencil).
Is it a (pen)?
Yes, it is. / No, it isn’t.
Open your book, please.
Pass me a (ruler), please.
Sit at your desk, please.
Classroom objects
pen, rubber, pencil, book, notebook, bag,
desk, ruler, pencil case
Colours
pink, grey
Instructions
come back, tell me, sit (at your desk), open
(your bag), close (your book), pass me (a
pen), watch out, put away (your book), take
out (your ruler), look for (the rubber), write
Fixed phrases
Thank you, Please, I’m sorry, It’s OK, Here
you are, Here’s (your pencil case), This is…,
in a mess
8. 6
Primary Year 1 Syllabus
Other vocabulary
fat, rat
World of
Stories
2 Let’s Play What’s his/her name?
His/her name’s (Ben/Sue).
What’s his/her favourite toy?
His/Her favourite toy’s his/her ball.
How old is he/she?
He’s/she’s seven.
It’s a (new kite).
It’s an (ugly monster).
Toys
kite, doll, monster, plane, computer game,
train, car, ball, bike, go-kart
Adjectives
favourite, long, short, big, small, ugly,
beautiful, old, new
Shapes
triangle, square, circle, parallelogram,
rectangle, diamond
Other vocabulary
fish, bird, boat
World of
Knowledge
3 Pet Show The lizard is in/on/under the (bag).
I like/don’t like (dogs).
Animals
elephant(s), rat(s), lizard(s), frog(s), spider(s),
duck(s), dog(s), cat(s), snake(s), butterfly(ies),
crocodile(s), tiger(s), giraffe(s)
Adjectives
beautiful, clever, amazing, great, silly, tall
Other vocabulary
sister, logs, trees, leaves, grass
9. 7
Primary Year 1 Syllabus
World of
Knowledge
4 Lunchtime I’ve got/haven’t got a (sandwich).
Have we got any (cheese)?
Yes, we have. / No, we haven’t.
Food
banana, cake, cheese sandwich, apple, pizza,
sausage, chicken, steak, pea(s), carrot(s),
orange juice, hot dog, fruit, broccoli, onion(s),
green bean(s), mushroom(s), potato(es),
corn, peach(es), pineapple(s), pear(s),
orange(s), coconut(s), tomato(es),
strawberry(ies), pepper(s), vegetable(s)
Numbers
eleven, twelve, thirteen, fourteen, fifteen,
sixteen, seventeen, eighteen, nineteen,
twenty
Other vocabulary
grow, ground
10. 8
Primary Year 1 Syllabus
Year 1 vocabulary by category
Adjectives
amazing
beautiful
big
brown
clever
cold
cool
fat
favourite
great
hot
healthy
hungry
long
new
nice
old
short
silly
small
tall
ugly
unhealthy
Animals
butterfly(ies)
animal(s)
bird(s)
cat(s)
crocodile(s)
dog(s)
duck(s)
elephant(s)
fish
frog(s)
giraffe(s)
lizard(s)
rat(s)
snake(s)
spider(s)
tiger(s)
Classroom objects
bag
book
desk
notebook
pen
pencil
pencil case
rubber
ruler
Colours
blue
green
grey
orange
pink
purple
red
yellow
Fixed phrases
Bye!
Cool!
Here you are
Here’s (your pencil case)
How are you?
How do you spell…?
I’m fine, thanks
I’m sorry
in a mess
It goes…
It’s OK
Look at me
My turn
Please
Sorry
Thank you
There are
This is…
Where’s…?
Food
apple(s)
banana(s)
broccoli
cake
carrot(s)
cheese sandwich
chicken
coconut(s)
corn
fruit
green bean(s)
hot dog
mushroom(s)
onions
orange juice
orange(s)
peach(es)
11. 9
Primary Year 1 Syllabus
pea(s)
pear(s)
pepper(s)
pineapple(s)
pizza
potato(es)
sausage
steak
strawberry(ies)
sweet(s)
tomato(es)
vegetable
Instructions
Close (your book)
Come back
Look for (the rubber)
Open (your bag)
Pass me (a pen)
Put (the book on the chair)
Put away (your book)
Sit (at your desk)
Take out (your ruler)
Tell me
Watch out
Write
Numbers
one, two, three, four, five, six, seven,
eight, nine, ten, eleven, twelve, thirteen,
fourteen, fifteen, sixteen, seventeen,
eighteen, nineteen, twenty
Other vocabulary
brother
balloon
boat
day
grass
ground
grow
leaf/leaves
logs
lunch
mum
robot
sister
tangram
trees
Shapes
circle
parallelogram
rectangle
square
triangle
diamond
Toys
ball
bike
car
computer game
doll
go-kart
kite
monster
plane
train
Verbs
dance
find
go
grow
guess
listen
put
read
run
sing
speak
spend
stop
take
touch
turn around
write
12. 10
Primary Year 1 Syllabus
Year 1 Vocabulary in alphabetical order
amazing
animal
apple
bag
ball
balloon
banana
beautiful
big
bike
bird
blue
boat
book
broccoli
brother
brown
butterfly(ies)
Bye!
cake
car
carrot(s)
cat
cat(s)
cheese sandwich
chicken
circle
clever
close (your book)
coconut(s)
cold
cold
come back
computer game
cool
Cool!
corn
crocodile(s)
dance
day
desk
diamond
dog(s)
doll
duck(s)
eight
eighteen
elephant(s)
eleven
fat
favourite
fifteen
find
fish
five
four
fourteen
frog(s)
fruit
giraffe(s)
go
go-kart
grass
great
green
green bean(s)
grey
grow
ground
guess
healthy
Here you are
Here’s (your pencil case)
hot
hot dog
hour
How are you?
How do you spell…?
hungry
I’m fine, thanks
I’m sorry
I’m very sorry
in a mess
It goes
It’s OK
kite
leaf/leaves
listen
lizard(s)
logs
long
lunch
Look at me
look for (the rubber)
monster
mum
mushroom(s)
My turn
new
nice
nine
nineteen
notebook
old
one
onion(s)
open (your bag)
orange
13. 11
Primary Year 1 Syllabus
orange juice
orange(s)
parallelogram
Pass me (a pen)
peach(es)
pear(s)
pea(s)
pen
pencil
pencil case
pepper(s)
pineapple(s)
pink
pizza
plane
please
potato(es)
purple
put
Put away (your book)
race
rat(s)
read
rectangle
red
robot
rubber
ruler
run
sausage
seven
seventeen
shark
sheep
short
silly
sing
sister
sit (at your desk)
six
sixteen
small
snake(s)
Sorry
speak
spends
spider(s)
square
steak
stop
strawberry(ies)
sweet(s)
tall
Take out (your ruler)
tangram
Tell me
ten
Thank you
There is/are
thirteen
three
This is…
tiger(s)
tomato(es)
touch
train
trees
triangle
turn around
twelve
twenty
two
ugly
unhealthy
vegetable
watch out
Where’s…?
write
yellow
yummy
14.
15.
16. Bahagian Pembangunan Kurikulum
Kementerian Pendidikan Malaysia
Aras 4-8, Blok E9
Kompleks Kerajaan Parcel E
62604 W.P. Putrajaya
Tel: 03-8884 2000 Fax: 03-8888 9917
http://bpk.moe.gov.my/