teacher's guide year 3 sk & sjk

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  • 1.KEMENTERIAN PELAJARAN MALAYSIAKurikulum Standard Sekolah Rendah TEACHERS GUIDESK & SJK ENGLISH LANGUAGE YEAR 3 TerbitanBahagian Pembangunan Kurikulum 2012

2. Cetakan Pertama 2012 Kementerian Pelajaran MalaysiaHak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagianartikel, ilustrasi dan isi kandungan buku ini dalam apa-apa juga bentuk dan dengancara apa-apa jua sama ada secara elektronik, fotokopi, mekanik, rakaman atau caralain sebelum mendapat kebenaran bertulis daripada Pengarah, BahagianPembangunan Kurikulum, Kementerian Pelajaran Malaysia, Aras 4-8, Blok E9,Parcel E, Kompleks Pentadbiran Kerajaan Persekutuan, 62604 Putrajaya. 3. CONTENTContent iiiForeword vPreface viSection 1The English Language Curriculum3Section 2Listening and Speaking 21Reading49Writing89Language Arts 117Grammar 137Section 3Sample Lesson 183Acknowledgements201 iii 4. FOREWORD The new Malaysian English Language Curriculum f or Prim ary Schools w as int roduced in st ages beginning 2011 st art ing w it h Year 1, Year 2 in 2012 and Year 3 in 2013. Theref ore t o provide help and support t o t he t eachers, CDD has produced t his Year 3 guidebook as a usef ul resource f or t eachers in im plem ent ing t he new curriculum . CDD hopes t hat t his guidebook w ill help Year Three English Language t eachers t o get accust om ed t o t he changes in t he new English Language Curriculum and act as a valuable t eaching resource.Suggest ed t eaching and learning st rat egies and act ivit ies f or classroom t eaching and learning have been included. We hope t hat t eachers w ill gain ideas t o help t hem carry out t heir daily lessons. How ever, t eachers are encouraged not t o rely solely on t his guidebook only w hen planning lessons. Teachers are encouraged t o use t heir ow n creat ivit y and init iat ive t o plan st im ulat ing and enjoyable lessons suit able t o t heir pupils level and CDD w ould like t o t ake t his opport unit y t o acknow ledge w it h grat it ude t he cont ribut ions m ade by t he panel of English t eachers involved in m aking t his guidebook a realit y.Dato Ibrahim bin MohamadDirectorCurriculum Development Divisionv 5. PREFACEThis guidebook is a resource for teachers in showing strategies in which learning standardscould be achieved. Some aspects of language skills, language arts and grammar that arerequired to be taught in Year Three are covered in this book.Section 1 of the guidebook provides an overview of the English Language Curriculum whileSection 2 deals with the four language skills, language arts and grammar. Suggested activitiesare presented in a 3-column table for each module. The first is the activity column wheresuggested activities for teachers include explanations and teaching steps. The second is thecontent column which includes teaching points and the suggested word list. The third is theteachers notes column which includes teaching aids/materials and other instructions forteachers.Section 3 consists of complete sample lessons. In this section, teachers will be able to see andunderstand how the different language skills, language arts and grammar modules arepresented for each week, based on one particular theme and topic, in a coherent and cohesivemanner. These complete sample lessons are provided to help teachers plan effective andenjoyable lessons. Section 4 provides teachers with a glossary.The guidebook provides suitable and practical suggestions of teaching methods via thematerials provided. However, teachers are in a better position to make appropriate and relevantdecisions when planning their lessons. There is no single best way and teachers have to usetheir pedagogical content knowledge, experience, skills and creativity to plan their lessons inorder to help their pupils learn better. Teachers should decide on a theme/topic and then selectsuitable listening and speaking, reading, writing and language arts activities to be used forteaching that topic. Activities from the MOE Teaching courseware, the textbook and othersuitable resources are encouraged to be used when teachers are planning their lessons.This guide book is neither complete nor exhaustive by itself. The activities provided are merelysuggestions and teachers are free to improvise and adapt accordingly to the level and suitabilityof their pupils. A lot of initiative, imagination and creativity are needed by teachers in planningtheir lessons in order to extend the experiences of their pupils. Therefore, It is hoped thatteachers will find this guidebook useful and pupils will enjoy the activities and hence improvetheir English language proficiency.vi 6. THE ENGLISH LANGUAGE CURRICULUM 7. THE ENGLISH LANGUAGE CURRICULUM AIM The English Language Curriculum for Primary Schools aims to equip pupils with basic language skills to enable them to communicate effectively in a variety of contexts thats appropriate to the pupils level of development. OBJECTIVES By the end of Year 6, pupils should be able to:read and comprehend arange of English texts forinformation and enjoymentwrite a range of texts usingappropriate language, stylecommunicate with peers andand form through a variety ofadults confidentlyand2appropriately in formal and mediainformal situations31OBJECTIVES 45appreciate and demonstrateunderstanding of English use correct and appropriatelanguage literary or creativerules of grammar in speechworks for enjoyment and writing 3 8. CONCEPTUAL FRAMEWORKPrimary education is divided into two stages: Stage One refers to Year 1,2 and 3,and Stage Two, Year 4, 5 and 6. The English Language Curriculum has beendesigned in two strands. Strand 1 is the language focus and strand 2 is languagearts. Language focus deals with language skills such as listening & speaking,reading, writing and grammar. Language arts deals with music, poetry, drama andchildrens literature.As English language learning is developmental, the focus in Year 1 and 2 is basicliteracy. This is done by building a strong foundation in basic literacy skills namelyreading through phonics, penmanship and basic listening and speaking. Activitiesare contextualized and fun-filled with integration of language skills in meaningfulcontexts.From Year 3 and onwards, pupils will further develop the ability to speak, listen, readand write in English meaningfully, purposefully and with confidence. A grammarmodule is introduced from Year 3 to enable pupils develop a sound grasp of thelanguage structures and rules of grammar.The Language Arts module has been added to the English language curriculum fromYear 1 to allow pupils to engage and enjoy stories, poems, songs, rhymes and playswritten in English. STRAND 1STRAND 2LANGUAGE FOCUS LANGUAGE ARTSLEVEL 1 Listening & Speaking Music (Years 1, 2 & 3)Reading Poetry Writing Drama Grammar (from Year 3) Class ReadersListening & SpeakingLiteratureLEVEL 2Reading (Years 4, 5 & 6)Writing English at Play:Grammar Music, Poetry & DramaCURRICULUM ORGANISATIONThe curriculum is modular in design and this is reflected in the organisation of thecontent and learning standards.In Year 1 and 2, the English language curriculum emphasises the development ofbasic language skills so that pupils will have a strong foundation to build theirproficiency in the language. In this initial stage, there will only be four modules;namely:4 9. 1. Listening and Speaking2. Reading3. Writing4. Language ArtsFrom Year 3 onwards, where pupils build on the skills they have acquired in Year 1and 2, a fifth module, Grammar, is added to the above four modules. Therefore, themodules for this stage are:1. Listening and Speaking2. Reading3. Writing4. Language Arts5. GrammarThe following diagram shows the conceptual framework of the curriculum model.LISTENING AND SPEAKING READING WRITINGLANGUAGE ARTSGRAMMARSTAGE ONESTAGE TWO(YEARS 1-3)(YEARS 4-6)Fig.1 The Modular ConfigurationThe modularity of the English Language Curriculum Standards for Primary Schools isa modularity of focus. By organising the curriculum standards under five modules inYear 3, pupils will be able to focus on the development of salient language skills orsub-skills under each module through purposeful activities in meaningful contexts.This modular approach does not exclude integration of skills. However, skillsintegration is exploited strategically to enhance pupils development of specific andspecified language skills as described in the content and learning standards in amodule.The approach taken in this curriculum stresses the need for pupils to develop all thefour language skills: listening, speaking, reading, and writing. Teachers are expectedto sustain a cohesive and coherent organisation between the listening and speaking,reading and writing skills. For the language arts module, teachers may plan lessonsin relation to the language skills taught or they may come up with generic lessons.Teachers should incorporate the fun element in specified contexts to make theirlessons meaningful.5 10. In order to make learning more meaningful and purposeful, language input ispresented under themes and topics, which are appropriate for the pupils.Three broad themes which have been used in KBSR have been retained and will beused, namely: 1. World of Self, Family and Friends; 2. World of Stories; and 3. World of Knowledge.Teachers select topics that are suitable for their pupils level of development. Whenplanning lessons, topics for teaching are initially based on the immediate learningenvironment of the child. Later on, these are expanded to town, country and moredistant foreign locations.ROLE OF THE TEACHERThe teacher is the role model of a language user to pupils. Pupils need to beexposed to good language in order for them to learn the language and use it foreffective communication. Therefore, the teacher needs to do a lot of talking in orderfor pupils to listen to good language input. For this purpose, the teacher uses avariety of materials or media to enable pupils to acquire t