Documente Academic
Documente Profesional
Documente Cultură
NAMA
Maurice Sevelinus (Leader)
Louisa Alphonsa Jakim
Masneh Minsin
Siti Rohaidah Osman
Raynold Raphael
MATRICS NUM.
CT11210263
CT11210271
CT11210579
CT11210459
CT10210619
Lecturers Name:
SJ Yoon
Date of Submission:
3rd June 2015
and
therefore
for
respond to stimuli, thus the humanistic and the behavioral views on learning cannot be
ignored when planning this syllabus. Proper
apprehensive
planning
then,
should
not
only
be
environment that not only fosters efficient learning, but also competent learning.
Language has a grammar and linguistic structures and patterns, which can be used
to produce various discourse forms or text types depending on the linguistic choices
prepared. Pupils have to be taught how to make these linguistic choices to suit
function, audience, context and culture.
Learner Centeredness
The pupils are at the centre of the learning process. Teaching approaches, lessons and
curriculum materials are differentiated based on pupils needs and abilities.
ii.
Process Orientation
Language skills are process skills. Teaching and modeling the processes of reading,
writing and oral communication are as significant as assessing the achievement of these
skills.
iii.
Integration
The integration of reading, writing and oral communication as well as the integration of
language materials and areas of language use in a lesson contribute to meaningful
learning.
iv.
Contextualization
Language skills, grammatical items and structures are taught and learnt in the context of
language use. Contextualization demonstrates how function, audience, context and culture
determine the appropriateness of speech and writing in both formal and informal
situations.
6.0 Goals and Objectives
6.1 Goals
With the implementation of this syllabus, the pupils will be able to;
i.
listen to, read and analysis with perceptive, precision and decisive
appreciation, a wide range of fiction and non-fiction texts from print, nonprint and electronic sources.
ii.
iii.
think through, interpret and evaluate fiction and non-fiction texts from print
and electronic sources to explore how language is used to inducing
responses and construct meaning.
iv.
6.2 Objectives
The objectives are:
i.
ii.
iii.
To build up relationships of common trust and respect with adults and peers,
understand others perspectives, and produce a sense of community inside and
outside the classroom.
iv.
ii.
Enlarge vocabulary
iii.
Scribble
iv.
Express feelings
writing, and speaking. The skills listed under each of these four skills
have been
chosen taking into consideration the cognitive and physical development of the pupils at
their age, and also based on observations and personal experience. The progression in
which these skills are offered can be altered to gratify particular needs, and the benefit of
the pupils in the classroom. The way in which these skills are introduced will depend on
the syllabus planning on the teacher.
8.0 Assessment
Pupils will be assessed both formally and informally. Teachers will implement a broadbased and multi-dimensional approach to assessment.
worksheets, teachers will incorporate oral presentations and portfolios for the assessment.
Some examples of the assessment are:
Class quizzes
Performance assessment
Portfolios which include pupils written work teachers comments and pupils
reflections
Lesson
Topic
Learning outcome
Learning tasks
Greetings
Pupils will:
Listening:
Internalize greetings
Use
social
greetings.
oral
morning,
good
Follow simple
instructions
Listen
and
night)
Use social
respond step
expressions.
by step oral
instructions
Reading:
Memorize
social
greetings
Writing:
Write
social
greetings
Speaking:
Family
Pupils will:
Listening:
members
understand
basic
Follow simple
oral
instructions
Listen
and
respond step
by step oral
instructions
Reading:
Recognize
family names
Writing:
Write
first
and
last
name
Speaking:
State
parents
names
My Body
Pupils will:
Listening:
body parts
understand
basic
Follow simple
oral
instructions
Listen
and
respond step
parts
Draw a person with at least
by step oral
instructions
Reading:
Recognize
and say aloud
known human
body parts
Writing:
Cut
the
known human
body parts
Glue
and
paste
the
known human
body parts
Speaking:
Tell
human
known
body
parts
4
Colors
Pupils will:
Internalize colors
Listening:
Follow simple
oral
Label colors
understand
basic
instructions
Listen and
respond step
correctly
by step oral
instructions
Reading:
Recognize
and memorize
colors
Writing:
Copy
drawings
Hold and use
a
pencil
correctly
Speaking:
Sing
the
colors son
5
Numbers
Pupils will:
Listening:
Internalize numbers
Count from one to ten
independently
understand
vocabulary
basic
related
to
numbers
differentiate
between
Follow simple
oral
instructions
Listen
and
respond step
by step oral
instructions
Reading:
Recognize
and
say
aloud
the
numbers
from one to
ten
Writing:
Cut numbers
from one to
ten
Write
numbers
from one to
ten
Speaking:
Tell
their
telephone
number
6
Vowels
Pupils will:
Listening:
Internalize vowels
understand
basic
new
Follow simple
oral
instructions
Listen and
respond step
by step oral
instructions
Reading:
Recognize
and say aloud
the vowels
Writing:
Cut
the
vowels
Glue
and
paste
the
vowels
Write
the
vowels
Speaking:
say
accurately the
vowels
My School
Pupils will:
Listening:
school
Comprehend
vocabulary
Follow simple
oral
basic
related
to
instructions
Listen
and
respond step
school supplies
Place books correctly on
instructions
by step oral
Reading:
Recognize
objects
from
the school
Writing:
Turn pages in
book.
Speaking:
Spell
words
school
Fruits
Pupils will:
Listening:
Internalize fruits
understand
and vegetables
Expand new vocabulary
basic
Follow simple
oral
instructions
Listen
and
respond step
by step oral
instructions
Reading:
Recognize
and say aloud
the fruits
Writing:
Cut fruits
Glue
and
paste fruits
Draw fruits
Speaking:
State
known
fruits
10.0 Conclusion
There are many ways to create an English syllabus. There are variations in goals, themes,
methods, and approaches. There is no single ideal syllabus for teaching English as a
foreign language, which every English program for preschool should aim to be. Every
situation is different, every group of pupils is difference, and every teacher is different. But
there are certain criteria English syllabus should meet to be more well-organized. any
BIBLIOGRAPHY
BEACHAMP, George.
Ed.
Fenwick
Curriculum Design.
W.
English.
Fundamental CurriculumDecisions.
Alexandria,
VA:
Association
DOLL, Ronald C. Curriculum Improvement. Needham Heights, MA: Ally and Bacon, 1992.
EISNER, Elliot W. The Educational Imagination. New York: Macmillan Publishing Co.,
1985.
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http://www.reggie.net/teaching/
http://aquariusrising.co.uk/writings/guide.htm http://member.newsguy.com/-twilight/ch.htm
http://www.middletown.k12.ny.us/Instructional/CurriculumUpdates/cu_Feb_2
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http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/ writesyl.htm
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