KBSR ENGLISH SYLLABUS PDF

Review of the KBSR/KSSR English Language Syllabus – Philosophy and design of syllabus – Features of syllabus, components and organization of curriculums. KBSR HSP Year 6 by gelamkhovan in Types > Government & Politics. THE SYLLABUS The English language syllabus at the primary school level specifies. KBSR ENGLISH Educational Emphases SYLLABUS. STANDARD The English Language Curriculum for Primary Schools aims to equip pupils with.

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Ask students to come up with a list of categories in topics or areas other than “Food”. This would engljsh to the short attention span of young children. However, it appears that that this source of teaching aid will soon be made inaccessible to them because the Education Ministry has issued a directive that bans the use of workbooks in the KBSR classroom.

The task lends itself easily to structured learning, or learning in stages, as the output of one task actually becomes the input for another. Maximum number of questions that can be asked is ten. At this point, it is important to note that the limitations under which she has been working are still very much in force. If possible, he could even visit the zoo! This article aims at providing the KBSR teacher with some guidelines which might be of some help to her in the creation of activities in the language classroom.

In addition, it syllabuw spontaneous feedback which is a very essential part of effective learning. For instance, it can be a self-contained unit that can be completed within a relatively syllabuz period of time, if necessary.

Comprehensive, in-service training should be provided for teachers, with special focus on the creation of activities for the KBSR. For example the KBSR syllabus recommends that the topic “Food” should be the vehicle for helping students acquire the skills mentioned above. The above are just a few of the problems that the KBSR teacher has to contend with while trying to cope with the heavy demands made by the new curriculum.

A good way to make provisions for these factors is to build in variety as an active ingredient during class activities. For example, the weaker students can be given worksheets with more guidance questions with word-gaps, rather than just the topics of the sllabus, which can be given to the better students.

Teacher provides clues, orally, regarding the identity of an animal that she has in mind, and calls on students to guess the name of the animal. Since language is a tool for communication, language learning should also lay stress on this factor.

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There is also provision for individual, group and class work. sy,labus

The ones who answer should give the evidence clues that helped them to kvsr upon the answer. However, a close scrutiny of the handbook Buku Panduan Khasand the Curriculum itself reveal that the following factors are stressed: Once students have grasped the idea, they should be allowed to formulate their own clues.

Also, whenever possible, groups should comprise of mixed-ability students, with the “weaker” ones handling the less difficult tasks.

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This is mainly because of an impractical teacher-pupil ratio 1: For example if a group can guess the answer within ten questions, they get four marks.

Also, the authorities concerned should come up with measures that would act as hurdle-breakers and incentives. Well-designed tasks would extend learning beyond the classroom, and liberate the child to a point where he can view the broader environment around him as a source and resource of learning. Since the KBSR has already scheduled a list of skills that should be learnt, the child can be allowed to determine, or originate the content.

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There is, therefore, much duplication of work, not to mention ill-feeling among the teachers. The task is a “meaning-focussed activity where the attention of a learner is focussed on the performance of a task rather than merely on the language needed to attain it. Parents should be educated on the aims, principles and procedures of the KBSR so that there can be more effective teacher-parent-pupil rapport.

The above recommendation is aimed at diminishing this problem. Participation is by invitation only. What has happened in reality however is that the KBSR has spawned a proliferation of a new order of materials – mainly workbooks, some readers, and a few texts and kits.

The planners of the KBSR had originally forbidden the use of textbooks in the classroom. One teacher, whom I had the opportunity of observing, handled skill 4.

He can be permitted to bring, or choose a text for reading, or determine topics for categorization, or select the animal, plant or insect that he wants to describe. Conduct a feedback session, Do remedial teaching or reinforcement, if necessary. The literature released by the Ministry regarding the KBSR does not discuss specifically, or comprehensively the methodology that should be adopted.

Each group should ask questions of the group that is numerically next to them Group one should ask Group two, and so on. Children at primary level can seldom perceive the long-term benefits of learning a particular skill. It is also an appropriate vehicle for skills integration across the stages of learning; language skills and sub-skills kbxr integrated in a progression that reflects their use in natural contexts.

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She is expected to help them acquire problem-solving skills that can help them survive in society, and understand and relate to the environment which syllsbus them. Explain that food can be grouped categorized in many ways. The teachers feel that they need more workshop sessions, especially directed at the sylllabus of appropriate teaching materials.

Click HERE to register. He is encouraged to believe in his innate potential for education, and in his ability to activate and exploit that potential under the guidance of able englisn or “facilitators”. Some of the above recommendations may be difficult to implement, but if the KBSR is to succeed, they have to be given serious attention as the system is heavily dependent on the role of the teacher.

Some such measures could be: The pupil can also be asked to make short syllbus on the major characteristics of each animal; these notes can later be used for teaching the skill of “describing syllaus animal “.

The rationale for adopting the integrated or multi-skills approach in any ELT methodology is that this approach reflects authentic language use, where more than one skill is employed. Endnotes For purposes of convenience, the student will be referred to as “he” and the teacher as “she”.

The class can be divided into groups of four or five. Learning takes place in stages, so activities need to be planned according to goals and sub-goals, and terminal 2 skills and sub-skills.

One major complaint of teachers is that some colleagues do not contribute to the preparation of teaching aids; another problem appears to be that teachers are not willing to share their knowledge, expertise and products vis-a-vis teaching aids. Explain that the ysllabus of categorization can be extended to other topics, and to many areas of study.

Students within a group should take turns to ask and answer questions.