FRAMEWORK AND GUIDELINES FOR CURRICULUM & …jpk.moe.gov.bn/images/docs/kurikulum/yr6/YR6_EL.pdf ·...

©Curriculum Development Department 2010 >> English Curriculum

FRAMEWORK AND GUIDELINES FOR

CURRICULUM & ASSESSMENT

ENGLISH LANGUAGE FOR YEAR 6

©Curriculum Development Department 2010 >> English Curriculum Contents

CONTENTS CONTENTS .............................................................................................................. 2

ACKNOWLEDGEMENTS ........................................................................................... 3

1 THE SPN21 CURRICULUM FOR ENGLISH ......................................................... 4

1.1 Background ................................................................................................................................................ 4

1.2 The Curriculum Standards .................................................................................................................... 4

1.3 The Language Components .................................................................................................................. 5

1.4 Standard Performance ........................................................................................................................... 6

1.5 Standard Achievement ........................................................................................................................... 6

1.6 Benchmark ................................................................................................................................................. 6

2 ENGLISH LANGUAGE STANDARDS .................................................................. 7

2.1 Knowledge of Words Standards for Year 6 ...................................................................................... 7

2.1.1 Word range ........................................................................................................................................ 7

2.1.2 Text range ........................................................................................................................................... 8

2.2 Listening and Speaking Standards for Year 6 ........................................................................... 9

2.3 Reading and Writing Standards for Year 6 ............................................................................... 13

3 BENCHMARK * ................................................................................................. 18

3.1 Listening and Speaking Benchmark for Year 6 ...................................................................... 18

3.2 Reading and Writing Benchmark for Year 6 ............................................................................ 23

4 ASSESSMENT** ................................................................................................ 28

4.1 Student Progress Assessment (SPA) Scheme for Years 1 to 6 ......................................... 28

4.1.1 School-based Assessment (SBA) ....................................................................................... 29

4.1.2 School-based Examination (SBE) ....................................................................................... 30

4.1.3 Primary School Assessment (PSR) Examination ........................................................... 31

4.2 Reporting ............................................................................................................................................. 32

5 APPENDICES ................................................................................................... 33

5.1 References ............................................................................................................................................... 33

5.2 Notes for English Language Syllabi .................................................................................................. 35

5.2.1 Pre-school syllabus ....................................................................................................................... 35

5.2.2 English Language Syllabus for Year 1 .................................................................................... 40

5.2.3 English Language Syllabus for Year 2 .................................................................................... 46

5.2.4 Sample Template for Scheme of Work .................................................................................... 52

5.2.5 Year 1 Listening and Speaking SOW ....................................................................................... 57

5.2.6 Year 2 Listening and Speaking SOW ....................................................................................... 97

5.2.7 Six areas for the Listening and Speaking Programme .................................................... 112

5.2.8 Read Write Inc Components in Year 1 and Year 2 2010 .................................................. 113

5.3 Knowledge of Words ........................................................................................................................... 115

5.4 Primary English Language Themes ................................................................................................ 118

©Curriculum Development Department 2010 >> Year 6 Acknowledgements

ACKNOWLEDGEMENTS

The Curriculum Development Department would like to thank the following members for the invaluable contributions that made this document possible. Also, the cooperation of the Department of Schools and The Centre for British Teachers (CfBT) Education Services in Brunei Darussalam is appreciated.

SPN21 ENGLISH LANGUAGE SYLLABUS AND MATERIALS EVALUATION YEAR 6 COMMITTEE MEMBERS

Chairperson & Coordinator: Dyg Pearl Chua Swee Hui Curriculum Development Department

Deputy Chairperson & Asst. Coordinator: Dyg Hjh Sialam binti Hj Lajim Curriculum Development Department

Secretary: Dyg Hjh Zaiton binti Hj Mohsin Curriculum Development Department

Facilitator: Dyg Norkartini binti Hj Mohd Noor Curriculum Development Department Asst. Facilitator: Dyg Reena Lim Bee Yew Curriculum Development Department

Members: Dyg Hjh Nor’azmah binti Hj Mohd Yunus University Brunei Darussalam Dyg Norsidah binti Hj Masri School Inspectorate Department Dyg Rosniza binti Keri Sekolah Rendah Pulaie, Brunei IIA Awg Mohd Hasrul bin Hj Ja’afar Sekolah Rendah Amar Pahlawan, Brunei IIA Dyg Saliha binti Hj Tinggal Sekolah Rendah Lambak Kanan Jalan 49, Brunei IIA Dyg Susilawati binti Japri Sekolah Rendah Dato Marsal, Brunei IIA Dyg Hjh Alina binti Abas Sekolah Rendah Dato Basir, Brunei IIA Ms Karen Westbrook Sekolah Rendah Batu Marang, Brunei IIB Awg Mohd Zul Ariffin bin Hj Ibrahim Sekolah Rendah Tungku, Brunei III Dyg Mardinah Pungut Sekolah Rendah Kampong Mata-Mata, Brunei III Dyg Zusniah binti Ahmad Sekolah Rendah Birau, Tutong I Dyg Noraipah binti Hj Awg Ismail Sekolah Rendah Sinaut, Tutong I Awg Fakhrul Akmal bin Abu Bakar Sekolah Rendah Tumpuan Telisai, Tutong II Dyg Siti Noraziah binti Ali Sekolah Rendah Tumpuan Telisai, Tutong II Ms Robyn Elmi Sekolah Menengah Tanjung Maya, Tutong Ms Mary Chong Sekolah St. George’s, Bandar Seri Begawan Mr Alex Theuma Sekolah Rendah Sultan Hassan & Sekolah Rendah Puni, Temburong

©Curriculum Development Department 2010 >> The SPN21 Curriculum for English

1 THE SPN21 CURRICULUM FOR ENGLISH

1.1 Background The curriculum standards are based on the premise of the Ministry of Education’s mission to provide holistic education to achieve fullest potential for all. They are goals for learners to learn successfully and achieve high levels of performance at the end of each year, from preschool onwards. They help schools to plan their curriculum details, teaching and learning resources, and design tests and examinations. The standards are comprised of six core subjects: Pengetahuan Ugama Islam or Islamic Religious Knowledge, Bahasa Melayu or Malay, Melayu Islam Beraja or Melayu Islam Monarchy, English language, mathematics and science. The challenges ahead for learners to be successful are to achieve a high level of learning in all these subjects, and to benefit from the wide opportunities in higher education, in the global economy. There is a continuous need to develop an identity with their country in view of the Islamic Religious Knowledge and the philosophy of Melayu Islam Beraja or Malay Islam Monarchy and an understanding of Brunei traditions, heritage, culture, and its achievements and developments. The standards align to learning and achievement expectations sourced and demanded by countries of their learners who excelled at international competitions, tests and examinations. Learners who achieve successfully in the knowledge, concepts and skills specified in the standards, the school-based assessment, and new national examination or Students Progress Examination (SPE) based on the standards, should score well in international examinations to meet the requirements of top league universities and given unconditional and conditional offers.

1.2 The Curriculum Standards These standards are integrated in all years to assist schools and teachers to see how learners progress in their knowledge, understanding of concepts and skills, through revision and consolidation from one year to the next. The standards are for all learners. These standards share common and integrated skills as follows:

o Pengetahuan Ugama Islam mengenal, menyebut, mengeja (recognising, speaking, spelling), membaca (reading), menulis (writing) menghafaz (memorising)


o Bahasa Melayu mendengar (listening), bertutur (oral), membaca (reading) dan menulis (writing), pengetahuan bahasa (knowledge of language)

o Melayu Islam Beraja menanam, memahami, memperkembangkan dan mengamalkan sikap dan nilai murni dari segi agama, budaya, sosial, ekonomi dan politik sebagai sebuah kominiti tanpa mengira bangsa, keturunan dan kepercayaan.

o English word knowledge, listening and speaking, reading and writing

o Mathematics

number and algebra, measurement, shapes and space, mathematical thinking and problem solving, and statistics

o Science basic, integrated and investigative

Allocation of teaching time in the skills of a given subject and emphasis in the national exams are not necessarily equal. Approximate allocation of the overall teaching and the assessment time is discussed in more detail in Section 4. The standards for all years continue to study all six core subjects but not necessarily to the same depth or level. However, the standards for Years 7-11 follow two different pathways, four years or five years. Learners will follow their respective pathway based on their SPE results. These standards will help schools and teachers to meet learners’ needs and potentials. The standards for five years include revision and extension of standards from earlier years and new. The four years include the five years’ standards and learning more complex knowledge, concepts and skills.

1.3 The Language Components The curriculum standards aim to provide the literacy for learners through the achievement of language components. These are Knowledge of words, Listening and Speaking, and Reading and Writing. Vocabulary, common words, alphabet, phonics and spelling are parts of the standard. Learners review and extend previous years’ vocabulary to add to new vocabulary and topics from preschool to Year 11 (See 5.3). By the end of each year, learners should have increased their knowledge of words given in the standard.


These components contain standards of descriptors. These descriptors contain samples and/or examples (e.g.) sometimes. These samples and/or examples are not exhaustive. They are suggestions to interpret the standards. Teachers develop lesson plans utilising learning and teaching resources and assessment materials. They then assess and monitor learners’ progress utilising the benchmark to report to parents or guardians. The benchmark describes the performance and achievement standards for learners. Under ‘the performance’, they are categorised as must do, should do and could do. Under ‘the achievement’, they are categorised as excellent, achieved and reassess. By the end of Year 6, learners are assessed by the performance and achievement standards, according their needs, abilities and potential. These standards describe the Benchmark.

1.4 Standard Performance By the end of each year, learners reach the required standard performance of must do, should do and could do.

1.5 Standard Achievement By the end of each year, learners achieve the standards achievement of excellent, achieved and reassess.

1.6 Benchmark By the end of each year, the learner’s performance and achievement assessed or measured provide reports of progress for parents or guardians.

©Curriculum Development Department 2010 >> English Language Standards Year 6

2 ENGLISH LANGUAGE STANDARDS Learners achieve the use of these standards, knowledge of words (see section 5.3), listening, speaking, reading and writing components by the end

2.1 Knowledge of Words Standards for Year 6

By the end of Year 6, learners recognise, understand and use at least a range of 700 – 900 high frequency words for listening, speaking, reading and writing. They use dictionaries and are able to use past tense from the common irregular verbs.

2.1.1 Word range Words from earlier years are revised. These revised words are then expanded with new words and topics from Year 6. Language structures and functions from earlier years are revised. These revised structures and functions are then expanded with new words and topics from Year 6. They have good knowledge of past tense and also past participle.

From earlier years

From high frequency

From new topics

Vocabulary

650-900 words

+250-350 words

+150-250 words

Common irregular verbs

45-80 words

©Curriculum Development Department 2010 >> English Language Standards Year 6

2.1.2 Text range

2.1.2.1 Listening and Speaking Standards

By the end of Year 6, learners understand and respond to monologues and dialogues using present and simple past tenses. They also use going to, will, will not, might, might not, to express future time. They respond to questions with full sentences. They are able to argue and discuss among their peers within a task-based but controlled environment. They make comparisons using adjectives in the form of comparatives and superlatives. They are also able to understand when people are having conversations where different types of simple structures of up to eight exchanges take place.

2.1.2.2 Reading and Writing Standards

Learners read independently and are able to extract information from texts. They work out difficult words by finding clues in the story. Learners compose four or more sentences with correct spelling, correct punctuations and are able to put them into paragraphs.

TYPES OF TEXTS

Stories & non-chronological

(factual)

Dictionaries & English thesaurus

Graded readers

Reading

Longer than

Year 5 sentences

Intermediate-level bilingual dictionary and simple English thesauruses to extend word choice

Text consists of 300-400 words out of 700-950 key

word range

Writing

Longer than

Year 5 sentences

Model upon graded readers, include spelling

and punctuation, personal or familiar experiences to write 4 or more sentences

©Curriculum Development Department 2010 >> Listening and Speaking Standards Year 6

2.2 Listening and Speaking Standards for Year 6 Learners should listen and respond in the past, present and future, using a range of vocabulary, tenses and structures, revised from Year 5 and expanded to Year 6. 1

LISTEN AND RESPOND APPROPRIATELY TO DEMONSTRATE COMPREHENSION

1.1

Understand, interpret and respond to more subtle, detailed body language, facial expressions, gestures, actions and emotions.

1.2

Listen to and understand the main ideas in television and radio commercials, news, weather forecasts, reports and announcements.

1.3 Listen and understand short dialogues involving 8 to 16 exchanges, from television, radio, video, role play and storytelling. The children need to identify key words and main ideas in context.

1.4

Understand and respond to statements and explanations using question tags. Sentences with auxiliary verbs (e.g. is, are, was, were, has, have...) and pronouns (e.g. she, he, they, it...)

e.g. She's read this book, hasn't she? She read this book, didn't she? She's reading this book, isn't she? She reads a lot of books, doesn't she? She'll read this book, won't she? She should read this book, shouldn’t she? She can read this book, can't she? They read a lot of books, don’t they?

1.5

Understand, interpret and respond to: 1.5.1 The main ideas and some factual details in monologues, e.g. stories, descriptions and personal

information. 1.5.2 The main ideas and some factual details in dialogues, e.g. conversations about actions, events,

plans and predictions. e.g. Learners listen to a story of what the character(s) was/were doing when something happened. Then they show comprehension by summarising the story (main characters, ideas and conclusion).

1.6 Review, understand and respond to a range of functions in short dialogue exchanges between

two speakers: 1.6.1 Inviting or suggesting, to do something using e.g. Let’s …; ‘Would you like to …? How about -ing …? Why don’t we …? Couldn’t we...?

1.6.2 Accepting and declining using

e.g. thank you, I would like to ; sorry, I can’t … yes please...

1.6.3 Offering and requesting or seeking permission to do something and responding using e.g. Would you like …? Do you want …? Shall I …? Can I …? May I …? Could I …? I’d like to.... Would it be possible / okay.....? Is it alright / okay.......? Would you be able to....? Could / Can

you please.....?

1.6.4 Obligating, prohibiting or warning to do something and responding using e.g. do/do not, must/must not (n’t), can/cannot, ought to / oughtn’t ( ought not to )

1.6.5 Advising using e.g. should, should not (n’t), ought to, oughtn’t ( ought not to )


1.6.6 Expressing likes and dislikes using e.g. like, do not like/ don’t like, love, dislike, enjoy, hate, , can’t stand, can’t bear

1.7

Understand, interpret and respond to multi-step instructions e.g. in recipes, , instruction manuals, forms, safety guidelines and rules, directions and maps,

board and electronic games, computer and electronic accessories.

1.8

Review, understand, respond to and take messages (e.g. phone) or notes for straightforward requests for information, personal and factual details in face-to-face and non-face-to-face situations.

e.g. situational dialogues in ‘service’ contexts – at the shops, the doctor’s, work, school, the airport, a travel agency, the police station, the lost and found department, the bus station, the football stadium, on the road, restaurants, cinema...

1.9

Understand future plans, intentions, promises and predictions:

e.g. modals will/may/may not/won’t be able to, will have to; Shukri will arrive late today.

I may / may not be able to attend your wedding. Azzariah won’t be able to attend class today because she has netball practice. They will have to complete the exercise.

2

PRESENT INFORMATION, IDEAS AND FEELINGS CLEARLY AND COHERENTLY

2.1

Converse, tell stories and interact with peers about things in the past using:

2.1.1 Simple Past Tense

e.g. Last week, my teacher brought a lot of food into the classroom.

We drew nice pictures on the whiteboard yesterday.

2.1.2 Past Continuous Tense

e.g. The boy was/ boys were running across the hall when the teacher entered.

We were drawing nice pictures on the whiteboard when the bell rang.

We were drawing nice pictures on the whiteboard yesterday.

2.2

Understand and respond using statements in passive form:

2.2.1 Simple Present Passive e.g. These spoons are made of steel. But some spoons are made of plastic.

2.2.2 Present Continuous Passive

e.g. That roof is being repaired. It is being repaired by my father.

2.2.3 Simple Past Passive

e.g. Japan was defeated in 1945. 2.2.4 Past Continuous Passive

e.g. Those ringtones were being downloaded. They were being downloaded via the internet.

2.2.5 Present Perfect Passive

e.g. The 2010 World Cup has been won by Spain.


2.3

Understand and respond using positive and negative statements: 2.3.1 Modals will/will not/won’t/may /may not/must/must not

e.g. I promise that I will write you a letter every single day. Mother will not make dinner tonight. We won’t go out to the mall this evening. She may send you an email next week. Faisal may not come to school tomorrow.

2.3.2 First conditional if and will/ will not (won’t)

e.g. If it rains, I will bring an umbrella. If you wear a hat, you won’t get sunburnt. If you mix blue with yellow, you will get green.

2.4

Plan, develop and present descriptions of an animal, a person, a celebration, a holiday or a place 2.4.1 Using present tense

e.g. Aznil is a young Bruneian boy. He is tall and slim. He is twelve years old. He is handsome. He has black eyes and dark curly hair. His face is oval with pleasant features. He wears glasses and a wristwatch. He is friendly and easy going. Most of the time, he is funny and sociable but sometimes he can be annoying too.

2.4.2 Using adjectives, alternative words and intensifiers.

e.g. Ahmad is a happy boy. (adjective) Chester is very short and quite plump. (intensifiers) He has a very large tummy/stomach/belly/ waist. (alternative word) Ahmad is very tall and really funny. (intensifiers) He has a very flat tummy. (alternative word)

2.5 Describe and compare similarities and differences in sentences with the following:

2.5.1 Adjective intensifiers such as very, a lot, really, extremely, a little and a bit.

e.g. I like ice-cream a lot more than chocolate. Today is very hot compared to yesterday.

2.5.2 Conjunctions such as but, or, because and so

e.g. This car is fast but that one is faster.

2.5.3 Comparatives such as more than, less than, better than, is the same as, and is like. e.g. Football is like futsal. Squash is more energetic than chess.

3

PARTICIPATE EFFECTIVELY IN AN ORAL INTERACTION FOR A VARIETY OF FUNCTIONS IN A SOCIAL CONTEXT 3.1 Understand and respond by using the extended pronouns from previous years using reflexive

pronouns such as myself, himself, herself, itself, themselves, yourself, yourselves and ourselves.

e.g. I can do the work myself. We did the homework ourselves. You should complete the project yourself/yourselves.

3.2

Understand and present information using defining relative clauses such as who, which, whose, that.

e.g. Toy Story 3 is the best movie that I have ever seen. Woody was the cowboy who wore a hat. Buzz Lightyear is the toy which cannot fly.


3.3 Understand and respond using statements about unfinished actions in the past and may still continue. Use time phrases for and since. 3.3.1 Present Perfect

e.g. I have visited five countries since last year. She has lived in Brunei for 12 years.

3.3.2 Present Perfect Continuous

e.g. I have been playing football since I was 8 years old. She has been living in America for 12 months.

3.4 Review, understand, respond to and take messages (e.g. phone) or notes for straightforward requests for information, personal and factual details in face-to-face and non-face-to-face situations.


3.5 Understand and respond to questions and suggestions and extend choice using I would

rather... and I would prefer... e.g. Do you like to eat ice-cream?

Yes, I do. But I would prefer a chocolate bar. Would you like to go to the mall with me today? No, thank you. I would rather stay at home.

3.6 Interact in the classroom expressing opinions and extend it using conjunctions such as

although, moreover, so, but, since, if, when and however. e.g. In my opinion, cigarettes should be banned in Brunei. Although there are signs on the walls, it is not enough to deter people from smoking. Moreover, shops are still selling cigarettes to young people illegally. The government should increase the price of cigarettes so more young people will give up smoking.

4

PARTICIPATE AND SHOW POSITIVE ATTITUDE WHEN ENGAGED IN LISTENING AND SPEAKING 4.1 Listen, understand and respond to dialogues and conversation (maximum up to 16

exchanges).

4.2 Listen, understand and respond to the main ideas and details in short conversations using 4-8 exchanges, e.g. day, time, date, activities, events and/or references.

4.3 Understand and respond to different types of short and long questions, during the 4-6 dialogue exchanges, using revised, familiar and new vocabulary in context.

4.4 Practise and show creativity in an oral presentation. e.g. fieldwork, projects, plays, public speaking, debating, mini discussions, proposals, responding to questions from an audience.

4.5 Work in pairs to practise dialogues.

4.6 Work in mixed ability groups of three or four children to promote teamwork, contribute opinions, ideas and to build confidence.

©Curriculum Development Department 2010 >> Reading and Writing Standards Year 6

2.3 Reading and Writing Standards for Year 6

1

Understand the basic conventions of written English Learn to decode text

1.1 Select appropriate books according to their reading level. Read silently, independently and extensively within a certain period of time.

1.2 Practise reading quickly to improve skimming and scanning skills.

1.3 Recognise that headings, subheadings, chapters, bullets and paragraphs are used to enhance understanding of key and supporting ideas.

1.4 Recognise the function of paragraphs in a composition: i.e. the introduction, the body, the climax and the ending.

1.5 Identify connectives in texts which are not widely used in spoken language such as neither, nor, either, therefore, moreover and however.

1.6 Read, understand and interpret: 1.6.1 Straightforward multi-step instructions and directions

e.g. in recipes, safety guidelines and rules, forms, directions and maps, board and electronic games, computer and electronic accessories, instruction manuals

1.6.2 Instructional texts by using connectives to show order

e.g. Pop - up Card Instructions, Making Sandwiches, How to make a kite, How to make coffee.

2

Read with increasing fluency, confidence and understanding.

2.1 Read independently and intensively according to levels up to 800 words.

2.2 Read and understand narratives of fictional and non-fictional text types recognising: 2.2.1 How stories may vary in pace, build up, and sequence. 2.2.2 The main ideas, events and characters. 2.2.3 How characters feel and why they act the way they do. 2.2.4 How the text supports predictions and opinions for oral discussions.

2.3 Read, analyse and discuss explanatory texts (across the curriculum)

Example :Science subject

2.3.1 Understand the purpose of the process Look at a process and explain A simple electric circuit using a battery, a bulb and wires. Electricity can only flow in a complete circuit. Materials that allow electricity to pass through are conductors.


2.3.2 Recognise sequencing

Sequential explanation organised into paragraphs First, I gather some materials. I set up a simple electric circuit using a battery, a bulb and wires. I recognise that electricity can only flow in a complete circuit. Next, I construct a simple switch. I include this switch in my electric circuit. Then, I investigate the effects of increasing the number of bulbs and the number of batteries used in a series.

2.3.3 Understand the language features Usually present tense, use of connectives of time, cause and effect. Materials that allow electricity to pass through are called conductors. Without conductors, electricity cannot pass through

2.3.4 Read and understand the illustrations Diagrams, symbols, keys, signs and other illustrations, paragraphing, connectives, subheadings, and numbering Pupils look at a diagram of a simple electric circuit and the explanatory texts.

2.4 Justify opinions using examples from the texts

2.5 Read aloud with increasing fluency, intonation and expression taking account of the punctuation.

3

Construct meaning and locate information from texts. 3.1 Monitor and self-correct when reading, using decoding skills, spelling, as well as grammatical

and contextual clues. 3.1.1 Skim quickly through a text 3.1.2 Identify unfamiliar words 3.1.3 Use contextual clues to work out the meanings of unfamiliar words.

3.1.4 Replace unfamiliar words with familiar words that make sense

3.1.5 Use the punctuation to read for meaning and with expression.

3.2 Use scanning skills to find specific words and phrases quickly.

3.3 Construct meaning and locate information from visual diagrams: e.g. basic charts, diagrams, signs, labels, posters, maps, graphs, leaflets, brochures.

3.4 Recognise complex sentences in texts: Subordinate clause + Main Clause e.g. Although I was scared, I crossed the bridge carefully.

3.5 Recognise and read different genres:

e.g. Personal recount, narratives, descriptions, procedural texts, reports, letters, telephone conversations, information and explanation.


4

Plan the structure of texts in different genres to record and communicate thoughts, ideas, and information for a variety of personal, social and instructional purposes.

4.1 Plan proper language structures and revise during and after composing.

4.2 Plan and write multi-step instructions e.g. in recipes, forms, safety guidelines and rules, directions and maps, board and electronic games, computer and electronic accessories, instruction manuals

4.3 Write a report independently / in pairs (across the curriculum) Example: Science experiments in science subject.

e.g. Determine the brightness of a light bulb in a series and a parallel circuit, how pollution can create health problems.

4.4 Write notes/ information and summarise a written text.

5

Construct and punctuate sentences.

5.1 Improve sentences by adding descriptive words to nouns. e.g. That pale man... The pleasant smell...

5.2 Create sentences with defining relative clauses


5.3 Use punctuation for dramatic effect, to emphasise emotions. 5.3.1 Use exclamation marks for effect.

e.g. Goal! Iniesta scored for Spain!

5.3.2 Use speech marks for third-person e.g. “He did not take the pen”, said Ibrahim.

5.3.3 Use question marks for questions

e.g. Can the city of Atlantis be found?

5.3.4 Use commas to indicate a short pause e.g. However, you still need to do your homework.

5.4 Build up handwriting skills in terms of speed, spacing between words, paragraphing and

neatness.

5.5 Construct own ideas which are sustained and developed in coherent paragraphs.


6 Spell words correctly.

6.1 Identify and extend spelling patterns.

e.g. plural words (s, es, y/ies, f/ves).

Irregular nouns

goose – geese, man – men, mouse – mice, woman – women, tooth – teeth, child – children,

foot – feet

dry – dries, fly – flies, fry – fries, cry - cries

Regular nouns

thief - thieves, leaf - leaves, , half - halves, , wolf - wolves, knife - knives, , loaf - loaves,

life - lives, calf - calves, scarf – scarves, wife - wives

6.2 Spell the past tense forms of the 45-80 most common irregular verbs, revised from earlier years and extended to Year 6 vocabulary.

6.3 Identify and spell common homophones which are confusing / difficult.

e.g. wear – where, their – they’re, to – too, be – bee, see – sea, new – knew, right – write, through – threw, hear – here, hole – whole, flour – flower, bean-been, our-hour

6.4 Use a variety of strategies to learn new or difficult words.

e.g.1) Look, say, cover, write, check strategy.

2) Build sentence using new word.

3) Games: Puzzle, jigsaw words, scrabble,

4) Phonics.


7

Participate and show positive attitude when engaged in reading and writing. 7.1 Discuss the content of a text and summarise.

7.2 Decide how relevant / appropriate a text is.

7.3 Participate in shared reading effectively (in pairs/groups).

7.4 Read aloud fluently – pauses and intonation should demonstrate an understanding of

punctuation marks.

7.5 Recommending /Passing information to peers about favourite books.

8

DEVELOP CREATIVITY (OR CREATIVE SKILLS), WITH EMPHASIS IN ORAL SKILLS IN READING AND WRITING TASKS. 8.1 Interpret of various texts and genres.

8.2 Extract main ideas, comprehension strategies and inference skills in texts.

8.3 Read different texts, genres and literary texts in pairs, groups, whole class.

8.4 Engage in reading of drama and plays in pairs, groups and individually.

8.5 Engage in reading and writing projects that promote creativity/creative skills.

8.6 Participate in mini discussions, arguments and debating skills.

8.7 Practice oral presentation.

e.g public speaking, simple powerpoint presentation of project/homework/classwork/field trip.

©Curriculum Development Department 2010 >> Benchmark for Year 6

3 BENCHMARK * In the Benchmark for Year 6, there are standards to achieve. They are Listening and Speaking and Reading and Writing components.

3.1 Listening and Speaking Benchmark for Year 6

At Year 6, the standard will increase and children starting Year 6 will be much better speakers and readers than previous generations. They ask and answer simple questions for information and clarification, contribute relevant ideas during class or group discussion, and follow and give simple instructions. The Listening and Speaking standards to be achieved by learners at the end of Year 6: Standard 1: Listen and respond appropriately to demonstrate comprehension. Standard 2: Present information, ideas and feelings clearly and coherently. Standard 3: Participate effectively in an oral interaction for a variety of functions

in a social context. Standard 4: Participate and show positive attitude when engaged in listening

and speaking.

LISTENING AND SPEAKING STANDARDS YEAR 6 1

LISTEN AND RESPOND APPROPRIATELY TO DEMONSTRATE COMPREHENSION

PERFORMANCE ACHIEVEMENT

M

ust

Do

S

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d D

o

C

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Do

E

xcel

lent

A

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R

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1.1

Understand, interpret and respond to more subtle, detailed body language, facial expressions, gestures, actions and emotions.

1.2

Listen to and understand the main ideas in television and radio commercials, news, weather forecasts, reports and announcements.

1.3 Listen and understand short dialogues involving 8 to 16 exchanges, from television, radio, video, role play and storytelling. The children need to identify key words and main ideas in context.

1.4

Understand and respond to statements and explanations using question tags. Sentences with auxiliary verbs (e.g. is, are, was, were, has, have...) and pronouns (e.g. she, he, they, it...)

e.g. She's read this book, hasn't she? She read this book, didn't she? She's reading this book, isn't she? She reads a lot of books, doesn't she? She'll read this book, won't she? She should read this book, shouldn’t she? She can read this book, can't she? They read a lot of books, don’t they?

1.5

Understand, interpret and respond to: 1.5.1 The main ideas and some factual details in

monologues, e.g. stories, descriptions and personal information.

1.5.2 The main ideas and some factual details in dialogues,

e.g. conversations about actions, events, plans and predictions.


e.g. Learners listen to a story of what the character(s) was/were doing when something happened. Then they show comprehension by summarising the story (main characters, ideas and conclusion).

1.6 Review, understand and respond to a range of functions in

short dialogue exchanges between two speakers: 1.6.1 Inviting or suggesting, to do something using e.g. Let’s …; ‘Would you like to …? How about -ing …? Why don’t we …? Couldn’t we...?

1.6.2 Accepting and declining using

e.g. thank you, I would like to ; sorry, I can’t … yes please...

1.6.3 Offering and requesting or seeking permission to do something and responding using

e.g. Would you like …? Do you want …? Shall I …? Can I …? May I …? Could I …? I’d like

to.... Would it be possible / okay.....? Is it alright / okay.......? Would you be able to....? Could / Can you please.....?

1.6.4 Obligating, prohibiting or warning to do something and responding using

e.g. do/do not, must/must not (n’t), can/cannot, ought to / oughtn’t ( ought not to )

1.6.5 Advising using e.g. should, should not (n’t), ought to, oughtn’t( ought not to)

1.6.6 Expressing likes and dislikes using e.g. like, do not like/ don’t like, love, dislike, enjoy, hate, , can’t stand, can’t bear

1.7

Understand, interpret and respond to multi-step instructions e.g. in recipes, , instruction manuals, forms, safety

guidelines and rules, directions and maps, board and electronic games, computer and electronic accessories.

1.8

Review, understand, respond to and take messages (e.g. phone) or notes for straightforward requests for information, personal and factual details in face-to-face and non-face-to-face situations.


1.9

Understand future plans, intentions, promises and predictions:

e.g. modals will/may/may not/won’t be able to, will have to;

Shukri will arrive late today. I may / may not be able to attend your wedding. Azzariah won’t be able to attend class today because she has netball practice. They will have to complete the exercise.

2

PRESENT INFORMATION, IDEAS AND FEELINGS CLEARLY AND COHERENTLY


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2.1

Converse, tell stories and interact with peers about things in the past using:

2.1.1 Simple Past Tense

e.g. Last week, my teacher brought a lot of food into the classroom.

We drew nice pictures on the whiteboard yesterday.

2.1.2 Past Continuous Tense

e.g. The boy was/ boys were running across the hall when the teacher entered.

We were drawing nice pictures on the whiteboard when the bell rang.

We were drawing nice pictures on the whiteboard yesterday.

2.2

Understand and respond using statements in passive form: 2.2.1 Simple Present Passive

e.g. These spoons are made of steel. But some spoons are made of plastic.

2.2.2 Present Continuous Passive

e.g. That roof is being repaired. It is being repaired by my father.

2.2.3 Simple Past Passive

e.g. Japan was defeated in 1945. 2.2.4 Past Continuous Passive

e.g. Those ringtones were being downloaded. They were being downloaded via the internet.

2.2.5 Present Perfect Passive

e.g. The 2010 World Cup has been won by Spain.

2.3

Understand and respond using positive and negative statements: 2.3.1 Modals will/will not/won’t/may /may not/must/must not

e.g. I promise that I will write you a letter every single day. Mother will not make dinner tonight. We won’t go out to the mall this evening. She may send you an email next week. Faisal may not come to school tomorrow.

2.3.2 First conditional if and will/ will not (won’t)

e.g. If it rains, I will bring an umbrella. If you wear a hat, you won’t get sunburnt. If you mix blue with yellow, you will

get green.

2.4

Plan, develop and present descriptions of an animal, a person, a celebration, a holiday or a place 2.4.1 Using present tense

e.g. Aznil is a young Bruneian boy. He is tall and slim. He is twelve years old. He is handsome. He has black eyes and dark curly hair. His face is oval with pleasant features. He wears glasses and a wristwatch. He is friendly and easy going. Most of the time, he is funny and sociable but sometimes he can be annoying too.


2.4.2 Using adjectives, alternative words and intensifiers.

e.g. Ahmad is a happy boy. (adjective) Chester is very short and quite plump. (intensifiers) He has a very large tummy/stomach/belly/ waist. (alternative word) Ahmad is very tall and really funny. (intensifiers) He has a very flat tummy. (alternative word)

2.5 Describe and compare similarities and differences in sentences with the following: 2.5.1 Adjective intensifiers such as very, a lot, really, extremely, a little and a bit.

e.g. I like ice-cream a lot more than chocolate. Today is very hot compared to yesterday.

2.5.2 Conjunctions such as but, or, because and so

e.g. This car is fast but that one is faster.

2.5.3 Comparatives such as more than, less than, better than, is the same as, and is like.

e.g. Football is like futsal. Squash is more energetic than chess.

3

PARTICIPATE EFFECTIVELY IN AN ORAL INTERACTION FOR A VARIETY OF FUNCTIONS IN A SOCIAL CONTEXT


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3.1 Understand and respond by using the extended pronouns from previous years using reflexive pronouns such as myself, himself, herself, itself, themselves, yourself, yourselves and ourselves.

e.g. I can do the work myself. We did the homework ourselves. You should complete the project yourself/yourselves.

3.2

Understand and present information using defining relative clauses such as who, which, whose, that.


3.3 Understand and respond using statements about unfinished actions in the past and may still continue. Use time phrases for and since. 3.3.1 Present Perfect

e.g. I have visited five countries since last year. She has lived in Brunei for 12 years.

3.3.2 Present Perfect Continuous

e.g. I have been playing football since I was 8 years old.

She has been living in America for 12 months.


3.4 Review, understand, respond to and take messages (e.g. phone) or notes for straightforward requests for information, personal and factual details in face-to-face and non-face-to-face situations.


3.5 Understand and respond to questions and suggestions and extend choice using I would rather... and I would prefer... e.g. Do you like to eat ice-cream?

Yes, I do. But I would prefer a chocolate bar. Would you like to go to the mall with me today? No, thank you. I would rather stay at home.

3.6 Interact in the classroom expressing opinions and extend it using conjunctions such as although, moreover, so, but, since, if, when and however.

e.g. In my opinion, cigarettes should be banned in Brunei. Although there are signs on the walls, it is not enough to deter people from smoking. Moreover, shops are still selling cigarettes to young people illegally. The government should increase the price of cigarettes so more young people will give up smoking.

4

PARTICIPATE AND SHOW POSITIVE ATTITUDE WHEN ENGAGED IN LISTENING AND SPEAKING


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4.1 Listen, understand and respond to dialogues and conversation (maximum up to 16 exchanges).

4.2 Listen, understand and respond to the main ideas and details in short conversations using 4-8 exchanges, e.g. day, time, date, activities, events and/or references.

4.3 Understand and respond to different types of short and long questions, during the 4-6 dialogue exchanges, using revised, familiar and new vocabulary in context.

4.4 Practise and show creativity in an oral presentation.

e.g. fieldwork, projects, plays, public speaking, debating, mini discussions, proposals, responding to questions from an audience.

4.5 Work in pairs to practise dialogues.

4.6 Work in mixed ability groups of three or four children to promote teamwork, contribute opinions, ideas and to build confidence.


3.2 Reading and Writing Benchmark for Year 6 At Year 6, children need to understand the structures and vocabulary they hear. They will then be able to use these structures and vocabulary when they speak and will understand them when they read them. If this is well in place, children should be able to write confidently.

The Reading and Writing standards to be achieved by learners at the end of Year 6: Standard 1: Understand and revise the basic conventions of written English. Learn to decode text. Standard 2: Read with increasing fluency, confidence and understanding Standard 3: Construct meaning and locate information from texts Standard 4: Plan the structure of texts in different genres to record and communicate thoughts, ideas, and information for a variety of

personal, social and instructional purposes Standard 5: Construct and punctuate sentences Standard 6: Spell words correctly Standard 7: Participate and show positive attitude when engaged in reading and writing Standard 8: Develop creativity (or creative skills), with emphasis in oral skills in reading and writing tasks.

READING AND WRITING STANDARDS YEAR 6

1



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1.1 Select appropriate books according to their reading level. Read silently, independently and extensively within a certain period of time.

1.2 Practise reading quickly to improve skimming and scanning skills.

1.3 Recognise that headings, subheadings, chapters, bullets

and paragraphs are used to enhance understanding of key and supporting ideas.

1.4 Recognise the function of paragraphs in a composition: i.e. the introduction, the body, the climax and the ending.

1.5 Identify connectives in texts which are not widely used in spoken language such as neither, nor, either, therefore, moreover and however.

1.6 Read, understand and interpret: 1.6.1 Straightforward multi-step instructions and directions

e.g. in recipes, safety guidelines and rules, forms, directions and maps, board and electronic games, computer and electronic accessories, instruction manuals

1.6.2 Instructional texts by using connectives to show

order e.g. Pop - up Card Instructions, Making

Sandwiches, How to make a kite, How to make coffee.


2



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2.1 Read independently and intensively according to levels up to 800 words

2.2 Read and understand narratives of fictional and non-fictional text types recognising: 2.2.1 How stories may vary in pace, build up, and sequence. 2.2.2 The main ideas, events and characters. 2.2.3 How characters feel and why they act the way they do. 2.2.4 How the text supports predictions and opinions for oral discussions.

2.3 Read, analyse and discuss explanatory texts (across the curriculum)

Example :Science subject

2.3.1 Understand the purpose of the process Look at a process and explain A simple electric circuit using a battery, a bulb and wires. Electricity can only flow in a complete circuit. Materials that allow electricity to pass through are conductors.

2.3.2 Recognise sequencing

Sequential explanation organised into paragraphs First, I gather some materials. I set up a simple electric circuit using a battery, a bulb and wires. I recognise that electricity can only flow in a complete circuit. Next, I construct a simple switch. I include this switch in my electric circuit. Then, I investigate the effects of increasing the number of bulbs and the number of batteries used in a series.

2.3.3 Understand the language features Usually present tense, use of connectives of time, cause and effect. Materials that allow electricity to pass through are called conductors. Without conductors, electricity cannot pass through

2.3.4 Read and understand the illustrations Diagrams, symbols, keys, signs and other illustrations, paragraphing, connectives, subheadings, and numbering Pupils look at a diagram of a simple electric circuit and the explanatory texts.

2.4 Justify opinions using examples from the texts

2.5 Read aloud with increasing fluency, intonation and expression taking account of the punctuation.


3

Construct meaning and locate information from texts.


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3.1 Monitor and self-correct when reading, using decoding skills, spelling, as well as grammatical and contextual clues. 3.1.1 Skim quickly through a text 3.1.2 Identify unfamiliar words 3.1.3 Use contextual clues to work out the meanings of unfamiliar words.

3.1.4 Replace unfamiliar words with familiar words that make sense

3.1.5 Use the punctuation to read for meaning and with expression.

3.2 Use scanning skills to find specific words and phrases quickly.

3.3 Construct meaning and locate information from visual diagrams:

e.g. basic charts, diagrams, signs, labels, posters, maps, graphs, leaflets, brochures.

3.4 Recognise complex sentences in texts: Subordinate clause + Main Clause e.g. Although I was scared, I crossed the bridge carefully.

3.5 Recognise and read different genres: e.g. Personal recount, narratives, descriptions, procedural texts, reports, letters, telephone conversations, information and explanation.

4

Plan the structure of texts in different genres to record and communicate thoughts, ideas, and information for a variety of personal, social and instructional purposes.


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4.1 Plan proper language structures and revise during and after composing.

4.2 Plan and write multi-step instructions e.g. in recipes, forms, safety guidelines and rules, directions and maps, board and electronic games, computer and electronic accessories, instruction manuals

4.3 Write a report independently / in pairs (across the curriculum) Example: Science experiments in science subject.

e.g. Determine the brightness of a light bulb in a series and a parallel circuit, how pollution can create health problems.

4.4 Write notes/ information and summarise a written text.


5

Construct and punctuate sentences.


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5.1 Improve sentences by adding descriptive words to nouns. e.g. That pale man... The pleasant smell...

5.2 Create sentences with defining relative clauses e.g. Toy Story 3 is the best movie that I have ever seen. Woody was the cowboy who wore a hat. Buzz Lightyear is the toy which cannot fly.

5.3 Use punctuation for dramatic effect, to emphasise emotions. 5.3.1 Use exclamation marks for effect.

e.g. Goal! Iniesta scored for Spain!

5.3.2 Use speech marks for third-person e.g. “He did not take the pen”, said Ibrahim.

5.3.3 Use question marks for questions

e.g. Can the city of Atlantis be found?

5.3.4 Use commas to indicate a short pause e.g. However, you still need to do your homework.

5.4 Build up handwriting skills in terms of speed, spacing between words, paragraphing and neatness.

5.5 Construct own ideas which are sustained and developed in coherent paragraphs.

6

Spell words correctly.


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6.1 Identify and extend spelling patterns.

e.g. plural words (s, es, y/ies, f/ves).

Irregular nouns

goose – geese, man – men, mouse – mice, woman – women, tooth – teeth, child – children,

foot – feet

dry – dries, fly – flies, fry – fries, cry - cries

Regular nouns

thief - thieves, leaf - leaves, , half - halves, , wolf - wolves, knife - knives, , loaf - loaves,

life - lives, calf - calves, scarf – scarves, wife - wives

6.2 Spell the past tense forms of the 45-80 most common irregular verbs, revised from earlier years and extended to Year 6 vocabulary.


*Subject to change

6.3 Identify and spell common homophones which are confusing / difficult.

e.g. wear – where, their – they’re, to – too, be – bee, see – sea, new – knew, right – write, through – threw, hear – here, hole – whole, flour – flower, bean-been, our-hour

6.4 Use a variety of strategies to learn new or difficult words. e.g. 1) Look, say, cover, write, check strategy. 2) Build sentence using new word. 3) Games: Puzzle, jigsaw words, scrabble, 4) Phonics.

7

Participate and show positive attitude when engaged in reading and writing.


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7.1 Discuss the content of a text and summarise.

7.2 Decide how relevant / appropriate a text is.

7.3 Participate in shared reading effectively (in pairs/groups).

7.4 Read aloud fluently – pauses and intonation should demonstrate an understanding of punctuation marks.

7.5 Recommending /Passing information to peers about favourite books.

8

Develop creativity (or creative skills), with emphasis in oral skills in reading and writing tasks.


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8.1 Interpret of various texts and genres.

8.2 Extract main ideas, comprehension strategies and inference skills in texts.

8.3 Read different texts, genres and literary texts in pairs, groups, whole class.

8.4 Engage in reading of drama and plays in pairs, groups and individually.

8.5 Engage in reading and writing projects that promote creativity/creative skills.

8.6 Participate in mini discussions, arguments and debating skills.

8.7 Practice oral presentation. e.g public speaking, simple powerpoint presentation of project/homework/classwork/field trip.

©Curriculum Development Department 2010 >> Assessment

4 ASSESSMENT** Introduction

Assessment is an integral part of the learning-teaching-assessment cycle. It is the practice of collecting and interpreting information about pupils’ learning, and serves a variety of purposes. In the context of the English Language curriculum, assessment serves the overall purpose of providing information about learners’ progress and achievements in relation to the Learning Targets and Objectives, thereby helping learners, teachers and parents understand learners’ strengths and weaknesses, and plan for further improvement. Assessment may serve formative or summative purposes. Formative assessment is on-going assessment which teachers conduct continuously to

look for specific information about learners’ progress to inform learning and teaching. It is usually informal and carried out during the learning and teaching process.

Summative assessment is more formal overall assessment that happens only periodically (e.g. at the end of a school term or school year) to measure attainment and provide a comprehensive summary of learners’ achievements at that particular point of time. It is usually carried out through a test or an examination.

It is advisable that teachers should link the learning outcomes to assessment. To promote assessment for learning, teachers should share learning intentions and success criteria with learners, provide quality and meaningful feedback, and make use of assessment data to enhance learning and teaching.

4.1 Student Progress Assessment (SPA) Scheme for Years 1 to 6

The Student Progress Assessment (SPA) scheme to be carried out in primary schools is aimed at supporting the implementation of the new English syllabus in Years 1 to 6. The SPA scheme comprises both formative and summative assessment conducted through School-based Assessment (SBA) and School-based Examinations (SBE), the latter being end of year examinations administered in formal examination conditions. The weighting allocation of each component is given below:

Year level SPA Component Weighting Total

Years 1 to 3 School-based Assessment (SBA) 60%

100% for each year level

School-based Examination (SBE) 40%

Years 4 to 6 School-based Assessment (SBA) 30%

100% for each year level

School-based Examination (SBE) 70%

Table 1: Weighting of SPA components for Years 1 to 6


4.1.1 School-based Assessment (SBA)

This refers to class-based assessment designed by the teacher of the class concerned. The assessment items/tasks are based upon the learning outcomes/competency targets for the particular year and should, as far as is possible, cater to the needs of different groups of pupil ability. The assessment items can take the form of any or a combination of the following: i. Homework This can include:

levelled/graded take-home readers for pupils to read to parents or siblings at home (to be commented on and signed by parents);

worksheets for consolidation, remediation or enrichment purposes; Look Say Cover Write Check (LSCWC) spelling; handwriting practice; student diary keeping; research or data gathering on topics of interest; etc.

ii. Class work This can take the form of:

teacher observation of pair or group work in class; reading aloud; short tests or quizzes; discussion or other oral activities such as Show and Tell; vocabulary work; spelling and/or dictation, both seen and unseen, based on common frequency lists,

word families or phonics instruction; worksheets; etc.

iii. Mini projects These should be manageable and do-able for pupils, not too time-consuming or too difficult/complex for pupils to accomplish. Ideally, mini-projects should integrate a variety of language skills and actively promote the use of communicational and soft skills, within or outside the school environment. They can also be cross-curricular in nature, in which case, different subject teachers would need to collaborate, and each teacher would assess aspects of the project related to the particular subject. Criteria for assessment need to be clearly spelt out and made known to the pupils. Mini projects could include:

scrapbooking activities based on thematic research of topics of interest to pupils (sports/leisure activities, animals, music, games, films/TV programmes, etc.);

class surveys on current trends, issues of general interest involving simple or basic analysis, findings, conclusions and recommendations;

collage activities based on a teacher-identified or pupil-negotiated focus/theme; thematic poster or pamphlet design (Different kinds of houses, Ways to go ‘green’, At the

supermarket, Unusual pets, etc.); Newspaper in Education (NIE) activities; journal/log keeping activity (e.g. keeping a record of books read, etc.) designing a game which incorporates taught content e.g. focusing on vocabulary,

language items (such as word classes or tenses) or sentence structures; model making (e.g. of a kite); simple arts and craft activities; etc.

iv. Field trips Through field trips or excursions/visits to sites of interest, pupils are exposed to real-life activities and situations where language is unscripted and natural. By careful planning and preparation of pupils on what to do at the venue, and what to observe and take note of, pupils learn to communicate more effectively with people around them and to recount


events/procedures /activities they have observed. Such outings allow children to develop the desired codes of social behaviour and teamwork in an authentic and meaningful situation, aspects that often elude assessment in the school environment.

4.1.2 School-based Examination (SBE)

This examination should be based on syllabus areas that have been covered over the year of study and include an oral test for which 10% should be allocated. The examination should enable teachers to measure and report on the achievement standards attained by their pupils at the end of the year of study; and determine where they stand in comparison with other pupils of the same year level. Together with the non-standardised class-based assessment component, this standardised examination, conducted under formal conditions, should give teachers and parents a good overview of each individual child’s development and progress over the year of study while at the same time identifying areas of knowledge and skills which the child needs to improve on in the next year of study. Table 2 below shows the distribution of weighting for SBA and SBE for Years 1 to 6.

Year Semester SPA Component Weighting (%) Total

Year 1

Semester 1 SBA

30%

100% Semester 2 30%

SBE 40%

Year 2

Semester 1 SBA

30%

100% Semester 2 30%

SBE 40%

Year 3

Semester 1 SBA

30%

100% Semester 2 30%

SBE 40%

Year 4

Semester 1 SBA

15%

100% Semester 2 15%

SBE

30% (Paper 1) 30% (Paper 2)

10% (Oral)

Year 5

Semester 1 SBA

15%

100% Semester 2 15%

SBE

30% (Paper 1) 30% (Paper 2)

10% (Oral)

Year 6

Semester 1 SBA

15%

100% Semester 2 15%

SBE

(mock PSR exam)

30% (Paper 1) 30% (Paper 2)

10% (Oral)


Table 2: Distribution of SBA and SBE weighting for Years 1 to 6

It is recommended that the school-based examination (SBE) in Years 1 to 3 should not be too long or taxing in nature. The following is recommended: Year 1 SBE = a 30 minute written assessment of Year 1 vocabulary and language skills Year 2 SBE = a 45 minute written assessment of Year 2 vocabulary and language skills Year 3 SBE = a 60 minute written assessment of Year 3 vocabulary and language skills The school-based examination (SBE) in Years 4 to 6 should be similar in format to the Primary School Assessment Examination (PSR) in order to expose and familiarise pupils with the format and layout of the PSR. The language demands for the SBE in Years 4 and 5 should, however, be lower than the actual standard required in the PSR while the SBE in Year 6 should be equivalent in standard to the PSR. In keeping with the PSR, Papers 1 and 2 of the SBE for Years 4, 5 and 6 should be one hour each. The 10% oral assessment for Years 4 to 6 can be conducted in Term 4. The class teacher can assess two or three pupils each time. This can be done during lessons or, if preferred, outside lesson time. Teachers should assess their pupils’ ability to read aloud a short written text (no more than 100 words) and to engage in oral conversation on topics familiar to the pupils. Each of the three components above, Paper 1, Paper 2 and Oral can be marked over 100 and then converted into the required percentage i.e. Paper 1 = 30%, Paper 2 = 30%, and Oral = 10%.

4.1.3 Primary School Assessment (PSR) Examination

At the end of the final year of primary education (Year 6), pupils will sit the Penilaian Sekolah Rendah (PSR), which is centrally administered by the Examinations Department. The format of this examination will be changed to incorporate the school-based assessment and school-based examination components in the last two years of primary schooling. Thus, the pupils’ PSR grades for English Language will be drawn from a composite of the following:

YEAR LEVEL ASSESSMENT COMPONENT PSR ENGLISH %

Year 5 SBA and SBE 20%

Year 6 SBA and SBE 20%

PSR English Language Examination 60%

Total 100%

Table 3: Distribution of weighting of assessment components for PSR English Language


4.2 Reporting

Schools need to maintain a record of learners’ performance as evidence of their progress. When reporting to parents, teachers should take into consideration learners’ performance in the different modes of assessment recorded throughout the school term or school year. The different modes may reflect learners’ performance in the integrative use of language or their achievements in individual skill-based assessment activities. Teachers are encouraged to give comments that are positive and forward-looking, pointing out learners’ strengths and weaknesses and giving suggestions on ways in which they might improve. The function of the school report is to give parents a comprehensive picture of their children’s performance in English Language learning, what their strengths and weaknesses are, and where further improvement or assistance is necessary. At the end of a school term or school year, teachers can prepare a summary of learners’ achievements in relation to the learning outcomes and levels of performance. Learners’ performance can be reflected in grades or marks further substantiated with comments in the form of an attachment (i.e. a short written report or a checklist on a separate sheet). These comments provide parents with more qualitative information on their children’s learning in English. This is usually given out as a school report.

**Subject to change

©Curriculum Development Department 2010 >> Appendices

5 APPENDICES

5.1 References The following examinations and assessment syllabi, English Language standards publications, research and study, textbooks and programmes were referred to for purposes of international and national benchmarking for English:

5.1.2 Examinations and Assessment Syllabi Brunei-Cambridge General Certificate of Education (Ordinary Level),

University of Cambridge International General Certificate of Secondary Education, English

as a Second Language, University of Cambridge School Based Assessment (SBA) for Years 7 and 8

School Progress Examination (SPE) for Year 8 Penilaian Sekolah Rendah (PSR) or Primary School Assessment

5.1.3 English Language Standards Publications Australia Hong Kong Malaysia

Singapore Qatar United Kingdom

5.1.3 Research and Study

Australian Council for Education and Research (ACER) a. Framework and Guidelines for Curriculum and Assessment English Language (Year 1),

The First Print (First Edition) 2008, was produced by English and Other Languages Unit, Curriculum Development Department, Ministry of Education (October 2008) for use in 2009. b. Review of Framework and Guidelines for Curriculum and Assessment English Language

(Year 1), The First Print (First Edition) 2008 by English and Other Languages Unit, Curriculum Development Department, Ministry of Education (October 2008) and given to teachers during the Orientation Workshop for:

i. Year 1 on 27 and 28 January 2009 and ii. Year 2 on 02 February 2010 for use in 2010.

c. Reviews by Dr Laura Huxford, Senior Fellow Research, University of Oxford & Consultant for Primary Section, Department of Schools and English and Other languages Unit, Curriculum Development Department, Ministry of Education, Brunei Darussalam, which led

to the Preschool, Year 1 and Year 2 Syllabi and Scheme of Work (January 2009-August 2009).

School Based Assessment for Learning (SBAfl)

5.1.4 Textbooks English Project for Pre School Big Books, Curriculum Development Department Publications,

Brunei Darussalam Primary English for Brunei Darussalam Primary 1 to Primary 6

5.1.5 Programmes Reading English Language Acquisition (RELA), Brunei Darussalam


English Project for Pre School (EPPS) 2005-Feb 2009, Brunei Darussalam Learning Support Programme 18th Phase (2009), Singapore

English Programme for Pre School (EPPS) February 2009-ongoing Pra, Year 1 and Year 2 Syllabi, Department of Schools and Curriculum

Development Department, Brunei Darussalam Pra, Year 1 and Year 2 Scheme of Work, Department of Schools and

Curriculum Development Department, Brunei Darussalam


5.2 Notes for English Language Syllabi

5.2.1 Pre-school syllabus

Consultant to Ministry of Education: Dr Laura Huxford, Senior Research Fellow, University of Oxford.

This revised SPN21 Pre-school syllabus raises the expected standard of children at age 5 in Brunei Darussalam. It also reflects a change in approach to the teaching of the four language components: listening and speaking, reading and writing. As children in Year 1 now learn mathematics and science in English medium, it is important that they develop the ability to understand and speak English in pre-school and learn to read and write English as quickly and efficiently as possible. Therefore, the first half of the year is devoted to developing oral language: listening and speaking. During this time, the children will be learning the basics of reading and writing (phonics) in Bahasa Melayu. This syllabus uses the phonic knowledge the children have gained in their first written language as the basis for learning to read and write in the English language during the second half of the pre-school year. The syllabus is presented in two formats:

In the year group format, you can see what you need to cover in pre-school in listening, speaking, reading and writing. There is a close relationship between the four language components. First of all children need to understand the structures and vocabulary they hear. They will then be able to use these structures and vocabulary when they speak and will understand them when they read them. If this is well in place, children should be able to write confidently. In the component format, you can see the progression from Pre-school, through Year 1 and into Year 2 in each of the four language components.

The Year 1 and Year 2 syllabi are built very precisely on the Pre-school syllabus. It is important that you teach to this syllabus to maintain continuity for the children. As a Pre-school teacher, you have responsibility for ensuring that the children in your classes achieve the standards described in this syllabus. The teaching of oral language in pre-school is through games and songs and the teaching of reading and spelling is through a phonics approach. These approaches are continued in Year 1. This syllabus tells you what to teach, not how to teach it. Support for teaching is contained in a listening and speaking programme and a reading and writing programme. The Ministry of Education will provide professional development to introduce these programmes.

Listening and Speaking for Pre-school

1 Listen and respond appropriately to demonstrate comprehension

Respond to a range of simple instructions used by the teacher for classroom management purposes Listen to and obtain information from simple descriptive texts Use gestures or one/two word answers (e.g. yes/no, verb, noun, preposition, adjective), respond to (either/or, ‘wh-type’) oral comprehension questions about a picture, book, occurrence, story Recognise names of objects and people in isolation, both in reality and in pictures Identify names of things in plural form, e.g. cats, oranges Recognise possession, e.g. Siti’s pencil Recognise days of the week Identify the cardinal numbers 1 to 20 individually and in context, e.g. one cat, three balls, etc. Identify the ordinal numbers 1st to 10th individually and in context Demonstrate understanding of the following in context common nouns (including shapes) and adjectives (including colours) negative statements


structures containing prepositions, e.g, on, near, through Demonstrate understanding of the following in context:- ‘What, How, Who, Whose, Which and Where’ questions statements using verbs ‘be, have, do’ structures containing pronouns simple present, e.g. ‘I like ice-cream’ present continuous, e.g. ‘He is swimming’ modal verb ‘can’ e.g. ‘I can jump’ simple past e.g. ‘She went to Jerudong Park’ comparative adjectives, e.g. more than, same as, bigger ‘and’ connecting two objects quantity expression: a tin of, a box of. . . Recognise the difference in the use of intonation in simple questions, statements, commands and warnings

2 Present information, ideas and feelings clearly and coherently

Participate in songs, rhymes and action games using simple repetitive language Follow and imitate the teacher in large and smaller groups, reproducing single-word and simple formulaic utterances, with basic accuracy and intelligibility, using the teacher’s voice as the model, and assisted by the teacher’s facial expression, gestures and actions to mark the main stress in words and phrases, and basic rising or falling intonation in lists, questions and responses Use single words, phrases or sentences to make requests for things, to ask permission, to make statements and to respond to ‘either/or’ and simple ‘wh’-type questions on a range of topics Pronounce correctly words in isolation Respond to enquiry about possession with one word answer, e.g. Siti’s Pronounce days of the week Use the cardinal numbers 1 to 20 individually and in context, e.g. one cat, three balls, etc. Pronounce the ordinal numbers 1st to 10th individually and in context Use in context common nouns (including plurals) and adjectives within simple structures simple negative statements structures containing prepositions in, to, down Use the following in context:- some ‘What, How, Who and Where’ question statements using verbs ‘be, have, do’ structures containing pronouns simple present, e.g. ‘I like ice-cream’ present continuous, e.g. ‘He is swimming’ modal verb ‘can’ e.g. ‘I can jump’ ‘and’ connecting two objects Use correct stress in pronouncing words with two syllables, e.g. window, playground, etc. Produce correctly words in connected speech by linking words together and using appropriate stress, e.g. Thank you Use appropriate intonation in short sentences, e.g. Yes, it’s a cat.

3 Participate effectively in an oral interaction for a variety of functions in a social context

Greet and respond to basic greetings politely and appropriately, e.g. Good Morning, Assalamualaikum Teacher, Hello. Make polite requests and exchanges, e.g. May I ..., Please …, etc. Determine a speaker’s tone of voice, e.g. gentle, rough or sad. Take part in simple exchanges using formulaic language, e.g. What is your name, My name is Siti. How are


you? I’m fine, thank you.’ Introduce one-self briefly. Talk about school and home, family, friends and class mates Recognise acknowledgement, apologies and farewells. Recognise when a person has finished speaking. Take turns in conversations. Ask and answer basic questions about oneself, families and friends. Seek help politely from other learners or the teacher, e.g. Can you help me please? Give action-based oral instructions

4 Participate and show positive attitude when engaged in listening and speaking

.

Demonstrate ability to sit quietly and listen attentively to stories and rhymes with repetitive and predictable text. Begin to show understanding of stories, chants, songs and rhymes by responding non-verbally using body language such as gestures, facial expressions, nodding, pointing. Listen to and view attentively with increasing concentration and enjoyment. Mime or dramatise aspects of a story or passage. With guidance begin to practise the conventions of social discourse. Participate effectively in an oral interaction by joining in the activities. Contribute to Class dictated writing. Show preferences and ask for a repeat of particular stories, rhymes, chants and songs. Sing along or recite rhymes independently in clear audible voice. Perform simple role plays and drama With support acquire and use a repertoire of words. Respond positively to suggestions from others, e.g. ‘Let’s. . . ? Respond to the mood and emotions of the speaker, e.g. laugh, smile, show amusement, etc.


Reading and Writing for Pre-school

1 Understand the basic conventions of written English Learn to decode text

Distinguish print from pictures Understand the directional sequence of a text: left to right and top to bottom and page sequence of a book. Identify spaces between words Understand concept of book, line, word, letter, page Understand what information is provided on the book cover (e.g. title, author and illustrator) Recognise, identify and name the letters of the alphabet in sequence Recognise that words can be read in ‘small’ letters and in capitals. Match lower-case letters to their related capital letters Give the English sound when shown any of the following graphemes: b, c, d, f, g, h, j, k, l, m, n, p, qu, r, s, t, v, w, x, y, z, a, e, i, o, u, ch, sh, th, ng, ck, ll, ss, ff Orally blend VC and CVC words Orally blend CCVC and CVCC words Blend in order to read VC words such as if, am, on and ‘silly names’ such as ip and ock Blend in order to read and spell CVC words such as cat, peg, hit, chat, fish, with, song Blend in order to read CVCC words such as bend, milk, pink and CCVC words such as swing, smell, trip Read the following words containing rare or as yet untaught letter sound correspondences (‘special words’): the, to, I, of, my, he, she, we, me, you, they, all, are*

2 Read with increasing fluency, confidence and understanding

Read own name and some names of other childrenRead two syllable words with simple CVC structure Read two-syllable words where one syllable has CVCC or CCVC structure Read some very common words automatically, no longer needing to blend the sounds, e.g. in, is, it, on, up, and* Recognize that a capital letter indicates the beginning of a sentence and a full stop, the end. Read single phrases and sentences containing VC and CVC short vowel words Read single phrases and sentences including CCVC and CVCC short vowel words Read labels, notices, books and computer text containing only words within the phonic range and ‘special words’ Read a single sentence (containing only words within the phonic range and ‘special words’) with expression

3 Construct meaning and locate information from texts

Map pictures to words Map pictures to phrases Draw a picture illustrating text read Read simple sentence and give accurate answer to question posed on text

4

Write clearly and legibly and deploy correct and appropriate writing presentation

Acquire good posture, grip and position of materials for writing, e.g. hold a pencil securely to draw and to write

Develop a dominant right or left hand Acquire left to right and top to bottom orientation in writing Correctly form most lower case letters and numbers Mostly put spaces between words


5

Plan the structure of texts in different genres to record and communicate thoughts, ideas, and information for a variety of personal, social and instructional purposes

As a class/group activity and with teacher/experienced writer as scribe (class-dictated writing), construct lists compose captions for pictures

6 Construct and punctuate effective sentences

Construct and write a caption for a picture (with vocabulary controlled for lexical and phonic spelling level) e.g.

This is a cat.

7 Spell words correctly

Find any of these graphemes, b, c, d, f, g, h, j, k, l, m, n, p, qu, r, s, t, v, w, x, y, z, a, e, i, o, u, ch, sh, th, ng, ck, ll, ss, ff from a display, when given the English sound Orally segment VC and CVC words Orally segment CCVC and CVCC words Segment in order to spell VC words such as if, am, on, up and ‘silly names’ such as ip, ug and ock Segment in order to spell CVC words such as cat, peg, hit, chat, fish, with, song Write very short simple phrases and sentences containing VC and CVC short vowel words

Spell the following decodable words accurately: a, and

Spell the following words containing rare or as yet untaught letter sound correspondences (special words): the, to, I, my, of* Write own name using the correct letters in correct order

8

Participate and show positive attitude when engaged in reading and writing

. Listen to stories being read Enjoy hearing books and stories over and over again Recite very familiar stories Respond to stories by talking about the characters, events and actions of the characters in own language Recite simple poems by joining in with actions, words and phrases. Participate in songs, chants, nursery rhymes and recite simple poems with expressions, gestures and body

movements. Show preferences for stories, rhymes, chants and songs. Show a positive attitude and confidence in reading.

Enjoy writing for a variety of purposes and be able to share and read what they have written to others. Use drawings to support writing to convey message or tell the story Understand that writing can communicate ideas, feelings and information. Use a variety of writing tools, including pencils, crayons and computer to produce texts.

* Words derived from Masterson, J., Stuart, M. Dixon, M. and Lovejoy, S. (2003) Children’s printed word data-base: Economic and Social Research Council funded project R00023406


5.2.2 English Language Syllabus for Year 1

Consultant to Ministry of Education: Dr Laura Huxford Senior Research Fellow

University of Oxford

This revised SPN21 Year 1 syllabus raises the expected standard of children at age 6 in Brunei Darussalam. It also reflects a change in approach to the teaching of the four language components: listening and speaking, reading and writing. As children in Year 1 now learn mathematics and science in English medium, it is important that they develop the ability to understand and speak English in pre‐school and learn to read and write English as quickly and efficiently as possible. Therefore the teaching of oral language in pre‐school is through games and songs and the teaching of reading and spelling is through a phonics approach. These approaches are continued in Year 1. As teachers in Pra become increasingly familiar with the new Pra syllabus, the standard will increase and children starting Year 1 will be much better speakers and readers than previous generations. Year 1 teachers will need to adjust their expectations of children’s capabilities and the Year 1 syllabus enables them to do this. The Year 1 syllabus builds very precisely on the Pra syllabus. The syllabus is presented in two formats:

In the year group format, you can see what you need to cover in Year 1 in listening, speaking, reading and writing. There is a close relationship between the four language components. First of all children need to understand the structures and vocabulary they hear. They will then be able to use these structures and vocabulary when they speak and will understand them when they read them. If this is well in place, children should be able to write confidently. In the component format, you can see the progression from Pra, through Year 1 and into Year 2 in each of the four language components.

It is important that you teach to this syllabus to maintain continuity for the children. As a Year 1 teacher, you have responsibility for ensuring that the children in your classes achieve the standards described in this syllabus. This syllabus tells you what to teach, not how to teach it. Support for teaching is contained in a listening and speaking programme and a reading and writing programme. The Ministry of Education will provide professional development to introduce these programmes.


Listening and Speaking Standards for Year 1 1 Listen and respond appropriately to demonstrate comprehension

Carry out instructions, suggestions or requests in a two-step sequence.

Show understanding of the main idea in simple descriptions of people, places, situations, events and short familiar dialogues Use gestures or one/two word answers (e.g. yes/no, verb, noun, preposition, adjective), respond to (either/or, ‘wh-type’) oral comprehension questions about a picture, book, occurrence, story Recognise months of the year, times of the day, the hour and half past the hour Identify cardinal numbers 1 to 100 Identify ordinal numbers 1st to 31st Demonstrate understanding of the following in context: the conjunction ‘but’ to join two ideas instrumental ‘with’ questions using ‘when’, and ‘why’ statements using the conjunction ‘because’ prepositions and prepositional phrases including opposite, behind, in the middle In addition to structures already learned in Pra, demonstrate understanding of increased vocabulary in instructions, descriptions etc containing a range of:- nouns, adjectives and verbs adverbs, e.g. sometimes, before determiners, e.g. a lot, some, every(one) regular and irregular past tense verbs present continuous to express future intent modal verbs ‘would’ in e.g, the question ‘What would happen if. . .?

2 Present information, ideas and feelings clearly and coherently

.

Give instructions, make suggestions or requests in the classroom Use simple statements to describe pictures and situations within a range of topics Recount an event or tell a simple story using cohesive devices, e.g. and, then Describe own routines using days of the week and times of the day Talk about future plans using present continuous tense Predict what might happen next in a story or an event Use cardinal numbers 1 to 100 Use ordinal numbers 1st to 31st when indicating the date Use the following in context: the conjunction ‘but’ to join two ideas, e.g. ‘I like rice but I do not like noodles.’ instrumental ‘with’ questions using ‘when’, and ‘why’ statements using ‘because’ prepositions and prepositional phrases including next to, near, above, over, through, along, opposite,

behind, in the middle In addition to structures already learned in Pra, use an increased vocabulary in instructions, descriptions etc containing a range of:- nouns, adjectives and verbs adverbs, e.g. sometimes, before determiners, e.g. a lot, some, every(one) regular and irregular past tense verbs present continuous to express future intent modal verbs ‘would’ in e.g, the question ‘What would happen if. . .? Consolidate from Pra, the ability to use stress, linking, contractions, weak forms and simple intonation patterns to communicate main ideas clearly and appropriately


3 Participate effectively in an oral interaction for a variety of functions in a social context.

In communication with peers show an interest in what they say, signalling attentiveness and comprehension with a nod, smile or a verbal response Make polite requests and exchanges, e.g. May I ..., Please could , Would you like . . . Take part in role play e.g. shopping Make suggestions using Let’s. . Exchange opinions on likes and dislikes Exchange information about oneself and family Recognise acknowledgement, apologies and farewells. Recognise when a person has finished speaking. Take turns in conversations. Independently, exchange and respond to greeting appropriately and politely.

4 Participate and show positive attitude when engaged in listening and speaking

Participate in class songs and games, taking turns and responding individually as required Take pleasure in ability to communicate in a second language Show pleasure when performing role plays and drama Contribute to Class dictated writing. Show preferences and ask for a repeat of particular stories, rhymes, chants and songs. Sing along or recite rhymes independently in clear audible voice


Reading and Writing Standards for Year 1

1


Recognise that words can be made up of different styles of print, e.g. STOP, Stop & stop. Understand that proper nouns start with a capital letter Give the sound when shown many of the following graphemes: ay, ai, a, a-e; ee, e, ea; igh, i, ie, i-e; ow (as in blow), oa, o, o-e; oo, ew, ue, u-e, u; ar, or, ou (as in shout), ow; ir, er, ur; oy, oi; air, are; ear, soft g and soft c as in cage and face Blend and read single-syllable words containing these graphemes e.g. shout, dear, pay, meet, light, wait, make, kite, road. Blend and read single-syllable words containing these graphemes and adjacent consonants, e.g. blow, steam Read the following ‘special’ words: was, no, go, be, said, have, so, do, some, come, were, there, little, one, two, four, eight, when, what, their, would, colour, height, move*

Read some regular past tense verbs ending in ‘ed’ and comparative adjectives ending in ‘er’

2 Read with increasing fluency, confidence and understanding

Recognise complete digraphs (e.g. ch, ng, ea, igh) in words immediately Blend sounds in short vowel CVC words and some CVCC and CCVC words at speed Read increasing number of common words automatically, no longer needing to blend the sounds: an, as, if, off, can, dad, mum, back, had, get, big, him, his, her, not, got, but, put, that, this, then, them, with, see, for, now, down, took, too, went, from, children, just, help, old, by, day, saw, very, here, house, about, your, time, made, came, make, like* Blend and read some two- and three-syllable words containing these graphemes e.g. bedroom, containing Blend and read some two- and three-syllable words containing these graphemes and adjacent consonants e.g. myself Read sentences and short passages comprising words containing short and long vowels and consonant clusters Read cardinal number words 1 - 100 Read ordinal number words 1st – 31st Read months of the year, days of the week, times of the day (the hour and half past the hour, e.g. 6 o’clock, 6.30) When reading continuous text, find the full stop and read towards itRecognise symbols of exclamation and question mark and read appropriately to indicate affirmation/questioning tone Recognise the function of commas in lists and read appropriately Read short sentences aloud with appropriate intonation and expression Independently read simple print and electronic texts accurately

3 Construct meaning and locate information from texts

Read labels, notices, simple instructions/stories/recounts/reports (print or screen) containing phonically decodable

and learned ‘special’ words using simple present, present continuous and simple past tenses. Understand what information is provided on the back of the book (e.g. the blurb) and contents page. Understand the difference between fiction and non-fiction books Understand the use of headings, photographs, pictures and diagrams in books and on the screen

Make predictions about stories, characters, events using pictorial clues and book cover Make predictions about specific scene or what will happen at different stages in a picture sequence Use a picture dictionary to identify words Read and give simple information about the characters, events and action of characters in the story (e.g. names, number, size, colours)


4 Write clearly and legibly and deploy correct and appropriate writing presentation on paper and screen

Write most lower case letters correctly formed and oriented with correct relationship between those with and without ascenders and descenders, using a comfortable and efficient pencil grip

Form upper case letters correctly Write accurately with spaces between words Accurately key in or type using the correct key(s) with spaces between words for appropriate text presentation on screen/monitor

5 Plan the structure of texts in different genres to record and communicate thoughts, ideas, and information

for a variety of personal, social and instructional purposes.

As a class/group activity and with teacher/experienced writer as scribe (class-dictated writing), construct lists compose captions for pictures work out simple instructions for carrying out an activity, such as making a model or cooking compose short recounts, stories and reports Independently of the teacher, compose and write two sentence to describe a picture (containing vocabulary controlled for phonic spelling), the first sentence introducing the characters and second sentence describing what the characters are doing

6 Construct and punctuate effective sentences

As a class/group activity and with teacher/experienced writer as scribe (class-dictated writing), construct lists compose captions for pictures work out simple instructions for carrying out an activity, such as making a model, cooking compose short recounts, stories and reports (descriptions) In class-dictated writing, use present simple, present continuous and simple past tenses Write sentences based on given structures and vocabulary controlled for phonic spelling, e.g. I like. . . .He can swim, Punctuate sentences with capital letter and full stop

7 Spell words correctly

Segment and spell CVCC words such as bend, milk, pink and CCVC words such as swing, smell, trip, plan Spell phrases and sentences which include CCVC and CVCC words.Find these graphemes, from a display, when given the sound ay, ee, igh, ow (as in blow), oo, ar, or, ir, ou (as in shout), oy, air, ear (as in dear) (i.e. one graphemic representation of each phoneme) Segment and spell single syllable words containing these graphemes Spell phrases and sentences to dictation comprising words containing these graphemes Spell the following decodable words accurately: for, his, her, out, went, down, when, see, look, very, will, back Spell the following ‘special’ words : he, she, we, me, you, they, all, are, was, no, go, be, said, have, so, do, some, come, were


8

Participate and show positive attitude when engaged in reading and writing

Enjoy hearing books and stories over and over again Select and read familiar texts with straightforward storylines and familiar context for interest and enjoyment Read simple storybook, self selected and assigned books representing various genresRe-tell simple stories based on pictures and other stimuli, sing songs and recite simple rhymes and poems Show preferences for particular books, stories, rhymes, chants and songs Listen, read and discuss reactions to and ideas/information gained from reading experiences with peers and known adults in both formal and informal situations Talk about the people, places and moral values of the stories heard, read and viewed using simple language Show a positive attitude and confidence in reading Read and enjoy simple rhymes and stories and respond to them by talking about the characters, events and actions of the characters Enjoy writing for a variety of purposes and be able to share and recite what they have written to others Reread own writing, checking that it makes sense Enthusiastic about writing and indicate satisfaction with finished product Apply a combination of writing with drawings or computer graphics to support meaningUse a variety of writing tools, including pencils, crayons and computer to produce texts

* Words derived from Masterson, J., Stuart, M. Dixon, M. and Lovejoy, S. (2003) Children’s printed word

data-base: Economic and Social Research Council funded project R00023406


5.2.3 English Language Syllabus for Year 2

Consultant to Ministry of Education: Dr Laura Huxford Senior Research Fellow

University of Oxford This SPN21 Year 2 syllabus reflects a change in approach to the teaching of all four language components: listening and speaking, reading and writing in Brunei Darussalam. Children in Year 1 now learn mathematics and science in English medium. It is important, therefore, that they develop the ability to understand and speak English in pre‐school and learn to read and write English as quickly and efficiently as possible. Therefore the teaching of reading and spelling in pre‐school and Year 1 are through a phonics approach.

As teachers in Pra and Year 1 become increasingly familiar with the Pra and Year 1 syllabi, the standard will increase and children starting Year 2 will be much better speakers and readers than previous generations. Year 2 teachers will need to adjust their expectations of children’s capabilities and the Year 2 syllabus enables them to do this.

The Year 2 syllabus builds very precisely on the Year 1 syllabus, which in turn built on the

Pra syllabus. The syllabus is presented in two formats: In the year group format, you can see what you need to cover in Year 2 in listening, speaking, reading and writing. There is a close relationship between the four language components. First of all children need to understand the structures and vocabulary they hear. They will then be able to use these structures and vocabulary when they speak and will understand them when they read them. If this is well in place, children should be able to write confidently.

In the component format, you can see the progression from Pra, through Year 1

and into Year 2 in each of the four language components. This allows you to see what the children have covered in previous years and will enable you to create a programme of work for a child who needs to catch up.

The Year 3 syllabus will build very precisely on this syllabus. So it is important that you teach to this syllabus to maintain continuity for the children. As a Year 2 teacher, you have responsibility for ensuring that the children in your classes achieve the standards described in this syllabus.

This syllabus tells you what to teach, not how to teach it. Support for teaching is contained in a listening and speaking programme and a reading and writing programme. The Ministry of Education will provide professional development to introduce these programmes.


Listening and Speaking Standards for Year 2

1

Listen and respond appropriately to demonstrate comprehension

1.1

Follow and respond to sequenced instructions (two or more) giving directions, describing locations.

1.2

Understand and respond to the main ideas and some factual details in descriptions of people, personal information and places.

1.3

Identify and respond to actions and events happening at the moment.

1.4

Follow and respond to the main ideas and some factual detail in accounts (reports) of everyday routines.

1.5

Follow and respond to the main ideas and some detail in short factual recounts and stories which happened in the past.

1.6

Follow and respond to monologues and dialogues about the future.

1.7

Follow and respond to the main ideas in short conversations where two speakers are: 1.7.1 inviting or suggesting, accepting and declining to do something; 1.7.2 offering, requesting or seeking permission to do something and responding; and 1.7.3 expressing prohibition to do something and responding.

1.8

Demonstrate understanding of the following in context: 1.8.1 the conjunction ‘so’ joining two ideas; 1.8.2 question How much?; 1.8.3 use of sequencing words e.g., ‘first, ‘then’, ‘next’, ‘finally’; 1.8.4 the future using ‘going to’; and 1.8.5 negative: ‘don’t eat’.

1.9

In addition to structures already learned in Pra and Year 1, demonstrate understanding of increased vocabulary in instructions, descriptions etc containing a range of: 1.9.1 adverbs of frequency. Eg. always, never, very; and 1.9.2 auxiliary verb ‘did’ in negatives and questions.

2

Present information, ideas and feelings clearly and coherently 2.1

Give instructions, one at a time, observing as they are being carried out and making adjustments if the directions are misunderstood or incorrectly given.

2.2

Accurately describe a scene in a picture, a person’s appearance etc.

2.3

Describe an event as it is happening e.g. a thunderstorm, a mealtime.

2.4

Describe another person’s routines using negative as well as positive statements.

2.5

Recount an event or tell a story in simple past tense in positive and negative statements, using ‘There was/were/’ and ‘ago’ and regular and irregular verbs.

2.6

Talk about future plans using ‘going to’ as well as present continuous.

2.7

Use the following in context: 2.7.1 the conjunction ‘so’ joining two ideas; 2.7.2 question How much . . . ?; 2.7.3 use of sequencing words e.g., ‘first, ‘then’, ‘next’, ‘finally’;


2.7.4 the future using ‘going to’; and 2.7.5 negative: ‘don’t eat’.

2.8

In addition to structures already learned in Pra and Year 1 use an increased vocabulary in descriptions, recounts, stories etc containing a range of: 2.8.1 adverbs of frequency, e.g. always, never, very, and manner, e.g. slowly; and 2.8.2 auxiliary verb ‘did’ in negatives and questions.

2.9

Extend use of weak forms to include, e.g. ‘going to’ (future time), ‘was’, ‘were’ and conjunctions ‘and’, ‘but’, ‘than’.

3

Participate effectively in an oral interaction for a variety of functions in a social context. 3.1

Use simple dialogue frames, learned phrases and exchanges and controlled practice situations to consolidate a range of question forms to seek information, and promote interaction in the past, present and future, including yes/no, either/or, wh-type, and sequencing questions.

3.2

Extend ability to make and respond to polite requests for self and of others, using ‘Could I please?’ and ‘Could you please?’ to show a greater degree of politeness than ‘Can I. . .’. (through role play as adults e.g. shopkeepers, waiters, parents).

3.3

Ask for and give directions for getting from A to B and describe locations of places using simple maps and plans. Describe locations with prepositions of place and using ‘town’ vocabulary and known structures such as ‘Let’s go to . . . ‘ (future time) and instructions in a sequence.

3.4

Introduce self and exchange personal information, asking and responding to questions about name, age, address, family, likes and dislikes and ability.

3.5

Express prohibition and obligation using ‘must’ and ‘mustn’t’ in positive and negative statements and in yes/no and wh-type questions.

4

Participate and show positive attitude when engaged in listening and speaking 4.1

Show appreciation (from clapping to nodding) and respond (comments) to the speaker.

4.2

Appreciate responses (comments) of the speaker.

4.3

Enjoy and engage in performing.

4.4

Demonstrate creativity when communicating and performing.

4.5

Volunteer to contribute to class dictated writing.

4.6

Give opinions of the stories, role plays and dramas heard and viewed.


Reading and Writing Standards for Year 2 1

Understand the basic conventions of written English Learn to decode text 1.1

Give the sound when shown the following graphemes: ay, ai, a, a-e; ee, e, ea; igh, i, ie, i-e; ow (as in blow), oa, o, o-e; oo, ew, ue, u-e, u; ar, or, ou (as in shout), ow; ir, er, ur; oy, oi; air, are; ear, soft g and soft c as in cage and face, wh, ph, ch (in ‘school’) a (in all, ball etc), a (as in was, want, wash etc), u (as in put, pull, push etc), or (as in work, world).

1.2

Blend and read single-syllable words containing these graphemes.

1.3

Read the following ‘special’ words: where, Mr, Mrs, people, because, who, friend, water, could, should, know, thought, through, many, any, laugh, great, key, other, mother, brother, eyes, gone, once*.

1.4

Pronounce past tense verbs ending in ‘ed’ correctly.

2


2.1

Recognise complete digraphs (e.g. ch, ng, ea, igh) in words immediately.

2.1

Blend sounds in words containing vowel digraphs at speed.

2.3

Read increasing number of common words automatically, no longer needing to blend the sounds: away, good, over, how, did, man, going, or, took, think, home, ran, bear, again, cat, long, things, new, after, wanted, eat, everyone, our, two, has, yes, play, take, dog, wet, find, more, round, tree, us*.

2.4

Blend and read two- and three-syllable words containing any grapheme learned and adjacent consonants e.g. window, photograph.

2.5

Read sentences and short passages comprising words containing short and long vowels, adjacent clusters and ‘special words’.

2.6

Recognise inverted commas and commas in speech, the use of commas to demarcate names, e.g. ‘His friend, Anis, went... ‘ and read appropriately.

2.7

Read words required across the curriculum.

2.8

Read short, familiar texts aloud with acceptable pace, intonation and expression.

2.9

Adjust reading rate to accommodate purpose, style and difficulty of text.

2.10

Independently read simple print and electronic texts with accuracy and fluency.

3

Construct meaning and locate information from texts. 3.1

Read recounts and stories written in simple past tense.

3.2

Read and carry out a simple set of instructions.


3.3 Find specific information from a simple ‘report’, e.g. the size of a typical adult bear’s footprint from a report on bears.

3.4

Infer the topic and the likely development of the topic by using personal experiences and knowledge of the world.

3.5

When reading stories, make predictions showing understanding of ideas, events and characters.

3.6

Use syntax and context to read for meaning.

3.7

Work out the meaning of unknown words by recognizing the base word within other words, e.g. mother/grandmother, rain/rainy.

3.8

Use a picture dictionary to find specific word.

4

Plan the structure of texts in different genres to record and communicate thoughts, ideas, and information for a variety of personal, social and instructional purposes. 4.1

Plan and write lists of items for a specific purpose, e.g shopping, going for a picnic.

4.2

As a class/group activity and with teacher/experienced writer as scribe (class-dictated writing), discuss and compose a short story up to the point of resolution and write independently the final sentence.

4.3

As a class/group activity and with teacher/experienced writer as scribe (class-dictated writing), plan a very simple ‘report’ of a science experiment and then independently or in pairs, write a four-sentence report.

4.4

As a class/group activity and with teacher/experienced writer as scribe (class-dictated writing), plan a set of simple instructions in pictures and then write the instructions independently from pictorial prompts.

5

Construct and punctuate effective sentences. 5.1

Transform the meaning of sentences by changing specified words.

5.2

Write simple sentences based on known oral structures using capital letters and full stops.

5.3

Write compound sentences with the two parts joined by ‘and’.

6 Spell words correctly.

6.1

Find alternative graphemes from a display when given the sound /ay/, /ee/, /igh/, /ow/ (as in blow), /oo/, /ir/, /ou/ (as in shout), /oy/, /air/, /ear/ (as in dear).

6.2

Segment and learn correct spellings of words necessary for writing containing the following graphemes: ay, ai, a, a-e; ee, e, ea; igh, i, ie, i-e; ow (as in blow), oa, o, o-e; oo, ew, ue, u-e, u; ar, or, ou (as in shout), ow; ir, er, ur; oy, oi; air, are; ear, soft g and soft c as in cage and face.

6.3

Spell phrases and sentences to dictation comprising words containing these graphemes.


6.4

Spell the following decodable words accurately: children, now, came, about, your, put, house, old, too, by, day, made, time, saw, make, like.

6.5

Spell the following ‘special’ words : there, little, one, two, four, eight, when, what, their, would, colour, height, move, here, Mr, Mrs, people, because, who, friend, water*.

7

Participate and show positive attitude when engaged in reading and writing. 7.1

Show anticipation for outcome in a story.

7.2

Choose books by showing preferences in subject matter or following a recommendation from a friend.

7.3

Read range of genres.

7.4

Show preferences for particular stories, rhymes, chants and songs and give simple reasons.

7.5

Listen, read and discuss reactions to and ideas/information gained from reading experiences with peers and known adults in both formal and informal situations.

7.6

Demonstrate creativity when reading aloud.

7.7

Talk about the people, places and moral values of the stories heard, read and viewed using simple language.

7.8

Show a positive attitude and confidence in reading.

7.9

Give opinions about books read.

7.10

Enjoy writing for a variety of purposes and be able to share and read what they have written to others.

7.11

Reread own writing, checking that it makes sense.

7.12

Show enthusiasm for writing and indicate satisfaction with finished product.

7.13

Apply a combination of writing with drawings or computer graphics to support meaning.

7.14

Use a variety of writing tools, including pencils, crayons and computer to produce texts.

* Words derived from Masterson, J., Stuart, M. Dixon, M. and Lovejoy, S. (2003) Children’s printed word data‐base: Economic and Social Research Council funded project R0002340


5.2.4 Sample Template for Scheme of Work

January: _________________________

Vocabulary for revision

Nouns Nouns Nouns Nouns Nouns Nouns Nouns Verbs Adjs Preps

New vocabulary

Nouns Nouns Nouns Verbs Misc Misc

Structures Words in bold italics can be substituted for other words, e.g. “I am six (years old).” could be “I am

five (years old), etc. Content Type of statements Type of questions/instructions

Descriptions

Dialogue

Routines/reports

Instructions

Recounts/narrative

Prediction/future events


January - _______________________ : Week by week overview

CONTENT AREAS:

WEEK 1 WEEK 2 WEEK 3 WEEK 4

Descriptions

Dialogue

Routines/ reports

Instructions

Recounts/ narrative

Prediction/ Future events


Role play

Role play: Descriptions

Week Purpose: Materials: Procedure:

Role play: Routines/reports Week Purpose: Materials: Procedure:

Role play: Instructions


Role play: Recounts/narrative


Role play: Prediction/Future events


Sample Template for Scheme of Work (cont’d)

Games and activities

Games and activities: Descriptions Week Purpose:


Materials: Procedure:

Games and activities: Instructions Week Purpose: Materials: Procedure:

Games and activities: Routines and reports Week Purpose: Materials: Procedure:

Games and activities: Recounts/narrative Week Purpose: Materials: Procedure:

Songs/Chants

Title of the song: Purpose:

Title of the song: Purpose:


Books

Descriptions Week

In this activity, the book is not read either by the teacher or the children. Tell the story in your own words based on the illustrations. The story and pictures are simply a vehicle for developing oral language structure and vocabulary.

Resources:

Structures Vocabulary New:

Revision:

Introduction: Show the children the cover of the book and tell them the title.

Page Teacher comments/questioning Expected Response Cover Inside cover

1

2/3

4/5

6/7

8/9

10/11

12/13

14/15

16/17

18/19

20/21

22/23

24/25

26/27

28


5.2.5 Year 1 Listening and Speaking SOW

January/February Myself and my school

Pra: Vocabulary; name saying, describing self


Nouns Nouns Nouns Nouns Nouns Nouns Nouns Verbs Adjs Preps school ceiling board pen bike shoulders towel wash thin in classroom floor fan crayons 1-10 face shampoo clean short on toilet door bin pencil case tummy teeth toothpaste brush fat under canteen window glue book finger(s) chin comb like long next staffroom wall box colour nose eyes friend can tall up library cupboard bag shoes head(s) hair soap jump small at office table ruler song arm(s) toes play little to hall desk rubber name knees feet days of week ride old along field shelf sharpener boy(s) hand(s) mouth colours go big over teacher chair scissors girl(s) ears brush 1st – 10th eat young round children mat pencil shapes leg(s) get up middle

New vocabulary


Months of year flag gardener ring whose hers birthday headmaster sweeper sing which yesterday assembly chalk cleaner made when o’clock time duster National anthem went every hobby postman morning bought with duty roster bell came mine marker pen clerk was yours wedding 11th – 31st happened his

Structures

Words in bold italics can be substituted for other words, e.g. “I am six (years old).” could be “I am five (years old), etc.

Content Type of statements Type of questions/instructions

Descriptions Understand description of

person (teacher describes a child in the room and asks Who is it?)

Respond to questions about myself

Describe myself and other pupils

My name is Yusof. I am six (years old). I am tall and thin.

I have short hair and brown eyes. I like chicken rice and I like Milo. I like playing football. I can jump high. I can ride a bike. My friend’s name is Amri. I sit with

him in class.

In my school bag, I have a book, a rubber, a pen . . . . .

Amri is putting the ruler under the desk.

We are jumping to the door.

He is tall. He is sitting with Jaafar.

What’s your name? How old are you? Are you five or six (years old)? What do you like to eat and drink? Do you like swimming? Can you ride a bike? What’s your friend’s name? Who sits with you in class?

What do you have in your school bag?

Where is Amri putting the ruler?

Where are you jumping to?


She has short hair. Her sister’s name is Mardiana.

Who is it?

Dialogue Classroom interaction

between teacher and pupils.

Pupils exchange information about themselves

This/That is my pencil. This /That is mine. This/That book is mine. This is Siti’s/his/hers/yours The blue one is mine/Siti’s. My name is Hana. I am six (years old). I am tall and thin. I like chicken rice and I like Milo. My friend is Shanti.

Whose pencil is this? Which one is yours? Which one is Siti’s?

Routines/reports Revise days of the week Revise numbers (songs

reversing from 10 back to one – 10 green bottles, one little, two little.)

Teach o’clock Learn months of the year in a

chant. Revise 1st – 3rd Learn that ordinal numbers

11th -31st are constructed from the cardinal numbers.

Birthday chart activity. Understand statements

describing personal and school routines

Answer questions about routines

Today is Tuesday. We have school assembly every

Monday. I/we go to school on Mondays.

I get up at 6 o’clock. I go to school at 7 o’clock. On Sundays, I have my breakfast at 7

o’clock, He gets up at 7 o’clock.

My birthday is on the 29th of March Siti’s birthday is in May. She is (seven years old). His birthday is in December. I wash my hands with soap. I go to school by car. We eat in the canteen. We sing the National anthem every

morning. The clerk rings the bell.

What day is it, today? Which day is after Monday? Do you go to school every day? Do you go to school on Sundays? Who goes to school with you? What time is it? When do you get up/go to school/have

snack? Point to the third flower. Whose birthday is in March? When is your birthday? When is his/Siti’s birthday? How old is she? Is your birthday in May?

Instructions Follow instructions, containing

two pieces of information while revising Pra vocabulary.

-

Put your hands on your heads and then on your knees.

Point to the red square on the white card. Colour the legs blue and the arms yellow.

Recounts/narrative Introduce past tense, e.g.

make something with the pupils and then the following day describe what you did. In subsequent days, describe other events which happened the previous day.

During closure, when reading

the story, ask some questions to check pupils have understood.

Yesterday was Monday. Yesterday, we made a doll. Yesterday was Sunday. I went to the

Mall with my children. Yesterday, I went to my brother’s

wedding. Yesterday, Moksin’s tooth came out. Yesterday, my father bought a new

car.

What happened yesterday?


-

-


February - Myself and My School: Week by week overview

CONTENT AREAS:


Descriptions

Activity: Questions and answers

Game: Who am I? Teacher describes and pupils guess.

Activity: Who am I? A pupil describes a friend and the other guess. Game: What do you have in your school bag?

Activity: Who am I? A pupil describes a friend and the other guess. Activity: Where is/are ?

Dialogue

Game: Pass the ball

Game: Pass the ball Game: Who owns this?



Routines/ reports

Song: Days of the week Song: Ten green bottles Chant: Months of the year. Activity: Birthday chart Activity : Discussion: personal descriptions and school routines




Instructions

Game: Simon Says

Game: Simon says

Game: Simon Says

Activity :Colour the body parts Game: Simon Says

Recounts and Narrative

Activity: Yesterday, I … Activity: What happened in the Big book.

Activity: Yesterday, I … Activity: What happened in the Big book




Use Big books:

1. Sleepy on Sunday 2. Mrs Clock-A-Tock 3. Good boy Andrew 4. Dominic Duck goes to school 5. Two feet 6. Our school ( EPPS book ) 7. My classroom ( EPPS book ) 8. My pencil case ( EPPS book )


Games and activities: Descriptions


Week 1: Question and answers Purpose: Answer questions about myself. Materials: - Procedure:

Ask individual pupils questions about themselves eg: What is your name? How old are you? Likes and dislikes etc…

Teacher models initially. As pupils gain confidence, they can then ask questions of each other.

Weeks 2,3 and 4: Who am I? Purpose: Understand descriptions of a person and identifying the person. Materials: - Procedure:

Teacher describes an anonymous pupil. Pupils then use the information to guess who that pupil is. Later in the week a pupil can then take on the role of the teacher.

Week 3: What do you have in your school bag? Purpose: To practice vocabulary related to things in the classroom. Materials: School bag and stationary items…… erasers, pens, books, rulers, sharpeners, glue Procedure:

Pupils sit in a circle. Ask a pupil “ What do you have in your school bag?” The pupil then looks into the school bag and says “I have a book in my school bag” and then takes out the

book. Continue this until the bag is empty. Week 4: Where is …? Where are …? Purpose: To practice prepositions Materials: Classroom items Procedure:

Place classroom items around the classroom. Eg: Put a ruler under the table. Ask pupils “Where is the ruler?”. The pupils reply “The ruler is under the table.”

Pupils can also place things around the class. Eg: Whisper to a pupil “ Put a book in the cupboard.” The pupil then places the book in the cupboard. The teacher asks “Where is Amri putting the book?” The pupils reply “Amri is putting the book in the cupboard.” EXTENSION: Pupils can be more specific …under Haziq’s table. … on the teacher’s chair. ... in Zara’s bag.

Games and activities: Dialogue

Weeks 1 - 4: Pass the Ball Purpose: To practice giving a description of themselves. Materials: A ball Procedure:

Pupils sit in a circle. Pass the ball around the circle and sing a familiar song.


When the song finishes the pupil left with the ball then answer questions asked by the teacher: eg : What is your name ? How old you? What do you like? Who is your friend? The pupil then replies: My name is … . I am … old. I like chicken rice and Milo. My friend is Azwan.

Week 2: Who owns this? Purpose: To practice possessive pronouns. Materials: Items belong to the children. Procedure:

Ask pupils to stand in 1 line and follow the teacher around the classroom like a snake. Teacher then walks around the room with pupils following. Teacher then stops and takes an item belonging of a pupil. eg; Teacher takes a pupil’s book and asks “Whose book is this?” The pupil replies pointing with his/her thumb “That is my book.” The rest of the class says whilst pointing with their thumbs “ That (point to book) book is (point to owner)

Azyan’s.” Repeat activity. Other structures which are acceptable are, for example “That is mine.” “That book is mine.”

Weeks 3 and 4: Who owns this? Purpose: To practice possessive pronouns and descriptions. Materials: Items belong to the children. Procedure:

Pupils sit on the mat. Teacher shows two items belong to pupils. Whose pencil is this? Whose pencil is that? Which one is yours? Which one is Jenifer’s?

A pupil replies “The blue pencil is mine”. “The blue pencil is Greg’s.” “The blue one is Jenifer’s.” “The blue one is yours.”

Games and activities: Routines and reports Weeks1 - 4 : Birthday chart Purpose: To practice structures related to birthdays and ordinal numbers Materials: Prepared months of the year chart. Procedure:

Place names of pupils, photos and dates of birth in corresponding months. Using the chart to practice by asking the pupils questions such as:

“Who birthday is in March ?” “When is your birthday ?” “When is her/ Siti’s birthday ?” “How old is Siti/s/he?” “Is your birthday in May ?”


Responses:

“My birthday is on the 23rd of March . She is…years old. Siti’s birthday is in … His/Her birthday is in …

Weeks 1- 4: Discussion Purpose: To practice structures specific to times and routines Materials: Clock face Procedure:

Teacher asks questions using the clock face. Clock face sets at 6am. What time is it? What do you do at 6 o’clock? When do you get up? When do you go to school? And other questions involving routines.

Responses:

It is 6 o’clock I get up at 6 o’clock I go to school at … I eat … at … He gets up at …

Games and activities: Instructions

Weeks 1- 4 : Simon says Purpose: Follow directions and identifying parts of the body. Materials: - Procedure: Teacher says, “Simon says put your hands on your head.” “Simon says stand on 1 leg and close your eyes.” Week 4: Colour the body parts Purpose: Follow directions and identifying parts of the body. Materials: Picture of a body Procedure:

Teacher instructs pupils to colour different parts of the body with different colours. For example: Colour the head red.

Games and activities: Recounts and Narratives Weeks 1- 4: Yesterday, I… Purpose: To describe a past event in the simple past tense form. Materials: - Procedure:

Teacher selects one or two pupils daily to tell the class what they did the day before.


Pupils then talk about the past event. Yesterday, I went fishing at Selapon…

Weeks 1- 4: What happened in the Big book? Purpose: To recount events from the big book and to practice the structures using the simple past tense. Materials: - Procedure:

Teacher asks what happened in the big book just read. Pupils then recount the events in the story.

Songs/Chants Days of the week (Twinkle Twinkle Little Star) Purpose: To practice Days of the week (Stand up to begin this rhyme.) Sunday, Sunday, Clap, clap, clap. (Clap hands.) Monday, Monday, Tap, tap, tap. (Tap foot.) Tuesday, Tuesday, Hop, hop, hop. (Hop) Wednesday, Wednesday, Stop, stop, stop. (Hold up hand.) Thursday, Thursday, Jump, jump, jump. (Jump) Friday, Friday, Thump, thump, thump. (Pound fists together.) Saturday, Saturday, Turn around. (Turn around.) Now smile quietly Without a sound! (Sit down and smile.)

10 green bottles Purpose: To revise numbers 10 - 1 Ten green bottles sitting on the wall Ten green bottles sitting on the wall And if 1 green bottle should accidentally fall There’ll be 9 green bottles sitting on the wall 1 green bottle sitting on the wall 1 green bottle sitting on the wall And if 1 green bottle should accidentally fall There’ll be no green bottles sitting on the wall.

Months of the year Purpose: To practice Months of the year January, February, March and April June, July, August and September October, November and December That’s the months of the year!


Year 1 Listening and Speaking

March

My home and family Pra: Describing family members appearance and abilities; how many

Describing house and its contents, and family members in house


Nouns Nouns Nouns Nouns Nouns Nouns Nouns Nouns Adjs Adjs mum baby house stairs tap cup bed clock thin little mother twins flat bedroom table shower curtains lamp short old grandfather family stilts living room chair mirror wardrobe television fat big grandmother sister rooms roof cooker bath months rug long young dad brother kitchen garden cupboard toilet o’clock computer tall colours father child bathroom tree pan basin bookcase small numbers children flower high

New vocabulary

Nouns Nouns Nouns Nouns Adjs Adjs Verbs Verbs

ladle glass blanket soap gold weak baking stand blinds knife mattress basin silver frail cooking sleep holder frying pan sheets tub happy too moving staying radio plate alarm clock shampoo angry heavy watching tasted webcam jug pillow upstairs sad light looking slept telephone sink vacuum cleaner downstairs strong pretty put chased pot kettle can opener vase youngest beautiful teapot flask stove

Structures


Descriptions Understand descriptions of

people and places, e.g. presented with 4 pictures, point to the correct picture when told a statement

Respond to questions about family and home

The blue house has red windows? We live in Kg Labi. We live in a longhouse. My mother is pretty and sweet. My mother is wearing her tudung with

her baju kurung. My mother’s bracelet is gold.

My brother is older than me. I am smaller than my sister. My brother is the tallest. My father likes fishing in the sea. My brother likes playing football with

his friends.

Where do you live? Who’s this/that? Tell us about your mother. Who are these? Tell us about them. What does …? What does your mother like doing? What does your father like eating? Who …? Who likes ice-cream in your family? Who is the youngest in your family? Who can swim in your family? Who has a bike in your family?


I am staying with my grandparents. Their house

Their house has a red roof. Their house has a green door etc

There is a basin (a shower, a toilet, a bath, a mirror) in our bathroom.

We wash in the bathroom.

Which room …? Which rooms are upstairs in your house? Which room is the biggest? Which room has a bath? Do you have …? Do you have yellow flowers in your

garden? Do you have a mirror in the bathroom?

Dialogue Exchange information about

one’s family with another pupil.

I have three sisters and five brothers My little sister’s name is Jamal. She is three (years old). My brother is (twelve years old).

-

Routines/reports Understand statements

describing family routines

My mother’s birthday is in November. My sister’s birthday is not in April. My father’s birthday is on March 24th On Sundays:

My father cooks the dinner. My mother cleans the living room. My sister has a shower. My brother plays football I watch television.

-

Answer questions about routines

When is your mother’s birthday? Who cleans your house? When do you do the shopping? When does your brother go to bed? When does your mother get up? Where does your sister sleep? Which room do you eat in? When do you watch television?

Instructions Pupils give instructions to class

using imperative.

Point to the door. Put the book on the table. Colour the pan yellow. Draw a red door.

Recounts/narrative Show understanding of main

idea in events in simple past tense in e.g. ‘Goldilocks and the three bears’.

Tell the story of Goldilocks in

chorus with help of a visual story map and accompanied by the teacher.

During closure, when reading a

story, ask some questions to check pupils have understood.

Once upon a time, there were three bears: Mummy Bear, Daddy Bear and Baby Bear. Mummy Bear made some porridge but it was too hot. So they went for a walk. A little girl called Goldilocks went into the three bears’ house. Goldilocks sat on Daddy/Mummy bear’s chair but it was too high/low. Goldilocks sat on Baby bear’s chair. She broke baby bear’s chair. Goldilocks tasted Daddy/Mummy bear’s porridge but it was too hot/salty. Goldilocks ate baby bear’s porridge. Goldilocks got in Daddy/Mummy bear’s bed but it was too hard/soft. Goldilocks went to sleep in Baby bear’s bed. The bears came home. They found Goldilocks in Baby Bear’s bed. The bears chased Goldilocks away.



What would happen if you left the tap running in the bathroom? What might happen if you left the soap on the floor?

March - My Home and Family: Week by week overview

CONTENT AREAS:


Descriptions

Role Play: Describe the House Role Play: Describe a family Activity: Which House? Song/chant: Point to the window Activity: Family survey

Activity: My house Activity: Matching rooms Activity: Drawing family Song: I am staying with my grandparents

Activity: Who has the biggest

Activity: Tag Game Activity: Thought bubbles Song: Who’s in the kitchen?

Role Play: Kim’s Game Activity: Who’s this? Song: Where is Mother?

Dialogue

Activity: Roll the ball 1

Activity: Where/What do you have...?

Activity: Roll the ball 2 -

Routines/ reports

Song: Birthday Song

Activity: On Sundays,…

Activity: Answer questions about routines

Activity: Understand statements describing family routines

Instructions

Activity: Roll the ball

Activity: Colouring

Recounts/ narrative

Book: 1. My house

(EPPS) 2. My family

(EPPS) 3. Houses (RELA)

Book: 1. In the dark, dark

wood. 2. Cat and Mouse

Book: 1. Goldilocks and

The Three Bears

2. Home for a dinosaur

Book: 1. Goldilocks and

The Three Bears


What would happen if you left the tap running in the bathroom? What might happen if you left the soap on the floor? What would happen if you did not cover your food? What might happen if you got up late? What might happen if you stayed up late?


Role play Role play: Descriptions

Week 1: Describe the house (Puppet and Teacher) Purpose: Pupils to show understanding of features and colours of a house by pointing to the correct picture. Materials: Pictures of coloured houses with different features Procedure:

Teacher puts up pictures of houses. Teacher to Puppet: I’m thinking of a house. Puppet: What colour is it? Teacher: It’s blue. Puppet: Does it have windows? Teacher: Yes, it has two windows. Puppet: What colour are they? Teacher: They are red. Puppet: I’m not sure which one. Puppet to a pupil: Can you help me please? (Pupil points to the correct picture) Teacher to pupil: Yes, the blue house has red windows. That’s the house I’m thinking of. Repeat with different coloured houses and different features. As the week progresses, repeat exchange as Puppet to pupil and pupil to pupil.

Week 1: Describe a family (Puppet and Teacher)

Purpose: Pupils to show understanding of description about home and members of a family. Materials: Picture/ photo of family Procedure:

Get the pupils to draw a picture of their family (or bring in a family photo). Teacher and puppet model the language using the teacher’s family drawing/photo. Teacher shows drawing/photo of family to pupils and says “This is my family.” Puppet: Who is this? (Points to the father) Teacher: This is my father. Puppet: Who are they? (Points to the sisters) Teacher: They are my sisters. Repeat with other family members. End role play with puppet saying: Where do you live? Teacher: We live in..... Follow up with Roll the ball 1. (see games and activities) As the week progresses, repeat exchange as Puppet to pupil and pupil to pupil.

Week 2: My house Purpose: Pupils indicate understanding of questions by one word or full sentence responses Materials: Primary English Pupil’s Book 1 page Procedure: Respond to questions about home - Awang Jafar’s house (Teacher-Puppet-pupils) PEBD 1 Sample role play

Teacher: Look at this house, Puppet. Whose house is it? Puppet: That is Awang Jafar’s house. Teacher: Points to top floor and say: Puppet where is the bathroom? Puppet: Points to the bathroom and say, “Here.” Teacher: Yes puppet, the bath room is upstairs.


Teacher: Where is the living room? Puppet points to the living room, and say, “It is at the bottom floor.” Teacher: Which room is the biggest puppet? Puppet: Points to the biggest room and say, “The room.” Teacher: Which is the smallest room? Puppet: I am not sure (puppet looks around) Teacher: Can you help puppet find the room? Pupils: Which room is the smallest? Teacher: Is that room upstairs or downstairs? Pupils: Respond accordingly. Teacher: (Ask the sample questions and follows up with which floor is the room?)

Other examples of questions

Which rooms are upstairs in your house? Which room is the biggest? Which room has a bath? Where is the cooker? Where is the kitchen?

Games and activities Games and activities: Descriptions

Week 1: Which house? Where do you live? I live in Kg...What kind of house do you live in? We live in a (longhouse). Purpose: Pupils to show understanding of simple descriptions of objects. Materials: Pictures of houses Procedure:

Display four pictures of houses spaced round the room Read/say a statement describing one of the pictures Pupils to identify which picture the teacher is describing by pointing Sometimes say a second sentence about the same picture so keeping the children alert.

Sample sentences

The blue house has red windows. The little house has a green roof. The stilt house has six windows. The pink house has yellow flowers in the garden. The tall house . . .

Week 1: Family survey Purpose: Pupils to practise ‘likes’ + present continuous verb Material: A big copy of a family survey grid Procedure:

Display a big copy of a family survey grid to the pupils of things their family members like to do. Explain and discuss with the pupils.

Stick in the grid (one or two spaces). Teacher reads / says one or two statements according to the survey sheet. Elicit the language

structure. E.g.: My father likes fishing.


Repeat above procedure but this time asks the pupils to say / create sentences according to the survey sheet.

Sample Questions. My father likes fishing. My brother likes playing football

Respond to questions about family and home by referring to the family survey grid.

What does your mother like doing? What does your father like eating?

Week 1: Roll the ball 1 (We live in a ...) Purpose: Pupils to practise :

1. Where do you live? We live in a blue house. The blue house has red windows. 2. Where is your house? My house is in Kg Labi. (suggested new structure) 3. What kind of house do you live in? We live in a longhouse.

Procedures:

Teacher models Structures 1: We live in a blue house. The blue house has red windows. Where do you live?

Teacher rolls the ball to a child who makes a similar statement e.g. We live in a red house. The red house has a yellow roof.

Pupil rolls ball on to the next person and asks: Where do you live? Repeat using Structures 2 and 3 progressively throughout the month.

Week 2: Matching rooms (New vocabulary) Purpose: Pupils to practise vocabulary of rooms and contents Materials: Outline picture of a house, PEBD Pupil’s book 1 pg 54 Procedure:

Putting pictures to appropriate rooms. (Outline picture of a house, PEBD Pupil’s book 1 pg 54). Pupils will stick pictures found in a room and pupils will say:

There is a basin in the bathroom. (Change from our to the bathroom) Teacher will ask the pupils who in their family does what in the rooms. What does your father do in

the kitchen? (new structure) Pupils will say: Father cooks in the kitchen. Mother watches television in the living room.

Week 2 - Drawing family Purpose: Pupils to be able to describe family members Materials: - Procedure:

1. Pupils draw a picture of their family. 2. Teacher to go round as the pupils are drawing and discuss their pictures 3. Teacher asks a pupil to hold his/her picture up 4. Teacher: Puppet to ask the pupil about his/her picture

Sample questions

Who’s this/that? Who are they? (change from these to they?) Tell us about them. Who is the youngest in your family?


My brother is older than me. I am smaller than my sister. My brother is the tallest.

Week 2 - Who has the biggest...? Purpose: Pupils to learn the use of comparative and superlative adjectives Materials: 3 different sets of cards Procedure:

Teacher prepares 3 different sets of cards with the same picture but with 3 different sizes. Teacher gives 3 pupils a card (1st set). Teacher says (Who has a house?) Each pupil will say (I have) or will lift up their hands. Teacher compares the sizes of their houses shown by the pupils. Teacher asks (Who has the

biggest house?) Pupils will look at their pictures and compare. Teacher will make a statement: (Johan has the

biggest house). There are 3 pupils. Johan, Aina and Alif. The pupils already know that Johan has the biggest

house. Now teacher will compare Aina’s picture with Alif’s. Teacher points to both their pictures and asks “Who has a bigger house?”

Teacher will make a statement: (Alif has a bigger house). Teacher gives 3 pupils a card (2nd set). Teacher says (Who has a toilet?) Each pupil will say (I have) or will lift up their hands. Teacher compares the sizes of their toilets shown by the pupils. Teacher asks (Who has the

biggest toilet?) Pupils will look at their pictures and compare. Teacher will make a statement: (Aina has the

biggest toilet). Teacher shows them a picture of two girls. One of the girls is bigger than the other. The girls will

say the targeted language I am smaller than my sister. My brother is older than me. My brother is the tallest.

Week 3 - Kim’s Game Purpose: Pupils to describe the missing house using familiar vocabulary and structures. Structure: The green house has two red doors and four blue windows. Materials: Two or three sets of 4 pictures each (Each set has houses in the same colour but with different features, e.g. number of windows, colour of roof, etc.) Procedure:

Stick one set of pictures on the board. Give the children 30 seconds/1 minute to look at all the pictures.

Take all the pictures down. Put them back up on the wall minus one picture. Ask the class which picture is missing.

Individual pupils raise their hands. Teacher asks a pupil to describe the missing picture, e.g.: The green house has two red doors and four blue windows.

Teacher involves the class to check if the description of the missing picture is correct. Repeat until all the pictures in the set have been described. Each day, do a different set or combination of pictures.


Week 3 - Family survey Purpose: Pupils to practise ‘likes’ + present continuous verb Materials: A big copy of a family survey grid Procedure:

Display a big copy of a family survey grid to the pupils. Explain and discuss with the pupils. The survey grid contents family members and different rooms of the house. Stick pictures of things they do in the grid (one or two spaces) i.e. rooms Teacher reads / says one or two statements according to the survey sheet. Elicit the language

structure. E.g. My mother cooks in the kitchen. My father reads newspaper in the bedroom. Repeat above procedure but this time asks the pupils to say / create sentences according to the

survey sheet. Respond to questions about family and home by referring to the family survey grid.

What does your mother like doing in the kitchen? What does your father like doing in the living room?

Week 3 - Thought bubbles Purpose: Pupils to be able to respond to questions about family Materials: A picture of a family Procedure:

Display a picture of a family with thought bubbles. Discuss with the pupils. Teacher asks the pupils. Elicit the questions “Who likes fishing in your family?”, Answer: “My father

likes fishing” “Who can cook in your family?” Answer: “My sister can cook” etc. Teacher asks individual pupils (Use the same language structure) Sample questions Who likes ice-cream in your family? Who can swim in your family? Who has a bike in your family? Who cleans the house?

Week 4: Who’s this? My father likes fishing in the sea. My brother likes playing football with his friends Purpose: Pupils to understand descriptions of people Materials: Blackline Master pg 126 on Primary English Teacher’s Book 1 Procedure 1: Using Blackline Master pg 126 on Primary English Teacher’s Book 1 Teacher will first model the sample sentence and say: My mother is wearing her tudung with her baju

kurung and points to the clothing. Then the teacher will flip part of the Blackline master and say: My Mother is wearing her cap with

yellow socks and points to the clothing. Teacher flips the Blackline master again and asks one pupil to say the description to the class and point

to the clothes. Procedure 2: Picture background of kitchen, sea, playground, pictures: sister, brother, father, fishing rod, ball and a frying pan stuck to the board.


Teacher says: My sister likes cooking in the kitchen, simultaneously sticking the picture of sister onto the picture of the kitchen and sticking the frying pan onto the sisters’ hand. And puts the pictures back to the original place.

Teacher will choose one child and say my father likes fishing in the sea. The pupil will then match the pictures to the sentence and repeat the sentence.

Alternative: One pupil will stick the picture in any combination and another pupil will say the sentence and they will take turns.

Week 4: Family survey Purpose: Pupils to practise ‘likes’ + present continuous verb Materials: A big copy of a family survey grid Procedure:

Display a big copy of a family survey grid to the pupils. Explain and discuss with the pupils. Stick in the grid (one or two spaces). Teacher reads / says one or two statements according to the survey sheet. Elicit the language

structure. Repeat above procedure but this time asks the pupils to say / create sentences according to the

survey sheet. Respond to questions about family and home by referring to the family survey grid.

What does your mother like doing in the kitchen? What does your father like doing in the living room?


Week 2: Where/What do you have...? Where do you have a mirror? I have a mirror in the bathroom. What do you have in the bathroom? I have a mirror in the bathroom. Which room do you eat in? Whose house is/has...? Which room is/has...? Where is the...? There is a ___in the ____. (To replace “Do you have...”) Purpose: Pupils to be able to respond to questions about features in the house Materials: A picture of a house Procedure:

Pupils sit in pairs facing each other. Each pupil has a picture of a house. Each house/room has different features.

Pupils ask each other questions using the structures above.

Week 3: Roll the ball 2 - My family Purpose: Pupils make simple statements about the number of brothers and/or sisters they have Structures: I have six sisters and two brothers. Materials: A ball Procedure:

Teacher: I have six sisters and two brothers. Roll the ball to a pupil: How many brothers and sisters do you have? Pupil: I have one brother and two sisters. The pupil rolls the ball to the next pupil and asks: How


many brothers and sisters do you have? Repeat until every pupil in circle has answered and asked the question.

Later in the week: Tag Game Purpose: Pupils give information about their brothers and/or sisters in response to questions. Materials: Pictures/photographs of families. Structures:

My little sister’s name is Jamaliah. She is three (years old). My brother is (twelve years old).

Procedure: Have a group of 4 pupilss standing in single file. Each pupil holds a picture/photo of his/her family.

Teacher stands about 2 metres away, facing the group. The first pupil in the group comes up to the teacher. Teacher looks at Pupil 1’s photo and asks: How many brothers do you have? Pupil 1: I have three brothers. (Goes back to group, tags/taps Pupil 2 and joins end of line.) Pupil 2 shows his/her photo to the teacher who asks: How many sisters do you have? Pupil 2: I have one sister. (Goes back to group, tags Pupil 3 and joins end of line.) Repeat until every pupil in the group has answered a question. If a pupil is not able to answer,

teacher should ask another question. At the beginning of the week, expect only short answers progressing to longer/full answers.

Once pupils are confident with the structures, this activity can be done in groups as a competition.

Games and activities: Routines

Week 2: On Sundays, ... Purpose: Pupils make simple statements about the activities carried out by their family members and themselves on particular days of the week. Structures: On Sundays, my father cooks the dinner / I watch television. Materials: Activity chart (showing activities of family members on different days of the week), a ball Procedure:

Teacher looks at chart: On Sundays, my mother goes to market. Roll the ball to a pupil. Pupil looks at chart: On Sundays, my brother plays football. The pupil rolls the ball to the next pupil. Repeat until statements about all the family members shown for Sunday have been made. Repeat cycle with Monday, etc. (On Mondays, ... )

Purpose: Pupils answer questions about activities carried out by family members in various rooms Structures: Where does your sister sleep? Which room do you eat in? Materials: Model or picture of a house showing rooms and (cut-outs of) family members sleeping, eating, etc. Procedure:

Teacher: Where does your sister sleep? Roll the ball to a pupil. Pupil answers: In her bedroom (upstairs). The pupil rolls the ball to another pupil

and asks: Which room do you eat in? Pupil: In the dining room. Continue until questions have been asked about all the family members. If using cut-outs of family

members, teacher can stick them in different rooms and start another round of questions.

Week 3: Answer questions about routines Purpose: Pupils answer questions about the routine activities of family members on particular days of the week.


Structures: Who cleans your house? When does your mother get up? When do you / does your brother do the shopping? When do you / does your brother go to bed? Materials: Activity chart (showing routine activities of family members on different days of the week), a ball Procedure:

Teacher: Who cleans your house? Roll the ball to a pupil. Pupil looks at chart and answers: Mother. The pupil rolls the ball back to the

teacher. Teacher: When does your brother do the shopping? Roll the ball to another pupil. Pupil looks at chart and answers: On Tuesdays. The pupil rolls the ball back to the teacher. Continue until questions have been asked and answered about all the family members.

Week 4: Understand statements describing family routines Purpose: Pupils understand statements describing family members Structures: My mother’s birthday is in November. My sister’s birthday is not in April. My father’s birthday is on 24th March. Materials: Table showing specific details (e.g. birthday) of family members, with ticks and crosses against their pictures (adapt from PEBD Pupil’s Bk 4, pg 13) Procedure:

Teacher: When is your mother’s birthday? Roll the ball to a pupil. Pupil looks at chart and answers: My mother’s birthday is in November. The

pupil rolls the ball back to the teacher. Teacher: Is your sister’s birthday in April? Roll the ball to another pupil. Pupil looks at chart and answers: My sister’s birthday is not in April. The pupil rolls the ball back to the

teacher. Continue until questions have been asked and answered about all the family members.

Games and activities: Instructions Week 1: Roll the ball Purpose: Pupils carry out instructions given by their teacher / leader Structures: Point to the door. Put the book on the table. Draw a red door. Materials: A ball Procedure:

Teacher: Point to the door. Roll the ball to a pupil. Pupil points to the door. Pupil rolls ball back to the teacher. Teacher: Put the book on the table. Roll the ball to another pupil. Pupil does as instructed. Rolls ball back to teacher. Continue with other instructions but stop before the pupils begin to get bored. As a variation, get pupils to do this in their own groups.


Week 2: Colouring Purpose: Pupils carry out instructions given by their teacher / leader Structures: Colour the pan yellow. Materials: Colour pencils and worksheet with small pictures Procedure:

Teacher: Colour the pan yellow. Continue with other instructions for colouring specific pictures on the worksheet.

Songs/chants

Birthday song Happy Birthday to you, Happy Birthday to you, Happy Birthday to (Michael), Happy Birthday to you.

Point to the window, point to the door Point to the window, point to the door Point to the ceiling, point to the floor. Walk to the window Jump to the window Tiptoe to the window, etc.

I am staying with my grandparents (Tune: I am staying with my grandparents, my grandparents, my grandparents I am staying with my grandparents and their house has a big red door. I am staying with my grandparents, my grandparents, my grandparents I am staying with my grandparents and their house has a long green roof I am staying with my grandparents, my grandparents, my grandparents I am staying with my grandparents and their windows are made of glass. I am staying with my grandparents, my grandparents, my grandparents I am staying with my grandparents and their garden has beautiful flowers.

This is the way. This is the way we (wash) in the (bathroom), wash in the bathroom (2x), This is the way we wash in the bathroom, All day long. cook in the kitchen, sleep in the bedroom, eat in the living room, sit in the living room, play in the play room, look in the mirror, eat on the plate, walk upstairs, shut the blinds.

Who’s In The Kitchen (Tune: Skip to my Lou) Mum’s in the kitchen, cooking rice (3x) That’s what we have for dinner Brother’s in the bathroom, brushing his teeth (3x) Up and down he goes Baby’s in the bedroom, falling asleep (3x) Sh, sh, sh, my baby... Dad’s in the living room, watching TV (3x)

Where is Mother?(Finger puppet song) (Tune: Are you sleeping) Where is mother? (2x) Here she is (2x) She is pretty and sweet (2x) Yes, she is (2x) [use finger puppets] : father - tall and handsome


Happy as can be.... Sister’s in the garden, watering the flowers (3x) Grow my flowers grow...

: sister - young and beautiful : brother - strong and heavy

Books

Recounts/Narrative Weeks 1, 2, 3 and 4:

In this activity, the book is not read either by the teacher or the pupils. Tell the story in your own words based on the illustrations. The story and pictures are simply a vehicle for developing oral language structure and vocabulary.

Materials: Book - Goldilocks and the three bears Purpose: Pupils to show understanding of events in simple past tense, the conjunction ‘but’ and the adverb ‘too’. Week 1: Elicit key vocabulary (nouns, verbs and adjectives) by talking about the pictures in the book. Key vocabulary i.e.: house, bears, porridge/food, chair, bed, sad, angry, slept, tasted, hot, cold, etc. Procedure:

Teacher: Look at this book. What animal can you see on the cover? How many are there? Where is the house? etc.

Do a few pages of the book each day. Week 2: Create a story map

Teacher creates a story map with the pupils – a series of small pictures to denote each event e.g. Teacher: Who are these bears? (Pupils: Papa Bear, Mama Bear and Baby Bear)

Teacher: What did Mama Bear make for breakfast? (Pupils: Porridge) Teacher: Where did the bears go? (Pupils: For a walk.) Teacher: Why? (Pupils: The porridge was too hot.) etc.

Teacher tells the story using the text below while pupils listen. Over the next few days, teacher tells the story a couple more times with the pupils gradually joining in.

Week 3: Sequencing of events (use of sequence connectors and ordinals) Prediction of next event Resource: Pictures from the story for pupils to sequence

Teacher puts up the pictures (not in order). Teacher: Can you help me tell the story? Which picture comes first? This? What do you see in the

picture? Pupils: Three bears/ Papa Bear, Mama Bear and Baby Bear Teacher: Yes, once upon a time there were three bears, Papa Bear, Mama Bear and Baby Bear. Which

picture comes second? This? What do you see in the picture? Pupils: Mama Bear made porridge. Teacher: Yes, Mama Bear made some porridge. Did they eat it? Pupils: No, too hot. Teacher: So what did they do? Pupils: Go for a walk. Teacher: Yes, this is the third picture. The bears went for a walk. What happened next? etc. When the picture sequence is completed, re-tell the story using sequence connectors such as then,

next, after that, finally, etc.


Week 4: Choral speaking Go home Goldie. Procedure:

Teacher displays a set of pictures in sequence. Discuss the pictures with the pupils.

Once upon a time, there were three bears: Papa Bear, Mama Bear and Baby Bear. Mama Bear made some porridge but it was too hot. So they went for a walk. A little girl called Goldilocks went into the three bears’ house. Goldilocks sat on Papa/Mama bear’s chair but it was too high/low. Goldilocks sat on Baby bear’s chair. She broke baby bear’s chair. Goldilocks tasted Papa/Mama bear’s porridge but it was too hot//cold. Goldilocks ate Baby bear’s porridge. Goldilocks got in Papa/Mama bear’s bed but it was too hard/soft. Goldilocks went to sleep in Baby bear’s bed. The bears came home. They found Goldilocks in Baby Bear’s bed. The bears chased Goldilocks away.

1. Teacher models the choral speaking. 1.1 Teacher (for picture 1):

A girl went to the forest To see what she could see She saw, inside a little house A table set for three. Set, set, set for three. Table set for three. Children repeat: Set, set, set for three. Table set for three.

1.2 Teacher (for picture 2):

She went into the kitchen And ate the porridge there Then said: “I’m too tired, I must find a chair.” Must, must, find a chair. I must find a chair.

Pupils repeat: Must, must, find a chair. I must find a chair. 1.3 Teacher (for picture 3):

She sat and broke the little chair Then said, “I’ll find instead, A not too hard, not too soft Just right feather bed. Hard, soft, feather bed. Just right feather bed. Pupils repeat: Hard, soft, feather bed. Just right feather bed.

1.4 Teacher (for picture 4):

Of course you know the story The three bears found her there All snuggled in the baby’s bed Asleep without a care.


No, no, not a care. Asleep without a care. Pupils repeat: No, no, not a care. Asleep without a care.

2.5 Teacher (final verse): Go home Goldie, Hear our call, run like the wind And don’t come back at all. Pupils repeat the final verse. Go home Goldie, Hear our call, run like the wind And don’t come back at all.



April

Publicbuildings

Vocabulary for revision Nouns Nouns Nouns Adjectives Adjectives Verbs

hospital days nurse big short made clinic times doctor strong tall clean mosque months teacher beautiful long putting school o’clock fireman high small doing police station bend square colours old sitting fire station corner circle numbers looking garden(s) roof triangle rectangle

New vocabulary

Nouns Nouns Nouns Nouns Adjectives Verbs Verbs pharmacy airport patient lights new open made bookshop mall customer gate public wait kneeling supermarket wood passenger stalls shut meet market glass people Cineplex getting selling hotel escalators visitors museum talking close restaurant building

Structures Words in bold italics can be substituted for other words, e.g. This is the airport could be ‘This is the museum’, ’This is the mosque’ etc. .

Content Type of statements Type of questions/instructions Description Discuss a picture of a

building.

This is the airport. The doctor is talking to a patient. There are stalls with fish on. The men are kneeling down.

What can you see in the picture? What’s this/are these? Who’s that? What is that man doing? Why are the men kneeling down?

Dialogue Show understanding of the

main ideas in a short dialogue.

Can I help you? Yes, please may I have a book about cats. Certainly I have one here. It is called ‘My cat’. How much is it? Five dollars. Etc


Content Type of statements Type of questions/instructions Routines/reports Respond to questions about a

routine.

When do you go to the Mosque? What does your sister do on Mondays? When does your mother go to the

market? Who works in a hospital? Where does a fireman work?

Answer questions to show

understanding of a short report.

The Mall The shops in the Mall open at 10 o’clock in the morning. The Cineplex opens at 1 o’clock. The Mall closes at 10 o’clock at night. There are escalators, lifts and stairs.

e.g. : What time does the book shop open? When does the Cineplex close? How do you go up to shops on the first

floor?

Use simple statements to

describe routines.

We go to the Cineplex to see a film. The Mall opens at 10 o’clock.

Instructions Carry out instructions in a

two-step sequences.

Follow instructions to draw a picture.

Teach the accepted form for

making requests to adults and to each other.

Let’s play shops. Would you like to be the shop assistant?

Recounts/narrative Show understanding of main

idea in events by answering questions.

My visit to the airport Last Thursday I went to the airport. I went to meet my sister. She came from Singapore. We had a drink in the restaurant. Then we went home.

Where did I go last Thursday? Who did I go to meet? Did we eat in the restaurant? Why did you go to the airport? Why did you go in the restaurant?

Prediction and future events Respond to ‘would’ questions.

Where would (you go if you broke your leg)? Who would (help you if you were lost in the Mall)?


April – Public Buildings: Week by week overview

CONTENT AREAS:


Descriptions

Role play: naming buildings. Role play: Discussing scenes inside buildings. Chant: Airport3X This is the Airport. Book: Home for a dinosaur

Role play: Discussing scenes inside buildings. Role play: Draw a building.

Activity: Where is it?/ Where are they? Chant: Airport3X This is the Airport. Song: Where are they?

Role play: Draw a building. Activity: Where is it?/Where are they? Book: The Lost Buffalo

Dialogue

Role play: At the bookshop.

Role play: At the bookshop.

Role play: At the clinic.

Role play: At the clinic.

Routines/ reports

Song: We go to the Cineplex to see a film. Game: when, what, who, where?

Game: when, what, who, where? Role play: About the Mall.

Song: We go to the Cineplex to see a film.

Game: What happens at an airport?

Role play: Big buildings. Game: What happens at a mosque?

Instructions

Role play: Let’s play shops.

Activity: Drawing to instructions . Role play : Let’s play shops.

Role play : Let’s play clinic.

Activity: Drawing to instructions . Role play : Let’s play clinic.

Recounts/ narrative

Role play: Going to the airport.

Role play: Going to the airport.

Role play: Going to the mall.

Role play: Going to the market.

Prediction/ future events

Song: Where would you go if you were sick?

Song: Where would you go if you were sick? Book: Who wants to see the doctor?

Role play: Where would/Who would Book: Who wants to see the doctor?

Role play: Where would/Who would


Role play

Role play: Descriptions

Week 1: Naming public buildings Purpose: Learning new vocabulary. Materials: Pictures of public buildings, e.g. hospital/clinic, airport, mosque, bookshop, mall, market, Cineplex. Puppet. Procedure: Introduce the puppet. Show a picture of a public building (e.g. mosque) to the puppet. Say, “This is a mosque.” Ask the puppet, “What’s this?” Puppet answers, “This is a mosque.” Ask the class, “What’s this?” They will say, “Mosque./ This is a mosque.” Puppet asks individual pupils, “What’s this?” Do the same with the other pictures of public buildings . Once or twice, the puppet could answer incorrectly; this will keep the pupils fully engaged. Weeks 1 and 2: Discussing scenes inside buildings. Purpose: Pupils learn new vocabulary using simple known structures . Materials: Pictures of inside of a public building e.g. hospital/clinic, airport, mosque, bookshop, mall, market,

Cineplex. Puppet. Procedure: Using a puppet to model some of the answers, discuss a picture of a scene inside a building. Sample role play Show a picture of one of the public buildings (e.g. hospital) to the puppet. Ask the puppet, “What is this?” Puppet answers, “This is the hospital.” Ask the puppet, “Who’s that?” Puppet answers, “The doctor.” Ask the class, “Who’s that?” They will say, “The doctor.” Puppet asks individual pupils, ““Who’s that?” Teacher to puppet: What’s the doctor doing? Puppet: The doctor is talking to a little boy. Teacher to pupils; is the doctor talking to a little boy Pupils: Yes. Puppet to pupils: What’s the doctor doing? Pupils: The doctor is talking to a little boy.


Puppet to individual pupils: What’s the doctor doing? Teacher to puppet: What’s the doctor doing? Puppet: The doctor is talking to a little boy. Teacher to pupils: Is the doctor talking to a little boy? Pupils: Yes. Puppet to pupils: What’s the doctor doing? Pupils: The doctor is talking to a little boy. Puppet to individual pupils: What’s the doctor doing? Other examples of questions: What can you see in the picture? What’s this/are these? Who’s that? What is the shop assistant doing? Why are the people kneeling?

Other examples of statements: This is the market. That is the doctor. These are the passengers. There are stalls with fish on. The passengers are getting on the plane. The doctor is talking to a patient. A man is putting some rambutans in a bag. Weeks 2 and 4: Draw a building Purpose: Pupils to talk about a picture they have drawn. Procedure: Pupils draw a picture of a scene inside a building. Teacher to go round as the pupils are drawing and discuss their pictures Teacher asks a few pupils to stand up and tell the class what is happening in their pictures.

Role play: Routines/reports

Weeks 2 and 4: About the Mall; Big buildings Purpose: Pupils to show understanding of a short report Procedure: Teacher reads/tells the pupils a short report. Teacher asks the puppet some questions about the report. The puppet answers and the teacher asks the pupils if the puppet is right. The puppet sometimes gets

the answers wrong.


About the Mall (Week 2) Report The shops in the Mall open at 10 o’clock in the morning The Cineplex opens at 1 o’clock The mall closes at 10 o’clock at night. There are escalators, lifts and stairs Questions about the report What time does the book shop in the Mall open? When does the Mall close? How do you go up to shops on the first floor?

Big buildings (Week 4) Report Most big buildings are made of steel and concrete or bricks. The windows are made glass. The doors are made of wood or metal. The walls and ceilings are painted. Questions about the report What are big buildings made of? Are windows made of soap? What are doors made of?

Role play: Dialogue

Weeks 1, 2, 3 and 4: At the bookshop, At the clinic

Purpose: Pupils to show their understanding of the main ideas in a short dialogue; to give pupils practice in interaction using limited structures . Procedure: Create a temporary space in the classroom and call it ‘A book shop’ or ‘A clinic’. Example 1 1. Teacher is a customer in a book shop. Puppet is the shop assistant.

Hello, are you the shop assistant? Yes I am the shop assistant. Can I help you? Yes, please may I have a book about cats? Certainly, I have one here. It is called ‘My cat’. ‘My cat’. How much is it? Five dollars. Here is five dollars. Thank you, goodbye. Goodbye


2. Teacher asks the pupils the following questions:

What’s the book called? How much is it?

3. Teacher then chooses a pupil to go into book shop and ask the puppet shop assistant for a book. Next day, pupils repeat in pairs, one as shop assistant, and the other as customer. Example 2 1. Teacher is a patient. Puppet is the doctor.

Hello, Doctor. Hello, how are you today? I am sick. Where does it hurt? My leg hurts. Here is your medicine. Thank you, goodbye. Goodbye.

2. Teacher asks the pupils the following questions Is my head hurting? What has the doctor given me?

3. Teacher then chooses a pupil to go into the clinic. 4. Next day, children repeat in pairs, one as doctor, and the other as patient.

Role play: Instructions

Weeks 1 and 2 : Let’s play shops. Purpose: Teach the accepted form for making requests to adults and to each other Let’s play shops. Would you like to be the shop assistant?

Weeks 3 and 4: Let’s play clinics. Purpose: Teach the accepted form for making requests to adults and to each other. Let’s play clinic. Would you like to be the doctor? Would you like to be the patient?

Role play: Recounts/narrative

Weeks 1 and 2: Going to the airport Purpose: Pupils to show understanding of main idea in events by answering questions Procedure: Teacher reads/tells the pupils a short recount/narrative.


Teacher asks the puppet some questions about the recount/narrative. The puppet cannot remember

the story so the pupils help out. Then, the puppet asks ‘why’ questions and the pupils answer.

Example Teacher: Last Thursday I went to the airport. I went to meet my sister. She came from Singapore. We had a drink in the restaurant. Then we went home. Teacher: (to Lion) Where did I go last Thursday, Lion? Lion: You went to the Mall. Teacher: (to pupils) Did I go to the Mall? Pupils: No. To the airport. Teacher: (to Lion) Who did I go to meet? Lion: You went to meet your sister. Teacher: Yes I did. Did we eat in the restaurant? Lion: Oh! I am not sure. Pupils can you help me to answer that question? Did Cikgu and her sister eat in the Restaurant. Pupils: No, they had a drink. Lion: Why did Cikgu go to the airport? Pupils: (She went to the airport) to meet her sister. Lion: Why did she go in the restaurant? Pupils: (She went to the restaurant) to have a drink. Week 3: Going to the mall Purpose: Pupils to show understanding of main idea in events by answering questions Procedure:

Teacher reads/tells the pupils a short recount/narrative. Teacher asks the puppet some questions about the recount/narrative. The puppet cannot remember the story so the pupils help out.

Teacher: On Sunday, Zaiton went to a hotel in the mall. She went for a wedding. It was a very big room. There were lots of people. Everyone was happy. They ate lots of food. The children played games. Teacher: Where did Zaiton go on Sunday, Lion? Lion: Zaiton went to the hotel. Teacher: Did she go to stay the night? Lion: Oh! I am not sure. Pupils can you help me to answer that question? Pupils: No! Then, the puppet asks ‘why’ questions and the pupils answer. Lion: Why did she go to the hotel? Pupils: She went there for a wedding.. Lion: Why was everyone happy? Pupils: They ate lots of food.


Week 4: Going to the market Purpose: Pupils to show understanding of main idea in events by answering questions Procedure:

Teacher reads/tells the pupils a short recount/narrative. Teacher asks the puppet some questions about the recount/narrative. The puppet cannot remember the story so the pupils help out.

Teacher: On Monday morning, Mother went to the fish market. There were lots of fish on the stalls. She bought a big red fish. She saw a hungry little kitten. Then she went to a supermarket. She bought a box of cat food. She and the kitten went home. The children were very happy to see the kitten. Teacher: Where did Mother go on Monday morning, Lion? Lion: She went to the fish market. Teacher: Did she buy a small fish? Lion: Oh! I am not sure. Pupils can you help me to answer that question? Pupils: No! She bought a big fish. Then, the puppet asks ‘why’ questions and the pupils answer. Lion: Why did she go to the supermarket? Pupils: She bought a box of cat food. Lion: Why were the children very happy? Pupils: They were happy to see the kitten.

Role play: Prediction/Future events

Weeks 3 and 4: Where would/Who would Purpose: Pupils to show understanding of main idea in events by answering questions Procedure: 1. Teacher asks the puppet some questions using “Wh” questions and ‘if’.

Where would you go if you broke your leg? Who would help you if you were lost in the Mall? Where would you go if you wanted to buy sweets? Who would help you if you wanted to pay for your things at the supermarket?

2. The puppet cannot predict and asks the pupils to help out.




Weeks 3 and 4: Where is it?/Where are they? Purpose: Pupils to show understanding of description by answering questions Where is it?/Where are they? Procedure: Game A (Week 3) Prepare four pictures Write simple description of each picture, e.g. There are many people. Some of the people are on the

beds. There are also nurses. There are also doctors. Where are they? Display the four pictures Ask the pupils to listen carefully while you read one of the descriptions and then point to the picture

being described.

Game B (Week 4) Give the pupils a description of a place and ask where it is. Examples: There are shelves all round the walls. There are lots of books on the shelves. The shop assistant is at

the counter. Where is it? There are lots of pupils. They are sitting and looking at a teacher. Where are they? There are lots of people. They are sitting in rows and looking at a big screen. Where are they? There are escalators, lift and stairs everywhere. There are people buying things. Where is it? There are many stalls with fish. There are people selling fruits and vegetables. Where is it?


Weeks 2 and 4: Drawing to instructions Purpose: To give children practice in following instructions. Procedure: Give each child a piece of paper Give them instructions for drawing something.

Suggestions below Draw a rectangle. Draw a triangle on top of the rectangle. Draw a small circle on top of the triangle. Inside the rectangle draw six small squares. Draw a small rectangle to make a door. What building have you drawn? Draw a rectangle. Draw a small square on top of the rectangle. Draw a small triangle on top of the square. Draw a crescent moon on top of the triangle. Inside the moon, draw a star.


Draw four small squares inside the rectangle. Draw a small rectangle to make a door. What building have you drawn?

Games and activities: Routines and reports

Weeks 1 and 2: When, what, who, where? Purpose: Pupils understanding questions about routines, and practising responding using simple present Procedure: Prepare a number of question cards, using when, what, who, where modelled on the examples below Put them in a pile, upside down on the floor in the middle of the circle. Ask a pupil to take the top card and hand it to you. You, or a puppet, read the question. Pupils discuss in pairs the answer to the question. Pupil chooses someone to answer the question. Repeat. Sample questions (bold italics indicate interchangeable word e.g. mosque, market, mall) When do you go to the Mosque? What does your sister do on Mondays? Who works in a hospital? Where does a fireman work? When does your mother go to the market? What time does the mall open? When does the mall close? Why does your mother go to the market? How does your father go to the mosque?

Weeks 3 and 4: What happens at an airport/mosque? Purpose: Pupils to compose sentences about what happens at places Procedure: Put pupils into groups of four. Ask the question What happens at the . . . ? Ask the pupils to discuss in their group one thing that happens and to make up a little mime for it. Ask for the answers and mime from each group Possible things the pupils might say: At the Airport, There are planes. Pilots fly planes. Passengers go on planes and fly to another place. Passengers buy tickets to go on a plane. People say goodbye to their families and friends. Families and friends meet passengers from planes.


At the mosque, People take off their shoes. People go to mosque and pray. People wash hands, face and feet. People kneel down. People read Quran.

Songs/Chants Airport, Airport, Airport, This Is The Airport (Chant) Purpose: Use simple statements to describe scenes. Airport3X, This is the airport, What can you see 2X, There are planes, planes, everywhere, Who is that? 2X, Pilot 2X Flying the plane away. Market 3X, This is the market, What can you see 2X, There are stalls, fishes everywhere, Who is that? 2X Customer 2X Buying and taking the fish away. Hospital, hospital, hospital. This is the hospital, What can you see? There are patients , nurses everywhere, Who is that? 2X Doctor 2X coming this way to take you away.

We go to the Cineplex to see a film (Tune : This is the way we wash our hands) Purpose: Use simple statements to describe routines. We go to the Cineplex to see a film, see a film, see a film We go to the Cineplex to see a film at 6 o’clock in the evening. We go to the Mall to buy our clothes etc We go to the Mall to buy our clothes at 10 o’clock in the morning. We go to the clinic to get some pills etc We go to the clinic to get some pills at 9 o’clock in the morning We go to. . . .

Where are they? (First verse of Twinkle, Twinkle Little Star) There are people kneeling down, Where are they? 2X These people are in the mosque, in the mosque, in the mosque. There are passengers getting on the plane, Where are they? 2X These passengers are at the airport, at the airport, at the airport. There are customers buying some books, where are they? 2X These customers are at the bookshop, at the bookshop, at the bookshop. There are doctors taking care of patients, Where are they? 2X These doctors are at the hospital, at the hospital, at the hospital.

Where would you go if you were sick? (Tune : This is the way we wash our hands) Where would you go if you were sick, if you were sick, if you were sick? Where would you go if you were sick, tell me now. I would go to the clinic, to the clinic, to the clinic I would go to the clinic to see the doctor. Who would help you if you were lost, if you were lost, if you were lost? Who would help you if you were lost, tell me now. The policeman would help me, would help me, would help me The policeman would help me, if I were lost.


Books

Descriptions Week 1 In this activity, the book is not read either by the teacher or the pupils. Tell the story in your own words based on the illustrations. The story and pictures are simply a vehicle for developing oral language structure and vocabulary. Materials: Book - Home for a Dinosaur by Eileen Curran

Structures Vocabulary What can you see in the picture? What’s this/these? This is the airport. What is the man doing? The man is carrying some fruits.

New: museum, theatre, bank, money, railway Revision: airport, trains, bumped

Introduction: Show the pupils the cover of the book and tell them the title. Page Teacher comments/questioning Expected Response Cover

What can you see? Is it a dinosaur? or a big crocodile? Where is the dinosaur? Do you think the dinosaur is going to a village? What else can you see in the picture?

A dinosaur./ It’s a dinosaur. No, (It is) going to the city. There are (buildings. There are (cars. There is (an aeroplane)

Inside cover

What does the dinosaur carry with him? There are many cars in the city. What else can you see besides cars?

He carries (a red bag). There is (a plane). There is (a train on a railway). There are many buildings.

1

The dinosaur’s name is Bronty. What can you see around Bronty? What trees can you see? Where do you think Bronty is?

There are many trees. A lake. Mountains. Apple trees. Bronty is at the mountain/ village/ forest.

2/3

This is where Bronty lives. Where is this? What can you see around his home? What animal is this? (point to the horse) Do you think the horse is Bronty’s? What is Bronty doing? What is this? (point to the fishing rod) What is the fishing rod used for?

This is Bronty’s home. A lake. A whale in the lake. There are many trees. It is a horse. Yes, it is Bronty’s horse. He is cleaning his house

4/5

Bronty is reading newspaper.

He is outside his house/ at the front porch.


Where is Bronty now? What is he doing? Who can tell me, where do you usually get newspaper? (point to the newspaper)

He is (reading) a newspaper. From the mall/ supermarket/ bookshop.

6/7

Bronty has an idea of visiting the city. What do you think Bronty see in the newspaper? What can you see in the city? (point to the picture of the city). What is this? (point to the theatre) What do you think is this? (point to the best food building), etc.

A picture of the city. There are many buildings. This is (the theatre). This is( the restaurant) This is (the museum)

8/9 Bronty is packing his clothes into his red luggage. What is Bronty doing? Why is Bronty going to the city? Where is Bronty now? (pg 9) What do you think Bronty is going to see in the city?

Bronty is packing his clothes. Because there’s a lot to see in the city. Bronty is walking to the city. Cars, buses, buildings, planes, trains, theatre, supermarket, airport, bookshop, market,etc.

10/11

Bronty is in the city. Where is it? What does he see? What is this? (point to the supermarket) What is the man doing? Where is it? (point to the dress shop) There are dolls inside the building. What can you find in this building? What is this? (point to the bank) What can you do in a bank? Which place do you think Bronty is going to visit?

Bronty is in the city. He sees many cars/people/vans. This is a supermarket. The man is carrying some fruits. This is a dress shop. There are many dresses in the shop. It is a bank. We can take money. We can keep money. Restaurant, bookshop, market, museum, airport, supermarket, etc.

12/13

Bronty has trouble on the roads. Where is Bronty now? What do you think happen to Bronty now? Why do you think they are angry? (Divide the children into two groups, then ask one group to make the sound of car horns, and the other group makes the sound

On the roads. In the city. Walking on the railways. There are angry people. Bronty blocking the way. (Honk, honk, honk, chug, chug, chug, etc.)


of the trains moving on tracks.) Why Bronty looks so unhappy? Where do you think Bronty is going next?

To the bus station, airport, restaurant, bookshop, market, museum, airport, supermarket, etc.

14/15

Bronty is at the airport. Where is this? What can you see at the airport? How many planes can you see, can we count? What happens to the planes/jets?

This is the airport. Planes/airplanes/jet / helicopters . The planes/jets are ready to take off.

16/17

Bronty is on the roads. Bronty is on the railways. What happen to the cars, vans and trains? Why do the cars, vans and trains crash into each other?

The cars, vans and trains crash into each other. Because of Bronty./ Bronty is too/very big.

18/19

Bronty is at the airport. Where is this? Who is this man? (point to the man with the parachute) What is this man doing?

This is the airport. He is the pilot/passenger. He is (jumping) from the plane.

20/21

Bronty is in the city. Where is Bronty now? What can you see? Do you think Bronty like the city? Why do the people look angry? (Point to the people) What do you think they are saying to Bronty?

Bronty is in (the city). Cars crash into each other. (Aeroplanes fall) to the ground. Trains turn over. Railways are broken. Bronty is causing trouble. No, he doesn’t like the city.

22/23

Bronty has another idea. What is he thinking? Where do you think is he going now?

He is going somewhere. Home/ another city.

24/25

Bronty is going away from the city. Where is Bronty doing now? Why is he going away from the city? Where is he going next?

Bronty is going out of the city. He is not happy/ He doesn’t like the city. Home/jungle


26/27

Bronty goes back to where he lives. Where is Bronty now? (point to the house, lake, trees) Look at his face, is he happy or sad? What make him looks happy?

He is going home/village. He is happy. He is home.

28

Bronty is in his house. Where is Bronty now? Do you think he likes it?

Bronty is in his house.

Week 4 Materials: Book - The Lost Buffalo , written by Joy Cowley

Structures Vocabulary What can you see in the picture? What’s this/these? This is the supermarket. What is that boy doing? The boy is reading a book in the book shop.

New: village, buffalo, lost, bookshop, supermarket, restaurant, town, building Revision: big, small

Introduction: Show the pupils the book and tell them the title. Page Teacher comments/questioning Expected Response Cover

Look at the front cover. There is a buffalo which is lost in town. Is it an elephant? Where is it going?

A buffalo. No, (it is) a buffalo. (It is ) going to town.

Inside cover

The buffalo is eating grass. The buffalo is in a village. Is the buffalo in town? What is the buffalo eating? That man is its master. Who is that man?

No (The buffalo is eating) grass. (Its) master.

2/3

The buffalo runs away from the village. It is not in the village. Where is the buffalo? Is it in the village? So, what might happen if the buffalo is lost in town?

No, it is not in the village.

4/5

The buffalo sees some buildings. This is the supermarket. (Point to the supermarket). What is this? This is the book shop. (Point to the book shop)

(This is) a supermarket. (This is) a book shop.


What is this? What do you think is in the supermarket? What do you think is in the book shop? Do you think the buffalo will go into the supermarket?

Yes

6

The buffalo is in the supermarket. This is a shop keeper. (Point to the shop keeper) Who is that? A shop keeper is surprised to see a buffalo in her supermarket. Where is the buffalo? Does the buffalo live at the supermarket?

That is a shopkeeper. (It is) at the supermarket. No (It lives in the village.)

7

The buffalo is in the book shop. There are books on the book shelf. What are these? (Point to the books on the book shelf) A boy is reading a book. (Point to the picture ) What is that boy doing? Where is the buffalo? Does the buffalo live at the book shop?

(These are) books. (That boy is) reading a book. It is at the book shop. No (It lives in the village.)

8

The buffalo is in the dress shop. Where is it? There are clothes in the dress shop. What are these? (Point to the clothes) A tailor is surprised to see a buffalo in his shop. Why is the tailor so surprised to see a buffalo in his shop? Where is the buffalo? Does the buffalo live at the dress shop?

(It is) at the dress shop. These are clothes. No (It lives in the village.)

9

Now, the buffalo is at the service station. Where is it? A man is standing near the gas kiosk. What is this? (Point to the gas kiosk) A man is surprised to see a buffalo at the service station. Why is he surprised to see a buffalo at the service station? Does the buffalo live at the service station?

It is at the service station. (This is a) gas kiosk. No (It lives in the village.)

10

Next, the buffalo is going to the market. Where is the buffalo going to? There are fish on the stall. (Point to the picture)

(The buffalo is going to) the market. These are fish.


What are these? The woman is surprised to see a buffalo in the market, but the man is very happy to see the buffalo. Why is he happy to see the buffalo in the market?

11

The buffalo is outside the restaurant. What might happen if it goes into the restaurant? What are the boy and the girl doing in the restaurant? Why does the girl look surprise when she sees the buffalo?

It will (eat the food). They are (eating).

12/13

The buffalo is at the park. Where is the buffalo? Who are these two people? What do you think they say to the buffalo? Do you think they like the buffalo? What is the buffalo doing? eating the grass?

It is (at the park). Man and woman/ husband and wife/Mother and father

14/15

The farmer found the buffalo. Who is this man? Is he happy to see the buffalo? What does he say to the buffalo? Do you think the buffalo is happy to see the farmer?

Yes, he is. He is (the farmer)

16

The buffalo is back in the village. Where is the buffalo now? Is he happy now? What might happen to the buffalo if he is not found by the farmer?

He is (in the village). Yes, he is.

During closure: As the teacher reads the story to the children, ask some questions using ‘Wh’ questions including ‘Why’ to check children’s understanding.


5.2.6 Year 2 Listening and Speaking SOW

January

At School


Nouns Nouns Nouns Nouns Nouns Nouns Verbs + -ing

Verbs + -ing

Adjs Preps

school ceiling board pen bike shoulders wash help thin in classroom floor fan crayons 1-10 face clean read short on toilet door bin pencil case tummy teeth brush write fat under canteen window glue book finger(s) chin like stand long next to staffroom wall box colour nose eyes can sit tall up library cupboard bag shoes head(s) hair jump listen small at office table ruler song arm(s) toes play draw little to hall desk rubber name knees feet ride sing old over field shelf sharpener boy(s) hand(s) mouth go drive big around garden chair scissors girl(s) ears brush eat tidy young middle teacher mat pencil shapes leg(s) uniform get up fast in front of children towel toothpaste soap comb friend work slow behind days of week

colours 1st – 10th Months of year

New vocabulary


ICT teacher chalk playground ring whose headmaster whiteboard duster clinic teach which clerk bell national anthem help when watchman computer morning spell with gardener flag exams test mine dental nurse marker pen hobby came yours cleaner assembly went hers librarian time was absent prefect break time happened helpful timetable made tired test watched hungry fishing angry sick/ill

Structures



person (teacher describes a pupil in the room and asks Who is it?)

Respond to questions about

My name is Yusof. I am six (years old). I am

tall and thin. I have short hair and brown eyes.

I like chicken rice and

What is your name? How old are you? Are you six (years old)? What do you like to eat? What do you like to drink?


myself Describe myself and other

pupils

Milo. I like chicken rice but I

don’t like fish. I like playing football. I can jump high. I can ride

a bike. My friend’s name is Amri. I

like him.

I have a book, a rubber, a pen . . . . .in my school bag.

I am/We are going to the library.

His name is Amri. He is tall. He is sitting with Jaafar.

She has short hair. Her

sister’s name is Mardiana.

Do you like swimming? Can you ride a bike? What is your friend’s name? Who is sitting next to/behind/in front of you in

class?

What is in your school bag?

Where are you going?

Who is it/this/she/he?

Dialogue Classroom interaction between

teacher and pupils.


This/That is my pencil. This /That is mine. This/That book is mine. This is

Siti’s/his/hers/yours The blue one is

mine/Siti’s. My name is Hana. I am six (years old). I am

tall and thin. I like chicken rice and I like

Milo. My friend is Shanti.

Whose pencil is this? (Use these structures) Which one is yours? Which one is Siti’s?

Routines/reports Revise days of the week Revise o’clock Revise months of the year in a

chant. Understand statements

describing personal and school routines

Answer questions about daily routines

Today is Tuesday. Tomorrow will be

Wednesday. We have school assembly

every Monday. I/we go to school on

Mondays.

I get up at 6 o’clock. I go to school at 7 o’clock. On Sundays, I have my

breakfast at 7 o’clock, He gets up at 7 o’clock.

We go to the canteen at

break time. We sing the National

Anthem every morning. The clerk rings the bell. We have school assembly

every Monday.

What day is it, today? Which day is after Monday? Do you come to school every day? Do you come to school on Sundays? Who brings you to school? What time is it? When do you get up/go to school/have snack? Where do you go at break time? Who rings the bell? When do we have school assembly? What song do you sing every morning at

assembly? What subjects do you have every Monday? Who is on duty on Monday?


We sing the National Anthem every morning.

We have English, Mathematics, Science and PE.

Ahmad, Amira and Nina are on duty on Monday.

Nina sweeps the floor every Monday.

Who sweeps the floor every Saturday?

Instructions Follow and respond to sequenced instructions, describe locations

The staffroom is on the first floor.

The library is next to the clinic.

Put your book in your bag and then stand up. Is the staffroom on the third floor? Where is the staffroom? What is next to the library?

Recounts/narrative Introduce past tense, e.g. make something with the pupils and then the following day describe what you did. In subsequent days, describe other events which happened the previous day.

Today is Tuesday. Yesterday was Monday. Yesterday, we made a doll.

First we ... Then ...Next ... Finally ...

Yesterday was Sunday. I

went to the Mall with my children.

Yesterday, I went to my

brother’s wedding. Yesterday, Moksin’s tooth

came out.

I watch tv everyday. I watched tv last night.

What happened yesterday? Where did we go first? Where did we go next? Where did we go then? Where did we go finally? What day was yesterday? What did you do yesterday / last night?

Prediction/future events Introduce future using will, E.g. Ask the pupils what future events they will carry out. During closure, when reading the story, ask some questions to check pupils have understood.

Tomorrow is Tuesday. We will have sports

tomorrow. Scenario 1: A boy walked to the canteen and dropped his money. Scenario 2: A cleaner mopped the floor. The floor was very wet. A boy ran over it.

What will we have tomorrow? Where will you go tomorrow? What will you do tomorrow?

What might happen next?


January – At School: Week by week overview

CONTENT AREAS:


Descriptions

Activity: Questions and answers

Song: My Friend’s name Game: Kim’s Game (using old and new school items or flashcards)

Activity: Interview session

Song: My Friend’s name Game: Kim’s Game (using old and new school items or flashcards)

Game: Who is it / this / she / he?

Activity: What is in your school bag?

Game: Who is it / this / she/he?

Activity: What is in your school bag?

Game: Pass the parcel

Dialogue

Activity: Roll the ball Activity: Roll the ball

Activity: Whose/Which

Activity: Whose/Which

Routines/ reports

Song: Days of the week. Activity: Answer questions about routines

Song: Days of the week. Activity: Answer questions about routines

Song: Days of the week. Activity: Discussion :School routines (Timetable)

Song: Days of the week. Activity: Discussion :School routines (Timetable)

Instructions

Activity: Follow the instructions




Recounts/ narrative

Song: I went to school Activity: School orientation

Song: I went to school Activity: School orientation

Activity: Where did you go yesterday? Song: I went to school

Activity: Where did you go yesterday? Song: I went to school.


Activity: What will…? Book:

1. Our School (EPPS book)

2. Big Book of Non-fiction A

Activity: What will…? Book:

1. Going to School.

2. Big Book of Non-fiction A

Activity: What might happen next? Book:

1. School Rules

Activity: What might happen next? Book:

1. School Rules




Week 1: Questions and answers Purpose: Answers questions about myself. Materials: - Procedure:

Ask individual pupils questions about themselves eg: What is your name ? How old are you? Likes and dislikes etc…

Teacher models initially. As pupils gain confidence, they can then ask questions of each other.

Weeks 1 and 2: Kim’s Game Purpose: Revising known vocabulary and introducing new vocabulary Materials: Realia or flashcards (classroom items) Procedure:

Teacher introduces items and places them on a tray. The teacher tells the pupils that they have to remember all the items. Then, the teacher covers the tray with a piece of cloth and secretly removes an item. Teacher removes the cloth and the pupils have to guess what is missing from the tray.

Week 2: Interview session Purpose: Interviewing a friend/ teacher/staffmember at school. Materials: A recorder and a (toy) microphone Procedure:

In pairs, the pupils interview each other using the language structures: What is your name? How old are you? What do you like to eat? What do you like to drink? Do you like swimming? Can you swim? What is your friend’s name?

Weeks 3 and 4: Who is it/this/she/he? Purpose: Understand descriptions of a person and identifying the person Materials: Pictures of people who work at school (e.g. teacher, librarian, headmaster, cleaner, gardener) Procedure:

Teacher shows/displays pictures of people who work at school. S/he describes each picture and later asks the pupils to guess who is it/this/she/he?.

Weeks 3 and 4 What is in your school bag? Purpose: To practice vocabulary related to things in the classroom. Materials: School bag and stationary items…… erasers, pens, books, ruler, sharpener, glue Procedure:

Pupils sit in a circle. Ask a pupil “ What is in your school bag?” The pupil then looks into the school bag and says “I have a book in my school bag” and then takes out

the book. Continue this until the bag is empty.


Games and activities: Descriptions Week 4: Pass the parcel Purpose: To practice school vocabulary and present continuous tense. Materials: A parcel with a picture of a place at school on each layer. Procedure:

Pupils sit in a circle. They pass the parcel around and sing a song. When they stop singing, the pupil with the parcel unwraps a layer to find a picture. The other pupils ask, “Where are you going to?”. The pupil with the parcel answers, “I am going to the library.” The parcel is passed around again.


Weeks 1 and 2: Roll the ball Purpose: To practice giving a description of themselves. Materials: A ball, flashcards of food items. Procedure:

Pupils sit in a circle A teacher says, “My name is …. I am …. years old. I am tall and thin. I like chicken rice and Milo. My

friend is Shanti.” Then s/he rolls the ball to a pupil and needs to say about her/himself. “My name is ……….. I am …..old I like chicken rice and Milo…….. My friend is Shanti.”

Weeks 3 and 4: Whose/Which Purpose: To practice possessive pronouns. Materials: Items belonging to the children. Procedure:

Pupils sit on the mat. Teacher asks a pupil to pick an item/two different items from the schoolbag, and models the question,

“Whose pencil is this?”, “Which one is yours?”, “Which one is Siti’s?”. The pupil repeats the question and the other pupils try to guess whose pencil it is. The pupil who answers correctly in a full sentence such as, “That pencil is mine.” “ That pencil is Siti’s.”

will take turn asking.


Games and activities: Routines and Reports

Weeks 1and 2: Answer questions about routines Purpose: To practice structures specific to times and routines Materials: A clock face Procedure:

Clock face sets at 6am. Teacher asks questions using the clock face.

What day is it today? What day will be tomorrow? What time is it ? What do you do at 6 o’clock? When do you get up ? When do you go to school? ( OTHER INVOLVING ROUTINES)

Responses: Today is Tuesday. Tomorrow will be Wednesday. It is 6 o’clock I get up at 6 o’clock I go to school at... I eat … at … He gets up at …

Weeks 3 and 4: Discussion: School routines (Timetable) Purpose: To practice structures specific to time and routines Materials: Class time table and duty roster Procedure:

Teacher asks questions referring to the enlarged time table and duty roster. Examples:

Teacher’s questions Pupils’ responses What day is it today? Today is Monday. When do we have school assembly? We have school assembly every Monday. What song do you sing every morning at assembly? We sing the National Anthem every morning. What subjects do you have every Monday? We have English, Mathematics, Science and PE. Who is on duty on Monday? Ahmad, Amira and Nina are on duty on Monday. Who sweeps the floor every Saturday? Nina sweeps the floor every Monday.


Weeks 1, 2 ,3 and 4: Follow the instruction Purpose: Follow instructions to place items in different locations in school. Materials: Individual school plan and labelled flashcards Procedure:

Each pupil will be given a school plan. The teacher reads out the instructions, e.g. draw a book in the library, draw a teacher in the staffroom,

etc. The teacher models the procedure on the first day. Then, this can be done in groups or pairs where a

pupil takes the teacher’s role.


Games and activities: Recounts and Narratives

Weeks 1 and 2 : School orientation Purpose: Identifying different places at school Materials: Picture flashcards, camera, Day 1:

Procedure: Teacher introduces places at school by showing the picture flashcards. Then, discuss the location of places.

Week 2: School Orientation Day 1:

Procedure: Teacher leads the pupils on a walk around the school and takes photographs of the various locations. The pupils are asked to remember the order in which they have visited.

Day 2:

Procedure: The teacher places the photographs in random order. Ask questions such as, “Where did we go first?”. The pupils respond with, “We went to the library first”.

Teacher’s questions Pupils’ responses “Where did we go first?” First, we went to the library. Where did we go then? Then, we went to the staffroom. Where did we go next? Next, we went to the canteen.

Weeks 3 and 4: Where did you go yesterday? (An accumulative memory game) Purpose: To use school vocabulary and past tense. Materials: Flashcards Procedure:

The pupils sit in a circle. Then, the teacher says “Yesterday, I went to the library.” The pupil sitting next to the teacher says, “Yesterday, I went to the library and the staffroom.”. The next pupil says, “Yesterday, I went to the library and the staffroom and the canteen.” Then, the pupils move into groups and carry out the game and the teacher monitors them.

Games and activities: Prediction/Future events

Weeks 1 and 2: What will…? Purpose: Introduce future using ‘will’ Materials: Class time table Procedure:

Discuss the time table with the pupils and ask them what subjects they will have tomorrow. Weeks 3 and 4: What might happen next? Purpose: Introduce prediction skills Materials: Big Books or any relevant pictures Procedure:

Go through the Big books and stop at a suitable place and asks the pupils to predict what might happen next.


Songs/Chants I went to school (Language structure: Simple past tense regular verbs) I went to school on Monday, And I walked like this, walked like this, walked like this. I went to school on Tuesday, And I hopped like this, hopped like this, hopped like this. (Change the verbs with: jumped, clapped, stamped, tapped, waved, smiled, laughed, clicked, etc) I stayed at home on Friday, And I helped my mum, helped my mum, helped my mum. (Language structure: Simple past tense irregular verbs) I went to school on Monday, And I read a book, read a book, read a book. I went to school on Tuesday, And I wrote a story, wrote a story, wrote a story. (Change the verbs with: made a mess, ate my lunch, drank my tea, ran about, slept all day, etc)

Days of the week (Sing or Chant) Sunday, Monday, Tuesday, Wednesday, Thursday, Friday and Saturday too, I, 2, 3, 4, 5, 6, 7 days, Each day different and everyday new. Hot days, cold days, sunny days, windy days, cloudy days, rainy days, stormy days too, 1, 2, 3, 4, 5, 6, 7, days, Each day different and everyday new. Days of the week (Twinkle, twinkle Little Star) Monday, Tuesday, Wednesday too, Thursday, Friday, just for you, Saturday, Sunday that’s the end, Now let’s say those days again. (Children say the seven days)

My Friend’s name (B-I-N-G-O) There is a boy in Year(2A) and his name is (Ahmad), A-H-M-A-D (3X) , My friend’s name is Ahmad. There is a girl in Year(2A) and her name is Amira, A-M-I-R-A ((3X), My friend’s name is Amira.

Walk to the school (Skip to my Lou) Walk, walk…walk to school (3X), Early in the morning. Sweep, sweep…sweep the class(3X), Early in the morning. Sing, sing…sing the Anthem(3X), Early in the morning. March, march…back to class(3X), Early in the morning. Good morning teacher, how are you? (3X), How are you this morning?. Ring, ring…ring the bell (3X), Now it’s time to go home.

Month Chant (10 little Indians) Jan-u-ary, Feb-ru-ary, March and A-pril, May, June, July, Au-gust and Sep-tem-ber, Oc-to-ber, No-vem-ber and De-cem-ber. These are the months of the year.



February Celebrations/Festivals/Events


Nouns Nouns Nouns Verbs Adjs Preps

months of year days of the week 1st – 31st sing birthday wedding slide wear assembly flag food types of clothes national anthem drink games

New Vocabulary


present marriage cook invite her gift performance bake slide his invitation stadium visit wore colourful bouncer sultan buy wave fun bride his majesty party line up because bridegroom royal family pray perform cake crowd lantern decorate candles decoration envelope pray packet ketupat first next then finally

Structures



celebrations and events. Respond to questions about

celebrations and events. Describe participation at the

events.

My birthday is on... I/She/He am/is...(7 years old) Her/His birthday is on... I have been to... I wore... I... It is on... We visit/cook/bake/wear...

When is your birthday? How old are you? Are you five or six (years old)? Who has been to a wedding? What did you wear/do? When is the National Day? When is Hari Raya? What do you do in Hari Raya?

Dialogue Classroom interaction

between teacher and pupils.


My birthday is in... Siti’s birthday is in... I want (a doll/bicycle) for my birthday. I am having a party. I got (a doll/bicycle) for my birthday I liked the (food). We are going to eat...

I went with...(my father/mother).

Whose birthday is in...? What do you want for your birthday? What would you like for your birthday? What did you get for your birthday? What did you like? What are you going to eat for Hari Raya? Who do you go with?


Routines/reports Revise days of the week Learn months of the year Revise o’clock/time. Revise 1st – 3rd Learn that ordinal numbers

11th -31st are constructed from the cardinal numbers.

Birthday chart activity. Understand statements

describing celebrations and events.

Answer questions about celebrations and events.

It is on Sunday. I/We go to weddings on Sunday. It is at... o’clock.

What day is...(wedding/birthday) on? What time is the wedding/birthday/party?

Instructions Follow instructions,

containing two pieces of information while revising Pra vocabulary.

Point to the...5th of...on the (calendar)

When is your birthday?

Recounts/narrative Introduce past tense, e.g. make

something with the children and then the following day describe what you did. In subsequent days, describe other events which happened the previous day.

During closure, when reading

the story, ask some questions to check children have understood.

Yesterday was Monday. Yesterday, we made a lantern. Yesterday was Sunday. I went to a

birthday party with my children. Yesterday, I went to my brother’s

wedding.

What happened yesterday?

Prediction/future events Read the big book

Celebrations and make predictions about what comes next.


February - Celebrations/Festivals/Events: Week by week overview

CONTENT AREAS:

WEEK 1 Birthdays

WEEK 2 Weddings

WEEK 3 Hari Raya

WEEK 4 National Day

Descriptions

Song/chant: Sing Happy Birthday song. Activity: Birthday graphs Activity: Birthday Cake

Activity: Wedding photos (Discuss)

Activity: Discuss Hari Raya using pictures.

Activity: Show and discuss

pictures of National Day Celebration

Chinese New Year

Dialogue

Activity: Roll the ball, when is your birthday?

Activity: Roll the ball, when is your birthday?

Activity: Roll the ball, what do you do during Hari Raya eve...?

Activity: Place the pictures under the correct heading (celebration)

Routines/ reports

Activity: Question and answer. Chant: Months of the year chant. Activity: Review ordinal numbers. 1st - 31st.




Instructions

Activities: Point to your birthday. Line up in order. Make a birthday

card.(Homework)

Activity: Decorate bride and bridegroom picture. (Homework)

Activity: Making ketupat (paper folding). Activity: Decorating green packets/envelopes or Hari Raya cards. (Homework)

Activity: Colour the Brunei flag. Make a Chinese

lantern

Recounts/ narrative

Activity: Toss the dice Activity: Sequencing a set of birthday party pictures.

Activity: Toss the dice




Activity: Predict what they will get for their birthday.

Activity: Provide a scenario where there is a problem at the wedding. Children predict what will happen.

Activity: Read or tell a story about a celebration and predict what might happen.

What would happen if it rained?




Week 1: Birthday Graph: Purpose: It is for the pupils to know their month of birth and to see how many other pupils share the same months. Materials: Graph template, small pictures eg: cake, presents etc.. Procedure:

Discuss the twelve months of the year, their names in order. Prepare a large month of the year template. Give each pupil a small picture (e.g. present, toys, cupcake) to colour and write their name and date of birth. The pupils glue their picture onto the template and display it in the room.

Ask individual students questions about themselves eg: When is your birthday? How old will you be? My birthday is in... I will be... My birthday is on...(date) Teacher models initially. As pupils gain confidence, they can then ask questions of each other. Later use the graph as basis for the ‘Point to your birthday’ activity.

Week 1: Birthday Cake Purpose: Ask and answer questions, “Would you like...?” and “Yes, Please or No, Thank you”. Materials: Birthday Cake Procedure:

Pupils sit in a circle. Teacher brings a birthday cake with candles lit. Ask all pupils having a birthday that month to stand and all the class sing the Happy Birthday Song. The other pupils ask them “How old are you?” and they reply “ I am ____this month” The birthday pupils then ask each pupil “Would you like a piece of cake?” to which they reply, “Yes, please” or

“No, thank you”


Weeks 1-3: Roll the Ball Purpose: Practise answering a series of questions about celebrations and festivals. Materials: A ball Procedure:

Pupils sit in a circle Roll the ball around the circle and sing a familiar song. When the song finishes the pupil left with the ball then answer a question asked by the teacher:

eg : When is your birthday ? How old are you? What did you get? Who do you go with? What did you wear? The pupil then replies My birthday is... I got... I went with...

Games and activities: Routines and Reports

Weeks 1-4: Question and Answer Purpose: Practice answering a series of questions about celebrations and festivals. Materials: Series of pictures about each festival Procedure:

1. Teacher shows pupils a series of pictures(for the celebration for the week) 2. Pupils brainstorm about the picture eg. cake, candles etc..


3. Teacher writes words on a chart. 4. Class discuss the celebration through questions and answers. 5. Pupils will discuss celebrations they’ve been to. Establish prior knowledge. Eg, What day

was...(wedding/birthday) on? What time is the wedding/birthday/party? It is on Sunday. It is at... o’clock.

Weeks 1-4: Months of the year chant Purpose: To learn the names and sequence of months of the year. Materials: Chant written up on a large piece of paper. Procedure:

1. Teacher teaches pupils the months of the year chant. 2. Pupils practice it everyday.

Weeks 1-4: Review ordinal numbers 1st-31st Purpose: To learn and read calendar. Materials: Calendar month Procedure:

1. Prepare a large template of a month calendar (e.g. January ) 2. Give each pupil a numbered square (1st – 31st ) to write or draw an imaginary event/’activity that will happen that

day ( e.g. 29th – go to KFC , 30th – swimming ) 3. Glue the pictures onto the calendar as the teacher asks e.g. “Who has the 1st?” 4. Display and use throughout the month to discuss e.g. “What is happening on the 2nd?” “When are going to...?”

Games and activities: Instructions Week 1: Make a birthday card (Homework) Purpose: To understand the purpose of a birthday card. Materials: Plain paper with a set of instructions Procedure:

Discuss features needed in a birthday card. Eg. title, illustrations, verse(happy birthday), to and from(sender, receiver, names)

Pupils are asked to design and colour in a birthday card for a friend as a homework task. Share with the class.

Week 2: Bride and groom pictures(Homework) Purpose: To follow a set of simple instructions.


Materials: Photocopied picture of a bride and groom Procedure:

Pupils are asked to design and decorate a wedding outfit for the bride and groom(any wedding outfit from any cultures. Eg..Malay, Indians, Chinese)

Discuss and display around the classroom.

Week 3: Making a ketupat. Purpose: To follow a set of simple instructions to make a ketupat. Materials: Paper ribbons Procedure:

Find someone in the school or a parent to show you how to make a ketupat. Display the ketupat around the classroom.

Week 3: Decorate green packets/envelopes/Hari Raya cards (Homework) Purpose: To create or design green packets/envelopes/Hari Raya cards Materials: Plain packets/papers Procedure:

Discuss reason for and show examples of the green packets/envelopes/Hari Raya cards. Share and display around the classroom.

Week 4: Colour the Brunei flag Purpose: To understand the design and colours of the National flag. Materials: Photocopied Brunei flag.

Discuss reason for the colours and what the emblem represents. Colour in and display around the classroom.

Week 4: Make a Chinese lantern Purpose: To understand the significance of the lantern for Chinese New Year. Materials: Coloured piece of papers Procedure:

Discuss the reasons for the lanterns. Make and display in the classroom.

Games and activities: Recounts/narratives

Weeks 1-4: Toss the dice Purpose: To reinforce questioning skills Materials: Dice, questions starters Procedure:

1. Write up the six questions starters ( what, where, when, how, why, who ) and number each to correspond with the numbers on the dice.

2. The pupils throw the dice and the number face up is the question starter they must answer...e.g. ‘1=What’ teacher asks the pupils a ‘What’ question about a celebration – “What did you wear?” “What did you eat?”


Songs/Chants

Birthday song Happy Birthday to you, Happy Birthday to you, Happy Birthday to (Michael), Happy Birthday to you.

Months of the year (chant) January, February, March and April May, June, July, August and September October, November and December These are the months of the year.

I can sing a rainbow Red and yellow and pink and green, purple, and orange and blue. I can sing a rainbow, sing a rainbow, sing a rainbow too.

Days of the week Monday, Tuesday, Wednesday too Thursday, Friday just for you Saturday, Sunday that’s the end Now let’s sing those days again.

When is your birthday (Farmer in the dell) When is your birthday? (2x) Do tell me (2x) It is in November (2X) How about you? (2x)

5.2.7 Six areas for the Listening and Speaking Programme


Function Linguistic features

Description

Respond to oral comprehension questions about a picture. Show understanding of the main idea in simple descriptions of people,

objects and places

is/are/has/have/can/like present continuous/infinitive comparative and superlative adjectives cardinal number 1-100 possessive nouns/pronouns ‘but’ to join two ideas ‘Which’ and ‘Whose’ questions prepositional phrases

Use simple statements to describe pictures and situations within a range of topics.

Dialogue

Show understanding of the main idea in short familiar dialogues.

is/are/has/have present continuous/infinitive can, like comparative and superlative adjectives ‘What’ and ‘How’ questions possessive nouns/pronouns

Exchange information about oneself and family. Exchange opinions on likes and dislikes.

Routines/ report

Respond to oral comprehension questions about an occurrence. Show understanding of the main idea in simple descriptions of people,

places, situations.

simple present days, time (hour/half hour), months, ordinal

numbers 1st -31st ‘but’ to join two ideas instrumental ‘with’ ‘because’ statements ‘when’ questions prepositional phrases adverbs: sometimes, determiners: every, a lot, some

Use simple statements to describe pictures and situations within a range of topics.

Instructions

Carry out instructions, suggestions or requests in a two-step sequence. imperative ‘Let’s…’ ‘May I . . ’, ‘Please could . . ’, ‘Would you

like. . ‘ instrumental ‘with’ prepositional phrases

Give instructions. Make suggestions or requests in the classroom.

Recounts/ narrative

Show understanding of the main idea in simple descriptions of events. Respond to oral comprehension questions (literal) about a story. Respond to ‘Why’ questions, such as why a character did such and

such or why something happened

simple past and…then ‘why’ questions/ ‘because’ answers prepositional phrases

Recount a personal event Recount something done in the class Tell a simple story

Prediction/ future events

Respond to questions: What would happen if. . . ? Why? What do you think might happen next?

Show understanding of simple present statements denoting future time, e.g. He is going at 6 o’clock.

conditional ‘would’, ‘might’ ‘why’ questions/ ‘because’ answers simple present denoting future time prepositional phrases

Use ‘the – /it would’ to open what would happen if . . ‘ questions Use ‘because’ to open answers to ‘why’ questions, e.g. ‘because hot’, ‘because he’s hot’.

Respond to ‘When’ questions regarding future events e.g. ‘When is he going’ with ‘He is going at . . .’

5.2.8 Read Write Inc Components in Year 1 and Year 2 2010 Materials: Read Write Inc – Suggestion of when to do each set of books


Rationale: The Read Write Inc course lasts longer than in England because children in Brunei are learning a foreign language. Secondly, the Read Write Inc lesson is designed to be one hour. But, in Brunei, in Year 1 and for at least half of year 2, there is only half an hour a day for reading and writing. YEAR 1 2010

Sound practice and reading

New speed sounds

Term 1

Practise all sounds from Pra and read ditties. Set 1 Green books Practise speed sounds + ay, ee, igh, ow, oo

Learn ay, ee, igh, ow, oo and read and spell words containing these graphemes Learn oo (book), ar, or and read and spell words containing these graphemes

Term 2 Set 2 Purple books Practise speed sounds + ay, ee, igh, ow, oo Ditties using ay, ee, igh, ow, oo on pages 47-56

Learn ir, ou, oy and read and spell words containing these graphemes Learn ea (head) and y (/i/) and read and spell words containing these graphemes

Term 3 Set 3 Pink books Practise all speed sounds + oo, ar, or, air, ir, ou, oy

Learn ore, oor, oi and read and spell words containing these graphemes

Term 4 Set 4 Orange books Practise all speed sounds

Learn i (find), o (go) and read and spell words containing these graphemes

YEAR 2 – 2010

Sound practice and reading

New speed sounds

Term 1 Set 3 Pink books

Revise/ Learn: ay, ee, igh, ow, oo, oo (book), ar, ir, ou, oy, ea (head) and y (/i/) or and read and spell words containing these graphemes

Term 2 Set 4 Orange books Practise all speed sounds

Revise/ Learn: ore, oor, oi, i (find), o (go) Learn split digraphs: a-e. i-e, o-e, u-e ea (speak), e (he), ie (tie), ue (blue), ur (hurt), er (her)

Term 3

Set 5 Yellow books Practise all speed sounds

aw (saw), au (August), are (fair), ow (now), ew (new)

Term 4 Set 6 Blue books


5.3 Knowledge of Words They comprise of vocabulary, word recognition, alphabet and phonic and spelling for learners from preschool to Year 11.

Con

tent

s

Pres

choo

l

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Year 7

Year 8

Year 9

Year 10

Year 10* (4 years)

Year 11

Voca

bula

ry 50 - 70

words 150 – 250 words Beginner English picture dictionary

280 - 320 words English Picture dictionary

380 - 570 words Beginner-level and bilingual dictionaries English illustrated dictionary

600 - 750 active words Beginner level to Intermediate-level bilingual dictionaries English illustrated dictionary and/or introducing simple English thesaurus

800 - 1100 words Intermediate-level monolingual and bilingual dictionaries Introduce simple English thesaurus to extend word choice

1200 - 1350 words Intermediate-level bilingual dictionary and simple English thesauruses to extend word choice Revise past tense and past participle forms for 80 most common irregular verbs Recognise some common phrasal verbs

1600 words Intermediate bilingual dictionary and simple English thesauruses to review and extend word choice 60- 80 most common irregular verb past participles Revise and extend knowledge of phrasal verbs from Year 6

2100 words Intermediate bilingual dictionary and simple English thesauruses to extend word choice Common irregular verbs in past tense and past participle forms Revise and extend knowledge of: phrasal verbs verbs with infinitives and gerunds verbs/adjectives with prepositions common collocations

2600 words Intermediate to Advanced bilingual dictionaries and simple English thesauruses to extend word choice Revise and extend knowledge and spelling of root words and affixes Revise and Extend ~in/transitive and phrasal verbs ~idioms ~verbs with gerunds and infinitives ~verbs/adjectives with prepositions ~verbs for reporter speech ~compound adjectives -Finding and using alternative words and phrases to enhance speech and writing

2750 words Understand and use bilingual dictionaries in print and online

2750 – 3250 words Understand and consolidate use of monolingual and bilingual dictionaries and thesauruses in print and online to extend word choice Revise and extend knowledge of roots and affixes to find the meanings of unfamiliar or new words.

3000 – 3250 words Understand and use monolingual bilingual dictionaries Use English monolingual dictionaries and thesauruses in print and online


Con

tent

s

Pres

choo

l

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Year 7

Year 8

Year 9

Year 10

Year 10* (4 years)

Year 11

Com

mon

Wor

d 15-25

key words: Common nouns, numbers, adjective and verbs

35-55 key words and 120 grammar words

50-75 key words

85-150 high frequency words

200-400 450-800 850-1100

Alph

abet

and

pho

nic

letter names Awareness alphabet awareness

Rhyming and alliterative patterns - Letter names in alphabetic order

CVC words

Phonemes in CVC and consonant-cluster words Extend awareness and use of alphabet letters and sounds

Review and extend phonemes from Years 2-3 Introduce new vowel phonemes /e @/ /I@/ /@/ Discriminate syllables

Review and extend blending 3 syllabic and multi-syllabic words


Con

tent

s

Pres

choo

l

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Year 7

Year 8

Year 9

Year 10

Year 10* (4 years)

Year 11

Spel

ling

Graphemes: B, c, d, f, g, h, j, k, l, m, n, p, qu, r, s, t, v, w, x, y, z, a, e, i, o, u, ch, sh, th, ng, ck, ll, ss, ff VC, CVC words and CCVC and CVCC words Decodable words: a, and Special words: the, to, I, my, of* Name in correct order

CVCC words: bend, milk, pink ; CCVC words: Swing, smell, trip, plan. Phrases and sentences of given CCVC and CVCC words Graphemes to /ay/, /ee/, /igh/, /ow/,, /oo/, /ir/, /ou/, /oy/, /air/, /ear/, Phrases and sentences Decodable words: For, his, her, out, went, down, when, see, look, very, will, back Special words: He, she, we, me, you, they, all, are, was, no, go, be, said, have, so, do, some, come, were

Alternative graphemes to /ay/, /ee/, /igh/, /ow/,, /oo/, /ir/, /ou/, /oy/, /air/, /ear/, Phrases and sentences Decodable words: children, now, came, about, your, put, house, old, too, by, day, made, time, saw, make, like Spell special words: there, little, one, two, four, eight, when, what, their, would, colour, height, move

Graphemes Phrases and sentences Decodable words Special words Simple grammar words Simple and frequently used word endings

s-endings: -s, --ies and -es Words endings: -ing, - ed,-er (-ier) and -est (-est) Some grammar Words Compound words

Spelling conventions for plurals and adding common affixes Regular endings –s, -ed, -ing for verbs, nouns and adjectives Past tense forms of 35-60 most common irregular verbs Regular adverbs of manner: -ly Its (possessive, no apostrophe) and it’s (it is)

Spelling conventions for plurals and add common affixes

Spelling patterns for plural nouns, double consonants; words with ce, ci and cy; Change words by: changing tenses, negating, making comparatives and changing verbs to nouns, nouns to adjectives, adjectives to adverbs.

Reading, pronouncing and spelling hard and soft g:/g/ and /dZ/ Consolidate spelling and pronunciation of silent letters and unstressed vowels Extend and use rules for adding suffixes to words ending in –y

Homophones Vowel phonemes: same spelling but differed pronunciations -Homographs

Extend knowledge of roots and affixes to work out the meaning of unfamiliar or new words Consolidate and use spelling strategies, revised and extended from years 7-9 Revise and extend homophones and homographs

Extend understanding and use of spelling conventions for plurals, tenses, consonant patterns, affixes and word roots from Years 7-9 Revise and extend homophones and, homographs

Extend understanding and use of spelling conventions for plurals, tenses, consonant patterns, affixes and word roots from Years 7-10 Awareness of pronunciation changes between certain verbs and nouns. Revise and extend homophones and homographs


5.4 Primary English Language Themes

TERMS

MONTHS

PRESCHOOLTHEMES

YEAR1THEMES

YEAR2THEMES

YEAR3THEMES

YEAR4THEMES

YEAR5THEMES

YEAR6THEMES

1ST TER

M

January

My School Myself And My School

People At School

People around us: Neighbourhood‐ Places/ Locations, Directions, Descriptions.

People (Borneo Island), Tribes, Language, customs. Nationalities, cultures, and costumes.

People in Southeast Asia / ASEAN countries: Nationalities, costumes, ASEAN themed projects, traditional games, tribes, languages, customs, economies, cultures.

People Around the World:European, North America, South America, The Middle East, Africa, Australia.

February

Myself Celebrations/ Festivals / Events

Celebrations/ Festivals/ Events: Brunei National Day Sultan’s BirthdayArmed Forces Day Teacher’s Day

Celebrations/ Festivals/ Events in Borneo: Examples of different festivals: Gawai, Temaruk, Pesta Babulang, Pesta Meow, Pesta Malean Sampi National Day Note: Find in google

Celebrations/ Festivals/ Events in ASEAN: e.g. ‘Water Festival’ ‘Moon Cake Festival’ ‘New Year

Festival’

Celebrations/Festivals/ Events Throughout the World: e.g. ‘New Year’s Day’

‘Earth Day’ ‘World Cup’ ‘Olympic Games’


March

My Family My Home And Family

Relationships:Family, cousins, uncles, aunts

Relationships:Friends – Name, age, appearance, features hobbies, favourite food, drink, colour, fruit, toys/gamesBirthdays: Months of the Year: Birthday chart activities.

Relationships:Friends (through ICT) Nurturing Friendships: Email, SMS, Visiting a friend.

Relationships: Families Comparison between ASEAN countries

Relationships: FamiliesFamilies Around the World

2ND TER

M

April

Homes and houses

Public Buildings

Places Of Interest / Leisure

Interesting Places: Royal Regalia Kg Ayer Handicraft Centre Forest Reserves (Tasik Markuching)

Interesting places in BORNEO: Mulu Caves, Niah Caves, Pouring Hot Springs, Tanjung Puting National Park, Mount Kinabalu. Working Places: Animals: Veterinary Clinic, Quarantine, Aquaculture – Sg. Liang Hatchery – Sg Liang, Mulaut Abattoir

Interesting Places in ASEAN: Orchard Road, Palaces in Bangkok, Angkor Watt, Bali, Tangkuban Perahu, Genting Highland, Penang Island, Langkawi, Payar Island,

Places Around the WorldEcotourism Sustainability


May

Food Food, Drinks And Fruit

Keeping Healthy

Food Pyramid (vitamins) Balanced diet (Halal), ways of preparing

Food in BORNEO Different cuisines: Traditional food, food etiquette, Halal ways of preparing food.

ASEAN Food Different cuisines and menus, food etiquette Halal ways of preparing food. Food processing: tea, fish/prawn crackers, rice, sago. Strange and unusual food in ASEAN

Food Around the WorldHealthy Eating. Differences between Eastern and Western Food.International Restaurants in Brunei – project.

June

Transport Transport Transport National/ethnic costumes

Costumes, arts and handicrafts in BORNEO.

Costumes, arts and crafts and handicrafts in ASEAN Holidays: Travel and tourism in ASEAN

Costumes, Arts and Handicrafts Around the World


3RD TER

M

July

Clothes Clothes Safety Transport and Road Safety: Zebra crossings Traffic lights, Roundabouts, Road signs, Overhead bridges.

Transport (land, water, air, space) and Communication

Transport (Land, Water, Air, Space) and Communication Advantages and Disadvantages of the telephone, mobile phone, internet, codes, signs, signals, radios, etc.

Transport (Land, Water, Air, Space) and Communications. Transport in the 21st Century – energy conservation

Augu

st

Animals Animals Animals Animals:Insect world

Animals:Unusual / unique, Endangered animals

Man and Animals:buffaloes, monkeys, elephants, Conservation e.g. “Strange friends” see PEBD 5 Unit 20

Prehistoric Animals Reasons for their extinction – link to current day extinction of endangered species


September

Parts Of Plants

Parts Of Plants

Plants Different occupations related to plants e.g. Gardeners, farmers, botanists, florists.

Caring for the environment: School project

Environment:Save and Safety Campaign (S.A.V.E.) BADAS tree planting project, 3R’s project,

Environment: Global Projects e.g. World Environment Day Green Peace Earth Hour Research the commitment of countries around the world.

4TH TER

M

October

Occupation People At Work

People At Work In The Neighbourhood

People at worke.g. cashiers, teachers, mechanics, pilots, stewards, dressmakers, homemakers, etc.

Occupations related to construction, tourism, the environment, oil and gas industry.

Occupations: jobs in the future e.g. programmers, inventors, entrepreneurs.

Unemployment in Brunei:‐ Causes ‐ Social Problems ‐ Solutions

November

Toys And Games

Hobbies Games (Names Of Equipment And Places)

Indoor GamesBoard games e.g. Snakes and ladders, Chess, Monopoly, Scrabble, etc.

Recreational activities e.g. bowling, obstacle race, treasure hunt, hiking, jungle trekking,

Traditional Games and Sports

Games and Sports Around The World Games for the Future e.g. Game Design ICT Games

*Note to teachers: School visits and excursions

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