CLASSROOM STRATEGIES Excellence in English Language PPPA UPSR BI

STRATEGY 1 EL Teachers Act

COACHING One to one One to small groups Face to face

Elaboration
The identified Near Miss students MUST be gi en ! one to one and face"to"face coaching on grammar accurac#$ on technical aspects of %&aper '( Ma)ing a choice$ *entence +riting$ ,ssa# +riting and e en Grammar$ -ocabular#$ *pelling and &unctuation %&aper .(/

STRATEGY 2 EL Teachers Act

The MUST TEACH ! 0ear 1$ 0ear 2 and 0ear 3 pupils must be taught and trained in ALL the follo4ing items ! a( grammar b( ocabular# c( punctuation d( spelling e( correction f( sentence ma)ing 5structure g( comprehension h( essa# 4riting i( use the te6tboo) as much as #ou can &78* 9,M,M:,9 to gather rele ant5 related material from other boo)s5 sources too

Elaboration
Teacher must teach and then gi e practices in all the items$ onl# then the pupils 4ill be able reach the final out of +9ITING *;I77 as accurate as can be/ The topical5 thematicall# chosen comprehension passage < ma# ha e to be doctored to lo4er the le el of difficult# for lo4" proficient pupils %7,&(/ From this passage all the items can be taught/ Teaching items in isolation is done 4ith the onl# aim of consolidation of understanding of ocab$ rules$ formats

STRATEGY 3 EL Teachers Act

In Sentence Writing train pupils to loo) at man# pctures and for each picture recognise the follo4ing ! +HO$ +HAT +H,9, and HO+

Elaboration
:# loo)ing at as man# pictures as possible and ans4ering the +HO$ +HAT +H,9, and HO+ in the picture the pupils ha e alread# a minimum of 1"2 sentences/

STRATEGY 4 EL Teachers Act

In Sentence Writing pupils are ad ised to read the 4ords pro ided but 8*, of the 4ords is O&TIONA7/ For SJK schools pupils M8*T 8*, the 4ords pro ided/

Elaboration
For *; schools$ pupils can use their o4n 4ords and5or use the 4ords pro ided/

STRATEGY 5 EL Teachers Act

In Sentence Writing train the children in identif#ing the sub=ects %the people( and for each of the sub=ect identified$ lin) the follo4ing grammar areas 4ith each of them ! a( nouns5pronouns b( erbs5 erb to be c( prepositions especiall# of locations

Elaboration
&upils 4ill be able to start sentence 4riting b# training pupils to lin) each sub=ect5person identified 4ith the rele ant lin)ing ! sub=ect5person a( noun5pronoun b( erb5 erb to be c( preposition +here rele ant!" For Noun " identif# ! age$ si>e$ colour$ material$ shape For -erb < identif# the ad erb

STRATEGY 6 EL Teachers Act

In Sentence Writing train children to use a suitable tense and ,NCO89AG, the *AM, T,N*, throughout

Elaboration
Training children to 4rite in ON, COMMON tense 4ill also mean the# are trained for Note ,6pansion5 ,ssa# 4riting too/

STRATEGY 7 EL Teachers Act

In Sentence Writing training children to 4rite in *IM&7, and COM&O8N? sentences is sufficient/ A oid comple6 sentences especiall# if children are 7,& %7o4 ,nglish &roficienc#(

Elaboration
*imple and compound sentence 4riting 4ould mean grammatical errors are minimised 5 pupils can be trained to use correct grammar and a oid grammatical errors/

STRATEGY 8 EL Teachers Act

Gi e pupils man# e6ercises in Sentence Writing, train5teach pupils to go for >ero grammar error / 9emind pupils < the# M8*T score ma6imum mar)s

Elaboration
,rrors in capital letters$ punctuation$ spelling$ pronouns$ sub=ect erb agreement and preposition of locations should be minimised to >ero"error

STRATEGY 9 EL Teachers Act

In Essay Writing, teach and train pupils that putting together short notes pro ided$ to form a sentence is a CONT,NT &OINT/ Train5 teach pupils to identif# the content points/

Elaboration
, er# picture5stimulus has about '"@ content points/ Train5teach pupils to identif# the content points/ Train pupils to 4rite short sentences for each content point/

STRATEGY 1 EL Teachers Act

In Essay Writing teachers M8*T train the pupils to use A&&9O&9IAT, ADJECT !AL "H#ASES for NO8N*

Elaboration
Train children to identif# the Nouns first < then straighta4a# thin) of an A&&9O&9IAT, A?A,CTI-A7 phrase for it/

EL Teachers Act
In Essay Writing, teach and train pupils to 4rite i( introduction sentence based on the picture and first 4ords of the note e6pansion as First paragraph %&oint .( ii( 4rite the points in a paragraph iii( 4rite an ending sentence 4ith the last set of notes as Final paragraph %last &oint(

STRATEGY 11 Elaboration
In essa# 4riting there M8*T be the basic minimum @ paragraphs In the $ast %aragra%h train the %u%i$s & "'SS (LE t) ADD A&&9O&9IAT, idiomatic e6pression$ metaphor$ pro erb or personal feelings as ending/

STRATEGY 12 EL Teachers Act

In Essay Writing < identif#ing the content points should be follo4ed b# *,B8,NCING the points %points C ideas(

Elaboration
The seDuencing of the points should follo4 the seDuence of the e ents in the pictures pro ided

STRATEGY 13 EL Teachers Act

In Essay Writing$ teachers M8*T train children to ADD a re$ated sentence to at least @"1 of the points in the note e6pansion Duestion/ This additional sentence is based on the sentence stated before that/

Elaboration
9emember training children to 4rite an additional sentence is important to gain that e6tra mar)s/ Eg. -fisherman-sea - boat" % The c)ntent %)ints here ! Ahmad is a fisherman/ He goes to the sea5 catches fish in the sea in his boat/ The additi)na$ sentence 4ould be < It is a big boat5bro4n in colour5 an old boat/(

EL Teachers Act
In Essay Writing pupils should be trained on capital letters$ punctuation$ pronouns and sub=ect erb agreement/ There should be no errors/ &upils should be trained to rec)gni*e the TE+SE and maintain the tense throughout/

STRATEGY 14 Elaboration
8sing a 4hole class approach and using pupils o4n sentences are some strategies to teach these grammar items/ Constant reminder of the rules is a must/

EL Teachers Act
,7 teacher GI-, and T9AIN the students to recogni>e the meaning and memorise .E good phrases to be used in +riting

STRATEGY 15 Elaboration
Train students to use phrases54ords 4here the# can for the essa#

STRATEGY 16 EL Teachers Act

In Trans,er ), n,)rmati)n -uesti)n ./a0 Ma1ing a Ch)ice " Teachers M8*T train pupils to 8*, the complete title or phrase as gi en5pro ided in the Duestion 5te6t/ &upils to be trained5 taught N,-,9 to ma)e an# spelling$ punctuation error

Elaboration
An err)r either s%e$$ing, %unctuati)n )r inc)m%$ete ), 2)rd32)rds )r %hrases pro ided te6t5Duestion 4ill automaticall# c)nsidered as gr)ss err)r4 No mar)s 4ill be gi en/ *o$ pupils M8*T cop#5 4rite do4n accuratel#5 completel# these 4ord5 phrases/

STRATEGY 17 EL Teachers Act

In Trans,er ), n,)rmati)n -uesti)n ./b0 Ma1ing a Ch)ice " teachers M8*T teach5train pupils to list do4n 2 &OINT* of 9,A*ON* for choice

Elaboration
,ach reason should be positi e and connected to the information on the choice and then 4rite the sentences accordingl# Train pupils to USE ad5ecti6es and %ers)na$ ,ee$ings

STRATEGY 18 EL Teachers Act

In Trans,er ), n,)rmati)n -uesti)n ./b0 Ma1ing a Ch)ice " pupils M8*T be trained to 9,A? the rubrics FI9*T TH,N trained use phrases 7 $i1e8because$ cheaper than8 %if comparing t4o choices( and cheapest am)ng %if comparing 4ith A77 the choices(

Elaboration
The M8*T +ord 7ist for the pupils in this section ! I li)e 5 I prefer 5 I thin)F// because Firstl# 5 secondl# 5 also 5 besides 5moreo er 5 finall# than %4ith comparati e( 5 among %4ith superlati es(

STRATEGY 19 EL Teachers Act

In Trans,er ), n,)rmati)n -uesti)n ./b0 Ma1ing a Ch)ice " remind pupils to +E!E# use 4ords from -uesti)n ./a 9 the tab$e0 USE '+L: the 4ords pro ided in the original te6t5Duestion/

Elaboration
8sing the 4ords from the table < the probabilit# of structural mista)es 4ill be higher < hence pupils must use 4ords from the original Duestion5te6t pro ided

STRATEGY 2 EL Teachers Act

C)rrecti)ns b# the teacher is a M8*T < an on bloc) approach < 4hole classroom practice

Elaboration
Identif# and list pupils o4n sentences " list on the board and5or gi e out handouts then M8*T 4or)out5e6plain errors that appears in the sentences together as a class participation/

STRATEGY 21 EL Teachers Act

Train pupils to become teachers themsel es < to recogni>e errors and correct the errors" the# learn best 4hen the# are able to recognise their o4n errors

Elaboration
Get pupils to mar) their o4n sentences especiall# as pair 4or) < especiall# on specific grammar items of A9TIC7,*5NO8N*5 &9ONO8N* 4ith special focus on T,N*,* and *8:A,CT"-,9: AG9,,M,NT

STRATEGY 22 EL Teachers Act

In &aper . the focus of teaching should be on grammar$ ocabular# spelling$ punctuation and comprehension$ social e6pressions$ 4ord omission %grammar(

Elaboration
Teachers please refer to the Minimum &ractice for TA:I 8&*9 stated on the last page/

!LASSR""# STRATEG$ES %"R &A $' E'GL$S( LA'G)AGE TA*$ )+SR +A+ER 1
'o
./

EL TEA!(ERS A!T$"'S
In ;#AMMA# teaching$ teachers ma# teach Grammar items In Conte6t or In Isolation %but e en in isolation there must be the C'+T +U T: from ru$es to %ractice and to ultimatel# a%%$icati)n as in W# T +;( Teachers must teach all grammar items! i( related to nouns eg/ countable5uncountable nouns eg/ pronouns eg/ articles eg/ sub=ect" erb agreement eg/ ad=ecti es ii( related to erbs eg/ ad erbs eg/ tenses eg/ sub=ect erb agreement iii( related to nouns and erbs eg/ prepositions eg/ con=unctions the approach to grammar teaching should be one of lin)ing$ continuit# and de elopmental ,g/ To teach Noun one can start of 4ith Nouns$ then articles$ follo4ed b# the lin)ing items of pronouns$ countable 5uncountable$ ad=ecti es and so on// Mar)ing of grammar errors should be item b# item mar)ing %or lin)ing items(/

Elaboration
Teaching IN CONT,GT refer to Grammar items that can be taught as seen 4ithin i/ te6t passages ii/ picture5stimulus Teaching IN I*O7ATION refer to grammar items selected to be taught s#stematicall# as in continuit# Teaching of grammar items and gi ing of follo4"up grammar e6ercises5 practices! M8*T follo4 the follo4ing SE-UE+CE9C'+T +U T: 7 ntr)duce a grammar item < introduce concept of the grammar item Gi e e6ercises5practices for & %7*( to identif# e6amples of the item %understanding ), c)nce%t0 ntr)duce ru$es of grammar item5 rules of the lin)ing grammar items Gi e e6ercises5practices for & %7*9+( to %ractice correct understanding ), ru$es Gi e e6ercises5practices for & %7*9+( to c)ns)$idate understanding of concept and rules of the grammar item Gi e e6ercises5practices for & to a%%$y understanding of concept and rules of the grammar item at +9ITING 7,-,7 %paragraph %s(( T,ACH,9* ?O A-OI? mar)ing A77 grammar items in one essa# in one go/ &upils 4ill not )no4 4hich grammar item %s( the# got 4rong -uesti)n < = -ocabular# at 4ord le el 4ith no graphics/ T)%ics > 2)rds association " Animals < *ound$ motion$ home$ #oung $ Gender " &eople " Gender$ erbs$ occupation

'/

In !'CA(ULA#: < &upils must be taught the )no4ledge and understanding of 4ords to be used at 4ord $ phrase and sentence le els/ Teacher must identif# 4ords related to the TO&IC* and 8NIT* and ma)e lists of 4ords/ Use the W)rd List gi6en in Curricu$um S%eci,icati)ns .see the

W)rd List and the E?tended W)rd List %r)6ided0 Train pupils TO *T8?0 the pictures5 stimulus and $ist 2)rds ass)ciated 4ith the pictures5 stimulus ?rill meanings and spelling of 4ords ?o different t#pes of e6ercises that test on !'CA(ULA#:

" &laces < -erbs$ ad=ecti es -uesti)n @ A < rebus :ased on pictures and ocabular# at phrase le el " collecti e nouns$ pair 4ords Buantifiers and others -uesti)n B <C :ased on pictures at *entence le el Teacher must teach and gi e practice in a$$ the %unctuati)n symb)$s/ Onl# then$ 4ill the pupils be able to appl# them correctl#/ Teaching punctuation s#mbols in isolation is done 4ith the aim to consolidate the understanding and application of punctuation s#mbols/ An im%)rtant acti6ity 7 Train and drill the pupils 4ith lists of sentences 4ith punctuation errors < guide5train pupils t) identi,y the %unctuati)n err)rs and correct them

@/

In "U+CTUAT '+$ teach and train pupils to identif# the arious t#pes of punctuation ,g " 8pper and lo4er cases$ full stops$ commas$ apostrophe$ e6clamation mar)s$ h#phens$ open and close in erted commas as in speech/ H Train pupils to A-OI?5 HA-, NO ,99O9* in punctuation

1/

In S"ELL +;$ teach and train pupils the 4ords from the +O9? 7I*T of each 8nit and their meanings/ ,6plore 4ords from te6t boo) 7ist the 4ords

*pelling can be done either orall# or in 4ritten form Oral spelling can be taught through drilling +ritten spelling can be done through arious e6ercises ! " picture clues$ dictation as 4ell as identif# and correct spelling errors in a te6t H for LE" %u%i$s$ *pelling can be ! FI77 in MI**ING 7,TT,9* H for HE" %u%i$s$ *pelling can be ! *&,77 TH, +O9? AN? +9IT, TH, M,ANING ON TH, 9IGHT CO78MN %meaning can be s#non#m in ,nglish or the meaning in :M5or mother tongue( &upils must do corrections after each e6ercise/ Identif# and list the 4ords gi en on the board/ &upils e6change and mar)/ Buestions for this section must be directl# related to the accompan#ing illustration

MA#K +; '& S"ELL +; e6ercises is a must" an on bloc) approach < 4hole class practice or pair 4or) 2/ In TEDT C'M"LET '+ . - /E9FC 0 Focus on rele ant Grammar ,gI erbs $ prepositions $ ad=ecti es

FI9*T *T,& ! Train5teach pupils to stud# the picture/ Then identif# rele ant grammar54ords *,CON? *T,& ! 9ead the te6t carefull# then choose the option ans4er that is related to :OTH the picture and the te6t/ Focus on ocabular# especiall# nouns

,6posure to arious situations can assist to 4iden pupils bac)ground )no4ledge *tart 4ord list earl# &upils tend to pa# =ust minimal attention to illustration )no4ing the picture 4ill greatl# assist them in determining the correct option/

Teacher must train pupils to be a4are of details in illustrations The# must al4a#s as) themsel es 4hat$ 4ho and 4here 3/ In S'C AL ED"#ESS '+S Train5teach students to first *T8?0 TH, &ICT89, carefull# - I?,NTIF0 the spea)ers < that is the +HO I* TH, FI9*T spea)er J +HO I* TH, *,CON? spea)er - 9ead and match part of the dialogue gi en in the picture to the suggested responses &ictures are er# important Identif# )e#4ords and associate 4ith the correct responses

K/

C'M"#EHE+S '+ %assages 844 Ma# ha e ' focus ! ,ITH,9 Focusing on #eading S1i$$ O9 Focusing on C)m%rehensi)n S1i$$s +hen ,)cusing )n #eading S1i$$ Teachers teach ! &ronunciation$ ,nunciation Intonation$ *tress &auses The strategies includes I Chorus reading aloud Indi idual pupil reading aloud Teacher reads and pupils listen Teacher reads and pupils follo4 C'M"#EHE+S '+ %assages3stimu$us 884 +hen ,)cusing )n C)m%rehensi)na$ S1i$$s 7

+hen ,)cusing )n #eading S1i$$ +E!E# TAKE &'# ;#A+TED THAT "U" LS K+'W THE S'U+D '& W'#DS

Teaching #eading S1i$$ can be d)ne as indi6idua$ reading strategy anytime be,)re, 2hi$e teaching time .2hen %u%i$s are busy d)ing c$ass 2)r10 and )utside teaching time

+hen ,)cusing )n C)m%rehensi)na$ S1i$$s 7 The ob=ecti e ! Is to train and teach pupils ! to )no45accumulate the ocabular#

Train and teach pupils to !" i/ #EAD the 4hole te6t first ii/ STUD: the picture thoroughl# DE+T &: the di,,icu$t 2)rds C meanings 5 ma# need to train pupils to INF,95guess the meaning from 4hole te6t reading C thin) of s#non#ms5anton#ms I?,NTIF0 the +HC +HO$ +HAT$ +H,9,$ +H,N AN? HO+ in the passage5stimulus 7oo) out for CONT,GT8A7 C78,* 9ecognise that the first5 second Duestions are normall# in the first paragraph and so on/

to identif# details of information$ to recognise seDuence$ to infer opinions5feelings Teachers teach ! gleaning of information scanning s)ill s)imming s)ill ST#ATE; ES 7 #EAD +; MA+: T MES ! recognise main ideas supporting recognise supporting ideas Teacher does '#AL -UEST '+S ! +h Duestioning Conte6tual Clues Gi ing meaning of 4ords *#non#ms 5 anton#ms &arallel ideas "A#A;#A"H -uesti)ning Teacher formulate @"1 Duestions according to paragraphs To identif# the +H information of each paragraph Train5teach pupils to ma)e %aragra%h based9Guesti)ns %ad isable to put the abo e Duestions and the +H info right ne6t to the paragraphs(

EL TEA!(ER S !R$T$!AL A!T$"'S

EL TEA!(ERS A!T$"'S
, er# 4ee)end $ e er# holida# < essa# 4riting a M8*T

Elaboration
*tudents 4ho are Near Miss due to ,7 need lots of practice especiall# in +riting that help to pull up mar)s to the A le el/ 7ots of practice need to be gi en to arri e at these minimum mar)s C 4ill lead to A in ,nglish 7anguage

,7 teacher < go all out to ma)e sure the students arri e at the follo4ing minimum mar)s of ! &aper . C minimum @251E mar)s &aper ' C Buestion . ! minimum L5.E mar)s Buestion 'a ! achie e .E5.E mar)s Buestion 'b ! minimum 152 mar)s Buestion @ ! minimum .E5.2 mar)s

LIST OF GRAMMAR ITEMS TO BE TAUGHT AND LEARNT

COUNTABLE / UNCOUNTABLE NOUNS PRONOUNS ARTICLES SUBJECT VERB AGREEMENT ADJECTIVES

Positive eg. tall Comparative er eg taller ! more "uperlative eg. tallest ! most ! st #$ %ords descri&ing ' shapes, colours, si(e, age, material, types,

many, a little much, some few she, +s he, I, we, they, -sus ours, their (s), yourself, myself, ourselves, themselves

a, an, the

am, is, was, were, has, have, do, does +s, -s

ADVERBS TENSES SUBJECT-VERB AGREEMENT

%ords descri&ing actions ).ly more)ly most)ly

had, did +s -s

"imple Present *ense, "imple Past *ense, +uture *ense, Present! Past Continuous *ense words used to show ' locations directions %ords that show sentences ! ideas are ' ,oined connected

PREPOSITIONS CONJUNCTIONS

!LASSR""# STRATEG$ES %"R &A $' E'GL$S( LA'G)AGE GRA##AR +A+ER 1 'o
. '/ @/ 1 2/ 3 K/ L/ M .E ../

EL TEA!(ERS A!T$"'S
Articles Ad=ecti es &ronouns Modals % must$ ought to$ 4ill$ 4ould$ shall$ should$ ma#$ might$ can$ could( Tenses Ad erbs &repositions Con=unctions Buestion +ords % +H Buestions( Nouns%Common$ &roper$ Collecti e$ 8ncountableJ Countable( ( Negati e and &ositi e *tatements

Elaboration
Ma)e sure pupils are able to use the articles before a noun/ Train pupils to use a or an instead of one/ &upils are able to describe and compare a noun Teachers must teach and gi e practices on different t#pes of pronouns$ eg personal$ possessi e$ refle6i e and relati e/ These 4ords are follo4ed b# root 4ords/ Teach all the tenses/ Gi e a light touch on prefect tense/ Gi e a list of ad erbs to enable pupils to use correctl#/ 9emember not all ad erbs end 4ith l# &upils are able to use the prepositions to sho4 time and location in their 4ritings/ Guide pupils to construct compound sentences using the correct con=unctions 8sing picture and train pupils to as) Duestions based on it / Teacher must al4a#s tell the pupils 4hen to use the nouns and their spellings &lease do not ignore this although it loo)s eas#