FAKULTI PENDIDIKAN DAN PSIKOLOGI

PROGRAM PENSISWAZAHAN GURU (PPG)

KOHORT 2

TW 40103 ELT AND THE SCHOOL CURRICULUM

(Group Work)
Prepared By:

NAMA
Maurice Sevelinus (Leader)
Louisa Alphonsa Jakim
Masneh Minsin
Siti Rohaidah Osman
Raynold Raphael

MATRICS NUM.
CT11210263
CT11210271
CT11210579
CT11210459
CT10210619

Lecturers Name:
SJ Yoon
Date of Submission:
3rd June 2015

Name of the program:

Fun English for preschool
1.0 Introduction
The preschool stage has been chosen because this is the first step in formal education for
most children. Children at the preschool age are anticipated to learn a lot of abilities, skills
and psychomotor activities. But primarily, they are projected to obtain and expand useful
verbal capability, as well as the ability to produce and use this verbal competence during
their whole life. On the other hand, these abilities will assist the learning process in
the coming years. Thus, greater emphasis should be given to language programs for
children especially for foreign languages. Together with these abilities, the advance of the
speech in the native language will assist to internalize the foreign language skills.
2.0 Situational analysis
2.1 Learners
The syllabus will help pupils become autonomous lifelong learners, innovative thinkers and
problem solvers who are able to communicate efficiently in English. To achieve this, there
will be activities for pupils to use English in a variety of situations and contexts. Pupils will
read widely, learn how to analyze and evaluate language and the media, and respond
creatively to problems and new technology.
2.2 Educational setting
A well planned setting where problem-solving situations are present and where pupils can
choose any activity with a framework created by the teacher, is essential for cognitive
development

and

therefore

for

the development of preschool syllabus. still, the

development of self-concept and self- esteem can

influence learning and that pupils

respond to stimuli, thus the humanistic and the behavioral views on learning cannot be
ignored when planning this syllabus. Proper
apprehensive

planning

then,

should

not

only

be

with cognitive scores and prearranged environments, but with personal

needs and varying

environmental situations. Teachers should provide pupils with an

environment that not only fosters efficient learning, but also competent learning.

2.3 Duration and schedule

It is feasible to be implemented within a year due to the compromise of the teachers to
implement and apply the syllabus the next school year.
3.0 Rationale for the syllabus
The proposed syllabus for this program has a communicative functional focus by means of
which is required the pupils to develop the receptive skills of the language: Listening,
and reading; and the productive skills: Speaking, and writing. The program is centered in
receiving and sharing the information by means of these, like primary and corresponding
secondary focus in the socialization aspects that assist the communication of this
information.
4.0 Needs analysis
In general most preschool pupils especially in rural areas do not achieve an acceptable
level of English due to the lack of a well-established English syllabus. The lack of an
suitable methodology by teachers does not help to develop effectiveness on teaching.
Teachers should be train in methodological aspects. They should apply suitable methods
and resources in the teaching of English. At the same time teachers need to guide the
pupils and should really educate them, and not limiting to just teaching the language
skills. It is important to know our pupils needs in order to improve their understanding of
English as a foreign language.
5.0 Philosophy and principles
5.1 Philosophy of language underlying the syllabus
The following insights into the nature of language have shaped this syllabus:

Language is a system for making meaning.

It is a means of communication and expression.

Language use is determined by function, audience, context and culture.

Language has a grammar and linguistic structures and patterns, which can be used
to produce various discourse forms or text types depending on the linguistic choices
prepared. Pupils have to be taught how to make these linguistic choices to suit
function, audience, context and culture.

5.1.Principles of language teaching and learning

The subsequent principles are embodied in the syllabus. They outlined part of the
structure and character in which this syllabus is to be implemented as an instructional
program in the classroom.
i.

Learner Centeredness

The pupils are at the centre of the learning process. Teaching approaches, lessons and
curriculum materials are differentiated based on pupils needs and abilities.
ii.

Process Orientation

Language skills are process skills. Teaching and modeling the processes of reading,
writing and oral communication are as significant as assessing the achievement of these
skills.
iii.

Integration

The integration of reading, writing and oral communication as well as the integration of
language materials and areas of language use in a lesson contribute to meaningful
learning.
iv.

Contextualization

Language skills, grammatical items and structures are taught and learnt in the context of
language use. Contextualization demonstrates how function, audience, context and culture
determine the appropriateness of speech and writing in both formal and informal
situations.
6.0 Goals and Objectives
6.1 Goals
With the implementation of this syllabus, the pupils will be able to;
i.

listen to, read and analysis with perceptive, precision and decisive
appreciation, a wide range of fiction and non-fiction texts from print, nonprint and electronic sources.

ii.

speak, write and make presentations in internationally acceptable English

that is grammatical, fluent and suitable for function, audience, context and
culture .

iii.

think through, interpret and evaluate fiction and non-fiction texts from print
and electronic sources to explore how language is used to inducing
responses and construct meaning.

iv.

interact effectively with people from their own or different cultures.

6.2 Objectives
The objectives are:
i.

To develop in pupils listening comprehension, vocabulary, and speech skills

in English as a foreign language.

ii.

To use English to communicate efficiently and to assist learning and thinking.

iii.

To build up relationships of common trust and respect with adults and peers,
understand others perspectives, and produce a sense of community inside and
outside the classroom.

iv.

To employ knowledge of language to construct reading and writing skills as well

as acquire the basic fine motor skills necessary for writing.

6.3 Learning Outcomes

The learning outcomes are:
i.

LISTENING: Pupils will be able to:

Listen attentively to the teacher

Follow simple oral instructions

Listen and respond to step by step oral instructions

Increase vocabulary through listening activities

Memorize, short songs, poems, and rhymes

ii.

READING: Pupils will be able to:

Identify letter sounds

Associate sounds with vowels in words

Say the vowels in sequence

Turn pages in books

Recognize printed vowels

Match capital and lower case letters

Recognize color words

Recognize shape words

Recognize own first and last name

Enlarge vocabulary

Learn new words in context

iii.

WRITING: Pupils will be able to:

Draw straight and curved lines

Hold and use a pencil correctly

Scribble

Trace letters in correct direction

Distinguish between capital and lower case letters

Print the vowels

Use capital and lower case letters correctly

Write first and last name

Copy vowels and simple words

Recognize that words are made of letters

Write short words

Maintain spaces between words

iv.

SPEAKING: pupils will be able to:

State accurately their complete names, address, telephone number, and parents
names

Communicate basic needs

Express feelings

Show and tell

Recite poems, songs

7.0 Grading and selecting content

The English syllabus proposed for this program is a skills-centered, which could be
adjusted to achieve specific objectives or goals. The syllabus addresses the four basic
skills pupils must build up to learn and

communicate. These are listening, reading,

writing, and speaking. The skills listed under each of these four skills

have been

chosen taking into consideration the cognitive and physical development of the pupils at
their age, and also based on observations and personal experience. The progression in
which these skills are offered can be altered to gratify particular needs, and the benefit of
the pupils in the classroom. The way in which these skills are introduced will depend on
the syllabus planning on the teacher.
8.0 Assessment
Pupils will be assessed both formally and informally. Teachers will implement a broadbased and multi-dimensional approach to assessment.

Apart from written tests and

worksheets, teachers will incorporate oral presentations and portfolios for the assessment.
Some examples of the assessment are:

Class quizzes

Performance assessment

Portfolios which include pupils written work teachers comments and pupils
reflections

Pupil profiling through the use of c classroom observation by teachers

9.0 The syllabus schedule

Lesson

Topic

Learning outcome

Learning tasks

Greetings

Pupils will:

Listening:

Internalize greetings
Use
social
greetings.

oral

(Hello, hi, good bye,

good

morning,

good

Follow simple

instructions
Listen
and

night)
Use social

respond step
expressions.

by step oral

(How are you?)

instructions
Reading:

Memorize
social
greetings

Writing:

Write

social

greetings
Speaking:

Sing the good

morning song

Family

Pupils will:

Listening:

Internalize family members

Identify the different family

members
understand

vocabulary related to family

Learn new vocabulary
Be able to write first name

basic

Follow simple
oral

instructions
Listen
and
respond step
by step oral
instructions

Reading:

Recognize
family names

Writing:

Write

first

and

last

name

Speaking:

State
parents
names

My Body

Pupils will:

Listening:

Internalize body parts

Label commonly known

body parts
understand

basic

Follow simple
oral

instructions
Listen
and

vocabulary related to body

respond step

parts
Draw a person with at least

by step oral
instructions

six body parts

Reading:

Recognize
and say aloud
known human
body parts

Writing:

Cut

the

known human

body parts
Glue
and
paste

the

known human
body parts
Speaking:

Tell
human

known
body

parts
4

Colors

Pupils will:

Internalize colors

Listening:

Follow simple

oral

Label colors
understand

basic

vocabulary related to colors

Hold and use a pencil

instructions
Listen and
respond step

correctly

by step oral
instructions
Reading:

Recognize
and memorize
colors

Writing:

Copy

drawings
Hold and use
a

pencil

correctly
Speaking:

Sing

the

colors son
5

Numbers

Pupils will:

Listening:

Internalize numbers
Count from one to ten

independently
understand
vocabulary

basic
related

to

numbers
differentiate

numbers and vowels

Write numbers from one to
ten

between

Follow simple
oral

instructions
Listen
and
respond step
by step oral
instructions

Reading:

Recognize
and

say

aloud

the

numbers
from one to
ten
Writing:

Cut numbers
from one to

ten
Write
numbers
from one to
ten

Speaking:

Tell

their

telephone
number
6

Vowels

Pupils will:

Listening:

Internalize vowels
understand
basic

words starting with vowels

Write the vowels
differentiate
between

new

Follow simple
oral

instructions
Listen and
respond step

vowels and numbers

by step oral
instructions
Reading:

Recognize
and say aloud
the vowels

Writing:

Cut

the

vowels
Glue

and

paste

the

vowels
Write

the

vowels
Speaking:

say
accurately the
vowels

My School

Pupils will:

Listening:

Internalize objects from the

school
Comprehend
vocabulary

Follow simple
oral

basic
related

to

instructions
Listen
and
respond step

school supplies
Place books correctly on

the book shelf

show interest in and ask

instructions

about classroom materials

by step oral

Reading:

Recognize
objects

from

the school
Writing:

Turn pages in
book.

Speaking:

Spell
words

school

Fruits

Pupils will:

Listening:

Internalize fruits
understand

vocabulary related to fruits

differentiate between fruits

and vegetables
Expand new vocabulary

basic

Follow simple
oral

instructions
Listen
and
respond step
by step oral
instructions

Reading:

Recognize
and say aloud
the fruits

Writing:

Cut fruits
Glue
and

paste fruits
Draw fruits

Speaking:

State

known

fruits

10.0 Conclusion
There are many ways to create an English syllabus. There are variations in goals, themes,
methods, and approaches. There is no single ideal syllabus for teaching English as a
foreign language, which every English program for preschool should aim to be. Every
situation is different, every group of pupils is difference, and every teacher is different. But
there are certain criteria English syllabus should meet to be more well-organized. any

preschool English syllabus should be planned to accommodate educational experiences

that will promote natural learning in pupils, and will develop the classroom aspects of the
syllabus.

BIBLIOGRAPHY
BEACHAMP, George.
Ed.

Fenwick

Curriculum Design.
W.

English.

Fundamental CurriculumDecisions.
Alexandria,

for Supervision and Curriculum Development, 1983.

VA:

Association

DOLL, Ronald C. Curriculum Improvement. Needham Heights, MA: Ally and Bacon, 1992.

EISNER, Elliot W. The Educational Imagination. New York: Macmillan Publishing Co.,
1985.

ELLIOT, Alison J. Child Language. Cambridge: Cambridge University Press.1981.

KLEIN, Wolfgang. Second Language Acquisition. Cambridge: Cambridge

University Press, 1986.

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http://www.middletown.k12.ny.us/Instructional/CurriculumUpdates/cu_Feb_2
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http://www.englishraven.com/method_communicative.html