SYLLABUS STUDY

ALIZA EERA DIHA ZAH

WHAT IS A SYLLABUS?
An outline or a summary of the main points of a text, lecture, or course of study. An outline and summary of topics to be covered in an education or training course. It is descriptive (unlike the prescriptive or specific curriculum). A syllabus is often either set out by an exam board, or prepared by the professor who supervises or controls the course quality.

IMPORTANCE OF SYLLABUS STUDY

To ensure that the current syllabus is on par with the current development and needs of the generation Not to be left out of progress To improvise flaws and make a step ahead

INTRODUCTION

English is taught in all primary and secondary schools in the country in keeping with its status as a second language in country. The Cabinet Committee Report on the Review of the Implementation

that the teaching of English is enable learners to use English in everyday

Situations as well as to pursue higher education. Present, English is taught for the purpose of higher education and the workplace, English is the language of information Communications Technology (ICT) as well as the language for establishing international in a borderless world.

The English curriculum for primary schools is designed to provide

learners with a strong foundation in the English language.

Learners ate taught the fundamentals of English grammar and how to

use it correctly in both speech and in writing.

Learners differ from each other in their individual strengths, abilities and learning styles and preferences.

This document is the English syllabus for primary schools. The syllabus outlines the Aims, Objectives and Learning Outcomes to be achieved.

The content of the syllabus can be expanded upon if learners have the ability and proficient in the language.

AIM

The English language syllabus for primary schools aims to equip learners with basic skills and knowledge of the English language so as to enable them to communicate, both orally and in writing, in and out of the school.

OBJECTIVES
i.

Listen to and understand simple spoken English in certain given

contexts

ii.

Ask and answer questions, speak and express themselves clearly to others using simple language

iii.

Acquire good reading habits to understand, enjoy and extract information from a variety of texts

iv. v.

Write legibly and express ideas in simple language Show an awareness and appreciation of moral values as well as love for the nation

NATIONAL PHILOSOPHY OF EDUCATION

Education in Malaysia is an on-going effort towards

developing the potential of individuals in a holistic and

integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious base don a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards and who are responsible and capable of achieving a high level of personal well being as well as being able to contribute to the harmony and betterment of the family, society and the nation at large.

CURRICULUM
ORGANISATION

KBSR English Language Syllabus

CURRICULUM CONTENT

CURRICULUM ORGANISATION
Listening Reading Writing Grammar English sound system Word list

Language skills

Language content

Guide teachers in teaching Derived from objectives Incorporate with language skills and language content

Learning outcomes

Educational emphases

Thinking skills Skills of learning how to learn Values and citizenship education Multiple intelligences Use real life examples

Language content

Learning outcomes

Educational emphases

Curriculum content

LEARNING OUTCOMES
In acquiring the four language skills, learners are required to

perform tasks so that the following outcomes can be achieved:

The skill of listening The skill of speaking

The skill of reading

The skills of writing

THE SKILLS OF LISTENING

The listening component aims at developing learners ability to listen to and understand the spoken language better. Learners are also encouraged to respond to the information or message heard in a variety of ways including verbal and non-verbal forms.

They should be able to:

Listen to and discriminate similar and different sounds of the English language; Listen to and repeat accurately the correct pronunciation of words, and the correct intonation and word stress when uttering phrases, expressions and sentences;

Acquire vocabulary and understand the meaning of words and phrases in context;
Listen to and follow simple instructions and directions accurately; Obtain information from texts listened to in relation to:
Main ideas

Specific details
Sequence Cause and effect relationships

Listen to and enjoy the rhyme, rhythm and sounds of poetry, jazz chants and songs; and Listen to and enjoy stories, fables and other tales of imagination and fantasy and predict outcomes, and draw conclusions at a level suited to their ability.

THE SKILLS OF SPEAKING

They should be able to: Speak clearly by pronouncing words accurately, and speaking with the correct stress, intonation and sentence rhythm; Talk confidently on topics of interest in simple language;

Express thoughts and feelings and talk about things heard, read, seen, and viewed in simple language;
Ask questions politely to obtain information and clarification; Give relevant information politely in response to enquiries made:
To state

To identify
To disagree To make comparisons

Take simple messages and convey them accurately;

Make and receive telephone calls using polite speech forms;

Tell stories based on pictures and other stimuli, and recite simple poems; Talk about the people, paces and moral values of the stories heard, read and

viewed using simple language;

Perform a variety of functions in a social context such as exchanging greetings, making introductions, inviting people, etc.; giving simple instructions and directions; Responds to audio-visual materials such as cartoons on TV and suitable films by Giving opinions, and Relating the material to personal experiences and previous knowledge.

Learners should be able to:

THE SKILL OF READING

Acquire word recognition and word attack skills so that they are able to recognise words;
Acquire key words at various stages of development; Read and understand phrases, sentences, paragraphs and whole texts based on the key words suitable to their level of development; Read aloud expressively and fluently pronouncing words correctly and observing correct stress, intonation and sentences rhythm; Understand the meaning of words by guessing their meaning through the use of:
Base words Prefixes Suffixes Contextual clues

Use dictionary to get the appropriate meaning of words and phrases; Acquire additional vocabulary including:
Synonyms and antonyms Homographs and homophones Compound words and collective nouns Common proverbs and similes

Skim and scan texts for the gist and specific information

Read and understand simple factual texts for:

Main ideas

Supporting details
Sequence Cause and effect relationships;

Read and enjoy the simple stories and poems and respond to them by:
Talking about the people, animals and moral values in the story or poem, and
Relating the story or poem to ones life;

Read simple texts and predict outcomes at a level suited to learners ability; Read simple texts and make inferences, and draw conclusions; Acquire problem-solving skills; Read and obtain information from non-linear texts such as time tables, maps, graphs, and diagrams at a level suited to learners ability; and

Read widely and independently.

E SKILL OF They should be able to:

Copy correctly;

WRITING

Match words to linear and non-linear texts:

Match word to word

Match word to phrase Match word to picture or symbol; Complete texts with the missing word, phrase, or sentence; Write at word, phrase, sentence and paragraph level in clear legible print and cursive writing; Construct simple and compound sentences with guidance and independently;

Write longer texts in the form of paragraphs

Using simple and compound sentences In guided and / or free writing; Spell correctly and take dictation accurately;

Give accurate information when writing messages, instructions, simple reports, and when filling in forms; Write simple informal letters to friends, parents and other family members, and to pen-pals in a social context; Write short simple descriptions of things, events, scenes and what one did and saw; Write to express ones feelings and exercise ones creatively such as when writing a diary, composing simple poems and stories, creating greeting cards, posters, etc.; Plan, draft, revise, and proof-read ones written work; and Communicate with people on the Internet and other electronic media by writing letters, messages, sending birthday greetings, etc.

Word order

Modifiers
Connectors

GRAMMAR Nouns and pronouns Verbs

Prepositions

Articles

Thinking skills Preparation for the real world Learning how to learn skills

EDICATIONAL
Knowledge acquisition

EMPHASES

Information and communication technology skills (ICT)

Multiple intelligences

Values and citizenship

Theme
Learning outcomes Level Specifications

Notes

EXAMPLES
THEMES LEARNING OUTCOMES LEVE SPECIFICATIONS L NOTES Teachingaids Pictures& word Phrase cards

World of Pupils should be knowledge able to: 1.6.1 listen to and 1. Listen to all enjoy songs, rhymes (transport) repeat levels and children songs. phrases. 2. Listen to and 2.3.2 Give one-word repeat 1 replies when rhymes. identifying, naming 3. Say names of objects, plants and transports. animal 4. Read aloud 3.3.1 Read and words/phrases understand phrases . 1 by matching simple 5. Match phrases phrases to pictures. to pictures. 6. Fill in missing 4.8.1 Write list for words various purpose 2