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SECTION A,

Question 1 : Syllabus Study

i)
ii)
iii)
iv)
v)
vi)
vii)
viii)
ix)
x)

Second Language
English Syllabus
Syllabus Specifications
Learning outcomes
The language Content
Educational Emphases
Information Communications Technology (ICT)
Multiple intelligences
Value and citizenship
Language skill
Question 2 : Teaching of Listening and Speaking

a)

(i)
(ii)

To learn numbers by song and show sequence of events


For enjoyment by doing actions

b)

(i)

sound
word
sound
word

(ii)
c)

://
: shoe
: / o: /
: door

In drill-like activities, corrections must be immediate. One of the activities is through


modeling. Dont tell the pupils he is wrong. Just merely re-say in the correct way.
Example :
Pupils
: His mother was died.
Teacher
: His mother was dead.

Question 3: Teaching of Reading

(a) (i)
(ii)
(iii)
(iv)

TRUE
TRUE
FALSE
TRUE

(b) (i) Allow students to enjoy materials that they may not be able to read on their own
(ii) Help students develop a sense of story and increase comprehension reading skills

Question 4:Teaching of writing


a) iii - manual
iv - recipe
v - diary
vi - autobiography

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b) i - to give pupils an idea of what is expected in their writings


ii - to help pupils practice writing correctly according to rules
of capitalization, spelling,
punctuation and paragraphing
c) i - picture composition with skeleton outlines
ii - Dicto-comp (dictation and composition)

Question 5 (Teaching of Grammar)

a) i) Deductive approach grammar teaching


ii) Communicative approach grammar teaching
b) i) Grammatical Item: Subject-verb agreement
ii) Deductive approach
I will use deductive approach whereby I will explicitly explain the rules and then
goes on to provide practice in application of these rules. I will first explain using
the sentence to identify which is the subject of the sentence. The subject can be
noun, a pronoun or a noun phrase; the subject also can be a person or thing that
causes the action shown by the verb and it comes before the main verb. Verb is a
word that tells us what the subject is doing; describe a state i.e unchanging condition,
and tells us the time of the action. Then I will asked pupils to apply it with the above
stimulus. I will also explain the rules that if the subject is singular, add s to the end of
the verb. And if the subject is plural, do not add s to the end of the main verb.
Ricky
Subject

walks

to

school

main verb

iii) Reason for integrating grammar with other language skills


a) more efficient method for teaching a complex lesson that has more than one skill
topic in a single lesson
b) saves period time by shorten the explanation part instead of explaining each
topic alone.
c) Integration makes both teacher and pupils focus on one topic with interfering
branches
d) promote critical thinking among students and internalize the importance of
grammar.

Question 6:

Lesson Planning

(a) State two reason for the integration of language skills in a lesson.

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(i)
(ii)
(iii)
(iv)
(b) i)

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the range of the activities will be wider that helps the students actively
participates class activities.
the lessons dynamic which involve the learners in diverse activities and
interactions.
To enable learners to take responsibility for their own learning.
To equip learners to become independent life-long learners.

an appropriate activity that you would use to teach the above skill.
Oral activity.

ii) How you could carry out the activity that you have mentioned in (i) above.
Pupils can be encouraged to retell stories. They could do so assuming a
characters role e.g. Red Riding Hood can be told from the little girls the wolfs,
the grandmothers or the woodcutters point of view.
SECTION B

QUESTION 1: TEACHING OF LISTENING AND SPEAKING


You intend to use Role Play to evaluate oral proficiency for your Year 5 pupils.
(a)

Discuss whether role-play is an appropriate way to evaluate pupils oral


proficiency. Identify four aspects that you need to consider when using role-play
to evaluate oral proficiency.

According to Brown, "role-play minimally involves (a) giving a role to one or more
members of a group and (b) assigning an objective or purpose that participants must
accomplish. In other words, to help students improve their listening, speaking and overall
communicative skills, practice communicating in different social contexts and in different social
roles is important. The aims for oral assessment are to gauge students' ability to initiate and
develop a conversation; and to provide evidence of standards of pronunciation and
communicative ability. Thus, there is a question of whether role-play is an appropriate way to
evaluate pupils oral proficiency.
There are 4 aspects that a teacher has to consider when using this method to evaluate
proficiency of the language. The first is the workability of the activity. According to Jones, for a
role-play to work successfully, there are a number of characteristics to be adhered to. One of
the characteristic needed is that the pupils need to immerse themselves in the role-play and not
be detached from the role they are playing. Another characteristic is that the environment for
that particular role-play would be real but has to be within the constraints of the teaching
situation.
The second aspect that a teacher would have to take in mind is the suitability of the roleplay activity for the pupils. Firstly, the teacher must look at the language demands of the activity.
The language demands must be at the level of proficiency of the pupils involved. The teacher

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must also choose a role-play situation that can capture the interest of the pupils. An
uninteresting topic will not receive much enthusiasm. It is easier for both teacher and pupils if
the role-play situation has some association with the pupils life experience (past and future).
Another aspect to take into consideration is the suitability in terms of language use. The
syllabus has stated clearly about the language requirement that the pupils need to acquire.
Thus, when selecting a situation for a role-play, the teacher has to take into consideration the
areas of language use, the language content and even other pedagogic needs such as the
development of thinking skills and etc. It is perfect to say that role-play can be used as a
resource for the advancement of the educational prescription.
The last aspect that needs to be deliberated when using role-play to evaluate oral
proficiency is the suitability of that particular activity in the classroom situation. The teacher has
to consider the time management for the activity and whether the classroom fulfils the spatial
requirements of the activity. The teacher would also have to take into account the number of
pupils required for the role-play activity. What if there are some pupils who cannot join in the
activities because they are extras?
These are the aspects that a teacher needs to mull over when using role-play to
evaluate oral proficiency of his/her pupils.

Question 1 (b)
There are three suggestions on how to improve the implementation of the role play as a test of
proficiency.
Firstly, reduce anxiety by moving from easy to more difficult . Students are often anxious
and nervous when they are asked to speak in foreign language. Thus, I can help the students
reduce their anxiety by making them familiar to speak individually before making him to speak to
groups of four or five. Furthermore, students feel secure when they understand the information
that they have to communicate. So I need to make sure that the information I expect the
students to communicate is within their knowledge and understanding. I must try to do the
activity to find out what kind of language the students would need to complete the task
successfully.
Thus based on the task, I should gives them ample times to practice speak in English. I
must train them to talk in pair or in group. The information that I have given them to speak must
come within their knowledge. Therefore by reducing the anxiety Im sure the students can
improve in their role play because they feel confident to do it.
Secondly by providing appropriate stimuli for eliciting speech. People need to speak
about something. In order to give students something to speak about and check if what they
say is what they mean, teachers often control what the students say. They do this through the
use of input materials (notes and pictures). I must make sure that amount of time and effort the

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students puts into understanding the input is not greater than the time he actually speaks. I must
answer the questions like:
1) What proportion time allocated to the activity.
2) What oral skill they learn in this activity?
3) Will they get enough practice in the target skill?
4) Is the content of the stimulus (pictures and notes) familiar enough for the student to
feel comfortable talking about it?
5) Does the stimulus (notes) give too much of the language the students is supposed to
use?
By highlighting these issues activity for the role play will be improve. I should make them
practice to speak until they can make it and be perfected.
Thirdly, by make sure that I have made adequate preparation for my class. Oral lessons
often involve difficult procedures (different material for different students and at different phases
of the lesson, audio-visual aids, different interactive modes at different junctures) A lesson can
fail if wrong materials, aids are not brought to school and so on. Thus, because of this I must
make sure and need to organize myself carefully. I must make a checklist of the things I need to
take to the class, makes notes on when each is needed and who should be given what, for
which activity.
Hence, I must prepare myself first before preparing my students in achieving success in
speaking. I must prepare good teaching aids and help them to learn speaking in better ways.
Once they feel confident to learn English, my activities in the classroom will be achieve
especially in the role play activity.
Question 2 (a)
For me the reason why I chose the above text to teach reading in my class because:
The text contains of appropriate language where it repeatedly use the words the pupils
have learnt so that the text gets to be part of the sight word store of the pupils. Furthermore, the
text is simple and direct to the point where no indirect meaning in the text. Moreover, the size of
letters is also important where it should be legible print and suitable for beginning reader. This
text also contains sentence case where the first letter normally upper case and the rest are
lower cases.
Furthermore, the reason I chose this text because it is very clear and uncomplicated
story line. The text that could be read by pupils must be within their understanding and
experience. Experience here does not mean the pupils experience the same story only, but it
also taking into consideration if the pupils have heard the words and that kind of story before.

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Besides that, I should also look at the illustrations and the colour of the text. Illustrations
should be bold and uncomplicated for Year 6 student. It is actually preferable to use black, blue
and green colour instead of red or orange.
Finally, the text is picked by me to teach reading skill in Year 6 class because the text
could be understand by the pupils according to their level without knowing every single words in
the text. So, it is really match according to their level of English.
Question 2(b)

Pre reading
I can introduce language or concept that occur in the text but which pupils may not know. I can
show them the words that are included in the text.
For example:
1. Mantelpiece
2. Tripped
3. Steely
4. Truncheon
5. Handcuff
Or I can show a series of picture according to the passage and asks the pupils to talk about the
pictures.
While reading
I can read the passage with correct intonation and pronunciation. And at the same time make
some role play.
Then the pupils will read together in the second time. At third time. One of them will read and I
will ask them to search for information about the character and the plot
Example:
Character:
1.________________
2.________________
Post reading
The pupils will work in small group and answer the question given about the passage.
For example:
Q: What the burglar found in the drawer?
A: _________________________________
Question 3: Teaching of Writing. (20 marks)
Answers
(a)

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Problem

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Example

(i) misspelling

Taper / estet / becos / colleck / aftr

(ii) singular / plural issues

He live / he bring / he eat

(iii) apostrophes

Jit Seng father

(iv) punctuation

every morning. / in the afternoon

(b)
Writing Problems

(i) misspelling

Remedial Activities
Teacher prepares a worksheet which contains
spelling exercise
- teacher asks the pupil to complete the
missing letters in every words/questions with
a little guidance in the form of pictures.
-

(ii) singular / plural issues

Eg;

This is a b _ l _

Teacher uses the substitution method by making


substitution cards and do some practice with the
pupil.
Eg;
He
She

lives
in

I
You

(iii) possessive noun ; The


Apostrophes

live

Taman
Jaya
Murni

Teacher explains to pupil the used of apostrophes s


(s) to show belongings.
Teacher gives example to the pupil;
Eg; Jit Sengs father is a farmer
Then, teacher gives some exercises to the pupil

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Eg;
State TRUE or FALSE
1. The car of my father was stolen
________
2. My fathers car was stolen
________
3. My friends watch is very expensive _______
Teacher explains to pupil that the capital letters are
used to begin sentences while the full stops are
used to end sentences.
Eg; 1. The sun had set.
2. I woke up early this morning.
(iv) punctuation
Then, teacher gives some exercises to the pupil.
Eg; Punctuate the following sentences using capital
letters and full stops where required.
1. the cat is playing under the chair
2. i love to swim with my brother
3. she looks like my ex-girlfriend
4. the car is very expensive

Question 4
LESSON PLAN - ENGLISH LESSON
Date
Class

: 01st November 2011 (Tuesday)


: Year 5 Arif

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Number of Pupils
Time
Topic
Main skill
Integrated skills
Curriculum specification

: / 31
: 10.35 am 11.35 am (1 hour)
: World of stories- stories about growing up
: Speaking
: Writing
: World of stories
2.4.5 Tell simple stories
2.5.2 Talk about the actions people in a story heard, read
or viewed.
4.7.5 Write stories with guidance.
Learning Outcomes
: By the end of the lesson, pupils will be able to:
1. Tell stories based on picture and other stimuli.
2. Talk about people, places and morale values of the
stories heard, read and viewed in simple language.
3. Give accurate information when writing message,
instructions, and simple reports and when filling out forms.
Previous Knowledge : Pupils have basic knowledge the cigarette.
CCTS
: guessing
Moral Values
: take care our health
Teaching Aids
: pictures and worksheet
Multiple Intelligences : visual-spatial and verbal-linguistic
Stage / Time

Teaching strategies

Content

Remarks

Set Induction
(5 minutes)

1. Teacher shows pupils a


picture.

T: Can you see this


picture clearly?

MV:
Take care our health

2. Teacher asks pupils to


guess what happen to the
people in the picture

T: What happen to this


people? Why?

3. Teacher introduces the topic


on bad effect of cigarette.

T: Today we will learn


about bad effects of
cigarette

Presentation
(15 minutes)

1. Teacher shows a storyboard


about Calvin and Hobbes by
using slide show.
2. Teacher read the
conversation with the correct

CCTS:
classifying
Teaching aid:
Picture

T: Pay attention while Im


reading the conversation.

To make pupils pay


full attention to the
lesson
Multiple
Intelligences
visual-spatial
verbal linguistic
Teaching aid:

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intonation.
3. Teacher asks pupils to read
aloud the conversation.

Practice
(15 minutes)

Production
(20 minutes)

4. Teacher explains the story to


the pupils.
1. Teacher distributes the
storyboard to the pupils.

Slide show
T: Now, lets read
together and use the
correct intonation.

T: Take the storyboard


each for a pupil and take
a look first.

Multiple
Intelligences
Interpersonal

2. Teacher picks random


pupils, in pair to carry out a
role play based on the
storyboard.

T: Work in pair, and


please do roles play in
front of the class.

3. Teacher asks pupils to tell


the story based on their
understanding.

T: Please tell what you


understand from the
storyboard.

L.O 1

4. Teacher asks pupils to talk


about the actions of people in a
story heard, read and viewed.

T: Talk about the action


of mother and boy in the
storyboard.

L.O 2

Worksheet 1
1. Teacher gives out worksheet
1, gives pupils time to
complete the exercise.

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Teacher gives worksheet


that requires pupils to
write stories with simple
guidance.

L.O 3

2. Teacher discusses the


correct answers with pupils.
Closure
(5 minutes)

1. Teacher helps pupils to


recall what have they learn in
this lesson
(asking WH-question)

T: what have you learn


today?

2. Teacher asks pupils to find


picture of disease that affected
by smoking.

T: Please find picture of


disease that affected by
smoking.

3. Teacher ends the lesson

(b) TASK SHEET


Complete the sentences by filling in the missing word.
Smoking cigarette.

To wrap up the
session

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1. Costs a lot of _____________

2. Make it hard to smell and _________ _________ food.

3. Makes the smokers ____________ smell.

4. Makes people waste their ___________

5. Make your __________ dirty so that it is hard to breathe.

6. Makes the smokers ___________ smell.

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