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PROGRAM PENSISWAZAHAN GURU SEKOLAH RENDAH

AMBILAN FEBRUARI 2012


UNIVERSITI MALAYSIA SABAH (UMS)
SEKOLAH PENDIDIKAN DAN PEMBANGUNAN SOSIAL
TEACHING OF LANGUAGE SKILLS IN ENGLISH FOR
PRIMARY SCHOOL
TW30303
NAME OF STUDENT
ASNI BINTI ISMAIL

MATRIX NO.
CT11210432

LECTURERS NAME
MISS YOON SOOK JHEA
DUE DATE
31 MARCH 2014
ST

INTRODUCTION
When we think of teaching English, we tend to think about the teachers
and what they do. In fact, more importantly, we should think of the pupils :
1.
2.
3.
4.
5.
6.

Who are they?


Where do they come from?
What do they know?
What are their experiences?
How do they feel about English
How do they learnt?

Thus, the starting point for all efforts in teaching English must
necessarily be an understanding of differences amongst the pupils, as well
as knowledge and understanding of how people learn a second language
and what processes are involved.
What we as a teacher really need to know is, the pupils.
The Pupils
In order to make our teaching and learning English in classroom
goes well, we should look out for these differences aspects which are as
follow.
1. Location: Urban or Rural
Generally, urban pupils have greater exposure to English. They have
more opportunities to hear it being used and to use it themselves, for
example in shopping centres, restaurants and offices. They are likely to
have more positive attitude towards English. Rural pupils on the other
hand, usually have limited exposure to English the television and radio
may be the only source of English.
2. Learning ability: slow, average or fast/high flyers
These are adjectives used to describe the intelligence and levels of
emotional, developmental and academic competence. Slow learners are
those with lower intelligence scores; they need more time to grasp a
concept or to complete task. They need individual attention and
assistance in order to perform satisfactorily.
Average pupils form the majority in schools. They have no
extraordinary talents or skills. There are great individual differences in
their needs, interests and experiences. Fast learners or high-flyers are
intelligent and capable. They obtain high scores in aptitude and
intelligence. They are usually very motivated, and creative.
Therefore, awareness of the pupils background enables teachers to
prepare lessons that contain content hat will broaden the pupils
intellectual and creative and also within their intellectual ability.
3. Mother tongue
By the time English lessons are taught formally in the classrooms,
pupils are already proficient speakers of their other tongue or first
language. Their knowledge of first language will influence their learning of
English, either positively or negatively. In planning to teach, a teacher will
be more successful if she bears in mind the differences between the
pupils first language and English.

CONTENTS
As a teacher, we should be able to plan and obtain different activities that
suitable to our pupils ability and also based on the strategies or method
that we should use while teaching and learning language.
The ability of the teachers to provide an excellent technique during
the processes will be able to attract the interests on the pupils to learn.
As far as I am concern that, for the past of 8 years involved in this
teaching and learning process, I have learnt and went through a different
method, strategies or even techniques that been used to help the pupils to
understand my lesson and provide a better environment of teaching and
learning process. Therefore, here are my methods that Ive been used.
1. Methods used learning in group, practices session, discussions
session
and playing method.
- why?
- Year 6 When we use a group discussion to them the
pupils will definitely easy to deliver your
lessons and
will also easily understand about the topic
taught
during the teaching and learning process.
Besides
that, I had also used a mind mapping method
when
I wanted to teach them with many topics such
as
grammar.
- Year 1 Ive always used a playing method such as
games or
group activities. These kinds of activities can be
easily
adapt by pupils especially by the slow learners
group of
pupils. These methods surely able to catch the
pupils
interests and we as a teacher will easily deliver
our
ideas to pupils; example by using a meaningful
word.
We are using a real thing to show them about
the
lesson taught. Example, if a teacher wants to
teach
things in the classroom, the teacher could
use an

eraser, a duster, pencil or even a book to make


the
lesson more fun and real.
2. Method used but not worked out individual session or pair session
of
Learning
This kind of method or strategies could be possible worked out if the
teachers are dealing with a fast learners or average class. It kind of a
burden or difficulties if a teacher uses this method to the slow learners
pupils. These are the effects that cause by this kind of method.
1. Classroom Control It would be difficult for me if I am going to
teach this kind of method or strategies with the pupils in Year One. It is
because, individual or pair session only suitable to level two children.
Where as, the teachers will have a difficulties to handle the classroom. The
Year One pupils will one by one come forward to my table and asking me
the questions that I have mentioned to the others before them. I am doing
the repetition on explaining of each of the activities.
It might also be helpful if my class only insist 5 to 10 pupils. I am surely it
will worked out for me as the quantity of the pupils is small.
3. The factors affect my choice of method or strategies.
I have been teaching in this school for about 3 years and I have
found the factors that affect my choice of method or strategies. These are
the factors that affecting my choice of method or strategies
The factors are shown as follows.
1. Level of difficulty
The teacher must cater to the varying levels of proficiency
among pupils. Since there is a wide range of proficiency levels among the
pupils, the teacher can be guided by the fact that students will have been
exposed to the primary school English language programme, which specify
the skills, the language structure, the vocabulary and the topics to be
taught.
I have used a drilling methods to teach my Year 6 pupils to
answer the paper 2 questions on Section A and B. Instead of that, I have
used the Subject Verb Agreement table (SVO) to teach them how make a
correct language structure and also the word list table to teach them
vocabulary.
Example :
Method to be used to average and fast learners pupils
Subject
(Who /
What)
A girl

Verb to be
(is / are)

Verb + ing

Object
(What / Where)

is

cutting

some vegetables in the


kitchen

Method to be used to slow learners


They only need to memorize the sentence and some certain parts of
the sentences.

Example : 1. There is a book in the picture.


2. There are pencils in the picture.
The word there is in the picture and there are in
the picture need to be memorize by the pupils. And then the
words book and pencils they need to check it in the word list of
vocabulary provided by teacher.
2. Gradation of difficulty
Teachers should control the level of difficulty of materials and
activities in the classroom. They should ensure at there is a gradation of
difficulty, that is, materials to be used in the first term need to be easier
than those to be used at the end of the year. The variables to be taken
into account are the ideas, the vocabulary and the sentence length.
3. Suitability to students
Materials and exercises used in the classroom must be
suitable for pupils. They must not be too wordy and the ideas dealt with
should not be beyond the level of comprehension of pupils. However, the
materials should be interesting and motivating.
While I am teaching my Year One pupils, I prefer to use my teaching aids
such as word cards and picture cards. As these kind of teaching aids will
approach the pupils interest to participate actively in the activities.
It would be much fun if the teachers could bring on the fun activities
such as matching the word and the pictures or scrabble words.
4. Future lessons that help me to do method or strategies
differently
I have tried the SAL technique to my Year 6 pupils and it really helps
me. The SAL technique is a new technique that I used to teach my pupils
to have a confident in making a sentence on Section A. SAL is a self access
learning that need pupils to be able to learn how to make a sentence by
asking or make a questions based on the pictures shown. This technique
helps me to improve the ability of the pupils to build sentences.
As for the future lesson, I will continuously use my SAL technique to
teach pupils make sentences. Other than that, I will give a chance to the
pupils to actively participate in English Language activities (inside or
outside activities); for example:
1. English Week and English Camp
2. Treasure hunt
3. Scrabble
4. Word games
These kinds of activities not only help them to improve their
knowledge on English Language but also emphasize their minds on word
or vocabulary. These activities could be arranged during the teaching or
learning session or during the co-curriculum session, every Wednesday
after the teaching and learning period of time.
As for my future plan I will use a SWOT term to help me to improve
my teaching process so it will be better day by day as the pupils will
improve their skills on building the sentences in English Language. SWOT
will help me to identify whether my teaching success or not.

STRENGTH
WEAKNESSESS

SWOT
THREADS

OPPORTUNITIES

References
Anderson, P.S. (1972). Language Skills in Elementary Education.
Macmillan Publishing Company: New York
Brumfit, C. & Johnson, K. (eds). (1979). The Communicative
Approach to Language Teaching. OUP:Oxford
Celce-Murcia, M. & Hilles, S. Techniques and Resources in Teaching
Language and Grammar. OUP: New York
Harmer. J. (1991). The Practice of English Language Teaching
Longman:
London
Noor Azlina Yunus (1985). Preparing and Using Aids for English
Language Teaching. Penerbit Fajar Bakti, Petaling Jaya.
Nesamalar Chitravelu, Saratha Sithamparam. ( 2001). ELT
Methdology; Principles and Practice. Penerbit Fajar Bakti,
Petaling Jaya.
Placido Bazo. Teaching the Four skills in the Primary Classroom.
iteslj.org/techniques/Bazo-FourSkills.html
Teachingbattleground.wordpress.com/2012/06/30. Progressive
teaching methods in the Primary School