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Day 1
Discuss:
1. What kinds of issues do pupils typically have in the Malaysian primary classroom?
Blue Group: Cant express what they want to say (cant convert ideas into words), lack of vocabulary
(needing direct translation), mispronunciation and misspelling.
Too much HOTS questions in revised curriculum textbook, lack of confidence during
groupwork/presentation, inactive participation
Blue Group: Singing, listening and speaking, puzzles, language arts, language games, FROG, Cahoots,
Roleplay, quizzes
Blue Group: LITERALLY EVERYTHING, material preparation (consider all factors and pupils levels)
Yellow Group: Pupil lack of vocabulary, low opportunity to expose English environment, low
interaction for SKM, understanding instructions
CEFR provide a system that always open to amendment and further development in
interactive international system of co-operating institutions
First 4 topics are for Y1, T5-T9 for Y2 (divided into textbooklessons and non-textbook
lessons)
How can we use the CEFR?
Pre-A1 Pre-school
A1 Y1-Y3
Basic user
A2 Y4-Y6 (Primary level)
B1 F1-F3
Independent user
B2 F4-F6 (Secondary level)
C1 Tertiary (Higher learning institutions)
Competent user
C2
CEFR:
1. Content and Learning Standards
2. Syllabuses
3. Scheme of Work
JU Ammirul:
How do pupils skills develop across the six years of primary school learning?
Gradually increasing in capabilities.
Range: limitedwide
Frequency: Highlow
Support: WithNone
Complexity: Simple Complex
Cognitive challenge: Age appropriate
Length : Shorter Longer text
How much time do you dedicate to speaking or listening activities in the classroom.
15-20 minutes.
What are the challenges for pupils when using these skills:
Lack of vocab.