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This guidebook is a resource for teachers to implement the new curriculum. It consists of suitable teaching and learning strategies as well as activities for teachers. It also gives teachers ideas for lesson organization in order to help them organize their daily lessons. CDD believes the contents of this book will guide Year One English Language teachers to get accustomed to the changes in the new English Language Curriculum and act as a valuable teaching resource. However, teachers are also required not to rely solely on this guidebook when planning their lessons.

CDD hopes teachers will use their own initiatives to plan enjoyable and stimulating lessons for their pupils. CDD would like to take this opportunity to acknowledge the contributions of the panel of English teachers involved in making this guidebook a reality.

It covers some aspects of the language skills, language arts as well as the suggested word list required to be taught in Year One.

The guidebook is divided into four sections; section 1 gives an overview of the English Language Curriculum. Each component consists of suggested activities. This is materialized in 3 columns. The first column is the activity column. These are suggested activities for teachers, which include explanations, teaching points and examples of activities. The second column is the content column.

The suggested word list and teaching points are stated here. Section 3, consists of examples of complete lessons. In this section, teachers will be able to observe how the different language skills and language arts modules are presented for each week based on one particular theme and topic in a coherent and cohesive manner. Finally, Section 4 provides teachers with examples on how their weekly lessons can be organised.

Lesson structures for Listening and Speaking, Reading, Writing skills as well as Language Arts are provided to help teachers plan effective and enjoyable lessons. The guidebook provides suitable and practical suggestions of teaching methods via the materials provided. However, teachers are in a better position to make appropriate and relevant decisions when planning their lessons. Teachers are also encouraged to use activities from the MOE Teaching courseware, the textbook and other suitable resources when planning their lessons.

With regards to the modular teaching format, teachers are expected to sustain a cohesive and coherent organisation between the listening and speaking, reading and writing skills. For the Language Arts module, teachers may plan lessons in relation to the language skills taught or they may come up with generic lessons. Teachers should incorporate the fun element in specified contexts to make their lessons meaningful. Three major themes World of Self, Family and Friends; World of Knowledge; and World of Stories have been identified to help teachers select topics that are suitable for their pupils.

When planning lessons, topics for teaching are initially based on the immediate learning environment of the child. Later on, these are expanded to town, country and more distant foreign locations. This word list can be used in different contexts and topics and further increased if pupils demonstrate that they are capable of receiving more.

Good time management is also essential. Keeping in mind the time allocated for teaching English in SK and SJK schools is different; lessons should be organized in a manageable form in order to give pupils every opportunity to take part in language activities. In order to facilitate and maximize learning, language skills must be repeated and used constantly.

Some activities have been suggested in this document. However, teachers are encouraged to set more creative and challenging tasks and activities based on the needs and interests of pupils. This is important so that appropriate activities and materials are used with pupils of different learning profiles with the intention to realize their full potential and enable them to gradually develop the ability, knowledge and confidence to use the language effectively.

In addition, elements of Science and Mathematics, moral values, patriotism, environmental education, health education and entrepreneurship should also be infused through the selection of appropriate materials and activities.

Sample lessons are provided in Section 3 of this guidebook to demonstrate further how the lessons are cohesively and coherently linked. Assessment is an important aspect of the teaching-learning process. Teachers should set school based assessments for learning standards dealt with in the classroom. Some ideas of assessment are provided in Section 3 of this document. Teachers need to use their initiative, imagination and creativity in planning their lessons in order to extend the experiences of their pupils.

It is hoped that teachers will find this guidebook useful and pupils will enjoy the activities and hence improve their English language proficiency 6. English language learning is developmental. The focus in Years 1 and 2 is on basic literacy. This is done by building a strong foundation in basic literacy skills namely reading through phonics, penmanship and basic listening and speaking. Activities are contextualized and fun-filled with integration of language skills in meaningful contexts.

In Year 3 and onwards, pupils will further develop the ability to speak, listen, read and write in English meaningfully, purposefully and with confidence. A Grammar module is introduced from Year 3 to enable pupils develop a sound grasp of the language structures and rules of grammar. The Language Arts module has been added to the English language curriculum from Year 1 to allow pupils to engage and enjoy stories, poems, songs, rhymes and plays written in English.

In Years 1 and 2, the English language curriculum emphasizes the development of basic language skills so that pupils will have a strong foundation to build their proficiency in the language. In this initial stage, there will only be four modules; namely: 1. Listening and Speaking 2. Reading 3. Writing 4. Language Arts From Year 3 onwards, where pupils build on the skills they have acquired in Years 1 and 2, a fifth module, Grammar, is added to the above four modules.

Therefore, the modules for this stage are: 1. Language Arts 5. Grammar English is a second language for pupils, it is believed prudent and pedagogically sound to defer the learning of grammar to a later stage.

This approach will reduce the load and stress of learning in the early years where the emphasis is on learning through fun and play. In the initial stages of learning English, pupils will have the opportunity to listen to meaningful English input, in the form of stories or oral descriptions by teachers based on graphic texts. Through listening, pupils will become familiar with words that will be introduced later in the early reading and writing lessons.

The emphasis in the initial stages will be on vocabulary acquisition. By organizing the curriculum standards under five modules four for Years 1 and 2 , pupils will be able to focus on the development of salient language skills or sub-skills under each module through purposeful activities in meaningful contexts.

This modular approach does not exclude integration of skills. In order to make learning more meaningful and purposeful, language input is presented under themes and topics, which are appropriate for the pupils. World of Self, Family and Friends; 2. World of Stories; and 3. World of Knowledge. The following diagram shows the conceptual framework of the curriculum model.


ENGLISH Year 1 Syllabus

Children should be allowed to choose a book at school to take home with them to read. You may be given an exercise book to write your comments in when you read with them. Children will also read with their teacher in groups once a week this is called guided reading. Revise what your child is learning with some at-home practice: look through our Year 1 English worksheets to find a good activity to download and complete at home. Phonics is still a big part of literacy in Year 1, so make regular phonics practice part of your after-school routine. Check your Y1 child's progress in English with our free Y1 English Progress checks , three mini-tests for autumn, spring and summer term.


Year 1 English: what your child learns

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