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75 TEACHING IDEAS IN THE CLASSROOM
Introduction
These are some of the ideas for the teachers to use which might be
useful in the classroom when you are running out of ideas.
The Ideas
1.Ask a student to demonstrate a dance, and assist the student inexplaining the movements in English.
2.Ask students to name as many objects in the classroom as they canwhile you write them on the board.
3.Ask students to present to the class a gesture that is unique to theirown culture.
4.Ask students to write one question they would feel comfortableanswering (without writing their name) on an index card. Collect allof the index cards, put them in a bag, have students draw cards,and then ask another student the question on that card.
5.Ask your students if there are any songs running through their headstoday. If anyone says yes, encourage the student to sing or hum alittle bit, and ask the others if they can identify it.
6.Assign students to take a conversation from their course book thatthey are familiar with and reduce each line to only one word.
7.At the end of class, erase the board and challenge students to recalleverything you wrote on the board during the class period. Write theexpressions on the board once again as your students call themout.
8.Begin by telling your students about an internal struggle betweentwo sides of your personality (bold side vs. timid side ORhardworking side vs. lazy side), providing a brief example of whateach side says to you. After a few minutes of preparation in pairs,have students present their struggles to the class.
9.Bring a cellular phone (real or toy) to class, and pretend to receivecalls throughout the class. As the students can only hear one sideof the conversation, they must guess who is calling you and why.Make the initial conversation very brief, and gradually add clues
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with each conversation. The student who guesses correctly wins aprize.
10.Bring a fork, knife, spoon, bowl, plate and chopsticks (if you havethem) to class, and mime eating some different dishes, lettingstudents guess what they are. Then let your students take a turn.
11.Bring an artifact from the student's culture to class, and ask themquestions about it.
12.Bring in some snacks that you think your students haven't triedbefore, and invite the students to sample them and give theircomments.
13.Call on a student to draw his or her country's flag on the board,then teach him or her how to describe the flag to the class (It hasthree stripes...).
14.Choose one topic (food, sports) and elicit a list of examples (food -chicken, pudding, rice). Then have your student come up with themost unusual combinations of items from that list(chocolate-beef orwrestling-golf).
15.Collaborate with your students on a list of famous people, includingmovie stars, politicians, athletes, and artists. Have every studentchoose a famous person, and put them in pairs to interview eachother.
16.Come to class dressed differently than usual and have studentscomment on what's different.
17.Copy a page from a comic book, white out the dialogue, make
copies for your class, and have them supply utterances for thecharacters.
18.Copy pages from various ESL textbooks (at an appropriate level foryour students), put them on the walls, and have students wanderaround the classroom and learn a new phrase. Then have themteach each other what they learned.
19.Copy some interesting pictures of people from magazine ads. Givea picture to each student, have the student fold up the bottom of thepicture about half an inch, and write something the person might be
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thinking or saying. Put all the pictures up on the board, and leteveryone come up and take a look.
20.Describe something observable in the classroom (while lookingdown), and tell students to look in the direction of what youdescribed.
21.Draw a map of your country or another country that your studentsknow well. By drawing lines, show students where you went on atrip, and tell them about it. Then call on several students to do thesame. The trips can be truthful or fictional.
22.Draw a pancake-shape on the board, and announce that the
school will soon be moving to a desert island. Invite students oneby one to go to the board and draw one thing they would like tohave on the island.
23.Draw a party scene on the board, and invite students to come upand draw someone they would like to have at the party.
24.Empty a bag of coupons onto a table, and have students find acoupon for a product that they have no need for.
25.Experiment with how you write on the board, altering your writingstyle, the size of the letters, the direction you write, and the color ofthe chalk/pens.
26.Explain to your students what it means to call someone a certainanimal (dog, pig, fox) in English, and then ask them what thesemean in their languages.
27.Fill the board with vocabulary your students have encountered in
previous classes (make sure to include all parts of speech), and getthem to make some sentences out of the words.
28.Find out what famous people your students admire, and worktogether with the class to write a letter to one of them.
29.Find out what your students are interested in early on in thesemester. Go to the Internet from time to time to collect articles onthese subjects for students to read during the class period.
30.First, instruct your students to write on a slip of paper the name of
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one book, CD, or movie that changed them in some way. Collectthe papers, call out the titles, and ask the class if they can guesswho wrote it. Finally, let the writer identify him or herself, explaining
his or her choice.
31.Give each student a piece of chalk/pen and tell them to fill theboard with pop song lyrics. Then put them in pairs, and get them touse the words on the board to create a new dialogue.
32.Give students a reward (such as a candy or a sticker) each timethey take the artificial language in your textbook and turn it into anauthentic question or comment about someone in the class.
33.Hand a student a ball of yellow yarn. Have him toss it to anotherstudent, while saying something positive about that student andholding onto the end of the yarn. Continue in this manner until thereis a web between all the students.
34.Hand each student an index card, and tell them to write down asentence that includes an error they have made this week, alongwith the correct version of the sentence. Next, tape all of the indexcards on the board for students to look over.
35.Hang up four different posters (example - one of a world map, oneof a famous singer, one of a flower, and one of Einstein) in the fourcorners of your room. Tell students to choose one corner to standin, and talk about why they chose that poster.
36.Have each student make a list of the five most useful phrases fortourists visiting an English speaking country.
37.Have students come to the board one by one, draw a poster for an
English language movie (without the title) they think the otherstudents have seen, and let the other students guess which movie itis.
38.Hire a musician (flute? harmonica? banjo?) to play for a fewminutes of your class period.
39.In small groups, have your students design a billboard forsomething other than a product (wisdom, humility, friendship, etc.).
40.Inquire to see if your students have any unusual talents (can wiggle
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their ears, can bark like a dog), and encourage them todemonstrate.
41.Instead of saying "Very good!" all the time, vary the ways youpraise (and correct) students as much as possible.
42.Instruct your students to find something in theirwallets/purses/pencil boxes, and tell the story behind it.
43.Invite your students to stand up and explore the classroom fromnew angles (look in drawers, under desks, behind posters, on top ofcabinets). Then have students report their findings.
44.Just a few minutes before the bell rings, call on your students tochoose the ten most useful words they came in contact with duringthis class period, then have them narrow it down to the three mostuseful words.
45.Pass around some magazines, and have each student choose anad that he or she likes. Give students an opportunity to explain theirchoices.
46.Play a listening activity from your book an additional time with thelights turned off.
47.Play a recording of instrumental music and have some studentsdraw on the board what the music makes them think of.
48.Play five very different sounds from a sound effects tape or CD,and assign students in pairs to create a story based on three of thesounds.
49.Play music that enhances certain activities (quiet music for areading activity, dance music for an energetic TPR activity). Askyour students for their reactions.
50.Prepare colored letters of the alphabet on cardboard squares andput them in a bag. Students must draw a letter from the bag, andwork together to create a sentence on the board. Each studentmust raise his or her hand to make a contribution, but the word thestudent calls out must begin with the letter he or she chose. Put theexpanding sentence on the board, adding words only when they the
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grammar is correct.
51.Prepare several paper bags, each with a different scent inside(perfume, cinnamon, cheese), pass the bags around the class, andlet students describe what they smell.
52.Print phrases such as "in the library" "at an elegant dinner with theRoyal Family" "in a noisy bar" "in a dangerous neighbourhood" onseparate strips of paper, put them in envelopes, and tape them tothe underside of a few students' desks/tables before they arrive.Write on the board a useful expression like "Excuse me. Could Iborrow a dollar?" When students arrive, tell them to look for anenvelope under the desks/tables. The ones who find envelopes
must say the sentence on the board as if in the context written onthe page. Other students must guess the context from the student'stone of voice and body language.
53.Produce a list of commonly used sentence-modifying adverbs onthe board, such as suddenly, actually, unfortunately, and happily.Then launch into a story, which each student must contribute to,with the rule that everyone must begin the first sentence of his orher contribution with a sentence-modifying adverb.
54.Provide each student with a list of the current top ten popularsongs. Play excerpts from some or all of the songs, and choosesome questions to ask your students, such as: Did you like thesong? Have you heard this song before? How did the song makeyou feel? What instruments did you hear?
55.Purchase a postcard for each member of your class, writing his orher name in the name and address space. Turn them picture sideup on a table, have each student choose one (without looking at the
name), then he or she will write a message to the person whosename is on the other side. If a student chooses the postcard thathas his or her own name on it, the student must choose again.
56.Put students in pairs and ask them to guess three items in theirpartner's wallet/purse/pencil box.
57.Put students in pairs. Tell them to converse, but to deliberatelymake one grammatical error over and over, stopping only when one
student can spot the other's intentional error.
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58.Put students into small groups to create an application form fornew students to the school.
59.Put the students in small groups, and ask each group to plan avacation for you. They must plan where you will go, what you willdo, who you will go with, and what you will buy. When they arefinished, have each group present their plans.
60.Review a phrase or sentence that you want students to remember,by holding a competition to see "Who can say it the loudest/thequietest/the quickest/the slowest/in the deepest voice/in the highestpitched voice?".
61.Set up a board in your classroom where students can buy and sellused items from each other by writing notes in English.
62.Supply each student with a copy of the entertainment section of thelocal newspaper, and tell them to choose somewhere to go nextweekend.
63.Take a particularly uninteresting page from your coursebook, andput students in groups to redesign it.
64.Teach on a different side of the room than you usually do.
65.Tell each student to report the latest news in their country or city tothe class.
66.Tell your students to practice a conversation from their course bookthat they are familiar with, but this time they can only use gestures,no words.
67.When they are practicing a dialogue, have students play aroundwith the volume, intonation, pitch, or speed of their voices.
68.Write "Tell me something I don't know." on the board, then askstudents questions about things they know about and you don't,such as their lives, cultural background, interests, and work.
69.Write a common adjacency pair (Thank you./You're welcome ORI'm sorry./That's alright) on the board. Ask students if they know ofany expressions that could replace one of the ones you just wrote.
Write any acceptable answers on the board.
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70.Write a number of adjectives, such as mysterious, happy, peaceful,sad, angry, and frustrated on the board. Call out a color, and askyour students to tell you which adjective they associate with that
color.
71.Write a word on a slip of paper and show it to a student. Thisstudent must whisper it to the second student. Then the secondstudent must draw a picture of what he or she heard, and show it tothe third student. The third student, then, writes the word thatrepresents the picture and shows it to the fourth student. Then thefourth student whispers it to the fifth student.... and so on. Thiscontinues until you get to the last student, who must say the word tothe class.
72.Write an idiomatic expression (such as "It beats me." or "I'm fedup.") in big letters on the board. Call on a few students to guesswhat it means before you tell them.
73.Write down the names of about five very different people on theboard (a small baby, a rude waiter in a restaurant, a fashion model,a stranger in a crowd, and a grandfather). Give students a commonexpression, such as "Good morning!" or "Sorry!", and ask students
how they might say it differently when talking to a different person.
74.Write your name on the board vertically, and add a suitableadjective that begins with each letter of your name. The next step isto invite students to do the same.
Source: http://iteslj.org/Techniques/Houston-TeachingIdeas.html
More Activities.
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ENGLISH PANEL MANUAL 1
SEKOLAH MENENGAH SAINS PASIR PUTEH
ENGLISH LANGUAGE PANEL
ACADEMIC ANNUAL
2009
CHAPTER 1
1.0INTRODUCTION
This academic manual aims to enhance the students performance in English. This is due to the
fact that the need to improve the language proficiency amongst the students is vital for them to
move a step ahead in dealing with the global challenges.
ORGANIZATION CHART
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2.0 MISSION
2.1 PANELS VISION
It is hoped that all the students of SMSPP will be able to maintain their excellent performanceand the best school in Malaysia when English language is concerned. It is also hoped that the
performance of PMR and SPM candidates will be at their best in parallel with the vision of
Education Ministry.
2.2 SBPS VISION
To add the number of Bumiputeras in getting quality education as a preparation towards
higher learning in order to fulfill the countrys needs.
To install patriotism spirit amongst the SBP students
To produce students who can manage tasks efficiently, accurately and wisely.
To produce students with excellent personality which enable them to face teenage life.
To install awareness amongst SBPs community who practices the caring culture.
To successfully carry out programmes related to secondary education which is science-
oriented to realize Vision 2020.
To provide opportunity for potential students especially form suburban area to geteducation with modern and well-equipped facilities in a conducive learning
environment.
CHAPTER 2
5.0 TARGET AND ANALYSIS
SPM
Grade
Year
1A 2A 3B 4B 5C 6C GRADE
MEAN
No.of
Candidates
TOV
SPM
2003
45
(31.6%)
40
(28.1%)
30
(21.1%)
20
(14.0%)
5
(0.35%)
2
(0.14)
2.34 142
SPM
2004
46
(32.9%)
33
(23.6%)
23
(16.4%)
27
(19.3%)
6
(4.3%)
5
(3.6)
2.49 140
Targe
t2005
40.0% 35.0% 20.0% 5.0% 169
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SPM
2005
117
(70.05%)
25
(14.97%)
16
(9.58)
6
(3.59%)
2
(1.19%)
1.51
Targe
t
2006
45.0% 45.0% 10.0% - 133
SPM
2006
84
(63.16%)
33
(24.81%)
8
(6.02%)
4
(3.01%)
3
(2.26%)
1
(0.75%)
1.58 133
Targe
t
2007
74
50%
67
45.0%
7
5.0%
148
SPM
2007
59
(40.97%)
37
(25.69%)
33
(22.92%)
10
(6.94%)
5
(3.47%)
2.06 144
Target
2008
53.33%
80
46.67%
70
150
Targe
t
2009
60.0% 40.0%
PMR
Grade
Year
A % B % C % TOTAL
2005 103 72.2% 33 24.1% 1 0.7% 137
2006 122 85.9% 20 14.1% - - 142
2007 120 89.6% 14 10.4% - 134
2008 136 87.2% 19 12.2% 1 0.6% 156
2009(Target)
CHAPTER 3
STRATEGIES AND PROGRAMMES FOR STUDENTS AND TEACHERS
ACADEMIC PROGRAMMES
Programmes
Date/Duration Target Group
Action
FORM 4 and 5
Mentor System
English Clinic
Throughout the Year Weak Students
SPM(5C and below)
All English Teachers
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Extra Class (Excel)
Class
Starting Jan All SPM Students All English Teachers
Drillings (other SBP
Q papers)
Starting June All SPM Students All English Teachers
Tuition Classes Starting April Form 4 students All English Teachers
English incamp(school level)
Mac Elite Team All English Teachers
Set SystemStarting Jan Form 5 students
All English Teachers
FORM 3
Mentor System
English Clinic
Throughout the Year Weak Students PMR
(B and below)
All form three
Teachers
Set System Starting January All form 3 students All form 3 TeachersExtra Class
(Excel)Class
April All Students Head of Panel Mdm
Wan Azizah
Drillings (other SBP
Q paper)
July All Students All form 3 teachers
Individual
consultation
July Weak students(B and
below)
All form 3 teachers
ENRICHMENT PROGRAMMES
No Programmes Date/Duration Target group Action
1 Take five Throughout the year 5
minutes (beginning of
afternoon Prep hour)
All students All English Teachers
and Prefects Academic
Bureau
2 Reading Corner Mini
Library
Starting Feb All Classes Panel Head
All English Teachers
3 Public Speaking Every day
Roll call
All students All English Teachers
4 English Across the
Curriculum
Throughout the year All students and
PPSMI teachers
Dr Wan Zawawi
All Teachers
5 Reading Day (MEES) Every Tuesday All Students and
Teachers of
SMSPP
Miss Sabariah
Pn Wan Azizah
6 A Word A Day Every day All students of
SMSPP
Mr Yusri
All English Teachers
7 Language Lane Throughout the year All Students Ms Sabariah
All English Teachers
8 Show and Tell English period 5 All students All English Teachers
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minutes
9 English in Camp April Form 4 Students Mr Zainal
All English Teachers
10 Inter-class competition
Drama
Public Speaking
Choral Speaking
Debate
March All Students All English Teachers
11 Mock Interview February Selected
Students Form 5
Mdm Noraini
All English Teachers12 Essay Competition Starting Feb All Students Mdm Cik Nasirah
All English Teachers
13 Journal Writing Throughout the year All students All English Teachers
STAFF DEVELOPMENT
No Programmes Date Target Group Action
1 In-house training on SPM
and PMR marking scheme
February All English
Teachers
Pn Wan Azizah
Cik Sabariah
2 Supervision of T & L Throughout the
year
All English
Teachers
Principal
Senior Assistant
Department Head
3 Monitoring of Students
exercise
Book
Throughout the
year
All English
Teachers
Department Head
Panel Head
4 In house training on AdobePhotoshop
April All EnglishTeachers
Panel Head
5 Buddy Support System Throughout the
year
Math and Science
Teachers
Panel Head
All English Teachers
6 HELP Programme Throughout the
year
Every Thursday
Math and Science
Teachers
Panel Head
All English Teachers
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ENGLISH PANEL MANUAL 2
6.4 DETAILED DESCRIPTION OF THE PROGRAMMES
6.4.1 Mentor System English Clinic
Students who have problems with their homework especially their essay areencouraged to see their mentor/teachers to have individual consultation. Venue and time will
depend on the appointment made with their mentors.
6.4.2 Drillings
It is programmed to help student familiarize with the real exam format. It is also parts of the
revision programme and the questions are taken from other SBP schools.
6.4.3 Tuition Classes
Weak students will be identified and they are given tuition in the afternoon or during
weekends. Focus will be on their weak areas i.e grammar, essay and literature.
6.4.4 English-in-camp (school level)
This programme is created to encourage students to have fun in the learning of English
Language outside the classroom. Various activities will be done by students such as treasure
hunt, solving puzzle, scrabble, jazz chant, surviving skills, grammar explore-race and spellingbees.
6.4.5 Excel Class
Excel class is held every week for all form five and form three students, with the aim to
increase the
students performance in English subject.
Objectives
The objectives of excel class are
To increase students performance in the subject
To give input and guidance for the students in facing the PMR and SPM examination
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To increase the students confidence in using the language
Implementation
The students of form 3 are divided according to their level of proficiency (set):
Refer to the timetable below
FORM 3
No Set Teachers No of Students
FORM 3A,3B,3F
1 Set 1 Mr Yusri bin Yahya 23
2 Set 2 Mdm Wan Azizah Wan Ali 22
3 Set 3 Mdm Asmad bt Mohd Salleh 20
4 Set 4 Miss Sabariah bt Abdullah 16
FORM 3H & 3K
5 Set 1 Mr Wan Ikhram Zaki bin Wan Abas 22
6 Set 2 Pn Noraini bt Mohamad 20
7 Set 3 Pn Wan Azizah bt Wan Ali 17
Total 140
FORM 5 CLASSES
SETS TEACHERS NO OF STUDENTS
Group 1
5A and 5B
SET 1
SET 2
SET 3
DR HJ.WAN ZAWAWI WAN
ISMAIL
PN.CIK NASIRAH CIK DAUD
PN.HJH.NORAINI MOHAMAD
20 STUDENTS
20 STUDENTS
20 STUDENTS
Group 2
5F,5H & 5K
SET 1
SET 2
SET 2
PN HJH NORAINI BT MOHAMAD
EN ZAINAL ABIDIN BIN SAAD
PN HJH NUR THALITHAH
HAMZAH
22 STUDENTS
21 STUDENTS
21 STUDENTS
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7.0 TIME TABLES
7.1 TIMETABLE FOR SUPERVISION OF TEACHING & LEARNING
MONTH WEEK NAME OF TEACHER NAME OF SUPERVISOR March Four 1.En. Mohd Yusri Yahya
2.Cik Sabariah Abdullah
Department Head
Vice Principal (Academic)
April One 1.Pn Noraini bt Mohamad
2.Pn. Asmad Mohd Salleh
Principle
Vice Principal (Academic)
Two 1.En. Wan Ikhram
2.Pn. Noraini Muhammad
Department Head
Vice Principal (Academic)
Threee 1.Pn.Wan Azizah
2.Pn Thalithah Hamzah
Department Head
Vice Principal (Academic)
Four 1.Pn. Cik Nasirah Cik
Daud
Department Head
7.2 TIMETABLE FOR SUPERVISION OF STUDENTS EXERCISE BOOKS
MONTH WEEK FORM NAME OF SUPERVISOR
April One Sunday-Form One Panel Head
Monday-Form Two Department Head
Tuesday-Form Three Panel Head
Wednesday-Form Four Panel Head
Thursday-Form Five Panel Head
June One Form One Department Head
Form Two Vice Principal (Academic)
Two Form Three Panel Head
Form Four Department Head
Three Four Five Panel Head
Notes: 1. The teacher for each class needs to send 10 books to Panel Head
2. Panel Head will choose 5 books to be sent to Department Head/Vice Principal
7.3 TIMETABLE FOR SETTING OF QUESTION PAPERS
FORMS NAMES EXAM
ENGLISH UJIAN SELARAS 1
01/03/09-05/091 MRD YUSRI BIN YAHYA
2 MDM ASMAD MOHD SALLEH
3 MR WAN IKHRAM ZAKI WAN ABAS
4 MDM HJH NUR THALITHAH BTHAMZAH
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5 DR WAN ZAWAWI BIN WAN ISMAIL
MID YEAR EXAM
18/05/09-27/05/091 MDM HJH NUR THALITHAH BT
HAMZAH
2 MR ZAINAL ABIDIN BIN SAAD
3 MISS SABARIAH BT ABDULLAH
4 MDM CIK NASIRAH BT CIK DAUD
5 MDM NORAINI BT MOHAMAD
TRIAL PMR 1
(05/07/09-09/07/09)
UJIAN SELARAS 2
Tktn 1,2,4-(10/07/09-23/07/09)
TRIAL PMR 2/TRIAL SPM
10/08/09-18/08/09
1 MR YUSRI BIN YAHYA
2 MDM ASMAD MOHD SALLEH
3 MDM WAN AZIZAH BT WAN ALI (PMR
1)
MR WAN IKHRAM ZAKI WAN ABAS
(PMR 2)
4 MISS SABARIAH BT ABDULLAH5 MDM NORAINI BT MOHAMAD
END OF THE YEAR EXAM
Form 1&2
20/10/09
Form 4
11/10/09
SPM Trial 2
1 MR WAN IKHRAM ZAKI WAN ABAS
2 MDM CIK NASIRAH BT CIK DAUD
3 MDM WAN AZIZAH BT WAN ALI
4 DR HJ WAN ZAWAWI BIN WAN ISMAIL
5 MR ZAINAL ABIDIN BIN SAAD
7.4 ENGLISH CLASS TIME TABLE FOR MATHS AND SCIENCE TEACHERS
NO DATE DAY TEACHER IN CHARGE
1 10/02/09 Tuesday (2.00-3.00pm) MDM HJH NORAINI BT
MOHAMAD
2 24/02/09 Tuesday (2.00-3.00pm) MR WAN IKHRAM ZAKI WANABAS
3 03/03/09 Tuesday (2.00-3.00pm) MDM HJH NUR THALITHAH HJ
HAMZAH
4 24/03/09 Tuesday (2.00-3.00pm) MDM ASMAD BT MOHD SALLEH
5 07/04/09 Tuesday (2.00-3.00pm) MDM CIK NASIRAH BT CIK DAUD
6 21/04/09 Tuesday (2.00-3.00pm) MDM WAN AZIZAH WAN ALI
7 05/05/09 Tuesday (2.00-3.00pm) DR HJ WAN ZAWAWI WAN
ISMAIL
8 19/05/09 Tuesday (2.00-3.00pm) MR ZAINAL ABIDIN BIN SAAD
9 16/06/09 Tuesday (2.00-3.00pm) MDM HJH NUR THALITHAH HJ
HAMZAH
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10 30/06/09 Tuesday (2.00-3.00pm) MISS SABARIAH BT ABDULLAH
11 07/07/09 Tuesday (2.00-3.00pm) MR YUSRI YAHYA
12 21/07/09 Tuesday (2.00-3.00pm) MDM CIK NASIRAH BT CIK DAUD
13 04/08/09 Tuesday (2.00-3.00pm) DR HJ WAN ZAWAWI WAN
ISMAIL
14 18/08/09 Tuesday (2.00-3.00pm) MR ZAINAL ABIDIN BIN SAAD
15 15/09/09 Tuesday (2.00-3.00pm) MR WAN IKHRAM ZAKI WAN
ABAS
16 29/09/09 Tuesday (2.00-3.00pm) MDM WAN AZIZAH WAN ALI
17 13//08/09 Tuesday (2.00-3.00pm) MDM ASMAD BT MOHD SALLEH
18 27/10/09 Tuesday (2.00-3.00pm) MDM HJH NORAINI BT
MOHAMAD
ENGLISH PANEL MANUAL
3
8.0 INNOVATION
ENGLISH ACROSS THE CURRICULUM (EAC)
INTRODUCTION
In an effort to achieve the vision and mission of Sekolah Menengah Sains Pasir
Puteh in grooming the nation with world class future leaders, English Across the
Curriculum (EAC) Program was introduced to enhance the students mastery of
the English Language which is accepted as the major language in the world today.
Language is integral to students learning in all areas of the curriculum. There is a
close link between students understanding and control of the different function of
language and their own personal, social, intellectual and imaginative
development. The ways in which students view the world is shaped by their
language development in a variety of different contexts. Language is the primary
means by which students collect and communicate ideas, information and
meaning; it is essential for reasoning and reflection and for clarifying and
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expressing thought in all areas of the curriculum.
According to the ideas of this program, there are no extra English lessons for the
students of SMSPP. English is integrated within the normal frame of all the subject
except of the subject using Bahasa Melayu. In other words, an SMSPP studentexperiences some English sequences of about ten minutes each day in one of the
subjects apart from Bahasa Melayu.
OBJECTIVES
EAC stresses to achieve certain objectives where during the program; the
students will be able to:
1.Use the language to understand, develop and communicate ideas and information, and
interact with others.
2.Select, integrate and apply numerical and spatial concepts and techniques.
3.Recognize when and what information is needed, locates and obtains it from a range of
sources and evaluates, use and share it with others.
4.Select, use and adapt technologies.
5.Describe and reason about patterns, structures and relationship in order to understand,
interpret, justify and make predictions.
6.Visualize consequences, think laterally, recognize opportunity and potential and are
prepared to test option.
7.Understand and appreciate the physical, biological and technological world and have the
knowledge and skills to make decision in relation to it.
8.Interact with people and cultures other than their own and are equipped to contribute to
the global community/
9.Participate in creative activity of their own and understand and engage with the artistic,
cultural and intellectual work of others.
10.Value and implement practices that promote personal growth and well being
11.Self-motivated and confident in their approach to learning and are able to work
individually and collaboratively.
12.Recognize that everyone has the right to feel valued and be safe, and, in this regard,
understand their rights and obligation and behave responsibly.
IMPLEMENTATION
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EAC at SMSPPP will be implemented based on 4 distinct areas which are,
Communicating, Reading, Writing and Researching. These areas will be the main
structure of EAC at SMSPP;
Communicating across the Curriculum (CAC)
The ability of the students to be able to communicate and convey meaning in the
English Language will enhance their confidence in interacting with others. They
will also be able to communicate and relate with others. This could be achieved
by fostering student involvement in one to one session with those who are
proficient in the language, class discussions, team study groups, cooperative
research projects and presentations, group work and role playing.
One on One Sessions
One on one sessions with the students will give them ample exercise to use
the language with others who are more proficient in the language thus giving
them models of English in action. Dedicating after-school time to scheduled
one-on-one interviews with students to monitor their communication progress.
Students would come to said interview after having made corrections
suggested during a group discussion session.
Group Interactions
Conducting group discussions, role playing and presentations will give a chancefor students to practice the language with their peers thus minimizing their
inconfidence in using the language. Most students especially the Malyas are quite
shy to use the language where they were afraid to be labeled as using the
nonstandard English. However, if they were in their own group or peers the
feeling of inferiority will be minimized.
Reading across the Curriculum (RAC)
For most student reading is the most necessary and most basic skill.
Discovering that words are symbol, that reading is communication of ideas,
that ideas are organized into some kind of intelligible order, and that there are
techniques for extracting the ideas and labeling their organization opens the
door to a higher level of thinking and understanding. Understanding written
symbols is an important in a mathematics class as it is in a sociology class.
Therefore, students in every discipline must read efficiently and effectively.
Most students didnt realize that it is never too late of acquire, or re-acquire
basic reading skills and thereby gain control over their reading. They can do so
by learning the importance of reading for ideas, by making associations
between what they already know about a topic and the material they are
currently reading, by predicting what the author might say about the topic, by
making connections and recognizing structure, and by defining purpose and
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understanding the authors intent.
Therefore the EAC program believed that these issues could be capitalized by
using strategies as stated below:
Text Organization
It is useful to make students aware of the relationship between ideas and
common patterns that occur in text and how these are sign posted through
layout, paragraphing, punctuation and signal words. Being able to identify basic
text type, aids comprehension.
However, with the increased focus on visually interesting material, many
textbooks now make use of short explanations interspersed with diagrammatic
information and activities. Each new page presents the student with the task ofworking out how the author organized the information and what the main ideas
are and to use their processing skills to make sense of the information.
Passive readers may find the task of reading texts with varied layouts daunting or
confusing. Teachers can help by encouraging students to skim read and by
discussing the structure with the students, giving them an idea of what to expect
and enabling them to develop the skills of skim reading and linking ideas across
the text.
Level of assumed knowledge
The text may contain vocabulary and ideas that students are not familiar with and
which cannot be guessed form the way these are presented in the text. This is
often an issue for second language learners. However, a number of students lack
general knowledge and may have a more limited vocabulary than is assumed by
the author of a class text or the classroom teacher working with this text. The
teacher can help by regularly paying attention to the meaning of words and the
level of implied knowledge in text.
A teacher may decide to discuss key words or unfamiliar words before or after
reading. For students with decoding problems it is helpful if the teacher lists the
words that need attention on the board and reads through these before reading.
Use of diagrammatic information
Students are often asked to interpret graphs, diagrams and tables. They may
have to match this information with its prose counterpart. They may have to
describe these in their own words, suggest causes or draw conclusion. Difficulty
with such tasks could be as much a lack of language as a lack of cognitive skill.
Similarly, students may have to devise a chart or graph by drawing informationfrom the text. The teacher cannot assume that students will transfer skills learnt
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in mathematics to a task to be done in humanities. If teachers discuss the
instruction of the task and give model responses to the task, students will be
helped with their language and their ability to interpret and devise graphic
information.
Use of figurative language
Narrative texts and prose make us of figurative language. Students, who do not
actively engage with the text, do not visualize when they read. As a result they
have difficulty with interpreting the imagery. This is particularly challenging when
such students are expected to interpret poetry.
Providing students with visualization and DRAW IT activities will help them to
develop the ability to see the images. The next step is to work on the underlying
messages and symbolism of the imagery being used. It is helpful to discuss howthis is done in films, as most students are very familiar with this medium.
Writing across the Curriculum (WAC)
Writing across the Curriculum is designed to help students become competent,
creative, and analytical writers in all disciplines. Working collaboratively, each
department will provide students with frequent, diverse, and practical writing
opportunities. The programs implementation will be based on the use of common
and consistent writing terminology, skill development goals, proficiency
standards, sand writing assessment criteria.
Incorporating Writing in the Curricular
With the English Department providing appropriate leadership, all department will
incorporate writing assignments into their curricular and develop assignments
suitable for the particular discipline. Students will use the process of drafting,
revision, and peer review for their writing assignments under the teachers faculty
guidance.
As a component of the curriculum plan, Writing Across Curriculum will become an
important cross-departmental collaboration that reinforces writing as a valuable
skill. The plan ensures that students receive consistent and regular composition
instruction so that they can communicate effectively in the academic and
workplace arenas that lie ahead.
Researching Across the Curriculum (REAC)
The ability to do research in the English Language will enhance the students
chances of being successful when they entered tertiary level at institution of
higher learning. Researching across the curriculum will help prepare students to
face the challenges that they will be facing later in life.
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With the globalization of education, most institutions of higher learning no longer
offer courses in other languages but English. Most references such as books,
articles and academic journals are written in English thus making it difficult for
learners to cope with their studies if they do not have the necessary skills in
researching using the English Language. These skills could be enhanced by usingthe appropriate strategies in learning.
Mandatory Researching
Researching skills could be enhanced by making students to conduct research as
part of the school curricular. Students should be allowed to do research on certain
areas of the curricular such as mathematics, sciences and also social sciences.
However, supporting materials such as books, articles, journals and publications
should be accessible to the students for references. The school library should beadequately stacked and supportive of the students needs.
Factual Presentation
Students researching skills could also be enhanced by asking students to do
group or individual presentation using facts that they had researched earlier.
Assignments or homework should be based on the latest finding, research or facts
that they could find from resources that they could fine.
Students should be encouraged to look for facts from the publications, journals ornewspapers. They should also ask or interview teaches or others to get the facts
or new of the issue that they were assigned to do. Assessment of their
presentation should be based on their ability to gather the latest news about the
subject matter.
SUPPORT PROGRAMS
Even though there are lots of programs that had been planned and in the EAC
program, there is still a need for support programs that needs the support of all
members of SMSPP. These support programs will act as a catalyst towards
reaching the common goal of the school.
Public Speaking
One of the programs that complement EAC is the Public Speaking Program
(PUSPEAK). This program is designed to be carried out to prepare SMSPP students
who would be future leaders of the nation to be confident and well respected in
the sense of voicing out their views and ideas and also to prepare them towards
improving their career prospects.
It is common belief that public speaking skills can really make a differencepersonally and professionally. When one develops stronger public speaking skills,
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they may also notice an increased ability to communicate in general.
Interpersonal communication improves, which can be a tremendous benefit in all
areas of ones life.
English Bulletin
An English bulletin will be published to support the EAC program. This bulletin
which goes under the acronym Dear (Drop Everything and Read) will be on a
weekly or biweekly basis to encourage reading English printed materials.
Apart from it that it will be a medium for teachers and students alike to write and
publish their masterpiece for others to read. This bulleting will also be a bridge for
the administrators to communicate with the masses in SMSPP.
Books/Newspapers/Publications
The EAC program will also encourage all SMSPPians to read English books,
newspapers and publications. This could be done with the support of the school
by allocating funds to subscribe to selected journals, newspapers or publications
that will help improve knowledge and also the usage of the language.
Journal Writing
Students and teachers will be encouraged to keep a personal journal written in
the English Language. This journal maybe in the form of academic writing or justsomething personal that they would like to write about. They may also write
about what ever topics of interest them. The writing of the journal may be a single
sentences or pages depending on their mood and time to write.
Students and teachers may ask the English Language teachers to look at their
writing and discuss what their strengths or weaknesses in writing.
Articles for Publication
Teachers and students will also be encouraged to write for publication. Their
writing will then be published in the school bulletin and the better ones will be
recommended to be sent to existing journals or publication in the existing market.
International Retrieval
In conducting this activity students will be encouraged to be involved in retrieving
information from various sources pertaining to the subject matter such as
Mathematics, Sciences, Social Studies and even English. They would be asked to
look for information and updates on issues or topics that they had learnt or
encountered during their studies. This activity would help prepare students to be
learners in higher institutions where the ability to search information is perquisite
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to ensure success.
Teachers of every subject will be encouraged to ask students to complete at least
2 research papers on any topic of choice which will be considered as part of their
golden holidays homework or part of their final examinations.
Innovations
Student and teachers will be encouraged to be innovative and find new ways in
teaching and learning. Innovative approaches suggested by the teachers and
students will be discussed and brainstormed by the panel appointed by the school
to determine its viability and practicability in the context of the schools vision and
mission statement.
Campaigns and Promotions
In promoting the use of English across the curriculum, campaign and promotions
will be organized from time to time. These campaigns and promotions will help in
the advancement of English in SMSPP apart from giving reminders to all on the
importance of English as an international language.
During these campaigns; posters, flyers and others modes of information
resources such as using the schools airtime will be utilized.
COMPLEMENTARY PROGRAMS
In tandem with the EAC, there will be complementary programs where the
teachers will be given exposure, training and the latest approaches in learning
and teaching. These programs will enhance the teachers capabilities and
expertise in their profession.
In house Training
In order to alleviate the use of English across the curriculum at least 2 in house
training will be held to help teachers in their teaching, presentation and
communication. These training will cater to the current needs of the teachers
based on the training needs analysis conducted prior to the actual training
program.
Seminar / Workshops
Selected teachers will ben recommended by the EAC panel to attend seminars
pertaining to teaching using English as the Language as the mode of delivery in
teaching and learning and also in communication.
This program will help enhance the teachers ability in the usage of the languageand also improve the quality of teaching and learning especially in the subjects of
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science and mathematics. The ability to rationalize the whys and hows of subject
matter clearly will facilitate understanding thus ensuring greater success in the
subject.
Buddy System
The buddy system which was introduced as a platform to facilitate the Science
and Mathematics teachers to teach their subjects in the English Language would
also be to be incorporated in the EAC program.
CONCLUSION
Despite potential difficulties, English Across the Curriculum Program will provide a
sound basis for the usage of English Across the Curriculum (EAC). The program
can challenge the SMSPP teachers and student alike to apply their unexposedskills as scholars in an institution of learning where achieving excellence is always
the priority. And most important is it can help teachers and students.
INTERBLOCK
COMPETITION
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INTRODUCTION
The interblock competition programme for the three categories,Public Speaking, Debate and
Choral Speakingserves as a platform for students and teachers to promote and demonstrate
creative ideas in their work. It also motivates students to use English and therefore improvestheir fluency and command of English. Moreover, it incorporates discipline and leadership
quality in the students when they help the teachers to carry out the programme.
OBJECTIVES
To support the nations efforts to encourage the use of English language
amongst students.
To encourage students to participate as the programme promotes
integration and inculcates moral values especially self-discipline and
teamwork.
To provide the opportunity for students to show their talents and
creativity in the use of English which incorporates writing (public
speaking), management (debate) and directing (choral speaking) and
other technical aspects.
TARGET STUDENTS
All students.
THE CATEGORIES
Public Speaking
Each block will send 4 speakers.
Procedure
1. Speakers will be given 5 minutes for the prepared speech. Speakers will
choose their own topic to speak on.2. Speakers will be given 3 minutes for the impromptu speech with the title
given 5 minutes beforehand.3. Speakers will be quarantined before and after each delivery of speech.4. All 16 speakers will be divided into 2 groups of 8 speakers. From each
block, 3 winners will compete against each other for 3 top places.5. The semi-finals will be held on 18 March and the finals will be held on 25
March at the Sri Gemilang Hall.
Budget
No Items Price Quantity Cost
1 Motivational book Rm30.00 1 Rm 30.00
2 Motivational book Rm25.00 1 Rm 25.00
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In January, the Panel held the Word Building Competition for level 1 and level 2. Pupils were
requid to make as many words as they can from one particular word given.
The winner from level 2 were Milasha Kayjendra from 6 Genius, Nurul Aqilah Aziznudin 6
Genius and Miza Farisah Md. Ariffin from 6 Genius too.
An Essay Writing Competition was held in February. The participants were from Year 2 to
Year 6. It was held in the school library. In this era of science and technology, the Panel feels
that pupils should be encouraged to write freely and express their feelings.
A Story Telling Competition was held in March for level 1 and 2. The champions represented
the school for the district level competition, Jaylin Joshua Rozario from 6 Genius was the
second runner-up.
In April A Public Speaking Competition was held. Nor Sakinah Abd. Hadi was the schoolchampion. She took part in the district English Fest and emerged as champion. Nor Sakinah
represented the Kulai district at the State Level Public Speaking Competition.
On the 3rd of May 2008 the 10th English In-Camp was held. There were 60 participants from
Year 4 to Year 6. Several interesting activities were held like Nature Walk, Kims Game,
Word Building and ext.
The participants enjoyed all the activities. It was officiated by Senior Assistant for Co-
curriculum activities, Pn. Siti Zailah Bt. Sohot.
An Action Song Competition for Year 3 pupils was held on 10th of April 2008 at the IOI
Mall, Kulai. About 15 pupils from Year 3 Genius took part. We are honored to inform that
Sekolah Kebangsaan Senai was the second runner up. Congratulations!
An Annual Spelling Bee competition was held on the 2nd of July 2008 and 16th of July 2008at the library for level 1 and 2 pupils. The Panel finds that pupils need to improve in their
spelling abilities. Prizes in the form of trophies was provided by the school.
A Public Speaking competition was organized by Yayasan Harapan Kanak-kanak Malaysia
on the 19th of June 2008 Our school representative Jaylin Joshua Rozario won the state level
competition held at SK Taman Muhibbah. Her title was Malaysian Festivals. The Panel is
proud to inform that she will represent Johor at the National Level competition in Kuala
Lumpur sometime in August. SK Senai wishes her all the best.
On the 24th of April the district level spelling competition was held in SK Bukit Batu. 4
pupils represented and Nur Syaza Arissa Bt. Samsul from 5 Genius got third. She will
represent Kulai for the State Level spelling competition on 21st of July 2008 at SJK Masai,
Pasir Gudang. SK Senai wishes her all the best.In conjunction with the Reading Month the English Language Panel is having the Voracious
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Reader or Bookworm contest. This competition is open for pupils from Year 2 to Year 6. The
3 best pupils who have read the most books will be the winners. We hope to inculcate the
reading habit among the young pupils.
A Scrabble Competition and Walking Dictionary will be held in August and September. With
all the activities planned and motivated it is hoped that pupils from SK Senai will excellent in
their studies and hopefully we will achieve our vision and mission.Great Minds Think Alike.
With Best Wishes
(Mrs Devaki Ponnan)
Head of English Language Panel.
ENGLISH LANGUAGE PANEL
Introduction
It is one of the departments in the School Curriculum Committee which comprises the EnglishLanguage teachers of the morning and afternoon sessions.
Vision
attempt to achieve 80 % of English passes in the UPSR for the coming years
reduce the number of pupils who are unable to master the three main skills in language
learning (speaking, reading and writing) by the end of Year 6
Mission
working with full commitment, equipped with specific skills and requisite knowledge base,
to ensure effective teaching and learning process as well as pupils language mastery
Panels Role
1. Improve and upgrade the quality and effectiveness of language teaching and learning.
2. Run meetings/discussions (informal/formal) to identify and solve problems pertaining to
teaching and learning, also to discuss the current curriculum implementation.
3. Review analysis on pupils performance in English Language monthly tests, semester
exams and also UPSR based on the school target.
4. Develop teaching strategies and approaches to cultivate pupils learning interest and
language proficiency.
5. Generate positive values such as cooperation, teamwork spirit among the members in the
panel as well as other panel members.6. Exchange new ideas, knowledge and language expertise gained from recent
courses/seminars/workshops attended by panel member(s).
7. Suggest, plan and ensure successful implementation of the English activities throughout the
year.
Yearly Plan (Year 2005)
Month / Date Matters Target Group
15 Jan 2005 1st English Language Panel Meeting
- Election of Office bearers- Coordinators for Year 1 - 6
-
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- Preparation of Record Book / English Scheme of work
- Activities for the year
14 - 18 Feb. 05 1st Monthly Test ( Analysis of Pupils' performance) All pupilst
25, 28 Feb. 05 Selection of school representatives for Story Telling, Public Speakingand Choral Speaking competitions.
Selected pupils
07 - 11 March 05Intensive training for the above competitions.
School Based Oral Assessment (SBOA)
Pupils Involved
All Pupils
04 - 08 April 05 2nd Monthly Test (Analysis of pupils' performance) All Pupils
03 - 06 May 05 School Based Oral Assessment (SBOA) All pupils
12 - 17 May 05 1st Semester Exam ( Analysis of Pupils' performance) All pupils
28 May - 12 June
2005First Semester Holidays
25 June 20052nd English Panel Meeting- Launch a school programme "Wednesday is English Day"
- Declare "July" as English month
All pupils(
July 2005
Activities for the month:-
1. Reciting poem / rhyme
2. Singing English songs
3. Story telling
4. Spelling competition
5. Card / Poster making Competition
Selected pupils
11 - 15 July 05 School Based Oral Assessment (SBOA) All pupils
18 - 22 July 05 3rd Monthly Test (Analysis of pupils' performance) All Pupils01 -02 August
10 - 11 August
16 - 17 August
1st Pre UPSR 2005
2nd Pre UPSR 2005
3rd Pre UPSR 2005
Year 6 pupils
15 - 18 August School Based Oral Assessment (SBOA) All pupils
05 - 07 Sept UPSR 2005 Year 6 Pupils
08 - 13 Sept 4th Monthly Test (Analysis of pupils' performance) Year 1 - 5 Pupils
03 - 06 Oct Final Semester Exam (Analysis of pupils' performance) All Pupils
29 Oct 2005 Prize Giving Day Pupils involved
01 Nov 2005 Report Card Day All Pupils
02 Nov 2005 Final Semester Holidays All Pupils
Activities for the year 2005
No Date Activity Class Teacher(s) in ch
1 01.04.05 Reciting Poems / Rhymes Year 2 Year 2 English Teac
2 08.04.05 Story Telling Competition Year 3 Year 3 English Teac
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3 17.06.05 Spelling Competition - Inter class Year 5 Year 5 English Teac
4 20.07.05 Card Making Competition (National Day) Year 4 Year 4 English Teac
5 25.07.05 Poster Making Competition (Save Our World) Year 6 Year 6 English Teac
6 30.09.05 Singing Competition (English songs) Year 1 Year 1 English Teac
English Competitions (Zone / Divisional Level)
No Date Activity Name of Participant(s) Teacher(s) in
1 22.03.05 Public Speaking (Zone A Level) - Pn Alice Tsai
2 30.04.05Story Telling (Level 1 & 2 - Zone
Level)
Level 1 - Mohd Syafiq b Hasrin
(Year 3)
Level 2 - Lexta Ansie ak Robert
(year 5)
Pn. Norashikin
3 28.04.05 Choral Speaking (Zone Level) -Third 40 Pupils of Year 4 Pn Irene TonnyPn Teresa Engel
Children Reading Programmes Implemented in the year 2004 by "Pusat Perkembangan
Kurikulum" are as follows: -
1. Contemporary Childrens Literature (CONTLIT)
It is an intensive reading programme based on 3 prescribed texts per year.
The texts consist of short stories and poems.
The programme aimed at providing a continuum for the literature component introduces in
secondary school.
2. Extensive Reading Programme (ERP)
It is a support programme for the Teaching and Learning Mathematics
and Science in English. The programme is aimed at helping pupils improve
their English through reading simple fiction and non-fiction books.
3. ENGLISH DAY