Wednesday, 26 October 2011


            Writing begins with techniques such as how to hold a pencil or pen. From such critical early skills develop the millions of words which surround us. For everyone, it is no easy to write when you do not know who you are writing to or why you are writing. In real life we always have a reason to write and it is usually not “because the teacher told me to.” If however there is an interesting stimulus and a context for creating a text, one can make the task more interesting. We can use a picture to stimulate interest or get students to respond to something they have heard, seen or read about. Writing may be labeling, informing, arguing, describing or story telling but central to all text types, there should be a sense of audience or purpose.
The most immediate way of providing our student writers with a reader is that students act as each other’s audience. Often we neglect the opportunities of group writing approaches. There are opportunities for preparing for writing, writing itself, checking for accuracy and preparing a final copy for display.

Sunday, 23 October 2011


            Reading involves many complex skills and it can be an enjoyable “cracking of the code” which opens doors to knowledge, imagination and fun. One can help students “crack the code” by arousing their interest in the book or text before getting to the words themselves. A picture is worth a lot of words. At later stages, it is useful to have a clear reading purpose linked to whether we are asking students to predict, skim or scan.

            In reading based lessons it is not only arousing interest and the text itself which creates learning. The response we ask for will play an important part in determining the type of reading skills developed. There are so many more responses to explore other than comprehension questions, as you will discover in this section. One can ask students to draw, guess, match, reorder, sort or present; to name but a few ways in which we can integrate varied responses with the vital skill or reading.


        It is vital in a learning new language to have enjoyable opportunities to communicate meaning through speech. Through speaking, students gain confidence, especially in a non-threatening climate in which they are able to play with sounds, to discover words and then to build meaning. Everywhere children enjoy and learn through chanting, playing with sound and discovering new words. You will find activities in this section to develop such a delight in speaking.
        Spoken communication requires confidence and it is suggested here that visual support, action games, songs and chants are important tools to build students’ confidence and enjoyment. The teacher has an important role as a model of bilingualism or multilingualism in an accepting classroom where students can explore speech. Within a classroom climate of accepting that speaking tasks are both fun and very worthwhile, one can enjoy pair work or group work and watch students develop. After all, fluency can only be gained by doing it.

Sunday, 9 October 2011


Listening provides valuable input as we as teacher model spoken English, provide input and build confidence. As teachers, it is more important to provide regular listening practice than to worry about a so called ‘perfect’ spoken performance.

There are many ways of focusing listening. We may need to pre-teach some vocabulary, and get our students excited about what they will listen to. Listening is a little like reading, in that we may be trying to get the main message or we may to attending to details. However students who try to understand every word may find difficulties. Therefore, it is useful for them and us to know that there are different kinds of listening tasks and skills as you will discover in the section.

Tuesday, 4 October 2011


             KBSR (1983-2010)
KSSR (bermula 2011)

Linear  berasaskan 3 Bidang:
•Manusia dan Alam Kelilingnya
•Perkembangan Diri Individu
Modular  berasaskan 6 Tunjang:
•Kerohanian, Sikap & Nilai
•Perkembangan Fizikal & Estetika
•Sains dan Teknologi
•Keterampilan Diri

•Sukatan Pelajaran
•Dokumen  Standard Kurikulum

Tahap I (Tahun 1, 2 & 3) dan
•Mata pelajaran Teras, Wajib &
Tambahan Tahap II (Tahun 4, 5 & 6)
•Mata pelajaran Teras, Wajib &

Tahap I  (Tahun 1, 2 & 3)
•Modul Teras Asas, Modul Teras Tema
  & Modul Elektif. Tahap II   (Tahun 4, 5  
  & 6)
•Mata pelajaran Teras & Elektif
3M (Membaca, Menulis dan  Mengira)

4M (Membaca, Menulis Mengira dan Menaakul).
Elemen Kemahiran Berfikir Secara Kritis dan Kreatif

Elemen Kemahiran Berfikir  Secara Kritis dan Kreatif
Elemen Kreativiti dan Inovasi, Keusahawanan dan Teknologi Maklumat & Komunikasi(TMK) secara eksplisit