C-pelt 2012 Course Pro Forma

7/27/2019 C-pelt 2012 Course Pro Forma

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Program Memartabatkan Bahasa Malaysia

Dan Memperkukuhkan Bahasa Inggeris

KURIKULUM KURSUS

Certificate in the Practice of ELT (C-PELT)

(Primary)(Sijil Pengajaran Bahasa Inggeris Sebagai

Bahasa Kedua)(Sekolah Rendah)


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Falsafah Pendidikan Kebangsaan

Pendidikan di Malaysia adalah suatu usaha berterusan ke arahmemperkembangkan lagi potensi individu secara menyeluruh dan bersepaduuntuk mewujudkan insan yang seimbang dan harmonis dari segi intelek, rohani,emosi, dan jasmani berdasarkan kepercayaan dan kepatuhan kepada Tuhan.Usaha ini adalah bagi melahirkan rakyat Malaysia yang berilmu pengetahuan,berketrampilan, berakhlak mulia, bertanggungjawab, dan berkeupayaanmencapai kesejahteraan diri serta memberi sumbangan terhadap keharmoniandan kemakmuran keluarga, masyarakat, dan negara.

Falsafah Pendidikan Guru

Guru yang berpekerti mulia, berpandangan progresif dan saintifik, bersediamenjunjung aspirasi negara serta menyanjung warisan kebudayaan negara,menjamin perkembangan individu, dan memelihara suatu masyarakat yang

bersatu padu, demokratik, progresif, dan berdisiplin.

Cetakan Kedua 2011Kementerian Pelajaran Malaysia

Hakcipta terpelihara. Kecuali untuk tujuan pendidikan yang tidak adakepentingan komersial, tidak dibenarkan sesiapa mengeluar ulang mana-manabahagian artikel, ilustrasi, dan isi kandungan buku ini dalam apa juga bentukdan dengan apa cara pun, sama ada secara elektronik, fotokopi, mekanik,rakaman, atau cara lain sebelum mendapat izin bertulis daripada PengarahPendidikan Guru, Kementerian Pelajaran Malaysia.

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1. Kata Alu-aluan iv

2.Pengenalan, Matlamat, dan Hasil Pembelajaran

Kursusv

3. Kandungan Kursus dan Peruntukan Masa vi

4. Cadangan Strategi Penyampaian vii

5. Penilaian viii

6 Kelayakan Akademik Pelajar dan Tenaga Pengajar ix

7. Course Mapping x

8.

Kurikulum Kursus Certificate in the Practice of ELT

(C-PELT)

Methods in Teaching ESL 1 Listening & Speaking 1

Methods in Teaching ESL 2 Reading 7

Methods in Teaching ESL 3 Writing 12

Literature for Young Learners 17

The Teaching of Grammar 21

Trends and Issues in Language Teaching 25

Assessment and Evaluation in ESL 28

Technology in the Language Classroom 34

KATA ALU-ALUAN

Pembentukan masyarakat minda kelas pertama menuntut agar pencarian ilmu danpembelajaran sepanjang hayat dijadikan budaya hidup semua golongan, terutama mereka yangberada di dalam dunia pendidikan. Perkembangan semasa dunia yang tiada sempadanmenghendaki para guru sentiasa berusaha untuk meningkatkan pengetahuan dan kompetensi

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KANDUNGAMUKA SURAT


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serta melonjakkan taraf profesionalisme untuk membolehkan mereka berdaya saing selarasdengan perkembangan semasa.

Justeru, guru perlu peka tentang perkembangan terkini dalam aspek pedagogi dan isikandungan (content knowledge) serta mengaplikasikan Kemahiran Abad ke 21 dalampengajaran dan pembelajaran di bilik darjah supaya bersehaluan dengan kehendak dan

keperluan pendidikan murid di sekolah.

Kursus Tukar Opsyen Bahasa Inggeris 14 Minggu atau Certificate in the Practice of EnglishLanguage Teachers (C-PELT) adalah serampang dua mata yang membolehkan para guru yangsedang mengajar matapelajaran Bahasa Inggeris di sekolah tetapi tidak mempunyai kelayakanopsyen dalam matapelajaran tersebut, memperolehi ilmu dalam content knowledge sertapemantapan pedagogi dan Kompetensi Profesionalisme Keguruan selaras dengan dasarKerajaan untuk Memartabatkan Bahasa Malaysia serta Memperkukuh Bahasa Inggeris.

Kurikulum C-PELT yang digubal mengambil kira keperluan tersebut di mana komponen-komponen penting seperti Kemahiran abad ke 21, serta pengkhususan dalam pengajaran danpembelajaran bahasa inggeris, content knowledge, yang padat dan tepat untuk memberi nilai

tambah kepada guru dalam perkhidmatan. Matlamat asas Kursus C-PELT ini diadakan adalahuntuk melahirkan golongan guru bahasa inggeris yang mantap pedagogi serta pengetahuan isikandungan matapelajaran untuk mencapai hasrat kerajaan memastikan guru yang dilatihadalah guru yang berkualiti dan kekal dalam sistem pendidikan serta kekal berkualiti sepanjangtempoh perkhidmatan mereka.

Selain itu, adalah diharapkan guru dalam perkhidmatan dapat keluar dari kepompong selesa,melakukan anjakan paradigma dan melakukan perubahan positif di dalam amalan pengajarandan pembelajaran di sekolah dengan mengaplikasikan elemen yang dipelajari sewaktuberkursus. Adalah diharapkan guru-guru dapat mencabar dan membangunkan potensi diri sertabersedia menghadapi perubahan dalam pendidikan masa kini untuk melahirkan modal insankelas pertama bertaraf dunia.

Akhir kata, Kementerian Pelajaran Malaysia ingin merakamkan tahniah dan setinggi-tinggipenghargaan kepada semua yang telah menyumbang idea, tenaga dan buah fikiran sertakepakaran untuk menggubal, menyemak dan mengemaskini kurikulum Kursus Tukar OpsyenBahasa Inggeris 14 Minggu Certificate in the Practice of English Language Teachers (C-PELT)ini.

TAN SRI ALIMUDDIN BIN HJ MOHD DOMKetua Pengarah Pelajaran MalaysiaKementerian Pelajaran Malaysia

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INTRODUCTION

The Certificate in the Practice of ELT (C-PELT) is offered to teachers who have taught Englishfor a substantial period of time in primary schools but who have not, as yet, had the opportunityof obtaining formal training in the teaching of English. It is an intensive 14-week (315 hours)course conducted through face-to-face interaction. Upon successful completion of the course,participants will be certified as full-fledged English language teachers.

The course focuses on developing the pedagogic knowledge, skills and competencies requiredof English language teachers so that participants can function as competent and effectiveteachers of English. To this end, the course has a heavy emphasis on ESL methodology toensure that participants have a sound grasp of the principles that underpin effective classroompractice. The course also offers opportunities for participants to explore current issues related tothe teaching and learning of English as a second language. The course curriculum leverageson the participants prior teacher education training and classroom experiences by relating thistraining and experience to the teaching of English.

Reflection and professional learning are critical elements in the course. The course draws on

the participants experience in teaching language by encouraging them to critically examine theirbeliefs and practices and to realign them with evidence-based best practices in languageteaching. A professional development strand also runs through the course and is intended todevelop the participants ability to take responsibility for their own professional learning. Thiswill ensure that participants are equipped with the skills and competencies required to engage incontinuous professional development even after they have completed this course.

It is intended that upon completing the course, participants will be able to apply their skills andcompetencies in the language classroom to provide effective and efficacious instruction in theEnglish language.

AIM

The aim of the course is to offer non-option teachers of English in primary schools, theopportunity to acquire the requisite skills and competencies as a professional English languageteacher in line with the National Education Philosophy and the Philosophy of TeacherEducation.

LEARNING OUTCOMES

1. Demonstrate an understanding of the theories and principles appropriate for young

learners learning English as a second language

2. Demonstrate an understanding of current issues and trends in second language learning

3. Apply thinking skills, information processing skills, communication skills, learning to learn

skills and ICT skills in the teaching and learning of English

4. Design creative and innovative teaching learning activities for teaching English as a

second language

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5. Synthesize information from various resources to obtain a coherent understanding of

theory and practice

6. Cooperate and collaborate in producing a teaching and learning package/unit/plan

7. Demonstrate the ability to develop professionally as an English language teacher

COURSE CONTENT AND TIME ALLOCATION

COURSE

CODECOURSE TITLE

TOTAL

CREDIT

TOTAL

HOURS

CET01 Methods in Teaching ESL 1 Listening and

Speaking

3 45

CET02 Methods in Teaching ESL 2 Reading 3 45

CET03 Methods in Teaching ESL 3 Writing 3 45

CET04 Literature for Young Learners 2 30

CET05 The Teaching of Grammar 3 45

CET06 Trends and Issues in Language Teaching 1 15

CET07 Assessment and Evaluation in ESL 3 45

CET08 Technology in the Language Classroom 3 45

EXAMINATION

TOTAL 21 315

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SUGGESTED DELIVERY STRATEGIES

The following are among the strategies that are intended to form the core of the training

approach for this course.

Socratic (interactive) lectures

Discussions

Viewing of videos of classroom practice

Cooperative and collaborative tasks

Hands-on practical workshop sessions

Introspection and reflection

Directed readings

Case studies / research studies

Demonstrations / modeling

Field work / project work

Loop input

It is anticipated that delivery of the course content through the application of these

strategies will promote:

interaction and instructional dialogue among course participants;

critical and reflective discussions

the mirror effect to facilitate transfer of strategies to the ESL classroom;

participants reflection and introspection on their learning and understanding; and,

the development of confidence and self-belief among participants.

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EVALUATION

The evaluation of this programme comprises both coursework (60%) and an examination (40%).

Course Completion Certificates will be awarded to the course participants at the end of the

programme if they have met the following requirements: a minimum attendance of 95%

have passed the examination all the coursework

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COURSE PARTICIPANTS ACADEMIC QUALIFICATIONS

Course participants attending the Certificate in the Practice of ELT (C-PELT) Primarymust:

be a non-option teacher of English at the primary level

have at least 3 years of experience teaching English

have attended the 4-PhaseEnglish Proficiency Course - Teaching of English in the

Primary and Secondary School

have sat the Oxford Placement Test (OPT)

THE ACADEMIC AND PROFESSIONAL QUALIFICATIONS OF THE TEACHING TEAM

In the implementation of the Certificate in the Practice of ELT (C-PELT) Primaryprogramme,the trainers involved should have experience in teaching English and a relevant qualification atthe Masters Level.

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COURSE MAPPING

It is recommended that the eight courses be taught as follows:

PHASE 1(Weeks 1 7)

CET08Technology

in theLanguageClassroom

CET01 Methods in Teaching ESL 1 - Listening and SpeakingCET02 Methods in Teaching ESL 2 ReadingCET03 Methods in Teaching ESL 3 Writing

PHASE 2(Weeks 8 14)

CET04 Literature for Young LearnersCET05 The Teaching of GrammarCET06 Trends and Issues In Language TeachingCET07 Assessment and Evaluation in ESL

It is suggested that CET08 Technology in the Language Classroom should straddle both halvesof the programme. Instructional activities in the Technology in the Language Classroom coursemust be explicitly linked to and support the implementation of pedagogical strategies andtechniques being taught in the Methods courses. Course participants should have a clear ideaof how technology can be used to implement these strategies and techniques in their EnglishLanguage classrooms.

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Course Pro FormaCertificate in the Practice of ELT (C-PELT) Primary

14-week In-service Programme for Professional Development

Course Title Methods in Teaching ESL 1 Listening and Speaking

Course Code CET01

Credit 3

Contact Hours 45 Hours

Pre-requisite Nil

CourseDuration

14 weeks

LearningOutcomes

1. Demonstrate an understanding of theories and principles appropriate foryoung learners learning listening and speaking in a second language context

2. Design creative and innovative activities and materials for teaching listeningand speaking in English as a second language

3. Produce a listening and speaking package for teaching and learning inEnglish as a second language

4. Plan and carry out a listening and speaking lesson in the primary school

Synopsis

The course introduces teachers to the theories and principles that underpin theteaching of Listening and Speaking at primary level. It also deals with thechallenges that teachers face when teaching Listening and Speaking in an ESLcontext. This course will also provide teachers with opportunities to developListening and Speaking materials as well as to conduct teaching in the primaryclassroom (real context).

Kursus ini memperkenalkan teori-teori dan prinsip-prinsip yang menyokongpengajaran dan pembelajaran kemahiran mendengar dan bertutur diperingkat sekolah rendah. Ia juga merangkumi cabaran-cabaran yang dihadapioleh guru semasa pengajaran kemahiran mendengar dan bertutur di dalamkonteks bahasa Inggeris sebagai bahasa kedua. Kursus ini juga memberi

peluang kepada guru untuk membina dan menyediakan bahan-bahan bantuanmengajar serta melaksanakan pengajaran dan pembelajaran di bilik darjahrendah.

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Topic Content Hours

1

Uncovering Beliefs and Discussing Challenges inTeaching Listening and Speaking

1.1 Teacher beliefs and practices in teaching listening andspeaking

Examine and explore own beliefs and practices about

teaching Listening and Speaking and practices in theclassroom

1.2 Challenges in the teaching of Listening and Speaking

Identify and discuss what makes the teaching of

Listening and Speaking challenging in the ESLclassroom

Discuss issues and challenges based on own

classroom experiences Highlight the competencies teachers need to develop

in order to teach Listening and Speaking

2

2

Introduction to Listening and Speaking

2.1 The relationship between Listening and Speaking

Identify the relationship between Listening & Speaking

and the importance of developing these skills in theclassroom

2.2 Differences between speech and writing Identify features of spoken and written language

Listen to and comprehend oral input with a variety of

accents

2

3Introduction to KSSR curriculum for Listening andSpeaking

3.1 The relationship between the receptive skill of Listeningand productive skill of Speaking

Distinguish between the receptive and productive skillsin teaching Listening and Speaking within the KSSRcurriculum

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3.2 Exposure to language input in accordance to StandardBritish English

Discuss and device materials for teaching:

a) auditory discriminationb) auditory memory and sequencing

c) developing vocabulary and language comprehension

3.3 The Listening and Speaking content and learningstandards for year 1

Examine and experience a variety of lessons by

adapting and adopting them in order to teach thesounds of the English Language as suggested in theKSSR Teachers Guidebook

4

Principles and Framework for Teaching Listening

4.1 Features, processes and strategies in teaching Listeningskills with reference to KSSR (Level 1 - Year 1 & 2) andKBSR (Level 1 - Year 3 and Level 2 - Year 4, 5 & 6)

Identify features and processes of real life Listening

Identify strategies that help develop Listening

Identify Listening sub-skills (KBSR) and learning

standards (KSSR) in the curriculum

Identify sub skills for the teaching of Listening and

design exercises for teaching:a) environmental sounds

b) instrumental soundsc) body percussiond) rhythm and rhymee) alliterationf) voice soundsg) oral blending and segmenting

Study the pre, while and post Listening structure or

framework for teaching Listening

Analyze the three stages of the Listening framework in

the lessons demonstrated

Explore and design child friendly activities for each of

the stages in the Listening Framework through the useof nursery rhymes, action songs, fables, stories,fantasies and other tales of imagination.

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5

Principles and Framework for Teaching Speaking

5.1 Elements, principles and strategies in teaching Speakingskills with reference to KSSR (Level 1 - Year 1 & 2) andKBSR (Level 1 - Year 3 and Level 2 - Year 4, 5 & 6)

Identify Speaking sub skills (KBSR) and learningstandards (KSSR) in the curriculum

Explore elements involved when speaking:

a) functionsb) linguistic formsc) automacity of responsed) social appropraicye) topics

Identify sub skills for the teaching of Speaking and

design exercises for teaching:a) environmental soundsb) instrumental soundsc) body percussiond) rhythm and rhymee) alliterationf) voice soundsg) oral blending and segmenting

Understand, explore and apply the principles of

teaching Speaking

Reflect on how oral interaction can be encouraged in

the classroom through the use of the Language Arts

component Study the structure or framework for teaching

Speaking

Identify and understand the three stages of the

Speaking framework

Explore and design child friendly activities for each of

the stages in the Speaking framework by telling storiesbased on pictures, other stimuli and recite poems

5.2 Techniques for teaching pronunciation

Download video clips of the teaching of phonics and

sound systems from Youtube (i.e. songs and rhymes)

to design exercises/activities/games for the teaching ofpronunciation

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6

Developing Listening and Speaking Materials

6.1 Principles of adaptation, modification and simplification

Identify the characteristics of effective Listening and

Speaking tasks

Review critically Listening and Speaking tasks in the

textbooks based on the frameworks for teachingListening and Speaking

Identify and discuss how materials can be adapted for

learners with different levels of proficiency

Adapt materials/tasks from the textbook for the

teaching of Listening and Speaking with the inclusionof the Language Arts component for the teaching oflistening and speaking

Prepare materials to teach pronunciation through the

use of activities suggested in the KSSR Teachers

Guidebook with the inclusion of the Language Artscomponent

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7

Planning and Teaching Listening and Speaking Lessons

7.1 Planning Listening and Speaking Lessons

Design child friendly lessons to develop Listening and

Speaking skills based on the frameworks introduced

Plan lessons for learners with different levels of

proficiency based on the KBSR and KSSR curriculum

Plan lessons which integrate listening and speaking

7.2 Teaching Listening and Speaking Lessons

Implement lessons using materials developed in the

course

Provide feedback on the Listening and Speaking

lessons presented

Make necessary adjustments to the *lesson plans

* with reference to the learners in the classroom that thelessons were carried out

10

Total 45

** The planning and teaching of Listening and Speaking skills during this course will emphasizeon the KSSR (Level 1 - Year 1 & 2) and KBSR (Level 1 - Year 3 and Level 2 - Year 4, 5 & 6)curriculums.

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6

Assessment Coursework 60%Examination 40%

MainReferences

Flowerdew, J. & Miller, L. (2005). Second language listening: Theory andpractice. Cambridge University Press.

Folse, S.K. (2004). The art of teaching speaking: Research and pedagogy for

the ESL/EFL classroom. Michigan.

Nation I.S.P. & Newton, J. (2008). Teaching ESL/EFL listening and speaking.

Routledge.

Additional

References

Bygate, M. (1987/2000). Speaking. Oxford: OUP.

Harmer, J. (2007). How to teach English. Pearson Education Ltd.

Roach, P. (1983/2000). English phonetics and phonology: A practical course.Cambridge: CUP.

Rost, M. (1990). Listening in language learning. Harlow, Essex: Longman.

Ur, P. (1999).A course in language teaching: Practice and theory.Cambridge University Press. London.
http://www.routledge.com/books/search/author/isp_nationhttp://www.routledge.com/books/search/author/isp_nation


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Course Title Methods in Teaching ESL 2 Reading

Course Code CET02

Credit 3


Pre-requisite Nil

Course

Duration14 weeks

LearningOutcomes

1. Demonstrate an understanding of the learning theories and principles forthe teaching of reading appropriate for young learners learning English as asecond language

2. Design creative activities and materials to teach reading to youngreaders

3. Design and micro-teach lesson plans

Synopsis

The course focuses on providing teachers with an overview of the readingprocess and the best practices for teaching reading to children. Ampleopportunities are provided for participants to design as well as to try outactivities and materials for teaching reading at the primary level. Participantsalso learn to develop remedial activities for at-risk readers and enrichmentactivities for the high flyers. The course emphasizes creativity, critical thinkingand problem-solving in teaching reading.

Fokus kursus ini adalah untuk memberikan guru-guru kefahaman secaramenyeluruh tentang proses membaca dan amalan terbaik pengajarankemahiran membaca kepada kanak-kanak. Peserta kursus akan diberi peluanguntuk merekacipta serta mengaplikasikan aktiviti dan bahan bantuan mengajar

di dalam pengajaran membaca di peringkat sekolah rendah. Peserta kursusjuga akan mempelajari kaedah penyedian bahan bantuan mengajar dan aktivitipemulihan yang disasarkan kepada pelajar yang lemah serta aktivitipengkayaan bagi pelajar yang lebih mahir. Kursus ini menekankan kreativiti,pemikiran kritis dan penyelesaian masalah dalam pengajaran kemahiranmembaca.

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8

Topic Content Hours

1

Reading Processes

1.1 Reading processes

Bottom-up processes

Top-down processes

The interactive models of reading

2

2

Beginning Reading in a Second Language

2.1 Introduction to the English language curriculum documentfor primary school

KSSR document (Year 1 & 2)

KBSR document (Year 3 6)

2

3

Beginning Skills in Reading

3.1 Methods of teaching beginning reading skills

Devise activities for teaching each The Phonics

approach to teach blending of phonemes to formwords and segmenting of words

3.2 Teaching of sight vocabulary/word attack skills Generate ideas for developing appropriate

activities/games for teaching sight vocabulary / wordattack skills

5

4

Early Reading Activities

Devise appropriate activities/materials for teaching early

reading

Workshop/Presentation

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9

5

Reading Fluency

5.1 Defining reading fluency5.2 Techniques for teaching/developing reading fluency

through repeated oral reading

5.3 Assessing reading fluency

6

6

Intensive Reading6.1 Silent reading skills

6.2 Formulating questions

6

7

Lesson Planning & Micro Teaching

7.1 Principles of lesson-planning for reading lessons

7.2 Reading lesson objectives

7.3 Stages of the silent reading lessons

7.4 The variety of question-types and activities in readinglessons

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8

Remedial and Enrichment Programmes

8.1 Remedial reading

Word-by-word reading

finger pointing

Head movement

Vocalization

Sub-vocalization

8.2 Reading difficulties

Regression

Inability to skim/scan

Poor dictionary skills

Lack of fluency

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8

8.3 Designing appropriate materials and activities forremediation


8.4 Designing appropriate materials and activities forenrichment


Total 45

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Main

References

Duffy, G. (2003) Explaining reading. A resource for teaching concepts,

skills and strategies. USA: The Guilford Press.

Hayes, B. L. (1991) Effective Strategies for teaching strategies.USA : Allyn and Bacon.

Tompkins, G. E. (2003). Literacy for the 21stcentury. New Jersey:

Pearson Education.

AdditionalReferences

Cullingford, C. (2001). How children learn to read and how to helpthem. UK: Kogan Page.

Hedge, T. (2008) Teaching language in the language classroom.UK: Oxford University Press.

Herrera, S.G., Perez, D.R., & Escamilla, K. (2010). Teaching readingto English language learners: Differentiated literacies.Allyn &Bacon:Pearson Education.

Lapp, D., Flood, J., Brock, C., & Fisher, D. (2007). Teaching reading toevery child.London: Lawrence Erlbaum Ass. Publishers.

Pressley, M. (2002). Reading instruction that works: The case forbalanced instruction. London: The Guilford Press.

Ur, P. (2002). A course in language teaching. Practice and theory.UK: Cambridge University Press.


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Course Pro Forma

Certificate in the Practice of ELT (C-PELT) Primary


Course Title Methods in Teaching ESL 3 - Writing

Course Code CET03

Credit 3


Pre-requisite Nil

CourseDuration

14 weeks

LearningOutcomes

1. Demonstrate a knowledge of theories and principles for developingwriting skills among young learners

2. Plan and micro teach writing lessons

3. Develop writing activities suitable for young learners

SynopsisThis course looks at writing instruction for the primary writing classroom.It introduces teachers to the relevant theory and provides opportunitiesfor practical application in preparation for teaching. The course alsofocuses on developing confidence in writing among young learners.

Kursus ini menekan kepada kaedah pengajaran kemahiran penulisan diperingkat sekolah rendah. Para guru akan didedahkan dengan teoriyang berkaitan serta aplikasi di dalam persediaan mengajar. Di sampingitu, kursus ini juga menekankan pembentukkan keyakinan kendiri dalam

penulisan di kalangan pelajar.

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Topic Content Hours

1

How Children Become Writers

Beliefs about teaching writing2

Challenges children face in a L2 writing classroom

Stages children go through in learning to write

2

Introduction to Writing

2.1 KSSR

Writing component of KSSR (year 1and 2)

Writing component KSSR (year 3 6)

2.2 Introduction to writing

Definition

Features of good writing, purposes for writing

Differences between the written form and the

spoken form

How reading, speaking and listening impact writing

skill development

2.3 Text types

Narrative, descriptive, expository & argumentative

Text features and communicative purpose

6

3

Mastering the Conventions of Writing

3.1 Penmanship

Challenges in handwriting

Shapes of English letters in upper and lower case

Cursive

3.2 Punctuation

Rules

Techniques for teaching

Activities for reinforcement

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3.3 Spelling

Rules and complexities

Approaches to spelling instruction

Integrated approach

3.4 Grammar in writing

Word order

Syntax

Paragraph Formation

4

Approaches to Teaching Writing

4.1 Controlled-to-free writing approach

4.2 Free Writing

4.3 Paragraph Pattern Approach

4.4 Communicative Approach

4.5 Process Approach

8

5

Designing Writing Activities

5.1 Techniques in using controlled-to-free writing

5.2 Techniques in using pictures

5.3 Techniques in using all language skills

5.4 Techniques in teaching organization

5.5 Techniques in teaching process

7

6

Planning and Teaching a Writing Lesson

6.1 Principles of lesson planning

6.2 Stages of a writing lesson

6.3 Planning lessons and micro teaching

8

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7

Developing Confidence in Writing

7.1 Language Arts/Creative Writing

7.2 Songs and Rhymes

7.3 Cooperative Writing

6

Total 45

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MainReferences Evans, J. (2001). The writing classroom. London: David FultonPublishers.

Graham, J. & Kelly, A. (1998). Writing under control.London: DavidFulton Publishers

Raimes, Ann. (1983). Techniques in Teaching Writing. USA: OxfordUniversity Press

Additional

References

Bean, W. B. & Chrys (1997). Spelling an integrated approach.Australia:

Eleanor Curtin Publishing.

Hadfield, J. & Hadefield, C. (2000). Simple writing activities.Oxford:Oxford University Press.

Latham, D. (2002). How children learn to write.London: Paul ChapmanPublishing.

Reilly, J. & Reilly, V. (2005). Writing with children.Oxford: OxfordUniversity Press.

Schaefer, L.M. (2001). Teaching young writers: Strategies that work.

USA: Scholastic Inc.

Williams, M. (2002). Unlocking Writing.London: David Fulton Publishers.


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Course Title Literature For Young Learners

Course Code CET04

Credit 2


Pre-requisite Nil

CourseDuration

14 weeks

LearningOutcomes

1. Explore the different types of childrens literature

2. Evaluate and select age appropriate literary texts

3. Select appropriate activities to introduce the different types of literature tochildren

4. Plan a lesson with a literature focus

5. Integrate thinking skills, information processing skills and ICT skills in theteaching of literature

Synopsis

This course serves as an introduction to literature in the primary languagecurriculum. It provides opportunities for developing knowledge and skills inliterature instruction for the primary literature classroom. The course focuses ongetting young learners to enjoy literature and to respond to it in a variety ofways, thereby enhancing language learning.

Kursus ini memberi pengenalan kepada Sastera Bahasa Inggeris di peringkat

kurikulum sekolah rendah. Para peserta akan berpeluang untukmemperkembangkan pengetahuan dan kemahiran di dalam penggendaliankelas Sastera Bahasa Inggeris peringkat sekolah rendah. Kursus inimembolehkan pelajar menikmati kesusasteraan Bahasa Inggeris sertamemberikan respon di dalam pelbagai cara, sekaligus meningkatkan mutu

pembelajaran Bahasa Inggeris secara menyeluruh.

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18

Topic Content Hours

1

Introduction to Childrens Literature

1.1 The genres of literature

Prose

Poetry

Drama

1.2 Childrens literature

Picture books Traditional literature fables, folk tales, fantasy/ fairy

tales

Poetry

Modern fiction

1.3 Rationale for introducing literature to children

1.4 Reader response theory

1

1

2

Exploring the Types of Childrens Literature

2.1 Stories2.1.1 Picture books

2.1.2 Traditional literature

Fable

Folk tale

Fantasy/fairy tale

2.1.3 Modern fiction

2.2 Poetry

Nursery rhymes

Limericks

Ballads

Shaped poems

Free verse

2.3 Criteria for text selection

1

2

2

1

Strategies to Help Children Experience and Respond toLiterature

3.1 Strategies to teach stories

3.1.1 Introducing a text

3.1.2 Reading aloud

3.1.3 Storytelling

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19

Assessment Coursework 100%

MainReferences

Lazar, G. (2005). Literature and language teaching: A guide for teachers andtrainers (13th ed.). Cambridge: Cambridge University Press.

Duff, A., & Maley, A. (2007). Literature. Oxford University Press.


Anderson, N. A. (2006). Elementary childrens literature. Pearson.

Cox, C., & Boyd-Batstone, P.S. (2009). Engaging English Learners Exploringliterature, developing literacy, and differentiating instruction. Pearson.

Lynch-Brown, C., & Tomlinson, M.T. (2002). Essentials of childrens literature.Pearson.

Kennedy, X. J., & Gioia, D. (2002). Literature: An Introduction to fiction, poetry,and drama (8th ed.). New York: Longman.

Parkinson. B. & Thomas. H.R. (2000). Teaching literature in a secondlanguage. Edinburgh: Edinburgh University Press.


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Course Title The Teaching Of Grammar

Course Code CET05

Credit 3


Pre-requisite Nil

CourseDuration

14 weeks

LearningOutcomes

1. Identify and categorize common grammar errors in authentic writing samplesto have a better understanding of how L2 learners acquire language

2. Demonstrate a knowledge of the grammar system in lesson plan design

3. Design a grammar lesson using the Meaning Use Form (MUF) frameworkand microteach the lesson

Synopsis

This course aims to build on teachers competency in grammar and equip themwith the pedagogical skills essential in the English language classroom. It will

help teachers understand the place for grammar when teaching Englishlanguage and how young learners acquire grammar by examining learnersperformance and analyzing errors made. Teachers will be equipped with thedifferent approaches to and techniques used in the Teaching of Grammar whichwill be incorporated within the Meaning Use Form (MUF) framework of lessonplan design. There will be opportunities to explore these approaches andtechniques during microteaching sessions.

Kursus ini bertujuan untuk membina kompetensi guru dalam tatabahasa dankemahiran pedagogi dalam kelas Bahasa Inggeris. Kursus ini akan membantu

para guru memahami peranan tatabahasa di dalam pengajaran Bahasa Inggeris danbagaimana pelajar menguasai tatabahasa melalui penganalisaan pencapaian dan

kesilapan yang dilakukan. Para guru akan dilengkapi dengan pendekatan-pendekatandan teknik pengajaran tatabahasa yang akan dilaksanakan melalui Meaning Use Form(MUF). Guru akan berpeluang untuk mendalami pendekatan-pendekatan dan teknik

pengajaran tersebut semasa sesi pengajaran mikro.

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Topic Content Hours

1

Understanding Grammar

1.1 What is grammar?

Understand the role of grammar in language

1.2 Grammar and meaning

Understand how grammar contributes to meaning

1.3 Grammar and function

Understand how meaning is also constructed based on a

knowledge of form and function

1.4 Grammar rules

3

2

.How L2 Young Learners Acquire Grammar?

Understand how teachers beliefs influence approaches

to the teaching of grammar

Develop an awareness of why grammar needs to be

taught in the Primary English language classroom

Acquire knowledge and skills of the characteristics of

effective teaching

2

3

Common Language Errors

3.1 Mistakes and errors

3.2 Remedial versus revisiting: Chapter 8. Remedial WorkCorrection: A Positive Approach to Language Mistakes

3.3 Types of common grammar errors

3.4 Strategies to address errors

8

4Approaches to the Teaching of Grammar

4.1 Deductive and Inductive Approach to the TeachingGrammar

Develop an awareness of how grammar can be taught in

the different approaches

Rationalize the use of the different approaches with

referenceto the Content and Language standardsidentified in the Curriculum Specifications

8

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Topic Content Hours

5

Developing Childrens Grammar

5.1 Meaning (M)

Creating a meaningful context /situation to introduce the

language

Create interesting purposes for listening to and

practicing the new language

Provide structured practice

5.2 Use (U)

Where and how it can be used in a communicative

situation

5.3 Form (F)

Patterns in sentence structure e.g. endings, plurals,

(sentence patterns e.g. ing form, ed endings,)

8

6

.Design and Teach Grammar Lessons

6.1 Design grammar lesson plans

Stages in a grammar lesson

- Presentation (M)

- Focused practice (M)- Communicative practice (U)

Feedback and correction

6.2 Teach a grammar lesson

16

Total 45

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MainReferences

Moon, J. (2005). Children learning English. Macmillan.

Thornbury, S. (2001). Uncovering grammar. Macmillan Heinemann.


Harmer, J. (2003). How to Teach English. UK: Pearson Educational Ltd.

Hedge, T. (2008). Teaching and learning in the language classroom. OxfordUniversity Press.

Hewings, A. & Hewings, M. (2005). Grammar and context: An advancedresource book. Routledge, Taylor & Francis Group.

Pollock, J. & Waller, E. (1999). English grammar and teaching strategies:Lifeline to literacy. David Fulton Publishers.

Ur, P. (2006). Grammar practice activities: A practical guide for teachers.Cambridge University Press.

Woodward, T. (2002). Planning lessons and courses: Designing sequencesof work for the language classroom. Cambridge University Press.

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14-week In-service Programme for Professional Development ,

Course Title Trends and Issues in Language Teaching

Course Code CET06

Credit 1


Pre-requisite Nil

CourseDuration

14 weeks

LearningOutcomes

1. Demonstrate an awareness on Trends in English Language Policy inMalaysia

2. Critically examine current issues related to English Language Teaching inMalaysia

Synopsis

The course provides teachers with the opportunity to critically examine the newStandards-based Primary English language curriculum, with a special focus onthe Language Arts component. Course participants will also plan and developactivities and materials based on the learning standards of the Language Artscomponent.

Kursus ini memberi peluang kepada para guru untuk mengkaji secara kritikalkurikulum Baru Standard Bahasa Inggeris Sekolah Rendah, dengan fokus khas

pada komponen Language Arts. Peserta kursus juga akan merancang danmembangunkan aktiviti-aktiviti serta bahan-bahan berasaskan standard

pembelajaran komponen Language Arts.

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Topic Content Hours

1

The New Curriculum Transformation

1.1 Getting to know KSSR1.2 KSSR vs. KBSR

4

2

Issues in English Language Teaching

a. Issues in my English Classroomb. Zooming into a pressing issuec. Forum Timed. Whats in Practicee. My A-ha Moment

7

3

Coursework Oral Presentation

3.1 Task A4

Total 15

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26


MainReferences

Dokumen Standard Kurikulum Sekolah Rendah (KSSR Syllabus). 2010.Curriculum Development Centre (CDC). Ministry of Education Malaysia

Gill, S.K. 2002. International Communication. English Language Challengesfor Malaysia. Serdang: Universiti Putra Malaysia Press


Mohd Sofi Ali. 2003. English Language Teaching in Primary Schools: Policyand Implementation Concerns. IPBA E-Journal 1-14 (Online)http://www.apps.emoe.gov.my/ipba/rdipba/cd1/article70.pdf(22September 2010).

Curriculum Specifications for English Year 1. 2003. Curriculum DevelopmentCentre. Ministry of Education Malaysia.


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27

Course Title Assessment and Evaluation in ESL

Course Code CET07

Credit 3


Pre-requisite Nil

CourseDuration

14 weeks

LearningOutcomes

1. Demonstrate an understanding of the fundamentals of testing and

assessment in English language teaching.

2. Relate the principles of testing and assessment of the four language

skills to the classroom.

3. Examine current trends in assessment practices.

Synopsis

This course introduces course participants to the theoretical principlesunderpinning the design and construction of English language tests andassessment tools. Course participants will also be given opportunities to activelyengage in various aspects of test design, item building, item analysis andinterpreting test scores.

Kursus ini akan mendedahkan para peserta kepada prinsip-prinsip teori yangmenjadi tunjang di dalam penyediaan Ujian Bahasa Inggeris serta instrumen

penilaian. Peserta kursus juga berpeluang terlibat secara aktif dalam pelbagaiaspek pembentukkan ujian, pembinaan soalan, penganalisaan soalan dan

menginterpretasikan skor ujian.


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Topic Content Hours

1

Introduction to Testing and Assessment

1.1 The Teachers Current Assessment Practices

Examine and discuss current assessment practices

1.2 Teaching versus Testing

Compare and contrast Testing, Measurement,

Assessment and Evaluation

1.3 Washback Effect

Discuss the effects of testing on classroom practice

1.4 Validity, Reliability, Practicality, Bias Explain the fundamental concepts in testing and

assessment

1.5 Test Purpose

Determine the different test purposes

- motivation- diagnostic- progress- achievement- placement- certification

- accountability Explain the role of testing and assessment in teaching

and learning

1.6 Test Types

Distinguish the key features of different test item types

Analyze the use and value of different test types

- Formative & Summative- Norm & Criterion referenced tests- Discrete point testing- Integrative testing- Communicative testing

1.7 Classroom Testing

Determine the role of the teacher interlocutor,

facilitator, assessor or an imparter of knowledge

Assess learners during the learning process

Demonstrate context as part of construct

(the classroom is a social situation)

Giving responsive feedback

5

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1.8 Ethics, Fairness & Standards (Professionalism & Code ofEthics)

Analyse Personal Bias errors, The Halo Effect and

logical error and their impact on assessment outcomes

2

Introduction to Testing and Assessment

2.1 Objective and subjective types

Examine the different types of test

2.2 Item Types

Examine principles and practices involved in item building

for test items based on test needs and objectives

Distinguish the key features of different item types Analyse the use of item types for testing

2.3 Table of Specifications for Test

Design table of specifications for test

10

3

Assessing the Language skills

3.1 Assessing the Listening Skills

Discuss challenges and factors that affect the testing oflistening

Differentiate test types in testing the listening skills

Construct test items

Prepare marking schemes

3.2 Assessing the Speaking Skills

Discuss challenges and factors that affect the testing of

speaking

Differentiate test types in testing the speaking skills


Prepare marking schemes Examine the 5 models of School-based Oral

Assessment The Malaysian Model (from ExaminationSyndicate)

Construct tasks, stimulus and materials for each model

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3.3 Assessing the Reading Skills

Discuss issues in testing reading and factors that affect

the testing of reading Differentiate test types for reading


Prepare a marking scheme

3.4 Assessing the Writing Skills

Discuss issues in testing writing and factors that affect

the testing of writing

Determine different test types


Prepare analytic/holistic marking schemes

3.5 Test Scores

Tabulate and interpret test scores

Explain what test scores reflect about items formulated in

test

4

Current Issues in Testing and Assessment

4.1 School-based Assessment

Recognise the significance and value of alternative

methods of assessment

Identify different types of alternative assessment

Analyse similarities and differences between

conventional assessment and alternative assessment

Determine the types of portfolio

Distinguish the category of entries

Assess the performance through reflection, self-

evaluation, peer-evaluation and teacher-evaluation

Discuss the role and value of feedback

Design appropriate rubrics

Discuss issues, challenges and trends of School-based

Assessment on classroom practices

6

Total 45

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31


MainReferences Butler, S. M. & McMunn, Nancy, D. (2006).A teachers guide to

classroom assessment: understanding and using assessment toimprove student learning. Jossey-Boss.

Gronlund, N. E. (2006).Assessment of student achievement. EightEdition, Pearson.

AdditionalReferences Buck, G. (2001).Assessing listening. Cambridge University Press.

Hanna, Gerard S., & Dettmer, P. A. (2004).Assessment for effectiveteaching: using context-adaptive planning. Pearson .

Jasmine, J. (1993). Portfolios and other assessments. Teacher CreatedMaterials, Inc.

Luoma, S. (2004).Assessing speaking, Cambridge University Press.

Oosterhof, A. (2009). Developing and using classroom assessment.Fourth edition, Pearson.

Read, J. (2000).Assessing vocabulary. Cambridge University Press.


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Course Title Technology in the Language Classroom

Course Code CET08

Credit 3

ContactHours

45 Hours

Pre-requisite Nil

CourseDuration

14 weeks

LearningOutcomes

1. Demonstrate an understanding of current issues related to technology

integration in the language classroom

2. Develop technology-integrated multimedia products for ELT

3. Show integration of language skills through project-based learning

approaches

4. Evaluate multimedia products using appropriate evaluation rubrics

Synopsis This course demonstrates the ways in which ELT teachers can maximize theuse of online resources and technologies to support language teaching andlearning, communicating and sharing in the 21st century classroom. Teachers

are encouraged to reflect on their own practice and respond to issues ontechnology integration in the language classroom. The integration of languageskills is emphasized through project-based learning. The participants will haveample opportunities to create authentic and innovative projects in meaningfulcontexts..Kursus ini menunjukkan cara-cara bagaimana para guru Bahasa Inggerisboleh menggunakan sumber dan teknologi dalam talian untuk menyokong

pengajaran dan pembelajaran Bahasa Inggeris, berkomunikasi serta berkongsi

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maklumat dalam kelas Abad ke-21 ini secara maksimum. Para guru digalakkanuntuk membuat refleksi keatas pelaksanaan proses P&P dan bertindak padaisu-isu integrasi teknologi dalam bilik darjah. Integrasi kemahiran berbahasaditekankan melalui kaedah pembelajaran berasaskan projek yang memberikan

peluang untuk para guru merekacipta projek yang asli dan inovatif dalamkontek yang bermakna.

TOPICS AND TIME ALLOCATION

No Topics Interaction hours Credit

1Issues and challenges in a technology-

integrated language classroom1

2Enhancing the language classroom through

technology- integrated activities

2

3Enhancing Listening & Speaking activities

with podcasts12

4 Reading activities through hypermedia texts 15

5 Collaborative Writing on wikis 12

6 Integrated Language Skills through Project-

based learning Approaches3

Total 45 3

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COURSE DESCRIPTION

KNOWLEDGE SKILLS VALUES / REMARKS

1. Issues andchallenges in a

technology-integratedlanguageclassroom (1hour)

1.1 Unpack teacherscurrent beliefsand classroompractices

1.2 Challenges andbenefits oftechnology-integratedlanguageactivities

Evaluate beliefs andclassroom practices inenhancing language teachingand learning throughtechnology-integratedlessons

Relate issues and challengesto current classroompractices or situations facedby teachers, students,school, etc

Provide feasible solutions toovercome the potentialchallenges and ways toimprove / enhance languageteaching and learningthrough technologyintegration

Key Points / Issues

a. Unpacking teachers currentbeliefs and classroom practices onthe role of technology in languagelearning

b.(i) Understand the value and

importance of technologyintegrated activities to enhancelanguage learning

(ii) Differentiate a technology-enhanced lesson to a technology-integrated one

(iii) Acknowledge the challengesteachers face when usingtechnology for teaching andlearning

(iv) Assess a teachers ICT skills

Activities / Strategiesa.(i) Discuss teachers beliefs and

current practices in the role oftechnology in the languageclassroom (whole classdiscussion)

(ii) Read an article on issues relatedto language teaching and learning

through technology-integratedactivities/lessons (individually)b.(i) Answer open-ended questions to

generate more discussion basedon the article read. Relate thediscussions to the challengesteachers face in their languageclassroom (Discuss in groups)

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(ii) Share these challenges to theclass and obtain views on ways toovercome these challenges

(whole class discussion)

(iii) Provide teachers with the ICTchecklist and get them to tick therelevant sections/boxes thatrelate to their skills. Informteachers to check the skills thatthey acquire throughout theduration of this module

c. Summarize the value, benefitsand importance of integrating

technology in language teachingand learning (whole class)

References1. Article

a. A Philosophy of InstructionalTechnology Use for Teaching andLearninghttp://www.educationworld.com/a_tech/columnists/poole/poole017.shtml

2. ICT skills checklist

2. Enhancing thelanguageclassroomthroughtechnology-integratedactivities (2hours)

2.1 The constructivistapproach tolanguagelearning throughtechnology

Apply the constructivistapproach to languagelearning through

technology

b. Integrate the use of Web2.0 tools to enhance

Key Points / Issues

a. Discuss the constructivistapproach and its role in atechnology-integrated language

classroom. Scrutinize theapplication of constructivism andhow it translates into languageactivities

b. Identify the ways in which web 2.0tools can be used to enhancelanguage teaching and learning inthe classroom

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2.2 Web 2.0 in theELT classroom

2.3 LearningCommunities

language learning

c. Create a learning

community to share ideasand classroom activities

c.(i) Creating a learning community

through a blogroll (linking

everyones blog)

(ii) Relate the tasks carried out to theconstructivist approach and theways in which Web 2.0 tools wereused in context

Activities / Strategies

a.Read the articles on constructivismand Web 2.0 tools (individually)

b.Identify and discuss the key pointson the constructivist approach andweb 2.0 tool for classroomapplications based on the articles(group / whole class)(Focus on the different types ofactivities for language teachingand learning using technology).

Open a blog and write a post forfeedback and comments

Open a blog with

www.blogger.com (manualprovided)

Write an introduction about

your blog (New posts)

c.(i). Link your blog to the blogs of

your course mates to shareinformation and ideas

(individually) Create a blogroll

Provide feedback, ideas and

suggestions on your coursemates blogs (PostComments)

(ii) Discuss as a class theconstructivist approach used in

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planning, designing, developingand presenting your informationon the new approaches forlanguage teaching and learning

(whole class)

(iii) Identify the ways in which usingWeb 2.0 tools enhanced yourlearning experience. Forexample: What skills did you usewhile obtaining, developing andpresenting information to theclass? (whole class)

References

1. Articles:a. Are you a Techno Constructivist?

http://www.educationworld.com/a_tech/tech/tech005.shtml

b. Using Web 2.0 Tools to BreatheNew Life into Old Projectshttp://www.educationworld.com/a_tech/columnists/dyck/dyck026.shtml

2. Blog manual

3. EnhancingListening &Speakingactivities withpodcasts(12hours)

3.1 Podcasts forELT

a. Develop Listening &Speaking skills usingpodcasts

Key Points / Issues

a.(i) Identify if teachers have used

podcasts for Listening and

Speaking activities. Discuss theways in which they used thepodcasts (if any)

(ii) Read article by Paul Man-ManSzes on ELT Podcasts focusingon the types of podcast projectsfor Listening and Speakingactivities

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3.2 A mini podcastproject

b. Create a mini podcastproject for Listening &

Speaking

b.(i) Read about a teachers

experience in developing apodcast project in My Adventure

in Podland by Cristina Costa(ii) Listen to authentic ELT podcasts

from the Internet(iii) Create a practice project on

podcasting based on a giventask

Use various existing

podcasts from the Internet, or

Develop own podcasts using

Audacity software(iv) Review existing Listening and

Speaking lesson plans to identify

appropriate activities suitable forpodcasting projects

(v) Create a podcasts for theselected Listening & Speakingactivity or locate a suitablepodcast from the Internet

(vi) Use the blog to:

Create a second category for

podcast projects

Upload the lesson plan and

podcast

Present the Listening &

Speaking activity to the class

Provide feedback and

comments on the activitiesusing podcasts on coursemates blogs

Write reflections on the

experience of developing andusing podcasts for Listening& Speaking

c. Identify and discuss the difference

between a teacher-developed andstudent-developed podcasts(Article by Paul Man-Man Szeprovides some information)


a.(i) Get teachers to review sample

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3.3 Teacher-

developed andstudent-developedpodcasts

c. Discuss the differencebetween a teacher-developed podcast to astudent-developed podcast

Listening & Speaking lessonplans and identify activities thatcan be enhanced through the useof technology (whole class)

(ii) List down the different types oftechnology used for each type ofListening & Speaking activity(Activities and types of technologyused may overlap) (whole class)

(iii) Based on the list, identify if anyteacher has used podcasts(whole class)

If yes, ask the teacher(s) to

explain the reason(s) forusing podcasts, the type ofListening & Speaking activity

they planned for podcasting,etc.

If no, ask teachers if they

have heard about podcastsand what it is all about

(iv) Distribute the article by PaulMan-Man Sze DevelopingStudents Listening andSpeaking Skills through ELTPodcasts and highlight thefollowing aspects: (group / wholeclass)

What is podcasting? Types of podcasts

Using ELT podcasts to

enhance students Listeningand Speaking skills

Content of ELT podcasts

Podcasts projects

Based on the article, get teachers tothink about their Listening &Speaking classroom and discuss if

podcasts can be used effectively toteach these language skills (wholeclass)

b.(i) Give teachers the second article

My Adventure in Podland byCristina Costa which describes ateachers experience on

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developing and using podcasts inher ELT class. The articlesexplains:

The different types of

educational podcasts Valentines Day: The

journey of a podcast project

Based on the article, discuss thefollowing (group / whole class):

What do you think about her

project?

What did the students learn?

Is the project easy enough to

do?

(ii) Provide teachers with thewebsites to listen to the differenttypes of podcasts (individually)

Visit Miettes Bedtime Story

podcast site for various story-based language podcasts athttp://www.miettecast.com/

The Radio Adventures of Dr.

Floyd is a professionally

produced, family friendlypodcast site athttp://www.doctorfloyd.com/

The English Conversation

site offers a variety ofpodcasts for grammar andvocabulary lessons athttp://englishconversations.org/

Discuss the usefulness of thepodcasts and if teachers would usethem for their Listening & Speaking

lessons (whole class)

(iii) Provide a task for the teachers toplan and develop a minipodcasting project. Start with asituation/context (individually):

Rubrics:

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As a guide who works at thenational zoo, you take yourvisitors on a Safari Tour to informthem about the different and new

animals they are about to see. Select a Listening &

Speaking skill from theEnglish language CSsuitable for the above task

Use key word search

strategies to search forinformation wild animals andthe sound they make fromthe Internet

Download the materials into

a folder on the desktop

(create a folder on thedesktop and name itPodcast Resources)

Locate and download a

suitable podcast from theInternet and plan how to usethis podcast to teach theListening & Speaking skill,OR

Write a script for the Safari

tour (a sample script isprovided)

Develop own podcast using

Audacity, a free audiosoftware, to record the radioprogramme ( manualprovided)

To enhance the recordings,

teachers can add soundeffects or background musicwhich are free anddownloadable from thefollowing websites:

www.sounddogs.com(soundeffects: mp3 format)www.freeplaymusic.com(instrumental music: mp3format)

(iv) Identify Listening Speakingactivities from the lesson plansthat are suitable for using

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podcasts (individually)

Discuss why a podcast would

be useful for the particularactivity (group)

Describe how the podcast willbe used to enhance theactivity (group)

Re-read the article by Paul

Man-Man Sze focusing onthe types of podcastsprojects used for Listening &Speaking (whole class)

(v) Rewrite the section of the lessonplan to incorporate the podcast toteach the Listening & Speakingskill (individually)

Locate a suitable podcast

from the Internet suitable forthe Listening & Speaking skillto be taught, OR

Develop own podcast by

writing a script and recordingthe audio

(vi) Post lesson plan and podcastonto individual blogs

(individually) Create a second category on

the blog and name itListening & Speaking withpodcasts

Upload the revised Listening

& Speaking lesson plantogether with the podcast

Present / teach the enhanced

Listening & Speaking activitythrough the blog to the class

Post comments and feedback

on the activity by providingsuggestions and ideas onyour course mates blogs


experience of using /developing podcasts and howit changed the Listening &Speaking lesson

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c.(i) Discuss the difference between a

teacher-developed and student-developed podcasts (whole

class). What are the types of

student-developed podcasts?

The ways in which teachers

will get their students todevelop podcasts (context /situation)

The benefits of student-

developed podcasts

(Refer to the article by Paul Man-Man Sze for information on thisaspect)

(ii) Summarize the session with adiscussion on the benefits ofusing podcasts and thechallenges the teachers faced inlocating or developing a podcast(whole class)

References

1. Articles:

a. Developing Students Listeningand Speaking Skills through ELTPodcasts by Paul Man-Man Sze.

b. My Adventure in PodlandbyCristina Costa

2. Websites:a. Miettes Bedtime Story podcast

site at http://www.miettecast.com/b. The Radio Adventures of Dr.

Floyd podcasts athttp://www.doctorfloyd.com/c. The English Conversation podcast

site at http://englishconversations.org/d. Audacity audio software from

http://audacity.sourceforget.net/e. Sound effects fromwww.sounddogs.com

f. Instrumental music from

43
http://www.miettecast.com/http://www.doctorfloyd.com/http://englishconversations.org/http://audacity.sourceforget.net/http://www.sounddogs.com/http://www.miettecast.com/http://www.doctorfloyd.com/http://englishconversations.org/http://audacity.sourceforget.net/http://www.sounddogs.com/


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www.freeplaymusic.com

3. Sample script for a Safari Tour(zoo guide)

4. Manual on usingAudacity

5. Listening & Speaking lesson plans(from teachers taken from theirmethodology class)

4. ReadingactivitiesthroughHypermediaTexts (15 hours)

4.1 Introduction tohypermedia

4.2 Skills forAuthoring aHypermediaproject

a. Explore the concept of

hypermedia

b.(i) Select suitable texts for

hypermedia projects

Key Points / Issues

a.(i) Experience a hypermedia

environment

Explore an example of anonline hypermedia text

Discuss experiences in

exploring the hypermediatexts

Review differences between

print-based reading texts andhypermedia texts

Discuss what is Hypermedia

text and relate it to reading

Read an article on the use ofhypermedia for readinginstruction

Discuss possible advantages

and disadvantages ofauthoring a hypermediaproject

(b)(i) Select reading materials

Compare the different types

of reading texts

Select texts suitable for

hypermedia projects

Justify and list reasons for

the selection of these texts

(ii) Evaluate Hypermedia projects

View an example of an

evaluation tool for

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(ii) Adapt evaluation tools forhypermedia projects

(iii) Plan a storyboard for ahypermedia project

iv. Build a hypermedia projectfrom a storyboard

c. Plan reading activities

hypermedia projects

Explore the different criteria

for evaluating multimediaprojects

Adapt a suitable tool forevaluating hypermediaprojects

(iii) Plan a hypermedia project(Practice project)

View a sample text and

storyboard related to the text(Hina Matsuri)

Focus on the division of

slides and words/phrases tobe hyperlinked

View the contents of the text

and its division among thedifferent media elements

(iv) Build a hypermedia project fromthe storyboard

Select and download

resources from the Internet

Organize resources into

folders

Utilize MS Power Point tools

to build the hypermediaproject based on thestoryboard (Hina Matsuri)

c.(i) Create reading activities

Based on the hypermedia

text (Hina Matsuri), selectand write two reading skillsfrom the CS

Write the learning outcomes

to incorporate the integration

of technology in the readinglesson

Plan and create two reading

activities

d.(i) Develop a hypermedia text for a

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4.3 Plan readingactivities for ahypermedia text

4.4 Develop ahypermedia textand activities for areading lesson

d.

(i) Develop a hypermedia text

(ii) Design reading activitiesbased on the hypermediatext

reading lesson

Select a reading text on one

of the topics in SK/SJK

textbook Decide on the reading skills

to be taught

Write the learning outcomes

Develop a storyboard for the

hypermedia text

Use key word search

strategies to locateinformation and other mediaresources

Select, download and

organize resources intorelevant folders (image,audio, video, text)

Build the hypermedia text

(ii) Design activities

Based on the reading skills,

learning outcomes andhypermedia text, design tworelevant reading activities

iii) Present and provide feedback

On the blog, create the third

category and name itReading with HypermediaTexts

Upload lesson plan and

hypermedia text

Present the completed

hypermedia project

Provide comments and

respond to feedbackregarding hypermediaprojects presented throughthe blog


challenges and effectivenessof using hypermedia to teachreading

Discuss how student-

developed hypermediaproject is different fromteacher-developed

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(iii) Present and providefeedback

hypermedia and how it canhelp them in reading in termsof the reading activities(skills) and project topics.


a.(i) Explore the concept of

hypermedia

Ask teachers if they have

heard of or used hypermediafor their reading classroom

Get teachers to explore an

example of a hypermedia:i. http://hypermedia.educ.psu

.edu/k-12/shoes/

ii. http://vygotsky.ced.appstate.edu/shannon/WhatIs.htm

Ask teachers to share their

experiences exploring thehypermedia

Get teachers to discuss the

differences between print-based reading texts and

hypermedia texts Ask teacher: What is

Hypermedia Texts and relatethe points to reading

Provide teachers with an

article and links to read onhypermediahttp://edweb.sdsu.edu/eet/articles/HyperLevels3/start.htm

Get teachers to discuss

possible advantages anddisadvantages of authoring a

hypermedia project Discuss the reasons for using

hypermedia and how it canhelp in teaching reading

b)(i) Select reading materials

Provide a few reading texts

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http://hypermedia.educ.psu.edu/k-12/shoes/http://hypermedia.educ.psu.edu/k-12/shoes/http://vygotsky.ced.appstate.edu/shannon/WhatIs.htmhttp://vygotsky.ced.appstate.edu/shannon/WhatIs.htmhttp://vygotsky.ced.appstate.edu/shannon/WhatIs.htmhttp://edweb.sdsu.edu/eet/articles/HyperLevels3/start.htmhttp://edweb.sdsu.edu/eet/articles/HyperLevels3/start.htmhttp://hypermedia.educ.psu.edu/k-12/shoes/http://hypermedia.educ.psu.edu/k-12/shoes/http://vygotsky.ced.appstate.edu/shannon/WhatIs.htmhttp://vygotsky.ced.appstate.edu/shannon/WhatIs.htmhttp://edweb.sdsu.edu/eet/articles/HyperLevels3/start.htmhttp://edweb.sdsu.edu/eet/articles/HyperLevels3/start.htm


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for teachers to read

Ask teachers to compare the

texts in terms of suitabilityand justify selection of texts

List down the reasonsJustification:a. Text is not too longb. Descriptive words/phrasesc. Words/phrases that have

elements of sound, movementd. Words/phrases that are not

abstract

(ii) Evaluate Hypermedia projects

Provide teachers with a

sample evaluation tool for

hypermedia projects. Get them to explore the

different criteria for evaluatingmultimedia projects

Inform teachers to adapt a

suitable tool for evaluatingtheir hypermedia projects

(iii) Plan a hypermedia project(practice project)

Give teachers a sample textand storyboard (HinaMatsuri)

Ask teachers to focus on the

division of the slides for thetext (A general rule is thatthe text itself should notexceed 3 slides, excludingthe Title slide)

Discuss the words / phrases

underlined and see how theyare divided among the

different media elements

(iv) Build a hypermedia project fromthe storyboard

Use key word search


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Select and download

resources

Organize resources into

relevant folders (image,

audio, video, webpage) Give teachers the MS

PowerPoint manual to createthe hypermedia text

(c)Create reading activities

Based on the hypermedia

text (Hina Matsuri), askteachers to select tworeading skills from the CS

Get teachers to write thelearning outcomes toincorporate the integration oftechnology in the readinglesson

Discuss as whole class

(Write these on the whiteboard)

Teachers then plan two

activities based on thereading skills, learningoutcome and hypermedia

texts Discuss the activities (whole

class)

d)(i) Develop a hypermedia text for areading lesson

Based on the reading lesson

plan, select a reading text onone of the topics in SK/SJKtextbook

Ask teachers to decide on thereading skills and write thelearning outcomes

Teachers then develop a

storyboard for thehypermedia text (refer to thesample storyboard providedon Hina Matsuri)

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Use key word search


Select, download andorganize resources intorelevant folders (image,audio, video, text)

Teachers then build their

hypermedia text on MSPowerPoint

ii) Design activities

Based on the reading skills

and learning outcomes, getteachers to plan two readingactivities related to thehypermedia text

iii) Present and provide feedback

Teachers create a third

category on their blogs andname it Reading withHypermedia Texts

Teachers upload their

reading lesson plan andhypermedia project onto the

blog Teachers present the

completed hypermediaproject

Ask teachers to provide

comments and respond tofeedback regarding thehypermedia projectspresented


challenges and effectivenessof using hypermedia to teach

reading Discuss how student-

developed hypermediaproject can help them inreading in terms of thereading activities (skills) andproject topics. How are thesedifferent from teacher-

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developed hypermedia?

References

1. Reading lesson plans from theteachers

2. Websites:i. http://edweb.sdsu.edu/eet/articles/H

yperLevels3/start.htm

ii. http://mason.gmu.edu/~pnorton/hypermedia/hypermedia.pdf

3. Sample Hypermedia projects:i. http://hypermedia.educ.psu.edu/k-

12/shoes/ii. http://hypermedia.educ.psu.edu/k-

12/ninth/ninth.html#castiii. Ingoma dance of Malawi by

Wisdom (MUCP participant)

4. Sample text and storyboard for ahypermedia (Hina Matsuri)

5. Sample reading texts for selection

6. Reading articles on hypermedia:i. Hypermedia Authoring as a

Critical Literacy

(extra readings)ii. Effects of Hypermedia on

Students' Achievement: AMeta-Analysis

iii. Exploring ESL Learners Useof Hypermedia ReadingGlosses

7. Manuals:i. Locating, downloading &

saving internet resourcesii. Search strategies and citing

internet resourcesiii. Using Power Point tools

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http://edweb.sdsu.edu/eet/articles/HyperLevels3/start.htmhttp://edweb.sdsu.edu/eet/articles/HyperLevels3/start.htmhttp://mason.gmu.edu/~pnorton/hypermedia/hypermedia.pdfhttp://mason.gmu.edu/~pnorton/hypermedia/hypermedia.pdfhttp://hypermedia.educ.psu.edu/k-12/shoes/http://hypermedia.educ.psu.edu/k-12/shoes/http://hypermedia.educ.psu.edu/k-12/ninth/ninth.html#casthttp://hypermedia.educ.psu.edu/k-12/ninth/ninth.html#casthttp://edweb.sdsu.edu/eet/articles/HyperLevels3/start.htmhttp://edweb.sdsu.edu/eet/articles/HyperLevels3/start.htmhttp://mason.gmu.edu/~pnorton/hypermedia/hypermedia.pdfhttp://mason.gmu.edu/~pnorton/hypermedia/hypermedia.pdfhttp://hypermedia.educ.psu.edu/k-12/shoes/http://hypermedia.educ.psu.edu/k-12/shoes/http://hypermedia.educ.psu.edu/k-12/ninth/ninth.html#casthttp://hypermedia.educ.psu.edu/k-12/ninth/ninth.html#cast


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5. CollaborativeWriting on wikis(12 hours)

5.1 Aspects ofCollaborativeWriting

5.2 OnlineCollaborativeWriting

a. Understand collaborativewriting

b. Explore collaborativewriting in an onlineenvironment

Key Points / Issues

a.

(i) Discuss collaborative writing andkey aspects of this form of writing

(ii) Relate collaborative writing toteachers current classroompractices

(iii) Review existing writing lessonplans and identify ways toincorporate collaborative writing

b.(i). Collaborative writing in an online

environment (wiki)

Read the article by Paul Sze

on Online CollaborativeWriting using Wikis

Discuss the article

(ii) Explore the types of collaborativewriting activities suitable for wikis

Discuss the structure of wikis

to support collaborativewriting

(iii) Start a class wiki forcollaborative writing

(iv) Using a fractured fairy tale forcollaborative writing (practiceproject)

c.(i) Open an individual wiki

(ii) Select a topic suitable for acollaborative writing task forstudents in Year 4,5 or 6

(iii) Write the learning outcomes to

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c. Create collaborative writingactivities on wikis

incorporate the integration oftechnology

(iv) Design a collaborative writing

project based on a topic suitable forstudents in Year 4,5 or 6

(v) Use the blog to:

Create a category

Collaborative Writing onwikis

Upload the writing lesson,

and link to the wiki

Present the writing activity to

the class

Write feedback and

comments of course matesblogs on their writing activity

Post a reflection on your own

blog describing theexperience, benefits andchallenges

Activities / Strategiesa.(i) Discuss collaborative writing and

key aspects of this form of writing Ask teachers what is

collaborative writing andwrite down their responses

(ii) Relate collaborative writing toteachers current classroompractices

Ask teachers if they have

carried out collaborativewriting in their writing

classrooms. If yes, what is itabout, how do they do it? Ifno, get them to guess what acollaborative writing class willlook like.

(iii) Review existing writing lessonplans and identify ways toincorporate collaborative writing

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Get teachers to think of their

writing activities and identifyways they could incorporatecollaborative writing

b.(i). Collaborative writing in an online

environment (wiki)

Ask teachers to read the

article by Paul Sze on OnlineCollaborative Writing usingWikis individually

Discuss the article as a class

Ask questions:

a. What is meant by

collaborative writing andhow the approach can be

enhanced using Wikis?

b. How can we make

language classrooms places

where teachers and students

can explore, design and

produce collaborative writing

using Wikis?

c. What are the teachers

views on collaborative writing

using Wikis?

(ii) Explore the types of collaborativewriting activities suitable for wikis

Based on the article, ask

teachers to identify the typesof activities suitable for

collaborative writing Get teacher to add to the list

based on their ownexperience or throughdiscussions

Discuss the structure of wikis

to support collaborativewriting such as individual

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pages for each group, how toadd or edit the writing text

iii) Start a class wiki for collaborative

writing Divide teachers into groups

of four

Get teachers to log onto the

class wiki

Ask the teachers to explore

the wiki site

(iv) Using a fractured fairy tale forcollaborative writing (practiceproject)

Ask the teachers about fairy

tales that they know.

Get them to identify the

characteristics that makes

the stories fairy tales

(including the beginning, the

use of magic or unrealistic

elements, a problem that

must be overcome, a happily-

ever-after ending, setting in a

different time or place, and soforth).

Define a fractured fairy tale

(Write on the board or on

PPT)

A familiar fairy tale that

has been altered in some

way to create humor. The

story will need to have

enough of the original to

be recognizable but

changed enough to create

humour.

Then, have the teachers

watch a short video of a

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fractured fairy tale.

Discuss what they notice in

the fractured fairy tales.

Next, inform the teachers that

they are going to create their

own fractured fairy tales.

Ask each group to choose

one fairy tale. For a few

minutes, ask them to

brainstorm changes that they

could make to the story and

discuss howthe changes

might affect the story.

After that, invite the teachers

to share ideas for revising the

original story and

consequences of those

revisions to the class.

Designate a wiki page for

each group

Get one teacher from thatgroup to start the story andthen pass it on to the nextmember to continue until allfour have written their versionof the fractured fairy tale

Before the teachers start

drafting their fractured fairy

tales, ask them to examine

the rubrics. This process will

give the teachers a chance towork with the rubric so they

know what will be expected in

their own writing.

Using the editing tools on

Wikispaces, ask each group

to edit their fractured fairy

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tale (Remind teachers to

keep in mind the definition of

a fractured fairy tale and the

changes they have

considered)

Have peers make

suggestions about ideas,

organization, and voice.

Editors should write the

questions to the peers on the

wiki for further editing

Considering those

suggestions, each groupshould revise, change or alter

the draft they have so that it

addresses the issues raised

in their peer evaluations.

In addition, have the teachers

reflect on how the changes

they selected was influencing

their writing. What other

changes did they need toconsider?

Have them consider how

revision can cause chain

reactions-one change might

make other ones also

necessary.

Once teachers have

completed their second

drafts, ask them to swap their

fractured fairy tales with

another group.

Using the Peer

Evaluation for Local

Revision (Editing) handout,

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ask the teachers to make

comments and suggestions

to polish their writing.

When the teachers have

completed a revised and

edited version of their stories,

allow class time for them to

share the stories.

c.(i) Open an individual wiki

Using the wiki manual, ask

the teachers to open their

individual wiki Get the teachers to write an

introductory note (welcomemessage) on their wiki site

(ii) Select a topic suitable for acollaborative writing task forstudents in Year 4,5 or 6

Based on an existing writing

lesson plan, ask teachers toplan for a collaborativewriting project for group work

(Brainstorm for ideas as aclass to ensure that the sametopic is not selected by many)

(iii) Write the learning outcomes toincorporate the integration oftechnology

Based on the topic, ask

teachers to re-write thelearning outcomes

(iv) Design a collaborative writingprojec

C-pelt 2012 Course Pro Forma

Documents

Transcript of C-pelt 2012 Course Pro Forma