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    Minit Curai Kursus LINUS THN 2, 2016

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    Mohamad Roslan Bin Marzuki
    1) The document outlines the minutes and activities from a two-day English literacy training course for Year 2 teachers. 2) On the first day, the training covered an overview of the LINUS 2.0 module including objectives, principles and curriculum. Specific skills like listening, speaking, reading and assessment were also discussed. 3) The second day focused on the content and planning of LINUS module lessons. Teachers were advised to integrate module activities into regular lessons based on students' proficiency levels.

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    Minit Curai Kursus LINUS THN 2, 2016

    Uploaded by

    Mohamad Roslan Bin Marzuki
    107 views7 pages
    1) The document outlines the minutes and activities from a two-day English literacy training course for Year 2 teachers. 2) On the first day, the training covered an overview of the LINUS 2.0 module including objectives, principles and curriculum. Specific skills like listening, speaking, reading and assessment were also discussed. 3) The second day focused on the content and planning of LINUS module lessons. Teachers were advised to integrate module activities into regular lessons based on students' proficiency levels.

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    Minit curai kursus LINUS

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    Minit Curai Kursus LINUS THN 2 ,2016

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    1) The document outlines the minutes and activities from a two-day English literacy training course for Year 2 teachers. 2) On the first day, the training covered an overview of the LINUS 2.0 module including objectives, principles and curriculum. Specific skills like listening, speaking, reading and assessment were also discussed. 3) The second day focused on the content and planning of LINUS module lessons. Teachers were advised to integrate module activities into regular lessons based on students' proficiency levels.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    107 views7 pages

    Minit Curai Kursus LINUS THN 2, 2016

    Uploaded by

    Mohamad Roslan Bin Marzuki
    1) The document outlines the minutes and activities from a two-day English literacy training course for Year 2 teachers. 2) On the first day, the training covered an overview of the LINUS 2.0 module including objectives, principles and curriculum. Specific skills like listening, speaking, reading and assessment were also discussed. 3) The second day focused on the content and planning of LINUS module lessons. Teachers were advised to integrate module activities into regular lessons based on students' proficiency levels.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    of 7

    SK IBOI

    09200 KUPANG, KEDAH DARUL AMAN


    TEL: 04-4721078

    MINIT CURAI
    NamaPegawai KALAIARASI A/P PONNOSAMY
    Tarikh 18th – 19th July 2016
    Masa 8.00 pagi hingga 5.00 petang
    Tempat SM Tanjung Puteri , Kuala Ketil.
    Tajuk / Aktiviti Kursus Pedagogi Pemulihan Bahasa Inggeris Tahun 2
    LINUS 2.0 Kepada Guru Bahasa Inggeris Tahun 2 Bagi Tahun 2016

    Perkara / 18th July 2016 8.00 – Pendaftaran peserta


    Maklumat
    Taklimat daripadaPegawai PPD : En.S.Jagathiswaran
    Penting
     Tuntutan 1 tempat duduk teksi
     Semua dokumen disahkan oleh Guru Besar
     Sijil boleh dimuat turun daripada
    https://splkpm.moe.gov.my/aplikasi.cfm
     Laporan LDP hendaklah diisi dan dihantar ke PPD.
    kedahkssr.blogspot.com
     Pegawai matapelajaran : En.Azizi Adnan – 019-
    4588667

    DAY 1 : OVERVIEW OF LINUS 2.0 : MR. JAGATHISWARAN

    Objective of the module :


    The English Language literacy program aims at ensuring all
    non- special needs pupils attain basic literacy. This module has
    been developed for teachers to use during English language
    lessons to help pupils who are struggling to read. It adheres
    closely to the principles of the KSSR curriculum, which is back
    to basics and the skills that need to be taught are :

     Listening and speaking ( to develop sound awareness


    and confidence in articulating sounds, words and short
    phrases in English)
     Phonics for reading
     Penmanship
     Language Arts
    Principles
     Back to basics
     Fun learning
     Learner centeredness
     Integration of salient new technology
     Assessment
     Character building

    Curriculum matrix
     Level 2 – 180 minutes per week
     Lesson 1 : Listening and speaking
     Lesson 2 : Reading
     Lesson 3 : Writing
     Lesson 4 : Language Arts
     Lesson 5 : Writing/ Reading / L&S (which not achieved)

    HOTS
    1. Application
    2. Analysis
    3. Evaluation
    4. Creation

    How do know your pupils level/ achievement ?


    - Thru screening
    - Class teacher’s information –abilities
    - SAPS
    - Their background
    - Attitude
    - Abilities
    - Learning styles ( left handed )

    Where do you source for the required information?


    - Data Collection BPPI forms
    - Previous screening

    Screening 2
    1- 31 August : Reading

    18 – 30 Sept : Writing

    Pengisian Data : 2- 4th October 2016


    LISTENING SKILLS

    - identify main facts & details


    - relate cause & effect
    - identify sequence & events
    - predict outcomes
    - inferring messages from contextual clues

    Listening strategies
    - listening to key words
    - non-verbal cues

    Important of teaching listening


    - Listening is a receptive skill which is very important.
    - Pupils need to be taught to listen attentively for various
    purposes in life such as:
     Listening for information.
     Listening for information.
     Listening to improve English language
    proficiency.

    How to teach listening skills in classroom?


    - Pre – record your text. (Authentic texts if possible)
    - Pre – teach vocabulary.
    - Provide some background / cultural information.
    - Repeat the listening text a few times.
    - Teach pupils to employ listening strategies.

    SPEAKING SKILLS

    - An important productive skill


    - 3 speech activities (Richard Jack, 2008) that requires
    different approaches.
     Talk as interaction – small conversations may be
    in a formal or informal setting.
     Talk as transaction – focus in on what is said and
    done, making oneself understood clearly is the
    main focus.
     Talk as performance – involves transmitting
    information to an audience. eg: public speaking,
    etc.

    How to teach pronunciation?


    - Minimal pairs
     Pull – bull
     Sit – pit
     Like – bike
    - Tongue twister
     She sells sea shells at the sea shore

    How to teach speaking skills in the classroom?

    - Role play
    - Drama
    - Interviews
    - Public speaking
    - Group discussion
    - Brainstorming activities
    - Show & tell
    - Choral speaking
    - Story telling
    - Poem recitation
    - Readers’ theater

    Helping pupils to speak

    - In order to teach pupils to speak, scaffolding has to be


    provided so that pupils progress in their speaking
    attempts.
    - What are some of the scaffolding activities to help
    pupils?

    ASSESSMENT

    - What should be assessed?


     Intelligibility
     Accuracy in pronunciation and speech
     Fluency
     Meaningful context
     Appropriate choice of words according to
    purpose and audience.

    READING

    Skills
    - Picture clues
    - Look it up
    - Make a guess
    - Dissect the word
    - Connect a word you know
    - Skip it
    - Reread the sentence
    - Keep reading
    - Use prior knowledge

    Purpose of reading
    - to become proficient readers
    - to gain knowledge
    - to look for the information

    Linear text for reading


    - stories
    - advertisement
    - posters
    - brochures

    DAY 2 : PN.AZIDA

    Content of the module LBI :

    This module uses contexts that are familiar to the pupils which
    they can relate to. In order to make language learning more
    meaningful and purposeful, language input is presented under
    themes and topics. The teaching of basic literacy is addressed
    using phonics : with the teaching of phonemes and graphemes
    to develop phoneme – grapheme correspondence and
    decoding skills. Activities in the module have been developed
    based on the need for pupils to also develop in all four
    language skills ( listening , speaking ,reading and writing ) and
    language arts. This follow the modular configuration as
    stipulated in the English Language Curriculum Standards and
    is presented as fallows :

    - themes & topics


    - 28 graphemes
    - 28 phonemes
    - Penmanship activities related to 15 graphemes.

    In addition , there are review units in order to assess the


    progress of the pupils focusing on phoneme – grapheme
    correspondence , blending and segmenting and the
    acquisition of important sight words ( taken from the KSSR
    Word list ).

    Planning Lessons
    In planning lessons, teachers should look at the materials and
    activities in the module closely and be aware of :
    - The proficiency levels of their pupils
    - The suitability of the activities presented to the pupils ‘
    proficiency level
    - The need to fully adopt or to adapt the activities to suit
    their pupils

    The materials and activities in the module should be seen as


    supplementary to the KSSR program. You should not attempt
    to write and teach two separate lesson plans for the same class
    period but plan one lesson which incorporates some
    additional or other activity or activities for those pupils who
    need close remedial support using resources provided in this
    module for that purposes .In this way , when planning a lesson
    , you should also consider the following :

    - What you plan to cover from the KSSR curriculum for


    your non- remedial pupils;
    - How that relates to the activities in this module for your
    remedial pupils;
    - How you can incorporate the activities in this module
    into your regular lesson;
    - How you can group pupils in your class so that you can
    work with your remedial pupils for a certain amount of
    time of the lesson using the activities and materials in
    this module.
    For example , setting up a station / remedial table ;
    using the same material but grading the activities up or
    down accordingly for your regular group and your
    remedial group.
    REFLECTION

    After every lesson , teachers should reflect on the following in


    order to evaluate how each child is progressing in accordance
    with the objectives set out in the National Curriculum , and
    this module :
    - The strategies they have used in the classroom
    - The materials and activities they have used and the
    grading of those according to the abilities of the general
    classroom population and the remedial group within
    the class.
    - The integration of the Module with KSSR in terms of
    activity planning, activity progression and
    implementation.

    Prepared by ,
    ______________
    (KALAIARASI A/P PONNOSAMY )
    English Teacher
    SK IBOI

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