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Language Curriculum and MaterialsDevelopment Workshop for PrimarySchool English Teachers of Brunei
Darussalam
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Materials for Language Teaching-A definition
Materials- Anything that can be used tofacilitate learning:
Linguistic
Visual
Auditory
Kinaesthetic
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Materials for Language Teaching-Print and Non-Print Sources
Teaching Materials
Print
newspapers,photographs,
print advertisements
Non-Print
Digital Resources
web-based texts: online articles, blogs, wikis
CD-ROMs, DVDs
Analogue Resources
films, TV, radio broadcasts
Face-to-face encounters
Conversations, interviews, etc.
Live Performances
Skits, puppet plays, etc.
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Purposes of Using LanguageTeaching Materials
Instructional- inform learners about thelanguage
Experiential- provide learners withopportunities to use the language
Elicitation- stimulate language use byeliciting ideas and language from students
Exploratory- seek discoveries aboutlanguage use
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Why do learners and teachers needteaching materials?
Teachers and Learners
A map- to show where one is going andwhere has been
It provides language samples
It offers a greater variety of language
activities
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Why do learners and teachers needteaching materials?
Teachers
It provides a structure for teaching
It saves time. To prepare materials fromscratch for every lesson would beimpossible
It offers linguistic and methodological
support It is easy to keep track of what one has
done and easier for reporting
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Why do learners and teachers needteaching materials?
Learners
It defines what is to be learned and whatwill be tested
It reinforces what the teacher has doneand makes revision and preparationpossible.
Offers support for learning outside class
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What do teachers want in teachingmaterials/ course books?
Primary
Compliance with curriculum
Clearly laid out Catering to different abilities
Authentic materials
Dealing with current issues Problem solving activities
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What do learners want in teachingmaterials/ course books ?
Primary
Interesting topics
Content in story form Colourful pictures/layout
Interactive activities
Activities involving computers
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From Syllabus to Materials
Teachers and learners may want differentthings from materials
The materials developer is guided by thesyllabus
The syllabus is the starting point of thematerial developer's work.
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Steps in Material Design
IDENTIFICATION by teacher or learners of a need to fulfil or aproblem to solve by the creation of materials
EXPLORATION of the area of need/problem in terms of whatlanguage, what meanings, what functions, what skills etc?
CONTEXTUAL REALISATION the proposed new of materialsby finding of suitable ideas, contexts or texts with which to work
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Steps in Material Design
PEDAGOGIGAL REALISATION of materials by the finding ofAppropriate exercises and activities AND the writing of
Appropriate instructions for use
PHYSICAL PRODUCTION of materials involving considerationof layout, type size, visuals, reproduction, tape length etc
USE in the classroom
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Steps in Material Design
REVISION OF MATERIALS
EVALUATION OF MATERIALSTeacherevaluation based on feedback from teachersand students.
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Materials are a stimulus to learning
Help to organise the teaching/learningprocess
Provide models of correct and appropriateuse of language
Enable learners to practice and use thelanguage
Embody a view of language teaching andlearning
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Factors to Consider indesigning of teaching materials
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Definition of A LanguageTask
refers to any proposal containedwithin the materials for actions tobe undertaken by the learners,which has the direct aim of bringingabout the learning of a foreign
language- Breen (1987)
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What is the learner expected to do?- a process through which learners andteachers are to go
What input is given to the learner?
- content and language the learner is
expected to focus on
What does the task focus on?
- form focussed 17
Key aspects of A Task
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Key aspects of ATask
With whom does the learner interact?Classroom participation concerning withwhom (if anyone) learners are to work
with
What is the expected product from thelearner?
E.g., a letter, problem solving exercise, aam hlet a conversation etc.
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8/9/2012 Patricia Wee Indonesian Protocol Officers 2009 19
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1. Listing: brainstorming and/or fact finding e.g. things,qualities, people, places, features, things to do,reasons.
2. Ordering and sorting: sequencing, ranking, classifyinge.g. sequencing story pictures, ranking items accordingto cost, popularity, negative or positive.
3. Matching e.g. Listen and identify, listen and do (TPR),match phrases/descriptions to pictures, matchdirections to maps.
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Seven types of tasks
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4. Comparing: finding similarities orDifferences -e.g. comparing ways ofgreetings or local customs, playing Spot
the difference, contrasting two differentpictures.
5. Problem-solving: logic puzzles, real-lifeproblems, case studies, incomplete textse.g. logic problems, giving advice,proposing and evaluating solutions,
predicting a story ending. 21
Seven types of task
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6. Projects and creative tasks e.g. doingand reporting a survey, producing a classnewspaper, planning a radio show,
designing a brochure.
7. Sharing personal experiences: story-
telling, anecdotes, reminiscences,opinions, reactions e.g. early schooldays,terrible journeys, embarrassingmoments, personality quizzes.
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Seven types of tasks
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Form Focussed
Meaning Focussed
Form and Meaning Focussed
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Task Focus
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Material Evaluation for Listening and Speaking(Primary 3 Pupils Book, Pp. 72-75)
Evaluate and adapt the material based onthe
following 6 aspects (see the checklist):
A.The Task
B.The RubricsC.The Visuals
D.Authenticity
E. Model of Language Use
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Rubrics
Clarity
Short concise sentences
Task breakdown
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Text produced
Audience
Purpose
Rubrics
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Text produced
Audience
Purpose
Why?
Who?
What?
Rubrics
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Analyse the Task using PAT
Task One Write a book report.
Task TwoYour friend Hasan has decided to come to
your town for his holiday. He is driving to
your town. Write him an email giving
Rubrics
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Purposes To increase comprehension of a text
To provide information about places To help learners visualise people, places and
objects To focus on specific meanings
To elicit ideas and language For decoration purposes To fill space gaps in textbooks
The Use of Visuals inLanguage Teaching Materials
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Culture specific or culture neutral?
Can language be culturally neutral?
Cross-cultural considerations
Representation of Culture
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It is the teacher's job to equip the studentto express her/himself in exactly the wayss/he chooses to do so-rudely, tactfully, orin an elaborately polite manner. What wewant to prevent is her/his being
unintentionally rude or subservient.
Culture and Teaching
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Authentic text
Authentic tasks
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Authentic materials
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What areAuthentic Texts?
Texts which have been producedfor purposes other than to teachlanguage (Nunan 1988, Wong,Kwok & Choi 1995)
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An authentic text is a stretch of reallanguage, produced by a real speaker orwriter for a real audience and designed toconvey a message of some sort (Morrow1977:13)
Authenticity
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Reasons for The Use ofAuthentic Texts
Gives learners exposure to language asit is used
Models for learners language useespecially in listening and speaking
Motivates learners
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The Use of Authentic Texts-Challenges
Authentic listening texts- would not bescripted or edited
In reality poor quality of recordings,length and other pedagogicconsiderations lead to spoken textsbeing re-recorded or edited
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Criteria for Selection ofAuthentic Texts
Relevance
Intrinsic interest of topic/ theme
Linguistic demands
Cognitive demands
Logistical considerations- length/ legibility/
audibility Quality- model of use or representative of text
type
Exploitability40
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Widdowson(1984) argues that pedagogicpresentation of language... necessarilyinvolves methodological contrivance whichisolates features of the language from
their natural surroundings.
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Balancing authentictexts and scripted texts
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Authentic Tasks vsPedagogic tasks
An authentic task is a task that simulatesreal life reading, writing listening or
speaking tasks which often involves afocus on meaning.
A pedagogic task is a task the teacheruses to fulfil teaching-learning purposes
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Pedagogic Task
A h i
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Authentictask
Internationally Intelligible
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Internationally IntelligibleEnglish- Criteria
(Smith and Rafiqad 1983)
Intelligibility- word level recognition
Are the words used recognisable as English?
Comprehensibility- Degree to which a recipientfinds a text meaningful
Texts that contain references which are onlyculturally comprehensible poses a problem
E.g. Please dont sit there because the feng shuithere is not good.
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Internationally IntelligibleEnglish
Interpretability apprehension of intent,purpose or meaning behind an utterance.
Interpretability is at the core ofcommunication and is more importantthan the correct use of grammar.
What makes Spoken English
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What makes Spoken EnglishIntelligible?
-Jenkins
All the consonants are important except for 'th'sounds as in 'thin' and 'this
Consonant clusters are important at the
beginning and in the middle of words. Forexample, the cluster in the word 'string' cannotbe simplified to 'sting' or 'tring' and remainintelligible.
The contrast between long and short vowels isimportant. For example, the difference betweenthe vowel sounds in 'sit' and seat'
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What makes spoken EnglishIntelligible?
Nuclear (or tonic) stress is also essential. This isthe stress on the most important word (orsyllable) in a group of words.
For example, there is a difference in meaningbetween 'My son uses a computer' which is aneutral statement of fact and 'My SON uses a
computer', where there is an added meaning(such as that another person known to thespeaker and listener does not use a computer).
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Materials should be:
clearly linked to the syllabus
balanced between authentic task andpedagogic task
balanced between authentic text andpedagogically contrived text
allow learners to focus on StandardEnglish
encourage learners to develop learning
Summary of Principles inmaterials design
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Encourage learners to apply theirlanguage learning skills to the world
beyond the class room
Be culturally representative
Sensitive to values
Avoid stereotyping
Summary of Principles inmaterials design
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It is that in writing textual materials for a state-level system in amultilingual and multicultural developing society it becomesnecessary to satisfy different sets of criteria which, in some cases, domake contradictory demands. Some of them may arise in the desireto make education a handmaiden to economic progress and socialreconstruction. A few important ones stem from the need to provide
for the less fortunate, poorer or historically abused sections ofsociety,,e.g. the lower classes or castes, women, farm hands or therural poor. To answer all of them cannot be an easy task.
(Tickoo1995:39 ) in Materials for a State-level System: Aretrospective record inA. Hidalgo et.alGetting started: Materials
writers on Material writing. SEAMEO RELC)
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MATERIALS ADAPTATION
C b k b d t hi
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Course book- based teaching vscourse book teaching
Teaching a book is very different fromteaching a course based on a book
Textbooks are written to be as relevant as
possible to as large a number of studentsas possible.
No one book can be suitable for all thestudents
Hence teachers have to select whichmaterials they will use in the class
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Objective of activity suitable?
Yes No
Omit or replaceMethods/ Taskappropriate?
No
Change or replac
Yes
Content/language
suitable?
YesNo
Use as it standsKeep objective and task
But change topic or language
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Purpose for adaptation
To make the material more suitable forthe learners it is being used with i.e.progression or grading
To compensate for deficiencies or whatthe material lacks. Can be linguistic, lackof variety or authenticity
To make it more relevant to learnersinterest and needs i.e. task authenticity,localising content/ cultural appropriacy
Selection of Teaching Mate ials fo
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Selection of Teaching Materials fora lesson
Selection of teaching material
Reordering
Rejection
Adding
Changing Replacing
Creative andevaluative
dimension
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Reasons for Adapting Materials
Personalise
Individualise
Localise
Modernise
Add real choice Cater for all sensory learner styles
Encourage higher-level thinking skills
Make the language input accessible
Make the language input more engaging
Make the language activity more interesting
McDonough and Shaw, Islam and Mares
Pre Listening Activity :
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Pre-Listening Activity :Prime for Reading
Get learners ready for listening byproviding a context to the text, a listeningpurpose and the necessary language input
TASK DESIGN:
Create a worksheet with the names of seacreatures and get students to match themwith the pictures
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Match the names of the sea creatures with their picturesand identify their colours.
SeacreaturesSharkAngel FishOctopusTurtleSea HorseCrabStar fishSea snake
While Listening Task
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While-Listening Task
Provide the scaffolding of meaning andform by having learners listen to a story ofhow a baby shark was saved. Students
sequence the events in the story as theylisten.
Post Listening Task:
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Post-Listening Task:Form & Meaning Focus
1. One day Sammy the baby shark decided to go for adip in the ocean. He was a very special shark as hewas blue in colour.
2. He had a great time as he swam in the blue waterswith all the other sea creatures in the sea
3. All of a sudden, he felt someone tugging at his fins
4. Before he realised it, he found himself trapped in afishing net
Form: simple past tense
Meaning: sequencing of events in a story
A li t t th t th
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As you listen to the story, rearrange theevents in the sequence that you listened to
All of a sudden, he felt someonetugging at his fins
He had a great time as he swam in theblue waters with all the other sea
creatures in the sea
Before he realised it, he found himselftrapped in a fishing net
One day Sammy the baby shark
decided to go for a dip in theocean. He was a very special sharkas he was blue in colour.
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Post listening activity
Listen to an environmentalist speak on why sharksare endangered species and how we can protectthem. Take notes of the main points as you listen
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Integrating Speaking skills
Role play
You have been asked to campaign for the protection of sharks atyour school assembly
Use the notes you have made earlier and pictures provided,persuade your classmates to help save the sharks. Give reasons whythey need to do so
There will be a question and answer
session at the end of your talk.
Respond to their
questions.
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Notes and pictures
Ban the killing of sharks asthey are endangered species
Do not maim the shark
Stop serving shark fin soup atwedding dinners
Boycott allproducts thatare derived fromsharks
Speaking : Production
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Speaking : ProductionForm & Meaning Focus
Ban the killing of sharks as they are endangered species
Do not maim the shark
Stop serving shark fin soup at wedding dinners Boycott all products that are derived from sharks
Form: Use of the negative imperative
Meaning : Campaigning for saving the shark
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Recycle the text:
Listening
Get students to retell the story to their friend
They use the same forms but substitute with another
creature which needs to be protected
Speaking
Students work in pairs. Based on pictures and notes given,
Create a Pre-Reading Activity
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Create a Pre-Reading Activityto fit the Task Focus
Activity: Ordering and Sorting
Activity Design:
Create a questionnaire with 10 statements
about the major food groups. Get students
inpairs to say whether each one is true or
false.
Do not be too concerned about students
Work in Pairs to Answer
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Work in Pairs to AnswerThe Questionnaire (T/F)
STATEMENTS T/F
1. The four food groups are: carbohydrates, protein, fats and vitamins/minerals.
2. Carbohydrates and fats are energy-giving foods.
3. If we eat too much fats, we will become obese.
4. If we eat a meal rich in starch, we will get hungry very quickly.
5. Rice, noodle, bread and pasta are all contain sugar.
6. If we eat more calcium food, we will have better eyesight.
7. Carrots and eggs contain Vitamin A.
8. Protein food is necessary for the growth and repair of our muscles.
9. Cakes, biscuits and pastries are rich in protein.
10. Fruits with Vitamin C like oranges and lemons give us healthy teeth and gums.
Meaning Focussed: Introduce the content of
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Meaning Focussed: Introduce the content ofthe text and new vocabulary
STATEMENTS T/F
1. The four food groups are: carbohydrates, protein, fats and vitamins/minerals. T
2. Carbohydrates and fats are energy-giving foods. T
3. If we eat too much fats, we will become obese. T
4. If we eat a meal rich in starch, we will get hungry very quickly. F
5. Rice, noodle, bread and pasta are all contain sugar. F
6. If we eat more calcium food, we will have better eyesight. F
7. Carrots and eggs contain Vitamin A. T8. Protein food is necessary for the growth and repair of our muscles. T
9. Cakes, biscuits and pastries are rich in protein. F
10. Fruits with Vitamin C like oranges and lemons give us healthy teeth and gums. T
While-Reading Activities
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While-Reading Activities
Provide the scaffolding of meaning andform by having learners fill in graphicorganizer and/or a table as the students
read in pairs or individually, aloud orsilently.
1. Hierarchy Graphic Organizer:
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To show the relationship between food groups
4 food groupsVitamins &
Minerals
Calcium
VitaminA, B, C
Fats
PlantAnimal
Protein
PlantAnimal
Carbohydrates
SugarStarch
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How can we improve these questions
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How can we improve these questionsto make them more meaning focused ?
Post-Reading Activity:
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Post Reading Activity:Form & Meaning Focus
1. If we eat a meal rich in starch, we should not behungry too quickly.
2. If we eat too much fats, we may become obese.
3. If people are obese, they can get heart diseases.
4. If we eat carrots and eggs, we will have good
eyesight.
Form: conditional tense (modals)
Meaning: Cause-and-effect
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Recycle the text: Running Dictation
Purpose: Get students to recall what they have read. Prepare a number of copies of a section of the text. Pin these to the walls round the classroom. Divide students into groups Members of the group take it in turns to run to the
wall and remember as much of the text as they can. They then run back to the group and dictate what
they have remembered. As soon as a group believe they have completed the
task they take it to the teacher.
Teacher notes down time taken on their paper. Mark paper and add thirty seconds for each mistake.
Material Evaluation for Writing:
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Material Evaluation for Writing:Primary 6 Workbook, Pp. 39-40
Evaluate and adapt the material based onthe
following 6 aspects (see the checklist):
A.The Task
B.The Rubrics
C.The Visuals
D.Authenticity
E. Model of Language Use
d ll k
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Choice of Task: Creative Group Project
What is the learner expected to do?- to create a meaningful information text on keeping fit and healthy
What language input is given to the learner?- the cause of obesity- advice on how to keep fit and healthy
What does the task focus on? - form and meaning
With whom does the learner interact?- individual and group work
What is the expected product from the learner?
- writing of the information text with visuals (a poster) 78
Modelling a Writing Task
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Material Adaptation :
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Material Adaptation :A Pre-Writing Activity
Do you think Bertha looked better when she wasfat or when she was slim? Write a list of 3 reasonsto support your answer.
S ff ldi b C i
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Scaffolding by Comparison
How Bertha looks now How Bertha will look when she is slim
1. She lost her teeth
2. She has spots on her face
3. She is over-weight
What Bertha should not eat and not do What foods Bertha should eat and do1. 1. Eat fruit, fresh vegetables, healthy snacks
2. Drink fizzy drinks 2.
3. Be a potato couch 3. Do more exercises like: ..
Writing Task Selection:
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Writing Task Selection:Creative Project
Design a poster with tips to help students in yourschool keep fit and heaIthy.
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BRUNEI ENGLISH LANGUAGE
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BRUNEI ENGLISH LANGUAGECURRICULUM FRAMEWORK, P.20
BRUNEI ENGLISH LANGUAGE
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BRUNEI ENGLISH LANGUAGECURRICULUM FRAMEWORK, P.22
3.11 Thinking Skills and Questioning
Thinking skills is one of the essential skills highlighted in the new NationalEducation System for the 21st century or Sistem Pendidikan Negara AbadKe-21(SPN 21). It is to be made explicit in the teaching and learning for alllevels of schooling, either at primary or secondary level. Thinking skills andthinking strategies should be integrated in the teaching and learning
processes.
The Thinking Skills our students need to develop: Blooms Six Taxonomy (know, comprehend, apply, analyze, synthesize,
evaluate), Observe (speculate, collect data, organize),
Reflect (compare/contrast, identify relationships, drawinferences/assumptions),
Resolve (values with new materials, personal assumptions, andpreferences), and
Evaluate (evidence, premises, statements of policy and value, agendas).
It is recommended that schools give priority to the development ofcommunication skills, creativity and critical thinking skills (3Cs). To enhance
BRUNEI ENGLISH LANGUAGE
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BRUNEI ENGLISH LANGUAGECURRICULUM FRAMEWORK, P.52
STANDARD DESCRIPTORS for standard 4 (WRITING)
Enjoy writing strings of sentences and show satisfaction onthe finished products.
Reread their own writing, checking that it makes sense.
Use of strategies to revise writing; for example, readingaloud, use of feedback from others.
Apply combination of writing with drawings or computergraphics to support meaning.
Show enthusiasm to edit writing independently for correctgrammar, capitalization, spelling, punctuation, and sentence
structure.
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BRUNEI ENGLISH LANGUAGECURRICULUM FRAMEWORK, P.7
By the end of their primary schooling,learners should be able to write lists,messages, letters, instructions, directions,
simple poems and stories, descriptions,simple recounts and simple reports forvarious purposes.