Module 1: The new English language curriculum and the CEFR

This module explains why the English language curriculum has been changed, and what role the
Common European Framework of Reference for Languages (CEFR) plays within the reform.
By the end of this module, you will have:

 learned about reform objectives and teacher responsibilities as English language

educators;
 developed an understanding of the CEFR scales and levels;
 studied the link between the new curriculum and the CEFR;
 explored the purpose of curriculum-related documentation;
 reflected on learning and provided some short feedback on the learning experience.

The CEFR and the new curriculum

What is the CEFR?

 The Common European Framework of Reference for Languages (CEFR) is an international

standard for describing language ability. It uses Can Do statements to describe a language
learners’ language ability.
 It describes progressive language development in six main levels.
 It covers the four core skills (Reading, Writing, Speaking, Listening) and the language elements
within them (grammar, vocabulary).
 There are global (or general) scales which describe the level of language ability in general. They give
us an overall description of learners’ language ability at a glance.

The curriculum documents

The CEFR-aligned curriculum is described in documents designed to support learning. In this section
of the training we will review the documentation and think about how it can be used to support
classroom delivery.

The curriculum is designed to support learning through the use of effective standards, teaching
practice and assessments. The documents are made up of four components and you need to be
familiar with all of them. These four components are: 

1) The Curriculum Framework: A description of the overall content for each teaching context
(primary or secondary school) including the language and skills that students should achieve in each
level matched to identified Content and Learning Standards. 
2) The Standards-Based Curriculum and Assessment Document (DSKP): This document
incorporates a mapping of the English Language Content, Learning and Performance Standards as
well as pedagogical approaches aligned to the CEFR.

3) The Syllabus: A detailed description of the topics, language, specific skills and related skills
covered in each level linked to the textbooks and resources being used.

4) The Scheme of Work (SoW): A detailed description of how to deliver lessons for teachers
including lesson outlines linked to learning standards, examples of differentiation and suggested
activity ideas. The lesson outlines provide logically staged lesson sequences using pupil-centred
activities that have clearly identified aims and outcomes. 

There is also a textbook with suggested learning activities. The SoW helps the teachers see the relationship
between the learning activities in the textbook and the learning standards in the curriculum. Teachers are also
supported by the Teacher's Book which gives teachers a step-by-step instruction on how to deliver the lesson.
It is very important that teachers use the SoW and the textbook, including the Teacher's Book, together when
planning a lesson.  

The SoW is a useful tool for teachers at lesson planning stage as it contains useful guidance
including pre-lesson and post-lesson activities and references to textbook activities that are linked to
the learning standards. The SoW contains several parts:

 An introductory part which…

1. explains how the SoW works

2. explains how lessons are organised and any exceptions or notes to pay attention to
3. contains a section on differentiation strategies, generic pre- and post-lesson activities and a
glossary to explain terms found in the SoW and Content/Learning Standards for the grade.

 Lesson cycles: contain all the lesson outlines with instruction on how to adapt teaching and
learning in order to meet the learning standards in each lesson. 

It is very, VERY important to read through the introductory part at the beginning of the school year
and refer to sections like differentiation strategies, generic pre- and post-lesson activities and the
glossary.
 Module 2: Listening skills

This module focuses on developing and assessing Listening skills in the new curriculum. 
By the end of this module, you will have:

 studied the features and benefits of a pupil-centred learning approach;

 explored how to use a framework for teaching and assessing Listening skills;
 studied the Listening Content and Learning Standards in the new curriculum;
 examined some Listening activities in relation to the Learning Standards;
 explored and devised appropriate sequenced activities for the Listening Learning Standards;
 used material from the textbook to plan a Listening lesson;
 reflected on learning and identified action points for future lesson planning.

Pupil-centred learning
A pupil-centred teaching approach is where pupils’ needs are at the centre of teaching and learning.
These needs are related to their individual proficiency level, interests, motivation and so on.

Previously, you watched a video which explained the importance of the CEFR to the new curriculum.
You probably remember that the CEFR promotes a pupil-centred learning approach. It is about what
pupils can do with language.

So, in what ways is the new KSSM/KSSR curriculum pupil-centred?

The CEFR levels and descriptors have been used to define and write the Content and Learning
Standards in the new KSSM/KSSR curriculum, and therefore the new KSSM/KSSR curriculum
promotes a pupil-centred learning approach focused on what pupils can do in English.

Think about the kind of activities that you can do in class. Some of them are more teacher-centred
(when the teacher has more control), and some are more pupil-centred (when the pupils have more
control and responsibility).  It is good to have lessons that are predominantly pupil-centred in order
to allow pupils to take responsibility for their learning, practise their skills, and work at the right level
and speed for them.  However, not all activities nor all lessons will be completely pupil-centred - it
will depend on the context, e.g. the class group, the skill being developed. Most lessons will have a
mix of different activities, some of which are more pupil-centred and others which are less pupil-
centred.

Planning a Listening activity

We would like you to plan your own Listening activity now. 
This activity could be for any topic or with any material - it is up to you. The purpose of doing
this is to focus on the principles of a good listening lesson, one which is appropriately staged and
which demonstrates pupil-centred learning. You should therefore spend time on planning the
stages of the lesson more than the content or focus of the listening.

Planning your activity

1. Please choose one of the Learning Standards that was not focused on in the previous exercise. 
We suggest that you choose one of the following: 

 1.2.2
 1.2.4
 1.3.1

   2. Plan your activity: think about the pre-, during- and post- stages.  Remember that we recommend
focusing on gist during the first listening, then in the second listening, focusing more on detail.
Furthermore, it is good to include an element of personalisation in the post-listening stage. 

Please also keep in mind that the activity should be as pupil-centred as you think is realistically
possible in your teaching context.

Planning a Listening lesson

The previous activity focused on planning a Listening activity with the emphasis on the type of
activity and stages. 

This task takes it a step further and asks you to plan a lesson using the lesson plan
template provided by the Ministry of Education, and focusing on specific material from the textbook. 

In the information below, you will see that the main skill is Listening and that there is also a
complementary Speaking skill.  Therefore you will have to consider how to include both in your
lesson plan.

You should imagine that you are planning the lesson for a class that you know already, as this will
help you to envisage which activities will work well in your context.

The whole planning activity should take around 45 minutes.

Look at the information below and use it to plan your Listening lesson. 

Theme: World of Knowledge
Topic: Free time

Cross curricular elements: Language and Patriotism

Language/Grammar focus:  Nationalities and asking questions

Standards for a Listening skills lesson:

  Content standard Focus Learning Standard

Main skill Listening   Listening
1.2 Understand 1.2.5
questions on
Understand meaning in a Understand a sequence
familiar topics
variety of familiar of supported questions
contexts  
 
Complementary skill Speaking   Speaking
2.1 Describe people and 2.1.5
things clearly
Communicate simple Describe people, places
information intelligibly   and objects using
suitable statements
   
 
 

Refer to textbook materials in the Year 5 textbook Student’s Book:

 Activities 1–4 p.11

 Instructions for teachers in the Teacher’s Book p.25

Module 3: Differentiating learning

his module focuses on differentiating learning in the English classroom.

By the end of this module, you will have:

 developed a better understanding of the principles of differentiation;

 reflected on differentiation in your current practice;
 identified and explored differentiation strategies in the Scheme of Work;
 analysed a sample lesson from the Scheme of Work and identified appropriate differentiation
strategies for it;
 studied the links between Formative Assessment and differentiation.

QuizA definition of 'differentiation'
Completed: A definition of 'differentiation' (achieved pass grade)
 This next activity requires you to complete a questionnaire on your own teaching practice.
There are no right or wrong answers, so be honest!

 FileDifferentiation questionnaire
Completed: Differentiation questionnaire. Select to mark as not complete.
 In this next activity, you will explore the seven differentiation strategies outlined in the
Scheme of Work.

 QuizSeven strategies for differentiating learning in the classroom

Completed: Seven strategies for differentiating learning in the classroom (achieved pass grade)
 In the following activity, you are asked to read a Lesson Outline from the Scheme of Work
and think about how you would differentiate the activities for one of your classes.  

If you need to refer to the seven differentiation strategies to help you, please download
the Differentiation strategies in the Scheme of Work document from the Document library at the top
of the page. 

You will also need to refer to the Student's Book and Teacher's Book, both of which are also available
in the Document library.

 FileDifferentiation in the Scheme of Work

Completed: Differentiation in the Scheme of Work. Select to mark as not complete.
 Finally, please read the document below about formative assessment, and consider how it is
related to differentiation. Once you've read the document, try the formative assessment and
differentiation quiz to complete the module

 FileFormative assessment and differentiation

Completed: Formative assessment and differentiation. Select to mark as not complete.
 QuizFormative assessment and differentiation quiz


Module 4: Speaking skills

This module focuses on developing and assessing Speaking skills in the new curriculum.
By the end of this session participants will have:

 extended understanding of key concepts relating to Speaking skills;

 considered and practised self-assessment of Speaking skills;
 analysed and reflected on common problems with Speaking and teacher responses to
these;
 been introduced to the Speaking Learning Standards in the curriculum framework;
 read about and reflected on Speaking activities for the new curriculum in their own
context;
 used material from the textbook to plan a Speaking lesson for a class they know well;
 reflected on learning and identified action points for future lesson planning.
  This activity introduces some useful expressions for talking about Speaking skills.

 QuizQuiz: Useful terms for Speaking

Completed: Quiz: Useful terms for Speaking (achieved pass grade)
 Next, you will read about why self-assessment is an important component of learning, and
work with a self-assessment framework.

 PageThe importance of self-assessment

Completed: The importance of self-assessment
 FileSelf-assessment framework for Speaking
Completed: Self-assessment framework for Speaking. Select to mark as not complete.
 In the following activities, you are going to look at a number of issues that teachers face
when teaching Speaking in the classroom.

 QuizIssues in the Speaking lesson

Completed: Issues in the Speaking lesson (achieved pass grade)
 FileTeacher responses to issues with Speaking in class
Completed: Teacher responses to issues with Speaking in class. Select to mark as not complete.
 QuizMatch the teacher responses to the issues
Completed: Match the teacher responses to the issues (achieved pass grade)
 QuizHow teachers can support pupils' Speaking
Completed: How teachers can support pupils' Speaking (achieved pass grade)
 The next activities focus on understanding the Content and Learning Standards for Speaking.

 FileContent and Learning Standards for Speaking

Completed: Content and Learning Standards for Speaking. Select to mark as not complete.
 QuizMatch activities to Learning Standards
Completed: Match activities to Learning Standards (achieved pass grade)
 Now we are going to look at how one of the Speaking activities could be used in your
classroom.

 FileNotes on a Speaking activity

Completed: Notes on a Speaking activity. Select to mark as not complete.
 Please compare your notes with this exemplar. Remember, there are no right or wrong
answers to this part and these notes will be different from yours, but it is hoped that they will
help you to understand what is required in planning a Speaking activity.

 FileExemplar notes on a Speaking activity

Completed: Exemplar notes on a Speaking activity. Select to mark as not complete.
 The next part of this module requires you to plan a Speaking lesson and then reflect on your
lesson plan.  Before you do this, please have a look at the targets for lesson planning that
you set at the end of the Listening module, and bear these in mind during the next activity.

Remember, the appropriate pages of the Student's Book and the Teacher's Book are both available
in the Document library at the top of the page.

 FileLesson plan template

Completed: Lesson plan template. Select to mark as not complete.
  FileInformation for planning a Speaking lesson
Completed: Information for planning a Speaking lesson. Select to mark as not complete.
 FileReflection on lesson planning
Completed: Reflection on lesson planning. Select to mark as not complete.
 FileExemplar Speaking lesson plan
Completed: Exemplar Speaking lesson plan. Select to mark as not complete.
 The final activity in this module asks you to think about what you have learned on the course
so far and set some new targets for your future learning.

 FileSetting new targets

……………………………………………………………………………………………………

The importance of self-assessment

Why is self-assessment important?
Various studies have shown that students learn better when they take responsibility for their own
learning and are able to learn independently. Being able to self-assess is a key element of
fostering this independence in pupils.
Self-assessment allows pupils to understand where they are and where they need to go, i.e. it is a
kind of formative assessment. It highlights their strengths and also areas to work on for future
study.
It helps pupils develop an understanding of the learning process – they learn how to learn, which
is an important study skill that extends beyond the English language classroom.
As pupils will need to think about their work and how it can be improved, self-assessment also
encourages pupils to develop critical thinking skills, a key higher-order thinking skill.
Success in a Speaking activity in English class can be assessed using the following criteria:

 Motivation:  I wanted to participate.

 Conceptual:  I knew what I wanted to say.
 Language (fluency): I could express myself fluently.
 Language (accuracy): My language was accurate enough to be understood easily.
 Interpersonal:  I interacted confidently.
 Personal preference:  I enjoyed the activity.
 Task:  I knew what I had to do.

Module 5: Reading skills

 In this first activity, you have to read a film review and answer the questions in the quiz which
follows. Don't be surprised if you don't understand all the text!

 FileFilm review
Completed: Film review. Select to mark as not complete.
 LessonFilm review quiz and reflection
Completed: Film review quiz and reflection
 Now you are going to learn about how pupils can be supported with their reading. Read the
document below, then try the quiz to see how much you have learned.

 FileSupporting pupils with Reading

Completed: Supporting pupils with Reading. Select to mark as not complete.
 QuizSupporting pupils with Reading - quiz
Completed: Supporting pupils with Reading - quiz (achieved pass grade)
 These next activities ask you to define some key terms for Reading, and then think about the
Content and Learning Standards, and which processes and skills are linked to which Standards.

 QuizKey terms for Reading

Completed: Key terms for Reading (achieved pass grade)
 FileContent and Learning Standards for Reading
Completed: Content and Learning Standards for Reading. Select to mark as not complete.
 QuizLink Reading processes and skills to Learning Standards
Completed: Link Reading processes and skills to Learning Standards (achieved pass grade)
 In this next activity, you will be asked to read a text on the Dos and Don'ts of teaching
Reading. This document is very helpful and we would suggest downloading and keeping it for the
future. Once you have finished reading it, do the quiz to check your understanding.

 FileDos and Don'ts of teaching Reading

Completed: Dos and Don'ts of teaching Reading. Select to mark as not complete.
 QuizDos and Don'ts of teaching Reading - quiz
Completed: Dos and Don'ts of teaching Reading - quiz (achieved pass grade)
 The next part of this module requires you to plan a Reading lesson and then reflect on your
lesson plan.  Before you do this, please have a look at the targets for lesson planning that you set at
the end of the Speaking module, and bear these in mind during the next activity.

 FileLesson plan template

Completed: Lesson plan template. Select to mark as not complete.
 FileInformation for planning a Reading lesson
Completed: Information for planning a Reading lesson. Select to mark as not complete.
 Once you have completed your lesson plan, you can compare it to the corresponding Lesson
Outline in the Scheme of Work (available in the Document library).  Then, please consider the
questions on the Reflections on lesson planning worksheet below. Make notes to answer these
questions as you will need them in the final task of the module.

 FileReflections on lesson planning

Completed: Reflections on lesson planning. Select to mark as not complete.
 The final activity in this module asks you to think about what you have learned on the course
so far and set some new targets for your future learning.

 FileSetting new targets

Module 6: Writing skills

 This module focuses on developing and assessing Writing skills in the new curriculum.

By the end of this module, you will have:

 developed an understanding of Writing skills and appropriate classroom tasks;

 analysed the Writing Learning Standards in the curriculum framework;
 studied a three-step model for producing written text;
 used materials from the textbook to plan a Writing lesson;
 reflected on learning and identified actions for future lesson planning.

Your progress Help with Completion tick boxes

 QuizWriting as a learning task
Completed: Writing as a learning task (achieved pass grade)
 This next activity requires you to download and read the Writing Content and Learning
Standards document, then read the short article entitled The Writing process below, and finally try
the quiz to check what you have learned.

 FileWriting Content and Learning Standards

Completed: Writing Content and Learning Standards. Select to mark as not complete.
 PageThe Writing process
Completed: The Writing process
 QuizWriting process and Learning Standards quiz
Completed: Writing process and Learning Standards quiz (achieved pass grade)
 In the next activity, you are going to learn about the stages of the Writing process. Once you
have read a short text, you are going to look at some Writing skills and activities, and decide at which
stage they would normally be used.

 QuizWriting stages
Completed: Writing stages (achieved pass grade)
 QuizPractice examples of Writing activities
Completed: Practice examples of Writing activities (achieved pass grade)
 The next part of this module requires you to plan a Writing lesson and then reflect on your
lesson plan.  Before you do this, please have a look at the targets for lesson planning that you set at
the end of the last module, and bear these in mind during the next activity.

 FileInformation for planning a Writing lesson

Completed: Information for planning a Writing lesson. Select to mark as not complete.
 FileLesson plan template
Completed: Lesson plan template. Select to mark as not complete.
 Once you have completed your lesson plan, you can compare it to the corresponding Lesson
Outline in the Scheme of Work (available in the Document library).  Then, please consider the
questions on the Reflections on lesson planning worksheet below. Make notes to answer these
questions as you will need them in the final task of the module.

 FileReflections on lesson planning

 Completed: Reflections on lesson planning. Select to mark as not complete.
 The final activity in this module asks you to think about what you have learned on the course
so far and set some new targets for your future learning.

 FileSetting new targets

……………

Writing as a learning task

What do you think makes a good writing task for your pupils?  

Read the following good teaching practices and think about your own practice: 

 Pupils will be more engaged with a writing task which has a clear, meaningful purpose.

 A writer always writes for someone, their audience, so pupils should too. This helps make
writing communicative.

 Real-world (authentic) writing tasks have a clear purpose and can often be simulated for the
classroom.

 Using technology (e.g. class websites, blogs, mobile phones, i.e. real-world) can also give
writing meaning and purpose.

 We can use pre-writing tasks to stimulate pupils’ imagination for creative writing (e.g.

visual input, story cards) or to support pupils with language or ideas for writing.

 We can differentiate writing task requirements (e.g. length, accepted level of accuracy, focus

of feedback or personalised topic) in order to make the task more pupil-centred.

 We can focus on the process of writing by helping pupils plan and draft their work, give peer
feedback  and write final drafts.

 Collaborative group and pair writing tasks support pupils learning from and with each other.

 Pupils are expected to write texts which use common features of discourse at the level, e.g.
simple conjunctions, adverbs of sequence, punctuation.

 Pupils should always know what is expected in a task – its purpose, content, length,
language focus, assessment, etc.

 
The Writing process
 

There are several Writing skills that pupils need to practise in order to develop their Writing
competency. These skills can be referred to as the Writing process.  The more your pupils practise
Writing skills, the more these skills become embedded and natural for them.  

The list below contains skills for Writing that pupils are expected to practise regularly while doing
classroom Writing tasks: 

 Putting sentences together to form a paragraph

 Drafting the Writing
 Applying cohesion effectively (linking sentences and paragraphs)
 Editing and redrafting the work
 Proofreading and correcting the work
 Organising ideas logically
 Writing legibly
 Using grammar and vocabulary accurately
 Selecting and planning appropriate content
 Using spelling and punctuation accurately

Think: How do the Learning Standards which you downloaded relate to these Writing skills? 

Writing stages
Pupils should follow a few stages when producing a Writing task:

 Composing: planning and drafting writing; thinking about the purpose and audience for a text.

 Crafting: getting the grammar right; using appropriate vocabulary and sentence structures; using
the features of a text type correctly; linking ideas; organising the text effectively. 

 Improving: reviewing and revising a piece of writing; editing Writing to remove errors;

responding to feedback.

Note that these correspond to the stages in what is known as ‘process Writing’, where pupils plan their
work, then draft it. Lastly, they redraft it following feedback. Do not worry if you use different names for
the Writing stages, e.g. 'improving' could be referred to as 'editing'. The important thing is that you use
stage names that are clear for your pupils, and that ensure your pupils understand and follow them in
every Writing task. 
 Practice examples of Writing activities
Select the correct Writing stage for the following examples of Writing skills which pupils usually use
while writing.  For example:

 Using ‘Wh’ questions (What Where, When, Who, How, Why) to plan and organise ideas
- Composing 

 Using conjunctions (e.g. or, but) to join sentences into a paragraph - Crafting

 Peer editing using an editing code - Improving 

Module 7: Language Awareness

This module focuses on teaching and assessing Language Awareness.

By the end of this module, you will have:

 participated in and reflected on sample grammar practice activities for the new curriculum;
 considered the treatment of grammar in the CEFR and the new curriculum;
 been introduced to a three-stage process in grammar learning;
 considered the links between grammar form and the new curriculum;
 tried a grammar activity and reflected on how it could be used in a class in Malaysia;
 used material from the textbook to plan a Language Awareness lesson for a class you know
well; 
 reflected on learning and identified actions points for future lesson planning.

Your progress Help with Completion tick boxes

 The first activity in this module asks you to try a classroom activity which can be used to
teach grammar: a dictogloss.  As you do this activity, think about how you could use it with your
pupils.

 QuizTeaching grammar through skills: Dictogloss

Completed: Teaching grammar through skills: Dictogloss
 LessonDictogloss: why use one?
Completed: Dictogloss: why use one?
 QuizDictogloss quiz
Completed: Dictogloss quiz (achieved pass grade)
 In the following activity, you are going to learn about the relationship between grammar, the
CEFR and the new curriculum.  Try the quiz below to see what you know already, and remember to
read the feedback carefully.

 QuizGrammar, CEFR and the new curriculum

 Completed: Grammar, CEFR and the new curriculum (achieved pass grade)
 Now, you are going to read about a framework for teaching grammar. Once you have
finished, do the quiz to check what you have learned.

 FileTeaching grammar: a framework

Completed: Teaching grammar: a framework. Select to mark as not complete.
 QuizTeaching grammar - quiz
Completed: Teaching grammar - quiz (achieved pass grade)
 Below, you are going to look at some Content and Learning Standards, and areas of
grammar outlined in the Syllabus.  Then, you have to decide how the grammar is related to the
Learning Standards.

 FileContent and Learning Standards extract

Completed: Content and Learning Standards extract. Select to mark as not complete.
 FileSyllabus extract
Completed: Syllabus extract. Select to mark as not complete.
 QuizLearning Standards and grammar quiz
Completed: Learning Standards and grammar quiz (achieved pass grade)
 Next, you will be introduced to some activities for teaching grammar. While doing these,
think about how you could use them with one of your classes, and afterwards, complete the
reflection worksheet.

 PageActivities for teaching grammar

Completed: Activities for teaching grammar
 FileGrammar activities - reflection
Completed: Grammar activities - reflection. Select to mark as not complete.
 The next part of this module requires you to plan a Language Awareness lesson and then
reflect on your lesson plan.  Before you do this, please have a look at the targets for lesson planning
that you set at the end of the last module, and bear these in mind during the next activity.

 FileInformation for planning a Language Awareness lesson

Completed: Information for planning a Language Awareness lesson. Select to mark as not complete.
 FileLesson plan template
Completed: Lesson plan template. Select to mark as not complete.
 Once you have completed your lesson plan, you can compare it to the corresponding Lesson
Outline in the Scheme of Work (available in the Document library).  Then, please consider the
questions on the Reflections on lesson planning worksheet below. Make notes to answer these
questions as you will need them in the final task of the module.

 FileReflections on lesson planning

Completed: Reflections on lesson planning. Select to mark as not complete.
 The final activity in this module asks you to think about what you have learned on the course
so far and set some new targets for your future learning.

 FileSetting new targets

………………………………..
Dictogloss: why use one?
Why use a dictogloss?
The activity that you have just done is called a dictogloss. You can see that it has elements of the old
classroom activity dictation, but it is also a 'gloss', or a paraphrase, of what it is said.

Normally, this activity would be done in class with the following steps:

1. The teacher reads out the dictogloss twice while pupils take notes.
2. Pupils get together in pairs or groups to try to reconstruct the text.
3. The teacher reads again as necessary so they can check their answers and add any words
they are missing.
4. The teacher can now focus on an element, or elements, of grammar and vocabulary from the
dictogloss.

This activity is therefore collaborative – pupils work in pairs or groups – and it asks pupils to focus on
the form of the language because you are asking them for accuracy in reconstructing the text.

Dictogloss: why use one?

Dictogloss: reflection
Take a moment to reflect on these questions:

Skills: What language skills did you use to complete this task?

Language focus: At which stage(s) did you focus on form? And meaning?

Task: How could you use this activity in your Year 5 class?

Differentiation: How could you set up the task to support less proficient pupils?
Dictogloss: why use one?
Dictogloss: answers
Some possible answers to the questions on the previous page:

Skills: Participants will have used listening (to the trainer and to each other), speaking (to each
other while rebuilding the text), writing (to rewrite the text) and reading (while reviewing the
text as it is being rewritten, and checking the answers).

Language focus: Focus on form when listening for the parts of speech and reconstructing the text
accurately; Meaning when reconstructing the text, but probably NOT while listening.

Task: Using a simple, short text is important because this is quite a challenging activity. The text
should include plenty of examples of the target language (i.e. the grammar being learned at the
moment). As the focus is heavily on form, you could balance this with a follow-up activity
focusing more on meaning, such as to draw a group picture in response to the sentence they have
written, or to answer a gist question.

Differentiation: Note that this can be a challenging activity and group success will depend on
how well each pupil can hear the words. Design the sentence, set up and assign the roles so that
less proficient pupils listen for less frequent and simpler words (e.g. just articles, just adjectives
or just prepositions), and more proficient pupils listen for nouns or verbs, which will probably be
more frequent. Write the text accordingly. Have pupils with the different roles check their
answers together with others with the same role before starting stage 2, so that less proficient
pupils have the ‘correct’ words to contribute. Monitor and re-read the text to groups which are
struggling.

Activities for teaching grammar

Please choose one of the activities below and try it, either by clicking on the link or looking in the
Teacher's Book (available in the Document library).  While you do the activity, think about how you
could use it with one of your classes.

  Activity 1
  Grammar: Possessive adjectives
  Resource: Web-based game. Freely available at:
  https://www.eslgamesplus.com/possessive-adjectives-game/
 
  Pupils roll the dice to move on a board. They answer questions depending on
  the square they land on.
 
 

  Activity 2
  Grammar: have got + adjectives
  Resource: Teacher’s Book, p.22 Optional activity: Vocabulary
 
  Pupils write about what they have in their school bag. Their partner guesses which
  adjective can be added to their sentences.
 
 

  Activity 3
  Grammar: Basic conjunctions
  Resource: Web-based game. Freely available at:
  https://www.turtlediary.com/game/remove-conjunction-from-the-sentence.html
 
  Pupils remove conjunctions from a sentence to create two separate complete sentences.
 
 

  Activity 4
  Grammar: Demonstrative pronouns: This, that, these, those
  Resource: LearnEnglishKids printable. Freely available at:
  https://learnenglishkids.britishcouncil.org/sites/kids/files/attachment/grammar-
  games-this-that-these-those-worksheet.pdf
 
  Pupils do a series of drawing and writing activities on a printable worksheet.
  

Module 8: Language Arts

This module focuses on planning a Language Arts lesson using material provided by the Ministry of
Education.

By the end of this module, you will have:

 used material provided by the Ministry of Education to plan a Language Arts lesson for a
class you know well;
 reflected on your lesson planning;
 reviewed an exemplar Language Arts lesson plan developed by the Ministry of Education;
 reflected on previous action points and identified new action points for future professional
development.

Language Arts lessons are a regular part of the Years 5 and 6 learning plan. They give pupils the
opportunity to encounter and use English more freely in literary contexts. They develop more
extensive reading and listening skills, and ask for personal and creative responses to poems and
stories based on exploration of texts like poems, stories and other literature.

Note that Language Arts lessons have Language Arts Content and Learning Standards as their main
focus. You can find the Content and Learning Standards in the Curriculum Framework document,
available in the Document library.

Your progress Help with Completion tick boxes

 Before beginning the activities below, please review your action points from your reflections
on your planning tasks in previous modules, particularly the most recent one, Language Awareness.
Keep these in mind when planning the Language Arts lesson.

Look at the Information for planning a Language Arts lesson worksheet and the Language Arts
lesson materials provided by the Ministry of Education. Then, using the Lesson plan template, plan a
Language Arts lesson for a one of your classes.

You should spend around 40 minutes on this task.

 FileLanguage Arts lesson materials

Completed: Language Arts lesson materials. Select to mark as not complete.
 FileInformation for planning a Language Arts lesson
Completed: Information for planning a Language Arts lesson. Select to mark as not complete.
 FileLesson plan template
Completed: Lesson plan template. Select to mark as not complete.
 Now, please reflect on your lesson plan using the Reflection on lesson planning worksheet
below.
 FileReflection on lesson planning
Completed: Reflection on lesson planning. Select to mark as not complete.
 FileExemplar lesson plan for Language Arts
Completed: Exemplar lesson plan for Language Arts. Select to mark as not complete.
 The final activity in this module asks you to think about what you have learned on the course
so far and set some new targets for your future learning.

 FileSetting targets for professional development

Module 9: Assesssment for Year 6

This module focuses on providing information about the UPSR exam at the end of Year 6.

By the end of this module, you will have:

 Read a brief description of the test

 Explored the relationship between the Learning Standards, the Schemes of Work and the test

Note: it is required that Year 5 teachers also complete this module to finish the course.

Your progress Help with Completion tick boxes

 PageAn overview of the USPR exam and how it relates to the new curriculum
Completed: An overview of the USPR exam and how it relates to the new curriculum
 QuizCheck your understanding of the new USPR exam

………..

An overview of the USPR exam and how it

relates to the new curriculum

Year 6 pupils will sit the UPSR English exam in its new format starting from 2022. UPSR will test all
four language skills: Reading, Speaking. Listening and Writing. The details of the revised UPSR will be
introduced separately in another training course. 

Introductory overview of the revised UPSR

The new English language curriculum is aligned to the CEFR and aims to enable pupils to
communicate in both written and spoken English. The change in the curriculum aims, and teaching
and learning philosophy, are accompanied by a revision of the assessment. Prior to the introduction
of the CEFR-aligned curriculum, UPSR tested pupils' llistening, reading and writing skills.  The new
UPSR is also aligned to the CEFR, reporting at A1-A2 levels, and has four components:

 Reading and Use of English 

 Writing
 Listening 
 Speaking 

Each component has a number of parts and questions (or test items). The full description of each
component and timing, together with the details of how the revised UPSR will be administered (e.g.
how many skills can be tested in one day, who is going to test speaking, etc.) will be covered in a
future  assessment training course. 

The relationship between the new curriculum and revised assessment

The revised UPSR is structured to test the Learning Standards in the curriculum framework. It is
crucial that teachers do not change the wording of the Learning Standards and follow them as
explained in the Scheme of Work (SoW). Teaching and learning should address the Learning
Standards for Year 6 in order for the pupils to meet expectations.

As mentioned in earlier modules, the SoW is designed to show teachers how to address the Learning
Standards using activities from the textbook, extended activities based on the textbook and
additional activities from outside the textbook. All these activities have been carefully planned and
sequenced in order to focus on addressing the Learning Standards in every lesson (both main and
complementary). Teachers should follow the SoW lessons outlines and use learning activities that
address the Learning Standards specified for each lesson.

The UPSR exam has been designed to test pupils' ability to meet the Learning Standards. Each task
has been mapped to a number of the Learning Standards. For example, a single Listening task is
made up of a number of listening extracts with multiple-choice questions. One such Listening task in
the exam is designed to test:

 1.2.2  Understand with little or no support specific information and details of longer simple
texts on a range of familiar topics
 1.2.5  Understand more complex supported questions
 1.3.1  Guess the meaning of unfamiliar words from clues provided by other known words and
by context on familiar topics

Teachers should therefore ensure that they follow the Learning Standards in the Curriculum
Framework and use the activities, suggestions and tips in the SoW to help their pupils achieve the
Learning Standards.