PKBK3073

ENGLISH LANGUAGE TEACHING

METHODOLOGY FOR PUPILS WITH
LEARNING DIFFICULTIES
 7.0 SYLLABUS STUDY
• The Study and Interpretation of the Learning Difficulties
English Syllabus
• - Themes
• - Learning outcomes
• - Language skills
• - Integration
•
• Primary School Curriculum Standard for Special Education
(Learning Difficulties)
• - Content Standard
• - Learning Standard
 7.0 SYLLABUS STUDY
• 1. Translate the curriculum contents into
meaningful activities
• 2. Offer and defend points related to
educational issues
• 3. Synthesize information from various sources
to gain a coherent understanding of theory and
practice
 7.0 SYLLABUS STUDY
• 1. identify themes used
• 2. write learning outcomes suit able for the
pupils’ ability and inline with the syllabus
• 3. identify language skills to be used
• 4. practice integration in the teaching
Themes

• DSKP specifies a number of topics suitable for primary

school children
• Themes: people, health, plants, animals, objects, food,
activities, processes, events, places, transport & universal
truths
 Learning outcome

Scheme of Work
A plan that indicates what will be taught for
the semester/year and in what order it will
be taught
Objectives set out in the syllabus for each
school year forms the basis for the scheme
of work for the year
The syllabus

• spells out what needs to be taught in any one year

• syllabuses only do so in a very general way, so it needs to
be interpreted
LO

• Then, consider LO.

• Learning outcomes state what students will know or be
able to do as a result of a lesson plan or activity. They can
be expressed as knowledge, skills, or attitudes.
• Learning outcomes are statements that describe
significant and essential learning that learners have
achieved, and can reliably demonstrate at the end of a
course or program. In other words, learning outcomes
identify what the learner will know and be able to do by
the end of a course or program.
Language skills

• Refer to previous notes

Integration

• The concept of integration is particularly important in the

communicative approach
• Important for a number of reasons:
- Real communication involves using more than one skill e.g: L&s
most frequently occur in interactive situations
- integration of language with interests of pupils & needs (e.g:
learning other subjects like Science, Geog., / History increases
interest & motivation
- Variety of input & output in the learning process improves
comprehension & retention
- Language items likes vocabulary & grammar are best learnt in
contexts, integrated with skills like writing & speaking
This way pupils can learn not only when it is appropriate to use target
item, but they will also get multiple & varied opportunities to practise
the target item
 7.0 SYLLABUS STUDY
• Identify Themes Used (DSK tahun 4)
• 1. Greetings and social expressions 9. Parts of the body
• 2. Family members 10. Food
• 3. Personel details 11. Fruits and
vegetables
• 4. Things in the classroom 12. Plants
• 5. Places in the school 13. Animals
• 6. Colours 14. Calendar and time
• 7. Numbers 15. Safety awareness at home,
school
• 8. Things at home and public places
 7.0 SYLLABUS STUDY
• Document Standard: Standard Curriculum for Primary
School
• Special Education : Learning difficulties
• Objectives
• Strand-based curriculum organization
• Standard based curriculum module
• Teaching and learning approach
• Individualized education pelan (RPI)
• Assessment
• Suggested vocabulary
 Format for Lesson Pelan: special
•
education
SAMPLE LESSON PLAN FORMAT
• (SPECIAL EDUCATION – LEARNING DIFFICULTIES)
• Subject / Component ..................................................................
Class: ..............................
• Date : ............................................. Day : ...............................
Time : .....................................
• Number of Pupils : ...................................................................
• Name of Pupils : ...................................................................
• Group 1 : ........................................................
• Group 2 : ........................................................
• Theme : ...................................................................
• Topic : ...................................................................
 Format for Lesson Pelan: special education
• Previous knowledge : ..............................................................................
• Main Focus : .........................................................................
• Content Standard : ............................................................................
• Learning Standard : ............................................................................
• Learning Objectives : .............................................................................
• By the end of the lesson, students should be able to:
• Group 1 : 1. ..................................................................
• 2. ..................................................................
• 3. .................................................................
• Group 2 : 1. .................................................................
• 2. .................................................................
• Verb Wheel
Based on
Bloom’s
Taxonomy
• Domain
• Appropriate
verbs
• Student
product
 Format for Lesson Pelan: special education
• Integration of subjects : ..............................................................
• Integration of skills : ..............................................................
• Element across
curriculum : ......................................................................
• Therapy
element : ..........................................................................
• Moral
value : ..........................................................................
• Thinking
skills : ..........................................................................
• Teaching
aids : ...........................................................................
 TUTORIAL

• Write a complete lesson plan using the

format provided to teach :
• - any aspect of listening or speaking
skill
• - any aspect of reading