Two English language programmes implemented in school

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As general knowledge English is important language in our life especially in Malaysia education. In Malaysia students learn to listen, speak, read and write in English. Therefore, the English Reading Corner and Contemporary Literature Programme are implementing in my school, SJKC KUO KUANG,Skudai, Johor. English Reading Corner, a corner in each class, school prepare some reading materials such as fiction or non-fiction story books, dictionary, big books, magazines, newspaper and so on. Pupils allow to read the reading materials while they are free in the class or break time. Contemporary Literature Programme, a programme under Education Department of our government. This is especially for Year 4 to Year 6 pupils to read the literature books. The purpose of this report is to introduce two English programme and state out the way of implementing of the two programmes are holding in my school.

2.0 Contemporary Literature Programme

2.1 Aims and Objectives

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There are two aims of the Contemporary Literature Programme. As First, to help pupils improve their English through reading simple fiction. Second, to provide a continue for the literature component introduced in secondary school.

There are six numbers of objectives of the Contemporary Literature Programme. By the end of their primary schooling, pupils should be able:

To instill and all the reading habit among pupils.

To enrich pupils' vocabulary and language content.

To enhance pupils' thinking skills.

To promote cultural understanding in the Malaysian context.

To improve English Language proficiency of pupils.

To develop good imagination.

2.2 Duration

The Contemporary Literature Programme was carried out whole year for student year 4, 5 and 6. For the teaching period on SJKC, we using 1 English language period every fortnight to teach pupils read their story book which is provide.

2.3 Target Group

The Contemporary Literature Programme is target on student Year 4, 5 and 6. No matter that they are good student or bad student they must develop in this programme. This programme priority for under achieving schools and rural schools. The book chosen for each set are 40% fiction books and 60% non-fiction books. The entire Student's achievement will be recorded in Reading cards or books.

2.4 Report on implementation

With the implemented of the Contemporary Literature Programme, Our school design the programme based on 3 infinite. First, the intensive reading programme based on 3 prescribed texts per year. Second, Genres consist of short stories and poems. Third, every student provide with 3 books, with the assumption that a student will be able to complete 1 book in 3 months.

In our school we select the books which are suitable for our student; we choose the books based on 5 considerations. That is the themes and titles that appeal to 10-12 year olds, suitable fort size, and good quality paper. Beside this, choosing suitable language for both rural and urban student is important to increase their interest. Last, choose the interesting storyline with embedded moral values so that they can continue to read.

This programme is running on classroom time that is structured into 3 stages, which is Pre-reading, While- reading and Post-reading. Because of we planning complete 1 book in 3 months so normally we separate it in one stage per month. We design the stage of reading in four teaching plan and English teacher must state down all the activity they are planning. Teacher always spend the time guiding with the pupils either as a whole class or in groups and pupils are not asked to start with reading on their own before they are ready.

Here, I will report on some activity always been using by English teacher to success this programme. In Pre-reading stage, Teacher will asks pupils introduce the book cover, title page and also ISBN page. Discuss graphics on the front cover of the book with pupils and ask pupils to predict the title of the story. Then, teacher will ask pupils predict storylines based on the given synopsis and where the story takes place. Next, teacher introduces themes using object or picture stimuli to association of ideas and questionnaires on themes in the reader. Beside this, teacher will discuss with pupils about the background information, such as, the author's biography, completing information grid using author's biography. Last, teacher introduces language and vocabulary items before start reading to make them feel comfortable when While-reading stage especially poor student. For example, ask pupils find out the difficult word or vocabulary they are not understand the meaning, then ask them build into group and find out the meaning using dictionary by themself.

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In the second stage of teaching, it is called that While-reading stage. This stage is important to help pupils understand the book. At the first, pupils will be given appropriate entry points in the story for them to predict the story. Some teacher prefer let their pupils talking about the setting of the story and pupils prepare a time line in group to let them understand the story. Next, teacher also will ask pupils to predict outcomes, teacher can accept all the answer if it is in the range of acceptable. Teacher helps pupils to understand the storyline with prepare a story map in the group. Then, Teacher and pupils must talk about the characters in the story to identify the characters and their characteristics. Besides that, they can talk about the events in the story and role-play the events in the story and other pupils ask to answer some simple questions to make sure they understand the events of the story. Last, pupils ask to re-tell part of the story in one' own word to improve their confidence while talking.

In the last stage, Post-reading activities are carried out after pupils have read the whole book. It is sound like reflection. They are to explore beyond the text by using the text as a basis. The activity etc. transfer information from the text into a notice, an advertisement or a letter. Teacher will help pupils develop their critical and creative thinking skills such as ask pupils talk about one's favorite event in the story. Teacher will be develop pupils writing skills from book review or make a folio in group. Besides that, Some teacher like to ask pupils do the vocabulary building activities to group words according to categories to help them keep in memory.

2.5 Strengths and weaknesses of Programme

The implementation of Contemporary Literature Programme was success. The pupils can read at the end of class. However, there were some strength and weaknesses found when carrying out this programme.

Strengths of the Contemporary Literature Programme are we work hard to choosing suitable book for student to encourage they read more on time to time. Teacher guiding the student in classroom time so that when they have problem of reading or Confuse the meaning of the word teacher can solve the problem on the spot to enhance the effectiveness of teaching. Beside this, pupils reading in class with their classmate can increase the feelings between friends and they will feel Learning are not alone. They also love the activity like games , crossword puzzle, it can make they feel that this time of reading is different in other period, is like playing not study, but they study when they are playing.

Unfortunate every programme has weaknesses. After us running in school we recognize that this programme only reading in classroom is good but not enough for our student they are more interested in singing and acting. And the duration of this programme is not enough because when we using 1 English language period every fortnight is only make them read a few book only. Now a day, our student mostly interest in Virtual world like internet or online games more that reading books, if we keeping using old style to teaching we become obsolete in the future.

2.6 Suggestions and recommendations

In order to make Contemporary Literature Programme successful in the future, I would like to give some suggestions and recommendations. Firstly, it is suggested that the duration of Contemporary Literature Programme to be teach in 1 period per week same with SK. That will enable pupils reading more books and teacher can do more activity with pupils too.

Second, activity of teaching can be more interesting and different types of activity such as acting the characters, having small competition and given some present to encouraged preform more active in class or having a puppet show and so on. I am sure that interested activity will be more attractive.

Last, teachers should use information technology in their classrooms example teacher using PowerPoint or flash to show the synopsis of the book, plot, theme or characters briefly, I think this is the way to raise the interest of pupils, and pupils will be more concentrate in our teaching, more response from pupils mean that our programme is success and meaningful.

3.0 English Reading Corner Programme

3.1 Aims and Objectives

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The aim of English Reading Corner is to develop interest of reading English Language materials among pupils and consolidate their basic language from age of seven. While reading the materials, pupils learn the skills of reading, speaking, writing and grammar from the related activities.

There are seven numbers of objectives of the English Reading Corner. By the end of their primary schooling, pupils should be able:

To encourage pupils communicate in English while they are giving their impression.

To improve spelling while pupils writing the reading reports.

To consolidate the basic of English and grammar skill.

To enhance the courage talking and presenting their reading report to audience.

To develop reading news among pupils.

To instill moral values.

To enrich pupils' vocabulary and language content.

3.2 Duration

The English Reading Corner was carried out whole year in our school from the 1s t day pupil in school. Pupils are reading all kind of reading materials while they are free in classroom, after teacher's teaching period, after finishing their homework or at the break time. Teachers spend some times to prepaid for this corner and making some activities after their textbook teaching in class.

3.3 Target Group

The English Reading Corner Programme is target on all the pupils in school (Year 1 to Year 6).

The English teachers of every class as a tutor for the pupils to encourage them to read, to write, to report and making some activities after the pupils reading a book or news. Besides of teachers as a tutor, the better pupils can be a tutor to help those classmates who do not understand while they are reading. Pupils can learn each other to get new information and knowledge.

3.4 Report on implementation

There will have many kinds of reading materials in the English Reading Corner, such as story books, big books, magazines, newspapers, dictionary and so on. All of these reading materials are choosing out from school library or sponsors by pupils. The English Language Panel in school will discuss in the English Language meeting and then choosing the suitable reading materials before the school start. The Story book and big book is choosing from school library based on standard of our student. The newspapers - "New Straits Times" or "The Star" or magazines are sponsor by each class pupils. They bring from their home to share the information with their friend in class.

Pupils are allow and encourage to read these reading materials while they are free in the classroom, after teacher's teaching period, after finishing their homework or at the break time. English teacher as a tutor are ready to help the pupils who meet problems while they are reading. Apart from this, the excellent students also can be the tutor and helping their classmates who meet problems. There are dictionary in the corner. Junior pupils like Year 1 student can use it to learn how to using dictionary and senior pupils can using it to check the vocabulary that they are not understood.

Teacher will appointed a group of student to handle this English corner, duty of them is make sure the corner clean and tidy, helping classmate while they are having problem. And need to repair when book are rip or breakage.

Sometimes, after the textbook teaching in an English Language period, teachers will making some interesting activities such as story-telling, recite poem, brainstorming of IQ questions, crossword puzzle and so on in the English Reading Corner. There are some activities can do in the corner. Firstly, students read a short story or an article from magazine or newspaper. After that, the students can tell the story to their friends, share their story each other. Then, teacher guides the students to make a report or talking about their impression in front of the class. This can enhance their courage while talking and presenting the reading report to the audience. At the meanwhile, teacher encourages others pupils to ask some questions or talk about their opinion related to the report or impression. So, a conversation is creating between the pupils and teacher. These can improve their speaking and listening skills. Besides, teacher guides the pupils to link the report or impression with the moral values. This is one of the way teachers can instill the moral values to the pupils and produce a good attitude generation.

Second, after pupils reading in the corner, they are writing a report and pass up to their teachers. In their reading report, they need to make a conclusion regarding what they had read. From the conclusion, pupils have to list out the title of book or article, what they have learned and what the moral values in the story or an article from newspaper or magazine. Virtually, pupils are learning the good attitude to organize their ideas. This is also improving their writing, spelling and grammar skills.

3.5 Strengths and weaknesses

The English Reading Corner was success. All the teachers and parents gave fully support and cooperation. Pupils are improving in their listening, speaking, reading, writing and grammar. Pupils can communicate in English. The worst pupils can speak in simple and short sentences too. Their writing skills improve day by day. Their improvement makes them become more confidence and some of them start to love English. They feel proud when communicate fluency in English. And feeling glorious because of family and friends praised.

Pupils get more knowledge after reading newspaper in the English Reading Corner. This type of knowledge not only from school input but worldwide. Pupils can learn the new words and vocabulary after reading the story and checking the meaning using the dictionary.

The weaknesses of this programme, teachers lack of times because they need more times to guide pupils to talk, to think, to give opinion in the English Reading Corner besides of their daily teaching to cover the textbook and workbook syllabus. In SJKC, there are not more than 6 periods of English period in a week. Teachers really don't have enough time to run this programme smoothly.

The reading materials are one of the weaknesses. Story books in school are not enough and some of the materials are not suitable for the Year 1 to Year 3 students. Most of the story books are not interesting as they have no colors, no pictures and full page of article. These make pupils feel bored on them. Dictionary, every English Reading Corner only got one dictionary. A class of students shares a dictionary, that really not enough.

3.6 Suggestions and recommendations

In order to make the English Reading Corner more fluency in future, teachers can spend some times after school to carry on this programme. We can arrange the time and make a timetable, so that is convenience to the pupils and teachers to stay back after school. Then, teachers can concentrate and cover their teaching while in class. Besides that, we also need to have some explanation with parent to let them understand that and arrange their timetable to pick up their child.

Second, I suggest that school can using the education fund or PIBG fund to buy more interesting reading materials that are suitable for primary school students especially Year 1 to Year 3 pupils. The books must be colorful and full of attractive pictures such as big books. The juniors prefer that kind of books very much because big books give nice visual effects and the story lines are attractive. Even the seniors also like this kind of book very much. Dictionaries are much needed too. A dictionary is the good helper in pupil study live.

4 Conclusion

It is hoped that the English Reading Corner Programme and Contemporary Literature Programme that is implementing by the English Language Panel of my school, SJKC KUO KUANG, Skudai, Johor can be benefitted by all students form Year 1 to Year 6; no matter they are brilliant or weak student. Hope that every pupils in my school can read correctly, listen clearly, speak confidence and well written. Based on the weaknesses and recommendations, the English Language Panel of my school also hope that to further improve the English Reading Corner Programme and Contemporary Literature Programme in year 2012 in order to make use of English Language more visible in our school.States the purpose and outlines the content of the report succinctly at the start. Historical background is then provided. Clear, well-organised Table of Contents.