ops-eng 1.0_south

8/10/2019 OPS-ENG 1.0_South

1/42

ENGLISH LANGUAGE TEACHING CENTRE (ELTC)

MINISTRY OF EDUCATION MALAYSIA


2/42

Oral Proficiency in English

for Secondary Schools(OPS-ENGLISH)


3/42

Why OPS-English?


4/42

ISSUES AND CONCERNS


5/42

students must be given the opportunityand exposure to speak and understandboth languages.

Deputy Prime Minister & Minister of Education Malaysia

Tan Sri Muhyiddin Yassin

even after learning the language for 13

years at primary, secondary and

matriculation levels, some students still

could not master English.

August 2011

New Straits Times


6/42

TAN SRI MUSTAFA MANSUR

President,FMM

is very concerned over the poor

command of Englishamong our

workforce.

Competency in English is the keyto

creating a pool of competitive, highly

skilledand knowledgeable

manpower.

September 2011

New Straits Times


7/42

Research FindingsDr. Fauziah Hassan

Faculty of Educational Studies

Universiti Putra Malaysia

Focus is on readingand writing

Most frequent activitywriting exercise, grammarand reading comprehension

Speaking & Listening least effectively developed

(little weightage)

Least used materials -Tapes, Videos, T.V.

programmes


8/42

OPS-ENGLISH:

AN MBI INITIATIVEMBIOPS English towards KSSM integration


9/42

Objective To improve students listening and speaking skills

To integrate OPS English into KSSM English Language Curriculum

Expected impact (KPI and targets)

12,600 lower secondary school Englishteachers are trained to deliver effective

integrated listening and speaking skills

lessons to students by 2015

Funding and other support

Owner(s)

BPG / ELTC

Rationale

To enhance listening and speaking skills in the teaching and learning ofEnglish lessons in classroom

To employ fun and innovative methods to teach listening and speaking To improve students listening and speaking skills in English

To build students confidence to speak in English To explore the possibility of incorporating OPS English as an integral

part of KSSM English Language Curriculum

Key actions / analyses

i

ii

iii

iv


MoF EPU


Stakeholders / key syndication required

Kementerian Kewangan Bahagian Kewangan, KPM Bahagian Pembangunan Kurikulum

Bahagian Buku Teks Jemaah Nazir dan Jaminan Kualiti Bahagian Pengurusan Sekolah Harian JPN PPDs and ELO

4 MBI - OPS ENGLISH TOWARDS KSSM INTEGRATION

Initiative Charter TemplateENGLISH LAB

Initiative: OPS English

SOURCE: English lab

Continuous programme monitoring and evaluation to upkeep quality

of delivery of the programme

Training of trainers and teachers to ensure effective delivery of OPS

English lessons in listening and speaking skills

Ensure alignment of OPS English with KSSM English Language

Curriculum

Develop teaching and learning materials and sharing of best

practices from pilot to enhance delivery of OPS English

4


10/42

OPS English has c

SOURCE: ELTC

OPS English has conducted pilot study in 20 schools

nationwide and feedback from teachers and

students is positive

Objectives

To improve students listening skills in English

To create a non-threatening environment forspeaking

To build students confidence to speak inEnglish

To explore fun and innovative methods inlearning English

Focus 20 pilot schools across all bands

5,219 students, 60 teachers

Content Based on the English Language syllabus for

secondary school (KBSM)

Adopts a back to basics approach focusing on

communication skills

Materials

utilised

Students Handbook

Teachers Companion

Audio video DVD

OPS English focuses on listening and

speaking. The impact on students is

marvelous - truly a success story.

Assistant District Language Officer,

Petaling Perdana

So far the response for the programme

has been very good - can see the

enthusiasm in the students.

English Language teacher,

SMK Puchong Batu 14

OPS English is quite easy can help

me to speak English

Form 1 student,

SMK Puchong Batu 14

MBI - OPS ENGLISH TOWARDS KSSM INTEGRATION | CASE FOR CHANGE4

OPS English has conducted its pilot and response is positive

O S G S O S SS G O | SO O S O

4


11/42

Challenges Lab recommendations

Some challenges from pilot have been identified to further improve

implementation of OPS English

Teachers inability to implement theprogramme particularly in conducting

lessons focused on listening and

speaking skills

SOURCE: ELTC; English lab

Integrating OPS English into theKSSM in 2017

Provide training courses to enhancepedagogical skills for integrated

listening and speaking skills as well as

further understanding of the current

School Based Assessment

Align and integrate OPS English tocomplement KSSM in 2017

1

3

MBI - OPS ENGLISH TOWARDS KSSM INTEGRATION | SOLUTIONS OUTLINE

Leverage on key learnings relatingto instruction and assessment of

listening and speaking from pilot

and share best practices

Possible mismatch betweeninstruction and assessment, where

assessment is prepared focusing on

reading and writing skills

2

4


12/42

OPS-ENGLISH:

A PPPM INITIATIVE

(Wave 1)

2013 - 2015


13/42

WHAT IS OPS-ENGLISH?


14/42

Bringing back the Art of Conversation

When learning a language, it is listeningand

speakingthat starts off your foundation.

Reading and writing is incidental. The stronger

the foundation, the easier it is to build on

reading and writing, not the other way round.

Dr Ranjit Singh Gill, Director of ELTC

(The Star, 8 September 2012)


15/42

What is OPS-English?

It is based completelyon the existing English

Language Syllabus and Curriculum

Specifications for Secondary Schools and is

merely a different realisation of the syllabus.


16/42


17/42

Components of OPS-ENGLISH Build the students vocabulary

Provide or create non-threateningenvironment for speaking

Create a supportive learning community

Give every opportunity for students to speakthe language


18/42

Objectives of OPS-ENGLISH

2012 (Form 1) Term 1

100 % OPS-ENGLISH

Term 2

Incorporate OPS-English into

KBSM curriculum

2013 (Form 1 & 2) 100% OPS-ENGLISH Incorporate OPS-English intoKBSM curriculum

2014 (Form 1 & 2) 100% OPS-ENGLISH Incorporate OPS-English into

KBSM curriculum

2015 (Form 1 & 2) 100% OPS-ENGLISH Incorporate OPS-English into

KBSM curriculum

To listen to and understand spoken English

To build students confidence to speak

Target group: Form 1 and Form 2 students

Selection of schools: Bands 3- 6 schoolsImplementation Strategy:


19/42

OPS-ENGLISH

RESOURCES

ROLL-OUT

Objectives To improve students oral communication skills

To develop students confidence in speaking in English

Target Form 1 & 2 students in Band 36 schools

Materials are a complete but different

realization of the syllabus

Provide a large amount of input throughlistening and speaking

Foster meaningful use of language

Encourage student interaction through

pair- and group-work

Support students attempts to speak

through role plays, communication

activities and simulations

Materials incorporate school-based

assessment

Year No of

Schools

No of Lead

Trainers

No of Teachers No of

students

2013 216 36 612 (From1)

72 (Form 2)

56,000

2014 817 180 2,728 (Form 1)

612 (Form 2)

260,500

2015 682 180 2,728 (Form 1)

2,046 (Form2)

341,000

STRATEGY

Semester 1OPS-English

Semester 2Revert tonormal teaching with OPS-English elementsincorporated


20/42

provide & equip teachers with practical and

hands-on strategies

enhance aural and oral skills amongst students

empower the students to speak the Englishlanguage through fun and non-threateningactivities

Programme Outcomes:


21/42

OPS-ENGLISH MATERIALS


22/42

Teaching and Learning Materials


23/42

Students Handbook


24/42

Students Handbook

10 units

Each unit:

comprises 6 pages

covers a theme from the KBSM

syllabus


25/42

Page 1: Stimulus


26/42

Page 2: Building Blocks


27/42

Page 3: Language in Action


28/42

Page 4: Language in Use


29/42

Page 5: Having Fun


30/42

Page 6: Fun in Sharing


31/42

Teachers Companion


32/42

Teachers Companion

Comprise: Mapping of content/skills

Lesson steps for each unit


33/42

MAPPING OF UNITS


34/42

SAMPLE: CREATIVE NOTES


35/42

Lesson Steps


36/42

The Approach

3Ps Approach (Presentation, Practice, Production)

Task Based Approach (TBA) Teacher Talk Approach (TTA)


37/42

3Ps Approach

Involves 3 stages:

1. Presentation stage: teacher presents in contextthe target language item(s)

2. Practice stage: learners practice the languageitem(s) via controlled practice tasks

3. Production stage: learners are given theopportunity to use language in controlled andmeaningful situation (with/without the teacher)


38/42

TBA Approach

Begins with the objective and end product in mind.

1. Pre-task stage: teacher introduces the topic and

clarifies the task2. Task stage: learners work collaboratively in pairs

and small groups

3. Planning stage: learners in their respective groupswork and prepare their presentations, reports etc.


39/42

Teacher Talk Approach

Focuses on the role of the teacherin the classroom

1. To modelrather than to talk/instruct

2. To questionrather than to tell


40/42

Audio-Video DVD


41/42

Comprises an Audio recording of the targetedvocabulary in the Word list for all 10 units

Presents the vocabulary in a Powerpoint-likepresentation

Includes 10 videos to present the targeted sentence

patterns Enhances students vocabulary

Exposes students to repeated use of the language in

context

Why the Audio-Video DVD?


42/42

Q & A

ops-eng 1.0_south

Documents