Self-Access Learning

Self-Access Learning SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/P&P/SAL/index. html3/31/2005 12:04:49 AM Introduction to Self-Access Learning INTRODUCTION Self-Access Learning (SAL) was first introduced and piloted in SRK Sri Kelana, Selangor Darul Ehsan in 1990. Since then it has been extended to 150 schools in Malaysia. It was initiated by the Curriculum Development Centre, Ministry of Education, Malaysia.

The contents of the book focus on an Overview of SAL, Setting up a Self- Access Centre, Learning Materials and Equipment, Learners Training and SAL in Operation. Sample materials to give teachers and insight into SAL are also included. Introduction to SAL (Overview) | Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 | SAL Booklet file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/introduction. html (1 of 4)3/31/2005 12:04:56 AM Introduction to Self-Access Learning file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/introduction. html (2 of 4)3/31/2005 12:04:56 AM

Introduction to Self-Access Learning file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/introduction. html (3 of 4)3/31/2005 12:04:56 AM Introduction to Self-Access Learning file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/introduction. html (4 of 4)3/31/2005 12:04:56 AM Self-Access Learning SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools CHAPTER 1 Self-Access | Self-Access Learning (SAL) | Objectives | Main Features file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter1a. htm3/31/2005 12:05:06 AM

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Self-Access Learning – Chapter 1 Objectives of SAL q q q q to provide opportunities for pupils to learn how to learn. to cater for the pupils’ individual needs and learning styles. to allow pupils to evaluate and assess their own learning. to complement classroom teaching and learning. Main Features of SAL file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (3 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 Introduction to SAL (Overview) | Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. pk. kpm. my/p/sal/chapter1. html (4 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 Chapter 2 Introduction SETTING UP A SELF- ACCESS CENTRE A self- Access Centre (SAC) is a resource where organized learning materials and equipment are made available and accessible for pupils. In the SAC, materials and equipment such as journals, worksheets, cassette tapes, video tapes, computer assisted language learning (CALL) file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (5 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 rogrammes, games, radio cassette recorders sets and video recorders are placed and organized systematically. Functions of the SAC ? Provides conducive learning environment ? Provides opportunities for pupils to carry out learning activities. ? Houses learning materials and equipment. ? Displays information charts and pupils work. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (6 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 Factors to be considered when setting up a SAC Location The SAC can be a room by itself, a corner in classroom or in the school resource centre.

It should also be easily accessible. In schools with limited rooms or space, teachers can arrange the materials in boxes which can be mobilized to the classroom whenever necessary. Design The design should be conducive to individual learning styles as well as small group interaction. It should be attractive and appealing to the pupils. Layout The layout is the arrangement of furniture, materials and equipment in the SAC. They should be placed in such a way where the pupils can move easily. The SAC would include the following: q q q Reading corner Computer Assisted Language Learning corner Carrels for listening ile:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (7 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 q q q q Video viewing corner Games corner Working area Display area A SAMPLE PLAN OF A SAC IN A SRC SAMPLE PLAN OF A SAC file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (8 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 Books and print materials To ensure that the materials last, worksheets may be mounted onto cards and laminated o sealed in plastic.

Each item is then arranged in separate boxes which are colour-coded for the language proficiency level. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (9 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 Equipment Cassette recorders are the most necessary equipment. They are used for practising listening and speaking skills. The activity cards accompanying the tapes are labelled, colour-coded and placed on shelves. Computers are excellent aids to SAL. Television sets and video recorders enable pupils to listen and watch English programmes.

Time Teachers need time to set up the SAC and to prepare pupils to learn independently. It may take between 3 or 6 months before the SAC can be setup and be functional. Funds Setting up SAC needs time and money. If there is limited fund, teachers have to set priority and seek for assistance or sponsorship. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (10 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (11 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1

A SAC SK Seri Perlis, Perlis A SAC corner in a resource centre SRK Tengku Abdul Halim, Alor Star, Kedah A SAL corner in a resource centre. SK Kampung Baru Keningau, Sabah Introduction to SAL (Overview) | Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 | SAL Booklet file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (12 of 12)3/31/2005 12:05:21 AM Self-Access Learning SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools CHAPTER 2 Introduction to Chapter 2 | Functions of the SAC | Factors to be considered when setting up a SAC ile:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter2a. htm3/31/2005 12:05:32 AM Self-Access Learning SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools CHAPTER 3 Introduction to Chapter 3 | Types of SAL worksheets Type of Self Access Language Learning Materials | Classification code for Worksheet Guidelines for writing worksheets | Procedures for writing worksheets | Checklist for evaluation Self-Access Classification Code for English at Primary School Level file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. pm. my/p/sal/chapter3aa. htm3/31/2005 12:05:44 AM Self-Access Learning – Chapter 3 Chapter 3 SELF-ACCESS LANGUAGE LEARNING MATERIALS AND EQUIPMENT Self-access language learning materials are self instructional materials written or adapted by teachers. They are made available and accessible to the pupils to work individually, in pairs or in groups with or without direct supervision from the teacher. The materials should cater for the pupils learning styles, abilities and interests. The materials written or adapted are based on the language skills, thinking skills, grammar and vocabulary.

They may be learning materials, practice materials or test materials. Types of SAL worksheets Type of Self Access Language Learning Materials | Classification code for Worksheet Guidelines for writing worksheets | Procedures for writing worksheets | Checklist for evaluation Self-Access Classification Code for English at Primary School Level file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (1 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Types of SAL Worksheets Practice worksheet | Test worksheet | Back to Chapter 3 Main Page | Home 1.

Learning worksheet Learning worksheets are those which contain information and explanation for the pupils to read, understand and apply them. Example of a learning worksheet: Yr. 6/Ep3/Blue/(07)/( ) Instructions: i. Read the sentences carefully. ii. Study the diagram below. We use ‘a’ when the noun begins with a consonant, but if the noun begins with a vowel sound, ‘an’ is used. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (2 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Task: Fill in the blanks with ‘a’ or ‘an’. Example: I have …………….. en. I have a pen 1. Pulau Gaya is ……………….. island off Sabah. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (3 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 2. Malaysia has …………………. hot and wet climate. 3. Draw ………………….. line across this circle. 4. My brother Abu is ………………… kite maker. 5. My sister often takes ………………….. apple to school. 6. Mary’s mother bought her ……………….. new umbrella. 7. You cannot make ………………. omelette without breaking eggs. 8.

Puan Farida has …………………. very pretty white cat. Yr 6/EP 3/Blue/(07)/( ) Answer Key 1. an 3. a 5. an 7. an 2. a 4. a 6. a 8. a file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (4 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 2. Practice worksheets Practice worksheets give pupils the opportunity to reinforce the skills learnt in the classroom. The exercises include: * problem solving * games and puzzles Example of a practice worksheet: Yr4/R2. 1/Red/(03)/( ) Instructions: 1. Look at the pictures for the clues. 2. Copy the puzzle into your SAL book. . Complete the puzzle. 4. Check your answers with the answer key. Task: Rearrange the letters to find out the names of the things in the picture below. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (5 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Yr4/R2. 1/Red/(03)/( ) file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (6 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Answer key 1. 3. 5. 7. 9. TREES TRACTOR CLOUD PATH BRIDGE 2. 4. 6. 8. FIELD MOUNTAIN HEDGE GATE 10.

RIVER 12. FENCE 11. TIN Example of practice worksheet Yr4/R4. 7/RED/05/( ) Instructions: 1. Look at the picture. 2. Read the questions. 3. Write your answers in your SAL Book. 4. Check your answers with your teacher. Task: Poh Quan is going to do something. What is she going to do? Why? file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (7 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 3. Test Worksheets file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (8 of 18)3/31/2005 12:05:54 AM

Self-Access Learning – Chapter 3 Test worksheet contain exercises given to pupils to test how much they have understood and learnt. Example of a test worksheet. Yr. 6/EP 3/(Blue)/(08)/( ) Instructions: 1. Do this exercise in your SAL book 2. Read the sentences carefully. 4. Check your answers with the answer key. Task: Fill in the blanks with ‘a’ or ‘an’. Did you see …………………… (1) old lady with ………………… (2) umbrella walking here about ………………… (3) hours ago? She was wearing ………………… (4) apron and …………………. (5) unusual hat. She had ……………….. 6) animal with her that had yellow feathers. Was the animal ……………….. (7) elephant? Was it ………………. (8) anteater? Was it ………………. (9) ostrich? Could it be ……………… (10) yellow bird? Yr. /EP3/(Blue)/(08)/( ) Answer key 1. an 6. an file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (9 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 2. an 3. an 4. an 5. BRIDGE 7. 8. 9. an an an 10. a TYPES OF SELF ACCESS LANGUAGE LEARNING MATERIALS file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. y/p&p/sal/chapter3. html (10 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Worksheets are essential in SAL. They are self-instructional and written or adapted based on the English Language KBSR syllabus 1982. The pupils who use these worksheets are learning from them with the teacher as a facilitator. Therefore teachers have to be precise, clear and appropriate when writing instructions. The format of a SAL worksheet is given below. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (11 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 ile:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (12 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 a. Classification code enables the pupils to find the worksheets they need. It is written on the top right hand corner. It gives the following information: Year: Year 4 (Yr4) Year 5 (Yr. 5) Year 6 (Yr. 6) Skills: R L W EP – Reading – Listening – Writing – Examination practice Sub-skills: R1 – Recognise and Read file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (13 of 18)3/31/2005 12:05:54 AM

Self-Access Learning – Chapter 3 R2 R3 R4 R5 – Read and Match – Read and Group – Read and Comprehend – Dictionary skills Level: The worksheets are graded to 3 levels of language proficiency: Green – elementary Red Blue – intermediate – advance Activity type Each piece of worksheet has a number which indicates the type of activity for the pupils to work on. The following are examples of activities for reading. 01 Read & Match 02 Read & Draw 03 Read & Arrange 04 Read & Sequence 05 Read & Solve 06 Read & Group 07 Read & Answer file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. tml (14 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 08 Read & Complete 09 Read & Join 10 Read & Choose 11 Read & Follow 12 Read & Correct errors Note: Teachers may add more activities using their own numbers. Copy number: This number indicates which copy the worksheet is. First copy – (1) Second copy – (2) Third copy – (3) e. g. b. Instruction c. Task d. Answer key These are instruction for the pupils to follow. This is the actual exercise. Answer provided at the back of the worksheets for the pupils to check and correct. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. tml (15 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Guidelines for writing worksheets * * * The worksheets should be attractive. The variety of tasks, exercises and activities should be motivating an challenging. The worksheets should be graded according to the pupils’ level of language proficiency. Procedure for writing worksheets file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (16 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 * * * * Identity the classification code (The classification code is given on page 22) Give clear and precise instructions.

Set the task and plan the activities. Provide an answer key. Checklist for evaluation The following questions need to be asked and answer when one is evaluation SAL worksheet. a. Does the activity give a clear picture of the skills it is focusing? b. Does the activity give a clear picture of the language item or skill to be learnt or reinforced c. Does the worksheet fit in the following category: file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (17 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 * learning? * practice? * test? d.

Does the feedback take the following form: * an answer key? * a discussion with the teacher? * a discussion with a friend? * a model made by the pupil? e. Does the activity encourage creative and critical thinking? Writing SAL worksheets is a very challenging task. If we reflect on how our pupils will benefit from SAL we will work at it for “Tomorrow’s comfort requires today’s hardwork. ” Introduction to SAL (Overview) | Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (18 of 18)3/31/2005 12:05:54 AM Self-Access Learning

SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools CHAPTER 4 What is Learner Training | Why Learner Training | Aims | Teacher’s Role Implementation of Learner Training Activities | Bridging The Gap Activities Learner Independence Activities | Language Awareness Activities Preparation of Pupils for SAL | Learner Orientation | Sample Questionaire 1 Sample Questionaire 2 | Sample Questionaire 3 | Placement Test for Year 4 | SAL Booklet file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4a. htm3/31/2005 12:06:10 AM Self-Access Learning – Chapter 4 Chapter 4 LEARNER TRAINING

What is Learner Training? Learner Training refers to a process of training the pupils to become more effective active learners during SAL period. It also means preparing pupils to learn how to learn; to work independently with or without teacher supervision. In learner training pupils must be trained to learn how to use self-access materials such as worksheets, books and equipment such as cassette recorders, video recorders and computers. Learner Training also trains pupils in self-assessment. Why Learner Training? The rationale for Learner Training is: file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. pk. kpm. my/p&p/sal/chapter4. htm (1 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 to train pupils to learn how to learn. to familiarise pupils with the use of the Self-Access Centre. to make pupils aware of the various materials and equipment found in the SAC. to create readiness in pupils to learn the English Language independently. Aims To help pupils become effective learners and be responsible for their own learning. To help pupils focus their attention on how to learn rather than what to learn. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. tm (2 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 The Teacher’s role in Learning Training Encourages group interaction among pupils in the classroom. Helps pupils to be aware of the wide range of strategies for language learning. Creates a learning environment where pupils feel they can experiment with their own language learning. Counsels and guide pupils when possible. Prepares the pupils to learn on their own. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (3 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 Implementation of Training Activities

Learner training activities are not introduced separately but they are integrated in the daily English Language lesson. These activities are elements woven into the “fabric” of a daily English Language lesson and have been introduced to the pupils even before SAL was introduced in the school. Components of learner training activities for SAL at the primary school level are: Bridging the gap activities Preparation of pupils for SAL Pupil Orientation of the SAC file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (4 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4

Bridging the gap activities These are activities that prepare pupils for independent learning. They are: Activities which Develop Social Skills in Pupils The pupils working in the SAC will have to share the materials and take turns to use the equipment. Teachers need to plan activities which train and develop the pupil’s awareness of oneself as well as the needs of sharing materials ability to choose the kind of materials and equipment to use and what to do should someone else chooses to use them at the same time; and responsibility for their actions. Some activities which develop pupils’ social skills, are: making them group eaders when doing work giving them duties to do after practical work organising competitions to see which area is the cleanest after pupils do practical work file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (5 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 Learner Independence Activities Such activities develop skills in the pupils to learn to take turns; to decide upon the role of leaders; to switch roles. These activities train the pupils to be independent and responsible and can be found in their textbooks.

Many examples of a learner independence activity for Year 6 can be found in Exercise A Page 19 of Farida J. Ibrahim & Beatrice Thiyagarajah “Moving On With English KBSR Year 6. ” D. B. P. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (6 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 Language Awareness Activities These activities help pupils to think and understand the language. They are carried out during the English lessons. The following examples are taken from page 42 and 43 of Farida J. Ibrahim & Beatrice Thiyagarajah “Moving On With English Year 6,” D.

B. P. Example 1 Guess where these people are going. Then make sentences about what they wear. Example: Hashim is going to the mosque. He wears a baju Melayu a sarung and a songkok when he goes to the mosque. Example 2 file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (7 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 The policeman is trying to catch the thief. He talks to four men. What are their answers? file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (8 of 15)3/31/2005 12:06:20 AM

Self-Access Learning – Chapter 4 Preparation of pupils for SAL Preparing the pupils to work independently or with minimal teacher supervision would include training them to: read and understand instructional language read and follow instructions plan their own learning programmes make them aware of their learning strategies monitor their own learning “If you give a man a fish, you feed him for a day. If you teach a man to fish, you feed him for a lifetimes. ” Confucius (551-471 BC) file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. tm (9 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 Learner Orientation Pupils need to be familiar with the SAC and SAL materials and equipment; so they are taken to the SAC and given a guided tour of the place. During the tour these pupils are given a short quiz to familiarise themselves with the self-access learning system of the school. An information sheet listing what is available and where to find it can be given to the pupils. Pupils will be given a learner’s file or a SAL booklet on the first day they go to the SAC. They are asked to use that booklet till they leave the school.

In this way the pupils are able to record their progress and also the change in their learning attitude. It is important to realise that learner training is a systematic and gradual process. Teachers need to give their pupils time to develop and become effective independent learners. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. htm (10 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 SAMPLE QUESTIONNAIRE 1 Getting to know your SAC Instruction: Answer the following questions. 1. Look around you. Can you name 5 things in the SAC? __________________________________________________________ 2. Where would you go to get a green level worksheet? _____________________________________________________ 3. What are the colour codes found in the worksheet? _____________________________________________________ 4. If you want to look up the meaning of words, what book would you take? Where can I get it? ___________________________________________________________________________ 5. Label the plan of your SAC. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. htm (11 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4

SAMPLE QUESTIONNAIRE 2 Tell me about your SAC Instruction: Answer the following questions. 1. Is your SAC different from your classroom? ___________________________________________________________ 2. Are there any reading cards in your SAC? _____________________________________________________ 3. Where can you find them? _____________________________________________________ 4. Name three corners in the SAC? _____________________________________________________ 5. Which corner do you like best? Why? _____________________________________________________ file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. pk. kpm. my/p&p/sal/chapter4. htm (12 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 SAMPLE QUESTIONNAIRE 3 What you can do in during the Self-Access Learning Period 1. Do you already know about the self-access learning room / corner in your school? _________________________________________________________________________ 2. What kind of materials can you find in your SAL corner / room? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ ile:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. htm (13 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 3. Can you do the following activities or use the following materials at the self-access learning corner / room in your school? What is their code? predicting outcomes learn more about universal truths get the meaning of words from the text itself read and solve puzzles listen to a story listen to music Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Code No. Code No. Code No. Code No. Code No. Code No. 4.

Can you get help when you are working at the SAL corner / room? Who will help you? __________________________________________________________________ 5. When do you take a book during the SAL period? __________________________________________________________________ Do you play games during the SAL period? Can you list the games you can play in pairs and in groups during the SAL periods? __________________________________________________________________ __________________________________________________________________ 6. Introduction to SAL (Overview) | Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 | SAL Booklet ile:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. htm (14 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. htm (15 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Placement Test PLACEMENT TEST FOR FORM 4 Name Year : _____________________________________ : _____________________________________ Placement Test Before the pupils begin to use the SAL materials and equipment in the SAC, they are given a placement test to determine their English Language proficiency level.

The marks they score in the test will enable them to work on the SAL materials according to the colour code. Questions are based on the skills taught that particular year. Suggested marking scheme according to SAL colour code. 0 39 marks 69 marks (Green) (Red) (Blue) 40 – 70 – 100 marks An example of Placement Test for Year 4 Questions 1 – 5 A. Name the objects below. Use the words in the box. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (1 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test 1. __________________ 2. __________________ 3. _________________ 4. __________________ 5. __________________ Questions 6-10 B. Read the sentences below. Write them correctly beside each picture. She waters the flowers at 5 o’clock in the evening. She leaves the school at 1 o’clock in the afternoon. She reads her books at 8 o’clock at night. Rina gets up at 6 o’clock in the morning. She goes to bed at 10 o’clock at night file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/placement_test. htm (2 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test 6. _______________________________ 7. _______________________________ . _______________________________ 9. _______________________________ 10. _______________________________ Questions 11-15 C. Give the opposites of the words below. Choose the answers from the circles. 11. bad 12. happy 13. thin – __________ __________ __________ 14. good 15. clear – ___________ ___________ file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/placement_test. htm (3 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test Questions 11-15 D. Fill in the blanks with the correct words. Rubber tapper butcher postman carpenter nurse 16. 17. 18. 19. 20.

Pak Aman is a _________________. He sells meat at the market. My brother is a _________________. He delivers letters and parcels. Zaniah’s sister is a ________________. She works in a hospital. En Hashim is a __________________. He makes furniture. My neighbour is a _________________. He works in a rubber estate. Questions 21 – 25 E. Match A and B. Write the sentences in the space provided. _____________________________________________________________ _____________________________________________________________ file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. tm (4 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Questions 26 – 30 F. Arrange the sentences below to form a story Every evening he practises in his school field. First he runs around the field. Then he practises high jump. When it gets late, he goes home. Sham is taking part in the 100 metres race and the high jump. 26. _________________________________________________________________________ 27. ________________________________________________________________________ 28. _________________________________________________________________________ 29. _________________________________________________________________________ 30. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (5 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test _________________________________________________________________________ Questions 31 – 35 G. Look at the picture. Fill in the blanks with the following words. out on in near at Samad has a canary.

He keeps it ……………… (31) the cage. He puts the cage ……………… (32) the cupboard. His cat sitting ……………… (33) the table is looking ……………… (34) the bird. The cat is trying to catch the bird. Samad comes ……………… (35) from his room and chases the cat away. Questions 36 – 40 H. Arrange the words below to make meaningful statements. 36. __________________________________________________________ file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (6 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test 37. __________________________________________________________ 38. _________________________________________________________ 39. __________________________________________________________ 40. __________________________________________________________ Questions 41 – 45 A. Read and circle the correct answers. Ali’s Diary SUNDAY Isa and I went to Tanjung Malim. Very hot day. Storm at night. The roof leaked. Woke up and had to move my bed. Ashiah’s birthday. She had a party. A man came to look at the roof. Late for school because the bus broke down. Some men repaired the roof. Some dead birds in the roof. Dad went to Penang for two days. Helicopter crashed in Singapore.

Had stomach ache in the morning. Better in the afternoon. MONDAY TUESDAY WEDNESDAY file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (7 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test THURSDAY Dad returned. Uncle came. Letter from Zainal in Australia. Broke my bicycle pump. 41. Where did Isa go on Sunday? A. Pulau Pinang B. Tanjung Malim C. Singapore D. Australia 42. Which of the following statements is TRUE? A. Ashiah’s birthday was on Sunday. B. Ali’s father repaired the roof on Monday. C. Ali had stomach ache in the morning. D.

Ali’s uncle came from Australia. 43. What did Ali break during the week? A. His bed B. The bus C. His bicycle pump D. The roof 44. Why did Ali move his bed on Sunday night? A. It was a stormy night. B. It was very hot. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/placement_test. htm (8 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test C. There were dead birds in the roof. D. The roof leaked. 45. The word returned in the diary means ……………….. A. came back B. went C. gave D. arrived Questions 46 – 50 B. Read the passage and answer the questions that follow.

Ahmad lived in a village. He had fifty sheep. He liked to play tricks on people. One day Ahmad took his sheep to the hill. He rested under a big tree. Suddenly he had an idea. He decided to trick the villagers. He shouted that a tiger was attacking his sheep. The villagers rushed out to help him. They did not see any tiger. They knew that Ahmad had tricked them. They were angry. One afternoon, a tiger really attacked Ahmad’s sheep. He shouted for help but …………… 46. How many sheep did Ahmad have? He had __________________________________________________ 47. How did he trick the villagers?

He tricked them by __________________________________________ file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (9 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test 48. The villagers were angry because ______________________________ ________________________________________________________ 49. Choose the best ending to the story. A. the villagers came to help him B. the villagers caught the tiger C. the villagers did not come to help him D. the villagers tricked him 50. From the story we know that Ahmad was ………. A. naughty boy. B. A hardworking boy C. A cheerful boy D. A lazy boy file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (10 of 10)3/31/2005 12:06:50 AM Self-Access Learning SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools SAL BOOKLET Contents | Plan of my SAC | My learning contract | My study plan | My activity plan My evaluation sheet | My record sheet (Sample 1) | My record sheet (Sample 2) My record sheet for reading (Sample 1) | My record sheet for reading (Sample 2) Rules on the care of SAL materials and equipment ile:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/booklet. htm3/31/2005 12:07:05 AM Self-Access Learning – SALBooklet SAL BOOKLET – Contents file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/sal_booklet2. htm (1 of 13)3/31/2005 12:07:13 AM Self-Access Learning – SALBooklet PLAN OF MY SAC file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/sal_booklet2. htm (2 of 13)3/31/2005 12:07:13 AM Self-Access Learning – SALBooklet

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