1

Teaching Materials
Materials that are specifically

designed, selected and exploited for language learning and teaching purposes

Materials for Language TeachingA definition

Materials- Anything that can be used to facilitate learning: Linguistic Visual Auditory Kinaesthetic

Materials for Language TeachingPrint and Non-Print Sources

Print
newspapers, photographs, print advertisements Digital Resources web-based texts: online articles, blogs, wikis

Teaching Materials
CD-ROMs, DVDs

Non-Print

Analogue Resources films, TV, radio broadcasts

Face-to-face encounters Conversations, interviews, etc.

Live Performances Skits, puppet plays, etc.

Purposes of Using Language Teaching Materials

Instructional- inform learners about the language Experiential- provide learners with opportunities

to use the language Elicitation- stimulate language use by eliciting ideas and language from students Exploratory- seek discoveries about language use

Why do learners and teachers need teaching materials?

Teachers and Learners A map- to show where one is going and where has been It provides language samples It offers a greater variety of language activities

Why do learners and teachers need teaching materials?

Teachers It provides a structure for teaching It saves time. To prepare materials from scratch for every lesson would be impossible It offers linguistic and methodological support It is easy to keep track of what one has done and easier for reporting

Why do learners and teachers need teaching materials?

Learners It defines what is to be learned and what will be tested It reinforces what the teacher has done and makes revision and preparation possible. Offers support for learning outside class

What do teachers want in teaching materials/ course books?

Primary Compliance with curriculum Clearly laid out Catering to different abilities Authentic materials Dealing with current issues Problem solving activities
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What do learners want in teaching materials/ course books ?

Primary Interesting topics Content in story form Colourful pictures/layout Interactive activities Activities involving computers

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From Syllabus to Materials

Teachers and learners may want different things from materials The materials developer is guided by the syllabus The syllabus is the starting point of the material developer's work.

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IDENTIFICATION by teacher or learners of a need to fulfil or a problem to solve by the creation of materials

EXPLORATION of the area of need/problem in terms of what language, what meanings, what functions, what skills etc?

CONTEXTUAL REALISATION the proposed new of materials by finding of suitable ideas, contexts or texts with which to work
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PEDAGOGIGAL REALISATION of materials by the finding of Appropriate exercises and activities AND the writing of Appropriate instructions for use

PHYSICAL PRODUCTION of materials involving consideration of layout, type size, visuals, reproduction, tape length etc

USE in the classroom

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EVALUATION OF MATERIALS Teacher evaluation based on feedback from teachers and students.

REVISION OF MATERIALS

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Definition of A Language Task

refers to any proposal contained within the materials for actions to be undertaken by the learners, which has the direct aim of bringing about the learning of a foreign language - Breen (1987)

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Key aspects of A Task

What is the learner expected to do?

- a process through which learners and teachers are to go

What input is given to the learner?

- content and language the learner is expected to focus on

What does the task focus on?

- form focussed - meaning focussed - form and meaning focussed

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Key aspects of A Task

With whom does the learner interact?

Classroom participation concerning with whom (if anyone) learners are to work with
What is the expected product from the learner?

E.g., a letter, problem solving exercise, a pamphlet, a conversation, etc.

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8/9/2012 Patricia Wee

Indonesian Protocol Officers 2009

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Seven types of tasks

1.

Listing: brainstorming and/or fact finding e.g. things, qualities, people, places, features, things to do, reasons. classifying e.g. sequencing story pictures, ranking items according to cost, popularity, negative or positive.

2. Ordering and sorting: sequencing, ranking,

3. Matching e.g. Listen and identify, listen and do

(TPR), match phrases/descriptions to pictures, match directions to maps.

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Seven types of task

4. Comparing: finding similarities or Differences -e.g.

comparing ways of greetings or local customs, playing Spot the difference, contrasting two different pictures.
5. Problem-solving: logic puzzles, real-life problems,

case studies, incomplete texts e.g. logic problems, giving advice, proposing and evaluating solutions, predicting a story ending.

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Seven types of tasks

6.

Projects and creative tasks e.g. doing and reporting a survey, producing a class newspaper, planning a radio show, designing a brochure.
Sharing personal experiences: story-telling, anecdotes, reminiscences, opinions, reactions e.g. early schooldays, terrible journeys, embarrassing moments, personality quizzes.
-Dave and Jane Willis- 2007
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7.

Task Focus
Form Focussed

Meaning Focussed
Form and Meaning Focussed

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8/9/2012 Patricia Wee

Indonesian Protocol Officers 2009

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GROUP ACTIVITY

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Rubrics
Clarity

Short concise sentences

Task breakdown

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Why?
Purpose

Rubrics

Who?

Audience

Text produced

What?
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Rubrics
Analyse the Task using PAT Task One Write a book report. Task Two Your friend Hasan has decided to come to your town for his holiday. He is driving to your town. Write him an email giving directions to your house.
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The Use of Visuals in Language Teaching Materials

Purposes To increase comprehension of a text To provide information about places To help learners visualise people, places and objects To focus on specific meanings To elicit ideas and language For decoration purposes To fill space gaps in textbooks

Representation of Culture
Cross-cultural considerations

Culture and Teaching

It is the teacher's job to equip the student to express

her/himself in exactly the ways s/he chooses to do sorudely, tactfully, or in an elaborately polite manner. What we want to prevent is her/his being unintentionally rude or subservient.

Authentic materials
Authentic text Authentic tasks

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What are Authentic Texts?

Texts which have been produced for

purposes other than to teach language (Nunan 1988, Wong, Kwok & Choi 1995)

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Authenticity
An authentic text is a stretch of real language, produced by a real speaker or writer for a real

audience and designed to convey a message of some sort (Morrow 1977:13)

Reasons for The Use of Authentic Texts

Gives learners exposure to language as it is used Models for learners language use especially in listening and speaking Motivates learners
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The Use of Authentic TextsChallenges

Authentic listening texts- would not be scripted

or edited
In reality poor quality of recordings, length and

other pedagogic considerations lead to spoken texts being re-recorded or edited

Reading texts- information may also be too dense

and language structures complex

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Criteria for Selection of Authentic Texts

Relevance
Intrinsic interest of topic/ theme Linguistic demands

Cognitive demands
Logistical considerations- length/ legibility/ audibility

Quality- model of use or representative of text type

Exploitability
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Authentic Tasks vs Pedagogic tasks

An authentic task is a task that simulates real life reading, writing listening or speaking tasks which often involves a focus on meaning. A pedagogic task is a task the teacher uses to fulfil

teaching-learning purposes

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Pedagogic Task

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Authentic task

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Internationally Intelligible English- Criteria (Smith and Rafiqad 1983)

Intelligibility- word level recognition

Are the words used recognisable as English? Comprehensibility- Degree to which a recipient finds a text meaningful Texts that contain references which are only culturally comprehensible poses a problem E.g. Please dont sit there because the feng shui there is not good.
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What makes spoken English Intelligible?

The use of proper intonation and pronunciation. Correct use of grammar. Use standard English. Not acquire to use accent.

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Layout
At par with the syllabus Suitability

Font size
Arrangement Sequencing & organisation of text

Attractive visuals (colourful/animated)

Size of the layout
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Summary of Principles in materials design

Materials should be: clearly linked to the syllabus balanced between authentic task and pedagogic task allow learners to focus on Standard English encourage learners to develop learning skills, and skills in learning

Summary of Principles in materials design

Encourage learners to apply their language learning skills to the world beyond the class room

Be culturally representative
Sensitive to values Avoid stereotyping

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Course book- based teaching VS course book teaching

Teaching a book is very different from teaching a course based on a book Textbooks are written to be as relevant as possible to as large a number of students as possible. No one book can be suitable for all the students Hence teachers have to select which materials they will use in the class

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Purpose for adaptation

To make the material more suitable for the learners.
To compensate for deficiencies or what the material

lacks i.e. can be lack of variety or authenticity (overcome/improve any absence/lack) To make it more relevant to learners interest and needs i.e. cultural appropriacy

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Selection of Teaching Materials for a lesson

Selection of teaching material
Reordering Rejection Adding Changing Replacing
Creative and evaluative

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Objective of activity suitable?

Yes

No

Methods/ Task appropriate?

Omit or replace

Yes Content/language suitable? Yes Use as it stands

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No

Change or replace No

Keep objective and task But change topic or language

Reasons for Adapting Materials

Personalise Individualise Modernise Add real choice Cater for all sensory learner styles Encourage higher-level thinking skills Make the language input accessible Make the language input more engaging Make the language activity more interesting
McDonough and Shaw, Islam and Mares
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Summary: Key Aspects of a Task

What is the learner expected to do? - learners and teacher work through the process together

What language input is given to the learner? - the content and language learners are expected to focus on
What does the task focus on?
- Meaning, Form or Meaning and Form

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Summary
listing
ordering and sorting matching

Sharing personal experiences

The 7 types of tasks

comparing

projects and creative task

problem solving

Summary
task
rubrics

visuals

layout

The 6 aspects

model of language use

authenticity

Theme: The Culture of Brunei

Topic: Traditional Food

Year 4

How to make Ambuyat (Sago palm starch)

Instructions:
You need to guess what the teacher is doing through miming. brainstorm and list any other cooking verb.

vocabulary:
cut boil pour stir squeeze wash peel sift grate beat

identify the verb

enrich vocabulary

list other cooking verb

Type: listing

Whole class

Form and meaning

ASPECTS Rubric clear Visual related to content/task Is authentic text needed?

Language suitable
Layout appropriate Materials clearly structured

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Instructions:
Listen to the conversation between Aisyah and her grandmother, Nini Hjh Limah.

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Pictures that show the process of making Ambuyat.

listen to a conversation.

arrange the sentences into the correct order.

do role-playing

In group of 4 pupils. Imagine you are a chef, a television host, a news reporter and food taster. You are in a cooking programme. Each pupil will play different character and talk about the process of making Ambuyat.

Things prepared: hot water, ambulung, a bowl, a wooden ladle, an apron and a kitchen towel.

ambulung

Scaffolding

Guide and give idea to each pupil about their own character using structured questions. Watch a video on a cooking show.

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A chef
Your task is to tell and show how to make ambuyat. What are the ingredients/things needed to make ambuyat? (The ingredients are) What do you do first? Next? Until the end. *use the things prepared by the teacher to show your audience on how to make ambuyat.

A television host

Your task is to host a cooking show. You can start of by introducing yourself. Then, introduce the chef and the food taster to the audience. The menu that he/she going to cook Assist the chef and ask questions: 1)What do you do next? 2)How much water do we need?
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Type: ordering and

sorting / personal experience

Individual and group work

form and meaning

ASPECTS Rubric clear Visual related to content/task Is authentic text needed?

For speaking act

Language suitable
Layout appropriate Materials clearly structured

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Instructions:
You are given a piece of paper each which contains 3 different sentences.
Do not show your paper to your friend.

First, partner A will read out a sentence and partner B will listen.

 Partner B will identify the verb and say if the use of the verb in a sentence is True or False.

If the answer is false, partner B will correct the verb.

Each partner will take turn until the end.

Partner A: I cut the water into the basin. They peel their clothes using washing machine. She sifts the flour into the bowl. Partner B:

We boil the oranges for our dinner. My mother grates the cucumber to make burgers. He stirs the car once a week.
Questions: 1) What is the verb? 2) Is it true or false? 3) What is the correct verb?

listen to the verb used in a sentence

identify the verb

correct the verb necessary)

( if

Type: problem solving

Pair work

meaning

ASPECTS Rubric clear Visual related to content/task Is authentic text needed?

Language suitable
Layout appropriate Materials clearly structured

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UNIT/TOPIC SUBTOPIC LANGUAGE SKILL TIME-FRAME LEVEL

: : : : :

CULTURE OF BRUNEI TRADITIONAL MUSICAL INSTRUMENTS READING AND WRITING 1 WEEK YEAR 5

LESSON OBJECTIVE(S): At the end of the lesson/session/unit, learners should be able to: Identify text type Identify new vocabulary i.e. five (5) type of musical instruments; brass; triplets; cylindrical; gongs, etc. Use simple present tense.

PRE-READING AND WRITING TASK CHOSEN & TASK PURPOSE

PROCEDURE/PROCESSES

TASK CHOSEN Match phrases or descriptions to pictures [Appendix 1]

TASK PURPOSE Introduce new vocabulary i.e. five (5) type of musical instruments; brass; triplets; cylindrical; gongs, etc. Introduce the pupils to the text

[Refer to Appendix 1] Create five (5) descriptive riddles about features of the musical instruments. Printed and non-print materials. Learners work in pairs/partner.
Reading : Read the riddles Writing : Matching the phrases

Read the riddles. Then match with the correct pictures. Riddle 1 I have eight gongs in a row. I am made of brass. People hit me with a wooden hammer. Do you know what am I? Riddle 2 I am round in shape. There are metal discs around my body. People hit me with their hand to make music. OUCH!!! Do you know what am I? Riddle 3 I have seven small holes. I am long and cylindrical. I am made from bamboo. Blow through my body and I sing. Do you know what am I? Riddle 4 We are triplets hanging from a wooden frame. We are made of brass. You need to hit us with a wooden hammer. Do you know what am I? Riddle 5 I am big and strong. You can hit me both ends. I am made of wood and covered with cow skin. Do you know what am I?

Pre-Reading Activity (Matching) WHAT AM I?

Appendix 1

seruling

gulingtangan

tar

gandang labik

Canang tiga

ASPECTS Rubric clear Visual related to content/task Is authentic text needed?

Language suitable
Layout appropriate Materials clearly structured

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WHILE-READING & WRITING TASK CHOSEN & TASK PURPOSE

PROCEDURE/PROCESSES

TASK CHOSEN Problem solving [Appendix 2 & 3]

TASK PURPOSE Provide the scaffolding of meaning and form by having learners to fill in a table as the learners read and work in pairs.

[Refer to Appendix 2 & 3] Learners read the provided text. Reading : Read the text provided. Writing : Fill in the table.

ASPECTS Rubric clear Visual related to content/task Is authentic text needed?

Language suitable
Layout appropriate Materials clearly structured

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POST-ACTIVITY TASK CHOSEN & TASK PURPOSE

PROCEDURE/PROCESSES

TASK CHOSEN 1) Project & Creative Task [Appendix 4] 2) Ordering and Sorting [Appendix 5] 3) Running Dictation [Appendix 6] TASK PURPOSE 1)Project & Creative Task Form and meaning focus To design a seruling. To write a report.

[Refer to Appendix 4] 1) Project & Creative Task Individual task. Designing a Seruling. Writing a report. Reading : Read the instruction / steps on how to make a Seruling.

[Refer to Appendix 5] 2) Ordering & Sorting Sequencing story pictures. Reading : Read the text provided. Writing : Sort & write the story sequence.

1)Ordering and Sorting Form & meaning focused. Read & sequence the story pictures with the correct paragraphs.
1)Running Dictation To get students to recall what they have read.

[Refer to Appendix 6] 3) Running Dictation Reading : Reread the text to their friends. Writing : Students work in pair on the given text. They jot down the text again on the paper.

ASPECTS Rubric clear Visual related to content/task Is authentic text needed?

Language suitable
Layout appropriate Materials clearly structured

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GROUP ACTIVITY

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Materials Adaptation/evaluation for Listening Activity :

Revised Primary English Pupils book 3 pg 72-75

TASK DESIGN: Create a worksheet with the names of sea creatures and get students to match them with the pictures

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Match the names of the sea creatures with their pictures and identify their colours.
Sea creatures Shark Angel Fish Octopus Turtle Sea Horse Crab Star fish Sea snake

The task for the Pre-listening Stage

Choice of Task: Matching e.g. Listen and identify, listen and do, match phrases/descriptions to pictures.
What is the learner expected to do?
- to match names of sea creatures to the pictures

What language input is given to the learner?

- the names of sea creatures, colour of sea creatures

What does the task focus on?
- meaning
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ASPECTS Rubric clear Visual related to content/task Is authentic text needed? Language suitable Layout appropriate Materials clearly structured

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As you listen to the story, rearrange the events in the sequence that you listened to
All of a sudden, he felt someone tugging at his fins He had a great time as he swam in the blue waters with all the other sea creatures in the sea Before he realised it, he found himself trapped in a fishing net One day Sammy the baby shark decided to go for a dip in the ocean. He was a very special shark as he was blue in colour.

Post-Listening Task: Form & Meaning Focus

1. One day Sammy the baby shark decided to go for a dip in the ocean. He was a very special shark as he was blue in colour. He had a great time as he swam in the blue waters with all the other sea creatures in the sea All of a sudden, he felt someone tugging at his fins

2. 3.

4. Before he realised it, he found himself trapped in a fishing net

Form: simple past tense Meaning: sequencing of events in a story

ASPECTS Rubric clear Visual related to content/task Is authentic text needed? Language suitable Layout appropriate Materials clearly structured

Yes but not clear

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 Listen to an environmentalist speak on why sharks are endangered species and how we can protect them. Take notes of the main points as you listen

ASPECTS Rubric clear Visual related to content/task Is authentic text needed? Language suitable Layout appropriate Materials clearly structured

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Role play You have been asked to campaign for the protection of sharks at your school assembly. Use the notes you have made earlier and pictures provided, persuade your classmates to help save the sharks. Give reasons why they need to do so There will be a question and answer session at the end of your talk. Respond to their questions.

Notes and pictures

Ban the killing of sharks as they are endangered species

Do not hurt the shark

Boycott all products that are derived from sharks

Stop serving shark fin soup at wedding dinners

Speaking : Production Form & Meaning Focus

Ban the killing of sharks as they are endangered species Do not maim the shark Stop serving shark fin soup at wedding dinners Boycott all products that are derived from sharks

Form: Use of the negative imperative Meaning : Campaigning for saving the shark

ASPECTS Rubric clear Visual related to content/task Is authentic text needed? Language suitable Layout appropriate Materials clearly structured

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Recycle the text:

Listening Get students to retell the story to their friend They use the same forms but substitute with another creature which needs to be protected Speaking Students work in pairs. Based on pictures and notes given.

Materials Adaptation/evaluation for Reading Activity :

Revised Primary English Pupils book 6 pg 22 and 23.

Activity: Ordering and Sorting Activity Design: Create a questionnaire with 10 statements about the major food groups. Get students in pairs to say whether each one is true or false. Do not be too concerned about students getting the answer right. Why?
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STATEMENTS

T/F

1. The four food groups are: carbohydrates, protein, fats and vitamins/minerals.
2. Carbohydrates and fats are energy-giving foods. 3. If we eat too much fats, we will become obese.

4. If we eat a meal rich in starch, we will get hungry very quickly.

5. Rice, noodle, bread and pasta are all contain sugar. 6. If we eat more calcium food, we will have better eyesight. 7. Carrots and eggs contain Vitamin A. 8. Protein food is necessary for the growth and repair of our muscles. 9. Cakes, biscuits and pastries are rich in protein. 10. Fruits with Vitamin C like oranges and lemons give us healthy teeth and gums.

Meaning Focussed: Introduce the content of the text and new vocabulary
STATEMENTS 1. The four food groups are: carbohydrates, protein, fats and vitamins/minerals. 2. Carbohydrates and fats are energy-giving foods. 3. If we eat too much fats, we will become obese. 4. If we eat a meal rich in starch, we will get hungry very quickly. 5. Rice, noodle, bread and pasta are all contain sugar. 6. If we eat more calcium food, we will have better eyesight. 7. Carrots and eggs contain Vitamin A. 8. Protein food is necessary for the growth and repair of our muscles. 9. Cakes, biscuits and pastries are rich in protein. 10. Fruits with Vitamin C like oranges and lemons give us healthy teeth and gums. T/F T T T F F F T T F T

ASPECTS Rubric clear Visual related to content/task Is authentic text needed? Language suitable Layout appropriate Materials clearly structured

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TASK 1: Read the passage carefully and fill in the

graphic organizer below.

4 food groups
Protein
Vitamins & Minerals

TASK 1: Read the passage carefully and fill in the

graphic organizer below.

4 food groups
Carbohydrates
Starch Sugar

Protein
Animal Plant

Fats
Animal Plant

Vitamins & Minerals

Vitami n A, B, C Calciu m

TASK 2

 What is the learner expected to do?

Modelling of a Reading Task

- learn new vocabulary, identify facts and details, identify cause-and-effect in a text on food types.
What language input is given to the learner?

- the 4 major food groups: carbohydrates (starch & sugar), protein, fats, vitamins & minerals - examples of food items under these 4 major food groups
What does the task focus on?

- form and meaning

With whom does the learner interact?

- pair work and individual work

What is the expected product from the learner?

- understand the relationship between the food groups - be able to classify food items into the 4 food groups

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ASPECTS Rubric clear Visual related to content/task Is authentic text needed? Language suitable Layout appropriate Materials clearly structured

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How can we improve these questions to make them more meaning focused ?

Post-Reading Activity: Form & Meaning Focus

From the passage given, find the effects of the following sentences using conditional tense .
1.

If we eat a meal rich in starch, we should not____________________. If we eat too much fats, we _____________________________. If people are obese, they________________________________.

2. 3.

4.

If we eat carrots and eggs, we____________________________.

Form: conditional tense (modals) Meaning: Cause-and-effect

Post-Reading Activity: Form & Meaning Focus

From the passage given, find the effects of the following sentences using conditional tense .
1.

If we eat a meal rich in starch, we should not be hungry too quickly. If we eat too much fats, we may become obese. If people are obese, they can get heart diseases.

2. 3.

4.

If we eat carrots and eggs, we will have good eyesight.

Form: conditional tense (modals) Meaning: Cause-and-effect

ASPECTS Rubric clear Visual related to content/task Is authentic text needed? Language suitable Layout appropriate Materials clearly structured

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Recycle the text: Running Dictation

Purpose: Get students to recall what they have read. Prepare a number of copies of a section of the text. Pin these to the walls round the classroom. Divide students into groups Members of the group take it in turns to run to the wall and remember as much of the text as they can. They then run back to the group and dictate what they have remembered. As soon as a group believe they have completed the task they take it to the teacher. Teacher notes down time taken on their paper. Mark paper and add thirty seconds for each mistake.

Materials Adaptation/evaluation for Writing Activity :

Revised Primary 6 English workbook pg 39-40

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Material Adaptation : A Pre-Writing Activity

Do you think Bertha looked better when she was fat or when she was slim? Write a list of 3 reasons to support your answer.

Scaffolding by Comparison

How Bertha looks now 1. She lost her teeth 2. She has spots on her face 3. She is over-weight What Bertha should not eat and not do 1. 2. Drink fizzy drinks 3. Be a potato couch

How Bertha will look when she is slim

What foods Bertha should eat and do

1. Eat fruit, fresh vegetables, healthy snacks

2. 3. Do more exercises like: ..

Writing Task Selection: Creative Project

Design a poster with tips to help students in your school keep fit and heaIthy.

Modelling a Writing Task

Choice of Task: Creative Group Project
What is the learner expected to do? - to create a meaningful information text on keeping fit and healthy What language input is given to the learner? - the cause of obesity - advice on how to keep fit and healthy What does the task focus on? - form and meaning With whom does the learner interact?

- individual and group work

What is the expected product from the learner? - writing of the information text with visuals (a poster)

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ASPECTS Rubric clear Visual related to content/task Is authentic text needed? Language suitable Layout appropriate Materials clearly structured

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132

BRUNEI ENGLISH LANGUAGE CURRICULUM FRAMEWORK, P.6

By the end of the 6 year course of primary schooling, learners should be able then to read a variety of texts both in print and in the electronic media for information and enjoyment such as notices, warnings, instructions, directions, recipes, messages, simple passages, letters, advertisements, poems, stories, descriptions, recounts; and maps, charts, graphs and time-tables.

BRUNEI ENGLISH LANGUAGE CURRICULUM FRAMEWORK, P.22

3.11 Thinking Skills and Questioning
Thinking skills is one of the essential skills highlighted in the new National

Education System for the 21st century or Sistem Pendidikan Negara Abad Ke-21 (SPN 21). It is to be made explicit in the teaching and learning for all levels of schooling, either at primary or secondary level. Thinking skills and thinking strategies should be integrated in the teaching and learning processes.

The Thinking Skills our students need to develop: Blooms Six Taxonomy (know, comprehend, apply, analyze, synthesize, evaluate), Observe (speculate, collect data, organize), Reflect (compare/contrast, identify relationships, draw inferences/assumptions), Resolve (values with new materials, personal assumptions, and preferences), and Evaluate (evidence, premises, statements of policy and value, agendas).
It is recommended that schools give priority to the development of communication skills, creativity and critical thinking skills (3Cs). To enhance the development of the 3Cs, teachers of English can ask more open-ended and thought-provoking questions in lessons and in assessment.

BRUNEI ENGLISH LANGUAGE CURRICULUM FRAMEWORK, P.52

STANDARD DESCRIPTORS for standard 4 (WRITING)
Enjoy writing strings of sentences and show satisfaction on the finished

products.

Reread their own writing, checking that it makes sense. Use of strategies to revise writing; for example, reading aloud, use of

feedback from others. support meaning.

Apply combination of writing with drawings or computer graphics to Show enthusiasm to edit writing independently for correct grammar,

capitalization, spelling, punctuation, and sentence structure.

BRUNEI ENGLISH LANGUAGE CURRICULUM FRAMEWORK, P.7

By the end of their primary schooling, learners should be able to write lists, messages, letters, instructions, directions, simple poems and stories, descriptions, simple recounts and simple reports for various purposes.