HOW TO SET UP A BASIC ENGLISH COACHING GAMES IN SCHOOLS , AND WHY...

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The following is one example of a basic model English Coaching Games involving 120 Primary 6 students gearing for the UPSR. Terrabaca Management can assist in the training of 20 students (per school) as coaches to run the Games.

1. Grading and placement of students into 10 groups using the following approach

* result of Oxford placement test/school based assessment. The same test could be used later to grade progress or assess the suitability of materials used.
* gender - students will initially be assigned into boys and girls group, except for the 2 mixed top group consisting of coaches. Our studies seem to suggest that boys compete better amongst themselves, and the gender split allows for wider spread of achievers/categories to be rewarded at the end of the programme.
* result or present grade in Bahasa Malaysia. We have ample [...] proof from our research to show that students who have obtained A or B in Bahasa Malaysia but a D in English will jump to the A grade within a month of the CERAP games.
* a total of 120+- students, where the games will be between 10 groups of 12 - 10 students each with an assigned coach.
* besides a basic reading room what is needed is a audio CD/cassette player, and either a Japanese table or a table with chairs to fit 12. Most schools have media rooms but for the creative, sessions could be held under the tree in the school garden.

2.Scheduling and hosting- the when, where and who?

* each group meets twice a week for a maximum practice of 2 hours per coaching session.
* ideally this shall be the only English tuition students participate in, to maximise impact, as present English tuition tend to replicate the school way, which relies on rote memory, and most times are taught using a different medium of instruction.
* mass coaching sessions - e.g. a primary school in Kuantan, armed with complete CERAP proposed set donated by local politician, once ran the programme thus; 150 Primary 5 & 6 students gather on Saturday in school canteen for a 2 hour coaching session, and the other session is done during school hours under supervision of assigned teacher.
* as CERAP is strictly method, allowing for dynamic and spiral-effect of language acquisition, it is very important that there be present a teacher to maintain discipline and to ensure all coaches fulfill assigned tasks.

3.Example of basic module and cost saving set

Firstly the books/modules chosen must not pose a financial burden to schools. The books will have to be in sets of 12 per title. From our experience raising the necessary funds have never been a problem, and the PIBG/PTA network is available for the creative.

* 1 -Basic Literature in Storytelling Mode using Ladybird's Favourite Tales & Classics Collection for Remedial and Enrichment (listening skills using book & audio set)
* 2 -Hidden Grammar via Key words in Read aloud mode using Ladybird's Key Words Reading Scheme, (the grading scheme to help place each student in his or her respective level and establish accurate take off value). This grading enables teacher to arrange team according to achievement, 10 teams ranking from A, B, C and D onwards. The team members are encouraged to vie for the A and B team to qualify as coach.
* 3 - Extensive Written Practice based on Times Educational's Primary English for Malaysians Books 1 - 6. This structured module allows for transition to authentic second language sentence patterns and grammar to bring about confidence in original composition activity.
*4 - Utusan's 366 Collection of Malaysian Folk Tales is the perfect tool for further reading and games competition. This is the best in the market as class readers for as the earlier readouts elevates literacy level and enhances grammatical sense, the book covers the range of interest that excites the young; students now begin reading in second language mode of understanding. We propose all schools use the set as well as the original 366 Himpunan Cerita Rakyat Malaysia for the Terrbaca BM sweep-the-sounds initiative.

4. The basic method practice

* though we use the term extensive reading each session requires reading practice (pronunciation, diction, frequency for fluency) and writing (spelling, word games, dictation, sentence writing leading to composition).
* after each take-a-turn read aloud reading practice, the writing practice follows where mistakes are instantly corrected and graded.
* false beginners or false starters are fished out. We have discovered in one top boarding school that about 70% of students who obtained A's in their UPSR English are false starters, and were thus unable to cope with the secondary school syllabus.
* difficult students and students with difficulty are identified and regrouped accordingly. Students who lag behind or unable to complete the modules in time for the 'graduation ceremony' shall continue beyond that.
* after the UPSR examinations coached students can now run the games competition for Primary 4 & 5 before end of year holidays, or continue with the English conversation practice module.
* eventually the literacy level of the school is reflected from the level of books selected as the coaching progress to Further Reading stage, and the examination results will show proof of concept.

THE SCHOOL IS NOW READY TO CONVENE THE GAMES PROPER LEADING TO RECORDING AND UPLOADING OF READOUT ONTO PORTAL FOR EVALUATION BY PEERS.
OUR PROVEN RESEARCH SHOWS THIS STAGE COULD BE EASILY MANAGED BY THE TRAINED COACHES WHO NOW RUN SCHOOL'S OWN KELAB TUNAS EHSAN-
THE HEART OF THE COACHING GAMES.