Revision ELE3104

1.

Scheme of work A plan that indicates what will be taught for the semester/ year In what order it will be taught

i/ what is a scheme of work?

hardware for the lesson  record of work done in the classroom iii/ what are the factors to bear in mind when Planning a lesson plan?  The general & specific aims y general aims : to enable pupils to use contextual clues in guessing the meaning of an unknown word y specific aims : to enable pupils to listen to & understand key words in the story heard y behavioural objectives Student characteristics y Pupils interests y Motivation y Language proficiency y Preferred mode of learning ( individual, in pairs, groups ) Previous knowledge of the pupils y All new knowledge must take into account & build upon old learning Tasks y Task allow pupils to practise relevant skills y checklist of possible tasks will help decide on combination of tasks Materials y Teaching aids y Learning resources y How they will be exploited Language requirements of task/activity y Selection of task: Task generates & gives opportunities for practising the kind of language pupils need to learn Kind of focused lang. teaching required before pupils do task At what point this lang. needs to be taught

Objectives set out in the syllabus for each school year form the basis for the scheme of work ii/ what are the factors i. the amount of time to bear in mind when available per period / planning a scheme of per week / per work semester ii. what items need to be covered, how important each item is for the pupils, how long it will take them to achieve the level of mastery required iii. how the items can be graded, sequenced & combined iv. how recycling, reinforcement & enrichment can be built into the scheme of work for the year v. how to achieve a good balance and integration of the 4 skills 2. Lesson Planning

 i/ what is a lesson plan? A learning event in which all the activities are orchestrated to serve one central pedagogical aim A unified set of activities that cover a period of classroom time A guide for teacher on what to teach. ii/ why is lesson planning important?  teacher have opportunity to weigh various options available & to make choices before the lesson  Allows teachers to think through & prepare materials ( acts as a route map, reminds teachers of sequence of activities)  allows teachers to get ready the software &

y After materials for tasks have been assembled. The relevant questions would be: Any lang. that is unplanned? Will unplanned lang. pose any problems for pupils? How to solve problems? Would it be useful for pupils to be taught this unplanned language?

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If not, should I simplify or adapt the text? Should I modify task?  Time y When the lesson will take place y How much time is available y Timing of activities Amount & type of pupil-teacher participation y Teacher vs. student contribution Balance in allocation of time y Time for each skill is appropriate to the lessons aims Sequence & grading of activities y Simple to difficult y Earlier activities prepare pupils for latter activities

3.

Planning a listening lesson

i. What are the stages in a listening lesson?  Set induction  Pre-listening y Any or all of these aims will be accomplished. a) getting students interested in the topic b) activating relevant previous knowledge to help students understand the text & to see how it fits in with what they already know c) preparing the students for language they may find difficult in the text they are about to read d) setting purpose for listening  While-listening y Students engage in tasks requiring the use of the target text  Post-listening y Students apply what they have heard for different purposes of their own  Closure Eg. of pre-listening activity: Looking at the picture and talked about it Reading related text Eg.of while listening activity: Listen & draw/complete picture Predict how story will end

Arrange picture according to sequence of the story Listen and do action Eg. Of post listening activity: Problem solving by using information from history Extanding notes-base on experience ii / what are the principles for teaching listening?  Make sure pupils understand clearly what they are expected to do before they start any activities.  Provide a context for listening  Pupils can listen to the same listening input many times, each time for a different purpose  Set some straightforward questions to help pupils get a grasp of the overall text (when pupils listen to the input first time). Do not ask question on information that closely picked.  Prepare pupils for the main listening task  Arrange the questions in the order in which the answer appear on the tape  Gift chance for students to read the question before listening  If there are more than one speaker make sure they can be easily distinguished.  Choose suitable period. iii/ Briefly describe one activity that you can carry out in one of the listening phases? One activity for a listening phase  While-listening activity: Arrange picture according to the sequence of the story y Give pupils a piece of paper of containing pictures y The picture is not arranged properly. y Play the audio tape and asks pupils to listen. y Ask pupils to arrange the picture by using arrow according to the sequence of the story.

4.

Planning a speaking lesson

i. What are the stages in a speaking lesson? Induction Presentation Main function y Enable student to recognize the nnnnnn and usefulness of what they about to

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learn. Enable them to learn the language -pronunciation, structure y Make them nnnnn of the context -in which the language can be used appropricitely. Practise Aim of practise stage y To give student intensive practise y Build up students confidence in their ability to use the taught language. Typical activity y sing model dialogues dialogue given y Communication games y Drills e.g. Express about themselves using target language y Information gap activities give different information to different student. Production Aims y To provide context - New language learnt naturally occur y Enable teacher to evaluate his/her teaching and pupils learning - To prepare further practise / remedial mark. y Enable students to integrate the new language with the language they have already known. y To build greater fluency and ability in real communication. Type of activity y Opinion gap  Target language : suggesting and give reason  Inductive mode: group work  Situation : give reason for each idea. y Role play y Information gap  Ask the missing thing in your map that your friend have. y Discourse chain (perbualan) y Problem solving y Information sharing & opinion gap reasoning Closure ii / what are the principles for teaching Speaking? Take account of student as a person Move from easy to more difficult Balance accuracy and flourancy Provide a good model for students to imitate Vary interaction mode y

y Teacher-student y Pairing (student-student) y Grouping Give clear instruction Monitor students activity Handle error sensitively & effectively y What to correct?  That occur repeatedly  y How often? y When to correct?  In drill like activity. immediately  In fluency-activity. Jot down, at the end correct all.  Group errors. E.g. pronunciation, grammar y How to correct?  Modelling > through flooding > through explanation iii/ Briefly describe one activity that you can carry out in one of the speaking phases?  Example of activity  Phase production  Activity : opinion gap y Student are given a situation y Introduction mode: in group y Every students is given an idea & each of them need to give reason for their own idea

5.

Planning a reading lesson

i. What are the stages in a reading lesson?  Pre-reading y To stimulate interest y To introduce language/concept  While-reading activities y Enjoy reading the text y Enable pupils to look closely into the text  Post-reading activities y To look out of the text-to see its relevance to other activies. ii / what are the principles for teaching Reading?  The reading material is suitable to the student level  Learners read as much as possible  Reading is its own reward y Teacher come with follow-up activity based on their reading  Teacher orient and guide their students  The teacher as a role model

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iii/ Briefly describe one activity that you can carry out in one of the reading phases? Example of activities Stage: while-reading y Student given a text y Student of group/individual read the text in paragraph

y y

6.

Planning a writing lesson

i. What are the stages in a writing lesson? Pre-writing y Select type y Generate idea y Organize idea While-writing y Drafting y Getting feedback y Revising y Editing Post-writing y Pronunciation y ii / what are the principles for teaching Writing? Understand your students reason for writing - Convey goals to students in ways that make sense to them Provide many opportunities for students to write Make feedback helpful and meaningful - The comment must be understand and able, easy to read, suitable vocab, symbol - Take time to discuss Clarify to students how their writing will be evaluated. iii/ Briefly describe one activity that you can carry out in one of the writing phases? Controlled writing free error- maximal teacher input & minimal student input y Parallel writing-student only replace selected words y Question and answer y Fill in the blank y Dictation-listen and write Guided writing y Writing from class discussion on what the point should be y Picture composition with skeleton outline-sources of picture given y Writing from short notes y Dicto-comp (dictation + composition)

1 activity: Phase : practise Activity: dictation o Read once-normal speed o Read short meaningful chunk at normal speed, pause at the end of the chunkpupils write o Allow pupils to look at their writingcorrect obvious mistake o Read again once o Display the read text o Student exchange their scripts with friend and check

7.

Educational

emphases

are

included

in

lesson planning. What are they? Give brief description. Educational emphases are outline current development in education that will help learner prepare for the real world. Thinking skills Critical & creative thinking skills are incorporated in the learning outcomes to enable learners to solve simple problems, make decisions & express themselves creatively in simple language Learning How to Learn Skills These skills are integrated in the learning outcomes & aim to enable learners to take responsibility for their own learning. These skills incorporate study skills & information skills to equip them to become independent life-long learners. Information & communication Technology Skills (ICT) - Incorporated in the learning outcomes - Include the use of multimedia resources such as TV, Internet Values & Citizenship - Contained in the KBSR moral syllabus - Incorporated in the learning outcomes - Include patriotism & citizenship Multiple Intelligences - Interpersonal : reflected when learners are taught the polite forms of language expression - Kinaesthetic : role play @ dramatise section - Musical : sing a song, recite poems & chant jazz chants - Naturalist : environment - Linguistic : Language

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Knowledge Acquisition - Content : draw from subject disciplines such as science , geography draw from daily news items as well as current affairs Preparation for the real world Prepare learners to meet the challenges of the real world - by focusing on language use in society - enable them to achieve the long-term goals of pursuing higher education

8.

The

concept

of

integration in Why is

is the it

Verbal

particularly communicative important?

important approach.

Real communication involves using more than one skill e.g. : Speaking & Listening most frequently occur in interactive situations Integration of language with interests of pupils & needs e.g. : in learning other subjects like Geography & science increases motivation Variety of input & output in the learning process improves comprehension & retention Language items like vocabulary & grammar are best learnt in contexts, integrated with skills like writing & speaking. This way, pupils can learn not only when it is appropriate to use the target item, but they will also get multiple & varied opportunities to practise the target item

The use of dictionary

9.

Techniques vocabulary.

&

activities

for

teaching

The four most common techniques for teaching vocabulary are: Visual  Concrete items such as objects in classroom, types of plants & animal Include: - blackboard drawing, wall charts, photographs, flashcards, maps, mime, signs & realia.

Extremely effective in conveying meaning  Interesting stimuli ( use gestures, facial expressions & mime) to convey meaning : bend, crawl, sway & angry  Activities using visual to teach vocabulary: Word picture association (as a basic for speaking or writing activities). e.g.: poetry writing Using diagrams to explain classifications @ procedures  Abstract item  Use of synonyms & definitions. e.g.: huge-very big, sad-unhappy, pleased-happy  Use of antonyms & contrasts. e.g.: tall-short, lazy-hardworking  Use of context. e.g.: texts, anecdotes, songs & verse may form illustrative situation to explain the meaning of a word  Word past clues. The base word & root as well as its affixed could be examined to encourage students to guess the meaning. e.g.: export, import, transport, porter, portable  Vocabulary groups. Established according to topics Rhymes games Word building Word classification (odd-man out) Text-based activities (cloze passages)  Student will be able to continue learning outside the classroom  Used as a source to clarify uncertainty in areas of :- word meaning - pronunciation - grammar - spelling  Some effective way of using the dictionary: (check among student either they can) - arrange words in alphabetical order - use the guide words - spell the word they are 

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Translation

   

looking up - identify the meaning for the word in context - say the word aloud using the pronunciation key Save time by quickly dispensing with the explanation of the word Not always convey the exact meaning of word Probably best used where there are no contextual clues e.g.: Meja - Table

the pleasure we get in : - reading a novel - hearing a poem - watching a play Aesthetic dev. effective by including in the language programme activities such as performing plays & choral reading Designing activities based on literary texts  3 considerations: - The student 1) Background element in literary texts related to students immediate environment 2) Stage of development literary text relevant to students maturity, cognitive & social development 3) Interest interest of students need to be considered - The Text 1) Content Should be interesting & the characters in the text should be believable 2) Language -Must be accessible -Vocabulary level must be checked -Consider figurative use of language 3) Text presentation - Examine physical features of text - Consider length of text - Check quality & size of print - Check relevant illustration / pic - The teacher 1) Text must appeal to the teacher 2) Teacher communicates interest of text - tone of voice - facial expression Assessing literature 1) Objective test - MCQs - True/false - Blank / Gap filling - Short answer - Information transfer - Rearranging sentences - Cloze 2) Subjective test - Summary plot - Open-ended questions - Guided writing plot, characters

10.

The teaching & assessing of literature for primary schools

Purpose of using literature in the language classroom 1) Personal development Language Social/moral Aesthetic 2) Language development Internalization & reinforcement of vocabulary, grammar & discourses Using literature as model of :  language use; - Encourages students to develop the skill of comparison - Student learn the formal conventions of written language - Student will be able to tune in to sounds & words  stimulus for language- based activities; - Exploit student responses to text to produce language (stimulus)  context for language- based activities - assuming roles of characters (context)  language based tasks: explore understand evaluate repond to perform 3) Social/moral development ( thoughts, feelings, experiences ) better understanding of life awareness of human issues awareness of the bonds within a family independence of spirit & resourcefulness 4) Aesthetic development Aesthetic encourages thinking about the arts including literature in term of (beauty, taste, imagination, judgement) Aesthetic experience in literature involves

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Designing remedial & enrichment activities

11.

The teaching of Grammar

Approaches in teaching grammar (overt & covert) Overt : Teacher explicitly explains the grammatical rules. 2 approaches: 1/ deductive / didactic approach teacher presents rules/patterns/ generalisations followed by practice/application of the rules 2/ inductive approach / discovery method pupils are given sentences containing grammatical structures & teacher guides pupils to derive the rules

- sliding sentence strip - using word cards & pocket charts  focused practise - drill - substitution table - jazz chants - meaningful drills - blank filling - motor activities - recombining sentences - using Cuisenaire rods  communicative practise - problem-solving - stories - songs & nursery rhymes - using personal experience - games - role play - poems - using visuals Assessing grammar

Covert : Teacher involve pupils in using grammatical structures without drawing their attention to grammatical rules - overt & covert must be complementary - grammar rules presented covertly can be supported by explicit explanation of grammatical rules - grammar rules presented overtly can be supported by communicative activities Purpose of teaching grammar  presentation - letting pupils to listen to the form - helping pupils understand how the form is used & what it means - opportunity for pupils to reproduce the new language form - opportunity for pupils to see & write the form  focused practise - to get pupils to focus attention on new language  communicative practise - provide opportunity for pupils to use new language in free & more creative ways Techniques & activities for teaching grammar  presentation - using flashcards - using a highlighter - using wall charts - using activity in the classroom

12. Integration of language skills and language content Purpose of integration Testing and evaluation What is testing? Testing is a yardstick that used by a teacher to measure the performance of a student. Why testing purpose?  To group pupils according to their ability  To evaluate effectiveness of teaching (teaching materials & method)  To obtain information about individual pupils level of mastery of skill taught.  To obtain information about pupils strength and weakness in a specific area. Type of test  Summative - A test to evaluate the students achievement at the end of the course  Formative - A test during a course to monitor due student is progress Ways of integration Integrating the four skills in one lesson plan Integrating other subject like science, math,

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geo in teaching English language Insert the value of citizenship in the lesson Use the situation in other context to propose students for problem solving. E.g the situation inright market-during buying Integrate more than one skill within an activity. E.g dictation (listening skill and writing skill) Use the text that contain the information of other culture or more than one culture

Teaching grammar a) Explain the following item I. Overt approach   II. Direct teaching approach of grammar Student learn grammar by giving full attention to the rules Covert approach   Indirect grammar Student learn grammar not by giving attention activity b) Identify one grammar item that you can teach using text above Present tense c) Choose one of the approaches stated in (a) and design and describe an activity that would be used to teach the grammar item identified in (b) . provide justification for the approach and activity you choose    Overt approach Teaching present tense Activity: sliding sentence stage to the rules but the teaching approach of