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DEVELOPING

RESOURCES FOR
TEACHING
Lecturer : Mdm. Jayanthi Mala D/O Marimuthu
Presenter: Siti Hajar Bt. Zaid @ Sahid
Siti Nabihah Bt. Mustaffa
Nur Azimah Bt. Md. Salleh
TSL 3111- DEVELOPING & USING RESOURCES FOR THE PRIMARY ESL CLASSROOM
BIG
BOOK
READING
Pre-reading: Teacher could attract students
interest for subject by :
Accessing prior knowledge
Predicting the storyline (book cover)
eg : a) illustration
b) tittle
Introduce unfamiliar vocabulary

While-reading (Beginner) :
focus on the reading
techniques.
eg :
I. use of pointing to aid
visual tracking (left to
right, top to bottom)
II. Use of visuals to bring
meaning to the text.


I. Choral repetition of
sounds,words,
sentences and refrains
II. Reading for
understanding and
comprehension
questioning.

Post-reading - include variety of response tasks
including :
I. Discussion
II. Comprehension activities
III. Writing
IV. Drama projects

SEM 6\TSL 3111\Teaching with Shared Reading of a
Big Book - YouTube.mp4



Reading is interpretative communication and as
such needs to be done for a purpose, as
a tool within a familiar and meaning-based
context (Curtain and Dahlberg,2004)

Vocabulary
Adapt the big book or create your own.
One that have the content knowledge that you want to
teach
Eg :
I. Change the vocabulary to the list of words that you
want to teach.
II. Change the storyline ,to make ensure that the list of
words you are going to teach fit into the story.
III. Use visuals,contextual cues,gestures and
etc to explain the meaning of the words.
SEM 6\TSL 3111\Making a Big Book in
LAE3314 - YouTube.flv
Use- WH question to
gauge students
understanding over the
newly learned
vocabulary.
Create vocabulary cards
(visual) for this story.
Have students to add
vocabulary to their
dictionaries.

LISTENING & SPEAKING
Theme should be fit easily into your activity.
Introduction : Invite students to look at the
front and back covers of the book.
I. Ask them Wh question based from the
front and back book cover
II. Teacher may jot down students response on
the blackboard.



Invite students to express their personal
reaction to the book.
eg :
I. Did they like the story?
II. What was their favourite part or illustration?
III. Did the story remind them of another one?
IV. Students learn how to respond appropriately
to different types of questions.

Further activity :
Role play activity
Dialogue (give situation)
Describing the pictures
(teacher make flow
chart using pictures
based from the story)
Puppet
Character acting


Chart
CHART
Combination of pictorial, graphic, numerical or
vertical material which presents a clear visual
summary.
A visual symbol summarizing or comparing or
contrasting or performing other helpful services
in explaining subject-matter_Edgar Dale
The main function : to show relationships such as
comparisons, relative amounts, developments,
processes, classification and organization.

GRAMMAR
Teacher use chart to
teach common
contraction in everyday
use.
Further activities can be
developed into :
I. Writing simple
sentences based on
picture cues.
II. Identifying correct form
of contraction in a
sentence.

SOUND SYSTEM
Teacher uses chart to
teach the initia , medial
or final sound .
SPEAKING
Students draw these
circles on a piece of
paper and think about
the things they like and
do not in each circle.
Students sit in pairs and
interview each other
about their life circles.

WRITING
Instead on an interview, the students can
write paragraph about their life circles.
Teacher can change the topic and the name of
each circle accordingly to the topic of the day.
eg : World of Knowledge (Getting Connected)
-Different kinds of means
for communication


GRAMMAR
Make a big star shape
using a mounting board
(could also draw on the
board) and write five
sense around it.
Tell students to
brainstorm some
memorable events
related to the senses.

Let them write simple sentences of each event
that they have listed. (production stage)

Multimedia
DEFINITION OF MULTIMEDIA
Multimedia includes a combination
of text, audio, still images, animation, video,
or interactivity content forms.
This contrasts with media that use only
rudimentary computer displays such as text-
only or traditional forms of printed or hand-
produced material.


Word processor
Is an electronic device or a computer application
software that performs word processing:
I. the composition
II. editing
III. formatting
IV. printing of any sort of written material.

http://en.wikipedia.org/wiki/Word_processor
Typical features of a
word processor :
I. font application
II. spell checking
III. grammar checking
IV. a built-in thesaurus
V. automatic text
correction

LANGUAGE ART
Teacher divides
students in several
small groups and asks
them to sit in their
group.
Let the students discuss
the elements of
literature in a short
story that they have just
learned before.
WRITING
Provide wide range of writing-based language
practice,including micro-level activities such as
:
eg : Punctuating,ordering,rewording.
I. Teacher gives every students a picture cues
or skeleton .
II. A pair of students will work on one computer
to compose their writing task.

Students then transfer
the information into
graphic organizer using
word processor
Students present their
graphic organizer to the
whole class.

BOARD
[White
BOARD]
Teaching Vocabulary [Reading]
Year - 1 Kssr
Theme World of Knowledge
Topic Animals around us
Content Vocabulary
Integration - Reading
Learning Standard 2.2.1 Able to read and apply word
recognition and word attack
skills by matching words with:
a) graphics
Resources White board, vocabulary word cards, pictures.
ACTIVITIES:

1- Teacher paste 5 pictures of
animals on the board.
2-Teacher asks students randomly
to pick up the vocabulary word
cards and place it under the correct
picture.
3-The student read aloud the word
and the rest of the class follows.
4.The activity continues with the
rest of the students.
TEACHING WRITING
Year - 2 Kssr
Theme - World of Knowledge
Topic Animals around us
Content Vocabulary
Learning Standard - 3.2.2 Able to write simple sentences
with guidance.
Resources - Vocabulary word cards , definition word cards,
whiteboard.
ACTIVITIES:

1- Teacher paste 5 vocabulary word cards
on the white board.
2-Teacher asks students one by one to pick
up a definition word cards and place it
under the correct word.
3-The student says the word and its
definition .
4-The student create his/her own sentences
based on the vocabularies introduced on
the whiteboard.
5-Teacher will correct at the end of activity.
PUPPET
WHY USE PUPPETS?
To Enrich Story Time
Using puppets during story
time can be a great way to get
young children involved in
story time. Not only does
using a puppet capture their
attention, it is also a great way
to make the story come alive.
http://voices.yahoo.com/five-ways-puppets-
preschool-classroom-8536647.html
TEACHING LANGUAGE ARTS
[STORY TIME]
Year - 3 Kssr
Theme - World of Stories
Topic - The little red riding hood
Skills Language Arts
Learning Standard 4.2.1 : Able to respond to
(a) characters (b) place with
guidance.
Resources Puppet and storybook.
Activity: Story time with The Puppet
1. Teacher starts the lesson by introducing the puppet as the
teachers partner.
2. Teacher tells the story about the little red riding hood.
3. During the story, teacher make the puppet to comment on what is
happening in the story.
4. Teacher also ask the children questions about the story.
- Who is the character of the story?
- Why the woodcutter cut the fox?
- Where is Little Red Riding Hood going to?
*The puppet can also answers just like the students.
5. Teacher let the puppet to ask the students on what they think
will happen next.
6. Teacher and puppet finishes the story until the end.

TEACHING GRAMMAR
Year - 3 Kssr
Theme - World of Knowledge
Topic - Where is the fruit?
Content - Grammar-preposition
Learning Standard - 5.1.5 Able to use prepositions
correctly and appropriately:
(a) in (c) under (e) in front of (f ) behind
Resources - Puppet, box and fruits(apple, banana, orange)
Activities: Fruity Prepositions
with Pippo the Puppet

1) Teacher starts the lesson by
introducing the puppet as the
teachers friend.

2) Teacher places the fruits anywhere in
the class.

3) Teacher gives the puppet instructions to
carry out.

-Can you show the children a banana,
please?
(Pippo picks out and holds up the banana
for the children to see)
- Very good Pippo.


4) Teacher get the children to repeat the word and use lots of
applause of encouragement both for Pippo and the children.
*teacher repeats this step to introduce all the fruits.

5) Teacher give Pippo instructions again.
-Pippo can you put the apple on the box please?
*teacher repeats this step to introduce all the prepositions.

6) Teacher make Pippo do mistakes and get the children to
correct him.
http://esldramagames.com/2011/02/23/fruity-prepositions-with-pippo-the-puppet/

MASKS
HOT SEAT MASKS
What is Hot Seating?

A character is questioned by the
group about his or her
background, behaviour and
motivation.
The method may be used for
developing a role in the drama
lesson.
The technique is additionally
useful for developing questioning
skills with the rest of the group.
http://dramaresource.com/strategies/hot-seating

TEACHING LANGUAGE ARTS
[LISTENING & SPEAKING]
Year - 3 Kssr
Theme World of stories
Topic the little red riding hood
Skills listening and speaking
Learning Standard - 1.3.1 Able to listen to and
demonstrate understanding of
oral texts by:
(a) asking simple Wh-Questions
(b) answering simple Wh-Questions
Resources Story book, masks, chairs
ACTIVITIES:

1) Teacher reads and students listen to the story.
2) To tests their understanding, teacher divides students into
groups of 2-3 and do the hot seat activity.
3) Each groups are given a scenario in the story.
-1 student will be the one being asked and wears mask.
-The other group members will ask the question.
4) Teacher guides on preparing the activity.
5) Groups are called according to the sequence of the stories
and perform in front of the class.

http://dramaresource.com/strategies/hot-seating


TEACHING LANGUAGE ARTS
[READING]
Year - 3
Theme - World of Stories
Topic Goldilocks and The Three Bears
Skills - Reading
Learning Standard 2.3.1 Able to read for information and
enjoyment with guidance:
(b) non- fiction
Resources Masks, storybook.
ACTIVITIES:
1. Teacher reads a short story to the
students.
2. Teacher divides students into groups.
3. Every groups will be given a short role
play dialogue.
4. Teacher provides masks for every
character in the group.
5. Students are given time to practice the
dialogue with the teacher.
6. Teacher emphasizes on reading with
action to students.
7. The students need to read the dialogue
they practiced earlier in front of the class.
8. The group will be called according to the
sequence of the story.
9. Teacher announce the best group
performance.
http://iteslj.org/Techniques/Huang-RolePlay.html
SLIDES

Powerpoint slides can be used to teach
various skills in the classroom.
It gives advantages to students who are visual
learners and assist them in learning since
slides can be used to explain something
abstract in the visual form.
READING
-STORYTELLING
Draft the narrative. Dont start by opening
PowerPoint. Think about the narrative first.
Whats your title? What stories are you going
to tell? What are the key messages? Answer
these questions on a notepad.
Compile photos and images. Compile the
photos that you will use to support the
narrative . The brain responds more favorably
to faces than it does to abstract images.
Create video clips. While youre creating the
content in step one, think about existing
videos you can insert or develop your own.
Storyboard the slides. In this step, begin to
visualize your deck. Use a notebook,
sketchpad or whiteboard.
Create the presentation. Now you can open
PowerPoint and begin transferring the
narrative, content, video, images and sketches
to the actual slides.
Rehearse the entire presentation. If youre
delivering a new presentation,practice it ten
times before delivering it for real. By the 10
th

time, youll have it nailed.



Once upon a time a old
woman and a old man
lived in a cottage. One
day the little old woman
made a gingerbread
man. She put him in the
oven to bake. As soon as
he was cooked, the little
old woman opened the
oven door. The
gingerbread man jumped
out of the tin and ran
out of the open window
shouting, 'Don't eat
me!'
The Gingerbread Man
The old woman and old
man ran after the
gingerbread man.He ran
on saying,
'Run, run as fast as you
can! You can't catch me,
I'm the gingerbread
man!'
Slides can be used to teach grammar.
Putting up pictures can arouse interest,
stimulate interaction and helps students see
places, people and events and bring to life
situation which would be abstract and difficult
to explain in words (Nesamalar, 2005)
GRAMMAR
Presentation
HE IS RUNNING
Verbs
SHE IS PLAYING GUITAR
Grammar
-preposition
VOCABULARY
-FLASHCARDS
Concrete items of vocabulary such as animals
can be effectively taught using visual
technique (Nesamalar, 2005)
Using a flashcards in the form of powerpoint
will give advantages to teacher and students
since it is editable, more colourful and
attractive.
SHARK
RABBIT
AUDIO
Benefits of using audio in classroom

Auditory Learners Are Engaged
Helps better memorization
Increase participation


LISTENING AND SPEAKING
-Songs

They allow for lots of repetition of the language
without kids getting bored.

Integration of pronunciation, intonation, stress and
rhythm can be achieved

They cover the same topics as they kids are covering in
the English lessons and other classes: animals (Old
Macdonald), body parts (hokey pokey)

Old MacDonald Had a Farm - Nursery Rhymes -
YouTube2_mpeg2video.mpg

LISTENING AND SPEAKING
-Stories
The purpose of listening to story is to derive
pleasure and get moral education instead of
listening to the pronunciation.

Suggested activities :
Retell the story in their own words
Draw a picture of the main character/setting of the
story

The Whale Who Ate Everything Children's Audio
Books - YouTube_mpeg2video.mpg
LISTENING AND SPEAKING
-News
News is an authentic source for listening
Pupils will be able to have the real life experience
in learning
It is used to recognize details.

Suggested activity :
Fill in the blank with the correct answer

G:\resource\classroom_worksheet_-__news.pdf
INTERACTIVE
WHITEBOARD
An interactive whiteboard (IWB), is a large
interactive display that connects to a
computer. A projector projects the computer's
desktop onto the board's surface where users
control the computer using a pen, finger, or
other device. The board is typically mounted
to a wall or floor stand.
Interactive Whiteboards
ADVANTAGES
They allow learners to
absorb information more
easily.
They allow learners to
participate in group
discussions by freeing them
from note-taking.
They allow learners to
work collaborativelyaround
a shared task or work area.
DISADVANTAGES
Interactive whiteboards are more expensive
than conventional whiteboards or projector
Their surface can become damaged,
necessitating expensive replacement.
Fixed-height boards are often mounted too
high for users to reach the top of or too low to
be readily visible by all users.

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