compilation of notes ele3104 topic 5-8

ELE3104: COMPILATION OF NOTES ELE3104 TOPIC 5-8

Prepared by : Hanis Athirah Rusli and Nuraini Mohd Nasir PISMP SEM 6 2012 ©

5.0 THE TEACHING AND ASSESSING OF WRITING SKILLS

• Writing is the system for interpersonal communication using visible signs or graphic symbols on a flat surface such as paper, cloth n ect.

• Purpose of writing:

- To get thing done

- To inform

- To persuade

- To maintain relationship

- To document occurances, events, ect

• Types of writing:

- Narration

- Description

- Exposition

5.1 PRINCIPLE OF TEACHING WRITING

1. Understand your students’ reasons for writing.

The greatest dissatisfaction with writing instruction comes when the teacher’s goals do not match the student’s, or when the teacher’s goals do not match those of the school or institution in which the student works. It is important to understand both and to convey goals to students in ways that make sense to them.

2. Provide many opportunities for students to write.

Writing almost always improves with practice. Evaluate your lesson plans: how much time is spent reading or talking about writing, and how much is spent actually writing? Practice writing should

provide students with different types of writing as well. Short responses to a reading, journal entries, letter writing, summaries, poetry, or any type of writing you find useful in your class should be practiced in class.

3. Make feedback helpful and meaningful.

Students crave feedback on their writing, yet it doesn’t always have the intended effect. If you write comments on students’ papers, make sure they understand the vocabulary or symbols you use. Take time to discuss them in class. Be cautious about the tone of your comments.

• Find one good idea the student has, and make an encouraging comment about it.

• Find a place where the student wasn’t clear, and write a comment that will help her/him clarify it.

• Identify a grammar problem, and make a comment that will help the student see the problem in other places in the paper.

4. Clarify for yourself, and for your students, how their writing will be evaluated.

Students often feel that the evaluation of their writing is completely subjective. Teachers often hear, “I just don’t understand what you want.” One way to combat that feeling is to first develop a statement for yourself about what is valued in student writing, either in your classroom or in your institution as a whole.



5.2 WRITING READINESS (1ST STEP)

Building Visual Readiness Skills:

Visual readiness begins with recognizing shapes and then letters and numbers and finally words. Reading books and signs and pointing out words is helpful. Here we're not concerned that they "read" or recognize the specific words so much as that they begin to understand that "oh, together those letters make a word." Also label, items and pictures along with your child so that you are role modeling identifying items with writing.

Building Fine Motor and Eye/Hand Coordination:

Many preschool activities that just seem like fun are actually building fine motor skills and eye/hand coordination. Here are 10 examples of good pre-writing activities:

• Working puzzles • Building with blocks • Pouring water into cups • Stringing beads • Finger painting • Bouncing and catching balls • Cutting with scissors • Drawing • Matching shapes • Threading "sewing" cards

Super Fun Pre-Writing Activity: To build finger strength, fill clean spray bottles with water and let kids spray a surface like a fence or sidewalk. It just seems like a fun

activity to them, but the trigger finger action is actually strengthening little fingers. Beginning Writing:

When your child is ready to write, start with markers or chalk on a big blank surface such as a board or paper on an easel. Demonstrate the writing of letters without focusing yet on size, hence no lined paper for beginning writers. As young children progress you can offer smaller paper with crayons or felt tip pens.

Educator's tip: Many parents begin by teaching young children to write capital letters and they come to kindergarten writing their names in all caps. Start from day one teaching your child to write their name with only the first letter capitalized so that he won't have to relearn how to write his name.

5.3 STAGES IN WRITING LESSON

1. Generating ideas using learners' own ideas can make the writing more memorable and meaningful. Before writing a letter of complaint, learners think about a situation when they have complained about faulty goods or bad service (or have felt like complaining), and tell a partner. As the first stage of preparing to write an essay, I give learners the essay title and pieces of scrap paper. They have 3 minutes to work alone, writing one idea on each

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piece of paper, before comparing in groups. Each group can then present their 3 best ideas to the class. It doesn't matter if the ideas aren't used in the final piece of writing, the important thing is to break through the barrier of ' I can't think of anything to write.

2. Focusing ideas This involves thinking about which of the many ideas generated are the most important or relevant, and perhaps taking a particular point of view. As part of the essay-writing process, students in groups put the ideas generated in the previous stage onto a 'mind map'. The teacher then draws a mind-map on the board, using ideas from the different groups. At this stage he / she can also feed in some useful collocations - this gives the learners the tools to better express their own ideas. I tell my students to write individually for about 10 minutes, without stopping and without worrying about grammar or punctuation. If they don't know a particular word, they write it in their L1. This often helps learners to further develop some of the ideas used during the'Generating ideas' stage. Learners then compare together what they have written, and use a dictionary, the teacher or each

other to find in English any words or phrases they wrote in their L1.

3. Focus on a model text Once the students have generated their own ideas, and thought about which are the most important or relevant, I try to give them the tools to express those ideas in the most appropriate way. The examination of model texts is often prominent in product or genre approaches to writing, and will help raise learners' awareness of the conventions of typical texts of different genres in English. I give learners in groups several examples of a genre, and they use a genre analysis form to identify the features and language they have in common. This raises their awareness of the features of the genre and gives them some language 'chunks' they can use in their own writing. Learners identify the function of different paragraphs in a piece of writing. For example, in a job application letter, the functions of the paragraphs might be something like;

• reason for writing • how I found out about the job • relevant experience, skills and

abilities • closing paragraph asking for

an interview



Learners are given an essay with the topic sentences taken out, and put them back in the right place. This raises their awareness of the organisation of the essay and the importance of topic sentences.

4. Organising ideas Once learners have seen how the ideas are organised in typical examples of the genre, they can go about organising their own ideas in a similar way. Students in groups draft a plan of their work, including how many paragraphs and the main points of each paragraph. These can then be pinned up around the room for comment and comparison. When preparing to write an essay, students group some of the ideas produced earlier into main and supporting statements.

5. Writing In a pure process approach, the writer goes through several drafts before producing a final version. In practical terms, and as part of a general English course, this is not always possible. Nevertheless, it may be helpful to let students know beforehand if you are going to ask them to write a second draft. Those with access to a word processor can then use it, to facilitate the redrafting process. The writing itself can be done alone, at home or in class, or collaboratively in pairs or groups.

6. Peer evaluation

Peer evaluation of writing helps learners to become aware of an audience other then the teacher. If students are to write a second draft, I ask other learners to comment on what they liked / didn't like about the piece of work, or what they found unclear, so that these comments can be incorporated into the second draft. The teacher can also respond at this stage by commenting on the content and the organisation of ideas, without yet giving a grade or correcting details of grammar and spelling.

7. Reviewing When writing a final draft, students should be encouraged to check the details of grammar and spelling, which may have taken a back seat to ideas and organisation in the previous stages. Instead of correcting writing myself, I use codes to help students correct their own writing and learn from their mistakes.

8. Conclusion By going through some or all of these stages, learners use their own ideas to produce a piece of writing that uses the conventions of a genre appropriately and in so doing, they are asked to think about the audience's expectations of a piece of writing of a particular genre, and



the impact of their writing on the reader.

5.4 STARATEGIES IN TEACHING WRITING

1. Objectives and Goals

The lesson's objectives must be clearly defined and in lined with district and/or state educational standards.

2. Anticipatory Set

Before you dig into the meat of your lesson's instruction, set the stage for your students by tapping into their prior knowledge and giving the objectives a context.

3. Direct Instruction

When writing your lesson plan, this is the section where you explicitly delineate how you will present the lesson's concepts to your students.

4. Guided Practice

Under your supervision, the students are given a chance to practice and apply the skills you taught them through direct instruction.

5. Closure

In the Closure section, outline how you will wrap up the lesson by giving the lesson concepts further meaning for your students.

6. Independent Practice

Through homework assignments or other independent assignments, your students will demonstrate whether or not they absorbed the lesson's learning goals.

7. Required Materials and Equipment

Here, you determine what supplies are required to help your students achieve the stated lesson objectives.

8. Assessment and Follow-Up

The lesson doesn't end after your students complete a worksheet. The assessment section is one of the most important parts of all.

5.5 INTEGRATED ACTIVITIES

1. Step-by-step instruction 2. Provision of model 3. The need to teach language

(grammar and vocab) appropriate to the writing needs of student

4. Focus on the various stages of the writing (refer pg 142-145)

5.6 ASSESSING WRITING

When it comes to writing assessment, there's no better judge of what your students know and are able to do than you. Assessing Writers offers practical methods for gathering information about every writer in your classroom and shows you how to create writing lessons that address the needs of individual students as

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well as the whole class.In Assessing Writers you'll find out:

• what you need to know about students to assess them as writers

• how to uncover and make sense of this information

• how to make an individualized plan for each student

• how to use these plans when you confer

• how to structure units of study to meet classroom-wide needs.

With a wealth of smart suggestions, useful charts, reproducible rubrics, and activities for professional reflection, Assessing Writers gives you powerful tools that make assessment simple and effective.

6.0 THE TEACHING AND ASSESSING OF VOCABULARY, SPELLILNG AND DICTATION

What is VOCABULARY?

• The words which make up a language constitute its vocabulary.

• It can be categorized into 2 groups: – Content words

• Specific meaning, e.g. boy, table.

– Function words • Have little meaning

when it used on their own but have grammatical meaning when use in and between sentences. E.g. the, but

WORDS AND MEANING

1. Denotation refers to the literal meaning of a word, the "dictionary definition."¨ For example, if you look up the word snake in a dictionary, you will discover that one of its denotative meanings is "any of numerous scaly, legless, sometimes venomous reptiles¡Khaving a long, tapering, cylindrical body and found in most tropical and temperate regions."

2. Connotation, on the other hand, refers to the associations that are connected to a certain word or the emotional suggestions related to that word. The connotativemeanings of a word exist together with the



denotative meanings. The connotations for the word snake could include evil or danger.

3. Polysemy: word has a single word form but two or more meaning. When we talk of the mouth of the cave, we refer to its opening. Mouth could also be a relation to the opening through which we takes in our food or the palce where a river joins the sea.

4. Hononymy: is the word that written in the same way and sound alike but have different meaning.

6.1 PURPOSE OF TEACHING VOCABULARY, SPELLING AND DICTATION

Purpose of teaching vocabulary, spelling and dictation

• The more vocabulary words students know, the better they are able to comprehend

• A large vocabulary opens students up to a wider range of reading materials

• A rich vocabulary also improves students' ability to communicate through speaking, listening, and writing

• To increase the number of words that students know and can use in a

variety of educational, social, and eventually work-related areas.

Principles for Teaching Vocabulary

• Focus on the most useful vocabulary first

• Focus on the vocabulary in the most appropriate way

– Looked at what words to teach and learn

• Give attention to the high frequency words across the four strands of a course

• Encourage learners to reflect on and take responsibility for learning.

Principle of vocabulary selection

1. Frequency 2. Culture factors 3. Student-related factors

(refer pg 250)

Strategies of Teaching Vocabularies

• Use “instructional” read-aloud events.

• Provide direct instruction in the meanings

of clusters of words and individual words.

• Systematically teach students the

meaning of prefixes, suffixes, and root

words.

• Link spelling instruction to reading and

vocabulary instruction.

• Teach the effective, efficient,

realistic use of dictionaries,

ELE3104: COMPILATION

Prepared by : Hanis Athirah Rusli and Nuraini Mohd Nasir

thesauruses, and other reference

works.

• Teach, model, and encourage the

application of a word-learning strategy.

• Encourage wide reading.

• Create a keen awareness of and a deep

interest in language and words

Planning to teach vocabulary

1. Learners own language 2. Techniques of coveying meanings3. Learner factors 4. Teacher factors

(refer pg 251)

6.2 TECHNIQUES AND ACTIVITIES FOR TEACHING VOCABULARY, SPELLING AND DICTATION

Techniques & activities

Visual techniques

techniques

The use of dictionary

Translation



thesauruses, and other reference

• Teach, model, and encourage the

learning strategy.

• Create a keen awareness of and a deep

Techniques of coveying meanings

6.2 TECHNIQUES AND ACTIVITIES FOR TEACHING VOCABULARY, SPELLING AND

VISUAL TECHNIQUES

• Topics such as festivals, occupation or places work

• Example: – Blackboard drawings– Wall charts– Photographs– Static visual stimuli. E.g.

gestures, facial expressions and mime

Example of activities

VERBAL TECHNIQUES

• Use of synonyms and definitions

• Use of antonyms and contrasts• Use of context • Word of part clues• Vocabulary groups

Verbal techniques

Word picture association Using diagrams

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Topics such as festivals, occupation

Blackboard drawings Wall charts Photographs Static visual stimuli. E.g. gestures, facial expressions

Use of synonyms and definitions

Use of antonyms and contrasts

Word of part clues Vocabulary groups

ELE3104: COMPILATION

Prepared by : Hanis Athirah Rusli and Nuraini Mohd Nasir

Example of activities

THE USE OF DICTIONARY

Some pointers for the effective use of dictionary:

TRANSLATION

• Effectively convey meaning• Save time by quickly dispensing with

the explanation of the word

6.3 ASSESSING OF VOCABULARY, SPELLILNG AND DICTATION

Assessing vocabulary, spelling and dictation

• Multiple Choice • Completion (write the missing word)

Rhyme games

Word building

Word classification

Text- based activities

Arrange words in alphabetical order

Spell the word they are looking up

Identify the meaning for the word in context

Say the word aloud using the pronunciation key



Some pointers for the effective use of

Effectively convey meaning Save time by quickly dispensing with the explanation of the word

VOCABULARY, SPELLILNG

Assessing vocabulary, spelling and

(write the missing word)

E.g : At last the climbers reached the ………… of the mountain

• Translation (give the L1 of the underlined word)

E.g : They worked at the Matching (match each word with its meaning)

• Reading Comprehension and Vocabulary Questions;

E.g:

1) In fact, there are folk songs for many occupations – railroading, (following/ mustering/ concentrating/ herding) cattle, and so on.

2) …known as the Lost Sea. It is listed in yhe Guinnes Book for World Records as th world’s largest underground body, lake, cave).

• The Vocabulary Levels Questions (1000-10000 level)

E.g :

a)The picture looks nice; the colours bl………… really well.

b)Nuts and vegetables are cinsidered who………… food

c)Many companies were manufac…………… computers

• Non-words Questions

E.g:

1) dring 2) modest 3) swithin 4) receipt

Word building

Identify the meaning for the word in context

Say the word aloud using the pronunciation key

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E.g : At last the climbers reached the ………… of the mountain

(give the L1 of the underlined word)

y worked at the mill. (match each word with its

Reading Comprehension and Vocabulary Questions;

1) In fact, there are folk songs for railroading,

(following/ mustering/ concentrating/ cattle, and so on.

2) …known as the Lost Sea. It is listed in yhe Guinnes Book for World Records as th world’s largest underground (water,

The Vocabulary Levels Questions 10000 level)

a)The picture looks nice; the colours

b)Nuts and vegetables are cinsidered who………… food

c)Many companies were manufac…………… computers

words Questions



5) impatient

• Synonyms

• Fill in the Blanks

• True / False Questions

• Sentence Writing Questions

• Association Questions

E.g: Write three words that can fit in the blank

• Cloze Test

E.g:

One afternoon, in the _____ (1) of America, Amy discovered beautiful _____ (2) in a vase and a box of delicious _____ (3) on her doorstep

7.0 : THE TEACHING AND ASSESSING OF LITERATURE FOR PRIMARY SCHOOLS

Literature promotes the holistic development of the student in social, moral and aesthetic development.

Teacher use student centred approaches when using literature in the language classroom.

7.1 Purpose Of Using Literature In The Language Classroom

1) Language Development Student use literature as model of language to show how vocabulary, grammar and patterns may be used effectively to convey a message, appeal to senses and evoke a response. Literature can be serve as both stimulus and context for language learning activities in the classroom. As a stimulus, teacher can exploit student responses to text to produce language. As context, student through tasks devised assuming roles of character. Through language-based tasks, students explore, understand, evaluate, respond to and perform pieces of literature.

2) Social/Moral Development Literature brings the student into contact with the thoughts, feeling and experiences of people in their surroundings. Task using the content of literature can develop in student an awareness of human issues.



3) Aesthetic development

The aesthetic experience in literature involves the pleasure we get in reading a novel, hearing a poem or watching a play. Student will be able to make judgement and appreciate to good literature beginning with nursery rhymes and stories. Such activities will motivate students to learn the language because of its interest value, as well develop an appreciation of the language.

The Genres

• Short stories : folktales, myths, legends, fairy tales

• Novels : longer fictional works containing story lines or plot

• Drama : plays with stage directions

• Poetry : writing characterized by rhythm, metre and stanza, by pithy language and sensory appeal.

7.2 Designing Activities Based On Literary Texts

The activities may be stages according to the following three phases:

1. Preparing for the text (Pre-reading stage)

Before encounter with text, devised activities which will prepare the student for the text. Such activities:

• Draw the students into the text • Activate any personal language

related to the text • Relate the text into their personal life • Create interest or curiosity in what is

to come • Introduce key features of text which

wil facilitate comprehension

Focus on aspects of text and allowing students to express their thought and feelings. Useful vocabulary and sentence patterns can be also made familiar before actual encounters with the text. Example of strategies:

• Using visuals • Exploiting the theme • Using the language of

the text • Using drama or role play

2. Working with the text (While-reading stage-focus on the language and content of the text)

Encounter the text by students read the text either silently or aloud, or listens to it being read. Help the students to sustain their reading and explore the text using a ‘hands-on’ approaches, ‘interacting’ with each part of the text as they read, listen to, speak or write about the text. When devising activities, teacher may wish to get students:

• To recognize information provided in literary text



• To go beyond the information the writer provided

• To respond emotionally to the characters, plot, theme , language of the text

• To relate the content of the literary text to personal experience

• To reformulate information from text and present it in a variety of forms

3. Encounter with text 1) Reading aloud

Reading aloud makes the encounter shared experiences. Reading aloud brings alive the text. The students have to heard literature read aloud well before doing themselves. Before getting students to read aloud, ensure they understand the text as effective reading aloud involves interpretayion of texts. Reading aloud can be carried out individually, in pairs or in groups. The following elements should be consider

• Phrasing • Emphasis • Intonation • Volume • Pitch • Rhythm • Pause

2) Silent reading

Individual activity which allow student to proceed at his own pace. The student is free to make his own meaning as his

experiences and knowledge of the world interact with the text. It done out of class with teacher assigning portion of text to be read at home.

3) Story telling

Listening to stories in English is an enjoyable way of learning the language. Effective as story teller and audience are in direct contact-the elements of voice, facial expression, gesture. Teacher allow student to

• Tune in and remember words and phrases which are new

• Easily understand the language so not have to concentrate on every word

• Take part in telling of the story as the language is predictable

4. Exploring text

Student need to work with text following some directions to help them make meaning out the reading experience. Teacher help student to work at the content and language of the text and response to it through activities devised.

• Working with content : a) Plot : Based on the

understanding what happened, ask student what they expect to occur next. This can be done through discussion or students could write down their predictions. Predictions can also be acted out.



b) Character : activities focus on heroes, heroin, villains, their action and their relationship with the people. Teacher help student come to grips with characters with sociogram showing the relationship between characters. Write nature of the relationship on the linking lines.

c) Events : presented in a variety of ways by students both orally and in written form. Encourage students to interpret and express their personal response to the events and present them in oral retelling or role play.

• Working with language : student have to use language to express their views orally or in writing. Activities to sensitize students to the language of text should be considered in explorations of texts. Word webs and cloze exercise are some activities can be use.

5. Working out from the text (The post-reading stage-text is used as a springboard for extension activities)

• Art project : o Get students to create

wall displays for the English corner by helping them prepare a mural of key characters and events

o Help students construct scenes from nursery rhymes

• Oral activities o Encourage students to

retell stories. o Events in stories and

poems can be dramatized – students can make their own costumes, props and sets.

• Writing activities o Encorage students to

make their own picture dictionaries based on words they come across in their reading of texts.

o Write letters from one character to another about events they have read

o Set up a graffiti board in class where they could be describe the characters they encounter.

7.3 Assessing Literature

• essay • multiple choice • reference to context • open book • unseen poems



TOPIC 8: THE TEACHING OF GRAMMAR

Definition:

Rules of language which words are put together to convey meaning in different contexts.

Knowledge Required In Grammar

a) Word Order(Basic sentence patterns that student should learn)

b) Position of word classes(adjective,adverb,preposition)

c) Positive& negative version d) Grammatical Facts And Rule e) tense,pluralization of

nouns,wordderrivation f) Form&Fuction g) Communicate to

persuade,expressagreement,thank,appreciation

h) Use word,phrases,sentences to express function

i) Word,structure that we used to do this is called form

j) How To Link Ideas In Different Sentences k) Compund,complex

sentences,conjunction,logical connecteors,pronouns

l) Grammar of Spoken&Written Sentences m) Abbreviations form(i’m,she’s)not

allowed in formal writing but necessary in spoken language

n) Meaning Od Different Grammatical Option

o) Many sentence forms exist to express the same content but the different forms have different meanings.

The Importances Of Knowing Language Grammar:

a) Understand the grammar items in the syllabus to select appropriate language forms for teaching

b) Grade&sequence the grammar item appropriately

c) Integrate grammar with the teaching of language skill (LSRW)

d) Select appropriate technique for presenting grammar item

e) Identify and analyse student error& provide feedback &correction

8.1 Approaches In Teaching Grammar(overt and covert)

A good teacher has several possibilities how to teach grammar. There is a number of techniques for presenting and practicing grammar. According to J.Harmer the grammatical information can be given to students in two major ways. The first one could be extremely covert and the second will be made extremely overt.

Over grammar teaching

Covert grammar teaching

grammatical rules are explicitly given to students

students are simply asked to work with new language to absorb grammatical information which will help them to acquire the language as a whole

1) Covert grammar teaching:

Covert grammar teaching means that grammatical facts are hidden from the students- even though they are learning the language. Students may be asked to do any activity where a new grammar is presented or introduced, but their attention will be drawn to this activity not to the grammar.



* Teachers get the pupils involved in using the structure without drawing their attention to grammar rules.

* The students’ attention is focused on the activity&not the grammar rules.

* Eg : to teach the structure, “Do you like…?”

* Students have to go round asking their friends in order to complete the task.

2) Overt grammar teaching :

Overt grammar teaching means that the teacher actually provides the students grammatical rules and explanations-the information is openly presented. Traditionally there are two option available to teacher :

a) Deductive approach (general to specific)

Teacher presents rules/pattern/generalization and then goes provide practice in the application of these rules.

b) Inductive approaches / Discovery method (specific to general)

Students are given a number of sample sentences containing the target forms and the teacher guides the students into deriving the rule for themselves.

8.2 Purpose Of Teaching Grammar

1. It helps to use the language effectively. 2. Knowledge of the underlying ‘rules’ of

grammar is provided. 3. To develop students insight into the

structure of English language. 4. To enable the students to assimilate the

correct patterns of the language.

5. To teach grammar as a rule governed behaviour.

6. To develop the mental abilities of reasoning and correct observation.

Problem In Learning English Grammar

• Mismatch between form and function

• Exceptions to the rule -many exception to grammar rules cause difficulty in learning English

• Interference from the learner’s own language-differences between English and their own language

• Lack of motivation to learn grammar-grammar learning is boring because it requires multiple repetition

8.3 Techniques and Activities For Teaching Grammar

Features Of Activities That Support Grammar Learning

1. Be meaningful.

• Relate to students’ own need and therefore engage them as people.

• Get to know your students’ interest, likes, and dislikes.

• When choosing activities :

Can my students relate to this topic?/Do they know anything about it?/Would they like to know more about it?

2. Be purposeful

• Good learning activities :



Involve students in doing things with language/Give them some challenge/Catch their interest and attention.

3. Have a social function

• Give opportunities for interaction so student can:

• Get a sense of the usefulness of the language

• Get chance to check and test their understanding

4. Provide plenty of practice

• Let learners use similar language in different ways(lLSRW)and contexts (poems, stories, songs, games and jokes.)

• Give plenty of exposure – target structures become part of the automatic response and language (habit)

5. Use a multimedia approach

• Use senses- visual support, auditory support, reading.

6. Provide variety

• Use all four skill, different contexts, different genres.

7. Encourage active participation.

• Design tasks that allow student to manipulate the new language and challenge them to think or interact with each other.

Stages In Grammar Lesson

A)PRESENTATION

Purpose: To illustrate how the structure is formed&what it mean&how it is used/lead

student to use the structure to talk about themselves/check student understanding

Characteristic: Clear,interesting relevant&appropriate/includes an element of personel involvement

Typical Activities:Buildup of appropriate situational&linguistic context for new language/listen&initial repetition of new language/use new language to talk about themselves

Role Of Teacher: Informant

Correction: Necessary to correct to ensure student grasp the correct form

Length&place in lesson:short&usually at the beginning

Factor for presentation that should consider: Interest & Suitability

Approaches:

1. Didactic Approach

-teacher explains the rule,give several seed sentences to help the student grasp the concept&pattern,student apply the rule in drills

2. Discovery Method

-student are given several carefully chosen instances of grammatical feature&try to derive the pattern in the given sample for themselves

-the rule is explicitly stated by the students or teacher

-futher practice is given in applying the rule

Eg:usingsituation,tables or texts

3. Story-Comic Approach

Technique Used During Presentation:



- Flashcards

- Highlighter

- Wall charts

- Activity in classroom

- Sliding sentence strips

- Word cards and pocket charts

B)FOCCUSED PRACTICE

Purpose: To build student confidence in using new language/enable students to gain control of the structure within controlled framework

Characteristic: Controlled to minimize scope for errors/clear&precise/ maximized student talking time

Typical Activities:Drills/dialogue/text completion/problem solving/role play

Role Of Teacher: Conductor/Corrector

Correction: Immediate correction by teacher or peers

Length&place in lesson:Depend on students’ needs&difficulty of the structure/immediately after presentation

Teaching and learning materials:

-Drills

-Substitution Table

-Jazz chants

-Meaningful drill

-Blank-filling

-Motor activities

-Recombining activities:

1.Use two sentence maker

2.Make sure all the words the students would need are in the second sentence-maker

3.Use appropriate stimuli to ensure the student used the target structure

C)COMMUNICATIVE PRACTICE

Purpose: Give student opportunities to use the new language in freer(terbuka) more purposeful&creative ways/give teacher feedback on the level of mastery

Characteristic: Learner-centred/interaction activity/clear instruction from the teacher

Typical Activities: Communicative activities(games&discussion)

Role Of Teacher:Monitor&organizer

Correction: Without correction but errors-noted

Length&place in lesson: Depends on profiency of student&type of activity/ after presentation&practice/within or across lesson

Teaching and learning materials:

• Problem solving • Stories • Songs and nursery rhymes • Using personel experience • Games • Using visual

(eg:picture,maps,diagrams,graph,tables)

• Poems • Role play • Quizzes,puzzles&riddles

Integrating Grammar With Other Language Skills



Ways Which Integration Of Grammar With (LSRW):

1. Systematized mapping of the grammar syllabus within thematically-conceived(pendekatan merangkumi) series of units.

2. Unit by unit mapping of grammar. -mapping of grammar that comes after the texts&situations for the four skills have been determined/the grammar slement is then built to support the skills based activities.

3. Through specific ways in which grammar supports&is supported by each language skill

Integration of grammar with each skill:

a)Listening&Speaking

• Most grammar presentation&drills are oral

• Certain sentence structure such as social formulae like Would you mind…,Do you think it would….this cannot be explained as grammatical rules because the students would not be able to understand the rule.

b)Reading

• Reading texts can become rich contexts for practice of variety of grammatical forms

• Structural readers are used for extensive reading can provide the intensive practice necessary for internalization of grammar rules.

c)Writing

• Provide real&extended contexts for the practice of specific grammar items

• Editing&creative writing provide context for the sensitive use of grammar in dynamic interaction with other consideration in the communicative process.

Adapting Lesson For Mixed Ability Class

1) All student do not need to do all the items or exercises

2) All student do not need to do the same kinds of activity

3) Activities can be designed so that all students can do them minimally,but better students can do them at more sophisticated level,using more complex structures,fitting sturctures appropriately

4) Better students can be given more sophisticated forms and be asked to choose between forms according to situation

5) Poor students need constant practice

8.4 Assessing Grammar

compilation of notes ele3104 topic 5-8

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