COMPONENT A: ACQUISITION OF KNOWLEDGE

ARTICLES AND GRAPHIC ORGANISERS

How learning take place Using knowledge of: Teacher Learning resources available Approaches and techniques Whose plan and control? Mean to know. The knowledge

What needs to be learnt? How much an be learnt in specified time

Opportunity to weigh the various options available and make choices

What activities and materials to use and in sequence

In making decision about Act as route map Importance Enable to get the software and hardware necessary

How learning can be monitored and feedback given and obtained

Lesson Plan

How to evaluate learning

As a record work done

What is needed?

Stages

Set induction

General and specific objectives it set out to achieve

Pupils characteristics

Amount and type of pupils-teacher participation

Presentation

Practice

Production Previous knowledge of the pupils Tasks and materials Language requirements of task/activity Balance in allocation of time Balance and grading of activities

Closure

LESSON PLAN

a teacher's detailed description of the course of instruction for one class.

Details will vary depending on the preference of the teacher, subject being covered, and the need and/or curiosity of children.

developed by a teacher to guide class instruction.

DEVELOPING A LESSON PLAN

Title of the lesson

Time required to complete the lesson

List of required materials

List of objectives, which may be behavioral objectives (what the student can do at lesson completion) or knowledge objectives (what the student knows at lesson completion)

The set that focuses students on the lesson's skills or conceptsthese include showing pictures or models, asking leading questions, or reviewing previous lessons

An instructional component that describes the sequence of events that make up the lesson, including the teacher's instructional input and guided practice the students use to try new skills or work with new ideas

Independent practice that allows students to extend skills or knowledge on their own

A summary, where the teacher wraps up the discussion and answers questions

An evaluation component, a test for mastery of the instructed skills or conceptssuch as a set of questions to answer or a set of instructions to follow

Analysis component the teacher uses to reflect on the lesson itself such as what worked, what needs improving

A continuity component reviews and reflects on content from the previous lesson

THINGS TO CONSIDER BY TEACHER WHILE PLANNING A LESSON

Goals / objectives

Think about broad objectives of the course, goals of the particular lesson and what students should be able to achieve after the lesson. Define what your students will do to acquire further knowledge and skills and how they will be able to demonstrate that they have learned.

Materials

What will be needed for the lesson. what will have to be prepared before starting the lesson.

Lesson Description

Describe the general focus of the lesson. Include thoughts to share with other teachers.

Lesson Procedures

Introduction: Describe how you introduce ideas and objectives, get student's attention and motivation, and others Main activity: Define the sequence of activities, in particular pedagogic methods like presentation, demonstration, explanation, discussion.

Assessment / Evaluation

Define how the teacher will assess student's learning. Also evaluate if students engaged in suggested practice.

AIM OF EACH STAGES IN LESSON PLAN

SET INDUCTION

To basically evoke the use of English language for that particular period or lesson. To trigger/stimulate the pupils' attention and interest to the lesson.

PRESENTATION

To get the pupils' attention and interest in the new language situation being presented (step 1) To help the pupils identify meaning in the situation and to consider language which may be used in the situation (step 2) To involve the pupils in doing, watching, listening and speaking (step 2)

PRACTICE

To help pupils to internalize (remember what have been learnt) and to recall in appropriate situation the language (words/sentences) they have learnt. To get pupils to say new language (words/sentences) correctly. To encourage pupils to begin to apply new language/structure meanigfully in different situations.

PRODUCTION

To get pupils to do follow-up activities of the practice stage in more difficult task. To encourage independent learning by the pupils. To enhance both fluency and accuracy.

To sum-up the lesson. To re-visit mainpoint of the lesson. CLOSURE

LISTENING SKILLS

Reasons for listening

Purpose of Listening

Process Involeved in Listening

Good for our students pronunciation. Students to be exposed to more than just that one voice.

For maintaining good social relations. A great deal of conversation and casual talk.

Hearing vs listening We only begin to listen when we hear and make an effort to interpret them.

For entertainment People listen to the joke,songs, TV.

Top-down processing Remind to previous knowledge.

For obtaining information necessary for day-to-day living. People listen to news broadcasts, directions on how to get different places.

Bottom-up process Trigger to know something information.

For academic purpose. People listen to the lectures, seminars

Listening is an active process Construct cognitive meaning.

Encourage students to listen as often and as much as possible. Listen to as much English as they can.

Encourage students to respond to the content of listening not just to the language. Any listening materials is also useful for studying language use and a range of pronunciation issues.

Help students prepare to listen. Students need to be made ready to listen.

LISTENING PRINCIPLE

Different listening stages demand different listening tasks. For a first listening, the task may need to be fairly straightforward and general.

Once may not be enough. Students should be encouraged to ask for repetition and clarification when they need it.

Good teachers exploit listening texts to the full. If the teacher ask students to invest time and emotional energy in a listening text.

Monitor student activity. Encourage students who seem to find the activity difficult. Praise students who perform well or try harder. Give clear instruction . Demonstration of what the students needs to do is often the clearest way of helping students.

Take account of the student as a person. Most affected by personality features Praise students frequently. Select material that is motivating and within the ability of students.

PRINCIPLES OF TEACHING SPEAKING.

Reduce anxiety by moving from easy to more difficult Start with simple task to more complex task.

Vary interaction modes Involves clever use of different interaction modes. Provide a good model for students to imitate Consciously teaching students correct pronunciation, intonation. Learning to speak English in an acceptable way.

Maintain a careful balance between accuracy and fluency. Accuracy is the production of a range correct and appropriate words and structure as well as correct. Fluency which is the ability to produce speech that has normal flow.

Provide appropriate stimuli for eliciting speech. People need to speak about something.

APPROACH TO TEACHING LISTENING IN THE KBSR

AUDITORY DISCRIMINATION

Distinguishing specific sounds from a background of different sound. Recognizing the meaning of sound signals heard. Enjoying speech rhythms and patterns of sound. Understanding and interpreting intonation patterns in statements, questions, commands. Identifying stress and unstressed syllables. Understanding marked and unmarked stress.

COMPREHENSION

Follow directions. Note details. Understand main ideas and supporting details. Understand the general mood of the selection listened to. Make inferences. Predict outcomes. Evaluate author's attitude, values, styles and others. Listen and respond critically to faults in arguement, the speaker's manner of speaking and others.

PRINCIPLES OF TEACHING SPEAKING

Take account of the pupils as a person.

Reduce anxiety by moving from easy to more difficult.

Maintain a careful balance between accuracy and fluency.

Provide a good model for pupils to imitate.

Provide appropriate stimuli for eliciting speech.

Vary interaction models.

Give clear instructions.

Monitor pupils activities.

Make sure teacher have made adequate preparation for your class.

Handle errors sensitively and effectively.

Interactive process

Purposes

Is a thinking skills

Involve knowledge

Aim in the KBSR

Reading Skill

Encourage student to read as often and as much as possible.

Become independent and mature readers. Provide opportunity developing study skills of Students need to be engaged with what they are reading.

Principle Match the task to the topic when using intensive reading texts.

Enrich pupils vocabulary and language structure. Promote the application of reading skills for different purposes.

Encourage students to responds to the content of a text.

Prediction is a major factor in reading.

Provide variety Have a social function

Be meaningful

Be purposeful

Knowledge of word order

Knowledge of grammatical facts and rules

Features of Activities that support Grammar Learning.

Encourage active participation

Use a multimedia approach What does knowing grammar involves for students.

Grammar

Teaching approach Knowledge of form and function Knowledge of the grammar of spoken and written sentences

Convert

Overt

Knowledge of how to link ideas in different sentences.

Knowledge of the meaning of different grammatical options.

Teacher gets the pupils involved in using the structure without drawing their attention to the grammatical rules.

Teacher explicitly explains the rules when presenting the new language.

Subject matter Purpose Writer needs to know Language

Conventions Thinking skills

Narration Contains a sequence of events with characters and settings

Description Details account of physical attributes Exposition

Mechanics Organizational skills To get things done Value system To inform Writing process

Presentation of facts and explanation Types of writing Persuasion Purpose

To persuade

Writing skills

Argumentation Containing a proposition and evidence of proof

Contains the writers point of view

To maintain relationship

To document occurrences, events

What is writing Stages

To record feelings, experiences, observations, etc

Writing readiness Writing is a system for interpersonal communication using visible signs/ graphic symbols on a flat surface such as paper,cloth, etc

Early writing

Developmental writing

LITERATURE AND LANGUAGE TEACHING

What it literature

What reading literatures involve

The writer selects from his experiences and feelings, develops structure/ form which could be a story , poem, rhyme so that the reader receives a message which is full of meaning.

Not just a process of meaning getting but of meaning-making as well. The students creates an imaginary world with the products of two imaginations-the readers and the writers. The student must have some understanding of the text before he can fully respond to it.

Staging of activities

Preparing for the text

Working for the text

Working out from the text.

o Draw the students into the text. o Relate the text to their personal lives

o Includes the initial encounter with the text, where students may read the text, either silently or aloud.

o Stages where the text is used as a springboard for extension activities.

3. Language development Model of language Stimulus for language-based activities. Context for language-based activities

1. Social / Moral development Literature brings the student into contact with the thoughts, feelings and experiences of people who exist outside his own surroundings. 2. Aesthetic development Encourages thinking about the arts including literature, in terms of beauty, taste, imagination and judgement.

WHY USE LITERATURE IN THE LANGUAGE CLASSROOM

Joining the dot Intended to improve a person's ability to read, write, or do mathematics for the weak pupils. Rearrange the letter

Activity Purpose Remedial Activity

English Language Activities

Crossword

Enrichment Activity

Activity

Purpose

English Vocabulary Quizzes

Intended to improve a person's ability to read, write, or do mathematics higher than they just learn for the advance pupils.

Flash quizzes

REMEDIAL AND ENRICHMENT ACTIVITY FOR SPEAKING AND LISTENING SKILLS

DEFINITION:

Enrichment activities are modifications that teachers would add for pupils who complete the work early or who need more challenging work.

Remedial activities are some activities prepared by the teachers to increase pupils' ability in English skills either speaking, listening, writing or reading.

PURPOSE FOR REMEDIAL AND ENRICHMENT ACTIVITIES

To help learners overcome gaps & errors in their English, especially fossilized errors.

To make learners notice their mistakes or errors and discover for themselves what is wrong and right.

To monitor leaner's errors, mistakes or slips.

To reactivate, consolidate and clarify previously presented language items.

To distinguish between general problems and those of individual learners.

To evaluate effectiveness of teaching and teaching material.

REMEDIAL ACTIVITIES FOR SPEAKING AND LISTENING SKILLS

- The important skills of speaking, listening, reading and writing should be emphasized in the teaching of spelling. - When giving intensive instructions on spelling, the teacher should make good use of visual image of the word and letter-sound relationships to help the pupils. - Interesting spelling exercises for fun, such as games and quizzes, should be used. - Phonics can also be taught to help pupils attach sounds to letters. It is particularly useful for teaching pupils how to pronounce words with consonants, short vowels, letter blends, digraphs and long vowels.

EXAMPLE OF REMEDIAL ACTIVITIES Arrange the alphabets in correct order to form a word. 1. ARC = ___________ 2. ROLRY = __________ 3. PSIH = _________ 4. NITAR = _________ 5. NVA = __________ 6. LECIBYC = __________ 7. YCMTROELOC = ____________ 8. CPORTELIEH = _______________ 9. ENAPLORAE = _________________ 10. SBUNIAMER=_________________

ENRICHMENT ACTIVITIES FOR SPEAKING AND LISTENING

Enrichment activities are some activities that being conducted to the pupils who are successfully achieve the learning activities

Usually gifted pupils are the pupils who takes the enrichment activities

It's used to improve and powering pupils ability and understanding towards the lesson.

EXAMPLE OF ENRICHMENT ACTIVITIES Listen to the conversation played by the teacher and answer the questions that followed. 1. Where is Amirs parent house? 2. How frequently Amir come to his parent house? 3. What is Amirs occupation? 4. Why does Amirs cant go home to his village frequently? 5. In your opinion, do you think Amir is a good son? Why?