topic 6 developing resources for teaching 28.4.16 thursday

7/26/2019 Topic 6 Developing Resources for Teaching 28.4.16 Thursday

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Resources for

Teaching:

Languageskills EEK

28 APRIL 2016


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Listening skills

Examples of listening activities:

1) Listening to the radio: news, a pla, !arliament, acomed programme

") #onversations with the neigh$ours, colleagues,

friends

%) &nswering the telephone

') (verhearing other people talking to each other:on a $us, in the oce

*) &ttending a lecture

+) atching T-

.) Listening to arrival and departureannouncements at the railwa station


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!re listening activities

The principal function of these activities which arenow common in teaching materials, is to esta$lisha framework for listening so that learners do notapproach the listening practice with no points of

reference/ This perspective is clearl in line with the use of

0knowledge schema and the esta$lishing of acontext/ &ctivities include the following:


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continuation

& short reading passage on a similar topic

!redicting content from the title

#ommenting on a picture or photograph

Reading through comprehension 2uestions in advance

orking out our own opinion on a topic

&n such activit is $ound to generate language/3owever, in some cases more explicit attention is

given to language practice, particularl to theactivation and learning of topic4related voca$ular


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Lower levels

Learners cannot $e expected to organise mentallwhat the hear without considera$le support/ 5nthe earl stages, this support ma $e in a non4ver$al form:

4!utting pictures in a correct se2uence46ollowing directions on a map

4#hecking o7 items in a photograph

4 #ompleting a grid, timeta$le, or chart of

information


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#ont/

&s pro8cienc develops, tasks will graduall$ecome more language $ased, eventuall re2uiringstudents to construct a framework of meaning forthemselves and to make inferences and interpret

attitudes as well as understand explicitl statedfacts/ Ross 91;) o7ers a scale from 0closed to0open tasks/ 6or example:

4&nswering true


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>peaking skills

&s a skill that ena$les us to produce utterances,when genuinel communicative, speaking is desire4and purpose4driven, in other words we genuinelwant to communicate something to achieve a

particular end/

This ma involve expressing ideas and opinions?expressing a wish or desire to do something?negotiating and


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>peaking activities

&sking for assistance and advice in a shop

&sking for directions in a di7erent town

@aking an appointment $ telephone

Discussing and negotiating arrangements

Talking sociall to a variet of people

>orting out arrangements for a car to $e served


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>peaking skills Acommunicative languagetheor Richards and Rodgers 9";;1:1+1) o7er the

following four characteristics of a communicativeview of language:

1/ Language is a sstem for the expression of

meaning"/ The primar function of language is for

interaction and communication

%/ The structure of language of reBects its

functional and communicative uses'/ The primar units of a language are not merel

its grammatical and structural features, $utcategories of functional and communicativemeaning as exempli8ed in discourse


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>peaking activities

Cames: descri$ing, predicting, simplifing, askingfor feed$ack, guessing unknown information

!ro$lem solving4 an information gap principleusing 0igsaw materials $ Ceddes and >turtridge

91;)/ #haracter pro8les of four di7erent people, each of

whom wishes to $e elected as a local leader/ Eachperson possesses some negative 2ualities andlearners have to discuss and decide in pairs orsmall groups whom the wish to elect, giving theirreasons in each case $ Cairns and Redman91)/


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>ample of activit

Tom &dams: Local $usinessman with a reputationfor getting things done, $ut known to upsetpeople and make enemies/ 3is $usiness partnerwas charged with $ri$er of an agricultural ocial

to gain special grants and su$sidies, $ut &damswas not charged/ Local man who loves the townand wants to preserve its character and traditions/


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riting skills

Tpes of writing!ersonal writing4diaries, ournals, shopping lists,recipes, addresses, reminders for oneself

!u$lic writing4 letters of Gen2uir, complaints, re2uest

6orm 8ling

&pplications 9for mem$erships)

#reative writing G poems, stories, rhmes, drama,songs, auto$iograph

>ocial writing4 letters, invitations, notes Gthanks,congratulations

5nstructions4 to friends, to famil


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Reading skills

illiams 91') classi8es reading into:

a/Cetting general information from the text

$/Cetting speci8c information from a text

c/6or pleasure or for interest

Think a$out all the materials ou have read duringthe last week, $oth in English and in our own L1/@ake a list of them/ Hou ma to reBect on how

our reading of them could $e classi8ed accordingto illiams categories outlined a$ove/


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Di7erences in I>>R vs

IJ>RKSSR KBSR1/; Listening and speaking>kills

1/; Listening >kills

"/; Reading >kills "/; >peaking >kills

%/; riting >kills %/; Reading >kills'/; Language &rts '/; riting >kills

*/; Crammar */; >ound >stem

+/; -oca$ular +/; Crammar

./; -oca$ular< ord list


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KSSR KBSR

6 elements:

Communication

Spiritual, Attitude & Values

Humanity

Physical & sthetical

de!elopment

Science and "echnolo#y

Sel$ presence% personality

Curriculum structure is based on 3 areas:

Communication

Man and the environment

Individual development

Curriculum Standard ocument

Curriculum Specifications

Curriculum Structure

'odular

Curriculum structure

Linear

mphasises on the content

standard and learnin# standard $or

the plannin# o$ teachin# and

learnin#% a lesson(

Emphasises on the learning outcomes to be

achieved at the end of a lesson / teaching and

learning process

lements o$ Creati!ity and

)nno!ation, ntrepreneurship dan

)n$ormation "echnolo#y &

Communication e*plicitly

Elements of Thining Sills! Critical and Creative

+ocus:

' -Readin#, .ritin#, /umeracy

and Reasonin#% menaa0ul1

"ocus:

3M #$eading! %riting and &umerac'(


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KBSR2AR/)/3 45"C4'S A/ SPC)+)CA")4/S

The Learning 1utcomes have been taen from the s'llabus in

its original form* The' cover the sills to be achieved b' the

end of 0ear -* Teachers! hoever! should be guided b' thesecond column #called 4Specifications5( hen planning lessons

for the 'ear* In this column! the learning outcomes are broen

don into smaller sills to be achieved b' learners in 0ear )*

2AR/)/3 45"C4'S SPC)+)CA")4/S

A'P2S%AC")V)")S% /4"S

,' the end of their primar' schooling!

pupils should be able to:

)*) Listen to and discriminate similar

and different sounds of the English

language*

2e!el 7

)*)*) Listen to and repeat:a( voels in the initial position

b( consonants in the initial

position*

c( voels in their medial position*

#See Sound S'stem at the bac of

the document(*


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2e!els 8 & 9

)*)*+ Listen to identi$y and #roup:

a( voels in the initial position

b( consonants in the initial position

c( voels in the medial position*

2ctivities include:66 listening and imitating sounds heard

e*g* a voel or consonant sound in

the initial position :

e.g. k sound as in cat, crab

i sound as in.

66 listening to ords that begin ith thesame letter as the child5s name

e.g. /h / for Halim, Hassan

66 underlining the letter sound that the

teacher reads out: e.g. Rob, Ben

66 identif' and group ords according to:

. voels in the initial position

e.g. is, in, it. consonants in the initial position

e.g. ball, bag, bed

. voels in the medial position

e.g. fat, cat, rat


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LE2$&I&7ST2&82$8S

0ear 1ne

)*)*3 2ble to listento! sa' aloud and

recite rh'mes or sing

songs ith guidance


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riting

Di7erent levels of writing:

!rinting

ord level

>entence level

!aragraph level

&vaila$le resources:

#artoon< #omic strips

6air tales< 6olk tales

Kewspaper

Letters

Kurser rhmes


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I>>R Hear 14 writing #ontent >tandard

%/1 J the end of the +4ear primar schooling, pupils will$e a$le to form letters and words in neat legi$le printincluding cursive writing/

Learning >tandard

%/1/1 &$le to demonstrate 8ne motor control of hands and8ngers $:

a) handling o$ects and manipulating them/

$) moving hands and 8ngers using writing apparatus

%/1/" &$le to cop and write in neat legi$le print:

a)>mall 9lowercase) letters$)#apital 9uppercase) letters

c)ords

d)!hrases

e)>entences


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LE2$&I&7

ST2&82$8S

0ear 1ne

9*3*) 2ble to produce

simple creative ors

ith guidance basedon:

a(&urser' rh'mes

b(2ction songs

c(;a chants

d(Stories


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LE2$&I&7

ST2&82$80ear 1ne

9*3*+ 2ble to tae part

ith guidance in a

performance based

on:

a(&urser' rh'mes

b(2ction songsc(;a chants

d(Stories


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GRAMMAR

What is Grammar?

7rammar is the s'stem of a language* =eople sometimes describe

grammar as the >rules> of a language? but in fact no language has

rules@* If e use the ord >rules>! e suggest that somebod'created the rules first and then spoe the language! lie a ne

game* ,ut languages did not start lie that*

Languages started b' people maing sounds hich evolved into

ords! phrases and sentences* &o commonl'.spoen language isfiAed* 2ll languages change over time* %hat e call >grammar> is

simpl' a reflection of a language at a particular time*


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8o e need to stud' grammar to learn a languageB The short

anser is >no>* 'es! grammar can help 'ou tolearn a language more uicl' and more efficientl'*D

Its important to thin of grammar as something that can help'ou! lie a friend* %hen 'ou understand the grammar #ors'stem( of a language! 'ou can understand man' things'ourself! ithout having to as a teacher or loo in a boo*

So thin of grammar as something good! something positive!something that 'ou can use to find 'our a' . lie a signpostor a map*


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"he Role o$ 3rammar in Krashens Vie;

The onl' instance in hich the teaching of grammar canresult in language acuisition #and proficienc'( is hen thestudent and teacher are interested in the subect at handand the target language is used for the eAplanation*


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"eachers and learners should be careful not to deceivethemselves* The' can easil' believe that it is the stud' ofgrammar that is responsible for the learners5 progress* Inrealit'! hen grammar is used as a meta.language fortaling about grammar! progress comes from the mediumand not the message* 2n' subect matter that holds thelearner5s interest ould do ust as ell*


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n#lish 3rammar to


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5sin# Chants, Raps and Rhymes $or rillin#

%h' use chants! raps and rh'mesB

"un F 'oung students ill be more motivated and

enthusiastic

Intonation F students ill acuire natural intonation as

the' learn grammar patternsConteAt F the grammar concepts can better be taught in a

conteAt

Memor' F material that is learnt as a song or rh'thm is

better remembered*


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There are essentiall' 3 different t'pes of chant! all of

hich are useful for teaching grammar:

Voca=ulary Chant

The vocabular' chant teaches more than ust vocabular'*

Students learn vocabular' items in groups or categoriessuch as parts of speech! or countable and uncountable

nouns*

Creatin# a Voca=ulary Chant

)* Choose a theme! such as: )* Choose 'our theme

&or e'am!le: &ood

(nimals


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+* Choose )G.)H ords in 'our theme:

"or eAample:

Mone'/ ebra/ elephant /crocodile / rhinoceros/snae

3* Count the s'llables in each

Mone' F + / ebra.+ / elephant .3 /crocodile .3 / snae.)

9* Choose a +! 3! )*? ebra! crocodile! snae


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9* 2dd actions! and/or sounds and/or divide into parts for + or

more students or groups* In the above eAample! the to empt'

beats lend themselves to a clap or clic*

H* =ractise and perform the chant*

-* Mae sure the students notice the grammar point the' arepractising* "or eAample! in this case! the' should notice the

adective #high(! comparative #higher(! and superlative #the

highest(* Then there is the additional eApression F the top shelf

F as an alternative a' of eApressing the superlative* The'

should also notice the verb F can reach** Elicit possibilities for a substitution chant*

&or e'am!le:

change the names #use student names(!

change the verb! change the adective*

Mae an' adustments or corrections necessar' to use the ne

chant*


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Tutorial tasks)* Compare and contrast the resources

suitable for the language sills*

+* $eflect on the strengths and eanesses

of the resources 'ou have selected to

teach Language 2rts! 7rammar and

topic 6 developing resources for teaching 28.4.16 thursday

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