tsl3113 wk 5 ann 28.4.16

8/17/2019 TSL3113 WK 5 Ann 28.4.16

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Developing Resources forTeaching: Language skills

(L,S, Rdg, Wtg)

Thursday : 2!"#!$%

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Getting your pupils to

focus

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Developing listening

skillsExamples of listening activities andresources to be used1) Listening to the radio: announcements,advertisements,nes,

!) "onversations ith the family members,neighbours, friends

#) $nsering the telephone :

%) &verhearing other people talking to each other: on a

bus, in the canteen, in the 'all() $ttending assembly :

) *atching + : cartoons, nes, movies

-) Listening to arrival and departure announcementsat the bus . railay station, airport,

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L&'R*ST'D'RDS

+ear ne

$!$!- '.le to listento, say aloud and

recite rhy/es or sing

songs 0ith guidance

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/re listening activities

1 +he principal function of these activitieshich are no common in teachingmaterials, is to establish a frameork for

listening so that learners do not approachthe listening practice ith no points ofreference0

1 +his perspective is clearly in line ith the

use of knoledge schema2 and theestablishing of a context0

3uggested resources to teach L 4 3 includethe folloing:

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'y country

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5nity

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Glorious food

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6o to get there

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+ransportation

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/re listening 7continuation)

1 8rainstorming using a composite picture1 $ short reading passage on a similar topic

1 /redicting content from the title

1 "ommenting on a poster,picture or photograph

1 9eading through comprehension uestions inadvance

1 *orking out your on opinion on a topic

$ny such activity is bound to generate language06oever, in some cases more explicit attention isgiven to language practice, particularly to theactivation and learning of topic;related vocabulary

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Lo pro<ciency pupils

Learners cannot be expected to organisementally hat they hear ithoutconsiderable support0 =n the early stages,this support may be in a non;verbal form:

;"omparing to pictures

;/utting pictures in a correct seuence

;>olloing directions on a map

;"hecking o? items in a photograph; "ompleting a grid, timetable, or chart ofinformation

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*hile listening$s pro<ciency develops, tasks ill graduallybecome more language based, eventually reuiringstudents to construct a frameork of meaning forthemselves and to make inferences and interpretattitudes as ell as understand explicitly stated

facts0 9oss 71@@A) o?ers a scale from closed2 toopen2 tasks0 >or example:

1$nsering true.false or multiple;choiceuestions

1/redicting hat comes next 7preceded by apause)

1"onstructing a coherent set of notes

1=nferring opinions across a hole text

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/ost;listening

1 5sing notes made hile listening tocreate a graphic organiBer. rite anexplanation composition

1 9eading a related text . story1 Doing a role;play based on composite

picture.role cards.dialogue strips

1 *riting on the same theme1 3tudying ne grammatical structures

1 /racticing pronunciation; repeatingafter dialogue heard

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3tandard Document

C339ontent Standard

$!2 3y the end of the %4year pri/ary schooling, pupils 0ill .e a.le to pronounce 0ordsand speak confidently 0ith the correct stress, rhyth/ and intonation!

Learning Standards +ear ne

$!2!$ '.le to listen and respond to sti/ulus given 0ith guidance:

(a) environ/ental sounds

(.) instru/ental sounds (c) .ody percussion

(d) rhyth/ and rhy/e

(e) alliteration

(f) voice sounds

(g) oral .lending and seg/enting

$!$!2 '.le to listen to and en5oy si/ple stories!

$!$!- '.le to listen to, say aloud and recite rhy/es or sing songs 0ith guidance

1

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Developing speaking

skills$s a skill that enables us to produce utterances,hen genuinely communicative

1speaking is desire; and purpose;driven0

1 e genuinely ant to communicate something

to achieve a particular end01may involve expressing ideas and opinions

1expressing a ish or desire to do something

1negotiating and.or solving a particular problem

1 establishing and maintaining socialrelationships and friendships0

1 +o achieve these speaking purposes e need toactivate a range of appropriate expressions0

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3peaking activities

1 8uying things in a night market

1 =n school

1 $sking for assistance and advice in a

bookshop . restaurant1 $sking for directions in a di?erent ton.'all

1 'aking an appointment by telephone

1 Discussing and negotiating arrangements for

a special event in school or festivals1 +alking socially to a variety of people

1 3orting out arrangements for a holiday.classparty

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3peaking skills 4communicative languagetheory9ichards and 9odgers 7!AA1:11) o?er thefolloing four characteristics of a communicativevie of language:

10 Language is a system for the expression of

meaning!0 +he primary function of language is forinteraction and communication

#0 +he structure of language of reects its

functional and communicative uses%0 +he primary units of a language are not merelyits grammatical and structural features, butcategories of functional and communicativemeaning as exempli<ed in discourse

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3peaking activities

1 Games: describing, predicting, simplifying, askingfor feedback, guessing unknon information

9esource: "ard games

1 /roblem solving; an information gap principleusing Figsa2 materials by Geddes and 3turtridge

71@A)0

9esource : Higsa picture

1 "haracter pro<les of four di?erent people, each ofhom ishes to be elected as a local leader0 Each

person possesses some negative ualities andlearners have to discuss and decide in pairs orsmall groups hom they ish to elect, givingtheir reasons in each case by Gairns and 9edman71@@)0

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5sing pictures

1 Discussion: pictures can stimulate uestionssuch as: *hat is it shoingI 6o does it makeyou feelI *hat as the artistJs.photographerJs

purpose in designing it in that ayI *ould youlike to have this picture in your houseI *hyI *hynotI 6o much ould you pay for the pictureI =sthe picture a ork of artI

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5sing realia

1*ith beginners, and particularly children,using realia is helpful for teaching themeanings of ords or for stimulating studentactivity real.plastic food items cardboardclock faces, or to telephones to help simulatephone conversations0

1&bFects that are intrinsically interesting canprovide a good starting;point for a variety of

language ork and communication activities0 Hill and "harles 6ad<eld suggest bringing in abag of Jevocative obFectsJ that have a Jstory totellJ 76ad<eld and 6ad<eld !AA#b #!)0

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>amous super heroes

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6o = learnt

simmingK00

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C339 ear 1; riting1 "ontent 3tandard

#01 8y the end of the ;year primary schooling, pupilsill be able to form letters and ords in neat legibleprint including cursive riting0

1 Learning 3tandard

#0101 $ble to demonstrate <ne motor control of handsand <ngers by:

a) handling obFects and manipulating them0

b) moving hands and <ngers using riting apparatus

#010! $ble to copy and rite in neat legible print:

a)3mall 7loercase) lettersb)"apital 7uppercase) letters

c)*ords

d)/hrases

e)3entences

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*ritingDi?erent levels of riting:

1/rinting

1*ord level

13entence level

1/aragraph level$vailable resources:

1"artoon. "omic strips

1>airy tales. >olk tales1Mespaper

1Letters

1Mursery rhymes.poems

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Developing riting skills

+ypes of riting1/ersonal riting; diaries, shopping lists, recipes,addresses, reminders for oneself: Diary

1/ublic riting; letters of reuest to be absent from

school1>orm <ling : >orms

1$pplications 7for memberships)

1"reative riting N poems, stories, rhymes, drama,

songs, autobiography13ocial riting; letters, invitations, notes Nthanks,congratulations

=nstructions; to friends, family : stick on 'emo

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5sing pictures

1 +eachers have alays used pictures orgraphics ; hether dran, taken from books,nespapers and magaBines, or photographed; to facilitate learning0

1 /ictures can be in the form of ashcards, largeall pictures , cue cards 0 Decide hen to use;hole class, pair ork or groupork0

1 photographs or illustrations from printedsources

1 proFected slides, images from an overheadproFector

1 dra pictures on the board to help ithexplanation and language ork

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5sing pictures

1 +eachers sometimes use pictures for creativeriting0 +hey might tell students to invent astory using at least three of the images infront of them0

1 +hey can tell them to have a conversationabout a speci<ed topic and, at various stagesduring the conversation, to pick a card andbring hatever that card shos into the

conversation0Listening, speaking & reading skills canalso be developed with these resources.

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1 /ictures can also be used for creativelanguage use, hether they are in a bookor on cue cards, ashcards or all

pictures01 *e might ask pupils to rite adescription of a picture, to invent theconversation taking place beteen to

people in a picture;speech bubbles1 in one particular role;play activity ask

them to anser uestions as if they erethe characters in the picture. painting0

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1 *e can make all pictures, ashcards andcue cards in a number of ays0

1 *e can take pictures from magaBines and

stick them on card0 *e can dra them0 *ecan buy reproductions, photographs andposters from shops0

1 *e can photocopy them from a variety of

sources 7though e should check copyrightla before doing this)0 =t is possible to <ndpictures of almost anything on the =nternetand print them o?0

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Developing reading skills

1 9ivers and +emperly 71@-:1-) list thefolloing examples of some of the reasons thatL! students may need or ant to read:

;+o obtain information for some purpose orbecause e are curious about some topic

;+o obtain instructions on ho to perform sometask for our daily ork

;+o keep in touch ith friends by correspondenceor to understand business letters

;+o kno hat is happening or has happened

;to kno hen or here something ill takeplace or hat is available

; >or enFoyment or excitement

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Developing reading skills1 *illiams 71@%) classi<es reading into:

a0Getting general information from the text

b0Getting speci<c information from a text

c0>or pleasure or for interest

+hink about all the printed and on linematerials you have read during the last eek,both in English and in your on L10

'ake a list of them0

ou may to reect on ho your reading of themcould be classi<ed according to *illiams2categories outlined above0

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+o classify the di?erent

types1 /rovide the pupils ith a orksheetith # columns ith a,b and cheadings0

1 $sk them to list the di?erent types andshare ith the class0

&ther skills developed : riting,speaking,listening, reading

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MALAYSIAN PRIMARY

SCHOOL CONTEXT

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Di?erences in C339 vs

C839KSSR KBSR

10A Listening and speaking3kills

10A Listening 3kills

!0A 9eading 3kills !0A 3peaking 3kills

#0A *riting 3kills #0A 9eading 3kills

%0A Language $rts %0A *riting 3kills

(0A Grammar (0A 3ound 3ystem

0A ocabulary 0A Grammar

-0A ocabulary. *ord list

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Teacher’s Notes: Encourage the

pupils to talk about what they should

do. e.g. when they are angry. The

pupils act out the poem.

Learning Standards:#!$!$: '.le to en5oy action songs,

5a66 chants and poe/s through non4

ver.al response!

#!-!2(.): '.le to perfor/ 0ith

guidance .ased on (a) 7a66 chants

Educational Emphases:8ultiple ntelligences, 9alues,

iti6enship

Language 'rts

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L&'R*

ST'D'RDS

+ear ne

#!-!$ '.le to produce

si/ple creative 0orks

0ith guidance .asedon:

a)ursery rhy/es

.)'ction songs

c)7a66 chants

d)Stories

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L&'R*

ST'D'RD+ear ne

#!-!2 '.le to take part

0ith guidance in a

perfor/ance .ased

on:

a)ursery rhy/es

.)'ction songsc)7a66 chants

d)Stories

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GRAAR

What is Grammar?

*ra//ar is the syste/ of a language! eople so/eti/es descri.e

gra//ar as the ;rules; of a language< .ut in fact no language has

rules=! f 0e use the 0ord ;rules;, 0e suggest that so/e.odycreated the rules first and then spoke the language, like a ne0

ga/e! 3ut languages did not start like that!

Languages started .y people /aking sounds 0hich evolved into

0ords, phrases and sentences! o co//only4spoken language isfi>ed! 'll languages change over ti/e! What 0e call ;gra//ar; is

si/ply a reflection of a language at a particular ti/e!

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The Role of Grammar in Krashen’s View

1The only instance in 0hich the teaching of gra//arcan result in language ac?uisition (and proficiency) is0hen the pupil and teacher are interested in thesu.5ect at hand and the target language is used forthe e>planation!1.oth teachers and pupils /ust .e convinced that the

study of for/al gra//ar is essential for secondlanguage ac?uisition!1When the skilful teacher can talk a.out gra//ar asthe re?uire/ent for co/prehensi.le input, coupled0ith the students@ genuine participation, the

e>planation is suita.le for language ac?uisition! Whenthe affective filter is lo0 and the learner@s consciousefforts are on the su.5ect /atter, the attention is on0hat is .eing talked a.out and not the /ediu/!

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1 Teachers and learners should .e careful not todeceive the/selves!

1 They can easily .elieve that it is the study ofgra//ar that is responsi.le for the learners@

progress!1 n reality, 0hen gra//ar is used as a /eta4

language for talking a.out gra//ar, progressco/es fro/ the /ediu/ and not the /essage!

1 'ny su.5ect /atter that holds the learner@s interest0ould do 5ust as 0ell!

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English Grammar to Young

LearnersAour 3asic rinciples:

1. Fun1hildren learn /uch .etter if they are having fun!

2. n!ol!e as man" senses as #ossi$le1Learning is retained .etter 0ith /ore connections that are /ade

through /ove/ent, sound, sight, s/ell, touch and even taste!13oth physical activity and interaction 0ith others also assist in/e/ory retention!

%. &tart with what the students 'now1Teaching needs to /ove fro/ the kno0n to the unkno0n,learning /ust start fro/ 0hat the students already kno0!

(. Fun1t is really i/portant for the students to .e having fun!

(n fact, older learners also learn .etter if they can Bhave fun@ and.e engaged

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Resources) *udio+charts+!ideo cli#s,sing -hants Ra#s and Rh"mes for /rilling

1Why use chants, raps and rhy/esC

1Aun young students 0ill .e /ore /otivated

and enthusiastic

1 ntonation students 0ill ac?uire natural

intonation as they learn gra//ar patterns

1onte>t the gra//ar concepts can .etter

.e taught in a conte>t18e/ory /aterial that is learnt as a song or

rhyth/ is .etter re/e/.ered!

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1 There are essentially - different types of chant, all of

0hich are useful for teaching gra//ar:

1 Voca$ular" -hant

1 The voca.ulary chant teaches /ore than 5ust

voca.ulary! Students learn voca.ulary ite/s in

groups or categories such as parts of speech, or

counta.le and uncounta.le nouns!1 -reating a Voca$ular" -hant

1 $! hoose a the/e, such as:

1 $! hoose your the/e

1 For example: Food

nimals

Resources : List from the earlier suggested ones

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+utorial task 7=ndividual)

$! 3ased on the /aterials that you havestarted developing for your assign/ent and

practicu/, decide ho0 you 0ould e>ploit 2

of the/ ( printed E electronic) to develop

the # /ain language skills!2! List the type of activity, year, level, the/e,

topic, skills in detail ( '#4 typed and in a

te/plate for/)

-! ndicate your 5ustification for the resource

used for the activity!

!ue : ""# ""#$"%& to your personal tutor.

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