ESSAY : untuk digoreng dengan lazat Preparing activities for teach: Listening Speaking Reading Writing Vocabulary Literature

Grammar LISTENING 1) Pre Listening: a) Try to get students interest b) Make sure student actively aware of information c) Prepare learners: Introduce topic/find out what they already know about d) Brainstorming session e) Provide new vocab Activity: Informal talk+class discussion Looking at the picture and talked about it Reading related text 2) While Listening: Students engage in tasks requiring the use of the target text Activity: Listen & draw/complete picture Predict how story will end Arrange picture according to sequence of the story Listen and do action 3) After listening: Students apply what they have heard for different purposes of their own Closure Activity: Discussion group Writing task Summarizing Game Analyzing SPEAKING a) Induction: Motivate Help pupils to become familiar with the topic Try to introduce the topic orally,have a small discussion Focus on new vocab Provide some language materials Telling jokes or real life event to introduce the topic b)Presentation: Enable pupils recognize the relevance&usefulness of what they are about to learn and aware of the context in which language they learn can be appropriately used 1) Deep-end activity: Enable pupils see language what they will learn to increase motivation 2) Provide a clear model for pupils: Get pupils to deduce their own pattern, ifcannot,explain the form&fuction 3) Drill pupils in the target structures: To give pupils rapid practice in target language c)Practice Aims: Give pupils intensive practice but within naturalistic To build up pupils confidence in their ability to use the target long Allow them to participate in peer communication Typical activities: READING 1) Reading readiness Concern of pre-school teacher Need to: a) Dev.knowledge of english so pupils could understand what they read b) Motivation to learn to read in English c) Ability to discriminate between shape so they can recognize between letters&words d) Recognition that print has meaning just as talk has meaning 2) Early reading Aim: 1. Motivation *create a +ve attitude to read among pupils *enjoy learning about new thing&stimulatecuriousity 2. Dev. Language&comprehension skill *understand what ppl say is a prerequisite for understanding what pplwrite 3. Learning convention of English *basic:book front/right way up of book/diff words&pic 4. Word recognition skills: a) Sight word skill:enable the reader to recognize word instantly b) Word attack skill:skills that enable the reader to recognize unfamiliar words 3) Developmental reading a) Verbal Silent Reading: MCQ/T-FQ/Open ended

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Using model dialogues: put up on the blackboard/ohp&pupils used it to make response Communicative games:provide repetition but without boredom/minimum chance of error/attractive Drills:design drills that allow pupils to apply the language theyve learned to express something about themselves Information-gap activities:can also be given at production stage

d)Production Aims: To provide a context To enable teacher to evaluate her own teaching&pupils learning Enable pupils to integrate new language that they have leant To build greater fluency and ability to cope features of real communication

Q Read Aloud:Reading while listening/choral reading/play reading/ reading aloud as feedback/audience reading/individual reading/for diagnosis purpose Other:reconstructing(making a distorted text whole)/reordering jumbled sentence/completing incomplete text/jigsaw reading/replacement(make change to existing text)/expandsion/ comparison/serialization/prob solving b) Non-Verbal *Picture diagram:map/floorplan/bus schedule/timeline@flow chart/graph Or 1) Pre-reading To stimulate interest To introduce language/concept 2) While-reading activities Enjoy reading the text Enable pupils to look closely into the text 3) Post-reading activities To look out of the text-to see its relevance to other activies.

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WRITING 1) Writing readiness Building Visual Readiness Skills: Visual readiness begins with recognizing shapes and then letters and numbers and finally words. 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. ( ni nota sampingan je yang bawah baru betul) a) Pre-Writing(begin when teacher give a topic) xtvt should help student devidea,clarify&enrich original ideas *discussion trigger more idea&help student refine their thinking resource:pic/chart can motivate student in generating idea xtvt:brainstorming/listing/quickwrite/mindmap/ organizing idea b) While-Writing drafting feedback/conferencing rewrite/revising making paragraph c) Post-Writing editing:make well done paragraph publishing:write down final draft in notebook

VOCABULARY a) Visual Technique Visual are extremely effective in conveying meaning ^_^ A single picture is worth a thousand words!! ^_~ Interesting stimuli for various language activities to generate the production of vocabulary items Besides static visual teachers can use gestures, facial expression and mime to convey words meanings. Activities: Words picture associations: presents a single object and ask the students to tell you what words they associate with eg; Using diagrams: use a variety of diagrams to explain classifications or procedures b) Verbal techniques When dealing with abstract items of vocabulary, verbal techniques are very useful Use synonyms and definition :to explain the meaning of a word Use of context : texts, poem and song-to explain the meaning of a word Use of antonyms and contras: The word tall for example is explained by constructing it with its opposite-short Word part clues: The base word or root as well as it affixes could me examined to encourage students to guess the meaning E.g; the prefixes non-, un-, il, mean in some way no or not pre-, and post- deal with time and uni-, mono, tri-, and multi deal with number. Vocabulary groups;creating awareness of interrelationship between words Activities: Fill In the Blank

LITERATURE 1. Pre-reading stage 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 Example of strategies: Using visuals Exploiting the theme Using the language of the text Using drama or role play 2. While-reading stage-focus on the language and content of 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 1. Encounter with text i. Reading aloud Reading aloud makes the encounter shared experiences and brings alive the text. Reading aloud can be carried out individually, in pairs or in

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Play "vocabulary charades.:Have students draw a word from a hat and act it out. Play Spelling bee :try to find one words using the last alphabet from the other student words before them. c) The Use Of Dictionary The students who able to use dictionary will be able to continue learning outside the classroom. It can be used as a source to clarify uncertainly in arras of words meaning, pronunciation grammar and spelling. d) Translation In a bilingual situation, translation can be used in the classroom to effectively conveying meaning. Save time by quickly dispensing with the explanation of the words. Translation is probably best used where there are no contextual clues where explanation of the meaning of the word may be long and involved or where the english word refer to the same thing eg: meja----table

groups. The following elements should be consider Phrasing Emphasis Intonation Volume Pitch Rhythm Pause ii. 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. iii. Story telling Listening to stories in English is an enjoyable way of learning the language. The following is useful checklist for good story telling : o sit close to the audience o know the story very well o use the voice in an interesting manner o use facial expression o look at every pupils so that they feel warmly include in the story 2. Exploring text Student need to work with text following some directions to help them make meaning out the reading experience. i. Working with content : a) Plot : Based on the understanding what happened, ask student what they expect to occur next by discussion or students could write down their predictions or acted out. b) Character : Teacher help student come to grips with characters with

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sociogram showing the relationship between characters. c) Events : Encourage students to interpret and express their personal response to the events and present them in oral retelling or role play. ii. Working with language : Student have to use language to express their views orally or in writing. Word webs and cloze exercise are some activities can be use. 3. Working out from the text (The postreading stage-text is used as a springboard for extension activities) Art project : Get students to create wall displays for the English corner by helping them prepare a mural of key characters and events Oral activities Encourage students to retell stories. Events in stories and poems can be dramatized students can make their own costumes, props and sets. Writing activities -Encorage students to make their own picture dictionaries based on words they come across in their reading of texts. -Write letters from one character to another about events they have read -Set up a graffiti board in class where they could be describe the characters they encounter.

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GRAMMMAR A)PRESENTATION 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 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 To build student confidence in using new language/enable students to gain control of the structure within controlled framework 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 Give student opportunities to use the new language in freer(terbuka) more purposeful&creative ways/give teacher feedback on the level of mastery -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

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