materi prof utami w.ppt

MAIN POINTS:

• Learners’ individual differences• Models of teaching and learning activities• Benefits of interactive activities• Teaching language skills (listening,

speaking, reading, writing)• Teaching language components

(vocabulary, grammar, pronunciation)

LEARNERS’ INDIVIDUAL DIFFERENCES

Left brain:

• uses logic.

• detail oriented

• facts rule

• words and language.

• present and past.

• math and science

• knowing

• reality based

• acknowledges

• safe

Right brain:

• uses feeling.

• “big picture” oriented

• imagination rules

• symbols and images

• present and future

• philosophy and religion

• believing

• fantasy based

• appreciates

• risktaking

UTILIZATION OF BRAIN (CHRISTISON, 2001)

MULTIPLE INTELLIGENCES (GARDNER)

• Verbal-linguistic• Logical-mathematical• Visual-spatial• Bodily-kinestetic• Musical• Interpersonal• Intrapersonal• naturalistic

Implication for teaching?

The use of various teaching techniques

MODELS OF TEACHING LEARNING ACTIVITIES

TEACHING A LANGUAGE MEANS DEVELOPING

COMMUNICATIVE COMPETENCE.

INTERACTION IS THE HEART OF COMMUNICATION.

SO?

Pendekatan Berbasis Teks Pendekatan SaintifikBKoF Mengamati

MenanyaMoT Mengumpulkan informasi

MengasosiasikanJCoT Mengkomunikasikan

MenciptaICoT

Kompatibilitas GBA dan Pendekatan Saintifik

LANGUAGE TEACHERS’ JOB

IS CREATING INTERACTIVE ACTIVITIES.

BENEFITS OF INTERACTIVE ACTIVITIES

For students: Closeness Promotes Friendship

Interaction

Familiarity

Discovered similarity

Liking Language mastery

Closeness

TEACHING LISTENING

TYPES OF SPOKEN LANGUAGE

Dialogue

Interpersonal

Transactional

Unfamiliar

Monologue

Familiar

Unfamiliar

Familiar

Unplanned

Planned

INTERACTION

- to give feedback- to ask for clarification- to maintain a topic

LISTENING TECHNIQUES FROM BEGINNING TO ADVANCED

TEACHING SPEAKING

TYPES OF CLASSROOM SPEAKING PERFORMANCE• Imitative

• Application of a ‘human tape recorder’ speech

• Not for the purpose of meaningful interaction, but for focusing on some particular element of language form

• Intensive

• One step beyond imitative speaking

• Designed to practice some phonological or grammatical aspect of language

TYPES OF CLASSROOM SPEAKING PERFORMANCE (CONT)• Responsive

• Short responses to teacher- or student-initiated questions or comments

• Example:

T : How are you today?

S : Pretty good, thanks, and you?

T : What is the main idea of this essay?

S : The United Nation should have more authority.

TYPES OF CLASSROOM SPEAKING PERFORMANCE (CONT)• Transactional (dialogue)

• An extended form of responsive language • The purpose is for conveying or exchanging specific information • Example conversation: T: What is the main idea of this essay?

S: The United Nation should have more authority.

T: More authority than what?

S: Than it does right now.

T: What do you mean?

S: Well, for example, the UN should have the power to force a country like Iraq to destroy its nuclear weapons.

TYPES OF CLASSROOM SPEAKING PERFORMANCE (CONT)• Interpersonal (dialogue)

• The purpose is more to maintain social relationship than to transmit facts and information.

• Learners can involve some or all of the following factors: a casual register, colloquial language, emotionally changed language, slang, ellipsis, sarcasm, a covert ‘agenda’.

• Example:Amy : Hi Bob, how’s it going?

Bob : Oh, so-so

Amy : Not a great weekend, huh?

Bob : Well, far be it for me to criticise, but, I’m pretty miffed about last week.

Amy : What are you talking about?

Bob : I think you know perfectly well what I’m talking about.

TYPES OF CLASSROOM SPEAKING PERFORMANCE (CONT)• Extensive (monologue)

• Extended monologues can be in the form of oral reports, summaries, or perhaps short speeches.

• The register is more formal and deliberative.

• Extended monologues can be planned or spontaneous.

TEACHING READING

TYPES OF READING CLASSROOM PERFORMANCE

UNIT 3 29

WORD RECOGNITION GAMES:• Matching words and pictures• Pointing to the object on the card• Guessing which card Teddy has picked

out of the hat

This approach encourages recognition of a range of words and phrases before ‘reading’ a text.

UNIT 3 30

WHOLE SENTENCE READING

• The teacher teaches recognition of whole phrases and sentences which have meaning in themselves.

• The words are not presented in isolation, but as whole phrases or sentences.

UNIT 3 31

LANGUAGE EXPERIENCE APPROACH• Reading a story from a book• Reading a class story• Reading familiar nursery rhymes or songs• Reading aloud• Story telling; USSR; Book talks; Buddy

reading; jigsaw reading

UNIT 3 32

READING ALOUD:• It should be done individually or in small

groups.• The reader has the teacher’s full attention.• The teacher can ask about meaning, what

students think about the book.• It can be used as a means of training and

checking rhythm and pronunciation.

UNIT 3 33

JIGSAW READING• It encourages cooperative learning.• Find a text containing four or five paragraphs of

approximately the same length.• Divide the class into small groups called ‘home

groups’.• Ask them to leave their home groups to ‘expert

groups’.• Tell them to contribute their knowledge of the

paragraph to the home group.

UNIT 3 34

OTHER READING ACTIVITIES

• story telling

• book talks

• Buddy reading

• library visit

• having funs with book

• books across curriculum

TEACHING WRITING

WHICH DO YOU LEARN?

Contrastive Rhetoric

RESEARCH ON SECOND LANGUAGE WRITINGPATTERN OF WRITTEN DISCOURSE (KAPLAN, 1966)

• Nonfiction: reports, editorials, essays, articles, reference (dictionaries)

• Fiction: novels, short stories, jokes, drama, poetry

• Letters: personal, business• Greeting cards• Diaries, journals• Memos• Messages• Announcements • Newspaper• Academic writing• Forms, applications

• Questionnaires• Directions• Labels• Signs• Recipes• Bills• Maps• Manuals• Schedules• Advertisements• Invitations• Directories• Comic strips, cartoon

TYPES OF WRITTEN LANGUAGETypes of written language

TEACHING VOCABULARY

TECHNIQUES IN TEACHING VOCABULARY (SUYANTO, 2007: 48)

TECHNIQUES IN TEACHING VOCABULARY (SUYANTO, 2007: 48)

MEDIA TO FACILITATE VOCABULARY TEACHING AND LEARNING ACTIVITIES

HEAD

EARS

EYES

SHOULDERS

MOUTH

NOSE

KNEES

TOES

TEACHING GRAMMAR

ISSUES

• Should we teach grammar?

• Which grammar items do learners need most?

• How do we go about teaching grammar items in the most effective way?

• Are they best taught inductively or deductively?

LET’S PRACTICE SOME TECHNIQUES.

• Interactive Crossword Puzzle

• Walking Dictation

• Interviewing

• Think – Pair – Share

• Listening for Predicting

• Creative Writing

CREATIVE WRITING

• Level: all

• Time: 10 minutes

• In class:

1. 8 – 12 students sit in a circle.

2. Begin by describing a situation (story).

3. One student from the circle must carry on the story, beginning with the word “fortunately”.

4. The next student continues the story with “unfortunately”.

SITUATION:

• This is a story about a boy and his Mom and Dad. The boy’s name is Tom. Tom is not happy; he wants a pet.

THANK YOU