teaching english

							TOPICS 2, 3 & 4 (SPECIAL EDUCATION) –ELT Methodology
Component Definition & concept Listening skill The ability to hear and understand something    Abilities Environment Motivation Speaking skill The ability to say & express something through verbal.    Abilities Environment motivation Reading skill The ability to recognize and understand the meaning of written materials  Physical abilities  Emotional  Intellectual  Linguistic  Experience

nadiah abu bakar
Writing skill The ability to transfer & express information in written form.  Fine motor skill -Fingers movements  Visual-motor coordination -use hand & sight at one time  Perception The way he thinks

Factors affecting the skills

Assessing the skills 

Nouns : To recognize the different classes of nouns & use nouns as subjects & objects Adjectives : to recognize & use adjectives Verbs : To recognize & use the different types of verbs accurately in a sentence Preposition :

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Students be able to speak and use words correctly. Students be able give response and express their thoughts.

 Formal assessment -Test -Exams -Pencil and paper  Informal assessment -Observation -quiz Reading Problems :     Dyslexia Word recognition Confuse shape & sound Visual problem

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to recognize & use common prepositions of position Tenses : To recognize , use & form simple tenses Simple listening Without interpreting any particular of the sound Discriminative Listening Hear & identify likenesses and differences in sounds  Simple public speaking Talk about family & friends  Role-play or drama Students get a role to play and use dialogue  Basal reading approach Teach student through their experience and interest  Phonics approach Teach using sounds  Cloze -fill in the blanks  Spelling -daily routine

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Techniques of teaching

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Listen for information Repeating words or facts heard when listening Listen to rganize idea Ability to hear and repeat happenings. Story reading Teacher reads, students repeat

  Use audio & visual Sing a song through a video clip  Telling & Retelling Tell a story & ask them to recite  Linguistic approach teach them words verbally to understand meaning  Language experience Language use for interact at home  Individualized reading Give extra attention to the student personally  Multi-sensory approach Use the 5 senses  REBUS Use pictures & symbols or printed word to teach  Phonological awareness -identify rhymes -syllables  Sorting consonants -teach letter & sounds  Grammar & Mechanics -naming words Word Work -categorize words  Independent reading Read on their own

Simple sentence construction -include subject, object,. Predicate  Changing sequence -grading system   Providing more reading text Modifying the input/output the selected text

Teaching strategies

1. 2. 3. 4. 5. 6. 7.

Seat the child close to the sound source. Help the child develop residual hearing. face the child Speak clearly at a good volume Work collaboratively with parents Include visual & tactile cues Reduce ambient noise

 Readiness activities : -grasping pen correctly -developing finger dexterity -developing left to right, up & down, cursive movement & pattern -being able to write form & shape  Pre-writing stage -teach writing using pencil & paper activities -to control movements -coloring  Model stage : -Provide student a model letters &let them copy -teacher holds students hand & teach them to write  Memory stage -students write on their own without a model  Fingers exercises  Body movement for coordination

activities

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Games : pass the massage, identifying sounds Rhythm xtvts Music xtvts

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Dialogue Conversation Singing Role-play monologue

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Read simple text & story Read signboards Read info boards in class

Others :

Auditory Expressive Language Problems:  Stammering Speak with difficulty, repeating sounds or words and often stopping before saying things correctly  Aphasia a disorder that results from damage to portions of the brain that are responsible for language.  Dysphasia a learning disability resulting from the difficulty in expressing thoughts in writing and graphing. It generally refers to extremely poor handwriting.

Basic Reading Skills :  Word recognition skills -show a picture & word  Word analysis -teach word by each letter, syllable/sound  Phonetic analysis -Teach sound  Structural analysis -grammar  Comprehension -understanding text -sequence of story -grading system

Writing problems:     Alignment Size Orientation Shape

Language Awareness:  Simple sentence : -subject + predicate  Compound: -has 2 or more main clauses.  Complex : -contain 1 independent/ main clauses with 1 or more dependent clauses.

nadiah abu bakar