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2 TE to Pre SMP Learners

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2 TE to Pre SMP Learners Powered By Docstoc
					SUGGESTED STRATEGIES
TO TEACH ENGLISH TO
PRE SMP LEARNERS

By
English BC Team
           BACKGROUND



When coming to a foreign language
classroom, learners are already equipped
with a set of established instincts, skills
and capacities, comprising:
1. Ability to grasp meaning. With the
   help of intonation, gesture, facial
   expressions, and actions. Learners are
   capable of understanding what the
   unknown words and phrases probably
   mean.
2. Creativity to use the limited language
   resources.
3. Capacity for indirect
   learning →Instinct for play
   and fun.
4. Ready imagination.
5. Instinct for interaction and
   talk.
           Tips for teachers

1.   Focusing on the natural capacities
2.   Having a positive response to
     language and to language learning
     (attitude goals)
3.   Developing a positive response to
     what they learn (content goals).
4.   Making use of various forms of real
     language use (real communication)
5. Giving priorities to attitude goals involves:
  a. Checking understanding:
     Avoid doing constant checking, e.g. „Do
     you understand?‟ This implies that the
     teacher wants the students to understand
     every little bit they hear. This is
     impossible, because even in L1 learners
     deal with the whole messages.
b. Correcting mistakes:
   Communication does not demand
   perfect accuracy→ learners should be
   risk takers
   E.g. Do you mean …?
        Pardon?
        …
6. The real use of L2 comprises:
  a. making language exercises into
  real exchanges
  e.g. “Information gap “This can be done
   by doing pair-reading activities, i.e. a group of learners have a set
   of cards containing pictures and the other have another set
   containing words or phrases

       “describe and arrange”
b. Teaching   language lessons in L2 →L2
  exposures which has benefits:
 encouraging the learners to trust their
  instinct to predict meaning,
 providing indirect learning,
 confirming that teacher
  can really use the language
7. Be realistic → taking realities into account
  in such a way that good thing can still
  happen.
  This is done by investigating
 the stir/settle factor
 the involvement factor
1. ‘Stir’ vs ‘Settle’ class activities.
    ‘Stir’ means that the activities wake up
   and
     stimulate the class.
    ‘Settle’ means the activities calm the class
   down.
    For example:
    Usually stirs            Usually settle
     oral work               copying
     competitions            coloring
    doing plays              listening tests
                             being read to….
2. ‘Mental’ vs ‘Physical ‘ involvement
For example:

Mentally engaging              Actually occupying
Games                          Reading aloud
Puzzles                        Writing
Competitions                   Drawing
Imagining                      Repetition
Talking about themselves
7. Choosing the style to suit the mood
Teacher needs to carry out a „settler‟ to start off with.
For example:
a. copying for more advanced students,
b. sticking flash cards for the junior and number them
   continued by
c. guessing (can be done in pairs)
d. categorizing activity
8. Keeping the lesson simple in various
activities using the same topic.

For example:
Topic : colors
Materials required:
1. Five prompt cards for the colors.
2. Five word cards.
3. Blue tack
4. Scrap paper
     Suggested procedures:

To begin with the teacher makes a brief
       introduction of the colors.
  Activity 1: Write down the number of the one I say
                                         4
                       1




                   2

                                         5


               3




Activity 2: true/false-mental / actual involvement
Activity 3: memory true false - students close their eyes
Activity 4: energetic true/false – stand up (true) sit down (false)
Activity 5: repetition
  Activity 6 : Disappearing Cards

                  1
                                  4


                  2


                                      5
              3




Activity 7 : Guess What

Activity 8: Paired “Guess What”
Activity 9 : Recognizing Reading

            1           4       YELLOW




                                WHITE


                2               RED


                            5   BLUE


                                GREEN
        3
    1
                    YELLOW


            4       WHITE


                    RED
        2

                    BLUE

                5
3
Activity 10 : Reading Aloud




                              YELLOW



                              WHITE


                              RED


                              BLUE


                              GREEN
5. Reusing Materials
    Other materials are reusable round the same
    theme
-   Listening activity
          √   √
Linda


Andi


Luisa


Edy


Harry


Claudia
Speaking activities based on true false




                     √                   √
Linda



          √                       √
Andi



                     √                           √
Luisa



                                  √          √
Edy



          √                                  √
Harry



                                         √       √
Claudia



Simultaneous pairwork:
Andi: Linda likes reading and cooking.
Paula: Yes, she does.
Writing:
The learners use the information on their grid
 to make up sentences and write them down:
Linda likes reading and cooking.
                            Final Words
   Any classroom activities should be conducted on the basis
    of learners‟ natural capacities.
   Teachers should use L2 as a vehicle to enhance acquisition.
   Learners like learning by doing, so any excessive homework
    will make the class frustrated and thus reduce their
    motivation.
   Translation is not recommended because it does not
    encourage acquisition.
Media for the pre SMP learners.

Functions of Media:
  - to attract the learners’ attention
  - to introduce new materials
  - to internalize instructional materials
               Kinds of Media
   Electronic Media:
       slides, tape recorder, CD, TV,
       internet, home theatre, OHP.

   Non - Electronic Media:
    - Visual Aids
       flash cards, picture cards, flip cards,
       circular cards, poster, realia in a bag.
    - Non-Visual Aids
       cassettes.
Sample Media



   Flash Cards

-   To introduce or review teaching
    points like numbers, alphabets,
    name of fruits, vegetables, etc.
-   Suggested size is 30 cm by 40 cm.
It is an apple.   They are apples.
                 Sample Media



               Flip Cards

-   To introduce the concept of singular,
    plural nouns.
-   Suggested size is 30 cm by 60 cm.
THANK YOU

				
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posted:7/5/2011
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