Compilation of Notes of ELE3104 ELE3104 ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS TOPIC 1: LESSON PLANNING Principles

s of Lesson Planning Identifying Target Group Teacher need to identify the target group pupils. The factor that need to be considered: o Background of pupils family, daily life o Area of the pupils live rural or city o Level of cognitive of pupils o The exposure level to the English Characteristics of successful English learners: Have positive attitude towards English and speakers of English They motivated to learn English for certain reason Make effort to get into situation where English is used and often use it. Consciously try out new strategies for learning and remember new vocabulary Prepare to take risk, make mistake in the use of language and try to improve it. Integration of Language Skills Sometimes it is necessary to integrate other skills in the focus skill in a lesson. Remember that, it is difficult for pupils to master the skill, thus the integration of skills need to be done correctly to ensure pupils learn the language better. Guide to plan an integration of language skills o Think of what children usually do when listening to, speaking about, reading or writing o Think of what language (vocabulary and structure) pupils need to do activities. o Decide what language students already know / learnt. o Check the amount of time available and decide how much can be taught. o Think of interesting task that student can do to make they learn the target skill. Selection of Language Content Four basic skills in English: o Listening o Speaking o Reading o Writing Integrated skills: o Grammar o Vocabulary o Literature By Cg Mohd Ridzuan al-Kindy (IPG KDRI) Educational Emphasis Infusion of Thinking Skills o Incorporated in the learning outcomes to enable learners to solve simple problems, and express themselves creatively in English. ICT Skills o These skills have been added to cater for schools that have ICT facilities. o Schools that do not have ICT facilities are not obliged to teach these skills. o Include working on computers and using courseware. Value and Citizenship o The values contained in the secondary Moral Education syllabus have been incorporated in the learning outcomes and include patriotism and good citizenship. Multiple Intelligence o This is illustrated, for example, in the way children interact and talk with one another (verbal intelligence), and the application of kinesthetic intelligence as seen in role-play activities. Learning How to Learn o Incorporated in outcomes to enable learners to take responsibility for their own learning even at an early age. o Enable learners to remember words, recall ideas, and look up meanings of words in simple dictionaries. o Set learners on the path to become independent life-long learners. Knowledge Acquisition o Make use of subject matter disciplines such as science and geography, and incorporate educational emphases such as the environment and consumerism to provide contexts for language use. Future Studies Preparation of Real World o Meet the challenges of the real world by focusing on language use in society. o Achieved through structuring the curriculum in terms of the interpersonal, informational and aesthetic uses of language. o Also achieved by making use of real-life issues for classroom.

Compilation of Notes of ELE3104 Format of Lesson Plan General format of lesson plan: o Subject o Year o Date o Time o Theme o Topic o Focused skills o Integrated skills o Learning outcome o Intended learning outcome / behavioural objective o Vocabulary o Sentence pattern o Previous knowledge o Moral values o Thinking skills o Multiple intelligence o Resource o Stages of lesson : Set induction Presentation Practices Production Closure

Criteria of a Good Test A good test need to fulfil the following principles: The purpose of the assessment and task fluffiness Determine the reasons why you are assessing the students Design an assessment that will fulfil your needs The validity and reliability of the assessment Ensure assessment is both valid - in that it tests a relevant skill or ability Reliable - in that the same result would be achieved if assessment repeated later. The referencing of the assessment To compare the candidates abilities with a common measure objective criteria or candidates performance The construction quality of assessment items Consider the difficulty level of the items Consider how well the assessment differentiates between the candidates - to provide maximum information the assessment The grading of the assessment Grades awarded are very concise summaries of students abilities. Should be clear and easily understood

Topic 2: Testing and Evaluation Principles of Language Testing and Evaluation Testing is a systematic way to measure changes in an individual behaviour. (R.M. Gagne,1965) Required pupils to show explicitly in the form of activities Measuring instrument: observation and formal test (e.g.: exercise, quiz) Always happened in the class during the lesson and on-going process. Purposes / Aim Determine pupils behavioural changes Determine pupils achievement in certain lesson Place pupils in suitable group according to result Motivate pupils to revise / improve Train pupils make appropriate preparation for public examination

Test Characteristics Validity o Refer to what level the test is able to measure what it is supposed to measure o Also can be said as tests for determining whether the test is measuring the concept / skills that the teacher thinks is being measured Reliability o Refer to the degree to which a measurement procedure produces similar outcomes when it is repeated. o When designing an assessment, need to consider whether the results achieved will be consistent.

By Cg Mohd Ridzuan al-Kindy (IPG KDRI)

Compilation of Notes of ELE3104 Objectivity o Refer to the accuracy of an examiner in marking any candidates answer. o Examiners need to give same marks of the same answer of candidates according to marking scheme o Closed-ended question has highest objectivity rather than open-ended question. o To improve the marking for open-ended question, the analytical marking scheme and moderation. Administrability o Refer to the smooth implementation of the testing process in room / examination room. o The whole process of conducting the test from beginning stage of preparing the question papers until the ending stage of marking the candidates answer script can be carried out smoothly. Assessibility o Refer to the result of the candidates achievement which can easily interpret and assessed by the way providing clear and useful information according to the objective of the test. o This mean: The result is easily collected and converted to statistical form Clear picture of interpretation that can guide the analyser to make follow up action Types of Tests Formative and Summative Assessment Aspects Formative A type of formal and informal test to assess the effectiveness of skill mastering and progress of learning in class. To ascertain the effectiveness of skill mastering and pupils progress To correct weaknesses immediately in class To carry out formal or informal test individually, in group or in class during learning To carry out after teaching one or several skills Summative A type of formal test to access pupils achievement in certain schooling level Informal observation / questioning and discussion Formal paper & pencil test in short time Individually, groups or whole class Cover certain skill (informal) or a few skill (formal) No record (informal) and the use of check list / performance record (formal) Correct weakness immediately / carry out remediation / enrichment Replacing pupils in suitable learning group Formal paper & pencil / oral test within suitable period

Format

Target

Coverage

Record

The whole class or year (cohort) Cover a few learning units or certain schooling level Profile record / certificate

Follow Up Action

Place pupils in suitable group / class Plan and modify lesson / curriculum / panels plan Award certificate based on achievement in examination

Formal and Informal Evaluation Formal Formal assessments have data which support the conclusions made from the test (standardized measures) Standardized measures Pupils will be assessed and graded according to standardized grade Pupils achievement written in % or grade (standard score) Assess overall achievement, to compare a student's performance with others More to quantitative measurement Informal Informal assessments are not data driven but rather content and performance driven.

Concept

Aim

To determine pupils achievement based on a few learning units and arrange their grades level accordingly To use a few period to carry out formal test in class or year (cohort) To carry out after teaching a few learning units

Non-standardized measures Pupil will be assessed according rubric scores Pupils achievement written in score (such 10/15 in non-standard score) Assess criterion referenced measures or performance based measures More to qualitative measurement

Activity

Time

By Cg Mohd Ridzuan al-Kindy (IPG KDRI)

Compilation of Notes of ELE3104 Written test, oral test, examination, coursework, monthly test Questioning and discussion, observation, selfassessment test, homework, in class exercise Norm-referenced Evaluation o Obtained normal graph from candidates score

Norm-referenced and Criterion-referenced Evaluation CriterionAspects Norm-referenced referenced Relativeachievement evaluation (shows performance of group of candidates in form of normal graph) To compare and distinguish performance between candidates / group Summative test to distinguish candidates in performance level of distinction, credit, pass and fail Comparison of performance among candidates Arranged from easy to hard, and with discrimination among candidates Passing mark / grading is determined after the test result Wide range of learning skills Public examination as UPSR, PMR & SPM Objectivereferenced evaluation (determine individual achievement based on minimum criterion fixed earlier To determine ability to master learning based on the certain fixed criterion Formative test to improve T&L based on the test result

Concept

Aim

Uses

Target

Question Characteristic

Grading

Coverage

Example

Determination of performance individually or in small group Have almost the same level of difficulty based on learning objective Passing mark / grading is determined before the test is carried out Limited learning skills Oral test, MUET, Coursework, written exercise

Alternative Assessment An on-going process involving the student and teacher in making judgments about the students progress using non-conventional strategies. (Hancock,1994/1) Form of alternative assessment: o Portfolios o Scrap book o Rubrics & checklists (criterion-reference) o Anecdotal records teacher, or person who is observing, writes down their observations of the student providing a record of student growth, strengths and needs. o Oral performances o Projects o Performance tasks Reason / Purposes: Students are able to display knowledge in many different ways. Students who are not skilled test takers will be able to succeed in showing their abilities and therefore build self-esteem. Alternative Assessment methods do not interrupt class time as do traditional tests, but instead are measurements of day to day growth. Gives ongoing information on strengths and weaknesses of each student providing the teacher opportunity to work within those. Not tied to a specific culture or language, but rather, is free from prejudice and unfair assumptions. Directly connected with the curriculum and therefore provides a direct reflection of what is being taught

By Cg Mohd Ridzuan al-Kindy (IPG KDRI)

Compilation of Notes of ELE3104 Test Specifications Also known as Test Specification Table (Jadual Spesifikasi Ujian - JSU) in Malaysian school. Purpose of preparing Test Blueprint o To guide for teacher to construct questions follow accurately to test blueprint o To ensure the appropriate weightage for various topics and their skills level reflect accurately the pupils overall ability. Important elements: o Topics / skills Refer to curriculum specification o Skill level Follow the Bloom Taxonomy level (6 levels) For diagnostic test simply use 3 levels easy, moderate and hard o Number of items of according topic and skill level Comprehension Skills o Follow directions o Note details o Understand main ideas and supporting details o Listen and respond critically to faults in argument o Make inference Types of Listening Activities Process Involved in Listening Hearing vs Listening

Listening is an active process

Processes Involved in Listening

Top-down Processing

TOPIC 3: THE TEACHING AND ASSESSING OF LISTENING AND SPEAKING SKILLS Principles of Teaching Listening Purposes of Listening Maintaining good social relations Academic purposes Purposes of Listening Entertainment

Bottom-up Processing Hearing vs Listening o People do not pay attention to everything we hear. o People begin listen when they pay attention to the sounds they hear and make an effort to interpret them. Top Down Process o Listener hears something and it remind him of something in the previous knowledge. o Listener tries to relate what he had heard with what he already knows. o This will help listener to understand the knowledge better. Bottom Up Process o What the listener hear does not trigger anything in his previous knowledge. o Slow building up of meaning block by block. o Much harder. o Teach students on how to listen to the meaning, not sound and words. o Try to guess the meaning of unknown words from the context. o Work at understanding the whole message. Listening is an Active Process o Good listener constructs meaning when they are listening. o Do not passively receive what speaker says. o Identify main ideas. o Agree and disagree with the speaker. o May be disappointed or satisfied with the ideas.

Obtain information

Aim of Teaching Listening in KBSR Develop pupils ability in understanding the information they had listened. Encourage pupils to respond to what they had heard in various ways. Able to respond to a number of familiar topics by the end of the primary school.

Approach to Teaching Listening in the KBSR Auditory Discrimination o Distinguish specific sounds from a background of different sounds o Recognize the meaning of sound signals heard. o Enjoying speech rhythms and patterns of sound. o Understand and interpret intonation patterns.

By Cg Mohd Ridzuan al-Kindy (IPG KDRI)

Compilation of Notes of ELE3104 Listening in a Foreign or Second Language People learn new things or words by repeatedly hearing in their environment. This is how little children learn their own mother tongue. People in urban areas are familiar with English compared to the people in the rural areas. Selection of Learning Materials Speakers o Number of speakers If there are more speakers, the listener will have to deal with : Interruptions Changes of turns Changes of speakers Monologue is easier to follow than a dialogue o Variety of English The more familiar a listener is with a particular variety (the accent, the regional words and phrases used, etc.), the easier he would find the listening. o Speed of delivery People who speak fast are generally more difficult to understand than those who speak slowly Type of text o Amount of planning Pre-planned talks are easier than unplanned or spontaneous speech like conversations. o Amount of performance features present The texts that are spontaneous are more difficult than scripted texts that do not have any of these features. o Amount of support available Face to face communication Gestures Facial expressions Pictures and illustration o Level of sophistication of language Avoid texts with words and structures beyond the listeners understanding o Length of text Try to not use very long texts because they tire the listener and put a strain on his short term memory Content of text o Relevance Choose texts that are relevant to pupils interest level, their maturity and the communicative need for English. Difficulty of argument of concepts A short text with many ideas may be harder than a long text with very few ideas. Redundancy Texts where ideas are repeated in many different ways are easier than texts where there is no repetition of ideas. Unfamiliarity of content When the content is unfamiliar, the listener will have difficulty understanding what he hears.

Listeners o Level of language proficiency Do not choose a listening text with too many difficult words and sentences that are long and complex o Attention span Decide on the length of the listening input because younger and less able pupils generally cannot concentrate for very long. o Interest Affect the learners motivation Determine what kind of input will interest the pupils. o Previous knowledge Difficult to understand the text and to respond to it if the listener has very little or no previous knowledge.

By Cg Mohd Ridzuan al-Kindy (IPG KDRI)

Compilation of Notes of ELE3104 Situation o Amount of background noise Learn to make sense of what we hear, in spite of the noise The ability to cope with noise comes at a rather late stage but for pupils in the earliest stages, distinguishing the sounds of the new language above the noise in the background may be very frustrating o Number of chances for listening to the input Earliest stages: allow pupils to listen many times Later stages: learners need to cope with listening to the input only once Task o Difficulty of task Simplifying the listening task To find out which items on a list the speaker mentions. Teaching Listening Strategy For Beginner Learner Characteristic o Many people in this group cannot even distinguish an English speech sound from the noises in the environment. o They have no idea where a word or phrase begins and where it ends. o They have no idea of the rules of English pronunciation or grammar. Suggested T&L strategies: o Length of input Do not give more than one to three minutes worth of listening materials to process at any one time. o Type of input Use teacher-made material with the following features; i. Short basic sentences ii. Clear pronunciation iii. No background noise. Select word/ideas/events that can be visual supported e.g.: i. Actions ii. Objects iii. Colours iv. feelings Pupils at this stage will have to listen and understand are words related to object in the classroom. i. Chalk, chair, stand up, Take out your books, close your bag. Use a great deal of visual support in the form of pictures, gestures, facial expressions and dramatization. Conduct activities that focus on specific aspects of listening: i. Minimal pair discrimination. ii. Statement using intonation pattern

Guidelines/Principles for Teaching Listening Make sure pupils understand clearly Provide a context for listening Pupils know what they are listening Ask straightforward question of the overall text Prepare the pupils for the main listening task (prelistening task) Ask questions that are appropriate for the level of proficiency of the student and type of text Use formats and that require minimum writing Arrange the questions in the order Do not ask questions on information closely packed together on the tape Give chance to read through the question before listening to the tape Make sure at least some of your questions require higher order skills Decide on the number of times the students would be able to listen Encourage the students to ignore the bits they do not understand Make sure that distinguishing between one speaker and another is not difficult Check all recorded material Ensure the quality of the tape is excellent Choose a period that is suitable for a listening lesson Finding the best listening input and listening tasks that pupils enjoy it. By Cg Mohd Ridzuan al-Kindy (IPG KDRI)

o Speed of delivery Do not slow down your speech to much. This does not help the pupils o Outcome of listening Do not expect full comprehension. Build in a lot of redundancy so they can get the answers without too much difficulty or anxiety

Compilation of Notes of ELE3104 For Intermediate Learner Characteristics: o Pupils have fairly good grasp of phonemic system of English. o They would still have difficulty with authentic texts. o They would not be able to handle such as features as hesitations, false starts, background noise. o Intermediate student can remember longer phrases and sentences. Suggested T&L strategies: o Length of input They can listen to longer stretches of say 5 to 10 minutes each time o Type of input Their listening input can include two-way communications with more than one speaker. At least some of the input must be authentic or semi-scripted so that they can develop strategies for dealing with normal speech. When you first introduce non-scripted, authentic material, make sure there is a lot of redundancy. With less proficient students, the listening input can be given in two versions: authentic and edited. At this level, pupils still need guided practices in specific aspects of listening skill. At this level of global comprehension, you can set question that focus on discourse level (e.g. at the level of paragraph or argument) Focus on such skills as predicting outcomes and drawing conclusion. American English Australian English Assessing Listening Kind of Listening Test

Test specific aspects of listening (Discrete feature tests)

Test skills in accomplish different types of listening tasks (Task-based tests)

Discrete feature tests o Minimal pair test Choose one of two alternatives (50% chance element in the test) Various combination of the same sound contrast E.g.: Listen and discriminate the initial sound of transport bicycle motorcycle helicopter car Task-based tests o Text selection: Choose kind of listening task: E.g.: listen to instruction Number of speaker in listening text Talk / Story that read aloud easier to be understood rather than conversation / story that told Presentation of text ; read aloud or taped (Tape the test is more recommended) o Editing text for taping: Ideally : use real language A lots of interruption in real conversation

For Advance Learner Characteristics: o By this stage, the student would have become very proficient in the language. o They can process the language almost automatically without paying conscious attention to it. Suggested T&L strategies: o Use a variety of text. o Select the kinds of texts that useful for students present and future needs. o Students should be given practice in listening to all the major varieties of English British English By Cg Mohd Ridzuan al-Kindy (IPG KDRI)

Teacher needs to edit the written text so that it more like spoken text Identify most important ideas and say more than one way in the text Join sentence using simple conjunction Do not read the text very slowly, otherwise give slightly longer pause between sentence. Text should not too long. Preferable : 3-4 minutes for young children

Compilation of Notes of ELE3104 o Construct items: Decide skill will be tested and weightage will be given in each skill When listening, the pupils write in the same time Writing is the way pupils express the understanding Try to minimum the writing when the test Objective item: 3. Chance given to read first the question before listening

1. The alternative need to be simple

2. The items follow through the sequence of the tape

Short-answer item: Chance to look the question first Arrangement of question is according to tape sequence Should be enough interval between items ; allow pupils to finish writing the answer o Channel conversation To record pupils understanding in nonverbal way E.g.: Draw a face according to description listened Put in details into an incomplete picture based on description listened Label the equipment used in the process o Summary close Prepare a summary of main points Pupils fill in the blanks in the summary after listen Train auditory memory : for higher level

o Listening to the tape Considered to : How many times listen What condition would they listen Students read question Listen the tape & write down the answer Listen the tape again (check) Write final answer By Cg Mohd Ridzuan al-Kindy (IPG KDRI)

Compilation of Notes of ELE3104 Principles of Teaching Speaking Topic 7: The Teaching and Assessing of Literature for Primary Schools Purpose of using Literature in the Language Classroom Designing Activities based on Literary Texts Integrated Activities Assessing Literature Assessing Speaking Topic 8: The Teaching of Grammar Topic 4: The Teaching and Assessing of Reading Skills Principles of Teaching Reading Techniques and Activities for Teaching Grammar Reading Readiness (First Steps) Assessing Grammar Stages in a Reading Lesson Strategies in Teaching Reading Integrated Activities Assessing Reading Topic 9: Integration of Language Skills and Language Content Purpose of Integration Ways of Integration Topic 5: The Teaching and Assessing of Writing Skills Principles of Teaching Writing Writing Readiness (First Steps) Stages in a Writing Lesson Strategies in Teaching Writing Integrated Activities Assessing Writing Approaches in Teaching Grammar (Overt and Covert) Purpose of Teaching Grammar

Types of Speaking Activities

Topic 6: The Teaching and Assessing of Vocabulary, Spelling and Dictation Purpose of Teaching Vocabulary, Spelling and Dictation Techniques and Activities for Teaching Vocabulary, Spelling and Dictation Assessing Vocabulary, Spelling and Dictation

By Cg Mohd Ridzuan al-Kindy (IPG KDRI)