ELE3104: COMPILATION OF NOTES ELE3104 TOPIC 5-8 5.

0 THE TEACHING AND ASSESSING O F WRITING SKILLS Writing is the system for interpersonal communication using vis ible signs or graphic symbols on a flat surface such as paper, cloth n ect. Purp ose of writing: To get thing done To inform To persuade To maintain relationship provide students with different types of writing as well. Short responses to a reading, journal entries, letter writing, summaries, poetry, or any type of writ ing you find useful in your class should be practiced in class. 3. Make feedback helpful and meaningful. Students crave feedback on their writing, yet it doesnt always have the intended effect. If you write comments on students papers, make s ure they understand the vocabulary or symbols you use. Take time to discuss them in class. Be cautious about the tone of your comments. Find one good idea the s tudent has, and make an encouraging comment about it. Find a place where the stu dent wasnt clear, and write a comment that will help her/him clarify it. Identify a grammar problem, and make a comment that will help the student see the proble m in other places in the paper. To document occurances, events, ect Types of writing: Narration Description Expo sition 5.1 PRINCIPLE OF TEACHING WRITING 1. Understand your students reasons for writing . The greatest dissatisfaction with writing instruction comes when the teachers g oals do not match the students, or when the teachers goals do not match those of t he school or institution in which the student works. It is important to understa nd both and to convey goals to students in ways that make sense to them. 2. Prov ide many opportunities for students to write. 4. Clarify for yourself, and for your students, how their writing will be evalua ted. Students often feel that the evaluation of their writing is completely subj ective. Teachers often hear, I just dont understand what you want. One way to comba t that feeling is to first develop a statement for yourself about what is valued in student writing, either in your classroom or in your institution as a whole. Writing almost always improves with practice. Evaluate your lesson plans: how mu ch time is spent reading or talking about writing, and how much is spent actuall y writing? Practice writing should Prepared by : Hanis Athirah Rusli and Nuraini Mohd Nasir PISMP SEM 6 2012

ELE3104: COMPILATION OF NOTES ELE3104 TOPIC 5-8 5.2 WRITING READINESS (1ST STEP) Building Visual Readiness Skills: Visual readiness begins with recognizing shap es and then letters and numbers and finally words. Reading books and signs and p ointing out words is helpful. Here were not concerned that they "read" or recog nize the specific words so much as that they begin to understand that "oh, toget her those letters make a word." Also label, items and pictures along with your c hild so that you are role modeling identifying items with writing. 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. Here are 10 examples of good pre-writing activities: Working puzzles Building with blocks Pouring water into cups Stringing beads Finger painting Bouncing and catching b alls Cutting with scissors Drawing Matching shapes Threading "sewing" cards Supe r Fun Pre-Writing Activity: To build finger strength, fill clean spray bottles w ith water and let kids spray a surface like a fence or sidewalk. It just seems l ike a fun activity to them, but the trigger finger action is actually strengthen ing little fingers. Beginning Writing: When your child is ready to write, start with markers or chalk on a big blank surface such as a board or paper on an ease l. Demonstrate the writing of letters without focusing yet on size, hence no lin ed paper for beginning writers. As young children progress you can offer smaller paper with crayons or felt tip pens. Educators tip: Many parents begin by teac hing young children to write capital letters and they come to kindergarten writi ng their names in all caps. Start from day one teaching your child to write thei r name with only the first letter capitalized so that he wont have to relearn h ow to write his name. 5.3 STAGES IN WRITING LESSON 1. Generating ideas using learners own ideas can m ake the writing more memorable and meaningful. Before writing a letter of compla int, learners think about a situation when they have complained about faulty goo ds or bad service (or have felt like complaining), and tell a partner. As the fi rst stage of preparing to write an essay, I give learners the essay title and pi eces of scrap paper. They have 3 minutes to work alone, writing one idea on each Prepared by : Hanis Athirah Rusli and Nuraini Mohd Nasir PISMP SEM 6 2012

ELE3104: COMPILATION OF NOTES ELE3104 TOPIC 5-8 piece of paper, before comparing in groups. Each group can then present their 3 best ideas to the class. It does nt matter if the ideas arent used in the final piece of writing, the important thing is to break through the barrier of I cant think of anything to write. 2. Focusing ideas This involves thinking about which of the many ideas generated are the most important or relevant, and perhaps taking a particular point of vi ew. As part of the essay-writing process, students in groups put the ideas gener ated in the previous stage onto a mind map. The teacher then draws a mind-map on the board, using ideas from the different groups. At this stage he / she can also feed in some useful collocations - this gives the learners the tools to bet ter express their own ideas. I tell my students to write individually for about 10 minutes, without stopping and without worrying about grammar or punctuation. If they dont know a particular word, they write it in their L1. This often help s learners to further develop some of the ideas used during theGenerating ideas stage. Learners then compare together what they have written, and use a dictio nary, the teacher or each other to find in English any words or phrases they wro te in their L1. 3. Focus on a model text Once the students have generated their own ideas, and thought about which are the most important or relevant, I try to give them the tools to express those ideas in the most appropriate way. The exam ination of model texts is often prominent in product or genre approaches to writ ing, and will help raise learners awareness of the conventions of typical texts of different genres in English. I give learners in groups several examples of a genre, and they use a genre analysis form to identify the features and language they have in common. This raises their awareness of the features of the genre a nd gives them some language chunks they can use in their own writing. Learners identify the function of different paragraphs in a piece of writing. For exampl e, in a job application letter, the functions of the paragraphs might be somethi ng like; reason for writing how I found out about the job relevant experience, s kills and abilities closing paragraph asking for an interview Prepared by : Hanis Athirah Rusli and Nuraini Mohd Nasir PISMP SEM 6 2012

ELE3104: COMPILATION OF NOTES ELE3104 TOPIC 5-8 Learners are given an essay with the topic sentences taken out, and put them back in the right place. This raise s their awareness of the organisation of the essay and the importance of topic s entences. 4. Organising ideas Once learners have seen how the ideas are organise d in typical examples of the genre, they can go about organising their own ideas in a similar way. Students in groups draft a plan of their work, including how many paragraphs and the main points of each paragraph. These can then be pinned up around the room for comment and comparison. When preparing to write an essay, students group some of the ideas produced earlier into main and supporting stat ements. 6. Peer evaluation Peer evaluation of writing helps learners to become aware of an audience other then the teacher. If students are to write a second draft, I a sk other learners to comment on what they liked / didnt like about the piece of work, or what they found unclear, so that these comments can be incorporated in to the second draft. The teacher can also respond at this stage by commenting on the content and the organisation of ideas, without yet giving a grade or correc ting details of grammar and spelling. 7. Reviewing When writing a final draft, s tudents should be encouraged to check the details of grammar and spelling, which may have taken a back seat to ideas and organisation in the previous stages. In stead of correcting writing myself, I use codes to help students correct their o wn writing and learn from their mistakes. 5. Writing In a pure process approach, the writer goes through several drafts be fore producing a final version. In practical terms, and as part of a 8. Conclusi on general English course, this is not By going through some or all of these alw ays possible. Nevertheless, it may stages, learners use their own ideas be helpf ul to let students know to produce a piece of writing that beforehand if you are going to ask uses the conventions of a genre them to write a second draft. Thos e appropriately and in so doing, they with access to a word processor can are as ked to think about the then use it, to facilitate the redrafting audiences expe ctations of a piece process. The writing itself can be of writing of a particula r genre, and done alone, at home or in class, or collaboratively in pairs or gro ups. Prepared by : Hanis Athirah Rusli and Nuraini Mohd Nasir PISMP SEM 6 2012

ELE3104: COMPILATION OF NOTES ELE3104 TOPIC 5-8 the impact of their writing on t he reader. Through homework assignments or other independent assignments, your s tudents will demonstrate whether or not they absorbed the lessons learning goal s. 7. Required Materials and Equipment Here, you determine what supplies are req uired to help your students achieve the stated lesson objectives. 8. Assessment and Follow-Up The lesson doesnt end after your students complete a worksheet. T he assessment section is one of the most important parts of all. 5.4 STARATEGIES IN TEACHING WRITING 1. Objectives and Goals The lessons objecti ves must be clearly defined and in lined with district and/or state educational standards. 2. Anticipatory Set Before you dig into the meat of your lessons ins truction, set the stage for your students by tapping into their prior knowledge and giving the objectives a context. 3. Direct Instruction When writing your les son plan, this is the section where you explicitly delineate how you will presen t the lessons concepts to your students. 4. Guided Practice Under your supervis ion, the students are given a chance to practice and apply the skills you taught them through direct instruction. 5. Closure In the Closure section, outline how you will wrap up the lesson by giving the lesson concepts further meaning for y our students. 6. Independent Practice 5.5 INTEGRATED ACTIVITIES 1. Step-by-step instruction 2. Provision of model 3. T he need to teach language (grammar and vocab) appropriate to the writing needs o f student 4. Focus on the various stages of the writing (refer pg 142-145) 5.6 A SSESSING WRITING When it comes to writing assessment, theres no better judge of what your students know and are able to do than you. Assessing Writers offers p ractical methods for gathering information about every writer in your classroom and shows you how to create writing lessons that address the needs of individual students as Prepared by : Hanis Athirah Rusli and Nuraini Mohd Nasir PISMP SEM 6 2012

ELE3104: COMPILATION OF NOTES ELE3104 TOPIC 5-8 well as the whole class.In Asses sing Writers youll find out: what you need to know about students to assess the m as writers how to uncover and make sense of this information how to make an in dividualized plan for each student how to use these plans when you confer how to structure units of study to meet classroom-wide needs. 6.0 THE TEACHING AND ASS ESSING OF VOCABULARY, SPELLILNG AND DICTATION What is VOCABULARY? The words whic h make up a language constitute its vocabulary. It can be categorized into 2 gro ups: Content words Specific meaning, e.g. boy, table. Function words Have little meaning when it used on their own but have grammatical meaning when use in and between sentences. E.g. the, but With a wealth of smart suggestions, useful charts, reproducible rubrics, and act ivities for professional reflection, Assessing Writers gives you powerful tools that make assessment simple and effective. WORDS AND MEANING 1. Denotation refers to the literal meaning of a word, the "di ctionary definition." For example, if you look up the word snake in a dictionary, you will discover that one of its denotative meanings is "any of numerous scaly , legless, sometimes venomous reptilesKhaving a long, tapering, cylindrical body and found in most tropical and temperate regions." 2. Connotation, on the other hand, refers to the associations that are connected to a certain word or the emo tional suggestions related to that word. The connotativemeanings of a word exist together with the Prepared by : Hanis Athirah Rusli and Nuraini Mohd Nasir PISM P SEM 6 2012

ELE3104: COMPILATION OF NOTES ELE3104 TOPIC 5-8 denotative meanings. The connota tions for the word snake could include evil or danger. 3. Polysemy: word has a s ingle word form but two or more meaning. When we talk of the mouth of the cave, we refer to its opening. Mouth could also be a relation to the opening through w hich we takes in our food or the palce where a river joins the sea. 4. Hononymy: is the word that written in the same way and sound alike but have different mea ning. variety of educational, social, and eventually work-related areas. Princip les for Teaching Vocabulary Focus on the most useful vocabulary first Focus on t he vocabulary in the most appropriate way Looked at what words to teach and lear n Give attention to the high frequency words across the four strands of a course Encourage learners to reflect on and take responsibility for learning. Principle of vocabulary selection 1. Frequency 2. Culture factors 3. Student-rel ated factors (refer pg 250) Strategies of Teaching Vocabularies Use instructional read-aloud events. Provide direct instruction in the meanings of clusters of wor ds and individual words. Systematically teach students the meaning of prefixes, suffixes, and root words. 6.1 PURPOSE OF TEACHING VOCABULARY, SPELLING AND DICTATION Purpose of teaching v ocabulary, spelling and dictation The more vocabulary words students know, the b etter they are able to comprehend A large vocabulary opens students up to a wide r range of reading materials A rich vocabulary also improves students ability t o communicate through speaking, listening, and writing To increase the number of words that students know and can use in a Link spelling instruction to reading and vocabulary instruction. Teach the effec tive, efficient, realistic use of dictionaries, Prepared by : Hanis Athirah Rusli and Nuraini Mohd Nasir PISMP SEM 6 2012

ELE3104: COMPILATION OF NOTES ELE3104 TOPIC 5-8 8 thesauruses, and other referen ce works. Teach, model, and encourage the application of a word-learning strateg y. learning Encourage wide reading. Create a keen awareness of and a deep intere st in language and words VISUAL TECHNIQUES Topics such as festivals, occupation or places work Example: Blackboard drawings Wall charts Photographs Static visua l stimuli. E.g. gestures, facial expressions and mime Planning to teach vocabulary 1. Learners own language 2. Techniques of coveying meanings 3. Learner factors 4. Teacher factors (refer pg 251) Example of activities Word picture association Using diagrams 6.2 TECHNIQUES AND ACTIVITIES FOR TEACHING VOCABULARY, SPELLING AND DICTATION VERBAL TECHNIQUES Use of synonyms and definitions Use of antonyms and contrasts Use of context Word of part clues Vocabulary groups Visual techniques Verbal techniques Translation Techniques & activities The use of dictionary Prepared by : Hanis Athirah Rusli and Nuraini Mohd Nasir PISMP SEM 6 2012

ELE3104: COMPILATION OF NOTES ELE3104 TOPIC 5-8 8 Example of activities E.g : At last the climbers reached the of the mountain Translation (give the L1 of the unde rlined word) E.g : They worked at the mill. y Matching (match each word with its meaning) Reading Comprehension and Vocabulary Questions; E.g: 1) In fact, there are folk songs for many occupations railroading, (following/ mustering/ concent rating/ herding) cattle, and so on. 2) known as the Lost Sea. It is listed in yhe Guinnes Book for World Records as th worlds largest underground (water, body, la ke, cave). The Vocabulary Levels Questions (1000-10000 level) 10000 Rhyme games Text- based activities Word building Word classification THE USE OF DICTIONARY Some pointers for the effective use of dictionary: Arrange words in alphabetical order Spell the word they are looking up Identify the meaning for the word in context Say the word aloud using the pronunciation key

E.g : a)The picture looks nice; the colours bl really well. b)Nuts and vegetables ar e cinsidered who food c)Many companies were manufac computers E.g: Non-words Quest rds TRANSLATION Effectively convey meaning Save time by quickly dispensing with the explanation of the word 6.3 ASSESSING OF VOCABULARY, SPELLILNG AND DICTATION Assessing vocabulary, spell ing and dictation 1) dring 2) modest Multiple Choice 3) swithin Completion (write the missing word ) 4) receipt Prepared by : Hanis Athirah Rusli and Nuraini Mohd Nasir PISMP SEM 6 2012

ELE3104: COMPILATION OF NOTES ELE3104 TOPIC 5-8 5) impatient Synonyms Fill in th e Blanks True / False Questions Sentence Writing Questions Association Questions 7.0 : THE TEACHING AND ASSESSING OF LITERATURE FOR PRIMARY SCHOOLS Literature p romotes the holistic development of the student in social, moral and aesthetic d evelopment. Teacher use student centred approaches when using literature in the language classroom. 7.1 Purpose Of Using Literature In The Language Classroom 1) Language Development Student use literature as model of language to show how vo cabulary, grammar and patterns may be used effectively to convey a message, appe al to senses and evoke a response. Literature can be serve as both stimulus and context for language learning activities in the classroom. As a stimulus, teache r can exploit student responses to text to produce language. As context, student through tasks devised assuming roles of character. Through language-based tasks , students explore, understand, evaluate, respond to and perform pieces of liter ature. 2) Social/Moral Development Literature brings the student into contact wi th the thoughts, feeling and experiences of people in their surroundings. Task u sing the content of literature can develop in student an awareness of human issu es. Prepared by : Hanis Athirah Rusli and Nuraini Mohd Nasir PISMP SEM 6 2012 E.g: Write three words that can fit in the blank Cloze Test E.g: One afternoon, in the _____ (1) of America, Amy discovered beautiful _____ (2) in a vase and a box of delicious _____ (3) on her doorstep

ELE3104: COMPILATION OF NOTES ELE3104 TOPIC 5-8 Before encounter with text, devi sed activities which will prepare the student for the text. Such activities: Dra w 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 3) Aesthetic development The aesthetic experience in literature involves the ple asure we get in reading a novel, hearing a poem or watching a play. Student will be able to make judgement and appreciate to good literature beginning with nurs ery rhymes and stories. Such activities will motivate students to learn the lang uage because of its interest value, as well develop an appreciation of the langu age. The Genres Short stories : folktales, myths, legends, fairy tales Novels : longe r fictional works containing story lines or plot Drama : plays with stage direct ions Poetry : writing characterized by rhythm, metre and stanza, by pithy langua ge and sensory appeal. Focus on aspects of text and allowing students to express their thought and feel ings. Useful vocabulary and sentence patterns can be also made familiar before a ctual encounters with the text. Example of strategies: Using visuals Exploiting the theme Using the language of the text Using drama or role play 2. Working wit h the text (While-reading stage-focus on the language and content of the text) E ncounter the text by students read the text either silently or aloud, or listens to it being read. Help the students to sustain their reading and explore the te xt using a hands-on approaches, interacting with each part of the text as they read, listen to, speak or write about the text. When devising activities, teacher may wish to get students: 7.2 Designing Activities Based On Literary Texts The activities may be stages ac cording to the following three phases: 1. Preparing for the text (Pre-reading st age) To recognize information provided in literary text Prepared by : Hanis Athirah R usli and Nuraini Mohd Nasir PISMP SEM 6 2012

ELE3104: COMPILATION OF NOTES ELE3104 TOPIC 5-8 To go beyond the information the writer provided To respond emotionally to the characters, plot, theme , languag e 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 experi ences and knowledge of the world interact with the text. It done out of class wi th teacher assigning portion of text to be read at home. 3) Story telling Listen ing to stories in English is an enjoyable way of learning the language. Effectiv e as story teller and audience are in direct contact-the elements of voice, faci al expression, gesture. Teacher allow student to Tune in and remember words and phrases which are new Easily understand the language so not have to concentrate on every word Take part in telling of the story as the language is predictable

3. Encounter with text 1) Reading aloud Reading aloud makes the encounter shared experiences. Reading aloud brings alive the text. The students have to heard li terature read aloud well before doing themselves. Before getting students to rea d aloud, ensure they understand the text as effective reading aloud involves int erpretayion of texts. Reading aloud can be carried out individually, in pairs or in groups. The following elements should be consider Phrasing Emphasis Intonat on Volume Pitch Rhythm Pause 4. Exploring text Student need to work with text following some directions to he lp them make meaning out the reading experience. Teacher help student to work at the content and language of the text and response to it through activities devi sed. Working with content : a) Plot : Based on the understanding what happened, ask s tudent what they expect to occur next. This can be done through 2) Silent readin g discussion or students could Individual activity which allow student to write down their predictions. proceed at his own pace. The student is Predictions can also be acted free to make his own meaning as his out. Prepared by : Hanis Athir ah Rusli and Nuraini Mohd Nasir PISMP SEM 6 2012

ELE3104: COMPILATION OF NOTES ELE3104 TOPIC 5-8 b) Character : activities focus on heroes, heroin, villains, their action and their relationship with the people . Teacher help student come to grips with characters with sociogram showing the relationship between characters. Write nature of the relationship on the linking lines. c) Events : presented in a variety of ways by students both orally and i n written form. Encourage students to interpret and express their personal respo nse to the events and present them in oral retelling or role play. Working with language : student have to use language to express their views orally or in writ ing. Activities to sensitize students to the language of text should be consider ed in explorations of texts. Word webs and cloze exercise are some activities ca n be use. 5. Working out from the text (The postreading stage-text is used as a springboard for extension activities) Art project : o Get students to create wal l displays for the English corner by helping them prepare a mural of key charact ers and events o Help students construct scenes from nursery rhymes Oral activit ies o Encourage students to retell stories. o Events in stories and poems can be dramatized students can make their own costumes, props and sets. Writing activi ties o Encorage students to make their own picture dictionaries based on words t hey come across in their reading of texts. o Write letters from one character to another about events they have read o Set up a graffiti board in class where th ey could be describe the characters they encounter. 7.3 Assessing Literature essay multiple choice reference to context open book un seen poems Prepared by : Hanis Athirah Rusli and Nuraini Mohd Nasir PISMP SEM 6 2012

ELE3104: COMPILATION OF NOTES ELE3104 TOPIC 5-8 TOPIC 8: THE TEACHING OF GRAMMAR Definition: Rules of language which words are p ut together to convey meaning in different contexts. Knowledge Required In Gramm ar a) Word Order(Basic sentence patterns that student should learn) b) Position of word classes(adjective,adverb,preposition) c) Positive& negative version d) G rammatical Facts And Rule e) tense,pluralization of nouns,wordderrivation f) For m&Fuction g) Communicate to persuade,expressagreement,thank,appr eciation h) Use word,phrases,sentences to express function i) Word,structure that we used to do this is called form j) How To Link Ideas In Different Sentences k) Compund,comp lex sentences,conjunction,logical connecteors,pronouns l) Grammar of Spoken&Writ ten Sentences m) Abbreviations form(im,shes)not allowed in formal writing but nece ssary in spoken language n) Meaning Od Different Grammatical Option o) Many sent ence forms exist to express the same content but the different forms have differ ent meanings. The Importances Of Knowing Language Grammar: a) Understand the gra mmar items in the syllabus to select appropriate language forms for teaching b) Grade&sequence the grammar item appropriately c) Integrate grammar with the teac hing of language skill (LSRW) d) Select appropriate technique for presenting gra mmar item e) Identify and analyse student error& provide feedback &correction 8. 1 Approaches In Teaching Grammar(overt and covert) A good teacher has several po ssibilities how to teach grammar. There is a number of techniques for presenting and practicing grammar. According to J.Harmer the grammatical information can b e given to students in two major ways. The first one could be extremely covert a nd the second will be made extremely overt. Over grammar teaching grammatical ru les are explicitly given to students Covert grammar teaching students are simply asked to work with new language to absorb grammatical information which will he lp them to acquire the language as a whole 1) Covert grammar teaching: Covert grammar teaching means that grammatical facts are hidden from the students- even though they are learning the language. Stude nts may be asked to do any activity where a new grammar is presented or introduc ed, but their attention will be drawn to this activity not to the grammar. Prepared by : Hanis Athirah Rusli and Nuraini Mohd Nasir PISMP SEM 6 2012

ELE3104: COMPILATION OF NOTES ELE3104 TOPIC 5-8 * Teachers get the pupils involved in using the structure without drawing their attention to grammar rules. * The students attention is focused on the activity&n ot the grammar rules. * Eg : to teach the structure, Do you like? * Students have t o go round asking their friends in order to complete the task. 2) Overt grammar teaching : Overt grammar teaching means that the teacher actually provides the s tudents grammatical rules and explanations-the information is openly presented. Traditionally there are two option available to teacher : a) Deductive approach (general to specific) Teacher presents rules/pattern/generalization and then goe s provide practice in the application of these rules. b) Inductive approaches / Discovery method (specific to general) Students are given a number of sample sen tences containing the target forms and the teacher guides the students into deri ving the rule for themselves. 8.2 Purpose Of Teaching Grammar 1. It helps to use the language effectively. 2. Knowledge of the underlying rules of grammar is prov ided. 3. To develop students insight into the structure of English language. 4. To enable the students to assimilate the correct patterns of the language. 5. To teach grammar as a rule governed behaviour. 6. To develop the mental abilities of reasoning and correct observation. Problem In Learning English Grammar Mismat ch between form and function Exceptions to the rule -many exception to grammar r ules cause difficulty in learning English Interference from the learners own lang uage-differences between English and their own language Lack of motivation to le arn grammar-grammar learning is boring because it requires multiple repetition 8.3 Techniques and Activities For Teaching Grammar Features Of Activities That S upport Grammar Learning 1. Be meaningful. Relate to students own need and therefo re engage them as people. Get to know your students interest, likes, and dislikes . When choosing activities : Can my students relate to this topic?/Do they know anything about it?/Would they like to know more about it? 2. Be purposeful Good learning activities : Prepared by : Hanis Athirah Rusli and Nuraini Mohd Nasir PISMP SEM 6 2012

ELE3104: COMPILATION OF NOTES ELE3104 TOPIC 5-8 Involve students in doing things with language/Give them some challenge/Catch th eir interest and attention. 3. Have a social function Give opportunities for int eraction so student can: Get a sense of the usefulness of the language Get chanc e to check and test their understanding 4. Provide plenty of practice Let learne rs use similar language in different ways(lLSRW)and contexts (poems, stories, so ngs, games and jokes.) Give plenty of exposure target structures become part of the automatic response and language (habit) 5. Use a multimedia approach Use sen ses- visual support, auditory support, reading. 6. Provide variety Use all four skill, different contexts, different genres. 7. Encourage active participation. Design tasks that allow student to manipulate the new language and challenge the m to think or interact with each other. Stages In Grammar Lesson A)PRESENTATION Purpose: To illustrate how the structure is formed&what it mean&how it is used/l ead student to use the structure to talk about themselves/check student understa nding Characteristic: Clear,interesting relevant&appropriate/includes an element of personel involvement Typical Activities:Buildup of appropriate situational&l inguistic context for new language/listen&initial repetition of new language/use new language to talk about themselves Role Of Teacher: Informant Correction: Ne cessary to correct to ensure student grasp the correct form Length&place in less on:short&usually at the beginning Factor for presentation that should consider: Interest & Suitability 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 explicitl y stated by the students or teacher -futher practice is given in applying the ru le Eg:usingsituation,tables or texts 3. Story-Comic Approach Technique Used During Presentation: Prepared by : Hanis Athirah Rusli and Nuraini Mohd Nasir PISMP SEM 6 2012

ELE3104: COMPILATION OF NOTES ELE3104 TOPIC 5-8 Flashcards Highlighter Wall charts Activity in classroom Sliding sentence strips Word cards and pocket charts C)COMMUNICATIVE PRACTICE Purpose: Give student opp ortunities to use the new language in freer(terbuka) more purposeful&creative wa ys/give teacher feedback on the level of mastery Characteristic: Learner-centred /interaction activity/clear instruction from the teacher Typical Activities: Com municative activities(games&discussion) Role Of Teacher:Monitor&organizer Correc tion: Without correction but errors-noted Length&place in lesson: Depends on pro fiency of student&type of activity/ after presentation&practice/within or across lesson Teaching and learning materials: Problem solving Stories Songs and nurse ry rhymes Using personel experience Games Using visual (eg:picture,maps,diagrams ,graph,table s) Poems Role play Quizzes,puzzles&riddles 1.Use two sentence maker 2.Make sure all the words the students would need are in the second sentence-ma ker 3.Use appropriate stimuli to ensure the student used the target structure B)FOCCUSED PRACTICE Purpose: To build student confidence in using new language/e nable students to gain control of the structure within controlled framework Char acteristic: Controlled to minimize scope for errors/clear&precise/ maximized stu dent talking time Typical Activities:Drills/dialogue/text completion/problem sol ving/role play Role Of Teacher: Conductor/Corrector Correction: Immediate correc tion by teacher or peers Length&place in lesson:Depend on students needs&difficul ty of the structure/immediately after presentation Teaching and learning materia ls: -Drills -Substitution Table -Jazz chants -Meaningful drill -Blank-filling -M otor activities -Recombining activities: Integrating Grammar With Other Language Skills Prepared by : Hanis Athirah Rusli and Nuraini Mohd Nasir PISMP SEM 6 2012

ELE3104: COMPILATION OF NOTES ELE3104 TOPIC 5-8 Ways Which Integration Of Grammar With (LSRW): 1. Systematized mapping of the gr ammar syllabus within thematicallyconceived(pendekatan merangkumi) series of uni ts. 2. Unit by unit mapping of grammar. -mapping of grammar that comes after the texts&situations for the four skills have been determined/the grammar slement i s then built to support the skills based activities. 3. Through specific ways in which grammar supports&is supported by each language skill Integration of gramm ar with each skill: a)Listening&Speaking Most grammar presentation&drills are or al Certain sentence structure such as social formulae like Would you mind,Do you think it would.this cannot be explained as grammatical rules because the students would not be able to understand the rule. Editing&creative writing provide cont ext for the sensitive use of grammar in dynamic interaction with other considera tion in the communicative process. Adapting Lesson For Mixed Ability Class 1) All student do not need to do all the items or exercises 2) All student do not need to do the same kinds of activity 3) Activities can be designed so that all students can do them minimally,but bet ter students can do them at more sophisticated level,using more complex structur es,fitting sturctures appropriately 4) Better students can be given more sophist icated forms and be asked to choose between forms according to situation 5) Poor students need constant practice 8.4 Assessing Grammar b)Reading Reading texts can become rich contexts for practice of variety of gram matical forms Structural readers are used for extensive reading can provide the intensive practice necessary for internalization of grammar rules. c)Writing Provide real&extended contexts for the practice of specific grammar it ems Prepared by : Hanis Athirah Rusli and Nuraini Mohd Nasir PISMP SEM 6 2012