Académique Documents
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Oleh:
BAB I
Classroom English : Useful Expressions
To greet:
To do something:
To say something:
Ive forgotten my book / copybook / exercise book.
I havent done my/this exercise, Im sorry.
I did exercise 1 instead of exercise 2, sir.
Im (not) ready.
I cant hear/see.
Im (not) sure.
I think...
X is right. I agree with him/her.
Y is wrong. I dont agree with him/her.
Pair work:
Its my/your turn. Ill start. Do you want to start? You start.
Ask the question, will you? Ill answer.
Now, I put the question and you answer.
Speak low! Were speaking too loud!
Lets stop, now: its time.
1. In pairs, please make a conversation between two people containing all of the
expressions above by choosing the free topic that you like the most.
2. Find out a short story and underline the greeting expression that you find in the
text and classify it
3. Fill the coloms with appropriate expression
No Statement Respond
1 ................................................... I m great, thank you
6 .................................................. Nevermind.
BAB II
Asking in The Classroom
We use the wh- question words to form questions when we want to get information about
someone or something. The questions beginning with wh- words are called open questions
because usually there are many possible answers to these questions.
(6) What (the information about somebody or something among limited options)
e.g. (i) What sort of lesson does Nancy have on Fridays?
She has a piano lesson.
(ii) What will your brother do after graduation?
He will become a doctor.
(7) Which
e.g. (i) Which book do you want to borrow?
I want to borrow the blue one. It is more interesting.
(ii) Which subject of your curriculum do you like?
I like Mathematics. It is interesting.
Note that we use which when we have a general idea of what the answer will be. We
use what when we expect any possible answers.
e.g. Which club did you join, the Chess Club or the Art Club?
Exercise
Fill in the blank of each question with the correct wh- question word (when,
where, why, who, whose, what and which). Then from the 13 sentences (A-M) below,
choose the most appropriate answer to each question and write the letter in the space
provided.
Question
1. The wall is damaged. ______ did it? ______
2. These two dictionaries are very useful. ______ one should I buy? ______
3. ______ did you do during the summer holiday?______
4. ______ is that class so noisy? ______
5. ______ did the class start? I didnt realize I was late.______
6. Excuse me, ______ is the staff room? I want to speak to Miss Chu. ______
7. ______ test paper is it? Theres no name on It._______
8. ______ locker is yours? Therere three beside the window.______
9. ______ is Miss Cheung so happy today?______
10. ______ is your favourite teacher?______
11. ______ do you want to go when you leave school?______
12. ______ do you want to go for the school picnic?______
13. ______ will the graduation ceremony held?______
The term Professional English refers to the use of English for communication in
professional or business-related situations. Professional English can be studied at several
different levels. At its most basic level, it is a form of communication. We need to
understand, at this level, what communication (in a general sense) is and how it takes place.
And finally, at the topmost level, we need an understanding of the situations in the
professional or business world in which people communicate with each other through
English, resulting in the use of many special forms of communication.
The diagram below represents the different levels at which Professional English
may be analyzed and studied.
PROFESSIONAL
ENGLISH
communication
Level 3 through a particular
language (English)
communication non-verbal
Level 2 through language
communication
A skill is defined as the ability to perform a task. Every human being is called upon
to perform a number of routine tasks everyday. Some are simple but others require special
skills. A few skills are inborn that is, human beings are born with the ability to perform
certain activities ; but most skills have to be learnt or acquired. For example, human babies,
unlike ducklings, are not born with the natural ability to swim ; they have to learn the skills of
swimming.
Skills are acquired through practice. We develop the ability to perform an activity by
repeatedly making the effort to perform it. One who wants to learn how to swim must get
into the water and move his/her arms and legs in a certain way. Few people are able to swim
at the first attempt ; it takes time, and much practice, before one is able to master the skill of
swimming. Practice is required also to develop the skills of communication. The more
practice we give ourselves in communicating, the easier it becomes to communicate.
But there are some other skills which require deep knowledge. For example, a
surgeon requires very precise knowledge of human anatomy in order to perform surgery,
although surgery is basically a skill, developed through practice. A Professor of Anatomy
also has knowledge of anatomy but lacks the skills of the surgeon.
The driver of a motor-car requires some knowledge of the machinery of the car. He/
she should know, for example, how the clutch and the system of gears operate. In this case,
however, depth of knowledge is not required ; the driver needs only to know that the clutch
must be pressed down each time gears are changed. At first, this knowledge exists at a
conscious level ; the learner-driver has to remind himself/herself to press the clutch with
his/her foot while changing gears. But with practice, conscious knowledge is converted into
sub-conscious or automatic behaviour, so that the driver is able to change gears
automatically, without having to think consciously about what he/she must do.
Different skills require different kinds and levels of background knowledge. At one
end of the scale there are simple motor skills such as walking or swimming, which require
control of motor (muscular) activity, but hardly any application of knowledge. At the other
end are the cognitive or mental skills, involving complex applications of knowledge but little
motor activity, such as the skills used in solving mathematical problems. In between these
two are the psycho-motor skills, which require applications of knowledge as well as control
of motor activity. It is to this category that the skills of communication belong. A successful
communicator requires some knowledge and understanding of the process and the principles
of communication. But this knowledge has to be converted, through practice, into automatic
behavior
The driver of a motorcar needs the skill (or skills) of driving, as well as some
supporting knowledge, but it is also important for him/her to have the right values and
attitudes. He/she must, for example, respect the rights of other road-users and know when to
give way to others.
Values and attitudes are just as important in communication as knowledge of the basic
principles. In some later chapters of this book, we shall highlight some of these values and
attitudes and how they can be developed.
Exercise
1. Make a list of any five activities (e.g. riding a motorcycle) which you have to
perform regularly and which require skill. How would you rate your own skills in
performing each of these activities : Excellent, Good, Average or Poor ?
2. Which do you regard as your strongest skill ? How did you develop this skill ?
(Narrate your experiences in developing this skill.)
Describe five situations in which you were required to communicate with others
(friends, teachers, parents, relations, neighbours, etc.) during the past week. Some of
these situations may have been of a routine nature while others may have been more
difficult or tricky.
Describe the task or tasks that you had to perform in each of these situations. How
well were you able to perform them ?
4 How do you rate yourself, generally, as a communicator ? What do you think are
your strengths and weaknesses as a communicator ?
5 Has any one ever tried to teach you how to communicate, either informally,
outside the classroom, or in the classroom ? In what way do you think you benefited
from this teaching ?
BAB V
Teachers Image and Domains in Teaching
The image of teachers that emerges from the standards that have been set is that of teachers
who:
see the goal of their professional actions as effective learning by pupils in the
classroom
see their function not only as an English teacher, but also as an educator,
promoting and fostering the development of values, critical thinking and world
knowledge
continuing with their formal education, and collaborating with their colleagues
Suggested Uses
The standards are divided into five domains. For each domain, standards have been set. For
each standard, benchmarks for teacher's knowledge and teaching performance have been
defined. Following is an outline of the document.
Domain Standards
Content Language Proficiency and Awareness
Literature and Culture
D O M A I N : C O NT E N T
Standard: Language Proficiency and Awarene ss
Teachers are proficient in the English language, aware of its structure, and are
able to teach it to learners.
are able to teach their knowledge of the language in a way that is accessible
and
relevant to the language learner
develop the learners' awareness of how the English language is structured and
how it compares to their mother tongue
D O M A I N : C O NT E N T
Teachers are familiar with a range of literary texts and cultural aspects of the
English-speaking world, and use their knowledge to promote learners' literary
and cultural appreciation.
have read and continue to read with appreciation a range of literary works in
English, including children's literature
D O M A I N : L E A RNI N G AN D T HE L E AR NE R
Additional Language
the theoretical bases for current and past methods and approaches to learning
and teaching, such as behaviorism, constructivism.
approaches and methods of language teaching, such as audio-lingualism,
communicative approaches
different approaches of teaching language skills and components necessary for
achieving the standards in the four domains of the English Curriculum
affective factors in learning and language learning, such as attitude, self-esteem,
motivation
provide learning opportunities for the four domains of the English Curriculum
encourage learners to become aware of their learning processes and adopt
appropriate learning strategies
provide stimulating and success-oriented activities
foster a classroom climate of trust, warmth, and support
respond to learners' behavior and performance in order to optimize learning
D O M A I N : L E A RNI N G AN D T HE L E AR NE R
Teachers are aware how learners differ and cater to these differences in their
teaching.
D O M A I N : T E A C HI N G AN D T HE T E AC HE R
Teachers are aware of, use, and manage various patterns of classroom
interaction appropriate for teaching English as a foreign language.
D O M A I N : T E A C HI N G AN D T HE T E AC HE R
Standard: Planning
Teachers know about the principles of effective planning and engage in short-
and long-term planning of their teaching, including assessment, in accordance
with the English Curriculum.
Teacher's Knowledge Benchmarks
Teachers will meet this standard when they:
are aware of criteria for sequencing such as grading, task difficulty, thematic
development
they plan and design teaching units and lesson plans that include general goals
and specific objectives in accordance with the principles and benchmarks in
the English Curriculum
their lessons are well-paced, well-organized and varied
they engage in short- and long-term planning in collaboration with other
English teachers at their school
they engage in planning for transition (to junior and to senior high school)
with teachers from the relevant schools
they reflect on their lessons, activities, and results of assessment procedures in
order to inform their future planning
D O M A I N : T E A C HI N G AN D T HE T E AC HE R
D O M A I N : T E A C HI N G AN D T HE T E AC HE R
D O M A I N : A S S E S S M E NT
D O M AI N : A S S E S S M E NT
Teachers know about theories and methods of assessment and match them
with the appropriate tasks and tools.
a wide range of assessment tools such as rubrics, assessment lists, and rating
criteria to evaluate learners' achievement of the different goals that were set
define for themselves and make clear to the learners the goals and criteria of
the assessment task, prior to assigning it
design different assessment tools that are developed with the participation of
the learners and are according to the goals that were set
provide a varied range of assessment tasks
collect and record information about the learners' progress over a period of
time from different sources including homework, assessment tasks, individual,
pair and group activities
D OM AI N : A S S E S S M E NT
D O M A I N : A S S E S S M E NT
Teachers know about theories of language testing and design, and use tests
appropriately.
Teacher's Knowledge Benchmarks
Teachers will meet this standard when they:
know about criteria for the design of tests and other assessment methods such
as validity, reliability
know about the practical constraints in designing and administering tests
know about appropriate ways to test and assess the skills and domains
according to the principles in the English Curriculum
know about a wide range of types of test items such as multiple-choice, open-
ended, true/false, their advantages and disadvantages, and when it is
appropriate to use them
are aware of test anxiety and its implications
know about basic test calculations such as weighting, percentages, averages,
distribution of grades
know about national tests such as the Bagrut exams, and their implications for
teaching
design valid and reliable tests that are practical to administer and grade
include test items appropriate to the goals of the test and the learning
objectives
design tests that have a balanced coverage of skills and domains as presented
in the English Curriculum throughout the year
take steps to lower test anxiety by appropriate preparation, and by creating a
supportive classroom climate
analyze test results using appropriate test calculations
take into account national tests in their teaching
D OM A I N OF C L AS S ROOM E NV I RONM E NT
set up, desirably together with the learners, and maintain a framework
for orderly classroom procedures
use appropriate patterns of interaction to maximize learners' time-on-
task (teacher led and individual, pair, and group work)
demonstrate their ability to deal effectively with discipline problems
adopt teacher roles and enable different learner roles appropriate to a
specific learning- teaching context
provide opportunities for self-access learning
respond sensitively to learners' verbal and non-verbal behaviors
work in conjunction with school personnel and parents
D OM A I N OF C L AS S ROOM E NV I RONM E NT
Teachers are aware of the importance of, and do their best to create, a physical
learning environment that is actively conducive to learning English
Exercise
Please make your own teaching planning of a classroom that you preten to be
handled briefly.
BAB VI
Planning Education, Career, and Life: Students will be asked to think very consciously
about their futures and to map out plans for their educational, career, and life goals.
Ultimately, the course will provide students with the tools to make decisions and to act on
those decisions. Students will learn how to use the Occupational and Career Counseling
Office library to locate and evaluate relevant internships and/or grant opportunities, as well as
professions and careers. Guest speakers, many drawn from English Department alumni, will
introduce students to the wide range of career options available to them.
A Different Kind of Writing: Students will learn how to sell themselves on paper (in
application letters, rsums, grant and internship applications, and other job application
materials), and how to write out loud, that is how to interview. We will focus on how to
articulate the connections between their reading, writing, and critical thinking skills, the study
of literature, and the careers students wish to pursue.
Exercise
Group Discussion
1. Please find out any occupation in this world and choose one of them that you
know most.
2. Identify the strength and the weakness of that proffesion
3. What do you think about the proffesion
4. Give your opinion about the way to improve that quality of proffesion
5. What are the threats that may be happen in this proffesion
6. Give example people who work as it
7. If you have any options, what kind of job that you will prefer more.
BAB VII
Course Description:
This class is atypical of English classes in a number of ways. Our goal is not to study
literature but to study ourselves as students of literature and as citizens in a social and
professional culture. What kind of life do you want to lead? What kind of work will satisfy
you intellectually? How does one use the skills one learns in the study of literature in ones
life and work? How does one define and pursue a satisfying career path? And how does one
respond to nervous parents and meddlesome, ill-informed friends and relatives who ask, So
how will you find a job with an English major? or more frequently, What grade do you
plan to teach? We will firmly dispense with such myths by researching and shaping
academic and career interests, with particular attention to articulating the relationship
between the reading, writing, and analytical skills you develop as majors and the career
options these skills open to you. The course will cover three areas:
1. The Student of Literature in the Workplace: We will discuss the knowledge and
skills English majors develop, the value those skills hold in the larger social world,
and how one communicates these skills and their value to potential employers.
2. Planning Education, Career, and Life: You will be asked to think very consciously
about your future and to map out educational, career, and life goals. Ultimately, the
course will provide students with the tools to make decisions and to act on those
decisions. You will learn how to use the resources of the Academic Advising and
Career Counseling Center to locate and evaluate relevant internships and/or grant
opportunities, as well as professions and careers. Guest speakers, many drawn from
English Department alumni and current students, will discuss their career and
internship experiences.
3. A Different Kind of Writing: Students will learn how to sell themselves on paper (in
application letters, resumes, grant and internship applications, and other job
application materials), and how to write out loud, that is how to interview.
Student Obligations:
This class is the equivalent of your job this semester; this means attendance is obligatory as is
promptness and responsibility. You must complete the reading, writing, and workshop
assignments when due. Unless otherwise indicated, deadlines are NOT flexible, as they will
not be in the internship, job, grant, or graduate school application processes. Assignment
details are appended to the syllabus. No daily assignments will be accepted late. The work
you will prepareresume, application letter, graduate school statementis critical to the
successful pursuit of gainful employment and further education. I will, therefore, hold you to
rigorous grammar, syntax, format and proofreading standards and guidelines. I will NOT be
lenient about this. If you do not own a grammar and usage handbook or the MLA Style
Manual, I would strongly urge that you get both immediately and figure out how to use them.
If money is a concern, there are copies of both in the reference section of Carrier Library. [A
secretarial handbook is actually a good choice since it provides formats for business
correspondence and other handy information.] There is a heavy element of personal
responsibility to this course; your gains will be directly proportional to the amount of time
and effort you put into your career research and preparation of documents.
Attendance: I will notice if you miss class, just as an employer would notice. Technically,
no absence from class is excused. I reserve the right to grant exceptions solely on my
assessment; more than 2 absences may lower your course grade substantially. Tardiness will
be counted as absences at my discretion. I make announcements about assignments, syllabus
changes, etc. at the beginning of the period. I will not repeat them. You are responsible for
all course work, whether you have attended class or not.
Format for Written Work: Unless I specify otherwise, all written assignments must be
typed. ALWAYS MAKE A COPY OF WORK BEFORE TURNING IT IN. I reiterate the
necessity of following specified formats and of rigorous proofreading.
Grading Scale:
A = 90-100 B = 80-89 C = 70-79 D = 60-69 F = 59 and below
Week 2: Self-Assessment
Monday, September 2:
Parachute (1) do exercise #1, pp. 130-131 for class; (2) search at least three of
the internet sites listed in Chapter 7 and bring in notes on which site you found
most useful and why; and (3) do exercise #2 or #4 or one of the exercises for
identifying skills on pp. 174-175
Wednesday, September 4:
Parachute, Chapter 8, When You Lose All Track of Time, pp. 153-175
Discussion of transferable skills bring completed list to class
Locate two job descriptions that look interesting and that specify skills in some
detail on an internet site such as <monster.com> or <hotjobs.com>. Bring copies
to class.
Wednesday, October 2:
Parachute, Chapter 3, But What if that Doesnt Work? pp. 31-57
Informational Interview Workshop: (1) Make a list of people you might interview
about their careers these need not be people you know.
(2) Do Geography exercise, pp. 349-353 and Working Conditions exercise, pp.
363-364
Wednesday, November 6:
Revised Resume and Application Letter due
Wednesday, December 4:
Last day of class. Due: (1) Self-evaluation (form to be provided); (2) Polished
Resume & Application Letter. There is no final exam in this class.
Assignments
* Instructions will be provided
1. Resume* (20%)
2. Application letter or Personal Statement* (20%)
3. Career Report & Plan* (15%)
4. Informational Interview* (10%)
5. Mock Interview* (10%)
6. Written Assignments (15-16 total) (15%)
7. The following exercises from Parachute: (10%)
Exercise
Please write a draft of general syllabus in English and choose one of the subject
below:
1. Writing
2. Speaking
3. Listening
4. Reading
BAB VIII
Native And Non-Native English Teachers
Since language proficiency occupies a primary role in the subject matter knowledge
of language teaching, the background of teachers as native or non-native speakers of the
language they teach is of major concern. Some research findings point to a dichotomous
distinction between native and non-native foreign language teachers that is manifested in
their pedagogical perceptions. Others reject this distinction and the relevance of native
background to teachers' perceptions. Yet, these studies failed to examine the effect of
additional personal and professional background variables on the teachers' perceptions.
Moreover, subjects in these studies were classified as native or non-native speakers based on
very limited definitions, disregarding the complex nature of the native speaker construct. This
study sets out to investigate the effect of the native versus non-native distinction on the
pedagogical perceptions of teachers of English as a Foreign Language (EFL) in Israel.
Research Process
The first phase of the study examined the factors that account for the teachers' native
or non-native self-ascription, based on data collected from 102 teachers via self-report
questionnaires. Results showed that the teachers' self-perceived native speaker identity can be
explained by a cluster of nine variables, thus demonstrating the complexity of the native
speaker concept. Two of the variables were found to best predict the teachers' self ascribed
identity as native or non-native English speakers: whether they had spoken English from the
age of 0 to 6, and whether others perceived them as native or non-native English speakers.
Thus findings indicate that native speaker identity is not necessarily preordained, but is also
affected by social recognition and personal choice. Results were validated using cross
triangulation procedures.
The second phase of the study investigated the effect of native and non-native identity
on the espoused pedagogical perceptions of 264 English teachers (65% non-native speakers
and 35% native speakers). Data was collected through a self-report questionnaire consisting
of 48 items. Findings showed that the teachers' native or non-native background does not
account for differences in most perception domains. Differences between the native and non-
native groups were detected in only three perceptions: Native speakers were found to agree
more with the superiority of the native speaking teacher and to espouse more confidence in
using the English language and teaching about culture. Conversely, non-native speaking
teachers reported to having better relations with their students and to feeling more confident
in using the local language to facilitate teaching.
Findings
Nine teachers were interviewed in order to gain more subtle insight into the teachers'
perceptions. Findings from these interviews confirmed previous results. They also revealed,
however, the effect of individual differences on the teachers' perceptions, demonstrating that
perceptions can often be attributed to more than a single background variable.
The division between native versus non-native teachers regarding the superiority of
the native speaking English teacher was seen to indicate a power struggle over professional
status between the two groups, whereby native speaking teachers are safe-guarding their
advantageous position. It was observed, however, that emphasis on the language proficiency
of the native speaking teacher devalues the professional status of language teaching as it
disregards subject matter knowledge components acquired through training and professional
expertise.
Bolles, Richard Nelson, What Color is Your Parachute: A Practical Manual for Job-
Hunters and Career Changers. Ten Speed Press, 2002. ISBN: 1580082424
Bohlin, K. Et al. 2001. Building Character in Schools. Resource Guide. California: Jossey-
Bass
Given, B.K. 2007. Brain-Based Teaching. Bandung: Mizan Media Utama (MMU)
Johnson & Johnson. 1994. Cooperative Learning in the Classroom. Virginia: Association for
Supervision and Curriculum Development
Wishon, G. E. & Burks, J. M. 1980. Lets Write English. New York: Litton Educational
Publishing, Inc