ENGLISH PROFESSION

Monday, 11/2/2013
English profession is an Engligh used for improving a profession. As the profession is
a teacher, so the English used is to help teachers to improve their profession.

There are four teacher’s copetencies for professional teacher, namely professional
competencies, pedagogical competencies, social competencies, and personal
competencies.

Teacher’s competencies
1. Professional competency  subject matter mastering (chemistry)
2. Pedagogical competency  teaching (how to teach  teaching how to learn)
3. Social competency  interaction: colleagues, students, parents, school
principle, people from education board and society in general.
4. Personal competency  one self (how to deal with emotion, attitude, norm,
value, etc.)

Basic teaching skills?

Teacher’s activities in teaching learning process

Where is the teaching learning process conducted?  in the classroom.

What will the teacher do in the classroom?

 Guiding students to learn
 Giving information about the lesson
 Helping students to solve their problems
 Introducing the subject
 Giving motivation to the students
 Giving task, exam, home work.

When will the teacher do the above activities?

Teacher’s activities in classroom can be divided into three main activities, namely:
 Beginning the lesson: motivating and focusing
 Running the lesson: achieving competencies or objectives or goals
 Ending the lesson: strengthening or enriching the lesson

There are two other activities that the teacher should do in the classroom: entering
classroom and leaving classroom.

BEGINNING THE LESSON (18/2/2013)

 Entering the classroom
 Everyday greetings
 Meeting a new class
 Taking the register
 Dealing with lateness
 Getting down to works
What kind of phrases do we use in entering the classroom and when is it used?
 Let’s go in  It is used when we meet students out side of the class.
 Take off your coat  It is used when students wear coat because of rain.
 Take off your helmet 
 Come in and sit down  It is used when students knocked the door because
they come late.
 Harry up now  It is used when we don’t have enough time for the lesson and
the students walking slowly to enter the classroom.
 Quite please  It is used when student enter the class with full of noise.

What kind of phrases do we use in greeting and when is it used?

 Good morning everybody  It is used when we meet students in the
classroom in the morning.
 How are you all today?  It is used when we ask students’ condition.
 I hope you all had a nice weekend  It is used when the class on Monday and
the student just came from holiday.
 That’s good  It is used to give respond when the student say good condition.
 What is happened you look so happy?  It is used when the students look
happy.
 Good evening  It is used when we meet the students in the evening.
 Good night  It is used when we leave students at night.

RUNNING THE LESSON (25/2/2013)

Several activities in running the lesson:

 Starting something new  e.g. starting new topic
 Making things clear  e.g. …………..
 Sequencing activities  e.g. ……….
 Checking progress  e.g. ………….
 Stopping  e.g. to end activities

What kind of phrases do we use in starting something new and when is it used?
 Let’s speak English  It is used when students speak in Bahasa Indonesia.
It is used when teacher teaches English as second
language.
It is used when the lesson is English and the topic is
speaking.
 Right everyone  It is used to give attention to something new.
 Let’s move on  It is used to continue to another topic.
 It is used to change the topic.
 Now we’ll do another exercise  It is used to ask student to do another
exercise.
 It is used when the student have solved the given exercise.
 Let’s see the next topic  It is used for changing or continuing or comparing
topics.
 Okay, open page one 
 Let’s read the book 
  Let’s discuss this topic 

What kind of phrases do we use in making things clear and when is it used?
 You have five minutes  It is used when we remind student about his or her
time left.
 It is used to give time for students to finish the task.
 It is used to …
 Is everything clear?  It is used when we ask students about the explanation.
 It is used when the teacher finish the topic.
 It is used when teacher want to ask students’ problem related to the
explanation.
 Ok, you can start  It is used when we ask students to start to do something.
 It is used to allow students to do something.

What kind of phrases do we use in sequencing activities and when is it used?

 First, have a look at the text.
 It is used when teacher asks student before doing something, e.g. before
doing experiment, before answering questions, before doing exercise, before
writing summary.
 It is used when teacher asks student to pay attention of the text.

 Next, read through the new words. (new phrases, first sentence, the last
sentence, scientific terms, the examples given, definitions, new concepts,
chemical formula, chemical equation, chemical reaction)
 It is used to ask students to find new words.
 Last, try to do exercise 3. (task 2, assessment 10, assignment 3, worksheet 5,
experiment 1)
 It is used to ask student to try to do thing.
 Finally, try to conclude the discussion. (summarise the lesson, collect your
task, write report).

What kind of phrases do we use in checking progress and when is it used?

 Any problems?
 It is used when teacher asks students’ problem.
 It is used when teacher asks students after reading a book.
 It is used when teacher asks students after doing discussion.
 It is used when students still doing experiment.
 Where are you up to?
 It is used to check students’ work.
 It is used to find out the number of the problem has been solved in a given
time.
 It is used when teacher forget the topic.
 What’s the matter?
 It is used when teacher asks students after finishing test.
 It is used when teacher ask about classroom problem.
 It is used when student makes mistake.

What kind of phrases do we use in stopping the lesson and when is it used?
 OK, everybody. Two more minutes.
  It is used when teacher reminds students about time to finish exam.
 It is used when students do test.
 It is used when teacher reminds students to end their presentation.
 Have you finished?
 It is used when teacher asks students whether or not they finish the test.
 It is used when teacher asks students’ homework at the beginning of the
class.
 Right, that’s enough.
 It is used when teacher stops students to do the work.
 It is used when student answers the question.
 It is used when student does not have problems about the topic.
 It is used when student fill water into a beaker.
 All right, stop now.
 It is used when teacher asks student to stop explaining the task.
 It is used when teacher asks students to stop the debate.
 It is used when students discuss a topic in their group and the time is over.
 We’ll have a break.
 It is used when time is over and time to break.
 It is used when teacher asks student to take rest before continuing lesson.
 It is used when teacher finishes the lesson in class.

Make a group of three and discuss point 1 to 8 on point to think and talk about.
Answer

Problem 2
It is better to anounce to the students to change language because it helps students to
understand the topic easier.

Problem 3
It is important to make a link to help students to understand the topic.
It is easier to the students to follow the lesson.

Problem 4
Yes, we should spend time to tell students about the goal of the lesson. It is used to
focus students’ attention.

Problem 5
The advantages are to increase students’ understanding and help students to
understand the topic easier.

Problem 6
 having private conversation
 giving discussion activities
 giving speaking task
 giving reward

Problem 7
 Difficult task
 Not depend on the age, but depend on the English level.
ENDING THE LESSON (8/4/2013)

There are six points need to be considered in ending the lesson, nemely:

Checking the time: Whe do we used the following expression?

 What time is it?  It is used when teacher has no watch.
 It isn’t time to finish yet.  It is used when students stop working, but the
time still available. It is used when students in hurry to finish the work.
 We have five more minutes.  It is used when teacher reminds students about
time available for …. It is used when teacher asks students to clean equipment
after finishing experiment.
 Carry on with your work.  It is used when students panic with the time limit.
It is used when teacher sees students looking at their friend work. It is used
when teacher reminds students to work by oneself.

What kinds of different expression do you have for checking the time?
 We still have more time.
 Time is up.
 Have you finished?
 We have five minutes left.

Setting homework: When do we use the following expression?

 For your homework please … It is used when teacher gives homework to
students. It is used when students do not finish the taks yet, but teacher want to
continue the lesson. It is used when teacher tells students about the given task.
 Finish off exercise 26C at home.  It is used when teacher asks students to
continue to do exercise 26C at home.
 There will be a test on this.  It is used when teacher tells students to learn
about this topic. It is used when students do not listen to the teacher
explanation very well.
 Don’t forget about your homework.  It is used to remind students to do the
homework.

What kinds of different expression do you have for setting homework?

 Please continue this at home.
 See page 20 and do this at home.
 Please try task 3 at home.
 Do the rest at home.

Stopping work: When do we use the following expression?

 Its time to stop.  It is used when teacher reminds students to stop working. It
is used to stop students from doing test when the bell is ringing.
 So, today we have practised …  It is used when teacher want to conclude
the lesson.
 We’ll finish this next time.  It is used when teacher tells students that the
lesson will be continued next time. It is used when teacher explain a topic and
the bell is ringing. It is used when teacher want to stop students from debating
the topic.
  That’s all for today.  It is used when teacher tells students about finishing
today topic. It is used when teacher tells students about today activities.

What kinds of different expression do you have for stopping work?

 Okay, I think is enough for today.
 Okay, stop right now.
 Time is over.
 We’ll have break.

Making announcements: When do we use the following expression?

 Wait a moment, please!  It is used when teacher wants to give
announcement, but students want to go. It is used when teacher cannot come
on time and he or she speaks on phone. It is used when teacher on phone.
 I have something to tell you.  It is used when teacher wants to attract
students’ attention. It is used when teacher wants to tell something to students.
 Next time we’ll meet at room 23.  It is used when teacher tells students
about the place of the next meeting.
 Don’t forget the English club meeting.  It is used when teacher reminds
students to come to the English club meeting.

What kinds of different expression do you have for making announcement?

 Pay attention, please!
 Silent please!
 Be quite, please!
 Listent to me, please!

Saying goodbye: When do we use the following expression?

 Goodbye everone.  It is used when teacher want to leave the class at the end
of the lesson. It is used when teacher want to leave the office and his or her
colleague still there.
 See you all again on Tuesday.  It is used when teacher will continue the
lesson next Tuesday.
 Have a nice weekend.  It is used when teacher want to wish students on
Friday.

What kinds of different expression do you have for saying goodbye?

 See you later.
 See you next time.
 Have a nice day.
 Take care your self

Clearing the class: When do we use the following expression?

 Out you go.  It is used when teacher asks students to go out.
 Please go out now.  It is used when teacher asks students to go out, but they
still in classroom. It is used when teacher asks students to go out because other
students will use the class.
 Go out quietly.  It is used when teacher asks students to go out while other
students still working …
  Take all your things with you.  It is used when teacher anounces students to
bring all of their own.
 Open the window, please!  It is used when teacher asks students to get fresh
air.
 Whose book is this?  It is used when teacher finds a book in the classroom.
It is used when teacher wants to return the book.

What kinds of different expression do you have for clearing the class?
 Turn off the light, the beam, and the AC, please!
 Clean the board, please!
 Close the door, please!
 Take the rubbish out, please!

Remind VS Remind
 TEACHING PRACTICE DESIGN
(22/4/2013)

What should you do in preparing teaching practice design?

 Decide a topic of chemistry learning: choose topic that you understand very
well.
 Look at the syllabus or the curriculum: standard competency, basic
competency, and indikators.
 Make a plan of a lesson (lesson plan) to be taught.
 Write your lesson plan by using the following format

Lesson Plan Format

A. Lesson identity
 Lesson name : Chemistry
 Topic : Covalent bonding
 Semester/class :…
 Time Alocation : 30 minutes

B. Standard Competency (see curriculum)

 Take from the curriculum (understand or understanding)
C. Basic Competency (see curriculum)
 Take from the curriculum
D. Indikators (formulate)  able to be abserved and measured
 Identify
 Classify
 Explain
 Calculate
 Determine
 Etc.

E. Material Description
 Describe the main concept and examples:

F. Learning Methods
 Question – Answer method; demosntration, expanation, disscussion, exercise.

G. Step of Teaching
Steps Activities Time
1. Entering the  Responding to the greeting 3 minutes
classroom of students
 Taking register
 …
 ….
2. Beginning the
lesson
3. Running the
lesson
4. Ending the
 lesson
5. Leaving the
classroom

H. Teaching scenario (teacher – student dialog)

Entereng classroom
Teacher : Good morning students.
Student : Good morning miss or sir.
Teacher : Who is absen today? Who’s absen today?
Student : Wulan miss.
Teacher : Why is she absent?
Student : She is sick miss.
Teacher : Hope she gets well soon.  I hope she gets well soon.
Student : We hope too.
Beginning the lesson
Teacher : Okay, students last week we have disscussed about atomic radii. Any
one remember, what is atomic radii?
Student : Atomic radii is a distance from the nucleous until the outer electron
of an atom.
Teacher : Today, we are going to continue our discussion with regard to
electronegativity. Have you read your book?
Student : No yet.  I have not read the book yet.
Teacher :
Student :

PERFORMENT INDICATOR FOR TEACHING PRACTISE SCORE

1. Lesson plan (based on the given format): completeness and cleanliness. 10%
2. Teaching scenario: logical sequences of teaching process. 10%
3. Performance: dressing and the use of body language. 5%
4. Content: concepts and completeness. 20%
5. Writing: diction (choice of words) and structure. 15%
6. Language quality: pronunciation, fluency, loudly, slowly, clearly. 10%
7. Teaching steps: five elements of teaching, namely: entering classroom,
beginning the lesson, running the lesson, ending the lessson, and leaving
classroom. 20%
8. Participation in the classroom 10%
 TEACHING PRACTICE RUBRICS
(ENGLISH PROFESSION)

NAME: Ni Putu Rahayu Kusuma Pratiwi DATE :

IDN : 1213031014 SIGNATURE:

No. Aspects and Indicators Weight (W) Score (S) WxS

1. Lesson plan 5
 Cleanliness 1 2 3 4
 Completeness 1 2 3 4
2. Teaching scenario 10
 logical sequences 1 2 3 4
3. Content 20
 concept correctness 1 2 3 4
 completeness 1 2 3 4
4. Writing 15
 diction 1 2 3 4
 structure 1 2 3 4
5. Teaching steps 25
 entering classroom 1 2 3 4
 beginning the 1 2 3 4
lesson
 running the lesson 1 2 3 4
 ending the lesson 1 2 3 4
 leaving classroom 1 2 3 4
 time allocation 1 2 3 4
6. Language quality 10
 pronunciation 1 2 3 4
 volume 1 2 3 4
 speed 1 2 3 4
 clarity 1 2 3 4
7. Performance 5
 dressing 1 2 3 4
 body language 1 2 3 4
8. Participation 10
 attendance 1 2 3 4
 activities 1 2 3 4
9. TOTAL SCORE

Date, ……………………………
Assessor

…………………………………..
IDN……………………………...