Reflection On Micro Teaching

Result of teaching that I have run the macro, I found I was a little less confidence in

the delivery of teaching and learning content. This is due to my lack of skills in speaking

English. I have a lot of mistakes especially on grammar and pronunciation while this is a very

important aspect and should be addressed.

I do not give a chance to the students to interact and give their ideas. Instead, I have to

create two-way interaction and actively involve students in teaching and learning so that

students are not bored. I also found a clever pupil just the only ones to answer or give an

idea while other students just an observer.

The activity chosen is a little bit confusing which is pupils cannot understand what they

should do. It is because of I was applied constructivism approach which is letting the pupils

to figure the answers by them self and the pupils with low level who cannot conduct the

activities, they should be guided by the teacher

However, our strength is in the micro teaching lesson plans are so complete, systematic and

relevant to students. Pupils have experience of the physical properties of the animal, so they

do not feel awkward to give their opinion. Our teaching material is also quite interesting with

the pictures of the colourful animals.

Reflection On Teaching Listening And Speaking

Reflection On Teaching Grammar

Reflection On Teaching Reading Skills

Reflection On Teaching Vocabulary, Spelling And Dictation

Reflection On Teaching Writing

Reflection On Teaching Literature

Reflection On Integration Of Language Skills

ELE3104: COMPILATION OF NOTES ELE3104 TOPIC 5-8Prepared by : Hanis Athirah Rusli and Nuraini Mohd Nasir PISMP SEM 6 2012 ©5.0 THE TEACHING AND ASSESSING OFWRITING SKILLS• Writing is the system for interpersonalcommunication using visible signs orgraphic symbols on a flat surfacesuch as paper, cloth n ect.• Purpose of writing:- To get thing done- To inform- To persuade- To maintain relationship- To document occurances,events, ect• Types of writing:- Narration- Description- Exposition5.1 PRINCIPLE OF TEACHING WRITING1. Understand your students’ reasons forwriting.The greatest dissatisfaction with writinginstruction comes when the teacher’sgoals do not match the student’s, or whenthe teacher’s goals do not match those ofthe school or institution in which thestudent works. It is important to understandboth and to convey goals to students inways that make sense to them.2. Provide many opportunities for studentsto write.Writing almost always improves withpractice. Evaluate your lesson plans: howmuch time is spent reading or talkingabout writing, and how much is spentactually writing? Practice writing shouldprovide students with different types ofwriting as well. Short responses to areading, journal entries, letter writing,summaries, poetry, or any type of writingyou find useful in your class should bepracticed in class.3. Make feedback helpful and meaningful.Students crave feedback on their writing,yet it doesn’t always have the intendedeffect. If you write comments on students’

papers, make sure they understand thevocabulary or symbols you use. Take timeto discuss them in class. Be cautious aboutthe tone of your comments.• Find one good idea the studenthas, and make an encouragingcomment about it.• Find a place where the studentwasn’t clear, and write a commentthat will help her/him clarify it.• Identify a grammar problem, andmake a comment that will help thestudent see the problem in otherplaces in the paper.4. Clarify for yourself, and for your students,how their writing will be evaluated.Students often feel that the evaluation oftheir writing is completely subjective.Teachers often hear, “I just don’tunderstand what you want.” One way tocombat that feeling is to first develop astatement for yourself about what is valuedin student writing, either in your classroomor in your institution as a whole.ELE3104: COMPILATION OF NOTES ELE3104 TOPIC 5-8Prepared by : Hanis Athirah Rusli and Nuraini Mohd Nasir PISMP SEM 6 2012 ©5.2 WRITING READINESS (1ST STEP)Building Visual Readiness Skills:Visual readiness begins with recognizingshapes and then letters and numbers andfinally words. Reading books and signs andpointing out words is helpful. Here we'renot concerned that they "read" orrecognize the specific words so much asthat they begin to understand that "oh,together those letters make a word." Alsolabel, items and pictures along with yourchild so that you are role modelingidentifying items with writing.Building Fine Motor and Eye/HandCoordination:Many preschool activities that just seemlike fun are actually building fine motor skillsand eye/hand coordination. Here are 10examples of good pre-writing activities:• Working puzzles• Building with blocks• Pouring water into cups• Stringing beads

• Finger painting• Bouncing and catching balls• Cutting with scissors• Drawing• Matching shapes• Threading "sewing" cardsSuper Fun Pre-Writing Activity: To buildfinger strength, fill clean spray bottles withwater and let kids spray a surface like afence or sidewalk. It just seems like a funactivity to them, but the trigger fingeraction is actually strengthening little fingers.Beginning Writing:When your child is ready to write, start withmarkers or chalk on a big blank surfacesuch as a board or paper on an easel.Demonstrate the writing of letters withoutfocusing yet on size, hence no lined paperfor beginning writers. As young childrenprogress you can offer smaller paperwith crayons or felt tip pens.Educator's tip: Many parents begin byteaching young children to write capitalletters and they come to kindergartenwriting their names in all caps. Start fromday one teaching your child to write theirname with only the first letter capitalized sothat he won't have to relearn how to writehis name.5.3 STAGES IN WRITING LESSON1. Generating ideasusing learners' own ideas can makethe writing more memorable andmeaningful. Before writing a letter ofcomplaint, learners think about asituation when they havecomplained about faulty goods orbad service (or have felt likecomplaining), and tell a partner.As the first stage of preparing towrite an essay, I give learners theessay title and pieces of scrappaper. They have 3 minutes to workalone, writing one idea on eachELE3104: COMPILATION OF NOTES ELE3104 TOPIC 5-8Prepared by : Hanis Athirah Rusli and Nuraini Mohd Nasir PISMP SEM 6 2012 ©piece of paper, before comparing ingroups. Each group can thenpresent their 3 best ideas to the

class. It doesn't matter if the ideasaren't used in the final piece ofwriting, the important thing is tobreak through the barrier of ' I can'tthink of anything to write.2. Focusing ideasThis involves thinking about which ofthe many ideas generated are themost important or relevant, andperhaps taking a particular point ofview. As part of the essay-writingprocess, students in groups put theideas generated in the previousstage onto a 'mind map'. Theteacher then draws a mind-map onthe board, using ideas from thedifferent groups. At this stage he /she can also feed in some usefulcollocations - this gives the learnersthe tools to better express their ownideas.I tell my students to write individuallyfor about 10 minutes, withoutstopping and without worrying aboutgrammar or punctuation. If theydon't know a particular word, theywrite it in their L1. This often helpslearners to further develop some ofthe ideas used duringthe'Generating ideas' stage.Learners then compare togetherwhat they have written, and use adictionary, the teacher or eachother to find in English any words orphrases they wrote in their L1.3. Focus on a model textOnce the students have generatedtheir own ideas, and thought aboutwhich are the most important orrelevant, I try to give them the toolsto express those ideas in the mostappropriate way. The examination ofmodel texts is often prominent inproduct or genre approaches towriting, and will help raise learners'awareness of the conventions oftypical texts of different genres inEnglish.I give learners in groups several

examples of a genre, and they use agenre analysis form to identify thefeatures and language they have incommon. This raises their awarenessof the features of the genre andgives them some language 'chunks'they can use in their own writing.Learners identify the function ofdifferent paragraphs in a piece ofwriting. For example, in a jobapplication letter, the functions ofthe paragraphs might be somethinglike;• reason for writing• how I found out about the job• relevant experience, skills andabilities• closing paragraph asking foran interviewELE3104: COMPILATION OF NOTES ELE3104 TOPIC 5-8Prepared by : Hanis Athirah Rusli and Nuraini Mohd Nasir PISMP SEM 6 2012 ©Learners are given an essay with thetopic sentences taken out, and putthem back in the right place. Thisraises their awareness of theorganisation of the essay and theimportance of topic sentences.4. Organising ideasOnce learners have seen how theideas are organised in typicalexamples of the genre, they can goabout organising their own ideas in asimilar way.Students in groups draft a plan oftheir work, including how manyparagraphs and the main points ofeach paragraph. These can then bepinned up around the room forcomment and comparison. Whenpreparing to write an essay, studentsgroup some of the ideas producedearlier into main and supportingstatements.5. WritingIn a pure process approach, thewriter goes through several draftsbefore producing a final version. Inpractical terms, and as part of ageneral English course, this is not

always possible. Nevertheless, it maybe helpful to let students knowbeforehand if you are going to askthem to write a second draft. Thosewith access to a word processor canthen use it, to facilitate the redraftingprocess. The writing itself can bedone alone, at home or in class, orcollaboratively in pairs or groups.6. Peer evaluationPeer evaluation of writing helpslearners to become aware of anaudience other then the teacher. Ifstudents are to write a second draft,I ask other learners to comment onwhat they liked / didn't like aboutthe piece of work, or what theyfound unclear, so that thesecomments can be incorporated intothe second draft. The teacher canalso respond at this stage bycommenting on the content and theorganisation of ideas, without yetgiving a grade or correcting detailsof grammar and spelling.7. ReviewingWhen writing a final draft, studentsshould be encouraged to check thedetails of grammar and spelling,which may have taken a back seatto ideas and organisation in theprevious stages. Instead ofcorrecting writing myself, I use codesto help students correct their ownwriting and learn from their mistakes.8. ConclusionBy going through some or all of thesestages, learners use their own ideasto produce a piece of writing thatuses the conventions of a genreappropriately and in so doing, theyare asked to think about theaudience's expectations of a pieceof writing of a particular genre, andELE3104: COMPILATION OF NOTES ELE3104 TOPIC 5-8Prepared by : Hanis Athirah Rusli and Nuraini Mohd Nasir PISMP SEM 6 2012 ©the impact of their writing on thereader.5.4 STARATEGIES IN TEACHING WRITING

1. Objectives and GoalsThe lesson's objectives must be clearlydefined and in lined with district and/orstate educational standards.2. Anticipatory SetBefore you dig into the meat of yourlesson's instruction, set the stage for yourstudents by tapping into their priorknowledge and giving the objectives acontext.3. Direct InstructionWhen writing your lesson plan, this is thesection where you explicitly delineate howyou will present the lesson's concepts toyour students.4. Guided PracticeUnder your supervision, the students aregiven a chance to practice and apply theskills you taught them through directinstruction.5. ClosureIn the Closure section, outline how you willwrap up the lesson by giving the lessonconcepts further meaning for yourstudents.6. Independent PracticeThrough homework assignments or otherindependent assignments, your studentswill demonstrate whether or not theyabsorbed the lesson's learning goals.7. Required Materials and EquipmentHere, you determine what supplies arerequired to help your students achieve thestated lesson objectives.8. Assessment and Follow-UpThe lesson doesn't end after your studentscomplete a worksheet. The assessmentsection is one of the most important partsof all.5.5 INTEGRATED ACTIVITIES1. Step-by-step instruction2. Provision of model3. The need to teach language(grammar and vocab) appropriateto the writing needs of student4. Focus on the various stages of thewriting(refer pg 142-145)5.6 ASSESSING WRITING

When it comes to writing assessment,there's no better judge of what yourstudents know and are able to do thanyou. Assessing Writers offers practicalmethods for gathering information aboutevery writer in your classroom and showsyou how to create writing lessons thataddress the needs of individual students asELE3104: COMPILATION OF NOTES ELE3104 TOPIC 5-8Prepared by : Hanis Athirah Rusli and Nuraini Mohd Nasir PISMP SEM 6 2012 ©well as the whole class.In AssessingWriters you'll find out:• what you need to know aboutstudents to assess them as writers• how to uncover and make sense ofthis information• how to make an individualized planfor each student• how to use these plans when youconfer• how to structure units of study tomeet classroom-wide needs.With a wealth of smart suggestions, usefulcharts, reproducible rubrics, and activitiesfor professional reflection, Assessing Writersgives you powerful tools that makeassessment simple and effective.6.0 THE TEACHING AND ASSESSING OFVOCABULARY, SPELLILNG AND DICTATIONWhat is VOCABULARY?• The words which make up alanguage constitute its vocabulary.• It can be categorized into 2 groups:– Content words• Specific meaning, e.g.boy, table.– Function words• Have little meaningwhen it used on theirown but havegrammatical meaningwhen use in andbetween sentences. E.g.the, butWORDS AND MEANING1. Denotation refers to the literalmeaning of a word, the "dictionarydefinition."¨ For example, if you lookup the word snake in a dictionary,

you will discover that one ofits denotative meanings is "any ofnumerous scaly, legless, sometimesvenomous reptiles¡Khaving a long,tapering, cylindrical body and foundin most tropical and temperateregions."2. Connotation, on the other hand,refers to the associations that areconnected to a certain word or theemotional suggestions related tothat word. The connotativemeaningsof a word exist together with theELE3104: COMPILATION OF NOTES ELE3104 TOPIC 5-8Prepared by : Hanis Athirah Rusli and Nuraini Mohd Nasir PISMP SEM 6 2012 ©denotative meanings. Theconnotations for theword snake could include evil ordanger.3. Polysemy: word has a single wordform but two or more meaning.When we talk of the mouth of thecave, we refer to its opening. Mouthcould also be a relation to theopening through which we takes inour food or the palce where a riverjoins the sea.4. Hononymy: is the word that written inthe same way and sound alike buthave different meaning.6.1 PURPOSE OF TEACHING VOCABULARY,SPELLING AND DICTATIONPurpose of teaching vocabulary, spellingand dictation• The more vocabulary words studentsknow, the better they are able tocomprehend• A large vocabulary opens studentsup to a wider range of readingmaterials• A rich vocabulary also improvesstudents' ability to communicatethrough speaking, listening, andwriting• To increase the number of wordsthat students know and can use in avariety of educational, social, andeventually work-related areas.Principles for Teaching Vocabulary

• Focus on the most useful vocabularyfirst• Focus on the vocabulary in the mostappropriate way– Looked at what words toteach and learn• Give attention to the high frequencywords across the four strands of acourse• Encourage learners to reflect on andtake responsibility for learning.Principle of vocabulary selection1. Frequency2. Culture factors3. Student-related factors(refer pg 250)Strategies of Teaching Vocabularies• Use “instructional” read-aloud events.• Provide direct instruction in the meaningsof clusters of words and individual words.• Systematically teach students themeaning of prefixes, suffixes, and rootwords.• Link spelling instruction to reading andvocabulary instruction.• Teach the effective, efficient,realistic use of dictionaries,ELE3104: COMPILATIONPrepared by : Hanis Athirah Rusli and Nuraini Mohd Nasirthesauruses, and other referenceworks.• Teach, model, and encourage theapplication of a word-learning strategy.• Encourage wide reading.• Create a keen awareness of and a deepinterest in language and wordsPlanning to teach vocabulary1. Learners own language2. Techniques of coveying meanings3. Learner factors4. Teacher factors(refer pg 251)6.2 TECHNIQUES AND ACTIVITIES FORTEACHING VOCABULARY, SPELLING ANDDICTATIONTechniques &activitiesVisualtechniquestechniques

The use ofdictionaryTranslationOF NOTES ELE3104 TOPIC 5-8PISMP SEM 6 2012 ©VISUAL TECHNIQUES• Topics such as festivals, occupationor places work• Example:– Blackboard drawings– Wall charts– Photographs– Static visual stimuli. E.g.gestures, facial expressionsand mimeExample of activitiesVERBAL TECHNIQUES• Use of synonyms and definitions• Use of antonyms and contrasts• Use of context• Word of part clues• Vocabulary groupsVerbalWord pictureassociation Using diagrams

ELE3104: COMPILATIONPrepared by : Hanis Athirah Rusli and Nuraini Mohd NasirExample of activitiesTHE USE OF DICTIONARYSome pointers for the effective use ofdictionary:TRANSLATION• Effectively convey meaning• Save time by quickly dispensing withthe explanation of the word6.3 ASSESSING OF VOCABULARY, SPELLILNGAND DICTATIONAssessing vocabulary, spelling anddictation• Multiple Choice• Completion (write the missing word)RhymegamesWordbuildingWordclassificationText- based

activitiesArrange words in alphabetical orderSpell the word they are looking upIdentify the meaning for the word in contextSay the word aloud using the pronunciation key

OF NOTES ELE3104 TOPIC 5-8PISMP SEM 6 2012 ©E.g : At last the climbers reached the………… of the mountain• Translation (give the L1 of theunderlined word)E.g : They worked at theMatching (match each word with itsmeaning)• Reading Comprehension andVocabulary Questions;E.g:1) In fact, there are folk songs formany occupations – railroading,(following/ mustering/ concentrating/herding) cattle, and so on.2) …known as the Lost Sea. It is listedin yhe Guinnes Book for World Records asth world’s largest undergroundbody, lake, cave).• The Vocabulary Levels Questions(1000-10000 level)E.g :a)The picture looks nice; the coloursbl………… really well.b)Nuts and vegetables arecinsidered who………… foodc)Many companies weremanufac…………… computers• Non-words QuestionsE.g:1) dring2) modest3) swithin4) receipty mill.(water,ELE3104: COMPILATION OF NOTES ELE3104 TOPIC 5-8Prepared by : Hanis Athirah Rusli and Nuraini Mohd Nasir PISMP SEM 6 2012 ©5) impatient• Synonyms• Fill in the Blanks• True / False Questions• Sentence Writing Questions• Association Questions

E.g: Write three words that can fit in theblank• Cloze TestE.g:One afternoon, in the _____ (1) ofAmerica, Amy discovered beautiful _____(2) in a vase and a box of delicious _____(3) on her doorstep7.0 : THE TEACHING AND ASSESSING OFLITERATURE FOR PRIMARY SCHOOLSLiterature promotes the holisticdevelopment of the student in social,moral and aesthetic development.Teacher use student centred approacheswhen using literature in the languageclassroom.7.1 Purpose Of Using Literature In TheLanguage Classroom1) Language DevelopmentStudent use literature as model oflanguage to show how vocabulary,grammar and patterns may be usedeffectively to convey a message,appeal to senses and evoke aresponse. Literature can be serve asboth stimulus and context forlanguage learning activities in theclassroom. As a stimulus, teachercan exploit student responses to textto produce language. As context,student through tasks devisedassuming roles of character. Throughlanguage-based tasks, studentsexplore, understand, evaluate,respond to and perform pieces ofliterature.2) Social/Moral DevelopmentLiterature brings the student intocontact with the thoughts, feelingand experiences of people in theirsurroundings. Task using the contentof literature can develop in studentan awareness of human issues.ELE3104: COMPILATION OF NOTES ELE3104 TOPIC 5-8Prepared by : Hanis Athirah Rusli and Nuraini Mohd Nasir PISMP SEM 6 2012 ©3) Aesthetic developmentThe aesthetic experience in literatureinvolves the pleasure we get inreading a novel, hearing a poem or

watching a play. Student will beable to make judgement andappreciate to good literaturebeginning with nursery rhymes andstories. Such activities will motivatestudents to learn the languagebecause of its interest value, as welldevelop an appreciation of thelanguage.The Genres• Short stories : folktales, myths,legends, fairy tales• Novels : longer fictional workscontaining story lines or plot• Drama : plays with stagedirections• Poetry : writing characterizedby rhythm, metre and stanza,by pithy language and sensoryappeal.7.2 Designing Activities Based On LiteraryTextsThe activities may be stages according tothe following three phases:1. Preparing for the text (Pre-readingstage)Before encounter with text, devisedactivities which will prepare the student forthe text. Such activities:• Draw the students into the text• Activate any personal languagerelated to the text• Relate the text into their personal life• Create interest or curiosity in what isto come• Introduce key features of text whichwil facilitate comprehensionFocus on aspects of text and allowingstudents to express their thought andfeelings. Useful vocabulary and sentencepatterns can be also made familiar beforeactual encounters with the text. Exampleof strategies:• Using visuals• Exploiting the theme• Using the language ofthe text• Using drama or role play2. Working with the text (While-reading

stage-focus on the language andcontent of the text)Encounter the text by students read thetext either silently or aloud, or listens to itbeing read. Help the students to sustaintheir reading and explore the text using a‘hands-on’ approaches, ‘interacting’ witheach part of the text as they read, listen to,speak or write about the text. Whendevising activities, teacher may wish to getstudents:• To recognize informationprovided in literary textELE3104: COMPILATION OF NOTES ELE3104 TOPIC 5-8Prepared by : Hanis Athirah Rusli and Nuraini Mohd Nasir PISMP SEM 6 2012 ©• To go beyond the informationthe writer provided• To respond emotionally to thecharacters, plot, theme ,language of the text• To relate the content of theliterary text to personalexperience• To reformulate informationfrom text and present it in avariety of forms3. Encounter with text1) Reading aloudReading aloud makes the encountershared experiences. Reading aloud bringsalive the text. The students have to heardliterature read aloud well before doingthemselves. Before getting students to readaloud, ensure they understand the text aseffective reading aloud involvesinterpretayion of texts. Reading aloud canbe carried out individually, in pairs or ingroups. The following elements should beconsider• Phrasing• Emphasis• Intonation• Volume• Pitch• Rhythm• Pause2) Silent readingIndividual activity which allow student toproceed at his own pace. The student is

free to make his own meaning as hisexperiences and knowledge of the worldinteract with the text. It done out of classwith teacher assigning portion of text to beread at home.3) Story tellingListening to stories in English is an enjoyableway of learning the language. Effective asstory teller and audience are in directcontact-the elements of voice, facialexpression, gesture. Teacher allow studentto• Tune in and remember words andphrases which are new• Easily understand the language sonot have to concentrate on everyword• Take part in telling of the story as thelanguage is predictable4. Exploring textStudent need to work with text followingsome directions to help them makemeaning out the reading experience.Teacher help student to work at thecontent and language of the text andresponse to it through activities devised.• Working with content :a) Plot : Based on theunderstanding whathappened, ask student whatthey expect to occur next. Thiscan be done throughdiscussion or students couldwrite down their predictions.Predictions can also be actedout.ELE3104: COMPILATION OF NOTES ELE3104 TOPIC 5-8Prepared by : Hanis Athirah Rusli and Nuraini Mohd Nasir PISMP SEM 6 2012 ©b) Character : activities focus onheroes, heroin, villains, theiraction and their relationshipwith the people. Teacher helpstudent come to grips withcharacters with sociogramshowing the relationshipbetween characters. Writenature of the relationship onthe linking lines.c) Events : presented in a variety

of ways by students both orallyand in written form.Encourage students tointerpret and express theirpersonal response to theevents and present them inoral retelling or role play.• Working with language : studenthave to use language to expresstheir views orally or in writing.Activities to sensitize students to thelanguage of text should beconsidered in explorations of texts.Word webs and cloze exercise aresome activities can be use.5. Working out from the text (The postreadingstage-text is used as aspringboard for extension activities)• Art project :o Get students to createwall displays for theEnglish corner byhelping them prepare amural of key charactersand eventso Help students constructscenes from nurseryrhymes• Oral activitieso Encourage students toretell stories.o Events in stories andpoems can bedramatized – studentscan make their owncostumes, props andsets.• Writing activitieso Encorage students tomake their own picturedictionaries based onwords they come acrossin their reading of texts.o Write letters from onecharacter to anotherabout events they havereado Set up a graffiti board inclass where they could

be describe thecharacters theyencounter.7.3 Assessing Literature• essay• multiple choice• reference to context• open book• unseen poemsELE3104: COMPILATION OF NOTES ELE3104 TOPIC 5-8Prepared by : Hanis Athirah Rusli and Nuraini Mohd Nasir PISMP SEM 6 2012 ©TOPIC 8: THE TEACHING OF GRAMMARDefinition:Rules of language which words are puttogether to convey meaning in differentcontexts.Knowledge Required In Grammara) Word Order(Basic sentence patternsthat student should learn)b) Position of wordclasses(adjective,adverb,preposition)c) Positive& negative versiond) Grammatical Facts And Rulee) tense,pluralization ofnouns,wordderrivationf) Form&Fuctiong) Communicate topersuade,expressagreement,thank,appreciationh) Use word,phrases,sentences to expressfunctioni) Word,structure that we used to do this iscalled formj) How To Link Ideas In Different Sentencesk) Compund,complexsentences,conjunction,logicalconnecteors,pronounsl) Grammar of Spoken&Written Sentencesm) Abbreviations form(i’m,she’s)notallowed in formal writing but necessaryin spoken languagen) Meaning Od Different GrammaticalOptiono) Many sentence forms exist to expressthe same content but the differentforms have different meanings.The Importances Of Knowing LanguageGrammar:a) Understand the grammar items in thesyllabus to select appropriate languageforms for teachingb) Grade&sequence the grammar itemappropriately

c) Integrate grammar with the teaching oflanguage skill (LSRW)d) Select appropriate technique forpresenting grammar iteme) Identify and analyse student error&provide feedback &correction8.1 Approaches In Teaching Grammar(overtand covert)A good teacher has several possibilities how toteach grammar. There is a number oftechniques for presenting and practicinggrammar. According to J.Harmer thegrammatical information can be given tostudents in two major ways. The first one couldbe extremely covert and the second will bemade extremely overt.Over grammarteachingCovert grammarteachinggrammatical rules areexplicitly given tostudentsstudents are simplyasked to work withnew language toabsorb grammaticalinformation which willhelp them to acquirethe language as awhole1) Covert grammar teaching:Covert grammar teaching means thatgrammatical facts are hidden from thestudents- even though they are learning thelanguage. Students may be asked to do anyactivity where a new grammar is presented orintroduced, but their attention will be drawn tothis activity not to the grammar.ELE3104: COMPILATION OF NOTES ELE3104 TOPIC 5-8Prepared by : Hanis Athirah Rusli and Nuraini Mohd Nasir PISMP SEM 6 2012 ©* Teachers get the pupils involved in usingthe structure without drawing their attention togrammar rules.* The students’ attention is focused on theactivity&not the grammar rules.* Eg : to teach the structure, “Do youlike…?”* Students have to go round asking theirfriends in order to complete the task.2) Overt grammar teaching :Overt grammar teaching means that theteacher actually provides the studentsgrammatical rules and explanations-the

information is openly presented. Traditionallythere are two option available to teacher :a) Deductive approach (general tospecific)Teacher presents rules/pattern/generalizationand then goes provide practice in theapplication of these rules.b) Inductive approaches /Discovery method (specific togeneral)Students are given a number of samplesentences containing the target forms and theteacher guides the students into deriving therule for themselves.8.2 Purpose Of Teaching Grammar1. It helps to use the language effectively.2. Knowledge of the underlying ‘rules’ ofgrammar is provided.3. To develop students insight into thestructure of English language.4. To enable the students to assimilate thecorrect patterns of the language.5. To teach grammar as a rule governedbehaviour.6. To develop the mental abilities ofreasoning and correct observation.Problem In Learning English Grammar• Mismatch between form andfunction• Exceptions to the rule -manyexception to grammar rules causedifficulty in learning English• Interference from the learner’s ownlanguage-differences betweenEnglish and their own language• Lack of motivation to learngrammar-grammar learning is boringbecause it requires multiplerepetition8.3 Techniques and Activities For TeachingGrammarFeatures Of Activities That Support GrammarLearning1. Be meaningful.• Relate to students’ own need andtherefore engage them as people.• Get to know your students’ interest, likes,and dislikes.• When choosing activities :Can my students relate to this topic?/Do theyknow anything about it?/Would they like toknow more about it?2. Be purposeful• Good learning activities :

ELE3104: COMPILATION OF NOTES ELE3104 TOPIC 5-8Prepared by : Hanis Athirah Rusli and Nuraini Mohd Nasir PISMP SEM 6 2012 ©Involve students in doing things withlanguage/Give them some challenge/Catchtheir interest and attention.3. Have a social function• Give opportunities for interaction sostudent can:• Get a sense of the usefulness of thelanguage• Get chance to check and test theirunderstanding4. Provide plenty of practice• Let learners use similar language indifferent ways(lLSRW)and contexts (poems,stories, songs, games and jokes.)• Give plenty of exposure – targetstructures become part of the automaticresponse and language (habit)5. Use a multimedia approach• Use senses- visual support, auditorysupport, reading.6. Provide variety• Use all four skill, different contexts,different genres.7. Encourage active participation.• Design tasks that allow student tomanipulate the new language and challengethem to think or interact with each other.Stages In Grammar LessonA)PRESENTATIONPurpose: To illustrate how the structure isformed&what it mean&how it is used/leadstudent to use the structure to talk aboutthemselves/check student understandingCharacteristic: Clear,interestingrelevant&appropriate/includes an element ofpersonel involvementTypical Activities:Buildup of appropriatesituational&linguistic context for newlanguage/listen&initial repetition of newlanguage/use new language to talk aboutthemselvesRole Of Teacher: InformantCorrection: Necessary to correct to ensurestudent grasp the correct formLength&place in lesson:short&usually at thebeginningFactor for presentation that should consider:Interest & SuitabilityApproaches:1. Didactic Approach-teacher explains the rule,give several seedsentences to help the student grasp the

concept&pattern,student apply the rule in drills2. Discovery Method-student are given several carefully choseninstances of grammatical feature&try to derivethe pattern in the given sample for themselves-the rule is explicitly stated by the students orteacher-futher practice is given in applying the ruleEg:usingsituation,tables or texts3. Story-Comic ApproachTechnique Used During Presentation:ELE3104: COMPILATION OF NOTES ELE3104 TOPIC 5-8Prepared by : Hanis Athirah Rusli and Nuraini Mohd Nasir PISMP SEM 6 2012 ©- Flashcards- Highlighter- Wall charts- Activity in classroom- Sliding sentence strips- Word cards and pocket chartsB)FOCCUSED PRACTICEPurpose: To build student confidence in usingnew language/enable students to gain controlof the structure within controlled frameworkCharacteristic: Controlled to minimize scopefor errors/clear&precise/ maximized studenttalking timeTypical Activities:Drills/dialogue/textcompletion/problem solving/role playRole Of Teacher: Conductor/CorrectorCorrection: Immediate correction by teacheror peersLength&place in lesson:Depend on students’needs&difficulty of the structure/immediatelyafter presentationTeaching and learning materials:-Drills-Substitution Table-Jazz chants-Meaningful drill-Blank-filling-Motor activities-Recombining activities:1.Use two sentence maker2.Make sure all the words the students wouldneed are in the second sentence-maker3.Use appropriate stimuli to ensure the studentused the target structureC)COMMUNICATIVE PRACTICEPurpose: Give student opportunities to use thenew language in freer(terbuka) morepurposeful&creative ways/give teacherfeedback on the level of masteryCharacteristic: Learner-centred/interactionactivity/clear instruction from the teacher

Typical Activities: Communicativeactivities(games&discussion)Role Of Teacher:Monitor&organizerCorrection: Without correction but errors-notedLength&place in lesson: Depends on profiencyof student&type of activity/ afterpresentation&practice/within or across lessonTeaching and learning materials:• Problem solving• Stories• Songs and nursery rhymes• Using personel experience• Games• Using visual(eg:picture,maps,diagrams,graph,tables)• Poems• Role play• Quizzes,puzzles&riddlesIntegrating Grammar With Other LanguageSkillsELE3104: COMPILATION OF NOTES ELE3104 TOPIC 5-8Ways Which Integration Of Grammar With(LSRW):1. Systematized mapping of the grammarsyllabus within thematicallyconceived(pendekatan merangkumi)series of units.2. Unit by unit mapping of grammar.-mapping of grammar that comes afterthe texts&situations for the four skillshave been determined/the grammarslement is then built to support the skillsbased activities.3. Through specific ways in whichgrammar supports&is supported byeach language skillIntegration of grammar with each skill:a)Listening&Speaking• Most grammar presentation&drills areoral• Certain sentence structure such associal formulae like Would youmind…,Do you think it would….thiscannot be explained as grammaticalrules because the students would not beable to understand the rule.b)Reading• Reading texts can become richcontexts for practice of variety ofgrammatical forms• Structural readers are used for extensivereading can provide the intensivepractice necessary for internalization of

grammar rules.c)Writing• Provide real&extended contexts for thepractice of specific grammar items• Editing&creative writing provide contextfor the sensitive use of grammar indynamic interaction with otherconsideration in the communicativeprocess.Adapting Lesson For Mixed Ability Class1) All student do not need to do allthe items or exercises2) All student do not need to do thesame kinds of activity3) Activities can be designed sothat all students can do themminimally,but better students cando them at more sophisticatedlevel,using more complexstructures,fitting sturcturesappropriately4) Better students can be givenmore sophisticated forms and beasked to choose between formsaccording to situation5) Poor students need constantpractice8.4 Assessing Grammar