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SEMESTER SEPTEMBER / 2012HBEL1103INTRODUCTION TO ENGLISH
LANGUAGE TEACHING
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TABLE OF CONTENTSCONTENTSPAGE NO.
TASK A
How to Make an English Language Lesson Interesting
2
REFERENCES8
TASK B9
CONCLUSION13
TASK A
How to Make an English Language Lesson Interesting
INTRODUCTION
Nowadays, English is learnt at elementary school, not only at
junior high school but also senior high school. Teaching English
for children needs specific method. As we know, children play most
of their time. They learn to express their thoughts and feeling in
speech and action. They need good situation to keep them learning.
A friendly environment can make them get motivation in studying
English, so teaching English at elementary school of course needs a
different method and way. In teaching learning process, teacher
should have interesting lesson for them and the lesson has to be
presented an attractive way. The teacher must make the student
active and fun in learning process.
If the students are not interested in the lesson, it will be
very difficult to make them understand the lesson. The teacher
should always be aware that the lack of interest would make the
teacher fail in teaching. English teachers have to create an
interesting atmosphere in teaching learning process because
students ability of learning English depends on their previous
experience, and how the teacher attracts their feeling and
interest. A teacher should prepare simple way to make students
interest in learning English.There are some cases that make the
students stop from learning English. They are feeling
uncomfortable, confused, tired, and bored. So, teaching English at
elementary school needs a specific method and technique. The
English teachers need the technique and method to attract the
students to learn English. In this case, I will explain several
methods to teaching English in elementary school level use fun
learning games, using visual aids, read with students, use small
rewards, and using thematic units.
1.TEACH ENGLISH WITH FUN LEARNING GAMES
Teaching English can bring the teacher face-to-face with a
multitude of obstacles that students need to overcome. Many of the
students learning English will bring with them insecurities and a
lack of confidence in their abilities to learn a new language.
According to Adam Chee, writing in "The International Teaching
English to Young Learners Journal," bringing humor into the
classroom "creates a positive classroom atmosphere for the smooth
acquisition of the language." Simple games that inject life and
laughter into the lesson are quickly adapted to suit the needs of
the class, and help to motivate and build confidence while
minimizing student anxieties.
It had been found in many schools, teacher use games activities
as their teaching aid. The students really appreciate any kind of
activities which provide excitement and fun. It will be easy to
understand and practice of English. The writer chooses games as the
simple illustrated media to facilitate students method of learning,
as we know children learn while playing games. It is easy to be
understood and comprehended by students.
Spelling games like Hangman will familiarize children with the
forming of everyday words and phrases. Divide the children into
small groups and encourage them to take turns guessing the letters
contained in the word or saying that you have written on the board.
Try playing word formation games such as Boggle. This will help
children with the positioning of letters within a word. Word
searches can also be a useful learning resource.
Instructions Game Choice
-Work on one or two skill areas at a time, such as speaking and
listening, or writing and reading. Tailor vocabulary games such as
Hangman or Word search to specific areas of study, for instance
numbers or animals. Active games, like a spelling relay, teach
spelling skills, and Chinese Whispers helps with listening and
pronunciation.
-Adapt games to suit the age group of the students. Adult
learners will probably prefer to stay in their seats, whereas
younger students may enjoy games that allow them to move around the
classroom.
-Motivate students with your own passion and enjoyment of the
game. Enthusiasm is infectious and students will pick up on a
teacher's disinterest or boredom.
-Explain the rules, using simple language, and keep the
explanation as brief as possible. Hand out any papers needed for
the game after the explanation. Students will look at the paper and
stop listening if given too soon.
-Demonstrate the learning game to help students understand the
rules more quickly. Run through a few examples on the board if
playing word or number games, or play an example round of speaking
and listening games with one of the students while the rest of the
class watches.
-End the game before the students lose interest or become
bored.
2.TEACHING ENGLISH USING VISUAL AIDSThe teaching profession is
filled with countless opportunities to enrich the academic lives of
students. While some concepts and educational objectives will be
easy for students to grasp, others will require you to think
creatively to ensure that important learning objectives are met.
Using audio/visual aids in teaching is one way to enhance lesson
plans and give students additional ways to process subject
information.
Teacher can bring objects to an English lesson. Objects are a
way in which students of all ages and capabilities can be
stimulated into learning English. For older students learning about
English literature, bring along an item of clothing from the period
a novel was set in. Just a simple item can stir the imagination of
a class. For non-English speakers, it will be useful to bring
household items along, from a broom to cutlery. Ask the class to
name each item in English. For small children, toys are sure to
gain a response.
Teach very young children and adult non-English speakers to
learn words with the help of images. The connection between a
photograph and picture will make it easier to retain the interest
of students and consequently increase their chances of learning.
For small children, use images of animals and birds. This can be a
method to also help a child understand the alphabet by beginning
with A for anteater and ending with Z for zebra. For a class of
adult non-English speakers, use images, via slides, which are going
to be relevant to their lives. These can be images of traditions,
foods and nature, for instance, all designed to give them a greater
understanding of their adopted country. Posters of movie stars can
then be used to question the students as to what English films the
actor or actress appeared in.
Celce-Murcia & Hilles (1998) stated that the teacher can use
pictures in all stages of a grammar lesson (i.e., in presentation,
focused practice, communicative practice, and feedback and
correction); and if (s)he can select the pictures which are
interesting and entertaining, the students will be motivated to
respond in ways that more routine teaching aids, such as a textbook
or a sentence on the board, cannot (Murcia & Hilles,1998,
p.73).
3.READ WITH STUDENTS
Teaching students to read is one of the biggest challenges
facing today's educators. Regardless of age, individual students
respond in a different manner to each lesson, so it's best to
incorporate different teaching styles whenever possible. The upside
is that, according to Diane Larsen-Freeman, "Many want or need to
learn and are willing to put forth the effort once they're given
the opportunity." Remember to make learning fun and interactive for
students so that they look forward to class each day.
Reading is one of the ways in which children learn language. It
is a combination of hearing it spoken as you read aloud and
connecting the words with the images that helps to cement language
skills. Reading out loud exposes children to proper grammar and
phrasing. It enhances the development of their spoken language
skills, their ability to express themselves verbally, explains
Barbara Freedman-de Vito, a childrens librarian and teacher turned
publisher of childrens books.
Instructions
1.Start slow by working with the alphabet and let the students
run through the letters both visually and orally. Have the class
practice each letter aloud as a group, and then let those who are
ready respond individually. Outline the separate groups of vowels
and consonants.
2.Incorporate regular interaction and small groups if the
students seem responsive. Let them get to know each other and
assist their peers so that they don't resist the learning process,
and it feels more organic.
3.Teach the class short, everyday words by writing them on the
board and having the class pronounce each one and record it in
their notebook. Assign small groups the task of creating a sentence
together with basic words like the, a, and, I, and we. Include a
few simple verbs like am, are, run, see.
4.Read aloud to the class from beginner books with short, simple
sentences. Provide individual copies of one book and have them copy
the text into their notebook. Reconvene the small groups and have
them discuss what they've learned thus far.
Remember that what you read matters. Always choose age
appropriate books, and look for the right combination of images and
words to help impart both sentence structure and the connection
between images and the words that describe them.
4.USE SMALL REWARDSUse small rewards as positive reinforcement
for learning advancements and good behavior. Give out little treats
to students who earn high scores on their homework and tests, or
provide a modest prize for the winners of group games. Let students
watch a popular movie or TV show in English at the end of
productive lessons. Organize a field trip at the end of a semester
for students who attend and participate regularly in class.
Younger students can be very motivated by stickers, small toys,
and cool pencils. Put stickers on tests when students score well or
show marked improvement over their previous scores. Offer small
toys or sugarless gum for class participation, maybe even letting
students vote on who contributed the most to the class each day.
Bookmarks are a good choice for encouraging students to read, as
well, and could be used as a reward for extra credit book reports
that fall outside of the realm of homework.As a teacher, you should
focus on your students successful attempts to use English. At
first, reward ANY success however small. If students speak out
loudly and clearly, but make a mistake, praise them just for
speaking out or for pronouncing it well. As students improve, you
can focus on the most outstanding successes. Whatever you
encourage, students will continue to do. On the other hand, if you
do not encourage them, they will likely become passive in
class.5.THEMATIC UNITSA thematic approach to teaching involves
integrating all subject areas together under one theme. It crosses
over subject lines and helps children relate basic academic skills
to real-world ideas. Thematic units are common in preschool classes
especially, since preschool children learn through interactive,
integrated activities. These themed units incorporate reading,
math, science and social studies as well as the arts for a
well-balanced curriculum.
Education.com defines a thematic approach as a "teaching
approach that organizes subject matter around unifying themes."
Each subject area is brought together under the banner of a certain
topic. The topic is then studied from the perspectives of reading,
writing, math, science and other subject areas.
The benefits of a thematic approach are many. Teaching
thematically helps children make sense of what they are being
taught, since content areas are integrated and not made to stand
alone. Students are able to retain more information when it is not
presented as isolated facts, but rather as part of a whole.
Thematic units encourage the involvement of all students through
topics relevant to them. Children are able to relate to real-world
experiences and build on prior knowledge of a topic. Thematic units
also help teachers teach to the different learning styles of their
students.CONCLUSIONTo teach English, an English teacher must have
the capabilities in English. The English teachers should also
master the materials and be able to express the idea clearly, and
the English teachers must be creative in presenting the materials
when they are teaching in front of class.
There are some cases that make the students stop from learning
English. They are feeling uncomfortable, confused, tired, and
bored. So, teaching English at elementary school needs a specific
method and technique. The English teachers need the technique and
method to attract the students to learn English.
Teacher must create a condition, so the students can be active
in asking, building ideas, and doing activity directly by
experience, and students will be able to be responsible in their
learning process. In learning process there is innovative learning
to build ideas, and new quality of knowledge. And the teacher makes
a joyful learning which can make students to l pay their full
attention in the learning process.
Active and joyful condition is not enough if learning process is
not effective, and it can be not resulted to what the students
achieve in after learning process directly, because learning have
learning purpose to achieve. If the learning is only active and
joyful but is not effective, therefore learning process just only
like play.
REFERENCES1.http:/www.edocere.org/articles/guidelines for
teaching English.html.
2.http:/www.edu-cyberg.com/Literacy/reading.asp.3.Bearne, E. and
Wolstencroft, H. (2007) Visual Approaches to Teaching Writing,
London: Sage.
4.Cremin, T. (2009) Creative Teachers and Creative Teaching, in
A. Wilson (ed.), Creativity in Primary Education, Exeter: Learning
Matters.
5.www.wikipedia.comTASK BBased from the Task A, I have chosen
two ways in learning & teaching process which is can make
pupils feel English subject is interesting.
Firstly, I have chosen to use visual aids in my teaching like
video and picture using Microsoft power point. As we know by using
the visual aids, it can make teaching process more interesting.
Next is teaching English with fun learning games or doing the
activity that contain in their textbook.
DAILY LESSON PLANSubject: English LanguageDate: 21st June
2012
Time: 8.45 a.m 9.45 a.m
Class: 4 Merpati
Enrolment: 23
Topic: Healthy Living
Sub topic: Cooking Healthy Food
Theme: World of KnowledgeFocus Skills: Reading
Integrated Skills: Writing
Curriculum Specifications: 3.3.2 Read and understand simple
sentences
4.4.2 Complete simple instructions and recipes.
CCTS: Memorizing, predicting
Previous Knowledge: Pupils already have information about food
in their previous lesson.
Learning Outcomes: By the end of the lesson, pupils should be
able to:i) Read and understand complete a simple recipe by making a
sandwich according to the steps given.
ii) Complete simple recipe by filling up at least 5 out of 8
blanks correctly.
Moral Values: Work in groupTeaching and Learning resources:
Tomato, cucumber, sardine can, butter, bread, knife, cutting board,
plate, worksheet 1 and text 1.
STAGE / TIMECONTENTTEACHING / LEARNING PROCESSTEACHING RESOURCES
/ VALUES
Set Induction
(5 Minutes)Showing regalia1. Teacher shows to pupils the
ingredients and the utensils needed to make sardine sandwiches.2.
Pupils speak about the ingredients
3. Teacher continues show a video the making of
sandwiches.Teaching aids:Cucumber, sardine, knife, bread.
Microsoft power point
Video
Introduction
Stage 1
(20 Minutes)Reading textCCTS:
Memorizing, predicting1. Teacher tells pupils about sandwich
making for the day.2. Teacher gives each pupil a text on the
instructions of sandwich making.3. Teacher read the instructions.4.
Pupils repeat after the teacher.
5. Teacher identifies difficult words and explains to pupils. 6.
Pupils repeat difficult words.
7. Teacher assigns group reading.
8. Teacher makes a demonstration of sandwich making while pupils
read.
9. Teacher stresses the importance of maintaining cleanliness
when handling food and before eating.Teaching Aids:
Text 1
DevelopmentStage 1(20 Minutes)Sandwich making1. Teacher gives
instructions about the activity.2. Teacher assign group of pairs
according to their seating positions.
3. Teacher gives each pair a set of ingredients on making
sandwiches.
4. Pupils make their sandwich based on the instructions given.
Teaching aids:Tomato, cucumber, sardine, butter, bread, small
spoons, plastic.
DevelopmentStage 2(10 Minutes)Working on a worksheet 1. Teacher
gives each pupil a worksheet.Teaching Aids:
Worksheet
Closure
(5 Minutes)Eating sandwiches1. Teacher asks pupils to eat
sandwich.2. Pupils discuss the taste of the sandwich.Teaching
Aids:Sandwich made by pupils.
ANALYSE
I have using the interaction technique during lesson so that all
pupils can involve in learning process. The teacher looks for
absolute quietness and concentration during the explanations by
students, so that each student may explain their thoughts without
being interrupted and so that other students may ask questions of
the student giving the lesson. By using the video, pupils can
understand the steps to make a sandwich. It is more interesting and
the pupils can applied it. For me, when the activity in textbook we
do for the real, pupils will remembered it. Besides, they will feel
English subject is the fun subject. I am also divide pupils into a
work group so that they can exchange opinion and get the experience
to work as a team. After doing this activity in classroom, all
students have been given the feedback forms to answer the question
given. There are 23 students who responded to the feedback form.
From the feedback, I found that all students like the way of the
learning and teaching process. They like to do the activity during
the learning session. For them, it is attractive and makes them
happy to learn English. From the activity I have chosen, I am make
sure all students in the class get involve in every activity so
that they can feel appreciated and more encourage.QUESTIONSPLEASE
TICK(/)
I have learned a lot in this class.
This class has increased my interest in English subject.
I have made my best effort to participate in this class.
I hope there will be more activity in the class after this.
Teacher uses effective teaching methods that enhance my
learning.
Example feedback forms to students.
CONCLUSION
As a conclusion, English class is used to be as communicative as
possible because teaching English is not only about understanding
the grammar but also how to apply it in the real world. In some
cases, students like to work independently. They tend to be more
comfortable with their own opinion when doing the tasks or
exercises.
Giving the assessment as the evaluation of the lesson is very
important. Teachers should know their students ability and in which
point students may find the learning problem. Teachers usually give
many individual exercises to measure students understanding level
of the lesson that they taught.Actually, the student-centered
approach to improve learners' communicative competence has been
adopted by some language teachers. Group work, one of the most
important class activities for developing students' communicative
ability, is gradually being applied to teach English as a foreign
language (EFL). Group work is very useful for TEFL classroom. It
helps the learners to involve into various interaction types and
support a more conducive and cooperative class.
When students work in group, they seem to lose their pressure of
the listening to full explanation of the teachers. Moreover, they
can boost their communication experience and share their opinions
to reach a final solution. It is a simple forum for students to
solve a problem with their own perspective. Group work helps
students to improve their cognitive and affective aspects.
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