mgmp kota yogya 26 maret 07

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26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta

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Decentralized Education System

School-Based Management

School Level Curriculum

Min. Reg. No. 22 on CS

Minl. Regln. No. 23 on GCS

Democratization, Decentralization,

Regional

Autonomy

Each Region + > 1 Intl. St. School

Law No. 14/2005 on Ts & Ls

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26/03/07

26/03/07 Yogya EFL MGMP on TEFL MethodoYogya EFL MGMP on TEFL Methodo

logy SMP Muh 1 Yogyakarta

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Teachers have a Noble Task:

Educating young generation



sustaining the nation’s

existence

Right track



sustainable

credits

(amal jariah)



the

Paradise is awaiting educators

Wrong track



prevailing sins

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Teacher

Competencie

s

Professional

Competencies

Pedagogical

Competencies

Interpersonal

Competencies

Personal

Competencies

T-L PROCESS

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Technical/Professional Knowledge (Competencies):

1. Understands the linguistic systems of English phonology, grammar, and discourse.

2. Comprehensively grasps basic principles of language learning and teaching.

3. Has fluent competence in speaking, writing, listening to, and reading English. 4. Knows through experience what it is like to learn a foreign language.

5. Understands the close connection between language and culture.

6. Keeps up with the field through regular reading and conference/workshop attendance.

Pedagogical Skills:

7. Has a well-thought-out, informed approach to language teaching. 8. Understands and uses a wide variety of techniques.

9. Efficiently designs & executes lesson plans.

10. Monitors lessons as they unfold and makes effective mid-lesson alternatives. 11. Effectively perceives Ss’ linguistic needs.

12. Gives optimal feedback to students.

13. Stimulates interaction, cooperation, and teamwork in the classroom. 14. Uses appropriate principles of classroom management.

15. Uses effective, clear presentation skills.

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7 17. Innovatively creates brand-new materials when needed.

18. Uses interactive, intrinsically-motivating techniques to create effective tests.

Interpersonal Skills

19. Is aware of cross-cultural differences and is sensitive to students’ cultural traditions.

20. Enjoys people; shows enthusiasm, warmth, rapport, and appropriate humour. 21. Values the opinions and abilities of students.

22. Is patient in working with students of lesser ability.

23. Offers challenges to students of exceptionally high ability.

24. Cooperates harmoniously and candidly with colleagues (fellow teachers).

25. Seeks opportunities to share thoughts, ideas, and techniques with colleagues.

Personal Skills

26. Is well-organized, conscientious in meeting commitments, and dependable. 27. Is flexible when things go awry.

28. Maintains an inquisitive mind in trying out new ways of teaching.

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A good EFL teacher comprehensively grasps

basic principles

of language learning and teaching.

A good EFL teacher has a

well-thought-out, informed approach to

language teaching.

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Principles

of EFL

Teaching

Cognitive

Affective

Linguistic



Automaticity



Meaningful

Learning



Anticipation of

Reward



Intrinsic Motivation



Strategic

Investment



Language Ego



Self Confidence



Risk-taking



Language-Culture

Connection



Native Language

Effect



Inter-language



Communicative

Competence

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26/03/07 Yogya EFL MGMP on TEFL Metho dology SMP Muh 1 Yogyakarta

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(1)

AUTOMATICITY:

a timely movement of the

control of a few l. forms

INTO the automatic

processing of a relatively unlimited no. of l.

forms



balance between the language focus

and the communication focus activities

(2) MEANINGFUL LEARNING

: M.L.



better long

retention than rote learning



appealing to Ss’

interests; associate new & old l. points; avoid

meaningless rote learning

(3) ANTICIPATION OF REWARD:

anticipation of

reward— tangible/ intangible,

short-term/long-term—drives human behaviour (l. behaviour)



give verbal praise & encouragement; Ss’ mutual

& praise encouragement; provide reminders of

progress/ achievement (gold stars, stickers); T’s

enthusiasm & interests; get Ss to see L-T

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(5) STRATEGIC INVESTMENT:

Ss’ success in

learning an FL



their investment of time, effort,

attention



strategies for comprehending &

producing the language.

(4) INTRINSIC MOTIVATION:

Ss’ needs, wants,

desires drive their behaviours



use interesting

and motivating classroom techniques

(6) LANGUAGE EGO:

Ss’ new mode of thinking,

feeling, and acting (2

nd

identity)



a sense of

fragility, a defensiveness & a raising of

inhibitions



show supportive attitudes; use

techniques & tasks of moderate difficulty; be

fair, clear, structured, wise; show patience and

understanding

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(7) SELF-CONFIDENCE:

Ss’ belief in their own

capability contributes to their L. success



give

verbal and nonverbal assurance; sequence tasks

from easy to difficult

(8) RISK-TAKING:

To be successful, Ss must be

willing to become ‘gamblers’, to attempt to

produce and interpret English that is a bit

beyond their absolute certainty



create an

encouraging atmosphere; + reasonable

challenges; help Ss to understand calculated

risk-taking; + positive affirmation, give praise;

give warm but firm attention

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 discuss cultural differences; illustrate L-C

connections; show cultural connotations of

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(10) THE NATIVE LANGUAGE EFFECT:

Ss’ native

language system both facilitates and interferes

with their acquisition of the new language, but

the interfering effects are likely to be most

salient



make Ss aware of their NL interference;

make them aware that not all their errors are

caused by their NL system; help them to think in

English

(11) INTERLANGUAGE:

Ss’ tend to go thr. a

systematic or quasi-systematic devtl. process

towards full competence in English.

Interlanguage devt. results from feedback

utilization.



error-mistake distinction; tolerance

of Ss’ errors; never put Ss down because of their

errors; give Ss feedback so that they learn thr.

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COMMUNICATIVE COMPETENCE:

CC

consists of

organizational competence

(grammatical & discourse), pragmatic

competence (functional &

sociolinguistic), strategic competence, &

psycho-motor skills



usage & use,

accuracy-fluency, authentic English &

contexts



give attention to all aspects;

give attention to subtlety; give attention

to pronunciation; provide opportunities

for practice & be tolerant to their

mistakes; create communicative or

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Yogya EFL MGMP on TEFL Methodology SM

P Muh 1 Yogyakarta

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26/03/07

Standards of Graduate Competence

Minister Regulation No. 23/2006

All efforts are to support the development of

Ss’ communicative competence

A good EFL teacher has a

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P Muh 1 Yogyakarta

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26/03/07

GTM

DIRECT

METHOD

READING

METHOD

ALM

COMMUNICATIVE APPROACH =

A SET OF APPROACHES

COGNITIVE CODE LEARNING

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P Muh 1 Yogyakarta

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26/03/07

Theories and Models of S/FLA

Innatist

Cognitive

Constructivist

[Krashen]

 subconscious subconscious

acquisition acquisition superior

superior

to ‘learning’ and to ‘learning’ and ‘

‘monitoring’monitoring’

 comprehensible comprehensible input

input

((i + 1i + 1))

 low affective filterlow affective filter  natural order of natural order of

acquisitionacquisition

 ‘ ‘zero option’ for zero option’ for

grammar grammar instruction

instruction

[

[McLaughlin/BialystoMcLaughlin/Bialysto k] k]  controlled/automatic controlled/automatic

processing (McL)processing (McL)  focal/peripheral focal/peripheral

attention (McL)attention (McL)  restructuring restructuring (McL)

(McL)

 implicit vs. explicit implicit vs. explicit

(B)(B)

 unanalized vs. unanalized vs.

analyzed analyzed knowledge

knowledge

(B)(B)

 form-focused form-focused

instructioninstruction

[Long]

 interaction interaction

hypothesishypothesis

 intake through intake through social

social

interactioninteraction

 output hypothesis output hypothesis

(Swain)(Swain)

 HIGs (Seliger)HIGs (Seliger)  authenticityauthenticity  task-based task-based

instructioninstruction

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If our students’ learning needs are the focus of our

attention, we must not concerned ourselves too much

with methods/techniques.

We choose a certain method or technique because its

application/use will help our students in acquiring

communicative competencies.

INFORMED or ENLIGHTENED ECCLECTICISM

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The statements of graduate competencies for

both the educational unit level and the subject

cluster level (Permen No. 23/2006);

(1) At the Junior Secondary Education Level:

Demonstrate listening, speaking, reading, and

writing skills in simple English

;

(2) At the general senior secondary education

level:

Demonstrate listening, speaking, reading

and writing skills in English

;

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Gr. Competencies at the subject level (

PS Level)

(a)Listening

- Understand very simple instructions, information,

and stories presented orally in the classroom, school, and

surrounding context;

(b)Speaking

- E

xpress orally meanings in very simple

interpersonal and transactional discourse in the form of

instructions and information in the classroom, school and

surrounding contexts;

(c)

Reading

-

Read aloud and understand meanings in the form of

very simple instructions, information, short functional texts, and

pictured descriptive texts presented in written forms in the

classroom, school, and surrounding contexts:

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Gr. Competencies at JSS Level

(a)Listening

-

Understand meanings in simple interpersonal and

transactional oral discourses, both formal and informal, in the form

of recount, narrative, procedure, descriptive, and report, in daily

life contexts;

(b)Speaking

-

Express meanings orally in simple interpersonal and

transactional discourse, both formally and informally, in the form

of recount, narrative, procedure, descriptive, and report, in daily

life contexts;

(c) Reading

-

Understand meanings in simple written interpersonal

and transactional discourse, both formally and informally, in the

form of recount, narrative, procedure, descriptive, and report, in

daily life contexts;

(d)

Writing

- Express in written form meanings in simple

interpersonal and transactional discourse, both formally and

informally, in the form of recount, narrative, procedure,

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Gr. Competencies at SSS Level (Non-Language)

(a) Listening - Understand meanings in interpersonal and transactional oral discourses, both formal and informal, in the form of recount, narrative, procedure, descriptive, news items, report, analytical exposition,

hortatory exposition, spoof, explanation, discussion, and review in daily life contexts;

(b) Speaking - Express meanings orally in simple interpersonal and

transactional discourse, both formally and informally, in the form of

recount, narrative, procedure, descriptive, news items, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, review and report, in the daily life contexts;

(c) Reading - Understand meanings in simple written interpersonal and transactional discourse, both formally and informally, in the form of

recount, narrative, procedure, descriptive, news items, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, review and report, in the daily life contexts;

(d) Writing - Express in written form meanings in simple interpersonal and transactional discourse, both formally and informally, in the form of

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(a) Listening - Understand meanings in interpersonal and transactional oral discourses, both formal and informal, in the form of recount, narrative, procedure, descriptive, news items, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, review, and public speaking in the academic context, and popular and authentic literary works in real daily life;

(b) Speaking - Express meanings orally in simple interpersonal and transactional discourse, both formally and informally, in the form of recount, narrative,

procedure, descriptive, news items, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, review, report, and public speaking in the academic context, and popular and authentic literary works in real daily life;

(c) Reading -Understand meanings in simple written interpersonal and

transactional discourse, both formally and informally, in the form of recount, narrative, procedure, descriptive, news items, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, review, report, and public speaking in the academic context, and popular and authentic literary works in real daily life;

(d) Writing - Express in written form meanings in simple interpersonal and

transactional discourse, both formally and informally, in the form of recount, narrative, procedure, descriptive, news items, report, analytical exposition,

hortatory exposition, spoof, explanation, discussion, review, report, and public speaking in the academic context, and popular and authentic literary works in real daily life.

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25 LANGUAGE COMPETENCE

ORGANIZATIONAL PRAGMATIC

COMPETENCE COMPETENCE

GRAMMATICAL TEXTUAL ILLOCUTIONARY SOCIOLINGUISTIC COMPETENCE COMPETENCE COMPETENCE COMPETENCE

-

Vocab

-Cohesion -Ideational Funcs. –Sensitivity to

-

Morphology -Heuristic Funcs. dialects

-Syntax -Manipulative Funcs. –Sensitivity to

-Phonology/ -Rhetorical -Imaginative Funcs. Registers

Graphology organization -Sensitivity to

Naturalness

-Sensitivity to

Cult. Refs. &

Figs. of

Speech

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TECHNIQUES

FOR HELPING Ss to

COMPREHEND THE

CONTENT OF the TEXT

FOR HELPING Ss LEARN

THE RULES USED TO

EXPRESS INTENDED

MEANINGS

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TECHNIQUES

CONTROLLED

TECHNIQUES (19)

SEMICONTROLLED

TECHNIQUES (9)

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Controlled Techniques

:

1. Warm-up: Mimes, songs, dance, jokes, play.

2. Setting: focusing on lesson topic.

3. Organizational: Structuring lesson or class activities

(classroom management)

4. Content explanation: gram., phon., voc., socioling.,

pragmatic or other aspects

5. Role-play demonstration: the teacher/selected Ss

6. Dialogue/Narrative presentation: Reading or listening

for passive reception.

7. Dialogue/Narrative recitation: Reciting a previously

known or prepared text, either in unison or indiv.

8. Reading aloud: Reading directly from a given text/

9. Checking: T guiding the correction of Ss’ work,

providing feedback as an activity

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Controlled Techniques (…. Contd.)

:

11. Drill:

e.g. repetition, substitution, and

mechanical alterations.

12. Translation: S/T provision of L1 or L2 trans. of a

text

13. Dictation: Ss writing down orally presented text.

14. Copying: Ss writing down text presented visually

15. Identification: Ss picking out, producing/labeling or

identifying a specific T form, functs., def., etc.

16. Recognition: Ss identifying forms without a verbal

response

17. Review: T-led review of previous week/month as a

formal summary & type of a test of st recall

performance

18. Testing: formal testing procedures



Ss’ progress

19. Meaningful drill: Drill activity involving responses with

meaningful choices, as in reference to different

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Semicontrolled techniques:

20. Brainstorming

21. Story telling (especially when Ss-generated)

22. Question-answer referential

23. Cued narrative/dialogue

24. Information transfer

25. Information exchange

26. Wrap-up

27. Wrap-up

28. Preparation

Free techniques:

29. Role-play 35. Interview

30. Games 36. Discussion

31. Report 37. Composition

32. Problem solving 38. A propos

33. Drama

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How important is a text in our

English teaching?

In communicative language teaching, a

text is a unit of communicative product,

i.e. the result of exercising the textual

competence, which is part of the

communicative language competence.

Let’s see the components of

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Crucial Concepts

1. Transactional texts = those aimed at transmitting

or exchanging factual or propositional

information (Philosophers’ & psychologists’ view)

2. Interactional or interpersonal texts = those aimed

at establishing and maintaining social

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F. Grellet, 1981

3. … the primary determinant of whether a set of

sentences do or do not constitute a text depends on

cohesive relationships within and between the

sentences, which create

texture

: ‘ A text has a

texture and this is what distinguishes it from

something that is not a text …. The texture is

provided by the cohesive

RELATION

’ (Halliday &

Hasan, 1976, as quoted by Brown & Yule, 1983)

A text demonstrates:

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34 Categories

References

Substitution and

Ellipsis (the examples illustrate substitution) Conjunction Lexical cohesion Examples Personal Demonstrative Comparative Nominal Verbal Clausal Adversative Additive Temporal Causal Reiteration Collocation

“I just met your brother. He’s a nice guy.” “You failed the test. This is bad news.”

“I asked for this bag, but I got the other bag.”

“Can I have another drink? This one is finished.” “You look great.” “So do you.”

“Is she happy?” “I think so.”

“I didn’t study. However, I still passed.” “He didn’t study. And he failed.”

“She studies hard. Then she sat the test.”

“They studies hard. Therefore they deserve to pass.”

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Other cohesive devices in English:

Categories Ellipsis Lexical cohesion Nominal Verbal Clausal Repetition Synonym Superordinate General Word Examples

My kids play an awful lot of sport. Both (0) are incredibly energetic.

A. Have you been working? B: Yes, I have (0).

A: Why do you only set three places? Paul’s staying for dinner, isn’t he?

B: Is he? He didn’t tell me (0).

What we lack in a newspaper is what we should get. In a word, a “popular” newspaper may be the winning ticket.

You could try reversing the car up the slope. The incline isn’t all that steep.

Pneumonia has arrived wit the cold and wet conditions.

The illness is striking everyone from infants to the elderly.

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Which of the sentences in each number form a text.

(1) Wash and core six cooking apples. Put them into a

fireproof.

(2) Wash your face and apply the cream. I am going to cook in the

kitchen.

(3) At least 14 people died on Saturday after drinking a cheap

alcoholic beverage, raising to 20 the number of people killed

by the poisonous brew in two days

,

news reports said.

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(4)

In England, however, the tungsten-tipped spikes would tear the thin

tarmac surfaces of our roads to pieces as soon as the protective layer of

snow or ice melted. Road maintenance crews try to reduce the danger of

skidding by scattering sand upon the road surface. We therefore have to

settle for the method described above as the lesser of two evils. Their

spikes grip the icy surfaces and enable the motorist to corner safely

where non-spiked tyres would be disastrous. Its main drawback is that if

there are fresh snowfalls the whole process has to be repeated, and if the

snowfalls continue, it becomes increasingly ineffective in providing some

kind of grip for tyres. These tyres prevent most skidding and are effective

in the extreme weather conditions as long as the roads are regularly

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(5)

Whenever there is snow in England, some of the country roads may

have black ice

.

Motorists coming suddenly upon stretches of black ice

may find themselves skidding off the road. Road maintenance crews try

to reduce the danger of skidding by scattering sand upon the road

surface. Such a measure is generally adequate for our very brief

snowfalls.

Its main drawback is that if there are fresh snowfalls the whole

process has to be repeated, and if the snowfalls continue, it becomes

increasingly ineffective in providing some kind of grip for tyres. In

Norway, where there may be snow and ice for nearly seven months of the

year, the law requires that all cars be fitted with special spiked tyres.

These tyres prevent most skidding and are effective in the extreme

weather conditions as long as the roads are regularly cleared of loose

snow. Their spikes grip the icy surfaces and enable the motorist to corner

safely where non-spiked tyres would be disastrous. In England, however,

the tungsten-tipped spikes would tear the thin tarmac surfaces of our

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•

The relationships signaled by However and on the other hand are

adversative because the information in the second sentence of the text mitigates or qualifies the information in the first.

• Temporal relationship exist when the events in a text are related in terms of the timing of their occurrence.

• Collocation is a type of lexical cohesion which includes all those items in a text that are semantically related.

Plants characteristics synthesize complex organic substances from simple

inorganic raw materials. In green plants, the energy of this process is

sunlight. The plants can use this energy because they possess the green pigment chlorophyll. Photosynthesis or “light synthesis,” is a “self-feeding,” or autotrophic process.

Animals, on the other hand, must obtain complex organic substances by eating plants and other animals. The reason for this is that they lack

chlorophyll. Among these “other feeders” or phagotrophs, are “liquid

feeders” or osmotrophs. Whereas phagotrophic organisms take in solid and often living food, osmotrophic ones absorb or suck up liquid food. This is usually from dead or rotting organism.

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Rhetorical Patterns in a text

•

cause-consequence

•

problem-solution

Which order of the four sentences below shows

textual coherence?

I opened fire. I was on sentry duty. I beat off the

attack. I saw the enemy approaching.

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Functional coherence

Cabin attendant: Are you having salad?

Passenger: Yes, I am.

Cabin attendant: Caesar or regular?

Passenger: Regular.

Cabin attendant: Would you like dressing on that?

Passenger: Yes, please.

Cabin attendant: Blue cheese or ranch?

Passenger: Blue cheese, please.

A: How do I get to Kensington Road?

B: Well you go down Fullarton Road….

A: … what, down Old Belair, and around …?

B: Yeah. And then you go straight …

A:… past the hospital?

B: Yeah, keep going straight, past the

racecourse to the roundabout. You know

the big roundabout?

A: Yeah

B: And Kensington Road’s off to the right.

A: What, off the roundabout?

B: Yeah.

A: Right!

Which of the above texts contains regular

patterns and elements and which one

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Cases of failure in communication

1. Context: the upper, nonsmoking deck of a 747 aircraft.

Passenger: I’ve been smoking for 28 years, and I gave up so I could travel up here. Cabin attendant: Sorry?

Passenger: I said, I’ve been smoking for 28 years, and I gave up so I could sit here. Cabin attendant: So?

Passenger: So, I gave up smoking. Cabin attendant: What do you want?

Passenger: I don’t want anything. (Turns to partner). Well, I won’t be travelling with this outfit again.

2. Context: at the end of a shift in a factory

Native speaker: See you later. Non-native speaker: What time? Native speaker: What do you mean?

3. Context: in an elementary school classroom

A: Tony, are you talking?

B: Yes, I am.

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43

Is there any principle related to the importance of text?

Yes, it is expressed in one of the principles of

communicative methodology proposed by Morrow

(1981).

It implies that we have to work on language as

discourse, which is made up by inter-related

sentences, NOT BY SEPARATE SENTENCES. So while

sentence-level analysis is still important, it is not

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44

Why do we, teachers, need

to analyze a text?

Because we have to help our students to develop their ability to

read more efficiently. By analyzing a text, we can develop

relevant exercises to support the development of their efficient

reading ability. The exercises should guide them to go from the

overall meaning of the text, its function and aim, and then to the

specific ideas.

“By starting with longer units (

than sentences

) and by

considering the layout of the text, the accompanying

photographs or diagrams, the number of paragraphs, etc., the

students can be encouraged to anticipate what they are to find in

the text. This is essential in order to develop their skills of

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45

What type of exercises can be created?

Grellet (1981) has mapped the types of

exercises, of which some are related to

textual competence:

•

Reading techniques

-

How the aim is conveyed

-

Understanding meaning

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46

Reading Comprehension

Exercise-Types

Reading

techniques

1. Sensitizing

a. Inference: through context Inference thr. Word formation b. Understanding relations within the sentence

c. Linking sentences and ideas: reference

Linking sentences and ideas: link-words

2. Improving reading speed 3. From skimming to scanning a. Predicting

b. Previewing c. Anticipation d. Skimming e. Scanning

How the Aim is conveyed

1. Aim and Function of the text

a. Function of the text

b. Functions within the text

2. Organization of the text: different thematic patterns

a. Main idea and supporting details b. Chronological sequence

c. Description

d. Analogy and contrast e. Classification

f. Argumentative and logical organization

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47

Understanding meaning

1. Non-linguistic response to the text

a. Ordering a sequence of pictures

b. Comparing texts and pictures

c. Matching

d. Using illustrations

e. Completing a document

f. Mapping it out

g. Using the information in the text

h. Jigsaw reading

Assessing the text

1. Fact vs. opinion

2. Writer’s

intention

2. Linguistic response to the text

a. Reorganizing the information:

reordering events

Reorganizing the information:

using grids

b. Comparing several texts d. Question-types

c. Completing a document e. Study skills:

summarizing

Study skills: note-taking

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48

Reading is a constant process of guessing, and

what one brings to the text is often more

important than what one finds in it. This is why,

from the very beginning, the students should be

taught to use what they know to understand

unknown elements, whether these are ideas or

simple words. This is best achieved through a

global approach to the text.

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49

Study of the

Layout: title,

length,

pictures,

typeface, of

the text

Making

hypotheses

about the

content and

function

+

Anticipation of where

to look for

confirmation of these

hypotheses according

to what one knows of

such text types

Second

reading

For more

detail

Further

prediction

Confirmation

or revision of

one’s

guesses

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50

Reading involves a variety of skills. (

See Munby’s list,

1981

), which can be developed through several

types of exercises, with the functions

:

1.

To clarify the organization of the passage (text).

In this

case, the questions an be about:

- the function of the text

- the general organization

- the rhetorical organization

- the cohesive devices

- the intra-sentential relations (e.g. derivation,

morphology, hyponymy)

2. To clarify the content of the passage. In this

case the questions can be about:

- plain fact (direct reference)

- implied fact (inference)

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51

Being aware of the function of a text is a prerequisite for

understanding it. Students should therefore be

encouraged to find out the function of a new text they

have to understand. The origin of the document, its

presentation and layout are usually very helpful in

determining its function.

Functions of the text include:

•

persuasion

•

warning

•

Giving information

•

giving directions

•

Invitation

•

Request

•

Encouraging

•

Entertaining

•

Giving arguments

Functions within the text

include

:

•

Demand for evidence

•

Agreement

•

Farewell

•

Asking for information

•

Greeting

•

Evidence (explanation)

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52

Text organizations include:

-

Building the text around a main idea (

e.g. in newspaper

articles and in fact in the paragraphs of all kind of texts

)

-

chronological sequence

-

description

-

Analogy and contrast

-

Classification

-

Argumentative and logical organization

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53

Skills involved in recognizing the main idea and

supporting details:

-

Recognize the technique used by the writer

-

Understand relations between parts of a text

-

Distinguish the main idea from supporting details

-

Recognize indicators in discourse

-

Distinguish the main points of the text

Recognizing the chronological sequence involves the

skills to:

-

Extract selectively relevant points from the text

-

Understand relations between parts of a text

Recognizing a description involves the skills to:

-

Extract selectively relevant points from a text

(54)

54

Organizing A DESCRIPTION

- General to specific - Down



up

- Specific to General - outside



inside

- Up



down

- inside



outside

Understanding analogy and contrast involves the

skills to understand relations between parts of a text.

(55)

55

Understanding analogy and contrast involves the skills

to understand relations between parts of a text.

This can be developed by asking Ss to:

-

complete a diagram based on the text

-

make a diagram based on the text

Understanding argumentative and logical

organization involves the skills to:

-

Understand the comm

ve

value of sentences

-

Understand more or less explicitly stated

information

-

Understand relations between parts of the

(56)

56

Understanding Classification requires the skills to

understand relations between parts of a text, which

can be depicted in a diagram or a flow chart.

Understanding Classification requires the skills to

understand relations between parts of a text, which

can be depicted in a diagram or a flow chart.

(57)

57

Students’ minds &

feelings are in

the real world

Back to real

life

A

B

C

D

E

(58)

58

A. Warm Up:

- What will you do to attract Ss’ attention?

- What will you do to direct Ss’ minds and

hearts towards the focus of the lesson?

- What will you do to motivate Ss to learn

to

acquire the communicative competency

useful for their life?

B. Content Focus:

-

What will you do to help Ss to

comprehend

the meanings expressed in the input text?

(general information, specific information,

detailed information, function of the text,

organization of the text, the writer’s

(59)

59

C. Language focus:

What will you do to help Ss to

understand

the language forms used to express the

meanings in the text? (structures,

pronunciation, spelling, mechanics)

D. Communication focus:

What will you do to help Ss learn to use the

language forms just learned for

communication? (through communicative

activities, ranging from guided

gap activities to free information gap

(60)

60

E. Closing:

- What will you to help Ss to grasp the

summary of the lesson?

- What will you do to make Ss aware of the

usefulness of the skills already learned

for accomplishing real life

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61

DEVIANT UTTERANCE

1. Type

lexical, phon., gram.,

disc., prag., socioling.

3. Linguistic complexity

intricate & involved or easy to explain/deal with

5. Mistake or Error

10. Teacher style direct or indirect

interventionist, laissez-faire

8. Pedagogical focus

immediate task goals, L. objectives, course goals/purposes

6. Learner’s Aff. State

language ego fragility, anxiety, confidence, receptiveness

4. Local or Global

2. Source

L1, L2, t-induced,

other Ss, outside L2 input, A/V/print/E. media

7. Learner’s ling. state

emergent, presystematic, systematic, postsystematic 9. Communicative context conversational flow factors,

indiv., group, or whole-class work, S-S or S-T exchange

(62)

62

Teachers should not involve their

students in analyzing the text

.

Instead,

they should choose from

available sources or develop

exercises which can help students

understand

: (a) the functions of the

texts; (b) how the texts have been

from it (general, specific, and

detailed)

A book entitled “Developing Reading

Skills” by F. Grellet is strongly

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26/03/07

ways of utilizing

resources (time,

energy, money, mental

strength)

(64)

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26/03/07

Money

A

Self achievement

Dedication to the nation

Dedication to God the Almighty

W

O

R

L

D

B

C

H

E

R

E

A

F

T

E

R

(65)

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26/03/07

ORIENTATION D

LIFELONG SUSTAINABLE

INTRINSIC MOTIVATION TO

SELF-IMPROVE

(66)

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26/03/07

References:

Bachman, L.F. (1990). Fundamental Concepts of Language Testing. New York: OUP. Brown, H.D. (2000). Principles of Language Learning and Teaching. Cambridge: CUP.

Brown, H.D. (2001). Teaching by Principles. Cambridge: CUP.

Brown, G. & Yule, G. (1983). Discourse Analysis. Cambridge: CUP Grellet, F (1981). Developing Reading Skills. Cambridge: CUP.

Munby, J. (1981). Communicative Syllabus Design. Cambridge: CUP.

Nunan, D. (1999). Second Language Teaching & Learning. Boston: Heinle & Heinle Publishers.