Developing Resources for Teaching-complete

DEVELOPING RESOURCES FOR

TEACHINGLecturer : Mdm. Jayanthi Mala D/O Marimuthu

Presenter: Siti Hajar Bt. Zaid @ SahidSiti Nabihah Bt. Mustaffa

Nur Azimah Bt. Md. Salleh

TSL 3111- DEVELOPING & USING RESOURCES FOR THE PRIMARY ESL CLASSROOM

BIG BOOK

READING

Pre-reading: Teacher could attract student’s interest for subject by :

Accessing prior knowledgePredicting the storyline (book cover)eg : a) illustration

b) tittleIntroduce unfamiliar vocabulary

While-reading (Beginner) : focus on the reading techniques.

eg : I. use of pointing to aid

visual tracking (left to right, top to bottom)

II. Use of visuals to bring meaning to the text.

I. Choral repetition of sounds,words, sentences and refrains

II. Reading for understanding and comprehension questioning.

Post-reading - include variety of response tasks including :

I. DiscussionII. Comprehension activitiesIII. Writing IV. Drama projects

SEM 6\TSL 3111\Teaching with Shared Reading of a Big Book - YouTube.mp4

Reading is interpretative communication and as such needs to be done for a purpose, as

a tool within a familiar and meaning-based context (Curtain and Dahlberg,2004)

Vocabulary

Adapt the big book or create your own.One that have the content knowledge that you want to

teachEg : I. Change the vocabulary to the list of words that you

want to teach.II. Change the storyline ,to make ensure that the list of

words you are going to teach fit into the story.III. Use visuals,contextual cues,gestures and etc to explain the meaning of the words.

• SEM 6\TSL 3111\Making a Big Book in LAE3314 - YouTube.flv

• Use- WH question to gauge students understanding over the newly learned vocabulary.

• Create vocabulary cards (visual) for this story.

• Have students to add vocabulary to their dictionaries.

LISTENING & SPEAKING

• Theme should be fit easily into your activity.• Introduction : Invite students to look at the

front and back covers of the book.I. Ask them –Wh question based from the front

and back book coverII. Teacher may jot down students response on

the blackboard.

Invite students to express their personal reaction to the book.

eg : I. Did they like the story?II. What was their favourite part or illustration?III. Did the story remind them of another one?IV. Students learn how to respond appropriately

to different types of questions.

Further activity : • Role play activity • Dialogue (give situation)• Describing the pictures

(teacher make flow chart using pictures based from the story)

• Puppet• Character acting

Chart

CHART

• Combination of pictorial, graphic, numerical or vertical material which presents a clear visual summary.

•   A visual symbol summarizing or comparing or contrasting or performing other helpful services in explaining subject-matter_Edgar Dale

• The main function : to show relationships such as comparisons, relative amounts, developments, processes, classification and organization.

GRAMMAR• Teacher use chart to teach

common contraction in everyday use.

• Further activities can be developed into :

I. Writing simple sentences based on picture cues.

II. Identifying correct form of contraction in a sentence.

SOUND SYSTEM

• Teacher uses chart to teach the initia , medial or final sound .

SPEAKING

• Students draw these circles on a piece of paper and think about the things they like and do not in each circle.

• Students sit in pairs and interview each other about their life circles.

WRITING

• Instead on an interview, the students can write paragraph about their life circles.

• Teacher can change the topic and the name of each circle accordingly to the topic of the day.

eg : World of Knowledge (Getting Connected)-Different kinds of means for communication

GRAMMAR

• Make a big star shape using a mounting board (could also draw on the board) and write five sense around it.

• Tell students to brainstorm some memorable events related to the senses.

• Let them write simple sentences of each event that they have listed. (production stage)

Multimedia

DEFINITION OF MULTIMEDIA

• Multimedia includes a combination of text, audio, still images, animation, video, or interactivity content forms.

• This contrasts with media that use only rudimentary computer displays such as text-only or traditional forms of printed or hand-produced material.

Word processor

• Is an electronic device or a computer application software that performs word processing:

I. the compositionII. editing III. formatting IV. printing of any sort of written material.

http://en.wikipedia.org/wiki/Word_processor

• Typical features of a word processor :

I. font applicationII. spell checking III. grammar checkingIV. a built-in thesaurusV. automatic text

correction

LANGUAGE ART

• Teacher divides students in several small groups and asks them to sit in their group.

• Let the students discuss the elements of literature in a short story that they have just learned before.

WRITING

• Provide wide range of writing-based language practice,including micro-level activities such as :

eg : Punctuating,ordering,rewording.I. Teacher gives every students a picture cues

or skeleton .II. A pair of students will work on one computer

to compose their writing task.

• Students then transfer the information into graphic organizer using word processor

• Students present their graphic organizer to the whole class.

BOARD[White BOARD]

Teaching Vocabulary [Reading]• Year - 1 Kssr• Theme – World of Knowledge• Topic – Animals around us• Content – Vocabulary• Integration - Reading• Learning Standard – 2.2.1 Able to read and apply word recognition and word attack skills by matching words with: a) graphics • Resources – White board, vocabulary word cards, pictures.

ACTIVITIES:

1- Teacher paste 5 pictures of animals on the board. 2-Teacher asks students randomly to pick up the vocabulary word cards and place it under the correct picture.3-The student read aloud the word and the rest of the class follows. 4.The activity continues with the rest of the students.

TEACHING WRITING

• Year - 2 Kssr• Theme - World of Knowledge• Topic – Animals around us• Content – Vocabulary• Learning Standard - 3.2.2 Able to write simple sentences with guidance. • Resources - Vocabulary word cards , definition word cards,

whiteboard.

ACTIVITIES:

1- Teacher paste 5 vocabulary word cards on the white board. 2-Teacher asks students one by one to pick up a definition word cards and place it under the correct word.3-The student says the word and its definition .4-The student create his/her own sentences based on the vocabularies introduced on the whiteboard.5-Teacher will correct at the end of activity.

PUPPET

WHY USE PUPPETS?

To Enrich Story TimeUsing puppets during story

time can be a great way to get young children involved in story time. Not only does

using a puppet capture their attention, it is also a great way to make the story come alive.

http://voices.yahoo.com/five-ways-puppets-preschool-classroom-8536647.html

TEACHING LANGUAGE ARTS [STORY TIME]

• Year - 3 Kssr• Theme - World of Stories• Topic - The little red riding hood• Skills – Language Arts• Learning Standard – 4.2.1 : Able to respond to

(a) characters (b) place with guidance.• Resources – Puppet and storybook.

Activity: Story time with The Puppet1. Teacher starts the lesson by introducing the puppet as the

teacher’s partner.2. Teacher tells the story about “the little red riding hood”.3. During the story, teacher make the puppet to comment on what

is happening in the story.4. Teacher also ask the children questions about the story. - “Who is the character of the story?” - “Why the woodcutter cut the fox?” - “Where is Little Red Riding Hood going to?” *The puppet can also answers just like the students.

5. Teacher let the puppet to ask the students on what they think will happen next.6. Teacher and puppet finishes the story until the end.

TEACHING GRAMMAR

• Year - 3 Kssr• Theme - World of Knowledge• Topic - Where is the fruit?• Content - Grammar-preposition• Learning Standard - 5.1.5 Able to use prepositions

correctly and appropriately: (a) in (c) under (e) in front of (f ) behind

• Resources - Puppet, box and fruits(apple, banana, orange)

• Activities: Fruity Prepositions with Pippo the Puppet

1) Teacher starts the lesson by introducing the puppet as the teacher’s friend.

2) Teacher places the fruits anywhere in the class.

3) Teacher gives the puppet instructions to carry out.

-“Can you show the children a banana, please?” (Pippo picks out and holds up the banana for the children to see) - “Very good Pippo.”

4) Teacher get the children to repeat the word and use lots of applause of encouragement both for Pippo and the children. *teacher repeats this step to introduce all the fruits.

5) Teacher give Pippo instructions again. -“Pippo can you put the apple on the box please?” *teacher repeats this step to introduce all the prepositions.

6) Teacher make Pippo do mistakes and get the children to correct him.http://esldramagames.com/2011/02/23/fruity-prepositions-with-pippo-the-puppet/

MASKS

HOT SEAT MASKSWhat is Hot Seating?

• A character is questioned by the group about his or her background, behaviour and motivation.

• The method may be used for developing a role in the drama lesson.

• The technique is additionally useful for developing questioning skills with the rest of the group.

http://dramaresource.com/strategies/hot-seating

TEACHING LANGUAGE ARTS [LISTENING & SPEAKING]

• Year - 3 Kssr• Theme – World of stories• Topic – the little red riding hood• Skills – listening and speaking• Learning Standard - 1.3.1 Able to listen to and demonstrate understanding of oral texts by: (a) asking simple Wh-Questions (b) answering simple Wh-Questions• Resources – Story book, masks, chairs

ACTIVITIES:

1) Teacher reads and students listen to the story.2) To tests their understanding, teacher divides students into

groups of 2-3 and do the hot seat activity.3) Each groups are given a scenario in the story. -1 student will be the one being asked and wears mask. -The other group members will ask the question.4) Teacher guides on preparing the activity.5) Groups are called according to the sequence of the stories and perform in front of the class.

http://dramaresource.com/strategies/hot-seating

TEACHING LANGUAGE ARTS[READING]

• Year - 3• Theme - World of Stories• Topic – Goldilocks and The Three Bears• Skills - Reading• Learning Standard –2.3.1 Able to read for information and enjoyment with guidance: (b) non- fiction• Resources – Masks, storybook.

ACTIVITIES:1. Teacher reads a short story to the students.2. Teacher divides students into groups.3. Every groups will be given a short role play

dialogue.4. Teacher provides masks for every

character in the group.5. Students are given time to practice the

dialogue with the teacher. 6. Teacher emphasizes on reading with

action to students. 7. The students need to read the dialogue

they practiced earlier in front of the class.8. The group will be called according to the

sequence of the story.9. Teacher announce the best group

performance.http://iteslj.org/Techniques/Huang-RolePlay.html

SLIDES

• Powerpoint slides can be used to teach various skills in the classroom.

• It gives advantages to students who are visual learners and assist them in learning since slides can be used to explain something abstract in the visual form.

READING-STORYTELLING

• Draft the narrative. Don’t start by opening PowerPoint. Think about the narrative first. What’s your title? What stories are you going to tell? What are the key messages? Answer these questions on a notepad.

• Compile photos and images. Compile the photos that you will use to support the narrative . The brain responds more favorably to faces than it does to abstract images.

• Create video clips. While you’re creating the content in step one, think about existing videos you can insert or develop your own.

• Storyboard the slides. In this step, begin to visualize your deck. Use a notebook, sketchpad or whiteboard.

• Create the presentation. Now you can open PowerPoint and begin transferring the narrative, content, video, images and sketches to the actual slides.

• Rehearse the entire presentation. If you’re delivering a new presentation,practice it ten times before delivering it for real. By the 10th time, you’ll have it nailed.

Once upon a time a old woman and a old man lived in a cottage. One day the little old woman made a gingerbread man. She put him in the oven to bake. As soon as he was cooked, the little old woman opened the oven door. The gingerbread man jumped out of the tin and ran out of the open window shouting, 'Don't eat me!'

The Gingerbread Man

The old woman and old man ran after the gingerbread man.He ran on saying,'Run, run as fast as you can! You can't catch me, I'm the gingerbread man!'

• Slides can be used to teach grammar.• Putting up pictures can arouse interest,

stimulate interaction and helps students see places, people and events and bring to life situation which would be abstract and difficult to explain in words (Nesamalar, 2005)

GRAMMARPresentation

HE IS RUNNING

Verbs

SHE IS PLAYING GUITAR

Grammar -preposition

VOCABULARY-FLASHCARDS

• Concrete items of vocabulary such as animals can be effectively taught using visual technique (Nesamalar, 2005)

• Using a flashcards in the form of powerpoint will give advantages to teacher and students since it is editable, more colourful and attractive.

SHARK

RABBIT

AUDIOBenefits of using audio in classroom

• Auditory Learners Are Engaged• Helps better memorization• Increase participation

LISTENING AND SPEAKING-Songs

• They allow for lots of repetition of the language without kids getting bored.

• Integration of pronunciation, intonation, stress and rhythm can be achieved

• They cover the same topics as they kids are covering in the English lessons and other classes: animals (Old Macdonald), body parts (hokey pokey)

• Old MacDonald Had a Farm - Nursery Rhymes - YouTube2_mpeg2video.mpg

LISTENING AND SPEAKING-Stories

• The purpose of listening to story is to derive pleasure and get moral education instead of listening to the pronunciation.

• Suggested activities :– Retell the story in their own words– Draw a picture of the main character/setting of the story

– The Whale Who Ate Everything Children's Audio Books - YouTube_mpeg2video.mpg

LISTENING AND SPEAKING-News

• News is an authentic source for listening • Pupils will be able to have the real life experience

in learning• It is used to recognize details.

• Suggested activity : – Fill in the blank with the correct answer

– G:\resource\classroom_worksheet_-__news.pdf

INTERACTIVE WHITEBOARD

• An interactive whiteboard (IWB), is a large interactive display that connects to a computer. A projector projects the computer's desktop onto the board's surface where users control the computer using a pen, finger, or other device. The board is typically mounted to a wall or floor stand.

Interactive Whiteboards

ADVANTAGES• They allow learners to

absorb information more easily.

• They allow learners to participate in group discussions by freeing them from note-taking.

• They allow learners to work collaborativelyaround a shared task or work area.

DISADVANTAGES

• Interactive whiteboards are more expensive than conventional whiteboards or projector

• Their surface can become damaged, necessitating expensive replacement.

• Fixed-height boards are often mounted too high for users to reach the top of or too low to be readily visible by all users.