Goals and Syllabus

8/7/2019 Goals and Syllabus

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Goals and Syllabus

Dewanti

Dian Apriliani

Efi RokhayantiNovida Fatma Dewita

Priskila Shendy Hartanti



Listening and Speaking

Some spects of teaching listening and speaking

that require independent attention :

Such as ;

� How we ensure the children get enough active

listening practice

� How we integrate functional and grammatical

patterns.



Listening Activities

It is important for children to listen to as much

English of an appropriate level as possible.

If the level is too difficult, the children may lose

confidence and positivity




It is much more important to give them listeningpractice to do between lessons on a regular

day.

We can encorage the children and their parentsto play tapes in the car or at home,

orencorage the children to watch videos or use

English computer software




Listening outside the classroom is

possible will partly depend on the

financial and social condition of achilds family and

how much time she can devote to

English.



Listening First?

One of the arguments often

made :

Babies hear new items of their

native language first, say

them next, and read and write

them some time later.



Listening First?

Facts in some Occasion :

Native speakers who are of elementary schoolage do not always come across ne language

items by hearing them first.

They may read them first, and when they dohear them first, they may say them soon

afterwards.



Listening First?

Another fact :

In some occasion, the children first

read new words or sentences that

are phonically regular, sound them

out, and may not hear them until

afterwards





T echniques in Lestening

�Comprehension and

Communication� Dictation

� Stories

� TPR



C omprehension and C ommunication

At any point in their learning of English, childrencan comprehend more than they can use

communicatively.

There is a comprehension zone beyond theircurrent communication level that contains words,

patterns, and chunks of language that they

understand, but have not yet internalized deeplyenough to be able to produce actively and

flexibly.



Dictation

a test in which a piece of writing is

dictated to students learning a

foreign language, to test their abilityto hear and write the language

correctly

(CAMBRIDGE ALD : 2008)



Dictation

Dictation exercises are very

important, particularly fordeveloping the childrens

awareness of phonicsounds.



Stories

If the children have more than one or two

lessons a week, stories can be a wonderful

way to supplement a course

When stories are used for listening practice, we

can memorize a story and tell it to them, read

it or play it on a tape.



Stories

It usuallu ends up being too teacher-centered

I

f we are careful to involve the children as muchas possible, we can enrich their experience of English.

We can make them explore English forthemeselves, esp. if we make the story into akind of puzzle, and do not give explanations.



T otal Physical Response ( T PR)

An example of TPR is for teachers to give

instructions in English first combined

with actions.

The children show understanding by

following the instructions without speak



Many teachers in Asian EFL

classroom quite understand that

TPR doesnt give oppurtunities

for children to speak, so they

modify it or just use it forparticular language target.

T otal Physical Response ( T PR)



Speaking

The children can listen to English at home,

read English at hme, and even write

English at home, but most of them havefew oppurtinities to speak English at

home.

Children need to practice, practice and

practice



Speaking

If a class is large, we need to

devide it up into pairs and groups

so that each individual child will

be able to speak more, and in all

classess the children need to playgames where thay speak English

a lot



Should children and we only speak

English?

It is best to establish the

rule that only English isallowed, and then relax

the rule for specialsituations.



English across the curriculum



Why make cross-curricular links?

� Has potential of creating a learning

environment

�

Factor:a. The teacher : their language level,

confidence, innovations, and knowldge

b. The students : age and interest, linguistic,conceptual level, motivation and familiarity

c. The learning teaching concept



Starting points for cross-curricular work

� Topics

� Issues : Socio-cultural, cultural practices,

stereotyping, cross-cultural tolerance,environment

� Skills and strategies : measuring, word

processing, using internet

� Resources : Maths, Nature, Science,



Topics and issues

� Mathematics

� Science

� History

� Geography

� Cultural studies

� Art and craft

� Using topic web



Language and learning skills and

strategies

� Observing object, actions, and processes

� Memorizing objects, action and processes

�Carrying out actions, analysing, andexperimenting

� Seeing patterns and connections

�Interpreting te symbolic representation of information



Language and learning skills and

strategies

� Interpeting the meaning of texts and visuals

� Reflecting on and evaluating actions and

learning� Developing language awareness



Resources

� Subject books in English

� Website

a. www.bbc.co.ukb. Britishcouncil



Problems and questions

Topic overlap and overskill

Relationship between learning facts orlearning language

The balance between a product-focused

approach or process-focused approach

Finding resouces



What skills do teacher need for cross-

curricular work?

Linking old knowledge with the new

Catering for learning styles



Activities for useful investigations

Predicting, counting

Measuring area

Measuring and comparing

length and weight

Goals and Syllabus

Documents