Program Map Unit 8
Subject : English
Code :
Credits : 3
Lecturer*) :
University*) : Universitas Muhammadiyah Malang
URL e-learning Address**): bingpgsdumm.blogspot.com
Standard Competency : The teachers will be exposed to practical tips on how to use language
Basic Competencies :
1. Students are able to identify the principles of teaching English to young leraners.
2. Students are able to identify the principles of teaching each language skill for young learners using various media.
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Rabu, 19 Oktober 2011
(1. General characteristics of Young Learners) 1. Young Learners Characteristics
Young learners are the learners between five to ten (Scott and Ytreberg, 1990). Five to seven year olds are in level one of beginner stage and eight to ten year olds are in level two of beginner stage. In level two the children may have been learning the foreign language. Scott and Ytreberg (1990) continues that in teaching English to young learners, words are not enough. The children will be more benefited by the involvement of movement and senses.
Click here for complete materials.
Click here for complete materials.
(1. General characteristics of Young Learners) 2. Classroom Atmosphere and Management
We are all affected by the environment. It affects how we feel, how comfortable we are, how comfortable we are, how we relate to others, and how sucessfully we accomplish what we set out to do. In learning, both children and adults are affected by the environment. Of course, environment here means the classroom. That is the reason why classroom must be the environment where the learners are happy to study. Are your students happy being in your class? What do you understand about classroom atmosphere and management? The folowing explanation gives you insight about classroom atmosphere and management.
Classroom atmosphere is related to the conditon that support the students’ learning. In classrooms for young learners, atmosphere which links the learning materials and real life is important. It includes the seating arrangement, classroom arragement including decoration arragement, and classroom members interaction. In EYL classroom, seating arragement must be made based on the skills. For listening class, teathre seating arrangement is appropriate because it give similar opportunity to the students to get what they have listened. Besides, it is also appropriate for the other skill-writing-because the students need to concentrate to the paper and pencil in front of them without comprehensive discussion with friends. Meanwhile, U-shape is appropriate for speaking and reading class. It is appropriate for those two skills because they need to have discussion. Because the students and teachers can see each other, they can listen every information clearly. To know different seating arrangement, check this seating arrangement. The other way to set a class for young learners is using circle time in class.
Meanwhile, classroom management is related to the process how the teacher conduct the lesson smoothly with the students cooperation. It includes how to motivate the students to learn and how to discipline them. If English is the foreign language for young learners, the teacher need to motivate the students in learning English so that they will easily learn English. Once children feel secure and content in the classroom, they can be encouraged to become independent and adventurous in the learning of the language. Furthermore, disciplining the students in EYL class can be done by doing daily routines. The students understand their roles if they are conditioned with daily routines. In these routines, the students are drilled to use language without any burden.
Classroom atmosphere is related to the conditon that support the students’ learning. In classrooms for young learners, atmosphere which links the learning materials and real life is important. It includes the seating arrangement, classroom arragement including decoration arragement, and classroom members interaction. In EYL classroom, seating arragement must be made based on the skills. For listening class, teathre seating arrangement is appropriate because it give similar opportunity to the students to get what they have listened. Besides, it is also appropriate for the other skill-writing-because the students need to concentrate to the paper and pencil in front of them without comprehensive discussion with friends. Meanwhile, U-shape is appropriate for speaking and reading class. It is appropriate for those two skills because they need to have discussion. Because the students and teachers can see each other, they can listen every information clearly. To know different seating arrangement, check this seating arrangement. The other way to set a class for young learners is using circle time in class.
Meanwhile, classroom management is related to the process how the teacher conduct the lesson smoothly with the students cooperation. It includes how to motivate the students to learn and how to discipline them. If English is the foreign language for young learners, the teacher need to motivate the students in learning English so that they will easily learn English. Once children feel secure and content in the classroom, they can be encouraged to become independent and adventurous in the learning of the language. Furthermore, disciplining the students in EYL class can be done by doing daily routines. The students understand their roles if they are conditioned with daily routines. In these routines, the students are drilled to use language without any burden.
(1. General characteristics of Young Learners) 3. simulation
After understanding the theory of applying circle time in teaching English to young learners, please plan a circle time with My Feelings.
(2. Classroom Language) 1. Young Learners Language Development
Young learners are the learners between five to ten (Scott and Ytreberg, 1990). Five to seven year olds are in level one of beginner stage and eight to ten year olds are in level two of beginner stage. In level two the children may have been learning the foreign language.
What the children can do at their own level (between five to seven years old)?
• They can talk about what they are doing.
• They can tell you about what they have done or heard.
• They can plan activities.
• They can argue for something and tell you why they think what they think.
• They can use logical reasoning.
• They can use their vivid imaginations.
• They can use a wide range of intonation patterns in their mother tongue.
• They can understand direct human interaction.
What the children can do at their own level (between eight to ten years old)?
• They can tell the difference between fact and fiction.
• They ask questions all the time.
• They relate language and action to understand meaning.
• They can decide their own learning.
• The can say what they like and don’t like doing.
• The start to ask the teacher decision.
• They like work with others and learn from others.
• They are competent users of mother language.
Furthermore, Oesterreich notes some children language development by the time they start their school as follows.
■ Age 5 to 6
Typical language skills
1. Speaks with correct grammar and word form.
2. Expresses self in pretend play.
3. Writes first name, some letters, and numbers.
4. Reads simple words.
Nurture the child’s language skills
1. Read books with children everyday.
2. Encourage pretend play. Help children create properties from old sheets, cardboard box, and household items. Sho children how label their creations with simple signs like “Shoe Store” or “Tickets.”
3. Encourage children to put on simple plays and shows.
4. Let children help you sort something and cut ads out of the newspaper.
5. Ask the children to help you locate and find grocry items in the grocery store.
6. Check how many store signs recognized by the children.
Try songs and fingerplays
Songs and fingerplays are always interesting to children. Some familiar songs for parents and teachers can be used in their foreign language learning such as “Hokey Pokey”, “Farmer in the Dell”, “If You’re Happy and You Know It”, “Old MacDonald Had a Farm”, and “Five Little Monkeys”. Furthermore, children also delight in fingerplays such as “Two Little Blackbirds”, “One Little Finger”, and “Itsy Bitsy Spider”.
What the children can do at their own level (between five to seven years old)?
• They can talk about what they are doing.
• They can tell you about what they have done or heard.
• They can plan activities.
• They can argue for something and tell you why they think what they think.
• They can use logical reasoning.
• They can use their vivid imaginations.
• They can use a wide range of intonation patterns in their mother tongue.
• They can understand direct human interaction.
What the children can do at their own level (between eight to ten years old)?
• They can tell the difference between fact and fiction.
• They ask questions all the time.
• They relate language and action to understand meaning.
• They can decide their own learning.
• The can say what they like and don’t like doing.
• The start to ask the teacher decision.
• They like work with others and learn from others.
• They are competent users of mother language.
Furthermore, Oesterreich notes some children language development by the time they start their school as follows.
■ Age 5 to 6
Typical language skills
1. Speaks with correct grammar and word form.
2. Expresses self in pretend play.
3. Writes first name, some letters, and numbers.
4. Reads simple words.
Nurture the child’s language skills
1. Read books with children everyday.
2. Encourage pretend play. Help children create properties from old sheets, cardboard box, and household items. Sho children how label their creations with simple signs like “Shoe Store” or “Tickets.”
3. Encourage children to put on simple plays and shows.
4. Let children help you sort something and cut ads out of the newspaper.
5. Ask the children to help you locate and find grocry items in the grocery store.
6. Check how many store signs recognized by the children.
Try songs and fingerplays
Songs and fingerplays are always interesting to children. Some familiar songs for parents and teachers can be used in their foreign language learning such as “Hokey Pokey”, “Farmer in the Dell”, “If You’re Happy and You Know It”, “Old MacDonald Had a Farm”, and “Five Little Monkeys”. Furthermore, children also delight in fingerplays such as “Two Little Blackbirds”, “One Little Finger”, and “Itsy Bitsy Spider”.
(2. Classroom Language) 2. Words and Movement
The following conversations are conversations in the classroom. Pay attention to them.
Conversation 1
Pupil 1 : Can I borrow your pencil, please?
Pupil 2 : Yes
Pupil 1 : Thanks
Conversation 2
Teacher : What is this called in English? Anyone know? Guess Juan, do you know?
Juan : Sorry, I don’t know.
Teacher : Okay. Well, it’s called jam.
Conversation 3
Pupil : Can I have a pair of scissors, please?
Teacher : Of course. You know where they are – in the cupboard
Pupil : Thank You.
Conversation 4
Pupil 1 : Whose turn is it to get the books?
Pupil 2 : Elvira’s
Pupil 1 : Your turn Elvira.
Elvira :Okay.
From the conversations we can notice some common expressions used between the teacher-pupil, pupil-teacher, pupil-pupil. To make the conversation in class effective some short and clear expressions are commonly used. Teacher and students can make used of cards containing of common expressions used in a class. The following is the example:
The following are the example of classroom language:
Opening
Good morning everyone.
Who is absent today?
Let’s pray together.
Why were you late?
Main Activities
Repeat after me.
Excellent!/That’s very good!/Well done!
Photosynthesis can be seen in …
Raining is the example of …
Do you understand what I mean?
Get into groups of three.
Any suggestions?
Closing
Time is over.
To sum up, I can say that today we talk about …
Let’s pray together.
Furthermore, students will be easily use and memorize the vocabulary and expressions used in English if there is the balance use of words and movements. For example, instead of yelling to the grade 1students to quiet for starting the class, the teacher can use clap and chant “Good Morning”. Some other chants can be used by the teacher and students in understanding the vocabulary related to the lesson, such as “I’m Happy” for emotions and “If I were” for occupations or ideas. Check the chants, and act them out. See the example of those chants. The other way to attract students attention is moving along music and song. “If You’re Happy and You Know It” is one of children songs that can be used in starting the class for warming up.
To see the activities which relate words and movements in the class, click here.
Conversation 1
Pupil 1 : Can I borrow your pencil, please?
Pupil 2 : Yes
Pupil 1 : Thanks
Conversation 2
Teacher : What is this called in English? Anyone know? Guess Juan, do you know?
Juan : Sorry, I don’t know.
Teacher : Okay. Well, it’s called jam.
Conversation 3
Pupil : Can I have a pair of scissors, please?
Teacher : Of course. You know where they are – in the cupboard
Pupil : Thank You.
Conversation 4
Pupil 1 : Whose turn is it to get the books?
Pupil 2 : Elvira’s
Pupil 1 : Your turn Elvira.
Elvira :Okay.
From the conversations we can notice some common expressions used between the teacher-pupil, pupil-teacher, pupil-pupil. To make the conversation in class effective some short and clear expressions are commonly used. Teacher and students can make used of cards containing of common expressions used in a class. The following is the example:
The following are the example of classroom language:
Opening
Good morning everyone.
Who is absent today?
Let’s pray together.
Why were you late?
Main Activities
Repeat after me.
Excellent!/That’s very good!/Well done!
Photosynthesis can be seen in …
Raining is the example of …
Do you understand what I mean?
Get into groups of three.
Any suggestions?
Closing
Time is over.
To sum up, I can say that today we talk about …
Let’s pray together.
Furthermore, students will be easily use and memorize the vocabulary and expressions used in English if there is the balance use of words and movements. For example, instead of yelling to the grade 1students to quiet for starting the class, the teacher can use clap and chant “Good Morning”. Some other chants can be used by the teacher and students in understanding the vocabulary related to the lesson, such as “I’m Happy” for emotions and “If I were” for occupations or ideas. Check the chants, and act them out. See the example of those chants. The other way to attract students attention is moving along music and song. “If You’re Happy and You Know It” is one of children songs that can be used in starting the class for warming up.
To see the activities which relate words and movements in the class, click here.
(2. Classroom Language) 3.Quiz on Classroom Language
Today you are going to teach your students about My School. Please use classroom language which consist of opening, main activity, and closing.
Opening:
-
-
-
-
Main Activities:
-
-
-
-
Closing:
-
-
-
-
Opening:
-
-
-
-
Main Activities:
-
-
-
-
Closing:
-
-
-
-
(3. Instructional media in teaching) 1. Using Gouin Series in Making Instructional Media
Gouin Series is a strategy to put the actions with the same person and tense throughout into six to eight short statements describing a sequence of actions with specific context, such as cooking a meal, using a library, and also making crafts for instructional media. The following series are materials to make crafts for instructional media.
1. Playdough
Materials:
1 cup of flour
½ cup salt
¼ cup water with food coloring
5 tablespoons cooking oil
How to make it:
Mix all ingredients together and then knead the dough. Store in plastic bag.
Using Gouin Series in making playdough:
1. I prepare all the materials.
2. I prepare all the supporting items.
3. I put 1 cup of flour into the bowl.
4. I add it with ½ cup of salt
5. I pour ¼ cup of water with food coloring
6. I pour 5 tablespoons of cooking oil
7. I knead the dough
8. I store the playdough in a plastic bag.
2. Paperbag Puppet
Materials:
• Paper bags
• Scraps of construction paper
• Glue
• Scissors
• Markers or crayons
• Optional - googly eyes, pipe cleaners for whiskers
How to make it:
1. Fold the two square edges of a paper bag to form the animal's head.
2. Cut out ears, eyes, and a nose. Glue them to the raccoon's face. Cut out ears, eyes, a nose, and a tongue. Glue the tongue inside the mouth. Glue the eyes, nose, and ears to the dog's face. Cut out ears, eyes, and paws. Glue them to the bear. Using a black crayon or marker, draw a nose and mouth. Cut out tiny claws and glue then to the paws.
Using Gouin Series to Make Papperbag Puppet:
1. I prepare all materials.
2. I take the paperbag.
3. I Fold the two square edges of a paper bag to form the animal's head.
4. I cut out ears, eyes, and a nose.
5. I glue ears, eyes, and nose to the animal’s face.
6. I put my hand into the puppet to tell story.
The following is the materials of making The Very Hungry Catepillar Egg Carton. Pay attention to the materials dan how to make it. Then arrange the making of The Very Hungry Catepillar Egg Carton using gouin series.
Materials:
paint, paint brushes, glue, construction paper,
pipe cleaners, cotton balls, and egg cartons
How to make it:
First, cut the egg cartons into sections of three. Next, glue the egg carton to a sheet of construction paper. Then paint the egg carton. Allow the carton to dry. Next, glue some cotton balls to the top of the carton. Place two pipe cleaners into the front of the egg carton.
Draw on eyes and a face.
Using Gouin Series to make The Very Hungry Catepillar Egg Carton:
1. I prepare all materials.
2.............................................................
3.............................................................
4.............................................................
5.............................................................
6.............................................................
Practice and use it as instructional media in class.
1. Playdough
Materials:
1 cup of flour
½ cup salt
¼ cup water with food coloring
5 tablespoons cooking oil
How to make it:
Mix all ingredients together and then knead the dough. Store in plastic bag.
Using Gouin Series in making playdough:
1. I prepare all the materials.
2. I prepare all the supporting items.
3. I put 1 cup of flour into the bowl.
4. I add it with ½ cup of salt
5. I pour ¼ cup of water with food coloring
6. I pour 5 tablespoons of cooking oil
7. I knead the dough
8. I store the playdough in a plastic bag.
2. Paperbag Puppet
Materials:
• Paper bags
• Scraps of construction paper
• Glue
• Scissors
• Markers or crayons
• Optional - googly eyes, pipe cleaners for whiskers
How to make it:
1. Fold the two square edges of a paper bag to form the animal's head.
2. Cut out ears, eyes, and a nose. Glue them to the raccoon's face. Cut out ears, eyes, a nose, and a tongue. Glue the tongue inside the mouth. Glue the eyes, nose, and ears to the dog's face. Cut out ears, eyes, and paws. Glue them to the bear. Using a black crayon or marker, draw a nose and mouth. Cut out tiny claws and glue then to the paws.
Using Gouin Series to Make Papperbag Puppet:
1. I prepare all materials.
2. I take the paperbag.
3. I Fold the two square edges of a paper bag to form the animal's head.
4. I cut out ears, eyes, and a nose.
5. I glue ears, eyes, and nose to the animal’s face.
6. I put my hand into the puppet to tell story.
The following is the materials of making The Very Hungry Catepillar Egg Carton. Pay attention to the materials dan how to make it. Then arrange the making of The Very Hungry Catepillar Egg Carton using gouin series.
Materials:
paint, paint brushes, glue, construction paper,
pipe cleaners, cotton balls, and egg cartons
How to make it:
First, cut the egg cartons into sections of three. Next, glue the egg carton to a sheet of construction paper. Then paint the egg carton. Allow the carton to dry. Next, glue some cotton balls to the top of the carton. Place two pipe cleaners into the front of the egg carton.
Draw on eyes and a face.
Using Gouin Series to make The Very Hungry Catepillar Egg Carton:
1. I prepare all materials.
2.............................................................
3.............................................................
4.............................................................
5.............................................................
6.............................................................
Practice and use it as instructional media in class.
(3. Instructional media in teaching) 2. Puppets as Instructional Media in EYL Class
Puppets as Instructional Media in EYL Class
Puppets are fun media to use in teaching English to young learners different skills and contents. Besides creativity, teaching English using puppets also requires teacher’s quick thinking skill but overall requires the ability to engage the children with the puppets.
There are many kinds of puppets available in stores but if the teacher can make the puppets by her/himself, it will save more and more money. The following are how to make puppets for instructional media in EYL class.
1. Finger Puppet
Supplies:
1. Stiff paper, like thick construction paper or even thicker paper
2. Scissors
3. Markers or crayons
4. Optional - printer, googly eyes, glue, cotton balls
CLICK HERE TO SEE FULL VERSION
Puppets are fun media to use in teaching English to young learners different skills and contents. Besides creativity, teaching English using puppets also requires teacher’s quick thinking skill but overall requires the ability to engage the children with the puppets.
There are many kinds of puppets available in stores but if the teacher can make the puppets by her/himself, it will save more and more money. The following are how to make puppets for instructional media in EYL class.
1. Finger Puppet
Supplies:
1. Stiff paper, like thick construction paper or even thicker paper
2. Scissors
3. Markers or crayons
4. Optional - printer, googly eyes, glue, cotton balls
CLICK HERE TO SEE FULL VERSION
(3. Instructional media in teaching) 3. Offering Crafts in EYL Class
To bring English into one of the young learners’ class lessons specially, is not easy. The teacher needs to pay attention to the children’s physical, language, cognitive, and social developments. As they only have quick attention, offering some interesting activities to them is essential. Besides, they need stimulus to make the lesson is not only giving them knowledge but also experience. Experience has shown that when children have a chance at physical activities which bring their natural impulses into play, going to school is a joy, management is less of a burden, and learning is easier. Craft can be offered in the EYL class to support foreign language learning from songs, games, and the other movements (Batianoni, n.d).
To support the successful program of offering craft in EYL class, the teacher need to know some strategies. They are:
1. Using Simple Language
By using simple language the students will understand the message easily. By
using simple language, the students can develop the stages in language development and use the language based on their vocabulary knowledge. Linking the simple instruction while acting what to do with the crafts, benefit the children both in understanding and using the language.
2. The Teaching should be Gratifying, not Terrifying
For the condition that the English class is only offered once of twice a week, the teacher should be able to make the class fun. The teacher should be able to make the students keep memorizing the vocabulary or expressions that they have learned by repeating them in different situations. To make the students enjoy the class, the class should be limited to make the students’ convenience in learning. It avoids hectic situation when they are doing activities such as craft making. Also, they are doing proportional activities, using the facilities properly, and getting the opportunity to talk to their friends and teachers frequently.
3. Using some “Tricks”
In the class, the teacher can use some tricks such as using words and movement in
balance, playing with the language, becoming aware of language, creating routines, making cooperation not competition, and teaching simple grammar. By using those tricks the teacher will be easily managing the class, especially by offering crafts.
Procedures of Offering Crafts in EYL Class
Sabilah (2008, 13) mentions that controlling, facilitating, being well prepared, designing activities, selecting appropriate targets, drawing children in, and giving accomplishments are important roles for teacher in EYL class. To succeed the program of offering crafts in EYL class, the teacher should be careful in putting the activities together and in setting the time. The following is the procedures that the writer proposes, namely, presentation, project, and review.
1. Presentation
This is the time for teacher to present the material of the day. The teacher explains the concept to understand the material. To better the students understanding, the teacher can ask the students about their brief understanding about the topic. For example, when the topic is “My House” the teacher can ask “Do you live in a house or in apartment?”, “Is your friend’s house big?” They may be asked to mention vocabulary related to house that they know, too. The teacher can show a house picture, and asks the students: “How many rooms are they in this house?” “What is it? a window or a door?” To make it more fun, the teacher may ask the students to gather around and sing a song “where is the window, where is the door….” In transition between material presentation to crafts, the teacher can take the students to the corner to read a story about house. Possible book to be used such as The Little Red Riding Hood or Goldilocks and Three Bears.
After reading, the teacher can mention the craft that the students will make. The craft that will be made is based on the lesson plan. Coloring and gluing the 3D house can be chosen as weekly crafts, to complete the daily crafts such as cutting and pasting various pictures of rooms and household objects onto a house-shaped backboard, activity sheet with writing, connecting the dots worksheet with numbers 1 – 20 for a house. This is the time for the teacher to show and mention the materials used for crafts. The students memorize them by repeating after the teacher. As everything is ready, the students move to the corners and are ready to work in a group.
2. Project
For small students, the equipments and materials for crafts have been ready at every corner for students. This way can avoid hectic time to start the project such as running in the classroom and fighting over toys or materials (Dodge, 1991:18). Then, time is ready for the students to create crafts. It can be done as individual or group project. If it is individual project, the equipments and materials should be enough for everyone to finish crafts. To check whether or not everything is running well, the teacher supervises the students’ activities by moving from one group to another and is ready to answer students’ questions about crafts. The communication between students and teacher is using English. Dodge (1991: 181) suggests, when the teacher talks to students engaged in crafts activities, she/he can support their efforts such as:
• Describe what the teacher can see: “I see you are great in choosing the colours.” “Look, this is cool.”
• Talk about the students’ actions: ”You really are pounding that playdough.”
• Ask the children about the process: “How did you make the colours?” “Which one do you enjoy most?”
• Ask open-ended questions: “How is it different from your friend’s?”
• Use words to encourage and support: “You spent all morning to make it, it is awesome.”
Furthermore, to train the students’ responsibility, they have to help each other cleaning up the class after the crafts. If the students can finish their crafts before the time, they are allowed to choose the other activities that they like such as reading book at the book corner or playing at the house or toys corners.
3. Review
Review session is conducted after the time for crafts is offer or at the end of sessions of the day. If some students cannot finish their craft properly, they can finish it if there is free time, with the teacher permission. Then, the teacher and students are gathering and the teacher may ask the students experience about doing crafts. All crafts must be appreciated because not all of students are crafty. To develop students’ confidence, the teacher may ask one or two students to tell about their crafts to their friends. Sometimes, the students get stuck or need encouragement. This is the teacher duty to tell; “what can you do with this?” “No worries, you can make it” At the end, the students have to display their crafts on their locker so that every student can see his/her friends’ crafts. By the end of the week, the students can take their crafts home.
Thus, in setting the schedule for incorporating crafts in EYL class to help the EFL learning, the teacher should pay attention to the time allotment for a meeting. The available time should be managed well, so that the teaching procedures run smoothly. As the example, the time allotment per period, based on the Minister of National Education decree No. 125/U/2002, is 30 minutes for grade one and two and 40 minutes for grade three to six (Setyaningrum, 2007:31). Within two periods the teaching and learning process can be put into 15 minutes for presentation, 30 minutes for project, and 15 minutes for review. The time allotment varies based on the time table of different school or different country.
Beside as weekly project, craft can be fortnightly, monthly, or semester projects. The three later projects can be additional projects that will be done in the last meeting of certain periods of time to add the weekly project. Click here to see what to do with crafts in teaching.
Click here to see EYL (Adobe Flash Player version).
To support the successful program of offering craft in EYL class, the teacher need to know some strategies. They are:
1. Using Simple Language
By using simple language the students will understand the message easily. By
using simple language, the students can develop the stages in language development and use the language based on their vocabulary knowledge. Linking the simple instruction while acting what to do with the crafts, benefit the children both in understanding and using the language.
2. The Teaching should be Gratifying, not Terrifying
For the condition that the English class is only offered once of twice a week, the teacher should be able to make the class fun. The teacher should be able to make the students keep memorizing the vocabulary or expressions that they have learned by repeating them in different situations. To make the students enjoy the class, the class should be limited to make the students’ convenience in learning. It avoids hectic situation when they are doing activities such as craft making. Also, they are doing proportional activities, using the facilities properly, and getting the opportunity to talk to their friends and teachers frequently.
3. Using some “Tricks”
In the class, the teacher can use some tricks such as using words and movement in
balance, playing with the language, becoming aware of language, creating routines, making cooperation not competition, and teaching simple grammar. By using those tricks the teacher will be easily managing the class, especially by offering crafts.
Procedures of Offering Crafts in EYL Class
Sabilah (2008, 13) mentions that controlling, facilitating, being well prepared, designing activities, selecting appropriate targets, drawing children in, and giving accomplishments are important roles for teacher in EYL class. To succeed the program of offering crafts in EYL class, the teacher should be careful in putting the activities together and in setting the time. The following is the procedures that the writer proposes, namely, presentation, project, and review.
1. Presentation
This is the time for teacher to present the material of the day. The teacher explains the concept to understand the material. To better the students understanding, the teacher can ask the students about their brief understanding about the topic. For example, when the topic is “My House” the teacher can ask “Do you live in a house or in apartment?”, “Is your friend’s house big?” They may be asked to mention vocabulary related to house that they know, too. The teacher can show a house picture, and asks the students: “How many rooms are they in this house?” “What is it? a window or a door?” To make it more fun, the teacher may ask the students to gather around and sing a song “where is the window, where is the door….” In transition between material presentation to crafts, the teacher can take the students to the corner to read a story about house. Possible book to be used such as The Little Red Riding Hood or Goldilocks and Three Bears.
After reading, the teacher can mention the craft that the students will make. The craft that will be made is based on the lesson plan. Coloring and gluing the 3D house can be chosen as weekly crafts, to complete the daily crafts such as cutting and pasting various pictures of rooms and household objects onto a house-shaped backboard, activity sheet with writing, connecting the dots worksheet with numbers 1 – 20 for a house. This is the time for the teacher to show and mention the materials used for crafts. The students memorize them by repeating after the teacher. As everything is ready, the students move to the corners and are ready to work in a group.
2. Project
For small students, the equipments and materials for crafts have been ready at every corner for students. This way can avoid hectic time to start the project such as running in the classroom and fighting over toys or materials (Dodge, 1991:18). Then, time is ready for the students to create crafts. It can be done as individual or group project. If it is individual project, the equipments and materials should be enough for everyone to finish crafts. To check whether or not everything is running well, the teacher supervises the students’ activities by moving from one group to another and is ready to answer students’ questions about crafts. The communication between students and teacher is using English. Dodge (1991: 181) suggests, when the teacher talks to students engaged in crafts activities, she/he can support their efforts such as:
• Describe what the teacher can see: “I see you are great in choosing the colours.” “Look, this is cool.”
• Talk about the students’ actions: ”You really are pounding that playdough.”
• Ask the children about the process: “How did you make the colours?” “Which one do you enjoy most?”
• Ask open-ended questions: “How is it different from your friend’s?”
• Use words to encourage and support: “You spent all morning to make it, it is awesome.”
Furthermore, to train the students’ responsibility, they have to help each other cleaning up the class after the crafts. If the students can finish their crafts before the time, they are allowed to choose the other activities that they like such as reading book at the book corner or playing at the house or toys corners.
3. Review
Review session is conducted after the time for crafts is offer or at the end of sessions of the day. If some students cannot finish their craft properly, they can finish it if there is free time, with the teacher permission. Then, the teacher and students are gathering and the teacher may ask the students experience about doing crafts. All crafts must be appreciated because not all of students are crafty. To develop students’ confidence, the teacher may ask one or two students to tell about their crafts to their friends. Sometimes, the students get stuck or need encouragement. This is the teacher duty to tell; “what can you do with this?” “No worries, you can make it” At the end, the students have to display their crafts on their locker so that every student can see his/her friends’ crafts. By the end of the week, the students can take their crafts home.
Thus, in setting the schedule for incorporating crafts in EYL class to help the EFL learning, the teacher should pay attention to the time allotment for a meeting. The available time should be managed well, so that the teaching procedures run smoothly. As the example, the time allotment per period, based on the Minister of National Education decree No. 125/U/2002, is 30 minutes for grade one and two and 40 minutes for grade three to six (Setyaningrum, 2007:31). Within two periods the teaching and learning process can be put into 15 minutes for presentation, 30 minutes for project, and 15 minutes for review. The time allotment varies based on the time table of different school or different country.
Beside as weekly project, craft can be fortnightly, monthly, or semester projects. The three later projects can be additional projects that will be done in the last meeting of certain periods of time to add the weekly project. Click here to see what to do with crafts in teaching.
Click here to see EYL (Adobe Flash Player version).
(4. Listening and Speaking) 1. Listen and Do Activities
“Simon says: touch your head.”
“Simon says: touch your eyes.”
“Simon says: touch your belly.”
The previous examples are the listen and do activities in EYL class. They can be used to start the class and to introduce the lesson. From this two-way communication the teacher can easily notice that the students have understood the message or not. There are some activities for listen and do activities such as moving about, put up your hand, mime stories, and drwawing (Scott and Ytreberg, 2002).
Moving about
Young learners develop physically by moving. That is the reason why you need to make exercise and movement possible in EYL class. Some silly movements are fun for children, sometimes. For body parts lesson, you can say “touch your nose” while you are touching your mouth. By this activity the students may be confused but they are happy when they make mistakes because they are following what you are doing without paying attention to what you say. By this activity, the you can check the students’ understanding.
Put up your hand up
Young learners are happy when they can find your missing words or your mistakes. You can ask your students to put their hand up if you miss numbers from 1-10. They also can put their hand up when you mention name of vegetable when you mention about tame animal. Besides, you can ask your students to put their hand up when they know people who work in public places that you explain. Do you have any other idea related to put your hand up?
Mime stories
Mime story provides physical movement and gives the teacher a chance to play along with pupils. Look at the example of a mime story:
“We’re sitting in a boat, a small rowing boat. Let’s row. We row and row. Now what’s that? A bird. A big bird flying over the water. Now, it’s gone. Row, row, row, row. That’s the bird. No, that is not a bird. Where is the bird? I am tired. Let’s lay down.How do you feel? Close your eyes. Sleep. Sleep.”
This mime story uses simple and short sentences that the students can understand and follow the movement well. The advantage of this activity is that you do not need any media because imagination is essential. Try it with students with modification. It will give a lot of fun.
Drawing
Listen and draw! You can ask your students to draw something that you say. Here is the example. “I have two dragon fruit sized circle. They are put side by side. Draw a triangle under those two circles. Then a small regtangle is put under the triangle. Draw bigger circle outside those two circles. What do you see?”
Different children may have different picture because they have different undertanding about what you have said. However, it is no problem beause the children is always happy with their work if the teacher always gives encouragement to them.
Do you have any other idea?
“Simon says: touch your eyes.”
“Simon says: touch your belly.”
The previous examples are the listen and do activities in EYL class. They can be used to start the class and to introduce the lesson. From this two-way communication the teacher can easily notice that the students have understood the message or not. There are some activities for listen and do activities such as moving about, put up your hand, mime stories, and drwawing (Scott and Ytreberg, 2002).
Moving about
Young learners develop physically by moving. That is the reason why you need to make exercise and movement possible in EYL class. Some silly movements are fun for children, sometimes. For body parts lesson, you can say “touch your nose” while you are touching your mouth. By this activity the students may be confused but they are happy when they make mistakes because they are following what you are doing without paying attention to what you say. By this activity, the you can check the students’ understanding.
Put up your hand up
Young learners are happy when they can find your missing words or your mistakes. You can ask your students to put their hand up if you miss numbers from 1-10. They also can put their hand up when you mention name of vegetable when you mention about tame animal. Besides, you can ask your students to put their hand up when they know people who work in public places that you explain. Do you have any other idea related to put your hand up?
Mime stories
Mime story provides physical movement and gives the teacher a chance to play along with pupils. Look at the example of a mime story:
“We’re sitting in a boat, a small rowing boat. Let’s row. We row and row. Now what’s that? A bird. A big bird flying over the water. Now, it’s gone. Row, row, row, row. That’s the bird. No, that is not a bird. Where is the bird? I am tired. Let’s lay down.How do you feel? Close your eyes. Sleep. Sleep.”
This mime story uses simple and short sentences that the students can understand and follow the movement well. The advantage of this activity is that you do not need any media because imagination is essential. Try it with students with modification. It will give a lot of fun.
Drawing
Listen and draw! You can ask your students to draw something that you say. Here is the example. “I have two dragon fruit sized circle. They are put side by side. Draw a triangle under those two circles. Then a small regtangle is put under the triangle. Draw bigger circle outside those two circles. What do you see?”
Different children may have different picture because they have different undertanding about what you have said. However, it is no problem beause the children is always happy with their work if the teacher always gives encouragement to them.
Do you have any other idea?
(4. Listening and Speaking) 2. Presentation
Do you think the little ones in your class are able to present their idea? What kind of presentation can they make?
Simple presentation such as presenting the students work will benefited students with experience to perform in front of audience. Look at the example.
“This is my colorful caterpilar. It has some colors such as red, green, blue, and yellow. It has two eyes and one nose. Look it has eight legs. It is beautiful.”
If the students get stuck with their presentation, you can encourage them to continue their presentation by asking some questions such as “Does it have mouth?”, “Great, what is the next?”, “By doing that way, is that possible?”, and “What about this part?”.
So, presentation is not always coplicated. You can train the students to make it bit by bit.
The following example can be used to teach students phonics by listening and repeating. The other example is for role play in which the students can learn listening and speaking altogether.
Simple presentation such as presenting the students work will benefited students with experience to perform in front of audience. Look at the example.
“This is my colorful caterpilar. It has some colors such as red, green, blue, and yellow. It has two eyes and one nose. Look it has eight legs. It is beautiful.”
If the students get stuck with their presentation, you can encourage them to continue their presentation by asking some questions such as “Does it have mouth?”, “Great, what is the next?”, “By doing that way, is that possible?”, and “What about this part?”.
So, presentation is not always coplicated. You can train the students to make it bit by bit.
The following example can be used to teach students phonics by listening and repeating. The other example is for role play in which the students can learn listening and speaking altogether.
(5. Reading & Writing): 2. Dr. Seuss’s Phonic Books
Dr. Seuss’s Phonic Books
Have you ever read one of books written by Dr. Seuss? His books are very good in learning phonics. It helps you both reading and pronouncing words correctly. His phonics books are as follows:
1. Hop on Pop
2. The Cat in the Hat
3. The Cat in the Hat Comes Back
4. Wacky Wednesday
5. Green Eggs and Ham
6. Fox in Socks
7. There’s a Wocket in My Pocket
Read part of the following book entitling There’s a Wocket in My Pocket to practice your phonics.
There’s a Wocket in My Pocket
Did you ever have the feeling there’s a WASKET in your BASKET?
... Or a NUREAU in your BUREAU?
... Or a WOSET in your CLOSET?
Sometimes
I feel quite CERTAIN
there’s a JERTAIN
in the CURTAIN
Sometimes
I have the feeling
there’s a ZLOCK
Behind the CLOCK
And the ZELF
Up on that SHELF!
I have
talked to him
myself.
What have you learned?
The other book entitling Drip Drop Drip written by Clare Scott will give the students a lot of fun because of its story and also its sounds. Read it aloud!
Have you ever read one of books written by Dr. Seuss? His books are very good in learning phonics. It helps you both reading and pronouncing words correctly. His phonics books are as follows:
1. Hop on Pop
2. The Cat in the Hat
3. The Cat in the Hat Comes Back
4. Wacky Wednesday
5. Green Eggs and Ham
6. Fox in Socks
7. There’s a Wocket in My Pocket
Read part of the following book entitling There’s a Wocket in My Pocket to practice your phonics.
There’s a Wocket in My Pocket
Did you ever have the feeling there’s a WASKET in your BASKET?
... Or a NUREAU in your BUREAU?
... Or a WOSET in your CLOSET?
Sometimes
I feel quite CERTAIN
there’s a JERTAIN
in the CURTAIN
Sometimes
I have the feeling
there’s a ZLOCK
Behind the CLOCK
And the ZELF
Up on that SHELF!
I have
talked to him
myself.
What have you learned?
The other book entitling Drip Drop Drip written by Clare Scott will give the students a lot of fun because of its story and also its sounds. Read it aloud!
Selasa, 18 Oktober 2011
(5. Reading & Writing) 1. Dictation: How do you spell?
How do you spell…?
How do you spell Monday? M-o-n-d-a-y, then the students write them on their paper.
For dictation, you can dictate new vocabulary that the students just learned in class, with a purpose to check their understanding. Besides words, some expressions can be dictated.
To see the example of how to do dictation, click here.
How do you spell Monday? M-o-n-d-a-y, then the students write them on their paper.
For dictation, you can dictate new vocabulary that the students just learned in class, with a purpose to check their understanding. Besides words, some expressions can be dictated.
To see the example of how to do dictation, click here.
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