Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
- Phase 1 (Recognize the name & sound of - Learn by reading the same words over and
each letter in sequence) over again
- Phase 2 (To read and write out syllables) - Ex: Taught by slides/ Flashcards with
individual words written on them/
- Phase 3 (Given written exercises & short Accompanied with related pic
stories)
- Strength > Easy to teach and pleasant for
students
* Allows child to form opinions and expand - Opportunity to use social vocabulary in their
imagination interactions with peers and teachers
Before:
Methodology
i) Select materials
- Student compare story
ii) Create the atmosphere
- Teacher writes the story for the pupil
During:
- Pupil sees the text written
i) Enthusiasm and expression
- Pupil and Teacher read the story together
ii) Focus the flow
- Pupil reads the story on his own
iii) Share pictures
- Teacher read, Pupil listen
After:
- Pupil can edit the text again
i) Check on comprehension
- Emphasize the meaning of texts over the a) Read words that has sense of the text
sound of letters and phonics instruction b) Read only the main ideas
- Top-Down approach: Construct personal c) Read headings, subheadings and
meaning for a text based on their prior instructions
knowledge to interpret the meaning of what
they read
Scanning
Evaluation
Reading Comprehension Skills
- Using critical meaning to make judgements
Literal comprehension
Interpreting Reading Skills in Syllabus
- Provides the foundation for more advanced
comprehension - Basically refer to KSSR on how to plan a
teaching
- Ex: Main idea, stated facts, sequence events,
characters of story - Curriculum documentation
- Curriculum organization
- Songs
1) Pre-Reading
Definition
- Prepare learners for the reading lesson
- Information stored in memory concerning
- To generate interest the pronunciation and meanings of words
- Ex: Provide learners with some materials to - Learn from rich (directive) contexts
read related to the topic. Teacher gives
- Should be restricted
background info of the content
- Should entail active engagement
- Got the main idea - Spoken form (Pronounce and Read aloud)
- Written form (Dictation and Find spelling * Caters students different intelligent and
rules) learning styles
- Word Parts (Fill word parts, Cut up complex * Motivating and entertaining/attract
words and label and Build Complex form)
* Ex: Charades, Sketchy
- Form Meaning Connection
- Dictionaries
- Concept and Reference
* Find info
- Associations
* Develop autonomy
- Grammar
* Good learning habits
- Review Games
- Contextual cues (Definition, Synonym, * Keep learning log/diary and creative writing
Antonym, Example)
- Games
Strategies teaching vocab through text
* Promote students active participation
- Concept cards
- Directed reading activity (DRA Question & - Easier to explain by using words (running,
Engage in discussions) walking)
- Graphic organizers
(ii) Synonym/antonym
- Model texts are read, features of the genre - Treats writing as a creative act that requires
are highlighted. time and positive feedback to be done.
Genre
Techniques in using readings
- Students study texts in genre they are going
to write.
1. Brainstorming
3. Interviews
3. Lists
> Authentic material
4. Daily notes
- Any material which is not written or spoken Integrating ICT in the teaching of reading
for language teaching purposes. and writing
( Newspaper article, rock song, novel, radio Internet- Text, passages and pictures
interview)
- Manual of instruction or a standard book in - Rujuk notes Listening and Speaking, try to
any branch of study apply it with Reading and Writing
- Teaching tool which presents the subject [8:00 PM, 11/16/2016] M Roslan Arifft
matter defined by curriculum. Chee: TOPIC 6 LESSON PLANNING TO
TEACHING WRITING
- They are produced according to the demand
of educational institutions.
> Why use teaching aid? - Interpreting the writin skills in the syllabus
- To prepare learners
> Why need coursebook?
2) Writing
- Provide language samples
- Helps learners develop the necessary writing
- Offer variety skill
- Defines what is to be learned & tested - Not to form assessment
- Offer linguistic, cultural and methodological - Help learners to written develop skill
support
3) Post writing
- Saves time in preparation
- Conceptualize what they have been taught
- Keep track
- Pupils interest can be enriched
- Word recognition
- Summary
How to test vocab?
- Maze technique
- Ex: HotPotatoes
Feedback
- Appropriate
- Constructive
i. Provide tasks