DEVELOPING AND USING RESOURCES FOR THE PRIMARY ESL CLASSROOM

Prepared by: Hwong Chia Yiong Loverlynn Chai Wong Chong Leng

POCKET CHART

TYPE
Visual Teaching Aids Resources: 1. Cardboard 2. Transparent gift papers 3. Cellophane tape 4. Colour papers

EXAMPLES OF POCKET CHART

SUITABILITY

YEAR 1-6

PURPOSES
1.

To illustrate how the language structure is formed and what it means, as well as how it is used Different types of discourse such as words, phrases, sentences, dialogues and paragraphs can be used in a pocket chart to teach grammatical forms and meanings

2. To lead students to use structure to talk about themselves/ things learned (blank-filling/ pictures) 3. To check students understanding (rearranging the sentence strips for the story heard)

STRENGTHS AND WEAKNESSES

Strengths # Pocket chart is able to Arouse interest interesting and visually stimulated

Stimulate interaction / have a social function teacher class/ groups teacher individuals students class/ groups Use to locate picture cards or word/phrase cards and sentence strips

To teach language (grammar, vocabulary, sentence forms/ structures-simple, compound, complex) ensure accurate production error can be immediately corrected/ immediate correction by teachers/ peers

portable- easy to bring along

ACTIVITIES /LANGUAGE GAMES

rearranging sentence strips according to the story heard substitution drill/ parallel reading blank-filling/text completion Communicative oral activities retell the story Answer comprehension question oral presentation (read and act)

WEAKNESSES
lack of space especially for longer story or text visibility (wording may be too small for people sitting at the back of the class) difficulty to hang it in the classroom/ need to find and use special object (hook) to hang it up difficulty to find special location in the classroom for display fragile-easily to get damaged

FACTORS IN SELECTION AND ADAPTATION

LEVEL
can be used for students of different level of proficiency and ability Language/ grammatical forms used can be altered for different types of students (weak, intermediate/ advance) (simple complex)Simple, compound and complex sentences can be used

KNOWLEDGE/ CONTENT-CULTURAL
content for language teaching can be manipulated to suit students background, cultural and individual differences pictures or illustration can be used to deliver clear meaning and understanding

CLARITY
meaning can be made or delivered clearly as it focuses on teaching simple words, phrases, sentences focus pupils attention directly on the grammatical structures/ forms learned

ACCESSIBILITY
can be made by ourselves easily through the use of simple materials (black board, transparent covers, glues, strings, cellophane tape, and etc.) word cards, phrases cards and sentence strips can be made through variety of colour papers , manila card or cardboard

PRACTICALITY/ VERSATILITY

can provide variety of practices/ drills or language games for teaching and learning classroom
e.g. blank-filling, rearranging sentence strips, oral activities

Promote various language skills : speaking, reading, writing

COST EFFECTIVE

teacher can control the level of expenses for the materials chosen to make pocket chart

DURABILITY
can last for a long time reusable

IMPACT
create and provide context for learning to occur improve pupils language understanding and comprehension as well as sharping their reading and speaking skills save teachers effort and time to write on the board and provide extra time for teaching and learning process

AUTHENTICITY
level of authenticity is high since it is selfmade/ self-constructed can ensure authenticity by using our own creativity in creating text/ discourse used for the pocket chart

Thank You!!