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MATRIX NO.
CT11210432
LECTURERS NAME
MISS YOON SOOK JHEA
DUE DATE
31 MARCH 2014
ST
INTRODUCTION
When we think of teaching English, we tend to think about the teachers
and what they do. In fact, more importantly, we should think of the pupils :
1.
2.
3.
4.
5.
6.
Thus, the starting point for all efforts in teaching English must
necessarily be an understanding of differences amongst the pupils, as well
as knowledge and understanding of how people learn a second language
and what processes are involved.
What we as a teacher really need to know is, the pupils.
The Pupils
In order to make our teaching and learning English in classroom
goes well, we should look out for these differences aspects which are as
follow.
1. Location: Urban or Rural
Generally, urban pupils have greater exposure to English. They have
more opportunities to hear it being used and to use it themselves, for
example in shopping centres, restaurants and offices. They are likely to
have more positive attitude towards English. Rural pupils on the other
hand, usually have limited exposure to English the television and radio
may be the only source of English.
2. Learning ability: slow, average or fast/high flyers
These are adjectives used to describe the intelligence and levels of
emotional, developmental and academic competence. Slow learners are
those with lower intelligence scores; they need more time to grasp a
concept or to complete task. They need individual attention and
assistance in order to perform satisfactorily.
Average pupils form the majority in schools. They have no
extraordinary talents or skills. There are great individual differences in
their needs, interests and experiences. Fast learners or high-flyers are
intelligent and capable. They obtain high scores in aptitude and
intelligence. They are usually very motivated, and creative.
Therefore, awareness of the pupils background enables teachers to
prepare lessons that contain content hat will broaden the pupils
intellectual and creative and also within their intellectual ability.
3. Mother tongue
By the time English lessons are taught formally in the classrooms,
pupils are already proficient speakers of their other tongue or first
language. Their knowledge of first language will influence their learning of
English, either positively or negatively. In planning to teach, a teacher will
be more successful if she bears in mind the differences between the
pupils first language and English.
CONTENTS
As a teacher, we should be able to plan and obtain different activities that
suitable to our pupils ability and also based on the strategies or method
that we should use while teaching and learning language.
The ability of the teachers to provide an excellent technique during
the processes will be able to attract the interests on the pupils to learn.
As far as I am concern that, for the past of 8 years involved in this
teaching and learning process, I have learnt and went through a different
method, strategies or even techniques that been used to help the pupils to
understand my lesson and provide a better environment of teaching and
learning process. Therefore, here are my methods that Ive been used.
1. Methods used learning in group, practices session, discussions
session
and playing method.
- why?
- Year 6 When we use a group discussion to them the
pupils will definitely easy to deliver your
lessons and
will also easily understand about the topic
taught
during the teaching and learning process.
Besides
that, I had also used a mind mapping method
when
I wanted to teach them with many topics such
as
grammar.
- Year 1 Ive always used a playing method such as
games or
group activities. These kinds of activities can be
easily
adapt by pupils especially by the slow learners
group of
pupils. These methods surely able to catch the
pupils
interests and we as a teacher will easily deliver
our
ideas to pupils; example by using a meaningful
word.
We are using a real thing to show them about
the
lesson taught. Example, if a teacher wants to
teach
things in the classroom, the teacher could
use an
Verb to be
(is / are)
Verb + ing
Object
(What / Where)
is
cutting
STRENGTH
WEAKNESSESS
SWOT
THREADS
OPPORTUNITIES
References
Anderson, P.S. (1972). Language Skills in Elementary Education.
Macmillan Publishing Company: New York
Brumfit, C. & Johnson, K. (eds). (1979). The Communicative
Approach to Language Teaching. OUP:Oxford
Celce-Murcia, M. & Hilles, S. Techniques and Resources in Teaching
Language and Grammar. OUP: New York
Harmer. J. (1991). The Practice of English Language Teaching
Longman:
London
Noor Azlina Yunus (1985). Preparing and Using Aids for English
Language Teaching. Penerbit Fajar Bakti, Petaling Jaya.
Nesamalar Chitravelu, Saratha Sithamparam. ( 2001). ELT
Methdology; Principles and Practice. Penerbit Fajar Bakti,
Petaling Jaya.
Placido Bazo. Teaching the Four skills in the Primary Classroom.
iteslj.org/techniques/Bazo-FourSkills.html
Teachingbattleground.wordpress.com/2012/06/30. Progressive
teaching methods in the Primary School