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TSL 3111- DEVELOPING & USING RESOURCES FOR THE PRIMARY ESL CLASSROOM

HOW TO USE MATERIALS


TO TEACH LANGUAGE
ARTS
Lecturer : Mdm. Jayanthi Mala D/O Marimuthu
Presenter: Siti Hajar Bt. Zaid @ Sahid
Siti Nabihah Bt. Mustaffa
Nur Azimah Bt. Md. Salleh

PUPPET

Activity: Story time with The Puppet


1. Teacher starts the lesson by introducing the puppet as the
teachers partner.
2. Teacher tells the story about the little red riding hood.
3. During the story, teacher make the puppet to comment on
what is happening in the story.
4. Teacher also ask the children questions about the story.
- Who is the character of the story?
- Why the woodcutter cut the fox?
- Where is Little Red Riding Hood going to?
*The puppet can also answers just like the students.

5. Teacher let the puppet to ask the students on what they


think
will happen next.
6. Teacher and puppet finishes the story until the end.

MASKS

ACTIVITIY: READING WITH MASKS


1.
2.
3.
4.
5.
6.
7.
8.
9.

Teacher reads a short story to the students.


Teacher divides students into groups.
Every groups will be given a short role play dialogue.
Teacher provides masks for every character in the group.
Students are given time to practice the dialogue with the
teacher.
Teacher emphasizes on reading with action to students.
The students need to read the dialogue they practiced
earlier in front of the class.
The group will be called according to the sequence of the
story.
Teacher announce the best group performance.

DIORAMA

TELLING STORIES
It's exciting to bring a story to life by creating a diorama or
story web.

How to use diorama to tell stories?


1. Teacher can bring a diorama based on a children story.
2. Teacher will tell the story by referring to that diorama.
3. By the end of the story, teacher can ask the pupils to predict
their own ending.

CREATING DIORAMA
Students will be able to explore different art materials and
processes and how to use them to make their own visual story
come alive.

1.
2.
3.
4.

How to make a diorama?


Teacher tells the story of any selected children story.
At the end of the session, students are divided into groups.
Each group are given any parts of the story.
With the teachers guidance, students will brainstorm on
how to make their dioramas.
5. Students use materials like tissue box, scissors, colour paper
to make their own dioramas.

POWERPOINT

STORYTELLING
Draft the narrative. Dont start by opening
PowerPoint. Think about the narrative first.
Whats your title? What stories are you going
to tell? What are the key messages? Answer
these questions on a notepad.
Compile photos and images. Compile the
photos that you will use to support the
narrative . The brain responds more favorably
to faces than it does to abstract images.

Create video clips. While youre creating the


content in step one, think about existing
videos you can insert or develop your own.
Storyboard the slides. In this step, begin to
visualize your deck. Use a notebook,
sketchpad or whiteboard.

Create the presentation. Now you can open


PowerPoint and begin transferring the
narrative, content, video, images and sketches
to the actual slides.
Rehearse the entire presentation. If youre
delivering a new presentation,practice it ten
times before delivering it for real. By the 10th
time, youll have it nailed.

The Gingerbread Man


Once upon a time a old
woman and a old man
lived in a cottage. One
day the little old woman
made a gingerbread
man. She put him in the
oven to bake. As soon as
he was cooked, the little
old woman opened the
oven door. The
gingerbread man jumped
out of the tin and ran
out of the open window
shouting, 'Don't eat
me!'

VIDEO
HOW TO USE VIDEO IN LANGUAGE ARTS :
SHARE A STORY
Teacher play and pause the video and ask student
to retell the story.

What will happen next?


Play the video and then stop part way and ask
students to predict what will happen next.

SONG
HOW TO USE SONGS IN LANGUAGE ARTS :
-MUSICAL BOX
1. Teacher plays a video on a particular story.
2. Teacher puts a sentence strips (questions) in a
box.
3. Teacher plays a song a pass the box around the
class.
4. Teacher stops the music and those who get the
box need to take a sentence strips and answer
the questions based on the story.

STRUCTURED QUESTIONS :
1. Name 4 materials that can be used to teach
language arts
2. State 3 advantages of using puppets in
classroom
ESSAY QUESTIONS :
1. Big book can be a great teaching aid
in classroom. As a teacher, plan activities on how
would you use big book in language arts lesson.

BIG
BOOK

READING
Pre-reading: Teacher could attract students
interest for subject by :
Accessing prior knowledge
Predicting the storyline (book cover)
eg : a) illustration
b) tittle
Introduce unfamiliar vocabulary

While-reading (Beginner) :
focus on the reading
techniques.
eg :
I. use of pointing to aid
visual tracking (left to
right, top to bottom)
II. Use of visuals to bring
meaning to the text.

I.

Choral repetition of
sounds,words,
sentences and refrains
II. Reading for
understanding and
comprehension
questioning.

Post-reading - include variety of response tasks


including :
I. Discussion
II. Comprehension activities
III. Writing
IV. Drama projects

SEM 6\TSL 3111\Teaching with Shared Reading of a


Big Book - YouTube.mp4

WORD
PROCESSOR

Word processor
Is an electronic device or a computer application
software that performs word processing:
I. the composition
II. editing
III. formatting
IV. printing of any sort of written material.
http://en.wikipedia.org/wiki/Word_processor

Typical features of a
word processor :
I. font application
II. spell checking
III. grammar checking
IV. a built-in thesaurus
V. automatic text
correction

LANGUAGE ART
Teacher divides
students in several
small groups and asks
them to sit in their
group.
Let the students discuss
the elements of
literature in a short
story that they have just
learned before.

FABRIC

Warm Up
Each pair gets a piece of fabric. Participants
brainstorm what they find noteworthy about
the fabric.
I. Where the materials came from ?
II. Who was wearing it?
III. On what occasions did it was wore?
IV. When someone would have handled it?
V. For what reasons?

They orally spin a story in which their piece of fabric


is a central element and the concepts they have
brainstormed are incorporated.
The pairs are combined with another pair. Both pairs
present their piece of fabric and the main elements
of their story, without too much narrative detail.
They negotiate a tale that weaves both their
respective stories into one. These can be written up
or told orally to the rest of the group

Mind Map

Imagine a person who means a lot to you, a lover, a


partner, a parent, somebody whos let you down,
somebody youre glad to see the back of.
Put this person into the centre of the piece of paper
with enough space underneath to write a phrase or a
line.
Make a list of the things in your relationship with that
person that you find memorable.
These can be experiences that nobody else would
share in a similar situation.
Group these in mind map-fashion around the name.
Add to this mind map ways in which this person affects
your five (or more) senses; try to find at least one
example for each one of the senses.

Go through the points and mark the ones you think


somebody else would have had as well. These may
be excluded later.
Under the name write a phrase which could open
every statement you may make on the basis of the
points that youve got in your mind map.

Thank you