Goals and Syllabus

Dewanti
Dian Apriliani
Efi Rokhayanti
Novida Fatma Dewita
Priskila Shendy Hartanti
 Listening and Speaking
Some spects of teaching listening and speaking
that require independent attention :

Such as ;
• How we ensure the children get enough active
listening practice
• How we integrate functional and grammatical
patterns.
 Listening Activities
It is important for children to listen to as much
English of an appropriate level as possible.

If the level is too difficult, the children may lose

confidence and positivity
 Listening Activities
It is much more important to give them listening
practice to do between lessons on a regular day.

We can encorage the children and their parents to

play tapes in the car or at home,
or
encorage the children to watch videos or use
English computer software
 Listening Activities
Listening outside the classroom is
possible will partly depend on the
financial and social condition of a
child’s family and
how much time she can devote to
English.
 Listening First?

One of the arguments often

made :
Babies hear new items of their
native language first, say
them next, and read and write
them some time later.
 Listening First?
Facts in some Occasion :

Native speakers who are of elementary school

age do not always come across ne language
items by hearing them first.

They may read them first, and when they do hear

them first, they may say them soon afterwards.
 Listening First?
Another fact :

In some occasion, the children first

read new words or sentences that
are phonically regular, sound them
out, and may not hear them until
afterwards
 Teachers or Tapes First
No matter if students listen to teacher
or tape first.

The most important is The lesson

conducted whould be as
communicative as possible.
 Techniques in Lestening

• Comprehension and
Communication
• Dictation
• Stories
• TPR
 Comprehension and Communication
At any point in their learning of English, children can
comprehend more than they can use
communicatively.

There is a comprehension zone beyond their current

communication level that contains words,
patterns, and chunks of language that they
understand, but have not yet internalized deeply
enough to be able to produce actively and flexibly.
 Dictation
a test in which a piece of writing is
dictated to students learning a
foreign language, to test their ability
to hear and write the language
correctly
(CAMBRIDGE ALD : 2008)
 Dictation

Dictation exercises are very

important, particularly for
developing the children’s
awareness of phonic
sounds.
 Stories
If the children have more than one or two
lessons a week, stories can be a wonderful
way to supplement a course

When stories are used for listening practice, we

can memorize a story and tell it to them, read
it or play it on a tape.
 Stories
It usuallu ends up being too teacher-centered

If we are careful to involve the children as much as

possible, we can enrich their experience of
English.

We can make them explore English for

themeselves, esp. if we make the story into a
kind of puzzle, and do not give explanations.
 Total Physical Response (TPR)
An example of TPR is for teachers to give
instructions in English first combined
with actions.

The children show understanding by

following the instructions without speak
Total Physical Response (TPR)

Many teachers in Asian EFL

classroom quite understand that
TPR doesn’t give oppurtunities
for children to speak, so they
modify it or just use it for
particular language target.
 Speaking
The children can listen to English at home,
read English at hme, and even write
English at home, but most of them have
few oppurtinities to speak English at
home.

Children need to practice, practice and

practice
 Speaking

If a class is large, we need to

devide it up into pairs and groups
so that each individual child will
be able to speak more, and in all
classess the children need to play
games where thay speak English
a lot
Should children and we only speak English?

It is best to establish the

rule that only English is
allowed, and then relax
the rule for special
situations.
English across the curriculum
 Why make cross-curricular links?
• Has potential of creating a learning
environment
• Factor:
a. The teacher : their language level,
confidence, innovations, and knowldge
b. The students : age and interest, linguistic,
conceptual level, motivation and familiarity
c. The learning teaching concept
 Starting points for cross-curricular work

• Topics
• Issues : Socio-cultural, cultural practices,
stereotyping, cross-cultural tolerance,
environment
• Skills and strategies : measuring, word
processing, using internet
• Resources : Maths, Nature, Science,
 Topics and issues
• Mathematics
• Science
• History
• Geography
• Cultural studies
• Art and craft

• Using topic web

Language and learning skills and strategies

• Observing object, actions, and processes

• Memorizing objects, action and processes
• Carrying out actions, analysing, and
experimenting
• Seeing patterns and connections
• Interpreting te symbolic representation of
information
Language and learning skills and strategies

• Interpeting the meaning of texts and visuals

• Reflecting on and evaluating actions and
learning
• Developing language awareness
 Resources
• Subject books in English
• Website
a. www.bbc.co.uk
b. Britishcouncil
Problems and questions
Topic overlap and overskill

Relationship between learning facts or learning

language

The balance between a product-focused approach or

process-focused approach

Finding resouces
 What skills do teacher need for cross-
curricular work?

Linking old knowledge with the new

Catering for learning styles

Activities for useful investigations

Predicting, counting

Measuring area

Measuring and comparing length and weight