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MAP OF CURRICULUM CONTENT

MAP OF CURRICULUM CONTENT. SIMPLE FUNCTION TEXT. GENRES . INTERPERSONAL SP. TRANSACTIONAL SP. LIST OF MENU ANNOUNCEMENT MEMO NOTE CAUTION SHOPPING LIST LETTER ADVERTISEMENT ETC. DESCRIPTIVE TEXT RECOUNT PROCEDURE NARRATION EXPOSITION REPORT DICUSSION ETC. ORDERING REQUESTING

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MAP OF CURRICULUM CONTENT

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  1. MAP OF CURRICULUM CONTENT SIMPLE FUNCTION TEXT GENRES INTERPERSONAL SP. TRANSACTIONAL SP LIST OF MENU ANNOUNCEMENT MEMO NOTE CAUTION SHOPPING LIST LETTER ADVERTISEMENT ETC DESCRIPTIVE TEXT RECOUNT PROCEDURE NARRATION EXPOSITION REPORT DICUSSION ETC ORDERING REQUESTING WARNING PROMISSING DECLARING THRETENING SUGGESTING INVITING ETC INTRODUCING GREETING THANKING ADMIRING APOLOGIZING SHOWING ANGER SHOWING PAIN ETC

  2. Transactional exchange is expression used for certain purpose (to get something done); eg.asking for help, inviting someone, etc. Interpersonal exchange is expression used to accustom the students to lengthen the conversation in the context of “talking”, to maintain the social relation.

  3. STEPS OF TEACHING PRODUCTIVE ENGLISH SKILLS 1. Building Knowledge of Field 2. Modeling of Text 3. Joint Construction of Text 4. Individual Construction of Text

  4. Building Knowledge of Field BKOF is the step where the students have to pay attention to the teacher’s explanation related to the materials will be studied. This stage can be applied by sharing knowledge, vocabulary (building) and grammar.

  5. Modeling of Text The purpose of this step is giving models or example dealing with the materials being discussed It can be done by story telling, transactional or interpersonal exchange.

  6. Joint Construction of Text In this step, the students are asked to do something or to work in pairs (group) with their friends or teacher

  7. Individual Construction of Text • In this step, the students are expected to do something individually. • The teacher should be sure whether the language competencies are achieved or not.

  8. EXAMPLE : DESCRIPTIVE TEXT • BKOF • Invite one of the students to stand in front of the class • Ask the class to identify him first (elicitation): who he is, what his name is, where he lives, in which grade he is now, etc. (by doing this stage, the students have done the first generic structure of descriptive text, that is identification)

  9. 3. Guide the class to state the characteristic of him, by asking: How tall is he, how old is he, how is his eyes, how is his hair, how is his face, how is his performance, etc. 4. Guide the students to develop their vocabularies.

  10. Hair: Age: Nose: Identification: Height: Eyes: Appearance:

  11. Hair: curly, wavy, crew-cut Blondy, straight, afro Age: midle age, young, Elderly, 12 years, Nose: Pointed, flat Identification: Thing, person Or event Height: medium, Quite tall, dwarft Eyes: small, black Appearance: calm, Charming, talkative, Cute, fat, slim

  12. 5. Explain the generic stucture of descriptive text - The first paragraph is the identification. It consists of the identification of who, what, when, where. • The second paragraph is the description. It describe parts, qualities, and characteristics 6. Encourage the students to find the verb, and then clarify the tense.

  13. Modeling of Text Provide a good complete example of descriptive text • Joint Construction of Text Ask the students to work in pair or in group to finish such exercises related to the text. • Individual Construction of Text Ask the students to develop a simple text of descriptive at home, and ask them to put their own paper in the port-folio file.

  14. Generic Structure of Descriptive Text • Identification: identifies phenomenon to be described. • Description: describes parts, qualities, characteristics.

  15. Language Features • Focus on specific participants • Use of attributive of an identify-ing processes • Frequent use of epithets and classification in nominal groups • Use of simple present tense

  16. Example for Modelling Natural light and geometric shape are the main features of this house. Standing on an 8 by 25 metre plot, the house was designed with a forest atmosphere. There is askylight which allows sunlight to come in. Many people refuse to have a skylight because they claim it’ll make the house hot. But the smoked glass reduces heat and gives the room a glowing colour.

  17. Identification: ----------------------------- Characteristic 1 ............................ Characteristic 2 -------------------------- Characteristic 3 ---------------------------

  18. Terima Kasih

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