PISMP IPG Semester 1.

2011 Perancangan Pengajaran dan Pembelajaran Teaching and Learning Plan

Week (Interaction) 1

Topic Parts of Speech/Word Classes Content Nouns. Pronouns Adjectives

Readings/Suggested Activities/Task/Homework Lecture Tutorial Practical ISL Shortb diagnostic exercises on identifying nouns, pronouns and adjectives used in texts. Lecturer recapitulates based on the short text. Lecturer reinforces the content: nouns, pronouns and adjectives. Exercises on: -nouns -pronoun references (anaphoric, cataphoric and axophoric references -adjectives sequences & functions Create a profile ( prose form) of one of your classmates, focusing on the three word classes.

Remarks: Resources. ICT, Modules, assignments Materials can be: newspaper clippings on current issues. short texts excerpts from different text types. materials based on relevant subject matter

Parts of

Verbs

In pairs, create an

Materials can be:

Speech/ Word Classes

Adverbs

Short diagnostic activities (games. Miming, word maze) on identifying verbs and adverbs, and the types of verbs and adverbs used. Lecturer recapitulates based on the activities ( games, miming, word maze) on identifying verbs and adverbs, and the types of verbs and adverbs used. Exercises on types of verbs and adverbs. Discussion on the functions of verbs and adverbs. Identify tenses used in different text types. Lecturer gives input where necessary. Identify, correct the errors based on exercises given and justify.

advertisement focusing on verbs and adverbs

newspaper clippings on current issues. short texts. excerpts from different text types. Internet sources.

Tenses

Simple Progressive Perfect

In pairs, write a situational dialogue focusing on the simple, progressive and perfect tenses.

Materials can be: newspaper clipping on current issues. short texts excerpts from different text types. Internet sources.

Sentence Type

Simple

Lecturer gives input on

Choose two different

Different

Compoun Complex

different sentences types. Identify different sentences types in a text. Analyze and compare the different features found in the different sentences and how the use of the different sentence types affect the texts. Construct different sentence types. Carry out peer correction.

types of texts and identify the sentence types used in these texts. Compare and contrast the sentence types. Identify the features found in the different sentence types in each text.

text types Short exercises on sentence types

Types of Questions

Yes/No questions Information Questions - (WH) Tag

Identify the types of questions in the different texts (dialogue/conversations) provided. Classify the questions according to their types. Students formulate questions based on the text given. Use appropriate tag questions in situations provided ( dialogue/conversations) Short diagnostic test on

Write down the questions and responses during lectures. Classify the questions. Reflect on the questions and the responses elicited by the lecturer and students.

Internet Books Live dialogue Simulated situations Lectures 3rd February 2011 Chinese New Year Holiday

English sound

Individually, rewrite

speech

system: Pronunciation, enunciation, stress and intonation

Consonant sounds Vowel sounds Dipthongs Tripthongs

pronunciation. Input on the English Sound System with emphasis on special features of English pronunciation such as long/short vowels, final consonant clusters, dipthongs and tripthongs. Practise pronouncing words correctly. Short exercises on transcription: Change phonetic symbols to orthographic form and vice-versa

the phonetic transcription of a given paragraph in orthographic form. Select or record a listening text ( from various media) and l;isten critically to the long/short vowels.Consonant, dipthongs and tripthongs pronounced on the text.

organ chart. Phonetics Symbol

Chart ( Vowels and Consonants Place and manner of articulation diagrams/table. Exercises. Short texts. Recorded texts by students. Dictionar CDs.

Listening and Speaking skills

Listen for a variety of purposes and in different contexts. Respond to a variety of stimuli

Listen critically to news, talks, documentaries, and respond accordingly to the given tasks. Prepare a short advertisement for a product using suitable language. Peers and lecturer comment on the language used in the oral presentation.

In groups, listen critically to specified text-type assigned ( news, talks, documentaries, advertisements) and comment orally on the text in class.

Suggested tasks: gap filling grid completing mindmapping: skeletal outline, realia/broch ure

Listening and Speaking skills

Express opinions Give personal responses.

Input on social conventions e.g. greetings, interrupting, turn taking, agreeing and disagreeing. Listen to a recorded discusssion/forum/talk on issues related to subject matter. Analyse and express opinions or give personal responses. Conduct a small group seminar to express opinions or personal responses using social conventions.

Individually, research on topics pertaining to subject matter as a preparation for assignment 2-Oral Presentation.

TESL E-J website. Speech texts Recorded texts. Materials related to topics chosen.

Reading skills Techniques: Skimming & Scanning Barretts Taxonomy Literal comprehension. Reorganisation Inferential comprehension.

Discussion on different levels of Barretts Taxonomy Skim and scan a given text. Locate the authors message and intention. Identify and justify the choice of word(s0, expressions and figure of speech which reflect the message and intention. Carry out discussions and group dynamics.

Form a reading circle: Organize the information in the form of a graphic organiser. Draw inferences and conclusions based on given tasks. Create a graphic representation of the text read.

Materials can be: Newspaper clippings on Current issues. short texts. excerpts from differentI Internet sources. *Texts selected must reflect intended themes e.g. satirical/debatable

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Reading skills Evaluation Appreciation

Read and respond critically to a given text by applying the different levels of Barretts Taxonomy. Discuss and evaluate peer responses.

In groups, surf the Internet. select, write a critique and display it in class.

issues. Materials can be: newspaper clippings on current issues. short texts. excerpts from different text types. Internet sources. * Texts selected must reflect intended themes e.g. satirical/debatable issues. Recommendation: Use Reader Response approach Students to produce own writing Use chain writing activity. Materials can be: newspaper clippings on current issues short texts. Excerpts

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Pargarph Writing

Topic sentence Supporting Details Cohesive devices. Coherence

Using a text discuss: topic sentence supporting details cohesive devices. coherence In groups, produce a written text using a given theme. Identify topic sentences,

In groups, select a paragaraph from various sources. Identify the topic Sentence, supporting details, linking and concluding sentences. Start working on assignment 3.

supporting details, linking and concluding sentences in the written text. Reorganize given texts into meaningful and coherent paragraphs.

from different text types. Internet sources.

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Writing Different Text Types

Academic writing (thesis statements) Narrative. Descriptive. Coherence. Expository Argumentative

Study the samples of text types given. Identify the features of the text types (e.g. narrative, descriptive, expository, argumentative academic writing). Compare and contrast the different text types.

In groups, surf the Internet for samples of different text types. Select at least two text types, compare and contrast the organizational pattern of the text types. * Continue working on assignment 3.

* Texts selected must reflect intended themes e. g satirical/debatable issues. Materials can be: newspaer clippings on current issues. short texts. excerpts from different text types. Internet sources. draft of Assignment 3 * Texts selected must reflect intended themes e.g satirical/debatable issues.

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Writing Different Text Types

Academic writing (thesis statements) Narrative. Descriptive. Coherence. Expository Argumentative

In gropus, draft an outline of a narrative/descriptive essay. Other members of the class provide feedback in terms of topic sentences, content, cohesion, coherence)

Apply principles of writing different text types to improve Assignment 3.

Materials can be: newspaer clippings on current issues. short texts. excerpts from different text types. Internet sources. draft of Assignment 3 *Texts selected must reflect intended themes e.g satirical/debatable issues.

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Writing Different Text Types

Academic writing (thesis statements) Narrative. Descriptive. Coherence. Expository Argumentative

In gropus, draft an outline of a narrative/descriptive/exp ository/argumentative essay. Other members of the class provide feedback in terms of topic sentences, content, cohesion, coherence)

In groups, reorganize and rewite the drafts. Individually, write a 400-500 words essay based on the revised outline. Carry out peer assessment based on peer feedbacks forms.

Materials can be: newspaer clippings on current issues. short texts. excerpts from different text types. Internet sources.

draft of Assignment 3

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Writing Different Text Types

Academic writing (thesis statements) Narrative. Descriptive. Coherence. Expository Argumentative

In gropus, draft an outline of a narrative/descriptive/exp ository/argumentative essay. Other members of the class provide feedback in terms of topic sentences, content, cohesion, coherence)

In groups, reorganize and rewite the drafts. Individually, write a 400-500 words essay based on the revised outline. Carry out peer assessment based on peer feedbacks form.

*Texts selected must reflect intended themes e.g satirical/debatable issues. Materials can be: newspaer clippings on current issues. short texts. excerpts from different text types. Internet sources. draft of Assignment 3 *Texts selected must reflect intended themes e.g satirical/debatable issues.

Note:

ISL-Independent Student Learning All exercises/tasks/materials must be compiled in the learners portfolio for assessment.