SKEMA TLO

RANCANGAN PENGAJARAN DAN PEMBELAJARAN MINGGUAN

PROGRAM: ____________________________________________________________________________ SEMESTER: ______ TAHUN: ______

Kursus: ________________________________________________________________________________Kod: ____________ Kredit: ____________
Wee To!i" #$d Co$te$ts Le#r$i$% O&'e"ti(es Le"ture
)* +our,
Tutori#-
)* +our,
Pr#"ti"#-
). '#/,
ISL
). +our,
Re/#rs
INDUKSI SEMESTER 01 .223
* Understanding
Language
Introduction to
language
- definition and
concept
The
communication
process
Components of
language
- phonology
- semantics
- syntax
- morphology
- pragmatics
Factors affecting
language
learning
- Cognitive
- Environment
1. Explain contents of
the field of language
and language
instruction 1.1!
". Explain learning
and pedagogical
theories that #ill
enhance language
instruction
1."!
$efine
language
$iscuss the
importance of
language
Explain the
communication
process #ith a
diagram and
examples
Clarify the
follo#ing terms
#ith the use of
examples
- phonology
- semantics
- syntax
- morphology
- pragmatics
$iscuss the
cognitive and
environmental
factors affecting
language
ac%uisition
&uided tour
of the li'rary to
identify resources
related to the
course
Using
search engines to
loo( for #e'sites
related to the
course
)aving
visuals from the
internet
Create a glossary
of terms related to
language and
communication
using the graphic
organi*er provided
)earch for useful
#e'sites related to
the course. +a(e
a summary of the
details of the
#e'sites using the
format provided.
,uder- )...
"//0!.
Teaching
students
with speech
and
language
difficulties.
. Listening )(ills
$efinition
and concept of
listening
comprehension
Listening
comprehension
1. Explain contents of
the field of language
and language
instruction.
".. Explain learning
and pedagogical
theories that #ill
Explain the s(ill
of listening
comprehension
and relate this
s(ill to mastery
of the
components of
)hare #e'sites
found
)ummari*e the
contents of the
#e'sites
The lecturer 1
2rovides
examples of
activities that can
'e carried out to
develop listening
and spea(ing
Chec( li'rary
resources or the
internet for
activities and
techni%ues for
teaching various
aspects of
1
2rogram I3a*ah )ar3ana +uda 2erguruan 2I)+2! dengan ,epu3ian 0 "
2,401/5
0 "61! ELT +ethodology ,aedah 2enga3aran dan 2em'ela3aran 4ahasa Inggeris!
SKEMA TLO
Wee To!i" #$d Co$te$ts Le#r$i$% O&'e"ti(es Le"ture
)* +our,
Tutori#-
)* +our,
Pr#"ti"#-
). '#/,
ISL
). +our,
Re/#rs
pro'lems
- Factors
affecting
listening
comprehension
- Listenin
g
comprehension
pro'lems
7ssessing
listening
comprehension
- 8ouns
- 7d3ectives
- 9er's
- 2repositions
- Tenses
- Understanding
directions and
instructions
- Understanding
discourse
enhance language
instruction
1."!
language
:elate deficits
in the
ac%uisition of
language
components to
pro'lems in
listening
comprehension
Explain ho# to
test for listening
comprehension
of
- 8ouns
- 7d3ectives
- 9er's
- 2repositions
- Tenses
- $irections
and
instructions
- $iscourse
s(ills 'ased on
given topics
The students 1
2lan and
demonstrate the
integration of
listening and
spea(ing
activities in an
English language
lesson
The lecturer and
students 1
Evaluate
the strengths and
#ea(nesses of
the lesson
listening
comprehension.

2rep
are a 2o#erpoint
presentation of the
information
gathered- and
ma(e preparations
to demonstrate the
implementation of
the activity.
4os- ).4. ;
9aughn- ).
1<<=!.
Strategies
for teaching
students
with learning
and
behavior
problems
0 Listening )(ills
Techni%ues of
Teaching Listening
Com -prehension
In $ifferent
Communicational
Contexts
- Understanding
#ords and
concepts
- Understanding
sentences
- Listening
comprehension
- Critical listening
- )tory reading
1. 2lan learning
experiences that ta(e
into consideration the
physical- social and
cultural aspects of the
child ".1!
". 7pply different
approaches to monitor
and evaluate the
(no#ledge and s(ills
of the students ".=!
Understan
ding
instructions>dire
ctions
- role playing
- games
Understan
ding meanings
of #ords-
figurative
language and
concepts 1
- concrete
o'3ects
- pictures
- visual
2o#erpoint
presentation and
demonstration of
the techni%ues and
activities for
teaching listening
comprehension.
The lecturer 1
2rovides
explanations and
guidelines on test
construction
The students 1
$esign a
test to assess the
students?
listening
comprehension
of any three of
the follo#ing
grammatical
items or listening
s(ills 1
Chec( the internet
or the resources in
the li'rary on the
auditory receptive
s(ill pro'lems of
a! auditory
discrimination
'! auditory
figureground
c! auditory
'lending
d! auditory
closure
e! auditory
association
f! auditory
"
SKEMA TLO
Wee To!i" #$d Co$te$ts Le#r$i$% O&'e"ti(es Le"ture
)* +our,
Tutori#-
)* +our,
Pr#"ti"#-
). '#/,
ISL
). +our,
Re/#rs
organi*ers
- games
-
programmed >
structured
instruction
Understanding
increasingly
complex
sentence 1
- programmed >
structured
instruction
)uggestions for
teaching critical
listening and
story
comprehension
a! 8ouns
'! 7d3ectives
c! 9er's
d! 2repositions
e! Tenses
f! Understandi
ng directions
g! Understandi
ng discourse
se%uencing
Use the given
graphic organi*er
to descri'e the
pro'lem- and to
explain ho# the
pro'lem can 'e
remediated.
2repare a
2o#erpoint
presentation of the
information
+ann- 2.@.-
)uiter- 2.7.
; +cClung-
:.+.
Handbook in
diagnostic-
prescriptive
teaching.
4 )pea(ing )(ills
$efinition and
concept of
spea(ing
7uditory
Expressive
Language
2ro'lems
- 7rticulation
pro'lem
- )tammering
- 7phasia
- $yspraxia
- Expressive
language
pro'lems
1. Explain contents of
the field of language
and language
instruction 1.1!
". 7pply different
approaches to monitor
and evaluate the
(no#ledge and s(ills
of the students.".=!
The lecturer 1
Explains the
relationship
'et#een
spea(ing s(ills
and the
components of
language
The students read
provided articles of
the follo#ing 1
7rticulation
pro'lem
)tammering
7phasia
$yspraxia
Expressive
language
pro'lems
The students then
summari*e the
2o#erpoint
presentation of
the activities >
techni%ues for
remediating
auditory
receptive
pro'lems
The lecturer 1
$emonstrates
ho# to carry out
a structured
lesson to teach
sentence
patterns >
grammatical
items
The students 1
2lan and
demonstrate the
application of
structured
instruction to
teach sentence
patterns >
grammatical items
Chec( li'rary
resources or the
internet for
intervention
strategies for the
follo#ing
pro'lems1
- 7rticulation
pro'lem
- )tammering
- 7phasia
- $yspraxia
- Expressive
language
pro'lems
2repare a
2o#erpoint
presentation of the
information
gathered.
4os- ).4. ;
9aughn- ).
1<<=!.
Strategies
for teaching
students
with learning
and
behavior
problems
0
SKEMA TLO
Wee To!i" #$d Co$te$ts Le#r$i$% O&'e"ti(es Le"ture
)* +our,
Tutori#-
)* +our,
Pr#"ti"#-
). '#/,
ISL
). +our,
Re/#rs
details using a
graphic organi*er
provided
5 )pea(ing )(ills
7ssessment of
auditory
expressive
language
". 7pply different
approaches to monitor
and evaluate the
(no#ledge and s(ills
of the students.".=!
Explain the
various aspects
of auditory
expressive
language to 'e
assessed
- articulation
- voca'ulary
- syntax
- morphemes
Informal
strategies for
assessing
different aspects
of auditory
expressive
language
2o#erpoint
presentation on
intervention
strategies for
communication
pro'lems
The lecturer 1
$emonstrates
informal
techni%ues for
assessing
different aspects
of spea(ing s(ills
The students 1
2lan and
design tests of for
assessing
different aspects
of spea(ing s(ills
#ith guidance
from lecturer
)tudy
explanations of
teaching activities
to enhance
spea(ing s(ills as
suggested 'y
various #riters.
Texts provided!
Choose an activity
and ma(e
preparations to
carry out the
activity.
,uder- )...
"//0!.
Teaching
students
with speech
and
language
difficulties.
6 )pea(ing )(ills
Techni%ues
of teaching
spea(ing s(ills
- developing
voca'ulary
Teaching
sentence patterns
1. 7pply different
approaches to monitor
and evaluate the
(no#ledge and s(ills
of the students.".=!
Explain ho# to
carry out
structured
instruction to
enhance
ac%uisition of
voca'ulary-
sentence
structure and
grammatical
items
Ather
techni%ues 1
- modeling
- self tal( and
parallel
tal(
- expansion and
Explanation and
demonstration of
activity to enhance
a selected aspect of
spea(ing s(ills
Create forms and
chec(lists that can
'e used to
organi*e
assessment
information on
receptive and
expressive
language s(ills
Carry out li'rary or
internet research
for information to
fill up graphic
organi*er on
reading
techni%ues >
strategies
Create a
2o#erpoint
presentation of
information
gathered
+ercer- C.$.
; +ercer-
7.:.
Teaching
students
with learning
problems.
=
SKEMA TLO
Wee To!i" #$d Co$te$ts Le#r$i$% O&'e"ti(es Le"ture
)* +our,
Tutori#-
)* +our,
Pr#"ti"#-
). '#/,
ISL
). +our,
Re/#rs
Ela'oration
)uggested
activities
- role playing
- drama
- B)ho#-and-
tellC
- field trips
- story telling
7 :eading )(ills
$efinition and
concept of
reading
Factors
7ffecting
:eading
:eadiness
- 2hysical
factors
- Emotional
factors
- Intellectual
factors
- Linguistic
factors
- Experience
4asic :eading
)(ills
- Dord
recognition
s(ills
- Dord analysis
- 2honetic
analysis
- )tructural
7nalysis
- Comprehension
1. Explain contents of
the field of reading
1.1!
". Explain learning
and pedagogical
theories to strength
pedagogical
(no#ledge. 1."!
Use examples and
a graphic organi*er
to 1
Explain the s(ill
of reading
$iscuss reading
rea1. Explain
contents of the field
of language and
language instruction
la1.1!
1. Explain contents
of the field of
language and
language instruction
la1.1!
diness
Explain 'asic
reading s(ills
2o#erpoint
presentation of
information
gathered on
techni%ues >
strategies for
teaching reading
The lecturer 1
$emonstrates
the phonics
method of
reading
instruction
The students 1
2lans and
carry out
reading
instruction
'ased on
phonics
Carry out li'rary
or internet
research to find
out ho# reading
instruction can 'e
carried out using
games. 2rovide
details of the
activity concerned
using the
organi*er
provided. 2repare
a 2o#erpoint
presentation to
explain the game-
and plan a 'rief
demonstration of
the game.
)tudents tape
record their o#n
reading of texts for
use in the next
lecture.
Lerner- ..D.
1<E5!.
Learning
disabilities :
Theories,
diagnosis
and teaching
strategies.
5
SKEMA TLO
Wee To!i" #$d Co$te$ts Le#r$i$% O&'e"ti(es Le"ture
)* +our,
Tutori#-
)* +our,
Pr#"ti"#-
). '#/,
ISL
). +our,
Re/#rs
3 :eading )(ills
7ssessing
:eading 7'ility for
Classroom
:eading
Instruction
- Formal
assessment
- Informal
assessment
1. 7pply different
approaches to monitor
and evaluate the
(no#ledge and s(ills
of the students ".=!
Explain purpose
of formal reading
assessment
Explain several
#ays to carry out
informal reading
assessment
Listen to reading
carried out 'y
student
themselves and
carry out a
miscue analysis
2o#erpoint
presentation and
demonstration
on the teaching
of reading
through games
The lecturer 1
2rovides
guidelines on the
construction of
informal reading
tests
The students 1
2lans and
designs reading
tests and
evaluation
$o#nload
pictures and other
visuals from the
internet. Use the
pictures and
visuals to create
either an English
lesson on reading
using 2o#erpoint
or a 'oo(let > 4ig
4oo( that could 'e
used to teach
reading.
:o''- L.
"//"!.
Teaching
strategies
that work :
Teaching
your
students to
become
better
readers.
8 :eading )(ills
Techni%ues
for Teaching
:eading and
:emediating
:eading
2ro'lems
- 4asal reading
approach
- 2honics
approach
- Linguistics
approach
- Language
experience
- Individuali*ed
reading
1. 2lan learning
experiences that ta(e
into consideration the
physical- social and
cultural aspects of the
child. ".1!
0. Avercoming the
various challenges in
education
=.F!
=. )ynthesi*ing
information from
various sources to
gain a 'etter
understanding of
theory and practice
F.0!
Using
examples and
demonstration
- explain the
various
approaches to
the teaching of
reading
$iscuss ideas
for
implementatio
n of these
reading
approaches
)ho#case the
English lesson on
reading using
2o#erpoint or the
'oo(let > 4ig 4oo(
that can 'e used to
teach reading
created from
visuals from the
internet.
The lecturer 1
2rovides ideas
for teaching
reading
comprehension
incorporating pre-
reading- #hile-
reading and post-
reading activities
The students 1
2lan
activies and
demonstrate ho#
to implement the
activities to teach
reading
comprehension
The lecturer and
students 1
Evaluate the
strengths and
#ea(nesses of the
Carry out li'rary
or internet
research on #ays
to carry out
multi-sensory
methods of
teaching
reading and
#riting. 2lan
the construction
of the materials.
Loo( for a
9C$>$9$ that is
useful for
teaching reading
to 'e sho#n
during tutorial.
4os- ).4. ;
9aughn- ).
1<<=!.
Strategies
for teaching
students
with learning
and
behavior
problems
F
SKEMA TLO
Wee To!i" #$d Co$te$ts Le#r$i$% O&'e"ti(es Le"ture
)* +our,
Tutori#-
)* +our,
Pr#"ti"#-
). '#/,
ISL
). +our,
Re/#rs
lesson
CUTI PERTENGAHAN SEMESTER
PENGALAMAN BERASASKAN SEKOLAH III
*2 Driting )(ills
$efinition and
concept of #riting
Factors 7ffecting
Driting
Competency
- Fine motor s(ill
- 9isual-motor
Coordi nation
- 2erception
Language
7#areness
- )entence Types
simple-
compound ;
complex
sentences!
1. Explain contents
related to the study of
#riting 1.1!
".. Explain learning
and pedagogical
theories that #ill
enhance #riting
instruction
1."!
0. 2lan learning
experiences that ta(e
into consideration the
physical- social and
cultural aspects of the
child. ".1!
Explain the
s(ills of #riting
Explain terms
related to
perceptual
pro'lems
Familiari*e
students #ith
the different
types of
sentences
Exercise in
identifying
sentence
types or in
constructing
different types
of sentences
2resentation of
information
gathered on multi-
sensory
approaches to the
teaching of reading
and #riting
The lecturer 1
2rovides
guidelines and
explanations on
the construction
of
- an informal
reading
inventory
- chec(lists for
reading and
#riting
The students 1
Construct an
informal reading
inventory and
chec(lists for
reading and
#riting under
guidance of
lecturer
Carry out li'rary or
internet
research to find
out suggested
interventions>
strategies for
the remediation
of perceptual
pro'lems
affecting #riting
+ercer- C.$.
; +ercer-
7.:.
Teaching
students
with learning
problems.
** Driting )(ills
Language )(ills
- +echanics of
#riting
- )entence
construction
- 2aragraph
1. Explain contents
related to #riting s(ills
1.1!
".. Explain learning
and pedagogical
theories that #ill
$iscuss the
(no#ledge
and s(ills
re%uired for
composition
#riting
$iscuss
2resentation of
remedial
measures to
overcome
perceptual
pro'lems
affecting #riting
4ased on a
#riting sample-
note do#n your
assessment of
the student?s
hand#riting-
(no#ledge of
Carry out li'rary or
internet research
on the teaching of
hand#riting and
spelling as
suggested 'y the
experts. +a(e a
+ercer- C.$.
; +ercer-
7.:.
G
SKEMA TLO
Wee To!i" #$d Co$te$ts Le#r$i$% O&'e"ti(es Le"ture
)* +our,
Tutori#-
)* +our,
Pr#"ti"#-
). '#/,
ISL
). +our,
Re/#rs
#riting
- Driting different
types of text
enhance #riting
instruction
1."!
descriptive-
narrative and
expository
texts
Identify the
characteristics
and the
language
items common
to these texts
mechanics-
voca'ulary
mastery-
sentence types
(no#ledge -
ideation etc
Identify the s(ills
that need to 'e
taught to the
students
2o#erpoint
presentation of
your findings.
Teaching
students
with learning
problems.
*. Driting )(ills
Techni%ues for
Teaching
Driting
- Clo*e #rting
- )pelling
- )imple
sentence
construction
Teaching of
grammar
1. 2lan learning
experiences that ta(e
into consideration the
physical- social and
cultural aspects of the
child. ".1!
1. 7pply different
approaches to monitor
and evaluate the
(no#ledge and s(ills
of the students.".=!
=. )ynthesi*ing
information from
various sources to
gain a 'etter
understanding of
theory and practice
F.0!
5. :aise the level of
personal
professionalism on a
continuous 'asis =.1!
Using examples
and demonstration 1
explain
techni%ues for
teaching
- spelling
- sentence
construction
- different
aspects of
grammar
2resentation of
information
gathered on
techni%ues to teach
hand#riting and
spelling as
suggested 'y the
experts
The lecturer 1
2rovides
guidelines and
explanations
on
the
construction
of teaching
aids
for the
teaching
of grammar-
sentence
construction-
and other
aspects of
reading and
#riting
The students 1
Construct
teaching aids
'ased on the
guidelines
provided
)tudy the English
Language sylla'us
for the special
class. Identify the
themes and topics
that deal #ith the
teaching of 1
- syntax
- morphology
- reading
comprehension
Identify the
strengths and
#ea(nesses of the
sylla'us- and
ma(e preparations
for a de'ate on the
pros and cons of
the sylla'us
+ercer- C.$.
; +ercer-
7.:.
Teaching
students
with learning
problems.
*0 )ylla'us )tudy
The )tudy and
1. Translate the
curriculum contents
Compare and
contrast the
$e'ate on the
strengths and
Drite a complete
lesson plan using
)tudy some
model lesson
E
SKEMA TLO
Wee To!i" #$d Co$te$ts Le#r$i$% O&'e"ti(es Le"ture
)* +our,
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)* +our,
Pr#"ti"#-
). '#/,
ISL
). +our,
Re/#rs
Interpretation of
the Learning
$isa'ilities
English )ylla'us
- Themes
- Learning
outcomes
- Language
s(ills
- Integration
into meaningful
activities ".0!
". Affer and defend
points related to
educational issues
5.1!
sylla'us as
used 'y the
special
classes in
+alaysia and
the sylla'us
as used in
another
country
Identify the
strengths and
#ea(nesses
of 'oth the
sylla'i
#ea(nesses of the
English sylla'us
used to teach
English to students
#ith learning
pro'lems in
+alaysia
the format
provided to teach
1
- any aspect of
listening or
spea(ing s(ill
- any aspect of
reading
plans.
:efer to the
English sylla'us
Identify an area to
teach on reading
or listening >
spea(ing s(ills
Drite out the
lesson plan
2repare the
materials
necessary for
carrying out the
lesson
The +inistry
of Education
English
sylla'us for
the special
education
programme
for students
#ith learning
pro'lems
*4 Lesson 2lan
$aily Lesson 2lan
- Format
- Learning
outcomes
- Integration of
language s(ills-
contents and
activities
- Teaching aids
- :eflection
1. Translate
curriculum contents
into meaningful
activities ".0!
". )ynthesi*e
information from
various sources to
gain a coherent
understanding of
theory and practice
F.0!
$iscuss the
format of a
lesson plan
$iscuss ho#
to #rite
learning
outcomes
$iscuss the
planning of a
lesson
The students 1
Carry out the
lesson planned on
reading or listening >
spea(ing s(ills
The lecturer 1
9ideotapes the
teaching session
The lecturer and
students evaluate the
implementation of the
lesson using the
evaluation form
provided
The students 1
Implement
the
lesson planned
The lecturer 1
9ideotapes the
teaching session
The lecturer and
students evaluate
the implementation
of the lesson using
the evaluation form
provided.
Identify a s(ill
related to
(no#ledge of
grammar> syntax
or #riting
hand#riting-
spelling or
composition! to
teach
Drite a lesson
plan to implement
the lesson
)ample
lesson plans
prepared 'y
past year
students
*5 Lesson 2lan
$aily Lesson 2lan
- Format
- Learning
outcomes
- Integration of
language s(ills-
1. Use self-access-
self-paced and self-
directed s(ills to strive
for continuous
personal excellence
G.5!
". 7pply strategies for
)tudy the
lesson plan
#ritten 'y the
students for
micro-teaching
$iscuss the
strengths and
The students 1
Datch video of
teaching session
The lecturer and
students criti%ue
the teaching
session
The students 1
Carry out the
lesson planned
on the teaching
of grammar >
linguistic items or
#riting
The lecturer and
students 1
Datch the video
recording of
he teaching
session
Criti%ue the
<
SKEMA TLO
Wee To!i" #$d Co$te$ts Le#r$i$% O&'e"ti(es Le"ture
)* +our,
Tutori#-
)* +our,
Pr#"ti"#-
). '#/,
ISL
). +our,
Re/#rs
contents and
activities
- Teaching aids
- :eflection
the implementation of
critical- creative and
innovative s(ills. E.5!
0. +engguna(an
(emahiran a(ses
(endiri- (adar (endiri
dan terarah (endiri
untu( (ecemerlangan
diri yang 'erterusan
E.5!
#ea(nesses
of the lesson
plan
+a(e
suggestions
for
improvement
The lecturer 1
9ideotapes the
teaching session
The lecturer and
students 1
evaluate the
lesson using the
evaluation form
provided
teaching session
using the
evaluation form
provided.
)ample
lesson plans
prepared 'y
past year
students
*6 ULANG KAJI 9 PENGURUSAN KERJA KURSUS
*7 ULANG KAJI 9 PENGURUSAN KERJA KURSUS
*3 PEPERIKSAAN AKHIR TAHUN
1/