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UNGKAPAN-UNGKAPAN BAHASA INGGRIS UNTUK PENGAJARAN TEACHER’S SCAFFOLDING TALK.

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Presentasi berjudul: "UNGKAPAN-UNGKAPAN BAHASA INGGRIS UNTUK PENGAJARAN TEACHER’S SCAFFOLDING TALK."— Transcript presentasi:

1 UNGKAPAN-UNGKAPAN BAHASA INGGRIS UNTUK PENGAJARAN TEACHER’S SCAFFOLDING TALK

2 TUJUAN  Guru mampu menyelenggarakan seluruh kegiatan dalam kelas dalam bahasa Inggris yang menyertai tindakan (language accompanying action) dan  reinforcing, basic questioning, variability, explaining, introductory procedures and closure dan advanced questioning.

3 LANGUAGE ACCOMPANYING ACTION  Mengelola seluruh aktivitas kelas dalam bahasa Inggris  Guru bertindak sambil bicara  Guru menggunakan fixed expressions yang lazim digunakan oleh penutur asli  Guru menggunakan speech dan speed yang alamiah

4 Language for instructional purposes  Guru menjalankan fungsi-fungsi instruksional dalam wacana bahasa Inggris  Guru terampil merealisasikan setiap fungsi instruksional dalam bahasa Inggris yang berterima

5 Greetings and forms of address  Good morning, children.  Good morning, Ms Farida.  Hello, boys and girls.

6 Checking attendance  Lets’s call the roll.  Let’s take the register.  Let’s check to see who’s here.  Remember to answer “I’m here”

7 Organizing the classroom  Get your books and pencils out.  Pick your pencils up.  Turn your face around to face the wall chart.  Put all your things away.  Leave the windows open.

8 Ending lessons  That’s all for today. On Monday, there’ll be more.  Ok children, make a line to say goodbye.  Ok, it’s break time, so you can go out play.

9 Recalling routines  What do we do when we are having a story? Come up and sit on the mat.  What do we do at the end of the lesson? Clear everything up nicely

10 Explaining and demonstrating  Today we are going to do some drawing. Look at what we are going to make.  Next we are going to make a monster.  Over the next few lessons we are going to colour some animals. We’ll start like this.

11 Asking for helpers and giving things out  I need two helpers please. So, you can give out these pictures? One each.  Can you pass around these sheets of paper? So everyone has one?  Hand these back down your rows.

12 Asking who wants a turn  Who wants to start? Hands up! Maria again? But you’ve just had a go.  Whose turn is it to do a mime?  One more go. Who wants the last go?  Who has still not had a turn?

13 Playing with things  Whoop’s! one’s gone in your lap. Can you pick it up?  Oh dear! You missed it. Can you get it?  Watch out! Kick it over here!  Roll it, don’t bounce it!  Careful! He’s behind you!

14 Reinforcing  That’s good work.  Keep it up, Doni.  You have caught on very quickly.  Wow…aren’t you doing well.  I’m pleased with that.  You are doing better.

15 Setting up pairs and groups  You’re going to do this in pairs.  You’re going to work in threes.  You will be playing this in groups of three or four.  Here are two pictures.  Keep them face down.  You can look at them both.

16 Basic questioning  What can you think of…….?  What makes you think that?  Why do you say that?  What is rosemary used for?  Does anybody know?  Why would they be wearing it on a hot day?

17 Variability  Variasi ungkapan-ungkapan  Variasi kegiatan  Variasi gerak tubuh  Variasi raut muka  Veriasi nada suara  Variasi media

18 Explaining  Discourse structure: reviewing, orienting, introducing, getting feedback, closing.  Discourse markers: first of all, then, after that, finally, etc.  Spoken language style.  Interactive.

19 Advanced questioning  Penny, you might like to explain a little bit about the French history?  I wonder what this little fellow might be feeling at this moment? Jonathan?  Anyone like to make a comment on this poem, please?  Is there a comparison in this first section?

20 Classroom Discourse Demonstration  Opening procedures  Orientation  Activities  Feedback  Giving assignment  Closing procedures


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