Practicum: I come, I see, I conquer

Ustati, R. (2013). Practicum: I come, I see, I conquer. Warta Kampus IPG Kampus Pendidikan Teknik. 14.

English Language lesson plan in a primary classroom

Ustati, R. (2013) Planning for a workable English language lesson plan in a primary classroom. Dinamika. 4-5.

Conjunctions and Interjections

Prepositions

PREPOSITIONS show time, place, direction or movement

Prepositions of time - at 12 o'clock, in December, from Sunday to Tuesday, by noon, before 2012, from 1 pm to 5 pm, until midnight.

Prepositions of place and direction

at, above, among, against, away, along, from, in, into, below, by, through, to, under, up.

e.g
at home
from Kuala Lumpur to Kampung LBJ
through the tunnel
above Aizzat's head
in the bag
pour into the jug
under the table
up the ladder
by the river
along the beach

Preposition of Purpose

so that, for, in order
e.g.
Please be silent so that we can listen to the announcements better.
My late father provided well for our needs when we were young.
I need to leave the house early in order to reach Tumpat at noon.

Preposition of Association
among, between

e.g.
Between Exora and Inspira, I prefer Inspira because it looks more sporty.
The cookies are shared among the students in the class.

Letters and Reports

English Language Proficiency II

End of Term Test consists of 3 sections : Section A, Section B and Section C.

Section A - 10 objective questions

Section B - 1 structured question

Section C - 1 essay question

Duration of test: 1 hour and 30 minutes

Topics covered: 

Grammar - Conjunctions, Prepositions and Interjections

Reading Comprehension

Essay - Report Writing/ Letter Writing/ Interpreting Graphs

Study hard, Study smart!

Writing a lesson plan for primary classroom

Writing a lesson plan can be quite challenging for students undergoing practicum. Here is  an overview on things to be considered in your lesson plan. 

KSSR

Date

Time

Class

No. of pupils

Pupils level

Theme

Topic

Focused Skill

Learning Standards

Document Standard Performance (DSP)

CCTS

Habits of  Mind (HOM)

Grammar

Vocabulary

Teaching Aids

Moral Value

Previous Knowledge

General Objectives

Specific Objectives

KBSR

Date

Time

Class

No. of pupils

Pupils level

Theme

Topic

Main Skill

Integrated Skills

Curriculum Specifications

CCTS

Habits of  Mind (HOM)

Grammar

Vocabulary

Teaching Aids

Moral Value

Previous Knowledge

General Objectives

Specific Objectives

English Language Teaching Methodology for Young Learners

       Brown, H.D. (2001)   Teaching by Principles : An Interactive Approach to Language Pedagogy (2 th^. ed.).  New York: Longman.

       Chitravelu, N., Sithamparam, S. & Teh S.C. (2005).  ELT Methodolgy : Principles and Practice (2nd^. ed.).  Shah Alam: Fajar Bakti.

       Arshad, A. S. (2004).  Essentials of Language Testing for Malaysian Teachers. Serdang: University Putra Malaysia Press.

       Brindley, G. (2003).  Classroom-Based Assessment.  In D. Nunan (ed.) Practical English Language Teaching.  New York: McGraw Hill.

      Cohen, L. et. al. (2004).  A Guide to Teaching Practice.  London: Routledge Falme.

      Shameem, R.G. (ed.) (2004).  ELT Teaching Materials: Theory and Practice. Petaling Jaya: Sasbadi.

ENGLISH FOR LANGUAGE TEACHERS

Features of language and communication

Sounds production in the English sound system

Accurate English sounds in discourse

Different types of morphemes and word-formation processes

Knowledge of semantics and pragmatics in different contexts

 

REFERENCES

Fromkin, V., Rodman, R. & Hyams, N. (2003). An Introduction to Language. (7th. ed.) Massachusetts: Thomson Heinle

 

Kuiper, K. and Allan, W. S. (1996). An Introduction to English Language: Sound, Word and Sentence. Basingstoke: Macmillan



Roach, P. (2001). English Phonetics and Phonology: A Practical Course. Cambridge: Cambridge University Press.

Additional References

Baskaran, L.M. (2005). A Linguistic Primer for Malaysians. Kuala Lumpur. University of Malaya Press.

Bygate, M. (2000). Speaking. Oxford: Oxford University Press.

Celce-Murcia, M. (2001). Discourse and Context in Language Teaching; A Guide for Language Teachers. Cambridge: Cambridge University Press.

Yule, G. (1985). The Study of Language: An Introduction. Cambridge: Cambridge University Press.

"We Could **** Mr Birch"

Kee Thuan Chye (2004). "We Could **** Mr Birch". Singapore: Times Books International.

 

An interesting play written by Kee Thuan Chye. An honest insights into how Malaysians think, especially during this era.

Stories for Young Learners

Stories can be stimulating for children. In second language learning, stories can assist teachers to develop positive reading habits in young learners.

Features of children’s stories

• Character
• Storyline
• Time sequence
• Setting
• Diction
• Length
• Illustration

Types of stories

• Modern fantasy
• Realistic fiction
• Non-fiction
• Biography/Autobiography
•  Folk tales

REFERENCES

Cox, C. (2004). Teaching language arts: A student and response-  centred  classroom. (4^th Edition) Massachusetts: Allyn & Bacon

Brand, S. & Donato, J. (2001).  Storytelling in emergent literacy – Fostering multiple intelligences.  Albany, NY: Delmar Publishing.

Smyth, J.  (2005). Storytelling with young children.  Watson, ACT: Early Childhood Australia.

Selection of stories for young learners

·         Appropriate language level

·         Content

·         Visuals

·         Language learning potentials

Craft of storytelling

Exploring Language through Stories

Principles of English Language Teaching

Learning areas:-

Language Acquisition and Language Learning

Theories of Second Language Acquisition

Teaching Approaches, Methods and Techniques

Classroom Skills , Multiple Classroom Teaching and Classroom Management

General Principles in Teaching Language Skills

Remedial and Enrichment Activities ; Materials Selection, Adaptation and Simplification

Syllabus Study and  Lesson Planning

 

REFERENCES

Brown, H.D. (2000)  Principles of Language Learning and Teaching (4th^. ed.).  New York: Longman.

Brown, H.D. (2001)   Teaching by Principles: An Interactive Approach to Language Pedagogy (2nd  ed.).  New York: Longman.

Chitravelu, N., Sithamparam, S. & Teh S.C. (2005).  ELT Methodology: Principles and Practice (2nd^. ed.). 

Shah Alam: Fajar Bakti.

Additional References

Campbell, C.  & Kryszewska, H. (1992)  Learner-based Teaching..  Oxford: Oxford University Press.

Celce-Murcia, M. (ed.) (2001).  Teaching English as a Second or Foreign Language.  (3rd ed.) Boston: Heinle & Heinle.

Ellis, R. (1997).  Second Language Acquisition.  Oxford: Oxford University Press.

Krashen, S.D. (1992).  Fundamentals of Language Education. Chicago: McGraw Hill.

Larsen-Freeman, D (1986). Techniques and Principles in Language Teaching. New York: Oxford University Press.

Mackay, S. (2002).  Teaching English as an International Language.  Oxford: Oxford University Press.

Maley, A. (2000).  Beating Around the Bush. In Watcyn Jones P. (ed.) Top Class Activities.  Harlow: Longman Pearson Education.

Nunan, D. (2004).  Task-Based Language Teaching. Cambridge: Cambridge University Press.

Nunan, D. (ed.) (2003).  Practice of English Language Teaching. New York: McGraw Hill.

Richards, J.C. & Rodgers, T. S. (1986). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.

Shameem, R.G. (ed.) (2004).  ELT Teaching Materials: Theory and Practice. Petaling Jaya: Sasbadi.

Towndrow, P.A. & Vallance, M. (2004).  Using IT in the Language Classroom. Singapore: Longman.

Wong, B.E. (ed.) (2005).  Second Language Acquisition: Selected Readings. Petaling Jaya: Sasbadi.

Wright, T.  (2005).  Classroom Management in Language Education. Hampshire Palgrave: Macmillan.

Tone

"Is that what you mean? Your tone of voice indicates something else. You are being sarcastic, aren't you?

To know a person's feeling or attitude towards what is said (subject matter) is easier  when it is spoken. How do we know of a writer's or a poet's attitude towards the subject matter? Most of the times, through his/her word choice or diction.

In understanding literary works, identifying writer's/ poet's mood and tone of voice is as important as giving it a name. Is this a sad tone? Is it a happy tone? What other words can we use to describe tone besides 'happy' and 'sad'.  Tone of voice can be described in many ways, depending on the intensity of the feeling that the writer/persona/poet wishes to convey to the readers.

What is tone? According to the Kirszner and Mandell (2008), it is the "attitude of the speaker or author of a work toward the subject itself or the audience, as can be determined from the word choce and arrangement of the piece" (p. G10)

These are among the words that can be used to describe tone of voice.

Amused

Angry
Approving

Bitter

Compassionate

Concerned

Contemptuous

Critical

Cynical

Defiant

Disapproving

Disbelieving

Disdainful

Disgusted

Dispassionate

Disrespectful

Emotional

Hostile

Impassionate

Indifferent

Indignant

Insulting

Intolerant

Ironic

Light hearted

Malicious

Matter-of-fact

Mocking

Negative

Nostalgic

Objective

Pessimistic

Remorseful

Reserved

Sarcastic

Satirical

Scornful

Self-pitying

Sentimental

Serious

Skeptical

Solemn

Supportive

Threatening

Unemotional

Conceptualization of an Islamic Teacher Education Programme

I have presented this in my Issues in Education class with Prof. Rosnani Hashim last semester. It was indeed a very interesting, informative and eye-opening class. I would just like to share my ideas on this topic.

Considerations for an Islamic Teacher Education Programme

A teacher education programme which aspires to:

 integrate the Islamic philosophy and principles of education in the learning and practice of its teacher-trainees

 create an Islamic learning environment the teaching and learning in the classroom

 integrate Islamic perspectives into the formal and informal curricula of the teacher education

 produce prospective teacher with adequate knowledge and practice so as to enable them to be competent in the challenges of the globalization

An Islamic Teacher Education programme should equip teacher-trainees with

 the understanding of the Islamic philosophy of education and the Islamic (tawhidic) world-view

 the adequate knowledge of teaching methodology and pedagogy,

 subject-matter (content)knowledge,

 knowledge on learners’ characteristics,

 knowledge related to globalization of education


Important issues for consideration:

1. What is a murabbi (teacher) in Islam ?

2. What are the issues and challenges facing Muslim society and schools today?

3. What is the Islamic philosophy of Teacher education?

4. What are the guiding principles of an Islamic Teacher Education programmes?



Who is a “murabbi”?

• The term murabbi can be understood from the Arabic word of ‘’ rabba – yu rabbi – tarbiyah’’ which means as educating, caring, growing, and teaching with loving.

 The model of a ‘murabbi’ that is to be inculcated in this teacher education programme is the Prophet Muhammad s.a.w. for Allah has mentioned in the Qur’an that

We have sent thee (O Muhammad)

but as a universal teacher to all mankind,

to give glad tidings and warn (mankind) against sin.

but most men understand not.

(Al-Qur’an, 34: 28)

2. Issues and challenges faced by school and Muslim societies

• Dualism in education (primary and secondary)

• Learning environment does not portray an Islamic environment

• Educational emphases – producing good citizens/ knowledgeable workers – lack emphasis on Islamic value system based on tawhidic worldview

• Some Islamic schools emphasize the traditional Islamic curricula- students produced are less competent in meeting with the challenges of modern and globalization era

3. The goal of a Islamic TEP is to realize the Islamic Philosophy of Education

• Abu Umar Yusuf Ibn Abd Al-Basr Al-Namari- “learning is conducive to religion, awakens the intelligence of men, is companion in lonesomeness, is useful in social context and brings money”

• Al-Zarnuji- (religious factor of education) – ‘it is meet for the student in his quest for knowledge to strive for the good will of God, the future life, the removal of ignorance from himself and from the rest of the ignorant, the conservation of religion, and the survival of Islam’

• Al-Ghazali – goal of education is to produce God-conscious man who obey God’s commands, avoid his prohibitions and is useful to the community. “He is also concerned with the formation of good character (akhlaq), the cultivation of virtue, and the eradication of ignorance”

• Muhammad Iqbal – “individuals should be exposed to all kinds of formative and challenging experiences, otherwise his individuality will shrink and wither.” “A man should live ‘his life in the name of Allah’, there should be a harmony between the material and spiritual elements in man, and an individual should be able to use his intelligence to harness the forces of nature for his own good and to increase his knowledge and power.”

4. The guiding principles of an Islamic Teacher Education programme

1. Emphasis on tawhidic knowledge and understanding
2. Understanding of the Islamic worldview of knowledge
3. Practice the concept of ‘murabbi’ in being a teacher/ and educator
4. Competency in meeting the global and social challenges
5. Ability to contribute to the benefits of the society and the Ummah

REFERENCES

Abdullah Nasih Ulwan. (2004). Child Education in Islam. (2nd ed.) Cairo: Dar al-Salam.

Asad Abbas Rizvi, Muhammad Altaf, Muhammad Nasir. (2010). Integrated Model of Teacher’s Training for the Muslim Teachers. International Journal of Academic Research, 2(6), 224–229.

Bowering, M. (2007). A Cross-cultural Teacher Training Program for Singaporean Muslim Students. Australian Journal of Teacher Education. 32(3), 1-13.

Rosnani Hashim. (2004). Educational Dualism in Malaysia: Implications for Theory and Practice. (2nd ed.)Kuala Lumpur: The Other Press.

Rosnani Hashim. (1997). The Construction of Islamic based-teacher Education Programme. Muslim Education Quarterly. 14 (2), 57-68.

Thomas, E. (2006). Strategies for Teacher Education and Training in the Context of Global Change. Educational Awakening: Journal of the Educational Sciences, 3(1), 67-84.

Why Literature?

Why study literature.. it is only stories…

Why study literature? It is only stories about people, not even real people. Why go through the pain of looking at literary devices: metaphor, simile, symbols? To understand life better? But those things are not real. Only ideas, only assumptions!

Sounds familiar?

Well, how many of us really reflect on what we do every day? How many of us really learn from our mistakes and have the chance to explain what really happened - word by word, with its events, the people and the emotions involved at that time? Usually when asked for an advices, the most that we can do is to say, “Don’t do this, it will hurt you, I have made the same mistake myself. I know it.”  But is it really the same event, the same situation, the same feeling we are experiencing? How do we know for sure? We don’t have the time to bracket one point in time of our lives and really look into it. We lack the expertise to explain what really happened, and how did we really feel: be it during the saddest, the happiest or even the most memorable times of our lives.

Literature does that for us. It helps us to peep into the lives of the characters, their joyous moments, the mistakes the make, the way they learn or not learn from the errors, and the way they handle their lives. We make judgements and comments about those fictitious characters, saying what should and should have not been done. Since they are fictitious, no one is offended. But in the process, we start to look into our own lives. We could have done the same thing in that same situation, and since we ‘see’ the possible outcome, we could now think of alternatives to the same problem.

That is only one of the many benefits of studying literature. If today, we think that it is pointless studying the works of some dead writers,  think again. We may not like the novel, the short stories, the play or the drama, but aren’t our lives a story in itself? We can never loathe it, erase our stories and to choose to write another.  We ARE the writers of our life stories. We ARE making our piece of literature. Just that, no one is reading it except for ourselves.