Transcript UNGKAPAN-UNGKAPAN BAHASA INGGRIS UNTUK PENGAJARAN

UNGKAPAN-UNGKAPAN BAHASA
INGGRIS UNTUK PENGAJARAN
TEACHER’S
SCAFFOLDING TALK
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.
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
Language for instructional
purposes
 Guru
menjalankan fungsi-fungsi
instruksional dalam wacana
bahasa Inggris
 Guru terampil merealisasikan
setiap fungsi instruksional
dalam bahasa Inggris yang
berterima
Greetings and forms of
address
 Good
morning, children.
 Good morning, Ms Farida.
 Hello, boys and girls.
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”
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.
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.
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
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.
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.
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?
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!
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.
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.
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?
Variability






Variasi
Variasi
Variasi
Variasi
Veriasi
Variasi
ungkapan-ungkapan
kegiatan
gerak tubuh
raut muka
nada suara
media
Explaining




Discourse structure: reviewing,
orienting, introducing, getting
feedback, closing.
Discourse markers: first of all,
then, after that, finally, etc.
Spoken language style.
Interactive.
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?
Classroom Discourse
Demonstration
 Opening
procedures
 Orientation
 Activities
 Feedback
 Giving assignment
 Closing procedures