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Influence of English
19th January 2023
University of
Nottingham
Background
story
UK I CHINA I MALAYSIA
Graduatio
• Master of Educational
Leadership
and Management
University of Nottingham
2019
• LPDP awardee 2018
Share you oments
• High score doesn't guarantee us to survive.
• Language shock in class.
• So many presentations and discussions.
UK life
• No Indonesian students in my class, not even one.
• Loneliness is the worst. I need to make friends or socialize
• Practice makes perfect.
• Confidence will come when you want to try.
• Culture shock and reversed culture shock
• • • • • • • • • •
• • • • • • • • • •
" n i n g English?
• One of the door-opening
requirements to study abroad
• Get to know other
many countries
Eye opener
More experiences
cultures from T HE U N IV ERSI TY OF N O TTI NG H A M
It is hereby e
r tit ed th
a
t after h
a viny, satisfied all the
•
•
•
v r drti ons rew nbw
t b th U
mv e r it
SIL.VIANA HERT ATI OEMAR
Familiarize ourselves
language
with the was a. tlu
duly admitted to the degree of
• Build the confidence
 ' < te qt A
r t e
n E
d ucationa
l Le a d er shi p an d Manag
e m
e n t
' ·o s t nc t n 1
Teaching
English
•
•
•
Students needs
Common interest
Interaction pattern:
T-S/ S-G / S-S / G-S
T-G/
• Class activities: Game/
Group work/ Project/
Rules application
Challenges
Rules are often
complicated
Solution
Simplify rules, focusing
on functions
Adding game-like
activities,
setting context
- - - - - - ~
Focus on usage, rather
Students lose interest
Grammar?
Not as communicative
•than explicit rules
Use of Metalanguage Limit the use of
grammatical terms
What would you do when teaching it?
Listening & Grammar Reported Speech
A. in the sentences.
Correct the mistakes
1 Your teacher told to that you are studying hard.
Your teacher told we that gou were studying hard.
Your history teacher said me that you are interested in how people used to live.
2
Your English teacher suggested to you keep a diary.
3
4 She suggested practise spelling some difficult words at home.
Deductive vs. Inductive
• Deductive:
• Students learn grammar rule□ Use Rule
• Inductive:
• Use grammar rule □ Learn Rule
Deductive approach
grammar
in learning
According to Thornbury's three basic principles
• a deductive lesson starts with presentation of the
rules by the teacher.
• Secondly teacher gives examples by highlighting
the grammar structures.
• Then students make practise with the rules and
produce their own examples at the end of the
lesson (Thornbury, 1999).
Ill When grammar is taught deductively, ...
Knowing the rules explicitly makes it
easier for learners to understand the
written or spoken form of language.
For example, when learners read a
text with present continuous they are
able to comprehend the text deeply
since they have studied the rule of
present continuous tense.
learners
teacher
are passive recipients when
writes the rule on the board
When grammar is taught
inductivelv, the teacher...
L
Allows the learner to formulate and discover the rule ("to induct")
Provides a CONTEXT and PURPOSE for use
.,
.
'
'
s'- - . ' .
..-
. .
Focuses on meaning first and form second
I . . .
%
%
.
~
.
~
~
.
~
a
t
.
.
~
I
.
I
~
~
.
o
o
hu= o%novae
Empowers the students to problem solve and learn how to
language
learn a
Source: Donato, 2002
Criteria for Effective
Lessons
Inductive
A clear and interesting CONTEXT
A purpose for the grammar in communication
Shows the gr •
ammar pattern clearly, frequently, and naturally in context
Use simplified language
Use visuals: drawing, magazine cut-outs, PowerPoint
•
Draw on lea owledge
Keeps meaning and communication in focus (not just form)
Lesson moves from comprehension to production
Requires learner to communicate using the new grammar
,
Gives students confidence in the use
of the structure patterns ... they've
already manipulated the structures
Benefits of
Motivates students
a Guided
Induction
Approach
Increases the ratio
teacher talk
of student talk to
,
Empowers students ... they participate
ACTIVELY in the process of language
learning
... . . . . . . . .. . . .. . . .. ...... . ... . . . . ... .. .... . ..... .
....·I·••·•··- a A
··••-····~.•·•··············•·•·· ..
_
..·
.
.
.
..
Learning grammar should be fun
for both teacher and students.
■
I
7
e
[EI@Li7Li7EI
■
IV
aL I I i ]
o.
I I
[
= 1Iie@EE@@i1
■
1
[[ii1@@1e@1Tit7e{Eel@I1le
I i @ l @ @ [ T @ ~ l e 1 I s
~
I •I
WORKSHOP TASK!
make a 15
Please minutes lesson plan to create a
warm up activity before starting the lesson to
build student engagement at the beginning of the
class. You can include game or simple activity and
please also add your time allocation.

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Influence of English_.pptx.pptx

  • 2. University of Nottingham Background story UK I CHINA I MALAYSIA Graduatio • Master of Educational Leadership and Management University of Nottingham 2019 • LPDP awardee 2018 Share you oments
  • 3. • High score doesn't guarantee us to survive. • Language shock in class. • So many presentations and discussions. UK life • No Indonesian students in my class, not even one. • Loneliness is the worst. I need to make friends or socialize • Practice makes perfect. • Confidence will come when you want to try. • Culture shock and reversed culture shock
  • 4. • • • • • • • • • • • • • • • • • • • • " n i n g English? • One of the door-opening requirements to study abroad • Get to know other many countries Eye opener More experiences cultures from T HE U N IV ERSI TY OF N O TTI NG H A M It is hereby e r tit ed th a t after h a viny, satisfied all the • • • v r drti ons rew nbw t b th U mv e r it SIL.VIANA HERT ATI OEMAR Familiarize ourselves language with the was a. tlu duly admitted to the degree of • Build the confidence ' < te qt A r t e n E d ucationa l Le a d er shi p an d Manag e m e n t ' ·o s t nc t n 1
  • 5. Teaching English • • • Students needs Common interest Interaction pattern: T-S/ S-G / S-S / G-S T-G/ • Class activities: Game/ Group work/ Project/ Rules application
  • 6. Challenges Rules are often complicated Solution Simplify rules, focusing on functions Adding game-like activities, setting context - - - - - - ~ Focus on usage, rather Students lose interest Grammar? Not as communicative •than explicit rules Use of Metalanguage Limit the use of grammatical terms
  • 7. What would you do when teaching it? Listening & Grammar Reported Speech A. in the sentences. Correct the mistakes 1 Your teacher told to that you are studying hard. Your teacher told we that gou were studying hard. Your history teacher said me that you are interested in how people used to live. 2 Your English teacher suggested to you keep a diary. 3 4 She suggested practise spelling some difficult words at home.
  • 8. Deductive vs. Inductive • Deductive: • Students learn grammar rule□ Use Rule • Inductive: • Use grammar rule □ Learn Rule
  • 9. Deductive approach grammar in learning According to Thornbury's three basic principles • a deductive lesson starts with presentation of the rules by the teacher. • Secondly teacher gives examples by highlighting the grammar structures. • Then students make practise with the rules and produce their own examples at the end of the lesson (Thornbury, 1999).
  • 10. Ill When grammar is taught deductively, ... Knowing the rules explicitly makes it easier for learners to understand the written or spoken form of language. For example, when learners read a text with present continuous they are able to comprehend the text deeply since they have studied the rule of present continuous tense. learners teacher are passive recipients when writes the rule on the board
  • 11. When grammar is taught inductivelv, the teacher... L Allows the learner to formulate and discover the rule ("to induct") Provides a CONTEXT and PURPOSE for use ., . ' ' s'- - . ' . ..- . . Focuses on meaning first and form second I . . . % % . ~ . ~ ~ . ~ a t . . ~ I . I ~ ~ . o o hu= o%novae Empowers the students to problem solve and learn how to language learn a Source: Donato, 2002
  • 12. Criteria for Effective Lessons Inductive A clear and interesting CONTEXT A purpose for the grammar in communication Shows the gr • ammar pattern clearly, frequently, and naturally in context Use simplified language Use visuals: drawing, magazine cut-outs, PowerPoint • Draw on lea owledge Keeps meaning and communication in focus (not just form) Lesson moves from comprehension to production Requires learner to communicate using the new grammar
  • 13. , Gives students confidence in the use of the structure patterns ... they've already manipulated the structures Benefits of Motivates students a Guided Induction Approach Increases the ratio teacher talk of student talk to , Empowers students ... they participate ACTIVELY in the process of language learning
  • 14. ... . . . . . . . .. . . .. . . .. ...... . ... . . . . ... .. .... . ..... . ....·I·••·•··- a A ··••-····~.•·•··············•·•·· .. _ ..· . . . .. Learning grammar should be fun for both teacher and students. ■ I 7 e [EI@Li7Li7EI ■ IV aL I I i ] o. I I [ = 1Iie@EE@@i1 ■ 1 [[ii1@@1e@1Tit7e{Eel@I1le I i @ l @ @ [ T @ ~ l e 1 I s ~ I •I
  • 15. WORKSHOP TASK! make a 15 Please minutes lesson plan to create a warm up activity before starting the lesson to build student engagement at the beginning of the class. You can include game or simple activity and please also add your time allocation.