The document provides guidance for teaching students to make inferences when reading texts. It explains that proficient readers can understand more than what is explicitly stated by identifying clues and hints. Making inferences allows students to gain deeper understanding and save time. The document outlines steps for drawing inferences, including understanding the meaning, identifying relevant text parts, considering alternatives, and using prior knowledge to make reasonable guesses. Students practice inferences through worksheet questions about marine life and big ships. The overall aim is to help students learn how to infer unstated information and develop a fuller comprehension of texts.

1. OPEN UNIVERSITY MALAYSIA
HBET 1303
PSYCHOLINGUISTICS IN LANGUAGE TEACHING
SEPTEMBER 2014 SEMESTER
NAME : HASMAYAH ABD GHANI
IC NO : 800725125990
MATRIX NO : 800725125990001
EMAIL : maeamaezhra@gmail.com
HP NO : 0145708903

2. 1.
A)
English language is the most spoken language in the world. It has been used in Germany in
eighteen century and spreading to the whole world ever since. In Malaysia, English has known to take
place in nineteen century, when the British Empire expanded its mission in searching gold. Fully
aware of its importance, and as a dynamic medium of communication in stimulating growth and
communication in Malaysia, The Malaysia Government innovatively instil English Language in the
education stream as one of the compulsory subject. It is a challenging task for the English teachers, as
it is quite a complex subject. The basic knowledge or skills in English language is the reading skill,
writing skills and speaking skills. Students need to master all the skills. Writing skills is the hardest
among the three. It is because, it does require writing, and any errors or mistake are obvious. One of
the important things in writing skills is the knowledge of text genre. A genre, as said by BIBER, 1988,
pp70, is define as a category assigned on the basis of external criteria such as intended audience, the
purpose, and what activity its concern, that is, it refers to a conventional, culturally recognised
grouping of texts based on properties other than lexical or grammatical (co-)occurrences feature. In
short, it is more focus on the basis of use. There are many genres in writing that one should know. It
includes non-fiction such as reports, editorials, articles; fiction such as novels, short stories, letters ;
personal , business, greeting cards, journals, memos, messages, announcement, recipe, academic
writing, forms, directions, labels; and the list is still expanding. As what we can see, genre is a
grouping method that keeps the same kind of text in a group. This actually helps an individual or a
student to find their desire text in a minimal time. Therefore, the English teachers especially, need to
teach the students the difference or the genre of the text, especially the one include in the learning
process. Furthermore, as an English teacher, most of the time, they need to deal with a specific genre
or a manageable set of genres, so, they can easily define the scope of any generalisation they make,
thus, will make it easier for the students to find the correct text. Furthermore, it is more
straightforward, if the students know about the genre of text they were about to learn, or regarding
their task, they will easily find it, and save more time. They will know what they are reading it for;
selectively divide it into a short- and long-term memory. As a conclusion, it is one of the skills that the
English teacher should apply and instil in the learning process. The knowledge in text genre, not only
helping the students academically but in their life as well, especially when they are dealing with the
real world, after they have graduated or handling a job that requires them to do many researches, that
of course, involving a text.

3. B)
INTRODUCTION
The first five minutes, I will ask the students, whether their mother ever told them a story.
Then, I will ask the students if they like a story and would like to hear one. Then I will distribute the
stories to each one of the student, and read it for them. After that, i will ask them to move into group,
and discuss the questionnaire I will give them.
FABLE MYTH LEGEND
HORROR OWN
STORY

4. QUESTIONNAIRE
1. Where the event should be place in a narrative (orientation, the beginning or continuation of a
conflict, a resolution)
2. The conflicts or problem in each scenario
3. The characters and their relationship
The students are to underline the keywords that might help them to make their decision.
Little Varya went with her mother to the field. It was a hot day, so
Varya went and lay down under a shady tree. Soon she was fast
asleep. When she woke up, everyone was gone. She was afraid. She
started crying. Then she walked and walked until she came to a
village. There were many people in this village, but her mother was
not there. Varya began to cry loudly.
SETTING - Little Varya went with hermother to the field
EVENT - It was a hot day, so Varya went and lay down under a
shady tree.Soon she was fast asleep. When she woke up, everyone
was gone. She was afraid.She started crying.Then she walked and
walked until she came to a village.There were many people in this
village, but hermotherwas not there. Varya began to cry loudly.

5. The students are to repeat the process for the following passage.
An old man came to her and asked, “Why are you crying,
little one?’
Varya told him, “I am looking for my mother. I don’t know
where she is.” Then she began to cry again.
The old man felt very sorry for Varya. He asked,“What does
your mother look like, little one?
Varya did not know how to describe her mother. She
could only say, “She is the most beautiful woman in the world.” The
old man called all the beautiful women in the village. Varya looked
at each one of them. Then he said, “None of them is my mother. My
mother is the most beautiful woman in the world.”
STIMULUS - “Why are you crying, little one?’________________
RESPONSE - “I am looking for my mother.I don’t know where she
is.”
STIMULUS -“What does your motherlook like, little one?_______
RESPONSE - “She is the most beautiful woman in the world.”___

6. The students are to plot the event and identity and record the situation in the following passage.
Then, teacher will discuss the result with the students.
The old man called all the beautiful women in the village. Varya
looked at each one of them. Then he said, “None of them is my mother.
My mother is the most beautiful woman in the world.”
A lot of people came to look at the poor lost girl. Suddenly, a
woman ran towards Varya and hugged her. She was fat and her face was
big and broad. She had very few teeth in her mouth. Her eyes were very
small and her nose was really large and broad.
“This is my mother! I told you, my mother is the most beautiful
woman in the world!” Varya shouted happily.
The people who were crowding around Varya began to laugh.
The old man said to them, “Don’t laugh. This little child has just shown
us something. We don’t love people because they are beautiful. People
look beautiful to us because we love them.
EVENT - The old man called all the beautiful women in the village
AMPLIF - Suddenly,a woman ran towards Varya and hugged her. She
was fat and her face was big and broad. She had very few teeth in her
mouth. Her eyes were very small and hernose wasreally large and
broad.
RESPONSE - “Don’t laugh. This little child hasjust shown us
something. We don’t love people because they are beautiful. People look
beautiful to us because we love them.

7. INDEPENDENT
Students complete the pro forms which require them to deconstruct texts using particular element as
they read as chapter of a chosen narrative. An example of pro forma is provided.
The students are to read a chosen text and record the conflicts and plots they identified.
Plotting the structure
of the narrative
Problem or conflict
Linking in the
characters
Characters involved
(relationships
developed with other
character)
Identifying ideas
Characters reaction
to the event (words,
actions, thoughts)
Theme or underlying
messages from the
conflict
It was a hot day,so
Varya went and lay
down under a shady
tree. Soon she wasfast
asleep. When she woke
up, everyone wasgone.
She was afraid. She
started crying.
Varya She was afraid. She
started crying
Her mother unaware
Varya slept at the
hidden place
Then she walked and
walked until she came
to a village. There were
many people in this
village, but hermother
was not there. Varya
began to cry loudly.
Varya ..her mother was not
there..
Never give up

8. “Why are you crying,
little one?’
“I amlooking for my
mother. I don’t know
where she is.”
Varya
Old man
Varya could not find
her mother
Brave
What does your mother
look like, little one?
She is the most
beautiful woman in the
world
Varya
Old man
Describing her mother
using her own views
Imagination
Suddenly,a woman ran
towards Varya and
hugged her. She was
fat and herface was
big and broad. She had
very few teeth in her
mouth. Her eyes were
very small and her nose
was really large and
broad.
Varya
Varya’s mother
They found each other Love
“Don’t laugh. This
little child has just
shown us something.
We don’t love people
because they are
beautiful. People look
beautiful to us because
we love them.
Old man
Villagers
Villagers are laughing
because Varya’s
mother is not looks like
the description
Beauty is subjective

9. EXPLORING DEEP UNDERSTANDING
Students convert the information from their summaries of the narrative to :
 A concept map to show relationship connections and complications
 A written analysis as a review

10. WORKSHEET

11. [Type a quote fromthe documentor the summaryof an interestingpoint.Youcanposition
the textbox anywhere inthe document.Use the TextBox Toolstab to change the formatting of the
pull quote textbox.]
Title
Who are the important character in thy story? Who is your favourite character and why?
What is the setting of the
story?
What is the plot of the story?
What is the problem in the
story?
What isthe theme of the story?
What is the solution of the story? What is the the other way that the problem
could have been solved?

12. 2.
A)
The first way to guide the students to figure out the meaning of the word is from its context. The context is
the other words or sentences which come before or after the particular word. When the students try to figure
out the meaning of the word, they will make a guess about the word’s meaning. To do this, they need to use
as many hints or clues they can find from the words or sentences nearby.
Diminishing (para 1)
How can people destroy one of the great natural wonders of the world? This question terrifies some of us,
and rightly, it should terrify all of us. A great variety of marine animals live in the underwater world but their
numbers are slowly diminishing.
To find the meaning of diminishing, first, read the sentences
.. A great variety of marine animals live in the underwater world but their numbers are slowly diminishing.
Step 1 : Read the whole sentences repeatedly.
Step 2 : Find any clues or hint that can bring out the meaning of diminishing.
Step 3 : First clue is A great variety, what is the meaning of that ?  Many
Step 4 : Look for another clue, the word but, that means antonym. Therefore A great Variety is the antonym
of diminishing.
Step 5 : Try to jot as many words as can to find the antonym of the word A great Variety.
Step 6 : Reread the sentences by substituting the words diminishing with the words that jotted.
Marine life (para3)
Hundreds of ships use the Straits of Malacca. Sailing boats, cruise ships, fishing vessels and large tankers ply
the Straits. Oil and waste from these vessels do enough damage to marine life. When vessels collide in mid-
sea, it makes the situation worse. Oil spills and fires from the collision kill sea creatures in great numbers.
To find the meaning of marine life, first, read the sentences
Hundreds of ships use the Straits of Malacca. Sailing boats, cruise ships, fishing vessels and large tankers ply
the Straits. Oil and waste from these vessels do enough damage to marine life.
Step 1 : Read the whole sentences repeatedly.
Step 2 : Find any clues or hint that can bring out the meaning of marine life.

13. Step 3 : First clue is Sailing boats, cruise ships, fishing vessels and large tankers, These are all the water
transportation on the sea. Therefore, marine life surely has something to do with sea.
Step 4 : Look for another clue, Oil and waste from these vessels do enough damage to marine life. The
sentence might bring the meaning that the oil and waste are killing something that live in the sea.
Step 5 : Try to jot as many words as possible that has great similarity to marine life.
Step 6 : Reread the sentences by substituting the words marine life with the words that jotted.
Habitat (para 5)
Apart from fishing, reclaiming swampland for development also affects marine life as it leads to loss of
habitat. The animals slowly starve and die when they lose their homes.
To find the meaning of habitat, first, read the sentences;
Apart from fishing, reclaiming swampland for development also affects marine life as it leads to loss of
habitat. The animals slowly starve and die when they lose their homes
Step 1 : Read the whole sentences repeatedly.
Step 2 : Find any clues or hint that can bring out the meaning of habitat..
Step 3 : First clue is Apart from fishing, reclaiming swampland for development also affectsmarine life, as
it leads to loss of habitat. These bring the meaning that fishing and reclaiming swampland do harm to the
marine life and the marine life will loss something. Therefore, habitat surely has something to do with a
place.
Step 4 : Look for another clue, The animals slowly starve and die when they lose their homes. The sentence
here state that if the marine life was losing their habitat, people will starve because there will be no food. So,
we know that habitat is important to make sure that the marine life stays alive.
Step 5 : Try to jot as many words as possible that has great similarity to habitat.
Step 6 : Reread the sentences by substituting the words habitat with the words that jotted.

14. B)
Proficient readers are aware that there are at some point that the writers do give more
than what is written on the text. They give you clues or hints as to drag you deeper into the story itself.
Sometimes, the reader will predict what happens next, only by reading thorough the story, getting all
the information they get along the way. The process of reaching the deeper understanding of the story
by extracting the clues or hints implied, the readers are actually inferring, or making inferences.
The skills of inference are quite important, especially for the students, who need to do
a lot of reading from many sources or reading material. So, by making inferences, they can get deeper
into the story and at the same time, save more time, as inference do not require you to go through
every words.
In order to draw an inference, there are several steps that the students can do. Base on
the following sentence;
‘What is the writer’s attitude towards marine life in the Straits of Malacca?’
Firstly, the students need to understand what the meaning of the sentence is. They can
make educated guess using the hints before the sentences and the following sentences. I will ask
several questions as to unravel these clues.
QUESTIONNAIRE
 What do you think the sentence means considering (a certain event or action) has happened?
 How do you know that the sentence means (insert definition)?
 What parts of the text that help you tom make this inference?
 Where can you find other clues to help you understand?
 If you substitute what you think is a similar sentence, would the new sentence still make
sense?

15. After that, the students will be given several work sheets to help them practice with inferences.
Let’s build sandcastle.
Where we can build sandcastle?
A. Beach
B. River
I want to see marine life’s alive.
Where do I go?
A. Fish market
B. Ocean
I really want to be a sailor and sail on a big ship. Where can I experience it?
A. Go to the sea, and try to talk with the captain
B. Look at the picture of big ship in a book
When the big ship is sailing, it will leave behind
A. A footprint
B. Oil and waste
Marine life needs ________ water to live.
A. Clean
B. Dirty
What is marine life?
A. Beautiful corals, lush sea grass
B. Alligator, eel
The oil and waste from the big ship will endanger the marine life
A. True
B. False
We need to _________ the marine life
A. Look after
B. Destroy

16. Apart from that, the students can also make inferences by using prior knowledge and make reasonable
guesses based on the facts or evidence presented in the sentence.
 Prior
knowledge
 Reasonable
guesses
+
 Brilliat
thinking = An inference
What is the writer’s attitude towards marine life in the Straits of Malacca?
E.g.
 The writer is terrify with the diminishing of sea marine
 The writer used to the clear blue water, beautiful corals and lush sea grass
 The writer is frustrated with the oil and waste from the big ships that can do enough harm to
marine life.
 The writer urges the people to look after the marine life, or else there will be decreasing in the
number of fish, shellfish and corals.
As a conclusion, making inference is a skill that everybody owns without even knowing it. We all tend
to think about the possibilities that might happen, reconsider and proceed. For example, if we hear the
sound of the siren, we will think that something bad is happening. Recall from the previous knowledge
and the actual situation. We are already making an inference.

17. References
 Teachingenglish4all.wordpress.am/2010/07/02/narrative-text-in-teaching-english
 www.tau.ac.il/~giorar/files/Giorass-A-text-based-analysis.pdf.
 Newteacherintown.blogspot.com
 http://web.sd71.bc.ca/literacy/wp-content/uploads/2011/11/Simple-Sentences-to-infer-
information..pdf