Teaching Aids

Moshi moshi mina-san. hari ini sangat melelahkan sekali. haaaadeehh. (curhat sedikit). Oke kali ini saya akan nge post tentang Teaching Aids. Apa itu Teaching Aids?? saya yakin kalian sudah pada ngerti kan? khususnya bagi calon guru. hohoho. Langsung saja dibawah ini saya akan kasih link download nya. Anyway, file ini saya dapat ketika saya belajar TEFL 2 di semester 5. :))

Klik disini untuk mendownload.

Semoga bermanfaat. Terimakasih. :))

Salam Blogger.

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How To Teach Vocabulary

Kali ini saya akan membagikan informasi mengenai bagaimana cara mengajar vocabulary yang baik.

Klik disini untuk mendownload filenya.

Semoga bisa membatu.

Salam Blogger.

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How To Teach Grammar

Assalamualaikum wr. wb.

Kali ini saya akan berbagi informasi mengenai bagaimana cara mengajar grammar yang baik. Dokumen ini saya dapatkan ketika saya duduk di semester 5 tahun lalu. :)) pada mata kuliah TEFL 2.

Klik disini untuk mendownload file nya.

Semoga bisa membantu. :)

Salam Blogger.

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Correcting mistakes in Speaking (key)

Learner : "last week I see a good film"

Correction Strategy	Description	Advantages	Disadvantages
Using terminology	Teacher says something like, ‘grammar’, ‘tense’, ‘past or present?’	Easy to use.          Instructive (teaches useful terminology, meta-language)	Students may not understand terms.
Finger correction	Teacher uses fingers to indicate the position of the error.	Allows learners to self-correct.          Doesn’t use confusing terms.          Simple.	Can look silly.          Not always possible (eg pronunciation errors)
Partial repetition	Teacher repeats sentence until the point of the error.	Allows learners to self-correct.          indicates clearly position of error.	Perhaps gives learner too much help.
Teacher asks a question	‘            Last week?’	Real communication.	Learner may not realize they’ve made an error.
Reformulation	‘Ah…you saw a great film?’	Real communication.           Teaches correct form.            Quick and easy.	Doesn’t require learner to self-correct.
Delayed correction	Teacher waits until the speaking activity has finished, then corrects.	Doesn’t disturb flow of speaking.          Encourages fluency.	learners may have forgotten context of error.
Body language	Teacher uses facial expression or gesture to indicate that there is an error.	Allows learners to self-correct.           Doesn’t use confusing terms.	May be misunderstood.

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