DEVELOPING AND SELESCTING MATERIAL/LESSON PLAN

SELECTING AND DEVELOPING MATERIALS

First Meeting

Skills                            : 1. Listening

                                      2. Speaking

Time Allocation           : 2x40’

Materials / Task           :

Brainstorming [ 10’]

Look at the picture ?

What food do you see in the picture?

Do you think they are health for you?

Listening Skills [ 20’]

1. Listen to the dialogue carefully. State whether the statement below are true or false according to the dialogue. Put T for true and F for false.
2. Listen to the dialogue once more. You may take note on some important points to answer the following questions.

Listening Script

Aji was late to class

Aji                   : Excuse me, may I come in Mr. Firman  ?

Mr. Firman      : Sure, come in

Aji                   : Sorry I’m late Mr. Firman. I had a flat tyre

Mr. Firman      : Alright. But next time make sure that you are on time. Now, to your seat please

Aji                   : Thank you, Mr Firman

Mr. Firman      : Aji, you were absent for two days. Can you tell me why?

Aji                   : I was ill Mr. Firman. I had a runny nose and watery eyes. I had to stay at home and take a rest. I went to the doctor and took some medicine.

Mr. Firman      : Are you fine now ?

Aji                   : Yes Mr. Firman, I’m better now

Mr. Firman      : Good. Now let’s start our lesson

STUDENTS’ WORKSHEET

Task 1

1. Aji was late for class
2. Aji was late because he missed the bus
3. Mr. Firman asked Aji to sit down
4. Mr. Firman asked Aji to be absent
5. Aji was absent because he was sick
6. Aji had runny nose and watery eyes
7. Mr. Firman asked Aji whether he was still sick
8. Aji is feeling better now

Task 2

1. Why was Aji late?
2. Did Mr. Firman let Aji to sit down?
3. Why was Aji absent for two days?
4. What illness did Aji suffer from?
5. Is Aji healthy now?

SPEAKING SKILLS [40’]

Giving Suggestion

The teacher explain the language focus about giving suggestion : should or had better + infinitive (verb 1)

e.g. : - you had better (you’d better) see an ophthalmologist

         - you should see an optometrist to have your vision checked

The pattern is S + had better / should + infinitive + O

The other expression are :

-          Why don’t you………..

-          Perhaps you could………….

The teacher reads dialogue “Complaining Health Problems”

            Aji and his friends are complaining about their health problems.

Aji                   : I think I have an eye infection. My eyes are full of mucus when I wake up in the morning. What should I do?

Lina                 : You had better see an ophthalmologist, a medical doctor who specializes in eye disease

Bondan           : I have a problem with my vision. What should I do?

Lina                 : Why don’t you see an optometrist to have your vision checked.

Catur               : I feel dizzy when I’m on a boat or on an airplane. What can I do about it?

Lina                 : Perhaps you could take medication that controls motion sickness, or sit in the front seat.

Anto                : I never know what kind of toothbrush to buy. Can you help me?

Lina                 : You had better buy a soft or medium-soft toothbrush with small head?

Wait                : After swimming, my skin gets dry. What should I do about it?

Lina                 : you should take a bath with soap soon afterwards. Then apply lotion on your skin

Task 1

Work in groups of five. The teacher will distribute some pictures. The pictures tell your condition, and then ask for suggestion from your partner.

Example : Student A has this read
Student A       : I have a headache

                        What should I do?

Student B        : You should take aspirin

Reflection [10’]

Second Meeting

Time allocation           : 2 x 40

Grammar                    : - Simple Past Tense

                                      - When / While

Read the words in the table aloud. Mind your pronunciation (10 minutes)

V base	V past	Past participle
Climb Cross Prepare Reach want	Climbed Crossed Prepared Reached wanted	Climbed Crossed Prepared Reached wanted
Do Go Ride See Take Tell	Did Went Rode Saw Took Told	Done Gone Ridden Seen Taken Told

Use When and While (20 minutes)

Example :

1. I was writing a letter when my mother came
2. Listy phoned Leo while he was watching television

Read the following sentences. Complete with When or While (10 minutes)

1.      Deni saw the old woman ________ she was crossing the street

2.      Agus’ mother called him ________ he was studying

3.      Mr. Indra was reading a newspaper _________ someone knocked at the door

4.      We were walking along the pavement ________ the accident happened

5.      The light went off ________ Ratih and Riko were listening to the radio

6.      I was having my breakfast ________ David picked me up

7.      Listy swept the floor ______ her mother was cooking

8.      The boys bought some souvenirs _______ they were traveling to Bali

9.      The girls were decorating the room  _______ their teacher arrived

10.  Mary lost her purse _______ she was shopping in a market.

Notes : 20 minutes is for opening and ending the activities

Third Meeting

Reading Comprehension

Type of Text     : Recount

Time                : 2 x 40

Brainstorming

Study the picture and then answer the questions

1.      Do you like this food?

2.      Do you have any allergies?

3.      When was the last time you had an allergic reaction?

4.      What did you do?

Read the text below and then answer the question (30 minutes)

Food Allergies

Luis and Sharon are best friends. They had problems                  with their health. Luis always has a headache and a stomachache.           First, Luis’ doctor gave him some medicine, but it didn’t work. Then his doctor asked him about his favorite food. Luis said he loved cakes and ice cream. His doctor asked him not to eats sweets. Luis stopped eating sweets, but he still got headaches and stomachaches. Next, his doctor asked more questions about his diet. Luis said he ate a lot of fish. His doctor told him to stop eating fish. When Luis stopped eating fish, he felt much better.

            Sharon often had a very sore mouth after eating. First, she stopped drinking milk and eating cheese, but this made no difference. Then, in the summer, the problem became really bad, and it was difficult for Sharon to eat. Her doctor asked about her to diet. She said she had a tomato garden, and she ate about ten tomatoes a day. Sharon’s doctor told her not to eat tomatoes. When she stopped eating tomatoes, Sharon’s mouth got better.

Word list (pronunciation) (15 minutes)

Allergic           : alergi

Backache         : sakit punggung

Check up         : memeriksa

Cough             : batuk

Dengue fever  : demam berdarah dengue

Flu                   : flu

Headache        : sakit kepala

Severe             : parah

Sore throat      : sakit tenggorokan

Stomachache   : sakit perut

Toothache       : sakit gigi

Vocabulary

Below is a block of letters. Find ten kinds of disease which are written vertically, horizontally or backward. And then write equivalents in Bahasa Indonesia for the diseases in column B.

A

Y

B

S

T

M

N

C

E

I

U

L

B

X

H

I

R

U

N

N

Y

N

O

S

E

E

M

M

L

I

U

S

L

W

T

X

W

L

B

N

H

O

A

C

U

R

T

F

E

V

E

R

D

D

B

C

A

F

G

A

Y

C

S

W

U

V

R

E

M

E

A

S

L

E

S

A

O

T

R

N

D

A

I

F

C

H

S

K

M

T

D

U

R

E

C

N

A

C

U

E

T

C

M

L

H

A

G

G

H

D

D

A

I

K

N

O

N

T

W

M

N

H

C

M

I

C

K

E

N

P

O

X

I

N

A

N

A

A

C

A

U

N

A

O

M

T

I

A

U

W

ESL LISTENING COMPREHENSION

ESL Listening Comprehension: Practical Guidelines for Teachers

Justine Ross
Kyoto Sangyo University (Kyoto, Japan)
saritojustine [at] hotmail.com

Introduction

Being able to listen well is an important part of communication for everyone. For our students, guided practice by a teacher is one of the best ways to improve this skill. A student with good listening comprehension skills will be able to participate more effectively in communicative situations. What follows is an exploration of areas that language teachers may find useful in their classroom and when preparing listening materials.

Teaching the skill of listening cannot be emphasized enough in a communicative classroom. For second language learners, developing the skill of listening comprehension is extremely important. Students with good listening comprehension skills are better able to participate effectively in class (Brown, 2001).

The Purpose Should Be Made Clear to the Students

When the learning objective of a language class is explained to students, they can better focus on specific vocabulary acquisition, grammar practice, listening for different purposes, and so on. This clear explanation by the teacher of a lesson's pedagogic goals will help learners to further develop specific objectives in a shorter amount of time. For instance, by informing students that the lesson will be about giving directions, they can consciously focus on remembering the vocabulary used in that activity.

Progression of Listening Comprehension Activities

This progression of activities allows the learner to use what they know, to go from being a passive learner, to an active learner.

1. warm-up activity
2. listening comprehension activity
3. controlled practice
4. open-ended listening/speaking activity

Example Lesson

If the objective of your class is to understand speech at different rates of delivery and the topic is daily life, here are some ideas for the suggested progression of learning activities.

1. Warm-up Activity:  Ask students, "What do you do every day?"
2. Listening Comprehension Activity:  The teacher could follow with a listening comprehension activity, such as two people having a conversation about their daily life. Students must answer true or false questions based on the previous listening activity.
3. Controlled Practice:  Following this, an example of a controlled practice activity could be a drill activity that models the same structure or vocabulary. 
4. Open-ended Listening/Speaking Activity:  After this, an open-ended activity could follow that allows students to have the freedom to practice listening comprehension and speaking, such as interviewing other members in the class about their daily life and asking for further information. This is an example of activities that build on each other and share the same objective. Communication and listening comprehension should begin with what students already know so that they can build on their existing knowledge and skills with activities designed on the same principle.

Design and Layout Considerations

A handout that is filled with too many activities may contribute to the learner feeling overwhelmed and unable to focus on the particular purpose of a listening activity. In addition, a worksheet that does not show examples of the response expected by the question may also lead to the student feeling confused and frustrated. This may also result in an inaccurate indication of the level of a learner’s listening comprehension skills as a consequence of their not being able to understand the worksheet, rather than because of the listening activity itself.

Teaching Methodology Considerations

If a teacher always uses the same teaching methodology, they may become predictable and, perhaps, less interesting for their students. It is important to vary techniques in order to challenge students. A variation on the "fill in the missing word listening activity" could be to use the same listening materials, but to set a pair work activity where student A and student B have the same worksheet where some information items are missing. The students must ask each other for the missing words in a song. That way, the students have to practice effective communication by accurately forming the correct question necessary to find out the missing word from their partner. To confirm that their answer is correct, the students then listen to the song.

Long Listening Activities

Another technique that can be used in a long listening activity is to assign students different comprehension questions. After listening to the activity and taking notes to answer questions, students then swap information to complete the "whole class chart," correlating what each student has heard to arrive at the big picture. If there are any questions that remain unanswered during the first or second hearing, and following the information swap activity, the whole class can listen to the tape again. The students will then try to find the answer to the questions that have not been previously understood, rather than the teacher providing the answers straight away. These techniques involve group work and problem solving. They also instigate further communication and facilitate listening comprehension development.

The Use of Authentic Listening Materials

Linguists like Porter & Porter (1987), Brown (2001), and Mangubhai (2002) recommend the use of authentic text to help students further develop their communicative skills. The use of authentic listening materials is an important factor to take into consideration when designing listening comprehension materials. By using such listening materials, the learner is given the chance to develop the skills needed to comprehend and to use language that is commonly found in real situations.

With the use of authentic listening materials, students learn to comprehend double meanings, predict meaning, make allowances for performance errors committed by other speakers, deal with interruptions, and so on. It is important, therefore, to take the opportunity wherever possible to expose students to examples of real language usage to help them become more communicatively competent.

The use of authentic materials stimulates and motivates learners to comprehend the content of an oral text because the practical benefits of understanding such authentic language material are obvious. Some examples of authentic listening materials are listening to a telephone message for the purpose of understanding a cancelled appointment, or listening to songs to learn more about well-known bands that sing in English. Such material is relevant to the students' life and areas of personal interest. By using authentic listening materials, students are motivated to improve their level of comprehension as they feel that they can achieve a level of proficiency that has meaning and adds value to their life when speaking English as a second language.

Conclusion

It is important to maintain an interactive and communicative approach for teaching English as a Foreign or Second Language. However, it is also important to vary the students' learning focus by concentrating on the skills needed to become proficient in a second language. Listening comprehension is such a required skill.

When designing lessons and teaching materials to further develop listening comprehension skills, students need to be motivated and stay motivated. This is best accomplished by determining the suitability of the listening materials, the techniques used in classroom teaching, and the use of authentic materials.

References

• Brown, D. (2001). Teaching by principle–an interactive approach to language pedagogy.  Addison Wesley Longman: New York.
• Mangubhai, F. (2002).  Methodology in teaching a second language–study book. University of Southern Queensland: Toowoomba.
• Porter, D. & Roberts, J. (1987). Authentic listening activities In Long, H. &
• Richards, J. (Eds.) Methodology in TESOL–A book of readings. Newbury House: New York. (pp.177-190)

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The Internet TESL Journal, Vol. XII, No. 2, February 2006
http://iteslj.org/

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http://iteslj.org/Techniques/Ross-ListeningComprehension.html

REVIEW OF JOSHUA SHORT STORY

THE POINT OF VIEW AND THEME IN SHORT STORY

“JOSHUA KARABISH” WRITTEN BY BUDI DARMA

A. Point of View

            In fiction, who tell the story and how it is told are critical issues for an author to decide. The tone and feel of the story, and even its meaning, can change radically depending on who is telling the story.

            There is always someone between the reader and the action of the story. That someone is telling the story from his or her point of view. This angle of vision, the point of view from which the people, events, and details of a story are viewed, is important to consider when reading a story.

            There two kind of point of view in general: First person point of view and third person point of view. In the first person point of view, the narrator does participate in the action of the story. He can be the protagonist, or minor character who has little to do with the action of story. The first person point of view is easily identified from the use of “I”. 

In the third person point of view, the narrator does not participate in the action of the story as one of the characters, but lets us know exactly how the characters feel. We learn about the characters through his outside voice.

Joshua Karabish is one of Short story written by Budi Darma (BD) in the compilation of “Orang-Orang Bloomington(OOB)”.The story of Joshua Karabish  derives the name from the character, Joshua Karabish. The title creates the impression that the one concerned is the principle character of the story. The story is told by an I who thus functions both as narrator and as participant in the story. The relation between focalizer    (the I) and the person focused on, Joshua Karabish, is essential to the story. It is around this relationship that the stories revolve.

The first point of view used in the story brings about a number of consequences.

1. The readers do receive direct information about Joshua Karabish, but they do not receive such direct information about the I. The information about the I can only be gleaned indirectly from the way the I describes events and reacts to the title-figure. The title-figure have distinct name, whereas the I remain anonymous. Because the story is set in Bloomington, and because Budi Darma stayed in Bloomington when he wrote his story, so the reader may assume that the narrator is the author himself. However, In the story, there is no evidence supported such identification. The lack of information about the I is not only restricted to his name , but also concerns his age, his previous history, and his social background. The effect of this lack of information of the I to us is we are more concern with the I and his often curious way of thinking and behaving, than with the title-figure who are supposed to be highlighted.
2. Another consequence is that a highly subjective view is given of the characters and events described. They are only seen from the point of view of the I. He colors the story according to his point of view and leaves out whatever he wants to. This subjectivity can be exploited by the author as means of manipulating the reader. For a reader has no choice but to accept the fictional reality as it is presented by the I. The more the fictional reality differs from the reader’s own reality, the more the latter will have his doubts about the I’s reliability. Thus a tension can be created between the reality as presented and reality as imagined by us as readers. This tension is exploited to the full by Budi Darma and plays a most significance role in his short stories.

It is hard to believe that Joshua is a good in writing poem but he doesn’t want to admit as a poet as told by The I.

“ … If I claim to be a poet and probably I’ve the talent to be a poet who ia really a poet, people will certainly tend not to believe that I am a poet. They might laugh at my poem as they laugh at me. My poem will eventually sink because of my personality…..”

Of Course this is confusing for the reader. In the reality no one does that. The readers of poetry or prose do not see the character of the writer, but the quality of their works.

B. Theme

            As we have seen above, the one-way focalization with the I as focalizer gives rise to a lot of confusion. It is precisely this confusion that reinforces the theme. The theme in Joshua Karabish can be define as: a feeling of total alienation, the alienation between man and his own self. This alienation becomes manifest in three different ways: disgust with one’s own person; the continual identification of oneself with others; behavior of which one is not really sure

            First, The disgust with one’s own person is clearly expressed in Joshua Karabish. Joshua fears that people will not judge his poems at their intrinsic value because: “ … my poems will eventually sink because of my personality. And as you know also  know, I’m physically disgusting…..”

            Second, The identification of oneself with others can lead to such an absorption in these others that one becomes alienated from oneself in this way as well. In Joshua Karabish, the I seems to display exactly the same symptoms as Joshua, but each doctor he consults assures him that his physical condition is quietly normal. One is nearly led to believe that the I actually wants to hear he is suffering from the same illness as Joshua:

“ Suddenly I was awakened one night. Why? Because my throat was extremely hot, as if it was burning down. Not only that my nose was extremely painful as if a crowd of tiny ruthless leeches in the nostrils were absorbing blood greedily. And not only that, My ear rang aloud as if the whole components inside the ears were all of a sudden swollen”

“……. I hope vaguely, however, that blood would drip again from my nostrils, but my hope did not come true.

And the result of Dr. White’s examination was the same. He convince me that I was extremely healthy. There was nothing wrong with me. My ears, nose and throat were all right……..”

            The third, The performance of acts one is not really sure about can be identified in Joshua Karabish story. The I in this story put his name under Joshua’s poems, this committing plagiarism. That the I is not quite happy about this is apparent from the fact that he feels guilty, and subsequently the more so when he actually wins a prize with Joshua’s poems. In point of fact there is no need for him to feel guilty, because it was Joshua’s own wish that his poems should be published under some one else name. The I tries to rid himself of  his feeling of guilt by sending the money he wins to Joshua’s mother. However, She refuses it, and sends him another cheque, thus increasing his feeling of guilt even more.

C. Conclusion

To sum up, the focalization of this story is the first person of view, and this  is very subjective. It creates confusing because the readers must accept the fictional reality as presented by the I. and those are different from the reader own reality. This creates tension. This tension is exploited to the full by Budi Darma and plays a most significance role in his short stories. The theme presented by Budi Darma is about alienation, alienation between man and his own self. The characters in the story, the I and the title figure feel disgust with his own self, and this identification continue to the relation with others, for they are not sure with what they have done.