04_Skema TLO_TSL3103 Rectified Final (1)

7/27/2019 04_Skema TLO_TSL3103 Rectified Final (1)

1/17

SKEMA TLO

RANCANGAN PENGAJARAN DAN PEMBELAJARAN MINGGUAN KURIKULUM

PROGRAM: Program Ijazah Sarjana Muda Perguruan Dengan Kepujian(TESL) Pendidikan Rendah TAHUN 1 SEMESTER 2 TAHUN: 2011Mata Pelajaran/Kursus/Kertas: ELT METHODOLOGY Kod: TSL3103 Kredit: 3 (3+0)

MINGGU

/TARIKH

TAJUK DAN

KANDUNGAN

Hasil

Pembelajaran

KULIAH

(2JAM)

TUTORIAL

(1JAM)

AMALI

(JAM)

Pembelajaran

Kendiri(2JAM)

CATATAN/

REFLEKSI

1

1.Languageacquisition andlearning keyconcepts and issues

Nature of

language

Language

learning

process

Todifferentiatebetweenlanguageacquisitionand languagelearning.(1.2)

To relate anddescribetheir ownlanguagelearningprocessduring theirformativeyears(3.4)

What is language?

Language Learningin early childhood

The first 3 years

Grammaticalmorphemes

NegationQuestions

The pre-school years

The school years

Group Work:Reflection on theirown languagelearning experience

First 3

years

Pre-

schoolyears

School

years

What is

language?

Language

Learning inearlychildhood

READ :Brown, H.D. (2000)Principles of

Language Learningand Teaching (4thed.) New York:Longman

Lightbown, P.M. &Spada, N (2006)How Languagesare Learned (3rded.) Oxford: OUP

Brown, H.D.(2000)Principles ofLanguageLearning andTeaching(4th ed.) NewYork:Longman

Lightbown,P.M. &Spada, N(2006) HowLanguagesare Learned(3rd ed.)Oxford: OUP

Denhem, K,Lobeck, A,

(2010)Linguistics forEveryone.Boston:Wadworsth


2/17

SKEMA TLO


PROGRAM: Program Ijazah Sarjana Muda Perguruan Dengan Kepujian(TESL) Pendidikan Rendah TAHUN 1 SEMESTER 2 TAHUN: 2011Mata Pelajaran/Kursus/Kertas: ELT METHODOLOGYI Kod: TSL3103 Kredit: 3(3+0)

MINGGU/TARIKH

TAJUK DANKANDUNGAN

HasilPembelajaran

KULIAH(2JAM)

TUTORIAL(1JAM)

AMALI( JAM)

PembelajaranKendiri(2JAM)

CATATAN/REFLEKSI

2

2.Theories ofLanguageLearning

Behaviourism

Humanism

To explain

BehaviourismandHumanismtheories.

To distinguishbetween the twotheories with clear

examples.(1.2)

To generateimplications inlanguageteaching.(5.2, 5.5)

Overview of

theories oflanguagelearning schools ofthoughts(behaviourism,& humanism)

Discuss SecondLanguageAcquisitiontheories- Behaviourist

Theory- Humanism

Group Work

Share experiences

in learning Englishand link tobehaviourism andcognitivism

Describe ones

- commitment- involvement- effort to learn

Overview of

theories oflanguagelearning schools ofthoughts(behaviourism,& humanism)

READ :

Brown, H.D. (2000)Principles ofLanguage Learningand Teaching (4thed.) New York:Longman

Chitravelu (2005).ELT Methodology,Principles andPractice. ShahAlam: Fajar Bakti

Brown, H.D. (2000)Principles ofLanguage Learningand Teaching (4thed.) New York:Longman

Chitravelu (2005).

ELT Methodology,Principles andPractice. ShahAlam: Fajar Bakti


3/17

SKEMA TLO


PROGRAM: PISMP TESL TAHUN 1 SEMESTER 2 TAHUN: 2011

Mata Pelajaran/Kursus/Kertas: ELT METHODOLOGY Kod: TSL3103 Kredit: 3(3+0)

MINGGU/TARIKH

TAJUK DANKANDUNGAN

HasilPembelajaran

KULIAH(2 JAM)

TUTORIAL(1 JAM)

AMALI(JAM)


CATATAN/REFLEKSI

32.Theories ofLanguage Learning

Cognitivism

Social

Constructivism

To explain SocialConstructivism andCognitivism

theories of languagelearning.

To distinguishbetween the twotheories with clearexamples.(1.2)

To describe how thetwo languagelearning theories arelinked to SecondLanguageAcquisition.(3.4)

Discuss Second

LanguageAcquisitiontheories- Social

Constructivist Theory

Cognitivism

-

Group Work

Share

experiences inlearning Englishand link toconstructivismand Cognitivism

Describe ones

- commitment- involvement- effort to learn

Discuss SecondLanguageAcquisitiontheoriesSocialConstructivist

TheoryCognitivism

READ :

Brown, H.D.(2000)Principles ofLanguageLearningandTeaching(4th ed.)New York:

Longman

Chitravelu (2005).ELT Methodology,Principles andPractice. ShahAlam: Fajar Bakti

Brown, H.D.(2000)Principles ofLanguageLearning andTeaching (4th

ed.) NewYork:Longman

Chitravelu (2005).ELTMethodology,Principlesand Practice.Shah Alam:Fajar Bakti


4/17

SKEMA TLO


5/17

SKEMA TLO


PROGRAM: PISMP TESL TAHUN 1 SEMESTER 2 TAHUN: 2012


MINGGU/TARIKH

TAJUK DANKANDUNGAN

HasilPembelajaran

KULIAH(2JAM)

TUTORIAL(1JAM)

AMALI(JAM)


CATATAN/REFLEKSI

4

1.Languageacquisition andlearning keyconcepts andissues

Language

Learner

Acquisitio

n versus

learning

To identify someimportant learnercharacteristics.

To list factors affectinglanguage learning.(1.1)

To state important

principles of FirstLanguage Acquisition.(1.2)

To differentiatebetween First andSecond LanguageAcquisition(1.2)

Learner

Characteristics

Factors affecting

language learning

Discuss principles of

First LanguageAcquisition.

Analyse concept of

language learningand differencesbetween First andSecond LanguageAcquisition.

.

Group Work

Complete a

graphic organizerto show thedifferencesbetween First andSecondLanguage

Acquisition in thedifferent of apersons life.

Present the

graphic organizerto the class.

Provide feedback

during questionand answersession.

Discuss

principles ofFirstLanguageAcquisition.

Analyse

concept oflanguagelearning and

differencesbetween Firstand SecondLanguageAcquisition.READ :

Brown (2000).Principles ofLanguage Learningand Teaching pp20 29, 67 69.

Chitravelu (2005).ELT Methodology,Principles andPractice pp 7-9.

Lightbown, P.M. &Spada, N (2006)How Languagesare Learned (3rded.) Oxford: OUP(pp 30 - 31)

Brown (2000).Principles ofLanguageLearning andTeaching pp 20 29, 67 69.

Chitravelu (2005).ELT Methodology,

Principles andPractice pp 7-9.

Lightbown, P.M. &Spada, N (2006)How Languagesare Learned (3rded.) Oxford: OUP(pp 30 - 31)


6/17

SKEMA TLO


PROGRAM: PISMP TESL TAHUN 1 SEMESTER 2 TAHUN: 2012Mata Pelajaran/Kursus/Kertas: ELT METHODOLOGY Kod: TSL3103 Kredit: 3(3+0)

MINGGU/TARIKH

TAJUK DANKANDUNGAN

HasilPembelajaran

KULIAH(2JAM)

TUTORIAL(1JAM)

AMALI(JAM)


CATATAN/REFLEKSI

5

3. SecondLanguage LearningTheories (I)Krashens MonitorModel

Acquisition-

Learninghypothesis

Monitor

hypothesis

Natural order

hypothesis

Implications forteaching

To outline andexplain KrashensMonitor Model.(1.2)

To generateimplications inlanguage teaching.(5.2,5.5)

Discuss SecondLanguage AcquisitiontheoriesKrashens MonitorModel- Acquisition-Learninghypothesis

- Monitor hypothesis- Natural order

hypothesisImplications forteachingMaterials-Task/activities

Group WorkDiscuss materials andtasks suitable forprimary schoollearners in relation toKrashens MonitorModel

READ : SecondLanguageAcquisitiontheories:Krashens MonitorModel- Acquisition-Learninghypothesis- Monitor

hypothesis- Natural orderhypothesisImplications for

teaching

READ :Brown (2000).Principles ofLanguageLearning andTeaching, pp 271 -

296

Brown (2000).Principles ofLanguageLearning andTeaching, pp271 - 296


7/17

SKEMA TLO



MINGGU/TARIKH

TAJUK DANKANDUNGAN

HasilPembelajaran

KULIAH(2JAM)

TUTORIAL(1JAM)

AMALI(JAM)


CATATAN/REFLEKSI

6

3. Second LanguageLearning Theories (I)Krashens MonitorModel

Input hypothesis

Affective filter

hypothesisImplications for teaching

To outline andexplain KrashensMonitor Model.(1.2)

To generateimplications inlanguage

teaching.(5.2 ,5.5)

Discuss SecondLanguage AcquisitiontheoriesKrashens MonitorModel- Input hypothesis- Affective Filter

Hypothesis

Implications forteaching

Group Work

Discuss materialsand tasks suitablefor primary schoollearners in relationto Krashens

Monitor Model

READ :SecondLanguageAcquisitiontheories:KrashensMonitor Model- Input

hypothesis- Affective FilterHypothesisImplications forteachingREAD :Brown (2000).Principles ofLanguageLearning andTeaching, pp271 - 296

Brown (2000).Principles ofLanguage Learningand Teaching, pp271 - 296


8/17

SKEMA TLO



MINGGU/TARIKH

TAJUK DANKANDUNGAN

HasilPembelajaran

KULIAH(2JAM)

TUTORIAL(1JAM)

AMALI(JAM)

PembelajaranKendiri

(2JAM)

CATATAN/REFLEKSI

7

4. Overview:Approaches,Methods, andTechniquesELT Methods

Grammar-

TranslationMethod

Direct Method

Audio-Lingual

MethodPrinciplesTechniquesStrengths / LimitationsRole of teacher,learners and resourcesImplication for syllabusdesignPlanning activities foreach approach /method

To state the differencebetween approaches,methods, andtechniques.(1.1)

To list the strengthsand limitations ofGrammar-TranslationMethod, Direct Methodand Audio-LingualMethod (1.2)

To explain the role ofthe teacher, learners ofeach method.(1.2)

To discuss theimplication for syllabusdesign based on theprinciples of eachmethod.(5.5)

To plan activities foreach method.(2.1,5.2)

Distinguish

Approaches,Methods, andTechniques.

Discuss the

principles,techniquesstrengths /Limitations,role of teacher,learners and

resources ofGrammar-Translation Method,Direct Method, andAudio-LingualMethod

Group WorkCompareand contrastthe threemethods

Distinguish

Approaches,Methods, andTechniques.

READ :

Larsen-Freeman(1986).Techniques andPrinciples inLanguage

Teaching, NewYork: OUPBrown (2001).Teaching byPrinciples: AnInteractiveApproach toLanguagePedagogy. (2nd.Ed.) New York:Longma

Larsen-Freeman(1986). Techniquesand Principles inLanguageTeaching, NewYork: OUP

Richards, J.C. &Rodgers, T.S.(1986)Approachesand Methods inLanguage

Teaching.Cambridge: CUP

Brown (2001).Teaching byPrinciples: AnInteractiveApproach toLanguagePedagogy. (2nd.Ed.) New York:Longman


9/17

SKEMA TLO


PROGRAM: PISMP TESL TAHUN 1 SEMESTER 2 TAHUN: 2011 Mata Pelajaran/Kursus/Kertas: ELT METHODOLOGY Kod: TSL3103 Kredit: 3(3+0)

MINGGU/TARIKH

TAJUK DANKANDUNGAN

HasilPembelajaran

KULIAH(2JAM)

TUTORIAL(1JAM)

AMALI(JAM)


CATATAN/REFLEKSI

8

4. ELT Methods

Silent Way

Suggestopedia

Community

Language Learning

Total Physical

Response

PrinciplesTechniquesStrengths / limitationsRole of teacher,learners and resourcesImplication for syllabusdesignPlanning activities foreach approach /method

6. Second LanguageLearning in the

Classroom (1 hour)IssuesTeaching implicationsin the primary ELTClassroom

To discuss theprinciples andtechniques of eachmethod.(1.1)

To list the strengthsand limitations of eachmethod. (1.2)

To explain the role ofthe teacher, learners ofeach method.(1.2)

To discuss theimplication for syllabusdesign based on theprinciples of eachmethod.(5.5)

To plan activities foreach method.(2.1,5.2)

Discuss the principlesand strategies of thefollowing:

Silent Way

Suggestopedia

Community

Language Learning

Total Physical

Response

Task-based Learning

Group Work

Groups select

one teachingapproach/method/ techniqueandDemonstratehow it is carriedout

(5 10 minutesper group).

Reflect on the

strengths andweaknesses ofeach approach/Method/Technique.

Discuss the principlesand strategies of thefollowing:Silent Way,Suggestopedia ,Community LanguageLearning , TotalPhysical Response,Task-based LearningREAD : Larsen-Freeman (1986).

Techniques andPrinciples in LanguageTeaching, New York:OUPHarmer, J. (2007) ThePractice of EnglishLanguage Teaching(4th. Ed) UK: Longman(pp. 71 74)Teaching implicationsin the primaryclassroom with regardto alternatives /methods

READ :Harmer, J. (2007) The

Practice of EnglishLanguage Teaching(4th. Ed) UK: Longman(pp. 66 69)Kementerian PelajaranMalaysia (2003)Huraian SukatanPelajaran BahasaInggeris Tahun 1 6Kuala Lumpur: DBP

Larsen-Freeman(1986). Techniquesand Principles inLanguageTeaching, NewYork: OUP

Harmer, J. (2007)The Practice of

English LanguageTeaching(4th. Ed)UK: Longman (pp.71 74)Richards, J.C. &Rodgers, T.S.(1986)Approachesand Methods inLanguageTeaching.Cambridge: CUPBrown (2001).Teaching by

Principles: AnInteractiveApproach toLanguagePedagogy. (2nd.Ed.) New York:Longman.


10/17

SKEMA TLO



MINGGU/TARIKH

TAJUK DANKANDUNGAN

HasilPembelajaran

KULIAH(2JAM)

TUTORIAL(1JAM)

AMALI(JAM)


CATATAN/REFLEKSI

9

4. ELT Methods

Communicati

ve Approach

PrinciplesTechniquesStrengths /Limitations

Role of teacher,learners andresourcesImplication forsyllabus designPlanning activitiesfor the approach /method

To discuss the principlesand techniques ofcommunicative approach.(1.1)

To list the strengths andlimitations of theapproach.(1.2)

To explain the role of theteacher, learners ofcommunicative approach.(1.2)

To discuss the implicationfor syllabus design basedon the principles ofcommunicative approach.(2.2 ,5.2 )

To plan activities for

communicative approach.(2.3 ,5.5)

Discuss the principles

and strategies of thefollowing:CommunicativeApproach

Discuss the various

types ofcommunicativeactivities in ELT.

Group Work

Carry out suitable

communicativeactivities forprimary pupils.

Reflect on the

strengths andweaknesses of thecommunicativeapproach.

Read andidentify theprinciples andstrategies ofthe following:CommunicativeApproach.Identify the

various types ofcommunicativeactivities in ELTREAD :Larsen-Freeman(1986).Techniquesand Principlesin LanguageTeaching, NewYork: OUPRichards, J.C.

& Rodgers,T.S. (1986)Approachesand Methods inLanguageTeaching.Cambridge:CUP

Larsen-Freeman(1986).Techniques andPrinciples inLanguageTeaching, NewYork: OUP

Richards, J.C. &Rodgers, T.S.(1986)Approaches andMethods inLanguageTeaching.Cambridge:CUP

Brown (2001).Teaching by

Principles: AnInteractiveApproach toLanguagePedagogy. (2nd.Ed.) New York:Longman.


11/17

SKEMA TLO

RANCANGAN PENGAJARAN DAN PEMBELAJARAN MINGGUAN KURIKULUMPROGRAM: PISMP TESL TAHUN 1 SEMESTER 2 TAHUN: 2011Mata Pelajaran/Kursus/Kertas: ELT METHODOLOGY Kod: TSL3103 Kredit: 3(3+0)

MINGGU/TARIKH

TAJUK DANKANDUNGAN

HasilPembelajaran

KULIAH(2JAM)

TUTORIAL(1JAM)

AMALI(JAM)


CATATAN/REFLEKSI

10

4. ELT MethodsLexicalApproachEclecticApproach

Principles

TechniquesStrengths /LimitationsRole of teacher,learners andresourcesImplication forsyllabus designPlanningactivities for theapproach /method

To discuss the principlesand techniques of eachapproach.(1.1,5.2

To list the strengths andlimitations of eachapproach.(1.2)

To explain the role of theteacher, learners of eachapproach.(1.2)

To discuss the implicationfor syllabus design basedon the principles of eachapproach.(2.2 , 5.2)

To plan activities for eachapproach.(2.3, 5.5,7.2)

Discuss the principlesand strategies of thefollowing:

Lexical Approach

Eclectic Approach

Group WorkDemonstrate howeach approach iscarried out.

Reflect on thestrengths andweaknesses of each

approach

Read theprinciples andstrategies of thefollowing:

Lexical

Approach

Eclectic

Approach

READ :Brown (2001).Teaching byPrinciples: AnInteractiveApproach toLanguagePedagogy. (2nd.Ed.) New York:Longman. (pp40 42, 377)Harmer, J. (2007)The Practice ofEnglishLanguageTeaching(4th.Ed) UK:Longman (pp. 74 75)

Brown (2001).Teaching byPrinciples: AnInteractiveApproach toLanguagePedagogy. (2nd. Ed.)New York:

Longman. (pp40 42, 377)

Harmer, J. (2007)The Practice ofEnglish LanguageTeaching(4th. Ed)UK: Longman (pp.74 75)


12/17

SKEMA TLO

RANCANGAN PENGAJARAN DAN PEMBELAJARAN MINGGUAN KURIKULUMPROGRAM: PISMP TESL TAHUN 1 SEMESTER 2 TAHUN: 2011


MINGGU/TARIKH

TAJUK DANKANDUNGAN

HasilPembelajaran

KULIAH(2JAM)

TUTORIAL(1JAM)

AMALI(JAM)


CATATAN/REFLEKSI

11

4. ELT Methods

Task-based

Learning

6. SecondLanguageLearning inthe Classroom(1 hour)

IssuesTeachingimplications inthe primaryELT Classroom

To discuss the principlesand techniques of eachapproach.(1.1,5.2

To list the strengths and

limitations of eachapproach.(1.2)

Discuss Task-basedLearning and itsimplications in theprimary classroom.

Discuss issues in theprimary ESLclassroom.

Group WorkDemonstrate howtask-based learningis carried out.

Reflect on thestrengths andweaknesses of task-based learning.

READ :Harmer, J. (2007)The Practice ofEnglish LanguageTeaching(4th. Ed)UK: Longman


13/17

SKEMA TLO



MINGGU/TARIKH

TAJUK DANKANDUNGAN

HasilPembelajaran

KULIAH(2JAM)

TUTORIAL(1JAM)

AMALI(JAM)


CATATAN/REFLEKSI

12

3. SecondLanguage LearningTheories (II)

Universal

Grammar Why a

UniversalGrammar

What does a

UniversalGrammarconsist of?

To describeChomskys Theory ofLanguageAcquisition.(1.2)

To define UniversalGrammar.(1.1)

To differentiatebetweenperformance andcompetence usingclear examples.(1.5,)

What is

UniversalGrammar

(Chomskystheory ofLanguageAcquisition)?

Universal

Grammar the set oflinguistic rulescommon to alllanguages

Performance

vsCompetence

Group work

Research on UG

and discuss theimportance of UG inlanguage learning.

Read up onUniversalGrammar

READ:

Lightbown,P.M. & Spada,N (2006) HowLanguages areLearned (3rded.) Oxford:OUP (pp 35)Brown (2000).Principles ofLanguageLearning andTeaching, pp35 - 36

Denhem, K,Lobeck, A, (2010)Linguistics forEveryone. Boston:

Wadworsth (pp 13 22)

Lightbown, P.M. &Spada, N (2006)How Languages areLearned (3rd ed.)Oxford: OUP (pp35)

Brown (2000).Principles ofLanguage Learning

and Teaching, pp35 - 36


14/17

SKEMA TLO



MINGGU/TARIKH

TAJUK DANKANDUNGAN

HasilPembelajaran

KULIAH(2JAM)

TUTORIAL(1JAM)

AMALI(JAM)


CATATAN/REFLEKSI

13 3. Second LanguageLearning Theories (II)

Universal Grammar

and first languageacquisition

Universal Grammar

and secondlanguage acquisition

To state the differencebetween first languageacquisition andsecond languageacquisition.(1.2,5.2)

To discuss the role ofUniversal Grammar infirst and second

language acquisition.(1.2,5.2)

Discuss UniversalGrammar in connectionwith first languageacquisition withreference to the criticalperiod

Discuss the effect ofUniversal Grammar in

second languageacquisition

Group workDiscuss howuniversalGrammar is linkedto their first andsecond languageacquisition.

MakeconnectionsbetweenUniversalGrammar andfirst languageacquisition withreference to thecritical periodThe effect of

UniversalGrammar insecondlanguageacquisition.READ :Lightbown, P.M.& Spada, N(2006) HowLanguages areLearned (3rd ed.)Oxford: OUP (pp35)

Brown (2000).Principles ofLanguageLearning andTeaching.


15/17

SKEMA TLO



MINGGU/TARIKH

TAJUK DANKANDUNGAN

HasilPembelajaran

KULIAH(2JAM)

TUTORIAL(1JAM)

AMALI(JAM)


CATATAN/REFLEKSI

14

5. Syllabus Design Malaysian PrimarySchool EnglishCurriculum

Introduction to

the KBSR &KSSR syllabiand

Interpretation ofSyllabus

Philosophy and

design ofsyllabus

Features of

KBSR & KSSRsyllabi

Components

and organizationof CurriculumSpecifications

Syllabus itemsand curriculumspecifications

Relationship

betweensyllabus itemsand curriculumspecifications

Scheme of work

weekly, semester

To state the features ofKBSR and KSSRsyllabus.(1.1 , 1.3)

To discuss thephilosophy in thedesign of the syllabus.(2.2, 5.2)

To compare andcontrast the differencesbetween the KBSRsyllabus and thecurriculumspecifications.(1.3,1.5)

To analyse therelationship betweensyllabus items andcurriculumspecifications.(1.6)

To plan the scheme ofwork for a semester.(1.1,8.5)

Introduction to theMalaysian syllabus andits philosophy.

Discuss features of

the KBSR andKSSR syllabi.

Discuss

components andorganization ofCurriculumSpecifications

Identify and analyse

syllabus items andCurriculumSpecifications of asample year.

What is a scheme of

work?

Factors affecting the

planning of schemeof work

Stages of a lesson

plan PPPframework

Group WorkCompare andcontrast the KBSRand the KSSRsyllabi and presentto the class.

Create a mind map

to show thecomponents andorganization of theKBSR & KSSRsyllabi

Match appropriateCurriculumSpecifications tosyllabus items.

Justify answers

Prepare andpresent the schemeof work for a targetyear.

READ :Kementerian

Pelajaran Malaysia

(2003) Huraian

Sukatan Pelajaran

Bahasa Inggeris

Tahun 1 6 Kuala

Lumpur: DBP

Chitravelu, N. et.al

(2005) ELT

Methodology:

Principles and

Practice (2nd ed.)

Shah Alam: Fajar

Bakti

Harmer, J. (2007)The Practice ofEnglish LanguageTeaching(4th. Ed)

UK: Longman (pp.64 65)


16/17

SKEMA TLO



MINGGU/TARIKH

TAJUK DANKANDUNGAN

HasilPembelajaran

KULIAH(2JAM)

TUTORIAL(1JAM)

AMALI(JAM)


CATATAN/REFLEKSI

15

6. SecondLanguage Learningin the Classroom

Alternatives toPresentation,Practice, andProduction

Teachingimplications in theprimary ELTclassroom

To discuss thealternatives of PPPlesson plan. (2.2)

To discuss the teachingimplications using thealternatives to the PPPlesson plan. (2.2)

Discuss alternatives toPresentation, Practice,and Production

Deep-end strategy

ESA : Engage,

Study, Activate

Boomerang

procedure

Patchwork

lessons

Teaching implicationsin the primaryclassroom with regardto alternatives

Group WorkLesson PlanningCarry out a lessonplan using any ofthe frameworksdiscussed.

Read further and tryto identifyalternatives toPresentation,Practice, andProduction Deep-end strategyESA : Engage,Study, ActivateBoomerang

procedure

Patchwork lessonsTask-based

Learning

Teachingimplications in theprimary classroomwith regard toalternatives

READ :Harmer, J. (2007)The Practice ofEnglish LanguageTeaching(4th. Ed)UK: Longman (pp.66 69)

KementerianPelajaran Malaysia(2003) HuraianSukatan PelajaranBahasa InggerisTahun 1 6 KualaLumpur: DBP

Harmer, J. (2007)The Practice ofEnglish LanguageTeaching(4th. Ed)UK: Longman (pp. 66 69)KementerianPelajaran Malaysia(2003) HuraianSukatan PelajaranBahasa InggerisTahun 1 6 KualaLumpur: DBPChitravelu, N. et.al(2005) ELTMethodology:Principles andPractice (2nd ed.)Shah Alam: FajarBaktiBrown, H.D. (2001)Teaching byPrinciples: AnInteractive Approachto LanguagePedagogy (2nd ed.)New York: Longman


17/17

SKEMA TLO

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04_Skema TLO_TSL3103 Rectified Final (1)