112
IV. Teaching Activities: Steps in Ignatian
Pedagogy Teaching Activities
Time Allocation
First Meeting
A. CONTEXT OF
LEARNING
1. The students explore their opinion
about what they see from the picture provided.
2. In a group, the students discuss the
questions given.
10’ 10’
B. EXPERIENCE
1. In pairs, the students read the
dialogues provided. 2.
The students read and learn some expressions of describing place.
3.
The students find and underline the expressions of describing place from
the previous dialogues.
4.
Working with their partner, the student find out the meaning of the
vocabulary.
5.
Working with their partner, the student find out the missing part in the
dialogue.
6.
In pairs, the students asked to make a dialogue based on the situation
provided, and practice it.
7. The students perform the dialogue
in front of the class.
5’ 10’
5’ 5’
5’ 25’
20’
C. REFLECTION
1. The students reflect on what they
have learnt and the difficulties they found in this unit by answering
some questions.
2. The students share their answer and
reflection in a group.
10’ 10’
113
Steps in Ignatian Pedagogy
Teaching Activities Time
Allocation
Second Meeting D. ACTION
1. The students discuss the value they
have learnt in this unit. 2.
The students share their opinion and commitment related to the value
they learnt from the unit. 3.
The students make their actions towards the values they have learnt
in the unit. 4.
The students share their answers in the group discussion.
10’ 5’
5’ 10’
E. EVALUATION 1.
The students discuss about the situation provided and make a
dialogue based on the situation. 2.
The students practice their dialogue with their partner.
3. The students are asked to perform
their dialogue in front of the class. 20’
10’ 40’
V. Teaching Strategies:
• Individual work, • pair work,
• group discussion, • class discussion,
Evaluation: 1.
Competence
Students’ Name
Aspect Total
Score General
Comments Fluency Clarity Accuracy Volume Intonation
Score: Total score: 20 x 5 = 100
4 : very good 3 : good
2 : poor 1 : very poor
114
Final Grade: A : 80 – 100
B : 70 – 79 C : 60 – 69
D : 50 – 59 E : 40 - 49
F : 0 - 39
Grading Criteria Fluency
the smoothness in delivery the information on the dialogue
Clarity the clarity of delivering the dialogues.
Accuracy whether the grammar is accurate or not.
Volume whether the voice is loud or not.
Intonation the appropriateness of the intonation.
The speaking rubric:
No. Speaking Skill
4 very good
3 good
2 poor
1 very poor
1 Fluency
The student speaks fluently
without pause. The student
speaks with very few
pauses. The student
speaks with few pauses.
The student speaks with
many pauses.
2 Clarity
Very clear
articulation with good
pronunciation native-like
pronunciation. Good
pronunciation with very few
mistakes and
clear articulation.
Few mistakes in pronunciation
with inconsistent
articulation but still
understandable. Many
mistakes in
pronunciation with unclear
articulation and difficult
to understand.
3 Accuracy
The student
speaks with no grammar
mistakes. correctness
81 - 100 The
student makes
few mistakes.
correctness 61 - 80
The student
makes grammar mistakes but the
dialogue still
understandable. correctness
41 – 60 The student
makes many grammar
mistakes. correctness
0-39
4 Volume
The voice is loud and clear.
The voice is loud enough.
The voice is soft but still clear.
The voice is very soft and
not clear.
5
Intonation Exact tone for the
wordssentences which lead to
perfect tone. Very
few mistakes
in wordssentences
intonation. Inconstant
intonation and
often put
inappropriate tone
for the
wordssentences. Very
flat intonation
with no
difference tone
for difference
sentences.
115 Adapted from
• Office of Assessment and Information Services: Oregon Department of Education
• Caroll, B.J. 1980. Testing Communicative Performance. Oxford: Pergamon Press.
VI. References:
http:pad2.whstatic.com www.wikipedia.com
Kategori