Meeting Instructor’s Activities
Learners’ Activities Time
From the conversation you read above, can you mention some expressions for saying greetings? What are they? Can you
add more? 4. Explains how to greet students and asks the learners to
practice the gambit of how to greet students 5. Asks the learners to do the practices on pages 5-6.
6. Explains about numbers. 7. Asks the learners to do the practices on page 8.
8. Asks the learners to find out the meaning of the vocabularies listed on the box.
Post-teaching: 1. Reviews the lesson which have been learned.
2. Summarizes, concludes, and ends the lesson 4. Listen to the explanation and practice the
gambit of how to greet students. 5. Do the practices:
1 Say hello to classmates. 2 Choose the correct expressions.
3 Match the dialogues in part 2 with the
pictures. 4 Find the meaning of vocabularies
6. Listen to the explanation. 7. Do the practices:
1 Spell out the name for the numeral 2 Do the game Hello...
8. Find out the meaning of the vocabularies.
Post-teaching: 1. share their understanding.
2. give response 14’
25’
5’ 25’
10’
8’ 5’
2 Pre-teaching:
1. Greets learners 2. Discusses the snapshot and its questions
What is the woman in the picture doing? What is the woman probably saying?
Pre-teaching: 1. Greet instructors
2. Answer and discuss the questions of the
snapshot section. 1’
10’ PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Meeting Instructor’s Activities
Learners’ Activities Time
What do you think the response of the woman saying?
Whilst-teaching: 1. Gives some elicitation questions before discussing the
conversation. What about saying good bye in class and counting bigger
numbers? Do you know how to say goodbye to students? How do you say bigger numbers? Do they have special
names?
2. Asks the learners to practice the conversation 3. Gives some elicitation questions before discussing the
classroom language expressions. In conversation above, how does the teacher say goodbye to
his students? Do you say the same expressions when you want to say goodbye with your students? How do your
students respond?
4. Explains how to say goodbye and asks the learners to practice the gambit of how to say goodbye
5. Asks the learners to do the practices on pages 12.
6. Explains about big numbers. 7. Asks the learners to do the practices on page 14-15.
Whilst-teaching: 1. Answer and discuss the questions.
2. Practice the conversation with classmates. 3. Answer and discuss the questions.
4. Listen to the explanation and practice the gambit of how to say goodbye
5. Do the practices: 1 Complete the dialogues
2 Make a dialogue based on the picture given and practice in front of the
class. 6. Listen to the explanation.
7. Do the practices: 1 Say the answer
2 Say the numeral aloud 3’
8’ 2’
14’ 25’
15’ 25’
Meeting Instructor’s Activities
Learners’ Activities Time
8. Asks the learners to find out the meaning of the vocabularies listed on the box.
Post-teaching: 1. Reviews the lesson which have been learned.
2. Summarizes, concludes, and ends the lesson 3 Do the game Shopping Around
8. Find out the meaning of the vocabularies.
Post-teaching: 1. share their understanding.
2. give response 7’
7’ 3’
3 Pre-teaching:
1. Greets learners 2. Review the lesson in the previous meeting
Whilst-teaching: 1. Asks the learners to put the conversation in a correct order.
2. Asks the learners to complete the dialogues using what
learners have learned before. 3. Asks the learners to choose the best responses.
4. Asks the learners to name things in classroom and compare learners’ answers to their friends
5. Asks the learners to say numbers 6. Asks the learners to do role play
Post-teaching: 1. Reviews the lesson which have been learned.
2. Asks the learners to answer questions in What have you done?
section 3. Summarizes, concludes, and ends the lesson
Pre-teaching: 1. Greet instructors
2. Share their understanding
Whilst-teaching: 1. Put the conversation in a correct order.
2. Complete the dialogues using what
learners have learned before. 3. Choose the best responses.
4. Name the things in this classroom and compare your answers to your friends.
5. Say numbers 6. Do role play
Post-teaching: 1. share their understanding.
2. answer the questions
3. give response 1’
4’
5’ 10’
5’ 20’
10’ 45’
7’ 10’
3’ PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
VI. Media and References A. Media
1. Learners’ text book 2. WhiteboardBlackboard
3. ChalksBoardmarkers
B. References
1. ---------------. 2005. Mathematics for New Speakers of English. The United States of America: Saddleback Educational Publishing.
2. Molinsky, Steven J. and Bill Bliss. 1994. Word by Word. New York: Longman. 3.
www.churchilhouse.comenglishclassroomlanguage.htm PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
117
Appendix 5 Syllabus
THE SYLLABUS
A BILINGUAL PREPARATION PROGRAM AT WISMA BAHASA YOGYAKARTA FOR MATHEMATICS TEACHERS
OF THE SEVENTH GRADE OF JUNIOR HIGH SCHOOL
I. Competency Standard
Learners are able to communicate and teach mathematics in English fluently in the context of dialogues between teachers and students or other
colleagues in class or at school environments.
II. The Description of the Program
This course is designed to teach English speaking skills for mathematics teachers of the seventh grade of junior high school studying at the bilingual
preparation program of Wisma Bahasa Yogyakarta. This course attempts to fulfill the learners’ needs in learning English. They need English in order to be able to to
teach mathematics in Bilingual Class and to communicate with students and other collegues at school. The topics, the titles, the basic competence and the indicators
of the design materials are described as follows:
Unit, Topic Title
Basic Competence Indicators
1 - Greetings;
saying goodbye
- Numbers
Good Morning, Students.
Learners are able to: - saythe expressions about
formal and informal greetings and saying goodbye in class
or at school environment. - know how to say numbers
small and big numbers in English correctly.
- gain more vocabulary to help them teach mathematics
topics. Learners are able to:
- greet students or others and respond it formally and informally.
- say goodbye to students or others and respond it appropriately.
- complete a missing dialogue or conversation using appropriate words or language
expression. - make a dialogue based on a picture of saying
goodbye. - say numbers in English correctly.
- find out the meaning of the vocabularies related to numbers small and big numbers.
- put conversation in a correct order in a setting of greeting and saying goodbye.
- choose the best responses of greetings and saying goodbye.
- perform a dialogue between teachers and students in a setting of greeting, saying
goodbye in class, and explaining a topic.
2 - Checking the
attendance roll call;
Learners are able to: - say the expressions about
checking the students’ attendanceroll call.
Learners are able to: - use the gambit in order to check students’
attendanceroll call. - use the gambit in order to respond students
118
Unit, Topic Title
Basic Competence Indicators
Responding latenesstard
iness
- Number Periods;
Decimal Fractions
Who is absent today?
- say the expressions about responding students’
latenesstardiness. - know how to say number
periods and decimals in English correctly.
- gain more vocabulary to help them teach mathematics
topics. latenesstardiness.
- complete a missing dialogue or conversation using appropriate words or language
expression. - say number periods and decimal fractions in
English correctly. - find out the meaning of the vocabularies
related to number periods and decimal fractions.
- put conversation in a correct order in a setting of checking students’ attendance and
responding students’ latenesstardiness. - perform a dialogue between teachers and
students in a setting of checking students’ attendance, responding students’
latenesstardiness, and discussing a topic related to number periods or decimal fractions.
3 - Reviewing
topics; collecting
homework
- Positive Negative
Numbers; Comparing
Ordering Integers
Let’s review the last lesson
Learners are able to: - say the expressions about
reviewing previous topics. - say the expressions about
collecting students’ homework.
- know how to say positive and negative numbers in English
correctly. - know how to compare and
order integers in English correctly.
- gain more vocabulary to help them teach mathematics
topics. Learners are able to:
- use the gambit in order to review previous topics.
- use the gambit in order to collect students’ homework.
- complete a missing dialogueconversation using appropriate wordslanguage expression.
- say positive and negative numbers in English correctly.
- compare and order integers in English correctly.
- find out the meaning of the vocabularies related to positive and negative numbers
integers. - put conversations in a correct order in a setting
of reviewing topics and collecting homework. - perform a dialogue between teachers and
students in a setting of reviewing topics, collecting homework, and discussing integers.
4 - Getting
started, monitoring
readiness; handling
distraction interruptions
- Addition and Subtraction
story problems;
adding money and
getting change
problems
Learners are able to: - say the expressions about
getting started the class and monitoring students readiness.
- saythe expressions about handling
distractionsinterruptions happened in class.
- know how to say addition and subtraction operation in
English correctly and to make addition and subtraction story
problems .
- know how to make adding money and getting change
problems in English correctly. - gain more vocabulary to help
Learners are able to: - use the gambit in order to get the class started
and to monitor students’ readiness. - use the gambit in order to handle
distractionsinterruptions happened in class. - complete a missing dialogueconversation
using appropriate wordslanguage expression. - say addition and subtraction operation in
English correctly and to make addition and subtraction story problems
- make adding money and getting change problems in English correctly.
- find out the meaning of the vocabularies related to addition and subtraction operation
and story problems, and adding money and getting change problems.
- put conversations in a correct order in a setting
119
Unit, Topic Title
Basic Competence Indicators
Are you ready to move on?
them teach mathematics topics.
of getting started, monitoring readiness and handling distraction interruptions.
- perform a dialogue between teachers and students in a setting of getting started,
monitoring readiness and handling distraction interruptions, and discussing addition and
subtraction operation and story problems, and adding money and getting change problems.
5 - Calling on
students; Verifying
- Rounding; Estimation
Anybody knows the
answer? Learners are able to:
- say the expressions about calling on students.
- say the expressions about verifying students’ answers
and explanation. - know how to make basic
rounding questions in English correctly
- know how to make basic estimation questions in
English correctly. - gain more vocabulary to help
them teach mathematics topics.
Learners are able to: - use the gambit in order to call on students.
- use the gambit in order to verify students’ answer and explanation.
- complete a missing dialogueconversation using appropriate wordslanguage expression.
- make basic rounding and estimation questions in English correctly
- find out the meaning of the vocabularies related to rounding and estimation.
- put conversations in a correct order in a setting of calling on students and verifying students’
answer and explanation. - perform a dialogue between teachers and
students in a setting of calling on students and verifying students’ answer and explanation,
and discussing rounding and estimation.
6
- Giving high- quality
student comment;
Asking students to
make pairgroup
work
- Multiplication and Division;
Unit Story Problems
Bingo
Learners are able to: - say the expressions about
giving high-quality student comment.
- say the expressions about asking students to make
pairgroup works. - know how to say
multiplication and division operation in English correctly.
- know how to make unit story problems in English correctly.
- gain more vocabulary to help them teach mathematics
topics. Learners are able to:
- use the gambit in order to give high-quality student comment.
- use the gambit in order to ask students to make pairgroup work.
- complete a missing dialogueconversation using appropriate wordslanguage expression.
- say multiplication and division operation in English correctly.
- make unit story problems in English correctly. - find out the meaning of the vocabularies
related to multiplication and division operation, and unit story problems.
- put conversations in a correct order in a setting of giving high-quality student comment and
asking students to make pairgroup work - perform a dialogue between teachers and
students in a setting of giving high-quality student comment, asking students to make
pairgroup work , and discussing multiplication and division operation, and unit
story problems.
7 - Giving
Instruction; Sequencing
- Fractions; Mixed
Learners are able to: - say the expressions about
giving instruction to students. - say the expressions about
sequencing explanation or instruction.
Learners are able to: - use the gambit in order to give instruction.
- use the gambit in order to sequence explanation or instruction.
- complete a missing dialogueconversation using appropriate wordslanguage expression.
120
Unit, Topic Title
Basic Competence Indicators
Numbers
Say it louder, please.
- know how to say fractions in English correctly.
- know how to say mixed numbers in English correctly.
- gain more vocabulary to help them teach mathematics
topics. - say say fractions and mixed numbers in
English correctly. - find out the meaning of the vocabularies
related to fractions and mixed numbers. - put conversations in a correct order in a setting
of giving instruction and sequencing explanation or instruction.
- perform a dialogue between teachers and students in a setting of giving instruction,
sequencing explanation or instruction , and discussing fractions and mixed numbers.
8
- Summarizing and
Concluding; Ending the
lesson
- Exponent and Root; Algebra
Forms Prepare the next
chapter for Monday
Learners are able to: - say the expressions about
summarizing and concluding the lesson.
- say the expressions about ending the lesson.
- know how to say exponents and roots in English correctly.
- know how to say algebra form and its terms in English
correctly. - gain more vocabulary to help
them teach mathematics topics.
Learners are able to: - use the gambit in order to summarize and
conclude the lesson. - use the gambit in order to end the lesson.
- complete a missing dialogueconversation using appropriate wordslanguage expression.
- say say exponent, root, and algebra forms in English correctly.
- find out the meaning of the vocabularies related to exponent, root, and algebra forms.
- put conversations in a correct order in a setting of summarizing, concluding, and ending the
lesson. - perform a dialogue between teachers and
students in a setting of discussing exponent, root, and algebra forms; summarizing,
concluding, and ending the lesson.
III. Class Description
This course is intended for small class 1 – 8 learners.
IV. Contact Hours
This course is designed for 24 meetings Excluded the tests. Each meeting is 2 hours. Generally, each unit is discussed in three meetings.
V. Media
- Handbook - BlackboardWhiteboard
- A class for practice
VI. Teaching Strategies
- Individual tasks e.g. peer teaching - Group Works
- Discussions - Games
- Pair Works - Role-play
