32 e.
Activities 5 : In listening section, t
he learners listen to the teacher‟s instruction for the homework assignment, such as what they have to do dealing with the task of the book
and what to get after it, like asking the parents‟ signature when the learners are done with the homework. For the speaking section, the learners may ask the teacher if they
do not understand, then the teacher discuss it with all the students. Then in reading and writing section, the learners do the homework at their own houses. The teacher
fills the space about the lesson today and explains the task that will be brought and done by the students at home.
6. Plan the instructional strategies and delivery.
The writer provides the instructional strategies for the teacher as the instructional menus, based on Campbell and Dickinson 2004: p.253 in order to
improve young learners‟ multiple intelligences. They are: a.
Musical Menu by writing song lyrics for singing that indicates the rhythmical patterns; using background music to enhance learning; collecting and presenting
songs about the topic; making an instrument and using it to demonstrate; and also using musical technology.
b. Visual Menu by making drawings; creating a slide show; designing a poster;
creating artwork; coloring or painting; and using technology to draw.
33 c.
Naturalist Menu by collecting and categorizing data; describing or cycling the patterns; comparing phenomena for explaining how the nature run; and using
technology to explore it. d.
Kinesthetic Menu by making a choreograph or dance; building or constructing body movement through singing; attending a mini trip or field trip; and devising
scavenger hunt, role play or simulate. e.
Interpersonal Menu by participating in a group; conducting a meeting; with a partner, trying to solve problem; acting out diverse perspectives; using social
skills to learn; couching others; and doing a service project or collaboratively planing rules procedures.
f. Intrapersonal Menu by describing feelings, qualities; loving to write; explaining
the reason of the study; self-assessing of own work; doing a project; receiving feedback; and using technology to reflect it.
g. Linguistics Menu by retelling story; conducting a simple form of debate when
different perspectives exist; relating a short story; giving a presentation; leading the discussion; and using technology to write or to make it.
h. Logical Menu by designing and conduct an experiments; categorizing facts,
design a code; creating a timeline or a detailed personality; using thinking skills to learn or solve problem; creating problems to be translated into a formula; and
using technology to calculate. The instructional deliveries that the learners will find in the book are:
1 Warm Up:
34
Let’s sing along
2 Lesson:
It’s art time Look and talk. Look and Draw line in order Color and write Draw
3 Physical Exercises:
Follow and Do it with your friends It’s play time
4 Review:
Look and color it Look and Draw It’s sharing time
5 Homework:
Put in order Homework
Meanwhile, the instructional deliveries that the teacher may will be beneficial when followed by TPR and CLT method. The procedures are elaborated Table 2.1.:
Table 2.1 The Procedures Table Steps
Teacher’s words Students’ words
1. T greets the class or
does the opening activities as usual.
Good morning. How are you today?
Students greet and may respond variably.
2. T calls the students‟
name based on the attendance list or
absences by singing. Where is …?
Where is …? Here you are. After the
students respond. Students may follow the
song when they familiar with the notes by singing
Here I am. Here I am. or only raising their hands
up.
3. T plays the song or
Look and listen. Students may respond
35 music video,
or T introduces the song by singing and
gives the gestures, or T demonstrate the
chants or rhymes. Hey class. I have a song.
Listen. Look at me and listen.
variably but have to obey the
teacher‟s instructions to listen to the song or
watch the music video.
4. T repeats the song and
invites the students to sing along together
slowly. or T may repeat the
song in the CD. Let’s sing together
Come on. Follow me. Ready?One, two, three.
Do you want to sing again?
Ok. Let’s sing. Students may respond
variably. Students sing together
and follow the gesture of the teacher slowly till
fluently if necessary.
5. T shows the
flashcards or pictures choose one by one of
the card Look. It is…
Students have to obey and pay attention to the
teacher.
6. T may repeat all the
flashcards or pictures Once again.
Look and listen. Students are able to
pronounce the correct pronunciation.
7. T reviews the
material. T shows the flashcards or pictures
choose one by one of the card followed by
students Look. What is it?
Repeat after me. …
What is it? Come on. Repeat after
me.
… Students have to obey and
pay attention to the teacher.
Students are able to pronounce the correct
pronunciation.
8. T may repeat it by
showing all of the flashcards and
pictures one by one followed by the
students. Once again.
Repeat after me. …
Students are able to pronounce the correct
pronunciation.
9. T introduces the
materials. T shows all of the flashcards or
pictures. Now, listen and look
carefully. Students have to obey and
pay attention to the teacher.
36 10.
T reviews and asks the students about the
topics. Now, look carefully.
What is it? Yes, it is
… Students are able to
recognize the topics based on flashcards or pictures
given with a complete sentence “It is …”
11. T mentions the next
activities and invite the student to open
the materials.
It’s time to English Live Book.
Let’s open our English Live Book.
Students may respond variably.
Students have to obey and pay attention to the
teacher.
12. T tells or reads and
mentions the activities to do base on the
English Live Book.
Look on your book. What is it?
It’s coloring time. It’s art time. Let’s study.
Students may respond variably.
Students are able to recognize the topic given
and are able to work or do the assignments
mentioned at English Live book correctly.
13. T asks the students to
work in pairs or groups.
T chooses the group or the partner and let
the students find and sit closed to their
partners or groups. T demonstrates the
games or physical exercises slowly and
clearly to the students. T may repeat or give
the example by finding the model or
do it by yourself once again and has to make
Well, Look at me. I have a game.
So, work with your group or partner next to you
and sit together. Now, look at me.
What am I doing? Yes, I am …
So, you have to do like what I did before.
For example. Ready? Can we start
now? Ok.
Let’s go Students may respond
variably. Students have to obey and
pay attention to the teacher.
Students are able to identify and recognize the
topic given based on the book.
37 sure that the students
get the clear instruction.
14. T does the review or
reinforcement and leads the sharing time,
don‟t forget to give praises to all of the
students by clapring hands together.
So, what we have learned today class?
Yes REVIEWING THE
LESSON TOGETHER Excellent
Give yourself big applause
Students may respond variably.
Students have to obey the teacher and are able to
identify and describe the difficulties through the
learning process today.
15. T gives the homework
as the follow up activity.
T has to make sure that all of the students
get the clear instruction.
Well, before we go home, I’ll give you homework.
What you have to do is Next meeting I will ask
the You may but remember
to Understand?
Any questions? Students may respond
variably. Students have to obey and
pay attention to the teacher.
Students are able to identify and recognize the
assignment given based on the book.
16. T does the closing
activity as usual, or T may stand beside
the door to give the students handshakes
or hugs while singing the Good Bye song
instead. That’s all for today.
Good bye kids. See you tomorrow.
Don’t forget to say good bye to your friends.
I love you and God bless you.
Students are able to greet others and say thanks
politely or respectfully to the teacher.
7. Develop the evaluation instruments to assess objectives.
