107
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 find out the
meaning of the vocabulary. 2.
The students read the dialogues provided.
3. The students read and learn some
expressions of offering help.
4.
The students find and underline the expressions of offering help from the
previous dialogues.
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’ 5’
5’ 5’
5’ 15’
20’
C. REFLECTION
1. The students reflect on what they
have learnt and the difficulties they have found in this unit by
answering some questions.
2. The students share their answer and
reflection in a group.
10’ 10’
108
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,
VI. 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
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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.
110 Adapted from
• Office of Assessment and Information Services: Oregon Department of Education
• Caroll, B.J. 1980. Testing Communicative Performance. Oxford: Pergamon Press.
2. Compassion and Conscience
The teachers observe the students while having groupclass discussion and giving score by choosing the grade below:
Name : Student Number :
Indicators Very
poor Poor
Good Very
good
Compassion 1.
The students pay attention to their
friends while
doing class
or group discussion.
2.The students listen to
their friends
while they
are speaking.
Conscience 1. The students share
their opinion
actively and
honestly. 2. The students do
the task
given responsibly.
References: http:www.eslfast.com
http:yadayadaenglish.comgreetings www.fotosearch.com
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