Teacher : Are you Malaysian? (Ss listen and repeat)
Students : Are you Malaysian?
T : No, I am not. I am from Indonesia.
Ss : No, I am not. I am from Indonesia.
T : Are you………………. ( T just says the first word of the sentence)
Ss : Are you Malaysian?
T : No, …………………….. (T just says the first word of the sentence)
Ss : No, I am not. i am from Indonesia
When the teacher has given the 5th or 6th sentence and students have repeated the 5th and 6th sentences. Teacher can repeat the whole 5 or 6 sentences from the 3rd or 4th sentence.
ndamental to good, solid teaching for all students, not just those with learning disabilities or second language learners. In order for learning to progress, scaffolds should be gradually removed as instruction continues, so that students will eventually be able to demonstrate comprehension independently.
- activating prior knowledge
- offering a motivational context to pique student interest or curiosity in the subject at hand
- breaking a complex task into easier, more “doable” steps to facilitate student achievement
- showing students an example of the desired outcome before they complete the task
- using verbal cues to prompt student answers
- teaching students chants or mnemonic devices to ease memorization of key facts or procedures
- facilitating student engagement and participation
- teaching key vocabulary terms before reading
- Suggesting possible strategies for the students to use during independent practice
- modeling an activity for the students before they are asked to complete the same or similar activity