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Topic : Past Tense

Skills : Speaking and Writting


Level : Senior High School students
The objective and the goals:
1. The use of past tense
2. Compose some sentences using past form
3. Make some dialogues using past form

The types of learning:


1. Declarative knowledge
Declarative knowledge objectives require a learner to recall in veratim,
paraphrase, or summarized from facts, lists, names, or organized
information.
Knowing that something is the case levels of recall and understanding.
Examples of verbal information objectives include the following:
Write the names of a least three types of synhentic fabric.
Recite the multiplication table for the number 7
In your own words, summarize the three steps that you must follow in
covering a BASIC file into a DOS 3.3 text file
Intructional mateials that sllow students to practice their multiplication
facts most likely have if declarative knowledge objective. Do does
intruction that helps children to practice their spelling words.
Declarative knowledge objectives have received to a lot of had press in
recent years. We agree that the majority of learning objectives in a lesson
or unit should mot be in this category. Scholling or training that scors at
recall or facts and memorization of list falls far short of students needs.
However, knowing declarative knowledge helps students learn higheerorder, more complex objectives. For instance, the ability to recall
muliplication on facts aids students in solving quadractic equestion, and
the ability to spell corrctly aids students in compossing essay.

2. Intellectual skills
This type of learning outcomes differs from declarative knowledge
objectives because students learn not only for recall but also to apply
knowledge that they have learnt in that meeting. Intellectual skill is
knowing how but declarative knowledge is knowing that. So that is
why in declarative, student only recall what they have got.
Different from declarative knowledge, in intellectual, teachers usually ask
the student to apply or speak up using the materials. So, we can make the
exercises for speaking tests. The first example, we ask them to work in
pairs. After that, ask them to make a question using unreal condition with
if clause. One student make, at least, five questions, and if they have
finished, tell them to interview their partner. The second example, ask the
student to construct some sentences using this material and then ask them
to speak in front of their classmate. So, it can makes them apply what they
have got.

The assessment:
1. Performance assessment
They defined perfomance assesment as testing complex, higher order
knowledge and skills in the real-world context in which they are actually
used, generally with open-ended tasks that require subtantial examine time
to complete. The types of assesments that have been included in this
category are obsevation open-ended problems, microworlds, essay,
simulation, project, and portfolics. We will describe four of the most
common performance assesment forms-on the job observation ,
simulation, essay, and portfolics-in this section.
a. Observation of On-the-Job performance
Probably the best way to see if students have learned what we want
them to learn at the neccessary level is to take them into the real world
and have them performwhat they have been insturcted to do. Then we
could confirm that the learner can actually find the problem and fix it

and that she goes about is in a proper way. In this case our test
instrumental might he a cheecklist containing all of the things the
learner should do in order to adcquately repair the vcr.
The best way to see if students have learned what we want them to
learn at the necessary level is to take them into the real world. So, ask
them to speak in front of the class using that material is the best way,
because they have to apply all the material in the real world or in the
real activities. Their performance shows how they have learned.
b. Simulation
Simulations

are

excellent

assessment

forms,

particularly

for

assessment of higher-older rule learning and attitude change. Asking


the student to interview their partner in group or their classmate is
good to make them make the simulation for daily conversation using
the material.
c. Evaluation of performance assessments
Recommanded stringent criteria to evaluate the adequancy of
perfomance

assesment.

These

include

standards

of

validity,

consequences of assessments on instructional practice, directness,


transparency, fairness, transfer and generalizability, adequate cognitive
complexity of

the

tasks,

content

quality, content

coverage,

meaningfulness, cost, and efficiency. The acceptability of these tradeoffs is critical trade-offis among these criteria when designing
performance assesment. The more critically these competency will
infuence the more designers must sacifice practicalisty for the of the
vodility and reliability. For this criteria include the same standards for
good tests that have been presented. Here, the teacher evaluates all
the students test of writing, whether it is good based on the material or
not.
2. Pencil-and-paper assessment forms
Completion and short answer terms way be used to asses declarative
knowledge intelectually skills, attitude (to some extent), cognitive
strategies and portions of motor skills pencil and paper test can be
designed in three different form recall, recognize.
3

a. Recall items
Such as the declarative knowledge rousine that support motor skill.
Recall items asl learners to simply reproduce the knowledge that they
have been presented in instruction , in verbatim, paraphrase, or
summarize form. These items place a high demand on memory but less
demand on higher resoning process. They generally take the form of
written items, such as short answer, fill in the balnk, or completion
items. When we give them some questions using if clause, they can
match it with the right unreal conditional. So, they recall their
knowledge about unreal conditional with if clause material.
b. Recognition items
Recognition items require the learner to recognize or identify the
correct answer from a group of alternative. This types of item may be
used to asses declarative knowledge that has been memorized, such as
the following item. For this assesment the teahcer not only give
explain and give question to make easy the result about it. Although
multiple chooice are the most commonly used type of recognition
item, matching and true-false items also can be used as recognition
items.
And also for this materials the teacher also make the sentence with
correct or incorrect pairs and the learners will know weither true or
false.

The instructional strategy:


1. Introduction
a. Greet the students and make the good conversaton with them.
b. Ask them about the previous lesson.
c. Teacher tells the student about some material and make the choice for
them lesson.
d. Ask them some question that related to this material.
e. Make the quiz for to know knowledge the learners.
f. Make them interest with the question. For example used the game to
make interest the question.
2. Body

a. And I ask them what they know about the materials.


b. Focused on the students for the tense what the teachers will getting for
them.
c. Discuss their different answers together.
d. After that, explain that we use the unreal condition with if clauses to
talk about situations that are not real in the present or the future.
e. Teacher should explain what is past tense and make esay example.
f. And if thier fell confuse ask them and make question if thier have
some quetion.
g. And also make easy exercise and make the simple because only to
know what they know about the materials.
h. And make the learners be active not passive for example we can tell
use to ask thier friend and make the small conversation to make good
situation in this class.
i. And the last make the result what they get for teacher explain and
make the conclution about the materials.
j. Teacher also give the information so they can determine if they are
right or wrong and the reasons why they are right or wrong. This type
of feedback is particularly appropriate for intellectual skills learning.
3. Conclusion
a. We should make the conclution the collect the materials what we
teach.
b. Review involves extended practical of the new learning. It can occur in
the lesson itself, as an outside class assignment.
c. Make the learners oppurtunities usued thier learning.
d. Make the simple conclution to the learners eassy understand.
4. Assessment
a. Assess the achieved goal the instruction.
b. Tell them to remember about instruction.
c. Feedback they can recive or not and make the some practice
d. Make the evaluation before we teach the them.

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