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GBA SFL IMPLEMENTATION IN CLASS - Coggle Diagram
GBA SFL IMPLEMENTATION IN CLASS
modelling
step 6. students are given another recount text
Step 7. If possible, students are given another recount text without being labeled with its organizational structure and linguistic characteristics
step 5. teacher and students identify the organizational structure and linguistic features of the text
Step 8. Students can be given examples of text in the form of diaries and post cards
Step 4. Students are asked to read and answer questions related to the text to assess their reading comprehension.
Step 9. Students are given another example of a recount text containing some grammar errors and asked to identify and correct the errors
step 3. the teacher shows a text in its entirety in the text that is the focus of the teaching cycle
Step 10. For students who are higher in English proficiency, the sample text given can be longer with more diverse linguistic characteristics
step 2. the teacher explains the stages or organizational structure of the text and its function to support the text to achieve its goals
Steps to discuss about recount text, it is necessary to develop students' abilities in dialogue or make English dialogues
step 12. students are invited to discuss about the use of grammar, to guide students to learn grammar in context
Step 1. The teacher explains the type of text (genre), which will be written, including its purpose, benefits and social context
Joint Construction
the teacher together with the students write a text
the teacher asks the children to write in groups
step 3. students are asked to write a text about the topic that has been studied in the type of text that has been studied
Step 4. The teacher approaches each group and reminds students about the expression notes they get
step 2. the teacher gives a plan of the type of text that students will write
step 5. each group consults on the draft they wrote
Step 1. The children are divided into groups of three or four
step 6. teacher and students publish the text
Building knowladge of the field
step 4. students learn to listen to the text, the teacher reads or listens to the text and students listen to it
step 5. the teacher can invite native speakers to talk about the topics discussed and students listen to them
step 3. students identify words or expressions that are not understood in the text, and ask students to guess the meaning in the text
step 6. the teacher discusses orally about the text discussed, students are asked to retell what they have read
step 2. students are asked to read the first text, then are asked questions about the text
step 7. the teacher asks some questions whose answers are not in the text or the answers are not factual to foster students' critical thinking skills
step 1. students are given various texts regarding the topic to be discussed
independent constraction
the stage when students write individually about topics that have been discussed in the type of text or genre that has been studied