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Implementation of SFL GBA in the classroom - Coggle Diagram
Implementation of SFL GBA in the classroom
some things that need to be considered by the teacher
SFL GBA is very flexible
GBA SFL model is described in cycles
SFL GBA cannot be held in one or two meetings, but more
Grammar teaching is one of the main components of SFL GBA
teaching language skills is carried out with integrity in SFL GBA
teachers need to be careful in explaining the type of text
SFL GBA is not an approach that only prioritizes products but is an integral part of the teaching and learning process
Building Knowledge of The Field
some things to do
students are given various texts
students are asked to read the first text
Three Pahse Technique
Whlist-reading
Post-reading
Pre-reading
students identify words or phrases that are not understood
students learn other language skills such as listening
teachers can invite native speakers to talk about the topics discussed
students are asked to retell what they have read
To help develop students' critical thinking and critical reading skills, teachers can ask some questions that are not in the text
Modelling
Step 1. The teacher explains the type of text (genre), which will be written, including its purpose, benefits and social context
Step 2. The teacher explains the stages or organizational structure of the text and its function to support the text to achieve its goals
step 3. the teacher shows a text in its entirety in the text that is the focus of the teaching cycle
step 5. teacher and students identify the organizational structure and linguistic features of the
text
Step 7. If possible, students are given another recount text without being labeled with its organizational structure and linguistic characteristics
Step 8. Students can be given examples of text in the form of diaries and post cards
Step 9. Students are given another example of a recount text containing some grammar errors and asked to identify and correct the errors
Step 10. For students who are higher in English proficiency, the sample text given can be longer with more diverse linguistic characteristics
Steps 11. 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 theuse of grammar, to guide students to learn grammar
in context
Joint Construction
the teacher together with the students write a text
the teacher asks the children to write in groups
The children are divided into groups of three
or four
the teacher gives a plan of the type of text
that students will write
students are asked to write a text about the topic that has been studied in the type of text that has been studied
The teacher approaches each group and reminds students about the expression notes they get
each group consults on the draft they wrote
teacher and students publish the text
independent constraction
the stage when students write individually about topics that have been discussed in the typpe of text or genre that has been studied