Teaching English As Foreign Language Teaching

Teaaching English as Foreign Language (Teaching and Learning 1
Strategies) © 2017
TEACHING ENGLISH AS FOREIGN LANGUAGE (TEACHING
AND LEARNING STRATEGIES)
First Edition, Printed 1, October 2017
Author s : Ikhfi Imaniah, M.Pd
Yudhie Indra Gunawan, M.Pd
Publisher:
FKIP UMT PRESS
Jl. Perintis Kemerdekaan 1/ 33, Cikokol-Kota Tangerang
ISBN : 978-602-5559-10-5
Telp. (021) 55730731

Strategies) © 2017
ACKNOWLEDGEMENT
The authors would like to thank the many people who have played a part in this
book. Firstly, we are grateful to our team for all the inspiration they have given
us. We are grateful to our institution for the encouragement and support.
In addition, We would like to express gratitude to all our colleagues who have
shared and discussed many ideas throughout the recent months, in particular
Mr. Wahyu, Mr. Arry and Mr. Barra, who have contributed to the reviewing,
editing and publication of this book.
And last but certainly not least, thanks to all our students to whom I have taught
English and who have taught me to teach over the years.
Ikhfi Imaniah & Yudhie Indra Gunawan

Strategies) © 2017
PREFACE
This book contains the specifications of teaching and learning strategies of

English as Foreign Language (EFL). The issues to be discussed in this book
are, key concept of teaching and learning strategies (in English Foreign
Language (EFL) classroom learning), the concept of teaching English
methodology (approach, method, and technique), classroom management, The
teaching process (presentation and explanation, practice activities, and test),
teaching the language (teaching pronunciation and teaching vocabulary),
teaching the language (teaching grammar and topics, situations, notions,
functions), Teaching the language (teaching listening and speaking), teaching
the language (teaching reading and writing), course content (the syllabus and
materials, topics, content), lesson planning, classroom interaction and giving
feedback, classroom discipline, and learner differences.
It is designed for use by teacher trainee who are preparing teaching English as
foreign language, or who are considering doing so.

Strategies) © 2017
TABLE OF CONTENTS
1. Preliminaries
Main Page .......................................................................................... 1
Acknowledgement .............................................................................. 2
Preface............................................................................................... 3
Table of Contents ............................................................................... 4
2. Description of Module ........................................................................ 5
A. Description of Course .................................................................. 5
B. Lesson Plan ................................................................................. 5
C. Instruction of Module Usage ........................................................ 6
D. Basic Competences / Learning Outcomes.................................. 6
E. Materials ...................................................................................... 7
F. Evaluation .................................................................................... 13
G. Feedback ..................................................................................... 14
3. Unit 1.................................................................................................. 15
4. Unit 2.................................................................................................. 29
5. Unit 3.................................................................................................. 36
6. Unit 4.................................................................................................. 42
7. Unit 5.................................................................................................. 54
8. Unit 6.................................................................................................. 63
9. Unit 7.................................................................................................. 68
10. Unit 8.................................................................................................. 80
11. Unit 9.................................................................................................. 90
12. Unit 10................................................................................................ 113
13. Unit 11................................................................................................ 119
14. Unit 12................................................................................................ 125
15. Unit 13................................................................................................ 129

Strategies) © 2017
DESCRIPTION OF MODULE
A. Description of Course
Teaching English as a Foreign Language, or TEFL, as it is most commonly
referred, involves teaching English as a foreign language in countries where
English is not the primary language.
Teaching English as a foreign language involves being able to convey the
English language in an articulate and interesting manner. TEFL educators
encourage students to improve their English skills through listening,
speaking, reading, and writing. TEFL is often facilitated through the use of
course books, audio-visual aids, and technology-based materials. In
addition to formal instruction, informal exercises, such as role playing and
language games, are often used.
Typical activities for TEFL teachers include, planning, preparing and
delivering lessons, providing feedback on oral and written work,
dministering examinations and other assessments, creating and writing
materials
B. Lesson Plan
Week 1 Key concept of teaching and learning strategies (in English
Foreign Language (EFL) classroom learning)
Week 2 The concept of teaching English methodology (approach,
method, and technique)
Week 3 Classroom management
Week 4- The teaching process (presentation and explanation,
Week 5 practice activities, and test)
Week 6 Teaching the language (teaching pronunciation and
teaching vocabulary)
Week 7 Teaching the language (teaching grammar and topics,
situations, notions, functions)

Strategies) © 2017
Week 8 Teaching the language (teaching listening and speaking)
Week 9 Teaching the language (teaching reading and writing)
Week 10 Course content (the syllabus and materials, topics, content)
Week 11 Lesson planning
Week 12 Classroom interaction and giving feedback
Week 13 Classroom discipline
Week 14 Learner differences
C. Instruction of Module Usage

This module design based on the lesson planning of Teaching English
Foreign Language (Teaching and Learning Strategies) subject. Each unit
consists of description of course, relevance of course, learning outcomes,
detail of material, worksheets, further discussion, and references. It is
allowed students to have integrated skills in teaching English Foreign
Language (e.g. Listening, speaking, reading and writing). Moreover, it
teaches the students to have concept of teaching English as foreign
language in the basis of the characteristics of foreign language students,
their psychology in learning English as foreign language, their environment
of learning English, the strategies, approach, method and technique that
can be used in teaching English foreign language. At the end of each unit,
there will be questions, quizes, or cases given to students in order to
measure students‘ comprehension related to the materials.
D. Basic Competences / Learning Outcomes

Basic Competences:
1. By the end of this course, students will be able to identify, evaluate, and
selectively apply a wide variety of stimulating and age-appropriate
materials (e.g., read-along texts, audio, songs, video, hands-on
manipulative, games, puzzles, realia) to existing or new EFL curriculum,
tailored to learners‘ needs and interests.

Strategies) © 2017
2. Effectively apply strategies for both motivating and managing
classroom-based language activities for students, with a tool set for
rewarding desired student behaviors.
3. Conduct a needs analysis, develop a learner profile, and then develop
unit and lesson plans that would be appropriate for students in a
specific local context. This may also include the amassing of a collection
of new resources and materials for strategic application to the local
Teaching English Foreign Language (TEFL)-related context.
4. Clearly articulate language-learning goals and appropriately aligned
measures to be able to justify and evaluate any new approaches,
activities, and materials applied to local contexts.
Learning Outcomes
1. General Learning Outcome : The students are able to engage the
concept of teaching English foreign language into teaching and learning
strategies in the classroom.
2. Specific Learning Outcome :
a. Students are able to use appropriate media in teaching English
foreign language, in order to be effective, creative, and innovative
on student‘s centre.
b. The students are able to manage the classroom teaching of English
foreign language individually or collaboratively.
E. Materials
Week 1 Key concept of teaching and learning strategies (in
English Foreign Language (EFL) classroom learning)
The teaching and learning strategies have been linked to
learning experiences. As teachers know their students
learning styles and needs they may need to select
alternative teaching and learning strategies or adapt those
suggested to deliver the content.

Strategies) © 2017
When teachers are asked to cater for individual differences
it does not mean that every student must be given an
individual work program or that instruction must be on a
one-to-one basis. When teaching and learning is
individualised it is reflected in classroom organisation,
curriculum and instruction. Teaching and learning
strategies can include a range of whole class, group and
individual activities to accommodate different abilities,
skills, learning rates and styles that allow every student to
participate and to achieve some degree of success.
Week 2 The concept of teaching English methodology
(approach, method, and technique)
An approach is a theory about language learning or even
a philosophy of how people learn in general.
A method is an application of an approach in the context of
language teaching.
A technique is a single activity that comes from a
procedure. Any one of the steps of the procedure list above
qualifies as a technique. Naturally, various methods employ
various techniques.
So, Language teaching involves approaches that lead to
methods, methods that are broken down into techniques.
Understanding how these concepts interrelate can help a
teacher know the reasons behind their choices in how they
choose to teach.
Week 3 Classroom management
Classroom management is the process by which teachers
and schools create and maintain appropriate behavior of
students in classroom settings. The purpose of
implementing classroom management strategies is to
enhance pro-social behavior and increase student

Strategies) © 2017
academic engagement (Emmer & Sabornie, 2015;
Everston & Weinstein, 2006). Effective classroom
management principles work across almost all subject
areas and grade levels (Brophy, 2006; Lewis, et al., 2006).
When using a tiered model in which school-wide support is
provided at the universal level, classroom behavior
management programs have shown to be effective for 80-
85 percent of all students. More intensive programs may be
needed for some students.
Week 4 & The teaching process (presentation and explanation,
Week 5 practice activities, and test)
Effective teaching is based on principles of learning which
have been discussed in some detail. The learning process
is not easily separated into a definite number of steps.
Sometimes, learning occurs almost instantaneously, and
other times it is acquired only through long, patient study
and diligent practice. The teaching process, on the other
hand, can be divided into steps. Although there is
disagreement as to the number of steps, examination of the
various lists of steps in the teaching process reveals that
different authors are saying essentially the same thing: the
teaching of new material can be reduced to presentation
and explanation, practice activities and test (Ur, 2009)
Week 6 Teaching the language (teaching pronunciation and
teaching vocabulary)
Pronunciation instruction gives students the opportunity to
understand patterns associated with spoken English, such
as patterns indicating word stress. By integrating
pronunciation and vocabulary in the classroom, we help
students develop a better awareness about these patterns
and the ability to apply this knowledge as they are exposed

Strategies) © 2017
to new words and expressions. When learning new words,
there are several pronunciation features that should be
incorporated in the learning process: word stress, vowel
and consonant sounds, and word endings. When learning
word combinations, including phrasal verbs, collocations,
and idioms, understanding pronunciation features such as
thought groups, rhythm, linking, and intonation is essential.
Week 7 Teaching the language (teaching grammar and topics,
situations, notions, functions)
Grammar is central to the teaching and learning of
languages. It is also one of the more difficult aspects of
language to teach well. Of course, teachers know correct
grammar rules, but it is one thing to know them, and
another thing to effectively teach them, and transmit them
so that students not only understand the rules, but also
apply them correctly.
Week 8 Teaching the language (teaching listening and
speaking)
Approaches to the teaching of speaking in ELT have
been more strongly influenced by fads and fashions
than the teaching of listening. ―Speaking‖ in traditional
methodologies usually meant repeating after the
teacher, memorizing a dialog, or responding to drills, all
of which reflect the sentence-based view of proficiency
prevailing in the audio-lingual and other drill-based or
repetition-based methodologies of the 1970s. The
emergence of communicative language teaching in the
1980s led to changed views of syllabuses and
methodology, which are continuing to shape approaches
to teaching speaking skills today.

Strategies) © 2017
Week 9 Teaching the language (teaching reading and writing)
Teachers should learn how to provide effective vocabulary
instruction in their subject areas; they also should learn
how to provide instruction in reading comprehension
strategies that can help students make sense of content-
area texts; all teachers should learn how to design reading
and writing assignments that are likely to motivate students
who lack engagement in school activities; and all teachers
should learn how to teach students to read and write in the
ways that are distinct to their own content areas.
Week 10 Course content (the syllabus and materials, topics,
content)
As teachers who designing course content, we need to
think the syllabus, topics and content that will be given to
students along the teaching and learning process.
Moreover, teachers need to decide on the content and how
to organize it. As is often the case, we have far more to say
about a topic than we can possibly cover in a term. One
rule of thumb is to have students spending from 8-10 hours
per week on your course, including in-class time.
Week 11 Lesson Planning
A lesson plan is the teachers‘ road map of what students
need to learn and how it will be done effectively during the
class time. Before you plan your lesson, you will first need
to identify the learning objectives for the class
meeting. Then, you can design appropriate learning
activities and develop strategies to obtain feedback on
student learning. A successful lesson plan addresses and
integrates these three key components: objectives for
student learning, teaching/learning activities, strategies to
check student understanding.

Strategies) © 2017
Specifying concrete objectives for student learning will help
you determine the kinds of teaching and learning activities
you will use in class, while those activities will define how
you will check whether the learning objectives have been
accomplished.
Week 12 Classroom Interaction and Giving Feedback
In order to be proficient and productive students, English-
language learners (ELLs) need many opportunities to
interact in social and academic situations. Effective
teachers encourage their students‘ participation in
classroom discussions, welcome their contributions, and
motivate them by such practices (Cazden, 2001; Stipek,
2002).
Week 13 Classroom Discipline
Good classroom management goes hand-in-hand with
student discipline. Teachers from the novice to the
experienced need to consistently practice good classroom
management to reduce student behavioral problems.
To achieve good classroom management, educators must
understand how social and emotional learning
(SEL) influences the quality of teacher-student relationships
and how that relationship influences classroom
management design. The Collaborative for Academic,
Social, and Emotional Learning describes SEL as ―the
process through which children and adults acquire and
effectively apply the knowledge, attitudes, and skills
necessary to understand and manage emotions, set and
achieve positive goals, feel and show empathy for others,
establish and maintain positive relationships, and make
responsible decisions.‖

Strategies) © 2017
Week 14 Learner Differences
Within any given classroom at any particular grade level, a
teacher will understand that their students come from
diverse backgrounds and will have unique, personal and
individual differences. Subsequently, each and every
student may learn new knowledge differently and this
naturally, will affect how they perform in the classroom.
Understanding learner differences can be an overwhelming

and daunting task, but it is extremely essential, so as to
ensure that all students have opportunities to be
successful. Within the context of this article, the surface of
this topic has only been scratched.
Students have different levels of motivation, attitudes, and

responses to specific classroom environments and
instructional practices. The more thoroughly educators
understand these difference among the students that they
are teaching, the better the chance students have in
learning what is being taught. Three categories that have
been shown to have important implications for teaching and
learning are the differences in students‘ learning styles
(Learner Preferences), approaches to learning (Student
Interest), and intellectual development levels (Student
Readiness).
F. Evaluation
This course is pass/no pass regulation. Students receive a final score
(maximum = 100 %) at the end of the course.
Grading criteria for the course will be weighted as follows:
1. 20% Scoring (Assignment, Group Discussion, and Attendance)

Strategies) © 2017
The total scoring of 20% will be taken from the students in
asynchronous weekly discussions (include students‘ participation in
discussion), daily assignment, and attendance in the classroom (the
students are allowed to be absent at least two meetings in one
semester).
2. 40% Scoring (Middle Test)
Middle test will be in written form.
3. 40% Scoring (Final Test)
Final project plan is paper project (designing lesson plan)
G. Feedback
As feedback is designed to enhance student learning. To be effctive, the
authors use two-way dialogue which helps motivate students – although not
all students need the same type of feedback.
In this book, there will be ongoing formal and informal feedback on
students‘ work (both assessed and not-assessed) throughout each unit,
along with support how to use it. These kinds of feedback as well as
formative feedback, it is provided to students during the course of a module
so they are able to use it to improve the way they learn and enhance their
future academic performance.
The other feefback given to students is summative feedback. Summative
feedback tends to take place at the end of a module, but this doesn not
mean that it cannot be accompanied by formative as well as summative
feedback to enhance learning.

Strategies) © 2017
UNIT 1
Key Concept of Teaching

and Learning Strategies
(In English Foreign Language)
. . . . . .
The teaching and learning strategies have been linked to learning
experiences. As teachers know their students learning styles and needs
they may need to select alternative teaching and learning strategies or
adapt those suggested to deliver the content.
When teachers are asked to cater for individual differences it does not
mean that every student must be given an individual work program or that
instruction must be on a one-to-one basis. When teaching and learning is
individualised it is reflected in classroom organisation, curriculum and
instruction. Teaching and learning strategies can include a range of whole
class, group and individual activities to accommodate different abilities,
skills, learning rates and styles that allow every student to participate and to
achieve some degree of success.
B. Relevance of Course
The relevance of course is the students will engage their home and society
environment into the activities in this book (as mention details in exercises).
In the exersices, most of activities given is case study. So, the students is
allowed to think critically in group discussion.

Strategies) © 2017
C. Learning Outcomes
The students are able to describe the concept of teaching and learning
strategies in English Foreign Language (EFL) context and how to
implement it in EFL classroom.
D. Detail of Material
Using teaching and learning strategies
Teachers are encouraged to use their professional judgement to review the
suggested strategies and decide on the most appropriate for meeting the
needs of their students and deliver the essential content in a resilience and
wellbeing, drug education or road safety context.
Adapting teaching and learning strategies

The strategies linked to learning activities are a suggestion only. As
teachers know their students learning styles and needs they can select
alternative strategies or adapt those suggested to deliver the content. For
example:
1. A think-pair-share can easily be adapted for students to use when
sorting out information or reflection on their learning at the end of an
activity.
2. A placemat can be used to tune students into a new concept or to
consider information when making decisions.
3. A thumbs up, thumbs down can be used by students to indicate their
attitudes at the start of an activity or as a reflection strategy to evaluate
changes in their knowledge and understandings.
Addressing students’ learning styles and needs

When teachers are asked to cater for individual differences it does not
mean that every student must be given an individual work program or that
instruction on a one to-one basis. When teaching and learning is
individualised it is reflected in classroom organisation, curriculum and

Strategies) © 2017
instruction. Teaching and learning strategies can include a range of whole
class, group and individual activities to accommodate different abilities,
skills, learning rates and styles that allow every student to participate and to
achieve success.
After considering the range of their students‘ current levels of learning,
strengths, goals and interests, it is important teachers select strategies that:
1. Focus on the development of knowledge, understandings and skills
2. Assist students to engage in the content
3. Support and extend students‘ learning
4. Enable students to make progress and achieve education standards.
Being inclusive of all students

Many students with disability are able to achieve education standards
commensurate with their peers provided necessary adjustments are made
to the way in which they are taught and to the means through which they
demonstrate their learning. Teachers can adapt the delivery of activities and
strategies in this resource to ensure students with disability can access,
participate and achieve on the same basis as their peers.
Facilitating values education

Health and physical education issues require students to consider their own
beliefs, values, attitudes and behaviours. Teachers conducting values
learning activities should act as a facilitator and remain non-judgemental of
students who display beliefs that may not agree with their particular stance
on an issue. Teachers should also make students aware that:
1. Sometimes people form opinions without being well-informed
2. Personal experiences often contribute to opinions
3. There will usually be a cross-section of opinions within any group and
that these opinions need to be respected
4. Peers, family, society, media and culture will influence values.

Strategies) © 2017
Debrief immediately after a values strategy to allow students to share
feelings generated from the activity, summarise the important points learned
and personalise the issues to real-life situations.
BARRIER GAMES
1. This strategy can be used to develop skills for both speaking and
listening, and sharing and cooperation. A barrier is placed between two
players so they cannot see one another‘s activity sheet. The players sit
next to each other, facing the same way to prevent left-right confusion.
A barrier can be a large file, hardback book or a piece of hard
cardboard folded in half.
2. This strategy requires collaboration between the players. One player is
the speaker and the other student is the listener. The speaker gives
clear, concise instructions for their partner to follow. The listener may
ask the speaker to clarify the instruction and should say ‗ready‘ when
they want to continue.
3. When the speaker has finished giving instructions, the barrier is
removed. The players compare their boards to see if the instructions
have been followed correctly. This part of the barrier game is important
as the players need to reflect on how effective their instructions were, or
how well the listener used questions to clarify meaning.
Variation
1. Matching pairs – students take turns to describe pictures or objects.
One player describes an item until the other locates and displays its
matching pair. Repeat the process until all items are paired.
2. Construction and assembly – students describe the steps to
assemble or build a picture, object or construction. For example, make
a face showing a certain emotion, or build a safe playground or house.
3. Location – choose and place items in relation to each other on a
picture or scene that has a grid drawn on it. The speakers describe an

Strategies) © 2017
object located within the scene for the other student to locate. The
coordinates should be given when guessing the object.
4. Spot the difference – provide two copies of one picture with
differences between each. Players describe items on their picture to
determine if they are the same or different.
BRAINSTORM
1. Select a topic, question, statement or issue and write this on the board.
2. Set up the rules for the brainstorm:
a. share whatever comes to mind
b. the more ideas the better
c. every idea counts – no answer is wrong
d. no ‗put downs‘ or criticisms
e. build on others‘ ideas
f. write ideas as said – no paraphrasing
g. record each answer unless it is a repeat
h. set a time limit and stop when that time is up.
3. Students consider the topic and respond. Ideas can be written randomly
on the board or you may choose to write the responses on post-it notes
and have students cluster the responses after the brainstorm.
4. Read and discuss the recorded ideas and clarify any questions where
necessary. Group ideas that are similar and eliminate those that do not
relate to the topic. Discuss the remaining ideas as a group and decide
how the information can be further used.
Guided brainstorming
Conduct the brainstorm using headings to prompt students.
If I found a needle and syringe
I wouldn‘t… I would…
Passengers should…

Strategies) © 2017
Passengers shouldn‘t…
Brainstorm questions
Write the following questions on the board. Students brainstorm responses
related to the content. An example has been provided for pedestrian rules
and laws.
Who? Who is a teacher?
Who is a student?
How? How are teacher rules made?
When? When must students follow the rules?
Where? Where can the teacher implement the rules?
What? What happens when students break the rules?
Why? Why do teacher have rules?
If? If students didn‘t follow the rules, what would happen?
Word splash
A ‗word splash‘ is conducted using the same steps as described for the
brainstorm strategy.
CIRCLE TALK
1. This strategy will help students to share their own ideas and opinions,
and listen to and respect others‘ opinions. It also holds all students
accountable for having something to say.
2. Place students in two concentric circles (one circle within the other).
This structure facilitates dialogue between students. Students in the
inner circle face outwards, directly facing the student in the outer circle.
Sit students facing each other, knees to knees, to encourage active
listening between partners. Alternatively, students can stand and face
each other.
3. Pose a scenario, question or issue for students to consider. Allow
thinking time of approximately 15 to 30 seconds.

Strategies) © 2017
4. Now say, ‗Person on the inside, tell your partner your thoughts. When
you are finished sharing, say ‗pass‘ and your partner will share their
thoughts with you.‘
5. When finished, have the outside people stand up and move on one or
two places to the left or right. The discussion process is then repeated.
To listen to the conversations taking place, stand in the centre of the
circle.
6. To debrief, discuss the ideas produced during the circle talk and list
questions that were identified to generate further learning or discussion.
Variations
1. When first using a circle talk, start with small groups of three or four
pairs in each circle. This makes it easier to manage.
2. The student sharing their ideas can hold a small beanbag to indicate it
is their turn to speak. The beanbag is then passed to their partner who
shares their ideas.
3. If you have more than one circle set up, swap the outside circles from
each group.
4. If you have an uneven number of students, place two students together
in an outside circle to act as one person. This works well if you have a
special needs student as they can be paired with a more capable
student.
5. To avoid pairing students who may not talk or argue, change the move
on instruction so these students do not face each other. This
intervention will not single the students out.
DECISION MAKING MODEL

1. This strategy will help students to consider their own beliefs about their
ability to view situations and events and solve problems, explore a
series of steps in making decisions in relation to positive healthy
behaviours, and share reasons for making a decision with others. Prior

Strategies) © 2017
to using a decision-making model students will need to understand the
idea of ‗problem‘, ‗choices‘ and ‗decisions‘. Younger students may find it
difficult to identify the problem in a decision-making scenario so give
this step time and discussion.
Explain students make decisions everyday by looking at the choices

they have available, for example:
a. Which pair of shoes to wear?
b. What snack to have for play lunch?
c. Which fruit to eat at fruit time?
d. Where to sit at lunchtime/mat time?
e. Who to play with at lunch time?
f. What to play at recess/outdoor play time?
Decision-making models will allow students to consider and explore a

range of alternatives before making a decision. The Strategy sheets
think about your choices and choose the one you like best may be a
useful way to introduce decision-making or for those students requiring
literacy support. Students should think about the choices available in a
given scenario and then choose the best option and use statements to
support their decision.
2. Provide your students with a model to use in the decision-making

process. Ask students to identify the problem and write this in the
model. Ask students to identify and manage their feelings about the
problem. Students then gather information to identify the range of
possible options. Remind students that going to others for information
can assist their decision-making, especially when a difficult decision is
to be made (however they need to balance their own views with the
views of others).
3. Students write the options they have identified on the model.

Strategies) © 2017
4. Students consider the consequences (both positive and negative) to
evaluate each option. When considering the consequences ensure
students look at the different types (physical, social, emotional, financial
and legislative). The impact of the consequences on self, family, friends
and the community in the short-term and long-term also need to be
examined.
5. Students discuss the feelings associated with these consequences and
then justify their choice.
Role of the facilitator

As a facilitator in decision-making activities, explain to students:
1. There is the potential for a decision to have positive and negative
outcomes and that predicting outcomes can be difficult
2. Learning how to make more accurate predictions only comes with
practice
3. They need to collect accurate information from many sources to inform
their decisions
4. They need to identify their feelings and values as these can influence
options and choices before accurate assessment of a situation can be
made
5. They are responsible for their actions before a choice is made
6. The need to re-evaluate the decisions they make and adapt them to
new situations.
HAPPY FACE
1. Draw a large happy face on a medium sized ball. Sit the students in a
circle on the floor.
2. Call out a student‘s name and roll the ball towards them then ask a
question. The student answers the question and then rolls the ball back
to the teacher or adult helper.

Strategies) © 2017
3. Repeat the process until all students have had a turn. Ask students who
have had a turn to fold their arms.
I FEEL, I THINK, I CAN

1. Photocopy enough copies of Strategy sheet I feel, I think, I can (refer to
page 175) to give one set of cards to each pair of students in the class.
2. Explain to students that ‗brave talk‘ is something they can say to
themselves inside their heads when they are worried, under stress,
feeling frightened or bullied or are having to manage a problem. Explain
what they say to themselves affects how they feel and act in these
types of situations. An example of brave talk is given below. It may take
a lot of practice for students to fully understand the concept of brave
talk.
You are being ignored in the playground by your classmates.
I feel I think I can
Lonely or sad My friends are being Play with my other
mean or they aren‘t friends. Talk to my
my friends if they teacher.
think it is okay to
ignore me.
3. Give students a situation that may cause distress (eg being left out of a
game, being asked to break a rule or being shouted at by a parent).
Model the use of the cards to illustrate the most important card is the ‗I
think‘ card i.e. positive thinking can result in positive behaviour or ‗I
can‘. Negative thinking may result in negative behaviour or ‗I can‘t‘.
Ask students to discuss how they would feel and what they might think
to themselves in the situation and what they might decide to do.
Students often have difficulty suggesting thoughts they may have and
often skip to what they would do. This step may need modelling.

Strategies) © 2017
ROLE PLAY
1. This strategy will help students to develop interpersonal skills including
assertive communication and negotiation within a range of contexts,
build empathy and experience a variety of perspectives by adopting
different roles, and plan effective strategies for managing ‗real life‘
situations.
To conduct effective role-plays, a supportive classroom environment
must exist. Establish rules such as:
a. One person speaks at a time
b. Everyone‘s responses and feelings are to be treated with respect
c. Everyone is entitled to express their opinion or pass
d. Use character names rather than student names.
2. Ensure that students have a clear understanding of the purpose of the

role-play (e.g to demonstrate assertive communication and to practise
negotiating when there is conflict). If there is an audience, prepare them
for the role-play by giving a specific role to encourage their active
involvement. Audience members can also be involved by identifying the
feelings of the role-play characters, commenting on appropriateness of
actions and providing relevant feedback.
3. Design the role-play so that it encourages students to model
appropriate behaviour. If a character is required to depict a negative
behaviour such as acting aggressively, the teacher should take on this
role.
4. Set the scene by choosing a relevant scenario or have students select
their own. Avoid using extreme stereotypes or allowing the issues to
become exaggerated.
During the role-play

1. Make sure the role-play doesn‘t arouse anxiety as learning will
decrease. Give the students enough time to practise the role-play

Strategies) © 2017
before they perform in front of others. If students feel uncomfortable
with the scenario of the role-play, allow them to withdraw. These
students can take on an observers‘ role.
2. Start the role-play by reminding students to keep the action brief (a few
minutes is usually sufficient). If the role-play starts to deteriorate, stop it
quickly, discuss what is happening and re-focus the action.
3. If students become angry, switch roles so they argue the opposing
view. This may help them to develop understanding and empathy for
the views of others. Make a point of taking students out of their role (this
can be done by removing props, costumes or name tags).
4. Facilitate the role-play by allowing students to direct the action. Wait
until the end of a scenario to make any comments. Do not judge the
actions of a student in any given scenario as right or wrong. Instead
focus attention on alternatives and/or consequences of actions.
After
1. Use open-ended questions that focus on the feelings of the role-play
characters, attitudes expressed, and consequences of actions,
alternatives to decisions / actions, and what students have learned
about the characters portrayed, to debrief the role-play. Remember to
include the observers in the debrief time. Allow plenty of time for de-
briefing and provide positive feedback for effort and participation.
2. As a result of the role-play, ask students to personalise the content by
considering what they would do in a similar real-life situation. Ensure
they reflect on their learning and consider its application to future
experiences. The role-play can be re-enacted by switching roles to
demonstrate other courses of action.
E. Worksheets
1. What do teachers need to do in the classroom?
2. Why do teachers need to implement the teaching strategy?

Strategies) © 2017
3. Describe your teaching strategies based on these following cases:
NO GRADE OF STUDENTS CASES
1 1st-3rd The Students are in the level of young
learners, they are active, curious in
learning and they love playing.
2 4th-6th The students are in the level of young
learners, some of students are passive
and the rest one is active, and most of
their learning styles are audio visual.
3 7th-9th They are in the young adolescent level of
students, most of the students are
extrovert, and they love to talk too much.
students, the personalities of students
are introvert and extrovert, they love to
explore the things around them, and they
are exhausted to the gadget.
5 University Students The students are in the level of young
adult, they are abstract thinker, they love
to debate the current issues, and love
sophisticated things.
F. Further Discussion
Visit and make a summary of this article:
https://all4ed.org/wp-content/uploads/2013/09/SixKeyStrategies.pdf
G. References
Richard, J. C. and Willy A. R. 2002. Methodology in Language Teaching,
An Anthology of Current Practice. USA: Cambridge University Press.
FOUNDATION Teaching and Learning Strategies. 2013. School Drug
Education and Road Aware.

Strategies) © 2017
http://www.sdera.wa.edu.au/media/1235/teaching-and-learning-
strategies.pdf

Strategies) © 2017
UNIT 2
The Concept of Teaching

English Methodology
(Approach, Method, and Technique)
. . . . . .
An approach is a theory about language learning or even a philosophy of
how people learn in general. A method is an application of an approach in
the context of language teaching. A technique is a single activity that comes
from a procedure. Any one of the steps of the procedure list above qualifies
as a technique. Naturally, various methods employ various techniques.
So, Language teaching involves approaches that lead to methods, methods
that are broken down into techniques. Understanding how these concepts
interrelate can help a teacher know the reasons behind their choices in how
they choose to teach.
Teaaching English as Foreign Language (Teaching and Learning

Strategies) © 2017 29
The students are able to understand the teaching methodology of English
Language Learners (ELLs) including the approach, method and techniques.
Teaching Foreign Language in Classrooms
Over the years, teachers of language have adopted, adapted, invented, and
developed a bewildering variety of terms which describe the activities in
which they engage and the beliefs which they hold. As one who has been
concerned with the teaching of English as a foreign language for almost
twenty years, We have sometimes found it taxing to beat my way through
the undergrowth of overlapping terminology that surrounds this field. We
talk and write of the aural approach and the audio-lingual method; the
translation approach; the direct method and the mimic-and-memorize
method; pattern practice techniques; grammar method; and even the
natural or ‗nature‘ method of language pedagogy.
It would seem a worthwhile endeavour to attempt to limit the use of some of
the more common terms when we talk professionally about the concepts of
language teaching. If, disagreeing about ways to teach language, we can
refer to a framework about which we do agree, and focus clearly on the
distinctions between views, we may be able to determine in what areas
advocates of various language-teaching systems employ the same terms
differently, and where we use differing terminology in what are essentially
the same situations. We might well find out that language teachers do not
differ among themselves as much as has been heretofore supposed. The
definitions below are therefore presented as a pedagogical filling system
within which many ideas, opposing or compatible, may be filed.
Language education may take place as a general school subject or in a
specialized language school. There are many methods of teaching

languages. Some have fallen into relative obscurity and others are widely
used; still others have a small following, but offer useful insights.
While sometimes confused, the terms ―approach‖, ―method‖ and ―technique‖
are hierarchical concepts.
Approach
An approach is a set of assumptions about the nature of language and
language learning, but does not involve procedure or provide any details
about how such assumptions should be implemented into the classroom
setting. Such can be related to second language acquisition theory.
First, here is a list of linguistic assumptions:
1. Language is human, aural-oral, and symbolically meaningful.
2. Any given language is structured uniquely. This can also be stated
negatively; no two languages are structured alike.
3. The structure of a language can be discovered, and usefully and
systematically described, although such descriptions may differ at
various levels and for various purposes.
If language is accepted as aural-oral, an obvious corollary to these
assumptions is that writing is a secondary manifestation and ultimately
speech-based. I must, however, immediately add that this is not necessarily
a statement of the relative importance of speech and writing. One can, of
course, argue that writing, often more deliberate and thoughtful, and always
more permanent than speech, is therefore more important.
The second type of assumption - those that relate to language teaching and
learning - take the form of three priority statements, one procedural
statement, and a comparison statement, all arising out of the linguistic
assumptions.
Primary manifestations (the aural-oral aspects) should be taught before
secondary (reading and writing). Understanding the spoken language is
taught more efficiently before oral production, and is indeed a first step
toward production.

The secondary manifestations (the reading and writing aspects) should be
taught in the stated order, since graphic symbols must be seen before they
are produced, and thus reading, in a sense, is actually a first step in
learning to write.
Other uses of language - tertiary in this scheme - such as literary and
artistic manifestations, pedagogically also follow reception/production order.
It is perhaps doubtful if foreign students of English should be instructed in
the production of literary English.
Our procedural assumption states that (a) languages are habits, (b) habits
are established by repetition, and (c) languages must be taught through
repetition of some sort.
An assumption that is not always accepted, and about which there is
currently much discussion, revolves around the usefulness of bilingual
comparison: each language is uniquely structured, as we have said. It is
therefore beneficial to compare the learner‘s language with the target
language in order to isolate those features of the target language which can
be predicted, with a-fair degree of accuracy, to cause trouble for the learner.
There are three principal ―approaches‖:

1. The structural view treats language as a system of structurally related
elements to code meaning (e.g. grammar).
2. The functional view sees language as a vehicle to express or accomplish
a certain function, such as requesting something.
3. The interactive view sees language as a vehicle for the creation and
maintenance of social relations, focusing on patterns of moves, acts,
negotiation and interaction found in conversational exchanges. This
approach has been fairly dominant since the 1980s.
Method
A method is a plan for presenting the language material to be learned, and
should be based upon a selected approach. In order for an approach to be

translated into a method, an instructional system must be designed
considering the objectives of the teaching/learning, how the content is to be
selected and organized, the types of tasks to be performed, the roles of
students, and the roles of teachers.
1. Examples of structural methods are grammar translation and the audio-
lingual method.
2. Examples of functional methods include the oral approach / situational
language teaching.
3. Examples of interactive methods include the direct method, the series
method, communicative language teaching, language immersion,
the silent way, suggestopedia, the natural approach, total physical
response.
Technique
A technique (or strategy) is a very specific, concrete trick designed to
accomplish an immediate objective. Such are derived from the controlling
method, and less directly, from the approach.
Techniques depend on the teacher, his individual artistry, and on the
composition of the class. Particular problems can be tackled equally
successfully by the use of different techniques. For example, in teaching the
difference between the pronunciation of English /l/ and /r/ to some oriental
students, teachers sometimes get results by requiring only imitation. If
imitation fails, another technique requires the use of a pencil in the mouth to
prevent the student‘s tongue from touching the alveolar ridge, hence
inhibiting the pronunciation o /l/. Another teacher or the same teacher at
another time might depend upon a drawing or chart of the human vocal
apparatus.
When visitors view a class, they see mostly techniques. Teachers often feel
uneasy in the presence of visitors, fearing a misinterpretation of their
classes. This, in my view, arises largely out of a confusion of techniques

with method. The effectiveness of a particular technique must be taken in
relation to a method. A particular technique might at one time in the
progress of a course be used quite wrongly because it is out of order
required by the method.
E. Worksheets
1. Group project:
a. Work in group of five and design your own approach, method, and
technique based on the following cases.
GRADE OF
NO CASES
STUDENTS
1 1st-3rd The Students are in the level of young
learners, they are active, curious in
learning and they love playing.
2 4th-6th The students are in the level of young
learners, some of students are passive
and the rest one is active, and most of
their learning styles are audio visual.
students, most of the students are
extrovert, and they love to talk too much.
students, the personalities of students
are introvert and extrovert, they love to
explore the things around them, and they
are exhausted to the gadget.
5 University Students The students are in the level of young
adult, they are abstract thinker, they love
to debate the current issues, and love
sophisticated things.

http://blog.tjtaylor.net/teaching-methods/
G. References
Anthony, E.M. Approach, Method and Technique.
http://www.sala.org.br/index.php/artigos/615-approach-method-and-
technique published in English Language Teaching (ELT) Journal,
vol. 17 (p. 63-67), 1963.
Richard, J. C. and Willy A. R. 2002. Methodology in Language Teaching,
An Anthology of Current Practice. USA: Cambridge University Press.

UNIT 3
Classroom Management
. . . . . .
Classroom management is the process by which teachers and schools
create and maintain appropriate behaviour of students in classroom
settings. The purpose of implementing classroom management strategies is
to enhance pro-social behaviour and increase student academic
engagement (Emmer & Sabornie, 2015; Everston & Weinstein, 2006).
Effective classroom management principles work across almost all subject
areas and grade levels (Brophy, 2006; Lewis, et al., 2006). When using a
tiered model in which school-wide support is provided at the universal level,
classroom behaviour management programs have shown to be effective for
80-85% of all students. More intensive programs may be needed for some
students.
The students are able to manage the classroom effectively.

Classroom management particularly raises key issues in EFL classes and is
one of the biggest challenges language teachers face while they teach
(Linse & Nunan, 2005). Classroom management is the process by which
teachers and schools create and maintain appropriate behaviour of
students in classroom settings. The purpose of implementing classroom
management strategies is to enhance behaviour and increase student
academic engagement (Emmer & Sabornie, 2015; Everston & Weinstein,
2006). Effective classroom management principles work across almost all
subject areas and grade levels (Brophy, 2006; Lewis, et al., 2006). When
using a tiered model in which school-wide support is provided at the
universal level, classroom behaviour management programs have shown to
be effective for 80-85 percent of all students. More intensive programs may
be needed for some students.
The elements of classroom management should consist of: (1) teachers, (2)
students, (3) seating arrangement, (4) lesson stages.
Teachers
Teachers in the classroom need to consider several point to manage their
class:
1. Proximity
Teacher need to approach to all students by using eye contact, touching
the students, and observe the students’ need.
2. Appropriacy
Teacher use appropriate teaching media, teaching approach, method
and technique in order to have an effective teaching in the classroom.
3. Movement
Teacher should moving around to the students.
4. Awareness
Teacher need to be aware on students’ problem, students’ achievement
or students’ interest while teaching and learning process.

5. Using the voice
Teacher should give clear instruction while teaching. Teacher also might
use audibility in the classroom if it is necessary. Variety voice is really
needed to give clear instruction to the students (intonation, stress and
rhyme). Moreover, threre should be interation between the teacher and
students by having small talk, discussion or conversation.
In short, teachers play fundamental role in the cognitive and social-

emotional development of students by giving them opportunity to learn.
Effective classroom management sets the stage for learning. Whithout it,
classrooms are disorganized and chaotic, and very little academic learning
can happen in the classroom. (Schwab, 2006)
Here are some strategies in managing classroom:
1. Love your Students
Love them -- and stand firmly against behavior that does not meet your
expectations or reflect their inner greatness. Too many students have
internalized a profound sense of their own inadequacy, and it is
incumbent upon us to remind them of their infinite value and counteract
the many messages that they receive to the contrary. By loving our
students unconditionally, we remind them of their true worth.
Our students know how we feel about them. If we do not like them -- or if
we see them as a behavior problem -- they know it. Even if we
don't say it, they will know it. And then that student is justified in resenting
us, for we have failed to see the beauty that exists within that child.
Assume the Best in Your Students
If a student chose not to meet one of my classroom expectations, they

needed to know that I loved them but not their misbehavior. They needed

to know that teacher cared for them and would not accept their poor
choice because it would ultimately hurt them and didn't reflect how
wonderful they truly are.
For instance, a minute and a half into the first day, gave one student a
verbal warning for whispering to another student as he was searching for
his seat. Assuming the best in this young man, told him, ―I know you
were probably talking about your seat, but you can't even talk about that,
so that's your verbal warning. Go back to your seat and silently start your
work.‖ By assuming that he was trying to do the right thing -- find his
assigned seat – then affirmed that he wanted to meet the expectations.
And yet we were firm with him that his choice to whisper after he had
been told to silently begin his work was not OK.
2. Praise What and When You Can
Call attention to the things your students are doing that meet your
expectations. The power of this is stunning for a number of reasons.
Here are two:
a. It enables you to restate and reinforce the expectations for student

behavior in a non-negative way. By narrating on-task behavior, you
enable students who may have misheard you the first time to hear
exactly what you expect of them. It's easier for students to meet your
expectations when it's amply clear what those expectations are.
b. It shows your students that you're with it, that you're very aware of
what's happening in the classroom. When they see and hear that you
see and hear pretty much everything, they know that you mean
business and that even their smallest actions matter.
3. Do Sweat the Small Stuff
In those first few minutes, hours and days in the classroom, you are
essentially creating a world. And you want a world in which students do

things that will keep them or put them on a path to a life replete with
meaningful opportunities. Behaviors or actions that will detract from that
world should be nipped in the bud. If you only "sweat" major
misbehaviors, students will get the sense that minor misbehaviors are
OK. If, on the other hand, you lovingly confront even the smallest
misbehaviors, then it will be clear to students that, inside the four walls of
your classroom, things that detract from what you're trying to achieve –
even in small ways – just don‘t fly.
4. Identify Yourself
Tell your students about who you are and why you are there. A
classroom where each student deeply trusts the teacher has the potential
to be a great environment for learning. To build that trust, tell your
students who you are and why you chose to be a teacher. Tell them
about your background, what you did when you were their age, and why
you want to be their teacher. The more your students know about you
and your intentions, the more they'll trust you to lead them.
5. Have a Plan
Your lesson plans need to be crystal clear. You need to begin each day
with clarity about what students should know and be able to do by the
end of the class period, and every second of your day should be
purposefully moving you toward that end.
In addition to clarity about student knowledge and achievement, you

should have a clear sense of the behavior you expect at each point in the
class period. When you see them making the choice to behave as you
expect them to, narrate it. And when you donnot see it, confront those
misbehaviors clearly, directly and with love.

E. Worksheets
Work in group of four and discuss this following instruction:
Give your possible reasons and solutions to these problems that might
occur in managing classroom:
1. Often when teacher begin on an activity it occurs to her/ him that all
students whispers and showing puzzle faces mean that they haven‘t a
clue what to do.
2. One group of students has no interest in learning English and she
wonders why she is wasting her time.
3. Every time teacher puts the students in groups but they just talk in their
L1 and usually about topics unrelated to the class.
4. The course book teacher‘s using is terrible. It is too easy for the students
and they get bored easily. She does not want to spend hourse planning
as they do not seem interested anyway.
http://www.apa.org/education/k12/classroom-mgmt.aspx
G. References
Hester, T. Seven Tips for Better Classroom Management. Edutopia, George
Lucas Educational Foundation. https://www.edutopia.org/blog/7-tips-
better-classroom-management-tyler-hester
Hanke, K, et.al. 2014. Effective Classroom Management Strategy and
Classroom Management Program for Educational Practice.
Groningen: RUG/ GION.

UNIT 4
The Teaching Process

(Presentation and Explanation, Practice
Activities and Test )
. . . . . .
Effective teaching is based on principles of learning which have been
discussed in some detail. The learning process is not easily separated into
a definite number of steps. Sometimes, learning occurs almost
instantaneously, and other times it is acquired only through long, patient
study and diligent practice. The teaching process, on the other hand, can be
divided into steps. Although there is disagreement as to the number of
steps, examination of the various lists of steps in the teaching process
reveals that different authors are saying essentially the same thing: the
teaching of new material can be reduced to presentation and explanation,
practice activities and test (Ur, 2009)

The students are able to implement the process of teaching in EFL
classroom by identifying the students‘ need and choose the appropriate
teaching materials, approach, method and teachnique, and desigining a
test.
If you have learned a foreign language in a course, can you recall a
particular teacher presentation or explanation that facilitated your grasp of
some aspect of this language? How did it help?
Presentations and Explanations

Creating Learning Experience
If you are currently teaching, notice carefully how you yourself give
instructions for a group- or pair-work activity in class, and note down
immediately afterwards what you did, while the event is still fresh in your
memory. Better, but not always feasible: ask other participants to observe
you and take notes. Alternatively, within a group: each participant chooses
an activity and prepares instructions on how to do it. The activity may be: a
game which you know how to play but others do not; a process (how to
prepare a certain dish, how to mend or build something); or a classroom
procedure. Two or three volunteer participants then actually give the
instructions, and (if practical) the group goes on to start performing the
activity.
Chapman et al. have provided a list of characteristics that should be present
in order to define an activity or method as experiential. These
characteristics include:
1. Mixture of content and process: There must be a balance between the
experiential activities and the underlying content or theory.
2. Absence of excessive judgment: The instructor must create a safe
space for students to work through their own process of self-discovery.

3. Engagement in purposeful endeavours: In experiential learning, the
learner is the self-teacher, therefore there must be ―meaning for the
student in the learning.‖ The learning activities must be personally
relevant to the student.
4. Encouraging the big picture perspective: Experiential activities must
allow the students to make connections between the learning they are
doing and the world. Activities should build in students the ability see
relationships in complex systems and find a way to work within them.
5. The role of reflection: Students should be able to reflect on their own
learning, bringing ―the theory to life‖ and gaining insight into themselves
and their interactions with the world.
6. Creating emotional investment: Students must be fully immersed in the
experience, not merely doing what they feel is required of them. The
―process needs to engage the learner to a point where what is being
learned and experience strikes a critical, central chord within the
learner.‖
7. The re-examination of values: By working within a space that has been
made safe for self-exploration, students can begin to analyze and even
alter their own values.
8. The presence of meaningful relationships: One part of getting students
to see their learning in the context of the whole world is to start by
showing the relationships between ―learner to self, learner to teacher,
and learner to learning environment.‖
9. Learning outside one‘s perceived comfort zones: ―Learning is enhanced
when students are given the opportunity to operate outside of their own
perceived comfort zones.‖ This doesn‘t refer just to physical
environment, but also to the social environment. This could include, for
instance, ―being accountable for one‘s actions and owning the
consequences‖ (Chapman, McPhee, & Proudman, 1995, p. 243).

To help learners make sense of their experience, it is crucial that learning
be focused. Moon suggests that learning can be focused with the
following:
1. Carefully structured learning outcomes
2. Briefing sessions and/or hand-outs
3. Opportunities for reflection
4. Tasks that directly apply what has been learned from the placement
5. Assessment criteria (Moon, 2004, p. 165)
To help clarify what she means by the importance of helping students

understand how their particular experience applies to the world as a
whole, Moon has listed areas of potential learning that ―should be included
in learning outcomes and assessment criteria‖ for external activities
(Moon, 2004, p. 164). When planning an external activity, instructors
should consider this list and select the most appropriate items to expand
upon.
Designing Classroom Activities

In experiential classrooms, ―students can process real-life scenarios,
experiment with new behaviours, and receive feedback in a safe
environment. Experiential learning assignments will help the students relate
theory to practice and analyze real-life situations in light of course material
(Lewis & Williams, 1994, p. 8).
To help structure classroom activities, Wurdinger suggests Dewey‘s
―pattern of inquiry.‖ The reason this pattern of inquiry is so effective is that
―thinking occurs not only after an experience but also throughout the entire
experience.‖ The pattern begins with a student‘s inquiry into a problem. The
student then develops a plan to address the problem, tests their plan
against reality, and then applies what they‘ve learned to create a solution.
The experiential component of this model is the application of knowledge
(2005, p. 8).

When implementing an activity using the pattern of inquiry, remember that
the activity should be student-centered. The activity should be hands-on,
and require the students to solve a problem that is relevant to their lives.
Student interest is critical—students must be able to design their activity,
not feel that it has been assigned to them: ―Projects are more meaningful
than tests because students must think, plan, and execute their ideas to
produce something from their own creativity‖ (Wurdinger, 2005, p. 13).
According to Wurdinger, there are some key things to keep in mind when
implementing classroom activities:
1. The importance of being able to make mistakes: Students are
accustomed to being penalized for making mistakes. Instructors in an
experiential classroom must work hard to overcome the stigma attached
to mistakes by actively celebrating them as opportunities for learning.
―Allowing students to make mistakes may also lead to a situation where
they retain more information because it is a more challenging learning
process‖ (2005, p. 9).
2. The importance of personal relevance: Discover what the students are
interested in, and then select the appropriate problems. ―When interest
is internal, as opposed to being forced, students become both
emotionally and intellectually invested in the learning process‖ (2005, p.
18).
3. The importance of students understanding why they are doing
something: If the student cannot see the reason behind their project, or
do not see why they are involved, they may not learn anything at all.
4. The importance of matching students with appropriate activities: In
experiential learning, the means are as important as the ends, therefore
it is of utmost importance that students stay engaged throughout the
whole process. ―Not enough challenge may result in boredom, and too
much challenge may result in frustration‖—in both cases, engagement
will drop and learning will cease (2005, p. 19).

5. The importance of students reflecting on their experience: This step is
tied to the previous one—reflection, along with driving questions from
the instructor, will help students maintain interest, learn successfully,
and complete their tasks.
6. The importance of the instructor delegating authority to the students: In
experiential learning, the instructor serves as a guide and a resource to
students, rather than as a leader. ―This does not mean teachers
withdraw from power by denouncing their authority… Instead, the
teacher needs to use the respect and position they enjoy at the onset of
class to promote student empowerment‖ (Warren, 1995, p. 250).
Warren suggests ways to help students develop their capabilities:

1. Thinking as a group: ―In order to come up with what they want to learn,‖
students should be ―introduced to brainstorming and prioritizing
strategies.‖
2. Decision-making: Explain consensus decision-making and then help
students test it out by starting with small decisions that grow gradually
more complex.
3. Leadership: To ensure all students can practice being leaders, the
instructor can point out the many potential leadership roles, such as
―timekeeper, feelings articulator, group collective conscience, minority
opinion advocate, question framer, summarizer, focuser, and gate
keeper.‖
4. Problem solving: Providing students with opportunities to solve simple
problems at the beginning will help them refine the skills they need to
solve more complex problems in the future.
5. Feedback and debriefing: Because evaluation and reflection are a
crucial component of experiential learning, the instructor must ensure
that feedback and debriefing occurs. ―Insisting on quality feedback time
early in the course sets an expectation for continuation during the latter
sessions‖ (Warren, 1995, p. 251).

Planning the Assessment
In planning assessments to be taken by the general student population,
including ELLs, the general principles of good assessment practices apply.
This section describes different steps within the planning process,
highlighting issues most relevant to the assessment of ELLs.
Test Purpose
The purpose of a test must be clear in order for valid interpretations to be
made on the basis of the test scores. Tests have different purposes. For
example, one test may be used to evaluate students‘ readiness to advance
to the next grade, while another evaluates students‘ need for remediation.
It is also important to outline the specific interpretations that will be made
based on the scores. For example, tests used as a criterion for high school
graduation will affect students differently than tests designed to inform
instructional decisions
Defining the Construct

A second criterion for validity is a precise and explicit definition of the
construct the test is intended to measure. For K-12 assessments, state
standards underlie the test specifications. Sometimes other state
documents, such as curriculum frameworks, may clarify knowledge and
skills stated in the standards. When defining a construct for an assessment
to be given to ELLs, consider in particular how English language skills
interact with the construct. For example, when defining the construct for a
mathematics test, consider whether it is intended to be a test of
mathematics, in which case the test should require no or absolutely minimal
English proficiency, or a test of the ability to do mathematics within an
English-language educational environment, in which case the ability to
comprehend word problems in English may be part of the construct.
Similarly, those who define the construct should pay attention to how much
of the vocabulary of the discipline in English is to be viewed as part of the

assessment. Defining English proficiency as part of a target construct for an
assessment in mathematics or science is neither right nor wrong. It is
essential, however, that these definitions be explicit. Furthermore, even if
English proficiency is part of the construct, take care to define what level of
English proficiency should be expected of students. When defining the
linguistic demands to be included in the construct, make an effort to include
professionals with backgrounds in educating ELLs.
Developing the Assessment Specifications

Assessment specifications define the test content and explain how that
content will be assessed. Assessment specifications also provide a link
between a state‘s content standards and the items or tasks that appear in a
particular test. ELLs will likely constitute a significant portion of the
population of many K-12 tests; therefore, considering ELLs during the initial
development of assessment specifications is utterly important. The following
points relevant to ELLs should be addressed when writing K-12 assessment
specifications.
Domain of Knowledge and Skills

States are likely to have documented content standards for the subject area
to be assessed. States may also provide performance standards and other
documents that define the domain and their expectations for student
achievement. Test developers should review these documents carefully and
note the degree to which each standard calls for the ability to read, write,
speak, or listen in English.
Share the results of this review with the educational agency and clarify the
level of English proficiency that each standard implies. Educational
agencies may not be aware of ambiguities in their content standards
regarding this issue. Content standards are often developed by committees
of experts focused primarily on the subject area. Defining expectations
about the use of English, use of ELLs‘ first languages, and use of visual

representa tions is important both to ensure an efficient development
process and to gain educational agencies‘ confidence in the validity of an
assessment.
Many states define expectations for test questions in detail in item
specifications, as distinct from assessment specifications. The item
specifications contain detailed notes about acceptable vocabulary, content
limits, and focus for each of the state standards assessed. Develop—and
have the state approve—item specifications before the assessment
program‘s first content or bias and sensitivity reviews. Update details in the
specifications when items are reviewed, with state approval.
Number and Types of Items or Tasks

In general, all other things being equal, tests with more items will supply
more reliable scores.Reliability refers to the extent to which scores obtained
on a specific form of an assessment can be generalized to scores obtained
on other forms of the assessment, administered at other times, or possibly
scored by some other rater(s). Thus, as is true for all students, it is
desirable to provide ELLs with multiple opportunities to show what they
know and can do. Some have posited that ELLs should have not only
multiple opportunities, but also multiple ways to show what they know, and
that assessment specifications should include a variety of item and
response types that may lead to assessments on which ELLs are more
likely to be able to show their strengths. For example, items with visuals,
performance tasks, or oral responses are sometimes suggested as ways to
allow ELLs to better demonstrate roficiency.
However, in the literature base, there is no consistent agreement as to
whether these varied item types are in fact beneficial. In addition, more
items and more sets of directions may tax the reading ability of ELLs, as
well as the rest of the examinee population. Lastly, educational agencies
will always have limitations regarding time and costs and must decide what
is realistic for a given testing program.

Therefore, we suggest making an effort to present the best options for task
types that allow ELLs to show what they know and can do within the
practical limits of the assessment program. Item tryouts, discussed in a later
section, may be a way of exploring the use of different item types with ELLs.
Relative Weights of Tasks and Skills

The weight of a task or content category is generally decided by the
importance of the assessed task relative to the other tasks on the test and
the degree to which the tasks tap content described in the state‘s
standards. For more information, refer to the documented decisions made
during the process described under Domain of Knowledge and Skills to
determine possible weightings. Often tasks that require more time to
complete (and usually longer responses written in English) receive more
weight in an assessment. Such weightings may disadvantage ELLs;
therefore, develop a careful rationale for weighting to apply to all students‘
responses, taking both content knowledge and language skills into account.
Assessment and Response Forms

Assessment specifications describe how the tasks will be presented to the
students and how the students are expected to respond.Printed test
booklets and answer sheets on which students mark responses and write
constructed responses are very common in the K-12 school environment.
Just as including a variety of item types in an assessment provides multiple
ways for ELLs to show their knowledge, some feel that incorporating
different types of media (such as video or sound) in an assessment‘s
presentation format may also benefit ELLs. However, the research base is
not yet well developed on this topic, so use caution in employing different
types of media. In addition, using alternative media may unintentionally
disadvantage other groups of students, including students with disabilities
such as visual impairments. Alternative forms of responding, such as using

diagrams or tables, may help some ELLs—as well as students with different
learning styles—better demonstrate
what they know. Just like students in the general population, ELLs vary
greatly as individuals. Therefore, no one type of presentation or response is
optimal for all ELLs. However, in general, keep in mind while developing
assessment specifications that, depending on the content area being
assessed, large amounts of text make it less likely that ELLs will understand
what is being asked of them. Some testing programs also rely on tasks that
require extended written responses to assess students‘ depth of knowledge
in the content areas. Where feasible, consider including tasks that allow
examinees to respond in ways that do not require long responses written in
English, such as by drawing a diagram or other visual representation, as
appropriate. Also consider using item tryouts as a means of obtaining
information on ELLs‘ responses to and performance on different kinds of
tasks.
E. Worksheets
Group Project: Work in group of three
1. Presentation and Explanation
Design a short materials about any topics and try to explain it in front of
the class.
2. Practice Activities
Make a possible activities in your classroom teaching (teaching
vocabularies, grammar, listening, speaking, reading or writing)
3. Tests
Design a test for students (questions answer, true false, multiple choice
or gap filling and completion)
http://www.project2061.org/publications/sfaa/online/Chap13.htm

G. References
Brown, H.D. 2000. Principle of Language Learning and Teaching, Fourth
Edition. New York: Pearson Education.
Hakuta, K. and Jacks, L.L. 2009. Guidelines for the Assessment of English
Language Learners. https://www.ets.org/s/about/pdf/ell_guidelines.pdf
The Learning and Teaching Office.
http://www.ryerson.ca/content/dam/lt/resources/handouts/ExperientialL
earningReport.pdf
Ur, P. 1999. A Course in Language Teaching Practice and Theory (Trainee
Book). New York: Cambridge University Press.

UNIT 5
Teaching the Language

(Teaching Pronunciation and Teaching
Vocabulary)
. . . . . .
Pronunciation instruction gives students the opportunity to understand
patterns associated with spoken English, such as patterns indicating word
stress. By integrating pronunciation and vocabulary in the classroom, we
help students develop a better awareness about these patterns and the
ability to apply this knowledge as they are exposed to new words and
expressions. When learning new words, there are several pronunciation
features that should be incorporated in the learning process: word stress,
vowel and consonant sounds, and word endings. When learning word
combinations, including phrasal verbs, collocations, and idioms,
understanding pronunciation features such as thought groups, rhythm,
linking, and intonation is essential.

The students are able to comprehend the concept of teaching pronunciation
and vocabulary. Moreover, they can implement it in EFL classroom.
An important factor in learning vocabulary is focusing on intelligible
pronunciation. Gilbert (2008) states that ―English language learners tend to
ignore stress when they learn vocabulary. And failure to learn the stress of
new words often leads to an inability to recognize those words in spoken
form‖ (p. 14). Without learning correct pronunciation of words and phrases,
individuals can easily be misunderstood when speaking or can
misunderstand the messages others are trying to convey to them.
Pronunciation instruction gives students the opportunity to understand
patterns associated with spoken English, such as patterns indicating word
stress. By integrating pronunciation and vocabulary in the classroom, we
help students develop a better awareness about these patterns and the
ability to apply this knowledge as they are exposed to new words and
expressions.
When learning new words, there are several pronunciation features that
should be incorporated in the learning process: word stress, vowel and
consonant sounds, and word endings. When learning word combinations,
including phrasal verbs, collocations, and idioms, understanding
pronunciation features such as thought groups, rhythm, linking, and
intonation is essential. This chapter further explains the importance of the
incorporation of pronunciation instruction in vocabulary learning and
provides examples of how to do this and resources that can be used in the
teaching and learning of vocabulary and pronunciation.
Pronunciation and Words

Teaching and learning new vocabulary has traditionally focused primarily on
the definitions and parts of speech, but pronunciation is clearly an important

factor in learning new words. Thus, teachers should facilitate this learning
by not only explaining definitions but also demonstrating the pronunciation
of these words. In reference to the latter, wouldn‘t it be better to provide
students with tools to facilitate intelligible pronunciation instead of just
focusing on having students repeat after the teacher or dictionary
recording? Word stress, vowel and consonant sounds, and word endings
are pronunciation features that are relevant to teaching and learning new
vocabulary.
Exercises/Resources for Word Stress and Sounds in Words
Word stress and sounds are the basis of spoken vocabulary, and effective
use of these pronunciation features ensures comprehensibility. Providing
students with tools such as the Colour Vowel™ Chart and explaining
guidelines in understanding patterns in stress and sound production are
beneficial instructional techniques for student learning. Brown (1994) states
―written English typically utilizes a greater variety of lexical items than
spoken conversational English . . . because writing allows the writer more
processing time‖ (p. 290). To transfer the vocabulary used in writing into
learners‘ conversational English, learners need to develop the spoken
aspects of the vocabulary as they are exposed to these words in reading
and writing activities. One example is reading texts or their own written work
out loud, which gives learners some practice in exploring the pronunciation
features of new words and expressions as well as an opportunity for
teachers to assist in correcting pronunciation errors. The following
subsections present additional ways to integrate pronunciation (sounds and
word stress) instruction with vocabulary skills.
WORD FAMILIES
At lower levels, students can benefit from associating vocabulary with
pronunciation by using word families such as CAT—bat, fat, hat, mat, pat,
rat, sat. Learning is enhanced when students can associate newly learned
words with something that they have already learned. For example, if

students learned about the /æ/ sound and the words BLACK CAT from the
Color Vowel™ Chart, then they could focus on this sound by learning other
words that have that sound. Connecting the sound to cat and then to other
words ending in –at provide a word family that reinforces learners‘
understanding of this sound. Games incorporating one or more word
families that help students focus on meaning and pronunciation can be
created. For example, a simple board game could incorporate words and
pictures in which a student would have to move to the corresponding picture
for the word that she landed on. If the student lands on a picture, then she
could move one space ahead if she says the word correctly.
Another example is a memory matching game in which students turn two
cards over at a time and try to match the picture that represents the word.
This matching game can incorporate a speaking component to help
students practice speaking and listening to these minimal pairs such as cat,
bat, hat, and so on. Thus, the student would not get the match unless he
could say the word correctly. For words such as pat and sat that are difficult
to exemplify in pictures, a variation of the matching could focus on matching
words that belong to the same word family, such as matching pat-sat or
dish-fish.
VOCABULARY SETS FOR LIFE SKILLS AND CONTENT-BASED

LEARNING
Vocabulary sets are not learned in isolation. Instructors tend to incorporate
vocabulary sets in association with particular life skills or content-based
learning. For example, students learn numbers in adult ESL classes so that
they can provide important personal numbers, write checks, follow recipes,
and understand how much something costs. Understanding numbers is also
needed in mathematics and history courses. These essential vocabulary
words need to be understood and spoken intelligibly, so learning the
pronunciation of numbers is just as important as learning and using the
numbers (e.g., sixteen vs. sixty). Additional examples of pronunciation

associated with particular vocabulary sets follows. Second language
learners usually learn the vocabulary that is associated with the calendar.
As students learn the days of the week, they can practice the pattern of
stressing the first syllable in each word. However, when they learn the
months of the year, they need to also focus on how many syllables the
month has and which one is stressed, for example, distinguishing the stress
rule for three-syllable months such as November from the varied stress
patterns for two-syllable months such as April and July.
Learning new vocabulary is often associated with specific areas of study
such as geography and history. Words can include proper names that are
associated with a particular subject of study, such as learning the U.S.
states or the names of U.S. presidents. As students learn these names,
they can additionally focus on peak vowel sounds and word stress. Henry
(1999) provides picture/pronunciation cards.
VOCABULARY IN CONTEXT
The pronunciation of some words primarily depends on how they are used
in context. For example, many words function as both nouns and verbs.
Some have the same pronunciation, such as answer, but others change in
word stress and vowel sounds depending on whether the word is used as a
noun or a verb, such as present and record. Grant‘s (2010) textbook
includes a list of two-syllable noun-verb pairs with and without stress shift.
As students learn these word pairs and use them verbally, pronunciation is
key to the distinction between the two parts of speech. The teacher can say
a word and students can signify whether they heard the noun or the verb by
holding up an index card that has noun written on one side and verb on the
other. Another exercise involves a student practicing saying a word in a pair
or group while the partner or group members designate which part of
speech is used. Afterward, they could create sentences using the words to
share orally with the class.

HOMOPHONES AND WORDS COMMONLY CONFUSED
Homophones with the same sound present confusion for some students, as
often evidenced in student writing that includes errors in using there, their,
and they‘re. Thus, explaining how these homophones have the same
pronunciation but different spellings and meanings can help students pay
more attention to which word they actually want to use in their writing.
Additionally, students confuse some words that are somewhat similar in
spelling and pronunciation, such as effect-affect. If students understand
the different pronunciations and how spelling influences that pronunciation,
then these words may be less confusing when they are writing them. An
example exercise is a round robin conversation activity in which students
respond to a teacher-generated prompt and use the highlighted word in
their responses.
T: Name one effect of a poor T : Explain one way a poor

economy on society. economy affects society.
S1: A decrease in spending is S1: A poor economy affect how
one effect. people spend money.
S2: One effect is an increase in S2: People‘s jobs are affected by
unemployement. a poor economy.
WORD FORMS
Brown (1994) discusses techniques for learners to guess the meaning of
vocabulary in context by which they analyze what they know about the
prefixes, suffixes, and roots of the words. To use this technique, students
must first learn the meanings of these words, and when doing this in class,
wouldn‘t it also be beneficial to focus on how the affixes affect word stress?
In English for academic purposes courses, students learn vocabulary from
Coxhead‘s (2000) Academic Word List (AWL).
As students learn any new word, they should also consider alternate forms
of the word. One way to do this is to incorporate an activity to see what they

know. For example, groups can list the word forms of selective vocabulary
words and underline the word stress. For a more challenging exercise, they
can designate any change in word stress and determine if there are any
patterns in word stress. For instance, the following words have the same
primary stress: congratulate, congratulated, congratulating, but there is a
change in stress for congratulation. Another example is that psychology and
psychologist have the same primary stress, but psychological and
psychologically have a different primary stress from the first two words.
Syllables before suffixes such as –logy, –graphy, and those beginning with i
such as –ion, –ical, –ically, are stressed.
Example: Write the word forms that exist for each word. Then use the
correct word form in the sentences.
Verb Noun Adjective Verb
Coordinate
Maintain
1. Students need to......... a good grade point average

2. She is the......... of the project, so you should contact her.
3. He has good hand-eye......... so, he plays sport well.
4. The swimming pool is closed in August for regular.......
5. Let‘s.......... our effort to get this resolved.
6. Her twins often wear....... outfits.
Word Combinations
Lewis (2002) points out that vocabulary teaching that focuses on
collocations or the co-text that often appears with the words being learned
is more effective in language teaching than teaching the words out of
context. Thus, learning phrasal verbs, collocations, and idiomatic
expressions improves vocabulary knowledge. To expand and reinforce this
knowledge for listening and speaking competence, pronunciation aspects

related to these small thought groups should also be practiced. For
example, stress of content words, reduction of function words, linking, and
prominence should be examined when looking at the words as a whole
group, especially if the typical word combinations are separated by other
words. The pronunciation focus on these thought groups highlight the word
combinations in meaningful contexts that facilitate long-term memory and
practical use. The following subsections highlight activities and resources
that incorporate pronunciation instruction with word combinations.
Teaching pronunciation in association with teaching vocabulary is essential

for second language acquisition in terms of improving learners‘ speaking
and listening skills and communicative competence. As students learn new
words, they should learn the pronunciation of each word in addition to
learning the definition(s) and spelling for each word. To facilitate this,
pronunciation features should be taught to establish a foundation in
understanding how a word or expression is pronounced. These features
include guidelines for determining correct pronunciation of word stress,
vowel and consonant sounds, thought groups, rhythm, and linking. The
various activities and resources in this chapter are presented to provide
some ways that pronunciation can be incorporated with vocabulary skills.
E. Worksheets
Work in pairs and design your integrated classroom language teaching for
pronuncation and vocabulary. The best practice you design, the best result
you got.
Visit the following page and make a summary
http://www.matefl.org/_mgxroot/page_10766.html

G. References
Ahmad, K. Integrating Pronunciation with Vocabulary Skill.
http://www.tesol.org/docs/default-
source/books/14028_sam.pdf?sfvrsn=2

UNIT 6

(Teaching Grammar and Topics,
Situations, Notions, Functions)
. . . . . .
Grammar is central to the teaching and learning of languages. It is also one
of the more difficult aspects of language to teach well. Of course, teachers
know correct grammar rules, but it is one thing to know them, and another
thing to effectively teach them, and transmit them so that students not only
understand the rules, but also apply them correctly.
The students are able to comprehend the concept of teaching grammarand
implement it in EFL classroom.

Teaching grammar in an EFL setting is quite different from teaching
grammar to native speakers. This short guide points to important questions
that you should ask yourself to prepare to teach grammar in your own
classes.
Grammatical Terms
1. The sentence is a set of words standing on their own as a sense unit, it
conclusion marked by a full stop or equivalent (question mark,
exclamation mark). In many languages sentences begin with a capital
letter, and include a verb.
2. The clause is a kind of mini-sentence: a set of words which make a
sense unit, but may not be concluded by a full stop. A sentence may
have two or more clauses (She left because it was late and she was
tired.) or only one (She was tired.).
3. The phrase is a shorter unit within the clause, of one or more words,
but fulfilling the same sort of function as a single word. A verb phrase,
for example, functions the same way as a single-word verb, a noun
phrase like a one-word noun or pronoun: was going, a long table.
4. The word is the minimum normally separable form: in writing, it appears
as a stretch of letters with a space either side.
How to Teach Grammar

As a teacher, we should explain about the grammar itself first. Then, also
give formulas, an example, how to use the grammar. The teacher also
should have some interest methods to teach about grammar because some
students usually feel that grammar is a boring thing. So, the solution of that
problem is using fun and interest methods such as:
1. Using songs
Music is a great way of getting students to learn. Get the students to
sing along, and then write up the lyrics on the board. Get them then to

sing it together, getting the tune into their head. After this, one can then
quiz them on what tenses or grammatical points are in the actual text.
2. Make it into game
There is no doubt that playing games will make learning a lot easier.
Both adults and children love these. Perhaps even make it into a
competition. This will often get the students motivated to get the
answers right and therefore allow them to learn much faster. By turning
it into a competition, everyone will become a lot more active and a lot of
fun can be had by everyone.
3. Tell a story
Another way to make grammar a little easier to digest is to teach it in
the form of storytelling. Perhaps get the students to form a ―story stick‖
where by everyone contributes a line to the overall story. If there are
any grammar mistakes in this, then leave it until the end. When the
entire story is finished and written out on the board, get a student to
come up to it and make the appropriate corrections. With participation
from the class, have the entire text corrected. Ask the students
questions as to why certain tenses are the way they are. Having
something to focus on like this, will keep the students‘ attention and
therefore allow for the understanding of grammatical structures to sink
in a lot easier.
Topics and Situations

The content to be taught in topic is organized round a common topic.
Example of topics is ―The School‖, ―The Park‖, ―The Zoo‖, etc. The content
to be taught in situations is organized round situations: these are topics
integrated into some kind of communicative event. Examples of situations
are ―Describing the school‖, ―Tell about the park‖, etc.
Topics and situations are more difficult to teach than isolated items, in that
they involve whole discourse, with longer and more complicated language
structures. However, the learner is immediately engaged with language that

expresses meanings in context and which is seen as more interesting and
clearly relevant for communicative purpose.
Some ideas for presentation of new topics or situations
1. Write the name of the topic in the middle of the board and invite the
class to brainstorm all the associated words they can think of.
2. Write the name of the topic in the middle of the board and ask the class
what they know about it and/or what they would like to know.
3. Describe a communicative situation and characters and invite the class
to suggest orally what the characters will say.
4. Give the title of a text and invite the class to write down sentences or
expressions they expect will occur within it.
5. Define briefly the opening event and characters in a communicative
situation and ask the class to imagine what will happen next
6. Present a recorded dialogue and ask the class to tell you where they
think it is taking place and who the characters are.
7. Present a text and ask for an appropriate title.
8. Express your own, or someone else‘s, opinions about a topic and invite
discussion.
9. Teach a selection of words and expressions and ask the class what
they think the situation or topic is.
Notions and Function

Notions is a concept or idea: it may be a quite specific, in which case is
virtually the same as vocabulary (e.g. cat, school, zoo); or it may be very
general (e.g. time, size, emotion), in which case it often there is a
correlation with the concept of ―topic‖.
A function is some kind of communicative act. It is the use of language to
achieve a purpose, usually involving interaction between at least two people
such as suggesting, promising, greeting, apologizing, etc.

Coordinating Different Language Categories
Notions and
Situations Topics Grammar Vocabulary
functions
Getting to know
someone
Road
accidents
Making
requests
Future
tense
Farmer,
secretary,
etc. (jobs
E. Worksheets
Work in group of four and design your grammar classroom language
teaching for students.
You will find fun ways in teaching grammar in this following page. Please
visit and make a summary.
http://busyteacher.org/2873-5-new-fun-ways-to-teach-grammar-to-esl-
students.html
G. References

UNIT 7

(Teaching Listening and Speaking)
. . . . . .
Approaches to the teaching of speaking in ELT have been more
strongly influenced by fads and fashions than the teaching of listening.
―Speaking‖ in traditional methodologies usually meant repeating after
the teacher, memorizing a dialog, or responding to drills, all of which
reflect the sentence-based view of proficiency prevailing in the audio-
lingual and other drill-based or repetition-based methodologies of the
1970s. The emergence of communicative language teaching in the
1980s led to changed views of syllabuses and methodology, which are
continuing to shape approaches to teaching speaking skills today.

The students are able to comprehend the concept of teaching listening and
speaking and implement it in the English language classroom.
In learning English there are four aspects of listening, speaking, writing, and
reading. Basically everyone is experiencing the same thing when learning
English, ranging from memorizing vocabulary, understanding grammar and
other language structures. The above problems are not due to the learner's
mistakes, but they may be errors in learning methods that are neither
attractive nor too rigid, so an effective learning activity is required. In
learning English students must be able to master the 4 aspects of skill.
One aspect of the skill that is difficult to learn by students is listening and
speaking. Many students who still cannot understand not even understand
words or phrases spoken in English verbally by the interlocutor so that what
happens will misunderstand (misunderstanding). Listening is an active
process of understanding the text by activating various kinds of knowledge,
such as background knowledge (knowledge of the content), grammatical
(knowledge of the language), phonological knowledge (knowledge of
sounds) and knowledge based on learner‘s experience. Listening skills
have not been given much importance like other aspects of communication
skills, but it is true that listening skills play a major role in the success of
one‘s communication skills. Only a good listener can be a good speaker.
Nobody has been loaded or programmed with good speaking skills at the
time of birth. A baby starts speaking, only by listening to the words spoken
by his family members. So a child first learns to speak his mother tongue
and then other languages like English, Spanish, and French etc. But the
curiosity found in a baby to learn the language does not last very long as he
starts to grow up. Slowly a child develops an ego by thinking that he is a
good speaker and that he should speak and others should listen to him

So many factors that affect them are difficult to learn listening in English
such as: the material is too fast to be heard so forget with what they have
heard, do not know the meaning of words in English spoken or heard
because of the limitations of English vocabulary they have, not
concentration on the material being heard, not understanding the command
explained verbally, lazy in learning or no learning motivation, and listening
less effective learning media and fun.
Listening to English songs is one of the media in listening teaching.
Students will feel more interested in learning English. On the other hand
they can add vocabulary, pronounce how to pronounce with correct
pronunciation and they also enjoy more and more fun in listening learning.
Speaking skills (speaking skills) in English is a person's skill to convey his
or her desires and thoughts to anyone verbally. However, speaking skills
are difficult to develop if not trained continuously. Effort improves one's
ability in speaking skills for a student can do with interact with colleagues in
the classroom, English lecturers or other lecturers who can speak English.
Besides smoothing speaking skills, this business can also improve
vocabulary mastery, improve and deepen the order of language, perfecting
speech vocabulary, deepening the ability to compose language sentences.
England, and train hearing so it is easy to catch messages from opponents
talk.
Teaching Definition
Understanding commonly understood people especially the layman in the
field of study of education, is that teaching is the delivery of knowledge and
culture to learners. Thus, the goal also only revolves around the
achievement of student mastery over a number of knowledge and culture.
From this sense, there is a picture that role in the teaching process is only
held by the teacher, while the students are left passive.
Arifin (1978) in the Shah describes teaching as a series of instructional
delivery activities to students in order to receive, respond, master, and

develop lesson material. Definition is not much different from the definition
of the layman above, because both emphasize the mastery of knowledge
(learning materials) alone. The nuance (slight difference) contained in this
definition is the development of student mastery over the subject matter.
However, teacher-centered teaching images are also clearly illustrated.
Thus, students as learners in the definition of Arifin above, remain not or
less active.
Tyson and Caroll (1970) also studied a number of theories of teaching,
concluding that teaching is a way of working with students... a process of
interaction...the teacher does something to student; the students do
something in return. From this definition it is illustrated that teaching is a
way and a process of mutual relationships between students and teachers
who are both actively engaged in activities (Shah, 2002 p.181).
Definition of Teaching Listening

Teaching Listening is a give a way or comprehension about the things that
deal with listening in English Course, so that the students can understand
the conversation of English Language correctly.
How to Teach Listening

Listening Technique
The implication in the implementation of teaching is that teachers should
begin the lesson by listening (in English) speeches either in words or
sentences; at least the teacher introduces words or phrases of new words,
new phrases, or new sentence pattern. Among the several stages of
listening exercise are:
1. Exercise Introduce (Identifies)
This is the first stage the teacher gives to the students, aiming for
students to correctly identify the English sounds. The presentation can
be directly by the teacher orally, the tape recorder or the laboratory, but
preferably by the teacher using a tape or laboratory.

Example: Chair sheet
Car sheet
2. Exercise Listening and Imitating
At this stage, students listen and practice in pronunciation, imitating
exercises focused on foreign students' sounds.
Example: Ligh-Look-Lake-Larder
3. Listening and understanding exercises

The next stage, after students recognize the sounds of language and can
pronounce it, this exercise aims to make students are able to understand
the form and meaning of the material he listened to.
Exercise to see and hear
Example: wall picture, side, film-strip
Reading and listening practice

Example: good morning, mini hotel, reservation section, tom speaking.
May I help you?
I would like to make a reservation
Listening and demonstrating exercises

Example: Toni writes an article
Rina sweeps the yard of house
Listening and understanding exercises

Mr. amin is our english teacher. He is a diligent teacher. He never comes
late at the school begins at 07.00, he always artives at school on time.
Things to watch out for In Teaching Listening

In relation to teaching listening, it is necessary to note the following:
1. Students should receive information through a series of sounds of
language with appropriate tone and pressure arrangements.

2. In choosing an oral text, the teacher should pay attention to the following:
a. Age and student interest
b. Vocabulary owned by students
c. Level of maturity and speed of students in taking oral test
3. Teachers should write down key words before the lesson begins and
explain the meaning
a. Recording needs to be made close to everyday situations
b. Reasonable speed is certainly the final goal of the lesson learned,
but in the early stages there is nothing wrong if the speech is slowed
down a bit.
Listening Classroom Teaching Techniques

Ability Listening in English lessons is one of the competencies that must be
mastered by students. Teacher as a facilitator requires some techniques so
that listening in the classroom is not monotonous and becomes boring.
There are several techniques to teach listening skills that can be applied in
the classroom.
1. Filling Gap
This technique can be done by emptying a few words in a paragraph or
dialogue. Have the students listen to the spoken text through the teacher
or recording and fill in the empty words.
2. Guessing Picture
This technique can be done by guessing images according to oral text
read or heard.
3. Finding Mistakes
This technique is done by asking to listen to oral text and underline
words that are not in accordance with the spoken text.

4. Choosing Menu
This technique is done by asking students to select the appropriate menu
with oral text.
5. Rearranging Sentences
This technique is done by giving a sentence or passage paragraph to the
students. Students are asked to listen to the spoken text and to compose
the sentence or paragraph to be true.
6. Matching
This technique is done by splitting the conversation into two parts. The
first half contains half the sentences and the second half of the sentence.
Then the students are asked to listen to the text of the conversation and
then match the first and second parts according to the text of the
conversation.
Definition of Teaching Speaking

There are many definitions of speaking that have been proposed by some
experts in language learning. Brown (2001, p.267) cites that when someone
can speak a language it means that he can carry on a conversation
reasonably competently. In addition, he states that the benchmark of
successful acquisition of language is almost always the demonstration of an
ability to accomplish pragmatic goals through an interactive discourse with
other language speakers. Richards and Renandya (2002, p.204) state that
effective oral communication requires the ability to use the language
appropriately in social interactions that involves not only verbal
communication but also paralinguistic elements of speech such as pitch,
stress, and intonation. Moreover, nonlinguistic elements such as gestures,
body language, and expressions are needed in conveying messages
directly without any accompanying speech. Brown (2007, p.237) states that
social contact in interactive language functions is a key importance and in

which it is not what you say that counts but how you say it what you convey
with body language, gestures, eye contact, physical distance and other
nonverbal messages.
In their discussion on the nature of spoken language, Brown and Yule in
Nunan (1989, p.26) distinguish spoken language from written language.
They point out that for most of its history. The teaching of language has not
been concerned with spoken language teaching. This language comprises
short, often fragmentary utterances, in pronunciation range. On the
contrary, written language is characterized by well-formed sentences which
are integrated into highly structured paragraphs. Brown and Yule in Nunan
(1989) also differentiate between two basic language functions, i.e. the
transactional and the interactional functions. The former basically concerns
the transfer of information. According to Nunan (1989, p.32) successful oral
communication involves:
1. the ability to articulate phonological fe atures of the language
comprehensibly
2. mastery of stress, rhythm, intonation patterns
3. an acceptable degree of fluency
4. transactional and interpersonal skills
5. skills in taking short and long speaking turns
6. skills in the management of interaction
7. skills in negotiating meaning
8. conversational listening skills (successful conversations require good
listeners as well as good speakers)
9. skills in knowing about and negotiating purposes for conversations
10. using appropriate conversational formulae and fillers
Moreover, he states that the teacher can apply the bottom – up – top –
down approach to speaking. The bottom - up approach to speaking means
that the learners begin with the smallest units of language, i.e. individual
sounds, and move through the mastery of words and sent to discourse. The

top – down view, on the other hand, proposes that the learners start with
the larger chunks of language, which are embedded in meaningful contexts,
and use their knowledge of the contexts to comprehend and use the smaller
language elements correctly.
Brown (2001, p.271) adds in teaching oral communication, micro skills are
very important. One implication is the importance of focusing on both the
forms of language and the functions of the language. He also mentions that
the pieces of language should be given attention for more that make up to
the whole. Furthermore he mentions micro skills of oral communication:
1. Produce chunks of language of different lengths.
2. Orally produces differences among the English phonemes and
allophonic variants.
3. Produce English patterns, words in stressed and unstressed positions
rhythmic structure, and into national contours.
4. Produce reduced forms if words and phrases.
5. Use an adequate number of lexical units (words) in order to accomplish
pragmatic purpose.
6. Produce fluent speech at different rates of delivery.
7. Monitor your own oral production and use various strategic devices -
pauses, fillers, self -corrections, backtracking - to enhance the clarity of
the message.
8. Use grammatical word classes (nouns, verbs, etc), system (e.g. tense,
agreement, and pluralization), word order, patterns, rules, and elliptical
forms.
9. Produce speech in natural constituent in appropriate phrases, pause
groups, breath groups, and sentences.
10. Express a particular meaning in different grammatical forms.
11. Use cohesive devices in spoken discourse.
12. Accomplish appropriately communicative functions according to the
situation, participants and goals.

13. Use appropriate registers, implicative, pragmatic conventions, and other
sociolinguistics features in face to face conversations.
14. Convey links and connections between events and communicate such
relations as main idea, supporting idea, new information, given
information, generalization, and exemplification.
15. Use facial features, kinetics, body languages, and other non-verbal
cues among with verbal language to convey meanings.
16. Develop and use a battery of speaking strategies such as emphasizing
key words, rephrasing, providing a context for interpreting the meaning
of words, appealing for help, and accurately assessing how well
interlocutor is understanding you.
From some definitions above it can be concluded that speaking skill is

always related to communication. Speaking skill itself can be stated as the
skill to use the language accurately to express meanings in order to transfer
or to get knowledge and information from other people in the whole life
situation
How to Teach Speaking

There are several techniques for teaching effective English speaking.
1. Discussion
Discussion can be applied when students finish the problem. Invite
them to discuss the English they have done so that they will get used to
finding a solution and a conclusion.
2. Role Play (Role Play)

Another way to improve your speaking skills is by playing Role Play.
With this game the students will pretend to be societies that face a
social context. The teacher will give the students information about the
role played and the students will be faced with a problem. So students
will make a conversation in the case to be experienced.

3. Story telling
This activity will get students to tell a story they have heard before. It
can also make a story of your own to be told to classmates later. Story
Telling requires a high level of creativity.
4. Story Completion
All students are required to form a circle, the teacher will tell a fairy tale
with a clipped sentence. The task of the students is to complete the
sentence with their ideas, to add a character, role, and description. This
technique is very fun.
The techniques can be applied in basic English teaching and are very
enjoyable. To practice speaking English should be done as early as
possible. Starting from a simple exercise like this will form a character to
communicate good English.
E. Worksheets
In small group, look again at the way how to teach speaking and listening.
Make sure they understand each item by offering an example. Groups will,
then look at the performance, share examples of each, and discuss their
appropriateness in the classroom.
Visit this following page and make a summary.
http://www.cambridge.org/elt/blog/2016/01/05/teaching-listening-speaking-
theory-practice/
G. References
Bailey, K. 2005. Practical English Language teaching: Speaking. New York:
Mc Graw Hill

Ur, P. 1984. Teaching Listening Comprehension. Cambridge. UK:
Cambridge University Press.

UNIT 8

(Teaching Reading and Writing)
. . . . . .
Teachers should learn how to provide effective vocabulary instruction in
their subject areas; they also should learn how to provide instruction in
reading comprehension strategies that can help students make sense of
content-area texts; all teachers should learn how to design reading and
writing assignments that are likely to motivate students who lack
engagement in school activities; and all teachers should learn how to teach
students to read and write in the ways that are distinct to their own content
areas.
The students are able to comprehend the concept of teaching reading and
writing and implement it in the English language classroom.

1. Reading
Reading is one of the skills that should be mastered by the student. The
skills need more attentions from students, because in reading the
students must have good interaction with the text in order to get the
meaning. The reading skill becomes very important in educational field.
Therefore, the students need to be exercised and trained in order to
have a good reading skill. Furthermore, by reading, the students can
increase their knowledge and know many things. Reading is an
important activity in life with which one can update his/her knowledge
not only that but also reading skill is an important tool for academic
success.
How do we read?
Some assumptions about the nature of reading:
a. We need to perceive and decode letters in order to read words.
b. We need to understand all the words in order to understand the
meaning of a text.
c. The more symbols (letters or words) there are in a text, the long will
take to read it.
d. We gather meaning from what we read.
e. Our understanding of a text comes from understanding the words of
which it is composed.
Beginning Reading
Thinking about teaching the beginning of reading
Types of reading activities

A conventional type of reading activity or test consists of a text followed
by comprehension question.

Before reading on, try answering the following questions (assuming that
you did not cheat and read the source passage first)
Improving reading skills

Look at the list idea on inefficient reading, cross out change out or
change any do not agree with, and add my further items you wish.
Strategies to Teach Reading

a. Monitoring Comprehension
Students who are good at monitoring their comprehension knows
when they understand what they read and when they don‘t. They
have strategies to fix problem arise. Reset shows that instruction,
even in the early grades, can help students become better at
monitoring their comprehension.
Comprehension monitoring instruction teaches students to :
1) Be aware of what they do understand.
2) Identify what they do not understand.
3) Use appropriate strategies to resolve problems in
comprehension.
b. Metacognition
Metacognition can be defined as ―thinking about thinking.‖ Good
readers use metacognitive strategies to think about and have
control over their reading. Before reading, the might clarify their
purpose for reading and preview the text. During reading, they
might monitor their understanding, adjusting their reading speed to
fit the difficulty of the text and fixing any comprehension problems
they have. After reading, they check their understanding of what
they read.
Students may use several comprehension monitoring strategies:
Identify where the difficulty occurs

―I don‘t understand the second paragraph on page 76.‖
Identify what the difficulty is
―I don‘t get what the author means she says, ‗Arriving in America
was a milestone in my grandmother‘s life.‖
Restate the difficult sentence or passage in their own words
―Oh, so the author means that coming to America was a very
important event in her grandmother‘s life.‖
Look back through the text
―The author talked about Mr. McBride in Chapter 2, but I don‘t
remember much about him. Maybe if I reread that chapter, I can
figure out why he‘s acting this way now.‖
Look forward in the text for information that might help them to
resolve the difficulty
―The text says,‘The groundwater may form a stream or pond or
create a wetland. People can also bring groundwater to the
surface.‘ Hmm, I don‘t understand how people can do that... Oh,
the text section is called ‗Wells‘. I‘ll read this section to see if it tells
how they do it.‖
c. Graphic and semantic organizers

Graphic organizers illustrate concepts and relationships between
concepts in a text or using diagrams. Graphic organizers are known
by different names, such as maps, webs, graphs, charts, frames, or
clusters.
Regardless of the label, graphic organizers can help readers focus
on concepts and how they are related to other concepts. Graphic
organizers help students read and understand textbooks and
picture books.
Graphic organizers can:
1) Help students focus on text structure ―differences between
fiction and nonfiction‖ as they read

2) Provide students with tools they can use to examine and show
relationships in a text
3) Help students write well-organized summaries of a text
d. Answering Questions
Questions can be effective because they:
1) Give students a purpose for reading
2) Focus students‘ attention on what they are to learn
3) Help students to think actively as they read
4) Encourage students to monitor their comprehension
5) Help students to review content and relate what they have
learned to what they already know
The Questions-Answer Relationship Strategy (QAR) encourages
students to learn how to answer questions better. Students are
asked to indicate whether the information they used to answer
questions about the text was textually explicit information
(Information that was directly stated in the text), textually implicit
information (information that was implied in the text), or information
entirely from the student‘s own background knowledge.
2. Writing
Teaching procedures
Classifying writing activities
WRITING AS AN WRITING AS WRITING AS

END IN ITSELF MEANS AND END A MEANS
Writing for content and/or form

The purpose of writing, in principle, is the expression of ideas, the
conveying of a message to the reader; so the ideas themselves should

arguably be seen as the most important aspect of the writing. On the
other hand, the writer needs also to pay some attention to formal
aspects: neat handwriting, correct spelling and punctuation, as well as
acceptable grammar and careful selection of vocabulary.
Writing activities in textbooks

Look at a textbook you know, or a book that explicitly sets out to teach
writing, and identify two or three activities that do, in your opinion,
really teach writing as an ‗end‘ not just as a ‗means‘. Do these
activities maintain a balance between content (i.e. the substance of
what is being said) and form (i.e. the way the words, sentences and
paragraphs are formed) that seems to you appropriate for your own
teaching situation? If there is a bias, which way does it tend?
Tasks that stimulate writing

Evaluating writing activities
Some writing activities of types commonly found in course books. How
would you evaluate them for use in a particular class? The class can be
one you are teaching or have taught; or one you remember participating
in as a student; or even a hypothetical one, which you can imagine
teaching. If you answered the question above, then you have a list of
appropriate criteria ready; otherwise you might find it useful to refer to
those provided in.
The writing process

Stage 1: Writing
Choose one of the two problems, and compose a written answer in the
form of a short text of about 200–300 words. As you compose your
answer, try to be aware of how you are thinking and what you are
doing.
Stage 2: Reflection

Compare your results with those of other participants. What were the
similarities and differences in your writing process?
Stage 3: Conclusion
Try to draw some practical teaching conclusions from the results of your
introspection and discussion.
Types of Classroom Writing Performance

While various genres of written texts abound, classroom writing
performance is, by comparison, limited. Consider the following five major
categories of classroom writing performance:
Imitative or writing down
At the beginning level of laming to write, students will simply ‗write down‘
English letters, words, and possibly sentences in order to learn the
conventions of the orthographic code. Some forms of dictation fall into
this category, although dictations can serve to teach and test higher
order processing as well. Dictations typically involve the following steps:
a. Teacher reads a short paragraph once or twice at normal speed.
b. Teacher reads the paragraph in than phrase units of three or four
words each and each unit is followed by a pause.
c. During the pause, students write exactly what they hear.
d. Teacher then reads the whole paragraph once more at normal speed
so students an check their writing,
e. Scoring of students‘ written work can utilize a number of rubrics for
assigning points. Usually spelling and punctuation errors are not
considered as severe as grammatical errors.
Intensive or controlled
Writing is sometimes used as a production mode for learning, reinforcing,
or testing grammatical concepts. This Intensive writing typically appears
in controlled, written grammar exercises this type of writing does not
allow much, if any, creativity on the part of the writer. A common form of
controlled writing is to present a paragraph to students in which they

have to alter a given structure throughout. So, for example, they may be
asked to change all present tense verbs to past tense; in such a case,
students may need to alter other time references in the paragraph.
Guided writing loosens the teacher‘s control but still offers a series of
stimulus. For example, the teacher might get students to tell a story just
viewed on a videotape by asking them a series of questions: Where does
the story take place? Describe the principal character. What does he say
to the woman In the car? Yet another form of controlled writing is a dicto-
comp. Here, a paragraph Is read at normal speed, usually two or three
times; then the teacher asks students to rewrite the paragraph to the best
of their recollection of the trading. In one of several variations of the
dicto-comp technique, the teacher, after reading the passage, puts key
words from the paragraph, in sequence, on the chalkboard as cues for
the students
Self-writing
A significant proportion of classroom writing may be devoted to self-
writing, or writing with only the self in mind as an audience. The most
salient Instance of this category in classroom is note taking, where
students take notes during a lecture for the purpose of later recall. Other
note-taking may be done in the margins of books and on odd scraps of
paper
Diary or journal writing also falls into this category. However, in many
circumstances a dialogue Journal, in which a student records thoughts,
feelings, and reactions and which an instructor reads and responds to,
while ostensibly written for oneself, has two audiences.
Display writing
It was noted earlier that writing within the school curricular context is a
way of life. For all language students, short answer exercises, essay
examinations, and even research reports will involve an element of
display. For academically bound ESL students, one of the academic

skills that they need to master is a whole array of display writing
techniques.
Heal writing
While virtually every classroom writing task will have an element of
display writing in it, some classroom writing aims at the genuine
communication of messages to an audience in need of those messages.
The two categories circa! and display writing are actually two ends of a
continuum, and in between the two extremes Bets sortie combination of
display and real writing. Three subcategories illustrate how reality can be
injected
a. Academic. The Language Experience Approach gins groups of
students opportunities to convey genuine information to each other.
Content-based instruction encourages the exchange of useful
information, and some of this learning uses the written word. Group
problem-solving tasks, especially those that relate to current issues
and other personally relevant topics, may have a writing component
in which information is genuinely sought and conveyed. Peer editing
work adds to what would otherwise be NI audience of one (the
instructor) and provides real writing opportunity. In certain ESP and
EAP courses, students may exchange new information with each
other and with the instructor.
b. Vocational/technical. Quite a variety of real writing can take place in
classes of students studying English for advancement in their
occupation. Real letters can be written; genuine directions for some
operation or assembly might be given; and actual Corns can be filled
out. These possibilities arc even greater in what has come to be
called ―English in the Workplace: where ESL is offered within
companies and corporations.
c. Personal. In virtually any ESL class, diaries, letters, post cards, notes,
personal messages, and other informal writing can take place.
Especially within the context of an interactive classroom. While

certain tasks may be somewhat contrived, nevertheless the genuine
exchange of information can happen.
E. Worksheets
Work in pairs and design your classroom teaching of reading and writing.
Visit this following page and make a summary.
http://www.adlit.org/adlit_101/improving_literacy_instruction_in_your_school
/teaching_reading_and_writing_content_areas/
G. References
Brown, D. 2001. Teaching by Principles. An Interactive Approach to

Language Pedagogy. New York: Longman
Ur, P. 1999. A Course in Language Teaching and Theory (Trainee Book).
New York: Cambridge University Press

UNIT 9
Course Content
(The Syllabus and Materials, Topics,
Content)
. . . . . .
As teachers who designing course content, we need to think the syllabus,
topics and content that will be given to students along the teaching and
learning process. Moreover, teachers need to decide on the content and
how to organize it. As is often the case, we have far more to say about a
topic than we can possibly cover in a term. One rule of thumb is to have
students spending from 8-10 hours per week on your course, including in-
class time.
The students are able to comprehend the concept of designing syllabus.

Law number 20 year 2003 on national education system chapter IV article
10 states that the government and local government have the right to direct,
guide and supervise the implementation of education in accordance with
applicable laws and regulations. Furthermore, article 11 paragraph (1) also
states that the government and the regional government shall provide
services and facilities, as well as ensure the implementation of quality
education for every citizen without discrimination. With the enactment of law
number 32 years 2004 regarding regional government, the authority of local
government in the implementation of education in the regions is getting
bigger. The birth of the two laws marks a new system in the delivery of
education from a system that tends to be more centralistic decentralized.
The curriculum as one of the substance of education needs to be
decentralized, especially in the development of syllabus, materials, and
topic content as well as their implementation, which is tailored to the
demands of student‘s needs, school conditions. Thus, schools or regions
have sufficient authority to design and define teaching materials, learning
activities, assessment of learning outcomes, learning materials, and topics
to be discussed.
1. The Syllabus
What is a syllabus?
A syllabus is your guide to a course and what will be expected of you in
the course. Generally it will include course policies, rules and regulations,
required texts, and a schedule of assignments. A syllabus can tell you
nearly everything you need to know about how a course will be run and
what will be expected of you. Syllabus also called plan of instruction.

How the development of syllabus?
Can be done by teachers independently or in groups in a madrasah or
some madrasah, the teacher subject group (MGMP) or the teacher
activity center (PKG), and the district/city:
a. Compiled by the teacher if teacher is able to recognize the
characteristics of students, school conditions and environment.
b. When subject teachers because something has not been able to
implement the development of the syllabus independently, then the
school can try to form a group of subject teachers to develop a
syllabus that will be used by the madrasah.
c. In madrasah Indonesia all class teachers, from grade 1 to class 6,
develop syllabus together. In madrasah for science subjects are
prepared jointly by the related teachers.
d. Schools that have not been able to develop the syllabus
independently should join other through the MGMP/PKG forum to
jointly develop syllabus that will be used by school within the local
MGMP/PKG scope.
e. Official education and or the local department of religious affairs can
facilitate the preparation of the syllabus by forming a team of
experienced teacher in their respective fields.
Types of Language Syllabus

There has been much confusion as to what types of syllabus are possible
in language teaching and to how different they are in the level of
implementation. Knowing the syllabus types will help us to decide and
choose the one(s) that is appropriate with our teaching goals and our
situations and conditions. The following are some types of language
teaching syllabus that will be distinctively discussed (Lingualinks Library,
1999).

A grammar or structural syllabus. The content of the language teaching is
a collection of the forms and structures of the language being taught.
Steps:
a. We decide on a set of forms and structures that the students have to
learn and arrange them in increasing complexity, meaning from
simple to complex forms and discourses.
b. We decide a set of vocabulary to be learned together with forms and
structures.
c. We sequence the vocabulary, considering that concrete nouns and
more common forms should be taught.
d. We fit the vocabulary, forms and the structures together into a set of
learning tasks.
a. Below are language materials that have been developed based on
grammar syllabus (taken from SIDE BY SIDE: English through
Guided Conversation by Molinsky and Bliss, 1983).
Book 2A
a. Simple Present Tense
Present Continuous Tense
Pronouns
Subject and Object
Possessive Adjectives
b. Simple Past Tense (Regular and Irregular verbs)
Past Continuous Tense
c. Future: Going To
Future: Will
Future Continuous Tense
Possessive Pronouns
d. Present Perfect Tense
e. Present Perfect Tense vs. Present Tense
Present Perfect Tense vs. Past Tense

For, Since
The benefit of a grammar syllabus is that students move from simpler to
more complex structures and they may learn the structures more easily.
Even though the materials seem to consider grammar-based
arrangement, activities in the book enforce students to learn English
through guided conversations. The disadvantage of this syllabus is that
students are often preoccupied with grammar when they are learning
communicative activities, which may block natural communicative
process. This syllabus may be more useful in a context in which the
students do not have immediately communication needs.
A notional or functional syllabus. The content of the language teaching is

a collection of the functions or the notions that are performed when the
language is used.
Steps:
a. We make a list of communication functions of the language that
students expect to master.
b. We make a list of the semantic notions (meanings) based on the
culture the speakers of the language.
c. We group the functions and the notions together into learning tasks.
a. The example below is a language syllabus that has been developed
based on notional syllabus (taken from Impact: English for Social
Interaction by Watcyn-Jones, 1980).
Unit 1: Socializing
a. How to approach the person you are meeting
b. How to reply
c. How to introduce yourself
d. How to respond and reply to an introduction
Etc.

Unit 2: Asking and Answering Questions
a. How to ask and answer direct questions where a short Yes or No
answer is expected
b. How to ask and answer direct questions where a longer answer than
Yes or No is expected
c. How to ask a direct question when you already think you know what
the answer will be
Etc.
Unit 3 Finding the Way

a. How to ask someone the way
Etc.
The benefit of a notional/functional syllabus is that students learn how to

use the target language to express their own ideas, notions and
purposes. The disadvantage of this syllabus is that different kinds of
structures are often used to express the same functions so that it is
difficult to arrange the structure of the target language from simpler to
more complex forms. This syllabus may trigger language learners to use
the target language to express their own emotions, ideas or purposes.
A situational (topical) syllabus. The content of the language teaching is a

collection of imaginary situations where the language is used.
Steps:
a. We make a list of communications situations that students may face.
b. We make a list of topics, grammatical forms and vocabulary and
sequence them.
c. We group the topics, forms and structures and fit them with
communication situations.
The teaching units below are language materials that have been
developed based on situational syllabus.

Unit 1 At Post Office
Unit 2 At School
Unit 3 At the Airport
Unit 4 At Restaurant
Unit 5 Shopping
Unit 6 At Party
The benefit of a situational syllabus is that students learn how to use the
target language in an authentic communication. The advantage of this
syllabus is that when un-expectable situations happen in communication
language learners are not accustomed to communicate in the language
spontaneously. This syllabus is good for language learners who are
preparing to go to a country where the language is being learned. This
situational teaching has the goal of teaching specific language content
that occurs in situation.
A skill-based syllabus. The content of the language teaching is a

collection of specific skills in using the target language. Examples of skills
in using the target language may include reading for the main idea,
writing good paragraphs, and listening for the main idea.
Steps:
a. We make a list of language skills that students need to acquire.
sequences them.
c. We group the topics, forms and structures and fit them with the
language skills.
The language materials below have been developed based on skill-

based syllabus (taken from Writing Academic English by Oshima and
Hogue, 1983).

Part I: WRITING A PARAGRAPH
1 What is a paragraph?
Paragraph Structure
The three parts of a paragraph
Two additional elements
Assignment format
How to write a title
The Topic Sentence
Position of topic sentences
The two parts of a topic sentence
Writing topic sentences: two reminders
The concluding Sentence
Review: What is a Paragraph?
2 Unity and Simple Outlining

Simple Paragraph Outlining
Simple outlines
The 'equivalent value" rule
The "parallel from" rule
Review: Unity and Simple Outlining
3 Etc.
The benefit of a skill-based syllabus is that students can specify their

learning to reach their communicative competence, such as using
telephone, booking a hotel, and others. The disadvantage of this
syllabus is that it is harder to sequence the materials. This syllabus is
good for those who want to learn specific language skills, such as the
writing skill as the example above.
A task-based syllabus. The content of the language teaching includes a

series of purposeful tasks that language learners need to perform; tasks

are defined as activities that are needed when using the target
language. Examples of a task-based syllabus may include applying for
a job, ordering food via the telephone and getting housing information
over the telephone. This syllabus is similar to a situational syllabus but it
focuses on more general linguistic competence that is less culturally
loaded.
Steps:
a. We make a list of abilities or tasks that students need to acquire.
sequences them.
c. We group the topics, forms and structures and fit them with the
tasks.
The following is a list of task-types used in a five-year project that

consisted of teaching a small number classes in primary and secondary
schools in southern India (Prabhu, 1987, p.138).
Diagrams and formations

a. Naming parts of a diagram with numbers and letters of the
alphabet, as instructed.
b. Placing numbers and letters of the alphabet in relation to one
another, as instructed, to arrive at particular formations.
c. Placing numbers and letters of the alphabet in given crossword
formats; constructing/completing such formats, as instructed.
Drawing
a. Drawing geometrical figures/formations from sets of verbal
instructions.
b. Formulating verbal instructions for drawing/completing such figures.
c. Comparing given figures to identify similarities and differences.

Clock-faces
a. Telling the time from a clock-face; positioning the hands of a clock
to show a given time.
b. Calculating durations from the movement of a clock's hands;
working out intervals between given time.
c. Stating the time on a twelve hour clock and a twenty-four hour
clock; relating times to phases of the day and night.
d. Etc.
The benefit of a task-based syllabus is that students learn to carry out

activities using the target language. Language teaching through task-
based syllabus occurs only as the need arises during the performance
of a given task. The disadvantage is that students often learn to perform
tasks and language learning is less emphasized.
A content-based syllabus. A content-based syllabus in language

teaching is actually not a language syllabus. The primary purpose of
instruction is to teach subject matter of the content course or
information using the target language. The subject is primary and
language learning occurs automatically while language learners are
studying the subject. An example of a content-based syllabus is a
science class that is taught in the target language.
Steps:
a. We make a list of topics from the content (subject).
sequences them.
c. We group the forms and structures and fit them with the topics.
The following is a list of topics that have been developed based on a

content-based syllabus and is designed to improve the job-specific

English of non-native speakers who are working or being trained in the
telecommunications industry (Comfort, et al, 1994).
Unit 1 Networks
Unit 2 Transmission
Unit 3 Switching
Unit 4 Computer communications
Unit 5 Radio communications
The benefit of a content-based syllabus is that students feel satisfied

with the purpose of learning the target language, namely acquiring
information. The feeling of satisfaction will promote their learning. The
disadvantage of this syllabus is that the content of instruction is not
organized around the language teaching so that there is almost no
teaching of the target language even though the students will
automatically learn the language. This syllabus is often used in the
immersion program, which has been addressed earlier.
Some syllabus types may be overlapped with the others. To some

extent a content- based syllabus is similar to a skill-based syllabus, in a
content-based syllabus students are often involved in activities that link
the skills. Students might read and take notes, listen and write a
summary, or respond orally to things they have read or written
(Richards and Rodgers, 2001: 208). Richards and Rodgers suggest that
the teacher or course developer has the responsibility to identify
relevant grammar and other linguistic focuses to complement the theme
of activities in a content-based syllabus. This implies that the teaching
materials are arranged a combination of skill-based and grammar
syllabus and such a teaching program may also be called an immersion
program.

The types of syllabus mentioned above are not the only types of
syllabus that are commonly known in the context of communicative
teaching. There are some other types that are not very popular, such as
interactional syllabus and learner-centered syllabus (Richards and
Rodgers, 2001: 164). In having which type of syllabus would work
optimally in providing students with learning activities to gain
communicative competence, we must take into consideration all factors
that might affect the practicality and teachability of a particular syllabus.
By experiencing each type of syllabus, we may finally choose one or
two types of syllabus that are appropriate in our teaching settings, or
combine the types of syllabus according to local conditions and needs.
Even though we define the types of syllabus in isolated contexts, we

often combine them in actual teaching settings. No single syllabus may
be appropriate for all teaching settings. We may combine them in more
or less integrated ways, with one type as the basis with which the
others are related. The guidelines to syllabus choice and design below
may be worth considering (Reilly, 1988).
a. We determine what outcomes are desired for the students in the
instructional program or define what the students should be able to
do as a result of instruction.
b. We rank the syllabus types presented above as to their likelihood of
leading to the outcomes desired.
c. We evaluate available resources in materials and in training for
teachers.
d. We rank the types of syllabus relative to available resources and
consider what syllabus types would be the easiest to implement
given the available resources.
e. We compare the lists of the syllabus types, make as few
adjustments and produce a new ranking based on the resources
constraints.

f. We repeat the process, taking into account the constraints
contributed by the teacher, student and other factors.
g. We determine a final ranking, taking into account all the information
from the earlier steps.
h. We designate one or two types as dominant and one as one as
secondary.
i. We translate the decisions into actual teaching units.
Recently, many course designers agree with the combination of

syllabus types without explicitly stating that they have combined
syllabus types. Frodesen and Eyring (2000) seem to support the
combination. In their book, The Grammar Dimensions, Platinum Edition,
they introduce a technique for teachers to teach English and for
students to use English grammar in communication accurately,
meaningfully, and appropriately. This implies that we do not necessarily
rely on a single type of syllabus. The grammar syllabus (accurately),
which is often believed to be far from communicative competence, can
be combined with notional syllabus (meaningfully) and situational
syllabus, which deals with cultural settings (appropriately).
The following example illustrates the combination of syllabus types

(taken from The Grammar Dimensions, Platinum Edition, Book 4, Unit
1).
One of the goals of the unit:

To use verb tenses correctly to describe events and situations.
Looking at the goal above, it implies that the syllabus has been
arranged in a grammar syllabus (verb tenses) but the grammatical unit
is presented to express a notion (to describe events) in certain cultural
settings (situations). The syllabus seems to have been meant for

students to learn communicative competence of the language through
grammar mastery without focusing on the grammar knowledge itself.
The grammar is not considered as an end but the grammar is learned in
contexts in order for students to be able to use the language in real
communication. The book seems to have been developed in an
integrated way, with grammar syllabus as the basis with which notional
syllabus and situational syllabus are related.
The book The Grammar Dimensions is not only integrative in that the
materials are arranged in a combination of several types of syllabus but
the activities in the book also integrate the skills of the language. The
following instructions are taken from a unit of the book, showing that the
four skills are covered in one unit. The four language skills are taught in
an integrative way.
Compare your lists with those of two or three other class members.
Discuss which groups on your childhood lists have changed and which
have remained important groups to you at the present time (p.1).
As an out-of-class assignment, write three paragraphs. For the first

paragraph, describe a childhood in-group that was especially important
to you. For the second paragraph, write about … (p.1).
Exchange the paragraphs you wrote for the opening tasks with a
classmate. After reading the paragraphs, write one or two questions
that you have about your classmate's in-groups and ask him or her to
respond to them (p.4).
The three instructions, which have been taken arbitrarily from one unit,
have different learning targets. The first instruction expects students to
practice speaking and listening. The second instruction emphasizes

writing skill and the third provides students with opportunities to practice
reading. The activities that students are expected to do are integrative
in the sense that they practice communicative competence of the four
skills of the target language.
The skills of speaking, listening, reading and writing should reinforce

one another. Consequently, a language teacher has to consider these
four skills in dealing with students' learning activities. He/she may not
leave one skill behind the others. He/she may start from one skill and
continue with the other skills. What skill should go first depends on the
purpose of your teaching and the levels of the students. Different writers
may propose ideas of which skills should go first. In Silent Way method
of Cattegno, reading should be worked on from the beginning but
follows from what language learners already know (Larsen-Freeman,
1986: 59). After language learners can produce sounds in the target
language and connect the sounds with the truth, they begin to read
symbols in the target language. This process can begin after the first
class and language teacher does not have to delay it.
The Course Syllabus Has Multiple Functions:

1. The syllabus is a course-planning tool. It helps the instructor prepare
and organize the course. Taking the time to construct a detailed
syllabus will help you define the course goals; plan the course structure
and assignments, exams, review sessions, and other activities; and
determine how much time you should devote to particular topics.
2. The syllabus is a prospectus that answers a question on the minds of
many students on the first day of class: ―Why should I take this course?‖
The syllabus communicates to students a clear idea of the course
content, your approach to teaching it, and what they can expect to do
and to learn in completing the course requirements. The syllabus
should also stimulate interest in the course topic by indicating why the

topic is important or intriguing. Keep in mind that colleagues,
administrators, and others interested in the course will read your
syllabus. Thus, the syllabus provides an opportunity for you to
communicate with a larger audience about the course and its
significance to broad educational goals.
3. The syllabus is a reference guide. It provides students with a
compendium of information that they will consult throughout the course,
including logistical information such as course name and number,
prerequisites, and instructor‘s name and contact information, as well as
due dates, exam times, and course requirements and policies.
4. The syllabus is akin to a contract, in that it sets out course requirements
and policies regarding grading, academic integrity, student conduct,
attendance, late work, and other issues. Students are responsible for
reading and understanding the syllabus, the terms of which they
implicitly agree to abide by when they take the course; encourage
students to ask questions to ensure that they understand the course
policies and requirements. You should include a caveat, however,
indicating that you may make changes and adjustments to the
document throughout the course, as needed.
When preparing the syllabus, pay attention to organization, layout, and
typography to ensure that the document is easy to read.
Date the syllabus before you distribute it to students.
Consider putting your syllabus online as well as on paper. As part of a
course Web site, the syllabus will be easy for you to modify throughout the
semester and will be accessible for students who misplace their first copy. If
you modify the syllabus during the semester, inform students that a change
has been made, highlight the change in a visible way (for example, with a
font of a different color), and add an updated date in the ―footer‖ of the
document.
On the first day of class, have plenty of copies available especially if the
course is likely to be popular and students are ―comparison shopping" and

go over the syllabus carefully to reduce the risk of future surprises.
Depending on the size of the class, consider requiring each student to
submit a question about the syllabus during class or on an online discussion
board. Finally, record student questions so that the next syllabus can be
even clearer and more complete.
What Information Should Appear on The Syllabus?

Note that you can choose to put some information on a course Web site or
on Blackboard rather than including it on the written document. It is always
a good idea, however, to put the ―essential information‖ listed below on the
printed syllabus, even if it also appears online.
1. Essential Information
Course title, number, time, days, and location for course Web site, if
applicable
Name and contact information of instruction and, if applicable.
In addition, indicate how students should contact you, whether by e-mail
or by phone, for example; include the appropriate contact information. If
the course has be sure to include their contact information, as well.
Include times, days, and locations of office hours, as well as study
groups and help sessions.
2. Prerequisites
Course prerequisites communicate your assumptions about your
students and help the students determine whether they have completed
the necessary academic preparation for the course.
3. Topics outline
The outline may be detailed or not, depending on your expectations for
students preparation and learning. For example, if you want students to
come to class ready to discuss particular chapters or articles, your
outline will be detailed, listing the specific reading assignment for each
day of class, in this case, the topic outline will be equivalent to the

course schedule (see below). If you are using a lecture format, on the
other hand, you may prefer to list the number of days you expect to
spend on each topic and the portion of the required texts that are related
to the lectures during those days.
4. Texts, materials, and supplies
Information about each text should include the title, author, edition,
publisher, and where the text can be purchased, borrowed or accessed
(if placing material on Are, the library reserve system, or on
Blackboard). If students will need additional materials such as a
calculator, safety equipment, or art supplies, provide a detailed list and
indicate where the materials can be acquired. For each text or other
material, specify whether it is ―required‖ or ―optional, but recommended.‖
5. Assignments and exams
Briefly describe the nature and format of assignments; add a note
indicating that detailed assignments will be distributed and posted on
the course Web page, if applicable, at a later date. Include due dates for
major assignments such as papers, presentations, and projects, as well
as any initial drafts or other preliminary work. Indicate the nature, date,
and length of any exam.
6. Additional course requirements
Include dates and descriptions of required events such as field trips,
seminars, additional sessions, or study groups.
7. Grading scale and policies
Explain the grading scale, indicating the weight of each component,
such as homework, papers, quizzes, exams, reports, and participation,
within the course grade. Indicate whether the grade is determined on a
―curve‖ or an absolute scale. Note whether any graded assignment can
be dropped and how that dropped grade will affect the final grade.
Indicate policy on re-grades, if applicable. Direct students to applicable
grading rubrics, which you can provide both on paper and on the course
Web site.

8. Additional course policies
Explain in detail policies concerning attendance; class participation; late
work, missed exams, academic integrity, requests for extensions and for
rescheduling of exams, and expectations for student conduct in the
classroom, laboratory, or studio. Keep in mind that incidents of
academic integrity are on the rise, and instructors need to take a
proactive approach in preventing and responding to these incidents.
Express your willingness to help students understand the Academic
Integrity Policy and how they can avoid plagiarism and its serious
consequences by learning to cite sources correctly and leaving plenty of
time to complete assignments.
9. Recommended Information
Caveat
Indicate that you reserve the right to make adjustments or changes
throughout the semester. Remind students that they are responsible to
learn about these changes if they miss any class time.
Course goals
The course goals describe what each student should know or be able
to do by the end of the course. Including these goals in the syllabus can
help you articulate the rationale behind assignments, exams, and the
organization of the course. (See Designing a Course.)
Subsection information
If the course contains subsections, list their respective start dates, and
the time and place that they will be held. Explain their purposes and
indicate whether any quizzes or homework will be due during these
sections.
Helpful Additions
Course description

The description should be consistent with that which appears in the
course listings; it may be even more detailed, providing a clear idea of
the specific course topic and its significance.
Course schedule
Include on the course schedule the dates that you will be covering
specific topics, the due dates for major assignments; and the date of
the final exam. The more detailed the course schedule, the more useful
it will be for the students. When preparing the schedule, consult the
relevant academic calendars and keep in mind religious holidays and
significant campus events (for example, Homecoming and Thurtene
Carnival).
Student resources
List information about relevant resources that might be helpful to
students in your course, such as those found at The Writing Center.
Cornerstone (academic mentoring, tutoring, and disability resources),
and the University Libraries. Include information about any available
lecture notes or videotapes of lectures.
Supplementary material
Include a note about any relevant supplementary materials such as
study hints, safety guidelines, information about exam preparation, and
online resources, the note might, for example, direct students to find
these materials on the course Website.
The Material
What is a material?
Having a logical connection with a subject matter or the consequential
events or facts, or the knowledge of which would significantly affect a
decision or course ofd action. See also materially

The matter from which something can be made material include but is not
limited to raw and processed material, component, parts, assemblies, sub-
assemblies,fuels, lubricants, coolants, cleaning agents, and small tools and
accessories that may be consumed directly or indirectly, Compare with
material.
What Are Some Types of Material

The types of material can be classified as follows:
1. Facts, are all things that manifest reality and truth, including the name of
the name objects, historical events, symbols, place names, names of
parts or components of an object, and etc.
2. Concepts, are all tangible new insights that can arise as a result of
thought, including definition, understanding, special features, essence,
core/content and so forth.
3. Principles, are the main, principal, and most important positions,
including postulates, formulas, adagium, postulates, paradigms,
theorems, and interconnected relationships that illustrate causal
implications.
4. Procedures, are a systematic or sequential step in doing an activity and
chronology of a system.
5. Attitude or Values, are the result of learning aspects of attitude, such as
the value of honesty, compassion, helping, passion, interest in learning,
and work.
Topic Content
The contant of all topics, regardless of topic type, is built on the same
common structures.
The some various kinds topic content as follows:
1. Topic body
The topic contains all content except for that contained in the title or the
short description/abstract. The topic body may be specialized to impose

constraints appropriate for the specific topic type even when titles and
prolog are generic, or the topic body may be generic where the topic title
and prolog are specialized.
2. Sections and Examples
The body of topic may contain divisions, such as sections and examples.
They may contain block-level elements like titles and paragraphs and
phrase-level elements like names or text. It is recommend that sections
hve titles, whether they are entered directly into the title element or
rendered used a fixed or default title. Either body divisions or untitled
sections or examples may be used to delimit arbitrary structures within a
topic body. However, body divisons may nest, but sections and examples
cannot contain sections.
3. Section
Section allows for the arbitrary grouping of content within a section for
the purpose of content reuse. The section does not include a title.
Content that requires a title should use section or example.
4. Body
Body allows for the arbitrary grouping of content within the body of a
topic for the purpose of content reuse. The body does not include a title.
Content that requires title should use section or example.
5. Block-level elements
6. Paragraph, lists, and tables are types of ―block‖ elements. As a class of
content, they can contain other blocks, phrases, or text through the rules
varies for each structure.
7. Phrases and keywords
Block-level elements can contain markup to label parts of a paragraph or
parts of a sentence as having special semantic meaning or presentation
characteristics. Phrases can usually contain other phrases and keywords
as well as text. Keywords can only contain text.

8. Images
Images can be inserted to display photos, illustrations, screen captures,
diagrams, and the like at the phrase level; they can display trademark
characters, icons, toolbar buttons, and the like.
9. Multimedia
With the object element, multimedia information may be added to display,
for example, diagrams that can be rotated and expanded. With the
element, media may be included within topic content, graphics, math
equations, and etc.
E. Worksheets
Direct groups to practice stating other syllabus for a course everyone is
familiar with, and to discuss the extent to which one could empirically
evaluate students‘ achievement of the objective. Groups can then share
their conclusion with the rest of the class.
Visit this site and make a summary
https://elearning.wsu.edu/onlinecourses/develop/examples.aspx
G. References
―Creating a Syllabus.‖ 2015. Instruction at FSU: A Guide to Teaching and
Learning Practices. Instructional Development Services. Florida State
University.
http://learningforlife.fsu.edu/ctl/explore/onlineresources/docs/chapter3.
pdf
―Designing a Syllabus.‖ 2015. Center for Learning and Teaching. Cornell
University http://www.cte.cornell.edu/documents/cte/syllabus.pdf

UNIT 10
Lesson Planning
. . . . . .
A lesson plan is the teachers‘ road map of what students need to learn and
how it will be done effectively during the class time. Before you plan your
lesson, you will first need to identify the learning objectives for the class
meeting. Then, you can design appropriate learning activities and develop
strategies to obtain feedback on student learning. A successful lesson plan
addresses and integrates these three key components: objectives for
student learning, teaching/learning activities, strategies to check student
understanding.
Specifying concrete objectives for student learning will help you determine
the kinds of teaching and learning activities you will use in class, while
those activities will define how you will check whether the learning
objectives have been accomplished.

The students are able to comprehend the concept of designing lesson plan.
Planning the most effective lessons takes time, diligence, and an
understanding of your students' goals and abilities. The goal, as with all
teaching, is to motivate the students to take in what you are teaching and to
retain as much as possible. Here are some ideas that will help you get the
most out of your class.
Lesson Plan
A lesson plan is a teacher's detailed description of the course of instruction
for a lesson. A daily lesson plan is developed by a teacher to guide class
learning. Details will depend on the preference of the teacher, subject being
covered, and the needs of the students. There may be requirements
mandated by the school system regarding the plan.[A lesson plan is the
teacher's guide for running a particular lesson, and it includes the goal
(what the students are supposed to learn), how the goal will be reached (the
method, procedure) and a way of measuring how well the goal was reached
(test, worksheet, homework etc.).
Lesson Planning was made by teacher to get 4 success skill of English
Language. There are writing, speaking, reading and listening.
Step 1:
Know your objective. At the beginning of every lesson, write your lesson
aim at the top. It should be incredibly simple. Something like, "Students will
be able to identify different animal body structures that enable eating,
breathing, moving, and thriving." Basically, it's what your students can do
after you're done with them! If you want to do a bit extra, add how they
might do this (through video, games, flashcards, etc.).
If you are working with very small students, you may have more basic aims
like ―Improving reading or writing skills.‖ It can be skill-based or conceptual.

Steps 2:
Write your overview. Use broad strokes to outline the big ideas for the
class. For example, if your class is about Shakespeare‘s Hamlet, your
overview might include covering where in the Shakespearean canon
―Hamlet‖ resides; how factual the history described might be; and how
themes of desire and subterfuge might relate to current events.
This depends on the length of your class. We'll cover about half a dozen
basic steps to any lesson, all of which should be included in your overview.
You're welcome to have more, however.
Steps 3:
Plan your timeline. If there's a lot to cover in a fixed amount of time, break
your plan into sections that you can speed up or slow down to
accommodate changes as they happen. We'll use a 1-hour class as an
example.
 1:00-1:10: Warm up. Bring class into focus and recap yesterday's
discussion on great tragedies; relate it to Hamlet.
 1:10-1:25: Present information. Discuss Shakespearean history briefly,
focusing on his creative period 2 years before and after Hamlet.
 1:25-1:40: Guided practice. Class discussion regarding major themes in
the play.
 1:40-1:55: Freer practice. Class writes single paragraph describing
current event in Shakespearean terms. Individually encourage bright
students to write 2 paragraphs, and coach slower students.
 1:55-2:00: Conclusion. Collect papers, assign homework, dismiss class.
Steps 4:
Get to know your students. Identify clearly who you are going to educate.
What is their learning style (visual, auditory, tactile or a combination)? What
might they already know, and where might they be deficient? Focus your
plan to fit the overall group of students you have in class, and then make

modifications as necessary to account for students with disabilities, those
who are struggling or unmotivated, and those who are gifted.
 Odds are you'll be working with a pile of extroverts and introverts. Some
students will benefit more from working alone while others will thrive in
pair work or in groups. Knowing this will help you format activities to
different interaction preferences.
 You'll also wind up having a few students that know just about as much
as you do on the topic (unfortunately!) and some that, while smart, look
at you like you're speaking Neptunian. If you know who these kids are,
you'll know how to pair them up and divide them (to conquer!).
Steps 5:
Use multiple student interaction patterns. Some students do well on
their own, others in pairs, and yet others in big groups. So long as you're
letting them interact and build off each other, you're doing your job. But
since each student is different, try to allow opportunities for all types of
interactions. Your students (and the cohesion of the class) will be better for
it!
Really, any activity can be manipulated to be done separately, in pairs, or in
groups. If you have ideas already mapped out, see if you can revamp them
at all to mix it up. It often just encompasses finding more pairs of scissors!
Steps 6:
Address a variety of learning styles. You're bound to have some students
that can't sit through a 25-minute video and others who can't be bothered to
read a two-page excerpt from a book. Neither is dumber than the other, so
do them a service by switching up your activities to utilize every student's
abilities.
 Every student learns differently. Some need to see the info, some need
to hear it, and others need to literally get their hands on it. If you've spent
a great while talking, stop and let them talk about it. If they've been

reading, come up with a hands-on activity to put their knowledge to use.
They'll get less bored, too!
Make a Lesson Plan Effectively

Those are the steps for making lesson plan more effectively:
1. Find a lesson plan format that you like. Try the Blank 8-Step Lesson
Plan Template below, for starters. You may also want to look at lesson
plan formats for language arts, reading lessons, and mini-lessons.
2. Save a blank copy on your computer as a template. You may want to
highlight the text, copy, and paste it onto a blank word processing app
page instead of saving a blank copy.
3. Fill in the blanks of your lesson plan template. If you are using the 8-
Step Template, use these step-by-step instructions as a guide for your
writing.
4. Label your learning objective as cognitive, affective, psychomotor, or
any combination of these.
5. Designate an approximate length of time for each step of the lesson.
6. List the materials and equipment needed for the lesson. Make notes
about those that need to be reserved, purchased, or created
7. Attach a copy of any handouts or worksheets. Then you will have
everything together for the lesson.
Seeing the Result of Lesson Plan

Those are the steps for getting the result of lesson plan that were made by
the teacher :
Whole-class—the teacher lectures to the class as a whole and has the
class collectively participate in classroom discussions.
Small groups—students work on assignments in groups of three or four.
Workshops—students perform various tasks simultaneously. Workshop
activities must be tailored to the lesson plan.
Independent work—students complete assignments individually.

Peer learning—students work together, face to face, so they can learn from
one another.
Contractual work—teacher and student establish an agreement that the
student must perform a certain amount of work by a deadline.
Criteria for Evaluating Lesson Effectiveness

1. The learners were active all the time.
2. The learners were attentive all the time.
3. The learners enjoyed the lesson, were motivated.
4. The class seemed to be learning the material well.
5. The lesson went according to plan.
6. The language was used communicatively throughout.
7. The learners were engaging with the foreign language throughout.
E. Worksheets
Direct groups to practice stating other syllabus for a course everyone is
familiar with, and to discuss the extent to which one could empirically
evaluate students‘ achievement of the objective. Groups can then share
their conclusion with the rest of the class
Visit and make a summary based on this following page:
http://www.tesol.org/docs/books/bk_morethannative_325
G. References
Beth. 2017. How To Write a Lesson Plan. https://www.thoughtco.com/how-
to-write-a-lesson-plan-2081858.
Jennelle Cox .What Is A Lesson Plan . https://www.thoughtco.com/what-is-
a-lesson-plan-2081359

UNIT 11
Classroom Interaction and

Giving Feedback
. . . . . .
In order to be proficient and productive students, English-language learners
(ELLs) need many opportunities to interact in social and academic
situations. Effective teachers encourage their students‘ participation in
classroom discussions, welcome their contributions, and motivate them by
such practices (Cazden, 2001; Stipek, 2002).
The students are able to comprehend the concept of classroom interaction
and they know on how giving feedback.

The Meaning of Classroom Interaction
The term ―interaction‖ is made up of two morphemes, namely inter and
action. It is a mutual or reciprocal action or influence. Classroom interaction
is used to indicate the language or action used to maintain conversation,
teach or interact with participants involved in teaching and learning in the
classroom.
Classroom interaction can be seen from different perspectives according to
the approach adopted in teaching. From behaviorist perspective, classroom
interaction is reduced to modeling, repetition, and drills. This model focuses
mainly on the transmission of the right behavior to students by means of
stimulus, response and reinforcement.
The cognitive model classroom interaction is based on the learner
processing of what‘s happening in the classroom to make sense of the
world. Learners are actively engaged in the learning by questioning and
making sense of the world. The social constructive theory contends that
human development is socially situated and knowledge is constructed
through interaction with others.
Taking the different main participants in classroom interaction, namely
teachers and students, one can think of the classifying forms of interactions;
1. TT = Teacher very active, students only receptive
2. T = Teacher active, students mainly receptive
3. TS = Teacher and students fairly equally active
4. S = Students active, teacher mainly receptive
5. SS = Students very active, teacher only receptive

Interaction Pattern
Here is some of Interaction Pattern in Classroom Interaction;
1. Group work
Students work in small groups on tasks that entail interaction: conveying
information, for example, or group decision-making. The teacher walks
around listening, intervenes little if at all.
2. Closed-ended teacher questioning
Only one ‗right‘ response gets approved
3. Individual work
The teacher gives a task or set of tasks, and students work on them
independently; the teacher walks around monitoring and assisting where
necessary.
4. Choral Responses
The teacher gives a model which is repeated by all in the class in chorus;
or gives a cue which is responded to in chorus.
5. Collaboration
Students do the same sort of tasks as in ‗Individual work‘, but work
together, usually in pairs, to try to achieve the best results they can. The
teacher may or may not intervene.
6. Students initiates, teacher answers
For example, in a guessing game: the students think of questions and
the teacher responds; but the teacher decides who asks.
7. Full-class interaction
The students debate a topic or do languages task as a class; the teacher
may intervene occasionally, to stimulate participation or to monitor.
8. Teacher talk
This may involve some kind of silent student response, such as writing
from dictation; but there is no initiative on the part of the student.
9. Self-access
Students choose their own learning tasks, and work autonomously.

10. Open-ended teacher questioning
There are a number of possible ‗right‘ answers, so that more students
answer each cue.
Reasons for Questioning

There are various reasons why a teacher might ask a question in the
classroom;
1. To provide a model for language or thinking.
2. To find out something from the learners (facts, ideas, opinions).
3. To check or test understanding, knowledge or skill.
4. To get learners to be active in their learning.
5. To direct attention to the topic being learned.
6. To inform the class via the answers of the stronger learners rather than
through the teacher‘s input.
7. To provide weaker learners with an opportunity to participate.
8. To stimulate thinking (logical, reflective or imaginative); to probe more
deeply into issues.
9. To get learners to review and practice previously learnt material.
10. To encourage self-expression.
11. To communicate to learners that the teacher is genuinely interested in
what they think.
Beside the reasons for questioning, there are also some criteria for effective
questioning;
1. Clarity: do the learners immediately grasp not only what the question
means, but also what kind of an answer is required?
2. Learning value: does the question stimulate thinking and responses that
will contribute to further learning of the target material? Or is it
irrelevant, unhelpful or merely time-filling?
3. Interest: do students find the question interesting, challenging,
stimulating?

4. Availability: can most of the members of the class try to answer it? Or
only the more advanced, confident, knowledgeable? (Note that the
mere addition of a few seconds‘ wait-time before accepting a response
can make the question available to a significantly larger number of
learners).
5. Extension: does the question invite and encourage extended and/or
varied answers?
6. Teacher reaction: are the learners sure that their responses will be
related to with respect, that they will not be put down or ridiculed if they
say something inappropriate?
The Meaning of Giving Feedback

Feedback is an important aspect of teaching. Feedback given to learners
has two main distinguishable components: assessment and correction. In
assessment, the learner is simply informed how well or badly he or she has
performed. In correction, some specific information is provided on aspects
of the learner‘s performance: through explanation, or provision of better or
other alternatives, or through elicitation of these from the learner. Feedback
indicated that we were successful or may be unsuccessful in the teaching
and learning activities.
There are the different approach to the nature and function of feedback;
1. Audio-lingual
Negative assessment is to be avoided as far as possible since it
functions as ‗punishment‘ and may inhibit or discourage learning.
Positive assessment provides reinforcement of correct responses, and
promotes learning.
2. Humanistic Methodologies
A crucial function of the giving of assessment is to preserve and
promote a positive self-image of the learner as a person and language
learner. Assessment therefore should be positive or non-judgmental.

3. Skill Theory
For successful acquisition of a skill, the learner needs feedback on how
well he or she is doing; hence the importance of the provision of
constant and honest assessment.
E. Worksheets
In your own words, describe how to make a good classroom interaction.
Share your description with a partner. Observe a class and see if you can
identify things that the teacher or the students do that make you feel the
class ―energized‖. Share your observation with others in your class.
Visit this following page of research related to classroom interaction and
giving feedback. Please make a report based on the research.
https://linguistics.uoregon.edu/wp-content/uploads/2015/08/Mwipopo-
Marko-Jun-07.pdf
G. References
Ur, P. 1999. A Course in Langguage Teaching Practice and Theory
(Trainee Book). New York: Cambridge University Press.
Haines, S. 2014. Providing Effective Feedback.
http://edtheory.blogspot.co.id/2014/04/providing-effective-
feedback.html?m=1.
Rhalmi, M. 2016. Classroom Interaction.
http://www.myenglishpages.com/blog/classroom-interaction.

UNIT 12
Classroom Discipline
. . . . . .
Good classroom management goes hand-in-hand with student discipline.
Teachers from the novice to the experienced need to consistently practice
good classroom management to reduce student behavioral problems.
To achieve good classroom management, educators must understand
how social and emotional learning (SEL) influences the quality of teacher-
student relationships and how that relationship influences classroom
management design. The Collaborative for Academic, Social, and
Emotional Learning describes SEL as ―the process through which children
and adults acquire and effectively apply the knowledge, attitudes, and skills
necessary to understand and manage emotions, set and achieve positive
goals, feel and show empathy for others, establish and maintain positive
relationships, and make responsible decisions.‖

The students are able to comprehend the concept of classroom discipline
and implement it in English language classroom.
Definition of Discipline Class
According to The Liang Gie the definition of discipline is an orderly condition
in which the people who are dependent in the organization are subject to
the rules that have been there with pleasure.
Nawawi said discipline is an effort to nurture continuously awareness in
work or study well in the sense that everyone performs its function
effectively.
Thus a class is said to be disciplined if the learning environment takes place
in an orderly and orderly state, both before the lesson begins, is in
progress, and after the lesson is over.
With discipline intended as an effort to regulate the behavior of children in
achieving educational goals, because there are behaviors that must be
prevented or prohibited, and vice versa, should be done. The formation of
discipline at the present time is not just to make the child obedient and
obedient to the atyran and order without any reason so to take it for
granted, but as an effort to discipline themselves (self discipline). It means
that he behaves well, obediently and obediently to the rules not because of
coercion from others or teachers but because of his consciousness
Types of Class Discipline

The types of class discipline that there are two kinds:
1. Discipline arising from class consciousness itself (students in the
classroom)
The disciples in the class are orderly and orderly in accepting the
lesson that the teacher will deliver not because of fear of sanctions to
be given, but because of consciousness and self-will.

2. Discipline arising from coercion from the teacher / homeroom class
An orderly and orderly state in the classroom during learning activities is
not due to the awareness or willingness of the students, but for fear of
sanctions given by the teacher / homeroom teacher. Such discipline is
false because it is only orderly when the teacher / homeroom is in the
classroom.
Factors That Can Effect Classroom Discipline

In order for classroom discipline to be maintained and upgraded, the
teacher / homeroom should be aware of and understand the factors that
may affect classroom discipline:
1. Health factors
One's health in general has a great influence on the discipline of work.
People who are often sick are certainly unable to enforce work discipline.
2. An individual factor
An individual factor is one's attitude toward a rule. Although already know
about the existing rules or regulations are still violated, or be indifferent to
the provisions. For example, on Monday the students are required to join
the flag apple and wear school uniforms. But the rule is still violated by
the students, even though he already knows it. He did not follow apples
and did not even wear uniforms on purpose.
3. Social factors
Social factor is the human factor as a social being. As a social being,
humans have the following tendencies:
a. Humans in his group always want to be included.
b. Humans in his group want to be noticed.
c. Man in his group always wants to be successful and appreciated his
group.
d. Humans in the group need appreciation and feelings needed by
others

4. Environmental factor
A good and healthy work environment can enhance the passion and
work morale of personnel within an organization. This also has an effect
on improving the discipline of personnel work. Likewise the work
environment is less good will decrease the morale and passion work of
an organization
Strategy teacher/homeroom teacher to create a discipline class

1. Discipline yourself
2. Raise awareness in the students themselves of the importance of
meaning or meaning of the discipline itself
3. Achieve good cooperation in a class
4. In realizing class discipline, every student is treated fairly
E. Worksheets
In your own words, describe how to make a good classroom disciplines.
Share your description with a partner. Observe a class and see if you can
identify things that the teacher or the students do that make you feel the
class ―energized‖. Share your observation with others in your class.
Make a summary based on the following article.
http://mtea.weac.org/resources/new-teachers/teacher-tips/maintaining-
classroom-discipline/
G. References
Underwood, M. 1991. Effective Class Management. London: Longman

UNIT 13
Learner Differences
. . . . . .
Within any given classroom at any particular grade level, a teacher will
understand that their students come from diverse backgrounds and will
have unique, personal and individual differences. Subsequently, each and
every student may learn new knowledge differently and this naturally, will
affect how they perform in the classroom.
Understanding learner differences can be an overwhelming and daunting
task, but it is extremely essential, so as to ensure that all students have
opportunities to be successful. Within the context of this article, the surface
of this topic has only been scratched.
Students have different levels of motivation, attitudes, and responses to
specific classroom environments and instructional practices. The more
thoroughly educators understand these difference among the students that
they are teaching, the better the chance students have in learning what is
being taught. Three categories that have been shown to have important
implications for teaching and learning are the differences in students‘
learning styles (Learner Preferences), approaches to learning (Student
Interest), and intellectual development levels (Student Readiness).

The students are able to comprehend the learner differences on learning
styles, characteristics and grade. So, the students will be able to design the
appropriate teaching approach, method and technique in the English
language classroom.
Learner Differences
The people have different personalities and styles. Thus, each individual is
different from the other. These individual differences, according to Dornyei,
(2005) are, ―enduring personal characteristics that are assumed to apply to
everybody and on which people differ by degree‖.
Human differ from each other due to many biological or conditioned factors
(affected by nature) or unconscious forces (affected by past experiences).
The many ways in which one learns about these differences are usually
similar, through introspection and interaction with other people, or by
reading books and watching television or cinema. However, in order to
conduct research in individual differences, it is necessary to have rigorous
instruments, and a scientific way of providing reliable and valid. The
differences that one can explore are:
1. Age
2. Sex
3. Aptitude
4. Motivation
5. Learning Styles and Strategies

6. Personality
The above mentioned differences are intricately interlocked with each other
and in totality play important roles in language learning. Language teachers
should be aware of their effects. In compared to the linguistics factor, these
non-linguistic factors are not given much importance in SLA research. Still
many researchers over the years have made significant efforts at exploring
the role of these factors. In a sequence, we will take a look at their role in
second language learning.
Individual Differences
Age
Johnson and Newport (1989) state that, in their research (carried out
among Chinese and Korean learners who had learn English in the US for at
least 5 years), accuracy on Grammaticality Judgement Test (GJT)
correlated with the age of arrival for subjects who arrived in the US before
puberty, while accuracy on GJT did not correlate with the age of arrival for
subject who arrived in the US after puberty.
Sex
Although it is fair to argue that males and females are equal human beings,
they demonstrate different features not just physically, which in most cases
is rather obvious, but also mentally. They are said to perform differently in
everyday activities, to think in different deep structures and to
misunderstand each other in this way. As the way of thinking is closely
related to use of language (be it the first or a foreign language), if the
thinking of the two sexes differs, it is quite predictable that the ways they
learn and acquire languages will be different.
Aptitude
Saville-Troike (2006) suggests that assumption that there is talent which
specific to language learning has been widely held for many years. Many

language aptitude tests like TOEFL, IELTS have been used for a long
period to test the aptitude of a second language learner of English.
Motivation
Motivation to learn a language is considered one of the most plausible
reasons of success at second language acquisition. According to Gardner
(1985) motivation = efforts + desire to achieve goal + attitudes. Saville-
Troike (2006) claims that motivation is the second strongest predictor (after
aptitude) of second language success. She further argues that motivation
largely determines the level of effort that learners expend at various stages
in their L2 development, often a key to ultimate level of proficiency.
Learning Styles and Strategies

In the process of learning, be it a foreign language or any other subject
matter, certain ways must be used, so that the result the learner wishes for
is achieved. Learning style is a ―general approach to language learning‖
(oxford, 1994). The ways the learner applies while studying are called
Learning Techniques. If used in combination to develop a plan, they are
called Learning Strategies. According to Oxford (1990), Learning Strategies
are specific actions; behaviors, steps, or techniques students use – often
consciously - to improve their progress in apprehending, internalizing, and
using the L2.
Based on sensory preference of an individual learner, the following learning
styles can be identified:
1. Visual – students who prefer to use their sight to receive information
2. Auditory – students who prefer to use their hearing to receive
information
3. Kinesthetic – students who need active movement and involvement to
learn
4. Tactile – students who like handling objects and use their touch to
receive information.

Personality
Personality of the learner is another controversial matter being considered a
factor influencing foreign language acquisition. A widely-held belief claims
that extroverted learners learn more rapidly and are more successful than
introverted learners. Krashen (1981, according to Ellis, 1985:120) argues
that ―an outgoing personality may contribute to acquisition.‖ Likewise
Rossier (1976, as quoted in the same source) found out that his subjects‘
oral fluency correlated significantly with extroversion/introversion
E. Worksheets
Provide an overview of research into one particular aspect of individual
learner differences examined on the course. Identifying a gap in the
research, design a research study you could carry out in your language
teaching classroom to investigate a specific aspect of your chosen
individual difference. Explain how the study might inform and impact on
your professional practice.
Make a summary based on this following paper:
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Understandi
ng_Differences.pdf
G. References
Gardner, R.C. & Lambert, W.E. (1959) Motivational variables in second

language acquisition Canadian Journal of Psychology 13, pp.266-272
Gardner, R.C., Tremblay, P.F. & Masgoret, A. (1997) Towards a full model
of second language learning: an empirical investigation The Modern
Language Journal 81, pp.344-362


Teaching English As Foreign Language Teaching

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Teaching English As Foreign Language Teaching

Uploaded by

Copyright:

Available Formats

Teaaching English as Foreign Language (Teaching and Learning 1

Telp. (021) 55730731

Teaaching English as Foreign Language (Teaching and Learning 1

Ikhfi Imaniah & Yudhie Indra Gunawan

Teaaching English as Foreign Language (Teaching and Learning 2

This book contains the specifications of teaching and learning strategies of

Teaaching English as Foreign Language (Teaching and Learning 3

Teaaching English as Foreign Language (Teaching and Learning 4

Teaaching English as Foreign Language (Teaching and Learning 5

C. Instruction of Module Usage

D. Basic Competences / Learning Outcomes

Teaaching English as Foreign Language (Teaching and Learning 6

Teaaching English as Foreign Language (Teaching and Learning 7

Teaaching English as Foreign Language (Teaching and Learning 8

Teaaching English as Foreign Language (Teaching and Learning 9

Teaaching English as Foreign Language (Teaching and Learning 10

Teaaching English as Foreign Language (Teaching and Learning 11

Teaaching English as Foreign Language (Teaching and Learning 12

Understanding learner differences can be an overwhelming

Students have different levels of motivation, attitudes, and

Teaaching English as Foreign Language (Teaching and Learning 13

Teaaching English as Foreign Language (Teaching and Learning 14

Key Concept of Teaching

Teaaching English as Foreign Language (Teaching and Learning 15

Adapting teaching and learning strategies

Addressing students’ learning styles and needs

Teaaching English as Foreign Language (Teaching and Learning 16

Being inclusive of all students

Facilitating values education

Teaaching English as Foreign Language (Teaching and Learning 17

Teaaching English as Foreign Language (Teaching and Learning 18

Teaaching English as Foreign Language (Teaching and Learning 19

Teaaching English as Foreign Language (Teaching and Learning 20

DECISION MAKING MODEL

Teaaching English as Foreign Language (Teaching and Learning 21

Explain students make decisions everyday by looking at the choices

Decision-making models will allow students to consider and explore a

2. Provide your students with a model to use in the decision-making

Teaaching English as Foreign Language (Teaching and Learning 22

Role of the facilitator

Teaaching English as Foreign Language (Teaching and Learning 23

I FEEL, I THINK, I CAN

Teaaching English as Foreign Language (Teaching and Learning 24

2. Ensure that students have a clear understanding of the purpose of the

During the role-play

Teaaching English as Foreign Language (Teaching and Learning 25

Teaaching English as Foreign Language (Teaching and Learning 26

Teaaching English as Foreign Language (Teaching and Learning 27

Teaaching English as Foreign Language (Teaching and Learning 28

The Concept of Teaching

Teaaching English as Foreign Language (Teaching and Learning

Teaaching English as Foreign Language (Teaching and Learning

Teaaching English as Foreign Language (Teaching and Learning

There are three principal ―approaches‖:

Teaaching English as Foreign Language (Teaching and Learning

Teaaching English as Foreign Language (Teaching and Learning

Teaaching English as Foreign Language (Teaching and Learning

Teaaching English as Foreign Language (Teaching and Learning

Teaaching English as Foreign Language (Teaching and Learning

Teaaching English as Foreign Language (Teaching and Learning

In short, teachers play fundamental role in the cognitive and social-

Here are some strategies in managing classroom:

1. Love your Students