TEACHING ENGLISH AS FOREIGN LANGUAGE (TEFL)

“UTS Pengganti”

Ega Marsa Gita

1611230036

Lecturer
Riswanto, M.Pd., Ph.D

PROGRAM STUDI TADRIS BAHASA INGGRIS

FAKULTAS TARBIYAH DAN TADRIS
INSTITUT AGAMA ISLAM NEGERI (IAIN) BENGKULU
2017/2018
 Chapter 10
Lesson Planning
Format Lesson Planning
1. Goals
A teacher must be able to identify an overall purpose or goal that he will attempt
to accomplish by the end of class period. This goal is usually a general goal that
implemented in a focused theme.
2. Objectives
Objectives are most clearly captured in terms of stating in what students will do.
A teacher also must try vague and unverifiable statements. In stating objectives, a teacher
must also distinguish between terminal and enabling objectives.
3. Material
A good plan includes what teacher need and arrange in the classroom.
4. Procedure
A procedure of lesson may include many variations, but in general, set of
guidelines of planning includes:
a) An opening statement or activity as a warm up
b) A set of activities or techniques in which teacher has considered appropriate proportion
of time for
- Whole-class work
- Small group and pair work
- Teacher talk
- Student talk
c) Closure
5. Evaluation
Evaluation can take place not only in the end of lesson but also in the course of
regular activity. Teacher can determine whether the students have accomplished the goals
and objectives after they have sufficient learning. There are two possibilities by evaluating
the students’ outcome, assessing the success of the students or making adjustment in the
next lesson plan for the next day.
Guidelines for Lesson Planning
1. How to Begin Planning
 It is important to write script of lesson plan before teaching especially for teacher
who never taught before. Script will be useful and help teacher to be specific in teacher’s
planning and can prevent classroom pitfalls. Script can cover:
a) Introduction to activities
b) Direction for a task
c) Statement of rules or organizations
d) Anticipated interchanges
e) Oral lesson technique
f) Conclusion to the activities
2. Variety, Sequencing, Pacing, Timing.
Teacher needs to consider 4 important things at how the lessons old together as a whole:
a) There are variety of techniques and activities to gain students’ enthusiasm
b) Techniques and activities are sequenced logically. Easier aspects placed in the
beginning before followed with more difficult one.
c) The lesson as a whole placed adequately. The activities are neither too long nor too
short; anticipate how well the various techniques flow together, and how well
teacher provides one activity to the next.
d) The lesson is appropriately timed. Considering the minutes of the class hour.
3. Gauging Difficulties
It is like a teacher’s prediction when using kind of technique or activities in the
classroom. Teacher must anticipate the difficulties which possible come. The difficulties
may come from tasks that given to students, or linguistic problems had by students.
4. Individual differences
There are several steps to account the individual ability differences:
a) Design techniques that have easy and difficult aspect of items
b) Solicit responses to easier items from students
c) Use judicious selection to assign members of small groups
d) Use small group and pair work time and give extra attention to those who are below or
above the norm
5. Student talk and teacher talk
There must be a balance between teacher talk and student talk in the lesson plan.
Teacher does not dominate the class, but students also must give chance to talk to produce
language and share ideas or topic.
6. Adapting to an established curriculum
 There are two factors that consider to the curriculum planning.
Learners’ factor:
a) Who are the students? (age, education ,occupation, general purpose in taking English,
entering proficiency level, etc)
b) What are their specific language needs? (i.e. to read English scientific text, to serve as
a tour guide, to survive minimally in an English speaking country)
Institutional factors
a) What are the practical constrains of the institution you are teaching in? (budget,
equipment, classroom space and size, philosophy of the institution, etc)
b) What supporting materials are available? (Textbook, audiovisual aids, overhead
projector, etc)
7. Classroom lessons note
Teacher can carry a lesson note into the classroom. The notes can be made in
various forms. An experienced teacher usually makes it no more than one page. Some
others prefer to put it on a series of index cards for easy handling. Too much pages will
make teacher too focus on the note and will make him not spontaneity in teaching.

Chapter 11
Techniques and Materials
Techniques Redefined
1. Task
Focus on the authentic use of language for meaningful communicative purposes
beyond the language classroom
2. Activity
What learners do in the classroom for example role-plays, drills, games, peer-
editing, small-group information-gap exercises.
3. Procedure
The actual moment-to-moment techniques, practices, and behaviors that operate in
teaching a language according to a particular method
4. Practice, behavior, exercise, strategy
5. Technique
Categorizing Technique: A Bit Of History
ESL Teacher’s Activities Kit (e.g., Elizabeth Claire, Friederike Kippel, Shoemaker and
Shoemaker)
1. From Manipulation to Communication
Manipulative side-communicative or manipulation-communication scale.
The whole CLT approach accentuates a diametrically opposite philosophy: that
genuine communication can take place from the very first day of a language class. Another
communicative technique involves students in a “mixer” to interact.
2. Mechanical, Meaningful, & Communicative Drills: Minimal-or optimal - use of such
drilling
Repetition drills, substitution drills, Moving slot substitution drills Mechanical
drills.
A meaningful drill - connected to some form of reality “communicative” drills
Quasi-communicative practice, Make some use of drilling techniques but only in
moderation, A few short, snappy drills here and there, especially at the lower levels of
proficiency.
3. Controlled to Free Techniques
Controlled Free
Teacher-centered Student-centered
Manipulative Communicative
Structured Open-ended
Predicted Ss’ response Unpredicted responses
Pre-planned objectives Negotiated objectives
Set curriculum Cooperative curriculum
A Taxonomy Of Techniques
1. Controlled Techniques
-Warm-up -Drill
-Setting -Translation
-Organizational -Dictation
-Content explanation -Copying
-Role-play demonstration -Identification
-Dialogue/narrative recitation -Recognition
-Reading aloud -Review
-Checking -Testing
-Q & A, Display -Meaningful drill
2. Semi-controlled Techniques
 -Brainstorming -Information exchange
-Storytelling -Wrap-up
-Q & A, Referential -Narration/exposition
-Cued narrative/dialogue -Preparation
-Information transfer
3. Free Techniques
-Role-play -Simulation
-Games -Interview
-Report -Discussion
-Problem-solving -Composition
-Drama -Propos
Textbooks
The most obvious and most common form of material support for language
instruction comes through textbooks
Your challenge is to make the very best use of the textbook that you have, always
perform text evaluations before & after using one-also ask sts about their opinions on
textbook.

Chapter 12
Technology in the Classroom
Types of CALL in the Language Classroom
1. Collaborative projects
With as many as two to four students to a terminal, research projects can be carried out
utilizing data available on the Internet. Analysis of data can be done with data management or
statistical processing software. Charts, graphics, and text can be generated for presentation of
findings to the rest of the class.
2. Peer-editing of compositions
The exchange of information on discs, Web-based bulletin boards, or networked
computers offers students an efficient means of peer-editing of drafts of compositions. Many
instructors effectively use email (see below) and bulletin boards (see below) to correspond
with students, and vice versa
3. E-mail
 The most obvious form of using e-mail for English teaching is giving students the
possibility for actual communication with individuals around the world. Discussion lists
provide opportunities for reading and writing on topics of interest.
4. Blogs
Blogs are easy to use simple Web sites where one can quickly write thoughts, interact
with others, get feedback, post photos, and more. A number of blogs are free and can easily
set up in a minute or two.
5. Web-based bulletin board communication
With the increasing use of Web based discussion venues, students are offered a means
to accomplish objectives of a course (such as problem solving, resolving differences in data,
drafting compositions, etc.). By setting up such bulletin board (BB) discussion sites, teachers
also give students a means for using the 12 directly in writing.
6. Web page design
An interesting, motivating project for students in a class is to create their own class
Web page, complete with stories, interviews, biographies, accounts of field trips, restaurant
reviews, photos, video clips, sound bites, and graphics. Self-made or collaboratively designed
videos also offer students a chance to "ham it up" and make their own video creations.
7. Videoconferencing
An increasingly popular technology is the carrying out of conferences over video. As
long as the hardware (a digital video camera; wired or wireless access) is available, free
software can be obtained from some Internet sites (Yahoo Messenger Festoon with Skype).
8. Reinforcement of classroom material
Many textbook now come with an accompanying CD-ROM disc, if not a DVD filled
with practice exercise, self-check tests, and extra reading and visual material.
9. Podcasting
Podcasting is a method of distributing as audio programs or music videos-over the
Internet, for multimedia files-such playback on mobile devices or personal computers.
Podcasts can be a source of authentic listening for students of English, and, if students have a
mobile device (an for example), they can access such material at their convenience outside of
the classroom environment.
10. Games and simulations
Not to be overlooked are the many engaging games and simulations, many of them
involving verbal language, that present students with stimulating problem- solving tasks in
which they must use functional language to pursue the goals of the games, Carefully planned
uses of such games in the classroom.
11. Computer-adaptive testing
 Many current standardized tests are now computer-adaptive. During the early items,
right and wrong answers are electronically analyzed in order to present options for later items,
from a bank of possible items, that will be neither too easy nor too difficult and therefore will
present an optimal challenge.
12. Speech recognition software
A remarkable degree of accuracy is now available and affordable in software designed
to process human speech and analyze production.
14. Multimedia presentations
Finally, both students and language teachers have used power-point the media
presentation software to enliven a presentation with graphics, charts, at, photos, lists, and
audio sound bites Where t's a student giving a presentation in class or a researcher presenting
data at a professional conference, these computer- based technologies have proven to be
universally popular.

Chapter 17
Integrating the Four Skills
Models of Skills Integration
Content-Based Instruction
Content-based (sometimes referred to as "content-centered") instruction,
integrates the learning of some specific subject matter content with the learning of a second
language. The overall structure of a content-based-curriculum, in contrast to many traditional
language curricula, is dictated more by the nature of the subject matter than by language
forms and sequences. The second language, then is simply the medium to convey
informational content of interest and relevance to the learner.
Task-Based Language Teaching
There are a number of different interpretations in the literature on what, exactly, a
task is. What these various understandings all emphasize, however, is the centrality of the task
itself in a language course and the importance of organizing a course around communicative
tasks that learners need to engage in outside the classroom. At its heart, then, TBLT implies
several integrated skills in its focus on language in the real world. Most real-world situations
demand simultaneous use: two or more skills. In task-based instruction, the priority is not the
forms of language, but rather the functional purposes for which language must be used. While
content-based instruction focuses on subject-matter content, task-based instruction focuses on
a whole set of real world tasks themselves. Input for tasks can come from a variety of
authentic sources:
• speeches • letters, e-mails
• interviews • diaries
• conversations • poems
• oral descriptions • songs
• narratives • directions
• media extracts • telephone directories
• public announcements • invitations
• games and puzzles • menus
• cartoon strips • textbooks
• photos • labels

Theme-Based Instruction
Another way of looking at the integration of skills is to consider the structure of
many English language courses around the world. Courses tend to focus on topics, situations,
or "themes" as one of their organizing parameters. Theme-based instruction is not the same as
content-based. In order to distinguish the two, let's think of the former as a "weak" version of
the latter. In the strong version(content-based), the primary purpose of a course is to instruct
students in a subject-matter area, and language is of secondary, and subordinate interest. The
examples of content based instruction mentioned earlier in this chapter are good illustrations
of the strong version.
Experiential Learning
Yet another lens through which we could view the concept of integrated skills is the
notion of experiential language learning. Experiential learning includes activities that engage
both left- and right-brain processing, which contextualize language, that integrate skills, and
that point toward authentic, real-world purposes.
Experiential learning implies a direct encounter with the subject matter or topic being
studied rather than simply reading or talking about it. Usually there is some physical
involvement in the phenomenon as well. As such it is an especially useful concept for
teaching children, whose abstract intellectual processing abilities are not yet mature.
Experiential learning techniques tend to be learner-centered by nature. Examples of learner-
centered experiential techniques include:
• hands-on projects (such as nature projects)
 • computer activities (especially in small groups)
•research projects
• cross-cultural experiences (camps, dinner groups, etc.)
• field trips and other "on-site" visits (such as to a grocery store)
• role plays and simulations But some teacher-controlled techniques may be
considered experiential:
• using props, realia, visuals, show-and-tell sessions
• playing games (which often involve strategy) and singing
• utilizing media (television, radio, and movies)

Chapter 18
Teaching Listening
An Interactive Model of Listening Comprehension:
Eight processes were identified. They are as follows; The hearer processes "raw"
speech, placing it in short term memory. As an image, it is composed of various elements
(phrases, clauses, cohesive markers, intonation and stress patterns).
1) The hearer 'colors' the message, whether it is from a radio, another person, a speech,
etc..
2) The hearer infers the objectives of the speaker. (to wish, to persuade, to request, to
exchange...)
3) The hearer recalls background knowledge (schemata) from memory.
4) The hearer assigns a literal meaning to the utterances. In many instances literal and
intended
5) meanings match, though sometimes the message is metaphorical or idiomatic. Second
language learners quickly must learn to go beyond the literal meaningrds to obtain
information.
6) The hearer assigns an intended meaning to the utterances. (perceived vs. intended)
7) The hearer determines whether to place information in the short term memory or long
term memory
8) The hearer prunes the message, or deletes the form that the original message was
recieved in, as a way to get rid of cognitive clutter. The important information then is
retained conceptually.
What Makes listening Difficult?
1. Clustering
In spoken language, due to memory limitations and our predisposition for
“chunking,” or clustering, we break down speech into smaller groups of words. In teaching
listening comprehension, therefore, you need to help students to pick out manageable
clusters of words
2. Redundancy
Spoken language has a good deal of redundancy (rephrasing, repetition, elaboration,
and insertions of “I mean” and “you know.”). Learners can train themselves to profit from
it by first becoming aware of it and by looking for the its signals.
3. Reduced Forms
Spoken language has many reduced forms and sentence fragments. Reduction can be
phonological (didju?), morphological (I’ll), syntactic, or pragmatic (Mom! Phone!).
4. Performance Variables
In spoken language, hesitations, false starts, pauses, and corrections are common.
There are also many ungrammatical forms and dialect differences.
5. Colloquial Language
Idioms, slang, reduced forms, and shared cultural knowledge are all part of spoken
language. Learners are usually exposed to “textbook English” and need help.
6. Rate Of Delivery
The number and length of pauses are more crucial to comprehension than sheer
speed (Richards 1983). Still, learners need to be able to comprehend language delivered at
varying rates of speed and, at times, delivered with few pauses.
7. Stress, Rhythm, and Intonation
English is a stress-timed language. Also, intonation patterns are significant for
interpreting questions, statements, emphasis, sarcasm, endearment, insult, solicitation,
praise, etc.
8. Interaction
The spoken word is subject to rules of interaction: negotiation, clarification,
attending signals, turn-taking, and topic nomination, maintenance, and termination. To
learn to listen is also to learn to respond and to continue a chain of listening and
responding.
 Chapter 18
Teaching Speaking
Oral Communication Skills in Pedagogical Research
1. Conversational discourse
The goals and the techniques for teaching conversation are extremely diverse,
depending on the student, teacher, and overall context of the class.
2. Teaching pronunciation
There has been some controversy over the role of pronunciation work in a
communicative, interactive course of study. Because the overwhelming majority of adult
learners will never acquire an accent-free command of a foreign language, should a language
program that emphasizes whole language, meaningful contexts, and automaticity of
production focus on these tiny phonological details of language.
3. Accuracy and fluency
Our class rooms must not become linguistics courses but rather the focus of
meaningful language involvement, or so the argument went. Unfortunately such classrooms
so strongly emphasized the importance of fluency with a concomitant playing down of the
bits and pieces of grammar and phonology that many students managed to produce fairly
fluent but barely comprehensible language.
While fluency may in many communicative language courses be initial goal in
language teaching, accuracy is achieved to some extent by allowing students to focus on the
elements of phonology, grammar, and discourse in their spoken out put.
4. Affective factors
One of the major obstacles learners have to overcome in learning to speak is the
anxiety generated over the risks of blurting things out that are wrong, stupid, or
incomprehensible.
5. The interaction effect
The greatest difficulty that learners encounter in attempts to speak is not the
multiplicity of sounds, words, phrases, and discourse forms that characterize any language,
but rather the interactive nature of most communication.
6. Questions about intelligibility
This rather arrogant premise has now more complex questions, especially since
statistically, most interactions among English speakers are among nonnative speakers.
7. The growth of spoken corpora
 As the size and scope of corpora expand, so our understanding of what people
really say is informed by empirical evidence.
8. Genres of spoken language
Finally, research on spoken language has recently attended to a specification of
differences among various genres of oral interaction, and how to teach these variations.
B. What Makes Speaking Difficult?
1. Clustering
Fluent speech is phrasal, not word by word. Learners can organize their output both
cognitively and physically (in breath groups) through such clustering.
2. Redundancy
The speaker has an opportunity to make meaning clearer through the redundancy of
language. Learners can capitalize an this feature of spoken language.
3. Reduced forms
Contractions, elisions, reduced vowels, etc., all form special problems in teaching
spoken English (see the section Teaching Pronunciation later in this chapter
4. Performance variables
One of the advantages of spoken language is that the process of thinking as you
speak allows you to manifest a certain number of performance hesitations, pauses
backtracking, and corrections.
5. Colloquial language
Make sure your students are reasonably well acquainted with the words, idioms, and
phrases of colloquial language and that they get practice in producing these forms,
6. Rate of delivery
Another salient characteristic of fluency is rate of delivery, One of you ais in
teaching spoken English is to help learners achieve an acceptable speed along with other
attributes of fluency
7. Stress, rhythm, and intonation
This is the most important characteristic of English pronunciation, as will be
explained below.
8. Interaction
As noted in the previous section, learning to produce waves of language in a
vacuum without interlocutors-would rob speaking skill of its richest component: the
creativity of conversational negotiation.