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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 Kemerdekaa...

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Teaaching English as Foreign Language (Teaching and Learning Strategies) © 2017

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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

Teaaching English as Foreign Language (Teaching and Learning Strategies) © 2017

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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

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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.

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TABLE OF CONTENTS

1. Preliminaries Main Page .......................................................................................... Acknowledgement .............................................................................. Preface............................................................................................... Table of Contents ............................................................................... 2. Description of Module ........................................................................ A. Description of Course .................................................................. B. Lesson Plan ................................................................................. C. Instruction of Module Usage ........................................................ D. Basic Competences / Learning Outcomes.................................. E. Materials ...................................................................................... F. Evaluation .................................................................................... G. Feedback ..................................................................................... 3. Unit 1.................................................................................................. 4. Unit 2.................................................................................................. 5. Unit 3.................................................................................................. 6. Unit 4.................................................................................................. 7. Unit 5.................................................................................................. 8. Unit 6.................................................................................................. 9. Unit 7.................................................................................................. 10. Unit 8.................................................................................................. 11. Unit 9.................................................................................................. 12. Unit 10................................................................................................ 13. Unit 11................................................................................................ 14. Unit 12................................................................................................ 15. Unit 13................................................................................................

1 2 3 4 5 5 5 6 6 7 13 14 15 29 36 42 54 63 68 80 90 113 119 125 129

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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)

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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.

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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.

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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

Teaaching English as Foreign Language (Teaching and Learning Strategies) © 2017

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academic

engagement

Everston

&

Weinstein,

(Emmer 2006).

&

Sabornie,

Effective

2015;

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 8085 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

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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.

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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 contentarea 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

meeting.

the

learning

objectives

for

the

class

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.

Teaaching English as Foreign Language (Teaching and Learning 11 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, Englishlanguage 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