This document discusses the key steps in planning English language lessons, including pre-preparation, preparation, teaching class, and reflection. As part of pre-preparation, teachers should gather ideas/materials, understand student characteristics and needs, and consider starting points. In preparation, teachers make lesson plans considering goals, profiles, problems/solutions. They decide on methodology, assessments, and models of instruction. When teaching class, teachers consider aspects like class size, abilities, and rapport. Assessment involves formative and summative evaluation. Teachers conclude with self-evaluation, Q&A, and using feedback to improve future lessons.
2. 1. Pre-Preparation
• Gathering ideas and material
There are several things that teacher has to be aware
to gather ideas and material for teaching English,
such as:
General information about lesson
Concern about learner needs’
Concern about learner characteristics’
Collect all material that related for your teaching
3. • Gathering ideas and material (cont’d)
Be creative and innovative
Concern about the teaching material
(appropriate, publication, authentic, etc.)
Self evaluation (about ideas and materials
itself)
4. • Knowing students’ characteristics
Before we teach, as a teacher it is really needs if
we know our students’ characteristics, like:
Grade of students
Economic background
Social background
Learning ways
Learners’ intelligences
Etc.
5. • Knowing students’ need
Reason for learning
They need moved into target-language
community
They need English for Specific Purpose
They need to access English-language academic
text
They need to speak in international
communication/travel
6. • Knowing Students’ possible starting-off
points
Knowing school’s equipment/facilitate
Knowing class size
Knowing school’s policy
Keeping up-to-date
8. • Making The Plan (Goals, Class Profile,
Potential Learners, Problem and Solution)
Lesson Plan
• Decide what to teach
The Instructions
9. • Decide what methodology
1. Approach
A set of correlative assumptions dealing with
the nature of language, learning, and
teaching.
(Anthony:1963/1986:199)
a. Science-Research Conceptions
b. Theory-Philosophy Conceptions
c. Values Based Conceptions
d. Art-Craft Conceptions
10. 2. Method
An overall plan for the orderly presentation
of language material, no part of which
contradicts, and all of which is based
upon, the selected approach.
(Anthony:1963/1986:200)
11. Methods of language teaching include:
1) Grammar-translation approach
2) Direct approach
3) Reading approach
4) Audio-lingual method
5) Oral situational
6) Cognitive
7) Affective humanistic
8) Communicative language teaching
12. 3. Technique
⇒ Specific activities implemented in the
classroom.
⇒ Must be consistent with a method and in
harmony with an approach.
(Anthony, 1963/1986)
13. • Determine the evidence of learning (many
assessment)
1. Diagnostic
2. Formative
3. Summative
20. The teacher as performer
Acitivity How the teacher should perform
Team game Engergetically, encouragingly, clearly
and fairly
Role-play Clearly, encouragingly,
retiringly,suuportively
Teacher Reading aloud Commandingly, dramatically,
interestingly
Whole-class listening Efficiently, Clearly, supportively.
24. Class Size
a.One to one
a.Make a good impression
b.Be Well prepared
c.Flexible
d.Adapt to students
e.Listen & watch
f. Give guideline
g.Do not be afraid to say no
25. Class Size
. Large Classes
a.Be organized
b.Establish routines
c.Different pace for different task
d.Maximize individual work
e.Maximize individual work
f. Use student
g.Use pair work and group work
h.Chorus reaction
i. Take account of vision & acoustic
j. Take advantage of big groups
28. What is assessment?
• a process of gathering information about
student’s learning
• broader than testing and measurement;
• includes all kinds of ways to sample and
observe students’ skills, knowledge, and
abilities
• can be formal, such as unit tests, or informal,
such as observing.
(Woolfolk, 2005, p.504)
30. Types of Assessment
• Formative
– Checking on students’ understanding
– On going
– Feedback
• Summative
– Judge students’ understanding
– Usually as a culmination of teaching and learning
process