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.

1. Group 1
Planning How to Teach

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

7. Preparation
Phase 2

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

14. Popular Methodology

15. Learning Experiences

16. Model of Instruction
• Direct Instruction
• Lecture Discussion
• Guided discovery
• Group interaction

17. Presentation
• The role of teacher
• Organising Student and Activities
• The teacher as performer
• Rapport

18. The role of teacher
• Controller
• Prompter
• Participant
• Resource
• Tutor

19. Organising Student and Activities
• Get student involved, engaged and ready.
• feedback

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.

21. Rapport
• The relationship that the students have their
teacher and vice versa.

22. Teaching class in particular
learning context
a.Class Size
b.Mixed abilities student

23. Class Size
a.One to one
b.Large class

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

26. MIXED ABILITIES
a.Different context
b.Different students actions
c. Teacher action

27. Testing and Assessment

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)

29. Purpose
• Diagnosis of learning and monitoring progress
• Grading students
• Predicting future achievement
• Motivating students
• Diagnosis of teaching
(Marsh, 1997)

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

31. Characteristics of good
assessment
• Reliability
– Should have consistent result
• Validity
– Test what supposed to be tested

32. Current Trends of Assessment
• Authentic assessment
• Performance assessment
• Outcome-based assessment
• Assessment tasks
• Portfolios
• Self-assessment
(Marsh, 1997)

33. Feedback
• Feedback types based on Spada (1997):
– Explicit correction
– Recast
– Clarification request
– Metalinguistic
– Elicitation
– Repetition

34. Concluding a Lesson and
Reflection
• Self-evaluation
• Q&A session
• Checking students’ understanding
• Improve teaching and learning process

35. Resources
• Woolfolk, A. (2005). Educational Psychology,
Active Learning Edition (9Edition). Boston:
Pearson Education, Inc. Module 39 th
• Wiggins, G., & McTighe, J. (2005). Understanding
by design (2nd Ed). Alexandria VA:
ASCDAlexandria, VA: ASCD. Chapter 7
• International Baccalaureate Organization. (2009).
Making the PYP Happen: A Curriculum
Framework for International Primary Education.
Cardiff, Wales: IBO.

36. Resources
• Harmer, J. (2007). The Practice of English Language
Teaching 4th Edition. Pearson Longman.
• Rodriguez-Farrar, H. B. (2006). The Teaching
Portfolio: a Handbook for Faculty, Teaching
Assistants and Teaching Fellows. Brown University.
• http://www.facultyfocus.com/articles/philosophy-of-teac
• http://oct.sfsu.edu/design/learner/htmls/stud_char.html