The document emphasizes the crucial role of teachers in preparing for teaching English as a foreign language (TEFL), highlighting the need to analyze students' learning requirements and set clear educational objectives. It discusses various aspects of lesson planning, including using appropriate methods, adapting materials, and conducting authentic assessments to enhance teaching effectiveness. Ultimately, it stresses that thorough preparation is essential for achieving successful learning outcomes and building students' confidence in using English in a global context.

1. PREPARING MATERIAL FOR TEFL
BY
NUR HALIMAH
1508042036

2. ABSTRACT
The role of teacher is paramount in the instructional planning process.
They can integrate media into their instruction to greatly magnify its
impact on student. Preparation is the best antidote of the teacher
for the nerves that many people feel when teaching a subject for
the first time or meeting a new group of students. It is also the only
way to ensure that our educational objectives are achieved.
Preparation begins with thinking about how we would like our
students to approach their learning in the subject, and what we
would like them to understand, know or be able to do by the end of
the session. This paper will explain how important of preparing a
subject or information for the first time, or reviewing an existing
subject to consider the effects of our teaching and assessment on
students' learning.

3. INTRODUCTION
When anyone learns a foreign language instrumentally, he needs it
for operational purposes-to be able to read books in the new
language, to be able to communicate with other speakers of that
language. The tourist, the salesman, the science students are
clearly motivated to learn English instrumentally. When anyone
learns a foreign language for integrative purposes, he is trying to
identify much more closely with a speech community which uses
that language variety; he wants to feel at home in it, he tries to
understand the attitudes and the world views of that community. In
teaching English as foreign language, teacher has the most
important role as an instructor and facilitator at least they have a
good start in preparing the material in their teaching English as a
foreign language.

4. Preparing the material for TEFL
1. Analyzing the needs of the learners during their learning program
Analyzing the needs of learners during their learning program may be
done either orally (through direct interview or giving questions) or in
written way (using questionnaire) related to the learner early language
competence
2. Use the result of the needs analysis to define the goals of learning
sThe designed objectives are (specified into learning indicators) used
as the basic to provide learning materials by accessing both linguistic
and pedagogical theories. Linguistic theory which must be considered
is such as: language skills, language content and language target to
be taught. Pedagogical theory is such as learners’ learning style,
learning domains (cognitive, affective and psychomotor), approach,
method and strategy to be used

5. 3. Consider and relate the learning needs and the goals to the
current used curriculum to design or develop the teaching
syllabus.
In devising a syllabus, material, or methodology for language
teaching program, it has been necessary to conduct some sort
of need analysis. This tends to concentrate on aspect of
language structure, language function, situational features,
technical content, or behavioral outcomes (competencies).
We should, however, look at the longer-term need of students.
The language teacher operates within fairly tight limitation.
4. Refer the suggested core competence
In learning language, it takes time to gain something related to
learning outcome and competency. Outcomes are two related
educational terms that can create confusion. Competencies and
outcomes can be written to describe the learning gained by students
in individual courses or of the program as whole. According to Hartel
and Foegeding (2004) competencies is the desire knowledge, skills,
and behavior of the student graduating from a program or completing
a course

6. 5. Choosing the most appropriate methods/approaches/strategies
There is no single teaching method that is the best. Teaching methods
depend on what we want students to learn, how we think they may learn it
best, the sort of class it may be, the sort of content and the discipline, how
many students are in the class and so on. Students usually appreciate a
variety of methods and enjoy working on ideas and concepts themselves.
Always try to involve the students as much as possible. In choosing the
material we must consider that it is suitable with the topic in our material
6. Conducting Teaching/Learning Program/Process & authentic assessment
Regular evaluation will enable to improve the quality of the course and the
teaching. This can be done by keeping a journal of activities and changes
would like to make, by asking the students what they have understood to
be most important in each session, by having a focus group of students
discuss important teaching and learning issues. According to Namdi
(2005:57) assessment is a tool that measures a learner’s knowledge and
ability. It shows the areas in the lesson program where learners have
weaknesses and strengths. It shows how well they are able to extract
information and analyze what they are learning. The purpose of using
assessment is to test that learning objectives (and lesson objectives) are
being met.

7. CONCLUSION
As an international language, English is very important. It has many
interrelationships with various aspects of life owned by human being.
English is a tool of communication among people of the world to get
trade, social-cultural, science, and technology goals. Moreover,
English competence is important in career development. Therefore,
the students need to understand and use English to improve their
confidence to face global competition. Preparation is the one of the
essential part of making successful learning English. In learning and
teaching process as the teacher we must consider some aspect
related to our goals in teaching English as a foreign language.