Name : Iin Fatimah

Class : TBI VE

ID : 181230184

Lesson : TEFL II

1. Assignment
a) The Ways to teach grammar
From internet
This method can solve the boredom of students in learning grammar. In addition,
teachers who teach can also enjoy it more.Using games to teach grammar not only
engages students but also helps them to remember what they’ve learned. This method
allows teachers to tailor their lessons to the different learning styles of students. For
instance, each student can be given a large flashcard with a word on it, and the students
must physically arrange themselves into a proper sentence. Other games can include
word puzzles or fun online quizzes.
From a book
The Dirrect Method which emerged in the mind-to late-nineteenth century,challenged the
way that Grammar-Translation focused exclusively on the written language. By claiming
to be a’natural’method, the Direct Method prioritized oral skills,and while following a
syllabus of grammar structures, rejected explicit grammar teaching. The learners, it was
supposed,pick up the grammar in much the same way as children pick up the grammar of
their mother tongue, simply by being immersed in language.
Reference : (Thornbury Scoot, 2002)Thornbury Scoot. (2002). How to Teach Grammar
by Scott Thornbury (z-lib.org).pdf (p. 128). Bluestone Press.
 Summary
 Three ideas that have captured :
i. After followthis material maybe I have some ideas for new
strategy of teaching structure
ii. Knowing more about this material
iii. To know when the students feeling bored for study grammar and
have any step for that

 Two questions :

1. How to making statements?

2. How to know the defference specific berween inductive approach and

deductive approach?
  One thing that you will remember long : functions for sentences are
declaratives,interrogatives,imperatives,exclamatives
b) The Ways to teach reading
 Story telling, composing a text and reading
Gradually, shared story composition will emerge, with a teacher and a
group of children working together to compose a text. In an example where the
teacher wrote the label, the paints, the following text emerged through discussion.
It was written down by the teacher acting as prompter and scribe:
We mix the paints, then we draw on the paper.
We used a lot of colours.
The children 'read' and 'reread' it many times from memory.

Note the change of tense. This occurred as a result of the questions posed by the
teacher and showed a keen response by five- to six-year-olds to the language used by the
teacher. It illuminates the need for great care in language usage by teachers. For a
different perspective, train children in the reception class to operate a tape recorder, so
that they can tell stories or record orally events of the day or previous evening. These
recordings can be transcribed and subsequently read aloud to the children with
encouragement for them to read along with the teacher. This is another way of showing
children how texts are made by involving them in the process.
Story telling by the children, whether transcribed subsequently by the teacher or
by the child, should play a continuing part in the process of learning to read and write. No
opportunity should be missed to stimulate story telling, both individually and as a group.
Get children to bring toys, photographs and illustrations to school and encourage them to
talk about them, describe them and romanticise about them. This is the beginning of the
composition of texts. It stimulates thought and expands the children's universe; it helps
them to break out of their immediate environment; and it provides them with a
background for new experiences in thought, imagery, language and action.
Children love to hear stories, especially stories about other children who perform
deeds that they would like to perform but hardly dare do so. Therefore, it will be very
rewarding to the teacher and the children if he or she creates a pair or small gang of
children who operate in an environment identifiable to the children. From this the teacher
can develop spontaneous short stories of a few minutes' duration, each an episode in the
doings of the chosen pair or gang. This would present the class with a chain of thought,
so that periodically they can compose episodes themselves. They have a framework
within which their minds can create ideas, images and sequences. This will help to
develop the skill of composing that will eventually underpin their ability to produce
written language.
c) The Ways to teach speaking
Role Play
 One other way of getting students to speak is role-playing. Students pretend they
are in various social contexts and have a variety of social roles. In role-play activities, the
teacher gives information to the learners such as who they are and what they think or feel.
Thus, the teacher can tell the student that "You are David, you go to the doctor and tell
him what happened last night, and…" (Harmer, 1984)

Simulations
Simulations are very similar to role-plays but what makes simulations different
than role plays is that they are more elaborate. In simulations, students can bring items to
the class to create a realistic environment. For instance, if a student is acting as a singer,
she brings a microphone to sing and so on. Role plays and simulations have many
advantages. First, since they are entertaining, they motivate the students. Second, as
Harmer (1984) suggests, they increase the self-confidence of hesitant students, because in
role play and simulation activities, they will have a different role and do not have to
speak for themselves, which means they do not have to take the same responsibility.
Information Gap
In this activity, students are supposed to be working in pairs. One student will
have the information that other partner does not have and the partners will share their
information. Information gap activities serve many purposes such as solving a problem or
collecting information. Also, each partner plays an important role because the task
cannot be completed if the partners do not provide the information the others need. These
activities are effective because everybody has the opportunity to talk extensively in the
target language.

Storytelling

Students can briefly summarize a tale or story they heard from somebody
beforehand, or they may create their own stories to tell their classmates. Story telling
fosters creative thinking. It also helps students express ideas in the format of beginning,
development, and ending, including the characters and setting a story has to have.
Students also can tell riddles or jokes. For instance, at the very beginning of each class
session, the teacher may call a few students to tell short riddles or jokes as an opening. In
this way, not only will the teacher address students’ speaking ability, but also get the
attention of the class

d) The ways to teach Listening

Use plenty of recorded material 
Here are certainly plenty of good reasons for using recordings. It's a way of
bringing different voices into the classroom: male and female, different ages, different
accents, different voice qualities and so on. It means you can present dialogue as well as
monologue. If the recording isn't scripted and rehearsed, it means you've got 'authentic'
material – see suggestion 7 below. A recording can be played as many times as you like,
 and will sound exactly the same every time. These can all be advantages. But there are
also some disadvantages and limitations. In practice, the range of accents on
commercially available listening material is fairly narrow.
prepare the learners for listening by setting the scene, introducing the characters,
pre-teaching vocabulary etc.
This makes a lot of sense, particularly because it helps to compensate for the lack
of a visual element, and because when we listen we normally have some prior
knowledge, expectations and predictions about what we're going to hear. In other words,
it helps listeners to establish a 'schema' which they can use to interpret what they hear. On
the other hand, though, there are also occasions when we start listening without the
benefit of such a schema, and have to patch together our understanding of what we're
listening to as we go along. For instance, we might switch the radio on at random and
hear something that sounds kind of interesting, although it isn't immediately apparent
exactly what's going on. Or we might ask someone a question and receive an answer so
completely at odds with our expectations that we can't immediately interpret what we're
being told. It would seem useful to prepare learners to deal with this kind of situation. In
the classroom, this might mean letting them listen for a short time without any
preparation, then asking questions like "Who / Where are the people?", "What are they
talking about?", "What are they doing?", etc., then letting them hear a bit more before
asking the same questions again, and so on; the purpose of the questions, then, is to help
them piece together their understanding bit by bit, on the basis of the gradually
accumulating evidence of what they hear.
Before the learners listen, set a listening task which directs them to an overall 'gist'
understanding of the passage
The idea of this is to support and direct learners' listening, and the comments
about preparation for listening under 2 above are relevant here. Also, gist understanding
doesn't necessarily precede detailed understanding; the 'gist' sometimes only emerges
from a prior understanding of detail.
check the answers to this task, playing the recording again if necessary
Re-playing a recording – perhaps several times – is fine as a pedagogic device.
But remember that outside the classroom people sometimes only have one opportunity to
hear something, and have to be satisfied with whatever understanding they can glean
from that single exposure. On other occasions, they can request a repeat listening from a
live speaker, but with the expectation that the speaker will not merely repeat, but clarify,
paraphrase and simplify.
e) Planning a writing lesson
 Stages of a writing lesson
I don't necessarily include all these stages in every writing lesson, and the
emphasis given to each stage may differ according to the genre of the writing
and / or the time available. Learners work in pairs or groups as much as possible,
to share ideas and knowledge, and because this provides a good opportunity for
practising the speaking, listening and reading skills.
 Generating ideas
This is often the first stage of a process approach to writing. Even when
producing a piece of writing of a highly conventional genre, such as a letter of
 complaint, using learners' own ideas can make the writing more memorable and
meaningful.
 Before writing a letter of complaint, learners think about a situation when
they have complained about faulty goods or bad service (or have felt like
complaining), and tell a partner.
 As the first stage of preparing to write an essay, I give learners the essay
title and pieces of scrap paper. They have 3 minutes to work alone, writing
one idea on each piece of paper, before comparing in groups. Each group
can then present their 3 best ideas to the class. It doesn't matter if the ideas
aren't used in the final piece of writing, the important thing is to break
through the barrier of ' I can't think of anything to write.'
 Focusing ideas

This is another stage taken from a process approach, and it involves thinking
about which of the many ideas generated are the most important or relevant, and
perhaps taking a particular point of view.

 As part of the essay-writing process, students in groups put the ideas

generated in the previous stage onto a 'mind map'. The teacher then draws
a mind-map on the board, using ideas from the different groups. At this
stage he / she can also feed in some useful collocations - this gives the
learners the tools to better express their own ideas.
 I tell my students to write individually for about 10 minutes, without
stopping and without worrying about grammar or punctuation. If they
don't know a particular word, they write it in their L1. This often helps
learners to further develop some of the ideas used during the 'Generating
ideas' stage. Learners then compare together what they have written, and
use a dictionary, the teacher or each other to find in English any words or
phrases they wrote in their L1.
 Focus on a model text

Once the students have generated their own ideas, and thought about
which are the most important or relevant, I try to give them the tools to express
those ideas in the most appropriate way. The examination of model texts is often
prominent in product or genre approaches to writing, and will help raise learners'
awareness of the conventions of typical texts of different genres in English.

 I give learners in groups several examples of a genre, and they use a

genre analysis form to identify the features and language they have in
common. This raises their awareness of the features of the genre and
gives them some language 'chunks' they can use in their own writing.

 Learners identify the function of different paragraphs in a piece of

writing. For example, in a job application letter, the functions of the
paragraphs might be something like;
 o reason for writing
o how I found out about the job
o relevant experience, skills and abilities
o closing paragraph asking for an interview

 Learners are given an essay with the topic sentences taken out, and put
them back in the right place. This raises their awareness of the
organisation of the essay and the importance of topic sentences.

 Organising ideas

Once learners have seen how the ideas are organised in typical examples
of the genre, they can go about organising their own ideas in a similar way.

 Students in groups draft a plan of their work, including how many

paragraphs and the main points of each paragraph. These can then be
pinned up around the room for comment and comparison.

 When preparing to write an essay, students group some of the ideas

produced earlier into main and supporting statements.

 Writing ,

in a pure process approach, the writer goes through several drafts before
producing a final version. In practical terms, and as part of a general English
course, this is not always possible. Nevertheless, it may be helpful to let students
know beforehand if you are going to ask them to write a second draft. Those with
access to a word processor can then use it, to facilitate the redrafting process. The
writing itself can be done alone, at home or in class, or collaboratively in pairs or
groups.

 Peerevaluation
Peer evaluation of writing helps learners to become aware of an audience
other then the teacher. If students are to write a second draft, I ask other learners
to comment on what they liked / didn't like about the piece of work, or what they
found unclear, so that these comments can be incorporated into the second draft.
The teacher can also respond at this stage by commenting on the content and the
organisation of ideas, without yet giving a grade or correcting details of grammar
and spelling.
 Reviewing
When writing a final draft, students should be encouraged to check the
details of grammar and spelling, which may have taken a back seat to ideas and
organisation in the previous stages. Instead of correcting writing myself, I use
codes to help students correct their own writing and learn from their mistakes.