all can see

1. GROUP D
Teaching English As A foreign
language
Unit III
EDUCATIONAL AND PRINCIPLES

2. Teaching English As A Foreign
Language
The members of Group D
Dhea Natalia Candra 201212500867
Eka Yuniati 201212500752
Euis Sukmawati 201212500831
NurLaela 2012121500785
Qudsi Dwirahma M. 201212500815
Tri Andriani 201212500836

3. A. PRINCIPLES OF LANGUAGE
TEACHING
1. Sounds : sounds is priority. it should appear in
proper expression, intionation, stress and rhythm
2. Imitation : imitation followed by intensive practice
helps. Good speech is the result of imitating good
models.
3. Controlled Vocabulary : vocabulary should be taught
and practiced in the context of real situation.
4. Graded Patterns : language patterns should be
taught gradually
5. Selection & Gradation : selecting in respect of
grammatical and vocabulary and structures.
Gradation means placing the language in an order.
6. Culture & habbit : students must be taught and
familiarized with the habbit & culture of the native
speakers

4. B. EDUCATIONAL PRINCIPLES
10. CHARACTERISTIC OF GOOD PRACTICE
9. DIFFERENTIATION
8. METHODOLOGY
7. RESOURCES
6. INDEPENDENT LEARNING
5. LANGUAGE LEARNING AND ACQUISITION SKILLS
4. GRAMMAR
3. SEMANTIC PRIMACY
2. COURSES TUNED TO MOTIVATE PUPILS
1. USE OF TARGET LANGUAGE

5. USE OF THE TARGET LANGUAGE
1Active communicatiion both
teacher and students
Try to read English
instruction sign2

6. COURSES TUNED TO MOTIVATE PUPILS
EXPRESSION
RELATE TO
THEIR LIFE:
-AT HOME
- AT SCHOOL
-GUESS AT NEW
MEANINGS
-CONVEY NEW
IDEAS

8. Semantic Primacy
New language becomes easier to learn
when pupils put words from related sense
group together into sentences rather than
trying to learn then separately in lists of
unconnected word and phrases.

9. Grammar
Accurate use of the language plays an
important role in clear communication of
the message. a good understanding of
structure is also central to success in
listening and reading comprehension.

10. Language Learning and Acquisition
skills
Is the process by which humans acquire
the capacity to perceive and comprehend
language, as well as to produce and use
words and sentences to communicate.
Language acquisition is one of the
quintessential human traits.

11. Independent Learning
Independent learning is when an individual
is able to think, act and pursue their own
studies autonomously, without the same
levels of support you receive from a
teacher at school or at university.

12. How can we become an
Independent Learner?
1. Active reader
2. Skim read
3. Different sources
4. Be persistent
5. Discussions
6. Set goals
7. Effective time management

13. Resources
Learning resource means educational content in
general terms.
The quality of teaching is probably the most important
factor governing pupil’s performance in foreign
language. No teacher however can fully realize the
potential of their pupils without the support of the
requisite materials resources.
Learning resources are texts, videos, software, and
other materials that teachers use to assist students to
meet the expectations for learning defined by provincial
or local curricula. Before a learning resource is used in
a classroom, it must be evaluated and approved at
either the provincial or local level. Evaluation criteria
may include curriculum fit, social considerations, and
age or developmental appropriateness.

14. Conventional resource types
Activities
Articles
Courses
Glossaries
Lectures
Lessons
Lesson plans
Assignments
Events
Reading lists
Discussion
Quizzes
Papers / essays
Reading groups
Observation clocks

15. Methodology
Learning styles in education are the systematic
differences in individuals' natural or habitual pattern of
acquiring and processing information in learning
situations. A core concept is that individuals differ in
how they learn.The idea of individualized learning
styles originated in the 1970s, and has greatly
influenced education.
Learning strategies are the techniques individual
students use to help themselves learn.

16. 7 Learning Methods teacher
should know
Inquiry-Based Learning
Problem-based learning
Discovery Learning
Cooperative Learning
Authentic Learning
Project-based Learning
Situated Learning

17. Differentiation
• Activities are well matched to the learner’s
ages, abilities and interests.
• Tasks are suited to the learner’s stage of
maturity and linguistic competence.
• Promoting a sense of challenge and
achievement
• Encouraging pupils to assess their own
capabilities.

18. • Motivation
• Clear aims
• Clear explanations
• Varied activites at appropriate pace
• Range of skills practiced
• Co – operative group work
• Independence
• Selected use of published course materials
• Reading for Information and pleasure
• Pupils acquire good accent
• Pupils acquired a good range of vocabulary

19. THANK YOU