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Questions For Planning of ELT

This document provides answers to questions about planning a language teaching course. It discusses observing students, understanding their backgrounds and needs. It emphasizes the importance of understanding the institution and adjusting to replace an existing teacher. The answers also address topics to teach, measuring student ability, and basic language skills. It discusses exposing students to new material, periphery learning, and using tools like dictionaries, pictures and music to enhance learning. The document stresses the importance of planning, but also allowing flexibility to meet student needs, and providing activities to engage all learners.

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78 views4 pages

Questions For Planning of ELT

This document provides answers to questions about planning a language teaching course. It discusses observing students, understanding their backgrounds and needs. It emphasizes the importance of understanding the institution and adjusting to replace an existing teacher. The answers also address topics to teach, measuring student ability, and basic language skills. It discusses exposing students to new material, periphery learning, and using tools like dictionaries, pictures and music to enhance learning. The document stresses the importance of planning, but also allowing flexibility to meet student needs, and providing activities to engage all learners.

Uploaded by

ichiko
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Tugas Planning Alfa buat soal 8 chapter (221201)

1. What should be done to observe students at the beginning of the class?


Answer: Listen to them, watch them and read their work. Try to understand the background of
the students as if they are coming for a new or existed relationship of institution.
2. Type three actions when the institutional students are new to you and your school!
Answer: Knowing the intention of the institution, their aims and their record of their demands.
3. What’s the issue of personalized information comes from the teachers that they actually
don’t know about the institution? And how to solve that?
Answer: The level of the course, the material and the essential information that would be shared
later on. They should ask the institution without any bother because sometimes, the institution
will imagine that the teacher already know it at first.
4. What should be done if you are a new teacher replacing an old one?
Answer: Asking the students any specific information and make notes of that.
5. What should be known by the teachers from the students?
Answer: Quantity, names, sex, age, mother tongue, nationality, purposes, previous knowledge,
educational background, etc. that still regard the students and the course.

1. What are things to be done first as you arrive at school or class?


Answer: Opening the windows, turning the chairs, pin things to the board and take over the space
to create a great space for you to teach.
2. What are the first activities in lesson should you do before starting the main discussion?
Answer: Recalling previous meeting’s discussion, outlining goals and provide agenda.
3. How do students can jump in the activity of yours in the first discussion?
Answer: By having greetings activity, recalling homework and or oral and quick questions about
previous meeting’s material.
4. Why do students should have a break time?
Answer: To fully absorb the material with the support of break to avoid boring, tired and lost
interest.
5. What’s the use of rounding of section?
Answer: To indicate that the end of the meeting is here after giving some conclusion or another
activity to engage student’s ability to track where are your explanation right now.

1. In language topics (especially English), what are 3 general topic that recommended to be
taught?
Answer: language pattern and skills, literature and culture.
2. What should be done to understand the prior ability of students in language?
Answer: Measuring the ability of the students to have their tasks done, in every particular items
like words.
3. What are the basic skills of English in general?
Answer: Listening, Speaking, Reading & Writing
4. What can be created by a situation in class?
Answer: fairly meaningful and realistic context and exerts a loose binding force for the choice of
vocabulary, skills, grammatical patterns, etc.
5. What’s the simple use of topic and theme when the students first see it?
Answer: The goal and the main discussion of the meeting.

1. What’s the process of exposure?


Answer: It’s noticing and remembering ‘trial and error’ or ‘discovery learning’.
2. What’s the provision of motivating tasks designed to?
Answer: It’s designed to show what learners already know and don’t know. This could include
small or whole group discussion, written examples, diagrams, drawings, a statement of ‘rules’.
3. Give some simple perspective of periphery learning?
Answer: When there is no conscious attempt by students to notice or learn anything. But after
being exposed to new material, they find that they know it.
4. What are the 3 main features of periphery learning?
Answer: While relaxing on some literature, its knowledge is absorbed without your needing to
work hard; periphery learning involves the unconscious consolidation; periphery learning
involves the speeding up and general improvement of skills.
5. What is the normal sequence in test-teach-test?
Answers: Discover the ability of the students first, teach them and finally see if the teaching is
working.

1. What are tools that can be used in the learning process?


Answer: Dictionary, boards, box of rods, picture pack, music tape, etc. as long as it has
connection to the language learning.
2. How can the box of rods improve the ability of the students?
Answer: It can represent the material as colors, prepositions, pronoun, etc.
3. How can the music tape play roles in language teaching?
Answer: It can be played quietly inside your classroom to create a supporting environment
towards the student to study.
4. What should be pay attention to the tools’ maintenance?
Answer: The quantity of tools itself, because they can harm themselves as it cannot be
maintained well.
5. What should be done to keep them useful?
Answer: Upgrade them and keep them maintained.

1. What can be done to fit the student’s group as the material from teacher is already
prepared?
Answer: Shape and reshape or having it again as if it doesn’t fit the group of students.
2. What if you have a small, crowded classroom where it’s difficult to have students moving
around as your activity?
Answer: Change the handout and materials.
3. How can variation happen inside the class?
Answer: Switch the roles played.
4. What is going to happen when you are not engaging with the students that have less
interaction in class?
Answer: They will stay and lost interest to your teaching method.
5. What are activities that can support you teaching method?
Answer: Blackboard game, filling gaps, dictation, roles of dialogues, etc.
1. What is planning in language teaching?
Answer: Everything teachers do when they say they are planning, including preparing the
material, goal, guideline, assessment, etc.
2. Why would we want to plan courses and lessons? (1 reason)
Answer: Because it can help you to develop a personal style since they involve sifting through all
your information, resources and beliefs, etc.
3. Why would we not want to plan courses and lessons? (1 reason)
Answer: Thinking about your lessons and courses too far ahead and in too much detail can be a
waste of time if it is not suitable for the students.
4. Who can you do your planning with?
Answer: Plan it alone, with the teacher you share the class with, with other colleagues including
more experienced ones such as mentors.
5. When can you plan your courses and lessons?
Answer: It can be anytime, as long as you have your own outlining method of planning.

1. Type types of classes!


Answer: Heterogeneous classes, very large classes, one-to-one (or very small group) teaching
and exam classes.
2. Type different approach that may differ each class!
Answer: Using picture for lower class (Pre-A1 – A2) and using listening audio for upper class
(B+-C)
3. How will you approach the classes with few resources or facilities?
Answer: Bring your own or have maximum utilize action of exist facilities.
4. Give one principle for working with classes who don’t get on!
Answer: Avoidance, confrontation, separate development and cooperation.
5. Give one principle for working with undisciplined classes!
Answer: Be clear about the rules, avoiding not recognizing the students by their name, and give
special actions to strengthen the rules of national curriculum in general.

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