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COMPILED BY: ABUBAKAR BS-8 (NUML, HYD)

SUBJECT: TEFL
Contact: 0310-3843458

1.0 INTRODUCTION TO TEFL:

1.1 What is TEFL?
1.2 Foreign Language vs Second Language.
1.3 TEFL in Pakistan.
1.4 Language Acquisition and Language Learning.
1.5 Overview of language learning theories.

1.1 What is TEFL?

TEFL stands for Teaching English as a Foreign Language. It refers to the practice of teaching
English to non-native speakers in a foreign country or setting. The term TEFL is often used
interchangeably (in a way that can be exchanged without making any difference) with terms like
TESOL (Teaching English to Speakers of Other Languages),TESL (Teaching English as a
Second Language), and ESL (English as a Second Language).

The goal of TEFL is to help non-native speakers of English to develop their communicative
skills in English, including speaking, listening, reading, and writing. This can include
teaching basic communication skills to beginners, as well as more advanced language skills to
students who are preparing for academic or professional settings.

TEFL can be taught in a variety of settings and contexts, including private language schools,
universities, community colleges, and online language learning platforms. In many cases, TEFL
teachers are native speakers of English who have completed a TEFL certification course or have
gained relevant teaching experience abroad.

1.2 Foreign Language vs Second Language: Foreign language and second language are both
terms used to describe a language apart from the native language of a person. However,
there is a difference between the two.

A 'foreign language' refers to a language that is not commonly spoken in the region where
the person resides or is not part of the culture. For example, someone who is learning Spanish
in China would consider Spanish as a foreign language because it is not a commonly spoken
language in that region.
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A ‘second language’ refers to a language that a person learns in addition to their native or first
language. For example, someone who grows up speaking sindhi as a first language and learns
Urdu as a language of communication or study would consider Urdu as their second language.

The distinction between these terms is important because learners have different motivations,
expectations, and levels of proficiency with these languages. Foreign language learners may
learn the language out of interest, to prepare for travel, or to learn about a culture. Meanwhile,
second language learners may need the language to communicate in daily life, in their studies or
for work purposes.

Furthermore, the learning strategies and methods for foreign language and second language
learners may also differ because learners of a second language tend to have more exposure and
opportunities to practice the language than foreign language learners.

1.3 TEFL in Pakistan: In Pakistan, there is a growing demand for qualified TEFL teachers
due to the increased importance of English as a global language in academia and the
workplace, and the desire of many Pakistanis to improve their English proficiency. As a result,
many reputable institutions offer TEFL courses and programs to individuals who are interested
in becoming English language teachers or improving their language teaching skills.

Some of the most well-known TEFL programs in Pakistan include the British Council TEFL
certificate, the American TESOL Institute TEFL certificate, and the Cambridge CELTA
(Certificate in English Language Teaching to Adults) certificate. These programs offer a
combination of theory and practical training, as well as job placement services to help graduates
find employment opportunities in language schools, universities, and private companies.

Apart from the TEFL training, Pakistan offers an enriching (to improve the quality of something
by adding something else) teaching experience for TEFL teachers due to its cultural diversity.
Teachers have the chance to work with students from various age groups and backgrounds, gain
valuable teaching experience and enhance their language teaching skills.

Overall, TEFL is an attractive career option in Pakistan for those interested in teaching English
as a foreign language and experiencing its culture.

1.4 Language Acquisition vs Language Learning: Language acquisition and language learning
are two different processes by which people acquire a new language.

Language acquisition is the process in which humans naturally learn language through
constant exposure to the language, without any formal teaching or instruction. This process
usually takes place in childhood when children learn their first language through complete
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involvement in their environment. Children gradually learn to communicate through sounds,

words, and sentences by listening, repeating, and interacting with others.

Language learning, on the other hand, involves teaching or studying a language in a

structured and formal setting, such as a classroom. This process involves explicit (clear and
exact) instruction on vocabulary, grammar rules, and language usage. The goal of language
learning is to acquire knowledge about the language and be able to use it in written or oral
forms.

The main difference between language acquisition and language learning is that language
acquisition is a natural process of learning a language without any instruction or conscious
effort, while language learning requires active instruction, studying and practice.

Language acquisition occurs more successfully when the learner is immersed in the language,
and when regular exposure to the language and interaction with native speakers takes place. On
the other hand, language learning gives learners guidance and structure on the language’s
grammar, vocabulary and structure.

In summary, while language acquisition is an unconscious process that occurs naturally, language
learning is a more conscious process that requires instruction, practice and conscious effort from
the learner.

1.5 Overview of language learning theories: Language learning theories aim to explain the
processes that underlie (to be a hidden cause of) language acquisition and development.
There are several major theories that have been proposed to explain how individuals learn a
language, below are some of the most influential theories:

1.5.1 Sociocultural theory: This theory emphasizes the importance of social interaction and
cultural experiences for language acquisition. It posits (to suggest something as a basic fact or
principle) that language acquisition is a result of learners’ participation in social activities
with others who are more advanced in the language.

1.5.2 Innatist theory: This theory proposes that humans are born with an innate (An innate
quality or ability is one that you were born with, not one you have learned) ability to acquire
language. Innatist theories emphasize the role of the brain, in particular, the role of the language
acquisition device (LAD), which is said to be responsible for the innate knowledge of grammar.

1.5.3 Cognitive theory: This theory looks at how an individual processes information and how
language is stored and retrieved (to find and bring back something). Cognitive theory explains
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the need for explicit instruction, repetition and meaningful learning to help with language
acquisition.

1.5.4 Behaviorist theory: This theory believes that language learning is a result of conditioning
(the process of training a person mentally so that they do) and reinforcement. Behaviourist
theories emphasize that language learning occurs when learners are exposed to a language and
rewarded for producing correct responses while being punished for incorrect responses.
2.0 TRADITIONAL LANGUAGE TEACHING METHODS:

2.1 Grammar Translation Method (GTM) is a traditional teaching method that focuses on the
explicit teaching of grammar rules and vocabulary through translation exercises. The main goal
of GTM is to help students develop reading and writing skills in the target language. Here are
some characteristics of GTM:

2.1.1 Focus on grammar: GTM emphasizes the teaching of grammar rules and structures, often
through deductive (reaching an answer by thinking carefully about the known facts) methods
where students are given rules and then apply them to practice exercises.

2.1.2 Translation: GTM uses translation as a way of teaching vocabulary and grammar. Students
are expected to translate sentences or texts from the target language to their native language and
vice versa.

2.1.3 Memorization: GTM relies heavily on the memorization of vocabulary and grammar
rules. Students are expected to memorize lists of vocabulary and grammar rules, which are often
presented in isolation.

2.1.4 Textbook-centered: GTM is often textbook-centred, with the textbook being the primary
source of language input and exercises.

2.1.5 Teacher-centered: GTM is a teacher-centred method where the teacher is the authority
figure and the source of knowledge. The teacher lectures and explains the grammar rules and
structures, and students are expected to follow along and take notes.

While GTM was widely used in the past, it is now considered outdated and ineffective for
developing communicative competence in the target language. Critics argue that GTM focuses
too much on form and not enough on meaning and that it does not prepare students for real-life
communication situations. More communicative teaching methods have gained popularity in
recent years for their focus on authentic communication and student-centred learning.
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2.2 The Direct Method also known as the Natural Method, is a teaching method that emphasizes
teaching language through immersion (the fact of becoming completely involved in something)
in the target language and using it in real-life communication situations. The main goal of the
Direct Method is to develop communicative competence in the target language. Here are some
characteristics of the Direct Method:

2.2.1 Immersion: The Direct Method emphasizes immersion in the target language, with little or
no use of the student's native language. The teacher communicates with the students in the target
language and encourages them to do the same.

2.2.2 Real-life communication: The Direct Method focuses on teaching language for real-life
communication situations. The teacher provides students with opportunities to use language in
context and to practice communicating in real-life situations.

2.2.3 Vocabulary in context: Vocabulary is taught in context, with a focus on meaning rather
than form. The teacher uses real-life situations and context to teach new vocabulary, and students
are encouraged to use new vocabulary in context.

2.2.4 Grammar through examples: Grammar is taught through examples, with a focus on
meaning rather than form. The teacher uses real-life situations and context to teach grammar, and
students are encouraged to use grammar in context. For example, the teacher wants to teach the
past tense of the verb "to be". Instead of giving students a list of rules and exceptions, the teacher
would provide examples of the past tense of "to be" in context. For instance:

"I was at the party last night" (affirmative)

"You were not at the party last night" (negative)
"Were they at the party last night?" (question)

The teacher would then elicit (produce) the meaning of the past tense of "to be" from the context
and provide further examples to help students understand and practice the grammar. The teacher
might also use visual aids such as pictures or gestures to reinforce the meaning and form of the
past tense.

Throughout the lesson, the teacher would encourage students to use the past tense of "to be" in
context and in real-life communication situations. Students would have plenty of opportunities to
practice grammar through communicative activities such as role-plays, interviews, and
discussions.

2.2.5 Visual aids: Visual aids such as pictures, gestures, and body language are used to help
students understand the meaning and to facilitate communication.
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The Direct Method is considered effective for developing communicative competence and for
promoting authentic communication in the target language. However, critics argue that it can be
difficult to implement in large classes and that it can be challenging for teachers to provide
enough support for students who are struggling. Additionally, the Direct Method can be
time-consuming, as it requires a significant amount of preparation and planning.

THE AUDIO-LINGUAL METHOD (ALM) is a teaching method that emphasizes the

development of oral language skills through intensive (involving a lot of effort) practice and
drilling (an activity that practices a particular skill and often involves repeating the same thing
several times). The main goal of ALM is to help students develop automaticity (the quality of
being performed unconsciously) in the target language, which means the ability to produce
language quickly and accurately without conscious effort. Here are some characteristics of ALM:

1, Focus on oral skills: ALM emphasizes the development of oral language skills, such as
listening and speaking. The method is often used for teaching spoken languages, such as English.

2, Intensive practice: ALM involves intensive practice and drilling of language patterns and
structures. Students repeat language patterns and structures many times to develop automaticity.

3, Pattern practice: ALM uses pattern practice to help students internalize (accept) language
patterns and structures. The teacher provides a model of a language pattern, and the students
repeat it many times until they can produce it automatically.

4, Error correction: ALM places a strong emphasis on error correction. The teacher provides
immediate feedback on students' errors and helps them to correct them.

5, Memorization: ALM relies heavily on the memorization of language patterns and structures.
Students are expected to memorize dialogues and phrases, which they can then use in real-life
communication situations.

COOPERATIVE LANGUAGE TEACHING METHOD Cooperative Language Teaching

(CLT) is a teaching method that emphasizes the use of group work and collaboration in language
learning. It is based on the belief that language learning is best achieved through interaction and
negotiation of meaning between learners.

In CLT, learners work together in pairs or small groups to complete tasks and activities that
require the use of the target language. This method encourages learners to use the language in
meaningful ways and to communicate with each other in order to accomplish a shared goal.
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CLT is also characterized by a learner-centered approach, in which the teacher serves as a

facilitator rather than the primary source of information. The teacher's role is to provide guidance
and support to learners as they work together to learn and use the language.

Some common techniques used in CLT include role-plays, games, problem-solving activities,
and discussions. These activities are designed to promote communication and collaboration
among learners and to help them develop their language skills in a natural and meaningful way.

Overall, the goal of CLT is to create an engaging and interactive learning environment that
encourages learners to use the language in authentic and communicative ways.

TASK BASED LANGUAGE TEACHING METHOD VS COOPERATIVE LANGUAGE

TEACHING METHOD:

While Task-based language teaching (TBLT) and Cooperative Language Teaching (CLT) share
some similarities in terms of their focus on interaction and communication among learners, they
are two distinct teaching methods.

TBLT is based on the use of authentic and meaningful tasks as the basis for language learning,
while CLT emphasizes the use of group work and collaboration in language learning. In TBLT,
language is taught and learned through the completion of tasks that require the use of the target
language. In contrast, CLT encourages learners to use the language in meaningful ways and to
communicate with each other in order to accomplish a shared goal.

One of the key differences between the two methods is that TBLT places a greater emphasis on
task design and implementation, whereas CLT places more emphasis on learner-centered
instruction and collaboration. In TBLT, the teacher plays an important role in designing and
implementing tasks that are challenging but achievable, and that provide learners with a clear
goal to work towards. In CLT, the teacher serves as a facilitator who provides guidance and
support to learners as they work together to learn and use the language.

Another difference is that TBLT tends to focus more on the development of specific language
skills, such as speaking or writing, while CLT places a greater emphasis on overall
communicative competence.

Ultimately, both TBLT and CLT are effective teaching methods that can help learners to develop
their language skills in engaging and interactive ways. The choice of which method to use will
depend on a range of factors, including the learning goals of the students, the teaching context,
and the preferences and teaching style of the teacher.
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ECLECTIVE LANGUAGE TEACHING METHOD The eclectic language teaching method

is an approach to language teaching that draws from a variety of different methods and
techniques to create a customized approach to language instruction. Instead of relying on a single
method or approach, the eclectic method allows teachers to select the most effective elements
from a variety of different approaches and combine them in a way that is tailored to the needs of
the learners.

Some of the methods and techniques that may be incorporated into an eclectic language teaching
approach include:

1, The communicative approach: This approach focuses on teaching learners to communicate

effectively in real-life situations, emphasizing the use of authentic language in context.

2, The task-based approach: This approach involves designing language learning activities that
require learners to use language in order to complete a task or solve a problem.

3, The grammar-translation method: This method involves teaching grammar rules and
vocabulary through translation exercises and rote memorization.

4, The audio-lingual method: This method focuses on developing learners' listening and
speaking skills through the use of repetition and drills.

By drawing on these and other methods and techniques, an eclectic language teacher can create a
well-rounded approach to language teaching that meets the needs of individual learners and
adapts to different learning styles and preferences.

4. LANGUAGE SKILLS TEACHING Teaching language skills can involve several aspects
depending on the specific skill such as reading, writing, listening and speaking that needs to be
developed. Here are some general strategies that can be used:

2.0 READING SKILLS: Encourage students to read extensively in the target language. This
can be done through assigning readings, discussing the content, and having students summarize
or write about what they have read. Moreover, Teaching reading skills in a target language
requires a structured approach that includes the following steps:

2.1 Pre-reading activities: Before students start reading a text, engage them in pre-reading
activities such as brainstorming vocabulary related to the topic, predicting what the text is about,
and activating their prior knowledge of the subject matter.
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2.2 Reading strategies: Teach students reading strategies that they can use to comprehend the
text, such as skimming, scanning, and using context clues to understand unfamiliar words.

2.3 Reading aloud: Start by reading the text aloud to the students, or have them listen to an
audio recording of the text. This helps them develop their listening comprehension skills and
improves their pronunciation.

2.4 Guided reading: Guide students through the text, asking questions to check their
comprehension and encourage critical thinking. You can also provide support with vocabulary
and syntax, helping students understand the text's structure and meaning.

2.5 Post-reading activities: Engage students in post-reading activities such as summarizing the
text, discussing its main ideas and themes, and analyzing its language and style.

2.6 Extensive reading: Encourage students to read extensively in the target language by
providing them with a range of reading materials, such as books, articles, and online resources.
This helps them develop their reading fluency, vocabulary, and comprehension skills.

2.7 Feedback and evaluation: Provide feedback on students' reading skills and evaluate their
progress regularly. This helps you identify areas where they need more support and helps
students understand their strengths and weaknesses in the target language.

3.0 WRITING SKILLS Provide students with opportunities to practice writing in the target
language. This can involve activities such as journaling, writing prompts, and peer review.
What’s more, Teaching writing skills in a target language involves a structured approach that
includes the following steps:

3.1 Pre-writing activities: Before students start writing, engage them in pre-writing activities
such as brainstorming ideas, organizing their thoughts, and outlining their writing plan.
Writing strategies: Teach students writing strategies that they can use to organize their writing,
such as creating a clear introduction, supporting their ideas with evidence, and using transitional
phrases to connect their ideas.

3.2 Model writing: Provide students with models of well-written pieces of writing in the target
language. This helps them understand the language structure and style and provides them with
examples to emulate.

3.3 Guided writing: Guide students through the writing process, providing feedback on their
ideas, language use, and organization. You can also help students with specific language features,
such as verb tense or sentence structure.
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3.4 Peer editing and feedback: Encourage students to give feedback on each other's writing.
This helps them develop their critical thinking and analytical skills and provides them with
different perspectives on their writing.

3.5 Revision and editing: Teach students the importance of revising and editing their writing.
This includes checking for grammar and punctuation errors, clarifying ideas, and improving
sentence structure and language use.

3.6 Publication and sharing: Provide opportunities for students to publish and share their
writing with others, such as through class presentations, blogs, or writing contests. This helps
them develop their communication skills and confidence in the target language.

4.0 LISTENING SKILLS Play audio recordings in the target language and have students listen
for specific details or complete comprehension tasks. You can also have students engage in
conversations with native speakers to practice their listening and comprehension skills.
Moreover, Teaching listening skills in a target language involves a structured approach that
includes the following steps:

4.1 Pre-listening activities: Before students start listening to a recording, engage them in
pre-listening activities such as introducing the topic, activating their prior knowledge, and
predicting what they will hear.

4.2 Listening strategies: Teach students listening strategies that they can use to improve their
comprehension, such as identifying key words, paying attention to the context, and predicting
what comes next.

4.3 Model listening: Provide students with models of well-executed listening strategies. This
helps them understand the strategies they are learning and provides them with examples to
emulate.

4.4 Guided listening: Guide students through the listening process, providing feedback on their
comprehension, language use, and pronunciation. You can also help students with specific
language features, such as intonation or stress.

4.5 Post-listening activities: Engage students in post-listening activities such as summarizing

what they heard, discussing its main ideas and themes, and analyzing its language and style.
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4.6 Extensive listening: Encourage students to listen extensively in the target language by
providing them with a range of listening materials, such as audio recordings, podcasts, and
videos. This helps them develop their listening fluency, vocabulary, and comprehension skills.
4.7 Feedback and evaluation: Provide feedback on students' listening skills and evaluate their
progress regularly. This helps you identify areas where they need more support and helps
students understand their strengths and weaknesses in the target language.

5.0 SPEAKING SKILLS Encourage students to speak in the target language as much as
possible. Provide them with opportunities to practice conversation, role-playing, and other
speaking activities. Teaching speaking skills in a target language involves a structured approach
that includes the following steps:

5.1 Pre-speaking activities: Before students start speaking, engage them in pre-speaking
activities such as brainstorming vocabulary related to the topic, organizing their thoughts, and
practicing pronunciation.

5.2 Speaking strategies: Teach students speaking strategies that they can use to communicate
effectively, such as using appropriate vocabulary and grammar, using body language and
gestures, and asking questions to clarify understanding.

5.3 Model speaking: Provide students with models of well-executed speaking skills in the target
language. This helps them understand the language structure and style and provides them with
examples to emulate.

5.4 Guided speaking: Guide students through the speaking process, providing feedback on their
language use, pronunciation, and communication skills. You can also help students with specific
language features, such as intonation or stress.

5.5 Peer speaking and feedback: Encourage students to practice speaking with each other and
give feedback on each other's language use, pronunciation, and communication skills. This helps
them develop their communication skills and confidence in the target language.

5.6 Role-playing and simulations: Provide opportunities for students to practice speaking in
simulated situations, such as ordering food in a restaurant, giving a presentation, or participating
in a debate. This helps them develop their language fluency, vocabulary, and communication
skills in a realistic context.

5.7 Feedback and evaluation: Provide feedback on students' speaking skills and evaluate their
progress regularly. This helps you identify areas where they need more support and helps
students understand their strengths and weaknesses in the target language.
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5. CLASSROOM MANAGEMENT SKILLS IN TEFL Effective classroom management is

crucial in TEFL (Teaching English as a Foreign Language) classes to create a positive and
productive learning environment. Here are some key classroom management skills that can help
you maintain discipline, engage students, and maximize learning outcomes:

1, Establish clear expectations: Set clear and reasonable expectations for behavior and
academic performance from the beginning. Communicate these expectations to students in a
positive and constructive manner. Make sure students understand what is expected of them in
terms of behavior, participation, assignments, and respect for others.

2, Build rapport and positive relationships: Develop a positive rapport with your students by
showing genuine interest in their lives, cultures, and experiences. Learn their names and use
them when addressing students. Create a supportive and inclusive classroom environment where
students feel valued, respected, and safe to express themselves.

3, Use effective communication: Use clear and concise language when giving instructions or
explanations. Speak slowly and clearly, particularly when working with students who have lower
language proficiency levels. Encourage active listening and provide opportunities for students to
ask questions or seek clarification.

4, Engage students actively: Incorporate a variety of interactive and engaging activities into
your lessons to keep students involved and interested. Use pair or group work, role plays, games,
and multimedia resources to create a dynamic and interactive learning environment. This helps
prevent boredom and keeps students focused on learning.

5, Manage transitions smoothly: Smooth transitions between activities or lesson components

help maintain a positive and organized learning environment. Clearly signal when an activity is
ending and the next one is beginning. Provide students with clear instructions on what they
should do during transitions to minimize disruptions.

6, Use positive reinforcement: Praise and reward students for their efforts, achievements, and
positive behavior. Positive reinforcement can be verbal, such as offering words of
encouragement or acknowledging good work in front of the class. You can also use non-verbal
forms of reinforcement, like stickers or tokens, to recognize students' contributions.

7, Address behavioral issues promptly: Be proactive in managing disruptive behavior. Set

clear consequences for misbehavior and ensure students are aware of them. When addressing
behavioral issues, do so privately and respectfully, focusing on the behavior rather than the
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student. Use techniques like active listening, problem-solving, and conflict resolution to help
students understand the impact of their actions and find positive alternatives.

8, Differentiate instruction: Recognize that students have different learning styles, abilities, and
needs. Differentiate your instruction to accommodate these differences and provide support or
extensions as necessary. Provide additional assistance or challenge to students based on their
individual abilities to keep them engaged and motivated.

9, Time management: Plan your lessons carefully and allocate sufficient time for each activity.
Be aware of the pace of the lesson and adjust accordingly to ensure that you can cover the
necessary content without rushing or leaving students bored. Use time management strategies
like setting timers or breaking tasks into smaller segments to help students stay focused and
make the most of their learning time.

10, Reflect and adapt: Regularly reflect on your classroom management techniques and their
effectiveness. Seek feedback from colleagues, mentors, or students themselves. Adapt your
strategies as needed based on the dynamics of each class and the unique needs of your students.
Continuous improvement is essential for effective classroom management.

Remember, building a positive classroom environment takes time and effort. Be patient, flexible,
and open to learning from your students as you refine your classroom management skills in the
TEFL context.

6. TEACHING RESOURCES (USE OF AIDS, COURSE BOOKS, SUPPLEMENTARY

MATERIAL): When it comes to teaching resources in TEFL (Teaching English as a Foreign
Language) classes, there are various aids, course books, and supplementary materials that can be
used to enhance the learning experience. Here are some commonly used resources:

1, Coursebooks: Coursebooks provide a structured curriculum and content for language

learning. They usually include a range of activities, exercises, and dialogues for students to
practice different language skills. Some popular coursebook series include "New Headway,"
"English File," "Touchstone," and "Inside Out."

2, Audio-Visual Materials: Audio and video materials are excellent aids for teaching listening
and speaking skills. These can include authentic audio recordings, podcasts, songs, movies,
documentaries, and videos specifically created for language learning. Online platforms like
YouTube, TED Talks, and ESL websites offer a wealth of audio-visual resources.
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3, Visual Aids: Visual aids such as flashcards, posters, charts, and pictures can help reinforce
vocabulary, grammar, and language concepts. They make the learning process more engaging
and memorable. Teachers can create their own visuals or find resources online, including
websites like ESL Flashcards and BusyTeacher.

4, Realia: Realia refers to real-life objects or materials that are used in the classroom to provide
authentic contexts. For example, bringing in actual items like food, clothes, or money can help
students practice vocabulary related to daily life. Realia adds a tangible and practical aspect to
language learning.

5, Interactive Whiteboards and Projectors: Interactive whiteboards and projectors enable

teachers to display and interact with digital content in the classroom. They can show multimedia
materials, online resources, interactive games, and exercises, enhancing students' engagement
and participation.

6, Online Resources: The internet offers a vast array of TEFL resources. Online platforms like
ESL websites, teaching blogs, and educational websites provide lesson plans, worksheets,
quizzes, games, and other interactive materials. Some popular websites include ESL Printables,
British Council LearnEnglish, and ESL Kids Lab.

7, Games and Activities: Games and activities are valuable tools for language learning. They
foster engagement, motivation, and active participation. They can be traditional board games
adapted for language practice, interactive online games, or language-based activities like role
plays, group discussions, and pair work.

8, Authentic Materials: Authentic materials are resources designed for native speakers, such as
newspapers, magazines, brochures, and advertisements. These materials expose students to
real-life language use, cultural aspects, and current events, enhancing their language skills and
cultural awareness.

9, Teacher-Created Materials: Teachers can design their own materials tailored to their
students' needs and interests. These can include worksheets, handouts, quizzes, and lesson plans.
Teacher-created materials allow for customization and adaptation to the specific context and
learning objectives.

Remember, the choice of teaching resources should align with the students' proficiency level,
learning goals, and teaching context. Using a combination of different resources and adapting
them to suit the students' needs will create a dynamic and effective learning environment in
TEFL classes.
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7. USING LITERATURE IN TEFL (Teaching English as a Foreign Language) classes can be a

highly effective and engaging way to teach language skills and foster a deeper understanding of
the English language and culture. Literature exposes students to authentic language use, provides
cultural insights, and encourages critical thinking and analysis. Here are some suggestions for
incorporating literature into TEFL classes:

1, Choose appropriate texts: Select texts that are suitable for the language proficiency level and
age group of your students. Consider their interests and cultural backgrounds as well. Start with
shorter texts, such as short stories, poems, or excerpts from novels, before moving on to longer
works.

2, Pre-reading activities: Before diving into the text, introduce it to students and build
anticipation. You can show the cover, read the blurb, or discuss the author and the historical or
cultural context. This will activate their prior knowledge and generate interest.

3, Vocabulary building: Identify key vocabulary words from the text and teach them in context.
Encourage students to use context clues and dictionary skills to figure out unfamiliar words.
Create vocabulary exercises or flashcards to help reinforce the new words.

4, Reading comprehension: Guide students through the reading process by asking

comprehension questions or assigning specific tasks. These tasks can include identifying main
ideas, summarizing the text, predicting outcomes, or analyzing characters and themes. Encourage
students to support their answers with evidence from the text.

5, Language analysis: Literature provides rich examples of grammar structures, idiomatic

expressions, and literary devices. Use excerpts from the text to illustrate specific language
features and discuss their functions. Students can analyze sentence structures, verb tenses,
metaphors, similes, or rhetorical devices. Engage them in discussions or group activities that
encourage language analysis and interpretation.

6, Discussion and interpretation: Literature invites interpretation and personal response.

Encourage students to share their thoughts and opinions about the text, its characters, themes,
and symbolism. Engage them in lively discussions, debates, or role plays based on the literary
work. This promotes critical thinking, speaking skills, and cultural awareness.

7, Writing activities: Use literature as a springboard for various writing tasks. Students can
write character profiles, summaries, book reviews, opinion essays, or creative responses to the
text. Encourage them to incorporate new vocabulary and grammar structures into their writing.
Provide constructive feedback to enhance their writing skills.
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8, Extension activities: Expand on the literary work by incorporating related activities. This
could include watching film adaptations, exploring related topics, researching the author's
background, or creating visual projects like posters or presentations. These activities deepen
students' understanding and create connections between the text and real-world contexts.

Remember to create a supportive and inclusive classroom environment where students feel
comfortable sharing their thoughts and opinions. Literature can be challenging, so scaffold your
lessons accordingly, providing necessary support and guidance. By integrating literature into
TEFL classes, you can inspire a love for reading, enhance language skills, and foster cultural
understanding among your students.

8. ASSESSMENT AND ERROR CORRECTION are essential components of TEFL

(Teaching English as a Foreign Language) classes to monitor student progress, provide feedback,
and facilitate language development. Here are some guidelines for effective assessment and error
correction:

Assessment:

1, Use a variety of assessment methods: Employ a range of assessment methods, including

formative (ongoing) and summative (end-of-unit or end-of-course) assessments. This can include
quizzes, tests, presentations, projects, group work, portfolios, self-assessment, and peer
assessment. Using different assessment tools provides a more comprehensive view of students'
language abilities.

2, Align assessments with learning objectives: Ensure that assessments are aligned (to agree
with) with the learning objectives of the lesson or unit. Clearly communicate the criteria and
expectations to students, so they understand what they will be assessed on. This helps them focus
on specific language skills or content knowledge.

3, Provide timely and constructive feedback: Offer feedback promptly (quickly, without delay)
after assessments to provide students with guidance on their strengths and areas for
improvement. Give specific and constructive feedback that highlights what they did well and
offers suggestions for improvement. Focus on the content and accuracy of their language use, as
well as their overall communication skills.

4, Encourage self-assessment and reflection: Encourage students to reflect on their own

learning progress through self-assessment. This can be done through self-evaluation sheets,
checklists, or guided reflection questions. By engaging in self-assessment, students become more
aware of their strengths and weaknesses, take ownership of their learning, and set goals for
improvement.
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Error Correction:

1, Balance fluency and accuracy: While fluency is important for communication, accuracy is
also crucial in language learning. Strike a balance between allowing students to freely express
themselves and providing targeted error correction. Encourage fluency during communicative
activities, while reserving specific error correction for focused practice or formal assessments.

2, Prioritize errors: Focus on correcting errors that impede communication or are related to
recently taught language points. Target errors that are relevant to the lesson's learning objectives.
By prioritizing errors, students can concentrate on specific areas of improvement without feeling
overwhelmed.

3, Use varied correction techniques: Different correction techniques can be used based on the
context and the type of error. These can include direct correction (providing the correct form),
indirect correction (eliciting the correct response from students), peer correction (encouraging
students to correct each other's errors), and self-correction (giving students a chance to identify
and correct their own errors).

4, Provide opportunities for error analysis: Instead of just providing the correct answer,
encourage students to analyze their errors and understand the underlying rules or patterns. This
helps deepen their understanding of the language and promotes independent learning. Discuss
common errors as a class and provide explanations or additional practice when necessary.

5, Create a supportive environment: Create a classroom environment where students feel

comfortable making mistakes. Encourage risk-taking and assure students that errors are a natural
part of the learning process. Foster a positive and non-judgmental atmosphere where students are
encouraged to ask questions and seek clarification.

6, Focus on global and local errors: Distinguish between global errors (errors that affect overall
communication) and local errors (errors that affect specific language features). Address global
errors first to ensure students can convey their intended message. Local errors can be addressed
during focused language practice or in subsequent lessons.

Remember that error correction should be balanced and tailored to individual student needs.
Some students may benefit from more explicit correction, while others may require a gentler
approach. Observe your students closely to gauge their reactions and adapt your error correction
strategies accordingly.
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9. EMERGING TRENDS OF TEACHING ENGLISH LANGUAGE: Uses of Technology in

Language Teaching and Learning:

1, Blogs
2, Computer assisted language software
3, Digital portfolios
4, Distance education
5, Electronic Chatting
6, E-Pen Pals
7, Electronic Presentations
8, Electronic Text Corpora

1, Blogs: Blogs provide a platform for students and teachers to publish their written work and
engage in online discussions. They promote writing skills, encourage critical thinking, and
facilitate peer (a person who is the same age) feedback. Blogs can be used as an interactive tool
to enhance language learning and communication.

2, Computer-Assisted Language Learning (CALL) Software: CALL software includes

interactive programs, apps, and websites (Duolingo, FluentU) designed to support language
learning. It offers a wide range of activities such as vocabulary drills, grammar exercises,
pronunciation practice, and language simulations. CALL software allows learners to practice at
their own pace and receive immediate feedback.

3, Digital Portfolios: Digital portfolios provide a space for students to showcase their language
learning progress and achievements. They can include audio recordings, videos, written
assignments, and other multimedia materials. Digital portfolios promote reflective learning,
self-assessment, and collaboration among learners and teachers.

4, Distance Education: Distance education refers to the delivery of language learning programs
through online platforms or virtual classrooms. It allows students to access educational resources
and interact with teachers and peers remotely (FAR AWAY). Distance education offers
flexibility, personalized learning experiences, and access to a global community of learners.

5, Electronic Chatting: Electronic chatting platforms, such as instant messaging or video

conferencing tools, enable real-time communication between language learners. They provide
opportunities for authentic language use, collaboration, and cultural exchange. Electronic
chatting can enhance speaking and listening skills, as well as foster intercultural competence.

6, E-Pen Pals: E-Pen Pals (a person with whom one becomes friendly by exchanging letters,
especially someone in a foreign country whom one has never met) connect language learners
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from different countries through email or online platforms. This enables students to practice their
writing skills while engaging in cross-cultural communication. E-Pen Pals can broaden students'
perspectives, improve their language accuracy, and promote intercultural understanding.

7, Electronic Presentations: Electronic presentations, such as slideshows or multimedia

presentations, can be used by both teachers and students to deliver content, demonstrate language
skills, or present research projects. Electronic presentations enhance communication and
presentation skills, as well as visual literacy.

8, Electronic Text Corpora: Electronic text corpora (a collection of written or spoken material
stored on a computer and used to find out how language is used) are large collections of written
texts that can be analyzed and searched electronically. They provide language learners with
access to authentic language samples from a variety of sources. Electronic text corpora support
vocabulary development, language analysis, and research skills.

The integration (mixing) of technology in language teaching and learning has the potential to
engage students, provide personalized learning experiences, and facilitate authentic language
use. These emerging trends offer new avenues (way of doing something) for educators to
enhance language acquisition, promote digital literacy, and foster intercultural competence in the
English language classroom.

10. LESSON PLANNING in Teaching English as a Foreign Language (TEFL) classes is crucial
for effective instruction and achieving learning objectives. Here is a step-by-step guide for lesson
planning in TEFL:

1, Identify the Learning Objectives: Begin by determining what you want your students to
achieve by the end of the lesson. This could be specific language skills, vocabulary acquisition,
grammatical structures, or communication abilities.

2, Assess the Students' Needs: Consider the language proficiency levels, interests, and learning
styles of your students. This will help you tailor (prepare something following particular
instructions) the lesson to their specific needs and maximize engagement and learning outcomes.

3, Select the Content: Choose appropriate materials and resources that align with the learning
objectives and cater (to provide) to the students' needs. These may include textbooks, authentic
texts, audio or video clips, online resources, or real-world materials.

4, Plan the Introduction: Start the lesson with a warm-up activity or an attention-grabbing
introduction to engage students and activate their prior knowledge related to the topic. This can
be done through discussion, a short video, a game, or a brainstorming session.
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5, Structure the Lesson: Organize the lesson into logical stages, such as presentation, practice,
and production. The presentation stage involves introducing new language concepts or skills,
while the practice stage focuses on guided activities for reinforcement. The production stage
encourages students to use the language independently and creatively.

6, Develop Activities: Create a variety of activities that provide opportunities for students to
practice and apply the target language. These can include pair or group work, role-plays, debates,
games, problem-solving tasks, or information gap activities. Consider using a mix of listening,
speaking, reading, and writing tasks to address different language skills.

7, Anticipate Problems and Solutions: Anticipate potential challenges or difficulties that

students might encounter during the lesson. Prepare appropriate scaffolding, prompts, or
explanations to help them overcome these obstacles. Consider providing additional support for
lower proficiency levels and extension tasks for higher proficiency levels.

8, Include Assessment Opportunities: Integrate formative assessment strategies throughout the

lesson to gauge students' progress and understanding. This can include teacher observations,
class discussions, quizzes, or short assignments. Assessments provide feedback to students and
inform future instruction.

9, Plan for Closure: Dedicate the final part of the lesson for reviewing and summarizing key
concepts, allowing students to reflect on their learning, and providing closure to the lesson. This
can be done through a class discussion, a quick quiz, a group reflection activity, or a written
reflection.

10, Reflect and Evaluate: After the lesson, reflect on its effectiveness and evaluate whether the
learning objectives were achieved. Consider what worked well and areas that need improvement.
This reflection will inform future lesson planning and help refine instructional strategies.

11. THE ROLE OF A TEACHER in Teaching English as a Foreign Language (TEFL) classes
is multi-faceted and goes beyond traditional teaching. Here are some key roles that a TEFL
teacher plays:

1, Facilitator: The teacher acts as a facilitator of learning, creating a supportive and engaging
environment where students can actively participate and explore the English language. They
guide students through the learning process, provide resources, and facilitate discussions and
activities.
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2, Language Model: The teacher serves as a language model for students, demonstrating correct
pronunciation, intonation, and usage of the English language. They provide clear and
comprehensible input to help students develop their listening and speaking skills.

3, Instructor: The teacher delivers explicit instruction, presenting new language concepts,
explaining grammar rules, vocabulary, and language structures. They provide explanations,
examples, and scaffolded practice opportunities to ensure students understand and can apply the
language effectively.

4, Curriculum Designer: TEFL teachers design or adapt curriculum and lesson plans to meet
the specific needs of their students. They select appropriate materials, resources, and activities
that align with learning objectives and engage students in meaningful language practice.

5, Assessor: The teacher assesses students' language proficiency, progress, and understanding
through formative and summative assessments. They design and administer quizzes, tests, or
assignments to evaluate students' knowledge and skills. They provide feedback and guidance to
help students improve their language performance.

6, Motivator: The teacher plays a crucial role in motivating and inspiring students to learn
English. They create a positive and supportive classroom environment, encourage active
participation, praise students' efforts and achievements, and provide constructive feedback. They
also foster a sense of enthusiasm for the language and its cultural aspects.

7, Cultural Ambassador: TEFL teachers often introduce students to the cultural aspects of the
English-speaking world. They expose students to authentic materials, customs, traditions, and
real-life communication situations to develop their intercultural competence and understanding.

8, Classroom Manager: The teacher establishes and maintains an effective classroom

management system to ensure a productive and respectful learning environment. They set
expectations, manage behavior, facilitate transitions between activities, and address any conflicts
or challenges that arise.

9, Learning Support Provider: TEFL teachers offer individualized support and assistance to
students who may need additional help in learning English. They provide extra practice, remedial
support, or differentiated instruction to accommodate diverse learning needs and styles.

10, Lifelong Learner: A TEFL teacher continues to develop their own language proficiency,
teaching methodologies, and knowledge of current trends and research in language education.
They participate in professional development opportunities, attend conferences, and engage in
continuous self-reflection to enhance their teaching practices.
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Overall, the role of a TEFL teacher is to facilitate language learning, inspire students, provide
guidance and support, and create an inclusive and engaging learning environment where students
can develop their English language skills and cultural awareness.