TEFL

1. PRESENTATION BASED ON TEFL METHOD
BY : MOH. RUSLAN
2012.05.01.0.0014
SITI MAUFIROH
2012.05.01.0.0013
UNIVERSITAS ISLAM MADURA
TEACHING AND LEARNING EDUCATION FACULTY
ENGLISH DEPARTMENT
2014

2. INTRODUCTION
Praise to Allah SWT who has given taufik, guidance, and inayah so that we all can
still move as usual as well as the author so I can complete the task creation Indonesian
Language paper entitled "PRESENTATION BASED ON TEFL METHOD".
The paper is organized so that readers can add insight or expand existing knowledge
about TEFL that we present in this paper an arrangement of a concise, easy to read and
easy to understand.
The authors also wish to express many thanks to his teammates and the father /
mother of teachers who have guided the author in order to make authors of scientific
papers in accordance with the provisions in force so that it becomes a scientific paper is
good and right.
Hopefully, this paper can be useful for readers and expanding horizons about
PRESENTATION BASED ON TEFL and the details.And do not forget also the author
apologizes for any shortcomings here and there of the paper's authors do. Please critique
and suggestions. Thank you.
Author
.

3. TABLE OF CONTENTS
Introduction i
Table Of Contents ii
CHAPTER I
1.1. Background
CHAPTER II DISCUSSION
CHAPTER III CLOSING
Conclusion…………………………………………………………………………… 20
REFERENCES ....................................................................................................................21

4. CHAPTER 1
Background
Standing in front of a group and presenting a talk can be a daunting task for even
the most confident of us, and even more so for language learners. What is the best way to
be self confidence? When sifting through my class's needs analysis results, it became
obvious that many of my students may eventually be called on to give oral presentations.
The target contexts include international research forums, conferences and post-graduate
study abroad in English-medium institutions.
During your SEE TEFL certification course you will become more familiar with an
established methodology for teaching English as a foreign language known as 3Ps or PPP –
presentation, practice, production. The PPP method could be characterised as a common-sense
approach to teaching as it consists of 3 stages that most people who have learnt how to do
anything will be familiar with.
The first stage is the presentation of an aspect of language in a context that
students are familiar with, much the same way that a swimming instructor would
demonstrate a stroke outside the pool to beginners.

5. CHAPTER 2
DISCUSSION
Presentation – Part 1 of PPP
You may have delivered a few presentations in your time but the type of
presentation we deliver in a second language classroom will differ quite a bit from those.
For a start, you were speaking to proficient users of the English language about
something they were, most likely, vaguely familiar with anyway. In an EFL classroom we
don’t have those luxuries, so we have to be careful about the language we use and how
clearly we present the new language that we wish for our students to acquire.
Let’s look at 4 key things that should be occurring in an effective second language
classroom presentation:
1 – Attention in the Classroom
Learners are alert, have focused their attention on the new language and are
responsive to cues that show them that something new is coming up. A simple way to
ensure some of the above is if the teacher makes the target language interesting to the
students.
The language will of course, be of more interest to the students if it is put into
some type of context that the students are familiar with. In the case of likes and dislikes
for young learners a visual associated with a facial expression will be something they can
relate to. Naturally, the easier it is for them to relate to the context, the more likely they
are to be interested in the language presented.
In the case of the target language for the videos a smiley face visual and a sad
face visual on the whiteboard linked to the phrases I like ___. and I don’t like ___.,
respectively. A teacher might make exaggerated facial expressions whilst presenting these
ideas to make the ideas both fun and easy to perceive for the students. This is often
referred to as contexualisation in EFL classrooms.
2 – Perception and Grading of Language
We want to ensure that the learners both see and hear the target language easily.
So if a whiteboard is being used, it should be well organised with different colours being
used to differentiate between different ideas. If images are being used, there should be no
ambiguity as to what they represent and sounds made by the teacher should not only be
clear, but should be repeated and the teacher needs to check the material has been
perceived correctly, and can do this by asking the students to repeat the sounds he or she
is making.
Learners will be bombarded with a series of images corresponding to sounds made
by the teacher during the presentation stage and it is the teacher’s responsibility to ensure

6. that they are not overloaded with information and that clear links are being made between
the images and the associated sounds.
Therefore, there is an onus on the teacher not to use any unnecessary language at
this stage. That is to say the grading of their language should be appropriate for the level
of their students and the language they use should consist of the target language and any
other essential language required to present the ideas clearly such as commands like
listen! The commands should, whenever possible, be supported by clear body language.
3 – Target Language Understanding
The learners must be able to understand the meaning of the material. So in the
case of likes and dislikes they perhaps need to see an image of a happy face and associate
it with liking something and a sad face and associate that with disliking something.
We also need to have a way of checking if the learners did indeed, understand the
material presented without asking the question, Do you understand? as this invariably
triggers the response yes! from learners who are keen to please their teacher and not to
lose face. We, as teachers, need to be a little more imaginative in checking our student’s
understanding of material presented. Ideally, we should be checking the learners’
understanding in context. In the videos you will see, expect to see the teacher doing this
during the presentation stage.
4 – Short-term Memory in the Classroom
The learners will have to retain the information from the presentation and use it
further on in the lesson when we have consolidated their learning of the material and we
will give them an opportunity to produce it on their own.
For the target language to be retained by the learners, it needs to be engaging and
we need to consider that different learners will remember the material in different ways.
Some by the way the material is seen, others by the way it is heard, and others if it is
associated with a physical movement perhaps. We need to make sure our presentation has
something to enable all these types of learners to retain the information.
A TEFL (Teaching English as a Foreign Language) qualification will allow you to
teach English all over the world! No teaching experience? No problem - if you can speak
English you can teach English!
for three hours on a daily basis receiving instruction often complain about classes
being "boring". Not only that, but they also find the material the teachers use not
engaging enough, wishing they would be given the chance to participate in the selection
of the content.
“PPP” Presentation, Practice and Production

7. “Presentation” involves presenting the target language (the language to be taught
to the students) to the students generally through eliciting and cueing of the students to
see if they know it and then providing the language if no one does.
The target language is usually put on the board either in structure (grammar-type)
charts or in dialogs. Presentation features more “teacher talk” than the other stages of the
lesson, generally as much as 65-90% of the time. This portion of the total lesson can take
as much as 20-40% of the lesson time.
Next comes “Practice” where the students practice the target language in one to
three activities that progress from very structured (students are given activities that
provide little possibility for error) to less-structured (as they master the material).
These activities should include as much “student talk” as possible and not focus
on written activities, though written activities can provide a structure for the verbal
practices. Practice should have the “student talk time” range from 60-80 percent of the
time with teacher talk time being the balance of that time. This portion of the total lesson
can take from 30-50% of the lesson time.
“Production” is the stage of the lesson where the students take the target language
and use it in conversations that they structure (ideally) and use it to talk about themselves
or their daily lives or situations. Production should involve student talk at as much as 90%
of the time and this component of the lesson can/should take as much as 20-30% of the
lesson time.
As you can see the general structure of a PPP lesson is flexible but an important
feature is the movement from controlled and structured speech to less-controlled and
more freely used and created speech. Another important feature of PPP (and other
methods too) is the rapid reduction of teacher talk time and the increase in student talk
time as you move through the lesson.
One of the most common errors untrained teachers make is that they talk too
much. EFL students get very little chance to actually use the language they learn and the
EFL classroom must be structured to create that opportunity. See the paragraph on
Pairwork and Small Groups below.
Presentation (or ESA format): Note the target language to be taught and how you will
teach it. Include how you will stimulate the students’ interest in the language and how you might
elicit from the students the language you are planning to teach. Include details as specific as when
you might model structures and dialog and when you will require a repeated response (choral
response) from the students. Include a structure chart for the grammar or the dialog you intend to
teaThe PRESENTATION phase of the lesson is when the teacher introduces new information.
The teacher guides the presentation, but there may be student input or interaction.
The presentation may be...

8. Inductive (where examples are presented and the students draw conclusions based
on them), orDeductive (where the teacher states a rule or generalization and proceeds to
explain or illustrate it), or
Some combination or variation of inductive and/or deductive. Whichever method
is used, during the presentation phase, the teacher…
Relates the new material to students' previous knowledge and experiences,
Checks students' comprehension, and
Models examples of the tasks that will be expected of students during the practice
phase of the lesson.
Keep the language of your presentation understandable by…
Using short, uncomplicated sentences (but don't resort to "Tarzan talk")
Using simple, basic vocabulary,
Speaking slowly and distinctly (without exaggerating, of course), and...
Pausing briefly between sentences
You will have to be sensitive to your particular students (watch their faces, ask
them for feedback, check their actual comprehension) in order to adjust all these factors
to the right level for them.
Illustrate your presentation with…
pictures (borrowed from a library, clipped from old magazines, drawn on paper or the
chalkboard, etc.)
realia (objects from the real world, e.g., real carrots and potatoes for a lesson on the
names of vegetables)
gestures (pantomime, make dramatic faces, etc. as you speak), and
anything else that helps make the meaning clear.
And perhaps most important of all…
Above all, when teaching English to people whose English skills are limited, it is
essential to ensure that students
understand the presentation by...
Keeping the language simple,
Illustrating the presentation, and
Checking students' comprehension periodically.

9. When checking students comprehension, it is not enough to ask, "Do you
understand?" They will usually nod their heads or say, "Yes," even when they are lost.
Have them do something to show that they understand.For example, here is what an ESL
teacher might say during the presentation stage of a lesson on the pronunciation of /s/ and
/z/:
Before going on, review what you have learned in this section by writing down
some of the methods, purposes and techniques common to good introductions and
presentations in effective ESL lessons.

10. CHAPTER 3
1. CONCLUSION
Presentation is how to give our knowledge or our result and also observation
for audiences.that paper is tell how to be good presentator especially in TEFL.
Teaching English as a foreign language (TEFL) refers to teaching English to
students whose first language is not English. TEFL usually occurs in the student's own
country, either within the state school system, or privately, e.g., in an after-hours language
school or with a tutor. TEFL teachers may be native or non-native speakers of English.

11. REFERENCES
Burden, P.R. and Byrd, D.M. 1999.Method for Effective Teaching. Boston: Allyn and
Bacon, Inc.
Suratinah, Ph.D, dkk (2002) Research in ELT (English Language Teaching)
Harmer, J. 1991.The Practice of English Language Teaching (rev ed.). London: Longman