UNIT 1: WHAT THE TEACHERS SHOULD KNOW BEFORE

STARTING TEACHING
Name Content Notes
The job of 1. The language for level.
teaching 2. The skills for level.
3. The learning aids available for the
level.
4. Stages and techniques in teaching.
5. A repertoire of activities.
6. Classroom management skills.
The school Time, length, frequency.
Physical conditions.
Syllabus.
Exams.
The students Who the students are.
What the students bring to the class.
What the students need.
UNIT 2: THE SYLLABUS
Name Content Notes
What is a A syllabus is a document which
syllabus? presents information on what topics or
content are to be covered in a course of
study.
Syllabuses may be synthetic or analytic.
Basic features of 1. consists of a comprehensive list of
a syllabus content items (e.g. words, structures,
topics),
or process items (e.g. tasks);
2. is ordered (easier, more essential
items first);
3. has explicit objectives (usually
expressed in the introduction);
4. is a public document, and therefore
accountable;
5. may indicate a time schedule;
6. may indicate a preferred
methodology or approach;
7. may recommend materials.
Types of The structural, or grammatical, syllabus
language syllabus The lexical syllabus
The situational and topic-based
syllabuses
The functional-notional syllabus
The standards-based syllabus
The mixed or multi-strand syllabus

Evaluating the 1. The syllabus is in accordance with

syllabus the latest
thinking on language acquisition and
language
teaching methodology.
2. The syllabus clearly states the basic
principles
(linguistic and/ or educational) on
which its design
was based.
3. The syllabus shows clearly what
language
performance will be appropriate to the
different
levels, and how this progresses from
beginner to
advanced.
4. The syllabus is comprehensive: it
covers all the
language or language abilities that the
students
should learn
5. The syllabus provides a rational
breakdown of the
target knowledge (the language) into
clearly defined
4
divisions.
6. The syllabus is 'transparent', i.e.
easily understood
by teachers and course book writers.
7. It is clear how the syllabus can be
 implemented in
classroom practice.
8. It is clear how the syllabus can be
used to design
materials.
9. It is clear how the syllabus will be
used as a basis
for learner assessment or testing.
10. It is my impression that the syllabus
has led to a
rise in learner achievement.
11. It is my impression that the syllabus
has led to an
improvement in course materials.
12. It is my impression that the syllabus
has led to the
composition of more effective
examination papers.
Other specific positive criticisms:
Other specific negative criticisms:
Suggestions for change:

UNIT 3: TEACHING CONTENT

Name Content Notes
What is teaching
content?
Different kinds of 1. Zero or trivial content
content 2. The students themselves
3. The local environment.
4. Moral, educational, political or social
problems; cultural issues.
5. (Native) English-speaking countries.
6. World or general knowledge.
7. Literature.
8. Linguistics.

Cultural content culture refers to the behaviours,

customs, attitudes and beliefs of a
 specific community. It also includes the
culture of learning in a specific
community.
The cultural content in an English
course may come from four main
sources:
1. The home culture of the students
2. The culture of the English-speaking
peoples
3. The culture of other communities in
the world
4. Global, or international culture
Content and - CLIL, content and language integrated
language learning, refers to the teaching of school
integrated curriculum subjects such as
learning (CLIL) mathematics or biology in a language
other than the L1, in
order to achieve the dual aims of
improving the students' knowledge of
this language and learning the subject.

- CLIL is seen as an important means of

achieving the following goals:
• To increase cultural and linguistic
diversity in the school
• To promote multilingualism among
European students.

- Applied to - Problems:
English
specifically, CLIL
is based on the
following
assumptions:

1. Language 1. Lack of
acquisition. teacher
2. Authenticity. expertise.
3. Integration of 2. Level of
English into subject
 the curriculum. teaching.
4. Motivation 3. Lack of
5. Further explicit
education. English
6. Diversification teaching.
of learning. 4. Lack of
7. Increase in teacher
exposure to courses
English.
8. Different Practical tips:
perspectives. 1. Pause
9. Multicultural occasionally to
attitudes. focus on
10.Increase in language.
vocabulary. 2. Present new
11.Improvement items using L1.
of oral skills. 3. Correct
mistakes.
4. Create
opportunities for
students to
speak.
5. Create
opportunities for
students to write.

Literature as a It used to be taken for granted that the

component of the literature taught to learners of English
English course should be
classic British or American literature.
Underlying The content of a text often carries a
messages 'hidden curriculum': underlying
messages that go beyond factual
information.
Take a course book - preferably one
you are fairly familiar with - and try
some or all I of the following:
1. Sexism.
2. Ageism.
3. Cultural orientation.
 UNIT 4: USING MATERIALS
Name Content Notes
Published Published materials include course-
materials books, supplementary books, reference
books, resource books, video and CALL
(Computer Assisted Language
Learning). Text books, supplementary
and reference books, the most
commonly used will be discussed.
1. Using text books
- Options for course-book use:
+ Omitting the lesson
+ Replacing the course-book lesson with
one of our own
+ Adding to what is in the book.
+ Adapting what is in the book.
- Advantages+ Disadvantages of using a
course-book
• It is what the • It is not always easy
majority of to find a course-book
teachers do and that will suit the needs
what many and interests of all the
students expect. students.
• It provides • The teachers may be
security for forced to use a course-
teachers and book which is for
students different students.
• It may contain • The students may not
study skills and like the book and be
learner reluctant to use it.
development • Exclusive use of a
activities. course-book can be
• It provides a very predictable and
ready-made source boring for the students.
of tried and tested • It can stop teachers
activities. from being creative in
• It has a teacher’s their search for texts
book which is and activities that will
usually helpful in interest and motivate
 stating aims and their students.
objectives, giving • For an inexperienced
guidelines for teacher, following a
lessons and course-book may
mentioning prevent him/her from
possible exploring in depth the
difficulties to be language he/she is
aware of. teaching.
• It is • A course-book is
professionally nearly always a
produced with compromise. There are
visuals, cassettes, too many things to be
etc. fitted into too small a
pot.
2. Using supplementary and
reference books:
- Supplementary books
- Reference books

Authentic 1. What are authentic materials?

materials - Authentic materials are what a
native speaker of English would hear
or read or use such
as theatre programs, newspapers,
songs, brochures, news broadcasts,
films or videos.
2. Reasons for using authentic
materials in the classroom
• For most students authentic
materials are intrinsically more
interesting and motivating
because they are ‘real’, and they give
the students confidence when they
understand
them.
• They provide examples of language
as it is really used. If the teacher
exposes authentic
materials to students, they will have
the opportunity to acquire or ‘pick
up’ language.
• The real cultural content of most
 authentic materials encourages
involvement and
comparisons.
• Using authentic materials can be
effective in helping students be more
independent
learners: making predictions and
guesses, using referent books etc.
Possible book Possible areas for consideration
analysis checklist - Price and availability
- Add-ons and extras
- Layout and design
- Instructions
- Methodology
- Syllabus
- Language skills
- Topics
- Cultural appropriacy
- Teacher’s guide

UNIT 5: PLANNING LESSONS

Name Content Notes
Teaching
plan?
Reasons for
lesson
planning
Planning 1. Who exactly are the students for this activity?
questions 2. What do they want to do and why?
3. How long will it take?
4. How does it work?
5. What will be needed?
6. What might go wrong?
7. How will it fit in with what comes before and
after it?
Plan format 1. General information
2. Aims and objectives
- Aims versus objectives
- Writing SMART objectives:
 Specific: concisely states what will be done
and who will achieve it. It should be clear
and tangible.
 Measurable: provides detail of how an action
or skill will be measured. You can consider a
tangible measure, such as a grade or score
(but it is not required if it is clearly
measurable criteria or standards).
 Attainable: is possible within the timeframe
and with the resources available. Can be
achieved within the learning environment/s.
 Relevant: fits the purpose of the class,
lesson, or program. Has relevance to the
student’s learning goals.
 Time-bound: has a specific timeframe for
completion. Sets a realistic time within
which to achieve the learning.
- Using Bloom’s taxonomy to write measurable
objectives:

 Remembering: Retrieving, recognizing, and

recalling relevant knowledge from longterm
memory.
 Understanding: Constructing meaning from
oral, written, and graphic messages through
interpreting, exemplifying, classifying,
summarizing, inferring, comparing, and
explaining.
 Applying: Carrying out or using a
procedure for executing, or implementing.
  Analyzing: Breaking material into
constituent parts, determining how the parts
relate to one another and to an overall
structure or purpose through differentiating,
organizing, and attributing.
 Evaluating: Making judgments based on
criteria and standards through checking and
critiquing.
 Creating: Putting elements together to form
a coherent or functional whole; reorganizing
elements into a new pattern or structure
through generating, planning, or producing.

+ Bloom’s taxonomy is a powerful tool to

help develop learning outcomes because it
explains the process of learning:
 Before you can understand a concept, you
must remember it;
 To apply a concept you must first understand
it;
 In order to evaluate a process, you must have
analyzed it;
 To create an accurate conclusion, you must
have completed a thorough evaluation.
- Objectives in approved lesson plan (Document
5512)
 Knowledge
 Competency:
 Qualities:
3. Teaching equipment and learning materials
4. Teaching procedures

Self- When evaluating lessons or activities, the

evaluation teachers need to ask themselves questions such as:
▪ Was the activity successful?
▪ Did the students enjoy it?
▪ Did they learn anything from it?
▪ What exactly did they get from the activity?
▪ How could the activity be changed to make it
 more effective next time?

UNIT 6: CLASSROOM TESTS

Name Content Notes
Reason for 1.Reason :
testing students - Tests tell the teacher what the Ss can
and features of and cannot do and therefore how
good tests successful the teaching has been, and
they show what areas need to be taught
in the future
- Tests tell the students how well they
are progressing and where they need to
focus their attention as learners. Regular
tests also encourage Ss to take learning
seriously, and give them a series of
definite goals to aim toward.
2. Feature of good tests:
- Do the job are designed to do
- Convince the people talking and
marking the that they work
- Have a positive effect on both Ss and
teachers
- Good test should include the following
features:
 Validity:…
+ content validity
+ construct validity
 Reliability: how far we can
believe or trust the result of a test
+ Instruction is clear and
unambiguous for all learners.
+ Controls to some extent how
learners respond
+ No error in the test
+ Depends partly on how far it can
be marked objectively.
+ Depends on its length and on how
it is administered.
  Wash-back effect
+ Positive and Negative

Types of tests 1. Progress test

2. Placement test
3. Achievement test
4. Diagnostic test
5. Selection test
Recognition and 1. Recognition tests are those in which
reproduction students have to show they know
tests something by recognizing the correct
answer that is given. This is usually
done by ticking, circling, or underlining
and test is usually written
2. Reproduction tests are those in which
students have to show they know
something by producing the correct
answer(s) for themselves. This can be
done by filling in missing words,
answers, sentences, dialogues,
paragraphs, etc. The answer can be
spoken or written
Writing test 1. Test specification
2. Guidelines for writing test items
Marking test 1. Marking oral work
2. Marking written work