Starting the lesson

1. Greet! Don't rush for the tribune!

2. Immediately start!

3. Set small tasks

a. Quote of the day

b. Proverb of the day

c. What's up?

d. Joke of the day!

e. A scrambled sentence

f. A sentence with some misspelt words

g. A sentence with missing words

* Board

1. Ask before clearing

2. Position
3. Colours
4. Size
5. Use it!
6. When not to use it
7. It doesn't DO ALL THE TEACHING!

* HANDOUTS!

1. Page numbers
2. Purpose
3. Stick to it!
4. Mobile phone!
Instructions
1. Expose it through same level of grammar and vocabulary.

2. Make it short.

3. Make it simple.

4. Speak more slowly than usual.

5. Sequence!

6. Signpost.

7. Write on the board.

8. First put the instructions, and then refer to the material.

9. Information check questions.

ADULTS FEELING
1. Do remember that even though adults cannot express complex
thinking in the new language, they are nevertheless intelligent
adults with mature cognition and adult emotions. Show
respect for the deeper thoughts and feelings that may be
"trapped" for the moment by a low proficiency level.
2. Don’t treat adults in your class like children by
a. Calling them "kids".
b. Using "caretaker" talk (the way parents talk to children).
c. Talking down to them.
1. Do give your students as many opportunities as possible to make
choices (cooperative learning) about what they will do in and
out of the classroom. That way, they can more effectively make
an investment in their own learning process.
2. Don’t discipline adults in the same way as children. If discipline
problems occur (disrespect, laughing, disrupting class, etc.), first
assume that your students are adults who can be reasoned.
Dichotomies:
1. Language classes focus on
a. meaning
b. grammar
2. Students learn the best by using plenty of
a. analysis
b. intuition
3. It is better for a student to
a. think directly in the L2
b. use translation from L1
4. Language learners need
a. immediate rewards
b. long-term rewards
5. With new language learners, teachers need to be
a. tough and demanding
b. gentle and empathetic
6. A teacher's feedback to the student should be given
a. frequently
b. infrequently, so Ss will develop autonomy
7. A communicative class should give special attention to
a. accuracy
b. fluency
Listening*
1. Pre-teach
a. Instructions
b. Schema Activation
c. vocabulary

2. Play it!
a. How many times?

3. Feedback!
a. Audio script

b. Repetition

*NOTES:
1. Immediate Feedback

2. Teach! Avoid testing

*Teacher's Role
1. Organizer

2. Machine Operator

3. Feedback Organizer

4. Prompter
 PRONUNCIATION

Significance

Phonetic Alphabets?

Direct/ indirect teaching?

1. Presentation 2. Discrimination 3. Production

Grammar
Procedures:

1. Presentation in context

 Natural language

 Engagement

2. Formal explanation

 Make it very simple/ brief

 Provide contrasting points

3. Mechanical Drills

 Stabilize the form

4. Meaningful Drills

 Reinforce meaning

 Trueness

 Encourage use of the structure

 Board

 3 phases? 4 phases?
  Video
1. Language in use

2. Cross-cultural awareness

3. The power of creation

4. Motivation

*Phases
1. Preview language

2. View

3. Follow-up
Songs!
* Interest/ Culture

* Rewards

* A change in moods

* Lyrics

*Blanks

*Vocabulary

*Slangs

* What's the title?

* Where would you most like to listen to this?

* Matching pictures

* Song jumble

*Dictate the chorus

* Discussions:

What happened?

Interpretations

Predictions

* Pronunciation

Rhythm

* Background music
Rapport
1. Be welcoming, encouraging, and approachable.

2. Each learner is an individual.

3. Remember positive things about each learner.

4. Empathize= Put yourself in their shoes.

5. Be culturally sensitive.

6. Keep calm. Avoid sarcasm.

Who is a good teacher?

Teachers
1. English dominates the classroom interaction whether the teacher or the
students are speaking.
2. The teachers have an excellent command of English.
3. Even in beginner classes, very little first language is used.
4. Teachers have fewer verbal tics.
5. Students use English to ask questions.
6. The amount of teacher talking time is less.
7. The teachers are active nonverbally and use more hand gestures.
8. The teachers are more expressive and animated.
9. The teachers move around the classroom a great deal.
10. Their praise is longer and more varied.
11. There is more laughter in their classes.
12.The teachers personalize the content more.
13. The students are 'with' the teacher, rather than not paying attention or
being flippant: their participation is on-task.
14. Students exhibit more outward signs of enthusiasm to participate.
15. Student behavior is criticized very little.
16. Less class time is devoted to students doing silent reading and silent
written tasks.
17.There is less writing on the board by the teacher.
18.The teacher speaks to the students before and after the class.
19.There is a greater amount of warm-up questions, review, and focus on the
speaking skill.
20.There is a greater number of different activities per lesson.
21.The pace of the lesson is generally more rapid.
22.Drills are conducted rapidly.
23.The teachers have excellent classroom control.
24.Patience is exhibited by the teachers.
25.When correcting student errors, the teachers do so gently.
 How to encourage SS to speak
1. Do not ask them to do so. Rather, provide the setting

2. Avoid "statement topics". Instead, pose a question/ problem.

3. Give them some time to prepare.

4. Provide some language

5. Manage turn-talking

6. Scaffold!

7. Don’t jump on errors.

8. Listen!

9. Students are afraid of losing face, seeming uninformed,

incompetent or uncool.
Reading
* Intensive/Extensive

* Act like listening.

* More activities:
1. Word study

2. Dictionary exercises

3. Speed reading

4. Guessing

* Teachers' Role
1. Organizer

2. Observer

3. Feedback organizer

4. Prompter
 How to reduce L1

* Set clear instructions 

* Choose appropriate tasks 

* Create an English atmosphere

* Encourage

*** Golden rule!

Vocabulary

A Bottom-up
1. Provide a " teaching" context.
2. Present your first item.
3. Trigger offers by the students.
4. Drill it
5. Next items…
6. Start reviewing.
7. Write it on board.
8. Re-elicit/ Free practice/ Peer questioning

B Top-down
1. Provide the situation
2. Write the words on the board.
3. Ask the class to elicit one by one or elaborate on each single item.
4. Move away from the board to drill.
5. Check
6. Next item
7. Re-elicit/ Free practice/ Peer questioning
Reasons for pair and group work
Choose the answer you agree with. Delete the other answer. Example: yes/no

1. When we do speaking activities, the most important thing is to

communicate a lot/ make as few mistakes as possible.
2. I think we get better at English by trying to speak even though we make
mistakes/making sure our sentences are perfect before we say them.
3. We get better ideas and say more interesting things in pairs or groups/ in
front of the whole class.
4. When we do pair or group work it's good/ bad that the teacher can't hear
everything we say.
5. When we do pair or group work it's good/ bad that the teacher can't mark
or check everything we say.
6. It is more stressful and difficult to speak in a pair or group activity/ in
front of the whole class.
7. We have more natural conversations when we speak in a pair or group
activity /in front of the whole class.
8. It’s a good thing/ a problem that the teacher can't help us immediately
whenever we can't find the right expression in pair or group discussions.
9. It's a good thing/ a problem that we have to listen to lots of different
people speaking in pair or group work.
10. Pair or group activities are useful/ a waste of time because . . .
 How to prevent learning?!

* Too much TTT

*Too much echoing

*Completion of SS' utterances

*Poor instructions

*Not checking understanding

*Did you understand?!

*Did you like the lessons?!

*Over-politeness!

*Over-helping!

*Flying with the fastest!

WRITING

1. Motivator

2. Resource

3. Feedback provider
Correction
* Speaking
1. Feedback during accuracy work:

a. Repeating

b. Echoing

c. Hinting

- "Part of speech"

- "A better word"

d. Reformulation

2. Feedback during fluency work

a. Gentle correction

b. Recording

* Writing

a. Responding/ Commenting

b. Coding

c. Finishing
 How to close the lesson

1. Make a quick review yourself or by introducing non-threatening questions.

2. Put them in pairs:

a. Tell each other 3 new words you learned today.

b. What made you laugh today?

3. Write a summary of today's lesson for an absent student.

Language-teaching techniques
CONTROOLLED TECHNIQUES
1. Warm-up
2. Setting
3. Organizational
4. Content explanation
5. Role-play demonstration
6. Dialogue/Narrative presentation
7. Dialogue/Narrative recitation
8. Reading aloud
9. Checking
10. Question-answer, display
11. Drill
12. Translation
13. Dictation
14. Copying
15. Identification
16. Recognition
17. Review
18. Testing
19. Meaningful drill
SEMI-CONTROLLED TECHNIQUES
20. Brainstorming
21. Story telling (especially when student-generated)
22. Question-answer, referential
23. Cued narrative/Dialogue
24. Information transfer
25. Information exchange
26. Wrap-up
27. Narration/exposition
28. Preparation
FREE TECHNIQUES
29. Role-play
30. Games
31. Report
32. Problem Solving
33. Drama
34. Simulation
35. Interview
36. Discussion
37. Composition
38. A proposal