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Welcome to the lesson

“Teach English”

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1. Syllabus A fundamental division of teaching behaviors is

often made into preparation skills( before the lesson), teaching and class management skills( ‘during the lesson’), and evaluation skills(after the lesson’). These categories are reflected in the following ways:

Theoretical background

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Most units are concerned primarily with teaching and or class management skills, but develop relevant preparation or evaluation skills through particular activities ( teachers select active and passive vocabulary from a text, teachers study inadequate/ædikwet- not enough/ examples and improve them).

-Preparation skills are the main focus of two of the units ( Planning a lesson and Planning a week’s teaching), and are developed through the ‘lesson preparation’ at the end of each unit.

-Evaluation skills are the main focus of two of the units( ‘ Classroom tests and Self-evaluation) and are developed through the ‘ Self – evaluation sheets’ following each unit.

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The units concerned with teaching and class management skills cover the following broad skill areas: 1. language and skills development: This area covers the basic procedures for presenting and practicing language, and for organizing speaking, listening, reading, and writing activities. 2. Use of aids and materials: This area covers the teacher’s use of the blackboard and other basic visual aids, the use of texts and of home-produced material on workcards.3.Classroom interaction: this area covers the basic types of interaction between teacher and students and between students themselves.

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Most people involved in teacher education are aware of the existence of two separate worlds. One is the world of native speaker teachers and teacher trainers, who work in small, flexible classes with adequate/sufficient/ resources and who are mainly responsible for developing new ideas in methodology.

The other is the world of most other teachers, who work in large school classes to a set syllabus, and who attempt to apply the new methodology to their own teaching.

Approaches to teacher training.

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it ‘s the great differences between these two worlds that accounts for failure of much teacher training : they are differences not only in resources and physical conditions, but also in underlying assumptions-/accept, agree/ e.g about language, about learning, about the teacher’s role and in degree freedom to experiment , to create material, to approach class relationships in a new way.

Teach English attempts to bridge the gap between these two worlds by presenting methodology in a for that is accessible to most teachers.

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The material aims to be appropriate- /suitable/; it is limited to ideas and techniques that teachers can apply to

their own teaching. New ideas and techniques are presented explicitly-/expressed

clearly/. Even basic concepts in teaching and learning, such as -‘presenting a structure’, -‘reading a text’, or - ‘learning a rule’ may be understood quite differently by

different teachers, and simply describing techniques and procedures can lead to fundamental misunderstanding.

wherever possible, therefore, new techniques are demonstrated and teachers are given a chance to experience them directly..

The approach it adopts is based on the following principles:

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Most teachers of English are not native speakers, and this limits their ability to adopt new teaching techniques.- an important element in Teach English lesson is therefore language improvement.

- the adoption of new teaching methods depends on teachers developing new insights and attitudes./yr opinion, feelings/

-Teachers are not necessarily convinced by or interested in applied linguistic theory, but they usually do have well-developed insights into teaching and learning.

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When we use the word approach we mean that an idea or theory is being applied: that the teacher does, certain theoretical principles are always borne in mind. when we talk about technique, we mean a procedure used in the classroom. A method is a set of procedures or a collection of techniques used in a systematic way which it is hoped will result in efficient learning. A technique is the narrowest term, meaning one single procedure. A method will consist of a number of techniques. The word approach is much more general and has the implication that whatever method or techniques the teacher uses, he does not feel bound /likely to do/by these, but only by the theory in which he believes.

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Approach

Method 1 Method 2

Technique A

Technique B

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Over the past 20 years, ELT methodology has developed very rapidly and has been subject to changes and controversies that teachers often find bewildering-/confused/.

The methods and techniques included in Teach English are intended-/arrange/ to represented a ‘common core’, drawing on what or of value both in traditional and in more recent approaches.

English teaching methodology

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Thus Teach English lesson includes traditional techniques, such as substitution-/instead of/ practice and presenting a structure through a situation, which are still in widespread use;

it also includes more recent teaching ideas, such as eliciting-/ask/, pre-reading activities, and information gap exercises, which have now become established and are part of the repertoire- capable of doing/ of most good teachers.

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Planning a lesson

Aims of this lesson

1.To make teachers aware of the aims and language content of the lesson they teach2. To help teachers to distinguish the various stages of a lesson, and to see the relationship between them3.To show teachers how to make a simple plan.

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Establish that there are four main things that a teacher needs to know before going into the class to teach a lesson.

The aim of the lesson. What new language the lesson contains. The main stages of the lesson ( how it

divides into different activities). What to do at each stage.

Using the teacher’s notes

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1. Aims of the lesson.it is always important to see what general aim of the

lesson is. A lesson may focus on: A particular topic- aim of the lesson may be ‘ To

learn the names of colors’ or ‘ To practice language for buying clothes’. A particular structure - aim of the lesson may be ‘

To describe actions using the present continuous tense’ or ‘ To practice “going to” for talking about future plans’.

A skill- aim of the lesson may ’To understanding instructions for using a machine’ or ‘To express opinions freely in English about marriage’.

Aims and content of the lesson

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It’s important for the teacher to know exactly what language will be taught in the lesson. Make these points:

New vocabulary: not all new words in a lesson are equally important.

As part of the preparation for the lesson teacher should decide which words need to be practiced, and which only need to be briefly mentioned.

Structure: if a new structure is introduced in the lesson, it will need to presented carefully & practiced.

2.Language

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The teacher needs to be aware of what skills will be developed in the lesson: speaking, listening, reading, or writing.

If possible, the lesson should include practice of more than one skill- this will increase the variety and interest of the lesson.

Skills

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Any lesson we teach naturally divides into different stages of activity: For example:

At one stage in the lesson, the class may be listening to a dialogue

At another stage, teacher may be explaining new words and writing them on the board

At another stage students may be doing some oral practice. Focus on the main stages of activity, not on particular activities and techniques.(e.g. asking questions on the text).

Stages of the lesson

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Presentation :

The teacher presents new words or structures, gives examples, writes them on the board, ect.

Practice:Students practice using words or structures in a controlled way, e.g. making sentences from prompts, asking and answering questions, giving sentences based on a picture. Practice can be oral and written.

Production:Students use language they have learnt to express themselves more freely. e.g to talk or write about their own lives and interests, to express opinions, to imagine themselves in different situation.

Example of a list of stages.

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Reading:

Students read a text and answer questions or do a simple ‘task’(e.g. complete a table)

Listening:

The teacher reads a text or dialogue while students listen and answer questions, or the students listen to a cassette.

Review: The teacher reviews language learnt in an earlier lesson, to’ refresh students ‘ memories, or as a preparation for a new presentation.

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Writing a lesson plan helps teachers to prepare the lesson:

It helps them decide exactly what they will do and how they will do it.

Teachers can look at the lesson plan again after the lesson, and use it to evaluate what happened.(did they do what they planned to do? Was each stage successful?)

They can keep the lesson plan and use it again next year.

Writing a lesson plan

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Aim

New vocabulary

Structure

1. Warm up.

2. Presentation

3.Practice

4.Writing

5.Reading

6. Review

Lesson 16.