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The fourtheen sessionth

"AI"

Introduce Some AI Tools for Teachers:

1. Worksheets.ai

2. Gamma.com

3. MagicSchool.ai

4. TeachShare.com

5. ChatGPT

Focus on How to Write Prompts:

A precise prompt has 5 + 1 main components:

1. Task (mandatory, most important)

2. Context (important)

3. Example (important)

4. Persona (nice to have)

5. Format (nice to have)

6. Tone (nice to have)

> Not all components are always necessary when writing a prompt!

Example:

You are an English teacher (persona). Create a lesson plan in a table (format) focused on the present perfect tense as the target language used to talk about experiences (task).

The plan should be designed for a group of 13 intermediate-level female learners (context).

How to Write Effective and Appropriate Prompts:

1. Task:

_Always start the task sentence with an action verb: generate, write, analyze, etc.

_Simple task: Generate a worksheet.

_Multi-task request:

Generate a lesson plan.

Summarize a text.

Analyze students’ errors.

2. Context:

Limit the AI’s endless possibilities by providing clear background. Ask three main questions:

_What is the user’s background?

_What does success look like?

_What environment are they in?

Example:

Background: I’m a sixth-grade English teacher.

Success: Create a lesson plan focused on the present perfect tense as the target language used to talk about experiences.

Environment: The plan should be designed for a group of 13 intermediate-level female learners.

3. Example:

Provide examples of outputs if possible, so the AI can understand your expectations.

4. Persona:

Specify the role you want the AI to take:

_If you are injured: “You are an experienced physical therapist.”

_If designing tasks for learners: “You are an 8-year-old learner.”

_If you are a teacher asking for feedback: “You are an experienced supervisor.”

5. Format:

Specify how you want the output to be presented: table, list, bullet points, essay, etc.

6. Tone:

Choose the tone:

_Formal or casual?

_Friendly or assertive?

_Optimistic or pessimistic?

Teacher's Instagram ID: @roghayehhbarzegar

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The thirteenth session

"How to teach speaking"

Types of Learners:

1. Native speakers:

Characteristics: fluent, automatic use of language.

Needs: cultural awareness, role models, and refinement of communication skills.

2. Non-native speakers

Characteristics: often struggle with fluency and accuracy.

Needs: regular practice, corrective feedback, and confidence-building activities.

3. Third-country residents (people living in a country where the language is not their first or second)

Characteristics: adapt to different dialects and multilingual environments.

Needs: cultural adaptation, exposure to authentic situations, and real-world speaking tasks.

Teaching Focus: Process vs. Product

Product: The final result of speaking (e.g., correct grammar, pronunciation, and vocabulary).

Process: The strategies and steps learners use to communicate (e.g., using fillers, turn-taking, paraphrasing).

_At low levels, teachers often focus mainly on the product (accuracy and basic fluency).

_At higher levels, both process and product are important, encouraging learners to communicate naturally while also refining accuracy.

Functions of Speaking:

1. Interactional functions (conversations)

_Purpose: building and maintaining social relationships.

_Examples: small talk, greetings, chatting with friends.

_Classroom activity: role plays, pair work, “find someone who” games.

2. Transactional functions (information exchange)

_Purpose: conveying and receiving information clearly.

_Examples: asking for directions, ordering food, job interviews.

_Classroom activity: information-gap tasks, surveys, problem-solving tasks.

Purpose: delivering extended speech to an audience.

Examples: presentations, debates, storytelling, speeches.

Classroom activity: giving short talks, class debates, project presentations.

3. Performance (public speaking)

_Purpose: delivering extended speech to an audience.

_Examples: presentations, debates, storytelling, speeches.

_Classroom activity: giving short talks, class debates, project presentations.

_ Always balance fluency (speaking smoothly) and accuracy (speaking correctly). Provide chances for students to practice speaking in real-life contexts, not just in drills.

Stages of Teaching Speaking:

1. Focus (Teacher)

_The teacher introduces the topic, sets the context, and explains the purpose of the activity.

_Example: showing a picture, asking warm-up questions, or presenting a short dialogue.

2. Input (Teacher)

_The teacher provides useful language, expressions, or models that students will need.

_Example: teaching useful phrases for ordering food (“Can I have…?”, “I’d like…”).

3. Task (Learner)

_Students perform a speaking activity using the input.

_Example: role-play, pair discussion, or group problem-solving.

_Focus is on using the language rather than just remembering it.

4. Feedback (Teacher)

_The teacher listens and gives corrective feedback.

_This can be on accuracy (grammar, vocabulary, pronunciation) or fluency (speed, clarity, confidence).

_Example: repeating the correct form, gentle correction, or delayed feedback after the task.

5. Repeat (Learner)

_Students try the task again, this time improving based on the feedback.

_Repetition helps build fluency and confidence.

6. Reflection (Both)

_Teacher and learners discuss what worked well and what was difficult.

_Example: “What phrases did you find useful?” “What problems did you face?”

7. Feedback on Learning (Both)

_The teacher summarizes the lesson outcomes and highlights progress.

_Learners evaluate their own performance and set goals for improvement.

_Example: “Today we practiced asking for directions. Next time, focus on pronunciation of place names.”

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The twelfth session

"How to teach writing"

The General Process:

1. Pre-writing

2. While-writing

3. Post-writing

1. Pre-writing Stage:

Activities in this stage prepare students for writing.

Teacher’s role:

_Activate students’ background knowledge.

_Present key vocabulary and useful expressions.

_Provide a model text for students to analyze.

_Read a model text and answer a general question (gist reading).

_Read again to answer comprehension questions (detailed reading).

_Analyze the text structure (e.g., introduction, body, conclusion).

_Do a controlled practice activity, such as gap-fill exercises or sentence completion, to notice language patterns.

_Main goal: help students understand what good writing looks like and prepare them with the tools to write.

2. While-writing Stage:

This is the main production stage where students begin to write.

_Learners’ role:

_Brainstorm and organize ideas.

_Create an outline or plan for their text.

_Write the first draft.

Possible activities:

_Mind-mapping or making bullet points before drafting.

_Pair or group planning discussions.

_Writing the draft individually.

_Main goal: encourage creativity while guiding students to follow a logical structure.

3. Post-writing Stage:

Students review, improve, and finalize their writing.

_Learners’ role:

_Use a checklist for self-correction (e.g., grammar, spelling, punctuation, organization).

_Revise and refine their drafts.

_Submit their final version.

Teacher’s role:

_Provide feedback (on both content and form).

_Grade or comment on students’ work.

_Highlight common strengths and weaknesses for class improvement.

Possible activities:

_Peer-review (students exchange drafts and give feedback).

_Teacher-led feedback session.

_Publishing students’ work (e.g., class blog, wall display, portfolio).

_Main goal: help students see writing as a process of improvement, not just a one-time task.

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The Eleventh Session

"Pronunciation"

Three important branches of linguistics are:

1. Syntax

Syntax is about the rules of sentence structure. It explains how words are arranged in order to create grammatically correct sentences.

2. Semantics

Semantics deals with the meaning of language. It includes word meanings, how sentences are interpreted, and how context changes understanding.

3. Pronunciation

Pronunciation is the way words are spoken. It covers articulation, stress, rhythm, and intonation, which affect how clear and natural speech sounds.

The Phonemic Chart is divided into four main parts:

1. Vowels – single vowel sounds.[iː, ɪ, ʊ, uː, e, ə, ɜː, ɔː, æ, ʌ, ɑː, ɒ]

2. Diphthongs – combined vowel sounds (two vowels together).[eɪ, aɪ, ɔɪ, aʊ, əʊ, ɪə, eə, ʊə]

3. Consonant Pairs – consonants that come in voiced/unvoiced pairs.[p/b, t/d, k/g, f/v, θ/ð, s/z, ʃ/ʒ, tʃ/dʒ ]

4. Single Consonants – consonants without a pair.[m, n, ŋ, l, r, j, w]

Sounds differ based on:

1. Place of articulation (where the sound is produced{ lips, tongue, teeth})

2. Manner of articulation (how the sound is produced, e.g., stop, fricative)

3. Voicing (whether vocal cords vibrate: voiced vs voiceless)

Pronunciation Activities for A1 & A2 Learners:

1. Picture & Sound Matching

Use flashcards with images and phonemic transcriptions.

Learners match the correct sound to the image.

Builds sound recognition skills.

2. Minimal Pairs Practice

Practice with words that differ by only one sound (e.g., ship vs. sheep).

Helps learners distinguish similar sounds.

Improves listening accuracy and pronunciation.

3. Phonemic Bingo

Create bingo cards with phonemic symbols.

Teacher calls out a word; learners mark the correct symbol.

Trains listening and quick recognition.

4. Interactive IPA Charts

Use online IPA charts where learners can click on symbols to hear sounds.

Great for self-study and auditory training.

5. Phoneme Hunt

Learners search texts for words.

They transcribe them using phonemic symbols.

Develops phonemic awareness and transcription skills.

6. Songs & Rhymes

Use simple songs or rhymes with phonemic transcription.

Supports learning of pronunciation patterns and rhythm.

Makes practice fun and engaging.

These activities are interactive, playful, and designed for beginners (A1 & A2). They focus on sound awareness, listening, and accurate pronunciation practice.

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The tenth Session

"Classroom management"

Two general way of classroom managment are:

1. Monkey Management

Monkey Management is a management concept that describes how problems, tasks, or responsibilities (called "monkeys") can be transferred from one person to another. For example, when an employee brings a problem to a manager, the “monkey” (the responsibility for solving the problem) may jump onto the manager’s back. The idea is that managers should avoid carrying too many “monkeys” and instead encourage employees to take responsibility for solving their own problems.

2. Question Park

((Or building trust by your knwoledge or memory))

Question Park is a classroom management technique. It means having a space (like a board, wall, or section of the classroom) where students can “park” their questions. If a question is not directly related to the current lesson or if there isn’t enough time to answer it right away, the teacher writes it in the Question Park to return to later. This way, students feel their questions are valued, but the flow of the lesson is not interrupted.

The first day of each curse:

1. GTKY

2. Findout students level base on GTKY activities and skills

3. Interdice the book

4. Scavenger Hunt: a game where players search for specific items or complete tasks using a list or clues, usually in a limited time.

Benefits of using L2(second languadge):

Eexpsure

Context&meaning

Non-threatening

Questions points:

When answering different questions beyond the lesson, students who are not very advanced should repeat part of the question in their answer and emphasize the main word they don’t know.

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The ninth session

"How to teach listening"

a typical lesson plan structure for listening is:

1. Pre-listening – prepare students (activate background knowledge, predict content).

2. Understanding the text – first listen for gist (general meaning), then for specific information.

3. Post-listening – tasks to check comprehension, discuss, or extend.

4. Finding the target language – focus on language in the text (intensive listening, noticing grammar, vocabulary, stress,asking CCQs,checking the form → intensive listening etc.).

5. Practice (controlled and free) – use the target language in activities.

6. Producing the TL (Target Language) – final stage, where learners create or use the new language more independently.

The activities which designed to practice different listening subskills:

Learners listen to a short story and summarize it afterwards → practicing extensive listening (listening for the general idea).

Teacher plays a recording of a person arguing about a bill and asks learners to write down all the prices → practicing intensive listening (listening for specific details).

Teacher asks learners to underline stressed words in a dialogue → practicing listening for stress and intonation.

Teacher plays a recording of four housemates discussing money and asks learners to identify names → practicing listening for specific information.

Teacher plays a short story and asks learners to think of a suitable name → practicing listening for gist.

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The Eighth Session

"Classroom Management"

Techniques for Making Groups:

Assigned groups: Teacher chooses the groups. Many learners don’t like it, and it is often not effective.

Self-selected groups: Learners choose their own partners. Risky, because everyone wants to be with the most active or well-known person. Usually not effective.

Ranking of preferences: Teacher gives situations and learners choose according to their preference. This can cause conflicts, so it is not effective.

Random grouping: The best method in most cases.

Proximity (elbow partner): Useful when learners change seats every session and do not talk too much with the same person.

Grouping depends on:

Learners’ knowledge/level (A, B, or C).

The stage of the lesson.

The type of activity.

Two grouping patterns:

A + A + A

A + B + C

The goal is to make sure the challenge level is suitable for each learner so everyone can keep up.

Worksheets and Classroom Activities

The shape of seating can also change according to the activity:

A: Groups

B: Circle

C: Rows

Examples of Activities

TPR (Total Physical Response) 👉 B

Suitable for young learners who understand the point but cannot produce language yet.

Drilling 👉 B

Different types:

Back-chaining

Substitution (grammar)

Transformation (grammar)

Miming 👉 A, B

Role play 👉 A

Team games 👉 A

Group work 👉 A

Individual writing 👉 C

Filling in the blanks 👉 C

Silent reading 👉 C

Chanting or singing 👉 B

Communication tasks 👉 A

Setting homework 👉 C

Listening and repeating 👉 B

Coloring, cutting, sticking 👉 B

Listening to instructions 👉 C

Puzzles and board games 👉 B or C

Quizzes and questionnaires 👉 C

Sequencing (putting pictures or sentences in order to achieve something) 👉 A

Giving Instructions:

Steps for giving clear instructions:

1. Draw learners’ attention.

2. Tell and explain exactly what to do.

3. Use Instruction Checking Questions (ICQs).

4. Give examples.

5. Explain how to do it + give timing.

Tips:

Sometimes ICQs are asked twice:

After giving an example.

At the end of the instruction.

Never ask open “what/how” questions.

Always ask yes/no questions to check whether they know what to do.

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The seventh session

"How to teach grammer"

Aims of Text-Based Grammar Teaching:

Recognize how teaching grammar through texts makes learning easier and more natural.

Develop the ability to check learners’ understanding of form, meaning, and use effectively.

Apply the principles of text-based grammar teaching in planning and delivering lessons.

Listening Stages:

1. Pre-listening

Prepare students for the topic.

Activate background knowledge.

Pre-teach essential vocabulary if necessary.

2. Understanding the text

Listening for gist (general idea).

Listening for specific information.

3. Post-listening

Extend to speaking or writing activities.

Reflect on the listening text.

4. Finding the target language

Focus on the new structure/vocabulary (Target Language = TL).

Ask CCQs (Concept Checking Questions).

Check the form → intensive listening.

5. Practice (controlled and free)

Controlled: gap-fills, drills, substitution.

Free: role plays, discussions, personal response.

6. Producing the TL

Learners use the new language independently in speaking/writing.

Tips:

These stages always start with pre-listening and end with productio

Text-based grammar = instead of teaching grammar in isolation, you present it in a context (a reading or listening passage).

This way, learners see how grammar works in real communication.

Always check 3 aspects of TL (Target Language):

1. Form (the structure, e.g., past simple)

2. Meaning (what it means in context)

3. Use (when and why we use it)

CCQs are:

“Did it happen in the past?” (Yes/No)

“Is it finished now?” (Yes)

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The Fifth and the Sixth Session

"How to teach reading"

What is Reading?

Reading is a receptive skill. It is the process of understanding a written text and making sense of it (not producing language).

What is KWL?

It is a teaching strategy used before and after reading or learning a new topic.

K (Know): What students already know about the topic.

W (Want to know): What students want to learn or questions they have.

L (Learned): What students learned after reading or completing the activity.

Stages of Teaching Reading are:

A) Pre-Reading

Elicit the topic and activate students’ background knowledge (e.g., “Who is your favorite soccer player?” before a text about football).

Use CCQs to make sure comprehension is happening.

Write their questions in a box/on the board so students know what to focus on.

Teach essential vocabulary (blocking words) using ECDW: elicit → CCQs → drills → write → form/phonology check.

Use pair/group work, avoid teacher-centered explanation.

B) While-Reading

Reading for gist (general understanding): Ask a simple overall question, students read quickly to get the main idea (do NOT read aloud or play audio at this stage).

Reading for specific information (scanning): Students search for details (names, numbers, facts). Teach them to identify keywords in the questions.

Tasks: True/False, multiple choice, short answers, summary completion, gap-fill, matching.

Group work (jigsaw reading): Divide the text → each group discusses one part → regroup and share with classmates.

C) Post-Reading

Ask general questions to check what they learned. Students can answer in English or Persian (depending on level).

Connect the text to real life (discussion, examples).

Personalization: complete half-prepared sentences, then pair-work to talk about personal answers.

Production: speaking or short writing tasks (not just summarizing, but reflecting, discussing, or problem-solving).

Optional: work on pronunciation and reading aloud (only after rehearsal).

"Key Do’s and Don’ts"

✅ Do:

Prepare tasks before reading.

Activate background knowledge.

Teach blocking words.

Use pair/group activities.

❌ Don’t:

Don’t ask students to read aloud at the start.

Don’t read the text yourself or play the audio before tasks.

Don’t ask “Did you understand?” → use CCQs instead.

Don’t only ask for summary; post-reading should involve critical thinking.

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The third and forth session

"How to Teach Vocabulary"

Guiding Principles:

If you have a reading, listening, or other activity, make sure you have pre-taught the necessary words in advance.

Definitions are not enough. Don’t just copy and shorten the word; give clear, simple examples and use them in context.

Teach according to the planned list — do not add unnecessary extra words.

Review is essential. Children and adults both forget quickly. Encourage pair work (students asking each other) rather than teacher-centered drilling only.

Focus on meaning, pronunciation, and form equally.

Teaching Vocabulary Steps (ECDW):

1. Elicit – Ask students if they already

know the word, or guide them to guess.

2. CCQs (Concept Checking Questions for meaning) – Use short, simple questions to check understanding. Example: “Is it a kind of food?” “Do we use it at home?”

3. Drills – Practice pronunciation: choral repetition, individual repetition, back-chaining if necessary.

4. Write on the board – Show the correct spelling clearly. Highlight stress, syllables, and special letters.

5. CCQs for form & sound – Check syllables, last sound, vowels, silent letters, and sensitive sounds like ch, c, th, sh, etc.

The whole presenting a word process should take no more than one minute per word to keep the pace.

Different Techniques of Presenting a New Word:

Visual images: real objects (realia), pictures, drawings.

Gestures and actions: mime, gestures, facial expressions, role-play actions.

Lexical relations: synonyms (big = large), antonyms (hot ≠ cold), collocations (make a decision).

Contextualization: show the word in a sentence, short story, or real-life situation.

What is CEFR?

CEFR (Common European Framework of Reference for Languages) is an international standard to describe language ability.

Levels:

A1 (Beginner): Basic words and simple sentences. Can introduce self and understand familiar expressions.

A2 (Elementary): Can describe everyday routines and have short conversations.

B1 (Intermediate): Can handle daily life, describe experiences, and talk about plans.

B2 (Upper-Intermediate): Can interact fluently, understand complex texts, and argue a point of view.

C1 (Advanced): Can use language flexibly in academic and professional contexts.

C2 (Proficiency): Near-native mastery; can understand virtually everything heard or read.

CEFR Impact on Teaching Vocabulary:

Collocations: should be taught from an early age (A1–A2) as they help with natural use of language.

Prefixes and suffixes: introduced effectively from B1+, when students can handle word-building strategies.

Guessing meaning from context: more effective from B1+, when learners have enough vocabulary base.

Memorizing Games and Activities:

Drawing (good for young learners; controlled practice).

Picture dictation.

Matching (word to picture, word to definition).

Categorizing (food, animals, clothes, etc.).

Labeling words on diagrams/pictures.

Word search puzzles.

Sequencing words (days of the week, story order).

Odd one out (three related words + one different).

Classifying words into groups.

Bingo with vocabulary words.

Pair-work quizzes.

Types of Practice:

Immediate practice: simple recognition or repetition tasks directly after presenting the word.

Controlled practice: gap-fills, multiple-choice, matching — activities with one correct answer.

Freer practice: role-plays, games, songs, dialogues where vocabulary is used creatively.

Personalizing: students make their own sentences and share/discuss with peers (increases memory retention).

General Path of Vocabulary Teaching:

1. Introduce the topic (context first).

2. Elicit (check what students already know).

3. Plan for teaching the words one by one.

4. Present each word (meaning, pronunciation, form).

5. Practice (controlled → freer).

6. Personalize (students use the words for themselves).

7. Review regularly (reminding vocabulary in later lessons).

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The second session

"How to teach grammer"

Four essential factors of teaching are:

1. Teacher [skill,knowledge,attitude]

2. Learner [interest,passion,condition]

3. Fasilities [tools and stuff]

4. Materials [book and resourses]

The steps of teaching grammer are:

1. Using a well known symbol to set the contex.

2. Elicit or give them examples

3. Write tham on the board [meaning]

4. Ask(CCQs): consept cheking question

5. Highlight the form [form]

6. Drills:listen,repeat and change their examples [pronunciation]

How about practice?

1. Immediate practice

2. Controlled practice

3. Freer practice

4. give them a context and they produce [think→ pair→ share]

What is P.P.P(personalize)?

Presentation→ Practice→ Production

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First session

"G etting T o K now Y ou"

AT the begining of each course teacher should do some introduction activities and set example, than after that learners should do the same.

There are 9 ways for GTKY:

1. Name Ball → Stand in circle, say name, throw ball, repeat to remember names.

2. Draw Your Name → Draw pictures for letters of your name, classmates guess your name.

3. Find Someone Who… → Worksheet with facts (e.g., “likes cats”), students walk and ask each other, write names.

4. Star Facts → Draw star with 6 points, write important words/numbers, others ask yes/no questions.

5. Get in Line! → Line up by height, birthday, who learned English longest, etc.

6. Speaking Corners → Corners of room = choices (music, season, hobbies), students go to corner and talk.

7. 3Truths and 1 Lie → Write 4 sentences about yourself, classmates guess the lie.

8. One Minute Questions → Students ask as many questions as possible in 1 minute, then answer.

9. Hunt the Teacher → Short texts about teachers, students check true/false statements by reading them.

Definitions:

Learning: change things behavior

Teaching: making the change happen (not just transform the information)

Context: Who/how/what/when/where you teach (the information from your learner and institute)