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B. Knowledge of good techniques and how to adapt them is essential for ELT.

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B. Knowledge of good techniques and how to adapt them is essential for ELT.

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2⃣ A knowledge of good techniques and how to adapt them is essential for successful language teaching and learning.
•Teacher plans
•Basic techniques
•Heart of lesson
•Lessons planned

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C. Three basic decisions in planning a technique to use in class: Objectives, techniques, data.

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C. Three basic decisions in planning a technique to use in class: Objectives, techniques, data.

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1. Identify Objectives:

2. Choose and adapt a suitable technique:

3. Select suitable data

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D. A technique can consist of seven features

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D. A technique can consist of seven features

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1. Objectives
2. Technique
3. Data
4. Guide
5. Student response
6. Work arrangement
7. Time

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1. Literal: or on the line questions are those where the answer is directly stated in the text several times.

2. Inferential: or between the lines questions are those where you as the reader have to make connections between clues or information to something you already know in order to get the answer. (You infer from evidence or you conclude based on information presented and/or what you already know.)

3. Evaluative: or beyond the lines questions are those that question the text’s quality, logic, or perspective. Your answers to these questions judge the text based on what was presented and your own ideas or knowledge. This type of questioning is extremely important if you are performing research, reading reviews of books movies and other media. These questions help you think critically about the text.

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A. Some points on the words "technique, activity, task, and exercise"

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A. Some points on the words "technique, activity, task, and exercise"

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You cannot even begin to design techniques in the classroom without considering the two important backdrop that set the state for classroom activities: principle teaching and context teaching
1. Task:
An activity which is designed to help achieve a particular learning goal, especially in language teaching. It means we use the specialized forms of techniques with communicative goals to achieve the objective of the classroom. It focuses on the clear use of language for meaningful communicative purposes beyond the language classroom.
2. Activity:an activity may refer to virtually anything that learners do in the classroom. include role-plays, drill, games, peer-editing, small-group information-gap excercise. not used to refer to certian teachers behaviors like "good morning " or maintaining eye contact with students, or writing a list of words on the chalkboard.

3. Procedure: According to Richard and Rodgers, they used procedure to include the techniques are used during teaching, students' practices, and students' behaviors that opperate in teaching a language according to a particular method. Procedure also means techniques which teachers use to teach students.

4. Practice, Behavior, exercise, strategy.....: These terms are techniques that teachers use to measure students' knowledge that they understand the lesson or not and also can help students to analyze lesson clearly.

4. Technique: Refer to various activities that either teachers or students perform in classroom. Techniques include tasks and activities. Those techniques are made by teachers.

5. Exercise:  Refers to a particular combination of a technique and data in a coursed book. Exercises have a drill, a close activity, a reading comprehension passage.

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1.    Controlled practice:

Controlled practice activities are those in which students are asked to use the language in a restricted way. In controlled practice, learners use the language that has just been presented and there is little room for personalization. The main aim of controlled practice is to help learners automatize the form of target language, and this can be done orally or in the written form. Some examples of controlled practice are:

Gap-fill activities focussing on form

Romeo and Juliet ___________ (write) by Shakespeare.

Multiple-choice activities

Adam has been working/is working a lot lately.

Categorizing words into groups

Regular x irregular verbs

Drilling (repetition drills, substitution drills, choral and individual drills)

Asking students to repeat the target language focusing on word and sentence stress, connected speech, or individual sounds

Matching exercises

Finding the correct collocation (e.g make a difference, do business)

Sentence transformation

"I'll call you later", she said --> She said she would call you later.

Gapped texts

Students complete a gapped text and choose the options from a box

2.    Less-controlled practice:

Less-controlled practice gives students more room to personalize the language they are using and communicate their own ideas. Less-controlled activities are designed to allow students to use language with a certain degree of flexibility, but still require them to use the target language that has been presented. Some examples of less-controlled practice activities are:

Using prompts and ask students to complete with their own ideas:

I've never visited ...... / I've never eaten........ / I've never watched.....

Asking students to write a text using the target language

Students write a short anecdote using a range of connectors and linkers

Find someone who

Students ask each other questions based on prompts and ask follow-up questions (e.g. Find someone who has already been to Greece)

3.    Freer practice:

In freer practice, learners are given the chance to use the target language and their existing language knowledge more flexibly. Freer practice activities many times contain an information gap, which requires students to exchange information in a meaningful way. The main focus of freer practice is fluency - that means that correction on the spot should be done sensibly and delayed feedback is favored. Some examples of freer practice activities are:

Roleplays

Giving students a menu and asking them to order food at a bar/restaurant

Group discussions / Debates

Students are asked to analyze the pros and cons of living abroad

Students discuss solutions to a problem and write a summary of the solution (you can use a platform such as Padlet to organize students' contributions)

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1. Technique: answering the questions
2. Data: reading passage
3. Guide: 10 numbered Wh questions
4. Response: full written grammatical answers
5. Work arrangement: Solo
6. Time: 10 minutes