It is like a puzzle and you can add your personal information to this puzzle including:

🔴 Your age

🔴Your shoe size

🔴Your favorite color

🔴Your hobby

🔴(other information you like)

How do we start each lesson?

1️⃣At the beginning of the lesson

we use for YLE(8-12) and VYL(5-7):

Games, songs, chants, story

For adults and TEENS learners:

To have a speaking task

2️⃣The end of the lesson

For YLE and VYL:

Games, songs, chants, story

For adults and TEENS:

Reviewing the lesson/feedback

Definitions

Learning: is a change in behavior

Teaching: making this change happen

Context: where do you teach?

How do you teach?

Who do you teach?

What do you teach?

4 factors influence learning

1- Facilities( the most important is classroom board)

2-Authentic materials( course books, songs, movies)

3-Learner

4-Teacher

ROLES OF TEACHER 👩🏼‍🏫

1-Planner 5-Diagnostician

2-Guide 6-Feedback-provider

3-Monitor 7-Facilitator

4-Assessor 8-Manager

9-Counselor 10-involver

11-Language resource

12-informer

Teaching English(similarities)

• Driving instructor( direct or indirect methods-on the spot correction or delayed )

• lecture( make sure everyone is engaged and learned)

• seals person( creat the need)

• Actor( patient and consistnt)

• social worker( active listening)

1️⃣ context-build

• Present a context: start with a real-life situation like the story, dialogue, or talking lamp where the target grammar is used.

• Highlight grammar in context.

• Introduce grammar rule

• Practice in context: provide students with exercise based on the context (e.g., fill in the blank or role-playing activity

• Give feedback

• Encourage use in a new context

  2️⃣ text-based

• listening or reading lesson

• Answering to listening or reading questions

• Presenting the grammar point (Elicit meaning +CCQs +pronunciation)

• free practice

• production

  
  

Steps to present a word:

• Setting the context

• Elicitation(Elicit+CCQs+Drills+Write)

• Concept checking

• Pronunciation

• Form

while teaching vocabulary you can use different ways to clarify the meaning such as:

• picture/video

• drawing

• miming

• realia( show sth in reality like a pen)

• definition

• synonyms/antonyms

• prop(use sth which is similar to the target word)

• what to do it

• how to do it

Your ICQs should be clear steps to give clear instructions:

• Draw the learner's attention.

• Give your instructions to your learners step-by-step.

• Explain the activity

• Experiment with a learner

• Assess their understanding

• Repair their misunderstanding

CCQs should be about the core meaning of language items( vocabulary,grammar phrasess,e etc)

For effective CCQs, you need to

Think underlying meaning/concept

Break the meaning into short words/phrases

Turn the word/short phrases into simple questions

Good CCQs

are short, simple, and clear

can be answered easily

reveal misunderstanding quickly

do not contain the target language

the reasons for not reading aloud a text at the beginning of the class:

• It is boring

• it less effective

• It puts students in a situation to sleep😂

• It is for pronunciation purposes.

pre-reading

we should activate their background knowledge using techniques like

picture description: what do you see in pictures? What do you think about the relationship between them? Are they friends or colleagues?

Leading discussion: ask them some relevant questions and make them think first individually then in pairs, and share it with the whole class

prediction: make them guess about the topic

Teaching blocking words: those words that appear in the question and without knowing these words it might be difficult to answer them

while reading

skimming: Give them some time to read the text quickly and get a gist

scanning: look for specific information

whether we may have an intensive reading part or not

It is a reading for teaching grammar, pronunciation, or vocabulary

post-reading

follow-up tasks

Discussion

speaking or writing task

After scanning or post-reading we can play the audio file or read the text aloud to check and correct the pronunciation

first, then  they should do it on their own

second read for their friends( do in pairs)

As a teacher, you should monitor them and correct mispronunciations or write them on the board and practice.

For independent paragraphs, we can draw a jigsaw table to write the specific information when we don't have a scanning part

DON'T DO THESE IN YOUR CLASS!

• Don't play the audio file at the beginning of the class.

• Don't say anybody is a volunteer.

• don't focus on form first

• do not say to make sentences with a grammar point

we have 3 shapes of listening

first  pre-listening while listening post-listening second pre-listening while listening intensive listening  post-listening third pre-listening while listening post-listening intensive listening

Intensive listening is listening for grammar, pronunciation, and vocabulary.

Point: first give them a task not text (oral)

process-oriented writing

1-Brainstorming

2-Creating the first draft

3-Peer correction(at least for 3 times)

4-Creating the 2nd draft

5-Teacher correction

6-Publish it(in a wall poster, somewhere in classroom, school)

This approach is good for higher-level learners not lower.

Purposes of this approach:

1-Focusing on fluency

2-Encourage your learners

3-Make pupils work together

Product writing:

1-Course book

2-controlled grammar/vocabulary

3-samples are essential

4-useful language box is needed

5-many different micro-skills of writing are necessary

This approach can be effective for both higher and lower-level learners,

Don't forget that writing is class work, and your expectations should be clear. You should lead your learners in how to write, who to write for, and what to write.

1-before speaking

a-Clarify the aims of speaking whether r it is for fluency or accuracy

b-predict any problems your learners may face, like vocabulary , grammar points

c-Timing also matters

d-Prepare any necessary materials like pictures or slides

e-Work out on your instruction

2-while speaking

a-Find the interest of your learners about the topic

b-Give clear instruction to them/ICQs

c-Make sure your students have enough time to get ready

d-Monitor with no interruption

3-after speaking

a-Provide feedback

b-Include how well they communicate to each other

c-Note the repeated mistakes and correct group