2. 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:
1.
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5.
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.
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7.
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..
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11.
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.
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13. Aims of this lesson
1.To make teachers aware of the aims
and language content of the lesson
they teach
2. To help teachers to distinguish the
various stages of a lesson, and to see
the relationship between them
3.To show teachers how to make a
simple plan.
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14. 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.
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15. 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 ‟.
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16. 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.
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17. 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.
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18.
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).
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19. The teacher presents new words or
Presentatio structures, gives examples, writes
them on the board, ect.
n:
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.
Students use language they have
Production: 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.
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20. Reading:
Students read a text and answer
questions or do a simple „task‟(e.g.
complete a table)
The teacher reads a text or
Listening: 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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21.
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.
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