course design for teaching english

8/12/2019 Course Design for Teaching English

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Course Design for TeachingCourse Design for Teaching

EnglishEnglish

Yueh-chiu WangYueh-chiu Wang

National Penghu UniversityNational Penghu University


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LanguageLanguage

What is a language? Language is aWhat is a language? Language is a

tool we use to communicate withtool we use to communicate with

other people. We encode what weother people. We encode what we

want to say using language which iswant to say using language which is

made u p of a range of components.made u p of a range of components.


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Teachers need to e aware of theirTeachers need to e aware of theirlearners! wea" areas and give themlearners! wea" areas and give thempractice in recogni#ing and producingpractice in recogni#ing and producingthese sounds correctly.these sounds correctly.

The meaning of a word can change withThe meaning of a word can change withthe stress$ for e%ample$ &contract! 'noun$ athe stress$ for e%ample$ &contract! 'noun$ adocument($ &contract! 'ver$ to getdocument($ &contract! 'ver$ to getsmaller(. )uite often nouns have the firstsmaller(. )uite often nouns have the first

syllale stress and vers have the secondsyllale stress and vers have the secondsyllale. *owever$ there are nosyllale. *owever$ there are nostraightforward rules for word stress instraightforward rules for word stress in+nglish.+nglish.


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,n important feature of +nglish,n important feature of +nglish

pronunciation is the way whichpronunciation is the way which

individual words often flow into eachindividual words often flow into each

other without a clear rea". This isother without a clear rea". This is

particularly true when a consonant atparticularly true when a consonant at

the end of a word meets a vowel atthe end of a word meets a vowel at

the eginning of the ne%t.the eginning of the ne%t.


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entence stress can also change theentence stress can also change the

meaning of a sentence. /ften whenmeaning of a sentence. /ften when

we are spea"ing we want to focus onwe are spea"ing we want to focus on

one piece of "ey information.one piece of "ey information.

ntonation helps the listener to "nowntonation helps the listener to "now

if the spea"er has finished 'a fall( orif the spea"er has finished 'a fall( or

not 'a rise(.not 'a rise(.


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, spea"er!s use of stress and, spea"er!s use of stress and

intonation$ and also volume andintonation$ and also volume and

pitch$ can also tell us how they feel0pitch$ can also tell us how they feel0

e%cited$ angry$ positive$ tired$ etc.e%cited$ angry$ positive$ tired$ etc.


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Using language to interactUsing language to interact

We interact with different people forWe interact with different people for

different reasons in different situations indifferent reasons in different situations in

different situations.different situations.

There is a wide range of e%pressions thatThere is a wide range of e%pressions thatperform certain &functions!$ i.e. the thingsperform certain &functions!$ i.e. the things

we do with language$ for e%ample$ therewe do with language$ for e%ample$ there

are general functions such as than"ing$are general functions such as than"ing$

as"ing for information$ inviting$as"ing for information$ inviting$suggesting$ greeting$ agreeing$ and so on.suggesting$ greeting$ agreeing$ and so on.


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Language users need to ma"eLanguage users need to ma"e

choices aout the language theychoices aout the language they

choose to communicate with. Thischoose to communicate with. This

choice is very limited in the earlychoice is very limited in the earlystages of learning a language.stages of learning a language.

n some languages$ the relationshipn some languages$ the relationship

etween the spea"er and listener isetween the spea"er and listener isreflected in the grammar.reflected in the grammar.


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Language in the classroomLanguage in the classroom

We can divide language activities inWe can divide language activities in

the classroom into two categories0the classroom into two categories0

introducing language and usingintroducing language and using

language that has already eenlanguage that has already eenencountered. ,s learners progress$encountered. ,s learners progress$

they will constantly meet languagethey will constantly meet language

for the first time$ sometimes insidefor the first time$ sometimes insidethe classroom$ sometimes outside.the classroom$ sometimes outside.


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,t this point they need to "now what,t this point they need to "now whatthis language means or refers to.this language means or refers to.They also need to "now how to formThey also need to "now how to form

it0how to spell it$ pronounce it$ itsit0how to spell it$ pronounce it$ itsrelationship to other words$ the wordrelationship to other words$ the wordendings$ and so on. 1inally$ theyendings$ and so on. 1inally$ theyneed to e ale to use it toneed to e ale to use it to

communicate$ either in spo"en orcommunicate$ either in spo"en orwritten form$ and to understand itwritten form$ and to understand itwhen it is used y other people.when it is used y other people.


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MeaningMeaning

There are many ways of helping learnersThere are many ways of helping learners

understand the meaning of a word orunderstand the meaning of a word or

phrase. 1or e%ample$ with a word li"ephrase. 1or e%ample$ with a word li"e

&2o! we can3&2o! we can3--translate the word from +nglish into the--translate the word from +nglish into the

L4L4

--give the learners e%amples of types of--give the learners e%amples of types of

2os$ for e%ample$ y providing pictures of2os$ for e%ample$ y providing pictures of

people doing different 2os.people doing different 2os.


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--tell the learners to loo" up the--tell the learners to loo" up the

word either in a monolingual orword either in a monolingual or

ilingual dictionaryilingual dictionary

--give them e%ample sentences using--give them e%ample sentences using

&2o!&2o!


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t is important to chec" that the learnerst is important to chec" that the learnersunderstand the meaning of the languageunderstand the meaning of the languagethey are studying. This can often e donethey are studying. This can often e doney monitoring the learners! use of they monitoring the learners! use of the

language in spo"en or written activities.language in spo"en or written activities.,nother way is to use concept 5uestions.,nother way is to use concept 5uestions.1or e%ample$ to chec" the use of the1or e%ample$ to chec" the use of thepresent simple to tal" aout a scheduledpresent simple to tal" aout a scheduledevent in the future we need to chec" thatevent in the future we need to chec" that

the learners understand whether thethe learners understand whether thesentences refer to the past$ present$ orsentences refer to the past$ present$ orfuture and what sort of events are eingfuture and what sort of events are eingreferred to3referred to3


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,nother way of helping learners to,nother way of helping learners to

understand the meaning of aunderstand the meaning of a

structure is to provide a ac"groundstructure is to provide a ac"ground

situation. The situation can esituation. The situation can eintroduced in a variety of waysintroduced in a variety of ways

including using pictures$ a dialogue$including using pictures$ a dialogue$

a short te%t$ and real o2ects.a short te%t$ and real o2ects.


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SummarySummary

t is important for the languaget is important for the languageteacher to "now as much as possileteacher to "now as much as possileaout the language that they areaout the language that they are

teaching. The language system isteaching. The language system iscomple% and learners need to ecomple% and learners need to eguided through it. They will oftenguided through it. They will oftencome across language for the firstcome across language for the first

time which they will need totime which they will need toincorporate into their own languageincorporate into their own languagesystem.system.


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To help them with this processTo help them with this process

teachers need to choose the mostteachers need to choose the most

appropriate te%ts and activities andappropriate te%ts and activities and

give learners the opportunities theygive learners the opportunities theyneed to input language$ use it$ andneed to input language$ use it$ and

modify their understanding of themodify their understanding of the

language until they are ale to recalllanguage until they are ale to recalland use it automatically.and use it automatically.


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Teaching Methods and IdeasTeaching Methods and Ideas

The 6rammar-Translation 7ethodThe 6rammar-Translation 7ethod

8ac"ground3 The method itself came8ac"ground3 The method itself came

from the way individual learnersfrom the way individual learners

studied classical languages such asstudied classical languages such as

6ree" and Latin. This was done6ree" and Latin. This was done

mainly y studying the grammar inmainly y studying the grammar in

detail and translating te%ts from thedetail and translating te%ts from theoriginal into the learners! language.original into the learners! language.


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FeaturesFeatures

entences and longer te%ts areentences and longer te%ts are

translated oth to and from thetranslated oth to and from the

learners! first language. Little or nolearners! first language. Little or no

attention is paid to the aility toattention is paid to the aility tospea" or communicate. 6rammarspea" or communicate. 6rammar

rules are given a lot of attention$rules are given a lot of attention$

especially word endings andespecially word endings andsentence formation.sentence formation.


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Learners learn aout the language$Learners learn aout the language$

rather than how to use the language.rather than how to use the language.

Learners do not get muchLearners do not get much

opportunity to develop listening andopportunity to develop listening and

spea"ing s"ills.spea"ing s"ills.

The attention given to grammaticalThe attention given to grammatical

accuracy and translation may eaccuracy and translation may e

demotivating for some learners.demotivating for some learners.


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/ne advantage of the method does/ne advantage of the method does

have is that teachers develop anhave is that teachers develop an

awareness of grammar rules.awareness of grammar rules.


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The Direct MethodThe Direct Method

8ac"ground3 The 9irect 7ethod was8ac"ground3 The 9irect 7ethod wasdeveloped in the early :;developed in the early :; ththcentury incentury inorder to overcome the prolemsorder to overcome the prolems

connected with grammar-translation.connected with grammar-translation.The meaning of words and structuresThe meaning of words and structureswas communicated &directly! throughwas communicated &directly! throughmime and gestures$ and practised inmime and gestures$ and practised in5uestion-and-answer e%changes5uestion-and-answer e%changesetween the teacher and learners.etween the teacher and learners.


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The use of the target language asThe use of the target language as

the language of instruction underpinsthe language of instruction underpins

a lot of teaching today. This centersa lot of teaching today. This centers

on oral practice of carefully gradedon oral practice of carefully gradedstructures. The language wasstructures. The language was

practiced using guided repetition$practiced using guided repetition$

dictation$ drills$ and oral-aseddictation$ drills$ and oral-asedreading and writing tas"s.reading and writing tas"s.


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AudiolingualismAudiolingualism

8ac"ground3 Language was8ac"ground3 Language was

descried in terms of the ay it wasdescried in terms of the ay it was

structured0individual sounds andstructured0individual sounds and

letters$ words$ structures$ andletters$ words$ structures$ andsentence types. Learners weresentence types. Learners were

e%pected to learn the grammar ofe%pected to learn the grammar of

the new language not y learningthe new language not y learningrules ut y producing the languagerules ut y producing the language

accurately y responding to stimuli.accurately y responding to stimuli.


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FeaturesFeatures

, drill was activity where the teacher, drill was activity where the teacher

provided prompts and the learnersprovided prompts and the learners

would produce a sentence using thewould produce a sentence using the

appropriate grammatical structure.appropriate grammatical structure.

Lessons often egin with dialogues.Lessons often egin with dialogues.

The emphasis was on the form 'orThe emphasis was on the form 'or

the structure( of language ratherthe structure( of language rather

than content and meaning.than content and meaning.


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Current statusCurrent status

ome language teachers find drillsome language teachers find drillsuseful for practising sentenceuseful for practising sentencepatterns. They can e especiallypatterns. They can e especially

valuale in getting elementaryvaluale in getting elementarylearners to uild the confidence inlearners to uild the confidence inspea"ing. *owever$ the usefulnessspea"ing. *owever$ the usefulnessof drills is regarded as limited in thatof drills is regarded as limited in that

they do not give the learners anthey do not give the learners anopportunity to interact naturally withopportunity to interact naturally withother spea"ers.other spea"ers.


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Communicative LanguageCommunicative Language

TeachingTeaching

;s and;s and

continues to evolve. t is notcontinues to evolve. t is not

actually a method ut an approach toactually a method ut an approach to

teaching ased on the view thatteaching ased on the view thatlearning a language means learninglearning a language means learning

how to communicate effectively inhow to communicate effectively in

the world outside the classroom.the world outside the classroom.


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FeaturesFeatures

The goal is to learn to communicateThe goal is to learn to communicate

in the target language.in the target language.

There is an emphasis on meaningThere is an emphasis on meaning

and using the language rather thanand using the language rather than

the structure and form of thethe structure and form of the

language.language.


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/ral and written activities may e/ral and written activities may eused from the start$ for e%ample$used from the start$ for e%ample$role plays$ dialogues$ games$ androle plays$ dialogues$ games$ and

prolem-solving.prolem-solving./ne role for the teacher is that of a/ne role for the teacher is that of a&facilitator! who helps learners to&facilitator! who helps learners tocommunicate in +nglish andcommunicate in +nglish andmotivates them to wor" with themotivates them to wor" with thelangauage.langauage.


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Learners often interact with eachLearners often interact with each

other through pair or group wor".other through pair or group wor".

The four s"ills are developedThe four s"ills are developed

simultaneously.simultaneously.


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Current statusCurrent status


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The approach can lead to too muchThe approach can lead to too muchemphasis on spea"ing and listening.emphasis on spea"ing and listening.

Learners do not necessarily learn whatLearners do not necessarily learn what

they are taught$ i.e.$ the discrete languagethey are taught$ i.e.$ the discrete languageitems$ in the order that they are taught.items$ in the order that they are taught.

/ne reaction to this has een to change/ne reaction to this has een to changethe learning focus from the content$ i.e.the learning focus from the content$ i.e.

the structures$ functions$ and vocaulary$the structures$ functions$ and vocaulary$to the process$ that is &to use +nglish toto the process$ that is &to use +nglish tolearn it! rather than!to learn to uselearn it! rather than!to learn to use+nglish!.+nglish!.


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Task!ased LearningTask!ased Learning

T8L focuses on the &process! ofT8L focuses on the &process! of

communicating y setting learnerscommunicating y setting learners

tas"s to complete using the targettas"s to complete using the target

language. 9uring this period$ thelanguage. 9uring this period$ thelearners ac5uire language as they trylearners ac5uire language as they try

to e%press themselves andto e%press themselves and

understand others. The tas"s canunderstand others. The tas"s canrange from information gap torange from information gap to

prolem-solving tas"s.prolem-solving tas"s.


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/ne advantage of T8L is that/ne advantage of T8L is that

learners are given the opportunitieslearners are given the opportunities

to use the full range of s"ills andto use the full range of s"ills and

language they have at the same$language they have at the same$rather than in discrete units.rather than in discrete units.


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se"uencese"uence

Pre-tas"s3 these are activities whichPre-tas"s3 these are activities which

prepare learners to complete a tas"$ forprepare learners to complete a tas"$ for

e%ample$ y guiding learners through ane%ample$ y guiding learners through an

e%ample of the tas" they will have to do.e%ample of the tas" they will have to do.Tas"s3 these form the main ody of theTas"s3 these form the main ody of the

lesson and can involve a numer of steps.lesson and can involve a numer of steps.

1or e%ample$ learners wor"ing in pairs or1or e%ample$ learners wor"ing in pairs or

groups may first complete the tas"$ thengroups may first complete the tas"$ thenprepare a report on the tas"$ and finallyprepare a report on the tas"$ and finally

present the report to the class.present the report to the class.


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Post-tas"s3 these move away fromPost-tas"s3 these move away from

activities designed to promoteactivities designed to promote

fluency to those designed to promotefluency to those designed to promote

accuracy.accuracy.

Learners may also feel that they notLearners may also feel that they not

&learning! or &eing taught! as there is&learning! or &eing taught! as there is

no formal input or practice stageno formal input or practice stage


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summarysummary

Teaching has een influenced y a wideTeaching has een influenced y a widevariety of methods and trends. Newvariety of methods and trends. Newmethods have een introduced as part ofmethods have een introduced as part ofthe ongoing search for the &est! way tothe ongoing search for the &est! way to

teach.teach.We are now at the point where there isWe are now at the point where there ismore emphasis on teachers and learnersmore emphasis on teachers and learnersma"ing their own choices aout how toma"ing their own choices aout how toteach and learn. Teachers can use theteach and learn. Teachers can use theac"-catalogue of methods as a startingac"-catalogue of methods as a startingpoint to ma"e decisions aout thispoint to ma"e decisions aout thisprocess.process.


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DifferenceDifference

There is also a different listening3There is also a different listening3

1or information1or information

1or en2oyment or social reasons1or en2oyment or social reasonsTo learn new languageTo learn new language


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1or listeners$ listening is how spo"en1or listeners$ listening is how spo"en

language ecomes input$ i.e. it is thelanguage ecomes input$ i.e. it is the

first stage of learning new language.first stage of learning new language.

n the classroom this happensn the classroom this happensthrough listening to the teacher$through listening to the teacher$

listening to a


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Listening is a receptive s"ill$ i.e. weListening is a receptive s"ill$ i.e. we

receive language rather thanreceive language rather than

produce it. Listening is the processproduce it. Listening is the process

of interpreting messages0whatof interpreting messages0whatpeople say. We saw in


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--individual sounds--individual sounds

yllalesyllales

Words which may e lin"ed togetherWords which may e lin"ed togetherwith some sounds eing dropped orwith some sounds eing dropped or

changed.changed.

PhrasesPhrases


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ntonation$ and word and sentencentonation$ and word and sentence

stress$ also add meaning. Listenersstress$ also add meaning. Listeners

also have to deal with spea"ersalso have to deal with spea"ers

repeating themselves$ ma"ing falserepeating themselves$ ma"ing falsestars$ pauses$ and noises '&ums andstars$ pauses$ and noises '&ums and

ahs!. The listener has to e ale toahs!. The listener has to e ale to

decode all of this as 5uic"ly as thedecode all of this as 5uic"ly as thespea"er produces it. This oviouslyspea"er produces it. This oviously

ta"e a huge amount of practice.ta"e a huge amount of practice.


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Listening skillsListening skills

Learners need to develop theLearners need to develop the

following s"ills3following s"ills3

Learning to listen in various waysLearning to listen in various ways

,dapting the way they listen,dapting the way they listen

according to the test and the reasonaccording to the test and the reason

for listeningfor listening

Aecogni#ing the features of spo"enAecogni#ing the features of spo"en

+nglish+nglish


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Using visual and te%tual clues to helpUsing visual and te%tual clues to help

themthem

Listen actively0as"ing for repetition$Listen actively0as"ing for repetition$

clarification$ etc.clarification$ etc.

9eveloping their ac"ground9eveloping their ac"ground

"nowledge"nowledge


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Learners need to develop theLearners need to develop the

confidence to control aconfidence to control a

conversational y as"ing the personconversational y as"ing the person

spea"ing to spea" more slowly$spea"ing to spea" more slowly$e%plain what they have said$ repeate%plain what they have said$ repeat

something$ and son on.something$ and son on.


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Paralinguistic features 'gestures$Paralinguistic features 'gestures$

hand movements$ and facialhand movements$ and facial

e%pressions( can often e differente%pressions( can often e different

from one country to another.from one country to another.Learners should learn as much asLearners should learn as much as

possile aout the culture of thepossile aout the culture of the

country and people they are going tocountry and people they are going tocommunicate with.communicate with.


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Listening in the classroomListening in the classroom

When we are practising listening inWhen we are practising listening in

the classroom it is helpful to thin"the classroom it is helpful to thin"

aout how we listen in real life. Weaout how we listen in real life. We

should try to3should try to3

,s" learners to do things in class,s" learners to do things in class

which they would e li"ely to dowhich they would e li"ely to do

outside aout the conte%toutside aout the conte%t


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Listening acti ities can !e #lannedListening activities can !e #lanned


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Listening activities can !e #lannedListening activities can !e #lanned

in three stages&in three stages&

Pre-listening3 activities which helpPre-listening3 activities which help

your learners prepare for what theyyour learners prepare for what they

will hearwill hear

Listening3 activities which are usuallyListening3 activities which are usually

a type of tas"$ for e%ample$ filling ina type of tas"$ for e%ample$ filling in

a chart$ answering 5uestions$a chart$ answering 5uestions$

following a route on a map$ ma"ingfollowing a route on a map$ ma"ingnotes$ etc.notes$ etc.


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Post-listening3 activities which are aPost-listening3 activities which are a

chance learners! understanding ofchance learners! understanding of

what they have een listening to$what they have een listening to$

give feedac"$ and consolidate whatgive feedac"$ and consolidate whatthey have learnt.they have learnt.


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Listening stageListening stage

While pre-listening activities areWhile pre-listening activities are

aout preparing for the 5uestions oraout preparing for the 5uestions or

a tas"$ listening activities are aouta tas"$ listening activities are aout

the learners finding the answer orthe learners finding the answer ordoing the tas".doing the tas".


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Post-listening stage3 The first thingPost-listening stage3 The first thing

you need to do after the learnersyou need to do after the learners

have carried out the listening activityhave carried out the listening activity

is to chec" the answer. Learners canis to chec" the answer. Learners cancompare their answers with eachcompare their answers with each

other first. You can then chec" theother first. You can then chec" the

answers with the whole clas.answers with the whole clas.


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There are various types of activities3There are various types of activities3

,nswering 5uestions0,nswering 5uestions0

comprehension$ multiple choices$ turcomprehension$ multiple choices$ tur

or falseor false


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1ollowing directions on a map1ollowing directions on a map

7atching what is eing said with a7atching what is eing said with a

set of picturesset of pictures

9oing something in response to what9oing something in response to what

learners hear$ for e%ample$ drawlearners hear$ for e%ample$ draw

something$ move in a certain waysomething$ move in a certain way

'stand up$ sit down('stand up$ sit down(


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ome listening activities re5uireome listening activities re5uire

learners to listen to a te%t andlearners to listen to a te%t and

answer 5uestions$ while otheranswer 5uestions$ while other

activities re5uire more interaction$activities re5uire more interaction$i.e. learners listen then respond ori.e. learners listen then respond or

reactreact

listenlistenrespond/reactlistenrespond/reactlisten


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S#eakingS#eaking

The spea"ing process3The spea"ing process3

We spea" in many different types ofWe spea" in many different types of

situation. 1or e%ample3situation. 1or e%ample3

--tal"ing to someone face to face--tal"ing to someone face to face

--tal"ing to someone on the phone--tal"ing to someone on the phone

a learner answering a 5uestion ina learner answering a 5uestion inclassclass


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--ta"ing part in a meeting--ta"ing part in a meeting

--an e%change etween a customer--an e%change etween a customer

and an assistant in a shopand an assistant in a shop

,s"ing a stranger for directions,s"ing a stranger for directions


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We spea" for many reasons0to eWe spea" for many reasons0to esociale$ ecause we wantsociale$ ecause we wantsomething$ ecause we want othersomething$ ecause we want other

people to do something$ to dopeople to do something$ to dosomething for someone else$ tosomething for someone else$ torespond to someone else$ to e%pressrespond to someone else$ to e%pressour feelings or opinion aoutour feelings or opinion aout

something$ to e%change information$something$ to e%change information$to refer to an action or event in theto refer to an action or event in thepast$ present$ or future.past$ present$ or future.


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pea"ing is a productive s"ill. tpea"ing is a productive s"ill. t

involves putting a message together$involves putting a message together$

communicating the message$ andcommunicating the message$ and

interacting with other people.interacting with other people.


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InteractionInteraction

po"en interaction involves two orpo"en interaction involves two or

more people tal"ing to each other$more people tal"ing to each other$

for e%ample$ one person ma"es afor e%ample$ one person ma"es a

re5uest and the other personre5uest and the other personresponds. We call this an e%change.responds. We call this an e%change.

S#oken and 'ritten language%S#oken and 'ritten language%


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S#oken and 'ritten language%S#oken and 'ritten language%

some differencessome differences

n written +nglish people usuallyn written +nglish people usually

write complete sentences. Writtenwrite complete sentences. Written

+nglish is organi#ed into paragraphs$+nglish is organi#ed into paragraphs$

pages$ chapters$ and complete te%ts$pages$ chapters$ and complete te%ts$for e%ample$ a oo" or an article in afor e%ample$ a oo" or an article in a

maga#ine. po"en +nglish comes inmaga#ine. po"en +nglish comes in

the forms of turns0one person!s partthe forms of turns0one person!s partin an e%change etween two or morein an e%change etween two or more

people.people.


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,nother difference is the way in,nother difference is the way in

which written language can ewhich written language can e

planned whereas spo"en language isplanned whereas spo"en language is

often unplanned$ unless you!re givingoften unplanned$ unless you!re givinga prepared speech or presentation.a prepared speech or presentation.


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When you spea" you give clues throughWhen you spea" you give clues through

the use of stress$ pauses$ intonation$ orthe use of stress$ pauses$ intonation$ or

gestures.gestures.

po"en +nglish is messy0when peoplepo"en +nglish is messy0when peoplespea" they often repeat themselves$spea" they often repeat themselves$

spea" in incomplete sentences$ hesitatespea" in incomplete sentences$ hesitate

and pause etween words$ and use fillersand pause etween words$ and use fillers

0short sounds or words that give us more0short sounds or words that give us moretime to thin" and put a message together.time to thin" and put a message together.


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You spea" differently depending onYou spea" differently depending on

whom you are spea"ing to and why.whom you are spea"ing to and why.

pea"ing s"ills3 Learners need topea"ing s"ills3 Learners need to

develop the following s"ills3develop the following s"ills3

Producing connected speechProducing connected speech

The aility to interactThe aility to interact

Tal"ing round gaps in theirTal"ing round gaps in their

"nowledge"nowledge


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pea"ing in a range of conte%tspea"ing in a range of conte%ts

8alancing accuracy and fluency.8alancing accuracy and fluency.


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S#eaking in the classroomS#eaking in the classroom

n the classroom we need to get ourn the classroom we need to get our

learners to practice oth productionlearners to practice oth production

and interaction. ,t other times$ weand interaction. ,t other times$ we

want our learners to concentratewant our learners to concentratemore on interaction and on ecomingmore on interaction and on ecoming

more fluent.more fluent.


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Pair wor" and group wor"3 t is a goodPair wor" and group wor"3 t is a good

idea to put learners into groups oridea to put learners into groups or

pairs so that they can get morepairs so that they can get more

spea"ing practice0if learners onlyspea"ing practice0if learners onlyspea" to the teacher$ theirspea" to the teacher$ their

opportunities for practice are limited.opportunities for practice are limited.


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Ty#es of interactive activitiesTy#es of interactive activities

nformation gap activities3 We oftennformation gap activities3 We often

interact with other people to give orinteract with other people to give or

as" for information.


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9escrie and draw9escrie and draw

9escrie and arrange9escrie and arrange

9escrie and identify9escrie and identify

1ind the differences1ind the differences


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Discussion activitiesDiscussion activities

We also spea" to give our opinions orWe also spea" to give our opinions orto hear other people!s opinions.to hear other people!s opinions.9iscussion activities give learners the9iscussion activities give learners the

chance to spea" more freely andchance to spea" more freely ande%press themselves. t is helpful toe%press themselves. t is helpful tostructure a discussion activity ystructure a discussion activity ygiving learners enough informationgiving learners enough information

aout what they will e tal"ingaout what they will e tal"ingaout$ and giving them enough timeaout$ and giving them enough timeto thin" aout what they want toto thin" aout what they want tosay.say.


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(ole #lays(ole #lays

These can e li"e mini-dramas. +achThese can e li"e mini-dramas. +ach

learner is given a character and alearner is given a character and a

card with some information on itcard with some information on it

which can include information aoutwhich can include information aouttheir role and the situation.their role and the situation.


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)ames)ames

6ames are often useful to liven up a6ames are often useful to liven up alesson. ome e%amples of gameslesson. ome e%amples of gamesgiving spea"ing practice include3giving spea"ing practice include3

The teacher choose something fromThe teacher choose something fromthe classroom$ for e%ample$ thethe classroom$ for e%ample$ thelac"oard$ and says to the learners.lac"oard$ and says to the learners.

The learners have to guess what itThe learners have to guess what itis. Learners can also play this gameis. Learners can also play this gamein groups.in groups.


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Informal interactionInformal interaction

The teacher and class can interactThe teacher and class can interact

informally$ as"ing each other whatinformally$ as"ing each other what

they are going to do at the wee"end$they are going to do at the wee"end$

tal"ing aout recent new stories$tal"ing aout recent new stories$telling 2o"es or personal stories.telling 2o"es or personal stories.


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Feed!ack and correctionFeed!ack and correction

Learners need encouragement andLearners need encouragement andthey need to "now when they arethey need to "now when they arema"ing mista"es that might causema"ing mista"es that might cause

other people not to understand orother people not to understand ormisunderstand them. Teachersmisunderstand them. Teachersshould also use the opportunity toshould also use the opportunity topraise learners for getting somethingpraise learners for getting something

right$ doing something well$ tryingright$ doing something well$ tryinghard$ and showing a positive attitudehard$ and showing a positive attitudetowards learning.towards learning.


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pea"ing is a comple% process whichpea"ing is a comple% process whichinvolves constructing a message in ainvolves constructing a message in a

form that other people canform that other people can

understand$ and delivering theunderstand$ and delivering themessage using the correctmessage using the correct

pronunciation$ stress$ and intonation.pronunciation$ stress$ and intonation.


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pea"ing also involves interaction0pea"ing also involves interaction0communicating with other people.communicating with other people.

To do this$ learners need to e aleTo do this$ learners need to e ale

to respond to what other people say$to respond to what other people say$and use the language appropriateand use the language appropriate

time they need to e accurate andtime they need to e accurate and

fluent enough for the other person tofluent enough for the other person tounderstand and to fit into the flow ofunderstand and to fit into the flow of

conversation.conversation.


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(eading(eading

There are two asic types of te%ts-There are two asic types of te%ts-authentic and non-authentic.authentic and non-authentic.+%amples of authentic te%ts are+%amples of authentic te%ts are

newspaper articles$ wesite pages$newspaper articles$ wesite pages$emails$ pac"aging and laels$ and soemails$ pac"aging and laels$ and soon. Non-authentic te%ts are writtenon. Non-authentic te%ts are writtenespecially for learners usingespecially for learners using

imaginary conte%ts and simplifiedimaginary conte%ts and simplifiedvocaulary and sentencevocaulary and sentenceconstruction.construction.


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Te%ts vary in length Bfrom streetTe%ts vary in length Bfrom streetsigns$ te%t messages$ emails$signs$ te%t messages$ emails$

newspaper articles$ short stories$ tonewspaper articles$ short stories$ to

novels. The way we read will dependnovels. The way we read will dependpartly on how long the te%t is.partly on how long the te%t is.


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(eading skills(eading skills

Learners need to develop theLearners need to develop thefollowing s"ill3following s"ill3

Learning to read in various ways$ forLearning to read in various ways$ for

e%ample$ s"imming and scanninge%ample$ s"imming and scanning

,dapting the way they read,dapting the way they read

according to the te%t and theiraccording to the te%t and their

reason for readingreason for reading


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Aeading &actively!-using a dictionary$Aeading &actively!-using a dictionary$guessing or as"ing aout un"nown wordsguessing or as"ing aout un"nown words

Understanding the relationship etweenUnderstanding the relationship etween

sentencessentences*elping understanding y using te%tual*elping understanding y using te%tual

and visual clues $i.e. headings$ the wayand visual clues $i.e. headings$ the way

the te%t is organi#ed into paragraphs$the te%t is organi#ed into paragraphs$

punctuation$ signal words$ pictures$punctuation$ signal words$ pictures$typography$ and so on.typography$ and so on.


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Using conte%tual clues-where theUsing conte%tual clues-where thelearners are$ what they and otherlearners are$ what they and other

people are doing at the timepeople are doing at the time

nferring meaningnferring meaning

6uessing meaning6uessing meaning

8ac"ground "nowledge of the culture8ac"ground "nowledge of the culture

aout which they are reading.aout which they are reading.


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When we read the eye usually moves fromWhen we read the eye usually moves fromtop to ottom and left to right across thetop to ottom and left to right across the

page or screen. /ur rain holds shortpage or screen. /ur rain holds short

sections of the te%t long enough in itssections of the te%t long enough in its

wor"ing memory to decode it and relate itwor"ing memory to decode it and relate it

to the previous part and anticipate theto the previous part and anticipate the

ne%t part of the te%t. The reader alsone%t part of the te%t. The reader also

uses their "nowledge of the world and theuses their "nowledge of the world and thelanguage in their long-term memory tolanguage in their long-term memory to

help them understand the te%t.help them understand the te%t.


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Aeding for gistCs"imming3Aeding for gistCs"imming3

When we read for gist or s"im a te%tWhen we read for gist or s"im a te%t

we do not try to understandwe do not try to understand

everything in it0we read through iteverything in it0we read through itfairly 5uic"ly to get a general idea offairly 5uic"ly to get a general idea of

what it is aout.what it is aout.


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canning3 This is the "ind of readingcanning3 This is the "ind of readingwe do when you want to find outwe do when you want to find out

aout something specific$ foraout something specific$ for

e%ample$ get a particular piece ofe%ample$ get a particular piece ofinformation from a te%t. We alsoinformation from a te%t. We also

scan when we are loo"ing somethingscan when we are loo"ing something

up in a telephone dictionary$ or in anup in a telephone dictionary$ or in aninde% to find references to specificinde% to find references to specific

topics.topics.


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(eading for detail(eading for detail

"imming and scanning are done"imming and scanning are donefairly rapidly$ ut if we want to followfairly rapidly$ ut if we want to follow

a te%t in detail we read more slowly.a te%t in detail we read more slowly.

f we are reading a oo" in order tof we are reading a oo" in order toget information for our studies$ weget information for our studies$ we

will also tend to read more carefullywill also tend to read more carefully

and may ma"e notes as we read.and may ma"e notes as we read.


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(eading for #leasure(eading for #leasure

f we are reading a novel$ af we are reading a novel$ amaga#ine$ or a letter from a friendmaga#ine$ or a letter from a friend

we are reading for en2oyment or towe are reading for en2oyment or to

rela%. We will often read some partsrela%. We will often read some partsof the te%t carefully and othersof the te%t carefully and others

5uic"ly depending on personal5uic"ly depending on personal

interest.interest.


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(eading for general meaning(eading for general meaning

We often read at a steady pace$We often read at a steady pace$occasionally s"ipping parts$occasionally s"ipping parts$

rereading some parts$ ta"ing note ofrereading some parts$ ta"ing note of

some details$ and ignoring others.some details$ and ignoring others.


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Inferring meaningInferring meaning

ometimes part of meaning of a te%tometimes part of meaning of a te%tis not e%plicitly stated0we have tois not e%plicitly stated0we have to

infer it y using reading and the te%tinfer it y using reading and the te%t

to ma"e our own conclusions.to ma"e our own conclusions.


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(eading in the classroom(eading in the classroom

Aeading activities aim to3Aeading activities aim to3

ntroduce and develop reading s"ills whichntroduce and develop reading s"ills which

are useful outside the classroom.are useful outside the classroom.

-introduce or practice language.-introduce or practice language.Learners should read as widely and asLearners should read as widely and as

independently in +nglish as they can.independently in +nglish as they can.

+%tensive reading of materials such as+%tensive reading of materials such as

readers is an e%cellent way of developingreaders is an e%cellent way of developingreading s"ills and increasing vocaulary.reading s"ills and increasing vocaulary.


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Learners should e encouraged toLearners should e encouraged tochoose what they read and give helpchoose what they read and give help

finding reading materials.finding reading materials.


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*lanning a lesson*lanning a lesson

1irst of all you must decide what the1irst of all you must decide what theaim of the lesson is. To do this youaim of the lesson is. To do this youneed to consider your learners!need to consider your learners!

needs0which s"ills do they need toneeds0which s"ills do they need todevelop? *ow can you help themdevelop? *ow can you help themdevelop their s"ills?develop their s"ills?


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Length3 *ow long is the te%t? *owLength3 *ow long is the te%t? *owlong will it ta"e to read? Aeadinglong will it ta"e to read? Aeading

ta"es time and is seen y someta"es time and is seen y some

learners as a waste of classroomlearners as a waste of classroomtime.time.

/ur alternative is to tell the learners/ur alternative is to tell the learners

to read a te%t efore coming to class.to read a te%t efore coming to class.


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*rereading activities*rereading activities

et a tas" for the learnerset a tas" for the learners

*elp the learners prepare for the*elp the learners prepare for the

tas"tas"

7otivate the learners to read.7otivate the learners to read.


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Ans'ering "uestionsAns'ering "uestions

Teachers use 5uestions to chec"Teachers use 5uestions to chec"whether the learners havewhether the learners have

understood a te%t. The 5uestionsunderstood a te%t. The 5uestions

should reflect the type of readingshould reflect the type of readings"ill eing practiced3s"ill eing practiced3

6ist 5uestions6ist 5uestions

9etailed comprehension 5uestions9etailed comprehension 5uestions


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canning 5uestionscanning 5uestions

)uestions can also focus on the language.)uestions can also focus on the language.

Pre-reading activities should help thePre-reading activities should help the

learners achieve the aims of the activity.learners achieve the aims of the activity.timulate what they already "now aouttimulate what they already "now aout

the topic.the topic.

*elp them with words and phrases they*elp them with words and phrases they

will need to "now.will need to "now.


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(eading activities(eading activities

*ere are three types of reading*ere are three types of readingactivities3activities3

Teacher-learner interaction activitiesTeacher-learner interaction activities

Learner-learner interaction activitiesLearner-learner interaction activities

Te%t-only activities3 the learnersTe%t-only activities3 the learners

read the te%t all the way throughread the te%t all the way through

answering 5uestions or doing theanswering 5uestions or doing theactivities set.activities set.

Teacherlearner interactionTeacherlearner interaction


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activitesactivites

You can stop learners during theirYou can stop learners during theirreading to as" them 5uestions.reading to as" them 5uestions.

These 5uestions can e written afterThese 5uestions can e written after

certain paragraphs in the te%t if youcertain paragraphs in the te%t if youare ma"ing a wor"sheet.are ma"ing a wor"sheet.

Learnerlearner interactionLearnerlearner interaction


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activitiesactivities

Digsaw reading3 +ach learner has oneDigsaw reading3 +ach learner has onehalf of a te%t. They have to as"half of a te%t. They have to as"

5uestions to find out what is in the5uestions to find out what is in the

other learner!s te%t.other learner!s te%t.Prolem-solving3Prolem-solving3

Aeading raceAeading race

* t di ti iti


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*ost reading activities*ost reading activities

You can use some of the words inYou can use some of the words inthe te%t as a springoard forthe te%t as a springoard for

language focusCvocaulary activitieslanguage focusCvocaulary activities

after the reading te%t has een usedafter the reading te%t has een usedfor reading comprehension andfor reading comprehension and

reading s"ills development.reading s"ills development.

C i di iC ti di i t


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Creating a reading environmentCreating a reading environment

Try to collect real e%amples ofTry to collect real e%amples of+nglish words in print.+nglish words in print.

,dvertisements that have +nglish,dvertisements that have +nglish

words in them can e a useful sourcewords in them can e a useful sourcefor younger learners you can findfor younger learners you can find

e%amples of advertisements fore%amples of advertisements for

children!s toys or other children!schildren!s toys or other children!sproducts.products.


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Using real e%amples is importantUsing real e%amples is importantecause these short te%ts will conveyecause these short te%ts will convey

a message. They will help learnersa message. They will help learners

to understand that reading involvesto understand that reading involvesunderstanding a message.understanding a message.


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n order to motive learners to read itn order to motive learners to read itis important to create a positiveis important to create a positive

reading environment. This isreading environment. This is

particularly true for younger learnersparticularly true for younger learnersut some of the following ideas alsout some of the following ideas also

apply to older learners.apply to older learners.

( di f l( di f l


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(eading for younger learners(eading for younger learners

,n e%cellent way to motivate,n e%cellent way to motivateyounger learners to read is to read toyounger learners to read is to read to

them. Not only do stories e%posethem. Not only do stories e%pose

them to the patterns of +nglish utthem to the patterns of +nglish utthey can also create a positivethey can also create a positive

attitude to oo"s and the printedattitude to oo"s and the printed

word.word.

Interactive reading for youngerInteractive reading for younger

l


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learnerslearners

Teachers of +nglish to youngerTeachers of +nglish to youngerlearners are primarily concerned withlearners are primarily concerned with

getting children listening andgetting children listening and

spea"ing.spea"ing.

+ iti+ iti


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+riting+riting

When we are writing we have to doWhen we are writing we have to dosomething similar e%cept that we dosomething similar e%cept that we do

it with letters rather than sounds.it with letters rather than sounds.

We put these together to formsWe put these together to formswords$ phrases$ clauses$ andwords$ phrases$ clauses$ and

sentences$ and put sentencessentences$ and put sentences

together to ma"e a coherent te%t.together to ma"e a coherent te%t.


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We write for many reasons0to passWe write for many reasons0to passon information and opinions$ to as"on information and opinions$ to as"

5uestions$ re5uest or offer5uestions$ re5uest or offer

something$ to entertain$ to "eep asomething$ to entertain$ to "eep arecord$ to organi#e our thoughts$ asrecord$ to organi#e our thoughts$ as

part of the assessment process.part of the assessment process.


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When we write we should thin"When we write we should thin"aout the readers. Who are they?aout the readers. Who are they?

What is our relationship with them?What is our relationship with them?

Why are they going to read what weWhy are they going to read what wewrite? We then need to ad2ust thewrite? We then need to ad2ust the

content and style accordingly ycontent and style accordingly y

using formal or informal languageusing formal or informal languageand the appropriate layout andand the appropriate layout and

conventions.conventions.


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We can rea" down the writing processWe can rea" down the writing processinto three stages3 preparation3 thin" aoutinto three stages3 preparation3 thin" aout

the readerE consider why we are writingEthe readerE consider why we are writingE

thin" aout the contentE decide thethin" aout the contentE decide the

appropriate layout and style.appropriate layout and style.

9raft3 put our ideas together in a draft9raft3 put our ideas together in a draft

form. This is proaly all we need forform. This is proaly all we need for

things li"e shopping lists and memos.things li"e shopping lists and memos.


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+diting and rewriting3 We will+diting and rewriting3 We willproaly need to rewrite severalproaly need to rewrite several

times so that the te%t is coherent$times so that the te%t is coherent$

clear$ and has few or no mista"es.clear$ and has few or no mista"es.Please refer to p. F$ 1igure G.Please refer to p. F$ 1igure G.


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Writing is also part of the languageWriting is also part of the languagelearning process. We write3learning process. We write3

To practice the languageTo practice the language

To reinforce the language we haveTo reinforce the language we havelearntlearnt

To help memori#ationTo help memori#ation

,s a way of recoding language,s a way of recoding language

,s a part of eing assessed.,s a part of eing assessed.

+ iti kill+riting skills


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+riting skills+riting skills

Learners need to develop theLearners need to develop thefollowing s"ills3following s"ills3

*andwriting3 forming letters$*andwriting3 forming letters$

connected script$ upper and lowerconnected script$ upper and lowercase$ starting from top left andcase$ starting from top left and

writing across the pagewriting across the page

pellingpellingUse of punctuationUse of punctuation


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1orming sentencesE word order$1orming sentencesE word order$endings$ relationships.endings$ relationships.

Writing longer te%ts3 coherence andWriting longer te%ts3 coherence and

cohesioncohesionUsing the appropriate layoutUsing the appropriate layout

Using the appropriate level ofUsing the appropriate level offormalityformality

tudy s"ills3 ma"ing notes$ "eepingtudy s"ills3 ma"ing notes$ "eepingrecords$ etc.records$ etc.

,and'riting,and'riting


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,and'riting,and'riting

Learners may need to wor" on theirLearners may need to wor" on theirhandwriting s"ills if3handwriting s"ills if3

Their L4 is not ased on the Aoman script$Their L4 is not ased on the Aoman script$for e%ample$ Dapanese$


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S#ellingS#elling

pelling causes prolems for lots ofpelling causes prolems for lots oflearners ecause there is no one-to-learners ecause there is no one-to-

one relationship etween sounds andone relationship etween sounds and

spelling in +ngllish.spelling in +ngllish.

*unctuation*unctuation


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*unctuation*unctuation

Learners need to "now the asic elementsLearners need to "now the asic elementsof punctuation3of punctuation3


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Forming sentencesForming sentences

+nglish sentence formation is+nglish sentence formation iscomplicated and there are manycomplicated and there are many

possile patterns.possile patterns.

Using a##ro#riate layoutUsing a##ro#riate layout


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Using a##ro#riate layoutUsing a##ro#riate layout

The layouts of a letter$ email$ memoThe layouts of a letter$ email$ memoare very different. Learners need toare very different. Learners need to

e aware of the various elementse aware of the various elements

that ma"e up these types of te%ts.that ma"e up these types of te%ts.

Using the a##ro#riate level ofUsing the a##ro#riate level of

formalityformality


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formalityformality

Levels of formality depend onLevels of formality depend onpeople!s relationship to each other-people!s relationship to each other-

whether they are friends or don!twhether they are friends or don!t

"now each other$ whether someone"now each other$ whether someoneis senior or 2unior$ and so on.is senior or 2unior$ and so on.

Study skillsStudy skills


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Study skillsStudy skills

Learners need to develop the s"ills of noteLearners need to develop the s"ills of noteta"ing and record "eeping. Note ta"ing ista"ing and record "eeping. Note ta"ing isan essential s"ill in the classrooman essential s"ill in the classroomparticularly if learners are going to eparticularly if learners are going to e

studying academically at some stage.studying academically at some stage.9uring a lesson the teacher should always9uring a lesson the teacher should alwaysgive learners time to ma"e notes$ ma"egive learners time to ma"e notes$ ma"esure that whatever they themselves writesure that whatever they themselves write

on the oard is clear and relevant$ andon the oard is clear and relevant$ andmonitor learners! note ta"ing and givemonitor learners! note ta"ing and giveadvice if necessary.advice if necessary.


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Learners should also e encouragedLearners should also e encouragedto "eep a record of new language.to "eep a record of new language.

This could e a new word$ phrase$ orThis could e a new word$ phrase$ or

grammatical item.grammatical item.

+riting in the classroom+riting in the classroom


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+riting in the classroom+riting in the classroom

Writing activities in the classroomWriting activities in the classroomare used3 to develop writing s"illsare used3 to develop writing s"ills

and as part of the process ofand as part of the process of

language learning.language learning.

+riting ste#s+riting ste#s


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+riting ste#s+riting ste#s

n order to prepare for a writing activityn order to prepare for a writing activitythe learners can3the learners can3

Thin" aout the audience or readerThin" aout the audience or reader

8rainstorm0for e%ample$ if learners are8rainstorm0for e%ample$ if learners arepreparing to write aout gloali#ation$preparing to write aout gloali#ation$

they should note the arguments for andthey should note the arguments for and

against. f they are going to write aagainst. f they are going to write a

description$ they can rainstorm somedescription$ they can rainstorm somerelevant vocaulary.relevant vocaulary.


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Practice specific writing s"ills$ forPractice specific writing s"ills$ fore%ample$ using punctuation$ usinge%ample$ using punctuation$ using

lin"ing words$ and so on.lin"ing words$ and so on.

Practice specific writing s"illsPractice specific writing s"illsPractice particular language formsPractice particular language forms

9ecide on the content-what to9ecide on the content-what to

include and not includeinclude and not include


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Loo" at a model te%t0for e%ample$Loo" at a model te%t0for e%ample$the puntuation$ use of paragraphs$the puntuation$ use of paragraphs$

cohesive devices$ layout$ etc.cohesive devices$ layout$ etc.

+riting stage+riting stage


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+riting stage+riting stage

Learners write a draft$ and rewriteLearners write a draft$ and rewriteuntil they complete the final version.until they complete the final version.

They should refer ac" to decisionsThey should refer ac" to decisions

made in prewriting stage regardingmade in prewriting stage regardingaudience$ content$ aims$ and outline.audience$ content$ aims$ and outline.

They should also chec" for use ofThey should also chec" for use of

any language they practiced andany language they practiced and

ma"e sure that their te%t is othma"e sure that their te%t is oth

cohesive and coherent.cohesive and coherent.


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The learners can wor" in groups andThe learners can wor" in groups andgive advice and feedac" to eachgive advice and feedac" to each

other. ,s the learners go throughother. ,s the learners go through

this process the teacher shouldthis process the teacher shouldmonitor and also give advice andmonitor and also give advice and

feedac". ,t the same time teachersfeedac". ,t the same time teachers

should let the learners wor" asshould let the learners wor" as

independently as possile.independently as possile.

*ost'riting stage*ost'riting stage


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*ost'riting stage*ost'riting stage

The learners can share or displayThe learners can share or displaytheir finished wor" and give overalltheir finished wor" and give overall

comments on how successful theircomments on how successful their

wor" has een. The teacher can dowor" has een. The teacher can dofollow-up wor" on any area of thefollow-up wor" on any area of the

language that still needs wor".language that still needs wor".

*lanning*lanning


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*lanning*lanning

8efore we teach a lesson$ we need to8efore we teach a lesson$ we need todecide3decide3

What the goals or aims of the lessonWhat the goals or aims of the lesson

areareWhat resources to use3 a courseoo"What resources to use3 a courseoo"

or te%too"$ handouts oror te%too"$ handouts or

wor"sheets$ posters$ recordedwor"sheets$ posters$ recordedmaterial$ etc.material$ etc.


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Whether to adapt the courseoo"$ if weWhether to adapt the courseoo"$ if weare using one-to supplement$ leave out$ orare using one-to supplement$ leave out$ or

replace activities$ and materials to ma"ereplace activities$ and materials to ma"e

them ore appropriate for our learners andthem ore appropriate for our learners and

our teaching methodsour teaching methods

Which types of activities the learners willWhich types of activities the learners will

dodo

*ow the learners will interact with you and*ow the learners will interact with you and each othereach other


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--the se5uence of activities--the se5uence of activitiesthe timing and pacingthe timing and pacing

*ow est to use the classroom*ow est to use the classroom

AimsAims


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AimsAims

The aim of a lesson will depend on aThe aim of a lesson will depend on anumer of factors3numer of factors3

The learners! level3 are theyThe learners! level3 are they

elementary$ lower intermediate$elementary$ lower intermediate$etc.?etc.?

The class profile3 are the learnersThe class profile3 are the learners

generally homogeneous or are they agenerally homogeneous or are they ami%ed aility class?mi%ed aility class?


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Their needs3 what new language doTheir needs3 what new language dothey need? What language do theythey need? What language do theyneed to practise? Needs can eneed to practise? Needs can edescried in terms of individualdescried in terms of individualneeds 'what learners need in termsneeds 'what learners need in termsof their own personal development($of their own personal development($and institutional needs 'what theyand institutional needs 'what they

need to cover in terms of a school orneed to cover in terms of a school ornational curriculum and to passnational curriculum and to passe%ams$ etc.(e%ams$ etc.(


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What type of learners are they$ forWhat type of learners are they$ fore%ample$ visual$ "inaesthetic$e%ample$ visual$ "inaesthetic$

auditory$ and so on(?auditory$ and so on(?

Their interests3 what sort of topicsTheir interests3 what sort of topicsinterest them?interest them?

Their motivation3 what sort ofTheir motivation3 what sort of

activities$ topics$ or materialsactivities$ topics$ or materialsmotivate them?motivate them?


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The numer of learners3 s it a ig orThe numer of learners3 s it a ig orsmall class? *ow will this affect the typessmall class? *ow will this affect the types

of activities and preparation of materials?of activities and preparation of materials?

,ttendance3 9o the learners attend,ttendance3 9o the learners attend

regularly?regularly?

,ssumed "nowledge3 what have the,ssumed "nowledge3 what have the

learners already studied? *ow well canlearners already studied? *ow well can

they recall and use language they havethey recall and use language they havestudied?studied?


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,nticipated prolems3 for e%ample$,nticipated prolems3 for e%ample$are the learners! ailities mi%ed? ,reare the learners! ailities mi%ed? ,re

there any discipline prolems?there any discipline prolems?

Course!ooksCourse!ooks


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Course!ooksCourse!ooks

There are various ways in which youThere are various ways in which youmight need to change things in amight need to change things in a

courseoo". t is helpful to let yourcourseoo". t is helpful to let your

learners "now if you are going tolearners "now if you are going toomit things or change the order ofomit things or change the order of

activities or chapters and e%plainactivities or chapters and e%plain

why you are doing so.why you are doing so.

ActivitiesActivities


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ActivitiesActivities

These can e divided into activitiesThese can e divided into activitiesthat re5uire the learners to read$that re5uire the learners to read$write$ spea" or listen or awrite$ spea" or listen or acomination of some or all of these.comination of some or all of these.

"ills are often comined in an"ills are often comined in anactivity. 1or e%ample$ the learnersactivity. 1or e%ample$ the learnersread a te%t$ answer 5uestions aoutread a te%t$ answer 5uestions aout

it$ discuss it$ then write their ownit$ discuss it$ then write their ownte%t.te%t.



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The teacher and learners can interactThe teacher and learners can interactwith each other in a wide variety ofwith each other in a wide variety of

ways. *ere are some e%amples ofways. *ere are some e%amples of

interaction patterns3interaction patterns3Teacher to whole classTeacher to whole class

Teacher to individual learner in openTeacher to individual learner in open

classclassTeacher to individual learnerTeacher to individual learner


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Pair wor"$ i.e. two learners wor"ingPair wor"$ i.e. two learners wor"ingtogethertogether

6roup wor"$ for e%ample$ the class6roup wor"$ for e%ample$ the class

divided into halves or small groups ofdivided into halves or small groups ofthree or fourthree or four

7elee3 learners move around the7elee3 learners move around the

class and interact at random.class and interact at random.

Teacher-s #ositionTeacher-s #osition


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Teacher s #ositionTeacher s #osition

tay at the front of the classroom intay at the front of the classroom infront of the oardfront of the oard

Wal" around the class at randomWal" around the class at random

f the class in a semi-circle$ wal"f the class in a semi-circle$ wal"round from left to right or right toround from left to right or right to

leftleft

tand at the ac" of the classtand at the ac" of the class

Ty#es of "uestionsTy#es of "uestions


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Ty#es of "uestionsTy#es of "uestions

You need to plan the "ind ofYou need to plan the "ind of5uestions you are going to as" and5uestions you are going to as" and

who you!re going to as".who you!re going to as".

/pen 5uestions vs. closed 5uestions/pen 5uestions vs. closed 5uestionsTeachers should thin" aout the typeTeachers should thin" aout the type

of 5uestions and the way they as"of 5uestions and the way they as"

them as they affect the learningthem as they affect the learningprocess in important ways.process in important ways.

Se"uence of activitiesSe"uence of activities


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Se"uence of activitiesSe"uence of activities

Lessons with a particular aim areLessons with a particular aim aremade up of a se5uence of activitiesmade up of a se5uence of activities

which relate to each other.which relate to each other.

Timing and #acingTiming and #acing


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Timing and #acingg a d #ac g

This is determined y how long eachThis is determined y how long eachlesson is and how much time youlesson is and how much time you

have over a term or course. 9ecidehave over a term or course. 9ecide

how long each activity will ta"e. ,how long each activity will ta"e. ,lesson needs to have lots of varietylesson needs to have lots of variety

and the pace should e relativelyand the pace should e relatively

5uic" for young learners0each5uic" for young learners0each

activity should e relatively short.activity should e relatively short.

ClassroomClassroom


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Classroom

The si#e and shape of the classroomThe si#e and shape of the classroomwill also affect your lesson plan.


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A lesson in three stagesg

/pening3 n the first part of a lesson/pening3 n the first part of a lessonthe teacher should e%plain to thethe teacher should e%plain to the

learners3 what the aims of the lessonlearners3 what the aims of the lesson

are$ how the lesson lin"s to previousare$ how the lesson lin"s to previousone's($ what activities they are goingone's($ what activities they are going

to do.to do.


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8efore you start wor" on a new area8efore you start wor" on a new areait is a good idea to review wor" thatit is a good idea to review wor" that

was covered in a previous lesson.was covered in a previous lesson.

You can use a warm-up activity toYou can use a warm-up activity toget the learners! attention andget the learners! attention and

interest. This can e something thatinterest. This can e something that

is unrelated to the main part of theis unrelated to the main part of thelesson.lesson.

MiddleMiddle


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This is where you focus on the mainThis is where you focus on the mainaim of the lesson.aim of the lesson.

1or the four s"ills the main part of a1or the four s"ills the main part of a

lesson usually focuses on an activitylesson usually focuses on an activityor series of activities that practiceor series of activities that practice

one of the s"ills or su-s"ills.one of the s"ills or su-s"ills.

EndEnd


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The final part of a lesson aims toThe final part of a lesson aims toring it to a close or conclusion.ring it to a close or conclusion.

There are a numer of things youThere are a numer of things you

can do in this stage3can do in this stage3recap the main points of the lessonrecap the main points of the lesson

Aelate the lesson to the goals orAelate the lesson to the goals or

aims you stated at the eginningaims you stated at the eginning


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6o over any homewor" instructions6o over any homewor" instructionsor preparation learners must do foror preparation learners must do for

the ne%t lesson.the ne%t lesson.

Praise learners for what they havePraise learners for what they haveachieved in the lesson.achieved in the lesson.

6et learners for what they have6et learners for what they have

achieved in the lesson.achieved in the lesson.6et learners to evaluate the lesson.6et learners to evaluate the lesson.

Evaluating a lessonEvaluating a lesson


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gg

,fter you have taught a lesson$ it is,fter you have taught a lesson$ it isa good idea to evaluate it. *ere area good idea to evaluate it. *ere are

some 5uestions you can use. Pleasesome 5uestions you can use. Please

refer to p. 44:.refer to p. 44:.

*lanning a course*lanning a course


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gg

n planning a whole course we detailn planning a whole course we detailall the things a learner should learnall the things a learner should learn

in that period of time. This list isin that period of time. This list is

often decided y the institution$often decided y the institution$depends upon which courseoo" isdepends upon which courseoo" is

eing used$ or is determined y theeing used$ or is determined y the

e%amination the learners aree%amination the learners are

preparing for.preparing for.


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t is a good idea to carry out a needst is a good idea to carry out a needsanalysis efore writing a courseanalysis efore writing a course

outline if possile.outline if possile.

/nce we have found out what the/nce we have found out what thelearners! needs are$ we can considerlearners! needs are$ we can consider

what language to include in thewhat language to include in the

syllaus and in what order it shouldsyllaus and in what order it shouldcome.come.

Course #ro.ects for childrenCourse #ro.ects for children


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# .# .


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Ways of assessing learners3Ways of assessing learners3,ssessment is the process of,ssessment is the process of

analy#ing and measuring "nowledgeanaly#ing and measuring "nowledge

and aility$ in this case$ the learner!sand aility$ in this case$ the learner!s"nowledge of the language and"nowledge of the language and

aility to communicate. ,ssessmentaility to communicate. ,ssessment

can e done either formally orcan e done either formally or

informally.informally.

Diagnostic testsDiagnostic tests


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gg

9iagnostic tests are designed to9iagnostic tests are designed toprovide information aout individualprovide information aout individual

learners! strengths and wea"nesseslearners! strengths and wea"nesses

in specific areas of the languagein specific areas of the languagesystem$ for e%ample$ a test could tellsystem$ for e%ample$ a test could tell

us aout which phonemes a learnerus aout which phonemes a learner

is or isn!t ale to produce accuratelyis or isn!t ale to produce accurately

in connected speech.in connected speech.

*lacement tests*lacement tests


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9iagnostic tests are given to learners9iagnostic tests are given to learnersat the eginning of a new course.at the eginning of a new course.

The aim is to determine the range ofThe aim is to determine the range of

language learners "now and can uselanguage learners "now and can useso that teachers can place them inso that teachers can place them in

the most suitale classes or groups.the most suitale classes or groups.

*rogress tests*rogress tests


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g

Progress tests are given to learnersProgress tests are given to learnersduring a course to see how far theirduring a course to see how far their

language aility has developed$ forlanguage aility has developed$ for

e%ample$ what vocaulary they cane%ample$ what vocaulary they canuse that they couldn!t at theuse that they couldn!t at the

eginning of a course.eginning of a course.

Achievement testsAchievement tests


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,chievement tests are given to,chievement tests are given tolearners at the end of the course andlearners at the end of the course and

are ased on what they have studiedare ased on what they have studied

during the course. They aim to showduring the course. They aim to showwhat learners are ale to do at thewhat learners are ale to do at the

end of the course that they couldn!tend of the course that they couldn!t

do at the eginning of the course.do at the eginning of the course.

E/ternal #roficiency e/amsE/ternal #roficiency e/ams


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y

+%ternal proficiency e%ams may e+%ternal proficiency e%ams may eproduced y the 7inistry ofproduced y the 7inistry of

+ducation in a particular country$ or+ducation in a particular country$ or

y an organi#ation which setsy an organi#ation which setslanguage e%ams internationally.language e%ams internationally.

The effects of using testsThe effects of using tests


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Testing and evaluation can have aTesting and evaluation can have asignificant influence on how asignificant influence on how a

teacher wor"s with their learners$teacher wor"s with their learners$

and also influences how learnersand also influences how learnerslearn. ome of the good and adlearn. ome of the good and ad

effects of testing can include3 p. 4:@effects of testing can include3 p. 4:@

*re#aring tests for your learners*re#aring tests for your learners


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The following guidelines should helpThe following guidelines should helpto ma"e progress and achievementto ma"e progress and achievement

tests a positive e%perience for yourtests a positive e%perience for your

learners.learners.Test what you have taught.Test what you have taught.

Test what is useful.Test what is useful.

Test all four s"ills.Test all four s"ills.Tell your learners &when! and !what!.Tell your learners &when! and !what!.


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Ty#es of testsTy#es of tests


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The following types of test involve aThe following types of test involve anumer of different aspects ofnumer of different aspects of

language use. Testing e%perts agreelanguage use. Testing e%perts agree

that they are all good ways of testingthat they are all good ways of testinglearners! language "nowledge. Theylearners! language "nowledge. They

are all simple to prepare and it isare all simple to prepare and it is

easy to ase them on wor" youreasy to ase them on wor" your

learners have een doing.learners have een doing.


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t is important that you are familiar witht is important that you are familiar withthem in order to prepare your learners forthem in order to prepare your learners for

e%ams which might contain them.e%ams which might contain them.

9ictation3 9ictation is very good way of9ictation3 9ictation is very good way of

testing listening and writing s"ills. You cantesting listening and writing s"ills. You caneasily ma"e a short dictation y using parteasily ma"e a short dictation y using part

of a te%t that your learners have alreadyof a te%t that your learners have already

read and listened to.read and listened to.

)a# filling tests)a# filling tests


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, gap-filling test is a te%t in which, gap-filling test is a te%t in whichindividual words are missing.individual words are missing.

Learners have to fill in the missingLearners have to fill in the missing

words.words.You can ma"e these tests fromYou can ma"e these tests f

course design for teaching english

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