WEEK 1.

Main Principles of Communicative Teaching

Important of lesson planning.

• Being clear on what you want to teach.

• Being ready to cope with whatever happens.

• Give your teaching a framework, an overall shape.

• A reminder for the teacher when they get distracted.

• It suggests a level of professionalism and real commitment.

Important lesson planning for the teacher and the learners

For the teacher

They don’t have to think on their feet.

They don’t lose face in front of their learners.

They are clear on the procedure to follow.

They build on previous teaching and prepare for coming lessons

Communicative

Teaching

Interactive

Meaningful

Enjoyable

Involving

Positive reinforcement

Use of target Language

Mistakes /Natural

Suitable material

For the learner

They realize that the teacher cares for their learning.

They attend a structured lesson: easier to assimilate

They appreciate their teacher’s work as a model of well-organized work to imitate.

The factors to design a lesson plan

Five guiding principles:

• Variety

• Coherence

• Balance

• Flexibility

• Challenge

Avantages from the design a lesson plan.

Objectives set out to be achieved.

Prior knowledge of learners.

Materials and didactic auxiliaries to be used.

Tasks and activities to select and stts’grouping patterns.

Interaction modes.

Timing and time management

Balance

Flexibility

Variety

Challenge

Coherence

COMPONENTS OF A LESSON PLAN

1. Information about the learnenr

2. Objectives want to be achieve

Students

Who?

How old?

Quiet/Agitated?

Cooperative?

How many?

Objectives

OfficialProgram

Modulemap

Textbook

Students’needs

• 3- Procedure

• 4- Aids

Procedure

What to do?

How todo?

How much time?

Who doeswhat?

Logical sequencing

Aids

Textbook+

Worksheets

BoardWall paper

Maps

Audio-visualaids

OHPLap top

Data show

Realia

Factor to bear in mind when planning a lesson.

1. The general and specific objectives it sets out to achieve

2. Students characteristics

3. Previous knowledge of the pupils

4. Task

5. Material

6. Language requirement of task/activity

7. Time

8. Amount and type of pupils

9. Balance in allocation time

10. Sequence and grading of activities

Format of Lesson Plans.

FORMAT LESSON PLAN

Name: Date: Day:

Focus: Theme: No. Of Students:

Topic: Duration: Time:

Introduction :

Content Standard :

REFER Curriculum standard

Learning Standard : Need to include Grammar Learning standard – Refer to Year 1 – 3Curriculum Standard

Pupils’ previous knowledge:

Behavioural Objectives:

Contents:

Moral Values/ Educational Emphases:

Teaching Aids:

Elements of Smart Learning Management/Generic Skills Elements of Smart Learning Management/Generic Skills :

Future Studies:

CCTS:

Teaching and Learning Strategies:

StageContent Focus/

Skills

Teaching and Learning Activities Teaching and Learning

Strategies

Remarks/ Teacher’s NotesTeacher’s Activity Pupils’ Activity

INDUCTION SET+ 5 minutesWhole class activityPRESENTATION STAGE10 minutesWhole class activityPRACTICE STAGE

15 MinutesPRODUCTION STAGE25 minutesIndividual workCLOSURE + 5 MinutesWhole class activityReflection :

Educational Emphasis.

o Thinking skills

o Learning how to learn skills

o Information and communication technology

o Values and citizenship

o Multiple Intelligences

o Knowledge acquisition

o Preparation for the real world

WEEK 3

TESTING AND EVALUATION

Test is yardstick a teacher uses to measure the performance of student

Testing vs. Teaching

Topic test – which asses how well a student has mastered what has be taught.

Diagnostic test – to find out specifically what areas pose difficulties for student.

Test focus on assessing the products of learning.

Teaching focus on enabling to succeed in the process of learning.

Types of test and their purposes

Phase when test administered

Types of test Purpose of taste

Beginning Placement test which test pupils entry level proficiency.

To help put pupils into groups according to ability

During(Formative)

Topic test – how well pupils have learnt

Diagnostic test – diagnose areas of difficulty

To evaluate effectiveness of teaching and teaching materialsTo obtain information about pupils level of mastery of skills taught.To obtain information would be an important input for decision on material design, provision remedial classes.

End(Summative)

Achievement tests which test what has been taught throughout the course.

To evaluate effectiveness of teaching and teaching materials and methods.

WEEK 2

The Teaching and Assessing of Listening and Speaking Skills.

Principles of Listening

Make sure pupils understanding clearly what they are expected

Provide a context for listening.

Pupils can listening the same listening input many times. Make sure that

pupils knows what they are listening for each time.

Prepare pupils to the main listening task.

Set task that are appropriate for the level of proficiency of the student

Use format that require minimum writing

Arrange the question in order which the answer appear on tape

Do not ask question on information closely packed together.

Give student a chance to read through the question before listening the tape.

Many listening comprehension exercises.

Decide on the number of times students would be able to listen.

Help the students to gain confidence by encouraging them to ignore the bit

they do not understanding.

Check all recorded material before you get the pupils to listen to it.

Ensure quality of your tape is excellent.

Choose period that is suitable for listening lesson.

Do your best to find listening input and listening task that pupils enjoy.

Types of listening activities

Instruction, direction, descriptions –

Stories

Action rhymes , song

Lecture talk

Public announcement

News

Forecast

Principles of teaching Speaking.

Take account of the student as a person

Reduce anxiety by moving from easy to more difficult

Maintain a careful balance between accuracy and fluency

Provide a good model for student to imitate.

Provide appropriate stimuli for eliciting speech.

Vary interaction modes

Give clear instruction.

Monitor student activity

Make sure you have made adequate preparation for your class

Handle errors sensitively and effectively.

Types of Speaking activities

Talking conversation

Telling the stories

Telling the instructions

Talks

Discussion

Plays

Role plays

WEEK 4

TEACHING OF GRAMMAR

Defined as rules of the language, governing the way in words are put together to convey meaning in different context.

Approaches in teaching grammar

Guidelines for teaching grammar

Language is rule-governed behaviour

Part of language that most closely resemble a habit

Needs to multiple opportunities to acquire it at the level of automatic response

Correct habit need to be established from the very beginning

The rules of grammar use correctly in context.

Decisions about correct grammar cannot always be determined at sentence level.

Approaches in teaching grammar

covertovert

Using structure without drawing their intention to grammar rules

Focussed on the activity and not the grammar rules.

Teacher explicitly explain explains the rules

Deductive approach Inductive approach

Teacher present presents rules/pattern/generalization

Student give forms and teacher guides the students into deriving the rules themselves

Three Stages

1. Presentation

Introduce new language forms to the students.

Lead student to use structure to talk about themselves which really mean something to them.

To check student understanding.

2. Focussed practice

To build students confidents in using the new language.

To enable students to gain of the structure within controlled framework.

3. Communicative practice

To give student opportunities to use the new language in freer more purposeful and creative ways

To give teacher feedback on the level of mastery will form the basics for future teaching and learning activities

PURPOSE OF TEACHING GRAMMAR

Assessing grammar.

Summative assessment

Formative assessment

Reflection.

Experiences that I got from reading this article about grammar is very meaningful for me.

Before this, I never taught to teach English lesson and I have very lack experiences in

grammar. After read this article, I have new knowledge about English lesson specially

teaching grammar because I think master the basic grammar is the way to success in

English language.

Techniques and activities for teaching grammar

Using the didactic approach

Using discovery techniques

Using the comic story approach

Techniques using during presentation

Use flashcards

Use a highlighter

Using wall chart Using activity in the classroom

Sliding sentence stripsUsing word cards and pocket chart

Technique using during communicative

Problem-solving

stories

Songs and nursery rhymes

Using personal experience

gamesUsing visual

poemsGap activities

Quizzes, puzzle and riddle

Editing and reforming

WEEK 5

1. Reading involves knowledge of certain writing conversation

The direction text to read

The meaning is represented in print

Even when language share the same letter-sound correspondences are not

always the same

2. Reading involves not merely sounding of the words in a text but understanding

the meaning are intended to carry.

3. Understanding text involves understanding the language in which it is written.

Knowledge of the language in which a text is writing is the first

requirement.

Needs prior knowledge of the language.

4. Reading involves utilizing previous knowledge.

To extend our knowledge or skill

Give new perspective regarding old knowledge, provide new

information, give opportunities, emotion development

Involves meaning-getting not just out words

5. Reading is thinking process

Involves thinking.- reader to understanding as possible the thinking of

the writer.

6. Reading is a life-support system

Need to read different kind of texts and for all kinds of purpose.

The Teaching and Assessing of reading Skill

7. Reading is interactive process.

reaction to any text is determined by many things

8. Reading is not a single skill that we used all the time in the same way but is a

multiple skill that is used differently with different kinds of texts and in fulfilling

different purpose.

9. Wide reading experiences in a particular kind of text is often necessary for

proper understanding of any one instance of that kind of writing.

10. What reading enables a person to do must be perceived as interesting and

worthwhile. Otherwise, not reading will take places beyond the stage of the

learning to read

Reading Readiness

a) To develop knowledge of English language

b) Motivation to learn to read in English

d) ability to discriminate between shapes so that he can recognize letter and words when begin to read.

c) Recognition that print has meaning just as talk has meaning.

STAGES IN A READING LESSON

Pre-reading

Stimulate interest in topic of text. To introduce language or concepts Help pupils see the relationship of ideas

While reading

A pupils engages in while actually reading text. To enable pupils to achieve the lesson aims by handling

the text in different ways

Post-reading activities

To make pupils look closely into the text, the purpose of post reading activities would be look out of the text to see its relevance to see other activities.