Week 2

Day 1
Lesson Planning
 What is the difference between
Terminal and Enabling Objectives?

Lesson Planning
 Terminal Objective: Students create language
with what they have learned. They role-play or
they tell a story both orally or in writing.

The Enabling Objectives cover everything they

learn: vocabulary, grammar, sound practice. The
keyword is that students learn about something.

Lesson Planning
 What is the purpose of

a) Personal aims:

Lesson Planning
 What is the purpose of

a) Personal aims:

Teacher writes down what he/she wants to improve

in his/her performance.

Lesson Planning
 What is the purpose of

b) Teacher Problems + Solution:

Lesson Planning
 What is the purpose of

b) Teacher Problems + Solution:

Some equipment (computer) may not work.

What can the teacher do when this happens:

Example: Have handouts ready for just in case.

Lesson Planning
 What is the purpose of

c) Student Problems + Solution:

Lesson Planning
 What is the purpose of

c) Student Problems + Solution:

Student has difficulties pronouncing the TH. Show

how to form the sound, practice it and drill with the
following tongue twister ....

Lesson Planning
 What is the purpose of

d) Context:

Lesson Planning
 What is the purpose of

d) Context:

Is the lesson about food, health, vacation, spare-

time activities, school, etc.?

Lesson Planning
 What is the purpose of

d) Extra activity:

Lesson Planning
 What is the purpose of

d) Extra activity:

Just in case you finish early, or some students are

faster than others.
This task can balance the time. It should relate to
the lesson context.

Lesson Planning
Variety:
In our lesson, we switch from pair work, to reading, to writing,
to board work, to a game. In short, we switch activities.

Working with the book the entire class would be totally wrong.

Lesson Planning
Sequencing:
The lesson has to start at a point where students fully
understand. New material has to be added gradually, so
students can follow the class.

Lesson Planning
Timing:
We cannot plan for 2 hours if we have 40 minutes.

Lesson Planning
Pacing:
Students need to be reminded to work time effi ciently.

Lesson Planning
Teaching Aids:
We write down what materials we use in excess to the
textbook and activity workbook.

DO NOT write down markers and board.

This is standard in every classroom.

Lesson Planning
Classroom Management
 What are some options of seating order?

Classroom Management
 What are some options of seating order?
Orderly rows
Circles and horseshoes
Separate tables

Classroom Management
 How to teach large classes (50 - 80 students)?

Classroom Management
 How to teach large classes (50 - 80 students)?
Split them up into groups.

Classroom Management
 How to teach classes with different
proficiency levels?

Classroom Management
 How to teach classes with different
proficiency levels?
Teach towards an average student and balance with
shorter or longer activities for the slow/fast
students.

Classroom Management
 How to praise students effectively?

Classroom Management
 How to praise students effectively?

Focus on their hard work instead of a lucky day.

Classroom Management
 How to achieve a high-energy class?

Classroom Management
 How to achieve a high-energy class?

Top-notch lesson plan, enthusiastic teacher, self-

confidence in teaching skills, true belief in students;
ability to learn the subject

Classroom Management
Watch video on youtube - Title: Class Observation - MacMillan Learning Teaching

https://www.youtube.com/watch?v=Niel3vqgwrU&t=392s

Questions to think about while we watch the video: We will discuss after.
1. Does this lesson cover material that is of interest to the students?
2. Is the lesson varied? What different activities do they do?
3. Is the lesson paced?
4. Is the sequence of the lesson so that students actually learn what they have to
learn?
5. Does the teacher use the students’ names?
6. Does the teacher have students repeat the instructions?

Classroom Management
Methodology
Approach:
overall plan for the systematic presentation of language based
on an approach

Method:
belief of how to learn a language (without translation, with
repetition, etc.)

Technique:
any of the wide variety of exercises

Methodology TBP 2
 If we look at the Direct Method in terms of approach, method,
technique, we can say that:

Approach: We learn by total immersion.

Method: It is a systematic, organized set of activities.

Activities: repeating, answering questions, asking questions,

etc.

Methodology TBP 2
 Richards and Rodgers summarized the principles of the Direct
Method:

1. Classroom instruction was conducted exclusively in the target

language.

2. Only everyday vocabulary and sentences were taught.

3. Oral communication skills were built up in a carefully traded

progression organized around question-and-answer exchanges
between teachers and students in small, intensive classes.

4. Grammar was taught inductively.

Methodology TBP 2
 5. New teaching points were taught through modeling and practice.

6. Concrete vocabulary was taught through demonstration, objects,

and pictures; abstract vocabulary was taught by association of
ideas.

7. Both speech and listening comprehension were taught

8. Correct pronunciation and grammar were emphasized.

Methodology TBP 2
 The major characteristics of Grammar Translation:

1. Classes are taught in the mother tongue, with little active use of
the target language.

2. Much vocabulary is taught in the form of lists of isolated words.

3. Long, elaborate explanations of the intricacies of grammar are

given.

4. Grammar provides the rules for putting words together, and

instruction often focuses on the form and infl ection of words.

Methodology TBP 2
 5. Reading of diffi cult classical texts is begun early.

6. Little attention is paid to the content of texts, which are treated

as exercises in grammatical analysis.

7. Often the only drills are exercises in translating disconnected

sentences from the target language into the mother tongue.

8. Little or no attention is given to pronunciation.

The fi rst person to challenge the Grammar Translation Method was

Francois Gouin with his Series Method. The major drawback of the
Grammar-Translation Method is that it doesn't produce fl uent
speakers of the language.

Methodology TBP 2
 1. Language classes should focus on
a. meaning
b. grammar
2. Students learn best by using plenty of
a. analysis
b. intuition
3. It is better for a student to
a. think directly in the L2
b. use translation from L1

Methodology – TBP 3
 4. Language learners need
a. immediate rewards
b. long-term rewards
5. With new language learners, teachers need to be
a. tough and demanding
b. gentle and empathetic
6. A teacher's feedback to the student should be given
a. frequently
b. infrequently, so Ss will develop autonomy
7. A communicative class should give special attention to
a. accuracy
b. fl uency

Methodology – TBP 3
 Were you able to respond to these items? If you could choose an (a) or (b) for
each, it indicates that you do indeed have some intuitions about teaching, and
perhaps the beginnings of an approach. Your approach is guided by a number of
factors: your own experience as a learner in classrooms, whatever teaching
experience you may already have had, classroom observations you have made,
books you have read, and previous courses in the fi eld. But more important, if you
found that in almost every choice you wanted to add something like "but it
depends on ...," then you are on the way toward developing an enlightened
approach to language learning and teaching. Our approaches to language teaching
must always be tempered by specifi c contexts of teaching! Rarely can we say with
absolute certainty that some principle applies to all learners in all contexts for all
purposes.

Methodology – TBP 3
 Communicative Language Teaching

- covers all areas: grammar, vocabulary, phonology, functions, + 4

skills

- meaningful context with authentic use of the language

- fl uency and accuracy are equally important

- classroom tasks to equip students for unrehearsed contexts outside

- teacher is facilitator and guide

- students to focus on their own learning styles

- development of learning strategies

Methodology – TBP 3
 LESSON TYPES OF CLT

Straight-arrow lesson = ES A

Engage, Study, Activate

Boomerang = EAS A

Patchwork = ES AEAS A AES A

Methodology
 Methodology Overview:

https://www.youtube.com/watch?v=EdGFFoBtj0Y&list=PLZT0HB_j4RIg
l3Cu7vUgElfh3UJAnc0uQ

Day 1 Homework:

1. Cover TESOL Manual pages for Productive skills (TM pg. 48) &
Receptive skills (TM pg. 60).

You can read the pages or watch the trainer recordings of the
readings.

2. Read TBP 17

Methodology