A good language teacher is a keen observer, good listener, and adaptable. They create a positive attitude towards the language and foster confidence in students. An effective teacher makes the lesson interesting using various tools and techniques, involving students through group activities. They tailor lessons to students' needs and learning paces, demonstrate thorough subject knowledge, and inspire students' independent study of topics. A well-planned lesson has clear objectives for short- and long-term goals, engages students through varied activities, and focuses on practical communication skills through authentic interactions and prioritizing listening and speaking skills over reading and writing. An ideal teacher respects students and seeks their feedback to improve.

1. A good teacher should be a keen observer and a good listener as well
.He /She should be adaptable and flexible .For teaching a language,a
teacher ashould be able to create a positive attitude to the language
and its learners.A good teacher always tries to create a favourable
classroom environment for the students,so that they feel relaxed and
well motivated to learn the language.Students should have a good level
of confidence and a teacher always tries to bolster their confidence by
giving them a lot of encouragement.A good teacher can make the
course interesting by using the latest tools and techniques
available.Making use of the latest learning technologies ,more suitable
to the learner can be advantageous.Involving all the students in group
discussions or activities develops a conducive learning
atmosphere.Patience and encouragement must be given to the weak
students.Finally the best teaacher is the one who is able to inspire a
love and inetrest in learning the language.
If you go online and google “what constitutes a good language lesson”,
you’ll get over 55 million results, with each link providing half a dozen
tips, aimed for teachers striving to master their professional skills. It
goes without saying that being a great teacher is an admirable goal
demanding a fair amount of perseverance. The way I see it, with a
myriad of educational systems and styles a teacher performs a sort of
juggling act, if you will, trying to balance a vast variety of methods and
techniques of introducing and exercising a language.

2. In my humble opinion, the key to understanding of what constitutes a
good language lesson lies in embracing the fact that, whilst learning a
language, there is no such thing as a perfect textbook that would work
for all age groups, people of different cultural backgrounds with
various aims, language level, and learning capabilities.
I believe a good lesson is one with successful results. The way I
determine pure success, in respect towards learning a language, is not
when the student has understood the subject matter, neither is it
when the he/she has memorized it.
It is when the student had left the classroom with such inspiration,
he/she has continued researching the learned topic autonomously. From
where I stand, a determinant of an ultimately fruitful lesson is when
the pupil actually draws upon the studied material appropriately, in a
real life situation, and outside the classroom.
It is important to recognize that each person has his/her own learning
pace and the language mentor ought to be sensitive about it. And thus a
respectable teacher seeks to tailor the lessons to the class rather
than to simply follow the course book. The lesson plan should allow
some level of flexibility, in case the educator has to respond to
anybody’s emerged needs.
Another point is that the educator should demonstrate thorough
knowledge of the subject. Although this is something that makes

3. rudimentary sense, the contrary has been known to take place.
Learners can feel a teacher’s uncertainty, which may result in
undermining their trust in him/her. It is crucial for the educator to be
particularly enthusiastic regarding the language they’re teaching.
Genuine interest is contagious and I reckon is one of the key factors in
language progress.
Imagine a lesson as a musical composition. Without the intro (warm-up)
jumping straight to the passage (activities), the listener will be
disoriented. In a lesson, timing is equally as necessary as it is in a
musical piece. It is a sad sight when the teacher has run out of
activities for pupils to do. He/She must be armed and ready for
varying scenarios, including a possibly leaving out an exercise or two
without affecting the subject familiarization. The same as to the
process of creating a memorable song, to spike people’s interest a
predictable course (task) ought to be avoided. To keep both children
and adults interested, I’ve noticed that engaging visual (photos),
auditory (songs) and kinesthetic (field trip) senses triples the
memorizing effect.
The topic of the lesson must be taught as a stand-alone unit, so that
after the pupils leave the classroom they would have a feeling they
have learned something specific and concrete. It should give a sense of
completeness to allow the students replay the learned material at will.

4. Each activity should have an objective. When you share the goal of the
lesson and its exercises, you make the students realize the lesson has
been planned and has a purpose. There is nothing more irritating than
studying a topic without rationale present. When planning a lesson ask
yourself: “what are the short- and long-term goals of my students?”
Starting a lesson with a warm-up allows the students to engage
straight away. I for one, believe that a personalized approach is
imperative for overcoming the language barrier. To put the students at
ease I always start the lesson with candidly asking simple questions
like: “How was your holiday/ weekend/ day so far?”
Teachers ought to remember that language learning is a practical skill
and the lesson should be centered around the student instead of the
characters in the textbook. The amount of teacher talk should be cut
down to a minimum.
We can safely say that for the most part people learn a new language
merely to be able to communicate with other people.
It is common knowledge that the best way to learn to do so is through
authentic communication and social interactions.
Thus although reading and writing skills are pivotal, listening skills have
a higher priority in my list, with speaking skills being paramount.
Exposing the students to natural, native, everyday speech and imitating
language immersion by all means available are the practices I stress on
the most. Challenging students with creativity tasks, resorting to
lesson planning, course books, media resources etc. should not replace
but compliment the teacher.

5. I firmly believe in mutual respect and give students a sense of control
regarding the classroom activities. I ask for their feedback and
analyze the lessons held. To my way of thinking, a language mentor
should encourage a sense of unity among the class, and treat pupils as
individuals enquiring about their preferences, wishes, goas and beliefs.
Finish the lesson by asking yourself: “Did I meet the students’ needs?”,
“Did they enjoy my class?” and “How can I improve?”