2. Outline
• Planning on Day to Day basis
• Selecting and using methods
• Warm up definition
• Presentating language
• Feed back and correction
• Awareness- raising
• Activities
5. • 1/ Select one or more performance areas
from the initial needs analysis as a focus
,taking into account the needs of individuals.
• 2/After having chosen a performance area,
break it down into its component parts by
considering some questions:
6. A. Which area of lexis will students need to be able to
understand or use ?
B. Which functions will come to play ?
C. How many exponents will be need to be taught for
each function?
D. Is pronunciation Important for this area of
language?
E. Is accuracy important for a student’s success in his
or her situation?
7. • 3/Plan the lesson, focusing on one of
the component parts for performance area
selected, considering the following
questions:
8. A. How much can or should be dealt with in this particular
lesson?
B. Do all students need this area of language equally? If not
what can be done ?
C. Where can I obtain good models of language to
demonstrate what’s required ?do I need to produce some
myself ?
D. Are any particular problems to be anticipated ?(Nerves, low
attendance, specific linguistic difficulties ,etc.)
10. The word ‘method’ is used in different ways
,but it can simply be used to refer to a
classroom techniques for an activity.
As well as being alert to students when
slecting and using methods:
11. • Give students models of language
• Realistically contextualize language practice
• Encourage students to use language to communicate
• Insist that students focus on pronunciation
• Use role-play as often as possible
• Recycle language using different methods
• Balance methods
• Develop your own principles
12. Mainly , while using any method
we should take certain points into
account:
13. • Relate all class language practice to bigger
performance areas so that students will be
able to see how everything fits together
• Make your objectives clear to students at all
times.
• Be realistic about why methods succeed or
fail at different times.
• Adapt methods to suit the situation.
•
14. Warm up definition
• The start of a lesson , an exercise or
activity in preparation immediately before
a lesson ,it’s crucial time for both teacher
and students because it can either hinder
or boost the enthusiasm and interests of
the learners .
15. Expect the unexpected:
• _ have two or three alternative courses of
action for every lesson.
• _ keep spare copies handy of any
worksheets which require no materials or
preplanning.
16. Expect the unexpected:
• _ Memorize a repertoire of amusing stories or
puzzle problems so as to be able to refocus
students' attention when waiting or suffering
some sort of inconvenience.
• _ Carry a ball with you at all times, this can
be thrown around to diffuse tension or
frustration in students .or used in various
activities which involve the use of a ball.
18. Presenting of new language is inevitably
crucial regardless of student’s level , age
,gender and interests
When presenting language, there are
some points that we should remember :
19. • Teach relevant language
• Teach language in context
• Use contexts which are useful to students
• Teach patterns of discourse
• Raise students ‘awareness of language use in
real life contexts
20. • Teach language selectively
• Insist on good pronunciation
• Teach safe forms of language
• Use warmers effectively
• Encourage students to develop an 'English speaking
personality
• Give students language which empowers them
• Allow and encourage students to ‘digest’ new
language
22. Why give feedback or correct?
In Business English context appropriate and
correct use of language is often vital if
communication is to be successful.
23. How to give feedback or correct?
Self correction
Peer correction
Teacher’s correction
24. When giving feedback
While giving feedback we should be
tolerant, open-minded, encourage
students and accept alternative answers.
26. Students should be aware of what and how they
are learning.
In other words, should be aware of :
27. where they are going and how they are going
to get there.
Be aware of how culture affects language
Understand that English as a language is
different from their own.
