• 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:
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?
• 3/Plan the lesson, focusing on one ofthe component parts for performance area selected, considering the following questions:
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.)
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:
• 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
Mainly , while using any methodwe should take certain points into account:
• 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 your students all times.• Be realistic about why methods succeed or fail at different times.• Adapt methods to suit the situation.•
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 .
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.
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.
Presenting of new language is inevitably crucial regardless of student’s level , age ,gender and interests When presenting language, there aresome points that we should remember :
• 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
• 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