WEEK 1.

Main Principles of Communicative Teaching

Interactive

Suitable material

Meaningful

Mistakes / Natural

Communicative Teaching

Enjoyable

Use of target Language Positive reinforcement

Involving

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 dont have to think on their feet. They dont 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

For the learner They realize that the teacher cares for their learning. They attend a structured lesson: easier to assimilate They appreciate their teachers 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

Challenge Flexibility Coherence Balance

Variety

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 sttsgrouping patterns. Interaction modes. Timing and time management

COMPONENTS OF A LESSON PLAN

1. Information about the learnenr

Who?

How many? Students

How old?

Cooperative?

Quiet/ Agitated?

2. Objectives want to be achieve

Official Program

Students needs

Objectives

Module map

Textbook

3- Procedure

What to do?

Logical sequencing Procedure

How to do?

Who does what?

How much time?

4- Aids

Textbook + Worksheets Board Wall paper Maps Aids

Realia

OHP Lap top Data show

Audio-visual aids

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: Focus: Topic:

Introduction : Content Standard :
REFER Curriculum standard

Date: Theme: Duration:

Day: No. Of Students: Time:

Learning Standard : Need to include Grammar Learning standard Refer to Year 1 3 Curriculum 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: Stage INDUCTION SET + 5 minutes Whole class activity PRESENTATION STAGE 10 minutes Whole class activity PRACTICE STAGE 15 Minutes PRODUCTION STAGE 25 minutes Individual work CLOSURE + 5 Minutes Whole class activity Reflection : Content Focus/ Skills Teaching and Learning Activities Teachers Activity Pupils Activity Teaching and Learning Strategies Remarks/ Teachers Notes

Educational Emphasis. o o o o o o o Thinking skills Learning how to learn skills Information and communication technology Values and citizenship Multiple Intelligences Knowledge acquisition 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 Beginning During (Formative) Types of test Placement test which test pupils entry level proficiency. Topic test how well pupils have learnt Diagnostic test diagnose areas of difficulty Purpose of taste To help put pupils into groups according to ability To evaluate effectiveness of teaching and teaching materials To 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. To evaluate effectiveness of teaching and teaching materials and methods.

End (Summative)

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

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 Teacher explicitly explain explains the rules

Focussed on the activity and not the grammar rules. covert

Approaches in teaching grammar

overt

Using structure without drawing their intention to grammar rules

Deductive approach

Inductive approach

Teacher present presents rules/pattern/generalization

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

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.

PURPOSE OF TEACHING GRAMMAR

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

Using discovery techniques Using the comic story approach

Using the didactic approach

Techniques and activities for teaching grammar

stories

Quizzes, puzzle and riddle

Use flashcards

Problem-solving Editing and reforming

Songs and nursery rhymes

Use a highlighter Using word cards and pocket chart Using wall chart

Techniques using during presentation Sliding sentence strips Using activity in the classroom

Technique using during communicative Using visual games poems Gap activities

Using personal experience

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.

WEEK 5 The Teaching and Assessing of reading Skill

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.

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

a) To develop knowledge of English language

b) Motivation to learn to read in English

Reading Readiness

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.