TTC 20240728 122057 0000

T.T.C.
Avaye Ghalam
Preparing a lesson plan
Checking the teacher’s book
THINGS TO Using L1 to clarify, ensure
understanding and provide a
REMEMBER BEFORE comparative framework
Phasing out L1
EACH SESSION
Listening to the audio files of the
book
THINGS TO Checking the pronunciation of every
word, name, etc. that the teacher is
REMEMBER BEFORE unfamiliar with or doubts about
Explaining the objective of units,
EACH SESSION lessons and activities before working
on them
Providing social and cultural
background (BRIEFLY)
VOCABULARY
1. Draw students’ attention to the pictures and

ask them to guess the meanings.
2. Play the audio file with no pause.
3. Clarify the meanings by using photos,
examples, definitions, synonyms, antonyms,
etc.
4. Play the audio again. Pause after each word.
Ask students to repeat.
VOCABULARY
6. In case there are any exercises following this

section, explain the exercise. Answer one of the
questions and explain your answer. Then, ask
students to do the rest before providing them with
the answers.
VOCABULARY
Gaz=>Isfahan
VOCABULARY
Saffron is a typical souvenir in Iran.
GRAMMAR
1. If there are any warm-up texts in the book,
draw students’ attention to the structure they
are about to learn.
2. Start teaching the grammar on the board using
your own examples. Cover all the points
mentioned in the book, the grammar box and
the teacher’s book.
3. Following each main point, provide a question
to check their understanding. Give them a
logical amount of time and then answer it.
GRAMMAR
4.Explain the grammar practice. Answer the first

question and explain your answer. Ask students to
do the rest prior to providing them with the
correct answers.
THE SIMPLE PRESENT
OUR HABITS AND ROUTINE FACTS
I get up at 07.00 every Rabbits eat carrots.

morning People live on Earth.
They listen to music every
day.
THE SIMPLE PRESENT
I sleep at 10:00 every night.
You sleep at 10:00 every night.
Mary/She sleeps at 10:00 every night.
Tom/He sleeps at 10:00 every night.
The cat/It sleeps at 10:00 every night.
We sleep at 10:00 every night.
You sleep at 10:00 every night.
They sleep at 10:00 every night.
She/He/It+ verb+ (e)s
AUXILIARY/HELPING VERBS
These verbs are meaningless.

The help us:
1.Make negatives
2.Make questions
3.Give short answers
4.Make tenses (sometimes)
SIMPLE PRESENT=> DO/DOES

DO/DOES
Main verbs=> Meaningful Auxiliary verbs=>

Linda does her homework in Meaningless/ Make questions
the evening. and negatives/Give short
answers
They don’t do their homework
on the weekend.
I don’t sleep at 10:00 every night.
MAKING NEGATIVES
You don’t sleep at 10:00 every night.
Mary/She doesn’t sleep at 10:00 every night.
Tom/He doesn’t sleep at 10:00 every night.
The cat/It doesn’t sleep at 10:00 every night.
We don’t sleep at 10:00 every night.
You don’t sleep at 10:00 every night.
They don’t sleep at 10:00 every night.
do not= don‘t does not= doesn‘t
do/does+ base form
I/You/We/You/They=> DO
She/He/It=>DOES
Nina and Mark study Spanish with Mr. Smith at the
MAKING QUESTIONS
library for two hours once a week on Fridays.
Do Nina and Mark study French? No, they don’t.
Do they study Spanish? Yes, they do.
Who studies Spanish? Nina and Mark
Who(m) do they study with? Mr. Smith
What do they do on Fridays? study
What do they study? Spanish
Where do they study Spanish? at the library
How long do they study Spanish? for two hours
How often do they study Spanish? once a week
When do they study Spanish? on Fridays
SIMPLE PRESENT VS. PRESENT CONTINUOUS
PRESENT CONTINUOUS SIMPLE PRESENT
We are going to school now. We go to school every day.

SIMPLE PRESENT VS. PRESENT CONTINUOUS
Some verbs are not usually used in continuous form

(non-action verbs):
like- love- hate- have- want- need
He needs a glass of water.

They want to watch TV.
THE VERB “HAVE”
I have
You have
She has
He has
It has
We have
You have
They have
She has a book. => She doesn’t have a book.
You have an umbrella. => You don’t have an umbrella.
PRONUNCIATION
1. Teach the pronunciation by always giving your own
examples not those of the book so that students get
familiar with more words with the same pronunciation.
2. After explaining the points play the audio once, no
pause.
3. The second time, pause the audio after each word and
sentence, repeat it and give time to Ss to repeat.
4. If there are any exercises, explain it, give an example, let
them answer, and write the correct answers on the board.
PRONUNCIATION
father
brother
there
READING
1. Focus on the picture and explain it to students.
2. Ask them a question regarding the topic.
3. Provide a sample answer.
4. Pre-teach difficult vocabulary when it’s necessary. Explain
the reading skill they are about to learn and pursue (if
applicable).
5. Go through each exercise and explain it to them.
6. Answer the questions.
READING
8. Read the text line by line and paraphrase it, give synonyms
and antonyms, review grammatical points, etc.
9. Ask them to summarize what they have learned and provide
them with an example.
READING
The Title:
Americans= American people=> Brazilians,
Argentinians, etc. / the Chinese, the Japanese, etc.
abroad= in another country=> to live abroad (no
preposition)=> My friend lives abroad.
The First Part:
the UK= the United Kingdom
the US= the United States
The UK/ the US/ the Czech Republic, etc.=>
Provide a brief explanation on when we use “the”
before a country’s name.
READING
Capitalization of proper nouns like the US, New York,
Sarah, etc.
She lives in the UK. (simple present- she/he/it+ base
form+ (e)s
“Sometimes” can be used at the beginning of a sentence
even though, in the simple present, we normally use
adverbs of frequency before the main verb.
British people= people from the UK
Take vacations/ go on vacation=> collocations +
prepositions
READING
Parts of speech=> hard=> adj/adv=> German is hard.

(adj)/ They work hard. (adv)/Another example= fast#
slow=> slowly, careful=> carefully, etc.
Only+ main verb (SIMPLE PRESENT)
only= just
A person=> people=> Irregular plural nouns (a
child=>children, a man=> men, a woman=> women,
etc.)
so= really= very
READING
TYPICALLY=>Because+ subject+ verb/ because of+
noun/pronoun=> I can’t go to the party because I have an
exam./ I can’t go to the party because of my exam.
Want + infinitive (to+base form)/noun=> They want to
drink something. They want coffee.
work=> noun/verb=> They finish work. (UNCOUNTABLE
noun in THIS SENSE)/ They work hard.
different# similar
Go home=> No preposition is needed.
finish= end# start= begin
They=> British people (What does each pronoun refer to?)
SPEAKING
Explain the pictures (if any).
Explain the exercise.
Give them a model answer. (Prepare what you are going
to say before the recording session. Try to use the
vocabulary and the grammar of the lesson. Add a couple
of related expressions to teach Ss new things.)
Analyze your answer according to what has been
covered so far.
Ask them to connect and use what they already know to
give an answer.
SPEAKING
Breakfast is very important for me. I get
up early in the morning. I eat breakfast at
around 07.00 am. I usually have a cheese
sandwich and a cup of coffee at home.
Sometimes I eat breakfast with my
friends. We go to our favorite coffee
shop and have pancakes there.
LISTENING
1. Explain the pictures if there are any.
2. Explain the exercise.
3. Pre-teach difficult words.
4. Ask them to listen and try to answer the questions
5. Play the audio with no pause.
6. Play the audio again. Pause and ask students to answer.
After a short pause, give the correct answer.
LISTENING
WRITING
1. Explain the topic and the task.
2. Explain the writing skill and how it is used.
3. If there’s an example in the book, go through the
example and analyze it in terms of the structures and
words they’ve learned so far along with punctuation.
4. Give them an example. Try to use the points they have
had in the unit.
5. Ask and guide them to write a text.
WRITING
WRITING
My name is Brad. This is a picture of my family.
I have a small family.
I live with my parents and my little sister.
My mother’s name is Kate. She is 35. She is
a doctor.
My father’s name is Mark. He is also 35 years
old. He is a doctor, too.
My sister’s name is Mary. She is only one year
old. She is very cute.
DOS AND DON’TS WHEN MAKING QUESTIONS
Avoid forming structures that do not exist in the
target language.
Your question must be clear and include a proper
context if need be.
Avoid giving two or more options that are both/ all
correctly used in the target language unless you
provide enough information in the question. For
example,
They have been to Italy.
They have gone to Italy.
DOS AND DON’TS WHEN MAKING QUESTIONS
Refrain from providing too many options to choose from.

Three or four options are enough.
Refrain from making questions that may have numerous
answers (Sometimes teachers expect students to read
their minds!). For instance,
Sarah----playing soccer.=> There are tons of words that can
be put in this sentence.
FURTHER POINTS
Since our classes are recorded and students are not present
in the classroom we need to contextualize some general
procedures we follow in classes where students are present
and our communication is mutual.
In conventional classrooms we can check the students’
understanding. Therefore, we clarify any points that are
vague to them. Here, we should consider the questions
that may be raised by students and anything that may
seem confusing to them in order to provide them with
enough clarification, further examples, comparison, etc.
Conventional teacher’s books are written for conventional
classrooms. For this reason, while we highly recommend
utilizing the points touched upon in the teacher’s books,
we require teachers to do so according to the needs of the
FURTHER POINTS
specific type of course we are offering and make changes
where necessary. For example, when teaching adverbs of
frequency and the simple present tense, the teacher’s book
may discourage teachers to mention where these adverbs
should be placed when using be verbs, and asks them to
focus solely on main verbs. However, this may be
misleading in our courses since if the students use them
wrongly with “be verb,” the teachers cannot hear and
correct them.
FURTHER POINTS
When presenting material, the teacher should take
the level of students into serious consideration. For
example, when teaching a beginners’ level,
“comprehend” is not a suitable synonym for
“understand.”
Although we encourage the use of L1 while teaching
when and where necessary, we shun over explanation
in and over translation to Farsi.
As much as possible, we avoid giving students the
wrong input when explaining confusing points.
Instead, we put a lot of emphasis on what is right.
If a piece of information presented in the book is
outdated, we offer up-to-date information.
FURTHER POINTS
We advise offering students cultural information
when the need arises. A concise explanation suffices.
What the teacher writes on the board should be
correct in terms of grammar, punctuation, etc.
In case both audio and video files are available,
videos are preferable.
It is important that we teach students how to answer
the questions. For instance, when responding to
listening and reading comprehension questions, word
for word understanding of the text is not necessary.

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T.T.C.

1. Draw students’ attention to the pictures and

6. In case there are any exercises following this

4.Explain the grammar practice. Answer the first

OUR HABITS AND ROUTINE FACTS

I get up at 07.00 every Rabbits eat carrots.

These verbs are meaningless.

SIMPLE PRESENT=> DO/DOES

Main verbs=> Meaningful Auxiliary verbs=>

PRESENT CONTINUOUS SIMPLE PRESENT

We are going to school now. We go to school every day.

Some verbs are not usually used in continuous form

He needs a glass of water.

Parts of speech=> hard=> adj/adv=> German is hard.

Refrain from providing too many options to choose from.

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