What you’ll find in this PDF:

● Introduction

● How To Be a Good Teacher?

● How To Be a Good Learner?

● How To Manage Teaching and Learning?

● How To Teach Reading?

● How To Teach Writing?

● How To Teach Speaking?

● How To Teach Listening?

● What If?!

● Strategies
 Introduction

● The language is either you:

○ Learn it.
■ If you learn language naturally as children, you will pass with three
phases/stages:
● First of all, you will be exposed to the language “being to
understand it”.
● Then you need to be motivated to learn the language.
● Finally, you will need to have some opportunities to use
language in order to communicate with others.
■ Learning is gaining information by studying and it is more
important than teaching, because the end goal of learning is
teaching.

Or

○ Teach it.
■ If you teach language as Teachers, you will need to present three
elements or three procedures in each class:
● First of all, you need to Engage students by making
anything interesting for them and keep their
focus/interaction on you by using music, stories, plays,
pictures, colours and so forth (the engaged students will
learn the language better than the disengaged students).
● Then, you as a teacher ask your students to focus on some
information and construction (content) (this happens in the
study phase).
● Allowing or giving your students the opportunities to use
language Communicatively and freely (This happens in
the activate phase).
■ Teaching is giving information/knowledge to someone or group of
people .

● Pay attention to the wrong use or misunderstanding of production and practicing

processes:
○ When you ask your students some questions that you have already
answered or spoken about in the lecture, it falls under the study phase, not

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 the activation phase. But if you imagine or create a specific situation that
the students may have been exposed to, speaking with their voice, creating
their ideas and giving their experience, it will fall under the activate phase.
So the main idea in the activation phase is communication (It should be
in accordance with a message with a time, place and audience linked to a
specific purpose given by the teacher and the students then try to analyze,
negotiate and understand this message based on their experiences until
they finally reach the output stage).

● Engage, study and activate: we need to present them in each lesson or lecture
and the role of the teacher is to balance between these three elements (You will
arrange the three elements depending on your content and the skills that you need
to be present).

● Sequences:
○ Straight arrows sequence . ESA
■ It is not suitable for advanced level of students, because it works
just for a certain structure and certain level of students (lower
level).
■ Novice Teacher.
■ Practicing the language in a controlled way.
○ Boomerang sequence. EASA
■ Teachers answered the needs of students( they start from the
function "use").
■ It is appropriate for intermediate/advanced students.
○ Patchwork Sequences. EAASASEA…
■ A mixture of procedures and mini procedures.
■ Intermediate and advanced level of students.
■ Making a balance between (study and activation) (language and
topic).
■ It needs a qualified teacher and it gives the students a kind of
flexibility (need/interest/level).

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 How To Be a Good Teacher?

● What makes you a good teacher? (Some of the qualities which good teachers
possess:)
○ An ability to give interesting classes.
○ Using the full range of personality.
○ The desire to empathize with students.
○ Treating them all equally.
○ Knowing all their names.
○ Love his/her job.
○ If a teacher is feeling terrible outside the classroom, they put on a good
(teacher’s face) when they enter the classroom.
○ A teacher must have lots of knowledge, not only of his subject.
○ A good teacher is an entertainer.
○ Teachers must be approachable (the students can talk to their teacher
when they have problems).
○ A good teacher is somebody who has an affinity with the students.
○ Successful teachers are those who can identify with the hopes, aspirations
and difficulties of their students.
○ A good teacher should try and draw out the quiet ones and control the
more talkative ones.
○ A good teacher is someone who asks the students who do not always put
their hand up.
○ A teacher should be able to correct students without offending them (it
must be done with Tact)
○ A good teacher is someone who helps rather than shouts.
○ A good teacher cares more about their students’ learning.

● Class management:
○ The ability to control and inspire a class.
○ One of the fundamental skills of teaching.
○ Teachers find it much easier if his/her students believe that he/she is
interested in them and available to them.

● How should teachers talk to students?

○ Teacher requires us to empathize with the students they are talking to.

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 ○ Teachers should adapt/adjust their language to their students .
■ They use more tones of voice.
■ Speak with less complex grammatical structure than they would if
they were talking to advanced students.
○ Rough-tuning (adapting): It does not mean that you should use Arabic or a
very simple language, but rather you have to talk in a language
appropriate to the level of your students.

● How should teachers give instructions?

○ There two general rules for giving instructions:
■ They must be kept as simple as possible.
■ They must be logical.
○ Before giving instructions, teachers must ask themselves the following
questions:
■ What is the important information I am trying to convey?
■ What must the students know if they are to complete this activity
successfully?
■ Which information do they first?
■ Which should come next?
○ The teacher can check that the students have understand what they are
being asked to do
■ This can be done by:
● Asking a student to explain the activity.
● Asking a student to translate the instructions.
● Getting someone to show the other people in the class how
the exercise works.

● Who should talk in the class?

○ Getting students to speak is a vital part of the teacher’s job.
○ Students are the people who need to practice, not the teacher.
○ A good teacher Maximizes STT and Minimizes TTT.
○ The best lessons are ones where both the teacher and the students speak,
and according to the content of the lesson or skills, the speech will be.
Thus STT is maximized, but at appropriate moments during the lesson the
teacher will summarize what is happening, tell a story and enter into
discussion.

● What is the best kind of lesson?

○ The greatest enemies of successful teaching:

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 ■ Student boredom (caused by the deadening predictability of much
classroom time.
■ Fear:
● From making mistakes.
● From criticism.
● From being a Joke.
○ Teachers need to violate their own behavior patterns.
○ They spend a ripple through the class (ripple = mixture of surprise +
curiosity).
○ We need surprise and variety within the lesson.
■ Good teacher finds a balance between predictable safety and
unexpected variety.
○ Teachers need to walk a fine line between predictability and surprise
without lurching into either monotony or anarchy.

● How important is it to follow a prearranged plan?

○ Being flexible when the class is actually taking place.
○ Making a balance between teachers attempting to achieve what they set
out to achieve and responding to what students are saying or doing on the
other.
○ Good teachers recognize that their plans are only prototypes and that they
may have to abandon some or all of them if things are going too fast or too
slow (Good teachers are flexible).
○ Issues of variety and flexibility are crucial to the planning lesson.

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 How To Be a Good Learner?

● What makes a good learner? (The qualities of good learner)

○ Factors need to be taken when considering the qualities of good learner:
■ What are their backgrounds?
■ Their post learning experiences.
■ Why are they in the classroom?
○ Why is one study method appropriate for student (A) but not for student (B)?
■ Because each student brings a unique personality to the classroom.
■ Each one has a special learning style.

● How important is the students’ motivation ( student’s desire to learn)?

○ The desire to learn can come from many reasons:
■ They love the subject and interest to see what it is like.
■ May have particular reasons for their study (intrinsic, extrinsic and
integrative).
○ Students who felt most warmly about a language and who wanted to integrate into
the culture of its speakers were more highly motivated (learn more successfully)
than those who were only learning language as means to an end.
○ Integrative motivation was more powerful than instrumental motivation (inside
more important).
○ Whatever kind of motivation students have, it is clear that highly motivated
students do better than ones without any motivation at all.
○ One of the main tasks for teachers is:
■ To provoke interest and involvement in the subject even when students are
not initially interested in it by:
● Their choice of topic, activity and linguistic content.
● Their conscientiousness.
● Their humor and their seriousness.
● Their own behavior and enthusiasm.
○ Real motivation comes from within each student individually so we can
encourage them by words and deeds but it keeps depend on students themselves.

● Who is responsible for learning?

○ Good learners do not just wait to be taught.
○ Principal: learners should take charge of their learning.
■ Students need to be aware that we cannot teach them unless they
themselves are prepared (learning is a partnership between teachers
and students).

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● What characteristics of good classroom learners share?
○ A willingness to listen.
■ Good learners listen to what’s going on (sense of paying attention)
(listening to English that is being used).
■ Soaking English up with eagerness and intelligence.
○ A willingness to experiment.
■ Good learners are not afraid to have a go.
■ Prepared to take risks and to try things out and see how it works.
■ They are Extroverts (use the language loudly and quietly).
○ A willingness to ask questions.
■ Good teachers invite students to ask if they do not understand.
■ Good learners ask questions, judging when it is appropriate to do so and
when it is not.
○ A willingness to think about how to learn.
■ Good learners bring or invent their own study skills when they come to a
lesson and study on their own.
○ A willingness to accept corrections.
■ Good learners are prepared to be corrected if it helps them..
■ They are keen to get feedback from the teacher and act upon what they are
told.
■ Teachers should be able to offer constructive criticism rather than
castigating them for being wrong.
■ Giving feedback involves praising students for things they do well, and
offering them the ability to do things better where they were less
successful.

● What is special about learning adults?

○ The greatest difference between Adult and a young student: Previous Learning
Experience.
■ It can be both.
● Good: it will help them to form strong opinions about how
learning and teaching should be carried out.
● Bad: they come with their record of success and failure.
○ Adults (Disadvantages)
■ They are more nervous about learning than younger pupils are.
■ The potential for losing face (shy face) becomes greater the older you get.
■ Older students who are coming back to the classroom after a long absence,
may have a high degree of anxiety about the process of learning.
■ Adults can be disruptive and exhausting.

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 ● They spend the lesson talking to their neighbors when the teacher
is trying to focus their attention or who disagree vocally with much
of what the teacher is saying.
■ Adults arrive late and fail to do any homework.
○ Adults (Advantages)
■ They bring life experience into the classroom which younger learners do
not have.
■ They may have a view of the importance of learning which makes them
stick to the course of study.
■ The attention span that cooperative adults can offer is greater than that of
children/Adolescents.
■ Teachers of adults are much less likely to have to deal with ongoing daily
discipline problems than secondary school teachers.
■ They can expect more immediate cooperation.
■ In primary schools much learning takes place through play and knowledge
gathering is done through games, songs and puzzles. On the other hand,
adults do not need their learning to be camouflaged. If they can see the
point of learning, we do not have to play games or sing songs to get their
cooperation (Good teachers are able to balance the serious study of
English with the more interesting activities.
○ Adolescents
■ They dislike being made to look foolish in front of their classmates.
■ Losing control with an adolescent.
● They cannot control the lesson the slips away from the students.

● What are the different levels?

○ Beginners
■ Those who do not know any English (having heard no English).
○ False beginner
■ Cannot really use any English but actually know quite a lot which can be
quickly activated.
○ Elementary students
■ They are no longer beginners, and are able to communicate in a basic way
(They can string some sentences together, construct a simple story or take
part in predictable spoken interaction, But They have not achieved
intermediate competence which involve greater fluency and general
comprehension of some general authentic English).
○ Intermediate
■ A basic competence in speaking and writing and an ability to comprehend
fairly straightforward listening and reading.

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 ○ Upper intermediate
■ Have the competence of Intermediate’s students plus an extended
knowledge of grammatical construction and skill use, But They May not
have achieved the accuracy or depth of knowledge which their advanced
colleagues have acquired.
○ Advanced students
■ Are those whose level of English is competent, allowing them to read
unsimplified fact and fiction and communicate fluently with native
speakers.

***********************

○ Beginners
■ Success is easy to see at this level and easy for the teacher to arrange.
■ If things are going well, teaching beginners can be incredibly stimulating
and great fun.
■ Restricting for the teacher.
○ Intermediate students
■ Success is not so easy to perceive because intermediate students have
already achieved a lot.
■ Plateau effect: students do not improve their language much or fast
anymore or no think that he knows everything so he stops ( it is a big
mistake, you need to make your students not plateau effect by giving
something new and showing students what they still need to learn without
being discouraging (give them more challenging tasks, get them analyze
language more thoroughly and help them to set clear goals for
themselves)).
○ Advanced students
■ They already know a lot of English.
■ Still the danger of the plateau effect (highly up).
■ We need to create a classroom culture.
■ We need to be able to show students what still has to be done and provide
clear evidence for progress through a concentration not so much on
grammatical accuracy but on style and perceptions of appropriacy,
connotation and inferences, helping students to use language more subtly.
■ At this level, especially, we have to encourage students to take more and
more responsibility for their own self learning.

● How should we teach the different levels?

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 ○ Although many activities can clearly be used at more than one level (designing
newspaper front pages, writing radio commercials...), there are some which are
more appropriate for beginners (pronunciation practice of shwa, simple
introduction dialogues) and there are others which are more appropriate for
advanced students (discursive essay writing, formal writing...).
○ One obvious difference in the way we teach different levels is language.
■ Beginners need to be exposed to fairly simple language which they can
understand.
■ Intermediates know all the previous beginner language already so we will
not ask them to concentrate on it.
○ The level of language affects the teacher’s behavior.
● At beginner levels: we need to rough-tune our speech (we can
exaggerate our voice tone and gesture to help us to get our
meaning across). But at higher levels: extreme behavior is not
important because it will come across to the students as
patronizing/annoying.
○ The activities depend on their language level too.
■ For beginners: we will not suggest abstract discussions.
■ For advanced: a drill focusing on simple past tense questions will be
inappropriate.

● Teachers react both overtly and subconsciously to different levels. The material and
activities get students to engage in it if the teacher reflects the unique need of those
students at the level they have reached.

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 How To Manage Teaching and Learning?
● How should teachers use their physical presence in class?
○ There are a number of issues to consider which are not just idiosyncratic and
which have a direct bearing on the student’s perception of us (Aspects of class
management to consider:).
■ Proximity
● How close or distant the teacher is from students.
● They should take this into account when they assess their students'
reactions.
■ Appropriacy
● The way in which teachers stand or sit in the classroom.
● How closely you should work with students is a matter of
appropriacy (Relationship).
■ Movement
● How the teacher moves around the classroom.
■ Contact
● Making eye contact with students, listening to what they have said
and responding appropriately.
● Watching and listening just as carefully as teaching (without
making contact with students, it will be impossible to help them
learn language).

● How should teachers use their voice in class?

○ There are three issues to think about when we considering the use of the voice in
the management of teaching:
■ Audibility
● Teachers need to be audible, but not necessary to shout (Balance
between audibility and Volume).
● They must be sure that the students at the back of the class can
hear them as well as those at the front.
■ Variety
● Teachers need to vary the quality of their voices and the volume
depending on the types of lesson and activity.
● Different activities call for different voices.
■ Conservation
● Teachers need to take great care of their voices (conserve = protect
your vocal energy).

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● How should teachers mark the stages of a lesson?
○ Beginning
■ It is useful to start with a routine and introduce the topic for the class.
■ Teachers need to tell the students what they will be doing or discuss with
them and what they are hoping to achieve, but not everything because we
need to maintain an element of surprise.
○ Development
■ Teachers should mark the ending and beginning of the activities through
clapping, speaking loudly or saying a rhyme.
○ Ending
■ The closure of the class should include a summary of what was taught.

● What is the best seating arrangement for a class?

○ Orderly Rows
■ Advantages:
● The teacher has a clear view of all the students and all the students
can see the teacher.
● It makes lecturing easy.
● It makes discipline easier ( it is more difficult to be disruptive
when you are sitting in a row).
● If there are aisles in the classroom (orderly rows), the teacher can
easily walk up and down making more personal contact with
individual students and watching what they are doing.
● Teachers work with the whole class.
● Orderly rows may be the best or only solution for large classes.
■ Disadvantages:
● No possibility of eye contact for students.
○ Circles and horseshoes
■ More advanced because the students are less dominated and regimented.
■ Circles
● Teacher position: less dominating.
● There are more feelings of equality than when the teacher stays out
at the front.
■ Horseshoes
● The teacher is located in a central position but he has a much
greater opportunity to get close to the students.
● The classroom is a more intimate place and the potential for
students to share feelings and information.
● All students can see each other (eye contact).
○ Separate tables

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 ■ Students are seated in small groups at individual tables.
■ Advantages:
● The teacher walks around checking the students’ work and helping
out if they have difficulties (prompting the student at each table or
explaining something).
● The atmosphere in the class is much less hierarchical than other
arrangements.
■ Disadvantages:
● Students may not always want to be with the same colleagues.
● It makes whole class teaching more difficult because the students
are more diffuse and separated.

● What different student groupings can teachers use?

○ Whatever the seating arrangements in a classroom, students can be organized in
different ways:
■ Whole class
● The best type of classroom organization.
■ Group work
● It is a cooperative activity.
● In groups, students tend to participate more equally.
■ Pair work
● It is attractive to students.

■ Both group work and pair work give the students chances for greater
independence because they are working together without the teacher
controlling every move. They make some of their own learning decisions.
● The greater advantage of group work and pair work : they give the
teacher the opportunity to work with individual students.
● Disadvantages
○ Students may not like their partners.
○ In a group/pair, one student may dominate the group while
the other stays silent.
○ In different classes, group work may encourage students to
be disruptive.
○ If the students share the same first language, they may
revert to it when the teacher is not working with them.
■ Solo work
● An alternative to a whole class teaching.

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 ● Students work at their own speed allowing them thinking time
(more time to think individually).
● Students can relax their public faces.

■ Teachers use group/pair/ solo work depending to a large extent on.

● Teacher style and student preferences.

● How can teachers evaluate the success or failure of their lesson?

○ Getting feedback from the students (Assessing how well the students are
progressing) by:
■ Asking simple questions orally or asking them to write their answers.
■ Inviting a colleague into the classroom and ask him to observe the class.
■ Recording the lesson.

How To Teach Reading?

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● Why teach reading?
○ There are many reasons why getting students to read English texts:
■ Many of them read text either for their careers, study purposes or
pleasure.
■ To have a sufficient exposure to English (the more students input the more
they output).
■ Provide good models for English writing (through reading the student will
be more aware how the sentences link together, structure of sentences and
the ideas ordered.
■ Provide opportunities to study language (vocabulary, grammar,
punctuation, way of construction sentences , paragraphs and texts...).
■ To be more successful in the language acquisition process by reading
interesting and engaging texts so the language sticks in their mind.
○ Good Reading:
■ Introducing an interesting topic.
■ Stimulate discussion.
■ Excite imaginative responses (well-rounded).
■ Be the springboard for fascinating lessons.

● What are the advantages of reading for second language learners? / Why is reading a skill
that is basic?
○ Reading fosters independent learning
■ Learners do not need a partner in order to read, but they can do it as an
independent activity.
○ Real-world purpose of learning.
■ Reading for communicative purposes (reading advertisements,
announcements, directions...)
○ Reading increases a student’s knowledge.
■ Reading for educational purposes.
○ Reading consolidates learner knowledge of English
■ Learners integrate other skills with reading.

○ Reading is an active skill and this skill must be practiced by a second language
learner (It is not a passive skill!).

● What kind of reading should students do?/What kinds of reading texts are suitable for
English language students?
○ Authentic texts:
■ Text is written for fluent native speakers.

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 ○ Artificial texts:
■ Materials that written specially or designed for students
● Native speakers say that traditional language teaching materials
look artificial and over simplified, which they find comical and
typical.
● Low level students, if we give them authentic material they will
not be able to understand them at all.
○ A balance has to be struck between real English on the one hand and the students’
capabilities and interests on the other, so it is good to use/give them authentic
texts but we have to keep in our mind that those authentic texts are not
complicated for students, so they can understand those texts easily.

○ There are some authentic written material which beginner students can understand
to some degree:
■ Menus, timetables, signs and basic instructions…
○ Authentic : magazine article, letters, stories, menus, advertisement, reports, play
extracts, recipes, instruction, poems, reference material...

● What reading skills should students acquire?

○ Scanning
■ Students need to be able to scan the text for particular bits of information
they are searching for.
■ It means that students do not have to read every word and line.
○ Skimming
■ It means that students need to be able to skim a text to get a general idea
of what it is about.
○ Extensive reading
■ It involves reading a lot with the goal of overall understanding.
■ Learners should be working with texts that are easy for them.
■ The aim should be to gain pleasure.
■ Reading for pleasure.
■ Fluency-Oriented Activity.
○ Intensive reading
■ It involves the detailed reading of shorter texts than extensive reading.
■ The aim is 100% comprehension as well as an explicit focus on language
features such as grammar items and unknown vocabulary.
■ Reading for detailed comprehension looking for detailed information or
language.
■ Students concentrate on the minutiae of what they are reading.
■ Accuracy-Oriented Activity.

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● What are the principles behind the teaching of reading?
○ Reading is not a passive skill.
■ Teaching has to avoid scratching the surface of the text.
■ To make reading an active occupation, we have to:
● Understand what the words mean.
● See the pictures.
● Understand the arguments and work out if we agree with them.
○ Students need to be engaged (fired up) with what they are reading.
○ Students should be encouraged to respond to the content of a reading text,
not just to the language itself..
■ They have to say something about it or reflect their opinions (the message
of the text).
○ Prediction is a major factor in reading.
■ Prediction means that the student must try to predict what is coming later
(what the author will say for us).
■ Expectations are set up (the teacher should give the students hints/clues, so
they can predict what is coming).
○ Match the task to the topic
■ Choose good reading text for the student= choose good reading tasks.
● The most interesting text can be undermined by asking boring
questions.
● The most common place passage can be made exciting with
imaginative and challenging tasks.
○ Good teachers exploit reading texts to the full
■ Teachers must integrate the reading text into interesting class sequences,
using the topic for discussion (engagement) and further tasks, using the
language for study and later activation.

● What do reading sequences look like?

○ Read the four examples (71-77).

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 How To Teach Writing?
● Why teach Writing?
○ The reasons for teaching writing to students of English as a foreign language
include:
■ Reinforcement = [visual reinforcement....
● Seeing the language written down.
● The Visual demonstration of language construction is invaluable (it
useful) For:
○ Understanding of how language fits together
○ aid to Committing the new language to memory.
Students often find it useful to write sentences (using new
language) after having studied it =paraphrase.
● The process of writing is rather like the process of speaking.

■ Language development
● Process of writing helps us to learn as we go along.
● Constructing proper writing texts is a part of the ongoing language
experience.
● Mental activity.

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 ■ Learning Style
● Some learners can pick the language just by looking and listening.
Others need more time to think things through and produce the
language.
● Writing is appropriate for learners who prefer to produce language
in a slower way (quite reflective activity).

■ Writing as a skill
● The most important reason for teaching writing (writing is a basic
language skill...).
● They need to know some of writing’s special conventions
(paragraph construction, punctuation, capitalization..).
● Part of our job is to give them that skill.
(listen -Speak- Read -write)

● Writing is:
○ Writing is both a physical and mental activity.
○ We write to express (transmit your ideas) and impress (to leave an impact).
○ Writing is a process and product (synthesizing ).
○ The ultimate goal is to be Communicator.
○ When you write something you need:
■ Knowledge (topics + ideas)
■ Language competence (grammar, Vocabulary, Spelling...) building blocks
■ Skills (technique + processing)
○ where does write exist in our class
■ Taking notes
■ Feedback
■ Assignment Activation phase (follow-up activity)

● What kind of writing should students do?

○ The type of writing we get students to do depend on:
■ Students’ age
■ Students’ interest
■ Students’ level
○ If we give a model for students to imitate it will be chosen according to their
abilities (it depend on what the language the student have in their command For
example:
■ Beginner: write simple sentences.
■ Elementary: write a simple story.

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 ■ Advanced: extended report + complex narrative.
○ Students writing (tasks should be authentic) = common everyday style.
■ Writing postcards, letters of various kinds, filling in forms such as job
application, writing narrative composition, reports, newspaper, magazine,
articles, dialogues, play scripts, advertisement and poem…

● How should teachers correct writing?

○ Avoid over correction because it will have a very demotivating effect (just
correct the glaring mistakes).
○ The teacher has to achieve a balance between being accurate and truthful on the
one hand and treating students sensitivity and sympathetically on the other.
○ How can we avoid it?
■ The teacher tells the students that he/she is just going to correct mistakes
of punctuation, spelling or grammar…
● It makes students concentrate on one particular aspect.
● It cuts down on the correction.
■ The teacher uses a list of written symbols (s= spelling..).
● When they come across a mistake they underline it and write the
symbol in the margin.
■ You may write a comment at the end of a piece of a written work “This is
good, but be careful of punctuation marks!”.
○ If it is difficult to know what the mistake is because it is unclear what the student
is trying to say ... Use:
■ Common sense and talking to students about it from the beginning are the
best solutions.

● What can be done about handwriting?

○ Handwriting is a very personal matter and it reflects character (Readable writing
& indecipherable writing).
○ Handwriting is writing done with a writing instrument, such (Pen -pencil) in the
hand.
○ Handwriting includes both printing and Cursive styles and is separate from formal
calligraphy or typeface.
○ Inability to produce clear and coherent handwriting is also known as dysgraphia.

○ Uniqueness: Each person has his own unique style of handwriting, whether it is
everyday handwriting or their personal signature (Even identical twins who share
appearance genetics do not have the Same handwriting....).

○ Factors create a unique style of handwriting for each person:

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 ■ The place where one grows up.
■ The first language one learns.
■ The different distribution of force.
■ Ways of shaping words.

○ Characteristics of handwriting include:

■ Specific shape of letters (their roundness or sharpness).
■ Regular or Irregular spacing between letters.
■ The rhythmic repetition of the elements (arrhythmia).
■ The pressure on the paper.
■ The average size of letters.
■ The thickness of letters.

○ Teachers are not asking students to change their handwriting but teachers must
insist on students’ handwriting neatness and legibility (our aim is not to make
them as printers).
■ Neatness: The quality of being tidy, with everything in its place (clean +
tidy).
■ Legibility: describes readable print or handwriting (something can be read
/decipher the letters).
○ It does not need to be penmanship...
○ What to do as teachers?
■ Teachers have to insist on neatness and legibility.
■ Teachers can arrange classes or group sessions to help students who have
problems with English scripts..
■ Teachers can ask the students to write on the air to give them confidence.
■ Teachers can ask the students to imitate letters on lined paper.

● What do writing sequences look like?

○ Read the four examples (81-83)

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 How To Teach Speaking?
● What Kind of Speaking should students do?
○ Controlled language practice
■ Students say a lot of sentences using a particular piece of grammar or a
particular function.
■ Connected with study.
○ Task Controlled practice
■ Students use all the language at their Command to perform some kind of
oral task.
■ Connected with Activation .

● Why encourage Students to do Speaking?Why do you think it is important to give

Students Speaking tasks that provoke them to use all the language at their Command?
○ Rehearsal = practice the language.
■ Getting students to have a free discussion which gives them a chance to
rehearse (practice) having discussion outside the classroom.
● E.g. Ask the students to take part in a role-play (discussion,
dialogue) at an airport check in desk.
○ Feedback.
■ Speaking tasks where students use all language they know provide
feedback for both:
● Teacher : can see how well their class is doing and what language
problems students are having.
● Students: can see how easy they find a particular kind of speaking,
what they need to improve and can build/give them their enormous
confidence and satisfaction.
○ Engagement
■ Good speaking activities are highly motivating.
■ Enjoyable speaking tasks are: role-playing, discussion, problem solving,
debates....

● Differentiate between types of speaking

○ Reproductive speaking
■ The teachers give a form and the students imitate this form...(all forms
will be the same).
■ Students reproduce language forms provided by the teacher…

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 ○ Creative speaking
■ Students create their own language.
■ Students do not produce the meaning of others.

● Communicative competence
○ Can communicate their ideas easily.
○ Forster their competence.
○ The ability of language learners to interact with others.

● Speaking competence (ability/master)

○ Required four effective speaking:
■ Phonological skill (sound, tone).
■ Speech function (turn-taking).
■ Interactional skills (redirecting topic).
■ Extended discourse skills.
■ Produce long stretches of interrupted language narration, describe and
expository discourse.

● How should teachers correct speaking?

○ Constant interruption from the teacher will destroy the purpose of the speaking
activity.
○ Do not keep correcting students speaking conversational flow.
○ Avoid constant interruption.
○ If you have an ongoing discussion the teachers have not corrected the mistakes
during it because the point will be lost quickly and he will destroy the
conversation flow…
○ You as a teacher:
■ Watch and listen while speaking activities are taking place.
■ Note down things that seemed to go well and times when students could
not make themselves understood or made important mistakes.
■ When the activity has finished, ask the students to assist other students
(peerassist) mistakes or doing and if students' cannot correct it the teacher
will do.
○ With any kind of correction, it is important not to single students out for particular
criticism (Deal with the mistakes that they heard by saying who made them.

● What should teachers do during a speaking activity?

○ Participate/involved with students speaking activity at an appropriate level but do
not dominate. On some other levels it is better to stand back so that you can watch
and listen to what's going on.

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 ○ Intervene in some way of the activity is not going smoothly.
○ Stop the activity if a discussion begins to dry up, or if someone in a role-play
cannot think of what to say (prompting).

● What do speaking activities look like?

○ Speaking activity follow the basic pattern E-S-A
○ Information gap (elementary & intermediate)
■ Idea: Two speakers have different parts of information making up a whole.
■ E.g.
● Describe and Draw
○ One student has a picture which he must not show to his
partner and gives instructions and description about it
(artist =partner) will ask questions.
● Story telling activity (it can be used as a prelude to written
narrative work.

○ Surveys (elementary)
■ Idea: students conduct questionnaires and surveys (one way of provoking
conversation and opinion exchange)
■ Teacher tells a story about something.
■ Teacher asks the students to give him some vocabulary .
■ Students work on a questionnaire.
■ Students go around the class and discuss their questions with their
classmates.
■ Surveys are good to lead into writing work ...

○ Discussion (intermediate/upper intermediate).

■ Idea: exchange opinions provokes spontaneous fluent language.

○ Role play (upper intermediate/advanced)

■ Idea: students are asked to imagine that they are in different situations and
act accordingly.
■ Role play leads into a number of possible writing tasks.

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 How To Teach Listening?
● Why teach listening? (Reasons to listen to Spoken English)
○ Let Students hear different varieties and accents rather than just the voice of their
teacher with its own idiosyncrasies.
○ Let students be exposed to varieties of English.
○ Listening helps students to acquire language Subconsciously without drawing
students’ attention to Special linguistic features.

● The main method of exposing students to Spoken English (after the teacher)
○ Taped material . {what it's benefit? Why do we use it?)
■ Taped material Can exemplify a wide range of topics such as
advertisements, news broadcasts, poetry reading, plays, Song, Speeches,
telephone Conversation…
■ Appropriate taped material provides the needed exposure about grammar,
vocabulary, pronoun, rhythm, intonation...

● What kind of listening should students do?

○ Authentic listening material.
■ Gives the students the sound of the language, but it is difficult for students
to understand ( it needs a native one).
■ E.g. Political speech.

○ Realistic listening material.

■ Allows students to learn much more about the language and start to gain
confidence as a result.
■ E.g. telephone Conversation.

● Long taps (problems).

○ Demotivating.
○ Students will switch off .
○ Comprehension is lost and listening becomes valueless.

● Listening material depend on:

○ Students’ level and the kind of tasks given with the tap.
■ Beginners.

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 ● Pre recorded announcements.
● Telephone messages.
■ Elementary
● More difficult material with questions that do not demand detailed
understanding..
■ Advanced students
● Scripted material that is interesting and subtle enough.

● What is special about listening?

○ Tapes go at the same speed for everybody.
○ Unlike language study, speaking/ reading, where individual students can read at
their own pace, the tap continues even if individual students are lost.
○ Unlike reading, listeners to a tape cannot flick back to a previous paragraph,
reread the headline, stop look at the picture and think before continuing
○ They have to go with the speed of the voice they are listening to.
○ The speed of the speaker dominated the interaction, not that of the listener.
○ Students have to be encouraged to listen for general understanding
(comprehension) first rather than trying to pick out details immediately.
○ Listening is special because spoken language (informal) has a number of unique
features including:
■ The use of incomplete utterances
■ Repetitious
■ Hesitations
■ The tone of the voice
■ The intonation the speaker use
■ Rhythm, background noise.

● What are the principles behind teaching listening?

○ The tape recorder is just as important as the tape
■ The teacher needs to be sure that the tape recorder can be heard all around
the classroom.
○ Preparation is vital for both teachers and students.
■ Teachers need to listen to the tape all the way through before they take it
into class (prepared for any problem, accent, noise…
■ Students need to be made ready to listen (they will need to look at
pictures, discuss the topic, read the question
○ Once will not be enough
■ The 1st listening is often used to give the students an idea of the listening
material but they need to hear it again to pick up things they missed the
first time (it depends on the task and on their level).

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 ■ Students should be encouraged to respond to the content of a listening, not
just to the language ( students need to draw out the meaning beside
recognizing the language used.
○ Different listening stages demand different listening tasks
■ For 1st listening text, we need to set different tasks for different stages (
the task must be fairly straightforward and general. For later listening text,
we need to focus on details of information, language use, pronunciation…
○ Good teachers exploit listening texts to the full
■ Teachers need to use the listening text for as many different applications
as possible (it is not just focus on language but on content and on analysis
with everything in text).

● Where does video fit in?

○ Teacher have to choose video material according to the level/interest
○ Video is richer than tape because:
■ Speakers can be seen
■ Their body movements (clothes/body) give clues as to meaning
○ Some special techniques for videos:
■ Playing the tape without sound (discuss what they see, what clues it gives
them, guess what the character is saying.
■ Playing the tape but covering the picture.
■ Freezing the picture (what is going to happen next?).
■ Dividing the class in half (half face the screen + half face the wall).

● What do listening sequences look like?

○ Read the four examples (101-108).

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 What If?!
● What if students are all at different levels? (The Problem of teaching mixed ability
classes)
○ Teacher could face a lesson where the students are at different levels:
■ Student with competent English (advanced).
■ Students whose English is not very good (Elementary).
■ Students whose English is only just getting started (primary).
○ How can we deal with the previous situation?
■ Use different materials
● Teachers form different groups according to students’ level. One
group works on a piece of language study, another group reads a
story. One group discusses a topic, another group does a parallel
writing exercise or listens to the tape.
■ Do different tasks with the same material
● Teachers use the same material with the whole class, and ask the
students to do different tasks depending on their levels/abilities.
● Ex: A reading text can have questions of three levels; direct
(vocabulary question), elicitation (inference question) and indirect
(definition).
■ Ignore the problem
● Students will find their own level within a heterogeneous group
and they cope with it.
● Problem = In such positions, some students will be bored by the
slowness of their colleagues or depressed by their inability to keep
up.
● Heterogenous group: is a group when a diverse group of students is
put in the same cooperative learning group. This mixed group may
consist of students of varying ages, education levels, interests,
special needs…
■ Use the students
● Teachers adopt a strategy of peer help and teaching so that better
students can help weaker ones ( need to be done with great
sensibility).

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 ○ Teachers should adopt a mixture of solutions according to the lesson, skill, and
student's need…

● What if the class is very big? (Problem of large classes)

○ In big classes
■ (Problems)
● It is difficult for the teacher to make contact with the students at
the back.
● It is difficult for the students to ask for and receive individual
attention.
● It is not easy to have students walking around or changing pairs.
■ Solutions
● Use worksheets
○ Teacher handout worksheets for many of tasks, and they do
with the whole class.
● Use pair work or group work
○ They maximize student participation.
○ Save time and efforts for both teachers and students.
● Use chorus reaction
○ Divide the class into halves rows, each half row can speak,
repeat, answer, ask as one students.
● Use group leaders
○ To hand out copies.
○ Collect work.
○ Give feedback.
● Think about vision and acoustics
○ Make sure that every student can see what the teacher
writes on the board and every student can hear him.
● Use the size of the group to your advantage
○ Organize exciting and involving classes through humor and
drama…

● What if students keep using their own language?

○ Talk to them about the issues.
■ Teachers should try to get their students to agree that overuse of their own
language means that they will have less chance to learn English
(rehearsal).
○ Encourage them to use English appropriately
■ Teachers should make it clear that there is no total ban on their own
language .

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 ○ Only respond to English use
■ Ignore what students say in their own language.
○ Great an English environment
■ Teachers themselves should speak English for the majority of time.
■ Anglicizing the students' name
○ Keep reminding them
■ Teachers go round the class during a speaking exercise encouraging,
cajoling and pleading with them to use English.

● What if students are uncooperative?

○ Forms of lack of cooperation
■ Constant chatting in class.
■ Not listening to the teacher.
■ Failure to do any homework.
■ Blunt refusal to do certain activities.
■ Constant lateness.

○ Talk to individuals outside the classroom.

■ Ask the student what they feel about the class and why.
○ Write to individuals (confidential letter)
■ What is the problem and what can be done?
■ (Problem= the teacher has to write back to each of them..).
○ Use activities
■ Make it clear for the students that the most enjoyable activities will be
used only when the class is functioning properly.
○ Enlist help
■ Ask a colleague to attend your class and observe the class.
○ Make a language-learning contrast
○ Get students formal agreement to ways of behaving (what they expect or need
from the teacher).

● What if students do not want to talk? ( the problem of the students who are reluctant to
speak)
○ Why do some students refuse to talk inside classrooms?
■ According to the student's characteristics.
■ Because of other students who dominate the in class talks.
■ Students are not used to talking freely for reasons of culture or
background.
■ Some students are afraid of making mistakes and therefore (losing face) in
front of the teacher and their peers.

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 ○ Solutions
■ Use pair work and group work to provoke quiet students to talk.
● Allow the students to speak in a controlled way first.
■ Use acting out and reading aloud to encourage quiet students to
participate.
■ Use Role-play.
● Some students speak more freely when they are playing a role,
when they are having to be themselves.
■ Use the tape recorder.
● Ask students to record what they would like to say outside the
lesson.

● What if a student does not understand the listening tape?

○ Introduce interview questions to help students generate ideas.
○ Use jigsaw listening.
○ Different groups can be given different taped excerpts.
○ One task only that does not need too much detailed understanding
(straightforward task).
○ Play the 1st segment only and let the students predict what's coming.
○ Use the tape scripts 1+2+3.
○ Use Vocabulary prediction.
○ Give students key vocabulary before they listen again.

● What if some students-in-group finish before everybody else?

○ Teachers should carry around a selection of spare activities material (little
worksheet, puzzles, reading) which can be done quickly in just a few minutes.
○ Plan extensions to the original task.
○ If groups finish early, they can do extra work on it.

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 Strategies
● Cooperative learning
○ Heterogeneous groups of students take roles/learn/share knowledge and task with
another.
○ Common features of effective cooperative learning include:
■ Team building .
■ Positive interdependence.
■ Group interaction.
■ Structured activity.
■ Individual accountability.

● Debate
○ Structured form of argumentation that requires participants to:
■ Engage in research.
■ Develop listening and oratory skills.
■ Think critically.
○ Debating can be used as an instructional strategy wherever the learning material
and circumstances are open to opposing points of view.
○ Debating may be viewed or read to contribute additional perspective on classroom
topics.

● Formative assessment
○ Deliberate processes provide actual feedback.
○ Summaries, quick writes, reflections, checklists, charts, graphic organizer, visual
representation, short quizzes…

● Graphic organizer

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 ○ Visual and graphic display that depicts the relationship between facts, terms, ideas
within a learning task.
○ Graphic organizer = knowledge maps, concept maps, story maps, cognitive
organizers, advanced organizers (before the learning task)...
○ Students improve learning when there is:
■ explicit (clear) instruction.
■ Incorporating teacher modeling and independent practice with feedback.

● Hands-on learning
○ Educational strategy that directly involves learners by encouraging them to do
something in order to learn about it.
○ It is learning by doing.

● Jigsaw
○ Cooperative learning strategy that enables each student of a group to specialize in
one aspect of a topic or one part of a reading or other task.
○ Students meet with members from other groups who are assigned the same aspect,
and after mastering the material, return to (home group) and teach the material to
their group members.
○ With this strategy, each student in the home group holds a piece of the topic's
puzzle and works together to create the whole jigsaw.
○ It is used for other purposes:
■ Team building.
■ Quickly managing.
■ A large task in a short time.

● Project-based learning
○ Addresses core content through rigorous, relevant, hands-on learning.
○ Projects tend to be more open-ended than problem-based learning, giving
students more choice when it comes to demonstrating what they know.

● Realia
○ Refers to real life objects used in classroom instruction in order to improve
student’s understanding of other cultures and real life situations.
○ Using realia:
■ To strengthen association between words and objects themselves.
■ To connect learners with the point of the lesson by providing tactile and
multidimensional connection between learned material and the object of
the lesson.
○ Primary objectives of this strategy:

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 ■ Increasing comprehensible input.
■ Using language in context
■ Promoting verbal interaction and active involvement.

● Role play/simulation/drama
○ Benefits
■ Games, simulations and role playing help students invent, experiment and
practice interpersonal skills in a relatively low-risk environment
■ The more students use different ways of representing knowledge, the
better they think about and recall learning.
■ Simulations provide opportunities to visualize model, and role-okey
within a dynamic situation, thereby promoting curiosity, exploration,
problem solving and understanding.

○ Role play
■ Students have their act (they create their details and scenarios).
○ Simulation
■ We have scenarios.
■ We have real scenarios (real life) controlled by teachers (students have
certain scripts).

GOOD LUCK

🌹💙
‫ال تنسوني من صالح دعائكم‬

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