Edited by

Mr. Mohammed Shalaby

A teacher of English

Curriculum and Instructions Researcher

One of the authors of BRAVO! In English series

Mr. Mohammed Shalaby 1

 Index
No. Subject Page

1 Classroom Management 3

2 Teaching Dialogues 5

3 How to teach vocabulary effectively 10

4 Teaching Grammar 19

5 How to teach reading 24

6 Lesson plan for teaching Novel 35

8 Lesson plan for teaching email writing 37

9 How to improve your accent 39

Best of Luck
Mr. Mohammed Shalaby

Mr. Mohammed Shalaby 2

 What does “Classroom Management” actually mean?
Classroom management is the most important factor affecting student
learning.
It is the effective discipline in the classroom that provides a safe, comfortable
learning environment, motivates your students, build their self-esteem and
encourage them to be imaginative and creative in daily lessons.
It is having control of the class by organizing students and resources so that
teaching and learning can occur effectively.
Reasons for disruptive behavior in the classroom:
Students misbehave for several reasons:

 They are bored.

 They don’t know the purpose of your presentation.
 They are not aware of the importance of the information that you are
delivering.
 Activities are not interesting.
 The pace of the teaching is too fast, or too slow.

Principles of classroom management:

1. Dealing with disruptive behaviors.

2. Minimizing off-task behaviors.
3. Engaging as many students as possible in learning activities.

Six General Tips to Manage a Class:

1. Over plan your lessons:
If you don’t plan, the student will plan for you.
The more you plan, the more effective the lesson and delivery will be and
the less problems with discipline will occur.

 Ensure that you fill each minute of the period with learning activities.
 Be prepared and organized well.
 Minimize transition time among tasks.

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 2. Arrange the seating:

 Rearrange the desks — both for your language lessons and sometimes even
for a particular activity so that it is both easier and more natural for students
to see and talk to each other.

3. Look at the students:

 If you are standing, and your eyes are constantly moving over the class,
everyone feels involved.
 Your eyes help your students’ concentration.
 The easiest way to check whether your students understand what you have
said or what they have read or heard, is for your eyes to look at theirs.
 Any incomprehension or confusion will show in their eyes long before they
tell you that there is a problem.

4. Use your hands to encourage and direct students:

 A simple gesture can indicate who is going to answer a question or which pair
of students should now read a dialogue.
 Simple gestures can also indicate that something is wrong.
 Use a collection of gestures to avoid unnecessary language which can distract
students.
 Gestures can indicate what is required from individual students, or even from
the whole class, with a minimum of fuss.

5. Vary your voice:

 Pauses, stress and changes of voice when you change from comment to
instruction and from statement to question will mean that it is much easier
for students to follow and pay attention to what you say.

6. Gain attention:

 Gain student’s full attention before giving instructions.

 Provide instruction with simple and clear language.
 Provide one instruction at a time – do not provide too many different
instructions.
 Make your lessons relevant and interesting to your students.
 Use examples that interest students.

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 There are two stages of teaching any dialogue:
1. Presenting the dialogue:
1. Introduce the activity telling Ss that they’re going to read & listen a
dialogue.
2. Present the most important or the key individual words included in the
dialogue.
3. Ask Ss to look at the dialogue and the pictures to talk about the scene of it:
a. Who are the speakers?
b. Where are they?
c. What are they talking about?
d. What do you think is happening in each picture?
4. Then ask Ss to read the whole dialogue silently or listen to it extensively to
answer a pre-question. The answer is the main idea of the dialogue.
5. Next, ask or put two more questions on the board and ask Ss to listen to
the dialogue on the cassette ( or read by the teacher ) to answer those
questions.
6. Read the dialogue aloud, this time to focus on the important phrases or
expressions included in the dialogue.
2. Practicing the dialogue:
1. Invite pairs of Ss to the front of the class with their books to role play or act
out the dialogue.
2. Write the dialogue on the board or distribute it printed on a paper with
some missing parts. Ask Ss to work in pairs to fill in the gaps. Elicit the answers
from as many pairs as possible.
3. Focusing on the important language functions included in the dialogue,
divide the dialogue into mini dialogues or some situations, each one includes
a prompt and its response, give each mini dialogue with a missing part & ask
Ss to fill in the gaps in pairs and act out each situation.
4. Invite pairs of Ss to the front of the class without their books to role play or
act out the dialogue telling them that some personal modifications should be
done.
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Language functions
Language functions define what the person should say or write in
communicative situations. The best way to present these functions is in
context, in a conversation.
1. Start with reading the whole conversation while students listen.
2. Then divide it into mini dialogues; a stimulus and its response.
3. Draw students’ attention to the choice of particular words or expressions to
express a meaning and talk about the speaker‘s intention; i.e. presenting the
function.
4. Then ask students to generate sentences of their own to practice this
function.
* This keeps the learning process simple and gives students tools to build on.
5. Next Students are given a situation or task with individual roles allotted.
They extend practice by asking one another or engaging in role-play.
* The focus here is on a certain function and that function is taken as the cue
for the grammar taught in the lesson. Such practice provides opportunities for
students to practice a range of real-life spoken language in the classroom.
Most typical language functions are:
1- Inviting
2- Suggesting
3- Promising
4- Apologizing
5- Requesting information
6- Agreeing
7- Disagreeing
8- Offering

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Two basic ways of presenting a language function:
1. Inductively: give the learners different examples of the function and ask
students to identify it:
What is the speaker’s intention here?
What language or expressions did he use to express his intention?
2. Deductively: present a situation in which the function is needed and ask
students to respond to it. You may ask comprehension questions to check
understanding.
Two basic ways of practicing language functions:
Receptive practice.
It aims at familiarizing students with a range of examples of the functions.
Possible activities for receptive practice include:
– Finding a function in a dialogue or text.
– Classifying a list of functional language. ( which would you use to say ……..?
– Classifying a list of sentences according to their precise meaning.
Productive practice.
It may be relatively controlled practice. Possible activities for it include:
– Transformations between different examples of a function
– Question and answer work.
– Situational cues (what would you say in these situations?)
Tips for teaching language functions:
– Create a situation and direct students in a certain activity progressively.
– Learners should conduct the activity to its conclusion
– Make sure that learners understand what they are required to do in an activity.

– Demonstrate the activity with learners.

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– Select activities which need comparatively light demands on the learners’
linguistic and creative abilities

– Equip learners with expressions and language forms they need for their
activities.

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 Dialogue activities

Gap Fill Exercises

Dialogues are perfect for gap fill exercises. For example, take a dialogue and delete
key words and phrases. Choose a pair of students to read the dialogue to the rest
of class. Also, student could create their own dialogues and gap fills and quiz each
other as a listening exercise.

Dialogues for Role-Plays / Classroom Acting

Encouraging students to develop dialogues for short scenes or soap operas helps
students to focus on correct expressions, analyze language as they work on their
scripts, and finally develop their written skills.

Have students act their scenes and skits to the rest of the class.

Dialogue Dictations

Have students write dialogues out the texts of popular series such
as Friends (always popular with international students!) As a class, ask specific
students to be responsible for one character. This give students time to catch the
details as the plot moves forward.

Memorizing Dialogues

Have students memorize simple dialogues as a way of helping them improve their
vocabulary skills. While old-fashioned, this type of rote work can help students
create good habits as their English skills improve.

Open Ended Dialogues

Create dialogues that have only one character completed. Students need to
complete the dialogue based on the responses that you've provided. Another
variation is to provide only the beginning or end of a sentence for each character.

This can provide more challenge to upper level English learners.

Re-creating Scenes

One last suggestion is to ask students to re-create favorite scenes from the movies.
Ask students to re-create the scene, act it out, and then compare their scene to the
original.

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 How to teach vocabulary effectively?
A teacher should train students to guess the meaning of new words by
themselves. There are three steps to teach new vocabulary effectively:
- Step one → presenting new words
- Step two → helping students remember new words
- Step three → making sure students make the new words their own

Step one: presenting new words (meaning/ form):

1- Explanation: it must contain a concise definition and a detailed description.

2- Using visual images:

- Realia:
Realia are objects from real life used in classroom by teachers to improve
students’ understanding. A teacher can use realia to present a new word
and explain its meaning to the students.

- Pictures:
Pictures can make students understand the new vocabulary easily. They
form a very effective ‫ فعال‬way in presenting new words as it helps students
to improve their understanding of new words as well as it makes the
learning process enjoyable ‫ ممتع‬not boring.

- Drawing:
As a teaching media, drawings are needed and very essential to clarify
information, especially in teaching vocabulary. Drawings are also used to
help teacher to improve the effectiveness ‫ فعالية‬of teaching learning
activity as well.

- Scales:
This technique is helpful to present or clarify the meaning of words that
form part of well-known series or scales in a successive order. Words such
as the months of the year, the days of the week, the parts of the day,
seasons of the year, ordinal numbers, cardinal numbers, etc., can be
made clear by placing them in their natural order in the series.

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3- Using gestures and actions:

- Mime:
Mime is useful for the explanation of actions as well as in getting students
physically engaged in the lesson. Such concepts as running, jumping or
the words form, in, under etc. are items easy to explain through
performing ‫ أداء‬these actions. Mime can be great fun for learners as well.
However, mime would be unable to express some more complicated
concepts.

- Action:
Action is like mime. It is also helpful for the explanation of actions like,
jumping, running or words form, in, under etc. It is a great fun for students
and makes the learning process more enjoyable.

- Facial expression:
This means to use the different expressions produced by the face to
explain the meaning of the word. This technique is most appropriate with
words of feelings; for example, to explain the meaning of words like
happy, sad, angry, and upset.

- Gestures:
Gestures are what the learners rely on to understand what the teacher
says. This means that the gestures need to convey enough meaning to be
understood alone (without verbal language), and have to help one to infer
‫ يستنتج‬the meaning of the words they are associated with.

4- Showing lexical relation:

- Synonyms:
Synonyms are two or more words with a very closed related meaning. The
relationship between the synonyms is based upon the sameness ‫ تشابه‬of
meaning. This help to explain the meaning of words through their
relationship with their equal words.

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 - Antonyms:
Antonyms are two or more words with an opposite meaning. The
relationship between antonyms is based upon the contrast of meaning.
This help to explain the meaning of words through their relationship with
their opposite words.

- Associated ideas, collocation:

Associated ideas mean words or sentences that are associated, in some
kind, with the original word. These ideas are commonly known as
connotations of the word. For example, thread, sewing, clothes are all
associated ideas or (connotations) for the word needle. While collocation
is a relationship between some words that always come together within
one sentence like, salt and pepper. This technique helps students to
identify the meaning of words by realizing their relations with other
words.
5- Words in context (any level depend on context):

- Dialogues:
This technique depends on using in words in dialogues or conversations
where students can understand the meaning of new words through the
whole dialogue.

- Role play:
In this technique, a teacher makes up or designs a game where students
are asked to act certain roles, each student has to speak according to his
role, and the teacher imply ‫ يضمن‬the new words within the role of each
student

- Drama:
Drama is one of the most effective techniques of presenting new words.
Drama is very fun to students as it makes them engage in imaginary
worlds where they can act out a role or perform activities. Drama help
students to memorize new words as involved in contexts, not in isolation.

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 - Stories:
Stories form an effective way to present new words. A teacher can make
up a short story where new words are used. Students can understand the
meaning of new words by listening to the story telling. Stories grasp
students’ attention and make it easy to memorize new words.

- Songs:
Just like stories and drama, songs are very helpful in presenting new
vocabulary. Inserting new words in a song help students to understand
and memorize new words easily.

- Rhymes / poems:
Rhymes and poems are both effective ways in teaching vocabulary. A
teacher can explain the meaning of new words by writing a poem or a
rhyme which create some kind of musical tone that helps students to
understand and memorize the new words easily.

- Videos:
Videos form important technique to present new words. A teacher can
use video subtitles or make a video presentation to explain new words.
6- Guessing/ Predicting:

Guessing and predicting are two important techniques in presenting new

vocabulary. They depend mainly on students’ ability to guess the meaning
of new words before explaining it. These techniques are very helpful as they
engage students in classroom activities.
7- Translation:

This technique means to explain the meaning of new words by translating

them into another language. For example, for students of Arabic as L1 and
study English as a second or foreign language (L2), a teacher can translate
new words into Arabic.

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Step two: helping students remember new words:
You should use memorizing games and activities.
1- Matching words:
A teacher can ask students to match between words in two columns. This
exercise depends on students’ ability to recognize the relation between
words in order to match the right words together.

2- Labeling words:
A teacher can ask students to label words: students are given some pictures
and they have to write down the word or the label that define these
pictures.

3- Sequencing words:
A teacher can give students a list of words and they have to put them in the
correct order or sequence.

4- Guessing words:
A teacher can give students clues or hints about some words and they have
to guess what these words are.

5- Eliminating words:
A teacher can give students some sentences and ask them to rewrite these
sentences eliminating unnecessary or passive words.
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6- Classifying words:
A teacher can give students some words and ask them to classify these
words: students collect words of the same kind and put them under one
classification or category.

Please, note that:

- It's better to teach vocabulary in separated, spaced sessions than to teach
it all at once. In other words, words will be learned better if they are
taught briefly at the beginning of a lesson, reviewed later in the same
lesson. This needs careful lesson-planning, but will repay the efforts.
- Teach more important new words at the beginning of a lesson.

Step three: making sure students make the new words their own:
A teacher has to be sure that students have understood new words and practise
them on their own. Some of the techniques and methods that let students
practise new vocabulary are:

1- Recycle words:

It means to use the same word in different lessons. It aims to repeat the
same word in different lessons to help students remember not revise
the word.
2- Personal dictionary:

It means that students form their own word notebook by the following
activities:
- Marking word stress:
The teacher has to mark the pronunciation of words in order to help
students pronounce the words correctly.
- Adding pictures:
A teacher has to add pictures about words and ask students to look at
the pictures and pronounce the words.

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 - Putting a L1 translation:
A very serious problem that faces the teacher in a vocabulary lesson is
abstract words. Abstract words are very difficult to be presented by
using real objects or pictures, so the teacher has to use an Arabic
translation to give a clear definition and presentation for these words.
- Putting the word into context:
A teacher should put the word in a context not in isolation and
students try to guess the word from the words before and after it
within the context.
- Adding a synonym:
A teacher should use semantic relationships like synonyms and
antonyms to make sure that students can use new words on their own.

3- Mapping a word family:

4- Personalize the new words:

It means to help students learn new words through personal experiences.
For example, teach the past tense to students, then ask them questions
like:

- Did you go to the cinema?

5- Design word search games/picture labeling/ crosswords/ Bingo/

Dominoes/ puzzles/ charts or survey for their peers:

This aims to enrich students' knowledge of vocabulary and help them to

practise new words and old words.

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3- How to test vocabulary?
1- Multiple choices:
A teacher can ask students to answer multiple choice exercises where
students have to choose the right answer among many other wrong ones.

2- Matching:
A teacher can ask students to match between words in two columns. This
exercise depends on students’ ability to recognize the relation between
words in order to match the right words together.

3- Odd one out:

This exercise depends mainly on students’ ability to recognize the odd or
the wrong word among many other words. Constantly, words in this
exercise have some kind of relation between them while one word is odd or
out of this relation. Students have to recognize the odd one and eliminate
it, and this requires high concentration from students.

4- Writing sentences:
A teacher can ask students to write some sentences using the new words
they have just learned. Students in this exercise have the freedom to choose
between words provided they form right and meaningful sentences.

5- Dictation – translation:
Students may exercise using the new words through dictation. The teacher
dictates some words and students have to listen carefully to these words
then write them. This activity depends on the students’ ability recognize the
word once it’s uttered by the teacher. Dictation is associated with
translation as the teacher may translate some words into other language
while dictating words.

6- Gap-filling:
In this activity, students are given a passage or sentences where there gaps
and they have to fill these gaps with the appropriate words. This activity
depends on students’ repertoire as well as their ability to place the
appropriate word in its position. In this exercise, students are free to choose
words provided they are appropriate.

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7- Gap- filling with a pool of answers:
In this exercise, students are given a passage or sentences where there gaps
and they have to fill these gaps with the appropriate words form a pool of
answers. This exercise is one of a great skill as students have to choose the
best answer among many other correct answers. There aren’t any wrong
answers to eliminate, but there is the best answer among a whole group of
correct ones.

8- Translation:
Translation is one of the most important activities by which a teacher can
test vocabulary. A teacher can give students a passage in L1 and ask them
to translate it in English which is the L2. This activity depends on students’
ability to recognize the equivalent words of L2 to the words of L2.

9- Sentence completion:
In this activity, students are given sentences which they have to complete
with the appropriate words. In this activity, students are free to use
different words provided the meaning of sentences is complete.

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 Teaching Grammar
By teaching grammar we not only give our students the means to express
themselves, but we also fulfil their expectations of what learning a foreign
language involves. Fortunately, nowadays with the emphasis on a
communicative approach and a wealth of stimulating resources, teaching
grammar does not necessarily mean endless conjugation of verbs or grammar
translation.

 Which approach?
Which approach?

There are two main approaches to teaching grammar. These are the
deductive and the inductive approach.

 A deductive approach is when the rule is presented and the language is

produced based on the rule. (The teacher gives the rule.)

 An inductive approach is when the rule is inferred through some form of

guided discovery. (The teacher gives the students a means to discover the rule
for themselves.)

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 In other words, the former is more teacher centred and the latter more
learner centred. Both approaches have their advantages and disadvantages.
In my own experience, the deductive approach is undoubtedly time saving
and allows more time for practising the language items thus making it an
effective approach with lower level students. The inductive approach, on the
other hand, is often more beneficial to students who already have a base in
the language as it encourages them to work things out for themselves based
on their existing knowledge.

Presentation, practice and production (PPP) Presentation

o Presentation
o Practice
o Production

 Conclusion
Presentation, practice and production (PPP)
A deductive approach often fits into a lesson structure known as PPP
(Presentation, Practice, and Production). The teacher presents the target
language and then gives students the opportunity to practise it through very
controlled activities. The final stage of the lesson gives the students the

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 opportunity to practise the target language in freer activities which bring in
other language elements.
In a 60-minute lesson each stage would last approximately 20 minutes. This
model works well as it can be used for most isolated grammatical items. It
also allows the teacher to time each stage of the lesson fairly accurately and
to anticipate and be prepared for the problems students may encounter. It is
less workable at higher levels when students need to compare and contrast
several grammatical items at the same time and when their linguistic abilities
are far less uniform.

Presentation
In this stage the teacher presents the new language in a meaningful context. I
find that building up stories on the board, using realia or flashcards and
miming are fun ways to present the language.
For example, when presenting the 2nd conditional, I often draw a picture of
myself with thought bubbles of lots of money, a sports car, a big house and a
world map.

 I ask my students what I'm thinking about and then introduce the target
language.
"If I had a lot of money, I would buy a sports car and a big house."

 I practise and drill the sentence orally before writing it on the board (positive,
negative, question and short answer).

 I then focus on form by asking the students questions. E.g."What do we use

after 'if'?" and on meaning by asking the students questions to check that
they have understood the concept (E.g."Do I have lots of money?" No."What
am I doing?" Imagining.)

 When I am satisfied that my students understand the form and the meaning, I
move on to the practice stage of the lesson. During this stage of the lesson it
is important to correct phonological and grammatical mistakes.
Practice
There are numerous activities which can be used for this stage including gap
fill exercises, substitution drills, sentence transformations, split sentences,

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 picture dictations, class questionnaires, reordering sentences and matching
sentences to pictures.

 It is important that the activities are fairly controlled at this stage as students
have only just met the new language. Many students' books and workbooks
have exercises and activities which can be used at this stage.

 When teaching the 2nd conditional, I would use split sentences as a

controlled practice activity. I give students lots of sentence halves and in pairs
they try and match the beginnings and ends of the sentences.
Example: "If I won the lottery," …. "I'd travel around the world."

 I would then do a communicative follow up game like pelmanism or snap

using the same sentence halves.
Production
Again there are numerous activities for this stage and what you choose will
depend on the language you are teaching and on the level of your students.
However, information gaps, role plays, interviews, simulations, find someone
who, spot the differences between two pictures, picture cues, problem
solving, personalization activities and board games are all meaningful
activities which give students the opportunity to practise the language more
freely.

 When teaching the 2nd conditional, I would try to personalize the lesson at
this stage by giving students a list of question prompts to ask others in the
class.
Example: do / if / win the lottery?

 Although the questions are controlled the students are given the opportunity
to answer more spontaneously using other language items and thus the
activity becomes much less predictable.

 It is important to monitor and make a note of any errors so that you can build
in class feedback and error analysis at the end of the lesson.
Conclusion
When teaching grammar, there are several factors we need to take into
consideration and the following are some of the questions we should ask
ourselves:
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 How useful and relevant is the language?

 What other language do my students need to know in order to learn the new
structure effectively?

 What problems might my students face when learning the new language?

 How can I make the lesson fun, meaningful and memorable?

Although I try to only use English when teaching a grammar lesson, it is
sometimes beneficial to the students to make a comparison to L1 in the
presentation stage. This is particularly true in the case of more problematic
grammatical structures which students are not able to transfer to their own
language.
It is also important to note that using the PPP model does not necessarily
exclude using a more inductive approach since some form of learner-centred
guided discovery could be built into the presentation stage. When presenting
the 2nd conditional I sometimes present the language in context and then
give the students a worksheet with a series of analysis questions to do in
pairs.

PPP is one model for planning a lesson. Other models include TTT (Test,
Teach, Test), ARC (Authentic use, Restricted use, Clarification and focus) and
ESA (Engage, Study, Activate). All models have their advantages and
disadvantages and I, like many other teachers I know, use different models
depending on the lesson, class, level and learner styles.

Further reading
Grammar Practice Activities: A Practical Guide for Teachers. Penny Ur,
Cambridge Handbooks for Language Teachers 1988
Grammar Games and Activities for Teachers. Peter Watcyn Jones, Penguin
Books 1995
How to Teach English. Jeremy Harmer, Longman 1998
How to Teach Grammar. Scott Thornbury, Longman 1999

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 How to teach reading

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 Lesson plan for teaching Novel
Objectives:
By the end of the lesson, students will be able to:

1. Read for fun skimming and guessing the meaning of difficult words.
2. Read for scanning and answer some questions on details of the chapter.
3. Answer the questions on the chapter on the textbook.
4. Act the scenes included in the chapter.

Teaching aids:
Set-book, Class board, mind mapping, video film, …….. etc.
Learning strategies
Individual, pair and group work, Playing roles, Analysis, Summarizing, …
Warm up (Reviewing):
* Ask about the author and characters of the novel, and the location(s) where
the events happened.
* Remind students with the main events of the previous chapter.
* Ask some questions on the main events of the previous chapter.
Presentation (Viewing):
* Target Vocabulary:
* Target Structure:
* Target Function:
Steps of Introducing the New chapter:

1. 1. Before reading, ask students to guess (expect) what events are going to
happen.
2. Write one or two questions on the board on the main points of the chapter at
hand and ask students to read silently and quickly the chapter to answer these
questions and underline any difficult words.
3. After answering the pre-questions on the board, give students a general idea
of the chapter , presenting the new vocabulary through using synonyms,
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 antonyms, mind mapping, full sentences, real situations and deal with target
structures and functions if found.

Practice:

1. Write more questions (different types) on the board on details or ask students
to read the questions on the chapter on the textbook. Then ask students to
read again the chapter but carefully this time to answer the questions they’ve
read. Students can work in pairs to answer the questions.
2. Elicit the answers from students.
3. Show students the scenes of the chapter on a video film (if found).
4. Divide students into groups and distribute the roles among them to present the
scenes of the chapter.
5. At the end, some students come to the front and present a summary for the
whole chapter using, First, Secondly, Next, Then, Later, Finally, ……

Assessment:
* Ask: What have we learned today?
* Ask some questions to elicit the main events.
* Ask students to write a summary for the chapter as a homework assignment.
* Assign some more questions on the chapter for students to answer in writing
at home.
* Ask some critical thinking questions on the chapter.
Previewing:
* Specify the next part (chapter) of the novel for students to read.
* Write one or two pre-questions (different types) on the next part or chapter
and ask students to answer them after reading at home.
Self-Evaluation:
* Students enjoyed reading for fun, skimming and scanning. Or
* Techniques used were suitable and objectives were achieved. Or
* Students need revision and more practice on the chapter at hand.

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 Lesson plan for teaching email writing
Email-writing aims ultimately at:

1. Improving social skills (saying “thank you”, sending an invitation, offering help
or support, etc. )
2. Asking for information informally.
3. Exchanging ideas and opinions.
4. Writing about some personal experience.

Here is a model for an email writing lesson plan

Objectives:
At the end of this lesson Ss should be able to:

1. Compose a written text (an email) based on a familiar subject.

2. Recognize the differences between writing a letter and writing an email.

Warm up:

1. Discuss email-writing focusing on personal experience, reasons, advantages,

feelings, form, expressions, ………
2. Show the class a real model of an email (on a wall sheet, overhead projector or
data show) and encourage Ss to talk about what they see.

Presentation (Introduce the rules of email-writing using the previous model of

the email)

1. Show Ss the box where we should write the email address of the receiver and
how to write it.
2. Show Ss the box where we should write the subject of the email.
3. Point to the word “Dear” referring to the name of the receiver after it.
4. Tell Ss what to write at the beginning of the email ( informal greeting and then
tell what you are writing about )
5. Ask Ss to read the body of the email and check their understanding.
6. Tell Ss what to write at the end of the email (“Best regards”, …. and under it;
the name of the sender )

Practice (Ss practise email-writing in pairs)

1. Select with Ss a familiar subject to write an email about to a friend.

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2. Specify the email address and the name of the receiver and write them on the
board.
3. Elicit some suggested sentences to be impeded in the body of the email.
4. Ask Ss to work in pairs and write the email (in a separate paper) as the model
they saw before, go round to check and give help.
5. Take some emails and show them to the class. Read out them and provide
feedback.
6. Each pair take their email to make the correction needed and then come to the
front showing the class the final version and read the email aloud.

Finish the lesson:

1. By reminding Ss with the rules of writing an email.

2. By asking Ss to write another email at home after specifying the information
needed for doing that.

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 How to improve your accent
1. Learn to listen.

2. Notice how your mouth and lips move.

 Use a mirror. This is by far the simplest way to

tell what your mouth is doing while you talk.
 Put a finger in front of your lips (like you’re
saying “shh”). As you speak, don’t move your
finger. You should feel your lips moving away
from or pushing against your finger.
3. Pay attention to your tongue.

4. Break words down into sounds.

5. Add stress to sounds and words.

6. Use pronunciation podcasts and videos.

7. Record yourself.

8. Practise with a buddy.

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