Unit 4

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Unit 4: Teaching Methodologies

There have been many different methods of teaching introduced over the years.
Here are some of the main methods which are used for Teaching English as
Foreign Language. 
The Grammar-Translation method: Students have to memorise grammar rules and
vocabulary and practise by translating sentences from their mother tongue into the
foreign language. There is little time spent developing oral skills. 
The Direct Method or Oral method or Natural method: This method advocates
teaching in only the target language. This method also focuses on teaching oral
skills, practice in having conversations, and improving pronunciation. Writing and
reading is developed later. Grammar is learnt using the inductive approach.
The Audio-Lingual method: This is a drilling method where a student listens and
then repeats. Students practise different dialogues for different situations. 
The Structural-Situational method: A model pattern is introduced and often
practised with drilling. However, context is added to the scenarios. Grammatical rules
are learnt one at a time. 
Task Based Learning: With this form of learning, the students are given a task and
try to work out the structure themselves. Often there is no formal instruction and
students must find the solution themselves.
The Silent Way:
In this method, the teacher will say as little as possible and encourages students to
create their own language, prompted by physical objects.
Immersion:
In this method, students are immersed in English throughout the day in school. They
are taught all subjects in English. This method is often used in Asian schools. 
The Lexical Approach: In this approach, the students are taught the most commonly
used lexical chunks of words and structures. The idea is that common phrases are
taught. 
Eclectic Approach: This approach uses all of the above teaching methods and bits
from the Communicative Approach below and uses styles which suit learners at
different levels.
Unit 9

Why do people want to learn English?


TEFL Fullcircle believes that an individual's best chance of improving their life is
through education and gaining better skills. By learning English, people can change
their lives for the better. Ultimately, it will reduce inequality.
Individuals in many countries are motivated to learn English for a number of different
reasons:
Integrative Motivation: to enable an individual to integrate into society where
English is spoken. 
Instrumental Motivation: learning English will help a person improve their work
and study opportunities.
Extrinsic Motivation: many individuals find that it is mandatory in schools and
universities to speak and learn English.
Intrinsic Motivation: individuals want to learn English for its own sake. TEFL
Fullcircle would like you to be able to make your students lifelong learners and
continue with their studies.
In summary, TEFL Fullcircle would like you to help your learners become
intrinsically motivated and help them become lifelong learners. This course will help
you achieve this. 
Also, it's important for you to consider:
 1.The Key Elements of Motivation, in General
2.The Characteristics of Learner Motivation
3.The Relationship between Motivation and Language Learning
4.How the Teacher Can Influence and Drive Learner Motivation
Let's examine these four key areas.
The Key Elements of Motivation, in General
Here are some key elements of motivation, drawn from our experience:
1. You need to be motivated to motivate them:
As teachers, we ourselves have to be motivated before we can motivate our students.
Don't expect your students to be motivated if you are not. There may be times when
you feel lacking in vitality or conviction and find it difficult to overcome a temporary
lacklustre feeling.
Tough though this is, you will need to get out of it or your students will quickly
become deflated.
2. Everyone can be motivated in some way or another:
There may be the odd student who appears to be demotivated. There may be many
reasons for this - perhaps there are cultural considerations, e.g. he doesn't like a
teacher taking up his learning time when she gets the students involved in so many
fun activities.
Or he may be finding the work too hard. Or, perhaps, he's not convinced by the whole
communicative approach.
Therefore, you need to find out as much as possible about your students from day 1.
What are their likes and dislikes? How have they previously been taught? Did they
communicate with the teacher during the lesson or were the lessons wholly teacher-
centred? 
And if you can't identify a reason for the drop in drive, make up some reason for
meeting with the student for a few minutes after class (away from his classmates) to
try and identify the reason for the drop in motivation.
It's amazing how a little chat can help. Once you trace the reason why, you can work
out ways to help build up his motivation.
3. Motivation should be multi-directional:
When you take up your teaching role, remember that motivation should be multi-
directional. Don't just think that your role is only to motivate students.
You can also help to motivate a colleague when he is feeling down. You will reap
rewards from this in the future, when she will help you when you are a bit lacklustre.
4. Motivation doesn't last:
You need to keep at it all of the time. It's a strenuous activity but it's also rewarding.
You cannot give up when you, your students or any of your peers are feeling down.
Dig into your reserves and help as much as you can.
Remember this! The whole person comes to school, be it students or
teachers. They come with all their personal baggage, e.g. worrying about a sick
parent, or upset due to a breakdown in some personal relationship. So the motivated
person yesterday may not be the motivated person today. Help and show empathy
wherever you can.
The Characteristics of Learner Motivation
Before we tell you our thoughts, what do you think are the characteristics of learner
motivation? Think of motivated students you have observed in the past. You may
have thought: She's always on the go, wanting to learn. How does she do it? What
traits and qualities did she have?
Or, perhaps, you have always been a motivated student. What traits and qualities do
you have in relation to learner motivation? Reflect on this, jot down your ideas in
bullet points and then check out what we think below.
Here's what we think, based on our lengthy experience. It's not a definitive list but we
believe it contains the key characteristics of learner motivation. Add in any other
points which you feel are important to our list below.
The motivated student will typically display most or all of the following
characteristics:
 1.The student is willing to tackle tasks and challenges, and has confidence in her
success.
2.The student finds it important to succeed in learning in order to maintain and
promote her own positive self-image.
3.The student has a need to achieve, to overcome difficulties and succeed in what he
sets out to do.
4.The student is ambitious, goes for demanding challenges, high proficiency, and top
grades.
5.The student is very aware of the goals of learning, or of specific learning activities,
and directs his efforts towards achieving them.
6.The student consistently invests a high level of effort in learning, and is not
discouraged by setbacks or apparent lack of progress.
7.The student is not bothered or frustrated by situations involving a temporary lack
of understanding or confusion; she can live with these patiently, confident that
understanding will come later.
Relationship between Motivation and Language Learning
As research has shown, and as your own personal learning and any teaching
experiences probably confirm, motivation is very strongly related to achievement in
language learning.
As a teacher, you will be in the position to strongly influence your students'
motivation to learn their new language.
To this end, you will need to ensure that:

  your lessons have clear goals

 all the learning and teaching is set in a meaningful context

 all your activities are varied and personalised for students

 you give feedback and assess on an ongoing basis

By doing so, you will be able to foster, stimulate, or even rekindle your students'
motivation to learn.
If you are able to accomplish all of this, learning will happen regardless of whether
your students' motivation is extrinsic or intrinsic.
There's little doubt about it.
How the Teacher Can Influence and Drive Learner Motivation 
Here are some practical ways in which you as teacher can influence and drive
motivation:
1. Make them aware of their own success:
A very simple yet effective way a teacher can motivate her students is to make sure
that students are aware of their own success. This message can be conveyed by a nod,
a tick, or a smile.
But a sense of pride and satisfaction may, of course, be enhanced by explicit praise or
approval, or by a comment in the student's answer book.
2. Set clear goals:
Students should be aware of the objectives of the task - both language-learning and
content. Tell them. For example, a guessing-game may have the language-learning
goal of practising questions, and the content goal of guessing answers.
We've mentioned before that some students, particularly adult students, may not want
too many fun activities. If you tell them the purpose of the game before you start, then
they will be more accepting of the fun element.
3. Explain purpose and usefulness:
It may seem obvious, but students sometimes need to know why they have to learn
something. For example, students may wonder why they have to learn prepositions.
If you explain to them that preposition errors are the most common form of mistake in
student writing, your students may be more motivated to pay closer attention to the
material.
At the very least, they won't think that they are wasting their time learning something
they think they don't need.
If only our algebra teachers had followed this guideline, we may have grown to
understand and like the subject!
4. Vary classroom topics and tasks:
Topics and tasks should be selected carefully to be as interesting as possible.
However, there are very few single types of activities that interest everyone, so you
should use a wide range of different ones over time. Even within a lesson, we can
organise a series of tasks that have students doing different things to keep them
engaged.
For example, you can get your students to listen to a dialogue about 'School Routines';
then have them complete a worksheet; then get them to compare their answers with a
partner; then have students partner up to create an original dialogue on the same topic.
Variety is a major key to success.
5. Employ visuals:
It is important for students to have something to look at that is eye-catching and
relevant to the task at hand. We'll discuss this later, particularly when we discuss
learning styles.
6. Generate tension and challenge:
Game-like activities provide pleasurable tension and challenge through the process of
attaining some 'fun' goal while limited by rules. The introduction of such rules (an
arbitrary time limit, for example) can add excitement to almost any goal-oriented task.
7. Create a fun atmosphere:
Entertainment produces enjoyment, which in its turn adds motivation.
Entertainment can be teacher-produced, such as jokes, stories, songs, or even dramatic
presentations. It can be in recorded format, such as movies, video clips, or television
documentaries. Other activities such as a role play and simulations that use the
imagination and put students in other situations can be very motivating.
It is important to note, however, that some people are inhibited and may find such
activities intimidating at first. As such, you especially want to try to avoid running
students up to the front of the class to 'perform' spontaneously.
8. Personalise learning:
Students are more likely to be interested in tasks that have to do with themselves or
their interests. For example, getting students to use their own or each other's opinions,
tastes, experiences, and suggestions as material can be very motivating since they're
relating the learning material to their own life experience and context.
We have taught boys-only classes in the Far East where the English Premier League
was king, as was David Beckham at the time. Every single boy in the class was mad
on football and anything to do with football, e.g. magazines, strips etc.
There was no need to motivate them when a lesson was built round, for example,
'What are the 3 questions you would ask David Beckham if you met him.'  OR 'Draw
your own football strip and tell your group why you chose the colours and the shape
of the badge'.
9. Create open-ended exercises:
A cue which invites a number of possible responses is usually much more stimulating
than one with only one right answer. If you do this, the students' contributions become
more unpredictable. They are also more likely to be interesting, original, or even
humorous. For example, 'If I won 100,000 yuan, I would.....'
10. Give students a sense of autonomy:
An example of this would be to have students pick from a list of topics to debate. Or
you can have students find partners with whom they would like to team up with to
take part in a specific activity or game.
11. Assess students:
Whether or not a student admits it, regular assessment is a very powerful motivator.
The motivating power of tests, in particular, appears clear: students who know they
are going to be tested on specific material next week will normally be more motivated
to study it carefully than if they had simply been told to learn it.
Assessment is a very useful and needed incentive, provided there is not too much
stress attached, and provided it is not overused or given without purpose.
Unit 13 How to become an Outstanding Teacher
Must adhere to a Code of Practice for Teachers at all times
You'll find on your travels that many schools and organisations do not have a Code of
Practice that you are asked to follow. Don't worry about this - it's just the way things
are. It doesn't stop you from following YOUR Code of Practice.
So, where do you get this? Don't worry; we have one already made up for you.
YOUR Code of Practice has been developed by ACCREDITAT who are our
accrediting body. They developed it for EFL teachers.
It's based on their lengthy experience and the experience of EFL teachers.
Here it is:
ACCREDITAT Code of Practice for Teachers
At the heart of the ACCREDITAT Code of Practice for Teachers is:
►a conviction that excellence is achieved via competence
►a belief in the worth, individuality and dignity of each person
►a commitment to truth, excellence and democratic principles
►an allegiance to freedom to learn and teach
►a dedication to the principle of equal opportunity for all
Members of the EFL teaching profession are committed to demonstrating the
following values and ideals which underpin the profession:
Honesty and Integrity
►creating and maintaining appropriate professional relationships in the classroom,
school and workplace
►acting with impartiality, truthfulness and honesty
►displaying consistently high standards of personal and professional behaviour 
►refraining from disclosing information about colleagues in the course of
professional service unless disclosure serves a compelling professional purpose or is
required by law
►refraining from any abuse of a position of authority or relationships with students
or colleagues for financial, political or personal gain
►acting according to the law

Dignity and Diversity
►valuing diversity and treating students and colleagues equitably and fairly and with
care and compassion while respecting the uniqueness of family and socio-economic
backgrounds, cultures, races, religions and beliefs
►valuing the learning needs, effort, and potential, and acknowledging the
uniqueness, of each student
►improving the wellbeing and progress of those students with special needs
►fostering the valuing of diversity and encouraging the development of international,
multicultural, gender, and indigenous and other perspectives
►allowing, reasonably, the students' access to varying points of view
Respect and Trust
►acknowledging that relationships with students must be based on mutual respect,
trust and confidentiality of personal information, unless disclosure of any information
serves a compelling professional purpose or is required by law
►acknowledging the contribution that mutual respect, trust and confidentiality make
to students' wellbeing and learning
►acknowledging the desires and hopes of the students and their employers
►acting with educational colleagues and the wider community in ways which
enhance the profession
►acknowledging the status, responsibilities and authority of colleagues
►remaining open to constructive criticism from peers and showing respect and
consideration for different viewpoints
Responsibility and Accountability
►giving priority to the education and welfare of all students in our care
►guiding and encouraging students to achieve their potential, ensuring all students
have an equal opportunity to achieve their potential
►creating interactive learning environments, rather than environments in which the
students are merely passive recipients of information
►regarding themselves as learners and engaging in continuous professional
development, and improving teaching and learning strategies for themselves and
colleagues
►working collaboratively, cooperatively and enthusiastically with colleagues and
other educational bodies in the best interests of the education and welfare of the
students
►taking precautions to distinguish between their personal views and others' views
►promoting the ongoing development of teaching as a profession
►upholding school and workplace policies, procedures and practices
►modelling the behaviour, attitudes and positive values which are widely accepted in
society and encouraging students to apply them and critically appreciate their
significance

Care and Protection 
►having empathy and respect for, and rapport with, students and their employers, 
colleagues and communities
►committing to students' wellbeing and learning through the practice of positive
influence, professional judgement and empathy in practice
►adhering to the school's student protection policies and procedures
►making reasonable effort to protect the student from conditions harmful to learning
or to health and safety
►refraining from any racial, gender, political, verbal, physical or emotional abuse,
embarrassment or harassment
►being generous with praise and giving positive inputs and feedback

Fairness and Justice
►being fair and reasonable at all times
►being committed to the wellbeing of individuals and the community and to the
common good
►resolving competing claims or problems arising from different ethical principles
and different interest groups through reflective professional discussion
Print this off and keep it with you at all times. Reflect on it frequently. It will serve
you well.
Calmness: a teacher must stay calm at all times.
Personality: a teacher has a positive and friendly attitude to life.
Knowledge: an outstanding teacher has an outstanding knowledge of their subject.
Good organisation: an outstanding teacher needs to be well organised.
Sense of humour: it's important to laugh and have fun.
Creativity and imagination: some of the best teachers offer a creative way to teach. 
Resourcefulness: an outstanding teacher can make the most of what they have in
terms of resources like books, boards and classrooms.
Adaptable: there is no perfect situation in teaching and often an outstanding teacher
has the ability to adapt dynamically to circumstances.
Outgoing: an outstanding teacher is an outgoing person who doesn't mind laughing at
herself and looking a little bit silly. It's good to take a risk sometimes. I remember
doing head, shoulders, knees and toes in front of 100 Korean parents. I felt nervous at
first but felt great afterwards. 
Reflective: we would like you to be a reflective teacher and be able to ask yourself
and your students and peers, 'What went well?' We will cover this in Module 17. 
Collaboration: an excellent teacher will share ideas with colleagues and students. We
will look at some collaborative techniques in Module 4.
Innovation: Don't be afraid of trying something new. Try Karaoke or a game outside.
It's these lessons the students remember!
Technology: at the moment the Internet holds a wealth of information to help both
students and teachers. In Module 15 we will examine the importance of technology. 
There are many qualities which make an excellent teacher. For me, an excellent
teacher is a person who is friendly and authentic and who can be creative when
explaining something to a student. A person who can think quickly and explain a
concept to any type of learner is an outstanding teacher.
An outstanding teacher is also a person who motivates a student to become an
independent lifelong learner who can adapt to our dynamic world.
All of you can be outstanding teachers.

Top Tips
 Break large items of grammar, vocabulary and phonology into small parts when
teaching new concepts.
 Present a new item and allow students to practise the new item.
 Model structural form so that students can reproduce it and add context.
 Start your ESL career using the PPP Technique and, as you gain experience, try
some of the other techniques.
 It's crucial to understand a learner's background from the point of view of the
following: age, gender, religion, level, and socio-economic background.
 Intrinsic motivation is where students want to learn English. It's possible to
encourage intrinsic motivation by offering context driven, fun lessons.
 A teacher has many roles both inside and outside of the classroom and it's critical
to model calm and professional behaviour to your learners.
 Show an authentic interest in your students.
 An Outstanding Teacher is an individual who can connect with her learners and
build strong relationships.
Module 2 Teaching Skills

Unit 1: Managing Expectations


You cannot assume that your expectations of the classroom will be the same as your
students' expectations. It is important that you are aware of the environment in which
you are working and don't judge the students on the basis of your own cultural
background and educational experiences.
In some cultures, students are expected to be silent and passive learners (Japan) whilst
in others the norm will a noisy and active classroom with lots of questions being
asked by students (Spain).
Also, the social foundations on which the school operates may also be very different
from your own experiences. Some may be based on authority and punishment while
others may be based on rewards.
Students come to class with an increasing diversity of cultural communication styles,
multicultural values and non-verbal communication behaviours that you may not be
familiar with.
To improve cross-cultural communicative competence and to reach students from a
variety of cultural backgrounds, you will need to raise your awareness of important
differences in verbal and non-verbal communication between cultures, especially
those that have a direct impact on teaching and learning in the multicultural
classroom.
Here are some very important behaviours to be aware of. You may come across some
of these in your role. Reflect on these and remember them well, so that you'll be able
to spot them fast and draw up your approach to suit.

Unit 2: The Roles of Learners and Teachers


Students may bring to class the expectations regarding teacher relationships and
behaviour that prevails in their home countries, especially if they have had extensive
schooling there. 
Thus, students from more traditional educational systems may expect teachers to
behave in a more formal and authoritarian fashion during classes and may be
displeased, puzzled, or offended if a teacher uses an informal instructional style, such
as using first names in class or allowing students to move freely around the room.

Unit 3: Pattern of Classroom Activity


Students may also want teachers to maintain a clearly ordered pattern of classroom
activity and, perhaps, engage in extensive correction of grammatical form or
pronunciation during all activities rather than at specified points in a lesson or not at
all. 
Failure to conform to these ideals may give students the impression of lazy or
inadequate class preparation.
Unit 4: The Behaviour of a Teacher
Teachers, similarly, bring to the classroom their own expectations regarding teacher
behaviour. This includes their views on appropriate adult behaviour within society in
general, as well as in the classroom. 
If, for example, the teacher comes from a culture of self-reliance, is at ease in
expressing and defending personal opinions, and is interested in personal
advancement, she will likely provide instruction that addresses these goals and may
unconsciously attribute these same goals to her students.
The potential for conflicting expectations and evaluations of behaviour between
teachers and students is evident.

Unit 5: Behaviour at the Site of Instruction


Culturally specific expectations regarding appropriate behaviour in public places such
as schools affect the entire instructional environment, including classrooms, hallways,
cafeterias, and restrooms. 
Hence, rules regarding appropriate ways of maintaining order; moving or not moving
furniture such as desks and tables; discarding litter; and regulating eating, drinking,
and smoking can affect the comfort level of learners, teachers, and others associated
with adult EFL instruction.

Unit 6: Impulsiveness/Reflection
In some cultures, such as most of the USA, learners are encouraged to give an answer
to any question quickly, while in other cultures, reflection is encouraged: time is
given by a teacher for children to consider all aspects of a problem before they give an
answer. 
Impulsiveness rewards 'thinking on your feet' and being the first to speak, while
reflection rewards detailed, thoughtful answers.
Obviously, a student used to being taught in one way and moves into a classroom
where the opposite approach is the norm will be at a certain disadvantage.

Unit 7: Proxemics
The study of how close or far away people stand from each other when interacting is
called 'proxemics'.
Each culture has its own norms for the distance between two people standing and
conversing, and these norms may also differ for teachers and students.
Students from a culture where people stand closer together when conversing may feel
at worst rebuked or at best confused by someone standing further away, assuming that
this distance sends a subconscious negative message of some sort.
Unit 8: Volume
Another variant is the volume at which people pitch their voices for 'normal'
conversation. This can vary widely, even among subcultures, and will also put a
student at a disadvantage if either speaking too softly or too loudly is viewed
negatively by the teacher.

Unit 9: Eye Contact


In some cultures, respect is shown by avoiding eye contact, while in others making
eye contact is evidence of honesty and respectfulness. 
Competent cross-cultural teachers are alert to subtle cues that enable teachers to
address the needs and concerns of students from many cultures, and to build a truly
multicultural classroom.

Unit 10: Plan Ahead


It's critical not just to have a lesson plan but also to get a few other things before you
start. Having everything ready before you start a lesson will help you relax and
perform at your best. It's a good idea to check you have the following before you start
your first lesson or any lesson. 
 Timetable
 Names and nicknames, in the form of a register for attendance
 Room numbers and building numbers
 Check your classroom for technology, pens, board and other resources
 Make sure you have your resources ready, which will include paper, pens and
your worksheets
Module 3: Managing the Classroom

Unit 1: Organising your Classroom


Having a well-organised classroom will set the tone of your lesson and create a
relaxed physical environment for your learners. This will involve using displays, your
board and the seating arrangements for the classroom.
Having an excellent environment will make your classroom a better learning
environment.
Before you start teaching, walk into your classroom, or sometimes a number of
different classrooms, and try to find out what sort of equipment you have. Try to
personalise your classroom by displaying your students' work, using posters and other
colourful information. 
It's always a good idea to spend the first week getting to know names, creating
wall displays, setting the rules and, of course, having fun and playing games. 
Having a comfortable and colourful classroom will make a big difference to your
lessons. Good wall displays can also be used for teaching. I have often had groups
walk around the classroom and observe the displays during a lesson.
I have also found that having a classroom with easy accessibility for your students and
teacher to walk around in makes life easier. 
In summary, being well organised will give you one less thing to think about and
allow you to concentrate on the teaching and helping students who need some extra
guidance with problems.
Don't be static at the front of the class, using the board. I have always found that
walking around the room lends itself to a more dynamic, open, friendly and fun
environment. 

Unit 2: Communication and Giving Instructions


Great communication is important when you are a teacher and using the right body
language, smiling, gestures, eye contact, walking around the room and giving clear
instructions are essential. 
When I teach, I like to walk around the room so that I can make eye contact with all
the students. I like to have the tables and chairs set up in groups, which means that
often not everybody is facing the front.
Smiling and using open body language will also help and I often use a thumb up or
clap to reinforce praise and positive language. I'm also quite energetic in the
classroom and often go from the back of the class to the board to write something.
I feel positive that using praise and positive language has the most impact on my
students. 
Giving clear instructions for your activities is paramount. Once you have engaged the
students using a starter activity, it's critical that you use clear, concise and plain
English and avoid any lengthy and colloquial sentences.
Let's consider some examples:
Use concise imperatives
CORRECT: 
Work with the person to your right.
INCORRECT: 
Would you mind if you work with a partner?
Okay, what I'd like you to do if you don't mind is...
We, as teachers, can be too polite or we are afraid of being impolite; but it's right to
give clear  and concise instructions.
You will not offend anyone because you will have built up plenty of trust with your
starter and you will be calm and smiling. 
Avoid using colloquialisms:
INCORRECT: If you need any help, don't be afraid to give me a shout.
INCORRECT: If you find yourself really out of your depth, then ask your partner.
CORRECT: Ask me if you don't understand.
CORRECT: Ask the person you are working with if you don't understand.
Over time, you will naturally find yourself giving clear instructions. Use other
techniques as well if you are having problems making yourself understood. Use the
board or ask a more capable student to explain to the individual. Most important: stay
calm.
Demonstrate:
If you can demonstrate an activity either by completing the first part of the activity or
by role playing with some stronger students, you will find that this will work better
than lengthy instructions.
Check that your students have understood you.
A good way to do this is to watch their faces and by asking some concept checking
questions (CCQs). We will discuss CCQs in more detail later in this Module. 
Voice
Your voice is very important in the classroom and you can use intonation to express
to students a whole variety of feelings and prompts.
It's critical to speak loudly so that everyone can hear you. If you want them to start an
activity, often a louder voice will signal to the students that it's time to start. It will
also signal the end of an activity.
Whispering is also a good way of getting attention, as students will automatically stop
talking to make sure they can hear. It's also a sound idea to use your voice (at
different levels) and your body language to tell stories. 
In many classrooms you will teach in, resources will be limited so you will have only
your voice with which to model with. Speak clearly and try to avoid protracted and
stilted ways of talking. 
Eye contact
Eye contact is also very important and can convey success and interest in the student.
I normally try to make eye contact with all the students throughout the lesson and will
often speak to a student at the end of a lesson and ask if there is anything bothering
him, if I haven't made successful eye contact with him.
You will find a great deal of success in the classroom if you can use eye contact,
reinforced with positive language. I use it a great deal. 
Try it. 
Gestures
Gestures are good to use because they reinforce positive language. Try using thumbs
up or two thumbs up or try clapping.

Unit 3: Board Work


The blackboard or whiteboard is one of the most useful tools in a teacher's classroom.
In some developing countries, you might find it is the only resource in the room. I
have taught in classrooms where I have had only chalk and a blackboard. 
Some of the advantages of using a board are as follows:
 Gives students a visual stimulus, especially the visual learners
 Allows students to focus
 It's good fun to get students to the front to draw on the board
 Great for games
 Environmentally friendly
 Great for showing vocabulary and introducing new concepts
 Mind maps 
There are also a few disadvantages when using a board but, as your career develops,
you will become more and more comfortable with the board. We will examine some
of the 'don'ts' in a moment.
Planning the layout of your board:
We recommend that you divide the board into 4 using an H. You can use certain
boxes for activities or keywords you want to use. You might want to keep one box for
vocabulary you are using.
Blackboard drawing:
There is no end of different drawing you can use to illustrate and convey a feeling or
new vocabulary word. And it doesn't matter if you can't draw; it's part of the learning
experience and you will get better, as I did.
You can also ask students to come to the front and help you if you are having
problems. One of the best icebreaker activities is a game of Pictionary. We will
discuss this later in the Module. Start drawing with stick men, if you don't feel
confident to start with.
Let's examine some of the 'don'ts' of using a board:
It's crucial that you try to avoid capital letters and avoid cursive script (joined up
words):
 Avoid capitals especially with those students who do not use the Roman alphabet
as we do.
 Avoid cursive script because it's more difficult for students to grasp the individual
letters of a word when they are learning.
Let's consider some of the 'dos' of using the board:
 Spelling: the board is an excellent way to write a new word and make sure the
students are able to copy the word down. Avoid spelling mistakes!
 Illustrate jobs using drawing. This can be lots fun trying to draw certain types of
job and getting the students to guess, e.g. policeman, fireman, nurse, doctor
 Illustrate transport-using drawings, e.g. cars, trains, boats, planes
 Illustrating facial expressions to show feelings. 
Exercise:
Read the paragraph below and draw pictures to illustrate the story. 
Jack was 24 when he first went travelling. He took a round the world airline ticket and
travelled from the USA to Fiji to New Zealand and then to Australia. After spending
time in Australia and visiting many beautiful places, he went to South East Asia. He
travelled from Singapore to Thailand, Vietnam, Cambodia and Laos. As Jack
travelled around, he experienced many different foods and cultures. He also visited
many exotic sights, like Angkor Wat and the Royal palace in Bangkok. In conclusion,
he liked travelling so much that he decided to stay and got married and had a family.
 You could also draw pictures on the board and have the students write a short
paragraph about what they can see.
 You can draw a picture illustrating how a word can be pronounced. Add a
picture.
 You can use the board to illustrate intonation. Write words like 'wonderful' and
'exciting' and show where the emphasis should be.
 You can use the board to show grammatical forms by drawing tables.
 Mind maps: Mind maps are an excellent way of eliciting new vocabulary and
ideas. You can use a mind map for just about anything. We will explore mind
maps in a later Module.
 Show timelines for present, past and future tenses. Again, we will explore these
later.
 Use the board for playing games and writing the team names down. Get your
students to come to the front to write their team names down and add the score.
 Introduce new vocabulary.
So, when you use the board, try to remember 4 things.
 Write clearly in letters which are not cursive.
 Write in a straight line.
 Try not to turn your back on the class too much.
 Try to do a small amount of writing at a time, eliciting information from the class
and maintaining eye contact as much as possible.
 Be reflective of your lesson. Ask yourself at the end of each lesson whether you
could do anything differently and improve your style. We will also come onto
this in a later Module but I would also like you to ask students: 'What went well?'
Have fun!

Unit 4: Creating Excellent Displays


Displays will make your classroom look inviting and warm for your students. You can
use anything that has been used in your previous lessons and also include some other
displays like maps and pictures. You can also use your displays as a teaching aid.
Let your students walk around the room and answer questions about what they can
see. A great lesson is to display posters about different countries around the world and
let your students walk around the classroom and answer questions. This idea can be
used for just about any subject or any type of lesson.
Let's have a look at some of the things you can display in your classroom.
Make a clothesline:
This is easy to do. You get some string and attach it from one corner of the classroom
to the other. Go and buy some clothes pegs and attach some useful pictures,
definitions and perhaps some phonemes. Anything will work.
Maps:
Maps are good, especially the ones which show where you are from. You can also get
your students to make some displays in the first week about a country they would like
to visit.
Phonemic Chart:
This will help you when you come to teach pronunciation. We will explore this in
Module 9.
External Courses
Please display any courses overseas that are available to students.
Classroom Rules:
It's critical to discuss classroom rules with your students and then agree and display
them on the wall. 

Unit 5: Planning the Seating


Seating Arrangements are very important in a classroom as they can dictate the
feeling in the room, from formal to very informal. Often many teachers set the room
in groups for their day-to-day work or rows when students are having a test.
Let's focus on the different options available.
Horseshoe:

This style is good for class debates and presentations as all members of the group feel
equal. 
Pairs:

This is a really good seating plan for getting students to practise activities. You will
also find it easy to walk around and monitor.
Rows:
Traditional rows are good for examinations and tests. It's also a good arrangement for
introducing new items as you can make eye contact easily.
Circles:

In the same way as a horseshoe works, all students feel equal and it's a very good plan
for presentations and video. 
Groups:

In group plans, students can work together on projects and help each other. 
Face-to-Face Pairs:
This type of plan allows students to practise and focus. 
Teams:

These groupings are good for team games and competitions. 


Wheel:

In this style, the students in the inner and outer circle change positions after a task has
been completed or a set time has been agreed. 
Buzz Groups:
In this design, one member of the groups gets up and moves to the next table. One
person from each group does this at the same time. 
Unit 6: Making Clear Rules and Video 9
It's a good idea to set boundaries in the classroom combined with positive language
and praise. 
It's crucial to give your students a clearly defined set of rules when you first meet. We
also recommend that you include your students in the design of these rules, so that
they take ownership and responsibility for the classroom and their fellow students.
Ask your learners whether they think the rules are fair or not and also ask them which
other rules should also be included.  
Asking your learners what should be included in the rules will empower them.
Many of places you will work will already have rules. However, it's a good idea to set
your own mini rules in your classroom. It's critical that you explain to your learners
your expectations in the classroom as well as explaining your very important hopes
and goals for them.
I have always found telling my students how good they are and giving them praise
creates a wonderful classroom. Some of my rules are as follows:

 If someone is speaking, let's listen. It's crucial to listen. Imagine if 4 of us went


for a coffee and all of us were talking at the same time. Wow, it would be
difficult!
 If you are late, come in quietly.
 Bring your own pen, paper and books.
 No mobile phones unless I say you can use them for an activity.

Unit 22: Top Tips


 Teach and apply cognitive and metacognitive skills in your classroom.
 Technology and the correct use of it will be paramount to the success of your
lessons.
 Plan ahead.
 Create a warm and inviting classroom using your board, displays and seating
arrangements.
 It's all about building positive relationships, giving praise, and giving first class
feedback and encouragement.
 Remember to elicit, use concept-checking questions and monitor your students
during a lesson. 
 Motivating your learners using positive language, fun activities, lessons outside
and school trips will create intrinsic and lifelong learners. 
MODULE 4
The English Language has the following parts of speech or word classes:
 Nouns
 Adjectives
 Verbs
 Adverbs
 Pronouns
 Prepositions
 Determiners
 Conjunctions
 Interjections
 Numbers
UNIT 1
In English grammar, a part of speech is a class of words based on a word's function
and the way it works in a sentence. We will explore 9 parts of speech:
 Adjective
 Adverb
 Conjunction
 Determiners
 Interjection 
 Noun 
 Preposition
 Pronoun
 Verb
Unit 2: Adjectives
In the examples that follow, the relevant parts of speech are underlined.
Adjectives are used to describe nouns. Adjectives are descriptive words which are
used to add detail to a sentence. They can give important or necessary information.
Asking the question What? can usually identify adjectives:
For example:
The girl is pretty.
What is the girl?
She is pretty.
For example: 
A black  Mercedes or a wonderful book.
Look at the adjectives underlined in the following paragraph: 
Once upon a time there lived a young girl called Jane. She lived in a crowded  city
called Mumbai. Mumbai was seen by some people as a big and busy city but by
others a  varied and exciting  city. 
If an adjective is used in a sentence with the verb 'to be', the adjective describes the
subject of the sentence.
Jack is unhappy.
Jane is angry.

Unit 3: Adverbs
Adverbs describe verbs. They are descriptive words, which are used to add detail to a
sentence. Adverbs add more important information to a sentence and also they can
make a sentence more interesting.
Please stop talking now.
The typhoon, which hit the Philippines,  violently wrecked many homes.
Most of the time adverbs are made from adjectives by adding 'ly'. There are
exceptions.
Adverbs can be identified by how or where or when:
The dog ran quickly.
Adjective Adverb
slow slowly
sad sadly
soft softly
Exceptions
good well
fast fast
late late
How did the dog run? It ran quickly. An adverb of time and space is normally put at
the end of the sentence.
For example: James is going on holiday tomorrow.
Unit 4: Conjunctions
A conjunction is a way to connect 2 shorter sentences together. We can also call them
connectives. We like to use conjunctions to give a sentence a smooth flow and this
makes it easier for the reader.
Examples of conjunctions are: and, but, or.
If the writer uses too many conjunctions in a sentence, it becomes too difficult and
cumbersome for the reader.
Look at the examples below.
I am Jack. I live in Thailand. I am 25 years old. I like Thai food.
As you can see the sentences are short and a little robotic. To make the sentence flow
better we can add some conjunctions.
I am Jack and I live in Thailand. I am 25 years old and I like Thai food.
Conjunctions connect thoughts, ideas, actions, nouns, clauses, etc.
Jack went to Thailand to enjoy the wonderful scenery and local food.
The conjunction 'to' connects two sentences: Jack went to Thailand / Jack enjoyed the
wonderful scenery and local food.

Unit 5: Determiners
Determiners come before nouns. There are a number of determiners and most can be
found in the grammar reference book. The most common determiners are the definite
article (the) and the indefinite article (a).

Unit 6: Interjections
These words express feelings and convey extreme emotions like 'Wow', 'Hey', and
'Whoa'. Although they are technically meaningless, they add context to writing.

Unit 7: Prepositions
Prepositions are little words that tell where or when something is.
The key is on the table next to the door.
The toilet is down that corridor.
 Prepositions of manner: by, via 
 Prepositions of amount: about, over 
 Prepositions of time: before, after 
 Prepositions of direction: into, towards
 Prepositions of place: next to, in front of 
 Prepositions of cause: because, due to 

Unit 8: Nouns
What are nouns?
Nouns refer to a person, place, animal or thing. They can convey an idea or a thought.
Here are some examples:
 An example of a person is David Beckham.
 An example of a place is London.
 An example of an animal is lion.
 An example of a thing is a spoon.
 An example of an idea is curiosity.
Here are all of the different types of nouns in the English language.
The proper noun 
The common noun 
The concrete noun 
The abstract noun 
The countable noun (also called the count noun) 
The non-countable noun (also called uncountable noun and the mass noun) 
The group noun (also called the collective noun) 
A noun will be either:
Proper or common, abstract or concrete, and countable or non-countable or collective
We now need to do some practice so that we know how to tell the difference.
What is the difference between a proper and common noun?
Proper nouns are the names of specific people or places. They should always begin
with a capital.
Jack  is going to Thailand.
London is the capital city of  England.
My daughter's name is Emily.
Common nouns are words for people, places, animals or things that aren't specific (as
opposed to a proper noun which refers to only one person, place or thing). Common
nouns can be countable or uncountable, singular or plural.
There are many  horses  in the field today.
The reason these are common nouns is because we don't know which horses these are
and we don't know the name of the field. 
We can see from the two sentences below how we tell the difference between a proper
and a common noun.
Have you seen the  book  I was reading?
Did you see where I left Romeo and Juliet?
In sentence a), book is a common noun because it is not specific.
In sentence b), Romeo and Juliet relates to an actual book, a specific book, and will be
in capital letters as it refers to a proper noun.
What is the difference between an abstract and concrete noun?
An abstract noun is a noun which cannot be identified using one of the five senses
(taste, touch, sight, hearing, smelling).
For example:
It took a great deal of courage to dive into the swimming pool and save the boy.
'Courage' is an abstract noun.
Mr Smith had always wanted to follow his  dream of becoming a great novelist one
day.
'Dream' is a good example of an abstract noun.
A concrete noun is a noun which can be identified through one of the five senses
(taste, touch, sight, hearing, smell).
For example:
Could someone please answer the  phone?
In this sentence, 'phone' is a concrete noun because it can be identified using the five
senses. A person can touch it, see it, hear it and maybe taste and smell it. 
Countable and non-countable
Countable nouns are nouns which can be counted, even if the number might be
extraordinarily high (like counting all the people in the world). Countable nouns can
be used with a/an, the, some, any, a few and many. 
Here is a  crocodile.
A 'crocodile' is a countable noun as would be cars, flowers and pots.
Non-countable or uncountable nouns are nouns which come in a state, or quantity,
which is impossible to count:  liquids are uncountable, as are things, which act like
liquids like sand and air. They're always considered to be singular, and can be used
with a, some, any, a little and much. 
An excellent way to remember an uncountable noun is 'love' and 'dust'.
And a group noun
Good examples of group nouns are a flock of sheep, a herd of cows,
an army or gaggle of geese, a school of fish or a troop of monkeys

Unit 9: Pronouns
Pronouns are used to replace nouns.
For example:
Jack went to Vietnam on holiday last year and loved the country.
We can re-write this sentence: 
He went to Vietnam on holiday last year and loved it.
There are several subclasses of pronouns, but for now we will consider three main sub-
classes.

Personal Pronouns Reflective Possessive


Pronouns Pronouns
Subject  Object     
I me             myself mine
you  you yourself yours
he him himself his
she her herself hers
it it itself its
we  us ourselves ours
you you yourselves yours
they  them themselves theirs

Unit 10: Verbs


Verbs are the second most important words in English, next to nouns. A sentence must
have both a noun and a verb in order to be a proper sentence. 
However, imperatives often miss out the subject (the subject is implied) but they are still
regarded as sentences.
For example:  
(You) Go away! she screamed.
(You) Read the instructions with care.
Verbs are vital for creating a sentence in English. They can describe a physical
movement like walking or running or how a person thinks or feels. Verbs like 'to be' can
be used to describe who we are and can define a state of being. Verbs which define a
state of being are called 'stative' verbs.
What are verbs?
Verbs are action or doing words. They can also refer to events and emotions.
Exercise:
Pick out the verbs in the following sentences.
1. He had travelled all over the world before he had a family in the USA.
2. He slept through the thunderstorm.
3. She is going to have twins next months.
4. I think therefore I am.
5. I am running through the rice paddies thinking about being here.
Verbs can be separated by adverbs
For example: 
I have always liked the way you travelled around the world.
A verb can also be contracted.
For example:
I've always enjoyed travelling as much as possible and living in different countries.
It's  critical to be able to understand the subject and object of the sentence.
Look at this sentence:
Jack drove his car along the motorway to get to London. 
If we take the sentence, above, we can see that:

 'drove' is the verb

 'Jack' is the subject of the verb, i.e. the 'doer' of the action.

 'car' is the object of the verb, i.e. the thing to which the action of the verb is
done. 

Exercise:
Choose the subject and the object from the following sentences.
Jack went all over the world to find happiness.
He ordered 10 loaves of bread from the bakery.
In the event of emergency, please dial 911.
If you keep doing that you will hurt yourself.
The swimming pool was one of the best he had seen in his life.
Uses of verbs:
Verbs will tell us what is actually happening in a sentence, what the subject is doing or
going to do. Therefore, subjects can do just about anything and it's potentially amazing
what an action verb can do. We can use a verb to start and also change motion.
For example:
Jack ran to the swimming pool then swam 30 lengths. After he stopped his exercise, he
went home to relax. 
In this example, the verb gave Jack motion and made him motionless at home.
The second use of a verb is to describe a noun.
For example:
I am tired.
I am sleepy.
Jack is funny.
We can divide verbs into main verbs (lexical verbs) and auxiliary verbs. The main verb
shows the action of the subject whereas the auxiliary verb helps the main verb.
For example:
I feel happy.
I was feeling happy.
Understanding auxiliary verbs or helping verbs:
Helping verbs help us decide which tense the sentence is in.
For example:
Jack used to like driving his motorbike until he bought his new car.
In this example, 'like' is the main verb and 'used to' is the auxiliary verb.
You can find out how to construct all verb tenses in the next few sections.

Unit 11: Subject and Object


A basic sentence has a Subject (S), a Verb (V) and an Object (O). Normally, the subject
comes first followed by the verb and then the object. 
For example: Jack (S) went (V) to bed (O). 
'Jack' is the subject, the verb is 'went' and the object is 'bed'. 
Nouns can also function as objects. However, instead of performing actions they receive
the action and normally they follow the verb. 
For example:
Jack drank some coffee before bed so he couldn't sleep. 
The subject is 'Jack'.
The verb is 'drank'.
The object is 'coffee'.
When you teach sentences, it's crucial that you explain the Subject, Verb and Object
construction to your students because many languages do not use this type of
construction. 

Unit 12: Gerunds


A gerund is derived from a verb but functions as a noun. A gerund is a noun made from a
verb by adding 'ing'.
For example, the gerund of 'to read' is 'reading'.
A gerund is often confused with the Present Participle. A Present Participle is most
commonly used as part of the continuous form of the verb, after verbs of perception,
after verbs of movement or as an adjective, e.g. I am going.
A gerund always has the same function of a noun, although it looks like a verb. For
example: Driving too fast is dangerous. 

Unit 13: Comparatives and Superlatives


We also need to understand the comparative and superlative forms of the adjective as
well. Comparatives and superlatives are used when we want to compare two or more
things.
Adding 'er' forms comparatives.
Adding 'est' forms superlatives.
For example:
1. big
'bigger and 'the biggest'
2. small
'smaller' and 'the smallest'
3. fast 
'faster' and 'the fastest'
4. slow
'slower' and 'the slowest'
Note that 'the' will be omitted in some constructions: Ronaldo is fast, Messi is faster but
Bale is fastest of all.
Some examples are:
My father is older than me.
My sister is much younger than me.
I am the youngest member of my family.
The smallest mammal is a bumblebee bat from Thailand!
There are also some irregular comparatives and superlatives forms that you need to
know as well.
Let's have a look:
Comparative and Superlative Exercises:
1. Having to work for 20 hours a day is the _______ job in the world.
a) bader
b) baddest
c) worst
2. Jack can run ________than me.
a) faster
b) more fast
3. He has read _______ books than I have.
a) many
b) more

Unit 14: Numbers


There are 2 types of number in English, cardinal and ordinal.
Cardinal numbers are 'one', 'two', 'three', 'four', etc. and ordinal numbers are 'first',
'second', 'third', etc.

Unit 15: Other Grammar Basics


A conditional construction has two clauses with one sentence depending on the other
one.
For example:
If you forget to turn the oven on, your food will not cook.
Your food will not cook if you forget to turn the oven on.
It happens!
These sentences have exactly the same meaning. The only differences are the word
order and the comma in the first example.
Zero Conditional: 
The Zero Conditional is used to convey fact, truth or principle. For example: If you go to a
Thai Temple, you take your shoes off and cover your arms and legs. 
With this sentence the tense is the present simple. You can also start the sentence with
'when' instead of 'if'.
Rule: 'if' or 'when' followed by the two clauses, which are both in the present simple, then
it's Zero Conditional. 
A matching exercise is useful for teaching conditionals. Give you students some
sentences and mix them up.
First Conditional:
The First Conditional is used when a situation or outcome is possible but it's depending
on something else happening. 
Rule: 'if or when' followed by a clause in the present simple followed by a clause in the
future simple: If you train hard for the run you will win. 
Again, matching exercises are good for teaching the First Conditional. You can also get
students talking about what will happen in the future if they pass their examinations: If I
pass my exams, I will be able to go to University. 
Second Conditional: 
The Second Conditional conveys a message, which is hypothetical, imaginary or
unlikely. 
Rule: 'If' followed by the past simple in the first clause followed by 'would' in the second
clause: If I found gold on my land, I would look for more.
A good way to teach the Second Conditional is to use a song by Katie Melua called 'If I
were a sailboat' and get the students to come up with their own version. 
You can also use situations to teach it: If I failed the exam, I would go and get a job. Give
students a number of scenarios. They could be moral dilemmas: If you saw someone
stealing some sweets from a shop, what would you do? 
Third Conditional:
The Third Conditional is used to convey regret or for things that happened in the past. 
Rule: 'If' followed by a clause in the past perfect followed by a clause with 'would have+
and a past participle. Wow!
For example: If I had departed a little earlier that day, I would have avoided seeing the
accident. 
In summary, when you teach the conditionals remember to have fun and use positive
language. 

Unit 16: Infinitive


Infinitive Form: 
This is the verb form before it changes tense. For example: 'to run', 'to speak'. 

Unit 17: Auxiliary Verbs


Auxiliary Verbs are helping verbs because they help the main verb. The main
Auxiliary Verbs are 'to be', 'to have' and 'to do'

Unit 18: Present Participle


The Present Participle is often referred to as the 'ing' form of the verb but it's crucial that
you don't confuse it with a gerund, which is a noun.
Present Participles are used for continuous tenses like the Present, Past and Future
continuous. They are also used for the Present, Past and Future Perfect Continuous. 
For example:
'To run' becomes 'running'
'To drink' become 'drinking' 

Unit 19: Past Participle


The Past Participle is used to show a completed action or action in the past. It is
sometimes called the 'ed' form as it is normally formed by adding 'd' or 'ed' to the
base form of regular verbs.
However, there are many irregular forms of the past participle which must be taught.
Jack is a terrible singer.
– Adjective, 
The House has a big garden.
– Indefinite Article, 
Here is a crocodile.
– Countable Noun, 
It took a great deal of courage to dive into the swimming pool and save the boy.
– Abstract Noun, 
Where is the book? It's on the table.
– Definite Article, 
Jack is critically ill.
– Adverb, 
I listened in the lesson but I didn't remember it very well.
– Adverb, 
He was a great tennis player but he lacked commitment.
– Conjunction, 
All that is said during this meeting stays between you and me.
– Pronoun, 
I called you on Monday.
– Preposition

Acting to try to convey a feeling of happiness. - Abstract,


Using a real life object (Realia) to show the meaning of a new word. - Concrete, 
Using a flashcard to show the new word. - Concrete
These words can be identified through one of the five senses (taste, touch, sight,
hearing, smell). - Concrete Noun, 
These words are used to connect two sentences together to help the flow of writing.
- Conjunction, 
These words can be used to replace nouns. - Pronouns, 
These words are vital for creating a sentence in English. They can describe a physical
movement like walking or running or how a person thinks or feels. - Verbs, 
These words are descriptive words used to describe nouns. - Adjective, 
These words come before nouns. - Articles, 
These words add detail to a sentence and describe a verb. - Adverb, 
These words refer to the names of specific people or places. - Proper Nouns
Best - Superlative, 
Better - Comparative, 
Most - Superlative, 
Farther - Comparative, 
Least - Superlative, 
Worse - Comparative
He has been waiting for over 12 hours at the Airport. His plane is delayed badly
because of the weather.
– Present Perfect Continuous, 
I live in Chiang Mai.
– Present Simple, 
Jack will not have learnt anything if he doesn't go to class.
– Future Perfect, 
The teacher asked when he wasn't working on his project.
– Past Continuous, 
He boarded the plane and sat in business class.
– Past Simple, 
Thailand isn't getting wealthier each year.
– Present Continuous, 
Will you be coming to Chiang Mai next week?
– Future Continuous, 
Have you eaten dinner yet?
– Present Perfect, 
I hadn't read anything before the test.
– Past Perfect, 
Will he have been writing for that many years?
– Future Perfect Continuous, 
Will you jog today?
– Future Simple, 
He said that he had been waiting for ages before she arrived for the date.
– Past Perfect Continuous
He has worked as a teacher for 10 years. Present Perfect
We have been living in Mumbai for one month. Present Perfect Continuous
I wished I had not taken that wrong turn. Past Perfect
By next year Bob and Kathy will have been living together for 50 years. Future
Perfect Continuous
Victoria will have lived in New York for 3 years in 2015. Future Perfect
Unit 6: Teaching different levels
Once you know the level and age of your students, you can start to formulate an idea of
the content that will go into your lesson plan.
The following information on the different levels will guide you with the content. The
coursebook will also have the topics, which you will cover during the course. 
Beginner:
At the beginner level, the student will know very few words in English. It's a rewarding
level to teach because everything is new. A beginner can be a child or an adult.
Remember to set everything in a meaningful context when teaching all students.
Lexis and Grammar Syllabus for the Beginner Class
Here are typical areas of lexis and structures for your beginner class:

 Subject pronouns: I, he, she, it, we, you and they

 Question words: what, who, where, when and how

 Demonstrative pronouns: this, there, that, those

 Possessive adjectives: my, yours, his, hers etc.

 Nouns: singular and plural

 Verbs: 'to be' and 'to have' in positive and negative forms

 Vocabulary: whatever the context is

 Numbers: 1 to 100

 Jobs

 Countries and nationalities

 Basic food

 Days of the week and months

 Family

 Different types of room

 Everyday objects

Elementary:
An elementary student can form very basic phrases in English. 
Lexis and Grammar Syllabus for the Elementary Class
Here are typical areas of lexis and structures for your elementary class:

 Verbs: Present simple in the positive and the negative, past simple, future simple

 Adverbs: Adverbs of frequency, which include 'sometimes' and 'usually'

 Quantities: How much?

 Lexis/vocabulary: teaching new vocabulary to cover: shopping, cooking,


directions, telling the time including months and years

 Comparatives

Pre-intermediate:
A pre-Intermediate student has knowledge of basic grammar structure and a good range
of vocabulary.
Lexis and Grammar Syllabus for the Pre-Intermediate Class
Here are typical areas of lexis and structures for your pre-intermediate class:

 Verbs: Modal verbs: I can/can't and I must/mustn't, present perfect tense, past


simple with irregular verbs, past continuous

 Adverbs

 Vocabulary to cover the following topics: movies, shopping, clothes, booking


hotels and holidays, and many more useful areas that you think your students will
enjoy.

 Possessive pronouns: Mine, his/hers/theirs/ ours

Intermediate:
An intermediate student will be able to handle more complex structures.
Lexis and Grammar Syllabus for the Intermediate Class
Here are typical areas of lexis and structures for your intermediate class:

 Verbs: Modal verbs, conditionals, gerunds and infinitives, present perfect


continuous, past perfect tense

 Vocabulary to cover the following: Comparing and contrasting

 Deeper level understanding of form: newspaper and magazine articles.

Upper Intermediate:
A student at this level will be confident and have a good command of all structures and
will have a wide range of vocabulary.
Lexis and Grammar Syllabus for the Upper Intermediate Class
Here are typical areas of lexis and structures for your upper intermediate class:

 Third conditional

 Reported speech

 Modal verbs in the past

 Passive verb forms

 Verbs: I wish, to be used to/ to get used to, past perfect continuous tense, future
perfect

 Vocabulary: Feelings and more specialised vocabulary depending on the learning


needs of your students. For example: medical terminology, marketing words in
Business English.

Advanced:
They will have an in-depth understanding of English Language.
Lexis and Grammar Syllabus for the Advanced Class
At the advanced level, students can communicate in English to a very high level and we
suggest the following syllabus for advanced speakers.
Try to cover the following:

 Question tags

 Future perfect continuous

 Phrasal verbs

 Vocabulary to include the following:

 Idioms like 'he kicked the bucket'

 Connotations from words in newspaper articles or reports

 Humour: Monty Python and Peter Sellers!

 Metaphors and similes

The syllabus provided should be used as a guide. It's crucial to identify your students'
needs and teach what they need and would like to learn.
Always set the learning in meaningful context and play to your strengths.
You will all have a number of wonderful experiences that you can bring into the
classroom at any level. Sharing your life (to a degree) with your students will create a
warm and friendly classroom.
Many of you will use a textbook with a syllabus when you are teaching the different levels
of students, so don't worry about creating a brand new syllabus every time you walk into
a new school or classroom.

What to Teach different levels


Present Simple, Past Simple and Future Simple. - Elementary,
Third Conditional and Reported Speech. - Upper- Intermediate,
Modal verbs and Present Perfect Tenses. - Pre-Intermediate,
Subject pronouns (I, she, he, they) and Question words. - Beginner,
Conditionals and Gerunds - Intermediate,
Idioms, Metaphors and Similes. - Advanced

Unit 7: The Importance of Class Size


The size of your class will determine the type of planning you do for your lesson. The
class might vary from 40 to 50 students, where having a karaoke lesson of the Beatles
will work very well, to a one to one lesson with an adult learner. 
Let's compare and contrast the advantages and disadvantages of one to one, large and
small classes. 
One to One Classes:
One to one teaching is very different from the group dynamic situation. One to one
teaching is more intimate and it's critical to have the right resources and be aware of the
timings of your lesson.
However, often the relationship is more equal and you can both decide the direction of
the lesson. 
Advantages:

 More chance to discuss themes and give more feedback.

 The learner has the chance to ask more questions.

 The learner's needs can be fully addressed and often he will learn more.

Disadvantages:

 Many learners feel more comfortable learning a language with a group.

 There is little opportunity to interact with other learners.

 Timing of the lesson could potentially be a problem.


Activities to use one to one teaching: 

 Use a good broad range of activities.

 Try to push your learner.

 Give feedback as much as possible. 

Small Classes:
Advantages:

 Student-centred, as they are likely to have more time to speak than in large
classes.

 More space to move around the classroom.

 Less preparation time.

 In smaller classes, you can give more attention to your students and it's easier to
do fun activities.

Disadvantages: 

 Some activities are not suitable for small classes.

 Sometimes a teacher can run out of activities.

Activities to use with smaller classes:


You will be able to use most activities with smaller groups.
Large Classes:
Advantages:

 Large classes require a great deal of energy and moving around.

 Time goes quickly.

 There is always someone who is willing to answer your questions.

Disadvantages:

 Monitoring is often hard because the class is so large.

 Preparation will take a long time if you have 40 students of differing abilities.

 Marking will also be lengthy.


 Intimacy will be hard because it will take you a long time to get to know your
students.

Activities to use with larger classes:

 Try to get your large class into smaller groups.

 Team games.

 Peer to peer marking: this is where students mark each other's work.

Unit 8: The Importance Differentiation


How do you teach students of different levels in the same classroom?
Many teachers are often faced with mixed ability classes and some classes are as big as
40 or 50 students. These classes will inevitably have a range of levels.
The most natural and competent way to handle classes with mixed abilities is to arrange
students in pairs or groups, with high level students helping students at a lower level.
You can also spend some time interacting with stronger and weaker students once
planned activities have started.
You can also deal with gifted students by offering them extension work and research
based work. It will always help if you have technology in the classroom and you can point
a student towards your Wikispaces site where your resources are listed.

Differentiation

Unit 9: Learning Styles


Visual:
Visual learners absorb more information into the brain by seeing items. They like
video, images, flashcards and reading but find verbal instructions difficult.

In order to help a visual learner, it's important to do the following:

Write instructions on the board.


Use pictures, images and flashcards.
Use the board to write new vocabulary and grammar.

Kinaesthetic:
These types of learner learn best by doing. They often like trying new ideas without
any guidance. You will notice a kinaesthetic learner because they will enjoy getting
up and walking around. They find it difficult to focus on a task for a long time.

You can help a kinaesthetic learner by doing the following:

Use realia so they can touch it.


Play games like mime or role-play.
Go outside for your lessons
Let students work on the floor if they choose to.

Auditory:
A learner who prefers auditory learning will excel in listening and speaking, but they
will often struggle with reading and writing. You will notice an auditory learner
because they enjoy chatting. 

In order to help an auditory learner, try the following:


Get the student to explain items verbally.
Drilling is good for this type of learner.
Project work is good for these types of learners.

Unit 11: SMART Aims and Objectives


Well done, you are nearly there with understanding the context of a lesson. 
Once you have more of an idea of the age, level and learning style of your students, you
can plan an appropriate lesson, communicate what you would like them to learn and give
them the aim or objective of the lesson. 
Giving your students an objective at the start of the lesson is vitally important, so that you
can explain what you will be covering in the lesson, and why. 
An objective is also an important way for you to reflect and measure the success of the
lesson. It's also essential to give your students a variety of ways to achieve these
objectives, in terms of varied tasks.
We recommend that when you are making a lesson plan, you state the aim or objective
of your lesson. The lesson aim should be SMART, which means it should be:

 Specific: It should be concise.

 Measurable: Can you measure the success of the objective?

 Achievable: Does it suit the level of the learners?

 Realistic: Is it a suitable objective for the learners?

 Time constrained: Can it be taught in the time allocated?

For example:

 To be able to use the present simple tense when you are talking about a hobby.

 To teach vocabulary for when you book a holiday.


Unit 13: Pre-Planning Stage Lesson Plan
TEFL Fullcircle Lesson Plan
We have now had a look at the Pre-Planning stage of a lesson and now you should be able to
complete boxes 1-4 of the template. 

1. 2.
Teacher's Name: Level of Students:
Date:  Age of Students:
Time of lesson and length: Class size:
Learning Aims/Objectives: Nationalities: 
Add SMART Objectives Learning Outcomes /Success Criteria:
3. 4.
Resources/Materials to be used: Differentiation:
This will include board, pens, overhead Potential Problems:
projector, textbook and your material for
Strategies to deal with problems:
activities. 
5.
Introduction / Warmer:
6.
Lesson Activities:
Timing Stage  Interaction  Reason for
activity 

7.
Detail:
Activity 1: 
Activity 2:
Activity 3:
Activity 4: 
8.
Reflect and Cooler: 
9.
Extension Strategies:
10. Cross Curricular Link and use of IT 
Homework:

The PPP Technique


Unit 1: Stages of the PPP Technique
A complete lesson plan using the PPP Technique should look like the following:
Stages:
1. Introduction: In this part of the lesson you will introduce yourself and explain the
objective of the lesson to your learners.
2. Warmer: A quick warm up activity to get your students acclimatised to English.
3. Presentation: You teach the new item.
4. Practice: Controlled practice where students practise using the new items.
5. Production: Free practice which lets your students become more creative.
6. Review/Summary and Reflection: This is a chance to reflect on the lesson and
find out what the students enjoyed.
7. Cooler: This is a chance to end the lesson with a short fun activity and say
goodbye.
To tie all this together for you, we have prepared a full lesson example for the
beginner and/or elementary level using the PPP technique.
Full Lesson Example for the Beginner and/or Elementary Level Using the PPP
Technique
This lesson is for any age group at the beginner and/or elementary level (level dictated
by the course book and school syllabus, but likely to be beginner level). It will last
around 50 minutes. It is an introduction to comparatives and superlatives (but you
won't use these words with them). You will use basic adjectives they have already
learned.
1. Introduction: In this part of the lesson you will introduce yourself and explain
the objective of the lesson to your learners.
It is an introduction to comparatives and superlatives (but you won't use these words
with them).
2. Warmer: A quick warm up activity to get your students acclimatised to
English.
Get their attention by using what we call a warmer activity.
The learners already know the words big and small, so this will be a good and easy
warmer for the lesson. It will get them involved and will make them feel good when
they get the answer correct. Hold up two differently sized objects.
Ask: Which is big and which is small? Confirm and praise. Now do this with several
objects, e.g. pieces of paper, making the difference in size smaller each time, so
eventually you may get different answers and a bit of disagreement.
This is all just to get them focused and have a bit of fun. Then tell them you are going
to focus on the word big.
3. Presentation: You teach the new item.
This is now the presentation stage. Now you present your lesson.
1. Draw a fairly big character on the board. Nothing fancy-a stick character will do
fine.  Put his name above (John). Leave space to the right of this, where you will
eventually draw 2 more characters. You could use students' names where you have
already identified 3 learners, one who is big, the next who is bigger and then one who
is the biggest.
2. Now draw out the word big from them through questions and gestures (this is
'eliciting'). Carry on until the word big comes out, asking a number of learners.
3. Write the word big under John.
4. Now draw 2 characters to the right of John - one which is bigger than John - let's
call him James - and then an even bigger one to the right of James - let's call him
William. Write their names above the characters.
Ask them to notice the difference amongst the characters - using gestures. Point to
John and James. What can they see? Answers will be something like James more big.
Confirm and praise. Tell them, Yes James is bigger than John. Write bigger under
James. Get them to repeat bigger as a class and ask learners at random to repeat the
word.
5. Now draw their attention to William. What can they see?  Is William the same as
John or James?Use gestures. The answer will be something like more, more
big or more bigger. Confirm and praise. Yes, William is the biggest. Write the
biggest under William. Get them to repeat the biggestas a class and ask learners at
random to repeat the words.
6. Now bring out your previously identified 3 learners and put them in height order in
front of the class. Ask the class at random. Who is big? Who is bigger? Who is the
biggest? Confirm and praise.
7. Now demonstrate from your board work that for the comparative (don't use this
word) we generally add -er and for the superlative (don't use this word) we usually
add the word 'the' before the word and tag on -est to the end of the word.
4. Practice: Controlled practice where students practise using the new items.
Now you move into the practice stage. It's time for them to practise the new learning.
Now hand out a previously prepared worksheet. It has a table of three columns.
You can't head them up basic, comparative and superlative as this would just be
gobbledegook for them. So, you have already pre-printed it with big, bigger,
biggest in the columns.
You have also added in basic adjectives they already know. We have given a few.
Stick to single syllable adjectives.
big bigger the biggest
tall    
small    
thin    
old    
young    
poor    
rich    

Get them to work in pairs, completing the table. Then correct them, asking pairs at
random to give their answers, confirming each pair got it right and checking
pronunciation by class drilling (the whole class repeating) and by random selection of
learners. Confirm and praise. Clear up any mistakes.
Remember what we call the 'cognitive burden'. That is, they can only take on so
much during this introductory lesson. If you attempt too much, it won't go well. So: 
 Ignore spellings where some words have a double letter in the comparative and
superlative, e.g. taller, thinner.
 Use only single syllable words as longer words with more syllables are formed
with more and most, as you know, e.g. beautiful, more beautiful, the most
beautiful
 Don't be over-zealous and try to tell them that we can use the superlative
without the, e.g. John is big, James is bigger and William is biggest.
These points will gradually be covered in follow-up lessons.
5. Production: Free practice which lets your students become more creative.
This final stage of the PPP technique is the production stage. This is where they
put the new learning into usage.
Step 1: Give each pair a handout - a copy of a world map with country names clear
and a range of country sizes added in. You may choose just to use a map of Asia or
Europe or the USA if you need more space to put in the sizes.
Identify who is A and who is B in the group. A is to select 3 countries, tells B what
they are and A writes in his workbook, for example, India is big, Australia is bigger,
and Russia is the biggest.
At the same time, B does the same for 3 countries but must choose 3 different
countries from those that B chose. A now reads his sentence to B who reads and
checks the sentence and country size and then B does the same with A.
Those who have finished faster than others can do another three countries.
During all this time you will be walking about, listening, answering a few questions,
giving help as necessary, but not teaching or interrupting the flow.
Ask some of the pairs to read out their selections. Monitor the structure of the
sentence and the pronunciation of big, bigger, the biggest. Confirm and praise.
Step 2: Then ask A and B in each pair to select 3 objects and describe them to their
partner, e.g. an eraser, pencil and school bag. Or they can point to objects or other
students in the room. Tell them that this time they must not use big. They must use
words they already used in the table, e.g. tall, small, thin, old etc.
Again, during all this time you will be walking about, listening, answering a few
questions, giving help as necessary, but not teaching or interrupting the flow.
Ask some of the pairs if they would like to come out to the front of the class and do
their activity in front of the class. Include other pairs, though, who can read out their
attempts whist seated.
Praise, praise, praise!
6. Review/Summary and Reflection: This is a chance to reflect on the lesson and
find out what the students enjoyed.
You will already have decided whether you feel they need to do a homework activity
based on this lesson or whether you will wait until you have covered the other points
mentioned under 'cognitive burden'.
If you do decide to give out homework, do it now before the cooler. If you leave it
till after the cooler, you'll find it harder to get their attention as they'll already be
thinking about going outside the classroom.
7. Cooler: This is a chance to end the lesson with a short fun activity and say
goodbye.
So, as we said above, this lesson would not be too challenging for you in terms of
explaining structures, grammar etc., but it would require a lot of preparation - and
energy.
Note that the learners have been involved in speaking, listening, writing and
reading during this lesson, which is what we should aim to achieve as much as
possible.
Remember! Follow our process outlined above when you start teaching. You
may need to tweak it here or there.
Remember: get the students to do most of the talking.
Timing:
Let's put that into context. You could divide a 1-hour lesson as follows. Remember:
this is not a definitive guide:
 Introduction: 2.5 minutes
 Warmer: 5 minutes 
 Presentation: 15 minutes
 Practice: 15 minutes
 Production: 15 minutes 
 Summary and reflection: 5 minutes 
 Cooler: 2.5 minutes 
Interaction:
You can also show on your lesson plan who should be doing the talking at various
stages:
 Teacher to Student = T-S
 Student to Teacher = S-T
 Student to Student = S-S
 In Pairs = PR
 In groups = GR

Unit 4: What are Warmers and Coolers?


A nice way to think about warmers is to think of them as a way to acclimatise students to
the lesson. We all do warm up exercises before we play sport and ESL learners are no
different.
Here are some warmers for you to use at the start of the lesson. 
Last Letter, First Letter: 
This is a great game which can be played using any topic at all. It's excellent for
vocabulary and spelling. Let's use the names of countries as an example.
A student will start with the name of a country and the next person has to think of the
name of another country beginning with the last letter of the previous country. It can be
used with any topic at all or just for the introduction of new words.
The Shopping game: 
The aim of the game is to build a shopping list, which gets longer and longer as it goes
around the room. The first person will think of an item, for example milk, and then the
next person will say milk and eggs and the next will add another item to list.
By the time it gets to the tenth person or so, it starts to get hard. Let the students help
each other if it gets too difficult.
To make the game more difficult, students can add an adjective to their sentence. For
example: I went to the supermarket and bought some smelly cheese.
Connecting a sentence: 
Put the words from a sentence onto individual cards and give the set of cards to a group
of students, say 5 or 6. Give each group a different set of cards. Get each group to re-
assemble the cards to make a sentence. 
Newspaper Article: 
Discuss a news item with your students. Pick something funny from a paper and ask
them to explain what's going on. This works very well with intermediate + students.

Unit 5: Presentation Stage


A lesson can be divided into 3 parts: Presentation, Practice and Production.
Let's explore the presentation part of this.
In the presentation stage, the teacher introduces new forms into the lesson using images,
board work and realia. During this stage the students should get everything they need to
know to be able to practise later in the lesson.
We will consider the following to show you how to present a new item:

 Eliciting information 

 Using visual aids

 Concept checking questions

Eliciting Information:
This means using questions to stimulate your students. Keep asking questions during
this part of the lesson. It's a good idea to keep eliciting throughout the lesson as it
creates spontaneity and you are also getting constant feedback.
It also means that you are not doing all the talking. However, be aware that stronger
students can end up answering all the questions. 
If a lesson didn't go too well, then you can reflect on your eliciting and change your
lesson plan for next time.
Visual Aids:
When you are doing your presentation, use visual aids to demonstrate the examples to
your students. Use these in addition to using eliciting questions.
We know there are many different types of learners in the classroom: auditory learners
(learn by listening), kinaesthetic (learn by doing something), and visual learners (learn by
seeing something visually displayed), so use a variety of techniques.
Here are some examples of visual aids:
Flashcards: a flashcard is a card with an image on the front with a definition below the
picture or on the back. You can elicit information by showing a student the card and
asking: 'What's this?' You can use it for just about anything like jobs, food, animals, etc.
Games: Miming jobs or an animal is an excellent way to start a lesson.
Drawing on the board: Drawing on the board is huge fun and it really doesn't matter
how good you are because bad drawings sometimes create more fun. Stick men are
good.
Photos: taken from a magazine and can be used to create context to the Presentation of
your lesson. 
Videos: YouTube has lots of materials for engaging students in the Presentation stage of
the course. 
Realia: Real objects are excellent for starting the presentation stage of the lesson. For
example, you could use a glass with water to demonstrate amounts or words like 'about'
or 'nearly'.
Using timelines to show verb tenses: A timeline is a horizontal line showing the
present, past and future.
You can also use a timeline to show present and past continuous by drawing a wiggly
line above the original timeline.
Example: Present continuous:
I am speaking English now, over the present but continuing.
 Past                           Present                               Future
----------------------------------------------------------------------------------
 
                                        xxxxxxxxxx
Board work:

 Use mind maps 

Write clearly 

 Use different colours

 Use different parts of the board for different things

 Check spelling 

 Show stress and syllables on the board

 Keep talking while you are writing so that the classroom does not go quiet

Concept Checking Questions:


As discussed in an earlier Module, don't ask the students a question like 'Do you
understand?' Unfortunately, you will not get the answer you are looking for.
You need to ask concept checking questions. Concept checking questions are questions
that check whether the student has understood. For example, a concept checking
question would be: 'What did you eat for dinner last night?'
The student will only give you the correct answer if they have understood the question.
There are a number of concept questions you can use in the presentation stage of the
lesson.
Yes/No concept checking questions:
Is the car bigger than the motorbike?
Is the lemon brighter than the cabbage?
Open questions: 
These are questions that start with how, why, where, when and who.

Unit 6: Controlled Practice Stage


We now know that most of your lessons will follow the Presentation-Practice-Production
path. Let's look at the initial practice part of the lesson where controlled activities will take
place. We can call this stage the Controlled Practice Stage.
During the Presentation Stage, the students generally listen more and this segment is
mainly teacher-led as you introduce new language.
In the Controlled Practice Stage, students get a chance to practise new items in a
controlled manner. During the last stage of the lesson, the Production Stage or second
practice section, students can be more creative with the new item.
The Controlled Practice part of the lesson allows you to check the progress of your
students as they are completing controlled activities. This helps you to help them as you
check, for example, understanding and accuracy.
Some excellent Controlled Practice activities are as follows.
Worksheets offer you a controlled way to practise what you have presented in the first
part of the lesson. Normally, you would offer students a finite number of questions, which
get progressively harder so that you can challenge stronger students. Good worksheets
will include a variety of different types of activity:

 Gap Fill questions where students have to fill in the missing information. 

 Anagrams where students have to rearrange words or sentences.

 Scrambled sentences so that they can practise word order.

 Transforming tenses where students have to complete the correct tense. 

 Matching activities where students have to match a definition with a statement.

 Drilling, individual or choral drilling, can be used to practise new items


and pronunciation on the worksheet.

Controlled practice activities can also be varied using individual, pair or group work. 
In the next stage, we will consider some activities which can be used in the Production
part of the lesson where students get the opportunity to become more creative as they
have more opportunity to use the new items more freely. 

Unit 7: Production Stage


In this part of the lesson, we move from Controlled Practice to a more free and creative
stage where students get to experiment a little more. They might have a discussion, or
write a descriptive paragraph or go around the room and interview other students.
Ultimately, we want to get the students talking and writing within the context of the target
language and be as creative as possible.
Some ideas for the Production Stage are as follows:
A Written Paragraph: 
This is where the students have to write their own version of a story. For example,
students might have to finish the following scary story: 'The last thing I remember before
the loud explosion was ...'
Alternatively, you could mime a story and use the board to describe a sequence of
events and your students have to finish the story or come to the front of the class and act
it out. 
Group or pair work writing a speech or giving a presentation.
A role play they can write themselves in pairs.
Write a question to the answer in the target tense or language. For example: 'Spicy
Thai food.'
Write a question in the past simple. 
Interviews and Questionnaires: students can walk around the classroom and ask
questions.
Drama: this is one of the most fun ways to learn. Get the students to act out a scene.
You could help them by giving them a role or job and explain they are visiting a hospital
or a doctor to have an interview. They could also be at a dinner party and each person is
arguing a case. 
Debates: This is a super activity for stronger students. Pick a subject that is fun like: Who
is the best superhero, and why? 
Surveys: Surveys on, for example, musical tastes can incorporate the use of the past,
present and future tenses. Students can go around the class as part of a controlled
activity, i.e. this needs to be structured and you would give them a template they can use.
Once they have finished they can go back and write a freer report. The topic can include
just about anything.
Question games: The student must write quiz questions.
Predictions in the future
In the next few modules, we will give you more great activities to use in the Controlled
and the Production parts of the lesson. 
Right now, it's important that you understand the different stages that go together to
make up a sound lesson. It's also crucial to emphasise that students have fun during the
practice activities and that you get the students talking as much as possible.
MODULE 7

Unit 1: Lesson Structure


When you teach a grammar lesson, you will use the PPP Technique which we introduced
in the previous section 'How to plan'.
Let's explore the components which go together to make up a grammar lesson.
Introduction:
Introduce yourself and write the lesson aims on the board and explain clearly what your
plans are for the lesson. 
Warmer:
Use a warmer to get students acclimatised to the lesson. 
Presentation:
You can use two different methods when you present a grammar lesson.
Deductive: 
The deductive approach means that you present the rule you are teaching and then give
examples to help students understand. 
Inductive: 
The inductive approach means that you give students some examples of the grammar
rules to explore and then get them to work out the rules. 
Practice:
You will now practise the new rules with some controlled practice activities. 
Production:
This is the stage of the lesson where you give students a chance to practise without the
control. The aim of this part of the lesson is to let your students try to extend their
knowledge and use the target language in a freer, more creative way. 
Summary and Reflection:
Summarise your lesson and reflect on the lesson by asking students what they enjoyed
or what went well. 
Cooler:
End the lesson with a fun, positive activity.
Let's now carry out a closer inspection of each of these parts of a lesson.

Unit 2: Teaching Grammar

In the previous Modules, you learned the importance of adding context, students'
motivations, teaching skills, classroom management, the grammar basics and how to
plan. You have also learnt how to incorporate technology in the classroom.
We would now like you to start putting all these elements together to create an excellent
lesson and inspire students to become lifelong learners. 
Teaching grammar using the PPP technique is no different from teaching any other
structure in the English language. You will present, have a controlled practice and then a
production activity.
You will start the lesson with a warmer and end the lesson with a cooler, and reflection.
Reflection will activate deeper learning skills, which will ultimately mean your students will
remember more. 
In summary, in order to have the best possible grammar lesson, you will need to think
about the following factors:

 The background and context of your learners. 

 The age of your learners: The age of your learners will affect the way you present
your new items. Younger learners will enjoy fun activities and will enjoy
playing games to understand verb tenses, whereas older learners will want to
understand the form structure of a verb tense being presented to them.

 Motivations for learning English.

 Level of your learners: Beginner/Intermediate/Advanced.

 Setting of the lesson: your classroom and the way it looks. 

 PPP Technique:

 Introduction

 Warmer

 Present

 Practice

 Production

 Summary/Reflection

 Cooler

When you present grammar, you will have to teach form, meaning, usage


and pronunciation. We will consider these elements in the next few sections. Please go
back and review the grammar basics to refresh your memory.

Unit 3: Form
Presenting the form of a grammar structure is critical because it gives you an opportunity
to show the student how the grammar is constructed.
For example:

 You should have eaten more food before the examination.

 We can show that this sentence is constructed by using: Should + have + past
participle of the verb.

You can show the form of any grammar structure or tense using this technique. Go back
and review the 'Summary Table of Verb Tenses' to remind yourself of the form of tenses.

Unit 4: Meaning
Once you have shown the students the form of your grammatical structure, you must try
to explain the meaning. It's important at this stage to add context, elicit information and
use CCQs to check understanding. 
Let's consider the following example sentence:
You should have eaten more food before the examination. 
This sentence is saying that the person did not eat enough food before she took the
examination and it conveys a sense of regret, meaning that if she had eaten more she
would have done better in the examination. 
There are two aspects of meaning. 
First, what is the literal or 'essential' meaning of the word, phrase, functional expression
or grammar structure? 
Second, what does it mean in the context it's being used in?
For example: 
He's wearing a red shirt. (red=colour)
His face is red - he's been lying on the beach too long. (red=sunburnt)
He was a well-known red. (red=political affiliations and beliefs)
Meaning is the mental image/comprehension that is generated by the grammar or
vocabulary. Students connect the grammar structure with the meaning. For example, the
past tense signals events in the past.
Once the teacher has presented the structure, he should talk about the meaning too.
It answers the question: What meaning does the vocabulary, functional expression or
grammar structure have in the (specific) context?
When you explain meaning in the Presentation stage, it's crucial to use your teaching
aids. These could be flashcards, video or a little bit acting or using gestures to convey
the meaning. 
Usage
The words, functional expressions and grammar structures we choose to use are
determined by the situation we are in and/or what we want to communicate to our
listener(s).  Usage is interconnected with meaning.
For example, Good morning! is a greeting we use with friends, family, our boss, etc.
when we see them before noon. 
If we say Good morning! to a family member as he gets up in the afternoon (because he
was out late the night before), we are being ironic and perhaps indicating a bit of
disapproval.  We would probably not say this to our boss when she comes in late.
Usage answers the question: When or why is the vocabulary, functional expression or
grammar structure used?

Unit 5: Pronunciation
It's critical to convey the phonology or the sound of a piece of lexis/grammar to learners
as the native speaker will often pronounce words in different ways from the learner.
For example, most native speakers would pronounce 'should have' as one word or as an
abbreviated word 'should've'. Students will have never heard this sound before and you
will need to practise this using drilling and repetition.

Unit 6: Concept Checking


Concept Checking Questions are questions you will need to ask to check if your students
have understood a new word or structure. 
You will need to use CCQs during the Presentation Stage to check your learners'
understanding.
As you know, it's really important to ask more than 'Do you understand?'
Let's consider some examples:
New words:
1. Shirt
2. Chair
3. Hair
Let's see what sort of Concept Checking Questions you could ask to check whether your
students have understood these words.
1. Shirt
Teacher: Am I wearing a shirt?
Student: Yes.
Teacher: Is it blue or white or another colour?
Student: It's blue and white.
Teacher: Does it have long sleeves or short sleeves?
Student: Long. 
2. Chair
Teacher: Can I sit on it?
Student: Yes.
Teacher: How many legs does it have?
Student: 4.
Teacher: What colour is it?
Student: Blue.
Teacher: What is a chair for?
Student: Sitting on.
Teacher: How many chairs are in this room?
Student: 25.
3. Hair
Teacher: What colour is my hair?
Student: Brown.
Teacher: What kind of hairstyle do I have?
Student: Short. 
Teacher: What do I wash my hair with?
Student: Shampoo
Teacher: How many times a week do I wash my hair?
Student: Never, once, everyday... 
Concept checking questions are for checking the understanding of your students when
you are presenting any new material. 

Module 11

Top Tips
 The presentation stage of a writing lesson should be used to generate ideas or
present the structure of the activity.

 The practice stage of a writing lesson should include: planning, writing and
checking.

 It's imperative to teach the equal importance of these three parts in a written
piece of work.

 Choosing the right writing material to suit the needs of your learners will be
crucial to the success of the lesson. 

 As the ability and confidence of your learners grow, you can move closer towards
a free writing exercise. 

 Allow your students to work in pairs.

 Reward all your students with positive feedback, praise and development
strategies. 

 Create a warm and friendly environment for your students to work in. 

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