Lectures on

How to Teach English

For Beginners

1

PrefaceHow to Teach English is a practical book helps teachers, at the start of their career,

explore strategies of teaching English for beginners both inside and outside the

classroom rather than a detailed analysis of theory. It is a practical reference guide

helping teachers to predict and understand the problems their students have, Provide

authentic English practice and to encourage lively, natural English teaching-

learning environment among students.

Aya K. El Mashharawi

English Language Instructor

University College of Applied Sciences

2

Table of Contacts

Personal factors

How to be a good teacher?

How to be a good learner?

Teaching beginners

Working with Different Learning Styles

Teaching large classes

Group work

Using games in teaching English

Teaching an English Story for Children

How to Use YouTube to Find Brilliant Primary Resources

Teaching children how to read

Building Up Vocabulary in English

Methods of Teaching Grammar

Planning for an Effective Use of English in Classroom

How to Correct Mistakes

Perfect Use of the blackboard

Homework

Do Students Hear What You Want Them to Hear?

Lesson Planning

Lesson planning Definitions

Model of Lesson Plan

Alternative Assessment

75 Phrases for Teachers to Encourage a Child

Ways to Cure Test Anxiety

Glossary of Teaching Terms

Good Websites for Teachers

References

3

Topic 1

in Teaching & Learning

Teacher as well as students should build their personality prior to be engaged in the

teaching-learning process. The following factors are the most important ones to be

built and considered.

1. Anxiety:

Anxiety is a natural part of the psychology of human beings. However, a high

degree of anxiety may cause negative result especially in the teaching _learning

process.

The teacher's high anxiety affects his way and behavior in classroom. He may

get nervous and doesn’t organize his class or convey his information. So, the

teacher must lower down his anxiety, be calm and distribute smiles and create

an interesting atmosphere in the class.

Similarly, the student comes to the class with a high degree of anxiety due to the

difficultly of lessons, marks or exams. Also, the anxiety of the teacher may be

reflected on his students who become also anxious as a reaction to their nervous

teacher. Therefore, it is the role of the teacher to lower down students worries

and anxiety.

In the same time, on anxiety at all for the teacher and students leads to

carelessness for both and leads to on progress in the process of teaching &

learning.

4

Personal FactorsPersonal Factors

2. Motivation:

Is an important factor that stands as a base for learning and getting high level of

education. There are two types of rewarding for motivation:

1-intrinsic (internal) 2-Extrinsic (external)

The most powerful reward for the motivation is the intrinsic one of the learner

because the behavior stems from needs, wants or desires. The teacher should design

tasks that motivate children. The tasks should be funny, interesting, useful and

challenging. Also, the teacher should avoid putting down his students and never

ever kill them by insulting. Students have to be encouraged to speak freely in class

without any sign of humiliation; otherwise, they will be tongue-tied. By the way,

the teacher should be also motivated to give useful things but if s/he considers the

teaching process as a kind of rough routine, s/he will give nothing.

3. Self-confidence:

It is an internal feeling when a teacher or a student believes of what s/he says or

does in the class.

The teacher should trust his knowledge and is full capable of doing his role

as a teacher. Also, the teacher should highlight self-confidence of his

students and ensure their abilities of doing tasks.

The activities should be suitable for their age and level in order not to kill

their trust of themselves. Also, rewarding is very important to increase the

degree of confidence.

4. Risk taking:

The teacher should encourage students to take initiation or participate in

the class in the given activities.

The teacher should help students get rid of fear and take a part in asking

or discussing. This is very important to produce Lg. If the student commit

mistakes, it is essential to relieve anxiety and encourage him/her to make

self-correction.

5. Language and culture:

Language and culture relate to each other. Wherever you teach a Lg, you

also teach a complex system of cultural customs, values and ways of

thinking feeling and acting.

5

Your Lg expresses your culture. As Muslims, our Lg conveys Islamic

culture, so we as teachers, should change the text to suit our culture and

explain cultural differences among people to avoid cultural shock. For

example, if wine is mentioned in a text, we should pay attention that it is

prohibited in Islam, but it is not banned in the western culture.

Moreover, every culture has specific expressions of Lg. For example in the

Islamic culture, we have Zakat زكاة El Jammaa الجماعة . صالة

In Western culture, there are some expressions used like girlfriend, boy

friend, Halloween, Mary Christmas, and so on.

So, lg & culture are related and strongly linked. You as a teacher should be

careful of your Lg and your culture.

Topic 2

6

How to be a Good Teacher?

Think of two good teachers from your past. What are the most valuable

qualities of do they enjoy?

Good teachers join hundreds of qualities that allow them do their job

effectively. There is no denying that all teachers have their own unique

qualities. Each teacher is different, but if you want to be a good teacher, you

must have the following qualities:

A good teacher is dedicated

This means showing up everyday and spending the necessary time to provide

your students with the best education. Teachers often arrive schools early

and stay late. They work parts of weekends and summer to ensure that they

are prepared.

A good teacher is engaging:

A teacher must create lessons that are fun, fresh, and energetic. You want

your student to walk out of your class each day looking forward to the next.

A good teacher is forgiving:

This means quickly putting incidents with students, parents, or other

teachers behind you so that it does not impact your teaching.

Teachers must be able to get past hurtful actions or accusations quickly.

They must not hold it against any student or let it impact how they teach in

the classroom.

A good teacher is joyful/ Humorous:

Joyful – Coming to class each day in a good mood, excited, and enthusiastic

about doing your job. The teacher should know how to take the tension out

of tight situations. If the teacher is joyful, the students are going to be joyful.

A good teacher is organized:

7

Organized – The ability to keep things neat and in order allowing teachers

to access materials quickly. Also, the ability to make efficient use of time

A good teacher is cooperative:

Cooperative – The ability to work effectively with administrators, other

teachers, and parents for the good of your students. A teacher must be able to

build cooperative relationships with others around them

A good teacher is patient:

Teaching is an exciting and challenging career, full of personal rewards and

a chance to encourage and support others to achieve their maximum

potential. In addition to the necessary academic requirements involved in

becoming a teacher, students also need to develop the skills required to

effectively teach and become outstanding teachers.

There are other many qualities and skills that create an effective

teacher, here are a few:

Committed - Demonstrates commitment to students and the profession

Communicative - Encourages effective two-way communication

Compassionate - Caring, empathetic and able to respond to people

Flexible - Willing to alter plans and directions which assist people in moving

toward their goals

Individually Perceptive - Sees each student as a unique and valuable

individual

Knowledgeable - Is in a constant quest for knowledge

Motivational - Enthusiastic with standards and expectations for students and

self

Personable - Establishes and maintains positive mutual working

relationships

Positive - Thinks positively and enthusiastically about people and what they

are capable of becoming

Value Based - Focuses upon the worth and dignity of human beings

Creative - Versatile, innovative, and open to new ideas

Dependable - Honest and authentic in working with others

English Teachers should:

8

o Provide authentic English practice: students are able to see the

relevance to the real world of what they are learning

o Provide variety for students and teachers - they get out of the

classroom and 'into' the environment

o Integrate the 'four skills' of reading, writing, speaking and listening in

a natural way

o Promote learner autonomy and co-operation.

o Provide practice across the curriculum

o Help to lower emotional barriers which sometimes get in the way of

effective learning.

Topic 3

9

How to be a Good English Learner?

Think of two successful learners you know. What positive qualities do they

share?

Good English learners can be described as successful users of language learning

strategies if they enjoy several qualities as following:

Get to classes on time

Attend classes

Love English and school

Good - looking

Can work well with others in the class/group/team

Will not feel pressure or anxious about learning English language

Never feel  shy

Take risk to speak in English 

Look for every available opportunity to use the target language in and out of

class

Always does his/her homework

Have Positive attitude

Highly motivated through tasks which are involving and challenging

Good listener

Paying attention

Concentrating how language is being used

Prepared to take risks

Not afraid of appearing foolish

High achievers

Aware of their own and others’ mistakes

Acquiring academic skills

Have the ability to read comprehensively, to write effectively, to speak

fluently, and to communicate clearly 

Cooperative and friendly

Organized

Interested in receiving feedback and prepared to be corrected

Respectful

Have a willingness to ask questions

Have a willingness to accept correction

10

Self-study and self-independent

Good participant in English

Get enough sleep

Self-Quiz about You?

1.  Do you like working

a.  with other learners in pairs or groups? 

b.  on your own/alone?                

2.  During the lesson, are you usually  

a.  relaxed and comfortable?

b.  anxious and uncomfortable?            

3.  While speaking English, are you

a.  confident and relaxed?   

b.  inhibited & shy?             

4.Do you

a.  look for opportunities to use English in and out of class? or

b.  forget all about English when you leave school?     

 5. Do you

a.  prefer not to worry about grammar rules? or

b.  worry about grammar so much that you can’t speak?      

 6. Do you

a.  Keep a well-organised notebook from which you can revise easily? or

b.  often have to ask your friends for their notes?    

7.  Are you

a.  Aware of your own mistakes? or

b.  Unaware of your mistakes ?      

8.  Are you

a.  Able to notice others’ mistakes? or

b.  unable to spot them?              

9. Do you feel

a.  relaxed about making mistakes? or

b.  worried about making mistakes?        

 10. Do you

a.  recognise similarities and differences in language or

11

b.  is this difficult  for you?         

11. Do you learn better 

a.   by seeing words and pictures or

b.  by  listening to the language or is this a mystery to you

 12. How do you feel about learning English?

a.  You enjoy it  

b.  You hate  it

13.   Do you 

a.  enjoy participating in classroom activities or

b.  do you prefer to just watch and listen?        

14.   Do you prefer

a.  challenging activities or

b.  easier activities?      

15.   Do you prefer to

a.  experiment with language or

b.  repeat only sentences you were taught?         

16.   Are you 

a.  prepared to take risks or

b.  do you avoid  risks and prefer to be safe?       

17.   Are you 

a.  prepared to be playful and not serious or

b.  are you afraid of appearing foolish?            

18.   To understand a message do you feel

a.  Comfortable if you don’t know all the words or

b.  Uncomfortable unless you know all the words

19.    Do you attempt to communicate orally

a.  even if you don’t know every single word, or

b.  only when know all the words  

20.   Do you 

a.  feel comfortable in your new class or

b.  miss your previous teacher and fellow students?         

21.Are your feeling towards native English speakers

a.  a. Positive?

b.  negative?

22.    Are you

a.  an adolescent/adult or

12

b.  a younger or very young learner?     

23.   Do you know if you are

 a. an analytical learner or 

 b. not sure of what type of learner you are?  

       

24.   Are you better at

a. listening or

b. reading? 

13

Topic 4

Teaching beginners is considered the most challenging tasks especially in the

Lg filed. Since students at this level have little or no knowledge of English.

The teacher should keep in mind that students’ capacity for taking new

words, structures and concepts is still limited. As a teacher, remember that

they are just beginning.

The following factors with advice well help you to form an approach to teach

beginners and design techniques to suit their level.

1- Students Cognitive Learning processes (intellectual development)

Since children are still in an intellectual stage of concreteness as Piaget

called it, you need to remember their limitations. So,

You have to repeat numbers of words, phrase and structures or

sentences

Don’t get frustrated if a period of time goes with little progress

You have to use things see and touch to learn as we will see.

2- The role of the teacher:

Based on the above fact that children are still beginners and depend highly

on the teacher, the teacher should do his best in his ways of teaching. The

above factor states that students are centered on concrete things "here and

now", so you should use Lg on meaningful purposes, for example,

Don’t explain grammar using terms like "present simple or present

continuous---

For grammatical rules, show them certain patterns like {Notice: the

''ing'' at the end of the word, then walk to the door and say I'm walking

to the door, so it's happening now

Difficult concepts require more repetition

14

TeachingTeaching BeginnersBeginners

Let them practice Lg, for example, let the a student gets information

from a classmate whom a student doesn’t know like, ''what's your

name? "Where do you live?

Use pair work and group work

3- Teacher talk:

Every ear and eye is focused on you. So, your English should be

clearly produced. It is suitable to slow down your speech to make their

understanding easy, but not to slow it too much in order not to lose its

naturalness. Use simple vocabulary and sentences.

4- Attention span:

If you put children in front of a TV with a favorite cartoon, they stay

for a long time on their seats, So, short attention span comes only

when you present tough and boring lessons. Your job then is to make

the lesson easy, lively, funny and interesting. Thus:

You should use many activities to keep interest and attention alive

Because children focus on here and how, you should use activities

that attract their immediate interests form their environment

Use games and let students to laugh with each other at mistakes they

all make

Draw an air of happiness and humor.

Use visual aids like videos, picture, tapes, music and song.

Use storytelling, role plays and group problem solving. All these

reveal boring times and attract their attention.

5- Fluency and accuracy:

Fluency is an important goal but within limited length of speech. For

example, using simple greeting and introduction. Let them practice

these chunks of conversations freely and openly without fear. Further,

you need to pay attention to the accuracy of 1 g; grammatical,

phonological elements or errors porn incitation work (stress,

intonation, rhythm). They are very important at this stage. Remember

to create a perfect balance between accuracy and fluency.

6- Students creativity:

The final goal of learning Lg is to make children comprehend and

produce Lg in a correct and suitable way. Children have a great energy

15

to learn Lg and they are faster than adults, but they need your effort to

learn it spontaneously. Believe that they are creative.

Topic 5

16

Working with Different Learning Styles

Everyone learns differently. According to psychologists and education specialists,

there are three learning styles. If you want to discover what types of learner you (or

your students) are, ask yourself, if you wanted to paint a room, how much paint do

you need?

Visual learners : “ Learners who retain knowledge best by what they see”.

They like to see flash cards charts, diagrams, overhead transparencies,

handouts, videos, worksheets, computer programs and other types of visual

aids. They enhance their comprehension

They work best when they can see the facial expressions and body language

of the teacher.

They like use of highlighters to color code information so it is more visually

appealing and easier to read.

Asking visual learners to picture a concept in their head is a useful way to

communicate information to them.

Auditory learners: “Learners who gain the most knowledge from what they hear”.

Learn primarily through verbal lectures and classroom discussion where

topics can be discussed and debated aloud and ask open-ended questions.

Videotapes and audio tapes may help auditory learners to gain the necessary

knowledge

Auditory learners benefit less from reading textbooks.

They may not take many notes. Auditory learners follow oral directions

better than written ones.

They prefer listening to the radio rather than reading a newspaper.

They often hum, whistle, or sing to themselves.

They are usually very articulate and enjoy debates.

They like telling jokes and stories.

Tactile Learners: “Learners retain knowledge the best when they learn

through hands on activities and when they move around while learning”.

17

It is more difficult for the tactile learner to retain knowledge by reading a

textbook

they should be encouraged to get up and move around the room while

reading

Computer usage can help tactile learners by allowing them to use their sense

of touch. They should be allowed to sit in the front of the classroom

Encourage them to learn from auditory sources that they can listen to while

they move around.

Topic 6

18

Teaching Large Classes

Most teachers agree that teaching a small group of students is easier, more

enjoyable, and less time consuming than teaching a large group. Unfortunately, due

to budgets, space, or lack of teachers, many schools only offer large classes. In

some schools, large classes may consist of up to 50 or more students. While your

class may look more like a University lecture hall, your job is not to lecture. Just

like teaching a small class, you must come up with engaging activities that keep all

of your students interested and participating with the goal of improving their

communication skills. While there are numerous challenges when it comes to

teaching large classes, there are many coping skills and activities that you can use

to make your job easier.

Advantages of Teaching Large Classes

•High Energy: Classes with many students may be noisy, but they are also fun and

exciting.

•Timing: Classes go by quickly in a large class, and you will rarely catch yourself

looking at the clock. You will regularly find yourself with extra activities that you

did not complete that you can save and use in your next class.

• Participation: There is always someone who is willing to answer questions even

if they are just guessing. Make sure to take answers from a variety of students.

• Fillers: Teachers have less need for fillers since core activities and lessons take

longer to complete.

Challenges of Teaching Large Classes

• Intimacy: Remembering student's names can take a while. Teachers may feel

that they do not get to know their students as well as they would like to.

• Anxiety: Some teachers feel anxious being so outnumbered by the students. In

addition, some students are afraid to ask questions or participate in a large class.

• Student needs: Meeting individual needs can be difficult or impossible when

class size is very large.

• Marking: Grading assignments and tests can be very time consuming, and

your pay will generally be the same for a smaller class.

19

• Distractions: There are more distractions for teachers in large classes, such as

latecomers and people chatting while you are teaching.

•Preparation: Making photocopies for a large class can be very time

consuming. Other teachers may be bothered by how much time you spend using the

photocopier.

• Noise level: Large classes can become out of hand when students are working

in pairs or groups. At times you may feel more like a disciplinarian than a teacher.

• Monitoring students: Teachers may find it difficult to keep students on task as

they monitor pair and group work.

• Space: There is limited space in a classroom for energetic activities such as

role-playing.

• Textbooks and resources: There may not be enough textbooks or computers

available for all students.

Strategies for Coping with Large Classes

• Use a teacher's notebook: Attach a small notebook and pen to your belt loop.

Take notes while you are monitoring pair or group learning. Review common

errors as a whole group after an activity is complete.

• Spread out: Find another space that your class can use for energetic whole

group activities. Find a lobby or spare classroom in the building that your students

can spread out into when they are preparing a project or performance. Take

students outside if there is no indoor space available.

• Create a participation grade: Make homework and attendance count by doing

regular checks and making it part of their final grade. Giving a daily exam tip also

encourages attendance.

• Encourage competition: Establish a fun and competitive atmosphere within

the class, by dividing the class into teams. You may change the teams once in a

while or leave them the same throughout a semester. Teams can win points for

certain accomplishments (If noise and behavior is a problem, students can lose

points too.).

• Relax: Find ways to relax before class so that you don't feel anxious. Never

attempt to prepare a lesson in the morning, right before class. Always have a water

20

bottle handy. Always have an extra activity on hand in case something doesn't go

as you expect it to.

• Establish trust: Learn unique ways to remember names and do your best to get

to know something about each of your students. Create a seating chart on the first

day and ask students to stick with it for a while. Tell your students at least one or

two things about yourself beyond your role of teaching.

• Manage the noise: Establish a signal that you want your class to stop what

they are doing and listen. This should be done from the first day, so that students

become accustomed to it right away. Be careful not to use gestures or sounds that

would offend anyone.

• Reduce marking and preparation time: Design quizzes and tests in a way so

that you can reduce the amount of marking. Use peer evaluations when possible. If

students submit journals, just read them and leave a short comment and/or

suggestion, rather than fixing every grammar mistake. Designate a specific time

when the teacher's room is slow to do most of your photocopying for the week.

This will save you from feeling guilty for taking up the photocopier for a long time

when another teacher only has a few copies to make.

• Enforce a late policy: Notify students of your late policy on the first day and

stick to it. For example, don't let students enter your classroom after a warm-up has

ended. If students miss class, make it their responsibility to catch up, not yours.

• Share your e-mail address: In a large class, you will find yourself feeling

drained before and after class if you let students come early or stay late to ask

questions every day. This alone can make you hate your job, especially if you are

not paid for hours when you are not teaching. Encourage students to e-mail you

with questions, and answer them on your own time. If you don't like the e-mail

suggestion, try finishing your class ten minutes early once in a while and allow

your students free conversation time. Take questions on a first come basis during

this time.

Activities to use in Large Classes

• Small group discussions: Use topics related to a theme, or ask students to

submit topic suggestions.

• Who Am I?: Tape the name of a famous person to the back of each student.

Students go around the room asking questions and trying to identify themselves.

21

Once they guess who they are they can place their nametag on the front and

continue helping other students identify themselves.

• Team spelling contests: Each student who gets the spelling correct gets a point

for their team.

• Balderdash: Large class can be split into teams. Teacher calls out a word and

students have to write down the part of speech and definition. Each student to get

both correct gets a point for her team.

• Write the question: Large class can be split into teams. The teacher calls out

an answer and the students have to write the question. (ex. "Lynn") Each student to

write the correct question gets a point. (ex. answer: What's your middle name?")

• Questionnaires: Students circulate around the room asking each other

questions. Students can create their own questions on a given topic or theme, or

you can provide the questionnaire handout. Follow up by asking each student to

report the most interesting answer they received.

• Categories: The teacher calls out a category, such as fruit, and each student

has to name a fruit when it is his turn. If a student hesitates for more than five

seconds, he or she has to choose a new category and sit out the rest of the game.

The last person to get out wins.

22

Topic 7

Group work: It is a term that used in teaching-learning process that means two or

more students are assigned a task to do together. As mentioned in the previous

topic, this strategy plays a role for Coping with Large Classes.

Advantages of Group Work:

1-Group Work generates interaction:

In traditional Lg classes, the teacher used to explain grammar points and lessons

without involving students. But, group work helps to solve the problem of large

classes to provide chances for students to speak and express Lg. this group

interaction leads students to learn effectively.

2-Group Work offers an effective climate:

The second advantage offered by group work is the security of talking freely and

openly without being afraid, so, in small groups, learners co-operate within each

other to achieve goals. Also, small group work increases students’ motivation.

They satisfy their needs an achieve success.

3-Group work satisfies individual differences:

Each student in a classroom has needs and abilities that are different. Group work

can help students with different abilities to achieve different goals. The good one

can help the weak one. The teacher can recognize the individual differences (age,

culture, degree of study and select good small groups and give different tasks to

different groups.

Excuses for avoiding Group Work:

23

GroupGroup WorkWork

Some teachers are afraid of group work. They feel that they will lose control or

students will use their native Lg. But group work doesn’t mean putting students

into groups and letting them to do what they want to do.

Let us look now at these excuses and try to deal with them.

1-The teacher thinks that he s in on longer in control of the class:

There is no doubt that control is very important and group work needs this control

especially in large classes. Therefore, the teacher must pay careful attention and use

interesting activities to keep control over the class. The teacher should pay the role

of director, manager and resource. With these roles, there will be a degree of

control.

2-Students will use their native Language:

If students feel that the task is not easy for them or is not interesting or the

instructions are not clear, students will use their native Lg, hence:

The teacher must show the students the importance of the practice in

English for their success and make sure that they understand the

instructions in an easy way.

The teacher should make the class enjoyable and give students in

small groups games and interesting tasks.

The teacher should give the students security to speak freely and

openly in the group work. Tell them that they work in a team and they

that can use Lg with each other without feeling that the whole class is

watching them.

The teacher should tell them how using English is very important for

them in their real life.

Also, the teacher should tell them that people do better in tests if they

dive into Lg rather than just studying it.

3-Students errors will be increased in small groups:

Some teachers think that students will ensure their errors in group work and the

teacher can’t correct them. But, some researches show that errors made by students

in front of the teacher are as high as not watched by the teacher. Also, well-

organized group work can encourage feedback on errors and the teacher can correct

these errors.

4-Teachers can’t monitor all groups in the same time:

24

It is true that the teacher can't be on everything a student says or does during the

class hour. But, the effective teacher can get around students in their groups

listening to them and offering suggestion as correcting mistakes.

5-Some learners prefer to work Alone:

Some students prefer to work alone; as they may get used to this kind of working

since they go to school or may some students want you to give them the answers

and move to another point. Also, some clever and active students don’t like helping

weak ones because they feel that helping them waste their time without benefits.

So, tell them that Lg learning is not just rules and words, but it’s a real

communication among groups, the more they will succeed in learning Lg.

Any problem of group work can be solved by good and organized planning and

management. When learners know their roles in the task in the group, they will

learn well.

Pair Work:

It is more suitable for tasks that are short, simple and controlled by the teacher.

It includes:

Practicing dialogues.

Simple question and answers.

Quick activity.

Checking written work with each other.

So, pair work and group work get students interact with the teacher who should

select suitable tasks for pair work like certain listening tasks, silent reading and

discussions, opinion exchange, problem solving, games---etc,

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

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

********

25

Topic 8

Advantages of Using Games:

1- Games act as a rest that breaks the routine of Lg Classes:

When students come to the class and find that teacher gives the lesson in the same

way of teaching and gives difficult tasks and boring subjects, in this case, students

get bored and may hate Lg classes. Thus, it’s the role of the teacher to prevent

students to reach this restless state as "the devil finds work for idle hands", so

games prevent boredom and create friendly atmosphere full of joy and amusement.

2-Games highlight motivation in learning Lg:

Many researches show that students do well in the game tasks that are fun,

interesting and useful. Games lower anxiety and highlight motivation. Those

students who feel disappointed in their study because they don’t pass success fully,

their motivation may die. But using games makes them dive and achieve goals of

learning. Games satisfy and feed their needs. Strong and weak student participate

(share) in class.

3-Games help students to lower the suffering of English Lg learning:

You know that learning Lg need efforts and long concentration, also, they can not

remember sentences lessons easily, Besides, children face some difficultly

producing complete sentences or complex items.

But games reduce difficulty and make them relaxed. They teach Lg unconsciously

without hard effort as they repeat some item of English through playing.

4-Games make the classroom like a real world:

In which there is a communication. Among student:-

26

Using Games inUsing Games in Teaching EnglishTeaching English

Through games, students can speak, read, write listen to and communicate within

each other.

So, they learn how to use Lg in reality and how to share and exchange ideas.

5-Games encourage learners to co-operate with each other:-

For example, game activities need co-operation like putting things in order

completing drawing, grouping things, finding hidden things, and exchanging

information.

Some Difficulties:

Class control and management

Loud noise

Misunderstanding game rules

Unwilling to participate

Lack of experience

Not enough time

Large classes

Lack of resources

Suggestions:

Choosing games that can be done with little noise

Rewarding children with more games

Giving game rules in Arabic

Repeating simple & clear rules especially for unfamiliar games

Ignoring mistakes out of game purpose

Giving weak children easy games

Exchanging ideas with other students

Rewarding the winners

When to use Games:-

As short warm up activities

When there s some time left at the end of the lesson

When the teacher & students have nothing to do.

At all stages of the lesson when they are suitable

At revision exercises

27

When they feel bored or on windy or rainy days when they are interested in

playing rather than studying

Some examples of games:-

1-Glug games:

The player thinks of a certain verb in his mind and use (glug) instead of the

verb to students to let them guess what this verb is?

The learners ask: do you like glugging?

The player: Yes

Learners: Do you glug in the morning?

The player: Yes

Learners: Are you glugging now?

The player: No

Learners: Does someone glug with you?

The player: No

2-Another game, what is my job?

The player thinks of a job and others guess.

They ask; Do you have a shop? Is your job of hand – work? Do you

earn a lot of money?

3-Describe and draw:

A player describes a picture that others can't see.

They listen carefully to the description and draw it. Then they compare

their pictures among them then with the original one of the player.

4-Finding differences between two similar pictures by describing or asking Qs:

Group A: there's a house in my picture. Is there house in yours?

Group B:yes. It has one door & two windows

Group A: oh, two windows! But it has 3 windows in our picture. What

is the color of the door?

Group B: white with a red line.

Group A: Our house has a white door with black line-----------.

Thus, students can store more words, ask Qs, communicate with ideas, speak

fluently and listen to description and do many things in learning Lg.

28

Using games make students love English and no longer fear coming to Lg class.

They love the teacher and surely they will do better

Topic 9

Young learners acquire Lg unconsciously. The activities you do in class should

help this kind of acquisition. Stories are the most valuable resource you have. They

offer children a world of meaning that they relate to. By using stories, they can

practice listening, reading, speaking, and writing.

Children love stories:

They love to listen to stories to know events.

The want to understand what is happening.

They enjoy hearing stories in English when they start a lesson.

They enjoy looking at story books by themselves.

The educational value of stories:

Help children to develop their thinking skill

Introduce children to other cultures and attitudes

Help children to look at real live from different point of view

Let children to share their experience with the group as everyone listens and

feels sad or happy

They learn new thing, vocabulary, and new values

Stories are interesting, enjoyable and can be fun

Stories for Lg Teaching:

Can be told with pictures and gestures to help children understand

Help children enjoy learning English

Introduce new Lg in context

Help children revise Lg that they are familiar with

Help children to acquire intonation and pronunciation by listening.

Can lead to lots of activities using listening, speaking, reading and writing

29

Teaching an EnglishTeaching an English Story for ChildrenStory for Children

Remember:

There is a difference between telling a story and reading a story. One of the most

important differences is your intonation:

When you tell a story you:

Speak spontaneously

Use a natural intonation to make the story real

Look at children and you can see if they understand

Use face and body to make gestures

Practice first and have some support, e.g., notes on case

Don’t worry if you make mistakes as children don’t notice

When you read a story you can:

Repeat and rephrase in a natural way

Stop and talk to the children about what is happening

Stop and show pictures and talk about them

Make the sounds for things in the story, for example, animals, trains -----.

Asking and answering Qs about the story

When you tell a new story to children for the first time, you can:

Tell the story by using dialogue, actions, gestures and sound effects for

animals and machines

Let the children ask you questions in their mother tongue and show them the

meaning by pictures, gestures and actions.

Let students predict what they think will happen next (it doesn’t matter if

they predict in their Lg)

Change or make the story easy to suit their level

Speak loudly, softly, slowly, in a high and low intonation.

Involve children as much as possible

After all this, if there's something important that children don’t understand, go over

it again and explain the problem in their mother tongue and say it again in English.

Way to retell a story:

When children have heard a story once, you can tell it again. Each time you retell a

story children:

Will become more familiar with the Lg of the story

30

Will be able to share more in different ways

Revise the new vocabulary

When the children are listening, you can:

Stop telling the story and see if the children can remember what happens

next

Put some pictures of scenes from the story. Ask children to point to the

picture you talk about

Divide the class and each group can perform the main characters and actions

Act the story as you tell it and let students to come out to the front and act

with you.

Ask students to listen carefully, then make mistakes or changes to pay their

attention

Give a set of pictures from the story or sentence and ask them to put them in

the right order

For example,

صورة في

Remember, that when you let students act the story then quickly become familiar

with the story and how to prepare a story.

31

How to prepare a story?

Think of two stories suitable for a class you teach, one you can tell and one

can you read

Plan how you would introduce the class each story and how you would

prepare it

Plan what picture or visual aids you would use and how and when. Also,

what you would say about each picture to children.

Write a list of Qs you might ask for each page of story (some easy, some

open, ended ones)

Plan a way for retelling a story and ask children to do something different

each time to make it fun for them.

Plan instructions to give them

Plan for the involvement of students in retelling the story

32

Topic 10

How to Use YouTube to Find Brilliant Primary Resources

Good quality primary resources in your classroom can make all the difference

between a positive and happy classroom, and a negative and bored one. If you have

good primary resources available to you it can also have a positive impact on you,

and your enjoyment of your job.

Many teachers often spend hours surfing the internet looking for creative teaching

resources, but YouTube, when used correctly can be a fantastic teaching resource

for you to use in your classroom.

YouTube is home to millions of videos that have been uploaded by users all over

the world. If you are prepared to spend a little bit of time, then you can find some

excellent videos that would really add value in your classroom.

You can show videos to the class and it really helpes to bring the syllabus to life.

Rather than the pupils reading about topics from some dusty old book, they had the

opportunity to actually see it for themselves. This really helped to bring the lesson

to life and promote enjoyment in learning.

And the best thing about using YouTube as a teaching resource in the classroom is

that it's completely free. There is no cost, and you can find an excellent video to

compliment your teaching in seconds. The pupils love it too, and it will have them

talking for days!

If you're looking for effective and interesting primary resources to use in your

classroom, then check out YouTube today. You'll be surprised at what you find.

33

Topic 11

Some facts about children's reading skills and reading process:

Although there are 26 letters, English Lg has 44 different sounds

85% of the words in the Lg follow a regular phonic pattern but 15% do not

There are many rules for those sounds. They are not only phonic rules but

also rules for spelling

90-95 % of children can learn to read by parents help, so parents should

spend at least 15 minutes per day with their sons or daughters.

Children, who struggle with reading, decide that they neither like nor want to

read.

Most people think children learn how to read through their eyes but reading

actually begins through ears.

As a teacher, you should not make reading as a process of noise. If we can't learn

the meaning of what we read, there is no point in reading.

Children should not be asked to read what they can't understand or speak; if

they are, they will be bored and their progress will be slow.

Reading should improve oral and written skills.

Main methods used to teach children how to read:

You know best about your teaching situation, Do your pupils know how to read in

their own Lg?

This is a big step because children have to understand the link between what they

hear and what they read.

Do you teach reading in English in the same way as you teach reading in your

mother tongue?

34

Teaching Children HowTeaching Children How to Readto Read

Learning to read in English is not as difficult if children can read in their own Lg.

your teaching situation is the most important factor on deciding how you should

teach reading.

There are two main methods to teach reading in English:

1-look and say

Teachers often use (look & say) as a part of teaching vocabulary. So, when

children learn say a new word, they learn to read it.

Children learn to recognize whole words or sentences rather than individual

sounds.

So, flashcards with individual words written on them are used for this method. Its

preferred for these cards to have pictures to make the child focus on reading not

just thinking of meaning.

To do this exercise, have two or three sets of flashcards with words on them,

for example, animal words, color words, sports words …

Then ask, for example, who can find his favorite food or drink? Pick it up and show

us.

Other examples,

Who can find a word for a color?

Who can find the card says "blue"?

Who can find a card with an animal name on?

What other animal words can you read?

2-Phonics (letters used to make sounds)

صورة في

English spelling is difficult. Children need to lean how to recognize sounds and

letters.

35

Its better not to teach the names of letters when starting to teach reading as some

letters of English don’t match the sounds of them. When you use phonics, you are

teaching children the way the letter sounds, not the name of the letter.

Example:

Who can find a letter which says ssss? Like in your name, Samia?

Can anyone point to a ward that starts with a /b/ like b for banana?

Who can find the letters for the sound /Th / like in three?

Can you find a word that ends with / N / like green, man?

Some strategies:

1-Words children know or half – know from their mother tongue.

Example:

Choose three words you like best?

Team A come and find out what family consists of?

Put all the animal words together in a circle

2-Body name game:

How to play: point to parts of your body; say a rhyming word and your child

should say the body pan. If you point to your nose and say rose, she will say

nose

Tell then 'we are going to play a rhyming game.

Rhyming words have the same sound endings.

I am going to point to something on my body, and say a word. You re going to say

the body part that rhymes. Okay?"

Give them two examples "I'm pointing to my leg, and I say beg you say leg ---

Here s a list of body parts and rhyming words:

(Deer – ear) (Farm – arm) (Put – foot)

(Bye – eye) (Feel – heel) (Sack – back)

36

(Pail – nail) (Gum – thumb) (Deck – neck)

(Bear – hair) (Fin – chin) (Peek – cheek)

When the child rhymes body parts, play this game:

Say, "I'm going to say a word and you'll tell me as many rhyming words as you

can. I say bee "the child then says words such as" he, she we, three, free, agree ---

3-"Clever parrot"

In this game, children have to repeat like parrot.

The teacher:

Show a card to the pupils

Doesn’t look at the card and repeats all words

The children:

Look and listen carefully

Repeat the word that is on the card when they hear it

When to use such activities:

On teaching new vocabulary.

On revising vocabulary they took before

Before reading a story of such words

37

Topic 12

Building Up Vocabulary in English

If you're reading a text or listening to a conversation and can't understand a third of

the words used there, what's the point? There are several techniques that are used in

building up vocabulary in a foreign language and we'll try to cover some of the

most common, which you can practice without spending too much or looking too

far for them.

Reading new texts and their translation

A lot of language learning books rely on this technique to get the student's

vocabulary up and running from the first lessons. The students are given a rough

text in the foreign language (the difficulty level of the test is dependent on the level

the student is considered to having reached so far) containing some new, more

complex words with each sentence. Below the text, an exact translation is given.

After the translation, the words that are being considered as "new" are usually

given a definition of and if they are used in a specific context in the above

mentioned text, this is also mentioned.

Picking words out of the context

Oftentimes, you'll be reading a text or listening to someone speak in a foreign

language that you know and spot a word that you don't understand. Focusing on the

context in which it is told however, will often give you a clue about what it means.

If this doesn't happen and you're totally in the dark about what that particular word

means (oftentimes convoluting the entire context too) you can look it up in a

dictionary.

Visiting the native speakers

Nothing will boost your vocabulary faster and better than a visit to a native

38

speaking country of the particular language you want to expand in. This obviously

perfects your grammar, spelling and pronunciation of words together with your

vocabulary, which can only be beneficial.

Using internet

This said, feel free to skim the Internet for any sources that can help you expand

your vocabulary in a particular foreign language. After all, you can't simply take

the dictionary and start learning new words by heart; you need to learn them

naturally, out of their context. Even if you learn one new word per day this way, in

the long run you'll surely feel the difference.

39

Topic 13

Methods of Teaching Grammar

The deductive method:

The deductive method of teaching grammar is an academic one. This approach is

very simple. First, the teacher writes an example on the board or draws attention to

example in the text book. Then he explains the rule, nearly in the mother tongue.

Finally, the students practice applying the rule orally and in writing.

The inductive method:

To induce means to bring about or to cause something to happen. Those teachers

who use this approach make students to realize grammar rules without any form of

prior explanation. They believe that the rules will become clear if the learners are

given enough examples.

On teaching grammar points, the first step is to clarify the meaning to the class. For

example, he holds a book saying this is a book. They will do the same showing

other objects. Then they will hold other objects (several book) saying these are

books. After giving several examples of singular and plural, they will understand

the contrast between the two forms. The next step is to get students to produce the

two grammatical forms. The teacher says nothing expect correcting mistakes. The

grammar point is shown on the board only.

Which is better?

A middle path is probably best. Both methods have advantages.

The deductive method:

It is quick and easy for the teacher. It is suitable when the grammar point is

difficult. Also, it is suitable when time is short. Many learners especially the older

ones prefer the deductive method.

The inductive method:

40

It requires students to identify the role by themselves. It has the advantage of

involving students much more. This kind of learning is believed to be more

effective.

This approach is better for grammatical regularities which are easily understood

and applied.

Remember that there is no one option of teaching grammar. The teacher can draw

his approach according to the level of education, age, time and syllabus.

41

Topic 14

Actually, we all start learning our first Lg by listening and absorbing the sounds

around us. Children can acquire a second Lg the same way. The more English they

hear, the more they learn. This is due to natural linguistic processes which help us

to adapt and acquire Lg.

A new Lg in school is:

Different from other subjects children learn.

It's not just about learning facts and concepts but also to communicate and

understand Lg

Teaching a new Lg to primary children is challenging for all teachers, but

you have several advantages as you:

Come from the same society as your pupils

Know in what ways their first Lg can help them learn English

Remember:

When you use English, you are:

Showing children that this new Lg is another form of expression

Showing them that it can be used to communicate like their own Lg and that

it can be fun

Opening doors to know other cultures and customs

Passing your own opinions about the different people who use this new Lg

Remember: you can help your pupils understand what you say in English:

With your tone of voice and eye contact

By using gestures, facial expressions. Real things and pictures

42

Planning for EffectivePlanning for Effective use of Englishuse of English

In the ClassroomIn the Classroom

And by using familiar contexts and topics and rephrasing what you say

Occasional use of their mother tongue from time to time

Using the Mother Tongue (Arabic):

Generally in teaching, we move from what is known to what is new. So, on the first

day where you start to teach English, you can explain to children in their mother

tongue how you are going to use English during English lessons.

Teachers have different views to how much mother tongue they use in there lesson:

Some teachers try not to use mother tongue from the start. They only use

English even when they teach beginners.

Of course to somewhat they allow their pupils to speak in their mother tongue. But

the teacher recasts what the children say in English.

Other teachers use mainly English and just give a word or an explanation in

the mother tongue if children really need to hear this or feel uneasy.

If the teachers are good communicators, the children quickly get used to

hearing only English and gradually learn to understand more and more.

Some children are slow in producing English, but listening to the teacher

speaking English works in the end.

One of the most effective techniques is to respond to all pupils questions and

comments in English. In that way you are showing them:

That you are listening.

That you can do the same things in both Lgs

How to say in English what they said in their Lg.

That they should try and say more English.

Responding to mother tongue talk

1-Recasting: (It means repeating what children say in their mother tongue in

English)

Recasting is a very important step in children's Lg development. It helps:

Children to know they are understood

Children's acquisition of English because they hear what they said repeated

in English

43

To strengthen the idea that they can communicate in English as they do in

their mother Lg

So, you may have to develop the habit of recasting. For instance, you can start by

recasting single words in to English, the short phrases and so on.

For example, children preparing to do some drawing:

Teacher: Right, you need your notebooks, your pencils and what else?

(child speaks in the mother tongue; he feels he needs an eraser for mistakes)

Teacher: an eraser – yes an eraser in case you make mistakes – an eraser.

Remember:

Recasting what children say in mother tongue helps them start using English.

Recasting supports children as they are acquiring English.

2-Rephrasing what children say:

When children start to use English in class, you should encourage them. If they

make mistakes, one of the best techniques you can use is rephrasing. Changing

what the child say in English into better English without any' negative comment is

very supportive. When you do this:

You show that what they said was not perfect but that it doesn’t matter

You show that what the child is the communicating is valuable.

You encourage the child to continue speaking by showing that they

communicate successfully.

You are helping children to improve as they hear the better version of want

they were trying to say.

You are rephrasing for one child, but also other students are listening too.

Rephrasing:

Is similar to what mothers do with their young children. They:

Repeat what the child says and add to it:

Show that they understood by rephrasing and answering.

Don’t make comments about the form of Lg the child used.

Remember:

44

Rephrasing is means of correction

Rephrasing is less threatening than direct correction.

3-Correction:

Good correction techniques should mean that:

You use correction as a learning tool so that it helps your pupils to acquire

English.

When you correct Lg, it is clear that you are not changing what a child is

trying to say.

You are trying to help pupils to make their meaning clearer.

Think about how you can do this when you are correcting speaking. Its helpful to

distinguish between:

Errors of form. {I good to school yesterday}

Errors of meaning and comprehension. {I play football}.

Also, other ways to avoid speaking Arabic in the English class:

1. Course book: a course book with diagrams and illustrations will make

understanding easier for students and thus there will be no need for the use of

mother tongue.

2. Flash card: makes learning easier without the need for another language so also

is slide show.

3. Photo-Dictionary: some students usual use dictionary with words translated to

their native language. A dictionary with pictures will make the need for another

language unnecessary. 

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

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

*****

Topic 15

45

How to Correct Mistakes

Students will make lots of mistakes. It is an important part of the learning process.

If they are not making mistakes then they are not being given difficult enough

topics and structures to work with. You have to correct mistakes in positive ways.

Singling out students who make errors will make students feel shy so some tact

when correcting mistakes is important.

Reasons why students may be reluctant to speak English in class and solutions

to help students overcome this problem:

Let us first examine why students often avoid practicing spoken English in class:

• They feel silly speaking a language in which they know they are making

mistakes.

• It is artificial to communicate with their classmates in a foreign language.

• When they want to say something important to each other, they do so

spontaneously in their mother tongue.

• They do not have the English to express the concepts that the teacher wants

them to express.

• They do not understand the point of speaking English all the time in class.

• It is very tiring to concentrate on producing a foreign language especially

when your level is low.

• The topic / activity that they are supposed to be talking about in English is

boring, so they talk about something else in their mother tongue.

• Speaking English is difficult.

• Speaking English is not fun.

How To Proceed:

1. Practice

46

When introducing new vocabulary, emphasize correct pronunciation and during the

drilling exercises have students practice using choral repetition. This means

students are not immediately singled out to pronounce new and unfamiliar words

and they can become accustomed to the sound of the words together. The next step

is generally to call on students or have students volunteer to pronounce words or

phrases. It is an important step to check pronunciation on an individual basis

however it means that a student is being singled out to perform independently in

front of the entire class. Correcting mistakes at this level is the most challenging

but you can use the same process to correct errors in any situation.

2 .Self- Correction

The best way to correct mistakes is to have students correct themselves. Ideally a

student will realize a mistake has been made and fix it automatically but that is not

always the case. If a student answers a question incorrectly you can gently prompt

them to revisit their answer. One of the ways to do this is to repeat what the student

said placing emphasis on the incorrect portion, for instance “I have play baseball.”

and saying it in a questioning way. At this point the student has an opportunity to

think about and revise his initial response. You may have your own method of

prompting students with a facial expression or phrase which they associate with

being incorrect but avoid saying words such as wrong, incorrect, or no in response

to mistakes. They are negative and will have ill effects on your students’

confidence in the classroom.

3. Peer Correction

When a student is unable to self correct, peer correction might be appropriate. If a

student raises his hand while you are waiting for a student to self correct, you may

want to call on that student for the correct answer or, after waiting a short time for a

student to self correct, you could ask the whole class the same question and

encourage a choral response. Especially with challenging questions, this is a good

method because then it is unknown who in the class has the right answer and who

does not. Just repeat and emphasize the correct answer by writing it on the board

and explaining why it is correct. This is a good method of correcting mistakes

because it shifts focus away from the student that provided the original incorrect

answer.

47

4. Providing the Answer: Last Resort

Sometimes individual students as well as entire classes have no idea what the

answer to your question is. If providing hints and examples does not lead them to

the correct answer, you will have to provide it. Generally this is a last resort and

means that a lot of review activities may be in order but keeping a positive attitude

and explaining the answer good-naturedly will do a lot to keep your students

positive about learning English. Asking similar questions in a simpler form will

build student confidence again so that the lesson can continue smoothly.

At every stage of an activity, praise should be given. If a student volunteers to

answer a question, you can thank him immediately for volunteering which will

boost his self confidence. At that point if the student provides an incorrect answer

you can correct in an encouraging way by saying “Almost.” If the student gives the

correct answer, be sure to say “Good job!” or “Excellent work!” As long as you are

positive in your method of correcting errors, reassure your students that they are

doing well, and do not get upset with them for making mistakes, they will continue

to volunteer and try their best because making mistakes is OK. That is how learning

should be. If students never take risks, they will not improve.

Topic 16

48

Perfect Use of the blackboard

The most valuable teaching aid is a blackboard. When students look at a page, their

eyes and thoughts could be an where, however, when they look at the blackboard,

their attention is on what the teacher has written or drawn.

Some golden rules:

The teacher needs white chalks, some brightly colored chalks and a

blackboard eraser.

At the start of each lesson, the teacher should ask someone to clean the board

and write the date in the corner. This provides a chance for real Lg use.

While the cleaning is being done, conduct a warming up activity, a game or a

song.

Also, the teacher should avoid stylish kinds of writing that can be misread

especially beginners who are confused by elaborating writing.

Writing largely is important especially for those who sit at the back.

Avoiding writing all the way across a wide board is important. It is advisable

to use the blackboard in there main sections which gets your lines short.

Stand with your back to the class while writing. Stand at 45 degrees and

write with the arm extended.

Never work in silence. It is vital to keep the class involved. Comment on

your drawing as you draw. Invite students to read out what you are writing.

Economize on blackboard saves time. Anything that requires careful drawing

or planning should be done at home in picture or in a poster form.

The layout of the blackboard:

Divide the board. New vocabulary is written in the left hand section, and any

grammar point or structure goes to the right. These Lg items will stay on the board

until the end of the lesson.

49

The centre is used for ongoing work such ad pictures, working examples and notes.

The efficient teacher will work at the blackboard involving all the class the whole

time. Drawings or tables will be planned at home as mentioned as this saves time.

The old saying goes.

"one picture is worth a thousand words"

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

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

Topic 17

50

Homework

Five Reasons Kids Need Homework and Five Reasons They Don't

The benefits of homework has been debated by teachers and parents for years.

Although many people think of homework as doing more harm than good by

causing stress to everyone, others believe that it has great advantages for children

by encouraging them to think more independently outside the classroom.

The Benefits

1- It allows students and teachers to work more closely together. They can discuss

their assignments or any problems that they are having with parts of their

textbooks, before or after classes.

2- It can bring families closer together as students may ask their parents or siblings

for help on their homework. Not only will this help the students get a better

understanding of their work with any parts they are stuck on, it will also allow

parents to get more involved in their child's educational life.

3- Doing homework will prepare students for the big end tests. If a child does

poorly on an assignment then they will learn what is necessary to do well on the

next test without being punished. It also provides students with the opportunity to

practice at what it takes to be successful in school. Like they say, practice makes

perfect.

4- Doing homework is also a great way to develop responsibilities. By being

assigned work one day and knowing that it has to be done by the next day, they will

develop a sense of punctuality by turning their work in on time.

5- Finally, it allows parents to see how their children are being educated and they

can develop a better idea of how they can help their child.

51

However, some parents, students and even some teachers feel that after many hours

of lessons in school, it is unfair to expect students to come home and work for

another three hours.

The Potential Harm

1- Children should not be given homework is that they need time to relax and take

their minds off work. The pressure of having to complete homework every night is

quite daunting for most children and they need time to refresh their minds and

bodies.

2- It reduces the amount of time that children could be spending with their families.

Family time is especially important to a growing child and without it social

problems can crop up and a family unit can be compromised by a lack of time

being spent together.

3- Homework can cause conflict between children and parents when the parent

wants to the child to do their homework but meets resistance from the student to do

an overwhelming task.

4- Too much homework can encourage cheating because children end up copying

off one another in an attempt to finish all their assignments. They then end up being

rewarded for cheating which doesn't benefit them at all.

5- Finally, a lot of teachers don't often have the time to grade papers properly as

they are too busy with designing lesson plans and consulting teaching resources in

order to just manage lessons. So by the time students are getting their papers back,

the class has moved on to a new topic.

52

Topic 18

Do Students Hear What You Want Them to Hear?

Many teachers assume that when they say something to their class, the students

hear what was said. Unfortunately, this is not always the case and can lead to

misunderstandings such as "...but s/he never told us that!" Over the years, I have

heard many cases where a student says something was on a test that wasn't taught

and the teacher says it was taught but the student could not have been paying

attention.

Teachers...here is a reason why having a written lesson plan is to your advantage.

So you can clearly demonstrate that a topic is in your lesson plan and that you did

teach it.

It is particularly important in the English classroom where the teacher is teaching in

English. This is not the first language of the students. Unless the students are

advanced learners they will miss at least some of what you say. Until students learn

to listen only for the stressed or important words in a sentence, they try to listen to

every word. What happens is that they then fall behind and often only hear the first

part of what a teacher says.

Students are easily distracted - especially young learners. Their minds may be on

other things and thus not paying as much attention to the teacher as they should.

This applies to all classes, not only English class. Although hard to believe, I know,

your lesson may not be uppermost in the minds of all of your students.

As a teacher, you cannot take for granted that what you say automatically registers

with your students. The only way to be sure you are getting your message through

to everyone in your class is by repetition, reinforcement and review. Even then, you

may not reach all students but at least you have given it your best shot.

After teaching a topic, I usually give a least one exercise which acts as a

reinforcement activity while the topic is fresh in students' minds (hopefully). Then,

at the start of the next lesson, I give another exercise, though perhaps in a different

53

format, where I review the previous topic and test the students ability to recall and

to transfer their learning before moving on to the new topic for the day. We go over

the answers together as a class and that is when I ensure the information is firmly

rooted. Then we move on.

54

Topic 19

Lesson Planning

Using your course book resource:

Most of these teachers follow a planned program set out by Ministry of education.

This program is guided also by factors as:

Age of your pupils, level of teaching, needs of the class, schemes of work in

school plan.

Wishes and hopes of parents and school authorities

Time allowed for Lg lessons in the schools timetable

Time allowed for teachers to prepare materials

Course books:

Offer you a prepared set of classroom activities and Lg so save time

Offer children a learning aid

Set general standards

Are colorful and attractive to children

But the course book is not necessarily the whole teaching program. It's just one of

the Lg resources. You can use other important resources:

You yourself and the way you use English, the stories you tell, etc.

Story books, picture and word cards for several uses.

Wall displays – masks – posters – real things – photographs – cassettes –

video – recorders – computers.

Your course book may be a main resource and some of the things listed above can

be supplied and improve the teaching-learning process.

Planning your lessons:

As you prepare your English lessons, its good if you divide your planning into

sections:

1-Before the course:

Before you start a new term or a new class, think about how to:

Create a pleasant, relaxed atmosphere in classroom

55

Arrange the room so that its easy to move around

Make sure you have wall space for any displays you want to use

Make displays that can be used and reused for several Lg practive activities

Display children's word with their names

Let displays grow, but when children get tired of them, go on to something

new.

Start or increase your collection of nice activities for children who finish

early or who are doing something separate. For example, picture card games,

small puzzles------.

Plan to connect some of topics you use throughout the year

2-General lesson preparation:

For any lesson, it is always useful to:

Remember that you teach English by using English in your lesson

Prepare all the materials you need

Think of your lessons as small steps, so you sequence activities carefully

Tell children what are you going to do and help them see the reasons for

what they are going to do

Have some clearly developed routines because children feel secure with

patterns they can depend on

Remember what you know about how children acquire Lg

Ask yourself why you are doing each activity and what opportunities the

children need to listen, speak, read, or write

Plan how you can make best use of the Lg the pupils are already familiar

with

Plan good learning tasks for new Lg where the context helps children to

understand

Try to give individual attention to different children, so they know that you

are aware of how they are getting on

Decide how you want to group your pupils and where they need to be for the

several activities you will use

specific Lg planning for a lesson:

Prepare what you are going to say when you:

Greet your pupils

56

Talk to your pupils as starting with a story, different topics and routines,

finish your English lesson

Set up an activity, arrange the room, organize pupils, say what your going to

do, and give instructions

Speak to groups, pairs or individuals if you have the opportunity

Try to say something positive to your pupils

There are many ways of organizing your lessons and you know your own situation

best. It is beneficial to set an organized plan for lessons to help them in teaching

efficiently. Always remember that you know your teaching situation best and you

should develop your own plans to suit you classes and circumstances.

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

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

*********

57

Lesson planning

Definitions

Goals:

What students will achieve at the end of the course.

Objectives:

What students will achieve at the end of a lesson. They are more specific than

goals.

Aims:

Thing which you hope will be done or achieved during an activity or a lesson.

Activity:

A single exercise or game, etc.

Procedures:

How should the teacher start and end the lesson and between them.

Evaluation:

To what degree students understand the lesson and achieve the objectives.

Types of Evaluation:

Formative evaluation:

Evaluation that takes place after each single step or idea.

Summative evaluation:

Evaluation that takes place at the end of the class or a course of study.

Realia:

Objects taken into a class to help teaching and learning and to make the lesson

more interesting like toys, airlines timetables, fruit, train tickets------etc.

58

Model of Lesson Plan

Date/

Class/ Unit 17

Period/ Lesson 1

Overall Aims of the Unit:

At the end of this unit, the pupils are expected to be able to:

1. Talk and write about food.

2. Say what food they like and dislike.

3. Say the sound / 0/ and /0/ in the word: (father – mother – brother) and (thin –

thanks –three).

Lesson 1 (St. B. p. 49)

Aims:

At the end of the lesson pupils are expected to be able to :

1. Say and understand words for food (bread – meat – ice cream – coffee –

milk).

2. Say what food they like and don’t like.

New Language:

a) New Vocabulary: (bread – meat – ice cream – coffee – milk – sweets –

sandwiches).

b) New Structures: I like ………… I don’t like …………….

Language functions:

Expressing likes and dislikes.

Class Organization:

Whole class, closed and open pairs, and individual pupils.

Learning Aids:

Real objects – word cards – wall pictures for ex. B – gestures – the cassette.

Heading T/S Procedure

Warming-up T Greets class

59

Guessing game (A bun inside a box)Revision T Revises (using real objects)

(cake – a bun – a fish – tea – jam – sherbert – an orange)

Revises using miming / acting:

(drinking – eating)Presentation

Ex. A

T A) New vocabulary:

Places on the table all kinds of food (bread – meat- coffee

– ice cream – milk – sandwiches – sweets T - Holds up (bread) then a word card and says: bread,

bread, bread.C/G/Ss Repeat (bread)

T Uses the same procedure with the other kinds of food.

T Teaches the phrase (tea with milk) by adding milk to tea.

Repetition

Drills

T

S

Holds up an object

Says the name of the object.Practice

Reading

T

S

Points to the word card on the board

Says the wordFreer

Practice

T Asks some Ss to work in open pairs by inviting them to come

to the front and one student picks up the object while the

other tries to match the word with the object.Consolidatio

n

T Encourages individual Ss to cone out the front and name all

kinds of food on the table.Ex. B T B) New structures:

Now teaches the structures 'I like ……..' and ' I don’t like

………..'Using real objects, word cards, gestures, and miming.

*I don’t like coffee.T Encourages Ss to come out to the table and hold objects and

make sentences such as: I like (ice cream, bread, etc.) and I

don’t like (tea, coffee, etc.)Reading

Aloud

T Uses tow wall pictures, reads ex. B while Ss look and listen,

and then look and repeat.T Reads ex. A then ex. B in the students book, p. 49

Listening T Asks Ss to close their books.T Asks students to listen to the tape and then repeat.

Summative T Asks Ss to do the exercise at page 42 of the (Activity Book)

60

EvaluationHomework Complete the following sentences by giving true information

about yourself:

I like -------------.

I don’t like -----------.Rounding up T -sums up the main points of the lesson and says goodbye to

the students.

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

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

61

Topic 20

Alternative Assessment

Alternative assessment is a form of student performance grading that allows for a

more holistic approach to student assessment. The traditional form of student

assessment involves the average grading of a cumulative set of work for a given

time period. Alternative assessment can encompass a portfolio of work to represent

an entire use of concepts, similar to the way a traditional final examination is

intended to be a cumulative demonstration of material learned over a given time

period.

Formats for Alternative Assessment

There are several types of alternative assessments including essay responses, oral

presentations, portfolios of compiled work, short answer questions, demonstrations

of a concept/strategy and others.

Alternative Assessment Benefits

Often because of class size or as a method for saving timing in grading, traditional

testing has been used. Alternative assessment gives the student the opportunity to

demonstrate the depth and scope of what they have learned rather than being

limited to just a few responses on a traditional test or exam. The compression of an

entire semester of work into a single hour of testing that can be a misrepresentation

of the efforts of students.

62

Topic 21

Cheating and How to Avoid Cheating

One of the many increasing issues faced the management the days is cheating. The

Questions frequently asked by the teachers is that why students cheat. They cheat

because they consider it the easy way out.

Solutions to the problem

The solution to this problem:

-The assignments should be made meaningful and interesting for the students and

the parents must take interest in their children's work.

- The students must learn to be true to themselves and their own values and not

swayed by outside influences and pressures.

The educational institution should hire experienced teachers

-The government should try to fund special education as much as possible and at

the same time should take measures that the students should not only be assessed

through standard tests but also through other kinds of assessments

63

Topic 22

75 Phrases for Teachers to Encourage a Child

As teachers, we want our students to buy into what we are selling. Children are

overjoyed when they are recognized for their achievements. Teachers should

celebrate in their students successes. So you should also be a master of motivators

by offering continuous encouragement:

 

1. Amazing!

2. Astonishing!

3. Awesome!

4. Beautiful!

5. Bravo!

6. Brilliant!

7. Clever!

8. Congratulations!

9. Cool!

10.Excellent!

11.Exceptional!

12.Extraordinary!

13.Fantastic!

14.Far out!

15.Good!

16.Good for you!

64

17.Good thinking!

18.Great answer!

19.Great discovery!

20.Great job!

21.How did you do that!?

22.I believe in you!

23.I knew you could do it!

24.I love how you did that!

25.I love it!

26.I'm proud of you!

27.Incredible!

28.Looking good!

29.Magnificent!

30.Marvelous!

31.Neat!

32.Nice job!

33.Nothing can stop you now!

34.Now you've got it!

35.On target!

36.Outstanding!

37.Perfect!

38.Phenomenal!

39.Remarkable!

40.Right on!

41.Super!

42.Super Star!

43.Super work!

44.Superb!

45.Sweeeeeet!

65

46.Terrific!

47.Thank you!

48.That's amazing!

49.That's correct!

50.Tremendous!

51.Unbelievable!

52.Very good!

53.Very impressive!

54.Way to go!

55.We have a winner!

56.Well done!

57.What a genius!

58.What an imagination!

59.Winner! Winner!

60.Wonderful!

61.Wow!

62.Wow-

63.Yeeeesss!

64.You can do it!

65.You got it!

66.You figured it out!

67.You just blew me away!

68.You just made my day!

69.You rock!

70.You're out of this world!

71.You're precious!

72.You're so creative!

73.You're so smart!

74.You're special!

66

75.You're the best!

Topic 23

Ways to Cure Test Anxiety

It's perfectly normal to feel anxious and nervous about an examination. If you feel

this way about exams, you're not alone, and there are some simple measures you

can take to cure - or at least reduce - your test anxiety.

. 1. Revise! For most students, this technique has to be the most effective of all.

Naturally, the only way to feel confident and well-learned is to study and revise.

This takes some effort, but you'll be thankful when walking into the exam feeling

calmer.

2. Have some self-confidence! 

Only when you begin to think positively about what you can achieve rather than

what you might not achieve will you be able to perform to the best of your ability.

Bear in mind that you are what you think you are; you achieve what you want and

feel you can achieve - providing you've put sufficient effort in beforehand.

Highlight in your mind what elements of the exam topic you have covered well,

and cite as many positives as you can.

3. Eat right: It sounds stupid, but eating the right food can make a real difference

to how you feel about yourself. Make sure this will give you the energy you need to

power you. Avoid fatty, sugary foods that will give only short-term energy leading

up to the 'big day'. Instead, have a few sweets before going into the actual exam to

give you that quick concentration boost.

4. Sleep well the night before: We've already touched upon the importance of

being well rested, but energy levels really do have a considerable impact on how

you feel. Tiredness makes everything seem worse than it really is, and your chances

of exam success are not exempt from this rule. Get a bare minimum of 8 hours the

night before the test.

5. Arrive Early

You never want to feel rushed during a test. For this reason, make sure you arrive

67

early to class. This allows your mind to focus on the task at hand.

6. Use relaxation techniques: Ten minutes before entering the exam, try to relax

yourself with deep breathing and positive thinking. Avoid being around negative

people who are going on about how badly the test is going to go, and instead,

absorb yourself in thoughts of how it will go according to plan. Tense your muscles

and then relax them to achieve a state of calm. Hopefully, this will eradicate the

worst of your test anxiety.

7. Skip Hard Questions

When working through an exam, many strategies can be implemented. The one that

is most effective, however, is skipping difficult questions. As you work through

your worksheet, skip over the questions that you know will take longer to answer.

After you have answered the easy questions, you can go back and work through the

more difficult ones.

8. Read Questions Twice

One of the most important aspects of test taking is question comprehension. You

must know what each question is asking before you can answer correctly. Be sure

you read each question twice before making your selection. Failing to do so could

result in a missed word that changes the whole meaning of the question.

68

Topic 24

Glossary of Teaching TermsActive learning methods

Learning methods that ensure learners play and active role in the process of

learning instead of passively receiving information.

Brainstorming

Typically used in writing, but is any activity where individuals general ideas related

to a topic or task; done in either groups or individually with no restriction on

quality of ideas. Once ideas are generation, they are they evaluated and a decision

about which to pursue is made.

Class exercises

Learning exercises or problems students complete during regular classroom or

laboratory sessions under the supervision of an instructor.

Collaborative learning

An instructional method that emphasizes students working together in small groups

to complete a task or reach a common goal; in some cases students may be

responsible for each other's learning

Creative thinking

Thought processes designed to encourage originality in the development and

elaboration of original and diverse ideas.

Curriculum

Broadly understood as the subjects and materials to be taught by an educational

institution; typically it is listed as a set of subjects, but also may include the

learning experiences, skills, and abilities students are expected to learn.

English Language Learners

69

A student who is developing proficiency in English.

Evaluation

Process of assessing work completed by an individual, group, or institution with the

aim of determining whether the individual, group, or institution has meet

predetermined standards.

Experiential learning

Learning based on experience.

Feedback

Responses provided to an individual while completing a task that are intended to

guide the individual to s desired end.

Formative assessment

Assessment used to identify an individuals current strengths and weaknesses

relative to a knowledge or skill with the intention of improving one's knowledge or

skill.

Group work

Learning activities requiring several students to work together.

Independent learning

Learning completed by an individual without the assistance of an instructor.

Individual differences

Unique characteristics of individuals that have an impact on how they learn.

Learning logs

Recordings of the progress made by a learner with regards to acquiring a

knowledge or skill.

Learning outcomes

70

Statements indicating the end result for a learner following a learning activity;

usually stated in what a person can observe the learner do at the end of a learning

activity.

Learning styles

The various preferences and methods employed by learners in the process of

learning.

Peer assessment

Assessment completed by other students or member in the same discipline.

Portfolio

Collection of work completed by a person over time to demonstrate abilities and

competencies.

Positive feedback

Comments intended to highlight positive elements of a person's activities.

Role play

Learning process in which participants act out the roles of other individuals in order

to develop particular skills and to meet particular learning objectives.

Self assessment

Assessment completed by the learner him/herself to evaluate his/her own

performance, strengths and weaknesses.

Summative assessment

Assessment typically completed at the end of a learning period with the aim of

providing a final evaluation of individual's mastery of a knowledge or skill.

Teamwork

Process where individuals engage in a cooperative effort to achieve a common

objective.

71

Good Websites for Teachers:esl.about.com

http://teaching.about.com/od/Information-For-Teachers/a/Twenty-five-Essential-Qualities-Of-A-Good-Teacher.htm

https://www.englishclub.com/teaching-tips/teaching-large-classes.htmTeaching

http://www.onestopenglish.com/teenagers/skills/speaking/teenagers-speaking-why-teenagers-avoid-using-english/146795.article

http://teaching.about.com/od/Information-For-Teachers/fl/101-Phrases-for-Teachers-to-Encourage-a-Child.htm

http://www.teach-nology.com/

72

73

References

http://www.usingenglish.com/teachers/lesson-plans/level-beginner.html

www.busyteacher.org

http://www.abcteach.com/

http://www.englishteacherwebsites.com/resources/abcteach.html

http://www.everythingesl.net/

www.teachingenglish.org.uk

www. iteslj.org/questions/

www. ESLvideo.com

www. BrightHub.com

www. Dictionary.com

www. Englishgrammar.org .

www.englishforeveryone.org/

www.mes-english.com/worksheets/

www.funenglishgames.com/worksheets.html

74

75