Metodika imtoş sualları

1.guided discovered

2.the difference between l1 and l2 learning

3.beware the comfort zone

4.identifying the functions of learners language

5.using video and transcript

6.how to become a reflective

7.teachers on their own

8.open learning

9.the course book and how to use it

10.task based learning

11.ways of arousing interest in tasks

12.dealing with discipline problems

13.feedback and different approaches …

14.practical lesson management

15.syllabus and types

16.popular methodology

17.paralinguistic

18.explicit and implicit knowledge

19.forms and meaning

20. clt communicative language teaching

21.readjust your life to teaching

22.correction types

23extensive listining

24.teaching language skills

25.reading and its types

26. prodoctive skills

27.presenting new vocabulary

28. features of sillabus

29.using tasks in language teaching

30. Stages of dealing with discipline problems

31. making a formal plan

32. students and speaking

33. managing for success

34.forms and meaning

35. Oral corrections and types.

1.guide discovered

The teacher gives learners examples of a target language.For example: The contening several examples of the past
tense and the teacher asks the learners to workout what the rules of use seem to be for the target language.The
teachers often gives the learners the rules and ask them to complete gapt to rules.This approach is often used
together with PPP,task-based learning and the functional approach.Many teachers want to known which approach is
the best,but in fact in difficult to say one approach is better than in another.For example: for a group of motivated
upper-intermediate 18 years old who are learning English for the future jobs a communicative approachs may well
be very useful. However,if another group taking a grammar exam a structural approach might be more useful.The
best approach to use depends on who your learners are and what your teaching conditions. Level of
English,motivation to learn, expectations of learning, class size and number hours of English play important role in
language teaching. Some people believe in an eclectic approach.Which uses classroom practices from a variety  of
approach or methods.This can be a successful approach, but it needs to be used carefully. If you are consequently
changing your methods,your learners may become confused and begin to think that you are not very sure of your
teaching style.It is important to mix techniques coherently.

2. What other difference between l1 and l2 llearning

When we learn our first language we are likely to learn it in a different context and in different ways. L1 learning
starts when the learner is a baby and last in to adoloscence. Babies learn language at the same tima as their
cognitive skills. Learner are motivated to learn language as they need communicative. L2 learning - when we start in
primary school or secondary school continue in adulthood. Primary learners are still devoloping many officers
cognitive skills. Secondary school learners have already devolopte their learning to the foreign language because
they are mature. Adult and some secondary learners may already have expectations about how language shold be
learnt. L1 learning learn a foreign language in chunks or through interaction with family by listening two and taking
in (qavramaq) language for many months before using it — (Silent period). By hearing simplyfied by rarely being
corrected.

L2 learning likes spesific language items, often by focusing on structure and individual verbs. Often by using language
in controlled practise. Teachers veary the amount of price. Teachers often correct learners and learners are often ask
to produce correct language. Another big differences between L1 and L2 learning is that L1 learning is nearly always
fully succesful while L2 learning vearies a lot in how succesful it is.

3.beware the comfort zone

Many people talk about the comfort zone as a bad place to be!These are,perhaps, the teaching routines we have
always used.The danger,of course,is that all we do,becoming one of the teachers that students recognize as being
competent. Luke is one of the teachers who suffer from "comfort zone syndrome ".Many years ago,he decide to
become a teacher for the first time, teaching young learners.

He decided to "break our own rules" and the best way of finding out what can happen "if l always stand at the front
of the classroom " or move around all the time.

Breaking rules brings risks with it,but risks create tension. It is very difficult to feel burned out and excited at the
same time.

4. İdentifying the functions of learners language.

The functions of learners language are the purposes for which learners use language in classroom. This purpose
include taking part in tasks and activities. Interacting with teacher and each other.Learners make use of wide range
of language functions as they take part in different aspects of the lessons.The functions learners use are often the
same as teacher used  for example: clarifying, giving, definition, checking information and instructions. Teachers
must be more instructing than learners.We teach our learners to use exponents which are appropriate for the 
context. Learners need instructions lesson which is suitable both for teachers and students. In some learning process
sometimes students use formal language. Students can learn as language chunks they don't need to understand the
grammar of the utterance, for example:It is my turn ,it is you turn.I am first after you.It can be useful for
remanding.If we encourage learners they soon get using English as the medium of interaction.Element learners may
not have sufficient English to be able to communicate. They use L1 it is important to have a clear policy about use of
L1. Teachers can be modeling them.

5.using video and transcript

There is a great deal that teachers can do by themselves understand more about what happens in their classroom.
One  of the most effective ways of getting feedback to film our own lessons. This is the sophisticated equipment. One
of the Turkish students watch videos of her teaching and enabled critical perspective on their own teaching. Another
possibility, which can be useful is transcription parts of a lessons,but it takes a lot of time.We can see at once that all
this methods must be closen:appropriate for the level.

6. How to become a reflective teacher

There is a great deal that teachers can do by themselves understand more about what happens in their classroom.

Teacher reflect on what they are doing all the time when they are teaching. Such "reflection-in-action" is what helps
us to decide what action to take in any given classroom situation.

Sometimes because of the pressure of time and because everyone needs a break. They don't get a chance to reflect
events on the classroom. For this reason teachers takes notes, sticking notes into their coursebooks.

Some teachers keep a journal-a diary-in which they record their lives in teaching proses.

7.teachers on their own

There is a great deal that teachers can do by themselves understand more about what happens in their classroom.

●Radjust your life. Many years ago,one of the teachers suggested that we can take control by making lists.The ideas
to write down a list we can do and hang it to the left of the board.On the right column, we renumber the activities
and at the best teachers focus on our teaching lives are and how they could be. Sezgi Yalın,in Northern Cyprus
decided to write  "accusatory statements "  about her students ,for example: "They are always late",then she wrote
her own "reflections": "Do l myself get to class on time?Am l setting a good example?Have l set any rules regarding
this?" Every teacher,will have some students hwo's always complain about something. In this case we must try to get
to the bottom of what is going on, both we and the students can change it to make things better.

●How to become a reflective teacher

Teacher reflect on what they are doing all the time when they are teaching. Such "reflection-in-action" is what helps
us to decide what action to take in any given classroom situation.

Sometimes because of the pressure of time and because everyone needs a break. They don't get a chance to reflect
events on the classroom. For this reason teachers takes notes, sticking notes into their coursebooks.

Some teachers keep a journal-a diary-in which they record their lives in teaching proses.

●Using video and transcripts

One  of the most effective ways of getting feedback to film our own lessons. This is the sophisticated equipment. One
of the Turkish students watch videos of her teaching and enabled critical perspective on their own teaching. Another
possibility, which can be useful is transcription parts of a lessons,but it takes a lot of time.We can see at once that all
this methods must be closen:appropriate for the level.

●Undertake action research. Action research is the name given to the kind of experimentation that teachers do for
themselves make things effectively . For example:if she wants to create a friendly atmosphere. She can decide
putting the music in the background and observed students speak more enthusiastically with or without music.

An action cycle teacher

 1)Identify a problem
 2)think of questions
 3)collect data
 4)analyse
 5) decide on future action

●Beware the comfort zone.

Many people talk about the comfort zone as a bad place to be!These are,perhaps, the teaching routines we have
always used.The danger,of course,is that all we do,becoming one of the teachers that students recognize as being
competent. Luke is one of the teachers who suffer from "comfort zone syndrome ".Many years ago,he decide to
become a teacher for the first time, teaching young learners. He decided to "break our own rules" and the best way
of finding out what can happen "if l always stand at the front of the classroom " or move around all the time.

Breaking rules brings risks with it,but risks create tension. It is very difficult to feel burned out and excited at the
same time.

8)Open learning

One way of organizing  open learning  is to give the students a collection of exercises. But this is not real open
learning and "soon the students realize how little freedom they have" .Open learning is suitable for primary teaching.
The main thing is that the students should be able to move around and change places. There is no reason why your
students can't use the playground the library. Not all teachers can allow their students to "disappear " in this way.
Students as teachers become at the lesson,because individual students chooses how to present material to the class.
The intention of open learning, students are also "experts" and students "teachers" is to encourage the learners to
adopt agency willingly.

●Outside the classroom. Just because our students are not in the classroom it does mean that they cannot go on
learning on their own. We can show them how to continue working and studying. When the students have discussed
or read about a topic we can suggest that they find out more information. They can dream in English,do mental
practice ,can sit on a bus and imagine and what they  would say if they were talking to a taxi driver.They can listen to
different music and words down words and expressions they hear. Students who are motivated can watch hours and
hours of YouTube videos and English language. Students who are lack the strong self-motivation our job is to remind
them constantly of things they can do. A promising development in out-of-classroom call adoptive learning. These
have only successful whether they used recods,types and true people.

9.the course book and how to use it

It is perfectly possible for a teacher to use a coursebook in the way that its writers have ssuggested. Most teachers ,
bring their own personalities, choices and abilities to bear on the material they are using

     • Omit things things that don't fit - If we find things in the book which are not necessary. We can simply them out
. They make a decission that some things are more important than others.It is especially important to make sure that
has been omitted is not the focus of testing.

   • Replace things with our own choices - In such cases , we can replace what is in the coursebook will be better for
us.  We can't replace too much material for the some reasons .

  •  Adapt and add things - Perhaps the way of using coursebook material is to adapt what we find to  make students
alive during the classroom.

Some suggestions include :

• act out dialogues

• expand dialogues and make them
• put sentences into an internet search
• interview people from the text
• choose exercises they want to do
• make sentences which show the opposite of things

                     Choosing coursebook

Coursebook we choice include the following price ; design ; instructions ; methodology ; topic ; teacher support

When we design our on material we consider a number of questions ; 1) what will it achieve ? 2) does it pass the
Tito? ( time in time out ) test? 3) will it be easy to use? 4) will it engage the students?

                     Looking forward

• Personal mobile devices in the classroom - Since many people now read books and get information on electronic
devices such as phones and tablets . We can ask students to bring their own mobile phone

• the flipped classroom - we need only for encourage adults

10.task based learning - 29.using tasks in language teaching

Task based learning is sometimes reformed task based instruction or task based language teaching. It is according to
David the realization of CLT task based learning makes the performance of meaningful tasks central to the learning
process. In a very early example of TBL after a class performed some pre tasks activities which involved questions
and vocabulary checking. The present simple may frequently be used in such an activities the focus of the tasks
wasn’t structure scientist suggested three basic stages.

1. The pre-task.
2. The task.
3. Language focus.

1. The pre tasks stages in this stage the teacher explores the topic with the class.High light useful word and phrases.
Help the students to understand the task.

2. The task. The students perform the task in pairs and small group.

3. The language focus stages. The students examine, discuss specific features of any listing or reading texts. Another
kind of task give a shot presitendition on the life of a fames historical figure of their choice. We could start by getting
them to look at some examples of brief biographies. Then give their presidendation and analyze it. TBL actually
means practice but various depending on how is talking about it. Perhaps TBL live communicative language teaching
is really a family. In the and when the students perform meaning realities tasks it is good for language processing but
a program based exclusively on such tasks is appropriate is open the question.

11.ways of arousing interest in tasks

Clearly goal. Learners should be aware of the objective of the tasks both language learning and content.

Visual. Topics and tasks is important for learners to look at that is eye catching and relevant to the task.

Entertainment. Entertainment can be produced (jokes, stories, recorded movies, television document).

Information gap. Evasion of this where participants exchanges use on a given issues.

Personalization. Learners are more likely to be interested in tasks that have to do with them themselves.

Play acting. Role play that use imagination and take learners out of themselves can be excellent.

12.dealing with discipline problems - 30. Stages of dealing with discipline problems

Careful planning. When lesson carefully plan an organised you can keep students attention, and doesn't allow
vacuum.

Clearly instruction. Problem sometimes arrives due to students uncertainty about them topic. The necessary
information needs to be communicated clearly and quickly.

Keep in touch. Unite to be constantly what is aware going on in the classroom. Keeping problem your ice open.
When the problem begans teacher can deal with it quickly. Don't take things, personally this is difficult instructions
to obey inexperienced teacher of adolescents are often upset by rebukes. A more difficult peace of advice even if
you are quiet sure the criticism was meant personally don't let students pull you into personal conflict.
13.feedback and different approaches

Feedback is information that is given to the learner about his or her performances of learning task. Feedback has
main components: 1) assessment and 2) correction. A percentage grade on exam would be one example or response
in correction, some specific information is provided on aspects The provision of assessment can be analysised
according to the different options. Assessment should be positive or non-judgmental. Mistakes are regrettable but
an avoidable therefore the should be corrected. Correction doesn't contribute, to real acquisition of the language
but only to the learners conscious monitoring of speech or writing.

The teacher give a subject estimate of the learners overall performances. The learners themselves evaluate there
performances using clear criterion. The may important thing to pay attention classroom discipline.

14. practical lesson management

Hints of lesson management.

1. Prepare more than you need.

2. Similarly note which components of the lesson you will sacrifice if you find yourself with too little time .
3. Keep a watch or a book visible. Make sure you are aware how time is going according to your programme.
1. 4 . Don't leave the giving of homework to the last minute.
4. If you have papers to distribute and the large class, don't try to give every paper yourself to every student.
5. If you are doing groupwork , give instructions and make sure these are understand before dividing the
groups.

It took five minutes for the students to quieten. The fact that the teacher elicited topic and words . Choose the true
false exercises. Pay attention. The improvement of oral speech.

Description of lesson. Teacher enters the classroom , take out books , then put topic for student. Discuss the key
words. To distribute cartoons and suggest. Silent reading. True false exercise and using questions. Give homework.
Prepared monologue for the before the class. Discussion of the topic. the lesson ends.

15.syllabus and types - 28. features of sillabus

A syllabus is a document which consist essentially of a list. The list specifies all the things that are to be taught in the
courses. The actual component of the list maybe either content or process. The syllabus generally has explicit
objectives. Another characteristics of the syllabus is a public document. There are optional features displayed by
some syllabus. Syllabus must be recommended materials. Types of syllabus.

Grammatical. A list of grammatic structures such as present tense , comparison of adjectives, relative clauses.

Lexical . A list of lexical items with associated collacation and idioms.

Situational. This syllabus take the real life context of language.

Functional-notioanal. Functions are things you can do with language. Example: identifying denying, promising,

Using the syllabus. How teachers use the syllabus differ very widely and depends on financial resources. Critic
teachers working with mature learners. This kind of situation can also exciting and satisfying. However in most
contexts the disadvantages outweight the advantages this may not matter so much in situation. There are some
situations teacher may be base the course on the course book. Sometimes syllabus has an extra role to playing .

Practical lesson management.

Hints of lesson management.

 6. Prepare more than you need.
7. Similarly note which components of the lesson you will sacrifice if you find yourself with too little time .
8. Keep a watch or a book visible. Make sure you are aware how time is going according to your programme.
2. 4 . Don't leave the giving of homework to the last minute.
9. If you have papers to distribute and the large class, don't try to give every paper yourself to every student.
10. If you are doing groupwork , give instructions and make sure these are understand before dividing the
groups.

It took five minutes for the students to quieten. The fact that the teacher elicited topic and words . Choose the true
false exercises. Pay attention. The improvement of oral speech.

Description of lesson. Teacher enters the classroom , take out books , then put topic for student. Discuss the key
words. To distribute cartoons and suggest. Silent reading. True false exercise and using questions. Give homework.
Prepared monologue for the before the class. Discussion of the topic. the lesson ends.

16.popular methodology

There are 3 methods in methodology: grammar-translation, the direct method and audiolingualism.

Grammar–translation— These methods did exactly what the term says. Students were given explanations about the
grammar and exemplified.

The direct method—This method arrived at the end of the nineteenth century. It was the product of a reform
movement which was again the grammar– translation direct method maybe told deductively and inductively.
Deductively focus on explanation. Inductively based on discover the room.

Audiolingualism— Come into being 1920s and 1930s. This method relied heavily on drills. Sometimes
audiolingualism referred oral-situational approach. Audiolingualism methodology introduced in situations not
grammar.

17.paralinguistic

A number of features of communication take place outside the formal systems of language (sounds, grammar, etc.).
These paralinguistic features fall into two broad categories: Vocal and physical

Vocal paralinguistic features

There are many ways in which we choose how we say things, depending on the situation .We are in, irrespective of
the sounds, stress or intonation we are using. For example, we can decide how loud or soft we wish to be (volume):
whispering suggests a desire for secrecy.Whereas shouting suggests anger.

Physical paralinguistic features

We can convey a number of meanings through the way in which we use our bodies. The expressions on our faces,
the gestures we make and even proximity or the way we sit, for example, may send powerful messages about how
we feel or what we mean.Often expressed differently in different cultures. Thus, for example, the way many British
or American people nod and shake their heads to indicate no and yes is almost diametrically opposite in some Greek
and Indian cultures, and the different ways that people use their bodies to express anger and insult, for example,
deserve a study all of their own.

We use facial expression to convey surprise or interest (by raising our eyebrows), and smiling is a universal
demonstration of pleasure in some form or other.
Paralinguistic features such as tone of voice, gesture and posture are all part of the way we communicate with each
other in face-to-face encounters.

18.explicit and implicit knowledge

Grammar teaching sometimes happens as a result of students work it can grow directly from the tasks students are
performing. We may rely on the course book we are using the help us to teach grammar. Of course teaching
grammar needs presentation and also production and effective way of explaining grammar is that we let the
students to see the grammar constructions in the context. The students can do different kuiz on the on and compare
the other in pairs. When we discover the grammar we can prepare puzzle and use grammar rules in this puzzles.
There are two ways of discovering grammar first of all explicitly and the second one implicitly. Exp. knowledge - pay
attention both grammar and grammar but imp. knowledge doesn't demand conscious. Despite the fact the value of
teaching explicitly has been remain today one of the most controversial problem in language teaching. In an
experiment in Saudi Arabia students tickled reading passage in the book the were using. Some of them pay attention
the vocabulary the others were giving instruction and as a results they see while comprehensively input may lead to
some progress students may reach a point under the giving instruction.( Tələbəyə yol göstərən olmasa istediyi yere
gəlib çıxmağı çətin olar - qisaca bele demeydi). It means that in exp. knowledge we pay attention not only form but
also meaning. But imp. grammar the form it the most important thing for students.

19.- 34. form and meaning

The children's mother, in the exchange above, could have a variety of different ways. For example she could have
said that is very true or l agree with that comment". This paint is well exemplified by the different ways we have
expressing the future in English.We might say will arrive at eight o'clock, I'm arriving at eight o'clock.

Appropriacy and register. When we attempt to achieve a communicative purpose, we have to choose which of these
language forms to use.

 Setting. We often use informal and spontaneous language at home.

 Participants. The people involved in an exchange in speech or writing.
 Gender. Some research has suggested that •men and women typically use language differently.
 Topic The topic we are addressing. The words and phrases that we use then talking
 Tone. Another feature of The register in which something is said or written is its take

20. clt communicative language teaching

Most English teacher in the world say today would say that they teach communicatively and many important
methods such as task based learning.

However there is a problem when attending to defined communicative language teaching. One of the principles
stands a shift away from a focus on how language was formed. Thus communicative language teachers taught
people to invite and apologise to agree and disagree, alongside making sure they could use the past perfect or the
second. It was even possible by identifying what people actually did with language in their jobs , for example to
produce communicative syllabuses listing in minute details the language events and utterances that students would
need.

The other measure standard is traditional method student should be involved in meaning tasks and that’s why we
involve students in realistic communication for example: role play then classroom setting become very popular.
Communicative activities were seen as being the opposite of traditional procedures over the years CLT has been
used by many people to describe a philosophy of language rather than precise method. Although started to include
communicative activities exams continues to test individual language rather than ability. Luckily many people
oriented more communication rather than teaching grammar. But if we visit the classroom traditional and
communicative teaching are both alive. What should we do that traditional method change into communicative
approach some of the scientific offer learns of opportunities to participate L2 interaction but perhaps here include
controlled practice declarative input but explicit focused language items.

21.readjust your life to teaching

There is a great deal that teachers can do by themselves understand more about what happens in their classroom.

●Read just your life to teaching. Many years ago,one of the teachers suggested that we can take control by making
lists.The ideas to write down a list we can do and hang it to the left of the board.On the right column, we renumber
the activities and at the best teachers focus on our teaching lives are and how they could be.

Sezgi Yalın,in Northern Cyprus decided to write  "accusatory statements "  about her students ,for example: "They
are always late",then she wrote her own "reflections": "Do l myself get to class on time?Am l setting a good
example?Have l set any rules regarding this?"

Every teacher,will have some students hwo's always complain about something. In this case we must try to get to
the bottom of what is going on, both we and the students can change it to make things better.

22.correction types-35. Oral corrections and types.

Time lines- We can drawn a time line on the board to show the relationship between the use to verb tense and time
or aspect. This remind learners that the events in the past and the time is specified.

Finger correction- We can indicate students mistake without speaking. We show one hand to the class and point to
each finger in term as we say each word in the utterance. This technique is effective when learners have left out a
word in an utterance. For example “ I’m working” rather than “ I am working”. We bring two fingers together to
show that we want them to bring two words together.

Gestures and facial expressions- Gestures and facial expressions are useful when we don’t want intrupt learners,
but still wand to show them that they have made a slipped. Teacher looked at students with worrying expressions
and remind learners she or he made mistakes.

Echo correcting - Means repeating what a learner says with rising intonation. This technique is effective when
learners have made small slips.

Ignoring errors- We ignore errors that are above the learners language level. For example: an elementary learner
telling us about what he did at the weekend. Might make an incorrect guess about how to talk about pass time. We
don’t correct this mistake , because the past simple is not a tense the learner has been thought yet.

Recasting - Sometimes we recast a student rewording it and saying it back to the learner in its improved form. For
example: I am not of the same opinion as my friend. And the teacher recording: Oh , you mean you don’t agree with
him.
23. Extensive listening

Listening is one the 4 language skills. Like reading listening is a reseptive skill. Listening involves meaningful sounds
and knowledge about the context. To understand spoken language we need to be able to deal with all the
characteristics of spoken language. Listening involves understanding different speeds of speech and different accent.
Some people speak more slowly and with more pauses, other speak fast and with few pauses. All this are features of
connected speech. But we don't listen to everything in the same way. We might listen for gist ( tez tez oxumaq)
specific information other ways of listening are intensively and extensively . For example:

*If we listen a train announcement for specific information we might simply need to hear sometimes, but when
listening to the details we find out exactly what happened*.

Extensive listening contain listening responses and listening reading

1. Listening responses keeping students motivated, ask them to feel forms asking them to list the topic.
2. Listening reading help students to get better at listening and suitable for lower levels. We suggest the
students transcripts.

24.teaching language skills

There are two mains skills which we apply in the classromm. Here include receptive skills and productive.

Although the productive skills of writing and speaking are different many ways. We can still organise them . Basic
stages of productive skills are : lead in ; task; monitoring; feedback and follow up.

1)Lead in - lead in we enagaged the students with the topic. We ask about their experience , debate different topics
and sometimes use role -plqy .

2) task - we demonstrate different activities such as : work in pairs , task , instruction and get the stundents to
repead instruction back to us.

3)monitoring - while the stundents are doing exerecess. We will monitor them . If they need help we can help them
and with writing tasks we may activly involved in the writing process.

4) feedback and follow up- When the activity has finished , we give the students feedback and its helps them to see
how well they have done their tasks. Finally , we may more from one task to another task related follow up.

When we speak about receptive skills here include listening and reading. First of all we need LEAD IN. This is
where we engaged students with the topic of reading and try to activate them schema, our schema is the back
around knowledge about the topic . The job receptive skills teacher prompt the student to get in touch with that
knowladge , give them a few words from the text.

1. Comprehension task - students listen and try to understand generally the text and after that try to responds.
2. Reading and listening - The students read or listen the text in order to complete the task that the teacher
give tgem . They can word in pairs or small groups.
3. task related task - sometimes teachers set a texta related tasks immediately after the type one exercise
completed , if task one succesfully completedly it will be east to do type to task.

Receptive skills :

1) lead in
2) directs comprenhension
3) reading and listening the task
4) analyse feedback
5) comprehension task
But , of course , in receptive skill pre-teaching vocabulary authenticity . Authenticity is vitale for students to get
practise in dealing with written text and speech.

25.reading and its types

To get maximum benefit from their reading , students need to be involved in both intensive and extensive reading.
Intensive reading is often teacher chosen and directed . It is designed to enable the students to develop their ability
to read , such as getting the general meaning of a text ( the gist ) sometimes called skimming , finding specific details
that the reader is looking for -sometimes caller scanning , or understanding what is behind the words (inference) .

Reading are divided into two types: İntensive and extensive reading

Intensive reading

If you look at reading material you will find different exercise type , such as : true -false questions , multiple choice
questions and qyestions which ask , how? What? And when?

When we speak about intensive reading its usually happens in the class and consist of different stages

1) encouraging students response

2) transferring information

3) interogetting the text

4) using vocabulary and reading as a spring boards

Encouraging students response . The more students bring themselves to the task of reading better result can we
observed. Frist of all we must encouraging our students to read the text and answer the quesrtiona: why do al like
this text or why not?

The must step ask them question and check in their understanding : graps , pie charts and drow pictures are part of
this reading . When our students have read a text we can use different task and activities . We can ask them to do
research about the text , and although to work on topic vocabulary and describe this text using their own words.

Extensive reading

Extensive reading often take places outside the class. The more students read it is believed the better they get not
only at reading, but also vocabulary recognisation. Students can read whatever they want to read for extensive
reading. At higher levels they will probably want to read books written for advanced English language speaking
audience. Ex./reading is the reading lots of easy enjoyable books the more students read this books the better the
are reading will become. Ex. Reading tasks include

1. Name of book and author

2. Type of book

3. Satisfaction grade

4. Breef summary of plot

5. Favourite character

6. Favourite episode

And would you recommend this book to your classmates. Ex. Reading means organising book clubs or literature
circles. After reading books they discuss this material and some people make sketch about this book. This reading is
important because we want our students to read as much as they can. After all it can be fun and it is good for
language learning. Students analyse they have recently enjoy.
26. productive skills

There are two mains skills which we apply in the classromm. Here include receptive skills and productive skills.
Although the productive skills of writing and speaking are different many ways. We can still organise them . Basic
stages of productive skills are : lead in ; task; monitoring; feedback and follow up.

1) Lead in - lead in we enagaged the students with the topic. We ask about their experience , debate different
topics and sometimes use role -plqy .
2) task - we demonstrate different activities such as : work in pairs , task , instruction and get the stundents to
repead instruction back to us.
3) monitoring - while the stundents are doing exerecess. We will monitor them . If they need help we can help
them and with writing tasks we may activly involved in the writing process.
4) feedback and follow up- When the activity has finished , we give the students feedback and its helps them
to see how well they have done their tasks. Finally , we may more from one task to another task related
follow up.

27.presenting new vocabulary

If we want to teach vocabulary first of all we must know about teaching aids. Teaching aids are the resources and EQ
which we can bring into the classroom. Introducing vocabulary means practicing the words which are how heard for
the first time. When we speak about the vocabulary we pay attention: white boards, computers, overhead vocal aids
and the teacher himself or herself. For example : boards help us to record words and ideas that come up during the
lesson. Word maps , mind maps (diagrams, showing vocablary on the same topic) and boards are also useful for
hallclass composition.

When we say words we try the students repeat individually all the words after the teacher. Then check students
answers , go through the words and ask them to use this word in the sentences. The flashcard, promptcards, charts
help the teacher to explain vocablary easily. But the first of all teacher must check any equipment before the lesson.
We can ask wallchart ( drawings or graphs that can be put on the wall of the classroom) the teacher can use
clarifying meaning and creat context. Word maps word cycle are the best way explaining vocabulary to the student
easily

31. Making Formal plan.

A lesson plan is set of notes that helps us to thing what we are going to teach and how we are going to teach. We
can identify the most important companents of a lesson plan by thinking carefully about our learners. Here are
someways a lesson plans that help the teacher. Before the lesson, during the lesson, after the lesson.

 Before the lesson we must write the aims and procedures for each stages of the lesson.
 During the lesson the plan helps us to check timiing and the lesson sequence.
 After the lesson we can keep the record of what happened. Making any changes if necessary.

The components of lesson plan.

1. Class profile - who are we planning lesson for

2. Time Table - what do we want from the lesson and how the new lesson connected to the last lesson
3. Main aim - what can I achieve at the end of the lesson.
4. Anticepated - what may learners find difficult in the lesson.
5. Teaching aids - techniques we use.
6. İnteraction patterns - which may will learners work at different stages. (Group,pair work)
7. Homework - what further work will learners need to do before the next lesson.
32. students and speaking

Getting students to speak in class can sometimes be extremely easy in a good class atmosphere, students who get
on with each other, and whose English is at an appropriate level, will often participate freely and enthusiastically if
we give them a suitable topic and task. But sometimes it can be difficult.

Reluctant students

When trying to speak a foreign language, most people can be placed somewhere on a cline between desire (to
speak) and fear (of appearing foolish, of ‘losing face’). The job of the teacher is to move the students towards the
desire .Making students feel relaxed Because students do sometimes feel anxious about speaking, we will do our
best to create a relaxing environment when we ask them to speak. We want to lower what has been called their
affective filter .this is the barrier which results from anxiety, and which gets in the way of successful communication.

Matching level and task. It is especially important with speaking activities to set tasks at a level that the students are
comfortable with. Preparation We sometimes seem to expect our students to speak fluently with no warning, but
this can be difficult for those who are nervous or need time to gather their thoughts. Sometimes, when students are
thinking about what to say for a debate or a presentation, we might allow them to do this in their L1 because it will
be easier for them to articulate their initial ideas in this way.

As feedback providers , we have to decide how and when to offer feedback and correction during speaking
activities. Should we intervene when a student says something incorrectly in a communicative activity, or should we
wait until later and offer ‘offline’ Correction? Too much correction may push our students back towards ‘fear’. Too
little may mean that we miss ideal opportunities for work on language

33. managing for success

Classroom functions are the purposes for which we use language in the classroom. This functions are many variety ,
let's look at some of the functions in detail: Getting learners atention, the teacher is getting the learners atention at
the begining of the squence.

Instructing. the teacher gives learners instructions and often these instructions they use in the imperative.

Modelling. The teacher models the teaching sequences and its important to provide hall class with correct
structures. Language should be graded according to the age of the learners. Sometimes students can't understand
the foreign language that why it is necessary for teachers to use the mother language the mother tangue from time
to time. Sequencing means the logical order of different words.

If we want to create successful classroom teacher must create special norms.

 1)Norms need to be discussed.

 2)Norms can be negatation.
 3)Norms need to be rewiewe and revisited.

Teacher esablish rutines, plan her lesson and try, to treate everyone equally.