4-Lesso

Summary
pleuningy
4- Shoutd be weel

detoied
efection =the Pesson ani
Creation implamontaion Inelude
procedures
Jprscerts Sequenc ng

malania
-Timing
and
assessment -Graupng
I-Greatens
objectives & 4-1 Joeumerts and
the order, or the poth
Cumaulum standads
ave avaitable, we
extact
a teacher ollow
A. activities . ih
:
refer to them to
vohat.forma, Functons eceptive skils
skis and Peaming (fiading and tteo
we mee
strtegies ing ) occur beore
te Jeveop oneS
the praductive

2-I} not, we Condueti (writinq'sspeaj2ig)

anecds analysis
to Comlx
(Gathering info about

learners' nesds, through

itraditionat pah:
Sunveys or iterwes)
3s esentation

prachca paduti
1o rese nttiena
Procedures 3 Longest Section ot
Shortest stage
the lan
# at the beginnig
2 Descrbe teacher Expfains gammar
and Students acts and new words

o thorowg hey using

types
3- Chosing examples an
acts and ther
oder Various ais
 Get ready tor the wpcoming a- Timino9

Resson stoges. 4-being aware

* students are genarey passive
Juration and o w to
Spendit,

.
.
•Important period ap
kvie
aygart of the Pescon
Shudente epeat what
tronstion

thy
.Time shoutd
deviaed
oiniti
be

accoringly
stage
acquired in Contl teaching new into
Situatiens

. Predictebta,repttive
Practice
practic
loee eane
3fage
what have
in a
aetivities (Practi ce
new Centreman ney
Panguage Severaltimes) Frncl
.student test hair steges.
a i Students expresSing
understeanding
focatiging onthe gramar s ss qidane
and Pangquáge laarned. the next stage is
B. Poaluction ionger than the
FoCus qluenog
estther
Ah
experiment and ade the
Peson &
Pa(5mins )Pa2oi
ney Panguage te avergthing 3.
thay aatnac Grouping*
ar dy How te graup stud ents im
.Activies that. ceauire a, activities. (Goupspair
indi)
Spealing or wrting
Students perotman e
Assess
provides Variety ai
oatmaintain
Encourages cnatinity students
intores t
the
Conceçh o
gradualy enoving
and support asstúden
guanco
Seafing
t
air

plevides
an
chanas
gfaup work
to

loarn and becom g ci inteact and erstiale

moe Compeen.
(Gad for second

langage atqushon)
 Wote Ithe group is Parge .classrorm
there wile be fewer chancs
students'
for each student to porticipte. Organiging

behavior,(movemen
and interactions
.Based on
gn sinilar prof:cency
feveß by the teachar to
enable teaching
Dferent levets fpofong
«fectiey.
(High+Pa w)
Case BackrowWdistcr
,hair alties(extroverts
persoalties(extroverts A

back
al ways stays in the
+Irraverts) and Jistracts others

How to manege 3
Characteristie (Age/Genckr,.)
.eye Contact wi
chase speaking
.Letling:the studens stop mi-sentenc
an stare untie
students Stop
we might Same timesace the ause
Tnvestigate

by speaking to the
that
deviations or abstaclas
uneoe us from executing student after class

the less on as oanne * Case 3he on-

:
rtid.
not taLing gart
-emeger Ces
-pants
in activites

Jisruptive
ehaviors How to manog
listractos
•74 they are not
external factor
9nore them
students ask more
uestions than uuae
. wallr over to than
siasKithere's a
and
prolem

absent kaarners Ask about thair participt

-on in other cPasses

Constraint o time.
Case 33 Overeubera nt
Student
A student
angusge
that is autgeing
and dominates.
Arguments or and
queshion against:
time, Comment time Against
and for
al therestof talking 4. not as import 4. transatienhas
time.iso ant as thi
ther s Kiels
arich educational
How to petential(Paarning
meinage 2.Wsing it is
)
.Intenrupt with "Hhak Ks
and
torthtT. Poss otim ldiagnos hic
maling oe dine
. Someone etse
set boundaries 3. discoutages
student om
for Eng lsh
Cangunge tansfer
.taPk to Rater Can otY in any
thinking in
Enge:sh languge larnng
to make Situations, no harm
qíüekecisiens
using mother
A-Does the behaicr tongue.
hineler other students Language
sntere.Exclusion
laring
2.is thsjust
? proo
o
lm(belie
wordfocamothr
equivalen ce does'nt
fanguage
acelarare
a singt ihe
OCutna, notworth between levlepment
-fanguages ) of Pluen

3. Ts tta whote cass

probtmor

Spontaneos questionsg
maling quick decisions
Concer ning themetter
diss miS Answer later
o avoid Confuson
Answe
.tPit benefits
lasson st
didatgo Hhe Course
ielrant •f the sen
.alrent
 Functns o motherlarguge
in E ngsh gucge
cRassesg
Language - efated funchions Learnerirlated Finctions

.Explain vo cab Maintaining disciplis

.Explain grammar Instructionsc

, chec King Conprehansicn
ctmesphee (joMing)
.Explaining tasls
Establishing Social
Expleining tets relatienships

Corecting mistales
.Grehng and Pave
Carging out aiscusians
clues taling
Giuing
o Ca lling the register

.testing . Raising studerts

self Confience

.Premeting enthusiasm

Dsadvantages o overuse
L4 in Englsh Panguage
of L1
teaching

4.net u
translated
destanding unls
.
failing
impartana
to relgeha
of engsh
2.Using Cude and innacura use in Cerain
translation ac tivies.

3. Students speak in La
even i they an
ex pless
in engl:sh
TTerani ge the use p

in ELT

Strategjes gots as flow;

wthin Pearner's
manqgealbte tasks
pro ien

Pre - teaching Panguge tems a

Sk:s eede
se
Staoed and gradedtashs
Raarners Can lvelupos
Gt students to preend

to be ensh speakers

Repeat taske unti easy

. Oisscus the importance of

. Lnderstand
use
why thay donto

reminders to use L

non 4hreatening tasks

(no embarrassment apter wards)