Teacher’s Guide

Teacher Training Department

Teacher's Name:

Training Date:

1
 Teacher Training Course Timetable
(Please note that the timings might differ from one batch to another)
Session 1 Break Session 2 Break Session 3
Days 2 Hrs. 30 mins. 2 Hrs. 30 mins. 2 Hrs.

1  What a good teacher   Training and   Warm-up and

is and setting supervision criteria immediate
expectations  Classroom engagement
 Knowing more about management  CEFR standards
4level1  Body language and level
 Students’  Board work and AV classification
 assessment aids  Class sequence
 Tracks and services  Checking  Ice breaker
understanding and  Cards System
ICQs  Dress Code
 Trainees’ reflection
2  Demo 1: Immediate   Types of students   Demo 1:
engagement demos  Learning preferences Immediate
with feedback  Interaction patterns engagement
 Jigsaw reading demos with
 Trainees’ reflection feedback

3  Planning a reading   Pronunciation time   Top Notch

skills lesson  Pronunciation Orientation
 Trainees’ features  Lesson plans
 reflection presentations orientation
 Trainees’
 reflection

4  Demo 2: Receptive   Demo 3:   Demo 2:

skills demos with Pronunciation time Receptive skills
feedback demos with feedback demos with
feedback
5  Meaning,   Lead-ins and   Practice
pronunciation and communication goals  Error correction
form  Test-teach-test
 Conveying meaning of  Planning a vocabulary
lexis lesson
 Discussing the MPF  Trainees’ reflection
article
 Concept-checking
lexis and grammar
 Trainees’
 reflection

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6  Demo 4: TTT demos   Text-based approach   Demo 4: TTT demos
with feedback  Planning grammar with feedback
 Shadowing current lessons  Shadowing current
 ‘4level1’ teachers in  Trainees’ reflection  ‘4level1’ teachers in
their face-to- face their face-to- face
ongoing classes. ongoing classes.

7  Demo 5: one goal   Demo 5: one goal   Demo 5: one goal

demos with feedback demos with feedback demos with
(Text-based) + (TTT) (Text-based) + (TTT) feedback (Text-
 Shadowing current  Shadowing current based) + (TTT)
 ‘4level1’ teachers in  ‘4level1’  Shadowing current
their face-to- face  teachers in  ‘4level1’ teachers in
ongoing classes.  their face-to- face their face-to- face
ongoing ongoing classes.
 classes.

8  Discussing 3Ps   Timelines   Extra activity.

 Pre-starter/ starters  Conversation levels’ Assignment.
levels’ considerations considerations
 Planning a Pre-starter  Conversation class Exit ticket.
lesson lesson plan
 Trainees’ reflection

9  Demo 6: Demo for Pre-   Demo 7: Demo for   Shadowing current

starter with feedback conversation with  ‘4level1’ teachers in
feedback their face-to- face
ongoing classes.

10  Demo 8: Demo 8: One   Demo 8: One goal demo   End of training and
goal demo using 3Ps or using 3Ps or Text- based sad good- byes 😊
Text- based feedback feedback  HR Orientation

3
What makes an effective teacher?

Traits Skills Knowledge

4
 Training Expectations
What is the nature of the 4level1 training What are the outcomes of the 4level1
course? training course?

Mutual Expectations:

What are your expectations of your What are your trainer’s expectations of
trainer? you?

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Let’s find out more about 4level1 by choosing the correct answer:

How long is the teacher training course?

1 (a) 9 working days x 7 hours (b) 10 working days x 7 hours
(c) 6 working days x 7 hours (d) 12 working weeks x 6 hours
How many employees work at ‘4level1’?
2
(a) 20-30 + (b) 60-80+ (c) 200+

How many learners have enrolled for the upcoming levels?

3
(a) 1000-2000 (b) 2500-3000 (c) 4000+

‘4level1’ provides courses for …………….

4 (a) Adults (b) Young Learners (YLs) (c) a and b

‘4level1’ delivers courses from …………….

5 (a) Beginners to advanced (b) Beginners to upper-intermediate
(c) Beginners to intermediate
How many levels are taught in ‘4level1’?
6 (a) Starter to level 6 + (b) Pre-starter to level 6 (c) Pre-starter to level 6 +
conversation levels conversation levels
‘4level1’ calls a group of concurrent classes ………..
7 (a) a round (b) a batch (c) a wave

How many sessions are there per level?

8 (a) 9 (b) 8 (c) 10
How many training filtration phases are there?
9 (a) one (b) two (c) three
Students are assessed through………
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(a) Oral exams (b) Computerized exams (c) a and b
How many tests does a student do to complete a level at ‘4level1’?
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(a) 3 (b) 2 (c) 4
How many times is the teacher assessed per batch?
12 (a) never (b) once (c) twice

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Shifts Timings

Offline Online
From To From To
10:00 am 12:00 pm 08:30 am 10:00 am
12:00 pm 12:15 pm 10:00 am 10:15 am
(Break) (Break)
12:15 pm 02:15 pm 10:15 am 11:45 am
02:15 pm 02:30 pm 11:45 am 12:00 pm
(Break) (Break)
02:30 pm 02:45 pm 12:00 pm 01:30 pm
(Meeting)
02:45 pm 04:45 pm 01:30 pm 01:45 pm
(Break)
04:45 pm 05:15 pm 01:45 pm 03:15 pm
(Break)
05:15 pm 07:15 pm 03:15 pm 03:30 pm
(Break)
07:15 pm 07:30 pm 03:30 pm 05:00 pm
(Break)
07:30 pm 09:30 pm 05:00 pm 05:30 pm
(Break)
Note: 05:30 pm 07:00 pm
For both offline and online shifts, 07:00 pm 07:15 pm
these are the days that always go (Break)
together: 07:15 pm 08:45 pm
Sat and Tue: Groups: a, b ,c 08:45 pm 09:00 pm
Sun and Wed: Groups: d, e, f (Break)
Mon and Thurs: Groups: g, h, i 09:00 pm 10:30 pm

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Students’ assessment:
450 points for quizzes (3 quizzes/150 pts
per quiz)
 4achiever (1000
350 points for teacher’s 600 pts in
pts)
evaluation (50 pts per total to
session)
pass out
200 points for attendance 1000

 Student’s evaluation system: (50 pts per session: 10 pts for vocab/10 pts for grammar/10 pts for
fluency/ 10 pts for communication/ 10 pts for pronunciation)
 Quiz system:
- 450 pts: after session 2 to test session 1 and 2/ after session 4 to test session 3 and 4/after
session 6 to test session 5 and 6. The students need to score 60% in total.
- After session 7 to test the entire level and the score is out of 100, the students have to score 60%
to pass the level.
- Session 8 test will be included in the first test of the next level)
 Misplaced students vs. less-able learners
 Extra-curricular activities: (English Café/Mini business/Pronunciation workshop/Movie night)
 Boosting sessions: (Grammar/ Revision /Practice session for all students but mainly for less able
learners)
 Giving verbal feedback to students: In session 4 and session 6 in the last 15 mins: You give the
points of commendation in the class to every student, while the points of concern and how to
work on it shall be written and given to students in the class to avoid spotting or embarrassing
them. Only extremely weak students are to have a one to one regarding this part.
 Celebration sessions: After session 4 and session 6 and for 5 to 10 mins, all the students get out
of the class and meet in the waiting area to join another teacher or supervisor to have some
language activities, one to two students will be announced winners.

Teachers’ assessment: Who can assess me after I am hired?

Me 

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Supervisor’s Feedback on Teachers (1)
Match the following headings with the suitable criteria:

Delivery Facilitation Skills Language Proficiency

1. …………………………………
a. Class management.
b. Body Language
c. Involvement with participants and handling them
d. Whiteboard skills and other audio-visual (AV) aids
f. Preparation for the session

2. …………………………………
a. Using the Lesson plan structure
b. Checking for understanding (ICQs and CCQs)
c. Using effective activities
d. Establishing the WIFM for the session (Communication goals)

3. ……………………………….
a. Vocabulary/word repertoire
b. Grammar
c. Pronunciation
d. Intonation
e. Fluency

Your target in supervision visits is 92%

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Supervisor’s Feedback on Teachers (2)
There are two types
• Assessment: the objective is what do you need to achieve to meet the standards of the
Company.

• Developmental the objective is your personal needs as a teacher to develop.

• Assessment will use CELTA 5
There are 5 grades😁
1. Above standard (S+) (you exceeded the criterion of Cambridge.)
2. To standard (S) (you meet the criterion of Cambridge)
3. Acceptable (A) ( you need more work to meet the Cambridge criterion)
4. Not to standard (N) (Did not meet the Cambridge criterion)🥲
5. Not applicable (X) (you haven't focused on teaching or planning skills associated with this
criterion) 😕
The Assessment equation
If you got 6+ S+, the lesson is graded S+.
If you got 19+ S, the lesson is graded S.
If you got 4+ A, the lesson is graded A.
If you got 4+ N, the lesson is graded N.

Growth plan:
The objective is to develop the teacher (personal development)
When will a teacher be put on a growth plan?
1. If you get 1 not to standard.
2. If you get 2 acceptable in a row.
3. If you get 3 acceptable in 3 months.

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Agree or disagree on the following statements:
1. It is okay to speak in Arabic in the classroom once I feel that one of my students did not understand me.

2. I can share my contact information with my students (phone number, email, Facebook) so that they can
reach me when needed.

3. It is not a good idea to share my age with my students.

4. I can talk to the students about their dress code.

5. If one of my previous students started complaining about the new teacher they have who happens to be
my colleague, I can listen sympathetically and tell them that they have a valid point

6. If the trainer is working with teachers who have low levels of English, it is best to conduct the training in
L1 if possible.

7. I should avoid doing language games with my students in class, they are adults, and so games are
childish for them.

8. The type of language I need to do in class with learners is sometimes different from the type of language
I use with my colleagues at work.

9. I need to have different knowledge about learning when I teach kids and adults.

10. Teaching online saves a lot of time an effort.

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 Demos: The Focus of Feedback  Preparation A lister: 3 above standard demos
 Following the stages of an ice
breaker
 Rapport and attitude
 Own use of language (language
Demo 1 grading)
 Giving/staging instructions
 Monitoring and feedback
 Responding to feedback

 Following the sequence of Pronunciation Time  Instructions – appropriacy /checking

 Developing receptive skills  Conveying meaning in context
Demo 2  Context, needs and learning preferences  Pronunciation – drilling patterns
 Time management  Monitoring and providing support
 Participating in/responding to feedback  Student-centered activities
 Integration of phonology  Board work: layout and handwriting
 Eliciting  Responding to and handling students’
 Checking understanding – meaning/concept inquiries

 Following the sequence of presentation  Knowledge and implementation of teaching

 Balance and variety of activities methodologies (TTT, text-based, etc.)
 Having a context to teach languages  Pace and timing
Demo 3 - 4
(vocabulary and grammar)  Managing the learning process – achievement
 Anticipated problems and solutions of aims, balance between teacher-fronted and
 Adding fun and competition to the class student-centred
 Providing different kinds of practice

 Providing appropriate feedback to students

 Considerations for Pre-starter students  in a variety of
Knowledge ways
and implementation of teaching
Demo 5 – 6 - 7  Considerations for conversation classes  Monitoring and (3Ps
methodologies dealing
andwith errors
the approaches
 Considerations for following the lesson  Adapting
above) to the digital environment
plan
 Classroom Management Terminology

Monitoring:
The role of the teacher when students are actively involved in a task. Teachers
do this to see/hear how students are coping with a task. Often it involves
walking around to listen to students' conversations but it can also be done sitting
down by tuning in and out of conversation. This also helps teachers to assess
timing and to anticipate how to conduct context or language feedback task.

Pair work:
An activity or task a student does with another student.

Group work:
An activity or task done by three or more students.

Teacher-led activities:
During these stages, the teacher is the center of attention and most exchanges
happen for through or to the teacher.

Student-centered activities:
These are activities where the students are all actively engaged
and the focus is off the teacher.

Pace:
The speed of the lesson. A teacher can vary the pace in the lesson by planning
different activities in order to keep the learners' attention. It’s not related to your
teacher-talk speed.

Interaction patterns:
Different ways students and teacher work together in class (e.g. student-student,
teacher-student, student-teacher, in pairs/groups, or open class feedback.

Timing:
The teacher allocates time for each task/stage of the lesson.

Rapport:
Refers to establishing a relaxed, friendly atmosphere in class and a friendly
relationship with students that is conducive to learning.

Language grading:
Classroom language that is adapted to the level of the learners.

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Nominating:
The teacher nominates specific learners to give answers/speak in class, etc.

Concept-checking questions (CCQs):

These are short (often yes/no) questions you ask to make sure the students
understood a new bit of language. These questions are designed to test the key
concepts of that bit of language.

Instruction-checking questions (ICQs):

These are short (often yes/no) questions you ask to make sure the students
understood what they should do in a task.

Teacher talking time (TTT):

The time teachers spend talking during a lesson, rather than students.

Anchoring:
The teacher needs to be stationary at the center of the classroom when giving
instructions or clarifying language at the presentation stage.

Voice projection:
This refers to the strength of the teacher's voice; he/she uses their voice clearly
and ensures everyone in the classroom can hear.

Board work
This refers to what the teacher writes on the white board during the lesson and
how it is written (organization, punctuation, etc.).

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 How to Display Professional Body Language in the Classroom
Body Language
Features Dos  Don'ts 
1. Eye contact

2. Gestures

3. Posture

4. Tone of
Voice

5. Facial
Expressions

Further references:
 https://www.youtube.com/watch?v=m7SSj5Z5kTo

https://www.ted.com/talks/amy_cuddy_your_body_language_shapes_who_you_are?language
=en#t-363270

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 What makes a great board… …and PowerPoint presentations?

Board Layouts
Pre-starter Starter to 6
Goals Structure Extras Communication Pronunciation Time Extras
Goals

Oops! Oops!
Vocabulary Vocabulary Structure

Teams Teams

Online Classes (follow the previous layouts;

Conversation just add the additional info below):
Objectives Theme: Extras ID:
Level:
Structure/useful Session:
language Time:
Vocabulary
[teacher’s name]
Oops!
Extras

Teams Teams

Note that you’ll correct students’

13 mistakes in Zoom chat box.
CEFR
CEFR stands for: ………………………………………………

Pre-A1:

A1:

A2:

B1:

B2:

C1:

C2:

A1: https://www.youtube.com/watch?v=F8J26zrLeKM

A2: https://www.youtube.com/watch?v=PjJRD3nAh_M&t=3s

B1: https://www.youtube.com/watch?v=U-YbLHfL0LY

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 Class Sequence
Put the following class stages in order:

Practice
………..

Exit ticket
………..

Set communication goals

………..

Extra activity
………..

Presentation
……….. Notes: Presenting new language (vocabulary and/or grammar)

Immediate engagement
………. Notes: (For 15 mins in S1/For 5 mins starting from the 3rd
session/odd sessions)
Assignment
………..

Lead- in
……….. Notes: For 5-7 minutes

Pronunciation Time
……….. Notes: For 5 minutes

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 Stage one: immediate engagement (warm-up):

It is an activity mainly to warm up the learners. It energizes students, brings a surge of focus,
obliges them to connect with each other better and most importantly, creates a better bond
with the teacher. In addition, it adds fun to any class as it eliminates boredom and routine.
The immediate engagement should last for 5 minutes.

Let’s follow the list below for a successful engagement activity:

Warm-up ☐ Educational game 5 minutes

☐ Element of competition
☐ Language grading
☐ Instructions
☐ Specific ☐ Clear ☐ Timed ☐Modeled ☐ ICQs
☐ Use of Body language
☐ Encouraging students
☐ No negative remarks

Choose whether the following statements are true or false.

1 -The engagement stages are considered as teacher-led activities and require great effort
from his/her end?

2- We can use the immediate engagement as a lead in to the topic.

3- The main aim of the immediate engagement is to avoid awkwardness and silence and energize
the students.

4- We can use the last energizer to wrap up the session.

5- Some displayed English jokes, quotes or riddles can be good examples of both stages?

6- The engagement stages can exceed 10 minutes since students find them exciting stages.

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 Ice breaker (orientation):
Objective: To help set students’ expectations about the course objectives,
system, and rules.

1. Orientation ☐ Introductions (immediate engagement) 15 minutes

☐ Students’ incentives
☐ Batch system
☐ Course objectives
☐ Class Rules

We need an interesting way to literally What you should have in mind when
break the ice with our students. These using/designing activities:
ideas/tips will help:
 Aim of the activity
 Smiling and putting students at ease  Level of students
 Knowing their names  Complexity of the activity
 Discovering common interests  Time
 Recognizing differences
 Exchanging information
 Listening empathically (you can
identify strong and slow learners in
an ice breaker)
 Responding well to their content
 Making use of your body language

Class Rules*
Dos  Don’ts 
 Speaking English  Speaking Arabic
 Coming early or on time  Coming late (student is absent when
 Drinking arriving more than 30 mins late)
 Doing 4achiever quizzes  Eating
 Doing the final exam in session 7  Being absent (student repeats the level
 Silent phones when absent for more than 2 sessions)
 Wearing a mask  Side talks
 Giving feedback about the session
 Doing the assignment
 Go to the admins for help with your
profile

*Remember that we’re addressing adults, so we don’t actually say ‘rules.’

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 How to set up tasks
1. Signpost: time warning then stand in the front-center of the classroom (eyes on me)
2. Put students in pairs or groups
- For them not to forget the instructions especially if it’s a complex activity where
students have different roles (e.g., role plays).
3. Give short, clear and specific instructions
- Use imperatives and try to mime or use gestures
- Not too short nor too long (see it from your students’ perspective)
4. Model
- A demo is worth a thousand words (show don’t tell) and can be done with a strong
learner or two strong learners can do it (depends on the task)
5. Set time (chunk instructions for complex tasks)
6. Ask effective instruction-checking questions (ICQs) [script them]
- With elementary students: simple yes/no questions or short-answer questions
- With higher-level students: ask “What are we going to do?” sts answer: (1… 2… 3…)

 Note that the steps of setting up a task may slightly vary because of:
1. Kind of activity 2. Students’ level 3. Number of students 4. Familiarity with the activity

How to monitor
1. Monitor from a distance not to disturb students.
2. After students start doing the task, go straight to the less able learners first.
3. Check that students are on task.
4. Accuracy-based tasks (e.g. controlled written practice):
- Monitoring will help inform your decisions on who to nominate later to answer.
- Deal with early finishers by extending the task accordingly (e.g. Teacher: “you have
one mistake.” [don’t tell them which one], allow 2 early finishers check their answers
together then pair them with different students later or write 5 verbs, adjs., etc. that
are related to the task).
5. Fluency-based tasks (e.g. freer oral practice):
- Collect language examples: good, inaccurate and upgradeable (higher lvls) ◆ v ◆ 1+
:
- Write students’ examples on the board while they are on task to keep pace
- Task repetition: Extend the task accordingly or by asking students to redo it in different
pairs

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 Learning preferences*

1-The Communicative/Auditory Learner

Likes interacting and responds positively in class. Takes part in pair and
group work with enthusiasm. Is less concerned with accuracy in the language,
s/he is more interested in getting her message across. Often remembers
words s/he has heard in conversations or on TV. S/he would rather listen to a
cassette than read about something and her/his class notes can be messy.
Is likely to initiate conversations with other students and the teacher whenever
possible, wants to learn about local expressions and slang.

2 The Authority-Oriented Learner

This student is generally concerned with accuracy and often worries about
making mistakes. S/he regularly seeks reassurance from the teacher that s/he
has understood correctly and sees the teacher as the ‘fount of all knowledge’
and attempts to write down everything presented in class. S/he is
uncomfortable with guessing the meaning of unknown vocabulary or
structures.

3- The Analytical Learner

Enjoys working out the meaning and rules of language, looking things up in
grammar books, dictionaries etc. S/he likes the challenge of identifying the
meaning and use of different structures, often comparing them to his/her
native language. S/he monitors his/her own accuracy carefully when speaking
and writing. Is usually quick to understand language patterns and makes
detailed, diagrammatic notes for reference purposes. S/he may have a
scientific background.

4-The Visual Learner

responds well to images and pictures – these can help her to recall
vocabulary and language structures. Everything that has to be learned is
written down in well-organized notes and highlighted in different colors. Can
be reluctant to repeat or practice language before seeing it in its written form.
S/he can easily understand language charts and tables, can visualize the
place on a page where s/he learned something and often uses mental
imaging to recall information.

5- The Kinesthetic Learner

This student learns by doing and being active. Tasks such as
moving/rearranging objects, responding physically to language or instructions
by moving around the classroom and working on projects, rather than
exercises are successful. This learner can often seem restless in class and
likes to get started on an activity rather than listen to instructions on how to do
it. S/he probably uses a lot of body language when communicating and gets
good ideas when s/he is moving around: taking a walk, doing the shopping etc..

*Taken from a CELTA handout.

19
 Jigsaw Reading
Jigsaw reading is a great way to introduce speaking into a reading skills lesson. It provides a
real opportunity for genuine communication. In real life, we may tell people about a news
article we have read, so this is a classroom activity that is fairly authentic.

1- Lead-in

2- Set the context

2- Teams division

3- Gist task
5- Detailed task (Regrouping in different pairs to tell each other about their texts)
6- Follow up task

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 Teaching receptive skills (reading and listening):
Stage Aim Procedure
Lead-in To generate students’ interest in the Lead the students to the topic by using
topic. pictures, discussing questions,
brainstorming… etc.

Setting the context To introduce the characters and the Tell the students that they are about
kind of text students will read or read/listen to an article, an interview, a
listen to. conversation, an advertisement… etc.
Pre-teaching To pre-teach some new vocabulary By using pictures, flashcards, elicitation,
vocabulary (PTV) that could possibly prevent students descriptions, simple drawings,
from completing the task. (3-5 situations, synonyms, antonyms… etc.
words)
Reading/listening To get a general idea of the text -Design good gist questions/tasks that
for gist (give student the task before are relevant to the topic.
showing the text). - [listening] raise students’ awareness of
speed, accent and length of the audio.
Reading/listening To focus on details in the text and Students are given more time to read
for detail develop reading/listening for again to answer some specific questions;
specific information. true or false, fill in the gaps, information
questions, matching paragraphs with
titles etc.

Follow up task To exploit the text/audio so as to Speaking activities; Short discussion,

develop fluency. To give students a debate etc.
chance to react to the content of the They must have a communicative
reading or listening in personalized, outcome = a reason for students to
fluency-based activities. listen to each other not just speak.

Content feedback To ask students to report back what For example, “Did you find something
they have discussed in pairs or in common? What was the most
groups (the communicative interesting story? Which is the best
outcome). vacation you heard about?” etc.
Language feedback To do delayed error correction. The teacher highlights strong and weak
language features and invites students to
identify them while correcting weak
ones.

The previous steps could be used in (with some changes):

- Teaching reading texts
- Teaching listening texts
- Teaching pronunciation time
- Teaching conversation models (in Top Notch)

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 Stage 2: ‘Pronunciation Time’ (sitcoms/interviews)
1. Build interest The teacher sets the objectives of ‘pronunciation time’:
1. To develop listening and speaking skills.
2. To master correct pronunciation, intonation and rhythm.
3. To improve students’ pronunciation and accent.
2. Setting the Teacher introduces the characters and the video students will watch:
context - “We will watch a video and…”

3. Pre- Teaching By using pictures, flashcards, elicitation, descriptions, simple drawings,

vocabulary situations, synonyms, antonyms… etc.
(PTV) To pre-teach some of the new vocabulary that could possibly stop the students
from completing the task.
4. Detail task Giving instructions:
Teacher gives instructions in the imperative form:
- “Listen carefully to the pronunciation.”
- “Write what you hear.”
- “We can listen two times.”
ICQs “Instruction checking questions”
Teacher ICQs his/her instructions:
A. Will you watch and write? (Yes)
B. How many times will you watch the cut? (Two times)

Playing the cut:

Teacher chooses how to play the cut:
A. 3 times (Give the students 15 seconds between each time)
B. 2 times (Give the students 30 seconds between each time)
Students watch and report back:
Students listen and write down what they hear as much as they can
After listening twice, students report back what they have heard to the teacher
5. Focus on Written record:
pronunciation -Teacher provides a written record (writes the cut on the board).
(draw spaces on the board representing how many words there are in the cut)

-Teacher explains the meaning of the cut if needed

Highlighting the pronunciation rules:
- Teacher highlights the pronunciation rules.
-Teacher provides examples (Ex1,Ex2...etc.)
-Students may come up with their own examples.

Drilling
-Teacher models and SS listen only (twice)
- Teacher drills (chorally-groups-pairs-individually)

22
 Pronunciation features:
Features/rules Examples Why?
American/Flap T

Stop T

Silent T

English/true T

Heavy T

Reduction

Contraction
Th: /ð/ or /θ/

/p/ and /b/

American /r/
Linking vowels

Continuous consonants

Vowels
/eɪ/ /e/ /i/ /u:/ /æ/
Schwa /ə/

American /o/

/ŋ/ sound

/dʒ/ sound

Rising intonation

Falling intonation

-s endings

-ed endings

Word stress
Sentence stress

23
 Your Reference to Top Notch
Scan the QR code later on to know more about the scope and
sequence of every book. Remember that each level has 4 units.
Fundamentals:
Each unit has 3 goals + extension and review
[a goal = 2 pages]
[extension + review = 2 pages]
Starters: units 1, 2, 3 and 4
Level 1: units 5, 6, 7 and 8
Level 2: units 9, 10, 12 and 13
The first half of level 3: units 11 and 14

Top Notch 1:
Each unit has a preview, 4 goals, and a review
[preview = 2 pages]
[a goal = 2 pages]
The second half of level 3: units 3 and 4
[review = 2 pages]
Level 4: units 5, 6, 7 and 8
The first half of level 5: units 9 and 10

Top Notch 2:
Each unit has a preview, 4 goals, and a review
[preview = 2 pages]
[a goal = 2 pages]
The second half of level 5: units 1 and 2
[review = 2 pages]
Level 6: units 3, 4, 5 and 6

Answer the following questions:

1. Which levels use Top Notch? Which ones don’t?
2. Which levels use Top Notch Fundamentals?
3. Which levels use Top Notch 1?
4. Which levels use Top Notch 2?
5. How many sessions are there per level?
6. How many units do you teach per level?
7. How many sessions would it take to teach a unit?
8. How many goals are there per unit in Top Notch Fundamentals?
9. How many goals are there per unit in Top Notch 1 and 2?
10. How many goals are taught per session in Top Notch Fundamentals?
11. How many goals are taught per session in Top Notch 1, 2?
12. How many pages are covered per session in Top Notch Fundamentals?
13. How many pages are covered per session in Top Notch 1, 2?

24
 Classroom grouping and Interaction patterns:
Student grouping Advantages Disadvantages Classroom
activity/situation

Whole-class

Individual

Pair work

Group Work

25
Stages 3: Lead-in and communication goals
What is the purpose of a lead in? What should it lead to? What are the forms of lead-ins that
you can use in your classroom?

Lead in

Purpose:
1.
2.
3.
4.

Stages 4: Setting communication goals (What’s in it for me =

WIFM)
Right after your lead in, the communication goal has to be reinforced well in the classroom;
students have to be aware of their achievement by the end of the session.
To reinforce your communication goal, it should be:
1.
2.
3.
4.

26
Stage 5: Presentation
a. Vocabulary Presentation (Test-teach-test or TTT):
When introducing any set of vocabulary, we have to bear in mind 4 things; how you would
covey meaning, check meaning (CCQs), focus on pronunciation, and state the form.
1. Lead-in: …………………………………………………………………………………

2. Setting communication goal(s): ……………………………………………………….

3. Test: ……………………………………………………………………………………
……………………………………………………………………………………

4. Teach (focus on M/P/F): ……………………………………………………………..

…………………………………………………………………………………….
…………………………………………………………………………………….
…………………………………………………………………………………….

5. Test: ………………………………………………………………………………….
………………………………………………………………………….……..

Now it’s your turn!

b. Vocabulary Presentation (Test-teach-test TTT):
When introducing any set of vocabulary, we have to bear in mind 4 things; how you would
covey meaning, check meaning (CCQs), focus on pronunciation, and state the form.
1. Lead-in: …………………………………………………………………………………

2. Setting communication goal(s): ……………………………………………………….

3. Test: ……………………………………………………………………………………
……………………………………………………………………………………

4. Teach (focus on M/P/F): ……………………………………………………………..

…………………………………………………………………………………….
…………………………………………………………………………………….
…………………………………………………………………………………….

5. Test: ………………………………………………………………………………….
………………………………………………………………………….……..

27
 a. Grammar Presentation:
Grammar presentation shouldn’t be explicit. It should be contextualized. Text-based
presentations take two forms: the traditional, teacher-led version and the more student-centered
version (i.e. guided discovery which is not use anymore at 4level4). In a text-based lesson,
students notice and focuson the TL with the teacher all the way. However, in guided discovery,
students work together with minimal help from the teacher to notice and focus on the TL.

Text based (teacher-led version)

Lead-in

Setting the context

Receptive skills task (gist or detail)

Notice the target language

Focus on pronunciation

Focus on form

Controlled practice

Less-controlled practice

Freer practice

28
 Not it’s your turn!

Text-based (teacher-led
version)

Lead-in

Setting the context

Receptive skills task

(gist or detail)

Notice the target

language and CCQs
Focus on pronunciation

Focus on form

Controlled practice

Less-controlled practice

Freer practice

29
Checking understang with timelines:
Using timelines is particularly effective to check students’ understanding of
tenses.

See the following example to check students’ understanding of this marker

sentence ‘she’s been to Paris’ in the present perfect simple tense using a
timeline:

Now
???
Past X Future

Now try to demonstrate those marker sentences on timelines:

1. I’ve been in Spain since 2004.

Now

Past Future

2. He used to smoke.
Now

Past Future

3. I remembered to post the letter.

Now

Past Future

From: Concept Questions and Timelines, by Graham Workman, 2006,

Chadburn Publishing.

30
 Stage 6: Practice
Teacher-led

From immediate
From accuracy
There can be controlled
Drilling error correction
written practice (CWP) ‘the most controlled
and controlled oral form of practice’
practice (COP) True/false, gap fill, …………………,.................... ,
…………………... practice …………………, …………………, …………………
‘one right answer’

Personalize a dialogue (gap fill),

Avoid confusing ……………………… practice make a story or write questions
semi-controlled ‘some personalization’ using given words… etc.

for freer practice

and vice versa.................................................................................
Practice
mingling, discussions,
‘fully personalized’ …………………, …………………
Golden rules of freer practice:

a. ……………………………………. d. Encourage use of the TL To ……….. ………..

To …………….. b. Must lend itself to the TL ………………..
e. …………………………………….
c. ……………………………………. f. …………………………………….

33
Stage 7: Extra activity
End your lesson plan with ‘a bang.’ It is similar to an educational game to leave
a nice impression before ending the session. It takes from 3 to 5 minutes and it
doesn’t have to be an activity that is relevant to the session such as: a song, an
idiom, a tongue twister, a joke, a warm-up, etc.

Stage 8: Exit ticket (secret box)

Find some ideas of The Exit Ticket below:
1. Focus on content delivery: level of understanding – ask students on a scale
of 1 to 5, how well do you know or can use ? Or give
them specific ratings to choose from.

2. Focus on teacher’s performance: ask students to choose one of the

following: 1. I need lots of help, 2. I still have some questions, 3. I can do
this task on my own now, and 4. I could teach others this new skill.

3. Focus on students’ performance: self-evaluation – Have students rate

their own performance. Ask questions like, “How much effort did you put
in to today’s work?” or “What do you think you most excelled at today?”

4. Focus on students’ needs: (secret box): questions as simple as “what can

I do to make learning simpler and more effective for you?” may yield
responses such as “I would like to not be paired again with this student
because she did not stay focused.” or “It would help me if I had a copy of
the notes to review the night before.”

Stage 9: Assignment
Give students an assignment that can be used as a lead-in for the next session.
As for less-able students, give them controlled practice as homework. It is also a
good idea to show students how to use any resources you provide them with
such as websites or applications, etc.

34
 Error correction
Why do students make mistakes?
1. Overgeneralization
2. L1 interference: most commonly confusing word order (Arabic vs. English)
3. Teacher-induced: when the teacher makes mistakes that students pick up
4. Fossilization: deeply embedded errors that are hard to correct
5. Material-induced: the material has inaccuracies that students pick up
6. False friends (cognates): ‘embarazada’ is a Spanish word that looks like ‘embarrassed’ in
English while in fact it means ‘pregnant.’ So, students may use these words thinking they
have the same meaning.

When do you correct students’ mistakes?

4. During accuracy-based activities/situations: drilling, controlled practice (written and
spoken) or when the interaction pattern is S-T.
5. During fluency-based activities: lead-in, follow-up task, freer practice or in a
speaking/writing skills lesson.

What mistakes do you correct? (Types of errors to focus on)

1. Common problems
2. Issues with recently taught language
3. Errors that impede communication

Sequence to help students self-correct: .C

Student
makes a
mistake You don’t need to go
through the entire sequence
T indicates a if the student self-corrects
mistake's at an earlier stage.
occured

to self-

Ask a strong
Don’t
learner to
model

Ask original
studnet to
repeat

T corrects If the student

the mistake can’t self-correct
.D

35
 Immediate error correction techniques
From Ray Clark
Read the following techniques and rate them ‘ :) ’ if you will use it ‘ :( ’ if
you won’t use it and ‘ ? ’ if you aren’t sure, state reasons for your answers:

Student’s Error: I go to the bank yesterday.

1. "No, that's wrong. You must say, "I went to the bank yesterday."
Repeat. "I..."
2- "I went to the bank" (emphasize "went")
3- " Yesterday, I ... " (pause to let the students correct)
4- "Verb tense?"
5- " 'Go' is the present. You need past tense."
6- "What is the second word?"
7- Whisper or mouth. "I went"
8- "What?"
9- "Oh, you went to the bank yesterday." (In a conversational tone)
10- Draw six lines on the board and point to the second line to
indicate a problem with the second word.
11- "Really? Did you make a deposit?"
12- "Go?"
13- Make a gesture to indicate past tense.
14- Use fingers to indicate where the error is. (Each finger representing a word in the
sentence) Allow time for self-correction.
15- Finger touches ear- quizzical expression on the face. (Or some other silent gesture)
16- " can anyone help (name student?"
17- "Please repeat."
18- "You go to the bank yesterday?" (Stress "go")

36
 Delayed error correction techniques
After you make notes of sts’ mistakes and strong/good language, go to the board
and write them down in one of the following arrangements:

You can highlight just sts’ mistakes. Or highlight inaccurate and good
language sts produced.
☹ ☹ 😊
1. . 1. . 1.
2. . 2. . 2.
3. . 3. . 3.
4. . 4. . 4.
5. . 5. . 5.

You can mix them up and invite sts to Here is a couple of ideas: underline the
identify the inaccurate, good or mistake for sts then they correct it and
upgradable language (works best with state the reason or you can underline the
strong learners and higher levels). mistake and give them choices as
corrections (works best with less-able sts).
☹ or 😊 or +1
1. . I go to the bank yesterday.
2. . He travel (travels – traveling) to
3. . Turkey every year.

The teacher can also dictate mistakes and students work individually/in pairs
to correct them. You should encourage students to identify the mistake,
correct it and state the reason.

37
 Online and face-to-face teaching

Below is a link to an online grammar lesson given by Angellos Bollas who is a

teacher and teacher trainer based in Dublin. He’s working with a multi-lingual
class of Upper Intermediate students. As you watch this can you do 3 things:
1. Make a note of questions you’d like answered in the next input session
which will focus on online teaching.
2. Make notes on how online teaching is the same as face-to-face teaching.
3. Make notes on how online teaching is different from face-to-face
teaching.

https://www.youtube.com/watch?v=KEdRlZ4EpYU&feature=youtu.be

38
 Teaching language: presentation, practice, production (3Ps):
1. https://www.youtube.com/watch?v=RLWTuauUrKo&t=6s
1
2. https://www.youtube.com/watch?v=vD8cTHHrqw4
3. https://www.youtube.com/watch?v=gh7BsBBwHsc

Watch the 3 videos and fill in the table: 2 3

Accuracy and Stages (what, why and how) Advantages and TTT and STT
fluency disadvantages
Is the method Presentation: Advantages: Who speaks more?
targeting more What evidence do
fluency or more you have to
accuracy? support your
How do you know? answer?

Practice:

Disadvantages:

Production:

39
 Shadowing
Classes sheets

40
 First shadowing
Teacher’s name: Level: Session:

Focus on teaching Focus on the content

1. Make a note of 2 effective examples of 1. What were the main aims of the lesson? Were
eliciting. What was done in each case to make they achieved? If ‘yes’, then how do you
it effective? Also note down any examples of know? If ‘no’, then why not?
eliciting that were less effective? Why was
this?

2. Make a note of 2 things that were effective.

Consider focusing on areas of teaching that you
2. How effective were the instructions for each are or you were working on.
stage/activity? How did the teacher check sts’
understanding of instructions? How effective
were demonstrations? How clear were sts about
what they had to do? Why/why not?

3. Make a note of 2 things that were less effective.

Why was this? What was the impact on the
lesson or students?

3. How involved were sts in the lesson? Were all

opportunities for STT exploited? Was there a
useful balance of pair work and group work?

4. Write a question for each stage that you’d like

to ask the teacher in feedback.

4. How effectively were M/P/F covered in the

lesson?

41
 Second shadowing
Teacher’s name: Level: Session:

Focus on teaching Focus on the content

5. Make a note of 2 effective examples of 5. What were the main aims of the lesson? Were
eliciting. What was done in each case to make they achieved? If ‘yes’, then how do you
it effective? Also note down any examples of know? If ‘no’, then why not?
eliciting that were less effective? Why was
this?

6. Make a note of 2 things that were effective.

Consider focusing on areas of teaching that you
6. How effective were the instructions for each are or you were working on.
stage/activity? How did the teacher check sts’
understanding of instructions? How effective
were demonstrations? How clear were sts about
what they had to do? Why/why not?

7. Make a note of 2 things that were less effective.

Why was this? What was the impact on the
lesson or students?

7. How involved were sts in the lesson? Were all

opportunities for STT exploited? Was there a
useful balance of pair work and group work?

8. Write a question for each stage that you’d like

to ask the teacher in feedback.

8. How effectively were M/P/F covered in the

lesson?

42
 Third shadowing
Teacher’s name: Level: Session:

Focus on the teacher Focus on students

1. Something I’d like to borrow for my lessons…. Make notes on the following and state
[material or activity] reasons:
1. Were sts interested in the lesson?

2. Were sts involved in and contribute to the

2. Something I’d like to borrow for my lessons…. lesson?
[teaching skills]

3. Did sts interact with each other (in pairs and

groups) and the teacher?

3. Some questions I’d like to ask the teacher:

Why did s/he….?
4. Did sts know what they are doing due to clear,
checked instructions?

5. Did sts appear confident and can learn from

their mistakes?
4. Some questions I’d like to ask the teacher:
Why didn’t s/he….?

6. What types of sts and learning preferences did

you observe?

43
Preparation
Sheets

44
 Demo 1: ice breaker/orientation (15 minutes)
Stage Aim (why) Procedure (how)
(what)
Introduction To get to know the What’s your out of the box plan for the introduction stage?
“Immediate teacher and sts. …………………………………………………………….
engagement” …………………………………………………………….
…………………………………………………………….
…………………………………………………………….
…………………………………………………………….

Students’ To know why your How would you ask about and show interest in students’
incentives students learn English incentives?
and their goals related …………………………………………………………….
to learning it. …………………………………………………………….
…………………………………………………………….
…………………………………………………………….
…………………………………………………………….

Batch To inform students of How would you state the batch system bearing in mind that you
system the number sessions, have to reduce your TTT and engage students while stating
class time, etc. them?
……………………………………………………………
……………………………………………………………
……………………………………………………………
…………………………………………………………….
……………………………………………………………

Course To set expectations How would you state and add value to the level’s goals?
objectives and outline the level’s ……………………………………………………………
goals. ……………………………………………………………
……………………………………………………………
……………………………………………………………
…………………………………………………………….

Rules To set clear, defined How would you state the rules bearing in mind that you are
rules of how the class addressing adults?
will go and ensure ……………………………………………………………
better classroom ……………………………………………………………
management. …………………………………………………………….
……………………………………………………………
……………………………………………………………

Reflection:
What went well in your demo ? How do you know?
What didn’t go well? What should you do to improve it?

45
 Demo 2: receptive skills (reading, 15 mins)
Stage (what) Aim (why) Procedure (how)
Lead-in To generate students’ What’s your lead in to the topic? (it doesn’t have to be a
interest in the topic. question)
…………………………………………….
…………………………………………….

Setting the To introduce the How would you set the context?
context characters and the ……………………………………………
kind of text students ……………………………………………
will read or listen to.
Pre-teaching To pre-teach some of What are the vocabulary items you will teach? How would you
vocabulary the new vocabulary convey their meaning?
(PTV) that could possibly ……………………………………………
prevent students from ……………………………………………
completing the task. ……………………………………………
(3-5 words) ……………………………………………

What are the CCQs? [script them]

……………………………………………
……………………………………………

Reading/listening To get a general idea Ask a general question about the reading.
for gist of the text (give ……………………………………………
student the task ……………………………………………
before showing the
text).
Reading/listening To focus on details in Ask specific questions about the reading.
for details the text and develop ……………………………………………
reading/listening for ……………………………………………
specific information.
Follow up task To give students a What are the instructions and ICQs?
chance to react to the ……………………………………………
content of the reading ……………………………………………
or listening in
personalized, What is the communicative outcome?
fluency-based ……………………………………………
activities. ……………………………………………

How will you do content feedback?

……………………………………………
…………………………………………

Reflection:
What went well in your demo ? How do you know?
What didn’t go well? What should you do to improve it?

46
 Demo 3: Pronunciation time demo (5 mins)
Stage (what) Aim (why) Procedure (how)
Build interest To set the objectives How would you build interest?
of pronunciation ……………………………………………
time. ……………………………………………

Set context To tell students what How would you set the context?
they’re about to ……………………………………………
watch or listen to. ……………………………………………

Pre-Teaching To teach new What are the new vocabulary items that could possibly block the
vocabulary vocabulary that could students from understanding and completing the task?
stop students from ……………………………………………
completing the task. ……………………………………………
(3-5 words max) ……………………………………………
……………………………………………

What are the CCQs? [script them]

……………………………………………
……………………………………………

Listening for Student are given a Ask a specific question about the cut.
details task that targets the ……………………………………………
details for better ……………………………………………
comprehension of the
video.
Focus on To exploit the How would you convey the meaning of the cut transcript?
pronunciation text/audio and to ……………………………………………
develop ……………………………………………
pronunciation.
What is the drilling pattern used?
……………………………………………
……………………………………………

What would you highlight while explaining the pronunciation

rule/feature?
……………………………………………
……………………………………………

Reflection:
What went well in your demo? How do you know?
What didn’t go well? What should you do to improve it?

47
 Demo 4: vocabulary (TTT, 20 mins)
Stage (what) Aim (why) Procedure (how)
Lead-in To generate ……………………………………………
students’ interest ……………………………………………
in the topic.
Elicit/state To highlight the How will reinforce the communication goal(s)?
communication session’s goals ……………………………………………
goals and add value to ……………………………………………
them.
Test To diagnose what What is your diagnostic task and how will you set it up?
students know and ……………………………………………
don’t know of the ……………………………………………
target language
and choose items What will you look for while monitoring sts?
to focus on at the ……………………………………………
teach stage. ……………………………………………

Teach To focus on What is the context? How would you convey then elicit the
meaning, meaning of vocabulary? Are there any CCQs?
pronunciation and ……………………………………………
form of the target ……………………………………………
language and
check students’ How would you focus on pronunciation then the form (which
understanding by vocabulary items will you write on the board?)
asking CCQs. ……………………………………………
……………………………………………

Test Students practice What controlled oral practice will you do with sts?
the target language ……………………………………………
in controlled ……………………………………………
(accuracy-based)
activities.

Reflection:
What went well in your demo? How do you know?
What didn’t go well? What should you do to improve it?

48
 Demo 5: one goal (Vocabulary and Grammar) (35 mins)
(TTT & Text-based approaches)
Lead-in To generate ……………………………………………
students’ interest ……………………………………………
in the topic.

Elicit/state To highlight the How will reinforce the communication goal(s)?

communication session’s goals ……………………………………………
goals and add value to ……………………………………………
them.

Test To diagnose what What is your diagnostic task and how will you set it up?
students know and ……………………………………………
don’t know of the ……………………………………………
target language
and choose items What will you look for while monitoring sts?
to focus on at the ……………………………………………
teach stage. ……………………………………………
Teach To focus on What is the context? How would you convey then elicit the
meaning, meaning of vocabulary? Are there any CCQs?
pronunciation and ……………………………………………
form of the target ……………………………………………
language and
check students’ How would you focus on pronunciation then the form (which
understanding by vocabulary items will you write on the board?)
asking CCQs. ……………………………………………
……………………………………………
Test Students practice What controlled oral practice will you do with sts?
the target language ……………………………………………
in controlled ……………………………………………
(accuracy-based)
activities.

Grammar lesson (Text-based approach)

Set the context To create a ……………………………………………
meaningful ……………………………………………
situation for the ……………………………………………
language. ……………………………………………

Receptive skills To develop What is the gist or detail task you will set up?
task reading/listening ……………………………………………
for gist OR detail. ……………………………………………
……………………………………………

Notice the To focus students’ What marker sentences will be in the worksheet?
target attention on the ……………………………………………
language target language by ……………………………………………
matching the ……………………………………………
marker sentences ……………………………………………
with their meaning

49
Check To check students’ What are the CCQs you will ask students?
meaning understanding of ……………………………………………
the TL. ……………………………………………
……………………………………………

Focus on form To highlight how What features of form will students need to work on in the
the target language worksheet?
is written. ……………………………………………
……………………………………………

Focus on To highlight key What drilling pattern will you follow?

pronunciation features of ……………………………………………
pronunciation. ……………………………………………
What features of pronunciation will you highlight?
……………………………………………
……………………………………………

Controlled To practice the What exercise will you use and how will you set it up?
practice target language in ……………………………………………
controlled ……………………………………………
(accuracy-based) How will you do task feedback?
activities. ……………………………………………
……………………………………………

Less-controlled To practice the With which student will you model the conversation?
practice target language in ……………………………………………
fluency-based ……………………………………………
activities with How will set up the task?
some accuracy ……………………………………………
How will you do content feedback?
……………………………………………

Freer practice To practice the What is the context? How will you set up the task?
target language in ……………………………………………..
freer fluency based …………………………………………….
activities. What is the communicative outcome?
…………………………………………….
……………………………………………..
How will you do content and language feedback?
……………………………………………...
……………………………………………

Reflection:
What went well in your demo ? How do you know?
What didn’t go well? What should you do to improve it?

50
 Demo 6: Pre-starter (3Ps, 15 mins)
Stage (what) Aim (why) Procedure (how)
Presentation To elicit then ……………………………………………
highlight the ……………………………………………
target language ……………………………………………
(M/P/F). ……………………………………………
……………………………………………

Practice To practice the What exercise will you use and how will you set it up?
(controlled target language in ……………………………………………
practice) controlled ……………………………………………
(accuracy-based) How will you do task feedback?
activities. ……………………………………………
……………………………………………

Production To practice the With which student will you model the conversation?
(less-controlled target language in ……………………………………………
practice) fluency-based ……………………………………………
activities with How will set up the task?
some accuracy. ……………………………………………
……………………………………………

51
 Demo 7: Conversation classes (20 mins)
Stage (what) Aim (why) Procedure (how)
Lead-in To engage students in ……………………………………………
the topic and activate ……………………………………………
their schemata.
Language To expose the ……………………………………………
Exposure learners’ to the topic, ……………………………………………
ideas, and language.

Input of useful To elicit some lexical What bits of language do students need to complete the task?
language chunks which students ……………………………………………
will need to successfully ……………………………………………
do the task. ……………………………………………
Task To provide time for ……………………………………………
preparation students to prepare the ……………………………………………
task before speaking.
Doing the To let students do the What is the communicative outcome?
speaking task main speaking task and ……………………………………………
develop oral fluency. ……………………………………………
……………………………………………
Feedback on To give students Ask students about the communicative outcome here.
content feedback on the content ……………………………………………
of their speaking task. ……………………………………………

Feedback on To do delayed error ……………………………………………

language correction. ……………………………………………

Reflection:

What went well in your demo ? How do you know?

What didn’t go well? What should you do to improve it?

52
 Demo 8: Final Demo (40 mins)

Lead-in To generate ……………………………………………

students’ interest ……………………………………………
in the topic.

Elicit/state To highlight the How will reinforce the communication goal(s)?

communication session’s goals ……………………………………………
goals and add value to ……………………………………………
them.

Test To diagnose what What is your diagnostic task and how will you set it up?
students know and ……………………………………………
don’t know of the ……………………………………………
target language
and choose items What will you look for while monitoring sts?
to focus on at the ……………………………………………
teach stage. ……………………………………………
Teach To focus on What is the context? How would you convey then elicit the
meaning, meaning of vocabulary? Are there any CCQs?
pronunciation and ……………………………………………
form of the target ……………………………………………
language and
check students’ How would you focus on pronunciation then the form (which
understanding by vocabulary items will you write on the board?)
asking CCQs. ……………………………………………
……………………………………………
Test Students practice What controlled oral practice will you do with sts?
the target language ……………………………………………
in controlled ……………………………………………
(accuracy-based)
activities.

Grammar lesson (Text-based approach)

Set the context To create a ……………………………………………
meaningful ……………………………………………
situation for the ……………………………………………
language. ……………………………………………

Receptive skills To develop What is the gist or detail task you will set up?
task reading/listening ……………………………………………
for gist OR detail. ……………………………………………
……………………………………………

Notice the To focus students’ What marker sentences will be in the worksheet?
target attention on the ……………………………………………
language target language by ……………………………………………
matching the ……………………………………………
marker sentences ……………………………………………
with their meaning

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Check To check students’ What are the CCQs you will ask students?
meaning understanding of ……………………………………………
the TL. ……………………………………………
……………………………………………

Focus on form To highlight how What features of form will students need to work on in the
the target language worksheet?
is written. ……………………………………………
……………………………………………

Focus on To highlight key What drilling pattern will you follow?

pronunciation features of ……………………………………………
pronunciation. ……………………………………………
What features of pronunciation will you highlight?
……………………………………………
……………………………………………

Controlled To practice the What exercise will you use and how will you set it up?
practice target language in ……………………………………………
controlled ……………………………………………
(accuracy-based) How will you do task feedback?
activities. ……………………………………………
……………………………………………

Less-controlled To practice the With which student will you model the conversation?
practice target language in ……………………………………………
fluency-based ……………………………………………
activities with How will set up the task?
some accuracy ……………………………………………
How will you do content feedback?
……………………………………………

Freer practice To practice the What is the context? How will you set up the task?
target language in ……………………………………………..
freer fluency based …………………………………………….
activities. What is the communicative outcome?
…………………………………………….
……………………………………………..
How will you do content and language feedback?
……………………………………………...
……………………………………………

Extra activity To end the What activity will you do and how will you set it up?
session on a ……………………………………………
‘high’ and leave ……………………………………………
a niceimpression
before ending
the session.
Exit ticket To add value to ……………………………………………
the session and ……………………………………………
get feedbackfrom ……………………………………………
students. ……………………………………………

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 Trainees’ Card System

Card Incidents Action taken

1. Excused lateness (15 minutes) One on one with the
2. Violation of dress code trainer
3. Not accepting feedback
4. Spreading negativity

Note: 2 yellow cards make an orange.

Orange Card 1. Lack of preparation One on one with the

2. Lack of response to counselling and trainer
correction actions
3. Not working on language inaccuracies
4. Ridiculing other trainees
5. Unexcused absence
6. Unexcused lateness
7. Second violation of dress code

Note: 2 orange cards make a red.

1. Second time of unexcused absence The trainee is to be

2. Second time of unexcused lateness “15 excluded
minutes”
Black Card 1. Severe attitude cases
2. Harassment The trainee is to be
3. Workplace violence excluded/HR
4. Using vulgar/inappropriate language investigation

1. Best performer (3 above standard A bonus

demos)

Note: a green card removes 2 yellow cards.

1. Noticeable progress and improvement Recognition through
2. Teamwork and collaboration emails,
3. Punctuality and commitment announcements,
4. Creativity Edmodo posts or SMS
5. Consistency and hard work sent from 4level1

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 Assignments and demos

Day 1
Prepare an ice breaker/orientation demonstration (15 mins). Use page 45 to prepare.

Day 2
Fill in the pronunciation features table (page 23).

Day 3
Prepare a receptive skills and pronunciation time demonstration. Use the preparation sheets
on page 46 and 47.

Day 4
1. Read an article about the concept of meaning, pronunciation and form in teaching language
2. Do some language analysis

Day 5
Prepare a vocabulary demonstration using test-teach-test (TTT) including a lead-in and
communication goal. Then teach using TTT followed by freer practice. Use page 48 to
prepare.

Day 6
Prepare one goal demo. Use TTT & the text-based approach Use page 49 and 50 to prepare.

Day 7
1. Prepare a demonstration for a Pre-starter class using 3Ps (15 mins). Use page 51 toprepare.
2. Prepare a demonstration for a Conversation class (20 mins. Use page 52 to prepare.

Day 8
Prepare a Final one-goal demo (Text-based, 3Ps or conversation) You may use page 53 and
54 to prepare.

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