1. Topic: Language knowledge
General objectives:
Students will be able to teach vocabulary.
Students will be able to teach grammar.
Students will be able to teach pronunciation.

2. Lesson One Teaching Vocabulary
Pre-task activities
Step One: elicit ways of students’ knowing the meaning of new words.
Step Two: the teacher sums up the ways of knowing new words.
Step Three: elicit ways of consolidating new words.
Step Four: the teacher sums up the ways of consolidating new words.
While-task activities
Step Four: students teaching new words to their group members.
Step Five: students consolidating new words with their group members..
Post-task activities
Step Six: students reporting their performances in their groups.

3. Ways of presenting new words
Realia
Pictures
Mime, action and gesture
Contrast (Synonym or antonyms)
Enumeration
Explanation
Translation
Context clues
Symbol
Numerals
Lexical sets
Word formation

4. Realia
This is the word we use to refer to the use of real objects in the classroom. Thus the words ‘pen’, ‘ruler’, ‘ball’, ‘postcard’, etc. can be easily explained by showing students a pen or a ball or a ruler, etc. This is clearly satisfactory for certain single words, but the use of realia is limited to things that can easily be taken into the classroom.

5. Pictures
Pictures are clearly indispensable for the language teacher since they can be used in so many ways.
By pictures we mean blackboard drawings, wall pictures and charts, flash-cards etc. Pictures can be used to explain the meaning of vocabulary items: the teacher might draw pens, rulers and balls on the blackboard, or have magazine pictures of cars , bicycles , and trains stuck onto cardboard, The teacher might bring in a wall picture showing three people in a room which could be used for introducing the meaning of the sentence ‘There are three people in the room’. The same language could be introduced with a large street map (e. g. ‘There’s a church in Green Street’) . A picture can also be used to create a situation or context.

6. Mime, action and gesture
It is often impossible to explain the meaning of words and grammar either through the use of realia or in pictures. Actions, in particular, are probably better explained by mime. Thus concepts like running and smoking are easy concepts to explain if the teacher pretends to run, or takes a drag on and etc..

7. Contrast (Synonym or antonyms)
Sometimes a visual element (e.g. realia, picture, mime, etc.) may not be sufficient to explain meaning and contrast can be used. Thus the meaning of ‘full’ is better understood in the context of ‘empty’, ‘big’ in the context of ‘small’, etc. The meaning of the past continuous is often explained by contrasting it with the past simple, e.g. ‘I was having a bathe when the telephone rang’.

8. Enumeration
The word ‘vegetable’ is a difficult word to explain visually. If, however, the teacher rapidly lists (or enumerates) a number of vegetables the meaning will become clear. The same is true of a word like ‘clothes’.

9. Explanation
Explaining the meaning of vocabulary items can be extremely difficult just as grammatical explanation can be , especially at elementary levels. It will be important, if giving such explanations, to make sure that the explanation includes information about when the item can be used. It would be unsatisfactory just to say that ‘mate’ was a word for ‘friend’ unless you also pointed out that it was colloquial informal English and only used in certain contexts. ‘Do’ means to perform, but information would have to be given about what words it is used with(as opposed to ‘make’).

10. Translation
It seems silly not to translate if by doing so a lot of time can be saved. If the students don’t understand a word and the teacher can’t think how to explain it, he can quickly translate it.The big danger, though, is that not all words and phrases are easily translated from on e language to the other, and it takes a communicatively efficient speaker of both languages to translate well.
Translation, then, seems a useful measure if used sparingly, but it should be used with caution.

11. Context clues
Techniques for guessing vocabulary from context include activating background knowledge from the topic of a text, obtaining clues from grammatical structure, pronunciation and punctuation, and using the natural redundancy of surrounding words. For example, the reader should be able to guess the meaning of ‘workaholic’ in the following sentence: ‘My father was a workaholic. He worked so long and so hard that we rarely saw him.’

12. Symbol
Hospital
custom

13. Numerals
2+5=7

14. Lexical sets
Cook: fry, boil, bake, grill, stir-fry

15. Word formation
Form—formation--formal

16. Consolidating vocabulary
Labelling
Spotting the difference
Describing and drawing
Playing a game
Using word thermometers
Using word series
Word bingo
Word association
Odd man out
Synonym and antonym
Using categories
Using word net-work

18. shop
seller
price
goods
money
client
receipt
pay
bargain

19. Lesson Two Teaching Grammar
Pre-task activities
Step One: elicit ways of teaching grammar.
Step Two: the teacher sums up the ways of teaching grammar.
Step Three: elicit ways of consolidating new grammatical rules.
Step Four: the teacher sums up the ways of consolidating new grammatical rules.
While-task activities
Step Four: students teaching grammatical rules to their group members.
Step Five: students consolidating grammatical rules with their group members..
Post-task activities
Step Six: students reporting their performances in their groups.

20. Ways of Teaching Grammar
The role of grammar in ELT
Grammar presentation methods
Deductive method
Inductive method
Grammar practice
Mechanical practice
Meaningful practice
Using prompts for practice

21. Grammar presentation methods Deductive method
Rules ---examples----rules
General---specific---general
Abstract---concrete--- abstract

22. Grammar presentation methods Inductive method
Examples---rules---examples
Specific---general---specific
Concrete---abstract----concrete

23. Grammar practice Mechanical practice
Substitution drills
Transformation drills

24. Grammar practice Meaningful practice

25. Grammar practice Using prompts for practice
Using picture prompts
Using mime or gestures as prompts
Using information sheet as prompts
Using chained phrases for story telling
Using created situations

26. Lesson Three Teaching Pronunciation
Pre-task activities
Step One: elicit ways of pracitising sound, stress and intonation.
Step Two: the teacher sums up the ways of pracitising sound, stress and intonation.
Step Three: the teacher sums up the ways of pracitising sound, stress and intonation..
While-task activities
Step Four: students pracitising sound, stress and intonation in groups.
Post-task activities
Step Six: students reporting their performances in their groups.

27. Teaching Pronunciation
Realistic goals of teaching pronunciation
Aspects of pronunciation
Practising sounds
Practising stress
Practising intonation

28. Realistic goals of teaching pronunciation
Consistency: The pronunciation should be smooth and natural.
Intelligibility: The pronunciation should be understandable to the listeners
Communicative efficiency: The pronunciation should help to convey the meaning that is intended by the speaker.

29. Aspects of pronunciation
Sounds
Syllables
Stress
Intonation
rhythm

30. Practising sounds Focusing on a sound Perception practice
Production practice

31. Focusing on a sound Say the sound alone
Get students to repeat the sound in chorus
Get individual students to repeat the sound.
Explain how to make the sound
Say the sound in a word
Contrast it with other sounds.
Say the sound in meaningful contexts.

32. Perception practice Using minimal pairs Which order?
Same or different?
Odd man out
completion

33. Production practice Listen and repeat Fill in the blanks
Make up sentences
Use meaningful context
Use pictures
Use tongue twisters

34. Practising stress
Using gestures
Use the voice
Use the blackboard

35. Practising intonation
Using hand or arm movement
Using rising or falling arrows
Drawing lines