2. L ESSON STRUCTURE The basic pattern for lesson structure: Presentation (of new language structure and vocabulary). Practice (using given models of various kinds incorporating both old and new learning. Production (where learners are given opportunity to use the new language in sentences or dialogs of their own invention).

3. Deep-end strategy : Suggests that students first of all attempt to create language to solve various kind of tasks, whether representing information or opinion gaps in communicative method,and then go through language focus exercises in more controlled fashion following that experience, which is a form of analytic plan. Order: 1- pre-communicative activities. 2- communicative activities.

4. The design of language teaching exercises,activities, and more recently tasks, has been a constant preoccupation of teachers, methodologists and particularly course-writers. Every exercise has a different kind of focus and a different purpose. Criteria for exercise design therefore concern : 1- what the student is supposed to actually do, and whether that has some kind of validity. The exercises students were set would: a- teach them odd, non-native ways of performing. b. teach them solving strategies in an inexplicit way. 2- Whether the task set can facilitate transfer to another piece of material. For example, listening and reading tasks are set up in a focusing, processing and testing sequence, E XERCISE

5. Different exercises are suitable at each stage for instance Focusing: (before) (semantic map, topic discussion,…..etc Processing : (during) (anticipation,cloze,…….etc Testing: (after) (summary,short answer,…….etc

6. M OVE Many pedagogic moves occur in language classes, and most of the inventories designed for systematic observation of classes present different lists based on different criteria. As a basic list, one can identify: Structuring move. Soliciting moves. Questioning moves. … etc. Different method make different assumptions about who performs these moves – teacher or student. While all of these require, and have been the subject of research, teachers’ questioning behavior has been demonstrated to be one of the biggest and most fruitful area, followed perhaps by feedback.

7. Richard and Lockhart (1994) suggests that a simple ways of categorizing questions is to divide them into three distinct categories: 1. Procedure Question. 2. Convergent Question. 3. Divergent Question. Questioning: is a highly skilled activity and teacher spend a lot of time being trained in questioning techniques and reflecting on the kinds of questions appropriate to different part of the lesson.

8. T EXTBOOK AND M ATERIALS : *Materials are important to the concept method that in some cases the method is with the material. Materials are important for some reasons: *For many learners, they contain the only samples of the language they are exposed to, the range of modes of delivery depending on the modernity and sophistication of materials. *Materials represent both the language and the syllabus through which the language is delivered. They bear a linguistic as well as a pedagogic responsibility for authenticity.

9. M ATERIALS ARE LEARNING RESOURCES AND EMBODY THE COURSE WRITERS ’ VIEWS ON HOW LANGUAGES ARE LEARNT. M ATERIALS EMBODY THE REPRESENTATION OF CULTURE OF BOTH L 2 & L 1 *M ATERIALS ARE OFTEN AGENTS FOR CHANGE, AS INTRODUCING NEW METHODS BY TRAINING OR CONTROLLING TEACHERS BY WASHBACK FROM TESTS ARE INEFFECTIVE BY THEMSELVES.

10. L ANGUAGE AND OTHER CONTENT : The focus of teaching: is it the medium, the language, or the message, the content ? Language-focused materials are essentially neutral as regards teaching any thing other than the language. - The idea of bringing actual communicative events into the classroom, central to communicative method but also important for any message-focused teaching.

11. K INDS OF LANGUAGE TEACHING CONTEXT : Immersion teaching In Canada, institutional system have been set up in which monolingual learners of other language do some quite large portion of their school work in the other language.. Content-based language teaching Teaching content facilitates the learning of the lang. Classroom activities may then be selected from both the traditional range of teaching tasks and the range of teaching activities for teaching that content, but performed in the new language.

12. E NGLISH FOR SPECIFIC PUR POSES THEORISTS AND TEACHERS OF ESP HAVE DEVELOPED WAYS OF USING SOME OF CONTENT OF STUDENTS ' INTENDED OR CURRENT SUBJECT OF STUDY IN THE.

13. E XPORTING METHODS Methods are not only pedagogic and academic construct, they are saleable commodities in the form of materials, books and training courses, and the provision of in-country consultation, training and advice. =Phillipson(1992). =Holliday(1994). In (BANA) countries EFL teaching is largely separate from regular schooling, often in private hands, employing native teachers, and conducted within cultures where English is the dominant or even sole language.

14. D EVELOPMENT, INNOVATION, AND MAINTENANCE OF INNOVATION : - Innovation includes: -Programme Evaluation. Evaluation is often required for the continuation of funding for innovatory projects either, from external sources, like international aid. -For innovation to be maintained and become orthodoxy, it must bee seen not only to work, but also to be acceptable to the participants and other stakeholders;

15. Prepared By: Hadeel Ibraheem Khayyat Noora Al-Lehyani