TEACHING METHODOLOGY GUIDING QUESTIONS

Session 2

MANAGING THE CLASSROOM

1/ Is there any difference between a teacher of English and teachers of other subjects in
terms of classroom dressing ways, behavior and distance we keep from the students? If
so, state some and discuss these aspects further.
2/ To manage the class effectively, what requirements an English teacher has to meet?
3/ Speaking English during new language presentation, giving clear instructions to the
students, and avoiding misunderstanding, the teacher has to have communication skills
and professionalism. What seem to be essential to the success of a teacher?
4/ Can the teacher use the mother language of both teacher and students during class
time? Why / why not?
DESCRIBING LEARNING AND TEACHING

1/ Briefly explain a few common language teaching methods / approaches.

2/ What are the elements of language teaching? Explain.

3/ How flexible (varied) are the teaching sequences? Choose one possibility and apply it
to a teaching task.

Session 3

DESCRIBING LANGUAGE

1/ Teaching English means to teacher FORM, MEANING and USE to the learners.
Investigate the fact that there is no one- to one relationship between a language form
and one meaning. Give some examples.

2/ Analyze the aspects to teach the learners of the NOUN PHRASE, ADJECTIVES,
PREPOSITIONS, DETERMINERS, the VERB PHRASE, ADVERDS, and
CONNECTING WORDS.

3/ Why do we teach discourse and text? What is meant by COHESION and

COHERENCE? What is the difference between them?

Session 4

TEACHING THE LANGUAGE SYSTEM

1/ What are some main approaches applied to teaching the specific aspects of English
language? Explain.
2/ How many types of practice the teacher may use in class? What are the characteristics
of each?

3/ Demonstrate the sequential steps/stages a teacher can follow in teaching grammar or

vocabulary.

4/ What is the best way to correct the students mistakes?

Session 5

TEACHING READING
1/ What are the reasons for teaching reading? What are the main types of READING?

2/ What are the principles of teaching reading? Choose ONE principle and explain it.

3/ Choose example 1 in the SEQUENCE of the unit and analyse the teaching stages
suggested.

4/ What is the main difference between steps followed to teach learners of basic level and
those applied to teaching learners of higher level?

Session 6

TEACHING LISTENING

1. What are the reasons for listening?

2. Explain how listening leads on to follow-up tasks.
3. Analyse the difference between live listening and pre-recorded extracts. What are
the advantages and disadvantages of each?
4. How do students need to be able to deploy different skills for listening in order to
understand general meaning or, alternatively, to get specific details

Session 7

TEACHING SPEAKING
1. Explain what Scott Thombury implied in the following, The teaching of
speaking depends on there being a classroom culture of speaking, and that classrooms
need to become talking classrooms'.
2. Describe the teaching sequence (look at example 2, pp. 125-127 or example 3, pp.
127-128)
3. There are more speaking suggestions for teachers to choose and develop their
materials. Choose two suggestions and discuss the benefits the learners can get when they
are engaged in these.

Session 8

TEACHING WRITING
1/ what is the difference between writing for learning and writing for writing?
2/ what is meant by GENRE-ANALYSIS? GUIDED WRITING?
3/ Describe a process with steps the teacher will follow to make students engaged in
writing practice.
4/ state a difference between teaching writing to students of elementary level and those
that have an up-intermediate level.

Session 8

PLANNING LESSONS

1. Why is a lesson plan just a proposal for action to the teacher?

2. What are some general required characteristics of a lesson plan?
3. To make a good lesson plan, the teacher has to meet several specific requirements.
What are they?
4. Mention each component in a lesson plan. What are they for?

Session 9

USING COURSEBOOKS

1/ What can a teacher do to change parts in a textbook? Why?

2/ Choose a case in the book and develop it in terms of adapting, adding, replacing or
omitting a certain content in a unit that you are teaching.

TESTING
1/ How many kinds of tests are there? State the purpose of each.

2/ What are standards of a well-designed test? Explain.

3/ What are INDIRECT test items and INDIRECT test items? Explain each type with
illustrative examples.
4/ Discuss the issue of subjectivity when it comes to marking tests and shown how
marking scales can counter such subjectivity - though if they are over-detailed they may
become cumbersome.

Session 10

WHAT IF?