1, Observe

- Lesson structure: The way the lesson opens, develops and closes, The number of activities that
constitute the lesson, The link and transitions between activities
- Classroom management strategies: Setting up groups, Maintaining order, Time management,
Seating arrangements
- Types of teaching activities: Whole class activities, Pair and group activities, Individual
activities
- Teaching strategies: Pre- listening, While- listening, Post- listening
- Teacher’s use of materials: Use of textbook, Use of other resources
- Teacher’s use of language: Using of instructional language, Use of questions, Feedback
techniques, Explanations of vocabulary and grammar
- Student’s use of language: Use of language in group, Use of the mother tongue during the class,
Problems with language ( grammar, pronunciation..)
- Student interaction: Time on task, Questioning behaviours, Student-to-Student talk
2, Pre- listening
- Get students listen to a song about wedding , - Generating interest
Get students watch a clip of advertisement
- Ask students to role-play the situation at a bus stop/ - Activate grammar & vocabulary
a party/ a classroom
- Match words to definitions, followed by a simple - Predict vocabulary
practice activity such as filling the gaps in sentences
- Go over the directions or instructions for the activity - Understand the task
- Tell students they are going to hear an argument of a - Set context
couple about what they have wasted
- Ask students to read a text about unsolved mysteries - Provide background knowledge
- Ask Ss these questions: What do you know about
climate change? Why and Where does it happen? How - Activate knowledge
does it affect your country? What do people do to
reduce it?

3, While – listening
- Give your Ss this question: - Listen for main idea
Which of these topics do the three Ss talk about?
Circle the topics you hear:
The number of female leaders in the world
Women’s right to vote
Leadership qualities
Study skills
- Ask Ss to read over the following questions. Let - Listen for details
them listen to the audio track two or three times to get
the answers:
1, What exam is Lucia studying for?
2, What percent of world leaders are women?
3, What sport does Lucia play?
4, Are Lucia & Jana leader of clubs on campus

- Ask Ss to read over these questions. Let them listen - Making inferences
to the audio track to determine the answer.
1, Are the three Ss strangers of friend?
2,How does Lucia feel about her exam?
3,Do the three Ss agree on the qualities for leader?

- Ask Ss to look at the following list of words and - Definition

phrase. Play the audio track and ask them to write the
words that have the same meaning.
Right now, Very uncommon, do more than one thing
at the same time, Characteristics, Persuade

- Ask Ss to choose the best answer. - Multiple choice

Jana worked on an___ project
A, election B, engineering C, agricultural
4, Put these listening activities into right column

Bottom – Up Listening Top – Down Listening

1, Distinguish individual sounds, word 1,Listening for gist, main ideas, topic,
boundaries, and stressed syllables and setting of the text
2, Identify thought groups 2, Listening for specific information
3, Listen for intonation patterns in utterances 3,Prediction
4, Identify grammatical forms and functions 4,Guess
5, Recognize contractions & connected speech 5,Inference
6, Recognize linking words 6,Sequence the information
5, Reaction
- Multiple-choice or true/false questions to show comprehension of messages. However, these
are quite difficult activities requiring from Ss not only certain listening abilities but also reading,
writing & memory skills as the learners listen & read ( or understand ), write down the answer
and must remember what was said before they come up with the answer
- Activities during which students hear all the information relevant to a particular problem &
then try to solve it by themselves. If the learners find it difficult to remember the story
Underwood ( 1989:78) suggests a while-listening “ chart-filling” exercise so that the Ss have a
kind of “ summary” to refer to during the post-listening work
- Ss are given several possible summary sentences & are asked to say which of them fit a
recording. Summarising can also be done by elaborating the notes made by Ss themselves during
the while-listening activities or by depending on their memory
- Letters, telegrams, postcards, messengers etc. as a follow-up to listening activities
- In a form of debates, interviews, discusstion, role-plays, simulations, dramatization etc. as a
follow-up exercise
Analysis
6, Pre-Reading
- Discussion: Create a discussion about the topic. Teacher prepares 4 sentences expressing
opinions about the topic, then sticks them in 4 corners of the classroom. Ss go and stand near the
opinion they disagree with the most. The group explains
- I’m listening to You: Ask Ss to work in pairs. Challenge them to talk in E for 1 minute about a
topic. Repeat with a new topic, Ss change roles
- Quotations: Find a quotation about the topic, Ss discuss the quotation. What does it mean? Do
they agree with it? Why/ Why not. Or Prepare some quotes related to the topic and ask Ss to
comment on them. They don’t have to do that as a class, they can make groups of 3 to 5 people
& then a member of each group can share the ideas with other groups
- Guessing from Words: Before Ss look at the text they are going to read, the teacher writes 5 or
6 words from the text on the board and asks the Ss to guess the topic
- Guessing from Pictures: the teacher finds 3 pictures or objects which are connected to the story
and ask the Ss to guess how they are connected. Ss read the text to check
7,While-Reading
- Identify topic sentences and the main idea of paragraphs. Remember that every paragraph
usually includes a topic sentences that identifies the main idea of the paragraph
- Distinguish between general and specific ideas
- Identify the connectors to see how they link ideas within the text. For a full list of linking words,
have a look at these linking words grouped by category
- Check whether or not predictions and guesses are confirmed. A reading class might start with
one of these pre-reading activities. Some pre-reading tasks might go beyond its stage
- Skim a text for specific information. Skimming is the ability to locate the main idea within a
text, using this reading strategies will help Ss to become proficient readers.
8, Post-reading
- Creative writing: Aks Ss to choose 10-15 words from the text. You can provide categories for
the words. E.g: the most interesting words/ the most important words. Ss then write a text using
the words. This text could be a story, peom or newsreport.
- Areas of interset: Aks Ss to say which part of the text is the most important/ interesting and
which part is not interesting or important.
- Quiz your classmates: Aks your Ss to prepare 5 questions about what they read, once they have
them ready, you can tell the Ss to make groups of 4 and then they can aks those questions to each
other.
- Questions from pictures: Teachers shows a collage and ask Ss to look at the collage carefully
snd show some of the pictures relate to the reading they did.
- A graphic organizer: (also know as a concept map or mind map) is usually a one-pape form
with blank areas for learners to complete with ideas and information which are connected in
some way.
9.
Statements Agree Disagree
1. It is important to pre-teach all new vocab before Ss read the text. 
Reason: Take time to teach.
2. Ss should only read good literature in Eng. Comics and newspaper 
are bad for them in school.
Reason: - Provide vocabulary and information.
- Diffirent kind of reading material.
3. My Ss don’t have the opportunity to read outside school so it’s my 
responsibility…
Reason: Develop reading skills.
4. Ss need to read for purpose, not to read so that they can just answer 
multiple choice questions.
Reason: Understand the text.
5. I don’t think ss learn a lot from reading things like timetable, … 
Reason:
6. Using graded comprehension question is the only read way of … 
Reason: A lot of ways to check Ss understanding.
7. The teacher’s job is to help Ss learn to read by themselves… 
Reason:
8. Eng newspapers are too difficult for my Ss. Ss should concentrate.. 
Reason: Ss can learn vocabulary, structure.
9. Getting Ss to read aloud is a useful way of making them… 
Reason:
10. The read purpose of reading is for Ss to learn more about gr… 
Reason:
11. If I don’t translate the text for my Ss they don’t understand it. 
Reason: Guess meaning of the words.
12. Ss don’t need to be aware of the reading sub-skills like skim… 
Reason:
13. If I get my Ss to think about the topic before they start reading… 
Reason:
10, Pre-writing
* Purposes: Pre-witing is any activity in the classroom that encourages Ss to write. It stimulates
thoughts for getting started. Pre-writing activities help Ss prepare raw materials for the
composing stage, and organize them in the best way; therefore, they develop Ss’ fluency.
In the fisrt place, it is necessary to help Ss identify who thay going to write to, what kind of
writng they are going to perform and what the purpose of the writing is.
* Typical acts:
- Brainstoming: This can be done individually, in pairs or in groups. Ss list all the ideas they can
think of related to a topic, either in writing or aloud, quickly and without much planning.
- Listing: This can be a quiet and essentially individual activity. Ss are encouraged to produce a
list of all the subcategories that come to mind as they think about the topic.
- Clustering: This begins with a key word or central idea placed in the centre of a page (or on the
blackboard) around which Ss jot down in a few minutes all of the free associations related to the
key word or central ideas provided. These associations are simply words or short phrases.
- Quickwriting: Within a limited time of 5 to 10 minutes, individual Ss freely and quickly write
down single words and phrases about a topic without paying attention to spelling, grammar or
punctuation.
- Wh-questions: Ss generate who, what, where, when and how questions about a topic. More such
questions can be aksed of answers to the first string of wh-questions.
- Model analysis: Ss are provided with a model writing and have to analysis its language,
structure or typical features. Then based on the model Ss generate ideas for their writing.
11. Writing process
* Writing sub-skills:
Process writing stages Sub-skills
Pre-writing Planning, mind-mapping, brainstorming, forming opinions.
Drafting Structuring, putting ideas into sentences, selecting/rejecting
ideas, planning out the paragraphs.
Editing Checking,revising, restructuring, re-ordering, focusing on
grammar and vocabulary.
Publishing Evaluation, presenting finished piece to readers.
* Role of the teacher:
- Focusing learners on the task.
- Generating ideas.
- Checking language.
- Encouraging peer collaboration and evaluation.