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INTRODUCTION

WHEN A SECOND LANGUAGE IS


TAUGHT A NUMBER OF MAJOR
STEPS MUST BE TAKEN .
LANGUAGE PRESENTATION
2.1 meta-planning for lesson objectives
2.2 modalities
2.3 rule presentation and explanation
2.1 META-PLANNING

present-practice-evaluate
sequence
2.2 MODALITIES

the major resource is


TEXTBOOK
2.2 NON-TECHNICAL AND TECHNICAL
• Chalkboard •overhead projector
• Realia
• Flashcards
•audio and video recorder
• Magazines •cd-rom
• Pictures •internet
• Charts
2.2
Untrained Teacher Experienced Teacher

•a good textbook can •can use the text as an


aid, adopting same
stand in for a
parts (stevick 1971),
syllabus and •can even dispense with
training program it completely.
TEXT

•TRADITIONAL
•EFFICIENT
2.3 RULE PRESENTATIONS
AND EXPLANATIONS

Problem-formulation
Elicit student
exemplification opinion
Teacher`s rule
TASK

less-controlled activities!!
3.1 SUBSECTIONS OF LESSONS - THE
ACTIVITY
•Information And Motivation Phase
•Input/Control Phase
•Focus/Working Phase
•Transfer/Application Phase
•Border Line Activity
TASK
COMPLEXITY
Task Types
And TASK CONDITION
Parameters
TASK DIFFICULTY
FACILITATIONS
Letting GO!! Student-
student
Art of Making interaction

Arrange matters
4.1 CLASS ORGANIZATION
The dominant view of second
language classroom processes today
favors student-centered learning
instead of the traditional teacher
dominated classroom
-(Nunan 1988b).
• Learners speak more
G W frequently and with
longer stretches of
speech;
R O
They produce more
O R

interactional
modifications directed
U K at one another .

P .. •They utilize a
wider range of
language.
4.2 ASPECTS OF THE TEACHER-FRONTED
CLASS
Two general characteristics of teacher-
student interaction:

Question Types Wait Time


QUESTION TYPES
Display Questions Referential Questions

Questions you ask to see Those to which the


if the person you are questioner does not
speaking to know the already know the answer
answer.

normally means questions


teachers ask learners to see if
they understand or remember
something.
WAIT TIME

WAITING………………
………………………..
5. CORRECTION AND FEEDBACK

Correction requires :
THERE ARE FOUR TYPES OF CORRECTION
GROUP CORRECTION

SELF - CORRECTION

STUDENT - TO - STUDENT CORRECTION

TEACHER - TO - STUDENT CORRECTION


CONCLUSION
Teachers should know what relatively firm information
does exist, and where there is room for study. This should
help their decision making. As the SL profession develops,
more teachers are qualified to conduct their own research
or to work together with researchers. This will help in
informing people through the teacher's combined use of
knowledge and educated professional reflection.