23. Types of activities. The activities of the teacher include

6 components of a lesson plan

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  Objective. A lesson objective can be one of the most important components of a lesson plan. ...
  
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  Materials. If you prepare the materials ahead of the lesson, you may have more time to focus on teaching. ...
  
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  Background knowledge. ...
  
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  Direct instruction. ...
  
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  Guided teaching. ...
  
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  Closure and assessment.
  

33. The role of lesson planning in FLT. Lesson planning communicates to learners what they will learn and how their goals will be assessed, and it helps instructors organize content, materials, time, instructional strategies, and assistance in the classroom. Introduction: A lesson plan is a set of notes that helps us to think through what we are going to teach and how we are going to teach and taking into consideration many elements such as, students’ learning styles, previous knowledge, types of intelligences, interests and other related issues (Lika, 2017). It guides us during and after the lesson that which things should be added or removed for the next session. This paper shows how planning affects teaching and the quality of learning in EFL classes. Planning is often considered as a key aspect of teaching. During the planning phase, the teacher makes decisions about goals, activities, resources, timing, grouping and other aspects of the lesson (Harmer, 2005as cited in Taylor, 1991). Objective: The purpose of this research is to identify the effectiveness of lesson planning in teaching EFL classes. Method & Material: The research design is qualitative (systematic review). In this research, I searched for the key words which related to my research topic through online scientific sources (ERIC, HinariADRIAccess to Research for Development and Innovation). After refining the articles by (peer review and specified date) among 85 articles, I reviewed twenty articles that mostly related to my research topic (effectiveness of lesson planning in learning process for EFL (English as a foreign language). The articles are between (2005- 2018) years. Results: Twenty articles from 2005 till 2018 year are included in the study which mostly explained the effect of lesson planning in learning process for (EFL). According to Liyanage, & Bartlett, (2010), Language teaching has often been reduced to the mastery of language structures, disregarding the vast number of possibilities that language teaching provides to involve students in the discussion and analysis of issues that affect students’ everyday life. Shifting language teaching toward this goal, however, has to start in language teacher preparation programs which are all should be considered during planning phase. Conclusion: Many researchers stated their viewpoints on lesson planning for better teaching EFL classes. They discussed that second language teachers are the main core of language teaching; they are the one who creates situation for better learning and paves the way for learners to acquire second language effectively and continuously (Clasquin-Johnson, 2016).

34. Aspects of planning language teaching. Key recommendations for planning for language use.
Engage a wide range of stakeholders and conduct advocacy. Successful planning and implementation require the involvement, support, and resources of a wide range of stakeholders, from senior education officials to teachers and parents. Conduct relevant situation analysis. This may include gathering information about policies, practices, programs and education materials available, and obtaining an up-to-date language map or conducting a mapping exercise. Identify pedagogical approaches and languages for instruction. These should be based on how children learn to speak, comprehend and read different languages, and the contextual and situational analysis about what is feasible—in the long and short term. Develop curriculum, materials and assessments for languages used. Children and their teachers must have appropriate and quality teaching and learning resources for the languages used for learning. Recent country experiences with developing materials across multiple grades and subjects (as was done in Ethiopia), as well as new technology such as the Bloom software, provide ideas and support for doing so. Align teacher training and placement with languages and instructional approach. Teacher training, recruitment, and placement should all align with the language approach. Develop and implement a language policy and/or plan. An approach to language use in education may be codified into official policy, but this alone is inadequate. An accompanying plan with key objectives, a time line, and a budget needs to be collaboratively developed. Monitor and evaluate outcomes and refine the approach as needed. Any approach for using language for learning should be monitored and evaluated to identify what works from an implementation perspective, and to identify whether learner outcomes are actually improving. Refinement may be needed over time before the “best” approach is identified.
36. The notions of Method, technique and approach. An approach describes the theory or philosophy underlying how a language should be taught; a method or methodology describes, in general terms, a way of implementing the approach (syllabus, progression, kinds of materials); techniques describe specific practical classroom tasks and activities. Technique is “implementational”, referring to “ a particular trick, strategem, or contrivance used to accomplish an immediate objective.” an approach = axiomatic. a method = procedural. techniques carry out a method which is consistent with. an approach. An approach gives rise to 'methods', the way of teaching language items, e.g., via classroom activities or techniques. A method is how a language is taught. A method is made up of a set of techniques that usually reflect a particular view of language teaching.
37. The process of drilling an Audio-lingual method. The audio-lingual method or Army Method is a method used in teaching foreign languages. It is based on behaviorist theory, which postulates that certain traits of living things, and in this case humans, could be trained through a system of reinforcement. The correct use of a trait would receive positive feedback while incorrect use of that trait would receive negative feedback.[1] This approach to language learning was similar to another, earlier method called the direct method.[2] Like the direct method, the audio-lingual method advised that students should be taught a language directly, without using the students' native language to explain new words or grammar in target language. However, unlike the direct method, the audio-lingual method did not focus on teaching vocabulary. Rather, the teacher drilled students in the use of grammar.

Applied to language instruction, and often within the context of the language lab, it means that the instructor would present the correct model of a sentence and the students would have to repeat it. The teacher would then continue by presenting new words for the students to sample in the same structure. In audio-lingualism, there is no explicit grammar instruction: everything is simply memorized in form. The audio-lingual method, like the direct method we have just examined, has a goal very different from that of the grammar translation method. The audio-lingual method was development in the united states during world war II. At the time there was a need for people to learn foreign language rapidly for military purposes. As we have seen, the grammar-translation method did not prepare people to use target language. While communication in the target language was the goal of the direct method, there were at the time exciting new ideas about language and learning emanating from disciplines of descriptive linguistics and behavioral psychology. These ideas led to the development of the audio-lingual method. Same of the principles are similar to these of the direct method, but many are different, having been based upon conception of language and learning from these two disciplines.

Actually the teacher and the student have worked hard in study in the class. The student have listened to and spoken only English for the period. The teacher is tired from all her action, but she is pleased for she feels the lesson went well. The students has learned the lines of the dialog and to respond without hesitation to her cues in the drill pattern. The Principles of Audio-lingual method. Principally, the audio-lingual method is focused on repetition drill, dialog memorization, grammar game, transformation drill, complete the dialog, backward build-up(expansion) drill.
38. Objectives of foreign language lesson. To develop students' communication abilities such as accurately understanding and appropriately conveying information, ideas, etc., deepening their understanding of language and culture, and fostering a positive attitude toward communication through foreign languages. The main objectives of teaching language are to develop these skills for better understanding and effective communication. Though we have talked of listening, speaking, reading and writing as separate skills, but in the real sense, they are inter-linked or interrelated. The study of a foreign tongue improves the knowledge of one's own language: English vocabulary skills increase. The study of foreign languages teaches and encourages respect for other peoples: it fosters an understanding of the interrelation of language and human nature.
39. Teaching aids in FLT. Importance of teaching aids •1) Motivation :-Teaching aids motivate the student so that they can learn better. 2) Clarification :-Through teaching aids, the teacher clarifies the subject matter more easily.Examples of teaching aids
Actual objects.
Flash Cards.
Slides.
Charts.
Pictures.
Maps.
Bulletin Boards.
Models.
40. Types of teaching materials in FLT. Types of Teaching-Learning Material
Visuals Aids: Blackboard, Posters, Flashcards, Presentations, Printed textbooks, Graphs and Infographics.
Audio Aids: Radio, Tape-recorder and CDs.
Audio-visual aids: Videos, Video recordings, Films and Documentaries, Virtual Classrooms.
Language Laboratory.
Teaching materials are the materials, which the teacher can use to help pupils learn a foreign language through visual or audio perception. They must be capable of contributing to the achievement of the practical, cultural, and educational aims of learning a foreign language. Good teaching materials will be helpful to reinforce the pupils’ initial desire to learn the language.
By teaching materials, we mean the materials, which the teacher can use to help pupils learn a foreign language through visual or audio perception. They must be capable of contributing to the achievement of the practical, cultural, and educational aims of learning a foreign language.
The modern textbooks for teaching a foreign language should meet the following requirements:
1. The textbooks should provide pupils with the knowledge of the language sufficient for developing language skills, i.e., they must include the fundamentals of the target language.
2. They ensure pupils activity in speaking, reading and writing, i.e., they must correspond to the aims of foreign language teaching in schools
3. The textbooks must arouse pupils’ interest and excite their curiosity
4. The textbooks must extend pupils’ educational horizon, i.e., the material of textbooks should be of educational value.
Teaching materials acquire special importance in gaining cultural aims. In this connection, it is necessity to mention the qualities teaching materials should possess:
1. Authenticity
2. Clarity
3. Practicality
4. Appropriateness
41. The benefits of Realia in FLT. Connects vocabulary to real-life things.
Motivates students by making learning fun.
Saves time by showing rather than explaining.
Activates schemata (puts things into context)
Stimulates creativity by involving the senses.
Utilizes the senses (sound, sight, and touch). Realia reinforces language skills and appeals to both visual and kinesthetic learners of all ages. Most teachers use realia to demonstrate the meaning of vocabulary words. Think of the difference between teaching students the words for fruit versus showing them the real thing and having them guess the name.
42. The essence of teaching pronunciation for lower level classes. Learning the basics of pronunciation through Phonics, students will not only learn to speak comfortably, but also will improve their Listening Comprehension. That is, when students can pronounce “Tree” and “Three”, it will be easier to “hear” the difference when someone says these words to them.
43. Ways and principles of developing pronunciation sub skills. The key concept in teaching pronunciation is comprehensibility – being understood by other speakers of the language. (The goal is not to sound like a native speaker!) We speak in short bursts of speech – in intonation units or pause units (not sentences!). Teaching pronunciation is usually done by two methods: “listen and repeat” and “correction.” “Say it this way” and “No, that’s not right. Say it this way.” Imitation works for some students some of the time, but for systematic work with correction, it’s important to work on 5 essential principles consistently!
The key concept in teaching pronunciation is comprehensibility – being understood by other speakers of the language. (The goal is not to sound like a native speaker!)