TEACHER'S

HANDBOOK
 TABLE OF
CONTENTS
01 Lesson planning

02 Teaching approches

03 PPP Model of a lesson

04 Types of learners

05 Semester planning
and tests
01 Lesson planning

6 lesson stages
1.Warm-up 2.H/w check 3.Lexical part
activity that helps get helps to track presenting and
students in a learning student's out-of-class studying a particular
frame of mind progress vocabulary topic
5-10 min 5-10 min 20-30 min

4.Grammar 5.Summary 6.H/w giving

presenting and consolidation of the providing materials for
studying a particular material covered extra practice out of
grammar topic during the class class
20-30 min 3-5 min 2-3 min
5-6
10% 1
20%

4 2
30% 10%

3
30%
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02 Teaching approaches

Two main approaches to teaching

Deductive
approach IDEA

A deductive approach is
when the rule/target
language is presented and OBSERVATIONS
the language is produced
based on the rule (the
teacher gives the rule)

CONCLUSION

Inductive
OBSERVATIONS
approach
An inductive approach is
when the rule/topic is
ANALYSIS inferred through some form
of guided discovery (the
teacher gives the students
a means to discover the
rule for themselves)
THEORY

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02 Teaching approaches

In other words, the deductive approach is more teacher

centred and the inductive approach is more learner
centred. Both approaches have their advantages and
disadvantages.

The deductive approach is undoubtedly time saving and

allows more time for practising the language items thus
making it an effective approach with lower level students.
The inductive approach, on the other hand, is often more
beneficial to students who already have a base in the
language as it encourages them to work things out for
themselves based on their existing knowledge.

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03 PPP model of a lesson

Lesson structure is based on the common established methodology for

teaching English as a foreign language known as 3Ps or PPP.

the ppp approach

Presentation

Practice

Production
Presentation. (Context). On this stage the teacher presents
the new language in a meaningful context.

For example, when presenting the 2nd conditional, you can draw a
picture of youself with thought bubbles of lots of money, a sports car, a
big house and a world map. You ask students what I'm thinking about
and then introduce the target language; "If I had a lot of money, I
would buy a sports car and a big house."

Practise and drill the sentence orally before writing it on the board
(positive, negative, question and short answer).

Then focus on form by asking the students questions, e.g."What do we

use after 'if'?" and on meaning by asking the students questions to check
that they have understood the concept , e.g. "Do I have lots of money?" -
No. -"What am I doing?" - Imagining.

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 03 PPP model of a lesson

Practice. (Accuracy). During this stage of the lesson it is

important to correct phonological and grammatical mistakes.

There are numerous activities which can be used for this stage including
gap fill exercises, substitution drills, sentence transformations, split
sentences, picture dictations, class questionnaires, reordering
sentences and matching sentences to pictures.

It is important that the activities are fairly controlled at this stage as

students have only just met the new language. Many students' books
and workbooks have exercises and activities which can be used at this
stage.

When teaching the 2nd conditional, you can use split sentences as a
controlled practice activity. I give students lots of sentence halves and
in pairs they try and match the beginnings and ends of the sentences.
Example: "If I won the lottery," …. "I'd travel around the world."

At this stage you can do different interactive activities and games too.

Practice Support

Drilling
Control

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03 PPP model of a lesson

Production. (Fluency). Again there are numerous activities for

this stage and what you choose will depend on the language you are
teaching and on the level of your students. However, information gaps,
role plays, interviews, simulations, find someone who, spot the
differences between two pictures, picture cues, problem solving,
personalisation activities and board games are all meaningful activities
which give students the opportunity to practise the language more
freely.

When teaching the 2nd conditional, you can try to personalise the lesson
at this stage by giving students a list of question prompts to ask others
in the class.
Example: do / if / win the lottery?

Although the questions are controlled the students are given the
opportunity to answer more spontaneously using other language items
and thus the activity becomes much less predictable.

It is important to monitor and make a note of any errors so that you

can build in class feedback and error analysis at the end of the lesson.

Production Personalisation

Autonomy Free
practice
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03 PPP model of a lesson

ppp visual scheme

PPP
Presentation stage Practice stage
T - 100% / Ss – 0% 1.T - 50% / Ss – 50%
presenting material to be involved
2. T Ss – in pairs 2. S-S T
3. time limits to be 3. time limits to be
SET SET
Production stage
1. T - 0% / Ss – 100%
reflecting the
material
2. S-S S-S T
3. time limits to be
SET

Present — introduce the material and explain it. Present through

demonstration and modelling.

Practice — process the material, drilling exercises: fill in the gaps, choose
the correct answer, translate, correct the mistakes, complete the
sentences etc, games for drilling

Produce — use language in context. Creating dialogues/stories/

reports/interviews/disputes/presentations/talks/advertisements/real-
to-life/situational

Talking time: Mode of work:

Time limits to be
T - 30% teams, groups
set
Ss - 70% pairs, individual

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 04 Types of learners

basic types of learners

lectures • Auditory Visual • pictures
discussions • • bars
presentations • • charts
recitation • • diagrams
mind maps • • mind maps

Read/write
interaction • Kinesthetic learners • reading
physical • information
involvement • open-ended
touching • questions
sensations • • creativity

When preparing for the lesson, try to use different

materials/resources/cards/games/roleplays etc.
to activate each learner type.

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05 Semester planning and tests
General English semester is based on Speak out 2nd edition.
Besides the main book each lesson should involve extra materials and
interactive resources.

You cover 70% of the material in the book. Try to avoid big texts, not much
interesting exercises or tasks that you don’t understand by yourself. Use
Teacher’s book that explains how to work with a book,exercises, introduce
the lesson and extra games/materials it provides.

At the beginning of the semester you receive teacher’s pack with book and
resources for the term. Each level has the materials for the lesson (extra
copies/ activities and games) created by our methodological manager.

Each unit should cover not more than 2/2,5 classes.

Each lesson should cover not less than one thematic
sub-unit (e.g. 1.1,1.2).

After each topic unit you give the students vocabulary list+sentences on
translation (worksheets are provided by administrator of the office; they
are already processed) .

Next lesson you do the revision giving gamified,interactive activities based

on the vocabulary. Translation can be done optionally in the mode of
activities or just checking. Avoid the same activities each topic revision.

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05 Semester planning and tests

progress tests
Mini-test (10 min)
vocabulary + grammar
after each unit

Progress test (15-20 min)

vocabulary+grammar
after each two topic units (1-2/3-4 etc.)

Mid-course test (20 min)

(optional)
after 4/5 units

Final test (30-40 min)

at the end of the semester

Tests are provided by administrator of the office; they

are already processed based on the test packs of the
book.

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TEACHER'S HANDBOOK