    End of lesson summary
Take some time to summarize what is learned in class.
    Optional activities and assignments
    After lesson reflection
 
Unit 5 classroom arrangement
1.    Efficient classroom arrangement can be achieved when these six conditions are met:
    The teacher plays appropriate roles.
    The teacher provides clear instructions
    Students are grouped in a way suitable for the learning activities.
    The teacher asks appropriate questions.
    There is discipline as well as harmony in the class.
    The students’ errors are treated properly.

2.    The different roles of teachers:
    Controller
    The teacher controls the pace so that the activities run smoothly and efficiently.
    The more communicative the activity is, the less control it needs.
    Assessor
    Correcting mistakes
    Organizing feedback
    Organizer
Design and organize the tasks
    Prompter
When students are not sure how to start an activity, or what to do next, the teacher give appropriate prompts. (and……/anything else?/yes, but why?)
    Participant
    Resource-provider

3.    Rules to follow for making instructions effective:
    To use simple instructions and make them suit the comprehension level of the students. (Also, make your comments as simple and as natural as possible)
    To use mother tongue only when it’s necessary.
    The best thing to do is to model the task/activity before letting students move into groups and pairs.
    Demonstration is more effective than words.

4.    Student grouping:
    Whole class work:
    Advantages:
    Everyone feels being together with others.
    It is good for teachers to instruction and explanation together, and also an ideal way to show materials and do presentation together.
    Disadvantages:
    Individuality is not favoured in this sense.
    Not everyone has an opportunity to express himself.
    Some students feel nervous and anxious when they are asked to present in front of class.
    It favors the transmission of knowledge from teacher to students rather than students discovering things by themselves.
    It is not a good way to enhance real communication. Students cannot communicate with others in this sense.
    Pair work
    Advantages
    It dramatically increase students’ speaking time in class.
    It allows students to work together rather than under teachers’ guidance.
    It allows teachers to work with the weak pairs when others are working on their own.
    It can promote cooperation between students.
    Disadvantages
    It is often very noisy and teachers are afraid of losing control of the class.
    Some students may talk in native language or something not related to the topic. It is not very easy for teachers to monitor every pair.
    Some students may not like to work with peers, and they, think they can only learn from their teachers.
    So they refuse to participate in the activities.
    The choice of pair is a problem. Some students don’t like to work with a particular partner while someone may dominate all the time.
    Group working
Some groups may finish the task fast while some may be very slow. Teachers may have to prepare some optional activities for the quick group and be ready to help the slower groups all the time.
    Individual study
Teachers need to prepare different tasks for different groups.

5.    Measures for disciplined acts and badly behaving students:
    Acting immediately
Indisciplined acts should be immediately stopped, so that less damage is made.
    Stop the class
If the discipline is so disruptive as to hinder the progress of the whole class, the teacher should stop the class and make it clear what is wrong.
    Rearrange the seats
    Change the activity
    Talk to students after class
    Create a code of behavior
The teachers and learners can work together to create some rules for the class during activities.

6.    Questioning in classroom
    Display questions: questions that are already known to teachers and they are asking questions to check if students know the answer.
    Genuine questions: questions that are used to find new information. They are often more communicative.
    Lower- order questions: questions that simply require recalling of information or memorization of facts.
    Higher-order questions: questions requiring more reasoning, analysis, and evaluation.

7.    Dealing with errors:
    Dealing with spoken errors:
If the task is not focusing on accuracy or fluency, ignore it.
    When to correct:
It is best not to interrupt students during fluency work, unless communication breaks down. If there are some common mistakes that other students might also have problems with, the teacher can take a note in his/her mind and try to do the correction after the student’s perform.
    How to correct:
    Self-correcting is encouraged.
    Indirect correction: repeating; asking other students to answer again……
 
Unit 6 teaching pronunciations
1.    The role of teaching pronunciation
    Students need not able to read and write IPA and to know phonetics.
    Adult learners need focus on pronunciations, but young leaners don’t.
    Learners who have more exposure to English need less focus on pronunciation than those who only learn English in the class.

2.    Realistic goal of teaching pronunciation:
    Consistency: the pronunciation should be smooth and natural.
    Intelligibility: the pronunciation should be understandable to the listeners.
    Communicative efficiency: the pronunciation should help convey the meaning that is intended by the speaker.

3.    Focusing on a sound:
    Say the sound alone
    Get students to repeat the sound in chorus.
    Get individual students to repeat the sound.
    Explain how to make the sound.
If students can produce the sound correctly, after the teacher’s modelling, it is not necessary to explain ‘how’.
    Say the sound in a word.
    Contrast it with other sounds.

4.    Perception practice:
    Using minimal pairs:
will-well  till-tell  fill-fell  lid-led (tell which one is read)
    Which order
Pit pet bet (1 3 2)
    Same or different
Met-meet  well-well
    Odd one out
Bit  bit  bit  pit  (No.4 is different.)
    Complete:
_ate_ate_ate_ate_ate_ate
(late mate fate date hate rate……)

5.    Production practice:
    Listening and repeat
    Fill in the blanks
    Children love to play games.
    Black and white make gray.
    After April comes May.
    Make up sentences
Last fast calm dark ……
Making a sentence using as many from the given words.
    Use meaningful context
    Using picture
    Use tongue twisters

6.    Practicing stress:
    Using gestures: