UNIT 18 1. What AIMS are?

What we want learners learn or be able to do at the end of a lesson, a sequence of lesson or a whole course. 2. What they are focus on? On a function, a grammatical structure, the vocabulary of a particular topic, or on developing a language skill. 3. To identify and select the most appropriate aims, what questions we need to ask ourselves? 4. What a MAIN AIM is? Describes the most important thing we want to achieve in a lesson or sequence of lessons. 5. What SUBSIDIARY AIMS are? Shows the language or skills learners must be able to use well in order to achieve the main aim. 6. What PERSONAL AIMS are? 7. What a SYLLABUS is? 8. What PROCEDURES are? 9. What a LESSON PLAN is? UNIT 19 10. 11. 12. 13. 14. 15. 16. 17. How the lesson plan helps the teacher BEFORE THE LESSON? How the lesson plan helps the teacher DURING THE LESSON? How the lesson plan helps the teacher AFTER THE LESSON? What do the lesson plan heading TIMETABLE FIT refers to? What do the lesson plan heading ASSUMPTIONS refers to? What do the lesson plan heading ANTICIPATED LANGUAGE PROBLEMS refers to? What do the lesson plan heading INTERACTION PATTERNS refers to? What do the lesson plan heading TEACHING AIDS refers to?

UNIT 20 18. 19. 20. 21. 22. 23. 24. What THE SHAPE of the lesson is? What are the best techniques to introduce a NEW GRAMMATICAL STRUCTURE? What are the best techniques to teach SKILLS? What FEEDBACK is? What a SEQUENCE of lessons is? What a SCHEME of work is? Why VARIETY is important in a sequence of lessons?

UNIT 21 25. What do ASSESMENT means? 26. When do we use INFORMAL ASSESSMENT? 27. When do we use FORMAL ASSESSMENT?

28. What are the 3 aspects that the teachers have to ponder when planning assessment? 29. _________________________ consist on tasks with single answers. _________________________ consist on recording our opinions about the learners performance on a record sheet or in a check list. UNIT 22 30. What do REFERENCE RESOURCES are? What they Include? 31. Where we can Check the form and use of grammatical structures: ___________________________________________________________________ Check the spelling, pronunciation and use of lexical items: ___________________________________________________________________ Develop our own understanding of language (Language awareness): ___________________________________________________________________ Anticipate learners difficulties: ___________________________________________________________________ Look for new approaches to teaching lessons and new classroom activities: ___________________________________________________________________ Find out how to use the material in our course book: ___________________________________________________________________ Getting advice about particular lessons or teaching materials: ___________________________________________________________________ UNIT 23: 32. 33. 34. 35. 36. What COURSE BOOK MATERIALS are? What materials include? On what teacher base their selection of teaching materials? What questions should we ask when selecting teaching materials? What we have to do if the answer or any of these questions is NO?

UNIT 24 37. 38. 39. 40. What SUPPLEMENTARY MATERIALS are? What do GRADED READERS are? Write 3 ADVANTAGES of supplementary materials: Write 3 DISAVANTAGES of supplementary materials:

UNIT 25 41. What TEACHING AIDS are included? 42. The Teaching Aids can be used for many different purposes, for example: We can use. _______________________: For writing up planned vocabulary, grammar examples and explanations.

_______________________: For displaying prepared exercises on transparencies (Plastic sheets). _______________________: For listening practice. _______________________: For listening practice with added visual information. _______________________: For grammar exercises.