1b. are lesson plans necessary? Why ?

 Helps to stick to the topic

 Helps to feel confident
 Gives clear objectives and aims
 Helps to adjust learning to the ss’ needs
 Helps to manage the time
 May help to reduce potential problems
 Create logical sequence of the lesson
 It forms a record of what has been taught.

1c. what syllabus is? The major criteria of content selection

Syllabus→ a document that consists of topic or portion covered in a particular subject (Program
Przedmiotu).

 Considered to be a guide for students and teacher

 It covered information about subject (rules, policies, instructions, topics, assigments, tests,
dates etc. )
 May be different because it depends on teacher.

Syllabus types:

 Functional: have listed communicative functions (offering sth , complaining, inviting)

 Situational: have been based on the real life situations (at the bank, at the airport, at the
supermarket) it is good when there is a need for specific area of lg
 Grammatical: contains list of items (Present Continuous tense, countable and uncountable
nouns)
 Lexical: organize on the basis of vocabulary (clothes, movies) and lexis (suffixes-word
formation)
 Topic-Based: based on the list of topics (the weather, sport, literature)
 Task- based: list a series of task that may list some of the lg used during the task.
 The multi-syllabus syllabus: the above mentioned types combined together.

Syllabus design criteria:

 LEARNABILITY- teach easier things first and then increase the lvl of difficulty but also choose
the major things not everything at the same time.
 FREQUENCY- first learn things that are used more often ex. Some words like see learn before
understand. (See is used more often)
 COVERAGE- some structures or words have greater scope for use (are used more often) ex.
Introduce going to for future before Present Continuous with future reference (if we could
show that going to could be used often)
 USEFULNESS- useful words, things in the situation. Young learners learn words :book, pen
because they are useful in the situation when they are at school.

1d. What criteria would you take into consideration while evaluating a coursebook or other
teaching material?

 Price
  Availability (easy to get)
 Layout and design ( if pictures are ok, lesson sequence, types of exercises)
 Instructions ( if they are easy to follow )
 Syllabus type- section of the content
 Activities- what skill or language may be developed
 Topics
 Cultural content
 Usability

2b. Suggest sine basic techniques for teaching SPEAKING

 Using pairwork or groupwork (as it gives an opportunity for everyone to speak)

 Repetitions and drills (controlled practise)
 Recalling students’ experience
 Teachers use clear lg that ss may learn unconsciously
 Arrange discussions, brainstorming
 Using visuals (photographs, songs)
 Using realia (maps, symbols) and arrange an environment for real life communication (ex.
Shop)
 Paraphrasing instructions (T asks SS to paraphrase his instructions)
 Role play: using CUE cards that guide ss as to what they should say; ROLE cards that tell ss
what role they should take and give free to express
 Guessing activities , describe and draw

2c. Suggest some basic techniques for teaching writing

 Teachers give sample text that ss view as a model

 Use types of writing that have a purpose ( ex. S wants to sell a bike)
 Giving feedback by explaining how it should look like and SS correct their writing or
writings of his colleagues
 Teacher generates writing ideas by using the brainstorming
 Combine it with reading
 Re-write the story by using his own words
 Re-ordering words ( write the sentence correctly)