DICTATION & ORTHOGRAPHY
Steps For Dictation





1- Read the passage aloud.
2- Read it again, pause after each sentence.
3- Read it without pausing and ask the students to check their work.

You can give the students a paper and let them write their names on them , you can call it (SPELLING PAPER) . Give it to them each time you want to dictate them (and they could see their previous mark)





(When you Give Orthography (practice or testing

1-Use the letters of the word itself.
2-Mix vowels with consonants.
3-Try to use each letter once.
4-Omit one letter from each word. e.g.(t_e)
5-Leave enough space for the letters.
6-Make it clear that one letter is required
7-Use blanks that give space to write clearly e.g.(D_or)
8- Be careful for spacing between words e.g.( A lo_g time ago)













1-Don’t use the tenses e.g (close_)
2-Don’t use only vowels or only consonants.
3-Don’t use it twice to avoid confusion.
4-Don’t omit two letters from one word.
It might look strange .g.(t_e_)
5-Don’t use ****** like (bui.ding).
6-Don’t use ****** like this (d_ _or , d…or)
7-Don’t use strange ****** e.g. (agre)

8-Don’t be careless while typing e.g. (Alo_g time ago) OR (abo_k)



* Never use names of (people, cities, places…)
* Make sure that the words are not repeated in the exam

During vocabulary lessons
you can cover some letters on
flash cards to let them guess the missing letters.


For orthography:
* Use crosswords or scrambled words.
* You can let students choose the correct letter .

I well complete as soon as possible In shaa Allah

There are two formal methods of teaching grammar:



1- The deductive approach it's a traditional style of teaching. We start logically. We present the definitions then rules then we give the examples. . In this approach, the teacher is the center of the class and responsible for the presentation and explanation of the new material.
For example, present perfect, the teacher would begin the lesson by saying, "Today we are going to learn how to use the present perfect structure". Then, He presents the rules of the present perfect structure S+HAVE OR HAS+P.P then gives the examples.

2- The inductive approach it's a modern style of teaching. The teacher introduces the rules by presenting the examples. Also encourages the students to concentrate on the examples to realize the rules.
For example, comparative form, the teacher would begin the lesson by drawing a man on the board and saying, "This is Jim. He is tall." Then, the teacher would draw another taller man next to the first one saying, "This is Bill. He is taller than Jim." The teacher would then pr***de many examples using students and real objects from the classroom, to create an understanding of the use of the structure.

LISTENING

Why is teaching listening important

The teacher’s task is to pr***de opportunities for the students to listen to living English used in everyday situations such as : in shops, restaurants…
Notice: You must train your students to listen to & understand speech of native speakers of English.
Procedure:
1- Pre-listening:
Set the scene (general description of the theme) and preview the vocabulary needed.
2-While-listening:
a- Set a task ( questions in WRITTEN FORM to help them focus on the content) .
b- play the cassette. They have to listen for a specific purpose.
c- Re-play the cassette to answer the questions.
3-post-listening:
Multiple choice questions and - True / False - statements could be given or
a discussion could be conducted.

TOO EASY
Don’t ask questions which can be answered without listening to the passage.
e.g. The capital city of UK is….

DIFFICULT
Don’t choose questions that require memorization, such as numbers or a long list of similar items.
e.g. Choose :
a) She bought apples, oranges, bananas & dates.







A lot of practice in LISTENING is needed so the students can…
a- distinguish sounds, words & structure.
b- associate meanings with sounds.
c- understand conversational English in all kinds of speech situations.
d- understand & take notes of information.






1- Listening for drawing :

Ask your students to draw figures and objects in order to produce a particular picture. When they finish they can compare their drawings with the original one that you have previously prepared.

2- Listening to a short interview :

Ask your students to work in pairs and answer some written questions after listening to the interview twice. They can use their own sentences to suggest other questions and answers for a similar interview.

3- listening for sounds and letters :

Ask your students to listen and circle the letters or words for the sounds they hear.

4- rearranging a picture story:

Give your students the scrambled picture story, then ask them to listen to the story and put the pictures in their correct order.

HOMEWORK

It’s the last step in the lesson plan as well as in the class.

Always



1) Discuss the homework so your students will answer it easily.



2) Answer some questions
( at least two ) as a model for
them to follow.

3) Give the students homework for
every lesson even if there isn’t one
in their books.

4) Make sure that the homework
assignments are distinctly different
from classroom activities.


NEVER

1) Never give the homework without showing them how to deal with it.


2) Never do all the homework in the class.
It’s HOMEWORK

3) Never leave a lesson without homework.


4) Never repeat yourself.

Innovate (Be creative)

Many students find homework uninteresting simply because it’s a repetition of their class work !!!

To solve the problem design homework assignments that are related to class work but require students to use different skills.

some suggestions for creative homework assignments


Ask your students to:
*Draw something that illustrates an idea related to the class work.
*Pick one or more from the new words and look them up in a dictionary or encyclopedia (it should be written).
*Cut out parts of speech from magazines or newspapers.
*Write sentences using the new vocabulary or new structure.
*Cut & paste articles (from magazines …) with comments or descriptions.
Be sure that any given homework is checked and corrected at the beginning of the next period. You can ask them to correct each other’s work. Later on you can check them as a whole.

NOTEBOOKS & WORKBOOKS' Correction
Always


1)Read them thoroughly and
put  and underline the
mistakes (either correct them or
ask them to do it & check later).
2)Praise your students- as they
deserve-.
3)Vary your motivation…..
(stickers, stars, encouraging
phrases…etc.)

Never


)Never put while there are mistakes – just because you don’t want to read-.

2)Never neglect your students' efforts.
3)Never stick to the same comment -for every student-
e.g. “GD”
Note: Students’ notebooks & books should be tidy & clean !!

FINAL EVALUATION

It is the procedure in which you evaluate your students’ understanding or achievement.

It should

1- .…answer the question:
(Are my objectives already fulfilled or not?)
2- ….take the shape of application
(questions, exercise, activities, *****heets, group(pair)work.
3- ….cover every aim written in the lesson plan
(number of aims = number of questions(exercises)).

Some Kind Of Application
Written Application
e.g. choose, match, join, correct, fill in the blanks, rearrange, complete, do as shown, put (T) or (F)….
*****hop

e.g. making charts, hand crafts, drawing, games, role-play….

Tell me I’ll forget Show me I’ll remember
Involve me I’ll learn

Never say
Do you understand
Do you have any questions?
These never evaluate your student's understanding

الله يجزاك الجنه .. المعذره لاني انشغلت

INTRODUCTION of YOUR LESSON

A lesson with an introduction

Your introduction is the ENTRANCE to the new lesson.
You should prepare the introduction to any lesson in advance.

You can
1) Connect the new lesson with the previous one.
OR
2)Deal directly with the new lesson using ……

1) Brain Storming:
If you can expect certain questions or difficulties that your students may raise, you can write them down and use them as “Brain Storming Questions”

2) General Aids:
You may use some aids in the shape of posters, hangings, pictures or other audio-visual aids to allow a variety of responses and to evoke discussion.

3) Motivation:
Give clues to motivate your students to ask questions that you have already prepared.


Notice:
Don’t spend a long time on the revision and the introduction of your lesson (not more than 10 minutes)

ليلنا كملي والله تعبت وراح انشغل خميس وجمعه جدا
الله يسعدك يارب

جزاك الله خير متعبة بصراحة أتعبتي من بعدك
أعجز عن شكرك
ولكن الروابط ما اتحملت معاي
أرجو من الأخوات أن يكملوا في تنزيلها لاني محتاجتها ضروري
واحتسبوا الأجر بارك الله فيكم
مقابلتي يوم الأحد
استعجلوا بنات أنا في انتظاركم