MUNICIPALITY

ACCOUNT
(AUGUST 2023-onward)
CONTENTS:
A. COURSE ORIENTATION

B. BOOK ORIENTATION
*ADULT BOOK
*FUN ENGLISH BOOK

B. TEACHING GUIDELINES
*TEACHING JUNIOR (1:4) w/ Fun English

C. TEACHING TECHNIQUES
*Drills
*Games
MUNICIPALITY
ACCOUNT
• A VV I account (VIPs)
• Considered the biggest account CPILS could get (kor market this year and in the
years to come)
• the biggest and oldest student providers of English education targeting Korean
students (adults, kids) from/in different municipalities in Korea
• Students study in batches/ term
• Consists of Korean students (adults, kids)
• Most of them have previous English learning experience with other service provider
• Will focus on general english
COURSE: GENERAL ENGLISH
A
CLASS DESCRIPTION COURSE BOOK
TYPE ADULT
JUNIOR
1:1 Personalized Instruction FUN ENGLISH 1-6 OPEN ENGLISH TALK

1:4 Cooperative Learning FUN ENGLISH 1-6 OPEN ENGLISH TALK

B. CLASS SCHEDULE

MWF 25 minutes (1:1,1:4) via ZOOM

TTH 40 minutes (1:1, 1:4) via SKYPE

COURSE BOOK- ADULT
1:1/1:4
LEVEL OPEN ENGLISH TALK LEVEL OPEN ENGLISH TALK

1L-1H 4L-4H

2L-2H 5L-up

3L-3H
COURSE BOOK- JUNIOR
1:1/1:4

LEVEL FUN ENGLISH LEVEL FUN ENGLISH

1L-1M 2H-3L

1H 3M-3H

2L-2M 4L-up
ADULT BOOK: OPEN ENGLISH TALK (STARTER-UPPER INTERMEDIATE)
ADULT BOOK: OPEN ENGLISH TALK

Intermediate
Starter

Upper-
Intermediate

Pre-Intermediate
ADULT BOOK: OPEN ENGLISH TALK (FREE TALKING
TEACHING
YOUNG
LEARNERS
online
FUN ENGLISH
(SERIES 1,2,3,4,5,6)
 FUN ENGLISH?
• Designed for children learning English for the first time
• Themes and situations throughout the books are universal to children everywhere
• Emphasizes communication within a carefully controlled grammatical syllabus
• The first lesson provides variety of activities that focus on interactive communication
• Presents new vocabulary and structures
• Encourages students to communicate with one another from the start, first in groups
and then in pairs
• Students communicate in situations most closely resembling life outside the classrooms
• Lessons incorporate techniques from several methods that are suitable and effective for
teaching English to young learners
• Each lesson focuses on specific purpose in language development:
LET’S TALK, LETS LEARN, LET’S LEARN MORE, LET’S READ, LET’S
REVIEW

BOOK ORIENTATION
LET’S TALK LET’S LEARN MORE
* Builds functional fluency through * Expands on the language introduced
conversation relating to the topic of in Let’s Learn by introducing
the unit, followed by a song that additional thematic vocabulary,
practices the dialogue language practice in the context of a scene , and
* Students are given the opportunity in a game format. Students then learn
to personalize the language they have functional classroom language in
learned in Say and Act. Listen and Do.

LET’S LEARN LET’S READ

* Builds grammatical accuracy as * Uses phonics to teach children
students learn vocabulary relating to phonemic awareness and how to
the unit theme, practice using it in the read language they may learned
context of a scene, and ask questions or orally.
make statements about it.

LET’S REVIEW
* Provides a one-page listening
assessment and a game to recycle
language and vocabulary.
BOOK ORIENTATION
 UNIT WALK-THROUGH (Series 1,2)
LET’S TALK 4. Practice the conversation.
C. Say and act.
Move from group practice
Warm up to pair practice. 1. Personalize the
(For old class:) conversation. Use puppets
Start the lesson with an activity, song or student volunteers to
or chant to review previously learned B. Listen and sing. model the conversation.
language that will be built upon in the 1. Have students identify 2. Practice the conversation.
lesson. This will start the lesson on a familiar words and items they Place students in pairs or
positive note since they are using see in the illustration. Then, groups. Ask them to
familiar language students listen as you personalize the
introduce the song or chant . conversation by filling in
2. Practice the rhythm. Have the blanks with appropriate
A. Listen and say. students clap to keep the beat information. Encourage
1. Introduce the conversation. Students as you model the song line by students to express
look at the scene to establish context. line. Have students echo the themselves with gestures
2. Model the conversation with puppets lines after you. Demonstrate and body language as they
or student volunteers to provide a possible actions or use the target language.
physical reminder that conversation is movements.
communication between two or more 3. Invite the students to repeat
people. after you. Sing the song.
3. Have students repeat it focusing on 4. Have students sing along.
natural intonation, rhythm, and speed Then, divide the class into
especially for the language focus. groups to sing the song.

BOOK ORIENTATION
 UNIT WALK-THROUGH (Series 3,4,5,6) C. Listen and sing.
4. Practice the conversation. Move
LET’S TALK from group practice to pair practice. 1. Have students identify
Warm up familiar words and items
(For old class:) they see in the illustration.
Start the lesson with an activity, song B . Practice the words. Ask and answer. Then, students listen as you
or chant to review previously learned 1. Introduce the words. Use flash cards. introduce the song or chant .
language that will be built upon in the Hold up one card at a time and say the 2. Practice the rhythm. Have
lesson. This will start the lesson on a name of the vocabulary item. Students students clap to keep the beat
positive note since they are using repeat each word several times. Conduct as you model the song line
familiar language a quick drill of the words using the cards by line. Have students echo
without speaking as you show the cards. the lines after you.
A. Listen and say. Gradually pick up speed as students get Demonstrate possible actions
1. Introduce the conversation. Studentsused to saying the words. or movements.
look at the scene to establish 2. Practice the words with the pattern. 3. Invite the students to repeat
context. Instruct students to open their book. after you. Sing the song.
2. Model the conversation with Point to the first vocabulary item and say
4. Have students sing along.
puppets or student volunteers to the question. Have students repeat. Then, divide the class into
provide a physical reminder that Continue with all the new vocabulary. groups to sing the song
conversation is communication 3. Point to the vocabulary items in
between two or more people. random order and have students say each
3. Have students repeat it focusing on word with the pattern.
natural intonation, rhythm, and
speed especially for the language
focus.

BOOK ORIENTATION
 UNIT WALK-THROUGH (Series 1,2)
Start slowly but increase your C. Ask your partner.
LET’S LEARN speaking speed to challenge 1. Have students do the exercise
students and make the activity in pairs. After they have
Warm Up fun. practiced with the book, invite
Start the lesson with an activity to review them to create original
the language that will be built upon in the B. Ask and answer. questions using the target
lesson. 1. Have students describe the
pattern.
Pre-teach Language scene in their books. Say the
2. Check rhythm and intonation.
Use cards to introduce vocabulary and question and answer. Model
language patterns before students open correct intonation and
D. Listen and sing.
their books, so that they become familiar rhythm. Have students listen,
1. Have students identify
with the target language orally before clap and chant along.
familiar words and items
seeing it on the page. 2. Check that the students
they see in the illustration.
understand and can use the
Then, students listen as you
A. Learn the words. question and answer patterns.
introduce the song or chant .
1. Say the words and have students Then have them take turns
2. Repeat the song/chant and
listen and point to the picture in asking and answering
then have students say the
their books. Then have them questions about the objects in
objects in correct order.
repeat. Focus on speaking with the scene, replacing the words
3. Sing the song or chant
natural pronunciation. shown in red with each
together with students.
2. Check comprehension. Say the numbered vocab item in the
words in random order and have picture.
students point to the appropriate 3. Focus on rhythm and
pictures in their books. intonation.

BOOK ORIENTATION
 UNIT WALK-THROUGH (Series 3,4,5,6)
LET’S
Warm Up
2. Check comprehension. Say 2. Check that the students
LEARN
Start the lesson with a review activity or
the words in random order understand and can use the
and have students point to question and answer
select another activity to review
the appropriate pictures in
language that will be built upon in the patterns. Then have them
their books. Start slowly but
lesson. This will start the class on a take turns asking and
increase your speaking speed
positive note since students are using answering questions about
to challenge students and
familiar language. the objects in the scene,
make the activity fun.
Pre-teach Language
replacing the words shown
Use cards to introduce vocabulary and
language patterns before students open
B. Ask and answer. in red with each numbered
1. Have students describe vocab item in the picture.
their books, so that they become
the scene in their books. 1. Focus on rhythm and
familiar with the target language orally
Say the question and
before seeing it on the page. intonation.
answer. Model correct
intonation and rhythm.
Have students listen, clap
and chant along.
A. Learn the words.
1. Say the words and have students listen
and point to the picture in their books.
Then have them repeat. Focus on
speaking with natural pronunciation.

BOOK ORIENTATION
UNIT WALK-THROUGH (Series 3,4,5,6)
LET’S
D. Listen and chant.
LEARN 1. Have students identify familiar
C. Ask and answer.
words and items they see in the
1. Have students do the exercise in
illustration. Then, students
pairs. They take turns to practice
listen as you introduce the song
the question and answer. Check
or chant .
that the students can use the
2. Repeat the song/chant and then
question-and-answer pattern.
have students say the objects in
2. Check rhythm and intonation.
correct order.
3. Sing the song or chant together
with students.

4. Give student extra challenge. Put

them into small groups to write
their own chants, following the
pattern in this one. Encourage them
to use a variety of nouns and
adjectives.

BOOK ORIENTATION
UNIT WALK-THROUGH (Series 1,2)
LET’S LEARN MORE
Warm up A. Learn the words. B. Ask and answer.
Start the lesson with a review 1. Say the words and have 1. Have the students look at the
activity to review the students point to the pictures in scene and describe what they
language that will be built their books. Then have them see. Then say the question
upon in this lesson. listen and repeat. Focus on and answer pattern.
Pre-teach the language speaking with natural 2. Have students take turns
Introduce the vocabulary and pronunciation. asking and answering
language patterns before 2. Check comprehension. Say questions about the objects
students open their books, so the words in random order and in the scene.
that they become familiar have students point to the 3. Focus on the rhythm and
with the target language appropriate pictures. Start intonation.
orally before seeing it on the slowly but increase your 4. Focus on the contraction.
page. speaking speed to challenge Make sure students
students and make the activity understand that the
fun. contracted form has the same
meaning as the two words.

BOOK ORIENTATION
UNIT WALK-THROUGH (Series 1,2)
LET’S LEARN MORE
C. Play a game. Ask your partner. D. Listen and do.
1. Say the question and answer. Have 1.Introduce the sentences with actions, to
students point to the questions and reinforce the meaning of the verbs. Have
answers they hear. students repeat the sentences and do the
2. Students roll the die/number cube and ask actions several times.
and answer the questions about he picture 2. Have students take turns to say the
in the space. sentences while others point to the pictures
3. If time allows, play the game with new that show each action.
partners or change the rules (e.g. who can 3. To check comprehension, show cards
say the items in order the fastest or practice and have students say and do the actions.
a different question and answer pattern.) Then half of the students say the sentences
Students will have more fun as to they get and the other half do the actions. Reverse
to practice several vocabulary and language roles and repeat.
patterns.

BOOK ORIENTATION
UNIT WALK-THROUGH (Series 3,4,5,6)
LET’S LEARN MORE
Warm up B. Ask and answer.
Start the lesson with a review activity or 1. Have students describe the scene in their
select another activity to review language that books. Say the question and answer. Model
will be built upon in the lesson. This will start correct intonation and rhythm. Have students
the class on a positive note since students are listen, clap and chant along.
using familiar language. 2. Check that the students understand and can use
Pre-teach the language the question and answer patterns. Then have
Introduce the vocabulary and language them take turns asking and answering
patterns before students open their books, so questions about the objects in the scene,
that they become familiar with the target replacing the words shown in red with each
language orally before seeing it on the page. numbered vocab item in the picture.
3. Focus on rhythm and intonation

A. Learn the words.

1. Say the words and have students listen and
point to the picture in their books. Then have
them repeat. Focus on speaking with natural
pronunciation.
2. Check comprehension. Say the words in
random order and have students point to the
appropriate pictures.

BOOK ORIENTATION
UNIT WALK-THROUGH (Series 3,4,5,6)
LET’S LEARN MORE
D. Listen and do.
C. Play a game. Ask your partner.
1.Introduce the sentences with actions,
1. Say the question and answer. Have
to reinforce the meaning of the verbs.
students point to the questions and
Have students repeat the sentences and
answers they hear.
do the actions several times.
2. Students roll the die/number cube and
2. Have students take turns to say the
ask and answer the questions about he
sentences while others point to the
picture in the space.
pictures that show each action.
3. To check comprehension, show
cards and have students say and do the
3. If time allows, play the game with actions. Then half of the students say
new partners or change the rules (e.g. the sentences and the other half do the
who can say the items in order the actions. Reverse roles and repeat.
fastest or practice a different question
and answer pattern.) Students will have
more fun as to they get to practice
several vocabulary and language
patterns.

BOOK
ORIENTATION
UNIT WALK-THROUGH (Series 1,2)
LET’S READ
A. Listen and say.
Warm up 1. Ask students to find the letters for
Start the lesson with an activity the lesson on the ABC chart at the top
to review the alphabet or by of the page. Then have students listen
singing the alphabet song. OR to the sounds and point to the letters
Review the phonics letters and and words in the books.
sounds from the previous unit. 2. Practice the sounds. Use cards that
OR Say the phonics chant from show the phonic words. Separate the
the previous unit together will cards by phonic sounds. Show the
start the class on a positive cards while saying the words. Have
note. students
Pre-teach Phonics
Use cards (hard copies/soft concentrate on listening to the phonics
copies on canva app)to sound in each word. Do the same with
introduce the sounds and letters the words that begin with the other
and vocabulary. sound. Then say the words in random
order and ask students which sound
they hear. Ask students to clap once
for one sound and twice for the other
sound to make it more fun.

BOOK ORIENTATION
 UNIT WALK-THROUGH (Series 1,2)
LET’S READ
B. Listen and chant. C. Listen and read along.
1. Listen and point. Ask students to 1. Preview the story. The story provides
listen to the phonic chant and phonics practice while recycling
instruct them to point to the vocabulary. Before reading, have
words. students look at the illustrations and
2. Then ask them to clap once at the identify the words they know. Read the
end of the lines with one phonic title aloud. Point out the phonic words.
sound and words and clap twice 2. Read along. Have the students read
after lines with the other phonics along in their books as you read the
sound and words. story. Focus on intonation and rhythm.
3. Do the chant. Have the students 3. Paired Reading. Have students take
do the chant with claps. Repeat turns trying to read the story sentences
the chant several times as a class, in small groups or pairs.
in small groups and then in pairs. 4. Act it out. Have students work in pairs
and act out the dialogues. They can
pantomime or use their own realia. Have
students switch roles. Ask volunteer pair
to act out the dialogues.

BOOK ORIENTATION
UNIT WALK-THROUGH (Series 3,4,5,6)
LET’S READ
Warm up A. Listen and say. (only in Series 3 B. Listen and chant. (only in
and 4) Series 3 and 4)
Start the lesson with an
activity to review the 1. Listen to the sounds. Have 1. Sing/ Model the phonic chant
alphabet or by singing students listen to the sound and and have the students point to
the alphabet song. OR point to the letters and words in the words.
Review the phonics their books as you produce and 2. Repeat the chant and ask the
letters and sounds from say them. students to join in when they
the previous unit. OR 2. Practice the sounds. Show hear words that begin with the
Say the phonics chant students cards for words that start target sounds.
from the previous unit with the first target (initial) sound. 3. Do it again and have students
together will start the Do the same with the rest of the dot he chant with beats (pencil,
class on a positive note. target sounds. Then say the words in snapping of fingers, etc.).
random order and ask the students to Repeat the chants several times
decide the correct answer. For some as a class, in small groups, and
fun, you can ask students to clap then in pairs.
once for the one sound, pretend to
fly for another sound and so on.

BOOK ORIENTATION
UNIT WALK-THROUGH (Series 3,4,5,6)
LET’S READ
C. Listen and read along.
D. Listen and Circle. (only in
1. Preview the story. The story provides
Series 3)
phonics practice while recycling vocabulary
from this and previous units. Before reading,
Have students take turns in
have students look at the illustration and
reading and answering questions
identify words they know. Read the title out
about the passage on the page.
the story aloud. Point out the phonic words.

2. Read along. Have the students read along

as you read the story. Encourage them to
match rhythm and intonation.
3. Paired reading. Have students take turns
trying to read the story in small groups or
pairs.
4. Act it out. Have students work in pairs and
act out the story using pantomime or body
language.
BOOK
ORIENTATION
UNIT WALK-THROUGH (Series 1,2)
LET’S REVIEW B. Listen and number.
A. Listen and check.
Let’s Talk 1. Practice the format. Before students 1. Practice the format. Show cards
• Sing the songs to review the open their books, prepare them for the and place sticky notes on each
conversations. test procedure. Draw three cards in an card. Say a number and name the
Let’s Learn/ Let’s Learn More A4 paper and draw a box next to each object or person on one of the
• Use cards to review the vocabulary card. Use the words on one of the cards cards. Ask students to write the
• Review songs and chants to in a sentence and have a student point to number they hear on the sticky
reinforce language patterns and the correct card and check the correct note on the correct card. Repeat
pronunciation box. for the remaining three cards.
• Use games and activities to review 2. Anticipate the language. Have students 2. Take the test. Say the words and
language patterns look at the test in their books and have students point to the
• Use pantomime and physical identify the items they see. appropriate pictures. Then say the
activities (like Do as I say) to 3. Take the test. Say the words and have words again and have students do
review the Listen and do students point to the appropriate the exercise as a written test.
sentences. pictures. Then play the audio again and 3. Correct the test together. If time
have students do the exercise as a allows, have students create an
written test. original exercise by saying the
Phonics/ Let’s read
4. Correct the test together. If time allows, words in a different order, and
• Use games to review phonics sounds
encourage students to create original practice ‘ testing’ each other in
and words.
test questions using the same pairs.
• Read the stories together.
illustrations , and practice ‘testing’ each
other in pairs.

BOOK ORIENTATION
UNIT WALK-THROUGH (Series 1,2)
LET’S REVIEW
C. Play a game. Make sentences.
1. Prepare to play. Check the students know the language they will need to play the game.
2. Model the game before asking students to play.
*Student 1 rolls a die and moves a marker the number of spaces shown on the die. Ask S1 a question. If S1
answers correctly, his or her marker signs remains in the space. If S1 does not answer correctly, his or her marker
returns to the space occupied prior to the roll.
3. Play the game. Have students play the game in pairs or small groups. If time allows, play the game again, with
new partners or groups, or change the rules.

(Option: Instead of student rolling the dice, teacher can do it for them.)

I CAN DO IT!
After students have successfully reviewed the vocabulary, grammar, songs, and stories from the previous two units,
have them make checkmarks in the appropriate goal boxes. Praise students for their accomplishments!

BOOK
ORIENTATION
UNIT WALK-THROUGH (Series 3,4,5,6)
LET’S REVIEW A. Listen and check.
B. Listen and number.
1. Practice the format. Display three cards
Let’s Talk 1. Practice the format. Show cards
on the scree. Write an A next to a box by
• Sing the songs to review the and place sticky notes on each
the first card, a B next to a box by the
conversations. card. Say a number and name the
second card and a C next a box by the
• Use games and activities to have object or person on one of the
third card. Use the words on one of the
students practice the language in cards. Ask students to write the
cards in a sentence and have a student
conversations. number they hear on the sticky
point to the correct card and check the
Let’s Learn/ Let’s Learn More note on the correct card. Repeat
correct box.
• Use cards to review the vocabulary for the remaining cards.
2. Anticipate the language. Have students
• Review songs and chants to 2. Anticipate the language. Have
look at the test in their books and identify
reinforce language patterns and students look at the test in their
the items they see.
pronunciation books and identify items they see.
3. Take the test. Say the words and have
• sentences. 3. Take the test. Have students do the
students point to the appropriate pictures.
exercise as a written test.
Then play the audio again and have
4. Correct the test together. If time
students do the exercise as a written test.
Phonics/ Let’s read allows, have students create an
4. Correct the test together. If time allows,
• Use games and activities to review original exercise by saying the
encourage students to create original test
phonics sounds and words. words in a different order, and
questions using the same illustrations ,
• Read the stories together. practice ‘ testing’ each other in
and practice ‘testing’ each other in pairs.
pairs.

BOOK ORIENTATION
UNIT WALK-THROUGH (Series 3,4,5,6)
LET’S REVIEW
C. Listen and check.
1. Anticipate the language. Encourage students to anticipate the language they might learn.
2. Take the test. Have students do the exercise as a written test.
3. Correct the test together. Students can create original test questions using the same illustrations and practice’ testing’
each other in pairs.

D. Let’s read about……

4. Prepare to read. Have students preview the selection and predict what it might be about. Encourage them to read any
words they know.
5. Read along. Have students listen to the selection as you read and tell them to match with your speed, intonation and
rhythm.
6. Choral Reading. Read the story together as a class them ask individual to be the character in the story. (esp. in Series
3)
7. What about you? Have a group discussion using the questions to get student talking. (esp. in Series 3)
8. Act it out. Read the story together as a class and then ask individuals to play the characters in the story. ( esp. in
Series 4)

E. Writing
9. Talk about it. Have students do the activity and follow instructions.
10. Write about it. Have students write this within a reasonable time limit. (Do short writing in class. Long writing can
be done as homework.)

BOOK
ORIENTATION
B.
TEACHING
GUIDELINES

TEACHING GUIDELINES
LESSON PLANNING GUIDELINES (1)

• A plan should be developed for every lesson taught, with

specific goals and objectives.

• Over-plan and have more activities than you need, as the

same activity will not always work equally well with all
groups of students

• Be flexible as unexpected situations may arise anytime

• Use various types of activities to appeal to the different

learning styles of your students

• The purpose of every activity, drill, or game in every

lesson is to advance language proficiency

TEACHING GUIDELINES
LESSON PLANNING GUIDELINES (2)
• Activities should always suit the needs of your class

• Generally, during presentation of the new language point,

students should focus on hearing and understanding it before
having to see it on a page, so it is best if books are closed
during this stage.

• After the closed-book presentation, students open their

books and do the practice exercises for that lesson.

• Finally, to focus on communicating with their classmates

during games and activities, books should also be closed.

TEACHING GUIDELINES
TIME GUIDELINES

A.WARM UP
Approximately 10% of the class time should be spent on
Warm up activities
(max of 3 mins for 25-min lesson, max of 4-5 mins for
40-50 min lesson)

B. LESSON PROPER

PRESENTATION: Approximately 30% of the class time

should be spent on presenting the language points/target
language with books closed. (max of 7.5 mins for 25-min
lesson, max of 12-15 mins for 40-50 min lesson)
PRACTICE: Approximately 20% of the class time
should be spent to practice the target language with books
open. (max of 5 mins for 25-min lesson, max of 8-10 mins for
40-50 min lesson)
PRODUCTION: Approximately 30-40% of the class
time should be spent to practice the target language further
with games and activities. (max of 8- 10 mins for 25 min
lesson, max of 15-20 mins for 40-50 min lesson)

TEACHING GUIDELINES
PACING GUIDELINES

• Pacing must be lively

• To maintain students’ interest, activities

should be changed approximately every 5
to 7 minutes or whenever interests starts
to wane

• It is better to stop the activity while the

children are still involved in it than to
wait until they are no longer interested

• Favorite activities can always be used

again later

• Drills and practices should be done at a

challenging pace to establish natural
English rhythm and intonation.

TEACHING GUIDELINES
C.
TEACHING
TECHNIQUES
TEACHING CONVERSATION
GOAL: for students to become fluent using language and focus on becoming accurate with
it.

1. Students listen to the entire conversation which introduces the language in context.
2. Next, focus on the functional language in the language focus box.
3. Students need to learn the intonation and rhythm of the language. The song or chant is
the easiest way for children to remember the language as well.
4. Finally, students personalize the language in Say and act,.

TEACHING TECHNIQUES
TEACHING VOCABULARY
GOAL: learn and develop both receptive and productive types of vocabulary or language

* Receptive vocabulary: words/expressions/phrases students understand

but are not necessarily able to produce them. To practice them, students
must recognize and physically respond to vocabulary words. (e.g. touch or point
to the word/ picture or object.
* Productive language: words/expressions/phrases spoken by students. To
practice them, students are required to say the vocabulary items as they
identify the objects. Drills and games can be given to further practice them in the
group.

HOW TO DO IT:
1. Use actual objects or flash cards to present new key word.
2. Have the students repeat the word several times.
3. Hold up an object or picture card and say the word.
4. Practice the words with drills, using familiar language whenever possible.
5. To reinforce students’ vocabulary knowledge, use a number of drills and activities.

TEACHING TECHNIQUES
TEACHING GRAMMAR
Goal: for students to learn language accurately and then
focus on becoming fluent in using it.

• language patterns can be recycled in various additional contexts

• For the most efficient use of class time, teach vocabulary first.

• Then, introduce the new sentence pattern and recycle the vocabulary
Items as students practice the sentence pattern.
(Note: Teaching the sentence pattern first gives students a lot of time to
practice the vocabulary .)

• Then, introduce the question pattern. It will then be easier to get responses since they already
know the sentence pattern. (Elicit the pattern to provide more speaking time. Use various
eliciting techniques not only Q and A.)

• Be sure that the students understand the structure and function of the new language to avoid
re-teaching them during practice or production time.

TEACHING TECHNIQUES
HOW TO PRACTICE LANGUAGE IN PAIRS
AND GROUPS

• Start with full class practice so that students don’t • provide variations in
feel shy or embarrassed grouping and activities
• Have students practice the language using natural
speed, rhythm and intonation since this makes it • Students should not feel them
easier to build fluency with the language later as a rigid language practice;
• Then, divide the class into two groups. One group it should be fun and
asks the questions and the other answers. Make sure entertaining
the questioning group can ask more questions as
follow up to the response given and reverse roles. • Keep a lively pace. If the
• Then group students in pairs or small groups for pace is quick, and activities
additional practice with the question and answer. By change frequently, students
moving from the large to the small group, students will pay close attention and
build confidence by practicing before their voices students will be doing most
become individually heard. of the speaking in class- not
• * AS students work in pair or small group, take note the teacher.
of their slips (vocabulary, grammar, pronunciation)
and give feedback/corrections
HOW TO USE SONGS AND CHANTS

• To introduce a new song, teach it as a chant first.

• Begin a steady 4/4 beat by having students clap their
hands, tap their fingers, march, or tap their toes.
• Say the lines from the songs as you clap the beat
• Then, have students repeat the lines after you.
• Build by adding lines until students can chant the entire
song.
• Encourage the students to personalize the songs and
chants by choosing actions and gestures to go along with
the lyrics or by creating unique verses (high level)
• If students have difficulty with longer lines in the lyrics,
use the “backward build up” technique. (Begin with the last word
in the phrase and gradually add the words before it until the phrase is complete.)
D.
DRILLS and

GAMES
DRILLS
Why drills?
*time-efficient
*enjoyable way to review or present material in tightly organized
manner
* Repetitive and helpful in learning new structures and vocabulary

HOW TO USE DRILLS?

• Keep them short and rhythmic- several seconds each, then

repeat as many times as necessary- this can keep student’s
attention and they will learn faster as they concentrate on the
drills
• While doing the drills, alternate between choral and individual
responses
• When eliciting individual responses, choose students in random
order and maintain a quick pace to keep their attention
TYPES OF DRILLS

A. REPETITION DRILL
* Model vocabulary items or new language patterns for the class to
repeat. (see Ms. Anamarie’s video)

B. SUBSTITUTION DRILL
Example:
T: Where’s the classroom? (Show a picture of the gym).“It’s next to the gym.”
SS: It’s next to the gym.
T: (show a picture of the lunchroom)
SS: It’s next to the lunchroom.
OR:
T: show a picture of the gym.
SS: It’s next to the gym.
T: (show a picture of across from.) It’s across from the gym
Ss: It’s across from the gym.
TYPES OF DRILLS D. SIX-SECOND DRILL
C. CHAIN DRILL • To make drills fun and exciting, after modeling
• Use objects or picture cards as cues. several times, have students say the vocabulary
• Show an object or picture card to the or sentence in a quick series of three and raise
first student and ask related question their hands and say ”Finished!”
• The student answers and turns to the • Repeat several times for each word. This is to
next student to ask the same question have the students say the target language at a
with appropriate substitutions natural speed. (Drills become games if prizes
• Continue until all the students have are given to the first to say “Finished!”)
had a chance to ask and answer the • For variations and for more fun, you can add a
question. task every after each series
Example:
T: (Show picture of bedroom) Is there a bed in
your bedroom? Example:
S1. Yes, there is. Phrase drill: at the bakery
S1. (show picture of a garage) Is there a bed in Ss: at the bakery, at the bakery, at the bakery! Finished!
your garage? T: Again. Can you say it better this time? Say finished
S2: No, there isn’t./ Yes there is. And so on… and clap two times.
Ss: at the bakery, at the bakery, at the bakery! Finished!+
2 claps
T: Again! (add a task).Say the sentences and stand up.
Sentence pattern drill: They were at the bakery.
Ss: They were at the bakery. (3x) Finished!+2 claps+
stand up
 GAMES
(* Need not be considered simply entertainment and unimportant to language learning; rather, serve as way to
reinforce the language presented in the lesson in a way that engages students in a very effective manner)

*In most cases, games serve the same function as the drills- they offer organized
and fun way to review or present a language point.
*Tend to be more open-ended and student-centered that can lead to creative use of the
language
• Some games focus on vocabulary, some focus on structures, and some exploit both

GAMES FOR DRILLING VOCABULARY:

A.BINGO (* Encourages vocabulary memorization, listening comprehension and spelling mastery.)
HOW TO PLAY BINGO?
1. Give each student a 9-square grid, with three rows of three squares each.
2. Students can select 9 of target vocabulary being taught to them and write Ss: at the bakery, at
the bakery, at the bakery! Finished!
3. Ss: at the bakery, at the bakery, at the bakery! Finished!
4. Ss: at the bakery, at the bakery, at the bakery! Finished!
5. them randomly on the grid.
6. The caller (you/teacher) picks a card and calls out the word or phrase indicated on the card.
7. If the students have that card on their grids, they check the grid or color it. The first student
to check or color three squares in a row, down, or diagonally wins the game.
GAMES FOR DRILLING VOCABULARY(2)

B. CHARADES
* Have students mentally choose a word/ phrase from the vocabulary items.
*Ask student to act out the word using gestures
*The class must guess the word/phrase based on student’s action
*The first student to guess the word/phrase correctly gets the point.

C. CONCENTRATION (helps build memory skills)

*Arrange all pictures/ cards/ words in a 12- 16 square grid card.
*Show the grid to the students for ten to twenty seconds.
*Have students find two identical pictures/cards/words/etc. within 12-16 seconds.
*Pick the first student to say the number of the two identical cards/pictures/ words, etc.
*The fastest student to give the most accurate answer shall win in each round.
*Once a correct pair is given, the other students cannot say it anymore.
• There should be time limit (e.g five seconds) for each student to say the number of the
two identical cards/pictures/words, etc.
• Make sure each student is given fair play time and chances.
GAMES FOR DRILLING VOCABULARY(3)

D. Stand up Game
*teacher can sing a song/ chant. When students hear assigned words, they have to stand up
and then sit down quickly
* Can be also used to practice Yes/No questions. The teacher asks a question and the students
who can answer ‘yes’ to the question stand up and sit back quickly.

E. That’s Not Right.

• As you read the story with students, change some of the words.
• Have students shout “That’s Not Right!” when they hear a mistake.
• Then, have them read the sentence correctly.

F. SPELLING RACE/ VOCABULARY RACE

• Give a pair of students a set of different words.
• Each word is spelt incorrectly. The letters are scrambled.
• Each pair should unscramble the letters to form the vocabulary with the correct spelling of
each words.
• The first pair that can finish first and with the most number of correctly-spelt words wins.
GAMES FOR DRILLING STRUCTURES(1)

A. Wheel of Names
• Spin the wheel and have the first name of student to ask a question to another student that
will be chosen after the second spin.
• Have the other student respond and asks a question. Then spin the win to pick the next
student to respond and so on.
• Be sure all students have both ask and answer questions.

B. Find Your Partner (provides a setting for students to use language in a meaningful way)
* Have students remember 2-3 words from the vocabulary items previously taught
*Do not allow the students to say their words aloud in class. They should keep it to
themselves only.
• To find their partners, students must ask appropriate questions related to the items on their
list.

For example, a student who has a card/a picture/ the word “eraser” can ask, “Do you want/
have/ like an eraser? When another student answers, Yes I do. then it means he has already
found his/her partner so it is also the end of his playing time.
The student who finds his/her partner within the shortest time wins.
GAMES FOR DRILLING STRUCTURES(2)

C. SCRAMBLED SENTENCES
• Good for practicing word order and sentence patterns.
• Have pairs of students arrange word cards into complete sentences.
• Set a time limit and have students see how many correct sentences they can make
using the cards.

D. SENTENCE DICTATION

• Read sentences aloud and have students write them on a piece of paper.
• Dictate longer sentences for advanced classes, and short, simple sentences for lower-
level classes.
• For variations, have students take turns dictating and writing sentences.
USEFUL TIPS IN TEACHING KIDS/YOUNG LEARNERS:

1. Be active in showing 6. Use their body.

emotions through TPR. Use 7. Use chants or songs.
body language and facial
expressions. 8. Keep the lesson
student-centered and
2. Vary your voice .
personal.
3. Keep your language simple.
9. Have a routine.
4. Make your lessons simple
and fun.
10. Praise. Make use of
5. Use fun and active activities.
rewards to encourage
them.
USEFUL TIPS IN TEACHING KIDS/YOUNG LEARNERS:

11. Use props and a lot of 14. End the lesson with a
visual aids. quiet activity, to calm the
12. With low level students, go children down for their
slowly with much repetition. next lesson.
13. Encourage student to use as 15. Relate what you teach
much English as possible. Talk to what they already
to them all the time. know in their language.
16. Use various styles to
manage the class.
USEFUL TIPS IN CLASSROOM MANAGEMENT (FOR
GROUP CLASSES)
* Use a wide variety of •Encourage the children to
activities during a lesson in raise their hand when they
order to keep the children wish to participate, not
motivated. shout out.
• Have different activities •Ifyou notice a particular
where the children can child is becoming restless,
move around.( if the space involve him directly in the
allows it) lesson immediately.
• Intersperse active students
with quiet ones
 F. CLASSROOM DO’S and DONT’S

DO’S DON’TS
• Be confident • Don’t lose your cool when kids
• Keep a pleasant smile and voice all throughout misbehave
• Give rewards and praise your students • Don’t be boring!
• Be creative and flexible • Don’t panic in case of technical
• Vary your voice tone to capture student’s difficulty/issue
attention • Avoid dead air; keep a lively pace
• Be animated and energetic • Don’t be too talkative in class. It
• Always be ready with your materials (realia, should be students.
digital photos, cards, canva, etc.) • Don’t forget to use annotation tool
• Give error corrections • Don’t forget to fill in the homework
• Mention the language point/target language of the part
day’s lesson (special case:for zoom class, show the
homework before class ends and
• Start and end the class on time encourage student to copy it or take a
• Always think that they should be talking more photo of it; for skype, you can send the
than you homework file through the message
• Always leave a good impression to your box.)
student(s)
• Vary your room background from time to time.

TEACHING TECHNIQUES
E. POSSIBLE INTRUCTIONAL MATERIALS
*Flash cards
(pictures, vocabulary item, sentences, phrases, etc.

*Puppets

*Realia

Digital materials

OTHERS:

*Rewards

*PRAISES in WORDS

*PRIZES
DEMO CLASS SHARING
• Anamarie
• Rish
PROGRESS TEST GUIDELINES

TEACHING TECHNIQUES
BOOK ORIENTATION
TEACHING TECHNIQUES