An Introduction To Teaching English Trainee For Web

An Introduction to
TEACHING
Trainee's Book Rhona Davis

Day 1: Basic Principles – Background Reading
D1
‘Learner-
Centred’ and
‘Teacher-
Centred’
The terms ‘learner-centred’ and ‘teacher-centred’ are often misunderstood. There is no simple
definition of what these terms really mean. For some people ‘teacher-centred’ means rote
learning, and ‘learner-centred’ (also student-centred, child-centred) means that students can
do what they like. However, these definitions are not completely accurate.
In this course, ‘learner-centred’ describes a ‘Teacher-centred’ does not mean the same as
classroom where these features are common: ‘teacher-led’, where the teacher is the person who
designs a task, gives instructions, checks that
■ students describe their ideas, opinions and students are doing the task correctly and assesses
experiences; student progress through the task. Sometimes
■ questions are asked that have no simple right you use ‘teacher-led’ features and activities in
or wrong answers; a learner-centred classroom. There are always
■ students work with each other to complete things that need to be memorised.
tasks or have discussions;
■ students take an active part in the lesson. Some teachers, especially with large classes,
may think it is difficult to include group work or
In a teacher-centred classroom it is more likely discussion in their lessons. However, there are
that these things will happen: easy techniques you can use to make large classes
more learner-centred. You can use questions that
■ students memorise facts and are tested on require the students to do more than just produce
them; the ‘correct’ answers. For example, students can
■ students copy from books or the board; discuss a topic in pairs before writing, even if
■ there is a lot of teacher-talking-time; you are limited to standing at the front of the
■ there is little interaction between the students. classroom.
Generally, a teacher-centred classroom is Even if you have a large class, few resources
one where the teacher is the source of all the and a rigid curriculum, there are techniques
information and controls what and how you can use to make your classes more effective.
students learn. Commitment, practice and imagination can
help teachers overcome these difficulties, and
In a learner-centred classroom the students are hopefully this course will help you with this too.
expected to contribute their own ideas, and there
may be some flexibility in what or how they
study.
An Introduction to Teaching – Trainee’s Book 1

D1 Worksheet 1.1
Your Learning and Teaching Experiences

Play Find Someone Who...
• Find a partner.
• Ask one of the questions.
• If the answer is ‘Yes’, ask the follow-up question. If
the answer is ‘No’, ask another question.
• Write the name of the person who answered
‘Yes’ to the question in the space, and any extra
information from the follow-up question.
• Once you have both asked and answered a
question, change partners and ask a different
question.
Find someone who...

1. ____________________ can remember a good teacher from their own schooldays. The
memorable thing about the teacher was:
2. ____________________ would like to learn some classroom management techniques.

A classroom management technique they currently use is:
3. ____________________ thinks you should always write a lesson plan before teaching.
The information they think should be included in such a plan is:
4. ____________________ enjoyed a particular subject at school. They enjoyed

________________ because:
5. ____________________ has a favourite classroom activity they like. They like

________________ because:
6. ____________________ would like to know about what sort of questions to ask in class.
The questions they think are useful are:
7. ____________________ can remember something they did not like about school. They
did not like ________________ because:
8. ____________________ thinks teaching is difficult. They think teaching is difficult

because:
2 An Introduction to Teaching – Trainee’s Book

Worksheet 1.2 D1
The Learner-Centred Classroom

Task A. Follow the trainer’s instructions and classify the statements correctly.
#
Teacher-Centred Learner-Centred
The teacher decides all the content

The teacher talks, the students listen.
of the teaching.
Students think about how they

The teacher asks open questions
learn best, and choose a way
(that have many possible answers).
that suits them.
Students have some choice in what

Students all study in the same way.
they are doing.
The teacher gives feedback

that helps students correct their Students memorise facts.
mistakes.
Students try things out and learn Students discuss a topic with
from experience and observation. guidance from a teacher.
The teacher asks closed questions

Students are mainly active.
(that have one correct answer).
The teacher marks students’ work,

Students are mainly passive.
giving students the correct answers.
The teacher dictates to students or

Students analyse information.
they copy from the board.
Task B. Roleplays: Follow the trainer’s instructions and perform group
roleplays for the rest of the class. You will be demonstrating what happens in
either a student-centred classroom or a teacher-centred classroom.

D1

Worksheet 1.3 D1
Developing an Effective, Engaging Classroom

Read the events of each lesson. Discuss how they are different, and what the
problems are with each.
Lesson 1: “King Anawrahtar and Khin Oo”

Teacher: Good morning, everybody.
Class: Good morning, Teacher.
Teacher: Sit down and turn to page 52 of your history book… Read the text together.
Class: “When the Burmese army retreated from the Mon area, a princess named
Khin Oo was given to King Anawrahtar as a present to be one of his queens.
The army was commanded by Kyansitthar, a famous knight, and he was
told to take care of the princess. When the army arrived in Bagan, soldiers
reported to King Anawrahtar that that they thought that Kyansitthar was in
love with Princess Khin Oo, though they were not sure. The King tried to kill
Kyansitthar by throwing his spear at him. Fortunately, however, Kyansitthar
was released when the spear hit the ropes tying his hands together.”
Teacher: I’m going write some questions on the board. Copy them into your exercise
books and write the answers.
She writes these questions on the board:

• When did King Anawrahtar live?
• When did he become king?
• Which empire did he found?
The students work in silence, writing in their books for most of the
lesson.
Teacher: Your homework today is to learn the text on page 53 of the textbook… Close
your books and stand up.
Class: Good bye, Teacher.
Lesson 2: “King Anawrahtar and Khin Oo”

Teacher: Hi, everybody. Yesterday we read the story of Khin Oo and King Anawrahtar.
What would you like to do today?
Moe Moe: Can we do a roleplay?
Yee Yee: I want to finish my story.
Nila: I want to draw a picture.
Teacher: Okay. If you want to do a roleplay, get in a group with Moe Moe. Everyone
else get the things you need and get on with what you want to do.
There is a lot of noise and confusion, with the children all doing different things
and no purposeful activity going on. Some spend the lesson running around the
classroom and others sit chatting. They seem to have a lot of fun. Eventually the bell
goes and they all leave the room.

D1 Worksheet 1.4
Fixed Mindset Vs Growth Mindset

Your mindset is your outlook on life. Our mindsets are usually shaped by our environment,
the people around us, and the challenges we face. A fixed mindset is when you think you
cannot change or improve your situation. A growth mindset is when you believe you can
improve things through exploration, dedication, trial and error and creative thinking.
Task A. In this scenario, the school has few resources for teaching science.
There is no money to buy any equipment or materials. Which teacher (X or Y) has a fixed
mindset and which has a growth mindset?
I don’t have the

materials I need to I’ll look for materials I can
teach science, so I’ll just use from my environment and
copy the textbook onto try my best to provide
the board. a hands-on lab.
Teacher X Teacher Y
Task B. The statements below represent a fixed mindset.

How would a teacher with a growth mindset respond?
2. The tests I give are
not effective. However,
1. I’m no good at I still use them because
maths, I can only I’m too busy to make
teach science. better ones.
4. I’m afraid the students

will ask me a question I
don’t know the answer to.
So, I don’t let them ask
many questions.
3. If the students don’t

understand my lesson it’s
their fault. They don’t work
hard enough or pay enough
attention.

Worksheet 1.5A D1
Peer Teaching – English Lesson (Secondary School)

Read the scenario and discuss the questions.
You are a Grade 10 English teacher. You teach at a village school. You have been given the
poem The Sun to teach to your class. You only have one copy of the poem, a blackboard
and some chalk. There are 27 students in your class, sitting in rows. The desks cannot be
moved. The students have an elementary level of English.
You want the students to understand how the poem uses rhyme. If you write the poem
on the board and ask the students to copy it into their notebooks, it will take over twenty
minutes of your class time.
You want to teach this poem in a way that will engage students.
Task A. Before you teach this lesson, discuss these questions:

• How would you introduce this lesson?
• What activities would you get the students to do?
• What resources would you find or make to help you teach the lesson?
Prepare and deliver a lesson to the rest of the class.
The Sun
The Sun that shines all day so bright,
I wonder where he goes at night.
He sinks behind a distant hill
And all the world grows dark and still.
And then I go to bed and sleep
Until the day begins to peep.
And when my eyes unclose, I see
The sun is shining down on me.
While we are fast asleep in bed
The Sun must go, I’ve heard it said,
To other countries far away,
To make them warm and bright and gay.
I do not know–but hope the sun,
When all his nightly work is done,
Will not forget to come again
And wake me through the window-pane.
— Anonymous
Task B. After you teach this lesson, discuss these questions:
• What went well, and why?
• What was challenging, and why?
• What would you do differently if you taught the lesson again?

D1 Worksheet 1.5B
Peer Teaching – Science Lesson (Primary School)

Read the scenario and discuss the questions
You work in a primary school in a small town. The school is in a small compound, next to
a park. The school has a few basic resources, including textbooks, exercise books, paper
and crayons for the students to use, and a blackboard and chalk, but there is no science
equipment. The next lesson is about the life cycle of the tree. You have one copy of the
diagram below for yourself.
You must teach the content to your class with the resources you have.
• What resources would you find or make to help you
teach the lesson?
Task B. After you teach this lesson, discuss

these questions:
• What would you do differently if you taught
the lesson again?

Worksheet 1.5C D1
Peer Teaching – Study Skills Lesson

(Post-secondary School)
Read the scenario and discuss the questions
You teach on a youth leadership course in a post-secondary school. Most of the students
have completed a traditional basic education system, where they sat in rows, listened
to the teacher and were tested on what they were taught. The course that they are now
attending requires them to do presentations as part of their preparation for community
work. However, because they are not used to speaking in class, this is difficult for them.
Below is a page from the textbook that you are using to prepare your students for their first
presentation.
You want to build the students’ confidence to speak in the classroom.

• What resources would you find or make to help you teach the lesson?
6.1 Public Speaking
Public speaking is a formal type of Public speaking uses many of the

communication. It usually involves an techniques that you have learned
individual (or small group) speaking to about effective communication, such
a larger audience. Most public speaking as clear speech, making eye contact
events have a set time, place and length and using non-verbal communication
of time for the speech. The objective of such as gestures and movement. Class
public speaking is usually to inform the presentations are an example of public
audience about a topic or to persuade speaking. You will probably need to do
them about a particular point of view. public speaking throughout your studies
The speech itself is formal and structured. and in many work situations in the
It has a clear introduction, main points future.
and a conclusion.
Task B. After you teach this lesson, discuss these questions:

• What would you do differently if you taught the lesson again?

Day 2: Classroom Culture – Background Reading
D2
Managing
Your Classroom
Classroom culture is about the behaviour expected in the classroom. This includes how
students work together, the relationship between the students and the teacher, and student
management.
The culture of the classroom is usually led by the answers. Techniques that encourage students
teacher’s expectations about how the students to take a guess – and do not punish them for a
should act. Some teachers expect students to wrong answer – create a more positive learning
sit quietly. Other teachers expect a bit of noise environment.
and movement, and include group work and
discussion activities in the lesson. Eliciting information from the students is a good
way to involve them in the lesson. By eliciting
Learner-centred classrooms encourage students answers from the students, the teacher can lead
to work together, discuss things and offer them to think about an issue and allow them
answers or ideas, even if they are not very to contribute their own ideas – one of the key
confident. This may create a classroom culture features of a learner-centred classroom.
very different from the teacher’s own experience
as a student and, initially, the teacher might Classroom management is important. Teachers
feel uncomfortable with this change. However, should try out different strategies, decide which
as teacher and students become familiar with a they feel comfortable using, and find out what
learner-centred classroom, this should lead to works best for different groups.
more effective learning.
At the beginning of a course, establish rules (or
Students might not be used to being asked for have the students participate in establishing
their ideas, so they may need to adapt to this rules). Write them down and stick them on the
way of working. For example, consider what wall. These rules can cover classroom behaviour
happens if a student gives the wrong answer such as how students treat each other, and
to a question. Some teachers dislike incorrect what happens with homework. Refer to them
answers, and shame students when they answer throughout the course to make sure students are
a question wrongly. This leads to a classroom sticking to them.
culture where students are reluctant to offer

Photocopiable 2.1 D2
Your Classroom Culture Experience

Do a Swap Questions activity. The trainer will give each of you one question
from the list below, and instructions for the activity.
#
What questions can the teacher ask
In a classroom, why might you
to make students focus on what
want to create rules?
they are studying?
What is the most difficult problem to How can you encourage students to
deal with during a lesson? take an active part in the lesson?
What is a good behaviour How can you check that

management technique for students understand what you
the classroom? are teaching them?
How can you ensure all students are How can you find out what students
involved in a class activity? already know about a topic?
Do you know any strategies for

How can you make sure that the
dealing with disruptive students?
students stay engaged and active?
What are they?
How can you ensure that students What can a teacher do while the
respect each other? students are working?
How can you make the students feel

How can you get students interested?
comfortable in the classroom?
What things might make a student How can you ensure students are
feel uncomfortable in the classroom? responsible?

D2 Worksheet 2.2
Routines, Techniques and Teaching Strategies for

the Classroom
Task A. Discuss these questions in pairs or groups:
1. What can you learn about your students? How can you learn all of their names?
2. How do you plan your lessons? Do they follow any particular format?
3. How do you start the lesson? What do you do? What do the students do?
4. How do you end the lesson? What do you do? What do the students do?
5. How do you know that everyone knows what to do when you give instructions for an
activity?
6. When you use pair or group work, how do you organise the students into the pairs or
groups?
7. If the class is noisy when you want to get students’ attention, what do you do?
8. What do you do if a student disrupts the lesson?
Task B. Do a Texts around the Room activity. Here are some classroom
management guidelines. Match them to the explanations on the walls.
1. Establish rules. 8. Ask different students to answer
2. Learn names. questions.
3. Have an entry and exit routine. 9. Have extra activities ready for fast
finishers.
4. Most lessons can be predictable.
10. Be consistent.
5. Check instructions before an activity.
11. Give praise.
6. Monitor the students.
12. Remember that your students are
7. Use attention-getting signals.
human beings.
Task C. In groups, discuss or act out one of these scenarios:

1. It’s five minutes before the end of the different people – not the friends that
lesson. The class has generally worked they usually work with and are now
well today. How do you finish the sitting next to. What do you do?
lesson? 7. Yesterday you moved Soe Lay and Bawi
2. The class are all working quietly on to the front of the class, as they were
an exercise that you have given them. talking and not doing their work. When
What do you do? you come in today you find that they are
3. May Nadi is a quiet but hard-working sat at the back of the class again.
student. Today she is sitting with her 8. The class has been working in groups,
head on the desk, not doing any work. discussing an issue. Now you want
4. You are the same age as your adult them to stop their discussion and report
students. You make a mistake on the back to the whole class about what they
board and a student, Aye Than, laughs have said in their groups. How do you
at you. do this?
5. Joseph is a clever student and 9. Pearl and Myint Myint San are both
frequently shouts out the answers to clever students and tend to finish their
questions that you ask the class. He work before everyone else. Today they
shouts out while you are waiting for a have finished and are talking, making
slower student to answer a question. jokes and disturbing the others who are
still working quietly.
6. You want the students to do an activity
in groups, but want them to work with

Photocopiable 2.2 D2
Explanations
#
a. In any classroom there is a variety of levels of ability. Some
students finish the work faster than others. To keep fast
finishers occupied, prepare something else for them to do.
This could be extra worksheets or books to read, or you
may want to give the stronger students the responsibility of
helping people who need more help.
b. Teachers have different ways of getting the attention of a

class. Some clap their hands, others ring a bell. Another
way is to walk around the room with your hand up saying,
“Put your hand up if you can hear me”, until everyone has
stopped what they are doing and is quiet.
c. Do not let the most confident students dominate the class.

It is important that everyone participates, and that the less
confident or weaker students are not ignored. It may be
useful sometimes to choose specific students to answer each
question.
d. Try to get around the classroom and spend at least a few

seconds with every student each lesson. It is important for
them to know that you have noticed them and are checking
what they are doing.
e. If you establish a rule at the beginning of the course, it is

important to maintain it during the course. You may want
the desks organised in a particular way or the room to be
tidied at the end of each lesson – make sure you stick to this
throughout the course.
f. Don’t assume students know what to do just because you do.

There are different ways you can check that students know
how to do an activity. For example, you can demonstrate
what you want them to do, or ask a student to repeat the
instruction back to you.

D2 Photocopiable 2.2
#
g. One of the most motivating things you can do is to tell
students when they have done something well. You can give
praise to both individuals and groups. You can give praise
for good work or good behaviour.
h. Knowing who the students are and being able to get the
attention of individuals when they are not looking at you is
very important.
i. Sometimes difficult behaviour is a result of something that

has happened outside the classroom. Some things are
outside the teacher’s control. If possible, it may be useful
to speak to a student privately to find out what is wrong
(however, they may not want to tell you).
j. At the beginning of a course, you may want to make a list of

rules for the classroom. It is useful if this process involves
the students, so they feel that they have some responsibility
for what happens in the classroom. Having consensus about
what is expected is likely to be more effective than simply
imposing rules from above.
k. After teaching a class for a while, students become familiar
with how things work in your classroom. This is especially
important at the beginning and end of the lesson. Make sure
that you stop the lesson a few minutes before the end so that
students have time to pack up their things and can leave the
room in an orderly way.
l. Although sometimes you will want to spend time on a special
activity or project, many of your lessons will probably follow
the same format. As long as the activities themselves are
varied, the class will become easier to manage once the
students become familiar with the sorts of things they are
expected to do.

Worksheet 2.3 D2
Eliciting and Prompting Techniques
A key feature of an active classroom is that there is not too much

teacher talking time. Eliciting is a way to engage students by
prompting and asking them questions, rather than providing all the
information.
Here are some techniques for this:
1. Ask questions about a picture or diagram.
2. Ask students for their own ideas.
3. Break big questions down into smaller ones.
4. Give examples.
5. If a student cannot answer, rephrase the question.
6. Remind students about things they have already studied.
Task A. Look at these examples d. The teacher says:

where a teacher provides “Here are some qualities of a good
information. How could you make political candidate: They should
each situation more learner-centred? be good at public speaking, hard-
a. The teacher says: working, honest and committed to the
community.”
“It is important for democracy that
people participate, to make sure that e. The teacher says:
the government is working in the “Nuclear science has made it possible to
interests of all the people. This reduces have another source of energy that is
the possibility of a small number of cleaner than fossil fuels, but it has also
people making all the decisions, based created a way to kill more people in
on their own needs and ignoring the times of war.”
needs of the rest of the population.”
f. The teacher says:
b. The teacher says: “This is the life cycle of a butterfly:
“The regular past simple of English - The adult butterfly lays eggs.
verbs is formed by adding -ed or -d
- The eggs become larva.
onto the end of the base verb.”
- The larva develops into a chrysalis.
c. The teacher says:
- The chrysalis becomes a butterfly.”
“Broad leaves are good for animals in
the forest because they give shade.”

D2 Worksheet 2.3
Task B. Match each scenario with one of the techniques (1–6) from the text on
the previous page.
a. The teacher asks: e. The teacher asks:

“Why is participation important in a “Is nuclear science more harmful than
democracy?” beneficial?”
After a few seconds no student has No student answers.
answered.
The teacher then asks:
The teacher then asks:
“What are some example of
“What would happen if people didn’t destructive ways nuclear science has
participate in a democracy?” been used?”
“What good things has nuclear
b. The teacher points to the board science allowed us to do?”
and says:
“Have there ever been any nuclear
“Look at these examples of the regular accidents?”
past simple verbs in English.
look looked f. The teacher says:
live lived “Look at this picture of the monarch
decide decided
How is the regular past simple
formed?”
c. The teacher asks:

“Why are broad leaves good for
animals in the forest?”
A student says:
“Broad leaves allow a lot of sunlight to
get to the animals.”
The teacher then says:
“Remember that broad leaves take up
a lot of space and block the sun. How
might this help the animals?”
d. The teacher asks:

butterfly life cycle.”
“What qualities do you want to see in
a political candidate? Give me some The teacher then prompts the
of your ideas.” students by asking questions
and using their answers to ask
additional questions:
“What does the adult do? It lays…”
“What happens to the eggs? They…”
“What happens to the larva? It…”
“What happens to the chrysalis?”

Worksheet 2.4 D2
Eliciting Vs Direct Transfer of Information

Task A. Your trainer will demonstrate two different ways of teaching the
mathematics topic of “two-dimensional shapes”. After each demonstration
complete the table.
Subject: Maths (Two-Dimensional Shapes)
What the Teacher Said/Did What the Students Said/Did
Demonstration 1
Demonstration 2
Task B. Complete the table. In the right-hand column, write questions that the
teacher could ask to elicit the same information.
Shape Statements Questions
1. A square has four sides. How many sides does a square have?
Square
2. The sides are the same length. Are all the sides the same length?
3. It has four angles. How many angles does it have?
4. Each angle measures 90°. How much does each angle measure?
1. A rectangle has four sides.

2. The sides are not all the same
Rectangle
length – two are longer and two are
shorter.
3. It has four angles.
4. Each angle measures 90°.
5. A triangle has three sides.

Triangle
6. The sides do not have to be the
same length.
7. It has three angles.
8. The angles total 180°.

D2

Worksheet 2.5 D2
Eliciting Techniques
Peer Teaching
Lesson A: Biology (The Human Skeleton)

You have this poster to show the students.
You also have this information, but your students don’t:
The human skeleton has three main components:
• bones
• joints – where the bones join each other, e.g.:
wrists, elbows, shoulders, hips, knees, ankles
• cartilage – the substance covering the bones
that stops them rubbing together and protects
them from damage.
The main functions of the skeleton are:
• to provide strength and rigidity to the body
• to protect the internal organs (the skull protects
the brain and the rib cage protects the heart
and lungs).
However, they have studied this topic a little already.

Think of questions to elicit information from students.

D2 Worksheet 2.5
Peer Teaching
Lesson B: English (Pronouncing the Present Simple Tense)

/s/ e.g.: likes, puts, laughs
/z/ e.g.: lives, rides, grabs
/iz/ e.g.: washes, catches

S
There are three ways
of pronouncing the ‘s’
on the third person
singular verb in the
present simple:
/s/ /z/ /iz/

Worksheet 2.5 D2
Peer Teaching
Lesson C. Environmental Science (The Water Cycle)

The water cycle:
• The sun causes liquid water to evaporate. The invisible water vapour floats high into
the atmosphere.
• The colder temperatures high in the atmosphere cause the water vapour to turn back
into tiny liquid water droplets – clouds.
• The tiny cloud droplets combine with each other and grow into bigger water drops.
When they get heavy enough, they fall to Earth as precipitation, such as rain and
snow.
• When rain hits the land or snow melts, it flows downhill over the landscape. This is
called runoff, which provides water to rivers, lakes, and the oceans.
• Some precipitation and runoff soak into the ground to become groundwater. Plants
use groundwater to grow. The water underground is always moving, with most of it
ending up back in the oceans.
• All plants ‘breathe’ and release water.


D2 Worksheet 2.6
Checking Understanding
It is important to ask questions to check that students understand what you are
teaching.
Look at the examples. They are from half way through each lesson, when students have
already been focusing on these topics.
Lesson 1. Biology (Secondary)

The teacher wants to check that the students
understand the process of photosynthesis. She
shows them this diagram and asks:
• Where do plants get energy from?
• What colour is chlorophyll?
• Where is it found?
• What do plants absorb from the air?
• What happens after carbon dioxide has
been absorbed?
• Where do plants get water from?
Lesson 2. English (Primary)

The teacher wants to check that the students understand prepositions of place.
• (puts pen in his bag). Where is the pen?
• (puts pen under his bag). Where is the pen?
• (puts pen next to his bag). Where is the pen?
• (puts pen on his bag). Where is the pen?
• Where is the bag?

Worksheet 2.6 D2
Checking Understanding
Lesson 3. Civic Education (Post-secondary)
The teacher wants to check that students understand the differences between legal rights
and moral rights, and the basis of human rights.
The teacher asks these questions:
• Which rights are part of the law?
• Which rights are based on what people consider right and wrong?
• Which people should have human rights?
• Which people should not have human rights?
• When do you get human rights?
• Are human rights moral or legal?
• Who wrote the Universal Declaration of Human Rights?
1.4.1 – Rights
Rights are similar to rules. They Our modern understanding of
give people: human rights comes from several
international documents written
• permission to do/have after the end of the Second
something, or; World War in 1945. One of the
• protection from something or most important is the Universal
someone; or; Declaration of Human Rights
• entitlement to do/have (UDHR). It was written in 1948
something. by the United Nations. The
declaration describes human
It is important to understand that rights as:
there are two kinds of rights: legal
rights and moral rights. Legal • universal – they are the rights
rights are protected by laws. Moral of all people, from birth;
rights are rules about what you • inalienable – people cannot
should or should not be allowed ever lose these rights;
to do/have, according to ideas of • indivisible – they cannot be
right and wrong. Human rights are separated from each other.
moral rights which every person is
born with.

D2 Worksheet 2.7A
Peer Teaching – A
What questions could you ask to check that students understand these
concepts?
Mathematics (Middle School)
The Three Types of Triangle
An equilateral triangle An equilateral triangle has three equal

sides and three equal angles.
An isosceles triangle An isosceles triangle has two equal sides

and two equal angles.
A scalene triangle A scalene triangle has sides of different

lengths, and the angles are all different.

Worksheet 2.7B D2
Peer Teaching – B
concepts?
Civic Education (Post-Secondary School)
1.1 Citizenship: A Definition

We can define citizenship in different ways. In international law, citizenship is a legal relationship
between an individual and a country. We can say that a person is a citizen of Britain, Thailand or
Myanmar. Citizens often have passports, birth certificates and other legal documents that prove
that they are members of a country. Citizens have rights in their country. In exchange, they have
certain responsibilities, which may include military service, paying taxes and obeying the laws of
the country.
Some people feel that this legal definition of citizenship is too simple. They say that citizenship is
also an activity. It is about citizens developing communities that reflect their values.
The idea of citizenship as firstly an activity (active citizenship) and
secondly a legal status (legal citizenship) has become more popular
around the world. Read how several international organisations define a
citizen:
A citizen is someone who:
• is able to analyse, evaluate, take and defend positions on public
issues, and to use their knowledge to participate in civic and
political processes. (Civicus, 2011)
• is willing to investigate issues in the local and wider community;
• has the ability to analyse issues and to participate in action aimed at
achieving a sustainable future. (UNESCO, 2010)
• participates in and contributes to the community at a range of levels
from global to local;
• is willing to act to make the world a more sustainable place;
• takes responsibility for their actions. (Oxfam, 2009)

D2 Worksheet 2.7C
Peer Teaching – C
concepts?
English (Secondary School)
can, can’t, could, couldn’t

Read each statement and tick the appropriate columns on the right.
Statement time ability

present past able not able
1. I can use a computer.
2. I can’t stand on my head.
3. I could count to ten when I was three.
4. I couldn’t use a computer when I was three.
5. I can’t remember how to use the remote control.
6. I could run a marathon when I was younger.
7. I can sing well.
8. I couldn’t talk when I was born.

Day 3: Activities – Background Reading D3
Activities in a
Lesson
This section looks at different types of activities that can be included in a lesson, and the
stages (parts) of the lesson where they fit best.
Some activities, like brainstorming, are simple groupings during a lesson is a good way to vary
and likely to be used often. Others require more the pace of the lesson and keep students active.
preparation, more time and more resources.
Teachers should take the opportunity to try out Once the teacher has planned their lesson, they
different activities and see which work best for need to prepare the delivery. As well as preparing
them. As they gain more experience of teaching, materials for each activity, it is important to be
they will more easily identify activities that are ready with the instructions. Giving instructions is
suitable for different stages of a lesson, and those a skill – one that can be practised and improved.
they are comfortable with using. Teachers should think carefully when giving
instructions, and check that students understand
Different activities require different groupings. what to do before starting an activity. This is
Some are individual, with each student working especially important when you are doing a new
on their own. Some are best done in pairs, or with and unfamiliar activity, particularly if it involves
a small or large group. Others are whole-class a lot of different steps.
activities. Grouping the students can have a
significant impact on the classroom environment Variety is important in a lesson. Using different
and therefore on the attitude that students activities can help keep students active.
develop towards learning. Using different

D3 Worksheet 3.1
What Is an Activity?
Part One: Partner A reads. Partner B writes.
An activity is anything students do in a lesson. It can

include anything from a short exercise to a longer
project. Some activities may be very quiet as students
sit quietly and think, and some may be very noisy as
students move around the classroom.
Part Two: Partner B reads. Partner A writes.
Teachers can organise activities so that students work

individually, in pairs, in groups or as a whole class.
One feature of a well-planned lesson is that it has a
mixture of different types of activities, so that the pace
of the class varies.

Worksheet 3.2 D3
Grouping (A Jigsaw Reading Task)

In pairs, read the information (either the Partner A text or the Partner B text)
and make notes in the relevant parts of the table. From your notes, explain the
information to your partner. Listen to your partner and make notes about what
they say in the blank parts of your table.
Partner A – On Whole Class Work and Individual Work

Sometimes, the best type of classroom organisation is when the class works together
as a whole group. This is particularly useful when the teacher is presenting information
or reviewing what the students have been taught. However, when everyone is working
together, individual students get fewer opportunities to speak or contribute to the lesson.
Whole-class teaching does not encourage individual contributions and discussion, as
speaking out in front of a whole class is often more stressful than speaking in smaller
groups. There are also times when the teacher wants students to work individually, like
writing or reading a text. Being able to work on their own sometimes allows students of
different levels of ability time to reflect and work at their own speed. This is a good way to
vary the pace of the lesson.
Advantages / Useful for… Disadvantages / Difficult when…

Whole Class
Pair or Group
Individual
Partner B – On Pair Work and Group Work

Pair work and group work have many advantages. They encourage cooperative activity,
as the students involved work together to complete a task. They may be discussing a topic,
doing a roleplay or working together on a project. In pairs and groups students usually
participate more actively, plus they have more opportunity to develop the social skills
required for cooperation. However, group work and pair work can be problematic. Some
students may not like their partner or the people in their group. Some students may be
uncomfortable working without constant teacher supervision, and may not appreciate the
student-centred nature of these groupings. Some activities, such as practising speaking
skills in a language lesson, cannot be done when an individual works alone.

D3 Worksheet 3.3
Effective Group Work

Effective group work requires you to:
d. listen to and understand other
a. share a common goal with group
people’s ideas
members
e. contribute your time and ideas
b. share work evenly between group
member f. accept criticism
c. clearly communicate your ideas, g. manage conflict and disagreement
thoughts and feelings
Task A. In groups, answer the questions.

A. Which of these scenarios are examples of effective group work?
i. Nang Seng talks quietly to the group while looking down and the other members do
not understand her point.
ii. Khin Khin thinks the group presentation should be on education. Thida Win thinks it
should be on health and Khu Paw thinks it should be on community development.
iii. Salai Aung and Ali disagree about how to do a presentation. They agree to include
some of both of their ideas so the group can do the presentation.
iv. Mahn Mahn is doing the research, writing the presentation, and presenting most of it
although there are four people in the group.
v. Myint Htwe tells David that his idea for the presentation is good but still needs some
work. David agrees and thanks him for his criticism.
B. For the examples that are not effective group work, why they are not effective? Which
point (a-g) does it most closely relate to?
Task B. As a group, discuss your experience of working in groups on the previous

task.
• What were the benefits of working in a group?
• What were the difficulties of working in a group?
• As a class, reflect on your observations.

Worksheet 3.4 D3
Ways of Grouping Students

Task A. Here are some ways to organise students do different activities.
Classify each activity into the most appropriate arrangement. Some can go into
more than one category.
a. homework b. debates c. exams d. peer tutoring
e. science experiments f. brainstorming ideas g. presentations
h. projects i. roleplays j. taking notes k. writing a summary
l. silent reading m. discussions
1. whole class 2. group 3. pair 4. individual
Task B. Here are some activities from 3.2 and 3.3. Put them in the chart.
Activity 1: 3.2: Jigsaw reading
Activity 2: 3.3: Task A – Identify the examples of effective groupwork
Activity 3: 3.3: Task B – Evaluate the benefits and difficulties of working in a group
Task C. Add other activities you have done during this course.

D3 Worksheet 3.5
Using Activities in Your Lesson

Task A. Brainstorm activities you can do in a lesson. Write them on the board.
• e.g.:
• sing a song
• answer comprehension questions about a text
Task B. Match the activities to the characteristics.

Look back at the worksheets and activities from 3.2 and 3.3:
1: 3.2 Jigsaw reading
2: 3.3 Task A – Identify the examples of effective groupwork
3: 3.3 Task B – Evaluate the benefits and difficulties of working in a group
Match them with these characteristics. Activities can match more than one
characteristic.
i. Students use their own ideas.
ii. Students work with a partner.
iii. Students consider what they are going to study, and what they already know
about it..
iv. Students work in groups.
v. Students review the content of the lesson.
vi. Students work individually.
vii. Students cooperate with each other.
viii. Students work as a whole class.
Look at this example activity,

What preparation do you need to do if you want to use this activity in your lesson? What
are the practicalities of using this activity? For example:
• Preparation – You need to find a suitable picture that matches the topic of the lesson.
• Practicalities – The picture needs to be big enough for the whole class to see it.
Picture Prompt
Instructions:
a. Show the class a picture about the topic.
b. Ask questions about the picture and the topic.
Task C. Look at example activities A-D and

discuss these questions:
• What preparation do you need to do if you want
to use this activity in your lesson?
• What are the practicalities of using this
activity? For example:

Worksheet 3.5 D3
A. Predict from the Title

a. Write the title of the text on the board.
b. Students guess what will be in the text. Write all their predictions on the board.
Renewable and
mining
non-renewable energy climate change
- types of energy
- dams
- wind power
- climate change
- mining
B. Order the Text

a. Copy the text so there is one per student, pair or group. Cut it into phrases, sentences or paragraphs.
b. Students put the text in order.
ligions, such
Organised re d
ty, Islam an
as Christiani
ve clearly
Buddhism, ha
ines and
defined guidel ve Non-orga
w to best li nised re
goals for ho ve as animi ligions,
ey also ha sm (the such
your life. Th animal o w orship o
leadership r nature f
some form of a genera spirits)
and include l belief , have
or hierarchy are not s ystem, b
gious sites. represen ut
specific reli or speci
fic guide
ted by l
eaders
is the m lines. A
ost anci nimism
Many ele e nt relig
ments of ion.
with oth it have
mixed
s, people in er relig
Over the year started
to pract
ions tha
t people
practised ise late
Myanmar have r.
religions,
a variety of
ddhism,
including Bu ism
, Islam, Anim
Christianity
. Some people
and Hinduism any
ve practiced
might not ha
all. Religion
religion at
y organised
can be broadl
gories.
into two cate

D3 Worksheet 3.5
C. Classify the Information

After students have read a text, they take information from it and put it in categories, e.g.:
• Different types of things mentioned in the text:
• Different types of information mentioned in the text (opinions for and against, quotations, facts and
opinions, causes and effects etc).
higher life lower life people things places

expectancy expectancy
- bus drivers - companies - eight bus
- people with better - people with worse - politicians - whistles stops in
living conditions living conditions Yangon
- volunteers - pamphlets
- people in the - people in some - Parami
- women - buses
USA, Western African countries bus line
Europe and Japan - commuters
- friends,
family and
colleagues
Follow-up
Students explain how each of these are related to the main point of the text.
D. Text to Timeline
a. Students identify the most important events in the text.
b. They design a timeline and put the events, with the years they happened, on it.
Encourage students to write events on the timeline in their own words, rather than copying directly from
the text.
Variation
Tie a piece of string across the length of the class.
Set the scale. For example, the length of two hands could equal ten years on the string.
Students write important events on paper and hang from the string.
You can also do this with tape on the floor or walls of the classroom.
Mote Oo Education: Activities for Social Science Teaching

Worksheet 3.6 D3
Giving Instructions
Here are the pictures and the information for a ‘Spot the Difference’ activity:
Task A. Make a list of exactly what the students have to do.
For example. They have to work with a partner.
Information:
In pairs, students describe Picture A or Picture B. They don’t look at each others’
pictures. They identify six differences between the pictures.
Partner A
Partner B

D3 Worksheet 3.6
Task B. Here are a For this activity you have to work with a partner.
teacher’s instructions
to students before they One of you is A and the other is B. Put your chairs like this and
start this activity: sit back-to-back. You have to talk to your partner and describe
your picture. Your partner has a similar picture, but there are
some differences between them. As you listen to your partner
describing their picture, you have to find the differences. Make
sure you don’t look at your partner’s picture. You must only
look at your picture and describe it to your partner.
There are six differences between the pictures, which you have
to find.
Partner A, take Worksheet A and Partner B, take Worksheet B.
You can start the activity now.
Complete the chart with instructions that match the action(s). Use simple language, and
keep the instructions short.
Teacher’s instructions Teacher and Student Actions
e.g. Work with a partner. The teacher puts students in pairs.
1.
Students decide who is A and who is B.
As put their hands up.
Bs put their hands up.
2.
The teacher puts two chairs back-to-back and
shows the students how to sit.
3.
The teacher demonstrates that they must not
show their picture to their partner.
4.
Students take the pictures from the teacher.
5.
The teacher describes a detail on Picture A.
A student with Picture B describes what is
different about their picture.
6.
The students put their chairs back-to-back
and start the activity.
The teacher monitors the students.

Worksheet 3.7A I D3
Peer Teaching – Activity Instructions

Describe the Picture – Group work
• Cut the sheet into separate pictures. Put them in a pile face-down in the middle of the
table.
• The first person takes one picture and describes it. The others in the group guess
what it is.
• The second person takes the next card, describes it and the others guess what it is.
• Continue in the same way until all the pictures have been used, or time is up.
torch hosepipe
# ladder rope
saw toolbox wheelbarrow tape measure
screwdriver hammer lighter chopsticks
tin opener calendar keyring chopping board
vase ladle corkscrew candle
scales lamp sieve coat-stand

D3 Worksheet 3.7A II

Jigsaw Reading – Pair work
• Put the students into pairs. Cut the worksheet into two pieces and give each partner one
half.
• They each read their text, and take notes about it in the table.
• Then they tell their partner about their text in their own words, using their notes.
• They listen to their partner talk about their text and make notes.
Partner A: The Rocky Mountains
The Rockies are a mountain range in the west of North America. They run from Canada
down to Southwestern USA. They run for over 3,000 miles (4,830 km). The highest peak
in the Rockies is Mount Ebert. It is 14,400 feet (4,400 metres) above sea level. The Rocky
Mountains have unpredictable weather, which can change rapidly. As with other highland
climates, the climate changes with increasing altitude. In general, the Rockies have mild
summers, cold winters and a lot of precipitation. In the winter there is deep snow, high
winds, and sudden blizzards are common.
Rocky Mountains RakhineYoma/Chin Hills
Location
Length
Highest
Peak
Climate

Partner B: The Rakhine Yoma/Chin Hills
The RakhineYoma/Chin Hills range of mountains run from the Himalayas to the south of
Myanmar. Altogether they are 600 miles (950 km) long. The highest peak in the range is
Mount Victoria, which reaches 10,500 feet (3,053 metres). Their height decreases in the
south and the range continues under the Bay of Bengal. The climate in the RakhineYoma/
Chin Hills changes with the elevation. There are tropical, subtropical and temperate
climates.
Rocky Mountains RakhineYoma/Chin Hills
Location
Length
Highest
Peak
Climate
Mote Oo Education: Planet Earth

Worksheet 3.7A III D3

Roleplays – Pair work
• Put the students into pairs.
• Cut the worksheet into separate roles. Give each pair an A and B card of a situation.
• They prepare what they have to say.
• Then they act out the roleplay with their partner.
• At the end they tell the class the outcome of their roleplay.
#
Situation 1 – A
Situation 1 – B
You have a guest from overseas staying
You have just arrived at the house
with you. They have just arrived. In
where you are staying on your first visit
order to make them welcome you
to a foreign country. You sit down for
are serving a local speciality. The
your first meal and are presented with
ingredients were expensive and you
something that you find completely
have spent all day preparing it, but you
inedible. It smells awful and you do
are sure that your guest will like it and
not like the look of the ingredients. You
obviously, as a good host, you want to
really can not eat it, but do not want to
make sure that your guest has plenty to
offend your host.
eat after the long journey.
Situation 2 – A
Situation 2 – B
You are in a shop trying on a nice suit
You have just gone into a shop and see
you want to wear to a friend’s party
a friend trying on a new suit. You think
tomorrow night. You really like it and it
they look absolutely awful in it. You
looks great on you. As you are stood in
think you should tell them what you
front of the mirror admiring yourself,
really think, but you know that they
your friend comes into the shop. You
are not very confident and do not take
are really pleased with how good you
criticism well, especially with regard
look in the suit, but want to ask your
to how they look.
friend’s opinion of it anyway.
Situation 3 – A
Situation 3 – B
You want to borrow your friend’s
Last time your friend borrowed your
motorbike to go out tomorrow. You
motorbike it came back with a big
have borrowed it before and are
dent in it. You were angry, not just
always really careful with it, but last
because of the dent, but also because
time it got scratched when someone
they did not say anything about it. You
ran into you. You forgot to tell your
think your friend is very irresponsible
friend, but it was such a small scratch
and you have decided not to let them
that you didn’t think they would notice
borrow it again.
anyway.

D3 Worksheet 3.7B
Activities Feedback Checklist
Activity _________________ Trainee

_________________
• Was the activity well-prepared?
• Were the students grouped appropriately for the activity?
• Did the teacher give step-by-step instructions?
• Did the teacher use simple language to give instructions?
• Did the students understand what to do?
• Did the teacher check that the students were doing the activity correctly?

Day 4: Lesson Planning – Background Reading D4
ages of a Le
St ss
he o
n
T
In order to deliver a well-planned lesson, you need to know the objective of the lesson.
The lesson objective informs all decisions about students to read a text, listen to an explanation,
the content of the lesson. All activities that are or perhaps watch a video. However, there are
included should work towards achieving the also many other activities that present new
objective. Examples of objectives are: information in a variety of ways..
3. The presentation is followed by activities that
■ Students will be able explain the main causes enable students to practise the material. This
of World War II. could be controlled practice exercises, where
■ Trainees will be able to talk about their you check that students understand the new
job, describing the main tasks they need to content. Examples of this are comprehension
perform. questions, summarising or identifying the key
■ Students will be able to count to 100. points. It might be free-practice activities, where
■ Learners will be able to design a machine that students write their own ideas about the topic,
generates electricity using wind power. design an experiment or perform a roleplay.
4. The final stage is a review of what has been
A good lesson plan includes a variety of activities covered during the lesson. You can use almost
that follow a sequence of stages. One useful any activity to review key learning points.
lesson format is:
This is a simple format that can be used for any
1. Start with an introduction activity that subject and will help you to deliver a focused
prepares the students for the subject of study. lesson.
Introduction activities might focus on activating
students’ prior knowledge, opinions, ideas It is important to plan your lessons. This gets
or experience related to the topic. Other easier as you gain experience. Lesson planning
introduction activities get students thinking does not need to take a long time. Some teachers
about the topic, and encourage their enthusiasm prefer a detailed lesson plan, while others like
to learn more about it. to scribble some notes on a piece of scrap paper.
2. Have a presentation of the material students Generally, the less confident you are about
are going to focus on. The most common teaching your subject, the more helpful a detailed
type of presentation is where the teacher tells lesson plan is.

D4 Worksheet 4.1
The Lesson Plan

Task A. Do an acrostic board race with the phrase LESSON PLANNING.
Task B. List reasons for planning and not planning lessons.
Task C. Match the components (a-g) to the key questions (i-vii).
a. Objective(s) i. What am I going to do in each part of the lesson?

ii. What is the point of the lesson? What do I want the students to
b. Curriculum be able to do by the end of this lesson?
c. Activities iii. What materials or equipment do I need for each part of the
lesson?
d. Grouping iv. How should I organise the students for each activity? Should I
put together students of the same level of ability or mix them up?
e. Timing v. What have the students done already? What are they going to
do next?
f. Resources
vi. How long will each activity take?
g. Students vii. Who are the students?
Task D. Which components of a lesson plan (a-g) would have this information?
1. textbooks, paper, crayons, small balls (two for each group)
2. Students studied centres of gravity in the previous lesson, and are going to look at
the relationship between Newton’s laws of motion in the next lesson.
3. individuals / pairs / groups / whole class
4. 27 adult students aged 18–23, preparing to teach physics in high schools.
5. 10 minutes / 15 minutes / 30 minutes / 5 minutes
6. Students will be able to demonstrate examples of Newton’s second law of motion.
7. Quick class quiz on prior knowledge of the topic/ students do a jigsaw reading, make
notes and explain to partners / groups think of practical demonstration techniques
and demonstrate them / evaluate which demonstrations worked best.

Worksheet 4.2 D4
Model Lesson Plan

Complete this plan after the model lesson has been taught by the trainer.
Grade and subject Grade 4, first language creative writing
Students 28 children aged 10–11
Topic(s) Adjectives to describe a house
Students will be able to describe their

Objective(s)
dream home in writing.
Lesson stage Timing Activities Resources

a. b. c.
Introduction
d. e. f.
Presentation
g. h. i.
Practice
j. k. l.
Review
m. n. o.
Follow-up

D4

Worksheet 4.3 D4
The Lesson Topic

Task A. Here are some things a teacher needs to think about when planning a
lesson. What order would you place them? Put them in the diagram.
• objectives of the lesson
• subject
• topic of the lesson
• activities
a. b. c. d.
Task B. Classify these into subjects, topics, objectives and activities.

Subjects Topics Objectives Activities
fractions brainstorming maths jigsaw reading debate
seasons in the temperate zones of the Earth biology
how men and women are represented in the media
students will be able to give examples of definitions of citizenship
the Opium Wars ways of resolving conflicts
students will be able to explain the process of photosynthesis
Task C. Look at the sample learning materials worksheets in the Appendix.

For each, decide:
• what subject the materials are for
• what the topic of the lesson could be.
Task D. Think of lessons you taught recently or are going to teach. What were/
are the topics of the lessons?

D4 Worksheet 4.4
Lesson Objectives
A well-written objective has certain features:
• It focuses on the students and what they will be able to do by the end of the lesson.
• It uses an action verb.
• It is specific, realistic and measurable.
Look at the objective from the model lesson plan in 4.2:

Students will be able to describe their dream home in writing.
• It starts: ‘Students will be able to…’
• It uses the action verb ‘describe’;
• It says exactly what the students are going to do; it is possible for students of this
level; and the teacher can see how well they have done.
Look at the following examples of weak objectives written to be better:
Weak Objective What is wrong? Stronger Objective
Students will be able

To teach about the
to explain the events
events that led to the This is written from the teacher’s
that led to the British
British colonizing perspective.
colonizing Burma in
Burma in 1885.
1885.
Students will be able to

Students will read This does not say what they
summarise ‘The Arrow
‘The Arrow and the students will be able to do by the
and the Song’ in their
Song'. end of the lesson.
own words.
Task A. Which of the objectives are well written? Which are not?
Rewrite the ones that are badly written.
a. Learners will know which countries are in ASEAN and the names of their capital
cities.
b. Learners will be able to give examples of recent developments in Myanmar and
their impact on human rights issues.
c. To teach students to compare and contrast the relationship between King Vidaeharit
and Mahawthada at different stages of the story.
d. Learners will learn about different energy sources, including fossil fuels, solar,
wind and wave power and nuclear energy.
e. Learners will be able to identify and describe different organs of the human body.

Worksheet 4.4 D4
Lesson Objectives
Task B. For each topic choose two action verbs and write lesson objectives.
1. Burmese numbers 1–10
compare evaluate
2. how men and women are portrayed in the media
contrast read
3. waste disposal methods in cities describe write
Task C. Choose a lesson from the Appendix. Look at the content and decide
what each lesson objective should be.

D4 Worksheet 4.5
Lesson Stages
Task A. Look at this lesson plan and label the lesson stages with these terms:
Presentation Review Practice Introduction
Class: Social Science Subject: Gender

Objective: The students will be able to compare how men and women are
portrayed in the media.
Stage Activity Resources
Prepare a list
Students look at a list of words and put them into
of words and
1. categories (women / men / both / neither), depending
write them on
on who they think they are typically used to refer to.
the board.
Students work in pairs. Each student (A/B) reads a text.
Cut texts in
2. Then they ask and answer questions about the other
two.
person’s text.
Put pictures
Students walk round the room looking at pictures from from
3. the media on the walls. They see how they compare to magazines an
the information in the texts. internet on
walls.
The class has a discussion about what they have learned

4.
about how women and men are portrayed in the media.

Task B. Match the lesson stages (1-4) to their purposes (a-d).
Stages Purposes
a. Students receive new information, skills and

1. Introduction
ideas.
b. Students think back about what they have done.
2. Presentation
c. Students do activities to help them use the new
3. Practice
information and skills.
4. Review
d. Students do activities to focus their attention on
the topic and access their prior knowledge of it.
Task C. Put together the two lesson plans that the teacher will give you, with
the stages of the lesson and the activities in the correct order.

Lesson 1
Subject: Politics
Topic: The requirements for a country to have a successful democracy
Objective(s): Students will be able to evaluate the advantages and disadvantages
of democracy.
Stage of lesson Activities
Introduction Brainstorm the strengths and weaknesses of democracy.
Students read a text about the strengths and weaknesses of
Presentation democracy and answer comprehension questions
about the text.
Students have a debate about democracy: one side argues in
Practice
favour of democracy, the other against.
Students say what the most important advantages and
Review
disadvantages of democracy are. #
Lesson 2
Subject: English
Topic: Vocabulary for family members
Objective(s): Students will be able to describe their own family.
Stage of lesson Activities
Board race: Students write vocabulary for family members on
Introduction
board.
Students listen to descriptions of families and identify family
Presentation
members in pictures.
Practice 1 Students complete sentences about people in the pictures.
Students ask and answer questions to complete family trees in
Practice 2
pairs.
Practice 3 Students draw their own family tree and present it to the group. .
Teacher checks students’ knowledge of family members
Review
vocabulary. #
Lesson Plans
D4 Photocopiable 4.5
D4 Worksheet 4.6
Using Activities to Meet Objectives
Task A. For each objective choose the activity that best helps students to
achieve it, and explain your choice. For example:
Students will be able to explain the events that led to the British colonizing Burma in
1885.
a. Students memorise the dates for the events related to colonization.
b. Students draw a timeline of the events, showing the chain of events in the
colonization of Burma.
Answer: b.: Knowing the date of the events does not help students understand the cause and
effect relationship between them. Considering how the events link to each other should
help them better understand and explain this.
1. Students will be able to identify and 5. Students will be able to describe and
name different organs of the human evaluate different waste disposal
body. methods used in cities.
a. Students label a diagram of the a. Students do an internet research
organs in the human body. project, looking at waste disposal
b. Students translate the words for the methods in different cities in the
organs from English into Burmese. world.
b. Students go round their local area
2. Students will compare and contrast
and collect the rubbish off the
the relationship between King
streets.
Vidaeharit and King Mahawthada at
different stages of the story. 6. Students will be able to describe
a. Students list the events in the story the features of the earth and give
that involve the two characters. examples of how the earth differs
b. Students memorise the story and from other planets in the solar
take turns to recite it to the rest of the system.
class. a. Students write the names of the
planets.
3. Students will be able to read and write
b. In groups students make models
the numbers 1–10 in Burmese.
of the earth and other planets, and
a. Students sing a song which includes
label the key features of the planets.
the numbers.
b. Students match the written numbers 7. Students will be able to list the main
to pictures of objects. Each picture sections of a CV and write a letter of
has a different number of objects in application for a job.
it. a. Students copy out the model letter.
b. Students look at job adverts on
4. Students will be able to compare
a website and list the skills and
and contrast the ways that men and
qualities needed for some of the
women are portrayed in the media.
jobs.
a. Students look at pictures from the
media. They make two lists – one of 8. Students will be able to identify the
the characteristics the men shown main issues in time management.
and the other of the women. a. In pairs students use a questionnaire
b. The teacher dictates a list of the to find out how each other manages
features shown in the pictures. their time.
Students write this down. b. The teacher gives all the students
a list of instructions about how to
manage their time.

Worksheet 4.6 D4
Task B. Match the activities to the lesson stages in this lesson outline.
review introduction practice presentation
Activity Stage
1. The class brainstorms rooms in a house and things that are in
them.
2. The teacher reads a description of a home, students listen.
3. Students describe their dream home to their partner.
4. Students draw a picture of their dream home.
5. Students write a description of their dream home.
6. Students swap descriptions and find the matching pictures.
7. The teacher highlights interesting and useful new vocabulary.
Task C. Here are some activities. Decide for which stage(s) of a lesson they are
most appropriate.
1. Prediction question
Write a question on the board about the topic the students are going to study, to
get them thinking about new ideas.
2. Three facts – two questions – one opinion
After students have studied a new topic, they write:
• three new facts they have learned
• two questions they still have about the topic not discussed in class
• one opinion they have about the topic.
3. Recreate the lesson
In groups, students list everything they did during the lesson.
4. Jigsaw reading
Split a text into two parts. Put students into pairs. Give pairs one half each to read
and make notes about it. Once they have finished they put the text away and
summarise the content of the text to their partner.
5. True or false?
After students read a text, give them statements about the text. They decide
whether each statement is true or false. If it is false, they make it into a correct
statement.
Task D. List activities that you have done during this course, and other
activities that you know. Decide which stage of the lesson they best fit into.
Make class lists for each stage.

D4 Worksheet 4.7
Peer Teaching Preparation and Feedback

Task A (Preparation, Day 4)
1. Decide what information you want to include in your lesson plan.

All plans must include the objective(s), the activities or procedures, and the
resources.
2. Design a lesson plan template.
3. Decide on the topic of your lesson.
4. Decide on your lesson objective (s).
5. Decide what activities to include in your lesson.
6. Decide what resources you need, and prepare them.
7. Complete the lesson plan.
Task B (Preparation, Day 4)
1. Divide the lesson into sections and decide who is going to teach which part.
2. Practice teaching your lesson.
3. Review your lesson and make any changes needed to improve it.
4. Write the final version of your plan.
Task C (Feedback, Day 5)
1. Pair with another group – you are going to review and give feedback to each other.
2. Teach your lesson to the others in the class (or to another group).
3. In your group, discuss the lesson you have observed and complete the observation
and peer review sheet.
4. Sit with the other group and take it in turns to give each other feedback.

Day 5: Peer Teaching and Review – Background Reading D5
Peer and
Teaching Review
Teaching is a process that requires preparation, delivery and reflection. Once the teacher has
finished teaching a lesson, this is not the end. It is useful to review each lesson and think
about how to improve it.
A key question that teachers can ask themselves with the important aspects of a well-planned
is: If I were teaching the lesson again, what would I lesson.
change?
As well as thinking about the weaknesses, it
Preparing a lesson can be a lengthy process, is important to identify what went well in the
especially for an inexperienced teacher. With time lesson and to reflect on this, too.
it should become easier, as the teacher is able to
reuse ideas and materials and becomes familiar

D5 Worksheet 5.1
Peer-Teaching
As you observe a lesson, review how it went. For each observation point, decide
and tick if it needs improvement, or is good or excellent. Explain your scores in
the comments boxes.
Feedback Form
Scores
Observation points Needs Comments
Good Excellent
Improvement
The plan had all the

necessary information.
The lesson had a well-

written objective.
The lesson followed

a logical sequence of
activities
The lesson had a

variety of activities that
helped the students to
achieve the objective
The teacher used

techniques that
encouraged active
learning.
The teacher grouped

the students in suitable
ways for the activities.
The teacher coped

with the physical
restrictions of the
classroom.
The teacher used

appropriate strategies
for dealing with
behaviour problems.

Worksheet 5.2 D5
Review of Peer-Teaching
Discuss these questions:
■ What were the biggest challenges you faced in preparing your lesson?
■ How did you overcome them?
■ How would you change your lesson if you taught it again?

D5 Worksheet 5.3
Course Review, Reflection and Next Steps

Task A. What are the most important things you learned on this course?
1. Individually think of the three most important things you learned on this course.
2. Discuss these in pairs. Agree as a pair on the three most important things from
the course.
3. Join with another pair. Agree on the three most important things.
4. Discuss this as a class. Can you agree on the three most important things?
Task B. Brainstorm challenges you face as a teacher.

1. Make a class list on the board.
2. As a class, rank these in order from most to least difficult.
Task C. In groups, create

an action plan to deal with
Good Teacher Contract
these challenges. Take one
or two of the challenges,
and list ideas to overcome Date____________
these challenges.
I ___________________ (your name) am going
going to be a
teacher. To be a good teacher, I must do the following
Task D. Write a contract to things:
yourself about how to be a
good teacher. 1.
2.
Task E. As a class. list 3.
ways you can upgrade your
teaching knowledge and 4.
skills in the future.
5.
6.
If I have challenges with teaching, I can do these things:
1.
2.
3.
4.
As a teacher, I will try hard and do my best.
__________ (your name)
__________ (your trainer)

Appendix: Sample Learning Materials
I – Middle School
Multiplication of simple fractions
5 2 These are numerators

⁄ ⁄
8 4 These are denominators
STEP ONE: Multiply the numerators.
5 2 10
⁄ × ⁄ =
8 4
STEP TWO: Multiply the denominators.
5 2 10
⁄ × ⁄ = ⁄
8 4 32
STEP THREE: Simplify the answer to the lowest form possible. Look for common factors you
can divide the numerator and denominator by. Here, both 10 and 32 are divisible by 2.
5 2 10 5
⁄ × ⁄ = ⁄ = ⁄
8 4 32 16
Exercises
2 5 3 6
1. ⁄ × ⁄ = 4. ⁄ × ⁄ =
3 4 9 27
7 12 8 6
2. ⁄ × ⁄ = 5. ⁄ × ⁄ =
10 14 1 8
1 2 12 3
3. ⁄ × ⁄ = 6. ⁄ × ⁄ =
6 6 3 12


II – High School
The three states of matter are solid, liquid and gas. The molecules of a solid are close together and move
slowly or not at all. If you add energy (such as heat), the molecules begin to move faster and get further
apart. The change in energy makes the solid change to liquid. If you add more energy, the molecules
begin to dance excitedly and get even further apart. The matter changes to gas.
You can study the three states of matter by doing this experiment:
Fill Balloon 1 with air. What shape is the balloon? What happens when you
manipulate it?
Fill Balloon 2 with water. What shape is the balloon? What happens when you
manipulate it?
Fill Balloon 3 with water. then freeze it. What shape is the balloon? What happens
when you manipulate it?
Solid Liquid Gas
Organisation
Spacing
Motion
Examples
Complete the table using these words and phrases.
table cannot move from one place to another far apart
move and slide around each other cup of tea regular pattern
quite close together no pattern / random arrangement (X2)
close together / touching oxygen move quickly in all directions

III – Middle School
I can... Actions
... walk ... run ... hop ... jump ... dance ... roll
... stand on ... walk on ... stand on ... crawl on my

one leg
Talk to
my hands
your partner:
my head hands and knees
Can you dance?
Yes, I can.
Can you stand on

your head?
No, I can’t.
Can You... Can Can’t

...dance?
...stand on your head?
...hop?
...jump?
...dance?
...stand on one leg?
...walk on your hands?
...stand on your head?

IV – High School
Planet Earth: Mote Oo Education

V – Post Secondary/Adult
A. Put the sections (a–j) in order to construct a letter of application for this job.
(a) Before that, I had a job with the Tour and Travel Agency in
Bangkok. There, I answered telephone enquiries and dealt with TOUR GUIDE
holiday bookings.
Required by travel company
(b) I would now like to broaden my experience as a tour guide. I to accompany tour groups to
would also welcome the chance to work for a large company like cities in Southeast Asia.
yours, with the chances for promotion this would provide.
Bright, energetic person
(c) For the past year, I have been working as a guide in Chiang Mai. with knowledge of Asian
In this job, my main responsibilities include guiding groups languages preferred.
around the city and dealing with bookings and accommodation. Full training given
(d) I saw your advertisement for a tour guide in this week’s edition Reply enclosing CV to:
of Travel and would like to apply for the post. manager@asiatours.co.mm
(e) In my spare time I play basketball for a local team of which I have recently been made captain. I also
help out with the local youth club.
(f) My mother is from Indonesia and I therefore have an excellent understanding of Indonesian people,
their language and the country. I also know Vietnam well as I have spent many of my holidays in
this country.
(g) I would be able to come for interview at any time.
I look forward to hearing from you.
(h) As regards languages, I speak Bahasa and Thai fluently. In addition to these, I am at present taking
classes in Vietnamese.
(i) As my CV shows, I am very well qualified for this job. I studied Tourism at Chiang Mai University
from 2015–18 and obtained the enclosed Diploma. As you can see, this included a special course on
tourism in Asia. Since leaving University, I have also done a number of training courses on different
aspects of the tourist industry (certificates enclosed).
(j) As you can see from my references, I have plenty of patience and good humour. In fact I have been
named ‘Tour Guide of the Month’ by our local tourist board on two occasions.
B. Complete a curriculum vitae for the person writing the letter under these headings:
■ Profile
■ Employment
■ Education
■ Qualifications
■ Interests
■ General
C. Write a CV and a letter of application for this job, or for any other job you might be interested in.

Eight: VI
Post-Secondary/Adult
– Post Secondary/Adult

VI – Post Secondary/Adult
Understanding Conflict: Mote Oo Education

VII – Primary School
English Text Grade 1: The Government of the Republic of the Union of Myanmar

An Introduction to
TEACHING
Trainee's Book
An Introduction to Teaching is a week-long course designed for

teachers who have not had much access to teacher training. It can be
used in pre-service or in-service workshops.
During the course, trainees will explore the characteristics of a learner-

centred class, the basic principles of of classroom management and
lesson planning, and experience a range of different activities that
they can use in their classrooms. Throughout the course there are
opportunities for trainees to observe and try out different techniques
for themselves via model lessons and peer teaching.
An Introduction to Teaching is suitable for teachers of any subject and a

variety of age groups and levels.
The course comprises a Trainee’s Book and Trainer’s Guide.
The Trainee’s Book includes:

• information sheets about each topic;
• photocopiable worksheets;
• observation sheets;
• sample lesson material.
The Trainer’s Guide contains:

• all the trainee material;
• instructions for using the material;
• answers to tasks where appropriate;
• advice for supplementing or shortening each section;
• references to the Myanmar Teacher Competency Standards
Framework.

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An Introduction to

Trainee's Book Rhona Davis

An Introduction to Teaching – Trainee’s Book 1

Your Learning and Teaching Experiences

Find someone who...

2. ____________________ would like to learn some classroom management techniques.

4. ____________________ enjoyed a particular subject at school. They enjoyed

5. ____________________ has a favourite classroom activity they like. They like

8. ____________________ thinks teaching is difficult. They think teaching is difficult

2 An Introduction to Teaching – Trainee’s Book

The Learner-Centred Classroom

The teacher decides all the content

Students think about how they

Students have some choice in what

The teacher gives feedback

The teacher asks closed questions

The teacher marks students’ work,

The teacher dictates to students or

An Introduction to Teaching – Trainee’s Book 3

4 An Introduction to Teaching – Trainee’s Book

Developing an Effective, Engaging Classroom

Lesson 1: “King Anawrahtar and Khin Oo”

Class: Good morning, Teacher.

She writes these questions on the board:

Class: Good bye, Teacher.

Lesson 2: “King Anawrahtar and Khin Oo”

Moe Moe: Can we do a roleplay?

Yee Yee: I want to finish my story.

Nila: I want to draw a picture.

An Introduction to Teaching – Trainee’s Book 5

Fixed Mindset Vs Growth Mindset

I don’t have the

Task B. The statements below represent a fixed mindset.

4. I’m afraid the students

3. If the students don’t

6 An Introduction to Teaching – Trainee’s Book

Peer Teaching – English Lesson (Secondary School)

Task A. Before you teach this lesson, discuss these questions:

An Introduction to Teaching – Trainee’s Book 7

Peer Teaching – Science Lesson (Primary School)

Task B. After you teach this lesson, discuss

8 An Introduction to Teaching – Trainee’s Book

Peer Teaching – Study Skills Lesson

Task A. Before you teach this lesson, discuss these questions:

6.1 Public Speaking

Public speaking is a formal type of Public speaking uses many of the

Task B. After you teach this lesson, discuss these questions:

An Introduction to Teaching – Trainee’s Book 9

10 An Introduction to Teaching – Trainee’s Book

Your Classroom Culture Experience

What is a good behaviour How can you check that

Do you know any strategies for

How can you make the students feel

An Introduction to Teaching – Trainee’s Book 11

Routines, Techniques and Teaching Strategies for

Task C. In groups, discuss or act out one of these scenarios:

12 An Introduction to Teaching – Trainee’s Book

b. Teachers have different ways of getting the attention of a

c. Do not let the most confident students dominate the class.