1. Antar Abdellah 1431

2.  Whatever you do in this world, do it as no other one dead, or living or yet to be born can do it any better.

3. Create  warm  positive  supportive  learning environment Promote  tolerance  diversity

4.  If you don't have a clear lesson-plan down on paper, then make sure you have a mental one. You should know about how long each activity will take and have an additional activity prepared in case you have extra time

5.  Different students have different needs, so do not assume that one activity can work for all students.  If you teach for a group of engineers, their needs are quite different from those of Islamic preachers for example.  Cater for your students’ needs more than you do for the contents of the book.

6.  If the lesson you have prepared just isn't working, don't be afraid to scrap it or modify it. Be sensitive to the students’ needs and reactions.

7.  This includes pronunciation, syntax, and sociolinguistic areas. You don't have to be a linguist to teach EFL--most of what you need to know can be learned from reading the students' textbooks.

8.  The book is just a guide.  You are the master of the class, and the book is there to serve you.  Do not be a slave to the book, rather keep being a master.

9.  The building blocks of language are not grammar and functions. The most essential thing students need to learn is vocabulary; without vocabulary you have no words to form syntax, no words to pronounce. Help your students to become vocabulary hungry. 

10. Remember: the 4 language skills are NOT just reading, listening, speaking and writing. They are: Reading Comprehension, Writing Composition Listening Comprehension AND Speaking Expression

11.  Many familiar teaching points can be turned into games, or activities with a competitive angle. A sure way to motivate students and liven up your classroom.

12.  By giving a variety of interesting topics and activities, students will be more motivated and interested, and they are likely to practice more. With more on-task time they will improve more rapidly.

13.  Explain exactly what they are expected to learn in a particular lesson. Make sure that students know what they are doing and why. The lessons should be transparent to the students, with a clear organization.

14.  You don't have to be an actor or clown, but students appreciate it when the teacher shows genuine interest in teaching.

17.  If the students can't hear you, you are wasting your breath. Not as bad, but still annoying is the teacher who thinks s/he must speak louder to be comprehended. Research has already proven this to be false.

18.  Depending on the subject, you should be talking from about 5% to 30% of the lesson. For speaking or writing, more than 10-15% would probably be too much. Most lessons should be student-centered, not teacher-centered.

20.  Teach first and then test; don't test things that haven't been taught. Also, remember that the main purpose of language is communication.

21.  Self-correction  Peer-correction  Teacher correction  Errors or mistakes,  Global errors or minor ones!

22.  Think about your own teaching. After each lesson is over take some time to reflect. Was the lesson effective? What were the good and bad points? How could it be improved?  Sheen, Ron. (1994). "A Critical Analysis of the Advocacy of the Task-Based Syllabus," TESOL Quarterly 28 (1): 127.

23. Websites for learning English: http://www.thewclc.ca/edge/issue1 http://www.geocities.com/yamataro670/readinglab.htm http://literacynet.org/cnnsf/archives.html http://www.stclaresoxfordonline.fsworld.co.uk/pages/mazes- upperint.htm http://www.sitesforteachers.comwww.sitesforteachers.com http://www.longman.com http://www.nelliemuller.com/reading_comprehension.htm http://college.hmco.com/devenglish/resources/reading_ace/stu dents/index.html http://www.hio.ft.hanze.nl/thar/links_te.htm http://literacynet.org/cnnsf/archives.html http://web2.uvcs.uvic.ca/elc/studyzone/index.htm

24. http://www.ohiou.edu/esl/english/reading/actvities. html http://geocities.com/ccsnstudents/read3.html http://www.nationalgeographic.com/education/ http://www.jsmagic.net/school/ http://www.lclark.edu/~krauss/homeadditional/reso urces.html http://www.lclark.edu/~krauss/shortresume1.99.ht ml http://web2.uvcs.uvic.ca/elc/studyzone/570/pulp/in dex.htm http://www.geocities.com/Broadway/Alley/5461/intq uiz.htm http://international.ouc.bc.ca/cultureshock/index.ht ml

25. http://www.tea.state.tx.us/student.assessment/resour ces/release http://www.english-to-go.com/ http://www.english-to- go.com/english/samples/expensive_weddings.cf m http://www.pacificnet.net/~sperling/quiz/people1.htm l http://www.ncela.gwu.edu/pathways/reading/index.ht m http://www.impact-english.com http://www.nonstopenglish.com http://www.cfcc.edu/rmorris/grammar.html http://www.edufind.com/english/grammar/toc.cfm http://web2.uvcs.uvic.ca/elc/studyzone/570/pulp/hem p1.htm http://www.1-language.com http://www.rong-chang.com

26.  http://www.englishclub.netwww.englishclub.net  http://www.usingenglish.comwww.usingenglish.com  http://www.englishlearner.comwww.englishlearner.com  http://www.longman-elt.comwww.longman-elt.com  http://www.els.comwww.els.com  http://www.peakenglish.comwww.peakenglish.com  http://www.wordskills.com/levelwww.wordskills.com/level  http://www.eltweb.comwww.eltweb.com  http://a4esl.org http://a4esl.org