2. Think through the time allotments for each aspect of instruction, keeping in mind your own set of circumstances. Write in clock times to keep the momentum going! (You will be having so much fun, you will forget the time if it is not written down!) For example, if your class begins at 10:00 a.m., write 10:00 in the margin next to Warm -Up and 10:05 next to Presentation. In this way, project the starting and stopping times for each lesson component.

3. Before your first student arrives, do the following things:

(a) Check to make sure the TV and VCR are in good working order. Precisely follow the instructions for starting and stopping the tape.

(b) Plan how and when you will rewind the tape for multiple showings of the film clip. Practice several times to keep the mechanics from being a distraction in your lesson presentation.

(c) Position all handouts, transparencies, and teaching aids for easy access. Use a small sticky note or other form of numbering, so you will not have to stop the flow of teaching to search for what comes next!

(d) Position the first overhead transparency and check for clarity as it is projected on the wall or screen (high enough for the back row to see!).

(e) Attend to any other preparations necessary in the room itself. Attach items to the wall; write on the board; check seating arrangement, lights, and room temperature; and set a music tape to be enjoyed by everyone as students arrive.

(f) Allow time for a "prayer walk" around your room. Stop at each chair to pray for the one who will occupy it. Pray for God's blessing and the Holy Spirit's empowering while you teach.

(g) Stand at the door to greet each student by name as he or she enters the room.

4. Do set a good example by starting class on time. In one or two sentences, welcome the students (as warmly as possible). And, if you are teaching in a country that permits public prayer, ask for prayer requests / celebrations. By so doing, you will demonstrate that you care about all that touches the lives of your students.

5. Rehearse your Warm-Up to make it engaging and fun!

Note: If this teaching is a new experience for you, you will be pleased to see bold print used every time you have words to say. You are welcome, of course, to use your own words, once you are feeling comfortable and confident.

6. Rehearse your presentation aloud also, trying to anticipate any questions your students might have. Encourage questions! Say: "If it is a question for you, then it is a question for another student, too!" The focus here is on meaning.

7. Distribute the Student Study Guide to each student. Refer to the list of Life Skills vocabulary in #A as you introduce these new words. Use as much realia as possible, i.e., a real birth announcement, real fruits and vegetables, and real articles of clothing. Your copy has suggestions for making the new words and phrases comprehensible. Do not be concerned that students must know the meaning of every word! Students actually develop fluency more easily, if they learn language in "chunks," not trying to parse every word.

You will find more than the usual 12 to 15 new words and/or expressions in each lesson. This exception to the rule takes into account that many words will be assigned to a student's passive vocabulary or will be needed for recognition only, not for production. It also takes into consideration that the meaning of some words can be guessed from context and that students generally learn more words when they are presented in categories, e.g., body parts, foods, etc. Remember not to explain words with words 8. Think through your instructional procedure for a smooth flow into the first Focused Practice Activity. Always distribute the handouts for an activity before you give instructions. This enables students to make notes and increase understanding with a visual representation of the words.

Other ways to increase understanding include:

(1) pointing out the "focus" or new language in each sentence and (2) writing or making simple drawings on the board.

9. Introduce Communicative Activities in the same way you do Focused Activities.

A cardinal rule for both Focused and Communicative Activities is not to "turn students loose" to experiment with the language without first providing a demonstration of what you expect the students to do. This may be done with a teaching helper or with one of your students. Then go one step further by calling on two other students to demonstrate. (This quickly reveals any miscommunication!) Plan to spend at least fifty per cent of class time on Communicative Activities.

10. Do not linger with the Story Presentation. Your most important teaching is yet to come!

11. Refer students to #B on the Student Study Guide as you present the Vocabulary for The JESUS Story. At this point, students will have a considerable advantage, since they have already understood the story by viewing the film in their native language. All that is needed now is re-labeling with words in English. If needed you may check comprehension by asking for volunteers to generate new sentences using the word in question.

Note: Your copy of the vocabulary and suggestions for presenting the new words will occupy several pages, since the "teacher talk" appears in darker and larger print. This does not indicate that you are to spend a large amount of time on vocabulary. Linger only until you know that students understand.

12. True novices will need to see and hear the story once simply to adjust to the English sounds they are hearing. More advanced learners may go directly to the assigned listening focus in First Look. Be prepared to show the clip as many times as necessary in order for students to be able to answer the question. You may be tempted to reveal the answer yourself, if someone does not give the answer right away. Instead, offer clues and guide the students to enjoy success of their own making!

Note: In both First and Second Look, ask for students to discuss their responses first in pairs or small groups of three. (Arrange for at least one student in each group to be more advanced.) Always conclude by debriefing with the whole class - as speedily as possible.

13. Listening for details in Second Look will be done in a variety of ways. Make sure the class understands the meaning before you show the film clip with details in mind.

14. As a confidence booster and to make sure everyone is "on task," stop the tape immediately after the first answer has been reached. Pose the question, and see who knows the correct response. This gives everyone an equal 15. Proceed to Reading the Story. You read one sentence at a time and ask the students to repeat. In doing so, you model not only the sounds but stress and intonation as well. You will find that the sentences are numbered for easy reference.

Beginning students will need to read each story in the simplified form presented in these lessons. Intermediate- level students may read instead from a new reader's translation, such as the Bible for Today's Family, Contemporary English Version (American Bible Society) or the Holy Bible, New Life Version (Christian Literature International). Advanced students may use any translation clearly understood by your students, such as the New International Version (Zondervan).

The two translations in these lessons are used by permission from the following sources:

Holy Bible - New Life Version from Christian Literature International (P.O. Box 777 in Canby, Oregon 97013; phone 1-800-324-9734).

Bible for Today's Family - Contemporary English Version (New Testament with Psalms and Proverbs) from the American Bible Society (1865 Broadway, New York, NY 10023-7505; phone 1-800-322-4253).

Here you work on pronunciation difficulties, using any of the following techniques:

• Write the word and show students the silent letters to mark through on their paper.
• Write the word on the board the way it sounds.
• Ask students to tell you how many syllables they hear in the word. (Show what you mean by counting them on your fingers.) Lead the class in clapping their hands to indicate the number of syllables and syllable stress. (Or try tapping with a pencil, patting the foot Employ "backward build-up," having students repeat the syllables one at a time, beginning with the last. By the time they work their way to the first syllable, the sounds will be produced more easily.
• To depict the elongation of syllables or words, stretch a rubber band. (Or better still, give each student a rubber band to stretch when a particular word is said.)
• Use linear drawing to improve intonation. Draw one continuous line going below or above the words to show the movement of pitch up or down. (At times this involves drawing a diagonal line through the middle of a word.)
• Have fun with kazoos to demonstrate intonation and stress.

Following the repetition exercise, ask pairs to read the story to each other, using the following procedure:

The one who listens is not to look at the words in print but to rely solely upon hearing the words. If the reading partner does not pronounce the words intelligibly, the listener is to say: "Repeat, please." This will attach greater importance to clear enunciation.

16. After everyone has practiced reading the story, use the Cloze exercise to check comprehension.

To encourage beginning students, the answers are enclosed in a box at the beginning of the activity. Slightly more advanced students may do this cloze with the answer box covered. Or you may skip this cloze entirely and write your own based on the biblical translation your more advanced students are using (and without an answer box). To avoid having to create another handout, you may simply write your cloze on the board and ask students to copy it. (You control the level of difficulty by how far away or how close you place the blanks.)

If you are pressed for time, assign the cloze as homework. For the next class session, write the answers on the board for students to self-correct when they first arrive (while you are occupied with greeting each student as s/he arrives). Another option would be to have pairs compare their answers and discuss any differences. Quickly debrief this activity and go over the answers if partners cannot agree.

If you choose to have students do the cloze in class, ask them to check their work with a partner (if working alone) or with another pair (if working in pairs). Then quickly go over the answers with the whole class.

Another great way to use a cloze is to make an audio-taped version of the complete story. This gives the added benefit of listening practice which novice learners need in abundance. You may record your own voice or that of a friend to help students grow accustomed to a variety of voice qualities. You may also opt to read the story in class. If so, in the first reading, read slightly slower than usual. In the second reading, read at a normal rate but place emphasis upon the words needed to fill in the blanks. Finally, read again in a natural way, giving students a chance to check their work. Suggest to novices that they mark through or check each word in the box as it is used. This will make it easier to see the words remaining to be used to complete the cloze.

17. The Strip Story may be facilitated several ways. You may ask pairs or groups of three or more to negotiate with each other until they all agree on the same sequencing of the sentence strips. To add importance to the group effort, ask also that each group select one person to report their answers orally or on the board.