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•    The behaviour expected of the leamer on completion of unit or level does not demand absolute mastery of any linguistic items. The aim is rather to develop a potential of communicative competence in the leamers.

•    The learner is encouraged to follow the units he/she needs. Flexibility is supported.

Used sources

Finocchiaro, M. 1986. The Functional-notional Syllabus: Promise, Problems, and Practices. In: A Forum Anthology. Selected Articles from the English Teaching Forum 1979-1983. USIA Washington D.C.

Gelce-Murcia, M. and E. Olshtain. 2000. Discourse and Content in Language Teaching. A Guide for Language Teachers. Cambridge: Cambridge University Press.

Dubin, F. and E. Olshtain. 1986. Course Design. Cambridge: Cambridge University Press.

Nunan, D. 1988. The Leamer-centered Curriculum. Cambridge: Cambridge University Press.

Yalden, J. 1987. Principles of Course Design for Language Teaching. Cambridge: Cambridge University Press.

Chapter eight

CLASSROOM MANAGEMENT AND TEACHER-STUDENTINTERACTION

Under the classroom management we understand the ways in which student behaviour, movement, interaction, etc. during a class is organized and controlled by the teacher (or sometimes by the leamers themselves) to enable teaching to take place most effectively. Classroom management includes procedures for grouping students for different types of classroom activities, use of lesson plans, handling of eąuipment, aids, etc., and the direction of management of student behaviour and activity. (Richards 1992:52)

$.1. Preparing lesson plans

A lesson plan is a description or outline of (a) the objectives a teacher has set for a lesson (b) the activities and procedures the teacher will use to achieve them and the order to be followed, and (c) the materials and resources which will be used. (Richards 1992:210)

In order to prepare a lesson plan, a teacher has to do a great deal of mentał work before. For the inexperienced teacher in EFL teacher training program often the most difficult task is not the assimilation of different methods and techniąues of teaching but the ability to apply them in a specific classroom situation. This is especially tnie if the student teachers have had no previous pedagogical experience. In such cases, presenting the points that must be attended to before and during

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