What classroom management strategy would you implement? C.M. means creating conditions that enable learning. These involve seating, interaction, discipline, whiteboard.1. Involving students by agreeing on a set of classroom rules together as a class, 2. having students sign a learning contract that they help create at the beginning of the year. Not studied (72) You haven't studied these terms yet! Select these 72 What are the benefits of technology integration? Technology integration engages students and encourages them to take control of their own learning through student-centered project-based learning. It also extends learning beyond the classroom. How do you integrate technology into your lessons? 1. Take students to labs 2. Teach students to use the Internet for research projects 3. Collect and monitor students' response through interactive tools: Edmodo, LanSchool, SmartSync 4. Put up a classroom website. 5. Use ppt or Prezi presentations with video and audio integration 6. Use IWBs What are the elements of a good lesson? 1. Involves all students 2. Interactive 3. Thought-provoking and fun 4. Well-planned 5. Rich in materials and varied in pace and difficulty 6. Meets its objectives - results in learning How would you motivate students? 1. Teacher's attitude and teaching style = give a reason for learning, appreciate students, involve students 2. Variation/collaborative learning: pair and group work 3. Challenges and prizes 4. Connection to real-life events 5. Use of technology How would deal with mixed ability classes? Differentiated instruction is the key to mixed ability classes. 1. I will modify assignments to make them more challenging for gifted students. 2. I will provide individualized attention and small-group instruction 3. I will ask gifted students to peer-teach their colleagues in small groups What is a good test? 1. Reflects standardized tests 2. Valid 3. Reliable 4. Secure In what ways do you encourage creativity in your classroom? Creativity depends on cognitive and emotional stimulation. 1. Reference to creative arts: painting, music, literature 2. Encourage imagination and responsibility for ideas. 3. Use media-oriented programs with pics and videos 4. Use technology tools for creative story writing, multimedia presentations, media-rich websites 5. Discuss creative solutions to chronic problems. 6. Encourage and accept divergent thinking: multiple ways to approach a problem. List three of your strengths as a teacher 1. Knowledgeable but authentic (being oneself) 2. Flexible 3. Creative 4. Respectful and empathetic. 5. Technology enthusiast. 6. Good at materials design. How do you teach students to utilize higher-order/critical thinking skills in your classroom? 1. Give open-ended assignments. Keep asking, never give answers. 2. Use subjective questions that require reasoning and logic 3. Never give ready-made answers but ask students to discover answers for themselves 4. Accept multiple answers rather than single right/wrong answers 5. Give problem-solving tasks where students brainstorm solutions, narrow them down through logic and then justify choices 6. Ask students to analyse, synthesize and evaluate Describe some methods of "positive reinforcement" that you might use in your classroom. 1. Promote to class leader 2. Give trophies 3. Give bonus marks 4. Thank in front of class How would you teach the writing skill? 1.Teaching writing is often about teaching grammar. 2.Graded: from simple sentence structure to complex paragraphs. 3.Writing as a process: brainstorming, structuring ideas, linking to paragraphs... 4.Start with a model. Analyse its structure. Extract language/linkers. Recreate it later. How would you teach vocabulary? 1. Through Form, Meaning, Use. Through stages and steps 2. According to level: Beg.: pic1 - listen term twice - say it - pic2 - write F. Beg: pic - do you know? - correct - write on B Elem.: Pronounce correctly - give example Interm.: Does anyone know - big or very big? - right! - write Advan.: Explain directly 3. Eliciting: simple and quick - true/false - last resort: first letter 4. Checking understanding: "Do you understand?" - use in sentence - yes/no alternatives - "Can you translate?" 5. Practising Vocabulary: discussion - group work (miming meaning) - gap-fill exercises What is your teaching philosophy? This originates from the peculiar nature of ELT/ content and medium are the same. Explanation is not enough, involvement and enabling of students are crucial. If your students don't need you, then you succeeded. Describe your style of teaching. 1. Fun 2. Interactive 3. Collaborative 4. Creative 5. Student-centred How would you work with students who perform below grade level, especially those from disadvantaged backgrounds? Differentiated instruction: every child receives customized instruction, designed specifically to match her or his learning needs. In this case, tests are a great diagnostic tool. Describe an ideal curriculum 1. One that has connections to the real life and concerns of students. 2. One that's well planned. 3. One that cares for content (what) and pedagogy (how). 4. One that's culturally sensitive. What is the role of homework? 1. Responsibility for learning 2. Reinforcement of learning Describe your main weakness as a teacher Expecting too much from students, and being too critical of myself, but I learned to adapt my expectations and act accordingly How would you use cooperative learning? This should be project-based and implement team work (eg. oral presentations) 1. Assign specific tasks to each member. 2. Monitor the group often. How would you teach reading? 1. Taught through vocabulary strategies. 2. Taught through surveying, skimming and scanning skills. 3. Taught through inference, guessing and predicting from context skills. 4. Following stages and steps: Pre-reading: Surveying pics, predicting from title, check meaning of words in the dictionary. 5. While-reading: Do you think x was happy? read and check. Multiple choice quest. Read for gist: fast what/who/why. Read for details: slow multiple choice. 6. Post-reading: write/say personal response to topic. How would you teach listening? Learners will listen more attentively if their interest is aroused. 1. Clear instructions. Instruction checking 2. Following stages and steps. 3. Pre-listening: Setting the context, asking about st. experiences, feelings or knowledge about the topic. Presenting key vocabulary through definition or by eliciting. 4. While-listening: Skill of listening for main idea/gist through who/where/why. Focus on grammar/voca. through gap-fill tasks. 5. Post-listening: Skill of listening for details. Full recording/reading script. How would you teach ESP? 1. ESP classes center around a professional work environment with specialized vocabulary/terminology. 2. Work environment must be researched and vocabulary list prepared and learnt. 3. ESP students are mature and know what they want from the course. 4. analyse needs of students then design a customized course. 5. A relevant context for the lessons must be created to pique interest. How would you plan your lesson? Include as many details as possible. 1. Warm-up: Link with previous knowledge, questions/answers to elicit conversation while using of new structure/function -can be a game 2. Presentation: Elicit language, model structure and dialogue. TT:75% 3. Practice: give (3) graded activities/handouts. TT: 60% 4. Production: Ask students to talk/write using their own knowledge but using language taught. Monitor and correct. TT: 10% 5. Conclusion: Recap How would correct errors in the classroom? Errors are a natural part of the learning process and as teaching material they're really useful. We should consider WHAT, WHEN and HOW to correct 1. High frequency errors, understanding-blocking errors and errors in target language taught. 2. Immediately, at the end or not at all. We must keep a good balance between fluency and accuracy (latter is more important) 3. Prompting:. e.g.: "Yesterday - so, grammar?", repeat correct sentence, indicate place of error (fingers, repeat up to mistake), question: "Do you mean everyday?, "peer correction, individual correction What difference is there between Approach and method? The researchers suggested that while teachers may draw on principles and practices from approaches and methods they have studied or been trained in, once they enter the classrooms and develop experience in teaching, their practice is much more likely to reflect an interaction between trainingbased knowledge, knowledge and beliefs derived from the practical experience of teaching and their own teaching philosophy and principles. What difference is there between Approach, Method and Technique? 1. An approach is theoretical - flexible 2. A method is a practical plan with objectives and roles of learner/teacher - inflexible 3. A technique is procedural/specific and includes activities and tasks to reach objectives. Can you summarize your experience with quality assurance? 1. QA refers to procedural activities to meet requirements of a product. 2. QA is the systematic measurement, comparison with a standard, monitoring of processes and an associated feedback loop that confers error prevention.(ADRI: approach, deployment, review, improvement) 3. QA has two principles: "Fit for purpose": suitable product and "Right the first time": mistakes eliminated. 4. Suitable quality is determined by product users, clients or customers. What's the importance of project-based learning? Projects include: creativity, critical thinking skills, communication, collaboration Do you have any questions for us? What are you most proud of at this school? What motivates you? 1.I think I'm really self-motivated. 2.I get a lot of satisfaction from completing tasks on time and getting things done 'first time'. 3.I enjoy the challege of finding a solution to a difficult problem and making it work. Are you a creative kind of person? Yes I am. I always like to think outside the box and try to find ways to do my job better and faster. For example, online testing. What will you bring to this position? / What qualifies you for this job? Well first, I have the academic qualifications...but that's only a small part of what qualifies me for this job. I think I have all the skills for the job: teaching skills, IT skills, communication skills, teamwork skills, research skills. I am hard working, methodical and professional in my approach to work. I am also research-oriented and a technology enthusiast. Where do you see yourself in 5 years' time? I'd like to move into management and take on more responsibility. Until that time, my plan is to consolidate what I have been doing in my work by developing my skills and knowing more about the field. Do you prefer to work in a team or on your own? I don't really have a preference. I enjoy working with other people as part of a team, but I can also work very happily on my own too. What's your approach to leading a team? 1. inspiring, motivating and encouraging the team to put in their best effort. 2. decision-making and problem-solving. 3. setting a good example for the team. 4. setting goals and objectives and providing vision or direction for the team. 5. taking responsibility. What do you think of your current boss? I've learnt a lot from working with my boss, and I'm very grateful for having had that opportunity. What do you do if a team member is not pulling their wheight? I would have a chat with him in private, and give him a chance to talk. I would explain the effect of his action on my work, then I would suggest we work together to catch-up. What made you apply for this job? I wanted to work in a stable but progressive environment. I have searched a number of institutions very carefully, and I found that you have an excellent reputation as a fair and rewarding employer. I think this job may give me more responsibility and I am ready for the challenge. This job builds on what I have been doing in my current job, and I hope I would make a valuable contribution to your institution. What do you think you can bring to this job? I think I have a combination of skills which covers all the things you're looking for and more. I have a wealth of experience; I fit in easily in a team; My achievements show that I am hard-working, committed and self-motivated; I take instructions easily and I can work under minimal supervision. How do you handle pressure? 1. Planning and organizing the day. 2. Delegating work to others (colleagues). 3. Getting work-life balance. How would you teach the present perfect? The present perfect can be taught deductively by highlighting the form3 and giving the rules, or inductively with guided discovery exercises and plentiful exposure to the form in meaningful, and at higher levels authentic, context. How would you teach comparatives? 1. Give context: "Coffee is nicer than tea" 2. Meaning: Comparing two things using an adjective. How many drinks are there? (two) Do I think coffee is nice? (yes) Which one do I like more? (coffee) Form: Single syllable adjectives: Noun 1 + be + nic(e) + 'er' (comparative adjective) + 'than' + noun 2 One syllable + y: Noun 1 + be + happ(y) + ier (comparative adjective) + than + 'than' + noun 2 2 syllables or more: Noun 1 + be + more + (adj eg modern/ beautiful) + than + noun 2 Exceptions: Good - better Bad - worse Far - further Pronunciation: stress on 'nicer' Coffee is nicer than tea 'Than' is unstressed and weak / ðən/ How would you teach MFP of the second conditional? "If I had a car, I'd give you a lift." Meaning: Describing a hypothetical situation in the present or future. Do I have a car? (no) Will I give you a lift? (no - I can't!) Do I want to give you a lift (probably). Is this past present or future? (present or future) Form: Second conditional If + past tense, would + base form of verb This is difficult because we are using a past tense form but the meaning isn't the past. Pronunciation: Stress on 'car' and 'lift ' Contraction of 'I would' to 'I'd' No contraction of 'I had' to 'I'd' because it is the main verb here and not an auxiliary. How would you teach the present perfect? Context: Two people met for the first time, one (A) from India, one (B) from France. A: Where are you from? B: France, Paris. And you? A: India - have you ever been there? B: No, but I've been to Pakistan. Meaning: Giving a general statement about someone's life experience. ??? Do we know they went to Pakistan? (yes) Do we know when? (no) Do we know how many times? (no) This is difficult because there are at least four different uses of the present perfect. Form: Present perfect simple tense. subject +have (in the present simple tense) + past participle of the main verb. This is difficult because remembering irregular past participles is tricky. Pronunciation: Contraction of 'I have' and 'He has' to 'I've' and 'He's' Can use finger gestures to show the contraction and drill pronunciation. In this example: Weak form of 'been' /bIn/ Weak form of 'to' /tӘ/ What is ADRI? The ADRI approach to evaluation of an organization's effectiveness. It is a four step cyclical, evidencebased model that can be applied to analysis of any topic. It considers the following: Approach: what processes, strategies, and structures have been developed and reasons why they have been selected; Deployment: how these processes, strategies, and structures have been implemented; Results: what trends are indicated by the Key Performance Indicators (KPIs) and how this is assessed; and Improvement: what process is used for reviewing the appropriateness and effectiveness of the Approach and Deployment above. How would you teach prefixes and suffixes? First, Set context (a text, listening, picture). For e.g. a flower that contains a prefix "re". Draw petals with the words "do", "write", "fresh" then ask students to join them with the flower. Second, clarify meaning, form, pronunciation. Let them discover the rule. Third, controlled practice. Fourth, freer practice. How would you teach articles? First, give students a list of places and ask them to add "the" "A" or nothing. Words can be: United States, London, Africa, Nile, Indian Ocean, Hajar mountains. Arrive at the rule. Second, give them a map and ask them to choose places they want to visit. Model the activity. Third, provide useful phrases like "I'd like to start with, I'll travel to... by" Fourth, in pairs, students tell each other about their imagined trip. The partner should ask questions: "why do you want to go there?" Fifth, monitor, note errors and later come back for a whole class delayed error correction session. Sixth, students can do the same exercise with a new partner. Seventh, as a follow-up activity, ask them to write about a place they want to go to. How do you teach new vocabulary? Vocabulary is taught through the PPP approach. This is the present stage: 1. Elicit 2. Model 3. Drill pronunciation 4. Concept check 5. Write and highlight pronunciation Procedure: I am going to tell you about jobs. 1. Show a pic of an astronaut. What does an astronaut do? 2. Listen: "Astronaut" 3. Say it together: "Astronaut". Say it individually. 4. Does an astronaut fly a normal plane? NO Does an astronaut go into space? Yes 5. This is how you write the word. There are 3 syllables. (divide). Where is the stress? mark the stressed syllable. This the Practice stage: Controlled Practice: 1. Show the activity on screen: 1. A/An ____________ is a person who goes into space. 2. Explain the task. Check understanding of the instruction: "Are you going to work alone or in a pair? Are you going to write or say the word? Is there one answer or more than one answer?" 3. Distribute the activity sheet. 4. Students work alone then do a peer check. students practice saying the words together. 5. check answers in front of whole class: "X, what's the answer for number 2 etc..." Freer Practice: (More choice to the students; more than one answer is possible): 1. show the activity: "Is anyone in your family a/an ________?" - "Do you like to be a/an________?" "Would you prefer to be a/an______ or a/an_______?" 2. Model the activity: teacher asks then let a student ask him. 3. Give instruction then check understanding: "In pairs, ask and answer these questions". 4. Ask a student: "what question did you ask your partner? What did she say?" This is the produce stage: 1. Give a context: "Imagine you are a student and you went to the job fair. Why go there? What happens there? 2. Model: imagine you will talk to your father about the job fair. I am your father: "How was it? Did you see some jobs you liked there? which ones? why a dentist? 3. Check understanding: "Is this real life or are you going to imagine? One needs to be a parent and one needs to be a student. 4. Students talk for 5 minutes then exchange roles. 5. Whole class feedback: "Parents, what did you find? Were you happy with your son's choice?" How do you teach a Task-based lesson? 1. Pre-taks: Warmup (Mindmap about "what makes a good party") in pairs students complete the Mindmap 2. Task preparation: Listening - Reading (with pictures) about organizing a party; extracting language that would be used in the task ahead. 3. During task: group work + instructions (steps or checklist: where, activities, inviting guests) 4. Post task: Present your ideas to the class - describe your party planning experience. Each person will talk for 1 min. Teacher collects mistakes and does not intervene unless asked for help. Whole class error correction and reflection on the activity. How do you structure a speaking lesson? 1. Warmup (order pics [family-money-job-love] according to importance then explain your choice to a partner) CCQ instructions are understood. 2. Present (through eliciting) Give a text or dialogue to read. What topics [family-money-job-love] are they talking about? Draw Ss attention to target language through eliciting and guided discovery. Ask them to highlight phrases used to intervene in / interrupt conversations [Sorry to interrupt but-Let me just add-Can I just come in here]. Ss peer check answers. CCQ of meaning, function and pronunciation (stress and choral drill) of highlighted phrases. 3. Practice (controlled [order words in each phrase for interrupting / model-CCQ] - Freer [choose a pic and speak for 1 min with a partner, change roles/ model-CCQ]) 4. Produce (Debate) [group against group / Is it better to be rich than to love / the other group interrupts using target language]. What 3 instructional methods of teaching are the most popular in TESOL? 1. PPP (present [through demonstration and modelling/more assistance] - practice [monitor] produce [with minimal assistance]) 2. ESA (engage - study - activate) Give rewards and keep students engaged by praising and appreciating Ss efforts 3. TBL (task-based learning): pre-task [present the task/ language/ model the task] - task [Ss perform the task using language learned/ minimum teacher guidance]- review [teacher reviews language used/ correct errors] e.g. plan a party, plan a meal, plan a vacation What's the difference between top-down and bottom-up processing? 1. Top-down processing is the idea that to process and understand a text we start with "higher-level" features - background knowledge, context, overall meaning - and proceed through a series of steps "down" to "lower-level" semantic, syntactical and phonological features. 2. To process and understand a text with bottom-up processing, we start by recognising phonemes, combining these into syllables, syllables into words, words into clauses, and so on "up" to contextual and background information. How would you structure a lesson according to PPP? • Warmer: set up the theme of the lesson with a communicative activity. (picture discussion). • Presentation (part 1)-present a text with examples of the target language. Set questions that will allow you to put model sentences on the board. • Presentation (part 2)- spend time clarifying the form and function of the structure: ask questions, don't lecture. • Controlled practice: set an activity that allows ss to test their understanding of the rules. • Freer practice: set a task allows more varied and/or personalised use of the language • Production: set up a fluency-based activity in a clear context that should allow further, unconstrained practice of the target language. How would you teach comparative adjectives? Ask: Do you know what a noun is? (person, object, place). Give me a noun (woman) Write: "woman" Ask: What can you tell me about this woman? Describe her (use adjectives) Draw a spider gram around woman. "All these words describe the noun. Say: Suppose we have two women. Ask: How many syllables are in the adjective "old". Write the rule old + er + than. Ss make a sentence with "older than". Ask: How many words are there in "pretty"? 2 syllables. What happens to the "y"? Ask: How many syllables are in "amazing"? Drill: Older than (choral repetition) Give activity (2 picture -car/airplane) Ss compare individually then check in pairs. Model. CCq. How do you plan a grammar lesson? There are two main approaches to teaching grammar: • A deductive approach is when the rule is presented and the language is produced based on the rule. (The teacher gives the rule = teacher centered /time-saving / lower levels) • An inductive approach is when the rule is inferred through some form of guided discovery. (The teacher gives the students a means to discover the rule for themselves = student-centered/ time consuming / higher levels) • PPP is a deductive approach How would you teach the second conditional? • Present: draw a picture of myself with thought bubbles of lots of money, a sports car, a big house and a world map. I ask my students what I'm thinking about and then introduce the target language. "If I had a lot of money, I would buy a sports car and a big house." I practise and drill the sentence orally before writing it on the board (positive, negative, question and short answer). I then focus on form by asking the students questions. E.g."What do we use after 'if'?" and on meaning by asking the students questions to check that they have understood the concept (E.g."Do I have lots of money?" No. "What am I doing?" Imagining.) • Practice: use split sentences as a controlled practice activity. I give students lots of sentence halves and in pairs they try and match the beginnings and ends of the sentences. Example: "If I won the lottery," .... "I'd travel around the world." • Produce: personalise the lesson at this stage by giving students a list of question prompts to ask others in the class. Example: do / if / win the lottery? Although the questions are controlled the students are given the opportunity to answer more spontaneously using other language items and thus the activity becomes much less predictable. It is important to monitor and make a note of any errors so that you can build in class feedback and error analysis at the end of the lesson. How would you structure a reading/listening lesson? • Warmer: set up the theme of the lesson with a communicative activity • Pre-reading ( in either order): 1) activate existing knowledge of context/themes of the text and/or genre of the text. 2) facilitate easier processing of the task/text by teaching key lexis • Gist reading: set a reading task that encourages processing of broad themes within a text • Intensive reading: set a comprehension task that requ1ires decoding of specific language in a text • Post-reading task: set up a fluency-based activity linked to the theme(s) of the text to allow for personal response to the text and, potentially, language from the text to be used productively What is experiential learning? Experiential learning is the process of learning through experience, and is more narrowly defined as "learning through reflection on doing". This form of "active learning" focuses on the learning process for the individual. Kolb's model highlights 4 steps: in the "concrete experience" stage, the learner physically interacts with the bike in the "here-and-now". This experience forms "the basis for observation and reflection" and the learner has the opportunity to consider what is working or failing (reflective observation), and to think about ways to improve on the next attempt made at riding (abstract conceptualization). Every new attempt to ride is informed by a cyclical pattern of previous experience, thought and reflection (active experimentation). What are the stages of PPP? The "Three Ps" approach to Language Teaching is the most common methodology employed by professional schools around the world. PPP was developed as a "soft" approach to Communicative Language Teaching (CLT), combining CLT and traditional approaches. • The First stage is called PRESENTATION. This stage usually consists of two steps: an introductory activity such as a warm-up or a lead-in, which is an activity, intended to raise students' interest in the topic; and an introduction of the target language. Here the teacher gives explanation on the grammar and vocabulary of the topic to be covered. • In the PRACTICE stage, the focus is on form. The teacher provides opportunities for students to practice the learnt items in a controlled way. This is a chance for the students to use what they have learnt without making mistakes. The students are monitored and all mistakes are corrected. A common controlled activity can be in the form of an oral exercise, targeted at individual students, or in the form of worksheets. • The PRODUCTION stage focuses on fluency and provides students with an opportunity to personalize the language learnt by doing less controlled tasks, that is, by using their own ideas. In this stage the students start to produce language more freely. For example, they might be given role play situations to devise and act out. How would you teach clauses (adjective/noun/adverb)? 1. Warm-up: Guess Who Game. (students can't use their names) • Look at students and write descriptions on the board: has a blue shirt - is wearing glasses - is always smiling. • Write to the left of the list: " I want to ask the student who...... Explain and model the activity: "I want to ask the student who has a blue shirt to lend a pencil" • students do the same task. 2. Presentation: Highlight the rule: s + (who + v) + v • MFP - CCQ 3. Practice: use who / which / where • Combine 2 sentences: I want to see Diana. Diana sings like an angel. 4. Produce Another warm-up: Write names or famous people, places, things on note cards: "Hannibal was a man" and write the second parts (adj clauses) on other cards: "who almost defeated Rome". Shuffle cards and give each student 2. Students walk around to find matching cards. Were you involved in materials development? Yes How would you review course materials/ course books? Template What is Guided Discovery? • Guided discovery, also known as an inductive approach, is a technique where a teacher provides examples of a language item and helps the learners to find the rules themselves. • Example: The learners are shown a problem page containing various examples of the second conditional 'If I were you,.....'. They identify the structure and then the rules for making it. • In the classroom: Guided discovery is regarded by many teachers as an important tool. It encourages independence, makes learning more memorable, and if analysis is done in groups is a meaningful communicative task. It is important, however, to understand that some learners are resistant to this approach. What teaching method/framework would you use? TommyTwobats In my teaching context the more relevant translation of PPP is 'Punctual', 'Plain' and 'Pleasant'. These principles seem to synchronize teacher, learner and institution. Language itself is so messy no one dares to know how things 'really' work, and teachers are such a mixed lot, so just 'PPP' your way through. • it's straightforward, logical, an easy format for course books • But it's also linear, predictable and teaches language in chunks. How do you usually give feedback on writing? 1. Direct feedback (show what's wrong and correct it): easiest method - students don't know what's wrong 2. Indirect feedback (underline what's wrong): students know what's wrong it's only a slip - higher levels 3. Using a correction code (gives a little help over indirect feedback) What are the components of a language lesson (PPP)? 1. Activating schemata (picture) 2. Context for language (story) / (listening/reading text) 3. Clarify MFP 4. Controlled practice 5. Monitoring 6. Correction 7. Freer, authentic use What are the components of a language lesson (TTT)? 1. Activating schemata (picture) 2. Context for language (story) / (listening/reading text) 3. Freer, authentic use 4. Monitoring 5. Clarify MFP 6. Controlled practice 7. Correction 7. Freer, authentic use What is Instructional Design? Instructional design is the creation of learning experiences and materials in a manner that results in the acquisition and application of knowledge and skills. The discipline follows a system of assessing needs, designing a process, developing materials and evaluating their effectiveness. What are online course design principles? Faculty-student communication and collaboration; Student-student communication and collaboration; Active learning techniques; Prompt feedback; Appropriate time for tasks; High performance expectations; Respect for diverse learning styles How would you teach Gerunds / Infinitives? 1. Warm-up: Write: "I like to read. I like reading" Same meaning? 2. Present: Write "I stopped to read. I stopped reading" Same meaning. (remember, forget, regret) Highlight rule: stop to (stop to do something else) stop+ing (stop an ongoing action) 3. Practice: Gerund or infinitive - gap-fill: 4. Produce: students work in pairs and give suggestions on how to make work-life balance using (to stop - to remember - to forget). pairs share ideas. How would you teach the passive/active? 1. Warm-up: role play: mimic and say: "I cannot find my wallet! what do you think happened?" • write: steal / take • Say: do you know who did it? • in pairs discuss what may have happened. 2. Pressent: elicit the write the sentences: Someone has stolen my wallet. / My wallet has been stolen. • CCQ: was my wallet with me earlier? is it with me now? did someone take it? do I know who? 3. Practice: Are the following active or passive sentences? 4. Produce: call your friend and tell him you are angry because someone did things without telling you. Pair check. Turn into dialogue. What's the difference between assessment of learning and assessment for learning? It's the difference between summative and formative assessment, where we see that assessment for learning uses feedback as an instructional tool.
