Give?a reason to students for them to listen.

DON’T ICQ easy instructions. ICQ only?where?it could be errors.

Leave REDUNDANT language in instructions like "What I want you to do is ..." "Can you ..."

CCQ is a?good way to check understanding.?

Always meaning first.

Never say "we are running out of time", just tell the learners how much time left.?

PPP is for vocabulary and grammar.

Main aim is not for presenting, is for using.

If you are drilling, leave nothing on?the screen.

Be ready to try something?again. Don't be?panic. A second try helps to find the reason.

Be direct with Ss if someone is talking too much:?"Thank you very much, but I would like to hear from somebody else." Thank him/her for his/her contribution and move on to the others.

Pre-teaching is always necessary. Do not reckon learners know everything.

VOCABULARY

Race

Convey meaning - pictures, visuals, gestures

Marker sentence: He lost the race.

1. He was in a competition.

2. He wasn't the fastest person.

use the discriptions?to make?CCQs?

1. Was he in a competition? (yes/no)

2. Was he the fastest? (yes/no)

closed qeustions (limited options)

3.?Can you think?of an example of a race? (Olymics, F1, ...)

M/F/P (always meaning first)

language analysis:?Noun - countable - regular?

/re?s/

GRAMMAR

mustn't / must not

Marker sentence: You must not smoke in the hospital.

1.?You have the ability to smoke.

2. Smoking is not allowed in the hospital.

CCQs

1. Is smoking allowed in the hospital?

2. Where else mustn't you smoke? (Not good. Do not use the target language in CCQs)

modal - contraction - followed by bare infinitive (I must to do sth. is wrong.)

/'m?st/ ?/m?s(t)/ strong and weak form

/'m?snt/ /m?st 'n?t/ or?/'m?st?'n?t/

Debate is a good productive task.

Teaching less than 10 min/stage.

Do NOT echo your students.

1. Other students won't listen to their classmates. 2. TTT is increasing.

Feedback is not always necessary. Comment is okay.?"You got all the forms right. Good job!"

Peer teaching is acceptable and welcomed.

Teaching involves making a lot of decisions, and we make better?decisions when we are relaxed.

Notify learners you are going to give instructions.

"Less is more" when giving instructions.

CCQs for GRAMMAR

Upper level SS

Maybe a TASK-TEACH-TASK framework for a speaking lesson.

A demonstration is necessary. (Do the task together maybe.)

Do an example in the set-up of tasks.

A bit more challenging task is necessary.

A personlised task is recommended.

Try to save time for some reactive work on students’ language after speaking tasks. This does not have to be error correction - you may choose to upgrade their language or give positive feedback on the language they have used.

A large class needs more pair work.

Pair work test more ss, nearly everyone.

Focus on what it is, before what it is not.

Lead-in is a time to contextualise?your lesson rather than focus on language points.

A practice activity should:?

be personalised;

give learners some choice about what language to use;

allow students to use the langauge?in a natural context;

give learners a reason to communicate with each other;

be fun or interesting;

be repetitive so students can use the target language several times.

Modeling, then practicing.

Scott Thornbury - About Language

As part of an action plan for his own professional development, Jamo should continue to focus on the following action points:

? clarifying pronunciation effectively by highlighting key rules and patterns;

? ensuring an appropriate level of challenge in materials;

? eliciting and concept checking consistently, rather than giving explanations;

? developing a range of error correction strategies.?