IN CLASS
HOW
METHOD
WHAT
GROUPS
100
WHAT WAS THE FIRST ACTIVITY WE PLAYED THIS TERM?
DIXIT
100
HOW CAN YOU AS A TEACHER FACILITATE FLUENT READING?
COMPREHENSIBLE GRADED TEXT
TOPIC IS SUITABLE
95-98% VOCABULARY IS FAMILIAR
SELECTIVE ATTENTION TO KEY INFORMATION
INFERENCING - GUESSING THE MEANING OF WORDS SPEEDS UP THE PROCESS
100
WHAT IS THE OTHER NAME OF THE "ARMY METHOD"
AUDIO-LINGUAL METHOD
100
WHAT DOES THE TEACHER AS A FACILITATOR DO?
a facilitator provides resources, monitors progress and encourages students to problem solve - supports learner autonomy
100
COME UP WITH 3 ICE-BREAKERS
STS' ANSWERS
200
WHY SHOULD EVERY SINGLE LESSON ALWAYS START WITH A WARMER?
STS SHIFT FROM ONE TOPIC TO ANOTHER, TO REDUCE THE EFFECT OF PREVIOUS (?NEGATIVE) EXPERIENCES DURING THE DAY - TO TUNE IN, TO ALLOW YOU TIME TO OBSERVE GROUP ENERGY AND WILLINGNESS TO COOPERATE, TO REVIEW PREVIOUS TOPICS
200
LIST AT LEAST 3 OF GARDNER'S MULTIPLE INTELLIGENCES
200
LEARNERS ACQUIRE LANGUAGE IF THEY ARE PROVIDED "NATURAL COMPREHENSIBLE INPUT". THIS IS THE NATURAL APPROACH PROPOSED BY...
KRASHEN
200
NAME 3 ROLES OF A TEACHER IN CLASS
CONTROLLER, MONITOR, EDITOR, EVIDENCE-GATHERER, ORGANISER, TASK-SETTER, TUTOR ETC.
200
SAY TWO CHARACTERISTICS OF "STORMING" GROUPS
LOUD, CANNOT COOPERATE WITH EACH OTHER WELL, GROUP ROLES ARE NOT SETTLED
300
LIST 3 FACTORS THAT MIGHT AFFECT CLASS MOOD
TIME OF DAY, WHAT LESSON THEY HAD, WEATHER, MOOD OF THE TEACHER, ETC.
300
WHAT DOES "LISTENING FOR GIST" MEAN?
Focusing on understanding the main idea, overall message, or general topic of a spoken text, rather than getting caught up in every single word or specific detail
300
BEGINNER AND LOWER LEVEL STUDENTS MAY BENEFIT THE MOST FROM THIS METHOD. THE TEACHER GIVES INSTRUCTIONS, STUDENTS DO THINGS ACCORDINGLY.
TOTAL PHYSICAL RESPONSE
300
WHAT DOES A PRODUCT APPROACH TO TEACHING WRITING INVOLVE?
PROVIDING A MODEL
HIGHLIGHTING KEY FEATURES AND FOCUSING ON ORGANIZING THE TEXT
EMPHASIZING THE PRODUCT
LIMITED CREATIVITY AND ORIGINALITY ON THE PART OF THE STUDENTS
IT'S USUALLY A TRADITIONAL, INDIVIDUAL TASK WITHOUT COOPERATIVE ELEMENTS
FREQUENTLY FOUND IN COURSEBOOKS
300
NAME 3 WAYS TO FACILITATE GROUP DEVELOPMENT
STS' ANSWERS
400
MENTION AN EXAMPLE OF A SPEAKING TASK THAT HAS A CLEAR COMMUNICATIVE PURPOSE
TEETH
ROLE-PLAY
WHO AM I? - CARDS ON THE BACK
INFORMATION GAP: FINDING A SUITABLE TIME TO MEET
DESCRIBING STH SO THAT THE OTHER PERSON CAN DRAW IT
COMING UP WITH A PLAN FOR A HOLIDAY TOGETHER
400
WHAT IS THE DIFFERENCE BETWEEN LEARNING STYLES AND STRATEGIES?
Learning styles: The way(s) that particular learners prefer to learn a language.
Learning strategies: These account for how learners accumulate new L2 rules and how they automate existing ones. They can be conscious or subconscious. These contrast with communication strategies and production strategies, which account for how the learners use their rule systems, rather than how they acquire them. Learning strategies may include metacognitive strategies (e.g., planning for learning, monitoring one’s own comprehension and production, evaluating one’s performance); cognitive strategies (e.g., mental or physical manipulation of the material), or social/affective strategies (e.g., interacting with another person to assist learning, using self-talk to persist at a difficult task until resolution).
400
WHAT IS KWL (PROPOSED BY GRABE, 2009) IN CONNECTION WITH BUILDING A READING TASK
KNOW
WANT-TO-KNOW
LEARNT
(E.G. BRAINSTORMING KNOWLEDGE ABOUT THE TEXT, GENERATING QUESTIONS ABOUT THE TEXT, PRESENTING WHAT HAS BEEN LEARNT: WRITTEN OR SPOKEN)
400
WHAT SHOULD A TEACHER DO DURING PAIRWORK AND GROUPWORK ACTIVITIES?
MONITOR, GATHER EVIDENCE, BE AN EDITOR
400
WHAT ARE THE DEVELOPMENTAL STAGES OF GROUPS IN THE DÖRNYEI & MALDEREZ MODEL?
GROUP FORMATION
TRANSITION
PERFORMING
DISSOLUTION / ADJOURNING
500
WHO KNOWS AT LEAST 5 THINGS TO PAY ATTENTION TO WHEN DESIGNING A LESSON PLAN?
PURPOSE - SPECIFIC ENOUGH TO BE MEASURABLE
THE AIMS OF THE SPECIFIC STAGES AND ACTIVITIES
MATERIALS TO BE USED
FORMS OF INTERACTION
SKILLS TO BE DEVELOPED
TIMING
ANTICIPATED PROBLEMS
TEACHER'S INSTRUCTIONS
DETAILS OF THE LESSON: NAME OF TEACHER, LOCATION, TIME OF DAY, LENGTH OF LESSON, CLASS SIZE, AGE OF STUDENTS, LEVEL OF STUDENTS
500
WHERE DID SUGATA MITRA PUT A COMPUTER?
IN A DELHI SLUM
500
WHICH METHOD(S) HAVE THE MOST INFLUENCE ON PRESENT-DAY COURSEBOOKS?
CLT, TBLT
500
WHAT IS "CPD"
CONTINUOUS PROFESSIONAL DEVELOPMENT
500
WHAT DOES IT MEAN THAT A GROPS HAS "A LIFE OF ITS OWN"
IT MEANS THAT INDIVIDUALS IN A GROUP BEHAVE DIFFERENTLY THAN THEY WOULD DO OUTSIDE THE GROUP