Knowledge questions
1. Adolescence is bound up with the student’s
chronological age.  instructions effectively. What do we
TRUE
FALSE
2. Our decision about whether to use an
activity more than once will depend on how
successful it was the first time, we tried it.
TRUE FALSE
3. Is multiculturality the same
interculturality?
4. Overuse of TTT is inappropriate because
the more a teacher talks, the less chance
there is for the students to practice their
own speaking.
TRUE FALSE
5. According to Harmer, there are two general
rules for... : they must be kept as simple as
possible, and they must be logical.
a. Participating and correcting students.
b. Giving instructions
c. Playing games in the classroom.
6. These are some of the seating arrangements
suggested by Harmer.
a. solowork and separate tables.
b. Individual and horseshoe.
7. The following description corresponds to ...
Teachers believe in lowering the barriers between
themselves and their students, this kind of seating
arrangement will help. There are other
advantages too, which is the fact that all the
students can see each other.
a. Orderly rows
b. Circles and horseshoe
c. Separate tables.
8. Teachers must be sure that the students at
the back of the class can hear them just as
well as those at the front. This statement
refers to...
a. Variety
b. Conservation
Open-ended questions
 Give us example on how to give
need to consider?
 What is the beauty of the place of
origin map?
Hang in a prominent place and then talk
about ethnicity, home country, and more
through the school year.
 What is the beauty of heritage paper?
as SS work with parents, family background
 Why is the process of reflection
relevant?
 What are three differences between
children and teenagers in terms of
learning?
 Abstract thinking
 Attention span
 Approval
 How can we claim that a classroom
fosters interculturality?
 Why is it important to teach language
and culture at the same time in an EFL
classroom?
 What does Establish clear teacher
and student roles mean?
Learner-centered
classrooms that involve student
interaction and participation
function efficiently only when it has
been made explicit what your
role as a teacher is, and how student
participation fits into an
organized class hour.
Why we should allow students some
choice in activities and exercises
mean?
When students
are given options to choose from, it
increases their interest
 c. Auditability
1. Overuse of TTT is inappropriate because
the more a teacher talks, the less chance
there is for the students to practice their
own speaking
TRUE FALSE
Is teaching an art or a science?
When using the L1 in class? Besides the beginner
levels.
L1 for some definitions, grammatical explanations,
directions for a task, or cultural comments.
What is cheating? Plagiarism. Example
How to prevent cheating?
Different formats of a test.
What is classroom management?
What seating arrangement is better for debates and
why? Grammar, roles plays.
What is body language essential?
The senses
From the 8 principles Brown and Lee
suggest, please explain 4 of them?
1. Establish clear teacher and
student roles.
2. Articulate unambiguous
objectives and goals.
3. Be flexible.
4. Allow students some choice in
activities and exercises.
5. Take a personal interest in
students.
6. Be fair to all students.
7. Exhibit enthusiasm and a positive
attitude yourself.
8. Challenge students of both higher
and lower levels of
ability.
What are some challenges that
larger classes can have?
Proficiency and ability vary widely
across students.
• You tend to rely on lectures,
videos, and other whole-class
presentations.
• A good deal of group work might
be unmonitored, and “reports”
from groups may have to be
randomly selected.
• Individual teacher-student
attention is minimized.
• Student opportunities to speak to
the whole class are lessened.
• Teacher’s feedback on students’
written work is limited
What are some possible solutions
for these challenges?
Try to make each student feel important
 Assign students as much interactive work
as possible
Optimize the use of pair work and small-
group work
Do more than the usual number of
listening comprehension
Use peer-editing, feedback, and
evaluation i
Give students a range of extra-class work,
Don’t collect written work from all of your
students at the same time;
Set up small “learning centers” in your
class where students can do individualized
work.
Organize informal conversation groups
and study groups.
Suggestion for teaching classes with
multiple proficiency levels.
Avoid overgeneralization of
proficiency.
Individualize your techniques
Offer choices
Use technological aids
Aims for the middle
Vary group work tasks

Challenges of using Target Language Only”

in the Classroom?
teachers who may not feel highly
confident in their L2 proficiency are
tempted to use more of the L1 than may
be pedagogically advisable. And while
students may welcome the chance to
receive input in their L1, it might not fully
challenge students to put forth the effort
that they should.
Guidelines for using and not using l1s in
the classroom
Set clear guidelines.
Explain the value of using the L2.
Stimulate intrinsic motivation.
Choose appropriate tasks.
Create in your classroom an L2 “atmosphere.”
Guidelines for maintaininG classroom
discipline

Authority. Fairness. odes of conduct.,

Expectations., Firmness., Student dignity.
Decorum. ource of problems. Institutional
support.
Teacher in the classroom, we need to conider
proximity, awareness, movement and
appropiacy