x.

How do you maintain a sense of community and connection among students in a

flipped learning setup, given the reduced traditional lecture time?
y. What adjustments have you made to your flipped learning approach based on
feedback from students or your own observations?
z. How do you see the future of flipped learning evolving in higher education, and
what potential challenges might arise as it becomes more widely adopted?

Activity
Match the expression with a synonym
1. Engage a. Nurture
2. Review b. Examine
3. Cater c. Encourage
4. Help d. Involve
5. Promote e. Deal with
6. Foster f. Accommodate
7. Address g. Assist

More information - Flipping the Classroom at Columbia University

https://www.youtube.com/watch?v=se6lXpnSaA0

5. Working with gifted students.

Introduction
Teaching gifted students presents both opportunities and challenges. These students
possess exceptional talents and abilities that require nurturing to reach their full
potential. To effectively engage them, educators should offer enriched and varied
learning experiences that cater to their advanced capabilities. However, it's
important to strike a balance, as these students might require additional support in
social and emotional development. Tailoring lessons to their interests while fostering
a supportive classroom environment can help gifted students thrive academically and

emotionally.

Video
https: //www.youtube.com/watch?v=n3gXI1HFcbY
Questions
a. How do I identify gifted students?
b. What is the best way to differentiate instruction for gifted students?
c. How can I keep gifted students engaged and motivated?
d. How can I address the social and emotional needs of gifted students?
e. What resources are available for teaching gifted students?
f. How do I balance the needs of gifted students with those of the rest of the class?
g. What strategies can I use to challenge gifted students without overwhelming
them?
h. How do I communicate with parents of gifted students?
i. Are there specific teaching approaches that work well for gifted students?
j. What should I do if a gifted student finishes assignments quickly?
k. How do I address underachievement among gifted students?
l. Are there specific strategies to foster critical thinking and creativity in gifted
students?
m. How can I create a positive classroom environment that celebrates diversity,
including different levels of giftedness?
n. Are there any professional development opportunities related to gifted education?
o. What should I do if a gifted student becomes bored or disinterested in the
classroom material?

Activity
America slang – match each question with the equivalent in America slang.
1. What resources are available for
teaching gifted students?
2. How do I identify gifted students?
3. How can I keep gifted students
engaged and motivated?
4. How can I create a positive classroom
environment for these students?
5. Are there specific strategies to foster
critical thinking and creativity?
a. How can I set up a cool classroom vibe
for these talented kids?
b. What kinda goodies can we tap into to
teach those brainy whiz-kids?
c. How can I spot the real geniuses in the
crowd?
d. Are there any tricks to boost deep
thinking and out-of-the-box ideas?
e. How do I keep the brainiacs pumped
up and in the zone?

Activity

Study these words

Hangman
Teaching Students Opportunities Challenges Abilities Lessons Environment
https://www.hangmanwords.com/play/custom?
g=VGVhY2hpbmclMEFTdHVkZW50cyUwQU9wcG9ydHVuaXRpZXMlMEFDaGFsbGVuZ2
VzJTBBQWJpbGl0aWVzJTBBTGVzc29ucyUwQUVudmlyb25tZW50

More Information - 16 Tips for Teaching Gifted Students

https: //classful.com/16-tips-for-teaching-gifted-students/

6. Balancing research and teaching responsibilities

Introduction
In the academic realm, striking a balance between research and teaching
responsibilities presents a significant challenge. Educators are tasked with not only
delivering quality lessons but also contributing to the advancement of knowledge
through research. This dual role demands effective time management and
prioritization. While teaching engages students and imparts essential knowledge,
research fosters innovation and academic growth. However, finding equilibrium is
crucial, as excessive focus on either aspect can hinder professional development.
Navigating this delicate balance requires strategic planning and continuous
adaptation, ensuring that both teaching and research flourish harmoniously within
the academic landscape.

Video
https: //www.youtube.com/watch?v=xfGbyW6fs5w

Questions

Research and Teaching Balance:

a. How do you currently manage the balance between your research and teaching
duties?
b. What aspects of your work do you find more challenging: research or teaching?
Why?
Time Management:
a. Can you share any effective time management strategies you use to handle both
research and teaching tasks?
b. How do you prioritize your research projects and teaching commitments during a
busy semester?

Collaborative Opportunities:
a. Have you ever collaborated with other colleagues on research or teaching
projects? How did that impact your workload and performance?
b. In what ways can collaboration with other professors help you achieve a better
balance between research and teaching?

Student Engagement:
a. How do you ensure that your research activities positively influence your teaching
methods and engage your students?
b. Can you share an example of how you integrate your research experiences into
your teaching content?

Continuous Learning:
a. As a professor, how do you stay up-to-date with the latest research trends while
also fulfilling your teaching responsibilities?
b. Are there any specific tools or resources you find helpful for staying informed
about advancements in your field?

Support System:
a. What kind of institutional support or resources do you think would help you
manage your research and teaching responsibilities more effectively?
b. How can department heads or university administrators assist professors in
maintaining a healthy balance?

Flexible Approaches:
a. How can you adapt your research projects or teaching methods to create a more
flexible schedule that accommodates both roles?
b. Are there any unconventional approaches you've considered for balancing your
research and teaching?

Reflection and Feedback:

a. How often do you reflect on your teaching and research experiences to identify
areas for improvement or adjustment?
b. What role can feedback from students and colleagues play in maintaining
equilibrium between research and teaching?
Long-Term Goals:
a. Where do you see yourself in terms of research and teaching balance in the next 5
years? What steps will you take to achieve that balance?

Work-Life Integration:
a. How do you ensure that your dedication to your career doesn't negatively impact
your personal life and well-being?
b. Can you share any personal anecdotes or tips for achieving a harmonious balance
between work and personal life?
Impact on Students:
a. How do you believe a balanced approach to research and teaching positively
affects the quality of education your students receive?

Activity
https://www.npr.org/2019/10/02/766568824/uncovering-a-huge-mystery-of-college-
office-hours
Fill in the blanks with the missing words

Washington a college one questions smartest used

Many students show up for college and find it is a whole different world than the one they are

____ [1] to, especially low-income students or those whose parents didn't go to college. For many,

it can feel like there's _ [2] hidden set of rules. Here's NPR's Elissa Nadworny of NPR's Life Kit

team with some help to sort out ___ [3] of the biggest mysteries of college, that scary thing called

office hours.

ELISSA NADWORNY: Ask just about any _______ [4] student.

ANIAH WASHINGTON: Office hours are the most intimidating thing that I think anyone told me

about.

ELISSA NADWORNY: Aniah __________ [5] is a sophomore at Amherst College in Massachusetts.

And when she first got to campus, professors, they were the ________[6] people she'd ever seen.

And this idea that she was just going go in and talk to them, ask _________[7]

used[1] a[2] one[3] college[4] WASHINGTON[5] smartest[6] questions[7]

More Information - Tips to balance teaching and research activities

https: //www.timeshighereducation.com/campus/tips-balance-teaching-and-research-
activities

7. Balancing work and personal life.

Introduction
Finding the right balance between work and personal life is important nowadays. It
can be hard to manage both. We need to make time for our job and also for things we
enjoy outside of work. Getting this balance right helps us feel better and do well in
our job. Work gives us money and a sense of achievement. Personal time helps us
relax and spend time with loved ones. To make this balance work, we should plan our
time well and know when to stop working. This way, we can have a happy and
complete life.

Video
https: //www.youtube.com/watch?v=Igtu698JN9o

Questions
a. How can I effectively manage my teaching, research, and administrative
responsibilities without sacrificing personal time?
b. What strategies can help me establish clear boundaries between work and
personal life?
c. How do other professors in academia successfully balance their professional and
personal commitments?
d. Are there time management techniques specific to academia that can help
maintain a healthy work-life balance?
e. How can I prioritize my own well-being while meeting the demands of academic
work?
f. What are some effective ways to communicate my availability to colleagues and
students without feeling constantly on-call?
g. How do I handle the guilt or pressure I feel when taking time off for personal
reasons?
h. Are there specific periods during the academic year when it's more appropriate to
focus on personal matters?
i. What are some strategies for managing stress and avoiding burnout in academia?
j. How can I delegate tasks or responsibilities to others without feeling like I'm
shirking my academic duties?
k. Are there efficient ways to streamline administrative tasks to free up more time for
personal activities?
l. How do I create a schedule that allows for regular exercise, hobbies, and quality
time with loved ones?
m. Can you share examples of successful professors who have managed to excel in
their careers while maintaining strong personal lives?
n. What role can technology play in helping me find a better balance between work
and personal activities?
o. How can I navigate the pressure to constantly publish and advance my research
career while also enjoying personal pursuits?
p. Are there any university policies or resources that support faculty in achieving a
healthy work-life balance?
q. How do I handle last-minute academic commitments that conflict with my personal
plans?
r. What strategies can I use to prevent over committing to too many academic
projects or responsibilities?
s. How do I address the expectations from colleagues or supervisors that might affect
my work-life balance choices?
t. What are some ways to reconnect with my passions outside of academia and
reignite my personal interests?

Activity
Listen to the audio and fill in the blanks
https://www.npr.org/transcripts/1174272228

North about do fire if living other this work

So there's nothing wrong with loving what you do for a ______, also nothing wrong
with being a hard worker. But what about __ you find yourself working all the time at
the cost of _____ things in your life? Psychotherapist Bryan Robinson speaks of
struggling with ____ problem himself when he was a professor at the University of
_____ Carolina. And he told me that he has found that fighting ____ addiction just
doesn't work.
BRYAN ROBINSON: That's like fighting the ____ department when your house is on
fire. You add stress. Think _____ that. You don't fight yourself. You bring compassion to
it. How __ you bring compassion to the part of you that wants to ____ day and night
instead of fight it?

Original Text
So there's nothing wrong with loving what you do for a living, also nothing wrong with
being a hard worker. But what about if you find yourself working all the time at the
cost of other things in your life? Psychotherapist Bryan Robinson speaks of struggling
with this problem himself when he was a professor at the University of North
Carolina. And he told me that he has found that fighting work addiction just doesn't
work.

BRYAN ROBINSON: That's like fighting the fire department when your house is on fire.
You add stress. Think about that. You don't fight yourself. You bring compassion to it.
How do you bring compassion to the part of you that wants to work day and night
instead of fight it?
More Information - How to make work-life balance work
https: //www.youtube.com/watch?v=jdpIKXLLYYM

8. Steven Krashen – linguist

Introduction
Steven Krashen is a linguist known for his language acquisition theories. His main
ideas include:

1. Input Hypothesis: Language is acquired when we understand messages slightly

above our current level (i+1).

2. Monitor Model: We use our language "monitor" to edit and correct our output,
based on learned rules.

3. Natural Order Hypothesis: Certain grammatical structures are acquired in a

predictable sequence.

4. Affective Filter Hypothesis: Emotional factors like motivation and anxiety can
affect language acquisition.

5. Acquisition-Learning Hypothesis: We acquire language naturally through

exposure, while learning occurs through conscious study.

Video
https: //www.youtube.com/watch?v=V--eu2d10Cg

Questions
a. What is the main focus of Steven Krashen's language theories?
b. How does the Input Hypothesis relate to language learning?
c. Can you explain the concept of "i+1" in Krashen's Input Hypothesis?
d. What role does the "monitor" play in Krashen's Monitor Model?
e. How does the Natural Order Hypothesis describe the learning of grammar?
f. What does Krashen mean by the "affective filter" in language acquisition?
g. How can motivation affect language learning, according to Krashen?
h. What's the difference between "acquisition" and "learning" in Krashen's theories?
i. Can you give an example of the "silent period" mentioned by Krashen?
j. What are some criticisms of Krashen's theories?
k. How do Krashen's theories relate to immersion language programs?
l. Does Krashen believe that explicit grammar instruction is useful?
m. How does Krashen's emphasis on input align with real-life language use?
n. Can the affective filter theory explain why some people are more confident
language learners?
o. Does Krashen's theory support using authentic materials for language learning?
p. How does Krashen's work differ from other approaches to language learning?
q. According to Krashen, how might a low affective filter impact language
acquisition?
r. Does Krashen's work seem reasonable to you?
s. How might Krashen's theories be applied in a classroom setting?
t. Can you provide examples of activities that would align with Krashen's theories?

More Information - Stephen Krashen theory on second language acquisition

https: //www2.montgomeryschoolsmd.org/siteassets/district/curriculum/esol/cpd/
module2/docs/krashenFINALtext.pdf

9. Sports, Physical Activities

Introduction
Sports and physical activities play a crucial role in one's life, offering a range of
physical, mental, and social benefits. Engaging in these activities helps maintain a
healthy body and contributes to overall well-being. It enhances cardiovascular
fitness, muscle strength, and coordination. Moreover, physical activities promote
mental resilience by teaching goal-setting, discipline, and handling both victory and
defeat. Beyond personal gains, participating in these activities fosters social
connections, teamwork, and communication skills. It's a source of stress relief and
boosts self-confidence. In essence, the significance of physical activities lies in its
impact on individuals, promoting a balanced and fulfilling lifestyle.

Activity
Classify the sports as team sports individual sports or sports that can be both.

Running Swimming Cycling Tennis Golf Boxing Martial Arts Gymnastics

Archery Skiing Snowboarding Surfing Rock Climbing Soccer Basketball
Volleyball Rugby American Football Ice Hockey Cricket Field Hockey
Water Polo Lacrosse Baseball Softball

Video
https://www.youtube.com/watch?v=wWGulLAa0O0

Questions
a. What's your favorite sport to watch and why?
b. Have you ever played any team sports? Which ones?
c. Do you prefer indoor or outdoor sports? Why?
d. Are you a fan of any particular sports team? Which one?
e. Have you ever attended a live sports event? How was it?
f. Do you think sports are important for staying healthy? Why?
g. What's the most popular sport in your country?
h. Have you ever tried a sport that you didn't like? Which one?
i. What sports do you think are the most challenging? Why?
j. Are there any sports you're interested in learning to play?
k. Have you ever won a sports competition or received a medal?
l. What's the best sports-related memory you have?
m. Do you follow the Olympics or any other international sports events?
n. How do you feel about extreme sports like skydiving or bungee jumping?
o. Are there any sports you used to play but stopped? Why?
p. Do you think professional athletes are good role models? Why or why not?
q. What's your opinion on the use of performance-enhancing drugs in sports?
r. How do you think technology has impacted sports over the years?
s. Are there any sports you find boring or uninteresting? Why?
t. Do you prefer individual sports or team sports? Why?
u. What's your take on the commercialization of sports?
v. Have you ever had an injury related to sports?
w. What's the most unusual or unique sport you've heard of?
x. Do you think schools should prioritize sports education more?
y. What's your view on sportsmanship and fair play in sports?
z. How do you think sports can bring different cultures together?

More Information - WHO Sport for Health Programme

https: //www.who.int/initiatives/sports-and-health

10. Reading to learn English

Introduction