Day 3, notes:

Classroom management:

1. Rapport
 Building a good relationship;
 Using names
 Remembering personal details;
 Politeness;
 Don’t overpraise;
 Involve everybody
2. Boardwork
 Time lines;
 Grammar/vocabulary clarification;
 Students need to see the written language
 Whiteboard plan: do it in advance; where do you put what. Organization: Ex: split the
board in 3: agenda, main *you can erase here*, and new vocab that comes up
3. Monitoring
 Keep moving, keep a central position in class
 Spread your attention
 Helping
 Error correction for feedback later, after the activity/end of the lesson
4. Seating/grouping:

5. Teacher talk
Communicative approach
6. Pace/timing
7. Instructions:
 Natural, graded language
 Give handout after instruction

Vocab lesson stages:

Lead-in: brainstorming

Test

Teach

T1

T2

Intransitive: ?

Transitive:?
Form: writing it on the WB, number, part of speech

Compound noun: two words with one meaning.

Day 4

Receptive skills: Reading

-Reading vs listening: when we listen we can’t go back. We have more time to process written info.
-No reading in the classroom
-sts don’t know a word, until they produce it. It’s never enough only to “know” it.

Gist
Detailed
Scanning

B2 level text for Ass1

Mention if you reduce the text.
Avoid specialized language
Check with T if the text is suitable(mail)
Background reading: reference
Word template
S5: speaking task
Appendix:text,tasks *including answers”, images

Mime is also

Reading alone
Mention the grouping/pairing

Types of feedback: 1. On Content -final speaking activity; 2. On task

Don’t drill from the WB.

Vocabulary lesson: use drill and pronunciation