# data[].attributes.body
Pre task

Brainstorm

Prediction

Personal preferences

Vocabulary checking

Matching characters with personality

Pre-reading(story;context)

During task

Check prediction

Arranging summary of text in order

Gap fill (cooperative listening/speaking)

circle pictures

vocab grouping (What adj/noun do you hear)

jot down key words

Matching task

Physical response (e.g. clap/raise hand when heard certain keywords)

labelling diagram

personal response

doodling

tick (V) words you hear

listen for target language

jigsaw

comprehension questions

Post-task

Discussion with purpose(ranking, roles)

Debate

Reflection

Creating subheadings

Roleplay (voice-over)

Story rewriting/extension

Summary

Comparative reading

Drama/Still imgae

Speech

# data[].attributes.body
Woody(textbook adaptation):

give roles to the characters, and goal for the task

give the task a context(more specific)

Tiered task: prepare tasks for lower level students

# data[].attributes.attachment_link.title
Teaching writing with arts | Created using Powtoon - The Visual Communication Platform

# data[].attributes.attachment_link.description
Sign up for free to create engaging, inspiring, and converting videos with Powtoon. Make an Impact.

# data[].attributes.body
Session 1:

Weekend wondering

Song of the Day

Inclusive Education

Session 2:

Showcase preparation

Guest lecture

-> brain-based strategies for exam success

# data[].attributes.body
Weekend Warmer

6 words to summarise your weekend

Song warmer

teaching grammar/storyline with a song

Mobile Journal

teaching grammar with student-made journal video

Role-play scenario of 4 different contexts

teach intonation and stress

PPP approach lesson demonstration

# data[].attributes.body
I would like to come back here again because Fiona introduced to us an awesome pajama shop to us, right opposite to this building. Also, i read that this is a historical building, so i would like to visit here again to have a tour in it\

# data[].attributes.headline
[Oct 28] Song of the first school visit day

# data[].attributes.subject
[Oct 28] Song of the first school visit day

# data[].attributes.body
i am not taking this back as i was frustrated on that day. I followed the conduct, but the arrangement is just not what i expected

# data[].attributes.attachment_link.title
Charlie Puth - That's Hilarious (Lyrics)

# data[].attributes.body
a. Facts: What do you observe

students being active in class, some misbehaviours occur but the teacher spot in time

there are a lot more students' talking time than teachers' talking time, allowing students to have plenty of time to digest and explore the language

b. Process

the teacher ensures that the students have greeted her before sitting down

the stages in lesson is clear, with a lead in of how articles are used in daily life, following a smooth transition to ask students to work on tasks

c. Emotion

Students enjoy the literacy lesson, although some are playful and chatting around. The teacher did not stop them unless they are too loud. I think it may be because they are talking about the learning?

Observation 2: In the science class, students needed to be the participants for the Year 11 psychology project. They are willing to cooperate and follow the rules. Genuinely an interesting lesson learnt

d. Positivity

Teachers say " Good job", "Good try", "Excellent" frequently to praise and appreciate students

Instead of "Don't....", teachers tell students to " Do...". It gives students an idea of they should behave in class

e. creative

the task i saw in the literacy class ranges from controlled exercise to more freer one. For the fast finishers, the teacher even ask student to review their English learning profile

For the science class, i found how creativity is encouraged in JPC looking at the Year 11 students presenting. They are confident, proud of what they were doing. They came up with creative idea to do the memory test and stay professional.

f. caution (What is the problem i observe and what would i do)

some students continuously misbehave, the teacher intended to separate the students, stop them for a few times but they continue to disrupt the class

the topic for the class seems to be a little bit simple as the students complete with ease, just a difference in fast/slow. If i were to deliver a lesson like this, i may consider having more group activities, but not on the laptop. I was aware that the teachers were sticking posters up the wall, but sadly we did not get enough time to see what she would do with it to end the lesson.

# data[].attributes.body
1. Minimal pair - pronunciation warm up activity

clap hands when the words (column A / B) are pronounced

# data[].attributes.body
What did i see in lesson:

Math teacher scaffolding the skills and knowledge needed for map reading skills (including decimal numbers, duration and direction)

The teacher made use of an inquiry-based approach, instead of telling students the facts. The teacher asked the students what they think and check their prior knowledge. After that, he clarified the concept to the class

The teacher differentiated the level of the tasks to be simple, more difficult and challenging. Instead of saying it is most challenging, he turned it into 3 "hearts".

Why did the teacher do that:

the teacher knew the importance of allowing students to think about what they have learnt

the teacher understood the landscape of the classroom, including the learners' preference, ability and behaviour

Now what am i going to do in the future:

I am going to review the notes and think about how these methods could be used in the secondary classroom

# data[].attributes.body
One teacher, student, book, pen, can change the world

# data[].attributes.body
canva

miro

wordwall

padlet

faketextmessage.com

mentimeter

classroom soundboard (to signal transition)

Pixton (to create a comic)

Fliphtml5 (bookflipper)

Pear Deck

Nearpod

Roomrecess.com

www.classtools.net

# data[].attributes.body
3 things remember

1. How the use of ICT engages the students in class

2. The use of digital camera, which they can refer back to after the lesson

3. Use of ICT does not have to be fancy and high-tech

Class 2

3 things remember

1. The use of noticing principle when the teacher asked students how they got the answer

2. In feedback, ask students to further explain their answer instead of just saying correct/incorrect

3. The use of visual and color in the handouts, the handout is big and spacious enough for students to write on it. The teacher has her own “evidence sheet” when going around the classroom, so she could keep a record of the misconception.

Class 4

3 things remember

1. To anticipate the possible problems and make it clear in the planning stage

2. To keep a balance between individual and group learning

3. To make use of physical resource instead of solely focusing on ICT resource

# data[].attributes.body
1. Text to image:

Napkin.ai

2. Differentiating materials

Goblin ai

diffit ai

3. ppt generator

gamma.ai

# data[].attributes.headline
Teaching secondary school students with stories (Matilda)

# data[].attributes.subject
Teaching secondary school students with stories (Matilda)

# data[].attributes.body
1. Creative writing task:

students imagine that they are family/characters of the story (write with a language focus)

2. Speaking/Writing task: Debate

students make argument about their stance in the storybook

3. Selection of story with a moral or link with social issues

examine how the language feature of the story raise the issue

# data[].attributes.headline
[Oct17 PT1] Task 1: 3-2-1 self assessment

# data[].attributes.subject
[Oct17 PT1] Task 1: 3-2-1 self assessment

# data[].attributes.body
3 - Professionalism

-> i complete all tasks on time and collaborate with my peers effectively while in breakout room

-> i tried out Miro in the peer teaching, trying to apply ideas the tutor introduced in the previous class

2 - Language for teaching

-> For most of the time in lesson, i used English. Though there are time that i use Cantonese to share my ideas with peers

2 - Planning

-> I planned carefully and creatively to make use of authentic material to teach, though there are still areas for improvement

# data[].attributes.body
1. Draw a picture of the poem

2. Matching pictures with the poem

3. Researching the context of the poem

4. Matching stanzas with a summary sentence

5. Translating the text into modern English

6. Role play

7. Brainstorming & comparing characters and attitudes in different cultures and contexts

8. Discussing the differences between autumn in Hong Kong and in the poem

9. Create another stanza

10. Create a story that matches the poem

# data[].attributes.headline
3/11 An image that represent how i feel about using textbooks

# data[].attributes.subject
3/11 An image that represent how i feel about using textbooks

# data[].attributes.body
Textbook is like a tool that teachers can use to teach. It also functions as a bank which teachers can access usually with a "price". For example, blindly following the textbook is like borrowing a huge sum of money from the bank.

# data[].attributes.body
WALT:

set up an interactive, communicative classroom.

balance activities focusing on fluency and accuracy.

use role plays in a variety of ways to promote learning.

identify learning outcomes and language focus of activities.

WILF:

5 guidelines to help assess an activity's effectiveness

4 speaking activities to add to my tool kit

3 ways to set up a role play for different skills focus

2 things to consider when setting up a speaking task

1 example of a book that can kick off a speaking lesson

# data[].attributes.body
1. Describe 3 things you learnt about the structure and future of Australian education.

-> Australia's academic year start in late January, while Hong Kong starts in September

-> Australia has a similar education system to Hong Kong for primary-secondary

-> The Australian government put a strong emphasis on teacher preparedness and skills improvement, and put up a resourceful website for teachers to use.

2. Identify 2 things that interested you from the infographics.

-> Parents today ares more concerned about their kids than those in previous generation

->76% of the students know or believe that learning is their own responsibility

3. Write 1 question you have about Australian education.

-> Is there any progress on the policy "Close the gap" ?

# data[].attributes.headline
Activities for teaching english with music

# data[].attributes.subject
Activities for teaching english with music

# data[].attributes.body
Music:

1. find a picture for the word given, show to everyone and remember as many as possible. Fill in the gap with the recited words

Listen to the song played and clap/ jump up when heard the word

Listening detective: give each group a 'jump up' secret word, double the listening challenges

Listen to the song and notes down vocabulary/grammar items... heard -> race to write down words on board

Draw in your notebook as you listen to the lyrics. (Draw something you hear in the lyrics or the feeling of the song)-> Show your drawing to a classmate.

Ask each other what you drew and why.

Song as lesson:

Pre-task: prediction of song context

vocabulary checking

co-operative speaking/listening task: take turn to close eyes and tell each other what happen

writing task: reconstruct the story

listening extension: fill in the blanks with the words provided (predict the words that fit in)

# data[].attributes.body
1. How did you feel in PT?

-> I feel inspired when observing my peers teaching

-> I feel "reflective" when i teach, as i become aware of the difficulty of the task, the possible problem that appeared.

2. What are you most proud of?

-> I am most proud of that my peers like the design of our activity and enjoy the mini-lesson

3. What might you do differently next time?

-> I will reconsider the design of the activity and selection of language items, so it will suit the class level

4. What questions still remain for you?

-> How to manage the class well in an online setting?

# data[].attributes.headline
Activities for teaching English with artwork

# data[].attributes.subject
Activities for teaching English with artwork

# data[].attributes.body
Artwork

1. slow looking: Ask students what they see, think and wonder.

-> sts build language of description(observation), creative thinking (imagination) and critical skill(interpretation)

2. Colour, shape, line of an artwork

-> to encourage students to delve into the meaning of the elements

3. People in picture

-> What i see, who are the characters, feelings

4. Narrative (Beginning, Middle, Ending)

-If this artwork is the beginning/middle/ending, ...

-> roleplay/narrative

# data[].attributes.body
Occasionally hate teaching

# data[].attributes.body
1. Write 3 learning activities that you have experienced in today’s lesson

-> group brainstorming on teaching vocabulary related to Australian culture

-> listening for global understanding and scanning for information

-> sentence remaking with our own input (personalized context)

2. Think of 2 strategies the teacher used to promote interaction

-> naming students

-> having students to diy their background to fit the context

3. Write 1 overall summary

-> we learn new vocabulary related to Australian culture and experienced an integrated skill lesson carried out online. We also had experienced in brainstorming ideas for teaching. We also get start with our peer teaching by deciding on the topic first.

# data[].attributes.body
What activities did we do today?

What was the purpose of each activity?

Session 1

1. 5 sense questions - to ask each others what they see, smell, touch over the weekend

to get students to become active in the beginning of the lesson

2. Draw a picture that represent the use of textbook

3. cooperative listening exercise: 1 person listen and 1 person take notes -> recreation of paragraph

encourage collaboration

listening drilling

reinforcement of ideas

engage the ideas, turning the materials more interactive

4. textbook analysis and adaptation

5. Scaffolding language: i + 1, where i = interlanguage

Session 2

1. Reflection on summarising the takeaway/activities in session 1

2. Decision on poetry activities

3. creating a poetry worksheets

4. teaching rhymes activity

...

Self-directed activities

...

# data[].attributes.body
Two Truths and a Lie - Edith

1. I am fluent in German

2. I like reading novels

3. I have been to Charlie Puth concert before

# data[].attributes.attachment_link.title
Miro | The Visual Workspace for Innovation

# data[].attributes.attachment_link.description
Miro is a visual workspace for innovation where teams manage projects, design products, and build the future together. Join 60M+ users from around the world.

# data[].attributes.headline
[18 Nov] Drawing of Song of the Day “Island home”

# data[].attributes.subject
[18 Nov] Drawing of Song of the Day “Island home”

# data[].attributes.body
Verbs related to indigenous people

read, speak, dance, write, talk, pick, play

Verbs important for learning:

satisfy, dream

# data[].attributes.headline
Activities for teaching English with drama/books

# data[].attributes.subject
Activities for teaching English with drama/books

# data[].attributes.body
1. Fruit salad:

anyone who has/had ...... swap places / stand up

-> practise grammar / vocabulary implicitly

# data[].attributes.body
Dear Edith

Thank you for your work on your Padlet portfolio and for sharing your peer teaching and 3-2-1 reflection following Peer Teaching 1.

As well as reflections, your portfolio is a great place to keep teaching ideas and activities as well as tools that you have collected or experienced along the way. Have a think about ways you can organise your columns to create a portfolio that will be filled with teaching ideas to help you out in your future teaching... especially if you're having a day when you think you hate teaching!

I'm pleased to hear you're feeling proud of your Miro lesson today. You certainly got lovely feedback from your classmates about the different activities they experienced in your lesson. Thank you for your thoughtful reflection around the language items that you chose. Teaching with peers is such a helpful way to test things out when you're not sure how successful they will be as you can be sure to get productive feedback. I think you're right, when you're introducing something new it's tricky if the language is too similar.

Thank you for your question about managing classes online. I hope our experiments with classroom management in Week 2 will help you to start answering this question, as well as your opportunity to keep teaching.

Thank you for your contributions to class this week.

Best wishes

Ceara

# data[].attributes.headline
[Oct 24 PT2] peer teaching activity outline

# data[].attributes.subject
[Oct 24 PT2] peer teaching activity outline

# data[].attributes.body
1. what did you learn about short, simple instructions?

instruction is related to the task design, so we need to think about whether the task is too difficult that students may find it uneasy to follow

2. How did your ICQs go?

It went quite fine, as students know what they are asked to do

3. Was your activity truly interactive - was there an information gap?

it is semi-interactive because students only get to discuss after matching the activity, though there wasn't an information gap

# data[].attributes.body
1.Give a short explanation of what you like about this animal.

i actually do not know that a Kangaroo is friendly, so i like how it acts like a cat and allow a stranger to pet it.

2.BONUS: Suggest a place in Hong Kong where you could take students on an excursion. What kind of task would you give them to complete there?

I would take students to Mong Kok for an excursion because it is the place where young people likes. I believe the students would do too. The task that i would give them is to "bargain" for a good price on a product at the ladies market.

# data[].attributes.attachment_link.title
Beyond - 海闊天空『背棄了理想 誰人都可以』【動態歌詞Lyrics】

# data[].attributes.body
Literature

interesting or boring

reading, interpreting, creating

individually

Literature

# data[].attributes.body
1. What did you learn about vid projects

I learnt that video making is not as difficult as imagined. The only challenging part would be finding clips and putting them together into a video

2.What did you learn from your peer presentation

i have a strong impression on Woody's video because i used to have a hard time preparing for my lesson. The technique Woody introduced to me sound really useful, practical and applicable. Besides, i like the tips Jessie gave on storytelling. I actually never like doing it in classroom because i think the secondary school students may not like it. However, the AAP approach Jessie introduced (Read alone, Read aloud, Peer reading) lay out a clear flow for doing a storytelling. In addition, the jigsaw reading approach Abella introduced for reading is quite new to me. And i definitely see the vision and outcome of using it in a exam-focused classroom.

Overall, i really enjoy the presentation of my peers and have some key takeaways from it

3. How could you host a mini-conference with your students in the future?

In the future, i think i can conduct a conference in the same way, but perhaps making it as a group work(considering the size of the class). Students can do weekly presentation on different English learning topics (e.g. grammar, writing, vocabulary). Instead of video, i would prefer it in the format of powerpoint slides or infographics because i think video making could be demanding for our students. However, it could be made possible for the senior secondary students

# data[].attributes.body
1. the use of songs in teaching(This is me)

->Figurative language: Metaphor

cut me down “really cutting?”

hits my skin

-> first person perspective

-> gonna/wanna

2. Activities ideas for teaching English with songs

3. Gallery visit

approaches suitable for teaching English with artworks

# data[].attributes.headline
4/11 Two activities that i would like to try out

# data[].attributes.subject
4/11 Two activities that i would like to try out

# data[].attributes.body
1. Listening detective

2. cooperative listening and speaking text

# data[].attributes.body
Approach 4: Narrative

I particularly like this approach because it gives a lot of freedom to students to interpret an artwork. I think this is where students can make use of their creativity and integrate the skills used in the other approaches such that they can create a complete story.

To adapt it for weaker/lower-level students, i may supplement with some scenarios setting or a language box. It may also be important that i pre-teach them some related language

# data[].attributes.body
1. Warmer/Context to introduce the text

2. Text presentation

3. Skill-based task

4. Summary, Reflection, Feedback

5. Bridge to the next session

# data[].attributes.headline
Sharing talk of Dean of pedagogy at JPC

# data[].attributes.subject
Sharing talk of Dean of pedagogy at JPC

# data[].attributes.body
<A> How does the school achieve inclusive education?  i saw indigenous art, cultural diversity, and is there anything else done in classroom that strives toward that?

1. providing learning support, but not pitching the content at certain level / not letting others know

2. tailoring content for cultural inclusion, e.g. writing a narrative that represent their culture

<B> Approaches in teaching native learners English / second language learners English

1. Teaching assistant support in class

2. Use of a translator for specifically weak students

<C> Classroom management: Running around the room: Teachers’ guide to behaviour

1. the key is build relationship

2. have clear rule and expectation

3. set clear boundary

4. Understand consequence of behaviour

<D> Balancing exam-oriented lesson and have-fun lesson

Gert Biesta:

qualification:

socialisation:

subjectification: find your place in the world

<E> Differentiation of learning: Traffic light approach

AI platform for differentiation: goblin, diffit

alternative for differentiated assessment: Mixing the modality in the exam paper instead of creating diff kinds of tasks, so that students could be equally assessed

# data[].attributes.headline
Sharing of the Director of JPC international College

# data[].attributes.subject
Sharing of the Director of JPC international College

# data[].attributes.body
Active view of Reading (Duke & Cartwright,2021)

1. curriculum

2. Pedagogy

3. Pastoral care

Explicit instruction model

Teacher should build the knowledge with students, starting with questions eliciting their knowledge, and “build the house” with the students

Cognitive load theory

maintain the cognitive load such that students are not overloaded with input

Consciousness Raising

noticing -> understanding -> control

Reading and writing are more challenging than speaking and listening

-> literacy is invented by human

-> it involves a lot of skills to be able to read and write

Decoding skill becomes the main interest in language acquisition

-> instead of guessing meaning based on context, kids should learn the word roots, suffix/peffix to decode the meaning

Unintegrated macro skill

# data[].attributes.body
Listening

Gap fill *Note of caution

Listen and match images

Putting words in order

Listen and student/s act out the story

Listen and draw the scene from the poem/story

Listen and answer comprehension questions

Jigsaw listening for different information

Speaking

Discussion
- about ideas from the text
- comparing and contrasting
- use specific sentence structures

Role Play (using characters/ script/ storyline/ theme/ context from the text)

Read aloud (own poems, lines from the text)

Prediction and speculation about parts of the story

Collective brainstorming ideas/vocab

Presentation on the theme/content of the poem

Extend the story

Create a new ending to the story

Create a new page for the book (plan and act it out with your group)

Devise your own dance moves for the character in the story

Debate using concepts from the text

Reading

Comprehension questions

Highlighting poetic devices/rhyme

Matching images and words from the text

Jigsaw reading

Read and summarise the action using narrative discourse markers

Draw a graph of positive and negative emotions, according to the feelings of the character throughout the passage

Read aloud dialogues from the story - put in chronological order

Writing

Poems

Extra stanza

Collaborative Writing (pairs, groups)

What happens next in the story/poem?

Writing a summary sentence of a stanza or part of the story

Write/ Re-write the ending of the story/poem

Substitution writing: Use the structure of the poem/story (stems) to substitute own ideas (personalised)

# data[].attributes.body
How did you feel in PT? Did you enjoy the learning & teaching process? Why? When?

enjoy the process, students are making judgement/interpreting the emotion in their own way

when students are explaining their graph

Did you reach your communicative goal?

No, the difference in graph is not anticipated. I spent more time delving into the why the graph is diff

go freeflow after the linegraph as i realised i kinda ruin the teaching a bit (not doing things in time). I panicked a bit

my communication goal was a bit ambiguous in the first place, which lead to a seeminly lack of purpose which the activity continues

Simple and clear teacher language

relatively simple and clear, allow enough time for sts to open the task, get the task set up done before starting

doing a demonstration and doing CCQs on checking how students come up with the interpretation

Student talking time??

give enough STT, allowing them to discuss without my intervention

I go around the table and check the order of presentation after drawing the linegraph

# data[].attributes.headline
[18 Nov] Action plan to support students with diverse needs

# data[].attributes.subject
[18 Nov] Action plan to support students with diverse needs

# data[].attributes.body
Listen to the song.

- What is the feeling of the music?

moody, emo, relief

- What is the narrative of the lyrics?

making a mistake in a relationship

- What is the “moral of the story”? (In your own words)

making mistakes is alright, as long as the ending is good, but we have to learn from it

Work in pairs.

As you listen, put the following lines from the song onto a timeline of events (i.e. which events happened when in the story of the song?):

E. Blindsided, addicted

B. But really I was foolish

D. We painted our house
F. But we fought the whole time

A. Talking with my lawyer, she said
C. Hindsight, it's obvious

How do you know where these events go in the timeline?

conjunction, adjective, tense

Why do you think Vicki chose this song for today's song of the day?

an obvious timeline for story

BIG questions

1. What does it mean to "know" a word? (or a phrase, an expression, a grammar item, etc...)

- form, meaing,

2. What are the stages of a PPP lesson?

present, practise, produce

3. How do we make the meaning of new language clear to students, without "explaining"?

CCQs, visual, examples, text

# data[].attributes.headline
[10 Nov] Teaching with a student-made mobile journal

# data[].attributes.subject
[10 Nov] Teaching with a student-made mobile journal

# data[].attributes.body
sequencing language

video making language

relative clause

preposition

gerund

creating/adding captions for videos

# data[].attributes.body
Accuracy

1. phonemes

2. stress

3. intonation

4. weak form

Fluency

1. contraction

2. connected speech

# data[].attributes.body
Do not include target language

Use Yes/No questions so it is easier for students to answer

consider other methods, i.e. use of visuals, videos, direct-translation

# data[].attributes.body
Matilda: He told me he couldn’t come to the party.

What occasion is this? My birthday party! Fake text message from Cyrus to someone else... At the party, I want to know: "Where’s Cyrus?"

Nancy: He told me he couldn’t come to the party.

Birthday party invitation - Bob hosting a party with Sandra. Jerry can’t come to Bob’s party….

Clover: She's the woman who is playing guitar over there.

Love letter - Bob has a secret crush…Who is she?

Heidi: She's the woman who is playing guitar over there.

I’m a head paparazzo giving you instructions about being good paparazzi - how do we identify the people to take photos of?

Kyle: If my team wins, we will be in the finals.

Steve the softball player trying to impress Sarah by telling her about the success of his team

Jane: If I had studied harder, I’d have passed the exam.

Bob didn’t study, and he failed his exams…how does he feel? What might he be thinking?

Gavin: We’re having a BBQ next weekend.

Invitation to Gavin’s birthday party - Jason missed the invitation letter, so I need to tell him the plan for the weekend

Woody: The flight leaves at 7:30pm.

Clouds, sky, aeroplane drawing...travel! Bob and friend going on a trip, and looking at the flight schedule.

Mary: The flight leaves at 7:30pm.

Picture of plane; Sabrina going on a flight - needs help from flight attendant; look at her ticket - does she need to check in now?

Joyce: I had never eaten a lamington before I went to Australia.

Sabrina and Bob. Sabrina is the teacher - she asks Bob if he tried something new while he was in Australia

Jenny: She has been my friend since Grade 1.

Best friends Emma and Olivia pics 2025 and 2008 + timeline.

Jason: She has been my friend since Grade 1.

Picture of friends - tells a little story about their friendship

Karena: They were laughing when the balloon popped.

Beauty and the Beast - put the story in order (sequencing) and tell the story of what happened at the ball

Edith: They were laughing when the balloon popped.

Comic strip of people at a party, then a murder mystery!

# data[].attributes.headline
[19 Nov] Reflection to the short film "The present"

# data[].attributes.subject
[19 Nov] Reflection to the short film "The present"

# data[].attributes.body
o detail how this text relates to the topic of inclusion

-> focus on a " can do " attitude and how the boy walked out from the "dark" into the sunlight, meaning the journey from self-isolation to a more open mindset

o decide if you could use this text with a group of learners you will teach

-> adjective (change of the boy's emotion)

-> action verbs (boys and dogs motion)

-> story writing (how the boy was before the present)

-> tense (past vs. present vs. future)

-> used to (the boy used to...)

# data[].attributes.body
3 activities/tech tools to use

miro

pixton (for comic making)

song warmers

2 teaching strategies

Modelling and drilling

timelines and CCQS

1 personal teaching goal

to continue to make a clear communication purpose/lesson aim

# data[].attributes.body
STARS

Context setting:

Effective context-setting - from general down to specific

Appropriate and interesting use of visuals

Introduction of characters (adding to the Bob multiverse!)

Use of relevant contexts for students

Contexts made TL meaning very clear

Eliciting:

All teachers attempted to elicit

Mostly very effective eliciting of challenging language

Modelling and drilling:

Variety of drilling techniques

Remember to drill with the emotions of the characters from the context story

Checking Meaning:

Highly effective use of MCQs

Timelines made target structures really clear

Extensive use of personalisation, substitution and comparative checking

Really useful scenario checking - worked well

Board Stage:

Good use of interactive strategies to keep students engaged during the board stage (lots of eliciting pronunciation features and grammar structures)

Other Stars:

Interactive, participatory lessons

Overall,a good balance of Teacher and Student Talk

Simpler classroom language (KISS)

Lovely classroom manner

Well-designed practice tasks

STEPS

Context setting:

Consider the level of the context-setting and eliciting language. Is it above the TL level?
General tip: Avoid using 2nd conditional as part of your Teacher Talk.

Eliciting:

Ask questions, rather than make statements.

Give your learners time to think/process.

Don't panic! :)

Modelling and drilling:

Try to model and drill before the board stage. Remember: Hear, Say, See, Write

Avoid initial drilling of students when they are reading from the board. Sounds unnatural and robotic.

Checking Meaning:

Ask questions to elicit rules rather than give them (avoid thinking of our job as "explaining"; our job as the teacher is to facilitate learning, which works better if we make the students think for themselves)

Board stage:

After modelling and drilling

Avoid using green and red to write out full sentences (hard to see)

Do your analysis using different colours where possible