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Buechel, L. (2020). The Power of Picture Book. English Teaching Forum.

Quote:
Total physical response (commonly referred to as “TPR”) activities are a way of embodying language. In this approach, the usual options of acting out words or lines and showing comprehension through movement can be used.

Notes:
TPR activities are one of many ways of integrating language. It can be done by using body language, role-playing, and showing comprehension through movement.

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Page|35
Buechel, L. (2020). The Power of Picture Book. English Teaching Forum.

Quote:
Taking away one sense is a great way to get learners to compare notes and ask or answer basic Wh-questions.

Notes:
As senses play an essential role in the learning process, making one's sense disabled in the learning may allow students to compare their notes and answer basic Wh-questions.

Final review:
As the presence of senses in the students play an essential role in the learning process, there is another great way to practice asking and answering questions in the classroom which is to disable certain sense. Buechel (2020) mentioned that taking away one sense is a great way to get learners to compare notes and ask or answer basic Wh-questions. Disabling one sense may allow students to rely more on the available senses that may improve their sensitivity, questioning, assuming, and guessing abilities.

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Reference: Guest, M. (2021). Developing Discussion and Tutorial Leadership Skills in EFL Students. https://americanenglish.state.gov/files/ae/resource_files/59_3_pg31-35.pdf

Quotes: Student-Led English Tutorials is a course in which students take turns in developing and then leading and managing small-group discussions on topics dear to the leaders and/or academically relevant to the class members.

Notes: Student-led English Tutorials is a type of course where the students take turns in improving their leadership skills in managing small-group discussion with the topic chosen by the leader or academically relevant.

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Reference: Schlight, R. (2020). Teaching Register to EFL Writers: Formality and Deference in Written Communication. Retrieved from https://americanenglish.state.gov/files/ae/resource_files/etf_58_2_pg28-32.pdf

Quotes: Both formality and deference are easier to identify than to define, but it’s a good idea to initially define formality as a rigid adherence to social conventions and deference as an attitude of submission displayed by one party to another

Notes: The difference between formality and deference is formality is a rigid adherence for social conventions/norm, while deference is an attitude which displaying submissive attitude from one person to another.

Final Review:

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Refrence: John Rucynski, Jr. and Caleb Prichard. (2021). Implementing Humor Instruction into English Language Teaching.

Quotes:
Learners are likely to encounter humor in conversations in the second language (L2) but suffer from anxiety about how to actively engage with the humor.

Notes:
In the world of L2 students, one of the main issues is their confidence in speaking in their second languages. Since it is critical to create a comfortable atmosphere in the classroom for them to speak or discuss in their second language. Humor is one of the main methods every teacher uses, other than just to enlighten the class mood; humor can be used to help the students in identification, comprehension, response, and production of humor words in a second language said by Bell and Pomerantz (2016).

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Page: 27

Reference: Art Tsang (2021), “A Simple “mmm” Technique to Teach Word Stress

and Intonation in English”. English Teaching Forum

Quotes: ESL/EFL learners are often unaware of word stress, even though it may exist in their first language. When teachers first introduce word stress or correct learners’ problems with stress (e.g., /ɪˈsteɪt/ versus /ˈɪsteɪt/ in estate and /ˈdɪskaʊnt/ versus /dɪsˈkaʊnt/ in discount), some learners find it difficult to distinguish the differences in stress.

Notes: Students find it difficult to distinguish the differences in word stress because they are unaware about the word stress even though it is exist in their first language

(is it verified that unaware in their first language affects their difficulties in making differences in word stress?)

(Is there any other aspects that affect students difficulties in practicing word stress?)

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Reference | J O H N   R U CY N S K I ,  J R .  A N D   C A L E B   P R I C H A R D
Japan 2021
Implementing Humor Instruction into English Language Teaching

Quote | While humor does indeed have the power to make learning more fun and memorable, it can also serve a much deeper purpose in language education.

Notes | The use of humor in the classroom has several benefits, including making lessons more engaging and memorable for students.

Final Review | There are deeper objectives of applying humor in the classroom as emphasized by Rucky & Prichard (2021) that the use of humor in the classroom has several benefits, including making lessons more engaging and memorable for students. With a proper feedback and guidance to students on their humorous attempts, humor is one type of instruction to improve their communication skills.

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Page: 35

Reference:
Guest, M. (2021). Developing Discussion and Tutorial Leadership Skills in EFL Students. 31-35.

Quotes:
Taking content from Wikipedia entries alone, as well as using dubious websites, is to be discouraged.

Notes:
Even as an English tutor, academic honesty is still prioritized, especially as a student-tutor. When discussing a certain topic, student-tutor should do research beforehand to ensure the information discussed is relevant and can be accounted for.

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Take notes on important issues, write them in the table shown in PPT, and then formulate your final review here.

# data[].attributes.body
Take notes on important issues, write them in the table shown in PPT, and then formulate your final review here.

# data[].attributes.body
Take notes on important issues, write them in the table shown in PPT, and then formulate your final review here.

# data[].attributes.body
Take notes on important issues, write them in the table shown in PPT, and then formulate your final review here.

# data[].attributes.body
Take notes on important issues, write them in the table shown in PPT, and then formulate your final review here.

# data[].attributes.body
Take notes on important issues, write them in the table shown in PPT, and then formulate your final review here.