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-I make the presentation of the target language more meaningful
-Ss understand the meaning of TL better after they see me
-I'm usually at the front or the end of the lesson

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T uses me to check Ss' understanding
I am rather short
I am in the form of questions

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Teacher uses me to demonstrate vocabulary
Students can look at me every day
Sometimes there are many parts on me: new vocabulary, new structures, useful language ...

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a) We don't need materials
b) We communicate with our student all the time
c) The students cannot set their own pace
d) We don't have any choice of choosing materials and teaching aids

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a) We should introduce grammatical terminology
b) We should not intervene when students express their opinion
c) We should express our opinion
d) We should translate the target language

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a) Students don't want to talk
b) Teacher asks students to discuss 3 tasks in a row
c) Students answer questions and discuss with their friends about the given topic
d) Teacher explains everything in English

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a) Teacher gives instruction
b) Teacher draws a picture to demonstrate the vocabulary
c) Students listen to the teacher's explanation
d) Students ask their friend about his/her after school activities

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a) Making your students happy
b) Prepare teaching aids
c) Be fluent at your students' native language
d) Design activities for your class

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a) Grammar-Translation
b) CLT
c) The Structural approach
d) Audioligualism

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Boring lessons

Giving negative feedback

Repeating the same kinds of activities in every lesson

Taking too much

Long instructions

Not checking students' understading

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Too much TTT.

Focus on some students only in a big class.

Give negative feedbacks.

No preparation before teaching.

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Group 3:

Give negative feedback

Interrupt our students when they speak

Focus only on teacher's center teaching

Give complicated feedback

Unprepare lesson before class

Talk too much (TTT)

Just focus on one or a group of students

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Providing authentic materials for students

Training before tests

Mock tests

Giving more useful feedback than usual

Motivating students

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1. Avoid giving taboo questions and words like: Do you understand? Are you clear?

2. T doesn't talk too much - not teacher-center, should be student-centered.

3. Avoid boring lesson that is not relevant to the topic/ target vocabulary.

4. Avoid teaching grammar and vocab in isolation.

5. Avoid long and complicated or irrelevant instructions.

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C

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Take the test before you teach your students.

Accessment test for students to give clear teaching methods.

Provide materials.

Create peer learning, not 1 on 1 classes.

Give mock tests before the real test.

Sign up time, place for students.

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Group 3

Give students information about ielts examination

Mock tests

Motivate students

Give them useful materials

Give them the places, dates and time of the test

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B. CLT

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Group 3

C

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C

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D

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C

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1. Give format, length, criteria of the IELTS exam.

2. Mock tests

3. Give constructive feedback, and encourage self-correction.

4. Encourage peer learning.

5. Ss should be trained examination skills

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Teacher uses me to make examples for the students.
I'm better than a long instruction
Students learn to do it from me