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Last night we had our first session👩‍💻, I learnt about some very basic important things, like the beginning and finishing method of learners in different ages are not the same. Also Mrs. Afkhami our dear coach told us about what we gonna do during the sessions.

One important point that I’m trying to keep in mind is that I have to forget about my ex teachers methods👩‍🏫

For example U-shape chairs🪑and asking for students to introduce themselves at beginning of a new term is not useful, though we can use the “GTKY” method instead.

Then we went for some definitions like teaching and learning📚🔍It’s amazing that small bits of letters and words that seem very far are actually related!🔑

Thank you Mrs. Afkhami and everyone else for this brilliant session.

Xo

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How to teach the grammar?

As our coach has said before, different ages have their own different rules! So the method gonna be different too.

1️⃣Consider all of them as visuals and pick a context, it can be story, listening file or whatever.

2️⃣Ask them to do comprehension tasks so you can make sure they are understanding it.

3️⃣Challenge them! Ask for some examples.

4️⃣Make sure about the meaning .

5️⃣Write down the form you’re teaching.

6️⃣Pronounce for them and ask them to repeat.

7️⃣Set up some practices like matching exercises.

8️⃣Pick them one by one and make them discuss. Doing a role play might be even better.

9️⃣Feedbacks and comments

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Thank you to the 2 new mentors and for they fantastic teaching. It was amazing and made me more passionate for my teaching career in future.

We learned about “how to teach vocabs and readings”. The stages have some common things but I found teaching vocabs easier , because you can use more elements. Like you can explain the definition, draw it, show some pics and very more.

Readings also were one of my least fav subjects in Eng but the way we learned how to teach it, changed my mind forever. Using riddles and facts for background knowledge can make students more eager.

I learned a lot but words aren’t enough. Thanks again for this beautiful experience💕

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ICQ and CCQ

Instruction checking questions as ICQ and Concept checking questions as CCQ.

What is important about asking CCQs is to find the core of the word-for example- you have taught.

Also about ICQs, they should be short and simple. Don’t make them feel confused or scared because of the instructions.

Actually it was my most fav part of teaching ^-^

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Omg every session is my new fav!

Today was about “listening“ and we saw a video of a brilliant teacher-I wanna attend her classes all over again from alphabet😂🥹-

The stages are mostly common with reading, some “not to do”s are the same but there can be 2 or even more shapes of teaching.

Pre, while and post is common but we have sth named “intensive “.

If I wanna be more organized, I’d say :

💬PRE-LISTENING :

Set a context

Elicit the word

Ask ccq

Drill

Finally write the word on the board

🗣️👂WHILE-LISTENING :

OCFB

Listen for specific info

Kinda match

Ccq

♨️POST-LISTENING :

Teach grammar

Drill

Task and practices

Finally writ it on the board

Form

Practices again

It may take an eternity but at the end if students didn’t get it, you can throw them out through the window! (Just kidding)

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🌀some points for teach a reading🌀

1️⃣Don’t kill all of a session for a reading-30 mins is enough

2️⃣At PRE-READING let them think individually then share their ideas in pairs

3️⃣They should do the SKIM part absolutely individually

4️⃣a GAP FILL ACTIVITY can be so fun fore SCANNING part

5️⃣Probably it would be better if teacher doesn’t want writing for POST-READING-try discussions

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When we talk about writing, we’re basically mentioning product or process oriented texts.

Process,

what, why and how?

Process oriented writing is focused on fluency, also it’s suggested for high level learners and makes students use more creativity.

But how to do it?

1️⃣Brainstorming

2️⃣creat the first draft

3️⃣peer connections

4️⃣second draft

5️⃣get corrected by teacher

6️⃣publish

How about the product?

Product oriented writing is kinda like copying another text, but with real changes!

While doing the product writing, students gonna read a sample and then make the changes for their needs.

Doesn’t matter high or low level, both kinds can use it.

Activities based on course book and controlled activities are some samples of product’s.

Stages of product oriented writing:

1️⃣skim

2️⃣scan

3️⃣plan

4️⃣write

P.s. : Students need language box for this one.

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How to deal with speaking?

Such as reading and listening, we have 3 stages here.

Pre-speaking:

1️⃣material preparation

2️⃣teaching new words or grammar

3️⃣icq

While:

1️⃣pair up

2️⃣monitoring

Post:

1️⃣feedback

2️⃣assessment

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Errors and mistakes

Errors happen when students do not get something clearly because they don’t know about it yet. But we call it a mistake when students have learned it but they use it wrongly.

So, basically a teacher should not corrects students when they have errors, but when it’s a mistake error correction is acceptable.

Common errors:

Sth wrong in words, form, spelling, tense or order.

How to correct it?

☑️underline and write the correct form

☑️creat a code to not to correct it directly, so students will spend time for it

Common mistakes: Pronunciation and grammar

How to correct it?

☑️eliciting

☑️explicit correction

☑️clarification

Elicitation—->teacher gonna ask them questions

Explicit—>teacher corrects them directly

Clarification—>teacher asks students to repeat

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“Don’t do”s while dealing with a reading:

-Play the audio at beginning

-Read aloud (teacher or student)

But why?

-It’s boring!

-Nobody gonna pay attention

-“mispronounce” may happens

Pre:

1️⃣activate background—> using picture description, prediction and leading questions

2️⃣teach new words

While:

1️⃣skim—> have time to read the text and have a whole idea

2️⃣scan—> look for specific info

(If it’s intensive reading, they should look for new grammar, words, phrases…)

Post:

1️⃣task/book coursed activities

2️⃣discussion

3️⃣writing

But when a teacher can play the audio file? After scanning!

It is suggested for students to read the text individually for themselves and then for open class or in groups BUT teacher should monitor their pronunciations!