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I liked the teacher pronounciation. His voice was very strong and very clear. He was well prepared that he could answer any question related to the lesson. He gave the students a clear definitions by using online dictionary and pictures from the internet.

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Ss worked individually not in pairs or group

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He had ss ask their given comprehension questions from others. Also, one student wrote some idioms and explained the meanings of them to the class. That was so impressive to me.

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Test
Kimi

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I am really impressed of the instructor’s clear instructions which students can easily understand and follow. I got tips from his lesson a lot I want to utilize and integrate the tips in my PE and future teaching.

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She had Ss teach give their classmate grammar lessons.That's communicative.

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Name one thing that you noticed in your teaching demonstration that you liked!

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Describing pictures

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Solving a problem

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Saad speaking: I think that solving a problem and role play will be appropriate in my country, but I think role play will be appropriate for most of activities than solving a problem.

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Describing pictures

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So which of the 6 would work for your teaching situation in your country?

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This is kimi

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Just give the students instructions and be next to them to monitor thier discussion .
Encpurage the students to speak and use easy words to express thier points .

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do not correct students' errors too much

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avo

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Encourage the students to speak

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Mother tongue use: make a rule which ss can’t use their mother tongues in the classroom

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Inhibitions:Let students have a confidence through successful experience.

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Inhibition-start with a friendly environment. Nothing to say-ask ss some other related questions (creation a habbit of answering questions.) Low or uneven participation-group the dominants together, negotiate with them to assist the class, T monitors and takes action. Mother-tongue use-raise the comprehension of not using L1, set up fine rules to control ss.

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- low or uneven participation: for dominant student, if necessary point him out the necessity of being helpful in a group and cultivate the spirit

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Low participation: ask some questions from ss who don’t participate well

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Nothing to say:
1- Teacher can give them some clues to help taking.

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Inhibition-start with a friendly environment. Nothing to say-ask ss some other related questions (creation a habbit of answering questions.) Low or uneven participation-group the dominants together, negotiate with them to assist the class, T monitors and takes action. Mother-tongue use-raise the comprehension of not using L1, set up fine rules to control ss.

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This problem is almost similar to the first one above, encourage them to say what they have in mind

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Nothing to say- give them hints or close questions

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1-Teacher should encourage the shy students to speak and give them some self confidence to let them speak.
2-Teacher should let them practice as possible as he can without correcting any mistake.

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Inhabitions-listen carefully, don’t cut the talks, build up friendly environment, don’t focus on the grammatical errors, spelling or pronunciations

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To avoid these problems:
- inhibition: boost students confidence because I think that one the main problem is the lack of confidence;
- nothing to say:

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Post a brief summary of what you said in your group