[Aris Qin]

1. I graduated from the University in Lviv (Ukraine )
in 1972.
The training was mostly in English, but some subjects were taught in Ukrainian.
2.I am trying to conduct my classes in English, though it depends on the group level.
Explaining the material to a weaker group I can use L1
(Ukrainian ) to be sure that it is understood.
Unfortunately, l couldn’t do it with my Chinese students and
I felt the difference
3. I believe that sometimes it is worth drawing a parallel between L1 and English to show both the similarities and differences.

– Svitlana Zdenianchyn

[Aris Qin]

for a learner it’s difficult to find pronunciation rules, are there any, so sometimes ‘a million’ of successive corrections should occur to correctly memorise the several sound mistakes.

– Salvatore Novello

[Aris Qin]

How can you implement what you’ve learnt today in your own classes?

Gabi Kotlubaj: So, for me- I love the ideas of the number cards, and the dice. I also like the competition idea when you ask students to get in pairs before instructions
Khanh-Duc : I’m going to use David’s story/joke idea.
Abdul Al : I like the idea of giving a reflective taskat the end of the lecture, just like what we are doing now.
Olive Tan : I need to slow down in giving my instructions and have the pauses that is so much needed!
Amina Bendib : I may implement it by following the tips and to how I Can express my instructions effectively(I have this problem)
zubeida Atcha : break down the instructions into bite size chunks . To use easy and simple language.
Leanne Angedel A. Hinojales : I think what I have learned today is to deal with your students in a manner of guiding them (Setting instruction) and not go along with their misbehavior but get their attention by telling a joke.
Salvatore Novello : TAKE AWAY: learn to summarize any typical classroom activity of mine with imperatives and a short example –
Beena Amber : First of all I strt my class with greet and casual talk to get their attention.
Aruvi M : I am going to first understand the pulse of my class before giving instructions. So conduct some of the above mentioned activities like breathing exercise, brain teasers, jokes and music , once I know I have everyone’s attention, I will start giving my instructions. Thank you both, very nice session.
Kingsley Ighariemu : yes David’s jokes and story idea is nice, and Linda’s singing a song to get their attention and the instructions on card were they will be involved and know why the instructions are dished out, especially my lower learners , from EYFS-KS1.
David Chukwueke : impromptu spelling activity could awaken their attention
Amabelle Lucero : My take away would be to check understanding affectively, not in a way answerable by yes or no (are the instructions clear?) but by really checking student’s understanding of every important step in the activity. Great inputs from everyone!
Olive Tan : I knew that I had to check learners’ understanding but now I learn actual phrases that I can use.
Kunzang Chophel : Use simple sentences and pass across the students.Use cheers to motivate and and jokes, songs and meditation in between to give rest to the students, ie brain break especially to young children
Beena Amber : Make sure everyone is listening. Then give instructions in a simple way and simple language with some pauses, making sure that whether everyone is getting my point . Always remember to sequence my instructions. check thir understandings
Angela. M Chileshe : Repeat the instructions with examples and involve learners where necessary
KINGSLEY TOCHUKWU OGUAJU : I will:
1. I will use ma’am’s idea of set induction by saying things we didn’t do … like telling them ‘ in our last class we did about the blue see_ ” then I watch their reactions.
2. using joke’s
3. asking the two opposite sex to tell the class a story.
4. and use of wonderful video clip.
these I believe will work in my class as my class ages are from 16 to 25

[Author]

Posts