Match the issues with the strategies

Issues Strategies
1. Difficulties in monitoring work a. Decide what “attending to students” means. If you cannot spend much
and giving feedback time during class with all the students, try to establish another way of
connecting. For instance, arrive early and greet every student as s/he enters
2. Problems with individualizing
the room.
work
b. Set up a clear system for sell-checking and/or peer-review of homework
3. Difficulties in setting up
and in-class exercise
communicative tasks; pairwork
and groupwork often cumbersome c. Establishing routines for group work and pair work. Make sure learners
to execute understand the value of group work and pair work.
4. Noise level is high, affecting d. Design a simple process of gathering student’s ideas. For example, give
neighbouring classes out strips of paper at the end of the week that say “The next thing I want to
work on is …”
5. Difficulties in attending to all
students during class time e. Talk to neighbouring teachers. Explain that speaking classes entail a
certain amount of noise. Talk to class members about keeping their voices
low. Conduct some pair work or group work activities in “whisper mode.”

3 Choose...
Answer 1
1 Choose...
Answer 2
4
Answer 3
5 Choose...
Answer 4
2 Choose...
Answer 5
QUESTION 3

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Put these suggestions below into the correct column

1.      Turn your row and talk to the person next to you
2.      Students select own group, with exceptions
3.      Students select own group
4.      Use colored index cards
5.      Birthday buddies
6.      Students grouped based on responses
7.      Group according to interest
8.      Alphabetical system
9.      Use synonym word cards
10. Use sticks or names from a hat
11. Day-of-the-week group
12. Group according to same skill level
13. Students choose based on random interest
14. Group to mix skill levels
15. Count off
16. Use a pack of cards
17. Arrange desks
18 . Students given options (choose the task)

TEACHER- ASSIGNED GROUPS STUDENTS CHOOSE GROUPS RANDOMIZED GROUPS

17 Choose...
Answer 1
1 Answer 2 Choose...

6 Choose...
Answer 3
10 Choose...
Answer 4
4 Choose...
Answer 5
5 Choose...
Answer 6
3 Choose...
Answer 7
7 Choose...
Answer 8
13 Choose...
Answer 9
12 Choose...
Answer 10
14 Choose...
Answer 11
18 Choose...
Answer 12
2 Choose...
Answer 13
9 Choose...
Answer 14
15 Choose...
Answer 15
11 Choose...
Answer 16
16 Choose...
Answer 17
8 Choose...
Answer 18
QUESTION 4

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Put a tick next to the ideas that can help teacher succeed with discussion
a. Prepare the students
b. Offer choices: Let students suggest the topic or choose from several options
c. Choose hot / serious issues as the topics for students to discuss
d. Set a goal or outcome
e. Keep the discussion long so that students can have more chance to talk
f. Allow students to participate in their own way
g. Make sure that all students contribute equally to the conversation
h. Use small-group instead of whole class discussion

h Choose...
Answer 1
f Choose...
Answer 2
g Choose...
Answer 3
b Choose...
Answer 4
e Choose...
Answer 5
a Choose...
Answer 6
c Choose...
Answer 7
d Choose...
Answer 8
QUESTION 15

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Match ways of giving oral feedback with their description

When we know our class well, a simple facial expression or a gesture may
be enough to indicate that something doesn’t quite work. This needs to be Answer 1
done with care as the wrong expression or gesture can, in certain Choose...
circumstances, appear to be mocking or cruel.

We might just say ‘”tense” to make them think that perhaps they should
have used past simple rather than present perfect. We could say “countable”
to make them think about s concord mistake they have made or “tell” to Answer 2
indicate that they have chosen the wrong word. Choose...

We repeat what student has said, emphasizing the part of the utterance that Answer 3
was wrong Choose...

We can ask student to repeat what they have said, perhaps by saying Again?
Answer 4
which, coupled with intonation and expression, will indicate that something
Choose...
isn’t clear
We can simply say “Good try, but that’s not quite right” or “Do people think Answer 5
that’s correct?” to indicate that something hasn’t quite work. Choose...

The teacher repeat back a corrected version of what the student has said, Answer 6
reformulating the sentence, but without making a big issue of it. Choose...