Remaining time before the session starts

I have come to a frightening conclusion.I am the decisive element in the classroom.It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher I possess tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or de-humanized.

Read the following conversation then answer the questions that follow

•Jack: you know, I have a lot on my plate.•Paul: that’s why you are losing your rag?•Jack: yes, I’m here just to pick your brain.•Paul: don’t worry, you’ve been all the time

in the running.•Questions: •Who is losing his brain? Who is mostly

lucky?•Who is so busy? Who is angry? Who is

asking for advice?

•Jack: you know, I have a lot on my plate. I can’t have a rest.

•Paul: that’s why you are losing your rag? Never seen you so nervous

•Jack: yes, I’m here just to pick your brain. Your pieces of advice are always welcome.

•Paul: don’t worry, you’ve been all the time in the running. Luckier than you, you die.

• Monday Novembre 22nd 2010 •                                                                                                                  B•      Name :……………..                                                                                       Level :

4MS•                                        Test N°02  •  Text : the Robot is the most amazing invention that man has ever made or example

in1987 an Amenrican surgeon Was able to intruct a rebot from a New York hospital to do an operation in strasboung . In the same year astronauts were able to pilot another rebot to take picture of Mars. Robots are abready capable of doning  mamy difficult and dangerous jobs .You can see them working in factories in fire departments and in nuclear plants .

• S’ection : One Reading Comprchension• A)  Read the text , then ansawer these questions : ( 2 pts ) • 1-    What is yhe rebot ?.............................................• 2-    What are rebots capable of dong ?...........................................................• 3)Say true or false : ( 3 pts )• 1-Robots are an old invention……………………………….• 2-Robot can do difficult work………………………………..• 3-We can see rebots in mamy places………………………….• 2)Find in the text opposites of : ( 2 pts )• Easy ≠……………………undangeous≠……………………………• Wonan≠…………………some≠…………………………………..• IIA)_ ReplaceThe underlined words with the right prefix• 1)-Yous answer is not correct• 2)-Stealing is not legal• 3)-It is not possible to find him at home• 4)- I’m not satisfied with what you’re donng

• B) – Corect the verbs betwee brakets• Last night I ( to  make) a nice cake• -It ( to be ) fine , yesterday• -every-week , we ( to visit ) my grand-father• C) classify these words accordeng to the pronunciation of the funal /

ed / plyed /kissed / dropped / finished / Halped /wanted           (3 pts )•                   / T /•                    / D /•                 / ID /•  •  •  • S’ection two situation of integration• Write a letter of appology to a friend of yours including an

explanation on why you weren’t able to attend her /his wedding /birth day party ………………use could / couldn’t / can / can’t and able to.

• Monday  Novembre 22nd 2010                                                                                   A               

• Name :…………..                                                                                                 Level : 4MS        •                                       Test N°02  •    • Text:Many people think that robots are stupid this may be true for the old generation robots

Bat the new generation robots are not stupid machines at all they can hear and speak.They can even smell.Some day soon I’m sure scientists will be able to invent robot cooks,which yon can instruct to prepare your breakfasl in the morning.They will be able to make robot maids which will do home cleaning.They may be able to invent robot students to do your home work.Can robots become the rivals of man in the future ? well, they can not for one simple reason,They have only artificial intelligence so it is impossible for them to be rebot’s rivals.

•  • Section One reading compréhension :•  • A)-Read the text,then answer these questions.• 1-What can rebots do ?..........................................................(2pt)• 2-Can they replace hunan in evrey thing ?................................•  • b)Say :true/fulse ? (3pts)• -Robots are stupid.• -Scientists will be able to invent new rebots.• -Robots can not become the rivals of man•  • c)-Find in the text ythe opposites of  • Intelligent≠………………………….old≠…………………………….(2pts)• False≠………………………………….• Possible≠…………………………….• A)put the right prefix to the following adjectives :(2pts)• …………..Possible/…………..credible/……………apply/……………legal.

• B)-Replace the undelined words by may/ may not (2pts)• 1)-perhaps I will help you if you call me         …………………………….• 2)-perhaps she will not come today………………………………………….• C)-Classify these words according to the pronunciation of the final (ed)• Added/Travelled/Booked/Looked/Packed/Smoked (3pts)•                   / T /•                    / D /•                 / ID /•  •  •  •  •  •  •  • S’ectionII : situation of integration : (6PTS)• Your frinend has invited you to her birthday but you didn’t go. Write a lether in

which you explain to him / her  why you conldn’t go.Use conldn’t/could/can/can’t………….

•  

Lead in - backs to the board

•You play this game in two teams. You want to explain the meanings of words clearly.

•AN ELEPHANT

•A BOOK

•A PURSE

•A CREDIT CARD

•A BABY

•A TAXI

Eliciting

• Discuss these questions in your group.• 1 What was the most important rule in the

game?• 2 Did you like the game?• 3 Could you use it with your classes? Why / why

not? Would you have to change it?• 4 What different ways did you use to elicit the words / phrases? Did you give definitions, use gestures, mime etc?• 5 Do you use any of these ways in the

classroom with learners? Why / why not?

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Asking Questions part 1- question types

•Look at the three dialogues from classrooms . For each dialogue decide:

• ▫why is the teacher asking questions? ▫(for example, to give information)

•  ▫what type of questions is the teacher

using? (for example, YES/NO questions) •  

One Teacher Good, so that is a whale Teacher (1) Is a whale big or small? Learners Big. Very big Teacher Yes, that’s right. (2) Is it a fish or a mammal? Learners Mammal Teacher Good. Does it live in the sea or on land? Learners In the sea Teacher Yes. Very good. Do you ….

•Extract one•a) Checking understanding of the word

whale;

•b) Alternatives ( closed OR questions).

 Two Teacher Now, look at this picture. Where are they? Learners In a party – birthday party? Teacher Yes, that’s right. They are at a party. (3) What are they doing? Learners Talking. Laughing. Teacher Yes, they are having a good time. How long have they known each other? Learner I think a long time because they are laughing a lot and very close. Teacher Yes, that’s right ……

•Extract two•a) Eliciting ideas from the learners;

 •b) Wh- questions (open questions).

Three Teacher Did you enjoy that part of the story? Learners Yes! Teacher Is the caterpillar still hungry? Learners No. Teacher No, he …….. Learners No, he isn’t Teacher (4) Does he like cup cakes? Learners Yes, he does? Teacher Can he eat some more now? Learners No, he can’t. 

• ■

•Extract three•a) Practicing short answers;  b)Yes / No questions (closed yes/no

questions).

Part 2 – pronunciation

•Look at these questions in bold in the extracts .

• Imagine saying these in class – how do you say them? The first one has been done as an example.

•Is a whale big or small?1. Is it a fish or a mammal? 2. What are they doing?

3. Does he like cup cakes?

▫Is it a fish or a mammal?

▫What are they doing?

▫Does he like cupcakes?

Part 3 – structure

•You want to practice the words on the right. Work with a partner. Write questions for each word.

• 1 Married Example: Is your brother married?

• 2 Happy

• 3 Swim

• 4 Bicycle

• 5 Oranges

• 6 Green

• 7 Book

• 8 Sleep

•  • Practice the sentences. Make sure you make the stress

and intonation clear.

How can I elicit …?

•How to elicit these words from learners?•A PEN•BIG•A FILM ST•A CAR

How can I elicit …?

•Look at the words and phrases on the left. The teacher wants to elicit them from the learners. What is the best way to show the word?

Word or phrase How can I elicit it?

A living room Act out (mime)

A paper handkerchief Use gestures He met her ten years ago Draw a picture on the board Hard-working Show a picture

A pop star Give a definition / explanation

To sip your coffee Say a word that means the opposite

Fantastic Describe a situation A cooker Use a real object

Would you mind if I opened the window?

Say famous names

Government Give an example

Angry Tell a story

Vegetable Give examples of different types

Advice when eliciting

•Here is some advice for teachers about eliciting. Two pieces of advice are not good. Cross them out.

1. Give a lot of information. 2. Use your hand to show which learner should speak.

3. Tell the learners clearly if they are correct or not. 4. If someone gives an incorrect answer, ask them to repeat it

two or three times and then say the correct answer yourself.  5. If the learners don’t know the answer, don’t elicit for too

long. Give them more information, or tell them the answer.  6. When you have a correct answer, make sure everyone

understands.

7. Don’t use eliciting in monolingual classes. 8. Use eliciting regularly in your lessons. Learners are active

and involved in the lesson.

4 and 7 are not good advice

Questioning and eliciting using pictures

• look at the picture of the boy eating crisps.• – Where are the people? • What is the boy in the middle doing? • What is the boy on the left doing? • How do the others feel?• How does the boy feel? • What can the others do? –

•Answers could be: •In the cinema (or theatre); He’s eating

crisps (loudly); He is putting his hands over his ears; They are angry/annoyed; He is happy/satisfied; They can complain/tell him to stop.

•We have been using the picture to practise vocabulary.

•  

•For example: •  

▫Nouns: crisps, cinema, theatre •  

▫Verbs: He is eating; He is putting; They can complain

•  

▫Adjectives: angry, annoyed, happy, satisfied

•  

Brainstorm vocabulary for each picture – nouns, verbs, adjectives. Prepare questions to elicit this vocabulary.

Using pictures to elicit stories

what questions could you ask about the picture. For example:  

Who are the people?

 

Where are they going?

 

Why are they happy?

Follow up What story does the picture show? What happens

next? Tell the story as a whole group.

Now, you should use the picture as the background to a story which you can elicit from learners.

You should think of a title and make notes (but not scripts) about your story. Then , you prepare questions you might ask to elicit the information needed for the story and any gestures that might be useful.

WORK TIME: 10 MNTS

Phrasebook

•Write down words and expressions from the workshop which you find interesting or useful.

Work time: 5 mnts

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Reflection and action plan

•Complete the following sentences

▫One thing that I found very useful today is ….. because …...

▫One thing that I have to study / read about more is …..

Think about the classes you teach. Write two action points for your classes.

• Class• Which class will I work with?•  • Goal• What will I try?•  • How• What materials or aids• do I need?•  • When• When will I try it?•  • Evidence• How will I know I have• been successful?

To start the timer, on the Slide Show menu, click View Show.

Delete this textbox before using this slide in a presentation.

Work time: 5 mnts

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