1. Assessment Total participation techniques
CHATS
Assessment Total participation techniques

2. ASsessment
i + 1. : for optimal language acquisition to occur, the student should be given linguistic opportunities that are just slightly above his or her current instructional proficiency level.
Also referred to as Vygotsky’s Zone of Proximal Development.
But doing i + 1 well hinges on our knowing what “i” is. Much of classroom teachers’ frustration is due to their not understanding their students’ current instructional proficiency level.
Test scores are usually summative and do little to inform teaching.
Wouldn’t it be helpful if these scores were placed in a meaningful, formative context?

3. Total Participation Techniques
Provide evidence of learning [Formative assessment] within the lesson.
Maximize speaking practice for all students, by increasing time on task.
Increase engagement, as focus is taken off of the teacher and placed on students.
Build academic confidence through low risk partner-practice opportunities
Ensure language retention with high movement activities that naturally trigger memory

4. TPT is Your best friend in the classroom!

5. Bloom’s taxonomy

6. Bloom’s taxonomy Remembering & Understanding
Charades
Teacher Says!
What’s Missing?
Seat Swap
What’s in the Bag?
Drawing Hangman

7. Bloom’s taxonomy

8. Bloom’s taxonomy applying & analyzing
Right/Wrong cards
Sentences have deliberate mistakes in them, 'Yesterday I'm very ill', 'The flowers was in the garden', 'They will come, isn't it?‘ Students hold up Right or Wrong card
Changing Sentences
Choose a simple sentence pattern: 'She wrote a letter to her sister.' Invent variations, by changing one element at a time: 'She wrote a letter to her husband'
Conditional Chain
First conditional- “If I go out tonight, I’ll go to the cinema.” The next person in the circle must use the end of the previous sentence to begin their own sentence. Eg “If I go to the cinema, I’ll watch Charlie and the Chocolate Factory.”

9. Bloom’s taxonomy

10. Bloom’s taxonomy evauating and creating
Pairs Compare
Write 2 different nouns, such as: an elephant and a pencil; the President and a flower; a car and a person (using vocabulary the class has recently learned). Students suggest ways of comparing them. 'A pencil is thinner than an elephant'. Or by finding differences; 'The Prime Minister is noisy and a flower is silent. Or similarities; 'Both a car and a person need fuel to keep them going'.
Pairs : Match the adjectives
Write three adjectives: For example: important, dangerous, heavy. Partner should suggest what could be described by all three adjectives. Student A: A car Student B: A plane Student C: An army)
Story Building
Project Based Inquiry

11. Lesson planning
Monday & Tuesday
Wednesday & Thursday
Friday

12. Powerpoint games
hidden picture
WHAT’S THE ORDER?

13. Powerpoint tutorial Download 2 images of vocabulary items
Open Powerpoint
Download template from Wikispace
Follow along with the tutorial