1. Teaching: Ice-breaker – Warm up Leading Activity Setting Adjust activities to audience Lesson Plans Teaching: Ice-breaker – Warm up Leading Activity Setting Adjust activities to audience Lesson Plans

2. Patterns of interaction - lockstep -group work -individual work -pair work -class as a whole Patterns of interaction - lockstep -group work -individual work -pair work -class as a whole

3. - Video (reading, etc) activities purpose -Time the activities -Write difficult patterns (could vs was able to) -Personal examples -Pay attention to your English - Video (reading, etc) activities purpose -Time the activities -Write difficult patterns (could vs was able to) -Personal examples -Pay attention to your English

4. -Like vs as (how I said) -All Ss participate (volunteering?) -Be sure all Ss are on the same exercise/page -Follow the schedule -20% T 80% Ss -Eclectic (informed) -Like vs as (how I said) -All Ss participate (volunteering?) -Be sure all Ss are on the same exercise/page -Follow the schedule -20% T 80% Ss -Eclectic (informed)

5. -Audio (mandatory) Inexisting morphemes -Selected audio -Know your Ss (Engineers…) -Increase your understanding of 1L and 2L acquisition -SWRL every day in every class -English has a number of polysemous words (plot).polysemous -Audio (mandatory) Inexisting morphemes -Selected audio -Know your Ss (Engineers…) -Increase your understanding of 1L and 2L acquisition -SWRL every day in every class -English has a number of polysemous words (plot).polysemous

6. -Fluency or Precision? -Use authentic visuals and manipulatives - accent? -Pronunciation? (Around) -Error correction -Feedback / reward -Fluency or Precision? -Use authentic visuals and manipulatives - accent? -Pronunciation? (Around) -Error correction -Feedback / reward

7. Rapport It is the classroom atmosphere. For example: the way a T and Ss relate to and treat each other (respectfully, with fear, as friends, as equals, etc.) Rapport It is the classroom atmosphere. For example: the way a T and Ss relate to and treat each other (respectfully, with fear, as friends, as equals, etc.)

8. Teacher’s roles in interaction - Monitor -Guide -Helper - Consultant -Assessor -Corrector - Participant Teacher’s roles in interaction - Monitor -Guide -Helper - Consultant -Assessor -Corrector - Participant

9. Criteria for effective instructions They have to be: - clear -short -one at a time -to the point -checked Criteria for effective instructions They have to be: - clear -short -one at a time -to the point -checked

10. Effective Monitoring Monitoring does not mean walking around the classroom. But… - checking if Ss are doing what they are supposed to. - Being available if s.b. needs help. - Giving help when Ss ask for it, or when you notice they need it. -Correcting when it is necessary and appropriate Effective Monitoring Monitoring does not mean walking around the classroom. But… - checking if Ss are doing what they are supposed to. - Being available if s.b. needs help. - Giving help when Ss ask for it, or when you notice they need it. -Correcting when it is necessary and appropriate

11. Steps for the introduction of communicative activity - give instructions - check instructions - give a model sample - hand out material - monitoring - check the results of the activity Steps for the introduction of communicative activity - give instructions - check instructions - give a model sample - hand out material - monitoring - check the results of the activity

12. - Observe modals -Guided listening – Not long sentences to be repeated - Observe modals -Guided listening – Not long sentences to be repeated