Hiba Ali's Page

Hello Hiba, Things gleaned from today's feedback that might interest you: I took the feedback Chris gave you on getting students to justify their answers on a detail reading task. Besides then talking too much in the process, I extended it to post-teaching of vocab. and ran out of time before we got to the productive task again. In other words, I need to cut TTT by cutting feedback (among other things). Chris said to say :Do as many as you can" more often when we hand out something with a time limit more often so students don't feel they have blown it when they don't finish. He told Jasper never to take requests for grammar questions. Answer: "That's a great question! I'll get back to that later" so they don't hijack the lesson. He also wants us to put the key element of our marker sentences for a grammar lesson on the grammar analysis sheet in phonemic script, and not to forget to drill the pronunciation of the terms as well. Eg. the "may be" in I may be late to the party, They are pronounced as one word and the individual sounds often change in the process. He also suggested telling students to circle the parts of a text they draw the answer from so they can find it later during feedback. And for a post-teach vocab, just tell them whether the answer is wrong or right, do CCQs, and drill pronunciation (they already had the form because they had just done a multiple choice task where they had to match words and meanings based on how they were used in the text). Elias wasn't in class today, but we had a new student: Jacky from Taiwan. Hope you are feeling better! I hope the sheets I photocopied for you will help you figure out what to look for-- you will, of course, still have to collect examples based on your own observations. Wishing you a very, very restful night, Maria