Activating students

Adult students want to:

• spend 90 minutes filling in textbook exercises

• listen to teachers describing their life in the USA

• learn to communicate

• analyse grammar in detail

Personalisation means:

• talking about personal problems in class

• relating target grammar, vocabulary, phrases to student's lives and interests

• guiding students to a specific answer

• building rapport between students

Elicitation and brainstorming are:

• the same

• similar, but used in different lesson stages

• different: elicitation leads to a specific answer, brainstorming doesn't

• different: brainstorming leads to a specific answers, elicitation doesn't

Which of these teacher roles CANNOT be delegated to students:

• appointing students to take turn

• explaining vocabulary or grammar

• checking answers to a textbook exercise

• systematising rules on the board

Guided Discovery Principle ...

• should be used for both grammar and vocabulary

• can be used for grammar only

• means explaining the rules in Czech

• shouldn't be used in T4L lessons

Teachers shouldn't:

• teach students to ask questions

• ask yes/no questions

• promote communication between students

• ask wh- questions

Asking students to stand up, mingle, write sth on the board, match cards or do another physical activity:

• is rude and thus not recommended

• is childish

• helps oxygenise students' brains and remember better

• works only with kinaesthetic students

Students should speak:

• in the main communcative activity

• in warmer, cooler and main communicative activity

• in brainstorming sessions

• in all lesson stages

Which interaction patterns should be used in T4L lessons?

• pair work and group work

• whole-class work, with the teacher controlling all the communication

• individual work, pair work, group work and whole-class work

• individual work and whole-class work

Deducing rules from natural context:

• takes a lot of time - it's better to explain the rules and give students more space for practice

• helps students comprehend and remember the rules and meaning

• is counterproductive - students might misunderstand the rules and internalise the wrong form/meaning

• is not effective - it's better to explain the rules in Czech or translate to make sure students understand