Hello again guys, it was such a fun task to do. We took turns reading sentences with errors. The most useful techniques, the ones I often use in my classes are : scratching your head, although, as we mentioned during the discussion, can be interpreted as deep thinking or confusion, at least in French culture; crossing your hands/arms to indicate a word placement error; and raising your intonation to emphasize what could be corrected. What I retain from this task is that correcting errors almost always requires writing the correct answer on the board, and that teaching in a classroom setting is better suited for body language and these techniques.

Hi everyone, I hope you found my presentation interesting. I used the Miro website to show what I had prepared. I think I managed to do all the steps, but as the others said, I shouldn’t have used other tenses for my examples; it was a bit too much for an initiation.

Hi, I’ll go with: 9. Modal “have to” for obligation

Hi again, these were some examples I couldn’t show you during the Zoom call :

1. “Did you go shopping this weekend ?”
“Yes, I went to the mall on Saturday.”
==> shopping on Saturday
2. “Did you go to the movies this weekend ?”
“No, I didn’t, I was very tired.”
==> too tired to go to the movies

I’m happy to see that you enjoyed the activity and it didn’t seem unclear to you.
I asked Louise to begin; that way, the students don’t have to ask who goes first.
An example of the task : ‘Did you travel this weekend” ? “Yes, I went to Paris.”
I liked the fact Louise showed her notes : Where ? Paris.
Writing interrogative pronouns is accurate and clever here.

About Louise’s ‘Word tennis’ task, she stood up to give the instructions which was great to draw attention.
– A time limit is good, otherwise this could last forever. If you set a time limit to, let’s say 3 minutes, and the students keep giving answers until the end, then it’s a draw.
– Giving 10 seconds to find a word seems fair.
– Instead of listing animal related words, it could be more specific, like farm animals or animal body parts.
=> these aspects make the game more challenging and organized.

Now, regarding Gifty’s ‘What’s my job?’ task, we had to guess the other person’s occupation by asking yes or no questions.
I would say the same here;
– setting a time limit is essential for a task like this one so everyone gets to play (1 minute to find the occupation).
– or, for lower-level students, you could set a limited number of questions, so they can have more time to think this through (5 to 7 questions could be good).

Let me know what you think!

I perfectly agree to this. Even if some techniques seem obvious, it’s not that easy. As a teacher, I always feel like I need to explain the grammar rule, but what seems acquired for me isn’t for the learner. That being said, I think we should always keep in mind that teaching isn’t just about providing the answer straight away, but helping the learner realize that something can be seen as wrong or flawed, thanks to the techniques such as those we mentioned earlier.

Hey Louise, thanks for replying. Your presentation was very on point and well-presented. As mentioned in your comment, the only thing we couldn’t really hear from you was the drilling, but again, it didn’t feel like it was crucial for this presentation.

thanks for your reply !