QUESTIONNAIRE REVIEW

1. What is a rubric? What do you use it for? And how do you create it?
2. How do you adapt materials for mixed-ability classes? Give examples of
the 4 skills.
3. What are some of the basics for creating and promoting good behavior in
the high school classroom? Refer to rules, feedback, classroom
environment, etc.
4. What is the difference between authentic and pedagogic listening
material? What are the advantage of each?
5. What factors make a good listening? What are good examples of good
listening tasks according to the modern trends?
6. What are some things to avoid when designing listening tasks?
7. Describe some good strategies for starting and finishing a lesson.
8. Refer to the three stages involved when developing speaking skills and
describe each of them. How should they guide the type of activities you
do in the classroom?
9. What is the difference between intensive and extensive reading? How
would you implement each of them? What are some possible constraints
of extensive reading?
10.Do you feel it is important to share the objective of the class with the
students? If positive, explain how you do it. In general, what are some
guidelines to keep in mind when stating them?
11.What are some of the essentials when designing writing tasks?
12.How can you increase the possibilities for students interaction in the
classroom, especially in large classes?
13.From your experience and based on theory, what is the best way to
teach grammar? Why?

1
A rubric is an official educational document which provides description of
criterias that are created by the teacher in order to have a framework that is
usually related to the level of the students and the task itself. Rubric evidences
and provides feedback to students for further register.
2 Reading.
Stronger students: Ask early finishers to write new vocab up on the board with
definitions.
Weaker students: Pre-teach difficult vocabulary and leave it written on the
board for students to refer to.
Speaking.
Stronger students: Get students to record themselves and self-correct.
Weaker students: Let students make notes before the speaking activity begins.
Allow for thinking
time.
Listening.
Stronger students: Give out the tape script and nominate a vocabulary master
to look up tricky words or expressions in a dictionary to then explain to the
group.
Weaker students: Pre-teach vocabulary, use visual prompts when appropriate.
Writing.
Stronger students: Indicate mistakes using correction code to give students a
chance to self-correct. (Sp = spelling, Gr = grammar etc.)
Weaker students: Encourage use of dictionaries / vocab books.