Session #2 and #3 - Online TTC

Session #2 and #3 – 16/10/1402 – Wira language centre
Suggested icebreakers
Mingle Activity
Activity type: Introduction:
Icebreaker Students ask the given questions of one another by walking around the
class.
Aim: Procedure:
Preparation: Students are given a list of questions.

— They are supposed to stand up, walk around the class, ask, and
answer.
Level: It is essential for the students to take note of the answers.
any Instead of taking notes, this part can change to a memory task if
students are informed that they are supposed to memorize the
Time: information.
20 min Afterward, the teacher is supposed to make sure the students have
memorized the information by getting a report.
Covered skills:
Listening,
speaking, writing
Rows and columns
Activity type: Introduction:
Icebreaker A new system in which students can have multiple partners with a
regular rhythm.
Aim: Procedure:
Preparation: Line up the students into two rows.

— There are two commands which can help students have different
partners.
Level: Rotate
any Move
Provide the students with a list of questions written on the board.

Time:
Students ask and answer the questions
15 min
Covered skills:
Listening,
speaking
Pairing
Pairing students in ESL classrooms is a common practice to help students improve their
language skills and become more confident in speaking. However, it is essential to note that
pairing students should sometimes be different, and teachers can pair students based on their
language proficiency level, personality, or interests. They can also mix the pairing
combinations to ensure students can work with different partners.
The first combination is pairing strong students with strong students. While this might seem
like a good idea, it has some drawbacks. On the one hand, it helps students speak more freely
and challenge each other to improve. On the other hand, it can make them early finishers, as
they finish the task too early and get bored waiting for others to catch up. So, teachers should
be careful with this combination and provide additional tasks or activities to keep them
engaged.
The second combination is pairing weak students with weak students. This can also have
advantages and disadvantages. On the positive side, it helps weaker students feel more
comfortable and less intimidated by their stronger peers. They can work together slowly and
help each other with the language. However, on the negative side, they might need to challenge
each other more, and they could develop bad habits or incorrect language usage.
The third combination is pairing weak students with strong students. This combination can be
very effective as it helps the weaker student improve their language skills and boosts the
confidence of the stronger student. The weak student can learn from the stronger one, and the
stronger student can practice teaching and explaining concepts to others. However, the
drawback is that after a while, the stronger student might not improve as much because they
are spending more time helping the weaker student.
In conclusion, pairing students in ESL classrooms can be very beneficial if done correctly.
Teachers should try different combinations to meet the needs of each student and provide
additional tasks or activities to keep them engaged. By doing so, students can improve their
language skills, become more confident, and develop positive learning habits.
Suggested Pairing techniques
As an ESL teacher, pairing students effectively is crucial to promote active learning and
language production. Here are some techniques you can use in your class to pair your
students and encourage language practice.
One technique is to use name cards on students' desks before the class starts. This way, when
students enter the class, they look for their name and sit where you want them to. As a
teacher, you should make it clear in the first session that from now on, they should sit where
you put their name card each session. This technique not only helps pair students effectively
but also helps create a sense of routine and organization in the class.
Another technique is to have students pick a ball from a hat randomly. Then, they have to find
the person who has the ball with the same color as them. The catch here is that we must
ensure students use language while finding their partners. For example, they could ask, "Hey,
what color is your ball?" "It is red." "Oh wow, my ball is red too. Let's sit next to each other."
This technique encourages students to communicate and use language while finding their
partners.
You could also write phrasal verbs on a piece of paper, cut the paper in half, and have students
draw a paper from a hat. Then, they have to find a person who has the other half of the phrasal
verb. This technique helps to recycle previous words and verbs from the last sessions and
promotes language practice.
Remember, these pairing activities should take less than a minute, and they should be
linguistic, meaning that students have to produce language while doing the activity. Try out
these techniques in your class and see how they work for your students.
Everything Must Be Linguistically minded

All things done within the classroom should be done by the use of language. If a student wants
to exit the class, they have to ask, ‘May I leave the class?’ or if they want to do an activity with a
specific purpose, they should not skip using language. The classroom is full of opportunities
for language practice. More examples are listed below.
While standing up/ sitting down.
• We are standing up/sitting down.
Before asking a question.

• I have a question. May I bring it up?
Before Drinking some water.

• May I drink some water?
Before leaving/entering the class.

• May I go out / come in?
While opening/closing books
• We are opening/closing our books.
Before speaking Persian.

• May I speak Persian?
Anything Shy of a Sentence Is Non-Linguistic
This principle shows that communication and language, in general, should not be done through
simple, single-word answers; rather, it takes the entire sentence to communicate.
It must not
Yes.
be
It must be .
Yes, I do. I have a brother
While it is true that using full sentences at all times is not considered natural, students are
still learning how to use full sentences. Not using full sentences will give them a gap in
knowledge. For example, an intermediate student who has always used incomplete sentences
when asked to produce a full sentence is discovered to have a systematic problem. However, a
student who has always made full sentences will be able to give short or one-word answers
without much difficulty.
Teacher: “Do you like pizza?”
Student: “Yes”
Teacher: Full sentences. (A gesture could also do this)
Student: ‘Yes, I am. I’m like pizza’.
Overlearning
Overlearning in language learning refers to the process of practicing a particular language

concept or skill beyond the point of initial mastery. It involves repeating the same material
multiple times until it becomes automatic and effortless. In other words, it means practicing to
the extent that you can perform a task without even thinking about it. This kind of overlearning
is particularly useful in language learning because it helps to increase retention and recall of
information. It becomes almost impossible to forget once you have overlearned a language
rule. Overlearning helps ensure you can use the language accurately and fluently in real-life
situations. When you overlearn a language concept, it becomes deeply ingrained in your mind,
making it easier to recall and apply in various contexts. Your definition is a great way to
understand the level of mastery achieved through overlearning, where even producing the
wrong form would require a conscious effort. Overlearning is an effective technique to
enhance language learning and improve long-term retention of language skills.
The Last Resort

In an ESL class, L1 (the student's native language) can aid in the learning process. While
relying on L1 as the primary method of instruction is not recommended, it can be helpful in
certain situations. For example, if students struggle to understand a concept or a task, using L1
to explain it might save a lot of time and frustration. However, teachers should never forget
that there are other ways to convey meaning, such as using examples, audio, or role-play.
These methods should be used before resorting to L1. The goal is to create an immersive
learning environment where students can practice their English skills as much as possible,
and L1 should only be used as the last resort.

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Session #2 and #3 – 16/10/1402 – Wira language centre

Activity type: Introduction:

Preparation: Students are given a list of questions.

Activity type: Introduction:

Preparation: Line up the students into two rows.

Provide the students with a list of questions written on the board.

Suggested Pairing techniques

Everything Must Be Linguistically minded

Before asking a question.

Before Drinking some water.

Before leaving/entering the class.

While opening/closing books

• We are opening/closing our books.

Before speaking Persian.

Anything Shy of a Sentence Is Non-Linguistic

Teacher: “Do you like pizza?”

Teacher: Full sentences. (A gesture could also do this)

Student: ‘Yes, I am. I’m like pizza’.

Overlearning in language learning refers to the process of practicing a particular language

The Last Resort

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