1. Beginning learner principles  Keep the learning load manageable (simplify and raise consciousness – help them perceive patterns and regularities)  Recycle (reintroduce grammar points at regular intervals in different communicative contexts)  Emphasize inductive over deductive teaching (rule- discovery over rule-driven – EIF vs. PPP)

2. Tasks and materials  Fill-in-the-blanks (words are deleted)  Cloze procedure (words are deleted at a regular rate)  Word scramble (words are mixed up and need to be reordered)  Conversation scramble (whole questions/responses are scrambled)  Sentence cues (sentences/questions are made from inserted words)  Error correction (errors in sentences or short texts are corrected)  Comprehension questions (input text or students’ own lives)

3. Tasks and materials  Drills (intensive, repetitive practice of a grammar item)  Surveys (intensive practice of TL; authentic information exchange)  Information gaps (pairs – different information)  Grammar dictation (integrated, contextualized, collaborative)  Games (fun practice of TL)  Grammar charts (introduce or reinforce grammar rules)

4. Reflection (p.47): What grammatical point is the exercise in Example 1 targeting? How would you set this exercise up in the classroom? How would you follow it up? [Fill-in-the-blanks]

5. Reflection (p.47): What grammatical point is the exercise in Example 1 targeting? How would you set this exercise up in the classroom? How would you follow it up? [Fill-in-the-blanks] Grammatical point: Simple present Wh-questions and statements Set up: Whole class mingle (repetition of the target language and model dialogue/structure, and maximization of student talking time). Encourage the use of other follow-up questions. Follow it up: First, do a role play > business conference (cards: where they’re from, company they work for, what they do for the company, etc.). Afterward, ask students what they learned about the people they met at the conference.

6. Action (p.49): Turn “Runners eat well!” into a cloze exercise. Decide which grammatical items you want to test, delete the test items, and decide what your scoring criteria will be for each deleted item. [Cloze]

7. Action (p.49): Turn “Runners eat well!” into a cloze exercise. Decide which grammatical items you want to test, delete the test items, and decide what your scoring criteria will be for each deleted item. [Cloze] Items to test: Verbs Scoring criteria: 1 point for every correct answer/minus 2 points for every incorrect answer (*use competition to enhance motivation)

8. Action (p.51): Design a word scramble for a grammatical item from Figure 2 on page 41. [Word scramble]

9. Action (p.51): Design a word scramble for a grammatical item from Figure 2 on page 41. [Word scramble] Unit 1 name/what’s/your/? is/my/Chuck/name/. are/where/from/you/? Taiwan/from/I’m/.

10. Action (p.51): Create a conversation scramble for a grammatical item from Figure 2 on page 41. [Conversation scramble]

11. Action (p.51): Create a conversation scramble for a grammatical item from Figure 2 on page 41. [Conversation scramble] Unit 3 It’s $950. The blue one. I see. How about this red one? It’s on sale. How much is this necklace? Which one? The red one is only $275. Oh, that’s expensive! How much is the red one?

12. Design a sentence cues exercise for a grammatical item from Figure 2 on page 41. [Sentence cues]

13. Design a sentence cues exercise for a grammatical item from Figure 2 on page 41. [Sentence cues] Unit 4 I like/I don’t like... jazz pizza small towns cold weather traveling cats tests

14. Action (p.53): Design an error correction exercise for a grammatical item from Figure 2 on page 41. [Error correction]

15. Action (p.53): Design an error correction exercise for a grammatical item from Figure 2 on page 41. [Error correction] Unit 5 Are you live at home now? Is she still work in Seattle? Nearly all women with children working.

16. Create a comprehension question exercise for a grammatical item from Figure 2 on page 41. [Comprehension questions]

17. Create a comprehension question exercise for a grammatical item from Figure 2 on page 41. [Comprehension questions] Unit 3 – Talking about preferences and making comparisons Which one do you prefer...? New York City or Albany (bigger) I prefer New York City. New York City is bigger than Albany. Basketball or golf (exciting) I prefer basketball. Basketball is more exciting than golf.

18. Review of irregular verbs. [Drills] 1.Did you eat dinner before class? 2.Did you drink some coffee before class? 3.Did you bring your books to class? 4.Did you wear a coat to class? 5.Did you understand what I said? 6.Did you break the computer? 7.Did you steal my wallet/purse? 8.Did you hide my book from me? 9.Did you throw an egg at the president? 10.Did you build your apartment? 11.Did you speak to boyfriend/girlfriend before class? 12.Did you tell the truth about everything just now?

19. [Surveys]

20. [ Information gap ]

21. [Grammar dictation/Dictogloss]

22. [Games: “You and I”]

23. [Grammar charts]