Hello Allan,
it's me, Jung Shin. :)

First of all, I'd like to thank you one more time for such a great class. I just finished watching the last lesson.
All 20 lessons were great and taught me a lot.
I do not know when I would start a career in teaching English, but I am sure the knowledge you taught me will help me greatly.
Thank you.

Going through the latter part of the course, I had some questions regarding activities in Lesson 13, 19, and 20.
I'm afraid the questions are really long.. Hope these questions wouldn't bored you. The questions are as below.

1. (Regarding lesson 13) Activity 4 in out textbook was about correcting written work.
    We first looked at a paragraph corrected by a teacher, and then was asked to correct the same paragraph in a clearer and less discouraging way.
    Through this activity, I learned the better correction method, but couldn't understand why some of the corrected sentences must be corrected.
    Here are the sentences I thought were okay and thus shouldn't be corrected.
    (1) If I lose the ability of hearing, I also can't speak. → If I lose the ability to hear, I can't speak either.
          - Why do we change from 'of hearing' to 'to hear' and  'also can't speak' to 'can't speak either'?
    (2) To lose hearing means to lose two important functions of human. → To lose one's hearing means losing two important human faculties functions.
          - Why do we change from 'to lose' to 'losing'?
    (3) Suppose that they ride a bike in the busy street. → Suppose that they are riding a bike in a busy street.
          - Why do we change from 'ride' to 'are riding'?
  I know the grammar was not the main focus of the activity, but every time I review though the exercise, I keep questioning.
  It would be great if you could teach me why the sentences should be corrected.


2. (Regarding lesson 19) Activity 1 is about the 4 languages and 4 skills that can be tested during classroom tests.
    (4 languages were grammar, vocabulary, spelling, pronunciation ; 4 skills were listening, reading, speaking, writing)
    During the activity, you mentioned that listening tests involve vocabulary, grammar, and pronunciation.
    I cannot understand how a teacher can test a student's ability of grammar and pronunciation in a listening activity.
    The teacher will know the student's vocabulary level, seeing  if he/she understood the meaning of the text.
    But would the teacher be able to see the student's grammar and pronunciation skills?
 
    Further, you also mentioned that reading tests involve vocabulary, grammar, and spelling.
    I do not understand how we can test our student's grammar and spelling ability in a reading test. Could you help me understand?

3.  (Regarding lesson 20) In activity 1, we were asked to identify the stage that the given activity is most suitable for.
      For instance, we answered that 'repetition drills' is a suitable activity for the 'practice' stage.
      During this activity, you told us that 'guessing games' is a activity suitable for 'production' stage.
      I am confused because we've learned in lesson 16 (Communicative Activities) that guessing game is a speaking activity.
      Is it 'production' or 'speaking' stage?
 
    Also, I am not sure about some of the activities we didn't cover in class.
    - 'Correcting each other's written work' : Is it a 'writing' stage? Why?
    - 'Free discussion of a topic' : Is it a 'speaking' stage or a 'introduction' stage?
    - 'Oral practice in pairs' : Is it 'speaking' stage? Can't it also be 'practice' stage?

I am asking a lot of questions at once.  I really hope you wouldn't be get too tired answering them.

I may come back with more questions.
But just in case I don't..
Allan, thank you again for such a great course. I wish you the best.

Best Regards,
Jung Shin.