Christmas (Ele 4 Wed/Friday class)

From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

Christmas (Ele 4 Tues/Thursday)

From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

The Parachute jump! (Ele 4 Wed/Firday class)

From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

Experiences! (Ele 4 Tues/Thurs class)

From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

Experiences! (Ele 4 Wed/Friday class)

From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

Extremes! (Ele 4 Tues/Thurs class)

From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

Extremes ! Ele 3 (Tue /Thur class)

From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

What colours say about your personality Ele 3 (Wed/Fri class)

The students enjoyed this lesson interacting with each other a lot.

From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

What colours say about your personality Ele 3 (Tue /Thur class)

From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

True/False Show Ele 3 (Wed/Fri class)

The lesson focused on comparative adjectives.The students discussed whether the eight sentences in the 'True/False 'Show are true or false before listening to the show.

The interactions:
As usual the most confident students:Mounir,Amos,Karima,Kouloud,Samia and Karima interacted most of all especially Mounir and Karina in explaing the vocabulary and the grammer(the formation of the comparative adjectives).
Nizar as usual was quiet but occassionally made a good contribution with an intereting sentence.

Seating:
Nizar,Abir,Samia,arourad,Tarek,Female,Mounir,Amos,Soumaya,Kouloud,Mongi,Rihad,Karima,Raja

Additional comment:
As usual when the teacher nominated a particular student to answer a question other students would say the answer so as usual the students don't respect each in turn taking.

From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

The True False Show (Ele 3 Tues/Thur )

The focus was on comarative adjectives and the students creating their own True/False sentences for a True False Show.

The students who interacted most of all
were Ackrem,Fares,Dhia and Hycinthe(has gradually got more confidence in volunteering information)

From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

Ele 3 (Wed class )

From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

Ele 3 (Tues class )

From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

ele 3 Tues class

From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

ele 3 Friday

From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

Predictions (Ele 3 Wed/Friday)

From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

Predictions (Ele 3 Tues/Thursday)

From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

Waterloo Sunset (Ele 3 Wed/Fri )

From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

Waterloo Sunset (Ele 3 Tues/Thurs)

From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

Bad Habits and Being Anti Social! (CAE class)

From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

British English V. American English plus revision

From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

revision (Ele 3 Tues/Thurs)

From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

Future Plans plus revision (Ele 3 Tues/Thurs )

From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

Future Plans plus revision (Ele 3 Wed/Fri )

From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

future plans plus revision (Ele 3 Tues/Thurs)

From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

Alternative medicine (Advanced class 2010)

From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

What on earth are you eating? (Ele 3 Wed/Fri 2010)

From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

What on earth are you eating? (Ele 3 Tues/Thur 2010)

From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

Water: facts and myths (Ele 3 Wed/Fri 2010)

The lesson focused on the topic of water -interesting facts and myths!
In addition the countable/uncountable expressions:how many/how much and quantifiers a lot/not much etc

Pronunciation warmer: /w/ /v/ and /b/ sounds.

1) Speaking activity:How much water do you drink? questionnaire.
The students interview each other and compare/discuss their answers with another pair.

2) Reading/discussion activity: water -facts and myths.
In pairs the students read/answer the questions and discuss their answers and then again with another pair

From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

Water -facts and myths (Ele 3 Tues/Thurs 2010)

The lesson focused on the topic of water -interesting facts and myths!
In addition the countable/uncountable expressions:how many/how much and quantifiers a lot/not much etc

Pronunciation warmer: /w/ /v/ and /b/ sounds.

1) Speaking activity:How much water do you drink? questionnaire.
The students interview each other and compare/discuss their answers with another pair.

2) Reading/discussion activity: water -facts and myths.
In pairs the students read/answer the questions and discuss their answers and then again with another pair.


From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

Alternative Therapies

As most if the students are interested in becoming doctors they were interested in the topic if alternative therapies and there was quite of interactions,except for Nadia and Ibitsessen who are often quiet.Mariem was absent today.
I did mid term counselling with the students.
From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

Food food (Ele 3 Wed/Fri

From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

Food! Food ! ( Ele 3 Tues/Thurs 2010)

The lesson focused on the topic of food and also recipies of the students'favourite dishes.
There weren't many students today.
Most of the interactions were by Samia,Sadri,Akrem and Allesandro especially when they were talking about their recipies and how to make the dish.
Bassem could interact more but often remains quiet.
Kais,Mouldi and Anouar could also interact more but their low level in thier grammar and vocabulary seems to prevent them doing the activities as quick as the other students and therefore interact more with their peers.
From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

20 10 2010! (Ele 3 class Wed/Fri 2010)

The lesson focused on the date 20 20 2010 and the first year of World Statistics Day and also the topic of the average British man and woman plus the average British shopping basket.

I did the 'Forfeits'warmer but the students found it difficult to think of questions either it's too early on the lesson for such a warmer or they need more practice of forming/asking questions.

The students enjoyed discussing the significience of the numbers(that referred to the average woman/man)and quite a few of them had given good examples of statistics(guess I could have written up a few of their examples).
The students also discussing/writing about the average Tunisian
man/woman and also the average Cameroonian man,(however I'd forgotten Rachida who comes from
Madgascar).
The students who interacted most,either discussing/explaining or asking or teponding were the students Mounir,Habib,Karima,Soumaya,Amos and Kouloud while the rest of the students were much quiter in their interactions often silent(maybe needing time to think about the information
and the sentences before speaking to the rest of their group).

It was interesting/useful eliciting information
From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

food!food! (Ele 3 class Tues/Thurs 2010)

The topic was food plus a revision of the language of asking for directions.

Warmer:'Forfeits'from Hadfield's 'Classroom Dynamics'.
The warmer should have been fairly easy but even though I did the activity with the whole class and an example pair,before dividing the class into two groups,the students were very slow to formulate questions and doing the forfeit of saying an appropriate sentence according to the instruction.
Not many students today,only 13.
The main interactions were more between the more fluent speakers:Allesandro,Akrem and Koubair.
Bassem doesn't really interact with the others more interested in himself.
Mouldi is too weak for this level to interact with the others.
Although Saimi has quite a good level
in her grammar and vocabulary,she is too shy and not really that fluent;often her pronunciation is weak.

From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

World Food Day (CAE Class)

Today I did the World Food Day lesson which focused on the students doing a role play:the students took and on various roles on discussing the appalling waste of food by consumers and by supermarkets and the group of 'Fregans 'collecting up food thrown away by the supermarkets.

Interactions:
There was lots of interactions especially with Farrah and Sara being the chairpersons;they handled the meeting very well in particular Ahmed who was annoying and irrating with his jokes and silly remarks.Farrah and Sara also
directed the flow of the content of the meeting very expertly from one group to the other.
Farrah summed up the main points well and also put forward some recommendations.
The 'farmers'and the 'World Food 'group were very vocal.
Tatyani as lone representative for the Fregans participated but in general seems to be working alone and isn't really integrating with the other students.
Some of the students(Tania and Ibissen) were quiet in their participation.

From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

Getting Around Tunis/Asking for Directions(Ele 3 Wed/Fri class 2010)

Yoday 's lesson, the focus was on the topic of public transport;getting around Tunis and Asking for directions.


From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

Getting Around Tunis/Asking for Directions(Ele 3 Tues/Thurs class 2010)

Yesterday 's lesson, the focus was on the topic of public transport;getting around Tunis and Asking for directions.

From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

Holiday Postcard(Ele 3/Wed/Friday class 2010)

The students revised Present Continuous and also developed their writing skills via writing a holiday postcard.

From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?
 

Holiday Postcard!(Ele 3/Tues/Thurs/ class 2010)

The students revised Present Continuous and developed their writing skills via a holiday postcard.
In addition asking and giving directions.

Began the class with a video of the song 'Tom's Diner' by Suzanne Vega to revise Present continuous.The students watched the video and wrote down what the people in the song were doing and then compared first in pairs and then in groups of fours.The students enjoyed coming up with their ideas.The students then watched the video and listened to the song to complete the song.The students wrote a conversation between the girl
in the video and a person coming into the cafe.
The students then practised their dialogues and read put them
out.There was lots of interactions between the students but the students who arrived late missed out on the beginning of the lesson.
The usual students were the ones who were quiet:Anis(a weak level)and Sami(a good level but her pronunciation is very poor).In each group there was someone who was the main secretary and one person who was mostly silent during the activities.
From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

University in England

The students were lively as usual and there was lots of interactions but unfortunatley it was mostly in Arabic or French,so very disappointing especially as it's a CAE class.

In the second part of the lesson the topic of studying at an university in England arose so it I showed the British Council Learn English video on the situation for  British students studying at an university in England.
From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

Introduction to British Council Elementary Podcasts(Ele 3 Wed/Fri class 2010)

From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

In the street(Ele 3 Tues/Thurs 2010)

From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

When a man is tired of London (Ele 3 Wed/Fri 2010)

The lesson focused on the topic of London and the difference between the tenses Present Simple and Present Continuous plus the song 'Tom's Diner' by Suzanne Vega.

From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.On page 16 Richards,J.C. mentions some reflection questions to guide the writing of the journal:

1. Discussing/making New Year Resolutions:  Group 1: Elementary 3 The lesson focused on the topic of London and the difference between the tenses Present Simple and Present Continuous plus the song 'Tom's Diner' by Suzanne Vega.

1. Did the students contribute actively to the lesson? Yes, by interacting with each other in pairs and in groups when discussing the difference between Present Simple and Present Continuous. 2. Were the students challenged by the lesson? They liked the challenge of working out/understanding the difference between the two tenses. 3. What did the students learn from the lesson? The students learnt the difference between the tenses Present Simple and Present Continuous. 4. Did anything amusing or unusual happen? In group 1 there's a lot more interactions taking place compared with group 2 Elementary class, which could be because of the background of the students: a balanced mix of male/female students and a wide range of nationalities and also a higher level of English. This group, when eliciting information about London this group's schemata was so much better. In addition the students were able to do the activities much more quickly than the other class so I was able to end the class with the song 'Tom's Diner' by Suzanne Vega; the students watched the video of people in the cafe and noted down what the people were doing (a fun way to consolidate work on Present Continuous).The students watched the video and completed the gaps(in Present Continuous)in the song. Some of the students were humming to the song while listening so they seemed to enjoy the song! 5. Were there any problems that occurred?  None. 6. Which part of the lesson was most successful or least successful? The students really enjoyed finding out interesting information about London and also the song ‘Tom’s Diner’ to consolidate their understanding of the Present Continuous.

When a man is tired of London(Ele 3/Tues/Thurs 2010)

Today's lesson focused on the differences been Present Simple and Present Continous and the topic of London and places of interest.

From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.On page 16 Richards,J.C. mentions some reflection questions to guide the writing of the journal:

The  Song ‘Tom’s Diner’ and the difference between Present Continuous: Group 2: Elementary 3 For this lesson rather than do the topic of London and end the lesson with the song I decided to begin the lesson with a song focusing on the difference between the tenses Present Simple and Present Continuous via the song 'Tom's Diner' by Suzanne Vega.

1. Did the students contribute actively to the lesson? Yes, by interacting with each other in pairs and in groups when discussing the difference between Present Simple and Present Continuous. 2. Were the students challenged by the lesson? They liked watching the video and writing down what the people in the song were doing and then comparing, first in pairs and then in groups and also the challenge of working out/understanding the difference between the two tenses. 3. What did the students learn from the lesson? The students learnt the difference between the tenses Present Simple and Present Continuous. 4. Did anything amusing or unusual happen? The students were much more animated in their interactions and produced a higher level of language structures and vocabulary. The students enjoyed coming up with their ideas. The students then watched the video and listened to the song to complete the song. The students wrote a conversation between the girl in the video and a person coming into the cafe. The students then practised their dialogues and then read them out. There was lots of interactions between the students. In each group there was someone who was the main secretary and one person who was mostly silent during the activities. 5. Were there any problems that occurred?   The students who arrived late missed the beginning of the lesson and therefore the song. The usual students were the ones who were quiet:Anis(a weak level)and Sami( high level). 6. Which part of the lesson was most successful or least successful? The students really enjoyed the song ‘Tom’s Diner’ to consolidate their understanding of the Present Continuous. The song was more motivating for their learning.

Reading between the Lines (CAE class/Sept 2010)

In today's lesson I revised some of the vocab from last week's lesson via a vocab cards where the students have to give a definition of the word/expression on the card and their partner have to guess the word.
Did a warmer actvity from British Council Learn English;the 'How to ' video section in which a colleague pays another colleague a compliment.The students enjoyed watching the video and then did a matching vocab activity and also did a role play activity complimenting their 'colleague'
Warmer:word bank from the Flo Jo CAE web site(later look at the reading section)

Focus on developing reading skills:

During the reading pre discussion
on what kinds of books they read,whether they were 'fast' or 'slow' readers one of the students said he his reading skills were actually better in English than in Arabic;some of the other students said reading in Arabic was really difficult.


From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

Neighbours from Hell! (Ele 3 Wed/Fri Sept 2010 )

The lesson focused on the topic of neighbours and the different problems that you can have with them.Also there was a focus on
present continuous.

Ian the new Senior Teacher observed the class for half an hour and it was useful to have someone note down the interactions taking place.Like me he had noticed for the first group activity,where the students were noting down the different prolems with neighbours,that a person in each group was the 'secretary'.Also due to the class being Elementary some of the interactions was taking place in French.
The students who did most of the interactions were Amos,Soumaya,Mounir,and Yemna.

In the last lesson,I'd showed the 'Big City Small Word' section of the British Council Learn English Central web site and at the end of today's class Soumaya showed me her notebook;she said liked the episode 'Injured Football Player' and in fact had written down the vocabulary from the pre-task activity!
http://c0953132.cdn.cloudfiles.rackspacecloud.com/BCSW-s01-e09.mp3


From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

Neighbours from Hell! (Ele 3 Tues/Thurs lesson 3)

The lesson focussed on Present Contiouns and the topic of neighbours from hell.


From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?
 

Ghost in the House! (Ele 3 Wed/Friday class)

More ghosts!
From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

Ghost in the House! (Ele 3 Tues/Thursday class)

Warmer:revised the previous grammar point from the last lesson:there is/are.
Presented prepositions of place:in/on/under/next to etc.
The context of practising the prepositions and introducing the past of there is/are in a ghost story.

The students enjoyed the ghost story and practising the prepositions of place by the mimes I'd used.

In différent pair work activities the student who interacted most were the Italian Alesandro,but the other students next to
him weren't so eager to interact with him.(Perhaps his confidence and enthusiasm make the other students reluctant with work him.
The other students who interacted either by explaining,asking questions fir clarification of the answers,responding,agreeing or disagreeing with Sadri,Wissen,Zoubaur,Sami(female student),Akram,Moulid,Mahmoud and Fares.

In the group activities there were a couple of people who was often quiet,Anourar From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?
and Kais

Poems in English

http://m.podfeed.net/podcast/The+Poetry+Podcast/8091


From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

Getting to Know You! Media Modern Technology (Lesson 1:Advanced)

More getting to know activities but this time with a class of young adults,level advanced.
Began the class with a Premier Skill video of Premier League football fans introducing themselves and then the students intoduced themselves.
The girls gave quite a full
introduction but the boys were a bit too brief.

Did a media technology questionnaire and then a brsinstorming of what they knew about the CAE exam;two of the students were interested in taking the exam at Christmas.
The students did 'Are you a good listener ?' activity and then a speaking activity.

Finished the lesson with the Premier Skills fans talking about the favourite words;before I'd elicited the students'favourite words and then compares with the fans in the video.
From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?




The students who interacted most were the Syrian girl, and Nour and a few other girls.
In the group activity of discussing the results of the questionnaire Ahmed was the spokes person,even though he'd seemed a bit reluctant to speak at the beginning of the lesson.
In the other group it was another boy who was the spokes person.
In the class there were a couple of girls who were quiet.

Our House! Lesson 2 (Ele 3/Wed/Fri class)

The lesson revised house:rooms/furniture vocabulary and also introduced the concept of:there is/are.Though the students are able to construct the sentences without any problems tsome of the students were using I have to describe flat or house.

The ' house to rent'role play was a good chance to see the interactions between the students.


From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

My House! Lesson 2: Ele 3(Tues/Thurs class)

More getting to know activities plus the Premier Skills Fans video introducing themselves
(good for revising/introducing names of countries and nationalities)

'My House' song(You Tube video ?)

From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

Getting to Know You (Elementary 3 Wed/Friday class)

Group 1:Elementary 3 ,a good mix of male/female students and nationalities,ranging from Tunisia,Chad,the Congo,Madagascar.I did some getting to know activities I used a video(from the British Council
Premier Skills English web site ) of football fans of the English League introducing themselves,which was an interesting way to lead into the students introducing themselves.


I put language of agreement/disagreement on the board as support.

From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide the writing of the journal:

Here are the questions that I chose to focus on for reflecting on the students’ interactions and performance in completing the activity:

1. Did the students contribute actively to the lesson? Yes,by interacting with each other in working out the correct questions and helping each other with writing the names of the counties and nationalities. 2. Were the students challenged by the lesson? Apart from the getting to know activities the students completed a student profile about themselves and then worked out the correct questions for the information. 3. What did the students learn from the lesson? The video was useful for the students revising/introducing names of countries and nationalities. 4. Did anything amusing or unusual happen? In this class I noticed lots of interaction between the students when they helped each other with working out the questions and comparing/checking the answers.  5. Were there any problems that occurred? None. 6. Which part of the lesson was most successful or least successful? The students discovered information about each other and at the end of the lesson the students watched another Premier Skills video,in which the fans talked about their favourite words.

Getting To Know You! (Elementary3) group 2

Well a new class,a new term.More interactions to explore!
Well all men in the class! ,though some students didn't come.
(In the next class there was one female student(Samia).

I did some getting to know actvities,I'll do more in the next lesson.
As it was the first lesson it's not easy to observe the students'interactions but

Apart from the getting to know actvities I did some preparation work on house/furniture vocabulary.For the end of the class I did the interactive game(revising furniture vocab)from
the digital version of English File book.

From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide the writing of the journal:

1. Getting to know each other: Group 2:Elementary 3 ,mostly male students with just one female student.All the students are Tunisians except for one male student from Italy.I did some getting to know activities I used a video(from the British Council Premier Skills English web site ) of football fans of the English League introducing themselves,which was a warmer to lead into the students introducing themselves.

1. Did the students contribute actively to the lesson? Yes,though it took a while for the students to interact with each other to make a contribution to the lesson. 2. Were the students challenged by the lesson? Apart from the getting to know activities the students completed a student profile about themselves and then worked out the correct questions for the information. 3. What did the students learn from the lesson? The video was useful for the students revising/introducing names of countries and nationalities. 4. Did anything amusing or unusual happen?  I noticed that some of the students were motivated as they asked the teacher for help with some of the activities but it was more a case of the students preferring to interact with the teacher rather than with each other.  5. Were there any problems that occurred? Not all the students were there for this first class of the course. 6. Which part of the lesson was most successful or least successful? The students discovered information about each other and at the end of the lesson the students watched another Premier Skills video,in which the fans talked about their favourite words.

eBAY

Today's topic was the web site eBay/shopping plus the song 'Don't You Want Me?' by the Human League.

Discussing eBay stage:
The students who interacted most in the discussion were Sadok and Houda.

Discussing the song 'Don't You Want Me?' stage;
The students who interacted most were Houda,Ghada and Marwa.
Sadok didn't discuss the song so much,later he told me he preferred instrumental music.
Overall the students enjoyed talking about the song,especially the girls,as the topic of love
was obviously a topic they could easily relate to.

From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.

On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?

Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?

more food

Continued with the topic of food.

This morning one of the new teachers,James,observed the class and noted down the different interactions that took place in the pair/group activities for example he observed that for group one Sadok was the main instigator for starting off the acitivity and in the other group it was Houda.He also noticed that the 'leader' of each group had their 'preferred partner' to interact with and in each group there was a 'gooseberry' who was trying to join in the group by putting his hand up to get attention but was mostly ignored until suddenly the 'leader' realised their presense.
He also observed that Makram was quiet in his participation(the number of tally ticks for his interactions were very low)

The different interaction stages:(the students either worked in pairs or groups)
discussing the definitions(in groups of threes),ordering the sentences of the story(in groups of threes),retelling the story(in pairs/a group of threes),true/false sentences about the story(in pairs/group of three),discussing /inviting the teacher to their favourite restaurant/home for a meal(in groups)

Food,Glorious Food!

The topic was food and revision of countable and uncountable expressions.

In group 1 the interactions mostly took place between Khaula,Zied and Semia whilst Ghada seemed to prefer more thinking time before participating.In the other group the students Afef,Houda,Sadok,and Marwa participated most of all whilst Makram seemed less confident of participating.

In addition showed the video'The Fridge' from the British Council's Learn English Central web site,which the students enjoyed a lot.The video was about a man who invited a girl to dinner at his flat but the evening wasn't entirely successful.

Markets Around the World

Today's topic was on different markets around the world:
the floating markets of Bangkok,the market in Provence,the souks of Marrakech.
As a warmer the students talked about their favourite things:books,films,food and drink.

In addition,there was revision of prepositions of time.

Jig saw reading activity:
GroupA:Bangkok: Makram,Zied,Afef
Afef interacted most when talking about the market in Bangkok.
Makram was trying to express his opinions but the others weren't listening as well as not encouraging/inviting him to speak.So...

Group B:Provence:Semia and Ghada
It was mostly Semia who talked about the market in Provence.

Group C:The souks in MarrakechHouda and Yoshi:
It was mostly Houda who talked about Marrackech and greatly helped
Yoshi to understand the text and the questions.