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?
CLASSROOM DYNAMICS:INTERACTIONS Exploring the interactions that take place between learners in the EFL classroom.Does interaction help with learning a language?
Thursday, September 30, 2010
Wednesday, September 29, 2010
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?
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?
Tuesday, September 28, 2010
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
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
Sunday, September 26, 2010
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?
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?
Saturday, September 25, 2010
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.
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.
Friday, September 24, 2010
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?
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?
Thursday, September 23, 2010
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?
(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?
Wednesday, September 22, 2010
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:
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:
|
|
|
Tuesday, September 21, 2010
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:
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?
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?
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.
|
Friday, September 3, 2010
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?
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?
Thursday, September 2, 2010
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)
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)
Wednesday, September 1, 2010
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.
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.
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