How do you do it? (Ele 4 Tues/Friday class)

Today the focus is on adjectives and adverbs basically revising the previous lesson.

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?

Life in a new country (Ele 4 Wed/Friday)

Today the topic is on living in a new country.
The language point is adjectives and adverbs.

stage one:the students guess the cities and brainstorm as much information about the cities.

stage two:jig saw reading activity;each group read/coomplete the information about their person
then one person from each group swop with another group

stage three:discuss the question 'Which city would they like to live in?


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?

Life in a new country (Ele 4 Tues/Thursday)

Today the topic is on living in a new country.
The language point is adjectives and adverbs.

stage one:the students guess the cities and brainstorm as much information about the cities.

stage two:jig saw reading activity;each group read/coomplete the information about their person
then one person from each group swop with another group

stage three:discuss the question 'Which city would they like to live in?'


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?

New Year Day Resolutions (Ele 4 Wednesday/Friday)

Today the topic is on the NewYear Day Resolutions.
the language structure is: going to

stage one:the students wrote/discussed good and bad habits and in their groups

stage two:the students wrote down their New Year Resolutions and then in their groups
compared/discussed them

stage three:group to group interaction:with another group each group compared/discussed
the resolutions and decided the best/most interesting ones.

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

1. Did the students contribute actively to the lesson? Yes, by interacting with each other in pairs and then in groups in comparing their habits and making new resolutions. 2. Were the students challenged by the lesson? They wrote/discussed good and bad habits and in their groups. stage two:the students wrote down their New Year Resolutions and then in their groups compared/discussed them  3. What did the students learn from the lesson?The students learnt to use the structure 'going to ' to talk about their resolutions. 4. Did anything amusing or unusual happen?Mounir interacted the most with his peers and instigated the discussion in his group.Mourad,a new student in the class expressed his views but not particularly interacting with any particular person. Of the other male students Tek and Mekki interacted quite a lot. Marwen could interact more but is a bit shy and quiet. Of the female students Meriam,Khouloud and Soumaya interacted quite a lot. Leticia hardly interacts with her peers and Abir prefers to interact with her female peers rather than the people in her group.  5. Were there any problems that occurred?  Raja who has a very low level doesn't hardly interacts with the others and doesn't really understand the teacher.  6. Which part of the lesson was most successful or least successful?The students discovered information about each other's habits and made resolutions.

New Year Day Resolutions (Ele 4 Tuesday/Thursday)

Yesterday the topic was on the NewYear Day Resolutions.
the language structure was: going to
stage one:the students wrote/discussed good and bad habits and in their groups
stage two:the students wrote down their New Year Resolutions and then in their groups
compared/discussed them
stage three:group to group interaction:with another group each group compared/discussed
the resolutions and decided the best/most interesting ones.

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:

Discussing/making New Year Resolutions: Group 2:Elementary 3:

1. Did the students contribute actively to the lesson? Yes, though it was mainly the male students and even though the female students had a fairly good level of English they seemed too shy and quiet to participate and interact with the male students. 2. Were the students challenged by the lesson?  They interacted in pairs and groups when making/discussing the New Year Resolutions. 3. What did the students learn from the lesson? They learnt to use the structure 'going to' to make/talk about New Year Resolutions. 4. Did anything amusing or unusual happen? In this class there are new students and most of these students interact a lot with their peers whilst the old students interacted as they did before in the previous class;ie the confident students:Akrem interacting a lot as usual,though sometimes in Arabic in a conversation with Ibrahim (seems to be a case of code switching,perhaps to avoid misunderstanding and to clarify the meaning of something more clearly), and Anis,Dhia,Fares interacting only sufficiently to do the activity. Akrem,Ibrahim,Sami and Mohamed interactions often focused on explaining something to their peers. 5. Were there any problems that occurred? Dhia is still shy and quiet even though he does have the ability to speak and interact much more,seems lacking in confidence.Sometimes he's seems tired from his work.Of the new students the male students:Ibrahim,Mohamed,Sofiene,Sami interacted a lot while the female students Maria,Barbara interact quite a lot but not as much as the male students.Nada,one of the new female students,is a bit shy and quiet and doesn't interact so much. 6. Which part of the lesson was most successful or least successful? The students discovered information about each other's habits and made New Year Resolutions.