Recently(on the 3rd of March) did closure end of course session with my Ele 3/4 Wed/Friday class but the strange thing is Meriam did not come the next class and has not continuing studying on the next course;Leticia didn't come either but that wasn't surprising as she seems busy with her job.
I didn't do end of closure with the other Ele 3/4 class (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?
CLASSROOM DYNAMICS:INTERACTIONS Exploring the interactions that take place between learners in the EFL classroom.Does interaction help with learning a language?
Sunday, March 13, 2011
Monday, February 21, 2011
Revision Ele 4 ( Wednesday/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?
Thursday, February 17, 2011
The book or the film?
On Monday it was Valentine's Day and as a warmer I did a Have you ever ..? mingle,which included questions connected to the special day.
The students enjoyed the rhyming words and creating their Valentine cards and poems(most of them used the examples I'd provided)
Mourad,Mounir and Soumaya were making lots of jokes which made for a pleasant atmosphere.
(only 7 students came)
On Wednesday the topic was books and films,which revised present perfect and ended up with the students discussing whether the question:which is better,the book or the film?
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 enjoyed the rhyming words and creating their Valentine cards and poems(most of them used the examples I'd provided)
Mourad,Mounir and Soumaya were making lots of jokes which made for a pleasant atmosphere.
(only 7 students came)
On Wednesday the topic was books and films,which revised present perfect and ended up with the students discussing whether the question:which is better,the book or the film?
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?
Monday, January 10, 2011
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?
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?
Friday, January 7, 2011
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?
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?
Thursday, January 6, 2011
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?
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?
Wednesday, January 5, 2011
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:
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
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1. Did the students contribute actively to the lesson?
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