Dear FLE 324 Section 01 members,
Please evaluate your own performance as a pair/group by referring to each of the aspects the self-evaluation sheet that your instructor has provided for you. You need to make comments on the preparation stage and the actual teaching stage and the audience's perceptions of your presentation.
We did our first grammar presentation with Duygu and me. Duygu started the lesson with a smiling and friendly face. She talked with the students to make them feel relaxed. Then, she started the lesson with a song to attract students’ attention and create an enjoyable atmosphere. As a group we chose this song, because it was funny to listen and there were many examples about the topic we would teach. We just wanted students to listen it and be more familiar with the grammatical structure. Thus, Duygu showed the song’s lyrics via ppt on which the comparative part was in red to take the attention of students to the form. While listening to the song, both teacher and students seemed to have fun. After the song, she pointed out the red parts of the song and told the topic of the lesson. Thus, the aim of the lesson was clear. She wrote the formula and two examples related to topic. Then, to make them familiar with more examples, she made a ppt presentation about the topic. In the ppt, she used pictures to make students understand the structure more easily. During the presentation, she wanted students to be careful about the different usage of comparatives. She asked if there was anything to ask. However, there could be more interaction between students and teacher in the presentation part. After presentation, I made activities with the students. Firstly, I distributed sheets and wanted students to fill in the blanks with comparatives. Then, I gave them another one and wanted them to make sentences related to pictures by using comparatives. While they doing activities, I guided them and after answering questions, I appreciated them saying “you are perfect”. At the end of the lesson, we played a game related to topic. I think the game part was the most enjoyable one and it was a whole class activity. We did a variety of activities and materials were appropriately paced. However, we didn’t make pair or group activities. We gave instructions clearly. We spoke naturally, but our English was not perfect. We used the board effectively. I think students also participate to the activities actively.
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ReplyDeleteOur group members were Şakir, İbrahim and me. The subject of our first grammar presentation was type two conditionals. This subject could be understood from the lesson clearly. For the first presentation we chose Şakir as the presenter. First he gave information about the previous type one conditionals. This is an effective way of combining new information and the previous knowledge. He wrote the forms of the conditionals on the board and students could easily see the constructions of the type one and type two forms. I think the song that we used at the beginning of the lesson was suitable for the target form. Students could see the construction of the type two conditionals over and over in the lyrics of the song. While students listening to the song we showed them some pictures about the words in the song. The activities were also well organized. The fill in the gaps activity is one of the most suitable activities in the while listening part and in the production part students played a game about the type two conditionals. I think this was very enjoyable for the students. With this activity we wanted students to have fun and create new sentences according to their own lives. The writing on the board could be more legible apart from that it was a perfect presentation for me.
ReplyDelete.
Şakir was the presenter of our grammar micro-teaching. In our lesson, we aimed to teach second conditionals. At the beginning of the lesson, Şakir reminded students of the first conditionals. We thought that in a real classroom, this activity would be helpful for students to renew their knowledge about the topic. I think the aim of our micro-teaching was clear, because at the presentation stage we had students listen to a song in which the second conditionals was used. Then Şakir wrote the rule on the board and later we made an enjoyable activity about the second conditionals. These examples show that the aim of the lesson was clear. As I said, we had students listen to a song, then we made a controlled and a free activity in practice and production stages. We also had a contingency activity for extra time. So we used a variety of activities which were possible for a lesson of 35 minutes. Şakir didn't make any pronunciation mistakes; he spoke naturally. He also used the board and visuals actively. He wrote the rules from the previous lesson and he wrote the rules of the second conditionals. Our presentation stage was also full of interesting pictures accompanying a song by Madonna. Even he put our photos which was a surprise for the other members of the group. In the powerpoint presentation, we put pictures which are related to the lyrics of the song, we thought we could teach the meaning of any unknown word in the song. The students listened to the song for three times, because we wanted them to get a hint about the rule from the song. We prefered to give the rules both implicitly and explictly on the board, because we had students who had different learning styles. Our activity in the production stage was an enjoyable one in which the students could use their imagination. I think I will use this activity while teaching second conditionals. As a contingency activity, we prepared some question about different imaginary situations. Students were free to choose what they wanted. We made such an activity, because if they choose a question which they want to reply rather than just dictating only one question,they would be more enthusiactic to participate in the activity. I think the most succesful aspect of our micro-teaching was the presentation stage. That part really attracted the students. I could find any negative aspect about our presentation but we had a problem about time. All in all, our micro-teaching was both entertaining and educating with its content and activities.
ReplyDeleteI think the lesson that I presented on grammar teaching was useful and enjoyable for the students. While preparing our lesson plan, we tried to be careful about the lesson’s being appropriate for the students’ and included activities that the children like, because it is important for a student to enjoy when s/he learns something. I believe that I was able to follow our lesson plan correctly since no problems emerged during my teaching. One point was that I had to shorten the duration of the activities owing to the fact that the classroom and the students were not real, they were just acting. However, we planned the activities keeping in my that it was a real classroom. The preparation of our lesson plan was very easy. First we defined what we were going to teach, then we formed the stages and activities in each stages. The only little difficulty was deciding on the activities because we wanted both effective and interesting activities for students. The plan of our lesson was good but if I had a chance to teach again, I would prefer to change the part that I presented the rules. Instead of showing the rules on PowerPoint, I should have written them on board. All in all, I think that my lesson was successful especially the song part. The students enjoyed the song very much and also it included the structure that I was planning to teach. Thus, there was a smooth transition between stages. As I said before, the explanation of the rules part was a bit weak, because it was not interactive, I just showed the rules and examples on PowerPoint and I did not want any more examples from students, which was a mistake. After I explained the subject to students, I wanted them to do the given activities in order to be sure that they completely understood the subject. In this practice part, they saw the usage of the form and practiced it with such activities as filling the blank. Later I passed on the production part in which the students had to use the learnt form with their own sentences. What I most liked in this lesson was the production part. We planned it as a game because we were sure that the children loved playing games. The production part was like silent movie. They tried to explain the sentences to their friends and the class tried to guess the sentences with using the aimed structure. In this part, they really enjoyed the activity. When I looked the participation of the students to all activities, it was fine and I also had a good relationship in terms of classroom management. It was good lesson for me and I hope the same is true for the students. :)
ReplyDeleteWe prepared our grammar presentation together, but the teachers were Duygu and Hilal. Our topic was “Comparatives” and we chose our students’ level as elementary. They were young learners, and because of that we prepared our activities according to their age. Duygu started the lesson by asking them how they were to make them relax. Then, before starting the lesson, she made the students listen to a song which contained some comparative adjectives. It was good to take their attention and create an enjoyable atmosphere in the class. While we were preparing our activities, we searched a lot to be able to find such kind of song which contains comparatives. We found some songs but some of them weren’t appropriate for their level and some of them weren’t enjoyable, so we decided on it. I think both the students and the teacher enjoyed while listening to it. In addition, some of the students wanted to listen to it one more time This showed that they were enjoying the lesson. We prepared the lyrics and Duygu showed it while they were listening to the song. Comparative adjectives were written in red color by us to take the students’ attention to the form of the topic. After finishing listening to the song, teacher showed the red parts again and told the topic to the students. Then, she used the board by writing the formula of the subject on it. She also wrote down some example sentences related to comparatives. As a result of these, the aim of the lesson was clear. After that, she showed the students a ppt presentation. We prepared some pictures and wrote comparative adjectives related to them. She showed the pictures and told the examples to the students in order to reinforce the topic. Then, Hilal came to the stage. She distributed some activity sheets to the students. First activity contained only comparative adjectives, second activity contained comparative sentences. We tried to go on step by step, so that I can say that our transitions between stages were appropriate for students. Teacher seemed to be friendly. They went over all of the answers together, and she wrote down the answer on the board. Their uses of board were efficient. Their hand writings were also legible. Later, she made students to play a game related to the subject. It was an enjoyable game, majority of the class participated to it and they all seemed to be enjoying. However, some of the students didn’t want to play the game. Teacher also urged them to play, and it was a good thing. Hilal forgot to tell about the game at first, but it was related to anxiety I think. Because of we knew the lesson plan, we understood that she forgot it and tried to remind her, but students didn’t realize it I guess, and it was nice. Their classroom management skills were good. Apart from those, there might be pair and group work activities to provide interaction. As a general, it was useful and enjoyable lesson.
ReplyDeleteMy group members were Nurten, Aycan and Ayaz and we prepared our grammar presentation together. Aycan and Nurten were our teachers who were responsible for doing this micro-teaching. In the preparation stage, as the first step, we tried to find a topic which attracts the students’ attention and makes them motivated to participate in the lesson because teaching grammar is not something so enjoyable and generally most of the students have no enthusiasm for learning it in a classroom environment. Therefore, we had some difficulty in deciding on the target grammar pattern and the lead-in part related to it. We aimed to make an interesting and appealing beginning as well. When we determined our topic as “Future Continuous Tense”, we began to look for our starting point. However, we couldn’t find any interesting and appropriate material for the beginning. Then, we decided on shooting our own video so as to emphasize the target structure. This was the most enjoyable part of our preparation. While shooting, we also couldn’t prevent our laughters and it was a great experience for all of us :). In this way, we created our own material and this was also important because in real life, teachers can not always find the required materials as they want. In such a case, they should be creative and proficient enough to create it themselves in parallel with their purposes. Afterwards, we planned the steps of our lesson and designed our flow of the activities. For the lecturing part, Aycan used the board effectively and made understandable explanations about the topic. However, in some parts she might be more concrete and utilize clearer interpretations and examples. Her writing and style of using board were also effective so the students had no difficulty in comprehension of the target sentences. She always tried to check their performance and level of understanding. When it comes to practice part, Nurten did quite well. We prepared some handouts so as to measure the students’ performance on the target tense and reinforce their learning via these activities. During this session, Nurten always smiled and gave necessary feedback to the students. She maintained a good flow in the course of the exercises and all students wanted to be involved in the activities. She also used the board effectively by writing the answers clearly because in a real classroom atmosphere it is quite important for the students who fall behind the exercises. By looking at the answers on the board, they can catch up with their peers and the teacher. Our group activity was the most enjoyable part in my opinion because we distributed colourful pictures from the future and wanted the students to write a paragraph by using the target structure. They also liked this activity and that’s why imaginative writing pieces came onto the stage. We gave each group a different topic and pictures so they listened to each others’ writings willingly and in curiosity. I think we managed to create a successful and different grammar lesson which drew the students’ attention and made them motivated to learn the target tense. Their feedback was also quite positive and this made us so happy! :)
ReplyDeleteI and Ruba did the grammar presentation. The grammar focus was conjunctions. I did the first part of the presentation and Ruba did the second part. The lesson plan was helpful for me because it helped me during the lesson. I tried to follow it. In that way everything went fluently. While planning the lesson, we had difficulty in finding and arranging the activities. We knew that there needed to be smooth transition between the activities. Therefore, we were careful about that. The weak point of our presentation was that we forget to distribute a handout which summarizes the use of conjunctions. Actually, we didn’t think of it while planning the lesson. So, if I were to teach the lesson again, I would prepare these handouts and distribute them to the students. This would be really helpful for them because the students want to see something useful at their hands other than just hearing it. When you do something, then you learn what your weak points are. If we planned to distribute a handout that summarizes the use of conjunctions, the lesson would be more successful. I think the lesson was successful, as the students participated in the lesson. I also like teaching very much and this also affects my position during the lesson. I mentioned the weak point of the lesson previously. The successful part of the lesson was the first part, I think. The video about coordinating conjunctions was really informative and the students really liked it. While I was lecturing, students answered my questions when I asked them and also during Ruba’s part they did the activities very well. This showed that they understood the lesson. I used the visuals and the board. Visuals, of course, were successful as always. The students liked that part because the visuals always appeal the students. I wrote the formula of the use of coordinating conjunctions to the board. In that way the students had a chance to see its use. The lecturing part was a little bit difficult. As it is grammar, you don’t exactly know how to explain certain things. However, I think I did this part finely. Some of the students didn’t want to answer some of the questions, but this didn’t show that they didn’t understand or didn’t know. They just didn’t want to participate. We know that there are always such students in the class. As a last comment, it was a useful lesson for me as I learn certain things from it:)
ReplyDeleteOur group consists of 4 people: Duygu, Ceren, Hilal and me. In grammar teaching presentation; we, as a group, prepared the lesson and the activities together, but Duygu and Hilal were our presenters and Duygu was the first presenter of the micro-teaching. Our lesson was aiming to teach “Comparatives”, our students were young learners and their level of proficiency was elementary. Therefore, we tried to prepare a lesson both informative and enjoyable. Duygu started her lesson with a smiling face and a friendly attitude. She warmed up the students by asking them daily questions. Then, she made students listen to a song in the lead-in part. This song was chosen because the lyrics of song included some comparative forms and we thought that young learners like listening to songs. While students were listening, Duygu also showed the lyrics with the help of Ppt. presentation. In the preparation process, we took attention to write the comparative forms in bold form and different colors in order to attract students’ attention to the target structure. After students’ request, Duygu made the class listen to the song again. I think, it was useful because students may overlook the comparative structures; however, they could catch them second time. Another anecdote is that it shows that students liked the activity and wanted to listen to the song one more time. After the listening part, Duygu showed the red parts of the lyrics and told the students their subject. This way, the aim of the lesson became clear and students got ready to learn it after the lead-in part because they both took some input at the same the teacher manage to lower their affective filter, which are important elements.
ReplyDeleteThen, she wrote the structure of Comparatives and 2 example sentences on the board. This way, she used another material which adds a variety. Later, she delivered a Ppt. presentation about Comparatives. We thought that Ppt. is useful in terms of taking students’ attention and enhancing visual quality of the context. We put some pictures in order to clear the questions that students had in their mind. During the presentation, she also asked whether there was a problem or anything unclear. It was also good; but we could have designed the Ppt. presentation in the way that pictures come earlier than the comparative forms. Thus, students could guess the structures. This would also increase the interaction between students and the teacher. Later, Hilal continued teaching. She distributed the activity sheets to the classroom. We designed the activity from easier to harder. Our first activity was to fill in the blanks with comparative adjectives. The second activity was to write comparative sentences according to the pictures. I think, this activity was also appropriate and stimulates students’ creativity. During the activities, Hilal assisted to the students and went over the correct answers and motivate the students by saying “great, you’re perfect” etc. Last but not least, we designed a game about Comparatives. In this game, students were supposed to do something physical ( such as they touched their head or showed somebody) according to the teacher’s saying. I think, it was very enjoyable and useful for TPR learners because young learners are kinesthetic learners and they like moving. This activity also adds a variety. However, we could have designed some pair work or group work activity in order to develop interpersonal skills of the students, but couldn’t manage that unfortunately. Another thing is that students could be more active during the lesson, but our classroom was not consisting of young learners, therefore, it is normal to act them like an adult rather than a child. Apart from that, I can’t see a major problem. Timing was proper and teachers’ attitudes were nice and pleasant. The aim of the lesson and the instructions were clear. All in all, the lesson was also both enjoyable and instructive.
Initially, our grammar presentation was presented by Nurten and me, and our grammar topic was “the future continuous tense”. Actually, while we were preparing our lesson plan for a grammar lesson, firstly we could not come up with a topic to be served for the students because it was hard to find a lead in activity for the lesson and we wanted to begin our lesson with an appealing video or song, but we could not find any. We decided on the topic “the future continuous tense” and we were certain about it. Then, we told that what if we created the video ourselves because we could not find after a couple of hours. Therefore, we agreed that tomorrow before the history lesson the recording would be held. There was so limited time and at that day, we started to look for people, places and some concepts to apply the future continuous tense with appropriate usages and after some trials we managed to record some cases and we enjoyed a lot in this process. After that, we combined the video parts and there came out a masterpiece =) Our product was really very enjoyable and we looked for our lesson to present it. At the day of presentation, first I started the demonstration with greeting the students and asking about themselves and their plans for the weekend, so I gave some instructions about the topic by using the future tenses. Then, I presented the video so as to give input related to the topic of the day and our friends enjoyed a lot, especially the ones who helped us with the video were smiling and seeing this appreciated faces gave me a great feeling =) After the video part we successfully made our friends guess the topic and then we could move on the explanation part. First, I the gave the structure of the future continuous tense with relevant examples and then I gave the meaning by also asking the class what the usage could be and some of the friends replied. Next, we moved on the exercises part with Nurten. She distributed the exercises sheets and made the class do them so as to reinforce what they had learned. After this part, Nurten divided the class into groups and made a group activity by distributing some cue cards on which there are some pictures and some clues about the places, time and doers on the pictures. Then, she wanted the class to write a paragraph by using the future continuous tense and the cues on the cards. It was also enjoyable to see the creativity of our friends and they made really great job. There was not any problem while we were presenting our topic and class participation was also good and I think we did our job well as a group in the preparation part, presentation part and evaluation part. =)
ReplyDeleteWe prepared our grammar presentation with Canan, Gülşen, and Mesude, but the teachers were me and Gülşen. We taught grammer explicitly with grammar activities. Our topic was using "to be able to", and we taught it with speaking activity, and we wanted students to learn their friends' abilities and interests, and then we wanted them to act their dialogues in front of the class. The most useful thing was making them act. Because they learn language by using it in a dialogue, and acting activity was useful for them. another thing was teaching them the language explicitly. We used different types of activities to make them active in the lessons. Also, my friend Gülşen used her body language effectively, and she made students participate the activities in the classes.
ReplyDeleteWe did our presentetion with Nurten, Aycan and Özge.Our grammar topic was future continuous and the presenters were Aycan and Nurten.Both of them were really professional because they could make the class to focus on the lesson.I think while teachning the first think to be taken into consideration is to make the stundents to listen enthusiacally and be sure that students are happy with the topic. Although the the topic is boring the teacher should faciliate it and explain with simple rules.The lesson began with Aycan and because she was energetic and telling students’ level smiling ,was positive way for students.She started to the lesson by using sentences including the topic.I think the most important and effective partof our presentation was shownig the video which was well-prepared and showed the topic clearly.Because there were many questions and answers related to topic and trying make students to guess the question was an effective way to attract the students.Then Nurten continued with using board.She had really good handwriting which is also one of the effective aspects of teaching and to attract the students.Nurten mostly focused on activities. After the activities she appropriated the stundents for their participating.Both Aycan and Nurten with their clear pronouncation and natural teaching were really successful and I believe that they will be an effective teacher in the future
ReplyDeleteMy group members are Özge, Aycan and Ayaz, and we prepared our grammar teaching presentation all together as a group. However, the presenters were me and Aycan for this micro-teaching. Before starting the preparation of our presentation we thought about our topic and I believe that this was the most challenging part of our preparation period. After deciding a few topics we tried to find some video or song about them. Because we thought that an attractive starting make the students involve in the lesson and activities. However, it was not easy to find a video or song about the grammar topics. After long brainstorming period, we decided on future continuous tense as our grammar topic and because we could not find anything, we decided to shoot a video by ourselves. I think that it was the most enjoyable part of the preparation because in the video process we had many experiences we could never forget. We laughed a lot and publicly disgraced because people passing by also laughed at us =). Nevertheless, this was a good experience for us because we noticed that internet would not always provide us a material, sometimes we would need to create a material appropriate for the topic we would teach. In the presentation process, Aycan was responsible for the presenting the lead in and grammar instruction part. She was so interactive and lovely so he achieved to carry out a good lesson. She wrote all the necessary information about the topic on the board and tried to do her best. However, she forgot some of the examples we thought beforehand which are appropriate for the level of the students and made up some at that point so they were a bit hard. In the next step, I started with the activities. I distributed the handouts and gave the instructions. I believe that the materials we had were various enough and they enable the understanding by providing concrete examples. In the feedback part I wrote all the correct answers as a sentence on the board, however, it seemed that it would be better if I would write just the parts needed to be filled. However, the second activity was about putting the words in the correct order by using the correct form, so it was unavoidable to write the full sentences. The last activity was quite enjoyable because as we guessed it attracted the students’ attention with the high percentage of participation. That was a group activity and the students were willing to involve in. They wrote their parts and listened to the other groups carefully. I believe that we had a good job because we had the materials to attract the students’ attention and involve them in the lesson willingly.
ReplyDeleteWe prepared our grammar presentation with Melek and Deniz Hande. The topic we chose was present continuous and we decided to present it with a song, which, we thought, would be helpful for getting students' attention and it really did so. It might have been better if we had prepared a task for the song instead of making the students just listen to it. However,I think listening to the song while reading its lyrics and seeing the pictures in the video was enough for them to notice the structure emphasized in the song, because our purpose for using the song was to exhibit some examples for our topic.
ReplyDeleteIn the presentation part we referred to the lyrics of the song and showed related pictures from the video in order to keep the unity of the lesson flow. The pictures were also supporting the meanings given in the sample sentences, which appealed to the visual intelligence of the students.
In the practice stage we tried to include different excercises as much as we can, considering the time limitation.
THe production part, I think, was one of the best points of our presentation. Considering the level of the students and also knowing that children like moving all the time during lessons, we included some motion in the activity and decided to make it like a slient movie game. While the teller was supposed to comprehend the sentence given to him/her, the others, who were supposed to make some guesses and tell them using the form taught in the lesson, so that everyone was actively using some real language as well as the expected form of language.
When it comes to the way Melek presented the lesson, I think that she was successful. The language and the voice she used were both appropriate for the students. She also seemed to be really involved in the lesson. Especially in the presentation stage she used clear sentences and summarized the rules step by step. Moreover, she used the board effectively by writing all the answers to make them clear to the class. Finally, she tried her best to handle some 'challenging' questions asked by the students. I short, I believe our lesson was well organized and effective in appealing to different intelligence types like visual, audial and kinesthetic intelligences.
Our group’s grammar topic was about conjunctions. Seda and Ruba did the micro teaching. The lesson plan was very useful and helpful for them since they could arrange their time and they could easily follow the lesson thanks to the lesson plan. They didn’t have difficulty in doing the activities and they didn’t mix the order of the lesson. When we are preparing the lesson plan, the most difficult part was preparing the activities. It was difficult for us to finding an appropriate video for the warm up and arranging the activity for a smooth lesson but we did it successfully. However, we forgot to distribute a handout which shows the use of conjunctions to the students and it was the weak point of our grammar micro teaching. It would have been very helpful for the students if we had given a handout. If we had a chance to prepare the lesson again, we would definitely give handout. The handouts would make the lesson more successful. In my opinion, our lesson was good. The students participate in the lesson actively. The video which was an enjoyable song about the conjunctions was the strong point of our lesson. It got the students’ attraction. They liked it and they sang it. They answered the questions in the activity part since they understood the lesson. Seda and Ruba used board and the visuals. Visuals were very affective since they took the students’ attention. Seda also gave the Formula of the conjunctions. In the lecturing part I think Seda was very good. She did it very well.
ReplyDeleteour grammar presentation’s grammar point was “when/while” . Me and hande did the presentation in the class. ı started by asking questions to students and gave them a paragraph which was composed of when and while sentences. we wanted the lesson to be an inductive lesson and students found the rules by themselves. our weakness was not referring to the paragraph that we distributed to the class. but we used visuals effectively, I kept the grammar teaching shortly because I didn’t want student get bored. Hande did the activities in the class and got very good reactions from the class. I think our activities were appropriate for students’ level of proficiency.
ReplyDeleteOur grammar presentation topic was the coordinating conjunctions. Our group consists of me, Seda, Begüm and Fatma. While preparing the lesson plan we thought that using a song would be attracting and useful. The visuals used by Seda in the first part was appropriate to the level and the aim of the lesson plan. However, one weak point of the lesson plan was that the activities used in both the practicing and production parts were too similar and the second one was kind of repetition. We could have chose a better and more creative activity for the last part. Though both me and Seda were the teachers, Seda did a good job in the pre part and made a smooth introduction into the topic. The song fitted well into the plan and I think it was effective in terms of reminding the students of the usage of the conjunctions. The timing was fair and the activities load as well was well organized.
ReplyDeleteOur (Gökhan, Çiğdem, Pınar and I) grammar topic was 2nd conditionals and Pınar and I did the presentation. We began the presentation with talking about Eric Clapton, a famous singer. We gave students the script of the song "Tears in Heaven" and asked them to complete the blanks while listening. the song included 2nd conditional sentences, and we aimed at making students familiar with the topic at the beginning of the lesson. And listening to a song was an enjoyable activity for them, so we were able to gain their attention. After the song we introduced them the grammar topic and told the main points deductively to make everything clear. then we made use of some cards including the photos of famous people. Everybody picked a card and told us what would s/he do if s/he were the man/woman in the picture. this was also an enjoyabole activity. all in all, it was a good presentation, but we could have been more friendly and given more clear instructions, I guess.
ReplyDeleteOur group consists of me, Ayşenur, Ceren and Hilal. Me and Hilal did the grammar presentation. Our topic was comperatives. Our lesson plan was appropriate for the lesson. It could be applied to the real classroom environment. We didn't depart from the lesson plan during the lesson. We did all of the activities that we wrote to the lesson plan. We had difficulty while finding the appropriate song to our topic, but in the end we managed to fing it. I began the lesson with a smiling face to relax the students. Then I showed a Ppt. presentation with the lyrics of our song and I made the children listen to the song. We highlighted the comperative parts of the lesson. It was good because it attracted the students' attention. After that, I wrote the form on the board and wrote soma examples. If I taught this lesson again, I would interact with the students more while writing on the board. I could ask students to give some examples about the forms. It would make the students more active. I divided the board into two parts. ıt was good, too. Students weren't confused about the form. I told the lesson as "one syllable" and more than one syllable". If taught the lesson again, I would use "long adjectives" and "short adjectives" instead of those. It could be more appropriate to the students and It could be more understandable. I highlighted important parts in the examples on the board. It took the attention of the students. Then, I showed various pictures with the help of Ppt. presentation. I wrote sample sentences under the pictures. However; I could have asked the students to form the comperative sentences instead of showing them. After that Hilal went on the lesson. She was friednly and smiling. She distributed the activity sheets and wrote the answers on the board. It was useful because otherwise students could confused about the answers. They had a chance to check their answers from the board. She helped the students by wandering among the students. She answered their questions. She asked the students the answers before writing them on the board. She interacted with the students well. At the end of the lesson, she played a game with the students. Students had fun wile playing the game. Thus, the lesson was successful because everybody had fun and learned the new structure. The game part and showing the sample sentences with the help of a Ppt. presentation were the most successful parts of the lesson plan, I think. Because students learned the structure with the pictures, the lesson appealed their visual and audiolingual intelligences. They also had fun while playing the game. I think, writing on the board part was the least successful part of the lesson. Because there were no interaction with the students. We gave activity sheets to understand if all of the students fully understand the structure. Ithink the lesson was enjoyable and all of the students enjoyed it.
ReplyDeleteIn general our lesson plan was a useful one. Throughout the lesson I was able to follow it as it is not a complicated one.
ReplyDeleteWhile planning the it was really difficult to choose the grammar topic. After we searched on the internet we realized that we can find plenty of materials if we teach passive voice.
Now that I have thought my lesson, if ı were to teach again I would make some change and addition. While answering the questions I should have picked up the students randomly. Otherwise they would count their order and answer only their question. Other than this in the explanation part there was little grammar mistakes, ı would correct them, and moreover I wouold give more samples on subject pronoun and object pronoun without using their names.
I believe that the lesson was a succesful one, because I totally managed to follow the lesson. The introduction part of the lesson was the most succesfull one because I managed to draw the attention and give clue about the topic of the lesson. However the explanation part was the least succesfull because I could explain the object pronouns which are after "by" in the passive voice. In the activities the students made me realize of theis fact. Even in the preparation part of the lesson plan I was not aware of this detail.
I can ensure that all the students understand the subject. It is because while answering the questions they asked whatever they want about the topic and I was always there to answer their question. I always monitered the students. I used visuals mostly. It is because I belive that visuals are the most affective to teach anything.The part that I had difficult in is language focus part. While answering the questions, as I was not totally succesful in explanation part, the students asked some unexpected questions. I experienced difficult moments while trying to answer these questions according to their level.
I did not have any difficult in controlling the clasroom. I tis because I always kept them busy with the lesson. I got sentences from the, I made them turn the active sentences into passive voice.
All in all with little additions and change it could be an ideal lersson plan. I would have liked to be taught the passive voice like that.
Our presentation’s grammar point was “when and while” . Helin and Hande were the presenters. Helin started by asking questions to students and gave them a paragraph which was composed of when and while sentences. Our aim was to make students found the grammar rule that's why we used inductive method. Our presentation's weakness was not referring to the paragraph that we distributed to the class. But visuals were used really effectively and Helin kept the grammar teaching shortly because she didn’t want student get bored. Hande did the activities in the class and got very good reactions from the class and activities were enjoyable enough. I think the proficiency level was also appropriate for the age level.
ReplyDeleteI (Şâkir) was the presenter in our first micro-teaching, and our topic was the “Conditionals – Type 2”. At the beginning of the lesson, I reminded the students “Conditionals Type 1 and 0” because; we thought that in a real environment, it would be very helpful to review the previous week for the students to learn the new conditional. The aim of our micro-teaching was clear, and we prepared a very nice activity which includes a song from Madonna with a PowerPoint presentation that includes pictures of the objects that is mentioned in the song. With the song I introduced the topic very well, and the students took a lot of input just before starting learning the subject, so listening the song was a way of implicit teaching, and I believe that the pictures in the PowerPoint presentation were attractive enough to get the students’ attention. I think we prepared various activities that would appeal to different students in the classroom and we tried to include all of the students by requesting them to participate after the teaching is completed. I see our presentation as an enjoyable micro-teaching, and I have two corrections for my teaching, I should correct my writing on the board, and I should be less stressful while standing in front of the students.
ReplyDeleteWe did our grammar presentation with Betül, and Betül was the presenter. Our topic was relative clauses. The topic was hard to be teached but Betül managed it. We had limited time and we had a hard topic, so we could not use so much visual items and group work. I think our materials weren't colorful or entertaining but they were useful and instructive. Betül controlled the whole class and she was a little bit strict to students. She used the board effectively and neatly. She started lesson with a song 'She'. She tried to take students' attention and I think she managed it.
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