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 presenter's teaching style, the variety of activities and the creative aspectss of the presentation. You also need to evaluate your performance or the your own group presenter(s)' performance in terms of whether and how the presenter has dealt with the three main cycles of the task-based learning process (e.i., the pre-task, task cycle and the post-task.
We did our micro-teaching with Ayşenur. Our topic was “used to”. We were supposed to make our teaching according to task based learning, so we thought about the topic a lot. At first, we decided to choose “Future Tense”, but we couldn’t find many task based activities related to it. Then, we decided to teach “used to” to our students. We determined the level of our students as elementary and their ages were between 13 and 15. While we were preparing out activities, we tried to use visual elements, because our students were young learners and we could take their attention with the help of concrete things and increase their participation to the lesson. Ayşenur started the lesson by asking about their daily life in order to make them relax and ready for the lesson. Then she mentioned her childhood by showing the students her childhood photo via ppt. In the photo, there was a girl who was her best friend in the past. She told about her friend and her past activities by using “used to” to make students familiar with the subject. Besides, I showed the students the real photo, they could touch it and examine in detail. In addition, Ayşenur brought one of the dresses that she used to wear when she was a child. We also showed it to the class. It was nice to use concrete things to take their attention. After that, Ayşenur wanted them to write about their own childhood memories. Then, I took over the stage. I waited them to finish the task. I asked them if they were ready and some of them said “No.” and I continued to wait for some time. While they were writing, I walked along them and they could ask me if they had a question or about unknown words. Then, they seemed to be ready, I asked again and they said that they were ready. I wanted them to read aloud the sentences they wrote by raising their hands. There were several volunteers to read, but some of the students didn’t participate to the activity. Maybe, I could urge them to be interested in the lesson in a nice approach, but we had limited time. Therefore, I went on with volunteer students. While students were telling their sentences, I wrote down some of them on the board in order that students could see the structure of the sentences. Both the students and the teacher seemed to enjoy while doing this activity. After they all read the sentences, I wrote down the formula of “used to” on the board by referring the sentences on the board. By seeing this, students could learn the structure of “used to” easier. I think my hand writing wasn’t bad, and I tried to write in a neat way. Students seemed to have no difficulties while reading them. I used the board effectively. After finishing this activity, I would show the students two pictures related to “Çocuklar Duymasın” which is a popular TV series in Turkey. I would want them to tell about the differences between two pictures by using “used to”. One of the pictures belonged to 2004 and the other one belonged to today. However, we had limited time in the class, so I couldn’t do this activity; I only told it orally to the class. Finally, as a homework I wanted them to describe their parents’ past habits by writing ten sentences. By doing this homework, students would be able to reinforce “used to” structure that they newly learned. As a general, the main problem was that some students didn’t participate to the activities. Other than, we could make pair or group work activities to provide interaction between the students. However, I think our lesson was useful for the students because we tried to provide both enjoyable and informative lesson.
ReplyDeletePresenters of our task-based micro-teaching was Samet and me. The aim of our micro-teaching was teaching “used to” form to the students. Samet started to teach the lesson. He asked about the daily life of the students and then he quickly passed to telling the outline of the lesson. Telling the outline of the lesson was a good idea since students were going to have an idea about the lesson, but he passed to that part before the students were interested in the lesson, so the students didnt pay attention to what the teacher was telling to them. In the pre-task stage, he asked students to guess his childhood and the students made some guesses. That part was entertaining. Then he showed some pictures of him from his childhood and he asked students to find out some differences between now and then. While students were saying their ideas, he also said some differences by useing “used to” form. Then he passed to task stage. I think we should have kept the pre-task stage a bit longer to let students say their own ideas. In the task stage, we wanted students to make groups of three and talk about their own childhood. We thought that personalizing the task in that way was going to help them to get involved into the activity. They really talked to each other about their past. This shows that our choice of activity was correct. The samet wanted students to report the results of their discussions by choosing a spokesperson from each group. He wrote some of the sentences of students on the board. In this point we had a problem. All of the students used the “ used to” form that they weren’t supposed to know in that point. In a real classroom environment, students were going to make up sentences just by using the past tense and the teacher was going to write them on the board. Anyway, we couldnt apply our post-task stage, but in that stage the teacher was going to read his own report to the students then he was going to give the rule of “used to” form by using students’ own sentences. Then we had a homework for students in which they were going to write a parapraph about the childhood of their parents. I think that the stages of our lesson was clearly seperate from each other, but we should have lenghtened the pre-task stage.
ReplyDeleteOur topic was ‘simple past tense with ‘to be’’ and it was appropriate for the students’ proficiency level. We started the lesson with talking about the weekend and while doing that, we tried to introduce the topic because we formed sentences by using ‘was-were’. And then, two pictures we used in the beginning appealed students and made them be involved in the lesson. However, we could have written the sentences we formed on the board; this was one of our weak points. Nevertheless, the task was also appropriate for the students; the pictures on the handout were colorful and thus appealing. Moreover, the task addressed more than one skill; speaking skill while they were first describing and guessing the picture, then writing skill while they were writing a dialogue and role-play. In the language focus part, Begüm wrote down the grammatical structure of ‘simple past tense with ‘to be’’ on the board, I think it was necessary for the students to follow and comprehend the structure. There were two types of exercises for the language focus, yet there coulg have been an integrated exercise as well. In my opinion, the aim of lesson and stages were clear, and timing was good. We could easily follow the lesson plan we prepared before the class. Apart from the some weak points, I believe that it was a good lesson.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteThe task-based micro-teaching of our group was presented by me and Ayaz after we had prepared the presentation as a group. First of all, we had some difficulty in designing the flow of our lesson because task-based language teaching method was a bit ambiguous in that it has no definite boundaries with regard to determining the target of the lesson and activities. Because it barely depends on the students’ free production which aims to complete the target task, the teacher can not clearly mark the limits of the lesson out. However, after brainstorming, we decided to work on writing and vocabulary as the main instructional purposes and target language skills of the lesson. We wanted to choose an interesting and up-to-date topic in order to make the students eager to be involved in the lesson and increase their motivation to complete the target task. That’s why we selected “Breaking News” as the main theme and built our lesson onto this subject. As for the first step, we tried to activate the students’ schemas related to the target vocabulary items about “news”. In order to achieve this, I drew a mind map on the board about “breaking news”. Then, I moved on the power point presentation including some past breaking news which influenced the whole world such as the death of Michael Jackson, the assassination of John F. Kennedy and the outbreak of the Second World War etc. In this way, I tried to attract the students’ attention and increase the interaction between us by letting them comment on the news. Afterwards, I distributed a sample breaking news written for a newspaper after the death of Lady Diana as a preparation of our main task which was writing about an event for a newspaper. In this way, I tried to show a sample which could guide them in the course of their own free writings. Afterwards, I formed groups of four and gave different topics to each group for the main task so as to maintain the motivation and curiosity level of the students. The students wrote about the selected topic on the given newspaper template. We aimed to integrate a cooperative writing work through this activity. Furthermore, we utilized a soundtrack used in news programs so as to make the students motivated and control their writing pace. All in all, we tried to establish our task-based presentation on an original topic and writing activity. However, we should have used a more concrete post-task activity. Apart from this, I think we prepared a successful presentation with its clear steps and aim.
ReplyDeleteThe presenters were Fatma and Begüm for the task-based micro teaching. Fatma presented the first part and Begüm did the second part. I think the lesson plan was helpful, since there wasn’t any interruption in the flow of the lesson. While planning the lesson, we had difficulty in finding and arranging the activities. Task-based seemed unclear to us, so we weren’t sure what kind of activities to choose. Besides that we knew that there needed to be smooth transition between the activities. Therefore, we were careful about that. Fatma started the presentation and she was fine toward students; she made a good start with her smiling face. At the beginning of the lesson, she showed two pictures to the students and she wanted them to guess which place the first one was and to describe the second picture. Students liked these kinds of things, so they started to talk about it. Fatma directed the students towards the expected answers. She was giving examples. This activity created an interactive environment. Then, they distributed a handout with several pictures on it and wanted students to play a guessing game. While preparing the lesson plan, we thought that including a guessing game activity would be interesting. Students, as pairs, did the activity by asking questions to their partners in order to find the picture which their partner chose. After that, Begüm asked students to write a dialogue. They had a chance to produce their own work. They wrote really creative things. Then, they presented their work in front of the class by doing role-play. The language focus of our presentation was past tense with verb to be. Begüm was good at teaching that part. She illustrated the use of past tense with verb to be clearly. She used the board very well while doing that. Students might not know in which structure they would give the answers at the beginning of the lesson, but after the language focus part they learned it better. They also practised it with the activities after Begüm’s presentation of the topic. I think our lesson was successful in terms of involving the students actively in the lesson.
ReplyDeleteThe task-based language learning micro-teaching of our group was presented by Özge and Ayaz and the presentation preparation was realized by all together with the group members. We started with the brainstorming about the topic. However, it took some time to decide on the most suitable topic because the task based language learning is an interesting strategy to use. It has some uncertain points so we had many doubts about the content of the lesson. However, at last we decided on the topic and we tried to form our lesson according to it. Our topic was ‘breaking news’. We thought something interesting in order to attract the students’ attention. That is why we decided to start the lesson with some breaking news from the recent past such as the death of Michael Jackson, marriage of Prince William and Kate and assassination of John F. Kennedy and so on. These breaking news were carefully chosen in order to attract attention. We included all these newspaper headlines in a power point presentation and Özge showed them one by one by commenting on each briefly and taking some comments and opinion from the students. The topic was interesting and attractive so the students did not hesitate to participate in the lesson and comment on the news. After that Özge made use of the mind map idea and she asked the students some words about the news. They also participated in this part and told some words such as election, assassination, European Union and so on. This part also useful to teach them vocabulary items about the news they heard each and every day so it was guaranteed not to be forgotten. As the next step, she distributed them a sample reading part about the Death of Lady Diana. This was also a reading from a newspaper and through this it was aimed to prepare the students to the main activity. After that, she made the student group of four and gave each group a different topic. She clearly gave the instructions about the activity. They were expected to form breaking news for a newspaper and then she distributed a newspaper template to each group. This newspaper template idea was brilliant because it really found favour and all the groups were willing to participate in the activity. All groups wrote their news and read them. The others were carefully listened. It was an enjoyable activity and Özge was quite successful to carry out the activity. In the production process of the last activity, we also made us of a soundtrack that we are familiar from the news programs in order to make them more involved and motivated to write. We tried to establish a good lesson and I believe that Özge was quite successful and she managed to create a interactive and communicative learning environment with her lovely and friendly manner =)
ReplyDeleteFirst of all, as we do generally for preparing our task based teaching presentation we meet in the 5th dormitory’s canteen and started to think about a topic which was interesting and up-to-date because it must attract the students’ attention and it must be suitable for the theory of task based teaching. However, it was a bit difficult to find a topic to prepare activities for the task based learning because we had some concerns in our minds related to the borders of giving grammar in task based teaching, namely, we could not decide how to give language focus. After some confusion, we brainstormed all the options and the consequences about what we thought so far and then decided on the topic “breaking news” and vocabulary as language focus. Then, we searched for the activities that we could use effectively. We thought that it would be a good idea to give some input to the students by presenting some breaking news such as the death of Micheal Jackson and assassination of J. F. Kennedy. Afterwards we thought the flow of the lesson and prepared the activities by making division of work and we plan our lesson accordingly. Then, at the day of the presentation, we all were at class to help our presenters who were Özge and Ayaz. Özge started the lesson and she presented the activities while Ayaz were helping her there by distributing the papers and opening the relevant files on the computer. First as we planed Özge started the lesson with a smiling face and greeting, then she apologized from the students for being late because she could not find her newspaper. She told this anecdote to lead through the lesson and she asked whether the students read news or magazines and she introduce the topic to the students. Afterwards, she showed the PPT related to breaking news to give input for the students and familiarize some vocabulary items about breaking news to them. Afterwards, Özge distributed a sample breaking news for all the students and make some of the students read it aloud; by means of this activity we thought the students could see the format of breaking news and this news could lead them while they were writing their breakings news as on task activity. Before Özge moved to on task activity she made the students brainstorm some words related to breaking news so as to give some more input them for their following activity, I think it was a good technique to make the students brainstorm and write the words on the board as bubbles around the main concept, namely serving ad-hoc categorizations for the students. Afterwards, Özge formed groups of four which supplied communicative environment in the lesson and she distributed the template for their free writing and gave chance to write the name of their own newspaper. While the students were writing their breaking news, Ayaz opened a soundtrack as background music and this motivated the students and gave impulse them to write quickly. In my opinion, our presentation was very professionally prepared and we did our best to flourish the lesson with variety of activities and some creative aspects.
ReplyDeleteFor our Task-Based Teaching, we, as a group, decided to choose “used to” as our target subject and bean to think about the theme of the lesson and the task that students will accomplish. Ceren and I were the presenters in TBT. First, we decided on our learner profile. Our students were elementary students who are 13-15 years old. Then, we thought that we should choose “past memories” as our theme because we would teach “used to” structure. I was the first teacher and after asking students some daily questions, I tried to lead to students in lesson by telling them that “I saw an old friend of mine today”. Then, I went on by showing a real photograph of mine to students which was taken when I was 5 years ago. I brought them with me and give it to students and wanted to pass among each other and I also showed it with the help of Ppt. Presentation so that everybody could see the photo. I also brought a dress of mine into the class and showed them to students. Later, I saw some pictures on the ppt. and talked about what I used to do when I was a child” by using used to structure. I think it was very suitable for the pre-task stage because students became familiar with the subject and heard the usage of used to structure by the teacher. Plus, showing sth. related to teacher’s private life always takes students’ attention and it did so in our context as well Lastly, I wanted them to write a paragraph about their childhood memories. However, it would be better if I hadn’t told them to write by using “used to” structure. It kinda restricted them. After telling that, Ceren came to the stage and she conducted the task-cycle and the rest of the class. After students finished their writing, she asked some volunteers to read theirs. Some students became volunteers and read their childhood memories aloud. I think this activities and lesson would be more efficient and active if it was conducted in a real classroom with real young learners. Later, Ceren wrote the structure of used to form in order to clear students’ question that in mind. Her handwriting and the use of board were good. As a post-task activity, we had a picture of Çocuklar Duymasın TV series’ cast, which was taken 6 years ao and we had another picture of them which was taken this year. Ceren would ask students to compare these 2 pictures and telling the differences. For instance; Haluk used to have a moustache, now he doesn’t have etc. However, due to time restrictions, we couldn’t be able to perform this stage. Lastly, we gave a homework in order to reinforce newly learnt structure “used to”.
ReplyDeleteI think, both Ceren and I were calm and relaxed while teaching and our use of English were good. We tried to conduct a lesson in which students could learn while enjoying and we were able to accomplish that I suppose because students seemed to like it. As Ceren also pointed out, not the whole class participated in the lesson; however, it could be understandable because our lesson was designed for young learners with low levels of English. We are all adult learners with advanced levels all in all. Another issue is that we could arrange pair and group activities in order to add a variety; however, there was not enough time. Apart from that, I can’t see a big problem. Both Ceren and I and the students enjoyed it:)
Our group presentation topic was using "to be able to", and I presented it with Gülşen. Our time was limited to twenty minutes, and it was very short to evaluate our performance, but we taught the topic inductively, and we started with lead in part. This lead in part gets students attention to the course because we started with their abilities, and they unconsciously used "to be able to" during the course.At the end of the lesson, we wanted students to ask themselves their abillities, and then we wanted them to talk about their questions, and this made students active in the lesson. Although our time is limited, we used varities of tasks during the lesson.
ReplyDeleteI presented our task based presentation together with Deniz Hande and Halenur. We decided on starting with a guessing activity to get students' attention, because it was enjoyable. After that, we wanted the students to describe something they had in their mind and then read it to their friends, but some of the students got confused with the activity. It would definitely have been better if we had told them how they should write their paragraphs, but we did not want to do that in order not to limit them. Unfortunately, there was another problem in our presentation, which was in the language focus part. This was because of our confusion about whether to give detailed information about the rules or not, which is, I think, still ambiguous in task based language teaching. Apart from those, I believe we managed to use visuals and the board effectively. In short, our presentation would have been much better if we had paid a little more attention to our instructions and the language focus stage.
ReplyDeleteIn our group Deniz, Harika and Hale presented the tasked- based lesson. When I look the lesson overall, it was a good and useful presentation for the students. In each stage, a member of our group presented the subject. Our subject was writing a descriptive paragraph. Hale presented the lead part. I think it was a good beginning. With her explanation she did a smooth transition to the pre task part. Also in that part, apart from making the students ready for the lesson, she also tried to make them participate to the lesson by taking their ideas about students’ favorite toys. Harika’s part was the most interesting stage in the lesson. The students participate actively in the activity which was to find the toy in the box. Each student saw the box, wrote an adjective related to the toy and the rest of the class tried to predict it. In this stage the participation of the students were excellent. After completing the activity, Harika told the students that they were expected to write a short paragraph which was describing their favorite toys. When it comes to Harika’s performance she was professional in managing the class, because the activity could have caused noise in the class but she managed to deal with the students. Her instructions were clear and she had a good relationship with the students. The task cycle and post task was Deniz’s role in the presentation. She observed the students while they were writing their descriptive paragraph. She gave feedback and ask about their progress, for those reasons she was good at dealing with students. After the students finished their paragraphs, the teacher wanted them to read the paragraphs aloud and wrote the common points to the board by defining the steps in writing a descriptive paragraph. I think this stage was very clear and useful for the students, since they realized what they had done. After learning the stages of the descriptive paragraph, they gave feedback to their friends’ writings based on what they learnt. My friends’ performance in presenting the task based lesson was professional. However, In planning this lesson we had a lot of difficulties to identify the steps, to find an activity to each steps. Since we first could not figure out what the task based lesson referred, it was hard for us to find appropriate activities. Nevertheless, after searching a lot and looking the sample lesson plans given by instructor, we managed to form up a good lesson plan for the task based lesson.
ReplyDeleteIn the task-based presentation, our group’s topic was past tense with to be. I and Fatma did the micro teaching. The lesson plan was helpful and useful form e since it helped me to follow the lesson easily and control the time effectively. When we were planning the lesson, it was very difficult for us to find a task since we didn’t sure about what task-based was. Also there was language focus part in the lesson plan and we had to find a suitable task and language focus for the lesson. After finding the task and language focus, then we had difficulty in finding appropriate activities for the language focus part. But after all we managed everything successfully. We used visuals at the beginning of the lesson and Fatma directed the students to use the past form of to be by making sentences with this structure. However, we could add that the teacher wrote the sentences on the board to the lesson plan. It was the weak point of our presentation. Then we had a game. This game was effective since it developed both the students’ speaking and writing skills. Then in the language focus part, I wrote the use of to be in the form of past tense by asking examples from the students. So they were involved in the language focus part. After that, I distributed an exercise sheet to them and we answered the questions. I think our lesson was good since it was an intearctive lesson.
ReplyDeleteour task based presentation was about tattoos. I think the topic was attractive enough for 18-year-oldu students because the topic was something current. Sümeyye was the teacher and she started by talking about a friend who has made a tattoo on his arm. her translation was smooth and she strengthened the lesson with the help of visuals. she distributed a picture of an interesting tattoo to each group and want them to write about them. and the she want the to write what they think about tattoos, in turkey what people think about them and what kind of a tattoo they want on their body. the lesson’s focus was on descriptive paragraph writing. she didn’t write anything on the board about paragraph writing maybe she could write some tips about descriptive paragraphs.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteOur presentation was done by Hale, Harika and me. Our topic was "descriptive paragraph" and we tried to make the lesson enjoyable. First of all, Hale greeted the students an Harika came with a box and showed to volunteers the thing inside it. It was a belonging of Harika and students are generally curious about the personal lives of the teachers. Therefore, it was not so hard to find a volunteer. By saying some adjectves about the object, the students made a brainstorming.After that, I wanted them to describe one of the beognings of them and students want to share about their things with other people. After the activity, I gave the structure of a descriptive paragraph. Actually, we couldn't decide on when we should give the structure. We also could give it before the activity btu I think this is a result of the structure of the task-based learning.
ReplyDeleteOur presentation was done by Fatma and Begüm. The lesson started by a classic question "What did you do in the weekend?" since our lesson focus was to teach the students the usage of 'were' and 'was' in different contexts, our aim was to make them form sentences by using these two forms. The students liked the lead-in part and they eagerly participated. They could have the chance to speak and develop their speaking skills. Students usually like guessing activities because they rise their attention. The visual aids were well integrated to the lesson focus. The pair activity let the student develop their interactive skills as well as speaking, they also had fun. One point needs improving was that the teacher (Fatma) formed the pairs and distributed the handouts before giving the instructions so managing the class was difficult and it got noisy for a while. Then Begüm monitored the students and encouraged them to participate. The lecturing part was effective and Begüm made a good focusing on the grammar point. I think timing was also good and the activities were appropriate in that term.
ReplyDeleteI was the teacher of the task based micro teaching with İbrahim. The preparation of the lesson plan and choosing activities was not very easy for us because this micro teaching was the first lesson that we used task based teaching. After choosing the activities and organizing the lesson plan we passed to presentation part of the lesson. The aim of the lesson was “used to”. I started the lesson by asking questions about students’ lives. This part was very short because of the time problem we had in this course. I had to talk to two or three students and then pass to the pre task part of the lesson. This warm-up part should have been a bit longer. Students were not ready to perform a task. In the pre- task part I wanted students to guess about my childhood and my habits when I was six years old. We thought that guessing about the teacher’s childhood could be interesting. Then I showed some pictures of my childhood and wanted students to say the differences between now and past. After the students talked about the teacher, they created some sentences about their childhood and old habits. In this part we had a problem. In a normal classroom students do not know the form “used to” and create their sentences with past or past perfect tense but ın our class the students used “used to” form and we could not understand whether the students realized the target form in the sentences or not. In the task part I wanted students to work in groups of three and talk about their own childhood in their groups. They chose a spokesperson for their groups and these students talked about the childhoods of students in his or her group and described the student who had the most important differences between his or her childhood and now. We thought that talking about students’ own lives could be more interesting than giving them a reading passage or a story. Students wanted to talk about themselves and this activity in task part also create a harmonious atmosphere in the classroom. Students talk to each other about their old habits and their childhood. I wrote some of the sentence on the board and this also enabled students to see and realize the usage of “used to” form and the meaning of the target form. I think this part should have been a bit longer and students could talk much but we had a little time and we shortened the activities. In a real classroom I think this activity can be very effective. We could not present the post task part of our lesson. In this part the teacher was going to give the structure of the “used to” form and write some sentences on the board.
ReplyDeleteIn our presentation the task was to create a facebook profile. We prepared it with my groupmate Derya. Actually these presentation were really fun fom me. The pre task part included a video about the facebook and the profile information. The video was taken from the south park. I think that attracted the attention of the students. We used subtitles in case they maty find it difficult to understand. After pre task I distribute them a form which includes the personel information. I wanted them to fill in these forms. After they finished filling I collected them back and redistributed them randomly. Then we came to the task part. I made students form groups of 6. The I disributed the profile papers to the students. They werre required to fill in the basic information part of that profile and then write a question to that form and fold it. After folding the papers they pass it to the person who is next to them and they answered the question and wrote another question. By doing so we all together prepared a profile. Each students shared their profiles with the class. While they are sharing I wrote some og theiğr questions on the board. After finishing thye task I focused on the question forming by using the sentences produced by the students.
ReplyDeleteAfter talking about the procedure a little bit I would like to comment on the strong and weak parts of my presentation. I think the game I used during the task was very entertaining and it attracted the attentions of the students. Using the sentences in the language focus part was a good point I think. Actually one weak point is that this lesson plan may work in a real classroom but I think it did not work in our class because the level of the students were too high for the level of the lesson plan. Apart from that I may should used of exploided the video much more. Overall I enjoyed the lesson. I hope it is the same for all:)
Our group consists of me, Ceren, Hilal and Ayşenur. The teachers were Ayşenur and Ceren, and our topic was "used to". Our lesson plan was useful and it could be applied to the real class environment. We didn't depart from the lesson plan during the lesson, but we couldn't manage to do all of the activities because of the time limitation. We had difficulties about finding what type of activities we should prepare, but at the end we decided on our activities. The lesson was good and I think we wouldn't change anything about our lesson. Lesson was successful. Ayşenur started the lesson with a smiling face. She asked about the weekend of the students' and then she told her weekend. It made the students relax. After that, she showed a picture of herself and her closest childhood friend to the students and she told her past experiences by using "used to" structure. She showed her own childhood dress. It was affective and I think the most successful part of the lesson plan. It took the attention of the students. They really involved with the lesson. After that Ceren went on the lesson. She did an activity and she couldn't do other activity because there was no time. But the other activity was telling the differences between the two pictures and it was enjoyable. They asked the students to tell the answers of the activities and thus thhey manage to measute the understanding of the students. Our adis were effective. We use powerpoint presentation and a real object. They attracted the students attention. The activity "finding the differences between the two pictures" was the most enjoyable activity and I think the students would enjoy most in this activity. The teachers didn2t had difficulty in controlling the classroom. Both the students and the teacher enjoyed the lesson.
ReplyDeleteOur group consisted of Duygu, Ceren, Ayşenur and me. Ceren and Ayşenur were the teachers of our task-based lesson’s micro-teaching. Before we prepare lesson, we had difficulty about how to carry out task-based lesson; we thought a lot about it then we decided our procedure. Then, we thought about the topic and student level. There were two choices: future perfect tense and used to structure. After some discussions, we chose to teach “used to” structure and elementary level of 13-15 year old students. Then we thought about the lead in part and activities. I think the creative part of the lesson was to bring teacher’s own photo and dress to the class. It takes the students’ attention, because they are interested in their teacher’s personal life and belongings. Teacher started her lesson by telling her weekend with her best friend. Then she talked about her past habits when she is a child. I think this was an effective lead-in, because it made students ready for the topic and made them familiar with “used to” topic. She didn’t just say “today, we will learn used to” but contextualized the topic by using it in her sentences. Students were able to infer the meaning of used to and its usage in sentences. She made a ppt presentation by showing pictures about her childhood habits and this was also very efficient and sweet part of the lesson. Then she wanted students to write a paragraph about their past habits. I think this task is also convenient for the level of students, because all of them have past habits. The teacher didn’t give them a task which students have no idea. Then Ceren went on the lesson by asking them to read their paragraphs. This was a good technique, because whole class had a chance to listen what their friend wrote and also they got more input about the structure. The students of their age like talking about their personal life, so it was an enjoyable and incentive activity I think. Ceren wrote some of the sentences from students’ writing on the board. It was useful, because they saw their examples on the board, not the teacher’s. She also wrote the formula, so it made students understand the structure more easily. She used the board effectively and her handwriting was clear. We couldn’t carry out our other activities, but I think they were also well-planned and suitable for students. Both Ceren and Ayşenur had a positive attitude towards students and their voice was clear. They cared students needs and give clear instructions. I think they dealt with all parts of the task-based learning process perfectly, so I congratulate them.
ReplyDeleteSamet and İbrahim was the teacher in our task-based micro-teaching, and our aim was to teaxh “used to”. Samet started the lesson by asking the students about their lives; however, we didn’t focus on that part and students were not much interested to the lesson (it was also due to the unreal classroom environment, because the students had already known the “used to” pattern) and during the pre-task stage Samet showed a picture of his childhood and wanted the students to guess who the child is, that part was attractive, because it included the teacher’s own life, and students become curious in such situations, so it was a good idea to mention differences between his past and now to introduce the “used to” pattern. After talking about himself, in the task stage he wanted students to create groups of 3 and talk about their childhood. Then Samet wrote some of the sentences on the board. In fact, that part was the part where the problem occurred because the students were supposed not to know the “used to” pattern; however it was again due to the unreal classroom environment, in a real environment, the students would not know the “used to” structure. I believe that our lesson’s stages were clear; however, we had a lot of problems which were related to unreal atmosphere of the classroom, and one negative aspect of our lesson was that Samet was stressful while teaching (just like me), but I don’t see it as a failure, in the next year we will develop our skills and our self confidence while practicing in high school.
ReplyDeleteI would be the presenter and I was sick in that day. Therefore I couldn't present. Actually, Betül and I elaborated a good lesson.
ReplyDelete