Teaching practice feedback NAME: Sharoon Rubinstein TP No: 8 Level: Pre- intermediate Length: 40 minutes No of students:

Main Aim: To develop oral fluency in the context of different cultures. Sub Aim: Learners will have practised articles and cultural vocabulary in a freer way. Personal Aim: creative designing of tasks, correcting errors.
Week 1
- Classroom management - TTT and language grading - Sensitivity to learner needs - Rapport & assertiveness - Pair/group work - Instructions - Professional appearance of materials - Accurate models of spoken/written English

Week 2
- Detailed lesson plans - Selecting/adapting materials - Using ICQs - Pace & Timing -Conveying meaning using a variety of ways -Responding to feedback - Monitoring students -Evidence of language research & analysis

Week 3
-Eliciting TL and using CCQs, timelines -anticipating problems with language & skills -Pitching lessons at the right level -Teaching language (mpf) and skills effectively -Correcting errors - Showing awareness of register

Week 4
- Selecting and using a range of materials & resources - Creative exploitation of the materials - Designing tasks and activities appropriate for the learners, for the stage of the lesson & the aims of the lesson - Working co-operatively with the team

LESSON PLAN:

POSITIVE ASPECTS OF THE LESSON:

ACTION POINTS FOR THE NEXT LESSON:

For this stage of the course your lesson today was: Above standard To standard I have read and understood the tutors feedback Trainee signature:

Not to standard Tutor signature:

BOARD PLAN

Materials: Projector, computer, video www.youtube.com Handouts. http://www.kwintessential.co.uk/resources/global-etiquette adapted Markers, white board, flip charts.

Skills Analysis
Reading Listening Speaking Writing

Sub-skills to be covered in the lesson:

Oral fluency Sequencing or logical ordering of thoughts Co-ordination of speech to body language.

The context: Different cultures in the world Anticipated problems with the skills: They might run out of facts. They might know but fear to speak it out. They might be afraid of grammar errors and might not speak. A lot of errors in speaking may happen Solutions: Motivate them. Say them its just to develop fluency and ask them to speak freely. Do a delayed error correction.

Problems with practice activities One may be dominant in the group. Learners may read from the sheet Learners might know of the different cultures in the world. Might have stage fear. Learners might feel uncomfortable and might not discuss. Learners might not get a clear idea of the activity Odd numbers may be present

Solutions Clearly instruct that both should participate equally Take the sheet from them before they speak Give them fact sheets Motivate them Play background music to create a friendly environment. Demonstrate and check your instructions. Make three in a group

Stage Lead In

Aim

Time & Interaction

Procedure Draw the beginning from the previous lesson Set the video task Play the video Ss watch Get responses over the video. Group discussion on what is culture? What all is included? Give instructions Check Instructions Nominate and take feedback Put it on the board. Set the task. Pair them. Signpost. Explain how to use the fact sheet demonstrate an example check instructions.

Tutor Comment

To create interest in the 2` S context . T-s to tap their previous knowledge to focus on the context. To make the context strong on which the lesson is build upon 3` S-S

Set context

Set Speaking task

to make sure the task is done the way I desire it to happen

3` T-s

Speaking task- to help them relate to it and Preparation come out with ideas to express things about culture Speaking task To let them express different cultures by their words and actions

3` S_S

Ss discuss among themselves and prepare T monitors and helps.

6 * 3 = 18` S-s

Learners present different cultures suggested by the fact sheet.

Stage

Aim

Time & Interaction

Procedure Each group talks about 3 minutes. T encourages and monitors. Makes a note of errors.

Tutor Comment

Open feedback

To appreciate the 10` T-S positive aspects, S-s to correct errors.

Appreciate positives Put the errors on the projector Ask them to discuss it on their groups. Take open feedback and correct errors Explain similar errors. If clarifications required, clarify them. Use the board. Write legibly.