One of the objectives of my lesson plan was to familiarize my students with five lexical items related to sickness and I believe I managed to realize this objective more or less.
My approach was mainly indirect since I did not present the target language content but rather gave them the chance to induce it by themselves (Borich 2007). I could have extended the items by asking for more examples and even non examples about other kinds of sicknesses which students were familiar with thus extending their prior knowledge further.
I made sure students pronounced the lexical items properly that they saw a written account of them. Here I should have kept the cue cards with the students or simply used the white board to provide a written account.
The staging of my lesson is logical. . My reminder of the previous lesson could have been more creative. My lead in was well managed and I was able to generate interest in the theme of sickness. I could have extended my act of being sick by adding more authentic accessories (tissues, a hat, louder coughs)
I purposefully had a horseshoe seating arrangement since it allows better back and front monitoring as well as better group chances .My interaction patterns were varied (individual, group work).
My timing was not bad assuming that I was teaching pre-intermediate students. Still, even if these were my colleagues in class I could have thought of ways to extend the timing to reach 20 minutes. However, I made sure that my students took their time throughout each task.
My anticipated question about the possible confusion between a cold and the flu was right there as it was planned for and luckily my proposed solution made me ready with an answer. I could have broadened the range of my anticipated questions and proposed solutions a bit more though.
The first slide of my power point presentation intended to displace two of the answers to encourage students (in groups) to call attention to the appropriateness of their answers.
I believe my classroom lesson presentation was good since I made sure I maintained eye contact, included everybody, provided smooth transitions, and kept the class enthusiastic (though communicative tasks accompanied with music).
3 comments:
Ghadi started her microteaching by an interesting conversation. As her objective is teaching students some vocabulary, her questions evoked some good students’ answers and the activity was a successful warm-up which led to dictation, a technique where she role-played. She used the Indirect Method of teaching. She used pair and group work, asked for peer check, and relied on authentic games that lowered her students’ inhibitions. All the parts of her lesson plan were included. She had good-eye contact, self-confidence, and good body language. She used her time effectively but was a bit out of the time frame. I think that she has to be more assertive, to raise a bit her voice, and to be more active as her students are young in age. She could have used spelling to enhance vocabulary retention, and her warm-up could have been a matching game. She could have used the pictures on her cards to be matched with their correct vocabulary. Another drawback is when she erased the vocabulary as the board is a good source for learning. I guess Ghadi did a great job and her microteaching was successful.
I enjoyed Ghady’s lesson but I was confused when completing the “Sneezing Dictation”. Students usually try to predict and join things together and this what I did when writing the dictation. I was trying to put things together for example, when she sneezed I thought that I have to write sneezed in the blank. Then I discovered while writing the dictation that, she in sneezing and coughing a lot and the same gesture or sound is repeated. So I anticipated that there is something wrong and I asked for explanation. I didn’t mean to interrupt or confuse her but I wanted only an explanation in order to continue. Although she wrote in the procedure of her lesson plan “tell SS that I am sick and I have to give them a small dictation. SS have to put a blank if I sneezed or coughed during the dictation.” And then “Give SS words/picture card to help them fill the missing blank.” But these are not the instructions that students can see, I would have preferred if she introduced us to the vocabulary words for one minute without providing explanation before writing the dictation. I enjoyed the guessing game it was catchy and witty. I also asked about the difference between cold and flu because students are also confused between them and good for Ghady because she wrote them under anticipated problems. She was confident and her lesson was communicative and she used time effectively.
Ghady did a good job. She used an effective teaching strategy to teach vocabulary. The way she started her class by a conversation with students was motivational and convenient to what she wanted to teach. Her objectives were clearly stated. She used variety of activities. Students were engaged in group work and peer check. She also promoted students participation through an exciting game. Ghady was confident, she had a good voice, she maintained eye contact, and she had a good body language. I enjoyed Ghady’s class. In my opinion, her strategy was an effective example for teaching vocabulary.
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