Lesson plan was well scaffoled and contained details about what the teacher and students will be doing at each stage of the lesson. One of the highlights from your lesson was how you incorporated the pronunciation of the target language.
Lesson plan was well scaffoled and contained details about what the teacher and students will be doing at each stage of the lesson. One of the highlights from your lesson was how you incorporated the pronunciation of the target language.
Lesson plan was well scaffoled and contained details about what the teacher and students will be doing at each stage of the lesson. One of the highlights from your lesson was how you incorporated the pronunciation of the target language.
Lesson plan was well scaffoled and contained details about what the teacher and students will be doing at each stage of the lesson. One of the highlights from your lesson was how you incorporated the pronunciation of the target language.
Teachers Name: Sonia # of Students: 4 Date: September 3 rd , 2014 Trainer: Laura Zalazar Level: Low Beginners Time: 50 Lesson type/topic: ECRIF
Lesson Plan:
You submitted your lesson plan on time which allowed the trainers to make small suggestions in terms of the context for the target language. Your lesson plan was well scaffoled and it contained details about what the teacher and students will be doing at each stage of the lesson. It also included SMART objectives In general:
I really enjoyed your lesson because it had so many varied activities that addressed not only different learning styles but also different aspects of the target language. I also noticed that at various points you set a tasks and step back in order to let the students talk. This made me think that you are beginning to incorporate the concept of student-centeredness in your lessons in a way that is helping students be involved and engaged in their own learning process. One of the highlights from this lesson was how you incorporated the pronunciation of the target language. I think this helped students get a more complete acquisition of different aspects of the language.
In terms of puzzles, I noticed that when the students were doing the fluency task, you slightly corrected their mistakes of the target language. For example, one student said Madonna singer and you said yes, Madonna sings. I was wondering if the students would lose focus of using the language to communicate their ideas and start concentrating on not making mistakes when using the target language. What do you think could be a way of addressing students inaccuracies when they are performing a fluency task?
In terms of ECRIF, you could successfully plan and implement a complete ECRIF lessonCongratulations!
In regards to your work on Action points during this lesson: These were your action points from your previous lesson: 1. I will rehearse my instructions before class to see that they are clear. 2. I will maximize student-centered activities.
I noticed that instructions were clear at all times and CCQs were sometimes used to clarify instructions. Students participated actively throughout the stages of the lesson by interacting with each other in different activities.
Comments from feedback about what worked well and why
Comments from feedback about what might be adapted and why
Actions points for next PT:
_I will try out activities before the lesson in order to have more successful student-centered activities.
Time
I notice (Description of students and teacher actions or words)
I am wondering and/or thinking. Interpretation: what helped/hindered student learning and Generalizations: Themes and inside or outside theory that connects to and/or explain what might have helped and/or hindered student learning
I am offering (specific and measurable possible action plans/suggestions) 7:01 Sonia starts the class by asking ss how they are. She mentions all Ss names and says welcome Its great to see you starting the class by greeting students in such a welcoming way. I think that saying students names makes them feel seen and helps create a safe classroom environment from the very beginning of the lesson
7:03 Sonia tells Ss they are going to see some pictures. I notice that every time you show them a picture with an action you first use What could be a way to convey the difference in meaning between these
Sonia: What can he do? Ss: cook Sonia: Jose can cook, can you cook? Maureen: yes Sonia: Maureen cooks every day
Sonia shows other pictures and says sentences with the target language.
can and then you make the same sentence with the 3 rd form of present simple. Im wondering if the students can spot the difference in meaning of these two different structures. Im thinking that some CCQs could help check if they understand the difference between them. two structures? 7:06 T puts up a poster with one sentence for the first person and three other sentences with the target language. She puts a picture of a man and another one of a woman.
Sonia: I, Sonia, sleep at night. My friend Maria (pointing at pic) sleeps at night. My friend Jose sleeps at night.
T repeats this twice and then gets Ss to repeat the words in pairs It is great to see you are helping Ss understand the meaning of the target language by integrating pictures while they are clarifying the form. I think the use of visuals is helping their learning by providing support for the meaning of the new structure.
You are doing a wonderful job giving Ss space to think, practice on their own and then share with a partner. This is helping their learning because they have the opportunity to work more independently so as to remember the target language.
7:10 T puts colored cards with words: likes, sleeps, studies, plays, watches, dances. T repeats the words emphasizing the final sound. Ss repeat after her. Then she writes the I notice you are guiding students into recognizing the different sounds by emphasizing the final sound and providing visual support for it on the b. Im thinking that both, visual and
pronunciation of the final sound for each word.
T asks ss to practice the saying the words in pairs.
T gives 3 signs with the 3 different pronunciations of the endings of the target language. S: Can you make this sound? T gets Ss to make the sound for each of the signs. T tells ss she is going to say a word and that they have to show her the correct card with the sound for the ending. auditory learners needs are being catered to in this activity.
Wonderful to see students interacting independently again!
Its great to see you incorporated an auditory/tactile activity like this to help Ss recognize the difference between the sounds.
I notice Ss are able to recognize the different sounds very well. Im wondering about their need to produce the sound in isolation and then within a word so that they become more familiarized with the production of these different sounds. What do you think?
7:18 T gives ss yellow popsicle sticks for the subject, blue for the action, green for the rest of the sentence and a smaller red popsicle stick for the ending of the verb. Im thinking that including a smaller popsicle stick to represent the ending for the 3 rd person singular was a very smart idea! I can see how this is helping them remember the form of the new language in a tactile and visual way at the same time. It is very important that these students are focusing on this part of the form of the language because, usually, it is the
most challenging part for them to remember. 7:24 T gives each ss a piece of paper with a sentence, she asks them to stand up, show their sentence to the person in front of them and read the sentence that the other person has. They have to shift partners and read their sentences. After this, she asks Ss to paste their sentence on the b. Im thinking Ss are practicing the pronunciation of the words in context now. Its good to see how you scaffolded this activity by helping them with the pronunciation of isolated words first
7:38 S: Im going to read a sentence and you are going to tell me correct or incorrect. Maria work in a school Ss: no S: Why not? Ss: Works S: Great! Ss: Pedro likes books S: yes T writes the correct version on the b. Ss are clarifying the form of the target language. Im wondering if this was necessary for them to do before the previous activity in which they had to produce the structure. What are some of the pros and cons of including this activity at this stage of the lesson? 7:41 T asks ss to talk about someone in their family and what they do every day. T gives an example with her son.
S: Do you have to speak about yourself? Does Nicole have to talk about Nicole? Ss: No. Good internalize activity! I notice that ss are using the target language to talk about what people in their family do every day.
Its wonderful to see you using CCQs to clarify your instructions! As Im listening to Ss talking about their family, Im thinking that your CCQs were very effective to help them understand what to do
7:44 T asks ss to talk about the famous people shown on the screen. She encourages them to say anything they remember about them.
T is monitoring them and intervenes whenever Ss ask her for a word in English.
Pedro: Madonna is singer S: yes, and she Pedro: singer T: and she sings Maureen: Madonna sing T: Madonna sings This is a very nice fluency activity in which students are using language to communicate their ideas about those famous people.
I notice that at this moment of the activity your interventions include correction of mistakes with the target language. Im wondering if this is hindering students learning by not allowing them to express their ideas using the language they know. This makes me think that when we correct mistakes of the target language in fluency activities. Students might get frustrated when making mistakes and might be more focused on the target language than on expressing their ideas to communicate.
What strategies can help you address students inaccuracies when they are performing a fluency task?