Index

Introduction ............................................................................................................................ 4

1.1.Background information of the school ............................................................................ 5

1.2.Background information of the class profile ................................................................... 6

1.3.Section of the paper ......................................................................................................... 6

2.Observation in the classroom .............................................................................................. 7

2.2.Theory and practice ......................................................................................................... 7

2.3.Constrains ........................................................................................................................ 8

3.0. Lesson taught .................................................................................................................. 8

3.1. Classroom management ................................................................................................ 12

3.2. Maximizing communication in the classroom .............................................................. 13

3.3. Classroom resources ..................................................................................................... 14

3.4.Introduction of new language ........................................................................................ 14

3.5.The practice of new language ........................................................................................ 15

3.6.The use of language skills .............................................................................................. 15

3.7.Constrains ...................................................................................................................... 16

4.Classroom observation and lessons taught evaluation ..................................................... 17

Conclusion ........................................................................................................................... 18

References ............................................................................................................................ 19

Appendices........................................................................................................................... 20
 4

Introduction

A report is usually a way of presenting a collection of information about something that

has been observed, heard, done; or investigated in the field.

This work is a teaching practice report which intention is to recount, in details, what has
been done during the aforementioned process. The teaching practices took place from 26th
of September up to 31st of October 2019 at Eduardo Chivambo Mondlane Secondary
School.

Teaching practices is an exercise in which student – teacher is guided to acquire practical

skills and competences necessary for effective deliver (teaching) after training. This
exercise is valuable after exposing student- teachers to environment (school) similar to
those in which they hope to work after graduation.

Four main sections make the pages of this report which, beside of the introduction; it gives
the historical background of the school and the background information of the class profile.
It also include section of the report, whereby the trainee presents the structure of the work,
observation in class, theory and practice and constraints during lesson observation.
 5

1.1. Background information of the school

As all human being, institutions and sometimes-other beings own a background, Eduardo
Chivambo Mondlane Secondary School has its own background information. It is founded
in 1986 intended to be a centre for geology and mine professionals. At that time there were
13 classrooms build with sticks and overlaid with mud. In 1987, it turned into a primary
and secondary school institution and taught grade 7, grade 8 and grade 9, of the ancient
Mozambican education system. A year later, that is, in 1988, a new school was build and
named Paulo Samuel Kankhomba Secondary school, and due to the better conditions that
this school had at that time, Eduardo Chivambo Mondlane Secondary school was allocated
its grade 8 and 9 classrooms to the first school, and in 1989 it worked with grade six and
seven, respectively.

In 2007, with the financial aid of Intermon Oxfam, of the Ministry of International Affairs
and of the Spanish Agency for International Cooperation and Development, four
classrooms were built as well as a range of bathrooms and administrative sectors. Amongst
the new buildings, four are conventional and the rest are classrooms in containers.
Lastly, in 2009 and in accordance to the new national educational system, the school
became secondary school functioning as a grade 8, 9 and 10 secondary (mainly known as
Escola Secundária do 1o Ciclo, in Portuguese).
Geographically, Eduardo Chivambo Mondlane Secondary school is situated at the third
urban division of Lichinga town called Messenger, alongside avenida Julius Nyerere and at
the crossroad to the city airport. The school is also located opposite to the Lichinga
municipality cemetery, nearly 4 km from downtown of the city. The school occupies
50.000 ha and 616 square meters of space. It has no fence just trees in the left side, which
undermines the patrimonial and school life security.
 6

1.2. Background information of the class profile

During Teaching Practices, the trainee had chance to work with grade 9 students, class C,
in the morning shift. The classroom functions in a container. Basic materials like an old
blackboard and 42 desks for students and 1 desk for the teacher compose the classroom that
the trainee had chance to work in. There four windows without glasses, neither window
frames, there is no door and no visual aids on the wall. The classroom roof is too old and
when the wind blows, it falls in small pieces.

In terms of students, the classroom was composed by 69 (Sixty-nine) students out of which
47 (forty-seven boys) and 22 (twenty- girls) boys. On Tuesdays, English classes at stream
C started from 10:40 am up to 12:15 am, that is double lesson, and on Thursdays, English
classes started from 8:55am up to 09:40 am, that is, a single lesson. Outsiders shouting
always interrupted the performance of the students and teacher in the classroom.

1.3. Section of the paper

This report is organized into four sections. The first section, alongside the introduction,
gives the background information of the school and of the class profile, as well as section
of the paper. The second section presents, apart from the observation in the classroom,
Theory and practice and constraints. Section III, talks about the lesson taught, classroom
management, maximizing communication in the classroom, classroom resources,
introduction of new language, the practice of new language, the use of language skills, and
constrains. The last section is about classroom observation and lesson taught evaluation,
cconclusion, bibliography, and aappendices.
 7

2. Observation in the classroom

Observation plays a central role in teaching practice, its where teachers/trainee shows their
experience and abilities to manipulate the language. Observation also helps to get far more
ideas, which will be implemented when the time of real practice teaching comes.

During the teaching practices the trainee had no opportunity to observe lessons, because of
the time arrangement.

Theory and practice

According to Thomas, G (2007:53), “theory is based on the concept that human acts and
respond to various situations based on a series of needs”
Theory is a formal set of ideas that is intended to explain why something happens or exists
in other words can be an opinion or idea that somebody believes is true but that is not
proved. Practice is connected with real situations rather than with ideas or theory or is
connected with real things. (Oxford advanced learner‟s dictionary)

When teaching and learning new language, Teachers have to bear in mind something so
called method of teaching in whatever new language is. Then what is method?

Method is the practical realizations of an approach. The originators of a method have

arrived at decision about types of activities, roles of teachers and learners, the kind of
material which will be helpful and some model of syllabus organization. (Harmer)

The teacher anticipated the trainee the difficult that student face when trying to speak the
English language
 8

2.2.Constrains
During the teaching practice , the trainee faced problems of time table but later one it was
solved, and he realized as well that all the grade 9 student are taught by single teacher
that‟s why he faced this situation .

The first time he went to Eduardo Chivambo Mondlane Secondary School, the grade 9
English teachers wasn‟t around, but after meeting her, the interactions between them had
been good enough. He became to that conclusion because she did not deny to be observed
at all, but because of time wasn‟t enough the trainee had to teach in the same week they
met.

3.0. Lesson taught

Teaching practice is a subject which prepares students/ trainee in achieving good result and
to improve in their career as a teacher as well as overcome challenges in teaching and
learning process.

“Learning and teaching process is a complex process. It can be defined as a

change in disposition; a relatively permanent change in behaviour over time and
this is brought about partly by knowledge. Learning can happen as an outcome of
afresh-attained skills, principles, perception, knowledge, facts, and new
information at hand.” (ADEYANJU, 1997).

Teaching practices is an exercise in which student – teacher is guided to acquire practical

skills and competences necessary for effective deliver (teaching) after training.
Being teaching several topics, the topics that the trainee liked most were adjectives and
their degrees as well as paired conjunction.
 9

Warm up

Teacher enter the classroom and greet Ss and student to the teacher after that, Teacher is
going to check the class taking in to consideration the presence of the learners; and correct
the homework.

Presentation

Topic: Teacher will present the topic; adjective (comparative and superlative)

The trainee showed to the student some cards where was written two basketballs the big
one and the bigger one and trying to compare them together with student.

Comparative notes: Comparative adjectives are used to compare differences between the
two objects they modify\ describe

3.3.1. Practice and production

E.g. long-longer, cold- colder- for short adjectives with one syllable

Big-bigger, hot-hotter, thin- thinner, for adjective that ends with a vowel + consonant

Pretty-prettier, for adjectives that end with „Y‟

Beautiful- more beautiful, for adjectives with three or more syllables

Bad- worse, good- better, far- further, for irregular verbs

Examples; Nampula is further than Cuamba

Here before the trainee explained he showed again flashcard where three basketballs was
the big one, bigger and the biggest one and try to comparing together with students

Superlative adjectives are used to describe an object which is at the upper or lower limit of
a quality. They are used in sentences to compare three or more nouns:
 10

E.g. long- longest, Big- biggest, Pretty- prettiest, Beautiful- most beautiful, Bad-worst

Examples; tomato is cheapest than apples

Here before the trainee explained he showed again flashcard where three basketballs was
the big one, bigger and the biggest one and try to comparing together with students

Superlative adjectives are used to describe an object which is at the upper or lower limit of
a quality. They are used in sentences to compare three or more nouns:

E.g. long- longest, Big- biggest, Pretty- prettiest, Beautiful- most beautiful, Bad-worst

Examples; tomato is cheapest than apples

Practice

Teacher is going to give ‘exercises’

1. 1. Make comparison using the adjectives in the brackets

2. Tete is ----------- (hot) than Niassa.

3. The cat ran ------------ (fast) than the dog.

4. Train is ------------------- (expensive) than buses in Lichinga.

5. This school is ------------------------- (good) than the school next road

6. This book is ---------------------- (attractive) than yours.

Production

Complete the sentences with the correct comparative or superlative adjective given in
brackets. Colder, faster, stronger, bigger, longest, smallest.

A. Lichinga is ________ than mandimba (big)

B. Today is _______than yesterday
C. Lion is ________than gazelles (strong)
D. Zambezi‟s is The_______ River of the country (long)
 11

E. John drives _______than Marcos (fast)

F. the teacher give us the __________chair (small)

Classroom observation, at the end of the lesson teacher is going to observe what; went
wrong; went right; to improve

For the second topic, which is related to paired conjunction (Both, Either and Neither ), the
lesson started as well by asking questions to the student I they ever heard about paired
conjunction (Both, Either and Neither ), and how are they used for?

Presentation

Topic: Teacher will present the topic; paired conjunction (Both, Either and Neither), the
trainee showed to the student some cards where written two cars red and yellow, and asks
student which car they prefer.

1. Both
Both mean two of two things. Is used in situation that which this and that are added to
a sentence. (The both alternatives this and that)
Eg: I have two cats. I like two of them.
I can speak both English and Spanish.
2. Neither
Neither means not one or the other of two things. Or is used to express the exclusion of
two elements.
Eg: neither of my cats is grey.
I can speak neither French nor Spanish.
Remember to use a singular verb after neither.
Neither of the dogs is dangerous.
3. Either
 12

Either means one or the other. Or used in situations in which we express one element,
not another. Any one of the two (one of the two alternatives)
Eg: there is two cakes. Please have one. You can have either one.
I can speak either English or Spanish
Practice

Teacher gives exercise

1. Complete the sentence with the expressions Both, Neither, Either.

a) ___________ James and Dianna study here
b) ____________James and Dianna nor studs here.
c) You can ask __________ James or Dianna.
d) __________ Houses are very expensive.
e) __________ of us wanted to go to the cinema.
f) Would __________ of you fancy eating out today?
g) She's __________ shy and quiet.
h) He speaks __________ Spanish nor English.

Production

1. Write five sentences with both, neither or either of your own. Then exchange your
sentences with your partner‟s and correct each other‟s.
1._______________________________________________________
2._______________________________________________________
3._______________________________________________________
4._______________________________________________________
5._______________________________________________________

Classroom observation, at the end of the lesson teacher is going to observe what; went
wrong; went right; to improve
 13

3.1. Classroom management

Classroom management “refers to all of the things that a teacher does to organize
students, space, time and materials so that instruction in content and student learning can
take place.” Harry, K & Rosemary (1998:23). http://www.fenep.org.br/PARECER_CNE-
CEB_N_02-2003.pdf.

Before the student – teacher started with the lesson, normally called everyone‟s attention
by greeting students, writing something on the board, or just saying “let’s be quiet”,
“silence” or “I won‟t start until everyone is ready.”

If students tried to sabotage the lesson or keep talking, he could pause and looked toward
them in silence.

If an assignment would not be collected and graded individually, and students felt no
reason to make an effort, he had to determine what consequences would be arose to them.

These strategies and techniques helped to keep the learning environment well and easy to
manage, because the students were organized, orderly, focused, and attentive on the task
and the lesson was productive.

3.2. Maximizing communication in the classroom

Communication is a good part of teaching and learning process and good communication
experiences may arose good interaction between the language in use, the intervenient and
the action. In order to facilitate interaction and communication in the classroom, the
student – teacher applied dialogues, debates, discussion, and role-plays techniques that
allowed students to rehearsal communication skills. The student – teacher, as the facilitator,
corrected pronunciation and vocabulary mistakes.

In order to maximize the communication or to improve the accuracy of English

communicative competence in the classroom, I had to build different strategies in order to
 14

involve most of the students in speaking; knowing that the class possesses different
capacities and different abilities, each one finds his own time when he feels comfortable to
speak. The goal of maximizing communication or increasing participation is not to have
every student participate in the same way or at the same rate others a chance.

3.3. Classroom resources

Classroom resources include anything that teacher would use with students in the
classroom. The classroom where the trainee had been allocated had essential resources,
taking into consideration the situation in our country. The essential resources mentioned
before are:
 Blackboard,
 Instructional materials like students‟ books,
 Chalk,
 Duster,
 Desks
 Pen etc.

3.3.1. Teaching resources

In terms of teaching resources the school offer some major resources like course book,
syllabus design, even scheme of work, so the trainee had to plan according the principles
given by the tutor.

3.4. Introduction of new language

The use of language as the way of communication is the most complex activity that needs
much attention and requires the teacher to use several methods and techniques in order to
make everything clear.

There is a wide range of interesting activities, techniques and materials for

presenting new language here are a few more of the materials that are
 15

commonly used to introduce new language: Pictures, Realia, Stories and

anecdotes. (Robertson & Acklam)
The trainee opted in using one of the technique and material for presenting the new
structure or presenting new language which is elicitations technique and pictures as
material.

When introducing the new language, the trainee used to make questions in order to elicit
the student from pictures. He did it with the purpose of developing students speaking skills.
He also made use of realia by holding an object and saying, “Look, at this and how do we
call it?”

3.5.The practice of new language

It is said, “Practice makes things perfect.” The more students practice communication
skills, the better they speak. The better they speak, the more confidence they will gain. This
cycle will continue to build fluency.

Once new language has been introduced to the students, they need to have an opportunity
to try it out for themselves. To become familiar with the form and get their tongues and
brains around it, controlled practice activities can be used, and these activities focus only
on the target language, giving the students many opportunities to use it.

To practice or to review the words that they had learnt, students practiced speaking in
dialogues accompanied by pictures, which used as visual aids. They practiced a variety of
dialogues between two students, between student – teacher and vice – versa. They also
discussed with the teacher, as a whole class.

3.6.The use of language skills

 16

Teaching listening and reading (receptive skills and writing and speaking (productive
skills) separately in language learning setting, has been defined as „traditional approach to
teaching second or foreign language. The strategies for language skill adopted by the
student – teacher during teaching practices are as follows:

 For Listening skill: the teacher spoke some words and students might take notes
and at the end give, orally, the main information of the speech or just to tall them
stories and they try to recount it.

 For Speaking skill : he could ask and students answer the questions and they could
follow classroom instructions, discuss the main points of particular topic as well as
give short, clear, and simple messages;

 For Reading skill : he wrote short texts on the board and asked students to read
information related to the text, e.g. the text about culture to find out the important
vocabulary and to know the meaning, to understand the basic information such as
classroom instructions read some texts related to different culture in our society.

 Writing skill : this skill the students could write a very short and simple narrative or
descriptions related to the topic, write some vocabulary in their exercise books and
some examples of sentences given by the teacher,

3.7.Constrains

The general constraint that English teachers as well as trainees face dauring teaching has to
do with communication in English language. Student faced problems of communicating.
Their utterances were restricted on simple words such as greetings and introductions,
simple requests, they relay saying English is too difficult and as no gain on it, why should I
learn it, and they found no reason to participate lessons they are not motivated at all
 17

4. Classroom observation and lessons taught evaluation

During teaching practices, the classroom was well managed and there was a good learning
environment because the students were generally were very silent in the classroom
although the outside the behaviour was quite annoying in the sense that it most of the times
interrupted the lessons. Even though, students were find participating in classroom tasks
most of the time but their mind were outside the class.

Regarding to the lesson that the trainee taught, were successful and he fulfilled the
requirements and goals of the lessons taught.

The students were well engaged, there was good interaction and motivation, and they were
participating in all activities and sometimes showed a good interest on it.

If the trainee had given chance to go back to teaching practices he would improve the
production and use of visual aids, he would improve the use of students talking time at the
time of student‟s tasks.
 18

Conclusion

This work is a teaching practice report, which took place from from 26th of September up
to 31st of October 2019 at Eduardo Chivambo Mondlane Secondary School.

At the end of teaching practice the trainee has found remarkable time because it has been a
while whereby the trainee had experienced by dealing with the students face to face,
different from what we perform in class with my fellow colleagues.

Generally, the lessons taught during teaching practices were successful and went right due
to the goals fulfilment of the lessons taught as well as good student participation. Students
were well engaged, there was good interaction and motivation, and they were participating
in all activities and showed a good interest on it.
 19

References

ADEYANJU, J. L, (1987), Creativity: Learning and Learning Styles. Isola Ola & Sons:
Zaria.
HARRY, K & ROSEMARY (:23). http://www.fenep.org.br/PARECER_CNE-CEB_N_02-
1998.pdf.
HARMER, J. The Practice of English Language Teaching; 3th edition, Longman, 2006.
OXFORD advanced learner‟s dictionary, 7th

RITU, Chandra, Classroom management for Effective Teaching

ROBERTSON, Allum & ACKLAM, Richard Action Plan for Teachers, a guide to
teaching English.
 20

Appendices
21
22