Final Assignment

Written Rationale

Lesson: Adjectives
Reference:
Phrases from Module 1.
Phrases from Module 2.
Phrases from Module 3.
Phrases from Module 4.

My spoken answer should be between 3-5 minutes long.

Spoken Account: phrases

Module 1 : 8 words
1. Come in
2. Raise your hand
3. whiteboard
4. pencil
5. eraser
6. notebook
7. take out your
8. let's begin
9. get in groups of
10. Listen carefully
11. check your answers
12. Time's up
13. Go back to your seat.
14. Give me an example of an activity you find interesting?

Module 2: 5 phrases
1. Can I have your attention, please
2. It’s time to start.
3. Today, we are going to
4. You will need ...
5. What do you know about .....?

Module 3: 5 phrases
1. word bank
2. synonym
3. What’s another word for...?
4. fill-in-the-blanks
5. Adjective
6. goes after
7. goes before
8. Do exercises .....
9. You have ... minutes to....
10 Which word modifies " the noun "?
11. Make your own sentences.
12. For homework today, please make 10 sentences using adjectives in your notebook
13. What is another word for…?

Module 4: 5 phrases
1. Well done!
2. Not quite. Try again.
3. See. That was easy.
4. You did well today. Your ... has improved
5. What did you learn?
6. Remember to do your homework.
7. You are dismissed
8. See you tomorrow.
9. "First, we are going to...", "Next, you will...", "The third step is to...", "Then, we will...",
"Finally, we are going to...”, "Class, what was step 4 again?", "Who can repeat step 5 for
me?"
10. “OK class, now let’s go over an example.”
11. “Can you please repeat the instructions for me?”
12. Who knows what amazing is?
13. Does that mean your life is boring?

Beginning the day and greeting your students

1. Come in
2. Raise your hand
3. whiteboard
4. pencil
5. eraser
6. notebook
7. take out your
8. let's begin
9. get in groups of
10. Listen carefully
1. Can I have your attention, please
2. It’s time to start.
4. You will need ...

I believe this is one of the most important parts of out lessons. We need to start class by
greeting our students and know who is present and who is not, we also ask them to take
out the materials needed for this session and start giving them simple commands that
have different purposes, such as checking if they did their homework or not, collecting
papers, get their attention by asking various questions and having them raise their hand to
answer. The beginning of a lesson should be an organized routine that allows students to
ground their thoughts and energies and get ready to focus entirely on the upcoming lesson
and start following instructions.
Introducing a lesson and explaining an activity to your
students.
3. Today, we are going to
5. What do you know about .....?
1. word bank
2. synonym
3. What’s another word for...?
4. fill-in-the-blanks
5. Adjective
6. goes after
7. goes before
8. Do exercises .....
9. You have ... minutes to....
10 Which word modifies " the noun "?
11. Make your own sentences.
12. For homework today, please make 10 sentences using adjectives in your notebook
11. check your answers
12. Time's up
13. Go back to your seat.

After greeting our students and making sure we have their attention and they have their
materials ready, we need to start our class by introducing the topic in a smooth but
effective way. This will help them recall some information about the grammar or
vocabulary point that is about to be taught and the have the chance of connecting some
content to a context familiar to them. Some ways of introducing a topic could be by
brainstorming some words related to a picture we show them or asking them to describe
some activities that target a specific grammar point. That way, as teacher, we can foresee
some possible areas of opportunity to address throughout the lesson. The activities we
choose at this point of our class should include precise and simple for them to carry out
the required activities successfully.

Checking for student understanding of instructions.

9. "First, we are going to...", "Next, you will...", "The third step is to...", "Then, we will...",
"Finally, we are going to...”, "Class, what was step 4 again?", "Who can repeat step 5 for
me?"
11. “Can you please repeat the instructions for me?”

When students are asked to work on an activity, it’s very important for them to follow
instructions so the objective set is met and they are able to deliver the expected results. As
teachers, our job is to clearly communicate what they have to do in a simple way so they
can understand what they have to do and this includes modeling examples for them,
requesting them to show understanding though actions, using realia and aid ourselves with
repetition and a final check to make sure they are ready to work on the given activity with
the right guidelines.
Checking for student understanding during a lesson.
10. “OK class, now let’s go over an example.”
12. Who knows what amazing is?
13. Does that mean your life is boring?
14. Give me an example of an activity you find interesting?

Students try their best to understand but there are some gaps that we need to address and
avoid assuming they know the content just because they don’t ask questions about it.
Teachers need to try different strategies to make sure students are following the guidelines
properly and they are able to complete it successfully. We can use different types of
questions depending on the purpose we have. When we need more information about a
topic, we can ask open ended questions that can help them elaborate and structure their
ideas or we can use synthesis questions to have them draw conclusions about a topic that
was reviewed. Clarification questions can help us confirm what they understood by using
their own words and make adjustments in case we consider it necessary.

Explaining a grammar point or vocabulary item.

10 Which word modifies " the noun "?
13. What is another word for…?
5. Adjective
6. goes after
7. goes before

Teaching Grammar could be challenging but the previous steps taken from the beginning
of the class can help them organize their ideas and feel more comfortable once the topic
has to be explained. Something I like doing is to connect my student’s experiences with
the topics that we are reviewing in order to provide and ask for examples related to their
routine or preferences. Then, I usually use their examples to compare them with mine or to
analyze some sentences I have prepared beforehand for them to read and spot mistakes,
if appropriate. I think that teaching from a textbook is good but doesn’t engage students as
much as taking about their lives does. It’s easier to recognize possible translation mistakes
and go over questions when they are actively using the target structures instead of
memorizing something they barely understand.

Giving students appropriate feedback and correction.

1. Well done!
2. Not quite. Try again.
3. See. That was easy.
4. You did well today. Your ... has improved
This is another important part of out lesson because we have the chance of checking if the
content was understood or not. Giving them feedback is as important as teaching a lesson
or introducing the topic. We have many strategies to choose from depending on the
student’s level and objective pursued (fluency or accuracy). My feedback is student-
centered and some techniques I like using are peer correction when they are working in
groups because they seem to feel more comfortable when they receive it, I also like
addressing mistakes directly with students by recasting, written feedback, or an immediate
explanation to help them understand what they did instead of memorizing a formula that
usually makes no sense to them.

Ending a lesson.
5. What did you learn?
12. For homework today, please make 10 sentences using adjectives in your notebook
6. Remember to do your homework.
7. You are dismissed
8. See you tomorrow.
Wrapping up a lesson helps them cool down and make a brief recap of the points
reviewed. This is part of the class and the routine set and helps them organize their
ideas, process what they have done and learned and make a brief recap of the
points covered. There are different activities that we can incorporate at the end of
a lesson that give students clear signals that the class is about to end. Some of
them are playing songs and while they listen to them, students get ready for the
next class or to leave the place. Turning the lights on and off is another way to help
them know the lesson is about to end or reviewing and scratching out the activities
included in the to-do list that was shared at the beginning of the class.