CONCERNING OBSERVATIONS IN A CLASSROOM

Observations In A Classroom

Observations In A Classroom

Materials and equipment used

-Textbook: 'Energy 2', Pearson Longman (selection) - pp. 52, 53 / Unit 5-Rules & advice.

-CD (from 'Energy 2')

- CD player

- Blackboard

Aim of the lesson

Ithink the aim of the message was to introduce students to the grammatical and purposeful points of the new unit: imperative sentences and giving commands (this encompassed exposure and the educating point). It was furthermore intended to give scholars some recognition practice of affirmative and contradictory sentences.

However, half of these aims were achieved. The students conveyed out the exposure part only: hearing to a dialogue (from where the educator would later extract examples of imperatives) and responding questions about it. Iaccept as true that the main cause why not all the aims were accomplished was that, being a large group, it took long to get most to work at the identical pace. In my opinion - and it has occurred to me - the bigger the groups, the longer the undertakings will take. Although the teacher boosted learners' participation at all times, it was tough to get everyone to pursue at the same time: at times, some students were not paying vigilance and conversed amidst themselves. In supplement, in alignment to maximise the scholars' opportunities for participation, the educator answered to every student's contribution. For example, the clarification of the period 'bully' involved the class in a lively consideration, and the educator capitalised on that. So, somewhat short jobs (such as pre-listening, pre-teaching of vocabulary) took longer than expected.

Teacher / Student conversing time (roughly)

Teacher: 70 %

Students: 30 %

Most of the time, the educator 'held the floor'. This was expected, I accept as true, because the message engaged mostly exposure and the production of a new topic. However the teacher managed to exploit every opportunity to allow students express themselves. Throughout the listening undertaking and the reading of the dialogue, she relentlessly extracted responses from scholars, who were keen to contribute. When they answered in their mother tongue, the educator either topped up their gaps or boosted to use English.

English & Mother tongue conversing time (roughly):

The educator used English for most of the time - round over 90%. The students used English when the teacher elicited answers during the warm-up, the pre- listening, and when answering the reading comprehension questions (80 % of their talking time).

Learners' participation

Most of the learners participated dynamically throughout the lesson. In the warm-up moment, when the educator inquired about their last weekend undertakings, some answered spontaneously and other ones reacted to that - though the latter's reactions were in Spanish mostly. During the pre-listnening, the educator drew on students' former knowledge to elicit and pre-teach some vocabulary. Most of the class took part, responding in English mainly. While chwcking the comprehension questions, when the teacher wanted to clarify some things (meaning of window- dresser, on what side of the road people drive in Argentina and in Britain), students attempted several ...