10 A Plan of Evaluative Lesson / Materials

Class: 1a (8:30-9:15)                                                                                       Date: 25^th Feb 2011
Level: Intermediate

Topic: “Get Ready for Your Exam 3”

Aims:   To recall the material from the whole unit;

            To develop speaking and listening skills.

Materials: Student Book, Solutions; Workbook, Solutions (intermediate)

                                                                                      

Time	Stage	Activities			Objectives	What if
		Teacher	Students
8:30	Introduction 1-2 min	The T greets the S and asks to sit down. The T briefly introduces the plan of the lesson.	The S greet the T and take their seats. Listen to the plan of the lesson.		To create a pleasant and friendly atmosphere. To catch the Ss’ attention.
8:32	Checking attendance      + Checking HW 4 min	The T who is absent. The T marks those who are not present. After that the T goes round the class and takes the letters the S had to write at home.	The S say who is absent today. After that the S give in their formal letters.		To check how the S worked at home.
8:36	Practice (work in pairs) 10 min	The T asks to open their books at pg 32. She asks to look at ex 1. The T explains that they have to join into pairs and discuss all the 3 questions. The T asks to work on their on for several minutes. After a while the T asks to share their answers.	The S  open their books. They start listening to the T. They look at ex 1 and join into pairs in order to do the task. They start discussing the questions. After a while the S share their answers with the rest of the class.		To develop speaking skills. To encourage the S to work together. To encourage the S to use English.	* if no volunteers, T asks anyone from the list
8:46	Listening 7 min	The T introduces the next task. The S have to listen to te recording and to do te Multiple Choice task. Before the T plays the recording, she asks to look through the questions and translate  some words which might be unknown. After  that the T plays the recording. Then checks the answers.	The S look at ex 2. Then they look through the questions and asnwers, too. They translate some words that might be unknown. The S listen to the recording and match their and answers. After that they read theirs answers  and correct the mistakes in case they have some.	To develop listening skills.
8:53	Speaking 6 min	The T asks to look at ex 3. Here the S have to answer the questions. The T gives several minutes for the S to think and then listens to their answers.	The S look at ex 3. They may discuss the questions in pairs or just think about the possible answers separately. After a while they share their answers.		To develop critical thinking. To develop speaking skills.
8:59	Practice (Use of English) 6 min	The T introduces the task 4. The T explains that the S have to complete the text with an appropriate word in each gap. They are asked to work individually. After a while the T asks one of the S to start reading the completed text. After each paragraph the T asks to stop and look through the vocabulary. The T translates the words together with the S.	The  S look at ex 4. They follow what the T is saying. They start completing the text with an appropriate word in each gap. After that one of the S start reading the text. The S look through the unknown vocabulary and translate the words together with the T.		To recall the usage of relative pronouns.
9:05	Speaking 8 min	The T presents the last exercise. It is speaking activity. The T asks to work in pairs again. She asks to work in pairs again. She asks the S to imagine that they left school ten years ago and that they now  are organizing a reunion for the members of their class. The T asks to discuss all the 4 points that are given in the exercise. After a while the T asks to share the ideas with the rest of the class.	The S join into pairs and start discussing all the four points. They try to find a compromise and agree on the common answer. After some time they share their ideas with the rest of the class and the T.		To develop speaking skills. To encourage the S to work in pairs.
9:13	Setting HW       + Finishing 2 min	The T reminds the S that they have to get ready for the quiz which is going to take place on Tuesday. Finally, the T asks what they have done today. Lastly, the T says goodbye to the S.	The S write down that they have to get ready for the quiz. They answer the T’s questions. Finally, they say goodbye to the T.		To get feedback.

A Plan for the Individual Lesson VI + Self Evaluation

Class: 1e                                                                                                          Date: 21^st Feb 2011
Level: Intermediate

Topic: A Job Application

Aims:   To develop reading skills and reading for specific information skills – A JOB APPLICATION

            To develop writing skills – fromal letters
Materials: Student Book, Solutions; Workbook, Solutions (intermediate)

Time	Stage	Activities			Objectives	What if
		Teacher	Students
8:30	Introduction 1-2 min	The T greets the S and asks to sit down. The T briefly introduces the plan of the lesson.	The S greet the T and take their seats. Listen to the plan of the lesson.		To create a pleasant and friendly atmosphere. To catch the Ss’ attention.
8:32	Checking HW 5-8 min	The T asks to open their workbooks. The T goes round the class and checks whether all the S did their HW. The T marks those who did not do their HW. After that the T asks to read in turns. Corrects the mistakes.	The S open their workbooks and show their HW. The S start reading in turns and correct the mistakes at the same time.		To check the Ss’ understanding. To check how the S worked at home.
8:40	Finishing the topic from the previuos lesson ( the speaking activity) 8 min	The T reminds the S about the dialogues they had to write during the last lesson. The T gives 30 seconds to get ready for acting their dialogues in front of the class. The T reminds about the intonation and appropriate vocabulary. The T asks some of the S to act their dialogues. Then the T asks the rest of the class to vote on whether the applicant gets the job. ( The T evaluates the S who acted out their dialogues).	The S look through their dialogues and get ready for acting them out. Some of the S act their dialogues (without their notes). The rest of the S vote on whether the applicant gets the job.		To develop speaking skills. To use the questions, answers, appropriate vocabulary and intonation in practice.	* if no volunteers, T asks anyone from the list
8:48	Introduction to the new topic     + Warm up 3-4 min	The T introduces the new topic: A JOB APPLICATION. The T translates/asks about the translation into Lithuanian. After that the T asks to look through the letter they have in their student books. The T asks the S about the formal letters. The T asks: 1) how we should start formal letters, 2) how we end them, 3) where we write the date and how we do that, 4) where we write our address, 5) where we write our signature if we type our letter.	The S listen to the T and translates the title of it into Lithuanian. They write down it too. The S look through the letter of application and start answering the T’s questions. They take notes too.	To catch the Ss’ attention. To recall the writing rules on the informal letters. To develop speaking skills.
8:52	Reading 5 min	The T introduces the task number one. She explains that the S have to read the letter of application quickly and answer the three questions that are given at the beginning of the exercise. The T asks one of the S to read the whole letter. Then the S are asked to answer the questions. After that, the T asks to look through the letter once again and concentrate on the vocabulary. Translates unknown words together with the S.	One of the S reads the letter of application out loud. The S answer the questions in turns. Later on, they look through the letter again and translates the new words together with the T.		To develop reading skills. To develop reading for particular informaton skills. To expand Ss’ vocabulary.
8:57	Practice (working with the text) 2 min	The T asks to look at exercise 2. Explains that they have to match the paragraphs from the letter where the applicant mentions different piece of information. For example, the job she is applying for? – paragraph 1. The T asks to work individually for one or two minutes and asks for the answers.	The S work with the letter. They match the paragraphs which include specific information. They do the task on their own and read their answers in turns.		To develop reading for specific information skills.
8:59	Practice (setting phrases for formal/informal letters) 5 min	The T introduces the following task. The T explains that the S have to work with the same letter of application. The T asks to find more formal ways of saying the underlines phrases in the letter. The T asks to do the task on their own and check for the phrases after several minutes.	The S listen to what the T is explaining. They work with letter on their own. The S find more formal ways of saying. They start reading the phrases they had chosen in turns. Correct the mistakes in case they did some.		To introduce the phrases  for formal/informal letters. To introduce the phrases for the letters of application.
9:04	Speaking 6 min	The T introduces the next exercise (4). The T asks to read the job advert. The T looks through the words together with the S. After that she asks them to think about qualities and experience the person might need for this kind of job (hotel receptionist). *The S are asked to work in pairs or do the task at once all together.	One of the S reads the job advert. The S go through the word together with the T. they discuss the possible  qualities and experience needed for the advertised job. They do the task in pairs or just share their ideas  immediately.		To encourage to use the suitable vocabulary. For example, reliable, hardworking, computer skills and others. To develop speaking skills.
9:10	Setting HW       + Finishing 5 min	Finally, the T presents the last task, exercise 5 which is the Ss’ HW. The T asks the S to write the formal letter and use the plan which is given for them in order to facilitate the task. The T goes through the plan together with the S. Translates some words which might be unknown and asks if everything is clear. After that the T asks what they have learnt today. Lastly, the T says goodbye to the S.	The S look at exercise 5. They write down that they have to write the formal letter for the next time. The S look through the plan together with the T. They translate some words which are unknown or the S are not sure  about them. Finally, they say goodbye to the T.		To consolidate the rules on writing the formal letter. To encourage the S to use the phrase for the formal letters. To get feedback.

 One more week of my teaching practice has started. Unfortuntelly, as always, Monday is not my day. It was terrible this morning. Now I feel confused and hopeless. I am tired of this kind of situation. I do not want to put myself as a victim or something similar. I put so many efforts to make the lesson more interesting, more challenging but this is enough for me. The class of boys, I usually have on Mondays, behave in a terrible way. It is always so noisy and the worst thing is that I cannot cope with that anymore. There is no respect.  There is nothing positive at all. I need a good piece of advice...

Talking about the lesson itself, I almost managed to complete my plan. There were several points I missed. I did not manage to get a feedback and say the marks for the students who acted out their dialogues. Of course, I got negative feedback from my mentor...Still, I do not consider myself a bad teacher.  My voice has improved, and this is not a problem anymore. As usually, I tried to be clear about the objectives of the activities we were doing with the boys. They did everything and actually they worked but the atmosphere was not friendly anymore and this made and makes me feel uncomfortable during the lessons with these students. As I have already mentioned that there was not enough time to finish the lesson appropriately but I explained their homework for the next time very carefully. This is how my week has started...

English Language Competitive Work (Description + Materials)

I completely forgot about this event. The event was taking place in January, I just forgot to post this. It was a kind of competition between the best students of 9th form. We had to choose the best one for The Official English Language Olimpiad. One week before the teachers started searching for the materials which would be suitable and interesting. I was asked to help, to suggest something. Unfortunately, there were any hints what we had to prepare for the students in order to made them to revise something and to catch their interest. It was strange because a year ago and before that it was clear what the teachers had to give for the students to get ready for the official olimpiad. This time was completely different so, we had to decide on our own. We decided to include two listening activities, then two reading activities and finally, the tasks on grammar and word formation. Before the decisive day, we chose the students who would like to take part in that competition. The students were informed what they had to revise, when they had to come and of course, they were provided with information about the time and place. Finally, it started and I was left with a class of about 14 or 15 students. I gave in the papers for them and asked to get ready for the first task. Before that I asked to check them if they had all the papers and all the tasks. Firstly, we did listening activities. As always, I played the recording twice. The students had some time to correct or match the answers and then they started to work with two reading tasks and other exercises. It took about an hours and a half for the students to cope with all the task. The next day, I and my mentor started checking the papers. There were many good works, the amount of mistakes  was unbelievable small. Finally, after all the works were corrected, we found out two best students who would go to the official olimpiad. We were forced to choose them by drawing of lots.

A Plan for the Indiviidual Lesson V + Self Evaluation

Class: 1a                                                                                                          Date: 11^th Jan 2011
Level: Intermediate

Topic: A Job Interview

Aims: To introduce questions and answers for job interview;

           To develop listening and speaking skills.

Materials: Student book, Solutions Intermediate

                 Workbook, Solutions Intermediate

Time		Stage		Activities		Objectives		What if
				Teacher	Students
8:30		Introduction 2 min		The T greets the S and asks to sit down. The T briefly introduces the plan of the lesson.	The S greet the T and take their sits. Listn to the plan of the lesson.	To create a pleasant atmosphere and to catch Ss’ attention.
8:32		Listening activity 3 min		The T asks to look at exerciseone onece again (the S did it during the previuos lesson too). Explains that the S  have to listen to the dialogue and read it one more time at once. After that the T asks to focus on the job atvertisements below the dialogue. Then The S read all the advertisements and the T asks which job Callum (a speaker) applied for.	The S listen to what the T is explaining. Listen carefully to the dialogue once again. The S concentrate on the job advertisements. Finally, the S find out the answer to the question asked by the T.	To develop listening skills. To check whether the S understood everything thet had heard.
8:35		Practice 3-5 min		The T asks one of the S to read the task of  Ex.2. Explains  one more time what the S have to do. She asks to find out the phrases in the dialogue from Ex.1. The T asks to work individually and checks the answers after a while. Also the T asks about some other phrases which might be unknown for the S.	One of the S reads the task. The S listen to the T’s explanations and start doing the task. Check after a while by reading in turns.	To expand the Ss’ vocabulary. To check Ss’s understanding about other words.
8:40		Listening       + Pronun- ciations actvity 5 min		The T explains the following task. The Tplays the recording once for the S. Then asks them to listen to the intonation and decide in which of the questions it goes up at the end. After that, if the S feel confused about the answers about the intonation, the T helps them and explains when the intontions goes up at the end.	The S listn to the recording once. Before that they are asked to underline the questions they can hear and see in the dialogue. Think about the intonations, try to repeat and provide their answers.	To develop listening skills.o present the  rules on the pronunciation of YES/NO and WH-questions.
8:45		Listning activity 5 min		Before the T plays the recording, she explains the foloowing task. The S have to match the definitions with the 4 jobs in the box. After that the T plays the recording and asks which of the 4 jobs it is.	The S Listen to what the T is saying about the task they are going to do. Then match the 4 jobs with their definitions and after that the S listen to the recording and anwer the T’s question.	To develop listening skills. To expand the Ss’ vocabulary.
8:50		Listening activity 3-5 min		The T asks to take a look at Ex.5. The T asks to listen to the recording once again. They have to number the questions in the order that they hear them. Before that the T asks to look through the questions. The, after the S had heard the recording and numbering, she asks about the number of the answers they can recall: how many answers can all of you remember?	The S look through the questions. They are ready to listen to the recording one more time. The S number the questions in the correct order. After that they try to recall  the possible answers to those questions.	To develop listening skills. O develop the ability to recall the information they had heard.
8:55	Setting homework      + Finishing (summarising ) 5 min		The T reminds that the next time they are going to do some revision in order to get ready for the test. Sets HW for the next time. Asks some questions about the lesson. (What have you learnt?). Finally, the T says goodbye to the S.		Listen to what the T is saying. Write down their HW for the next time. Answer the T’s questions and after all, the S say goodvye to the T.

*If there is still some time left, the T asks to open their workbooks and start checking HW.

To start with, I would like to say some words about the length of the lesson. Last Friday the older students in my school were having a party, I mean they were celebrating the last hundreds days to the state exams. For this reason, the lessons for the rest of the pupils were shortened. As You can see my lesson lasten only 30 minutes, actually it is nothing. Moreover, that morning the roads were congested and the traffic was terrible. For the first time, I was stucked in  a long traffic jam. Finally, I was late to my lesson. Fortunatelly, my mentor was very kind and started the lesson instead of me. I was late for about 5 minutes, so I did not miss much but still I could not work according to my plan and to be honest, I did not manage to achieve all the aims and objectives of my lesson. I just hurried as much as I could to do at least half of that I had planned. Talking about the evaluation of my lesson, I am a little bit confused, just because of that I was late, and the lesson was really short.  Still, I think I did my best that time too. I tried to be precise as always. The students were very satisfied with party which was taking place, so they could not concentrate on our work but they were quite silent and I guess waiting for the starting weekend. Fridays are always hard, just as like as Mondays are.  I managed to full fill the biggest part of my plan, we did almost all the exercises I wanted to do but the speed we did them was not normal and I saw that the children were a little bit in  misunderstanding. I think it was a normal reaction because we usually try to do as much as we can but this time it was something unbelievable. Finally, I still think, it was a good experience to try myself and to fit in that short time limit and still do semething necessary.