A Plan for the Individual Lesson III +Self Evaluation III

Class: 1a                                                                                                          Date: 9^th Feb 2011
Level: Intermediate

Topic: Reversing Roles/A Job Interwiev

Aims:  To develop speaking skills; To introduce separable and inseparable phrasal verbs.

            To introduce a new vocabulary – questions and answers for a job interwiev.
Materials: Student book, Solutions Intermediate

                 Workbook, Solutions

Time	Stage	Activities		Objectives	What if
		Teacher	Students
09.25                     min	Introduction     2 min	The T greets the S and asks to sit down. The T presents the plan of the lesson.	The S greet the T and sit down.	To create a pleasant atmosphere. To catch the Ss’ attention.
09:27 min	Checking          HW     10 min	The T asks to open their workbooks, checks whether all the S did it. The T marks those who did not do. The T asks to concentrate and start checking. Asks to read in turns. While the S are reading, the T is correcting mistakes. Also, the T checks whether the S translated unknown words from the text.	Open their workbooks and show thir homework. The S start reading in  turns. Correct the mistakes and translate the words if they did not do that at home.	To check Ss understanding. To chck how the S worked at home.
09:37 min	Practice  7 min (10 min)	Teacher asks to open their books at pg. 29. Asks one of the S to read the task (Ex. 8). Explains that the S have to join into pairs and discuss all the three questions. After a while the T asks to share their opinions.	Open their books. One of the S is asked to read the task. The S work in pairs and discuss the questions using English. After that they are asked to share the things they had discussed.	To develop speaking skills. To develop critical thinking.
9:44 min	Presentation (separable and inseparable phrasal verbs)       + Practice 10 min	The T asks to open their books at pg. 131. Translates the both terms and asks the Ss’ to write it down. Starts reading and examining te rules together with the S. After that the T explains te exercise on separable and inseparable phrasal verbs. The T does the exercise together with the S.	The S open their books at particular pg. Write down the translated terms. The S start reading and explaining the rules together with the T. After that the S satrt doing the exercise and again the T is helping a bit for them.	To intoduce/to present separable and inseparable phrasal verbs. To use the rules in practice.
9:55min	Introduction to the new topic 1 min	The T writes down the title of the new topic on the board “A Job Interwiev”. Asks about the translation. After that the T asks to put it down.	The S listen carefully. Say the translation and write it down.	To catch the Ss’ attention.
9:56min	Warm up 5 min	The T asks the S to focus on the photo they can see. The T asks what is happening in the photo. Also the T asks some additional questions: how is the boy feeling?, what kind of job do you think he is being interwieved for? After that the T asks to imagine that some friend is going for an interview tomorrow. Finally, the T asks to think what advice they would give their friend.	The S concentrate on the photo. They think for a while and answer the T’s questions. Imagine the situation and present their advice.	To encourage the S to speak on a particular o develop critical thinking.
10:01 min	Summarising  3 min	The T summarises the lesson by asking what the S have learnt, if they have found out something new and interesting.	The S say their opinion (almost all the S are asked to answer the questions.	To get feedback. To summarise the work of the lesson. To check the Ss’ understanding.
10:03 min	Finishing  1 min	The T wishes to have a nice day and says goodbye to the S.	The S say goodbye to the T.

 

In my opinion I made a progress. My voice is almost good. Of course, when I get confuced something is going wrong with it but on the whole I am satisfied. Talking about this lesson it went quite well. It was ordinary. We were working according my plan. I think we managed to cover the topic Reversing Roles quite well. The students were involved and i think interested. I managed to maintain good discipline with this class so there was no problem with the classroom management. At the beginning, I was clear about the aims and objectives of the lesson. I found it very useful setting them before we got start working. In this way the students learn about what we are going to do and what they are going to be able to do with that. As I had already mentioned, I made a progress but still I am not satisfied with my  presentation technigues. Sometimes I got really confused and misunderstanding took place. Of course, I am trying to do my best and be as clear as I can. I finished the lesson successfully by summarising everything we did.

A Plan for the Individual Lesson II + Self Aevaluation II

Class: 1e                                                                                                          Date: 7^th Feb 2011
Level: Intermediate

Topic: Reversing Roles

Aims:   To develop lateral thinking

            To develop speaking and reading skills
Materials: Student book, Solutions (Intermediate)

                 Workbook, Solutions  (Intermediate)

                 

Time		Stage		Activities			Objectives		What if
				Teacher		Students
08:30                                   min		Introduction         1-2 min		Greets the students and asks to sit down. Presents the plan of the lesson.		Greet the teacher and sit down. Listen to the plan of lesson.	To create a pleasant and friendly atmosphere. To catch the Ss’ attention.
08:32 min		Checking homework    10 min		Checks whether all the students did their homework. Marks those who did not do. Checks together with the students. After each exercose the T asks whethereverything is clear.		Show their homework and start reading in turns. Answer the T’s questions after each exercise.	To check the students’ understanding. To check how the students worked at home.
08:42 min		Presentation         + Warm up    4min		The T introduces a new topic. The T translates the topic “Reversing Roles” into Lithuanian. Asks to write it down. After that the T writes down puzzle story on the board. The T asks one of the S to read it out. Finally, the T asks why it is so.		Listen to what the T is saying. Take notes. Take a look at the board and follow while one of the S is reading the puzzle story. Try to find out te answer to the question.	To develop lateral thinking. To encourage the S to speak.
08:46 min		Warm up       2 min		Asks to look at exercise one. Asks about possible reasons. If  the S do not guess the right answer, the T tells them the answer. The T asks why it is difficult for many people to get the answer right.		One of the S is asked to read out the second puzzle story. Others are trying to answer the question. The S try to find out the answer for the question from the exercise 2.	To develop lateral thinking and encourage the S to speak. To develop speaking skills.
08:48 min	Pre-reading 2 min		Asks to look at the photos and tries to involve the S to make the to speak about the jobs that are shown in the pictures. Asks to describe what they can see. The T asks to use active vocabulary from the box. Before that the T together wit the S translates all the unknown words. Finally, asks to answer the question given in the task.		The S look at the photos. Answer all the T’s questions. The S write down all the translated words.		To develop speaking skills. To use the new vocabulary in practice.
08:50 min	Pre-teach       + Reading 15 min		Introduces the exercise number four. Asks the S to read the text quickly in order to find out the answer to the question in the task. Before the S start reading the text the T writes down several unknown words on the board, explains them and asks to have them in mind while reading. The main task here is to find out about people’s reactions. After the T finds out all the answers, she asks to concentrate on the vocabulary use in the text. Translates the words together with the S.		Write down the unknown words, start reading the text. Find out about people’s reactions. Do not concentrate on the vocabulary. The S tell all the answers and only then start analysing the vocabulary.		To develop reading skills and to expand the Ss’ vocabulary at the same time.
09:05 min	Practice 7 min		Presents/explains the next task. The S have to decide if the sentences are true or false. The T highlights that the S have to correct the sentences that are false. The T aks to start reading the sentences in turns.		Listen carefully and start doing the exercise. The S do it individually and start checking after 2-3 minutes, read in turns.		To check the Ss’ understanding about the text.
09:12 min	Short comment 1 min		The T makes a short comment about the text. Asks whether everything is clear. Asks what they have learnt and what they can do.		Answer the T’s questions. Say what they have learnt and what they can do.		To get the feedback and to check Ss’ understanding.
09:13 min	Setting homework 2 min		Asks to write down their homework for the next time (workbook pg.26). The T says goodbye to the S.		Write down their homework and say goodbye to the T.

I guess I succeeded this time.  All the aims of my plan were achieved. I tried to involve all the students and actually they were involved. Of course, some students still were talking and disturbing but anyway I managed to maintain better discipline this time. The most obviuos thing is that I am starting to get used to speaking louder. This means I had better command of voice. I tried to be as clear as I could. Moreover, I explained all the tasks, I set the objectives and tried to achieve them. Least but not last, I managed to create a friendly atmosphrere and to keep it till the end of the lesson. Finally, I ended the lesson by questions like what the students have learnd and if they have learnt something new and interesting.

A Plan for the Individual Lesson I + Self Evaluation I

Class: 1e                                                                                                          Date: 3^rd Feb 2011
Level: Intermediate

Topic: Relative Clauses (Non-defining Relative Clauses)

Aims:   To consolidate the rules  on the Non-defining Relative Clauses

            To use the rules of  the Non-defining Relative Clauses in practice
Materials: Student book, Solutions (Intermediate)

                 Workbook, Solutions  (Intermediate)

                 English Grammar in Use (Second Edition), Raymond Murphy

                 (Unit 94/95 – Relative Clauses (4/5) “Extra Information” Clauses (1/2))

Time		Stage		Activities			Objectives		What if
				Teacher		Students
10:20                                   min		Introduction         1 min		Greets the students and asks to sit down.		Greet the teacher.	To create a pleasant and friendly atmosphere.
10:21 min		Checking homework    10 min		Checks whether all the students did their homework. Marks those who did not do. Checks together with the students.		Show their homework and start reading in turns	To check the students understanding. To check how the students worked at home.
10:31 min		Practice 10 min		Teacher asks the students to open their books at pg. 112. Asks someone to read the task. Explains one more time and starts doing the task with the students. Asks whether the students understand everything.		Open their books. One of the students reads the task. Start doing the exercise. Answer the teacher’s question.	To check if the students understand Non-defining Relative Clauses. To use the rules in Practice.
10:41 min		Practice      + Vocabulary Builder 5-10 min		Asks the students to open their books at pg. 131. Translates the title of the activity (Agent Nouns). Asks someone to read the task and LEARN THIS box. Translates some unknown words into Lithaunian. Asks to complete the task.		Open their books. Write down what the teacher translates for them. One of the students reads LEARN THIS box. Do the exercise.	To expand the learners’ vocabulary. To expand the learners’ knowledge on the suffixes which help to form agents.
10:51 min		Practice 3-5 min		Asks the students to open their books at pg. 27. Asks to look at Ex. Number 7. explains the task and tells them to work in pairs for several minutes. Asks some students to provide theirs answers.		Open their books. Listens carefully. Start doing the exercise. Some students demonstrade their ability to make sentences with extra information. (Non-defining Relative Clauses).	To check and one more time to consolidate the rules on the Non-defining Relative Clauses. To apply the rules in practice. To check students’ understanding.
10:56min		Practice 5-7 min		Gives in some more additional exercises on the Non-defining Relative Clauses. Explains the task and starts doing it at once.		The students take a look at the exercise. Listen to what they have to do and start doing it in turns.	To check if the students understand the same topic just taken from another source. To check the students’ understanding.
11:03 min	Setting homework      + Summarising 2 min		Asks the students to write down their homework for the next time. Asks to do pg. 25 in their workbooks. Says goodbye to the students. Asks whether everything is clear and if the students have learnt something new.		Write down their homework. Say goodbye to the teacher. Answer the teacher’s questions.		To make clear the learners know the Non-defining Relative Clauses.

 Class 1e is the class of boys where I usually have some (a lot of) problems. Still I decided to make a plan and evaluate myself. It is quite strange that today the lesson was successful and we managed to work durnig the hole lesson. I am quite satisfied with my professional attitude and my voice. Even my mentor told me that after the lesson. My pronunciation was clear and I did not have to repeat anything. I think I was quite sensible to my students, maybe sometimes i did not react in a proper way. Also I tried to keep eye contact with all the students. I asked how they are, did they understand everything. I think I made clear for the students what the aims and objectives of the lesson were. Finally, I managed to complete my lesson plan and finish the lesson in a proper way.

After the lesson i got a feedback from my mentor and finally, I left the classroom with a smile on my face. She praised me and told me that I managed to create a friendly atmosphere. She was satisfied that all the students had a chance to speak at the lesson. Also, she liked that I corrected the pronunciation of more difficult words immediately.

In conclusion, I would like to say that today I made a huge work because i did not think I would cope with those boys and finally, I managed to it.

Monday, January 31 (3rd week)

One more week started. Mondays are not good for me. For some reason, it is the second time during the practice when Monday makes me sad, confused and causes many negative feelings and emotions. I knew that we would play a kind of evaluative lesson, in order to see how the things are. Unfortunately, on Mondays I have class 1e, the boys. Still, I couldn't predict that the lesson would not go well or at least in an ordinary way. It was terrible because students were uncontrollable and i knew what kind of comments i would get. I was counting minutes till the end of the lesson, that time it was just unbearable. Sorry but I would not share the comments I got that time. Tomorrow I am going to have a real lesson for a real mark.