Teaching practice feedback NAME: SHREYA KAKKARTP No: 7 Level: Pre-Int Length: 40 mins No of students:

Main Aim: To provide less controlled and freer spoken practice of character adjectives and comparatives using a lot, much, a bit, (not) as...as.

Sub Aim: To provide controlled and less controlled written practice of the same.

Personal Aim: - Timing

Week 1 Week 2 Week 3 Week 4- Classroom management- TTT and language grading- Sensitivity to learner needs- Rapport & assertiveness- Pair/group work- Instructions- Professional appearance of materials- Accurate models of spoken/written English

- Detailed lesson plans- Selecting/adapting materials- Using ICQs- Pace & Timing-Conveying meaning using a variety of ways-Responding to feedback- Monitoring students-Evidence of language research & analysis

-Eliciting TL and using CCQs, timelines-anticipating problems with language & skills-Pitching lessons at the right level-Teaching language (mpf) and skills effectively-Correcting errors- Showing awareness of register

- Selecting and using a range of materials & resources- Creative exploitation of the materials- Designing tasks and activities appropriate for the learners, for the stage of the lesson & the aims of the lesson- Working co-operatively with the team

LESSON PLAN:

POSITIVE ASPECTS OF THE LESSON:

ACTION POINTS FOR THE NEXT LESSON:

For this stage of the course your lesson today was:Above standard □

To standard □

Not to standard □

Tutor signature: I have read and understood the tutor’s feedbackTrainee signature:

Materials: Handout, Worksheet for 8 a), Worksheet for 9 (a), Visuals for lead-in

Skills Analysis

Reading Speaking Writing

Sub-skills to be covered in the lesson:

Reading for gistFreer spoken practice using comparatives and character adjectives. Turn-taking and Mingle.Controlled and less controlled written practice using comparatives and character adjectives

The context: Life as teenagers

Anticipated problems with the skills:

Ss might use incorrect form of comparativesSs might not use TL in Ex 9 a)

Solutions:

Monitor actively. Use on-the-spot error correction and delayed feedback

BOARD PLAN

Language Research & Analysis My target language: (vocabulary, grammar, function)

Vocabulary: Character adjectives

Shy, bright, noisy, stubborn, helpful, moody, patient, lazy, honest, selfish, mature, polite, aggressive, ambitious, organised, considerate, easy-going, tall etc.

Grammar: Making comparisons using a lot, much, a bit, (not) as...as

How will I introduce the TL? The context? The approach?

Text-based approach and Situational approach in the context of life as teenagers.

My assumptions of students’ knowledge

Ss familiar with character adjectives.Ss familiar with form and meaning of comparatives

Meaning/use of the TL:

Character adjectives are used to describe personality, appearance etc.

Comparatives are mostly used with than. For eg: Olivia’s a bit taller than me.

Comparatives can be modified using intensifiers such as a lot, a bit, much, (not) as...as etc.

A lot and much are used to denote a big difference while a bit is used to denote a small difference.

As...as shows that something is the same or equal. Not as...as shows that something isn't the same or equal

Problems with meaning

Ss might get confused in the degree of difference denoted by a lot, much, a bit, (not) as...ashg

CCQs, timelines, clines, etc.

-Does a lot denote a big difference? Y-Does much denote a big difference? Y-Does a bit denote a small difference? Y-If I say “Tom’s as intelligent as Harry”, does that mean they are the same? Y

Problems with pronunciation-Ss might say / / instead of / /-Ss might say / / or / / instead of / /-Ss might say / / /l t/ instead of / / /l t/

Sounds, Stress, Intonation, Connected speech-Weak forms of ‘as’, ‘a’ and ‘than’

Problems with form-Ss might omit articles in ‘a lot’ and ‘a bit’.-Ss might use ‘more’ with comparatives where adding –er is required and vice versa. For eg: more noisy instead of noisier-Ss might use the comparative degree with as...as. For eg: as happier as me.

Analysis of form One syllable adjectives generally form the comparative by adding –er Two syllable adjectives which end in -y usually form the comparative by adding –er Two syllable adjectives ending in -ed, -ing, -ful, or -less always form the comparative with moreAdjectives which have three or more syllables always form the comparative with more 

a lot + comparativea bit + comparativemuch + comparativeas + positive degree of comparison + as

Problems with practice activities

-Ss might take long to write sentences in Ex 8 a) leaving less time for freer spoken practice.-Ss might use incorrect form of comparatives and a lot, much, a bit, (not) as...as

Solutions

-Adapt Ex 8 a) to include 4 sentences instead of 6.

-Monitor during activities. On-the-spot error correction and delayed feedback

Stage Aim Time & Interaction

Procedure Tutor Comment

Lead-in

Set gist reading task

Ss read for gist

Pair-check and monitor

To set the context, create ss’ interest

Give ss a chance to internalise the text and a reason for reading

Ss practice skill in reading for general understanding

Give ss a chance to compare answers in a student –centred way

2’ T-Ss

1’ T-Ss

4’ S

2’ S-S

Personalise.Tell ss about how you are different now from when you were a teenager. Use visuals.I’m a bit taller now.I was a lot moodier then than I am now.I was not as calm then as I am now. I’m also much more ambitious now than when I was a teenager.

Ask CCQ’s to check understanding of a bit, lot, (not) as...as.

Signpost. Focus on photo. Tell ss they are going to read about a different family.Instruct ss to read individually, attempt the gap-fill exercise and identify who is easier to live with, Carol or Beth.

Ss attempt Ex 7 individually

Ss compare answers in pairs

Stage Aim Time & Interaction

Procedure Tutor Comment

Feedback-confirm answers

Set task for less controlled written practice

Less controlled written practice

Set task for less controlled spoken practice

Less controlled spoken practice

Confirm general understanding

Give ss a reason to write

Ss practice comparatives and a lot, a bit, much and (not) as...as

Give ss a chance to make comparisons using TL

Ss develop oral fluency in using TL

1’ T-Ss

1’ T-Ss

4’ S

1’ T-Ss

7’ Ss-Ss

Display answer key on flipchart

Signpost worksheet.Refer to lead-in.Instruct ss to write four sentences to compare themselves and their best friend using a lot, a bit, much and (not) as...as, and the adjectives from 1. Distribute worksheets

Ss use worksheet to write sentences individually.Monitor and help ss who face problems.

Instruct ss to mingle and share comparisons with others.ICQ’s.

Ss mingle and use TL. Monitor.

Stage Aim Time & Interaction

Procedure Tutor Comment

Feedback

Set task for freer spoken practice

Freer spoken practice

Feedback

Error correction

Give ss a chance to use TL.

To provide freer practice of TL

Error correction

2’ T-Ss

3’ T-Ss

10’ Ss-Ss

2’ T-Ss

Delayed error correction on whiteboard.

Signpost worksheet.Instruct ss to write two adjectives each in each of the columns.ICQ’s.Distribute worksheets.

Ss write words.Ss write sentences using TL if time allows.

Re-group using character adjectives.Ss take turns in groups to make comparisons between their life now and when they were teenagers.Ss refer to answers in their worksheets.

WCFB. Delayed error correction on whiteboard.