My teaching situation
a) Information about the students
age: 13
nationality: 11 Russians and 1 German
sex: 5 boys and 7 girls
interests: like computer games, like to dance, to paint, to play basketball
motivation: 29% students want to study, because they take know ledges, 50%want to study in institute, 43% students go to the school ,because they meet friends or teachers and parents take study
learning ability: write dialogue, reading, speaking, listening is very hardly.
b) Course book(s)
Kuzovlev V. P. “Happy English 3”
Learning aim:
Specify the communicative competence:
Reading skill, writing skills, speaking skills;The aim of reading at this lesson:
by the end of the lesson students will be able to make poster of advertisement with different kinds of transport; students will be able to tell about one of the way of the travel use the constructions “ People can travel by … It’s…. People can…”
Description of experience
| TIME | PROCEDURE | PATTERNS OF INTERACTION |
| 2m | MEET I’m glad to see you boys and girls. DIVIDE ON THE THREE GROUPS. I like to travel. I have the baggage, the ticket and the camera. Do you want to travel with me? Come here please and take your ticket. PRE-READING. |
|
| 8m | BRAIN STORMING.
|
T- Cl |
2. Writing.
|
Gr.W. | |
| 3m | ORAL WORK.
|
Ss-Cl. |
| 7m | WORK WITH WORDS.
|
Gr.W. |
Task.
|
S(T)-Gr S-s-s-s-s-s |
|
| 2m | Look at these key-words. Think please, what about your text.
|
Gr-W/ T-Cl |
| 8m | WHILE- READING.
|
Gr.W. |
| 3m | Present your work. | S-S-Cl. |
| 7m | POST-READING.
|
APPENDIX 1.
Text 1.
For me there is nothing better than traveling by plane. It’s more comfortable, and of course quick than any other way. The land below looks so beautiful. But it’s more expensive than railway.
Text 2.
Trips by sea have variety of comforts. I like them very much. It’s the best way to travel if you want to relax. You can to play games, to meet people and enjoy. Some people may say that sea takes a long time.
Text 3.
Walking everywhere! Walking is fun! You can meet a lot of people and visit many places. But it’s no fun when it rains. You can rather travel by bus. Relax and enjoy the views, but I hate these stuffy buses. I’d like to recommend cycling. It’s cheap, quick, but it needs a lot of energy.
APPENDIX 2.
Types of transport.
Train, plane, car, bus, bicycle, taxi, motorbike, underground, bout, ship, helicopter.
Card with tasks.
- Read the words from cards. Choose the group of transport for your poster. Write in the poster. Choose the speaker from your group and present.
- Read the word, know meaning of word. Teach your partner (read in pair, in group). Choose teacher, who can teach all class.
- Write about advantages and disadvantages of your way of travelling. Read in group. Choose speaker (agent) and present your work.
Indeed I want to write about opinions my students.
“Nothing.”
“On the lesson task, for me was interesting ask my classmates about travel, answer the questions in tasks.”
“Task #1 was very interesting.”
“I worked all lesson, it was interesting. On the lesson was interesting questions, where I expressed my opinion.”
“Lesson was interesting, because all was interesting”
“The chart with words was easy for me.”
“I liked all tasks, lesson was very interesting. Form of lesson was very interesting. Make these lessons often.”
“I like teach words all group and class. The work was better, when we worked with texts.”
“It was super, if you work.”
“It was interesting.”
TEACHING AND LEARNING MATERIALS:
PRE-READING:
1. Brain-storming.
Think and use the 10 words in your chart, and answer the questions.
AIM: by the end of these activities students will be able to answer the question (How can people travel by air/ sea/ on land?).
2. Work with the new words (12).
AIM: by the end of this activity students will be able to see, to read, to understand, to use these words in the new/unknown text.
3. Anticipating.
Look at the words and give the title of your text.
AIM: by the end of this activity students will motivate to read and to understand your text.
WHILE-READING:
1. Read the text, find in the text advantages and disadvantages of way of travelling and try answering the questions.
AIM: by the end of the lesson students will be able make ads. poster with different kinds of transport.
POST-READING:
1. Speaking. Organised the group with similar opinion. You mast ask the question (How can you travel by sea/ air/ on land? Why?).
AIM: by the end of the activity students will be able to ask and to answer the question use constructions.
После урока, я всегда делаю рефлексию проведённого урока. Я использую вопросы, предложенные на курсе «Дистанционное повышение квалификации для учителей английского языка» г. Красноярск
- What was effective?
- What went wrong?
- Was it useful for my students? Why?
- What have I learnt from the Integrated Assignment?
- If I have an opportunity to work with the same text in another group of students, what will I change?1. I think, by the end of the lesson students made ads poster and used phrases, they asked and answered the questions. They worked in pairs, groups; they tried to teach each other. I prepared the constructions.
2. The work with 12 words took a lot of time and students could make only poster and asked and answered the questions on the poster. I didn’t give clearly instruction (why do you study these words?)
3. And when I worked in another group I added post-reading task about your self (how can you travel by sea/ air/ on land? why?) and find people, who have similar opinion.
4. I try to find activities, which will lead to the achievement of the aim. I can see a clearly picture of my teaching situation. I can see, that activities reflect the right understanding of communicative methodology.
5. I saw, that work in pairs, groups were useful for my students; my learners can create and communicate with each other.