Sharon CO # 2

Date/Time: 10:00 AM - 10:50 AM, January 12th, 2022

Topic/Skill: Grammar

Teacher Presentation: Felicia Ciappetta

Classroom Management: Similar to my previous observation, the class did not need to be managed. Everyone was respectful. One student logged in via zoom, so there were some moments taken to organize the lesson so that the online student could participate in the activities.

Materials: Projector and computer, zoom

Student Participation: Class-time was entirely made up of activities that required students to speak to each other. They were going over what appeared to be either homework or an activity from a previous lecture in pairs. Their goal was to correct the beautiful mistakes that were made previously. The second activity organized the students into pairs. Together, they created a fake vacation itinerary which was read aloud to the class upon completion. The itinerary was to practice the future continuous tense. 

Feedback Provided: The instructor corrected her students at the end of both activities. At the end of the first, the class provided her with the corrections they came up with on their own. If those corrections were still wrong, she provided the truly correct answer and typed it into a word document which was projected onto the screen for the class to see. At the end of the second activity, the instructor corrected the student's tenses verbally. There was a moment in class where pronunciation needed to be corrected. Some students had issues pronouncing "this" and "these" as separate words.

Lesson(s) on teaching you learned: Corrections do not always need to be explicitly explained. Students at this particular level are more likely to know the information but have trouble in executing it, or in breaking the habit of saying things incorrectly from before they were informed of the correct way to say something. The most important part, like our textbook emphasizes, is communication. So despite the lesson being about grammar it was still extremely relevant to simultaneously practice speaking. Especially since half of all communication is speaking, not just writing.

Comments

Post a Comment

Popular posts from this blog

Jackie TS 19

 For my last session with Je-ah, I wanted to make it fun, so I found a few different word games we could play that used familiar vocabulary. The games helped in every session to build her confidence in speaking, and although I overlooked it for our time together, looking back I noticed she gave me more feedback on days where I drew her focus and got her talking with activities like the quizlet matching game. 
Read more

Jackie TS 20

 For my last session with Muhannad, he asked me about the connecting word “while.” It was something I hadn’t explained to someone else before, so together we looked up a list of all connecting words and found a page from the Perdue Owl that covered all the different types of connecting words and where to use them. Since the website was written for native speakers, this session was a little longer as I taught myself the information and then helped Muhannad break it down and pick out patterns he could use to determine when to use each one. We ended out session with a conversation about our plans after these tutoring sessions, from what the rest of our classes looked like to what we hoped to do after finishing our studies. Throughout all our tutoring session, we always had such interesting conversations about studying and language, among several other things, and I greatly enjoyed working with him. 
Read more

Jackie TS 18

 I showed up at CIES for the tutoring session with Muhannad today and the EFL students and teachers were having a party for the end of the session. We decided to join the party for our session today, as they were playing Taboo, which is a great way to practice speaking, listening, and vocabulary. After the games were finished, I made sure to have a conversation with Muhannad, and I explained the meaning behind the word taboo and why it is used as the name of the game. We chatted more about school and learning a second language, focusing on study strategies and the difference between studying at CIES and my experience learning French for my school’s foreign language requirement. 
Read more