Lesson 4

Lesson procedure presentation : https://drive.google.com/file/d/1rQvVWnKKyMdy7DpXECRt8JZljO9r7yBW/view?usp=sharing

PLANNING AND PREPARATION FOR THE CLASS

The main objectives of the were to introduce and practice air travel language, practice forming, asking and answering questions, finding and giving information on specifications, using numbers. The dialogue and some tasks were taken from students’ textbook, but most of the tasks were developed by to meet the main objectives of the lesson.

HOW DID I FEEL BEFORE CLASS?

I felt confident. I had good lesson procedure and a variety, in my opinion, well-thought through and communicative tasks all aimed to achieve the lesson main objectives.

HOW DO I FEEL AFTER THE CLASS?

I feel pleased with how the class went. The main objectives were met, students were engaged during the class, significant problems did not arise.

WHAT WENT WELL IN CLASS? WHAT WORKED?

The lead in worked very well, as it was done on the hot topic, most students were eager to discuss and share. Student were engaged with the tasks throughout the lesson, everything went smoothly. Instructions were clear at all stages.

WHAT DIDN’T GO SO WELL? WHAT WOULD I CHANGE?

Technical problems. First, the audio button did not work in my promentor.net. I had to switch to plan B and ask the students to listen on their own, not together as originally planned. I had taken headphones with me, so the problem was solved.

My Windows started installing out of the blue. I couldn’t project my screen for some time. However, I remembered my procedure well, and I guided students to proceed to the following tasks without showing my screen.

Lessons learned=reminded: have a plan b for every step dependent on technology.

MY STRENGTHS

• Logical procedure
• Engaging tasks
• Visual materials
• Rapport
• Composure when technical difficulties arose
• Having plan B

POINTS FOR IMPROVEMENT

• more careful pondering on the interaction pattern. One of the tasks was a dialogue which required two students playing out the roles. The number of students in the class was uneven today, and one student was missing a partner. I came to role play the dialogue with the student myself. Meanwhile I couldn’t circulate and monitor the whole class. I could have formed a group of 3 giving one whole part to one student and dividing the other part of the dialogue between 2 students to read, and if time allowed, asking them to change the parts.
  Lesson: always keep in mind the even /uneven number of students.

GUIDING TEACHER’S FEEDBACK
The feedback was good. The teacher praised me on the tasks I made and the flow of the lesson. She appreciated when I quickly came up with a plan B when the technical difficulties arose. However, she said that when my audio started eventually playing; I could have gone back to plan A as students were just starting to listen on their own, they stll haven’t listened too long. I went with a plan B, the decision made on the spot, as students did already set up the headphones and all already started listening the dialogue, so I didn’t see it necessary to ask them to take out the headphones and re-start listening again. But next time in the similar situation I can return to plan A, if the technology starts working again and the students are not too far gone with the task, as in this context listening all together could be more beneficial as there wouldn’t have been the transcript of the dialogue in front of their eyes, and the task would have been purely listening.
Another teacher’s suggestion was about the situation I mentioned above concerning the uneven number of students. It was her tip to divide one part into two if there are 3 students, which is something I didn’t think at the very moment when assigning the task.