Lesson 7

Lesson worksheet: https://drive.google.com/file/d/1TsK-F_Z1RYLm1D9k4y0H7–F6dWRqT57/view?usp=sharing

Objectives: As the correct usage of numbers is of utmost importance in the work of engineers, the main objective of the lesson is to drill usage and pronunciation of numbers, characters, and formulae. By the end of the lesson, students will have gained competence in producing numbers and mathematic formulae by completing numerous oral exercises in pairs and groups.

PLANNING AND PREPARATION FOR THE CLASS

This is the second time I teach the Numbers lesson during my teaching practice. Same objectives, but a completely different lesson. The main reason for that- covid2019 quarantine and transferring the lessons online. I need to adjust my tasks to meet the objectives of the lesson in the online classroom environment keeping the lesson engaging and communicative. I’ve made certain alterations to the classroom version of the lesson. I cannot run the opinion poll exercise as it requires students mingling and interviewing their classmates in the class. Instead, I’ve chosen to run an activity where students are given line graphs and they can invent what they illustrate and consequently present the line graphs to their group members. This task will as well promote creativity and will allow students to practice describing the graph target language. I will use the mathematical equations exercise I had to skip last time due to the late start of the lesson. The lesson is to contain some technical and somewhat restricted practice drill tasks, which will help the students to master the target language. However, I will mix the drill tasks by incorporating more entertaining, engaging, communicative activities where students will have to share their own experiences, test their knowledge of the world facts, read about airplane mechanics, and use their imagination.

The lesson takes place in the AC room. I will allocate students into break-out rooms in pairs/small groups to encourage collaboration and make lessons genuinely communicative. Students will follow the worksheet tasks together; I and other tutors will jump the rooms and help and listen. As I cannot be in every break-out room at the same time, in order to be able to check the students’ understanding of the topic and the language they use, I’ll ask them to share their group answers with me in a doc file. This will also motivate them to do the tasks more conscientiously in my belief.

HOW DID I FEEL BEFORE CLASS?

I felt rather confident as it was not the first time I taught this group in AC connect. Last time I received feedback from the students telling me that a worksheet + break-out room mode of learning was a good way to carry on with classes, so I felt confident that the students were going to know what to do and they are ready to cooperate.

HOW DO I FEEL AFTER THE CLASS?

Bittersweet feeling. It was my last class with the group, and it went very well in my opinion. They were all very cooperative, the tasks were done effectively and there was a lot of interaction during the lesson. I received good feedback for my lesson and my work from my students. It’s a bit sad to go.

WHAT WENT WELL IN CLASS? WHAT WORKED?

Tasks that were personalized, required background knowledge, and imagination were very successful. There was a lot of interaction and engagement.

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

The whole lesson went pretty much smoothly, and I wouldn’t change anything about it.

MY STRENGTHS

• Variation of the tasks to keep learners motivated throughout the lesson
• Clear instructions
• A lot of student interaction and collaboration

POINTS FOR IMPROVEMENT

• Learning to better pronounce Finnish names (students’ feedback :))
• Taking more risks in using technology in the future, do not only rely on known and comfy. (I could have rearranged the break-out rooms for peer group feedback or change partners, which is a common TEFL classroom method. However, taking into consideration the size of the class, I was a bit anxious to play with the group arrangements being concerned it would be messy, confusing for everyone, and not time efficient.)

GUIDING TEACHER’S FEEDBACK

I received very positive feedback and valuable insights from my guiding teacher and my tutor after the lesson. My guiding teacher’s suggestion was to try to connect different pairs and make bigger groups in order for each pair to present their results to another pair. This is a great suggestion for peer feedback and assessment, and I’ll use it in my practice in the future. My tutor shared his experiences as well and gave a valuable tip on the recording screen to give instructions or clarify confusing moments if needed during the lesson. It’s always important to remember that fellow teachers are probably the most valuable resource to seek advice and help when you need some. The teacher community is out there to support you.