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The document summarizes observations of an English teaching practicum at a Greek primary school. It describes the teacher's effective lesson planning and preparation, use of teaching aids like maps and toys, provision of feedback, and strong classroom management skills. The teacher engaged students, encouraged participation, and helped learners understand through clear explanations and scaffolding in both English and Greek.

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ΑΡΙΣΤΟΤΕΛΕΙΟ ΠΑΝΕΠΙΣΤΗΜΙΟ ΘΕΣΣΑΛΟΝΙΚΗΣ ΤΜΗΜΑ ΑΓΓΛΙΚΗΣ ΓΛΩΣΣΑΣ ΚΑΙ ΦΙΛΟΛΟΓΙΑΣ Επιστημονικά Υπεύθυνη: Αρετή-Μαρία Σουγάρη (Επίκουρη Καθηγήτρια) Tομέας Θεωρητικής και Εφαρμοσμένης Γλωσσολογίας 541 24 ΘΕΣΣΑΛΟΝΙΚΗ e-mail: asougari@enl.auth.gr Portfolio Last name: KAKOURI First name: AIKATERINI (in Greek): ΚΑΚΟΥΡΗ ΑΙΚΑΤΕΡΙΝΗ Student No: 13345 Submitted for the requirements of the course ‘Ling3-456 Practice in Teaching English as a Foreign Language’, School of English, Aristotle University of Thessaloniki December 2012
PART A School: 11th Primary School of Thessaloniki Cooperating teacher: Skirianidou Ariadni University Supervisor: Psaltou-Joycey Aggeliki
Practice in Teaching English as a Foreign Language SCHOOL SCHEDULE Fall Semester 2012 School: 11th Primary school of Thessaloniki Address: Amalias 60-62 Phone number: 2310831625 Headmaster: Polizoidis Aggelos Teacher of English: Skirianidou Ariadni Phone number: 6937898882 Group: 19 Grade: ΣΤ2 (Teaching) 1 Karagianni Ioanna 2 Kakouri Aikaterini 3 Dimitriou Vaia Mark: (T - teaching, OB - observation) Morning classes Monday Tuesday Wednesday Thursday Friday Time 1 08:10-08:55 2 08:55-09:40 Ε2(ΟΒ) 3 10:00-10:45 Β2(ΟΒ) ΣΤ1(ΟΒ) 4 10:45-11:30 ΣΤ2(Τ) Β1(ΟΒ) ΣΤ2 5 11:45-12:25 6 12:35-13:15 ΣΤ2 7 13:20-14:00 ΣΤ2 Evening classes Monday Tuesday Wednesday Thursday Friday Time 1 2 3
Practice in Teaching English as a Foreign Language Registry Fall Semester 2012 School: 11th Primary School of Thessaloniki Teacher: Ms. Skirianidou Ariadni Group :19 Week1 Week 2 Week 3 Week 4 Last / 29/10 30/1 31/1 1/ 5/11 6/11 7/ 8/ 12 13/1 14 15 19/1 20 21 22/1 First 0 0 11 11 11 /1 1 /1 /1 1 /1 /1 1 Name 1 1 1 1 1 1 Karagiann -- -- i Ioanna 2 Kakouri -- -- Aikaterin i 3 Dimitrio -- -- u Vaia Lessons missed due to school reasons Individual absences Date Reason Date Name Reason 5/11/ 2012 School elections -- -- -- -- -- -- 7/11/ 2012 Strike
Practice in Teaching English as a Foreign Language TEACHING RECORD Fall Semester 2012 S Sum (in minutes) / T Total (in minutes) Group ΣΤ2 Week 2 Week3 Week4 :19 Last / First Name / 6/11 / 8/ S 12/1 13 14/ 15 S 1 2 21 22 S T 11 1 /1 11 /1 9 0/ /1 /1 1 1 / 1 1 1 1 1 1 1 Kakouri -- -- 85 45 130 Aikaterini mts mts mts 2 Karagianni 125 125 Ioanna mts mts 3 Dimitriou Vaia 170 170 mts mts
Practice in Teaching English as a Foreign Language OBSERVATION REPORT Fall semester 2012 NAME OF OBSERVER(S) [Group: 19 Week: 1 Date: 29/10/2012 Observation No.1 1) Last name: Dimitriou First name: Vaia Code: 13053 2) Last name: Karagianni First name: Ioanna Code: 13346 3) Last name: Kakouri First name: Aikaterini Code: 13345 School: 11th Primary School of Thessaloniki Teacher: Skirianidou Ariadni Time: 10:45 Length: 45 mins Grade: ΣΤ2 No of learners (present): B: 4 G: 8 Observation focus: The opening and ending of the lesson The lesson started on time. Generally, the teacher is the last one to enter the classroom and she signals the beginning of the lesson by closing the door and making her appearance noticeable. The lesson opened with a five to ten minute discussion about how the students had spent their weekend and, since it was the 28th of October, they talked about the parade. During this discussion the teacher controlled the flow of the talk, so as the students do not get absent-minded and cause discipline problems. After this short conversation, the teacher continued the lesson by reminding the students the theme of their previous lesson and asked them to open their books on the particular page that this lesson was to be based upon. The lesson was about Simple Present and Present Continuous, so the teacher asked the students to read aloud some examples from the book. During this activity, the teacher simultaneously wrote on the board the formation and the use of these specific tenses. The final activity aimed to the familiarization of the learners with the use of Present Continuous. It is remarkable that the teacher encouraged all of the learners to participate actively. Besides, it appeared that the teacher had a well- organized lesson plan, she did not exceed the time limits and, as a result, she managed to assign homework, taking the necessary time to explain and give clear instructions before the bell would ring. By the time the bell rung, the lesson had already finished.
Practice in Teaching English as a Foreign Language OBSERVATION REPORT Fall semester 2012 NAME OF OBSERVER(S) [Group: 19 Week: 1 Date:30/10/2012 Observation No: 2 1) Last name: Dimitriou First name: Vaia Code: 13053 2) Last name: Karagianni First name: Ioanna Code: 13346 3) Last name: Kakouri First name: Aikaterini Code: 13345 School: 11th Primary School of Thessaloniki Teacher: Skirianidou Ariadni Time:12:40 Length: 40 mins Grade: ΣΤ2 No of learners (present): B 4 G 8 Observation focus: Teacher Input and Teacher Talk The class (and the school in general) is of low level, consisted of pupils from foreign countries (Albania, Armenia and others). This multilingualism creates the strong need of switching into Greek to help the pupils follow the lesson. The teacher tries to use as much English as she can, but when she feels that the students get frustrated, she explains herself in Greek. Her language is simplified to match the learners’ level which differs from one to the other and is generally very low. Her speech is slow and the vocabulary she uses is simple, articulating the words clearly and loudly. More specifically, the teacher’s voice is loud and clearly heard by the whole class, thus revealing her confident and dynamic character. When she is about to face discipline problems she raises her voice as to impose herself. What is more, we notice a variation in her pitch and her intonation, aiming to attract students’ attention and make them understand better what she is talking about. She does not use hesitation markers, a fact that points to her confidence and her very-well prepared lesson plan. Besides, she uses certain phrases (‘Good!’, ‘Excellent’, ‘Yes!’, ‘Right!’) to praise good performance and to encourage the learners. The teacher dominates the amount of talking time, but, at the same time, she gives equal and enough opportunities to all of the pupils to speak, leaving them ample time to construct their answers. What is important, is that the lesson is learner-centered, organized according to the learners’ needs and their learning styles.
Practice in Teaching English as a Foreign Language OBSERVATION REPORT Fall semester 2012 NAME OF OBSERVER(S) [Group: 19 Week: 1 Date: 31/10/2012 Observation No: 3 1) Last name: Dimitriou First name: Vaia Code: 13053 2) Last name: Karagianni First name: Ioanna Code: 13346 3) Last name: Kakouri First name: Aikaterini Code: 13345 School: 11th Primary School of Thessaloniki Teacher: Skirianidou Ariadni Time: 13:30 Length: 30mins Grade:ΣΤ2 No of learners (present): B8 G4 Observation focus: Providing Feedback To begin with, the teacher always gives explicit and corrective feedback to the pupils in a variety of ways. In terms of vocabulary, for example, she writes on the board the unknown word and gives definitions both in Greek and in English (e.g she writes Wales=Ουαλία but Welsh= something or something from Wales). What is more, sometimes the teacher tries to extract the definition of the unknown word contextually. She gives a lot of examples in English and, as a result, she encourages the pupils to think and participate actively in the lesson. Besides, she provides opposites, helping the students to guess the unknown words. She also uses teaching aids (like maps) and movements to explain. Usually, the teacher corrects learners’ errors by using recasts. The learner responsible for the error is encouraged to correct himself/ herself. If he/ she is not able to correct the error, the teacher asks another pupil to provide an answer or she provides it herself. It seems that the teacher is more interested in accuracy, but this varies depending on the exercise that the pupils are involved in. For instance, in a grammar exercise she focuses on the correct form but in games she is more concerned about effective communication among the learners. All types of errors attract the teacher’s attention but she doesn’t forces the students, correcting every single mistake they make. On the contrary, when mistakes are made the teacher provides the rule that was broken and reinforces students to think themselves of the correct form. In addition, the teacher leaves pupils ample time to think and respond to questions. What is important is that the teacher does not forget to praise good performance with verbal forms (‘Very Good!’, ‘Excellent!’, ‘Yes!’) and she shows variety in her acceptance of ‘good’ answers.
Practice in Teaching English as a Foreign Language OBSERVATION REPORT Fall semester 2012 NAME OF OBSERVER(S) [Group: 19 Week: 1 Date: 01/11/2012 Observation:No.4 1) Last name: Dimitriou First name: Vaia Code: 13053 2) Last name: Karagianni First name: Ioanna Code: 13346 3) Last name: Kakouri First name: Aikaterini Code: 13345 School: 11th Primary School of Thessaloniki Teacher: Skirianidou Ariadni Time: 08:55 Length: 45 mins Grade: Ε2 No of learners (present): B: 7 G: 6 Observation focus: Teaching aids The teacher used a variety of teaching aids to supplement the lesson. These teaching aids were the chalkboard, a map and some realia. The main use of the chalkboard was to write some unknown words on it or generally words that the teacher wanted the learners to pay extreme attention to. What is more, it was also used for homework assignment as well as for the instructions needed about it. It is also remarkable that the teacher was very attentive with her writing, making it clear enough (big letters, simplified writing) for the pupils to have a full understanding of it. Nevertheless, the teacher also used a map and some realia to supplement the lesson and intrigue the students’ attention. She used a map of Great Britain which was linked to a text of the coursebook that focused on this certain region. The map was used effectively, since it is generally easier for the children to comprehend a text having visual aids too. Later on, realia were also incorporated in the lesson, aiming again to a much more clear idea about the theme discussed. Specifically, the teacher brought a box with toys (a traditional black cab and a red bus) to indicate the symbols of London. This way the lesson was made livelier. Last but not least, learners’ interest was continuously maintained, and simultaneously some cultural information about England was transmitted implicitly.
Practice in Teaching English as a Foreign Language OBSERVATION REPORT Fall semester 2012 NAME OF OBSERVER(S) [Group: 19 Week: 1 Date: 1/11/2012 Observation No: 5 1) Last name: Dimitriou First name: Vaia Code: 13053 2) Last name: Karagianni First name: Ioanna Code: 13346 3) Last name: Kakouri First name: Aikaterini Code: 13345 School: 11th Primary School of Thessaloniki Teacher: Skirianidou Ariadni Time: 10:45 Length: 45 mins Grade: ΣΤ2 No of learners (present): B 4 G 8 Observation focus: Classroom management and discipline To begin with, the lesson always starts on time. When pupils are asked to execute various activities, they are alloted the necessary time and they are provided ample time to think and formulate their answers. The teacher encourages all of the pupils to participate in the lesson and she attracts their attention by coloring her voice tone so that they engage in the tasks. Generally, the teacher speaks loudly and clearly to help students understand her. As far as the seating arrangement is concerned, the pupils seat in tables, something which the teacher takes advantage of, reinforcing the pupils to co- operate. When the teacher comes to face discipline issues, she imposes herself on the students by talking louder or by making facial expressions to show her disappointment. What is more, she pays more attention to trouble makers, trying in this way to prevent problematic behavior. What is noticeable is that she knows the learners’ needs and she is proximate to them. In addition, the teacher always has a well-organized lesson plan which she faithfully follows. Besides, she handles her time efficiently. Last but not least, the teacher does not make decisions on the spot and she is confident about her lesson, knowing the exact aims of the materials she is teaching.
Practice in Teaching English as a Foreign Language OBSERVATION REPORT Fall Semester 2012 NAME OF OBSERVER(S) [Group: 19 Week: 2 Date: 08/11/2012 ObservationNo:6 1) Last name: Dimitriou First name: Vaia Code: 13053 2) Last name: Karagianni First name: Ioana Code: 13346 3) Last name: Kakouri First name: Aikaterini Code: 13345 School: 11th Primary School of Thessaloniki Teacher: Skirianidou Ariadni Time: 10:00 Length: 45 mins Grade: ΣΤ1 No of learners (present): B: 9 G: 3 Observation focus: Lesson planning and preparation The learning goal of this particular lesson was to revise question words (who, where, what, how) and, more specifically, to remind students how interrogative sentences are formed using question words. This aim was successfully achieved as the lesson had distinct learning stages, was very well organized, and was embroidered with a variety of teaching aids. The teacher had prepared all the necessary teaching aids to maintain learners’ interest. More specifically, she used some photos depicting famous people, and she pretended to be one of them. She asked the learners to address her questions using the question words they have learned. She performed this task as a role-playing, using the appropriate body language and posture. When the pupils made mistakes, she provided useful feedback. What embellished the lesson, was that, when she answered the pupils’ questions, the teacher did not just simply answer using her own imagination but had done a little research and provided pupils with some authentic material about these famous persons’ lives, something that children of this age are really interested in. In general, it was a clearly planned lesson as it was also linked with learners’ prior knowledge. What is more, the teacher was very flexible. In the end of the lesson, there was some time left and so the teacher made an on-the-spot decision to do a speaking task. In this way, the students had the chance to relax and, meanwhile, they were given the opportunity to collaborate and communicate with each other.
Practice in Teaching English as a Foreign Language OBSERVATION REPORT Fall semester 2012 NAME OF OBSERVER(S) [Group: 19 Week: 3 Date: 14/11/2012 Observation No: 7 1) Last name: Dimitriou First name: Vaia Code: 13053 2) Last name: Karagianni First name: Ioanna Code: 13346 3) Last name: Kakouri First name: Aikaterini Code: 13345 School: 11th Primary School of Thessaloniki Teacher: Skirianidou Ariadni Time: 10:45 Length: 45mins Grade: B1 No of learners (present): B 7 G 9 Observation focus: The Teacher’s Body Language and Body Posture. From the beginning of the lesson one could easily detect the air of confidence that the teacher had. She was excited and felt very comfortable in the classroom, and that created a happy and friendly atmosphere. She used a lot of facial expressions and hand gestures, showing the pupils what actually means, for instance, the word ‘happy’, ‘ sad’, ‘sleepy’, etc. What is more, she didn’t stand still in one place during the lesson, but moved all around the classroom, using movements to make the lesson livelier and to help students understand certain phrases (for example ‘step on something’). She constantly had eye contact with all of the pupils to show that she is interested in them, to be more communicative and to be able to realize that they have got the point of what she was teaching them. Besides, she attracted the pupils’ attention by drawing on the board, singing along with them, raising and varying the tone of her voice and using body language. Last but not least, her facial expressions and her posture revealed her experience as well as her deep knowledge of how to maintain interest in the classroom.
Practice in Teaching English as a Foreign Language OBSERVATION REPORT Fall semester 2012 NAME OF OBSERVER(S) [Group: 19 Week: 4 Date: 21/11/2012 Observation No: 8 1) Last name: Dimitriou First name: Vaia Code: 13053 2) Last name: Karagianni First name: Ioanna Code: 13346 3) Last name: Κakouri First name: Aikaterini Code: 13345 School: 11th Primary School of Thessaloniki Teacher: Skirianidou Ariadni Time: 10:00- 10:45 Length: 45mts Grade: B2 No of learners (present): B 7 G 6 Observation focus: Teaching Pronunciation The teacher’s speech is fluent and consistent. She has an American-like accent, characterised by accuracy. What is more, the tone of her voice inside the classroom is loud and clear. In general, feedback is provided in the target language and, if only absolutely necessary, in the mother tongue. As far as pronunciation feedback is concerned, it is taught implicitly through repetition. For instance, when a word is pronounced wrongly, the teacher provides the correct input and the learner is asked to repeat the particular word again and again until he/she fully acquires the right pronunciation of it. As far as learners are regarded, we detected some pronunciation errors based on consonants and vowels. For example, one child pronounced “daddy” as “babby”, whereas another one pronounced “brother” as “broder”. The error in pronunciation concerning vowels was the word “my”, that was pronounced as /mi/ instead of /mai/. What is important is that learners respond positively in this implicit way of teaching pronunciation and giving corrective feedback, even if sometimes they do not understand every single word.
Practice in Teaching English as a Foreign Language LESSON PLAN Fall Semester 2012 Group: 19 Week: 2 Date: 06/11/2012 (Note: Mts stands for minutes; e.g. 5' - length of a particular activity) School:11th Primary School of Thessaloniki Grade:6th Time: 12:35-13:15 Length:30 Mts ( a short test provided by teacher before my lesson starts.) Main aim: To revise the use of question words and to focus on some expressions of preferences. Student Mts Aim(s) of Language Vocabul Teacher activity ary KAKOURI 10 To form Question Who, AIKATERIN questions forming when, I using the with the where, question question how. words. words. No of learners: B:4 G:8 Skills: writing, speaking, reading. Methodology Teaching Aids Role play activity Pupil’s (interview a star) I will Workbook first show two pictures exercise 5, page to the students. The first 4. one is a picture of a A picture of famous singer and the Demy, a singer. second is a picture of a A picture football player. I will printed. give them some time to (Christiano recognize the people in Ronaldo, the pictures and then football player) they will open their workbooks in order to do exercise 5, page 4. For this particular activity the pupils will have to form questions to interview the people in the pictures I showed earlier, using the words : who ,what, when, where, how. They have to imagine that they are the journalists and they interview this famous person.
KAKOURI 10 to read Expressio I like, I Guessing Game A photocopy AIKATERIN without n about hate , I 1 :Firstly the pupils will with 10 I understandi preference adore, be divided in 3 groups. statements about ng all the s. My Each group will have to Demy’s life. words of a favourite guess if the sentence text. …….is about Demy’s life is …… true or false. Then they reveal their answers and their scores will be written on the board so that the game will end with a winner team. KAKOURI 5 To focus on Expressio I like, I Eliciting some new A photocopy AIKATERIN some n about hate , I expressions using the with 10 I expressions preference adore, text.Ask the students to statements about about s. My underline some Demy’s life. preferences. favourite expressions is…… about preferences such as I like,I hate ,I adore or any other unknown words they may have .I will write them on the board too explaining what they mean and I will provide some examples with theses words. Student Mts Aim(s) of Language Vocabul Methodology Teaching Aids Teacher activity ary KAKOURI 15 To scan Talk about Striker, Guessing Game A quiz about AIKATERIN without football. midfield 2 :Firstly the pupils will football stars. I understandi er player. be divided in 3 groups. ng all the Each group will have to words. guess if the sentences are about Becham or Ronaldo. Then they reveal their answers and their scores will be written on the board so that the game will end
with a winner team. By the end of the lesson, the learners will have fully acquired how to form questions with question words and will be familiarized with some new vocabulary about preferences and football.
Demy True or false? 1. Demy is an actress. 2.Demy lives in Thessaloniki 3 She is 25 years old 4.She studies in Law School of Athens 5. She hates iphones 6. She adores technology 7. She does not like fashion. 8. She really enjoys reading books. 9. She likes watering the flowers. 10. Her favourite sweet is chocolate.
www.britishcouncil.org/learnenglishkids Football stars How well do you know these top football players? Try this quiz and find out! David Beckham or Ronaldo Luνs Nazαrio de Lima? Write ‘B’ for Beckham and ‘R’ for Ronaldo 1) He’s English. 2) He’s Brazilian. 3) His nickname is ‘The Phenomenon’. 4) He was born in Leytonstone, 2 May, 1975. 5) He was born in Rio de Janeiro, 22 September 1976. 6) He has 3 sons (Brooklyn, Romeo and Cruz) with his wife, Victoria Adams. 7) He’s divorced with a son, Ronald. 8) He’s 1m. 83cm. tall and weighs 82 kg. 9) He’s 1m. 82cm. tall. 10) He’s a midfield player, and captain of the England national team. 11) He’s a striker. 12) His previous football clubs include Cruzeiro Esporte Clube 1993-4, PSV Eindhoven 1994-5, FC Barcelona 1996-7 and Inter Milan 1997-2002. He’s been playing for Real Madrid since 2002. 13) He moved from Manchester United to Real Madrid in 2003. 14) He was World Player of the Year in 1996, 1997 and 2002. 15) He has a Football Academy for boys and girls to play football and learn about
Health and exercise. 16) In his free time he likes playing with his children, playing golf and going shopping. 17) He loves dancing the samba and going to the beach. © The British Council, 2009 The United Kingdom’s international organisation for educational opportunities and cultural relations. A registered charity : 209131 (England and Wales) SC037733 (Scotland). Material sources: Demy image: Celebrity magazine Greece, august 2012, page 50 Ronaldo image: www.googleimages.gr Photocopy with statements about Demy: Kakouri Aikaterini, 06/11/2012, group 19. http://learnenglishkids.britishcouncil.org/sites/kids/files/attachm ent/football-stars-activity_0.pdf
Practice in Teaching English as a Foreign Language REFLECTIVE PRACTICE REPORT Fall Semest 2012 Trainee Teacher: KAKOURI AIKATERINI Group: 19 Week: 2 Report: School: 11th Primary School of Thessaloniki Date: 06/11/2012 Grade: 6th Length:30minutes Prior to the lesson: Except for the fact that I am totally inexperienced, there are also some other factors which may influence the lesson directly. First of all the teacher has planned a short test which reduces the duration of my lesson from 40 to 30 minutes. This will affect the lesson in many ways. The lesson is sceduled as the last one in the school programme therefore the students will be exhausted having attended all the previous lessons. What is more, the test arranged will also make them more tired and less concentrated on the lesson. For this reason the activities I selected are mainly relaxing and emphasize communication so that children's interest will be maintained and they will actively participate. Another thing that needs to be taken seriously into consideration is the fact that there are some children in the classroom that have some learning difficulties due to some cognitive deficiencies they face. Consequently it is crucial to help them feel part of the classroom, that they belong there, and to participate. Last but not least another concern about my lesson is to what extend I will keep a balance between the mother tongue and the language target. In my classroom there are these learners with these particular disorders and the class is multicultural. As a result it is possible that i will use Greek, in case they seem very confused, especially if they need clarifications about the instructions of an activity. As far as the reaction of the pupils to the activities is concerned, I expect that they will be very positive. I assume they will all be very enthusiastic and participate as the activities reflect the interests of their age and require everybody to be involved. During the first week of observation I noticed that they are very fond of football and music and I attempted to plan a lesson based on their interests so that they are intrigued about the theme of the lesson. What is more I also anticipate that they will be cooperative as they are asked to work in groups .It not likely to face discipline problems if they are engaged in activities that maintain their interest and play games in the classroom. If discipline problems appear I believe it will be mainly due to the enthusiasm for the games and activities. The activity that will mainly help to achieve the aim of the lesson is an exercise from workbook which will be very interesting when they see some pictures of their favourite stars and especially later when they will deal with some texts about their lives.
For this lesson the knowledge of the question words will prove very useful as children will have to form question by using them. After the lesson: The main objective of the lesson was to revise question words and give students some new comprehensible input about talking about preferences. These goals were partially achieved as this lesson was limiting due to scheduled test that reduced the length of the lesson. However even though there was not ample time so that all activities can be carried out the whole lesson plan was followed as the students seem to respond positively to the activities planned. Learners were very enthusiastic about the lesson, especially with the pictures of the stars I showed them, as well as the guessing game with true and false sentences. There were not serious discipline problems as when they were noisy it was mostly due to the enthusiasm for the game. As far as the time management is concerned I should be more careful as the last activity was not carried out and I assigned it as homework for the next day. The bell rang and I had not completed the last activity of my lesson plan which really made me nervous. I decided to assign it as homework for the next lesson. Overall I think it was a well -planned lesson based mainly on their interests and relaxing as they were tired from the test they wrote. I tried to supplement the activity in the book by providing them with some photos of famous people they admire and some real facts about their lives. I believe it was a lesson that practiced writing skills as they had to form questions using the question words. They also practiced their speaking skills as they had to collaborate in groups to deal with the text about Demy. Lastly, they had to read a text without knowing all the words and guess which of the assertions about the famous singer are true. This way they also practiced their reading skills.
Practice in Teaching English as a Foreign Language LESSON COMMENT FORM x Fall Semester 2012 Student Teacher: Kakouri Aikaterini Group: 19 Week: 2 Date: 6/11/2012 School: 11th Primary School of Thessaloniki Grade: ΣΤ2 Length: 40 minutes Observer: Karagianni Ioanna Please tick . E excellent VG very good S satisfactory BS below satisfactory LESSON UNFOLDED Opening: Start of the lesson Pace and variety Language/voice quality /amount of teacher talk Giving instructions Providing feedback Use of teaching aids Body language/posture Classroom management Classroom atmosphere Focusing on learning strategies Teaching pronunciation Closure: End of the lesson OVERALL IMPRESSION Aim of activities perceived Learning outcomes achieved Learners' interest maintained Suitability of activities Time management Lesson planning (+preparation) Comments: E VG S BS Recommendations x x x x x x x x x x x x x x x x x x
Practice in Teaching English as a Foreign Language LESSON COMMENT FORM Fall Semester 2012 Student Teacher: Kakouri Aikaterini Group: 19 Week: 2 Date: 6/11/2012 School: 11th Primary School of Thessaloniki Grade: ΣΤ2 Length: minutes Observer: Dimitriou Vaia Please tick . E excellent VG very good S satisfactory BS below satisfactory LESSON UNFOLDED E VG S BS Recommendations Opening: Start of the lesson Pace and variety Language/voice quality Sometimes while sitting at the /amount of teacher talk back I found it difficult to hear what she was saying so I think that she should try to speak louder and clearer Giving instructions Providing feedback Use of teaching aids Body language/posture Classroom management At some points the learners talked to each other and I think that she should have been able to impose herself to them. Classroom atmosphere Focusing on learning strategies Teaching pronunciation Closure: End of the lesson OVERALL IMPRESSION Aim of activities perceived
Learning outcomes achieved Learners' interest maintained Suitability of activities Time management Lesson planning (+preparation) Comments: It was a very nice lesson, very interesting and learners seems to enjoy it very much. By the time the bell rang the teacher was still distributing sheets for homework and the necessary instructions were not given. Of course this was expected since the teacher took the 15 fist minutes for a test.
Practice in Teaching English as a Foreign Language LESSON PLAN 2 Fall Semester 2012 Group:19 Week:2 Date:08/11/2012 (Note: Mts stands for minutes; e.g. 5' - length of a particular activity) School:11 th Primary School of Thessaloniki Grade: 6th Time: 10:45- 11:30 Length: 45Mts No of learners:12 B:4 G8 Main aim: to introduce some new vocabulary about shopping Skills: Reading, speaking. Student Mts Aim(s) of Languag Vocabulary Methodology Teaching Teacher activity e Aids To relate some Talking Chemist’s, Hangman game. Chalkboard. KAKOURI 10 prior knowledge about florist’s, Students are asked to AIKATERIN learners may have shops. stationer’s, write a shop on the I with some new newsagents. board without vocabulary about revealing to the rest shops. of the students the word. They have to guess the word their classmate has selected to win. I will start first playing hangman and then some others students will select words too. KAKOURI 5 To create the need Talking Dairy Warm up- /Pre - Chalkboard AIKATERIN for some new about products, reading task. Coursebook I words. This way products. poultry, Students are asked to .(page14, . they will more muffins, etc. look at a picture with A) easily remember various departments them and use in a supermarket and them. answer what each department sells. They may not all know all the words they want to say.in this case I provide them with the word on the board.
KAKOURI 10 To understand a Different Greengrocer’ Reading task(giving Coursebook AIKATERIN text without departme s, bakery , a title activity). (page 14,B) I knowing all nt in a don’t cost the Students are asked to words and later supermar earth , work in groups. focusing on some ket organic After they have words of the text products. silently read the text that are related to they have to work as the theme of the a team to find which unit (shopping) title is appropriate for each paragraph paragraph. Student Mts Aim(s) of Languag Vocabulary Methodology Teaching Teacher activity e Aids KAKOURI 10 To focus on Talking Rich Reading .(scanning Coursebook AIKATERIN specific about breakfast, activity) (page 15.B) I information in a food. variety of Students read the text. sweets, text aloud again so healthy food. that we can pay attention at unknown words they may have. Later on, they are asked to fill in an exercise in which there are some sentences with some information. They will have to decide in which paragraph we find these information. KAKOURI 10 To be able to talk Talking Butcher’s, Post reading Workbook AIKATERIN about shops and about greengrocer’s activity. Students (page9, I what they sell. shops, , bakery’s, have to look at some exercise products clothes, pictures of shops, A1) sold department name them and write there. store. what they can buy in each of them. I will
then assign as homework an exercise in which they have to match shops and products (page10 exercise 2) By the end of the lesson, the learners will be able to name shops ( butcher’s , greengrocer’s etc) and talk about what these shops sell.
Practice in Teaching English as a Foreign Language LESSON COMMENT FORM x Fall Semester 2012 Student Teacher: Kakouri Aikaterini Group: 19 Week: 2 Date: 8/11/2012 School: 11th Primary School of Thessaloniki Grade: ΣΤ2 Length: 45 minutes Observer: Karagianni Ioanna Please tick . E excellent VG very good S satisfactory BS below satisfactory LESSON UNFOLDED E VG S BS Recommendations Opening: Start of the lesson x Pace and variety x Language/voice quality x /amount of teacher talk Giving instructions x Providing feedback x Use of teaching aids x Body language/posture x Classroom management x Classroom atmosphere x Focusing on learning strategies x Teaching pronunciation x Closure: End of the lesson x OVERALL IMPRESSION Aim of activities perceived x Learning outcomes achieved x Learners' interest maintained x Suitability of activities x Time management x Lesson planning (+preparation) x Comments: The teacher trainee
made a grammatical mistake and this frustrated the pupils.
Practice in Teaching English as a Foreign Language LESSON COMMENT FORM Fall Semester 2012 Student Teacher: Κakouri Aikaterini Group: 19 Week: 2 Date: 8/11/2012 School: 11th Primary School of Thessaloniki Grade: ΣΤ2 Length: 40mts Observer: Dimitriou Vaia Please tick . E excellent VG very good S satisfactory BS below satisfactory LESSON UNFOLDED Opening: Start of the lesson Pace and variety Language/voice quality /amount of teacher talk Giving instructions Providing feedback Use of teaching aids Body language/posture Classroom management Classroom atmosphere Focusing on learning strategies Teaching pronunciation Closure: End of the lesson OVERALL IMPRESSION Aim of activities perceived Learning outcomes achieved E VG S BS Recommendations In the hangman the learners were asked to write stores but they were writing the store owners, for example florist instead of florist’s and this wasn’t corrected later on by the teacher Sometimes the learners were talking to each other and the teacher should have tried to impose herself
Learners' interest maintained Suitability of activities Time management Lesson planning (+preparation) Comments: It was a well- organised lesson plan and learners liked it very much. My only objection is that since the teacher introduced a new unit she should have given the appropriate vocabulary for testing. Generally though it was a great lesson.
Practice in Teaching English as a Foreign Language REFLECTIVE PRACTICE REPORT Fall Semester 2012 Trainee Teacher: KAKOURI AIKATERINI Group: 19 Week: 2 Report: 2 School: 11th Primary School of Thessaloniki Date:08/11/2012 Grade: 6th Length: 45 Minutes Prior to the lesson: In this lesson, unlikely the traditional way of planning a games at the end of a lesson so that students can relax ,I chose to start the lesson with it as it will be a very effective student’s attention and curiosity about the new unit introduced. However this may cause some discipline problems as children get really excited when games are carried out in the classroom. What is more it may not be possible all the students to participate in hangman, as this would mean spending a very important amount of time on this activity whereas is just an introductory activity. I have tried to allot better the time among the activities so that I will not deal with the same time management issues I faced in the previous lesson. This is a lesson besed mainy on reading skills and speaking skills. Despite the fact that is a new unit with new vocabulary I avoided giving an impersonal and tiring bilingual list with the words and their translation in Greek as simple exposure to the text and some activities related to it will force them discover this new vocabulary. There are also some activities in workbook that focus on vocabulary of the text and will be assigned as homework so that students will concentrate on some particular words of the text (shops ,products sold in them ) Besides I have planned that in the next lesson the focus will be again on this vocabulary so that I become sure they have fully acquired it. After the lesson: The main aim of this lesson was to provide students with some new vocabulary implicitly and simultaneously focusing on their reading skills. The goal was achieved and the time was more than enough to cover all the activities planned. In fact there was some time left and I had the chance to make them practice upon the new vocabulary. The hangman was a very good idea. The pupils participated and seemed as if they were really enjoying the lesson but as I was the first one to play I made a mistake. Instead of writing “chemist’s” to indicate the shop I wrote simply “chemist” which may prove confusing for them , but I will try to make them aware of the rule with apostrophe for the shops like ‘ chemist’s,’ ‘florist’s ‘in the next lesson. As far as the reading tasks is concerned they were capable of handling a text without knowing every single word in it but they felt the need to discover new words that they have never seen before or do not know what they mean. The activities in workbook helped them also to deal with the new vocabulary about shopping. All in all I believe it was a well planned lesson The most successful part for the learners was perhaps the hangman , which is very natural ,as
they are children and they are fond of games. What is also remarkable though is that during the reading tasks that they were asked to do they had to work as a group. This way they collaborated and tried to guess meaning from the context. My main concern which was the time management was efficiently confronted as not only all the activities were carried out but also I had time for extra ones. This lesson was very challenging for me as I tried to focus on the school books so that I would have a chance to work with the materials provided from the school and have a closer contact with the state school reality. Hangman was used to supplement the lesson and the activities in their books were more than enough to cover the main objective of the lesson.
Practice in Teaching English as a Foreign Language LESSON PLAN _____ Fall Semester 2012 Group: 19 Week: 2 Date:12/11/2012 (Note: Mts stands for minutes; e.g. 5' - length of a particular activity) School:11th Primary School of Thessaloniki Grade: 6th Time: 10:45-11:30 Length: 45 Minutes No of learners: B: 4 G: 8 Main aim: To be familiarized with some new vocabulary about Skills: writing, speaking. shopping and shops. Student Mts Aim(s) of Language Vocabulary Methodology Teaching Teacher activity Aids KAKOURI 5 To revise Naming Bakery, Activating previous A photocopy AIKATERI Minut the shops. newsagent’s, vocabulary knowledge with the task. NI es vocabulary butcher’s, activity. about shops. chemist’s, There are six definitions florist’s, about shops in English. greengrocer’s. For instance : ‘’ you can buy bread and cakes here’’. The students have to guess which shop corresponds to this definition. E.g bakery. And write it next to the definition. It is an exercise to confirm that they remember the necessary vocabulary about shops. KAKOURI 5 Having Vocabulary Reasonable Fill -in the gap A photocopy AIKATERI Minut learnt some about price, in cash, activity(ne wiabulary with the task. NI es basic prices, by credit card, introduced). Learners will vocabulary payments. cheap, have to fill in the blanks about shops expensive, with some words about there is an write a check. prices and payments. attempt to These words are new expand their words that they are going vocabulary to learn it in a meaningful by context and not simply by providing giving them a list with them some their meaning. For more example these sentences
comprehens also indicate that the word ible input cash for instance is about accompanied by the prices, preposition in (in cash). payments This way they are able to etc. see how these new words are used in everyday language and they do not focus only on their meaning. KAKOURI AIKTERIN I Student Mts Aim(s) of Language Vocabulary Methodology Teaching Teacher activity Aids KAKOURI 15 To be Excuse me I Whole grain Role play game. Chalkboard, AIKATERI engaged in would like bread, Three students are chosen pictures of NI a speaking Do you antiseptic to be products, activity that have cream, cough shopkeepers.( newsagent’s little cards provides a any?some… syrup. , cafι, bakery) .My desk is with the real life going to be the chemist’s. words of the situation. Here you The rest will be customers. products. are, here’s There will be some your…. pictures of these products that these shops sell and also separately the words that represent them. For example there will be a picture of whole grain bread and a little piece of paper with the word whole grain bread the students will have to choose in randomly one of these words, go the right shop ask for the product and take it (picture) from the shopkeeper. I will have written on the chalkboard some expressions to help them produce the dialogue.
KATERIN 10 New Products Whole grain Eliciting some new Chalkboard . A vocabulary that are sold bread, vocabulary from the KAKOURI will be in several antiseptic game 1 elicited stores, cream, white Then the students stand up from the bread etc. and write on the board the game. product that they had to buy. I ask for the meaning of these words and if there are unknown words I explain the meaning and give them some additional information about them. E.g. chocolate.- we do not count it we say a bar of chocolate so that there will be a link between this lesson and the next one which will focus on countable and uncountable nouns. By the end of the lesson, the learners wil be able to talk about prices and payments and be take part in a dialogue customer- shopkeeper.
Write the right shop!!! 1. You can buy bread and cakes here. 2. You can buy magazines here. 3. You can buy meat and poultry here. 4. You can buy medicines here. 5. You can buy plants and flowers here. 6. You can buy fruit and vegetables here. Fill in the blanks with the words in the box below: 1) reasonable cheap expensive (2) cash check Credit card (2) The price: If something costs a lot of money then it is ____________. But if it’s on sale then it is usually ____________. A ____________ price is the price that you would expect to pay for something. (2) Payment: When you pay for something, if you have enough money in your pocket you can pay in___________. If you don’t, you can pay by _____________ or write a _____________.
Cake Newspaper Antiseptic cream Chocolate Whole grain bread Cup of tea Cough syrup White bread Glass of coke Magazine Newspaper Whole grain bread Antiseptic cream Cup of tea
Material sources: Created by Kakouri Aikaterini, 12/11/2012 ,group 19
Practice in Teaching English as a Foreign Language LESSON COMMENT FORM x Fall Semester 2012 Student Teacher: Kakouri Aikaterini Group: 19 Week: 3 Date: 12/11/2012 School: 11th Primary School of Thessaloniki Grade: ΣΤ2 Length: 45 mins Observer: Karagianni Ioanna Please tick . E excellent VG very good S satisfactory BS below satisfactory LESSON UNFOLDED Opening: Start of the lesson Pace and variety Language/voice quality /amount of teacher talk Giving instructions Providing feedback Use of teaching aids Body language/posture Classroom management Classroom atmosphere Focusing on learning strategies Teaching pronunciation Closure: End of the lesson OVERALL IMPRESSION Aim of activities perceived Learning outcomes achieved Learners' interest maintained Suitability of activities Time management Lesson planning (+preparation) Comments: E VG S BS Recommendations x x x x x x x x x x x x x x x x x
Practice in Teaching English as a Foreign Language LESSON COMMENT FORM Fall Semester 2012 Student Teacher: Kakouri Aikaterini Group: 19 Week: 3 Date: 12/11/2012 School: 11th Primary School of THESSALONIKH Grade: ΣΤ2 Length: 45mts Observer: Dimitriou Vaia Please tick . E excellent VG very good S satisfactory BS below satisfactory LESSON UNFOLDED E VG S BS Recommendations Opening: Start of the lesson Pace and variety Language/voice quality /amount of teacher talk Giving instructions Providing feedback Use of teaching aids Sometimes the use of the board was not clear and learners got confused. For example correct answers where written in the centre of the board but when there was no room left they were written somewhere on the left, somewhere on the right whereas there should have been in the order as said inside the classroom. Body language/posture Classroom management Classroom atmosphere Focusing on learning strategies Teaching pronunciation Closure: End of the lesson
OVERALL IMPRESSION Aim of activities perceived Learning outcomes achieved Learners' interest maintained Suitability of activities Time management Lesson planning (+preparation) Comments: There was some disturbance in the beginning since the teacher was 2 to 3 mts late for class. Apart from this it was a very well planned lesson.
Practice in Teaching English as a Foreign Language REFLECTIVE PRACTICE REPORT Fall Semester 2012__ Trainee Teacher: KAKOURI AIKATERINI Group: 19 Week: 2 Report: Number 3 School: 11th Primary School of Thessaloniki Date: 12/11/2012 Grade:6th Length: 45 Minutes Prior to the lesson: The core of this lesson will be a role playing game. There are several parametres that need to be taken into consideration about it. Its main goal is to assist children acquire some new vocabulary implicitly through the game and simultaneously practice and activate some background knowledge thy already have. What is more this game is a very good opportunity for all children to practice their communicative skills engaged in real-life situation activities like the customer - shopkeeper dialogue. This lesson requires also some prior knowledge from the previous lesson, as learners have to recall some specific vocabulary about shops. However, this game is challenging as far as the discipline of the class is concerned. Learners will have to stand up, pretend that they really go to the particular shop they are asked to which may leave some space to the ‘troublemakers’ to make noise. The activities planned and the game will be a way of testing if they have fully acquired what it was taught in the previous lesson. Based on this previous knowledge (naming shops) there will be made an attempt to provide them with some new comprehensible input closely related to their previous lesson (payments, talking about prices, learn some other products sold in shops). This way, there will be coherence between the lessons. What also really makes me stressful is the time management issue. The game is time consuming and I do not know if it will be completed because I want each one of them to participate and some time is needed to organize the game and give them instructions about it too. After the lesson: The aim of the lesson was fulfilled and the activities planned seemed appropriate for the achievement of the goal. The role playing game was carried out successfully and there was positive response by the children. They actively participated and showed great enthusiasm. There were not major discipline problems and everything seemed to be under control and organized. However there was some time left as I thought the game will last longer. I believed I showed flexibility though, as I decided to make a brief introduction to countable/uncountable nouns which will be the focus of the subsequent lesson. It was a smooth transition from the game to the book and this way there was a balance and coherence between the lessons. However, it was on the spot-decision and I found it very difficult to improvise and find something to cover the time left. This led me to the conclusion that is always very advisable to plan some extra activities in cases time is left. I really enjoyed the fact that I have dealt with both
running out of time and having some extra time left so that I can see how I would cope with both problems. The whole procedure of the lesson indicated that the pupils had the required knowledge for playing the game was fully acquired by the students. This way I discovered that not giving them the vocabulary as a bilingual word list they had to learn as a dictation, was not a burden in acquiring vocabulary. They have learnt the words through the reading tasks and some other activities for practice used in the previous lesson. As a result they were ready to receive some new input about the same topic (shopping) that will help them have a deeper knowledge of the theme.
PART B School: 17th Lower secondary school of Thessaloniki Cooperating teacher: Kalaitzidou Melina University Supervisor: Psaltou- Joycey Aggeliki
Practice in Teaching English as a Foreign Language SCHOOL SCHEDULE Fall Semester 2012 School: 17th lower secondary school of Thessaloniki Address: Xristopoulou 6 Phone number: 2310262721 Headmaster: Papargiriou Argirios Teacher of English: Kalaitzidou Melina Phone number: 2310313981 Group: 19 Grade: A1 (Teaching) 1 Dimitriou Vaia 2 Kakouri Aikaterini 3 Karagianni Ioanna Mark: (T - teaching, OB - observation) Morning classes Monday Tuesday Wednesday Thursday Friday Time 1 08:15-9:00 B1(OB) 2 09:05-09:50 A1(T) 3 10:00-10:45 B1(OB) Γ(OB) 4 10:55-11:40 A2(OB) 5 11:50-12:35 A1(T) A1(T) 6 12:40-13:25 7 13:30-14:10 Evening classes -- Monday Tuesday Wednesday Thursday Friday Time 1 2 3 4 5
Practice in Teaching English as a Foreign Language Registry Fall Semester 2012 Group :19 week 1 week 2 week 3 Last / 26/1 - 28 - 30/1 3/ - 5/12 - 7/12 10/1 - 12/1 - First 1 /1 1 12 2 2 Name 1 1 Dimitr -- -- iou Vaia 2 Kakou ri Aikate rini 3 Karag ianni Ioann a Lessons missed due to school reasons Individual absences Date Reason Date Name Reason 21/12/ Christmas party 3/12/ Dimitrio Loss of family 2012 2012 u Vaia member(1st degree) 5/12/ Dimitrio Loss of family 2012 u Vaia member(1st degree)
Practice in Teaching English as a Foreign Language TEACHING RECORD Fall Semester 2012 S Sum (in minutes) / T Total (in minutes) Gro Grade: A1 Week 2 Week 3 Week 4 up:1 9 Last / First 3/12 / 5/ / 7 S 10 / 12 / 14/1 S 17/1 / 19 / 21 S T Name 12 / /1 /1 2 2 /1 /1 1 2 2 2 2 2 1 Kakouri 1 13 Aikaterini 3 5m 5 ts m ts 2 Karagiann 1 13 i Ioanna 3 5m 5 ts m ts 3 Dimitriou -- 9 90 Vaia 0 mts m ts
Practice in Teaching English as a Foreign Language OBSERVATION REPORT x Fall Semester 2012 Spring Semester 201__ NAME OF OBSERVER(S) [Group: 19 Week: 1 Date: 26/11/2012 Observation No: 1] 1) Last name: Dimitriou First name: Vaia Code: 13053 2) Last name: Kakouri First name: Aikaterini Code: 13345 3) Last name: Karagianni First name: Ioanna Code: 13346 School: 17th Lower Secondary School of Thessaloniki Teacher: Kalaitzidou Melina Time: 9:05 Length: 45 mins Grade: A1 No of learners (present): B 9 G 8 Observation focus: Providing Feedback The teacher returns some tests that the students have written. The lesson begins with a conversation about the test and the mistakes that were made. She provides corrective feedback using the board. She asks questions and explains the reason why these errors were made. In addition, she asks students who have done well at the test to give their own answers as to correct those classmates who have made mistakes. Many times the teacher uses recasts to correct the learners. Nevertheless, the teacher’s method of correcting mistakes varies: she may correct the students explicitly, but she mainly does it implicitly (by not giving the rule straight-away, but trying to extract it from the students instead, after they have been exposed to a lot of examples). What is more, she provides pronunciation feedback for some ‘problematic’ words (e.g. choir). She may sometimes write the correct pronunciation on the board using phonological symbols, and other times she may just correct it simply by repeating the word. What is noticeable is that she exposes the students only to the English language and she encourages them not to resort to the mother tongue at all. Besides, all the explanations are given in English and it is interesting that the students understand everything, a fact that shows that they are familiarized with the language. As far as the students’ encouragement is concerned, the teacher does not miss a chance to praise good performance. She uses phrases such as ‘Excellent’ or ‘Very good’ and she shows her enthusiasm.
Practice in Teaching English as a Foreign Language OBSERVATION REPORT x Fall Semester 2012 NAME OF OBSERVER(S) [Group: 19 Week: 1 Date: 26/11/2012 Observation No: 2 1) Last name: Dimitriou First name: Vaia Code: 13053 2) Last name: Kakouri First name: Aikaterini Code: 13345 3) Last name: Karagianni First name: Ioanna Code: 13346 School: 17th Lower Secondary School of Thessaloniki Teacher: Kalaitzidou Melina Time: 10:00- 11:45 Length: 45 mins Grade: B2 No of learners (present): B 8 G 8 Observation focus: Teaching Aids The teacher distributed photocopies with the lyrics of two songs ( ‘Sweet Home Alabama’-Lynyrd Skynyrd and ‘Still loving you’- Rolling Stones). She had omitted some words and she had put blanks to be filled by the students. She played each song twice, leaving the learners ample time to complete the task. When they had finished, she read the songs and the students were asked to tell the words that were missing. She then wrote them down on the chalkboard. She did not organize the board in a specific way, but her writing was quite clear to be seen by all of the class. When students met an unknown word, the teacher either wrote the definition on the board or asked the students to guess its meaning by context. It is noticeable that all this was made the whole procedure was carried out using only the target language. What is more, the teacher did not miss the chance to make some comments on the phonological aspect of some words that were pronounced wrongly, either by just correcting the students or by writing the word on the board with its phonological symbols to stress the right pronunciation. After the class had checked the blanks, the teacher commented on the context of the songs as well, addressing questions to the students about the story that each song narrated. Nevertheless, using the song ‘Sweet Home Alabama’, the teacher took the opportunity to make comments on the history and on the politics that the song discusses, providing the students with extra knowledge. The way the teacher manipulated this material was quite impressive, since she managed to practice three skills at once (listening, speaking and reading) and to keep the learners’ interest alive throughout the lesson.
Practice in Teaching English as a Foreign Language OBSERVATION REPORT Fall Semester 2012 NAME OF OBSERVER(S) [Group: 19 Week: 1 Date: 28/11/2012 Observation No: 3 1) Last name: Dimitriou First name: Vaia Code: 13053 2) Last name: Kakouri First name: Aikaterini Code: 13345 3) Last name: Karagianni First name: Ioanna Code: 13346 School: 17th Lower Secondary School of Thessaloniki Teacher: Kalaitzidou Melina Time: 11:50-12:35 Length: 45 mts Grade: A1 No of learners (present): B 9 G 8 Observation focus: Focusing on learning strategies The teacher pays attention to the specific learning strategies of each lesson but she neither focuses the learners’ attention on them nor does she discuss the effectiveness of each particular strategy focused by the book. She rather chooses to make implicit use of these learning strategies. This is because, in this particular case, the learners are too young to understand and this could lead them to confusion. As far as vocabulary is concerned, the teacher writes the word on the board giving its meaning in the target language and putting new words into context. The mother tongue is not used at all by the class. Pair work or group work is always included in the lesson concerning all tasks: writing, listening, reading and speaking. This results in the maintenance of the students’ interest. Moreover, students of higher level can indirectly help those that are not as competent in the language. In the classroom the teacher does not prompt the learners to make use of various strategies. When she introduces a specific task, the teacher only reads the instructions given by the book and, if necessary, she gives further explanations to avoid any kind of misunderstanding. Last but not least, when it is needed, the instructor activates background knowledge that the students have by doing some speaking or other related tasks that may help.
Practice in Teaching English as a Foreign Language OBSERVATION REPORT Fall semester 2012 NAME OF OBSERVER(S) [Group: 19 Week:1 Date: 30/11/2012 Observation No: 4 1) Last name: Kakouri First name: Aikaterini Code: 13345 2) Last name: Karagianni First name :Ioanna Code: 13346 3)Last name : Dimitriou First name: Vaia Code : 13053 School: 17th Lower Secondary of Thessaloniki Teacher: Kalaitzidou Melina Time: 11:50- 12: 35 Length: 45 minutes Grade: 1st No of learners (present): B: 9 G: 8 Observation focus: Classroom atmosphere In general, the classroom atmosphere in this particular classroom can be characterised as very good. The teacher does not make discriminations among the learners and does not favour the ‘’good ones’’. In fact she does not even seem to label the learners as good and bad ones. The learners and the teacher have a balanced and harmonious relationship as learners treat their teacher with respect and vice versa. This may be mainly due to the fact that the teacher treats them as equals. What is more she has created a proximity to learners as she is very cordial with them. She is accessible so that all her students can ask questions or express their opinions freely.She also praises them and does not only focus on their mistakes. Lastly, she has set some rules in her classroom such as speaking only in English which encourages learners to use the target language consistently. This is also significant because this way she does not underestimate her students. She believes that her students are capable of communicating using the target language. Learners respond positively to her rules as they feel they have a teacher who is not there to punish them or to assign loads of homework but to guide them and learn. They even make jokes with the teacher. The teacher herself is also very enthusiastic during the procedure of the lesson. She even made an attempt to create some displays on the wall with learners’ work. However, the environment in general is not very tidy and does not have any other equipment such as projector, a computer etc so that it could be more motivating. To sum up, the classroom atmosphere is motivating mainly due to the harmonious relationship between the teacher and the learners.
Practice in Teaching English as a Foreign Language OBSERVATION REPORT Fall semester 2012 NAME OF OBSERVER(S) [Group: 19 Week: 2 Date: 07/12/2012 Observation No: 5 1) Last name: Kakouri First name: Aikaterini Code: 13345 2) Last name: Karagianni First name: Ioanna Code: 13346 3) Last name: Dimitriou First name: Vaia Code: 13053 School: 17th Lower Secondary School of Thessaloniki Teacher: Kalaitzidou Melina Time: 12:45 - 13: 30 Length: 45 minutes Grade: 3rd No of learners (present): B 11 G: 13 Observation focus: Teaching pronunciation The teacher speaks loudly and clearly so that she can be audible to all students in the classroom. She seems to have an American English accent while she speaks. During this lesson, pronunciation was taught implicitly using a variety of techniques. First of all the teacher provides feedback about pronunciation with recasts. To be more specific, when the learners make some pronunciation errors, she repeats the word again using the correct pronunciation of the word. For example the learners pronounce the word also with an / a/ sound and the teacher recasts it with an / aw/ sound. Apart from this she uses phonetic symbols on the chalkboard to provide them with some phonological rules. However this is done implicitly ,as she takes the chance to use some words from the text learners had to work on, and elaborate about their pronunciation. For example she uses the word archaeological to indicate the difference between words like chemistry, choir, and teacher. She needs to indicate the difference in pronouncing /ch/ in words like these, so she writes /k/ next to the words choir, archaeological to help them distinguish it from the /ch/ sound in teacher. Learners’ reaction to this phonological input is positive as they are cognitively mature enough to deal with phonetic symbols and seem very comfortable to comprehend the pronunciation issues taught. Despite the fact that the teacher gives some emphasis on the pronunciation during the lesson procedure, it is more likely that is something more like on the spot decision rather than an aspect that she initially intended to teach. In other words she does not seem to focus the lesson on the pronunciation.
Practice in Teaching English as a Foreign Language OBSERVATION REPORT Fall semester 2012 NAME OF OBSERVER(S) [Group: 19 Week: Date: 10/12/2012 Observation No: 6 1) Last name: Kakouri First name: Aikaterini Code: 13345 2) Last name: Dimitriou First name:Vaia Code: 13053 3) Last name: Karagianni First name:Ioanna Code: 13346 School: 17th Lower Secondary School of Thessaloniki Teacher: Kalaitzidou Melina Time: 08:15- 09:00 Length: 45 minutes Grade: 2nd No of learners (present): B: 12 G :4 Observation focus: Pace and Variety. In terms of pace the lesson was carried out in a very smooth way. There was a sense of purpose, as this lesson was mainly based on grammatical aspects ,such as the use of simple present in describing a daily routine and transformations from passive voice to active and vice versa. These two grammatical aspects were linked in a very interesting way. Firstly the teacher gave some cards to the students with some famous people’s names written on them. Then they were asked to write these famous people’s daily routine. This way there was an implicit practice of using simple present which was much more effective than by giving them some traditional fill-in-the gap activity. And after students had finished their task,she used their own examples to teach them how their sentences could be transformed into passive voice. This transition was significant as it linked their previous knowledge (simple present) with new one (passive voice). As far as the variety of the activities is concerned the teacher has planned a motivating activity to assist learners deal with grammatical issues in a more interesting and implicit way rather than following the traditional presentation and practice model. Students were excited and there were no moments of silence. However there was a sense that the whole lesson was spent on a single activity, because after the completion of the task with the cards,the teacher provided learners with some input about passive voice and a task for practicing it. Thus almost the whole lesson was based on the card- activity and towards the end of the lesson there was the sense that the lesson lost its pace and variety.
Practice in Teaching English as a Foreign Language OBSERVATION REPORT x Fall Semester 2012 NAME OF OBSERVER(S) [Group: 19 Week: 3 Date: 19/12/2012 Observation No:7 1) Last name: Dimitriou First name: Vaia Code: 13053 2) Last name: Kakouri First name: Aikaterini Code: 13345 3) Last name: Karagianni First name: Ioanna Code: 13346 School: 17th Lower Secondary School of Thessaloniki Teacher: Kalaitzidou Melina Time: 10:55-11:40 Length: 45 mins Grade: A2 No of learners (present): B 9 G 8 Observation focus: The opening and ending of the lesson This lesson was the last one before Christmas holidays. The teacher had organized a little fest for the students to make them relax but at the same time to make them learn something and, most importantly, to expose them to the target language again. The lesson started on time and the teacher had entered the classroom and had prepared everything she needed. She had already put on Christmas songs and a happy and friendly atmosphere was expecting the students. When the bell rung and the students entered the classroom, the teacher informed them about what they were going to do that day. Afterwards, she distributed photocopies with the songs’ lyrics, encouraging the students to sing and have fun, and she gave them cards reinforcing them to write their wishes on them. Although she left the students free to write whatever they wanted, she wrote a wish on the board to give them a guideline. The students responded very enthusiastically and enjoyed themselves very much. The lesson closed with the teacher distributing little chocolates and the students singing and dancing in a Christmas mood, moving around in a classroom designed with colorful Christmas cards filled with wishes that the students had written (in the target language of course).
Practice in Teaching English as a Foreign Language LESSON PLAN FALL SEMESTER 2012 Group: 19 Week: 2 Date: 03/12/2012 (Note: Mts stands for minutes; e.g. 5' - length of a particular activity) School: 17th Lower Secondary school of Thessaloniki Grade: 1st Time: 09:05- 09:50 Length: 45 Minutes No of learners: B: 9 G: 8 Main aim: to be able to talk about feelings Skills: reading, writing, speaking Student Mts Aim(s) of Language Vocabulary Methodology Teaching Aids Teacher activity Kakouri 5 To indicate I Teaching Photocopies with an Aikaterini the mustn’t…., grammar in exercise about modals. difference I don’t have context. Children in meaning to …. are given some between photocopies with mustn’t and some sentences don’t have and are expected to. to fill in some gaps with mustn’t or don’t have to. This was taught in the previous lesson by their teacher and in a smooth transition to my lesson. Using this type of exercise learners focus on grammar but in context. They are asked to fill in the gaps based mainly on the context provided t decide which of the two modals is appropriate for
the sentence. For example when they see the word forbidden their minds will have to make the association with mustn’t whereas when they notice the word optional they will be able to understand that they will have to fill in the gap with don’t have to. Kakouri 5 To Words about Brainstorming : Chalkboard Aikaterini introduce feelings ( love, I will write the them to the fear, shock etc) word feeling on theme of the the board and ask lesson and students to tell me capture some words that their come to their attention . minds about it such as love, shock etc, Then I will introduce them to the main topic of our lesson, feelings. Kakouri 10 To focus on Dead tired, Reading task: Student’s book page Aikaterini some excited, bored, learners are asked 33.exercise 1,3 adjectives sad, happy, glad to read aloud 3 which etc. songs in students describe book that refer to feelings. feelings in different kind of situations. After having it aloud they are asked to underline the adjectives that
believe they describe feelings. Then they will move on to exercise 3 where they will have to decide which of the adjectives they underlined have negative or positive meaning. Student Mts Aim(s) of Language Vocabulary Methodology Teaching Aids Teacher activity Kakouri 12 To talk I usually Sad, stressed, Post reading Student’s book page 33 Aikaterini about feel sad dead tired etc. task students are chalkboard. feelings in when….. divided in groups various and are asked to situations. form sentences with the adjectives they underlined previously. They have to think of several occasions that would make them feel this way I will have written clearly the words on the board so that they do not spend time searching for the words in the text again. Then after they have completed their task one member of each group will present their work in the classroom orally.
Kakouri 3 To provide Depressed , Assigning Photocopies with a son Aikaterini them with a confused, angry. homework sample for ( writing a song). their Learners are homework. given a photocopy with a song about feelings. They are told that is a song that I wrote and I read it in classroom. Then I announce them their homework. They have to write their own songs and are reassured that if they do their homework they will be rewarded without revealing them the reward telling them that is a surprise. Kakouri 10 To add Embarrassed, Hangman : for Chalkboard. Aikaterini more terrified, the last minutes of comprehens astonished. the lesson ible input to learners will play the hangman with adjectives words about already feelings that they taught. know apart from the ones mentioned previously in the text. This way new input is provided by themselves., the lesson will become learner-
centered. I will start by giving embarrassed. If they can not really come up with any words ,I will help them by telling one student secretly one word that his classmates have to find. The whole procedure will be one student thinking of a word write the initial letter of it on board and the rest of the classroom will have to guess the word he has selected. By the end of the lesson, the learners will have been exposed to sufficient input so that they can talk about th feelings and they are expected even to write a song about them.
Mustn’t or don’t have to ? It is forbidden. You ______ do that. You ______ ask my permission. You can do what you want. You ______ speak to the driver when the bus is moving. It's dangerous. Help yourself to anything you want. You ______ ask. You ______ park here. There is a double yellow line. Pay me back when you can. You ______ do it immediately. It's optional. We ______ I'll tell you a secret. You Promise? Be on time. You ______ you. He's a millionaire. He because he enjoys it. to go if you don't want to. ______ tell anybody else. be late or we will leave without _____ _ work but he does
Poem When I am sad, I want to cry. When I am happy, I reach the sky. When I am tired I want to sleep. When I am depressed I want to weep. When I am angry I want to scream When I am hungry I eat ice cream When I am confused I simply shrug When I am loving I want a hug. Exercise with modals: http://www.better-english.com/grammar/mustnt.htm poem : http://www.childfun.com/index.php/activity-themes/people-house-home/229-feelings-activity- theme.html?start=4 (adaptations made by Kakouri Aikaterini, 03/12/2012, group 19
Practice in Teaching English as a Foreign Language LESSON COMMENT FORM x Fall Semester 2012 Student Teacher: Kakouri Aikaterini Group: 16 Week: 2 Date: 3/12/2012 School: 17th Lower Secondary School of Thessaloniki Length: 45 mins Observer: Karagianni Ioanna Please tick . E excellent VG very good S satisfactory BS below satisfactory LESSON UNFOLDED Opening: Start of the lesson Pace and variety Language/voice quality /amount of teacher talk Giving instructions Providing feedback Use of teaching aids Body language/posture Classroom management Classroom atmosphere Focusing on learning strategies Teaching pronunciation Closure: End of the lesson OVERALL IMPRESSION Aim of activities perceived Learning outcomes achieved Learners' interest maintained Suitability of activities Time management Lesson planning (+preparation) Comments: E VG S BS Recommendations x x x x x x x x x x x x x x x x x x
Practice in Teaching English as a Foreign Language REFLECTIVE PRACTICE REPORT Trainee Teacher: Kakouri Aikaterini Group: 19 Week:2 Report: 1 School: 17th Lower Secondary School of Thessaloniki Date:03/11/2012 Grade: 1st Length: 45minutes Prior to the lesson: Teaching in high school has many discrepancies compared with teaching in primary school. First of all there is the challenge of the age as I have to cope with older learners and more specifically teenagers. On the one hand this is very encouraging as they are cognitively mature and have some basic knowledge of English so that I can speak the target language consistently. On the other hand though, it is difficult to capture their attention and maintain their interest. What is more since I am young teacher and they are close to my age there is a high possibility of not treating me as their teacher and there may be some discipline problems. To deal with this problem I will try to create proximity to them but at the same time imposing myself when the situation is out of control. I am not stressed about teaching though as I have already been exposed to a classroom environment as a trainee teacher in primary school and my lesson is well planned and has a variety. In the beginning I selected to start with an activity based on their previous lesson so that a smooth transition from the previous to my lesson could be made. The theme of the lesson is feelings, which is very interesting among teenagers, who in this period of their lives experience them very intensely. I expect them to react for their homework as they may find writing a song difficult. To confront I will mention that reward is involved so that the majority of the classroom will do their homework. What is more I tried to include also some group work in my lesson plan because it is very important for them to collaborate and exchange ideas about how they may feel on different occasions. In order to this I have to make some alterations in seating arrangement as it is organized in orderly rows which do not favor group work. In case time is left I will let them start creating their songs but I will try to be very careful with the time management. After the lesson: The aim of the lesson was achieved and learners responded positively to the activities planned. They were familiarized with speaking only in the target language and they participated in all activities planned. They showed great interest about the lesson and were very delightful with hangman at the end of the lesson. As I had predicted they reacted for writing a song but the reward seemed that motivated and I expect that almost everyone will do his homework. The lesson plan was followed without needing making any changes, and without having any time management issues. We seemed to have a
harmonious relationship as I tried to show them that I am accessible for them and praised them in every chance I had. What is more I tried not to favor any student and treat them with respect and as equals. The transition from the previous lesson to mine with the grammar exercise was successful and from the very beginning they were very eager to participate as most of them raised their hands. However, as far as group work there were some discipline problems. I did not set a time limit and I kept on asking them whether they had finished. As a result, they found chance to talk to each other but they collaborated successfully and I made all the necessary seating arrangements to divide them in groups. All in all my first contact with teaching in high school was much better than I initially thought. Learners showed that they really enjoyed my lesson and I believe I was very enthusiastic too. What I really need to focus on is setting my own rules in the classroom so that discipline problems will be prevented.
Practice in Teaching English as a Foreign Language LESSON PLAN Fall semester 2012 Group: 19 Week: 2 Date: 5/12/2012 (Note: Mts stands for minutes; e.g. 5' - length of a particular activity) School: 17th Lower Secondary School of Thessaloniki Grade: 1st Time: 11:50- 12:35 Length: 45 minutes No of learners: B: 9 G: 8 Main aim: to revise adjectives of feelings Skills: writing, speaking. Student Mts Aim(s) Language Vocabulary Methodology Teaching Aids Teacher of activity Kakouri 10 Test provided by Aikaterini learners’ English teacher. Kakouri 15 To be Happy, Presentation of Chocolates. Aikaterini expose stressed, learners’ work . d to depressed. Learners are some asked to present songs their homework about in front of the their classroom. Each feelings of them will read that aloud their own their songs about classma feelings. After tes each of them wrote. having read their songs I will reward them with a little chocolate. Kakouri 20 To Angry, Charades . 2 cards with Aikaterini revise embarrassed, Learners are adjectives about some excited, divided into 2 feelings. basic confused, teams: boys and vocabul depressed, girls. I will give ary afraid, them 2 cards with about nervous, a list of 4
feelings tired. adjectives on them. Each of the teams will have to pantomime the adjectives written on the card. When one team pantomimes a word the other one will have to guess which adjective is pantomimed. The team with the most correct guessed will be named the winner. By the end of the lesson, the learners will have been presented their own songs about feelings and they will have fully acquired some useful vocabulary about feelings.
Excited Angry Embarrasse d Confused Depress ed Afraid Nervous Tired Cards material created by Kakouri Aikaterini, 5/12/2012, group 19.
Practice in Teaching English as a Foreign Language LESSON COMMENT FORM x Fall Semester 2012 Student Teacher: Kakouri Aikaterini Group: 16 Week: 2 Date: 5/12/2012 School: 17th Lower Secondary School of Thessaloniki Length: 45 mins Observer: Karagianni Ioanna Please tick . E excellent VG very good S satisfactory BS below satisfactory LESSON UNFOLDED Opening: Start of the lesson Pace and variety Language/voice quality /amount of teacher talk Giving instructions Providing feedback Use of teaching aids Body language/posture Classroom management Classroom atmosphere Focusing on learning strategies Teaching pronunciation Closure: End of the lesson OVERALL IMPRESSION Aim of activities perceived Learning outcomes achieved Learners' interest maintained Suitability of activities Time management Lesson planning (+preparation) Comments: E VG S BS Recommendations x x x x x x x x x x x x x x x x x x
Practice in Teaching English as a Foreign Language REFLECTIVE PRACTICE REPORT Trainee Teacher: Kakouri Aiketerini Group: 19 Week:2 Report:2 School: 17th Lower Secondary School of Thessaloniki Date: 5/12/2012 Grade: 1st Length: 45 minutes Prior to the lesson: This lesson will be learner centered as most focus of it will be on learners’ own work and fun. First of all learners will present their songs about feelings that I had assigned for homework in the previous lesson. They will have the chance to be exposed to their classmates songs and they will also be rewarded with some chocolate. I expect them to be very enthusiastic as they do not know what their reward will be and they will be very curious until it is revealed. What is more it very crucial for me to let them know that I really appreciate that they tried and that all of them will be rewarded without making any discriminations about good or bad songs. This way everyone will be praised. However there are some other concerns that make me stressed about this lesson such as a 10 minute test planned by their teacher that will reduce the length of my lesson. It will be a limited to a 35 minute lesson. Consequently, after writing a test and having presented their homework it will be really pleasing for them first of all to be rewarded for trying to write something so difficult and secondly to play a game so that they can relax. The last part of the lesson will be a charades game so that learners will revise the vocabulary focus of the previous lesson and simultaneously having fun. After the lesson: This lesson was quite successful as learners seemed really enthusiastic and actively participated. First of all everyone had done their homework which really made me glad and were very willing to read to their songs with their classmates as an audience. What is more they really enjoyed their reward and since the whole had done their homework chocolates were given to everyone in the classroom. Everyone was praised for presenting their own songs. The second part, the charades game was also successful as learners guessed almost all words on the cards which was evidence that they really had acquired. It was a really efficient way of testing vocabulary through a game. Everyone participated and L2 was used consistently by the students even during the game. However there were some discipline problems as at some point learners were really noisy about arguing who will be the winner. I tried to attract their attention but it was really hard as they were really enthusiastic about the game but finally a balance was maintained. Perhaps an advisable thing to do would be to set some rules to maintain
discipline in classroom. For example I could tell them that if they kept on being noisy they would lose points. In general though I would describe my lesson successful as although it was a very short lesson and there was a test included in it , learners were very energetic and interest was maintained during the whole procedure of the lesson. What is more lesson plan was followed as there were no time management issues to need take any on-the -spot decisions.
Practice in Teaching English as a Foreign Language LESSON PLAN FALL SEMESTER 2012 Group: 19 Week: 2 Date: 07/12/2012 (Note: Mts stands for minutes; e.g. 5' - length of a particular activity) School: 17th Lower Secondary School of Thessaloniki Grade: 1st Time: 11:50-12:35 Length: 45 minutes No of learners: B: 9 G: 8 Main aim: Skills: Student Mt Aim(s) of Language Voca Methodology Teaching Teacher s activity bular Aids y Kakouri 10 To Should+ Warm -up. I show a A large Aikaterini introduce verb large picture to the picture. learners to students. This picture the theme portrays a sad girl. A of the discussion is started lesson with the learners about ( giving the picture. I ask a theme) number of questions: What can you see in the picture? How old do you think the girl is? How does she feel? Why do you think she feels this way? Any answer learners give is acceptable. Kakouri 5 To write Should+ Practicing grammar. A large Aikaterini some verb After learners have a picture.. piece of clear idea about the advice picture I write a using question on the board: should. ‘’ what do you think she should do?’’ underlining should.
Then students are asked to work in groups and write some suggestions for making this girl feel better using the modal verb should. Kakouri 10 To give Ought to + I Writing task. Learners Photocopy Aikaterini some verb. strong are given a photocopy with piece of ly with three scenarios. scenarios. advice advise These scenarios refer to with some you problems that three other to…. teenagers and they have expression Why to give them advice s apart don’t using some key phrases from you… and expression that are should. .? written on the It photocopy. To carry out would this task they will work be a in groups again. very good idea to…. Student Mt Aim(s) of Language Voca Methodology Teaching Teacher s activity bular Aids y Kakouri 10 To be Must/can’t Teaching Chalkboard. Aikaterini familiarize /might/cou grammar. I will d with ld. write some degrees of sentences on the possibility board using modals of propability: She is wearing a wedding ring. She must be married. There are some clouds on the sky. It may rain.
She is far too behind . She can’t win the race. I bought a lottery yesterday. I could be a millionaire. Then learners are expected to think of the difference between the modals in the sentences and think to what extend are we sure about something when we use must/can’t/may/coul d. Kakouri 10 To be able Must/can/ Practice grammar. Chalkboard. Aikaterini to talk might/may Then I write some other using /could. sentences on the board modals of and the learners have to propability think of sentences which express possibility using the appropriate modal verb. They will express their ideas orally. For instance when I write in the chalkboard : ‘’ I haven’t studied for my exams- Pass the exams’’ , they have to think of the modal can’t.( I can’t pass the exams). By the end of the lesson, the learners will be capable of giving some piece od advice using several expressions. What is more learners will be able to talk about possibilities using modals.
Image : www.googleimages.com
What should I do??????? Scenario 1 I am worried that I am getting fat and I want to lose some weight, what do you advise me to do? Scenario 2 I want a new mobile phone but I don’t have enough money.. Help me!!!! Scenario 3 My friend has told lies about me and I’m angry. What should I do? Key phrases Should +verb I strongly advise you to…. Why don’y you….? It would be a very good idea to…. You ought to + verb…. You’d better + verb Material produced by Kakouri Aikaterini, 7/12/2012
Practice in Teaching English as a Foreign Language LESSON COMMENT FORM x Fall Semester 2012 Student Teacher: Kakouri Aikaterini Group: 16 Week: 2 Date: 7/12/2012 School: 17th Lower Secondary School of Thessaloniki Length: 45 minutes Observer: Karagianni Ioanna Please tick . E excellent VG very good S satisfactory BS below satisfactory LESSON UNFOLDED Opening: Start of the lesson Pace and variety Language/voice quality /amount of teacher talk Giving instructions Providing feedback Use of teaching aids Body language/posture Classroom management Classroom atmosphere Focusing on learning strategies Teaching pronunciation Closure: End of the lesson OVERALL IMPRESSION Aim of activities perceived Learning outcomes achieved Learners' interest maintained Suitability of activities Time management Lesson planning (+preparation) Comments: E VG S BS Recommendations x x x x x x x x x x x x x x x x x x
Practice in Teaching English as a Foreign Language LESSON COMMENT FORM Fall Semester 2012 Student Teacher: Kakouri Aikaterini Group: 19 Week: 2 Date:07/12/2012 School: 17th Lower Secondary School of Thessaloniki Grade: A1 Length: 45mts Observer: Dimitriou Vaia Please tick . E excellent VG very good S satisfactory BS below satisfactory LESSON UNFOLDED Opening: Start of the lesson Pace and variety Language/voice quality /amount of teacher talk Giving instructions Providing feedback Use of teaching aids Body language/posture Classroom management Classroom atmosphere Focusing on learning strategies Teaching pronunciation Closure: End of the lesson OVERALL IMPRESSION Aim of activities perceived Learning outcomes achieved Learners' interest maintained Suitability of activities Time management E VG S BS Recommendations
Lesson planning (+preparation) Comments: It was a great lesson and learners were very excited and were participating. Great combination of school book material with material the teacher had prepared herself.
Practice in Teaching English as a Foreign Language REFLECTIVE PRACTICE REPORT Fall semester 2012 Trainee Teacher: Kakouri Aikaterini Group: 19 Week: 2 Report: 3 School: 17th Lower Secondary School of Thessaloniki Date: 07/12/2012 Grade: 1st Length: 45 minutes Prior to the lesson: My last lesson plan focuses on giving advice and some modal verbs that express possibility. Although these are grammatical issues I will not use the traditional presentation- practice model to teach learners grammar. First of all as far as giving advice part I will not provide them with rules about ways of giving advice. I will expose them to the problems and I will require to give some advice. These problems are depicted through a picture and a photocopy with 3 scenarios that need advice. Furthermore when it comes to modals that express possibility I will not start giving them some explicit rules about their use, but they are asked to think of their use and rules themselves. In other word I simply expose them to some examples to indicate the difference in degrees of possibility among these modal verbs. Learners are the ones that have to think what does it mean to use must instead of may in a sentence. I have never focused on grammatical aspects before but the teacher of this classroom insisted on covering what there is in the book and consequently I had to make a lesson plan based on these grammatical points. However, I do not to what extent learners’ interest will be maintained as in my previous lessons there was always a game in the procedure of the lesson and I do not know if they will be as enthusiastic as they used to be the previous lessons. After the lesson: The main objective of the lesson was achieved. I tried to avoid giving explicit information about grammar and the use of the modal verbs to denote possibility or provide advice. They participated especially in the initial discussion about the photograph I had brought. They collaborated to find solutions for the girl portrayed and later on for the scenarios. Furthermore, they were able to distinguish between the semantic differences among must/may/could and can’t by simply giving them some examples of them. However their interest was not maintained as it was a lesson based mainly n grammar but I had to cooperate with the teacher who found it crucial that learners were taught about modal verbs and their use. As a result I tried to make the lesson as much as interesting as possible and to stay away from the traditional presentation, production model. In general the lesson plan was followed without making any major changes or having to take any on- the -spot decisions. Learners enjoyed working with each other and participated in all activities. I believe it was a planes lesson and
the materials used ( the picture and the photocopies with scenarios) assisted in making this lesson differ from a typical grammar lesson. However I would not list it in the best lessons in my teaching practice. I am more in favour of activities that promote communication rather than simply practicing grammatical points. This is why learners seemed to enjoy mostly the initial discussion about the photo and giving advice than trying to figure out the differences between using different modal verbs of possibility. In other words they prefer being engaged in activities that do not focus on grammar.
portfolio_kakouri.aikaterini(1)

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portfolio_kakouri.aikaterini(1)

  • 1.
    ΑΡΙΣΤΟΤΕΛΕΙΟ ΠΑΝΕΠΙΣΤΗΜΙΟ ΘΕΣΣΑΛΟΝΙΚΗΣ ΤΜΗΜΑΑΓΓΛΙΚΗΣ ΓΛΩΣΣΑΣ ΚΑΙ ΦΙΛΟΛΟΓΙΑΣ Επιστημονικά Υπεύθυνη: Αρετή-Μαρία Σουγάρη (Επίκουρη Καθηγήτρια) Tομέας Θεωρητικής και Εφαρμοσμένης Γλωσσολογίας 541 24 ΘΕΣΣΑΛΟΝΙΚΗ e-mail: asougari@enl.auth.gr Portfolio Last name: KAKOURI First name: AIKATERINI (in Greek): ΚΑΚΟΥΡΗ ΑΙΚΑΤΕΡΙΝΗ Student No: 13345 Submitted for the requirements of the course ‘Ling3-456 Practice in Teaching English as a Foreign Language’, School of English, Aristotle University of Thessaloniki December 2012
  • 2.
    PART A School: 11th PrimarySchool of Thessaloniki Cooperating teacher: Skirianidou Ariadni University Supervisor: Psaltou-Joycey Aggeliki
  • 3.
    Practice in TeachingEnglish as a Foreign Language SCHOOL SCHEDULE Fall Semester 2012 School: 11th Primary school of Thessaloniki Address: Amalias 60-62 Phone number: 2310831625 Headmaster: Polizoidis Aggelos Teacher of English: Skirianidou Ariadni Phone number: 6937898882 Group: 19 Grade: ΣΤ2 (Teaching) 1 Karagianni Ioanna 2 Kakouri Aikaterini 3 Dimitriou Vaia Mark: (T - teaching, OB - observation) Morning classes Monday Tuesday Wednesday Thursday Friday Time 1 08:10-08:55 2 08:55-09:40 Ε2(ΟΒ) 3 10:00-10:45 Β2(ΟΒ) ΣΤ1(ΟΒ) 4 10:45-11:30 ΣΤ2(Τ) Β1(ΟΒ) ΣΤ2 5 11:45-12:25 6 12:35-13:15 ΣΤ2 7 13:20-14:00 ΣΤ2 Evening classes Monday Tuesday Wednesday Thursday Friday Time 1 2 3
  • 4.
    Practice in TeachingEnglish as a Foreign Language Registry Fall Semester 2012 School: 11th Primary School of Thessaloniki Teacher: Ms. Skirianidou Ariadni Group :19 Week1 Week 2 Week 3 Week 4 Last / 29/10 30/1 31/1 1/ 5/11 6/11 7/ 8/ 12 13/1 14 15 19/1 20 21 22/1 First 0 0 11 11 11 /1 1 /1 /1 1 /1 /1 1 Name 1 1 1 1 1 1 Karagiann -- -- i Ioanna 2 Kakouri -- -- Aikaterin i 3 Dimitrio -- -- u Vaia Lessons missed due to school reasons Individual absences Date Reason Date Name Reason 5/11/ 2012 School elections -- -- -- -- -- -- 7/11/ 2012 Strike
  • 5.
    Practice in TeachingEnglish as a Foreign Language TEACHING RECORD Fall Semester 2012 S Sum (in minutes) / T Total (in minutes) Group ΣΤ2 Week 2 Week3 Week4 :19 Last / First Name / 6/11 / 8/ S 12/1 13 14/ 15 S 1 2 21 22 S T 11 1 /1 11 /1 9 0/ /1 /1 1 1 / 1 1 1 1 1 1 1 Kakouri -- -- 85 45 130 Aikaterini mts mts mts 2 Karagianni 125 125 Ioanna mts mts 3 Dimitriou Vaia 170 170 mts mts
  • 6.
    Practice in TeachingEnglish as a Foreign Language OBSERVATION REPORT Fall semester 2012 NAME OF OBSERVER(S) [Group: 19 Week: 1 Date: 29/10/2012 Observation No.1 1) Last name: Dimitriou First name: Vaia Code: 13053 2) Last name: Karagianni First name: Ioanna Code: 13346 3) Last name: Kakouri First name: Aikaterini Code: 13345 School: 11th Primary School of Thessaloniki Teacher: Skirianidou Ariadni Time: 10:45 Length: 45 mins Grade: ΣΤ2 No of learners (present): B: 4 G: 8 Observation focus: The opening and ending of the lesson The lesson started on time. Generally, the teacher is the last one to enter the classroom and she signals the beginning of the lesson by closing the door and making her appearance noticeable. The lesson opened with a five to ten minute discussion about how the students had spent their weekend and, since it was the 28th of October, they talked about the parade. During this discussion the teacher controlled the flow of the talk, so as the students do not get absent-minded and cause discipline problems. After this short conversation, the teacher continued the lesson by reminding the students the theme of their previous lesson and asked them to open their books on the particular page that this lesson was to be based upon. The lesson was about Simple Present and Present Continuous, so the teacher asked the students to read aloud some examples from the book. During this activity, the teacher simultaneously wrote on the board the formation and the use of these specific tenses. The final activity aimed to the familiarization of the learners with the use of Present Continuous. It is remarkable that the teacher encouraged all of the learners to participate actively. Besides, it appeared that the teacher had a well- organized lesson plan, she did not exceed the time limits and, as a result, she managed to assign homework, taking the necessary time to explain and give clear instructions before the bell would ring. By the time the bell rung, the lesson had already finished.
  • 7.
    Practice in TeachingEnglish as a Foreign Language OBSERVATION REPORT Fall semester 2012 NAME OF OBSERVER(S) [Group: 19 Week: 1 Date:30/10/2012 Observation No: 2 1) Last name: Dimitriou First name: Vaia Code: 13053 2) Last name: Karagianni First name: Ioanna Code: 13346 3) Last name: Kakouri First name: Aikaterini Code: 13345 School: 11th Primary School of Thessaloniki Teacher: Skirianidou Ariadni Time:12:40 Length: 40 mins Grade: ΣΤ2 No of learners (present): B 4 G 8 Observation focus: Teacher Input and Teacher Talk The class (and the school in general) is of low level, consisted of pupils from foreign countries (Albania, Armenia and others). This multilingualism creates the strong need of switching into Greek to help the pupils follow the lesson. The teacher tries to use as much English as she can, but when she feels that the students get frustrated, she explains herself in Greek. Her language is simplified to match the learners’ level which differs from one to the other and is generally very low. Her speech is slow and the vocabulary she uses is simple, articulating the words clearly and loudly. More specifically, the teacher’s voice is loud and clearly heard by the whole class, thus revealing her confident and dynamic character. When she is about to face discipline problems she raises her voice as to impose herself. What is more, we notice a variation in her pitch and her intonation, aiming to attract students’ attention and make them understand better what she is talking about. She does not use hesitation markers, a fact that points to her confidence and her very-well prepared lesson plan. Besides, she uses certain phrases (‘Good!’, ‘Excellent’, ‘Yes!’, ‘Right!’) to praise good performance and to encourage the learners. The teacher dominates the amount of talking time, but, at the same time, she gives equal and enough opportunities to all of the pupils to speak, leaving them ample time to construct their answers. What is important, is that the lesson is learner-centered, organized according to the learners’ needs and their learning styles.
  • 8.
    Practice in TeachingEnglish as a Foreign Language OBSERVATION REPORT Fall semester 2012 NAME OF OBSERVER(S) [Group: 19 Week: 1 Date: 31/10/2012 Observation No: 3 1) Last name: Dimitriou First name: Vaia Code: 13053 2) Last name: Karagianni First name: Ioanna Code: 13346 3) Last name: Kakouri First name: Aikaterini Code: 13345 School: 11th Primary School of Thessaloniki Teacher: Skirianidou Ariadni Time: 13:30 Length: 30mins Grade:ΣΤ2 No of learners (present): B8 G4 Observation focus: Providing Feedback To begin with, the teacher always gives explicit and corrective feedback to the pupils in a variety of ways. In terms of vocabulary, for example, she writes on the board the unknown word and gives definitions both in Greek and in English (e.g she writes Wales=Ουαλία but Welsh= something or something from Wales). What is more, sometimes the teacher tries to extract the definition of the unknown word contextually. She gives a lot of examples in English and, as a result, she encourages the pupils to think and participate actively in the lesson. Besides, she provides opposites, helping the students to guess the unknown words. She also uses teaching aids (like maps) and movements to explain. Usually, the teacher corrects learners’ errors by using recasts. The learner responsible for the error is encouraged to correct himself/ herself. If he/ she is not able to correct the error, the teacher asks another pupil to provide an answer or she provides it herself. It seems that the teacher is more interested in accuracy, but this varies depending on the exercise that the pupils are involved in. For instance, in a grammar exercise she focuses on the correct form but in games she is more concerned about effective communication among the learners. All types of errors attract the teacher’s attention but she doesn’t forces the students, correcting every single mistake they make. On the contrary, when mistakes are made the teacher provides the rule that was broken and reinforces students to think themselves of the correct form. In addition, the teacher leaves pupils ample time to think and respond to questions. What is important is that the teacher does not forget to praise good performance with verbal forms (‘Very Good!’, ‘Excellent!’, ‘Yes!’) and she shows variety in her acceptance of ‘good’ answers.
  • 9.
    Practice in TeachingEnglish as a Foreign Language OBSERVATION REPORT Fall semester 2012 NAME OF OBSERVER(S) [Group: 19 Week: 1 Date: 01/11/2012 Observation:No.4 1) Last name: Dimitriou First name: Vaia Code: 13053 2) Last name: Karagianni First name: Ioanna Code: 13346 3) Last name: Kakouri First name: Aikaterini Code: 13345 School: 11th Primary School of Thessaloniki Teacher: Skirianidou Ariadni Time: 08:55 Length: 45 mins Grade: Ε2 No of learners (present): B: 7 G: 6 Observation focus: Teaching aids The teacher used a variety of teaching aids to supplement the lesson. These teaching aids were the chalkboard, a map and some realia. The main use of the chalkboard was to write some unknown words on it or generally words that the teacher wanted the learners to pay extreme attention to. What is more, it was also used for homework assignment as well as for the instructions needed about it. It is also remarkable that the teacher was very attentive with her writing, making it clear enough (big letters, simplified writing) for the pupils to have a full understanding of it. Nevertheless, the teacher also used a map and some realia to supplement the lesson and intrigue the students’ attention. She used a map of Great Britain which was linked to a text of the coursebook that focused on this certain region. The map was used effectively, since it is generally easier for the children to comprehend a text having visual aids too. Later on, realia were also incorporated in the lesson, aiming again to a much more clear idea about the theme discussed. Specifically, the teacher brought a box with toys (a traditional black cab and a red bus) to indicate the symbols of London. This way the lesson was made livelier. Last but not least, learners’ interest was continuously maintained, and simultaneously some cultural information about England was transmitted implicitly.
  • 10.
    Practice in TeachingEnglish as a Foreign Language OBSERVATION REPORT Fall semester 2012 NAME OF OBSERVER(S) [Group: 19 Week: 1 Date: 1/11/2012 Observation No: 5 1) Last name: Dimitriou First name: Vaia Code: 13053 2) Last name: Karagianni First name: Ioanna Code: 13346 3) Last name: Kakouri First name: Aikaterini Code: 13345 School: 11th Primary School of Thessaloniki Teacher: Skirianidou Ariadni Time: 10:45 Length: 45 mins Grade: ΣΤ2 No of learners (present): B 4 G 8 Observation focus: Classroom management and discipline To begin with, the lesson always starts on time. When pupils are asked to execute various activities, they are alloted the necessary time and they are provided ample time to think and formulate their answers. The teacher encourages all of the pupils to participate in the lesson and she attracts their attention by coloring her voice tone so that they engage in the tasks. Generally, the teacher speaks loudly and clearly to help students understand her. As far as the seating arrangement is concerned, the pupils seat in tables, something which the teacher takes advantage of, reinforcing the pupils to co- operate. When the teacher comes to face discipline issues, she imposes herself on the students by talking louder or by making facial expressions to show her disappointment. What is more, she pays more attention to trouble makers, trying in this way to prevent problematic behavior. What is noticeable is that she knows the learners’ needs and she is proximate to them. In addition, the teacher always has a well-organized lesson plan which she faithfully follows. Besides, she handles her time efficiently. Last but not least, the teacher does not make decisions on the spot and she is confident about her lesson, knowing the exact aims of the materials she is teaching.
  • 11.
    Practice in TeachingEnglish as a Foreign Language OBSERVATION REPORT Fall Semester 2012 NAME OF OBSERVER(S) [Group: 19 Week: 2 Date: 08/11/2012 ObservationNo:6 1) Last name: Dimitriou First name: Vaia Code: 13053 2) Last name: Karagianni First name: Ioana Code: 13346 3) Last name: Kakouri First name: Aikaterini Code: 13345 School: 11th Primary School of Thessaloniki Teacher: Skirianidou Ariadni Time: 10:00 Length: 45 mins Grade: ΣΤ1 No of learners (present): B: 9 G: 3 Observation focus: Lesson planning and preparation The learning goal of this particular lesson was to revise question words (who, where, what, how) and, more specifically, to remind students how interrogative sentences are formed using question words. This aim was successfully achieved as the lesson had distinct learning stages, was very well organized, and was embroidered with a variety of teaching aids. The teacher had prepared all the necessary teaching aids to maintain learners’ interest. More specifically, she used some photos depicting famous people, and she pretended to be one of them. She asked the learners to address her questions using the question words they have learned. She performed this task as a role-playing, using the appropriate body language and posture. When the pupils made mistakes, she provided useful feedback. What embellished the lesson, was that, when she answered the pupils’ questions, the teacher did not just simply answer using her own imagination but had done a little research and provided pupils with some authentic material about these famous persons’ lives, something that children of this age are really interested in. In general, it was a clearly planned lesson as it was also linked with learners’ prior knowledge. What is more, the teacher was very flexible. In the end of the lesson, there was some time left and so the teacher made an on-the-spot decision to do a speaking task. In this way, the students had the chance to relax and, meanwhile, they were given the opportunity to collaborate and communicate with each other.
  • 12.
    Practice in TeachingEnglish as a Foreign Language OBSERVATION REPORT Fall semester 2012 NAME OF OBSERVER(S) [Group: 19 Week: 3 Date: 14/11/2012 Observation No: 7 1) Last name: Dimitriou First name: Vaia Code: 13053 2) Last name: Karagianni First name: Ioanna Code: 13346 3) Last name: Kakouri First name: Aikaterini Code: 13345 School: 11th Primary School of Thessaloniki Teacher: Skirianidou Ariadni Time: 10:45 Length: 45mins Grade: B1 No of learners (present): B 7 G 9 Observation focus: The Teacher’s Body Language and Body Posture. From the beginning of the lesson one could easily detect the air of confidence that the teacher had. She was excited and felt very comfortable in the classroom, and that created a happy and friendly atmosphere. She used a lot of facial expressions and hand gestures, showing the pupils what actually means, for instance, the word ‘happy’, ‘ sad’, ‘sleepy’, etc. What is more, she didn’t stand still in one place during the lesson, but moved all around the classroom, using movements to make the lesson livelier and to help students understand certain phrases (for example ‘step on something’). She constantly had eye contact with all of the pupils to show that she is interested in them, to be more communicative and to be able to realize that they have got the point of what she was teaching them. Besides, she attracted the pupils’ attention by drawing on the board, singing along with them, raising and varying the tone of her voice and using body language. Last but not least, her facial expressions and her posture revealed her experience as well as her deep knowledge of how to maintain interest in the classroom.
  • 13.
    Practice in TeachingEnglish as a Foreign Language OBSERVATION REPORT Fall semester 2012 NAME OF OBSERVER(S) [Group: 19 Week: 4 Date: 21/11/2012 Observation No: 8 1) Last name: Dimitriou First name: Vaia Code: 13053 2) Last name: Karagianni First name: Ioanna Code: 13346 3) Last name: Κakouri First name: Aikaterini Code: 13345 School: 11th Primary School of Thessaloniki Teacher: Skirianidou Ariadni Time: 10:00- 10:45 Length: 45mts Grade: B2 No of learners (present): B 7 G 6 Observation focus: Teaching Pronunciation The teacher’s speech is fluent and consistent. She has an American-like accent, characterised by accuracy. What is more, the tone of her voice inside the classroom is loud and clear. In general, feedback is provided in the target language and, if only absolutely necessary, in the mother tongue. As far as pronunciation feedback is concerned, it is taught implicitly through repetition. For instance, when a word is pronounced wrongly, the teacher provides the correct input and the learner is asked to repeat the particular word again and again until he/she fully acquires the right pronunciation of it. As far as learners are regarded, we detected some pronunciation errors based on consonants and vowels. For example, one child pronounced “daddy” as “babby”, whereas another one pronounced “brother” as “broder”. The error in pronunciation concerning vowels was the word “my”, that was pronounced as /mi/ instead of /mai/. What is important is that learners respond positively in this implicit way of teaching pronunciation and giving corrective feedback, even if sometimes they do not understand every single word.
  • 14.
    Practice in TeachingEnglish as a Foreign Language LESSON PLAN Fall Semester 2012 Group: 19 Week: 2 Date: 06/11/2012 (Note: Mts stands for minutes; e.g. 5' - length of a particular activity) School:11th Primary School of Thessaloniki Grade:6th Time: 12:35-13:15 Length:30 Mts ( a short test provided by teacher before my lesson starts.) Main aim: To revise the use of question words and to focus on some expressions of preferences. Student Mts Aim(s) of Language Vocabul Teacher activity ary KAKOURI 10 To form Question Who, AIKATERIN questions forming when, I using the with the where, question question how. words. words. No of learners: B:4 G:8 Skills: writing, speaking, reading. Methodology Teaching Aids Role play activity Pupil’s (interview a star) I will Workbook first show two pictures exercise 5, page to the students. The first 4. one is a picture of a A picture of famous singer and the Demy, a singer. second is a picture of a A picture football player. I will printed. give them some time to (Christiano recognize the people in Ronaldo, the pictures and then football player) they will open their workbooks in order to do exercise 5, page 4. For this particular activity the pupils will have to form questions to interview the people in the pictures I showed earlier, using the words : who ,what, when, where, how. They have to imagine that they are the journalists and they interview this famous person.
  • 15.
    KAKOURI 10 toread Expressio I like, I Guessing Game A photocopy AIKATERIN without n about hate , I 1 :Firstly the pupils will with 10 I understandi preference adore, be divided in 3 groups. statements about ng all the s. My Each group will have to Demy’s life. words of a favourite guess if the sentence text. …….is about Demy’s life is …… true or false. Then they reveal their answers and their scores will be written on the board so that the game will end with a winner team. KAKOURI 5 To focus on Expressio I like, I Eliciting some new A photocopy AIKATERIN some n about hate , I expressions using the with 10 I expressions preference adore, text.Ask the students to statements about about s. My underline some Demy’s life. preferences. favourite expressions is…… about preferences such as I like,I hate ,I adore or any other unknown words they may have .I will write them on the board too explaining what they mean and I will provide some examples with theses words. Student Mts Aim(s) of Language Vocabul Methodology Teaching Aids Teacher activity ary KAKOURI 15 To scan Talk about Striker, Guessing Game A quiz about AIKATERIN without football. midfield 2 :Firstly the pupils will football stars. I understandi er player. be divided in 3 groups. ng all the Each group will have to words. guess if the sentences are about Becham or Ronaldo. Then they reveal their answers and their scores will be written on the board so that the game will end
  • 16.
    with a winnerteam. By the end of the lesson, the learners will have fully acquired how to form questions with question words and will be familiarized with some new vocabulary about preferences and football.
  • 19.
    Demy True or false? 1.Demy is an actress. 2.Demy lives in Thessaloniki 3 She is 25 years old 4.She studies in Law School of Athens 5. She hates iphones 6. She adores technology 7. She does not like fashion. 8. She really enjoys reading books. 9. She likes watering the flowers. 10. Her favourite sweet is chocolate.
  • 20.
    www.britishcouncil.org/learnenglishkids Football stars How welldo you know these top football players? Try this quiz and find out! David Beckham or Ronaldo Luνs Nazαrio de Lima? Write ‘B’ for Beckham and ‘R’ for Ronaldo 1) He’s English. 2) He’s Brazilian. 3) His nickname is ‘The Phenomenon’. 4) He was born in Leytonstone, 2 May, 1975. 5) He was born in Rio de Janeiro, 22 September 1976. 6) He has 3 sons (Brooklyn, Romeo and Cruz) with his wife, Victoria Adams. 7) He’s divorced with a son, Ronald. 8) He’s 1m. 83cm. tall and weighs 82 kg. 9) He’s 1m. 82cm. tall. 10) He’s a midfield player, and captain of the England national team. 11) He’s a striker. 12) His previous football clubs include Cruzeiro Esporte Clube 1993-4, PSV Eindhoven 1994-5, FC Barcelona 1996-7 and Inter Milan 1997-2002. He’s been playing for Real Madrid since 2002. 13) He moved from Manchester United to Real Madrid in 2003. 14) He was World Player of the Year in 1996, 1997 and 2002. 15) He has a Football Academy for boys and girls to play football and learn about
  • 21.
    Health and exercise. 16)In his free time he likes playing with his children, playing golf and going shopping. 17) He loves dancing the samba and going to the beach. © The British Council, 2009 The United Kingdom’s international organisation for educational opportunities and cultural relations. A registered charity : 209131 (England and Wales) SC037733 (Scotland). Material sources: Demy image: Celebrity magazine Greece, august 2012, page 50 Ronaldo image: www.googleimages.gr Photocopy with statements about Demy: Kakouri Aikaterini, 06/11/2012, group 19. http://learnenglishkids.britishcouncil.org/sites/kids/files/attachm ent/football-stars-activity_0.pdf
  • 22.
    Practice in TeachingEnglish as a Foreign Language REFLECTIVE PRACTICE REPORT Fall Semest 2012 Trainee Teacher: KAKOURI AIKATERINI Group: 19 Week: 2 Report: School: 11th Primary School of Thessaloniki Date: 06/11/2012 Grade: 6th Length:30minutes Prior to the lesson: Except for the fact that I am totally inexperienced, there are also some other factors which may influence the lesson directly. First of all the teacher has planned a short test which reduces the duration of my lesson from 40 to 30 minutes. This will affect the lesson in many ways. The lesson is sceduled as the last one in the school programme therefore the students will be exhausted having attended all the previous lessons. What is more, the test arranged will also make them more tired and less concentrated on the lesson. For this reason the activities I selected are mainly relaxing and emphasize communication so that children's interest will be maintained and they will actively participate. Another thing that needs to be taken seriously into consideration is the fact that there are some children in the classroom that have some learning difficulties due to some cognitive deficiencies they face. Consequently it is crucial to help them feel part of the classroom, that they belong there, and to participate. Last but not least another concern about my lesson is to what extend I will keep a balance between the mother tongue and the language target. In my classroom there are these learners with these particular disorders and the class is multicultural. As a result it is possible that i will use Greek, in case they seem very confused, especially if they need clarifications about the instructions of an activity. As far as the reaction of the pupils to the activities is concerned, I expect that they will be very positive. I assume they will all be very enthusiastic and participate as the activities reflect the interests of their age and require everybody to be involved. During the first week of observation I noticed that they are very fond of football and music and I attempted to plan a lesson based on their interests so that they are intrigued about the theme of the lesson. What is more I also anticipate that they will be cooperative as they are asked to work in groups .It not likely to face discipline problems if they are engaged in activities that maintain their interest and play games in the classroom. If discipline problems appear I believe it will be mainly due to the enthusiasm for the games and activities. The activity that will mainly help to achieve the aim of the lesson is an exercise from workbook which will be very interesting when they see some pictures of their favourite stars and especially later when they will deal with some texts about their lives.
  • 23.
    For this lessonthe knowledge of the question words will prove very useful as children will have to form question by using them. After the lesson: The main objective of the lesson was to revise question words and give students some new comprehensible input about talking about preferences. These goals were partially achieved as this lesson was limiting due to scheduled test that reduced the length of the lesson. However even though there was not ample time so that all activities can be carried out the whole lesson plan was followed as the students seem to respond positively to the activities planned. Learners were very enthusiastic about the lesson, especially with the pictures of the stars I showed them, as well as the guessing game with true and false sentences. There were not serious discipline problems as when they were noisy it was mostly due to the enthusiasm for the game. As far as the time management is concerned I should be more careful as the last activity was not carried out and I assigned it as homework for the next day. The bell rang and I had not completed the last activity of my lesson plan which really made me nervous. I decided to assign it as homework for the next lesson. Overall I think it was a well -planned lesson based mainly on their interests and relaxing as they were tired from the test they wrote. I tried to supplement the activity in the book by providing them with some photos of famous people they admire and some real facts about their lives. I believe it was a lesson that practiced writing skills as they had to form questions using the question words. They also practiced their speaking skills as they had to collaborate in groups to deal with the text about Demy. Lastly, they had to read a text without knowing all the words and guess which of the assertions about the famous singer are true. This way they also practiced their reading skills.
  • 24.
    Practice in TeachingEnglish as a Foreign Language LESSON COMMENT FORM x Fall Semester 2012 Student Teacher: Kakouri Aikaterini Group: 19 Week: 2 Date: 6/11/2012 School: 11th Primary School of Thessaloniki Grade: ΣΤ2 Length: 40 minutes Observer: Karagianni Ioanna Please tick . E excellent VG very good S satisfactory BS below satisfactory LESSON UNFOLDED Opening: Start of the lesson Pace and variety Language/voice quality /amount of teacher talk Giving instructions Providing feedback Use of teaching aids Body language/posture Classroom management Classroom atmosphere Focusing on learning strategies Teaching pronunciation Closure: End of the lesson OVERALL IMPRESSION Aim of activities perceived Learning outcomes achieved Learners' interest maintained Suitability of activities Time management Lesson planning (+preparation) Comments: E VG S BS Recommendations x x x x x x x x x x x x x x x x x x
  • 25.
    Practice in TeachingEnglish as a Foreign Language LESSON COMMENT FORM Fall Semester 2012 Student Teacher: Kakouri Aikaterini Group: 19 Week: 2 Date: 6/11/2012 School: 11th Primary School of Thessaloniki Grade: ΣΤ2 Length: minutes Observer: Dimitriou Vaia Please tick . E excellent VG very good S satisfactory BS below satisfactory LESSON UNFOLDED E VG S BS Recommendations Opening: Start of the lesson Pace and variety Language/voice quality Sometimes while sitting at the /amount of teacher talk back I found it difficult to hear what she was saying so I think that she should try to speak louder and clearer Giving instructions Providing feedback Use of teaching aids Body language/posture Classroom management At some points the learners talked to each other and I think that she should have been able to impose herself to them. Classroom atmosphere Focusing on learning strategies Teaching pronunciation Closure: End of the lesson OVERALL IMPRESSION Aim of activities perceived
  • 26.
    Learning outcomes achieved Learners'interest maintained Suitability of activities Time management Lesson planning (+preparation) Comments: It was a very nice lesson, very interesting and learners seems to enjoy it very much. By the time the bell rang the teacher was still distributing sheets for homework and the necessary instructions were not given. Of course this was expected since the teacher took the 15 fist minutes for a test.
  • 27.
    Practice in TeachingEnglish as a Foreign Language LESSON PLAN 2 Fall Semester 2012 Group:19 Week:2 Date:08/11/2012 (Note: Mts stands for minutes; e.g. 5' - length of a particular activity) School:11 th Primary School of Thessaloniki Grade: 6th Time: 10:45- 11:30 Length: 45Mts No of learners:12 B:4 G8 Main aim: to introduce some new vocabulary about shopping Skills: Reading, speaking. Student Mts Aim(s) of Languag Vocabulary Methodology Teaching Teacher activity e Aids To relate some Talking Chemist’s, Hangman game. Chalkboard. KAKOURI 10 prior knowledge about florist’s, Students are asked to AIKATERIN learners may have shops. stationer’s, write a shop on the I with some new newsagents. board without vocabulary about revealing to the rest shops. of the students the word. They have to guess the word their classmate has selected to win. I will start first playing hangman and then some others students will select words too. KAKOURI 5 To create the need Talking Dairy Warm up- /Pre - Chalkboard AIKATERIN for some new about products, reading task. Coursebook I words. This way products. poultry, Students are asked to .(page14, . they will more muffins, etc. look at a picture with A) easily remember various departments them and use in a supermarket and them. answer what each department sells. They may not all know all the words they want to say.in this case I provide them with the word on the board.
  • 28.
    KAKOURI 10 Tounderstand a Different Greengrocer’ Reading task(giving Coursebook AIKATERIN text without departme s, bakery , a title activity). (page 14,B) I knowing all nt in a don’t cost the Students are asked to words and later supermar earth , work in groups. focusing on some ket organic After they have words of the text products. silently read the text that are related to they have to work as the theme of the a team to find which unit (shopping) title is appropriate for each paragraph paragraph. Student Mts Aim(s) of Languag Vocabulary Methodology Teaching Teacher activity e Aids KAKOURI 10 To focus on Talking Rich Reading .(scanning Coursebook AIKATERIN specific about breakfast, activity) (page 15.B) I information in a food. variety of Students read the text. sweets, text aloud again so healthy food. that we can pay attention at unknown words they may have. Later on, they are asked to fill in an exercise in which there are some sentences with some information. They will have to decide in which paragraph we find these information. KAKOURI 10 To be able to talk Talking Butcher’s, Post reading Workbook AIKATERIN about shops and about greengrocer’s activity. Students (page9, I what they sell. shops, , bakery’s, have to look at some exercise products clothes, pictures of shops, A1) sold department name them and write there. store. what they can buy in each of them. I will
  • 29.
    then assign as homeworkan exercise in which they have to match shops and products (page10 exercise 2) By the end of the lesson, the learners will be able to name shops ( butcher’s , greengrocer’s etc) and talk about what these shops sell.
  • 30.
    Practice in TeachingEnglish as a Foreign Language LESSON COMMENT FORM x Fall Semester 2012 Student Teacher: Kakouri Aikaterini Group: 19 Week: 2 Date: 8/11/2012 School: 11th Primary School of Thessaloniki Grade: ΣΤ2 Length: 45 minutes Observer: Karagianni Ioanna Please tick . E excellent VG very good S satisfactory BS below satisfactory LESSON UNFOLDED E VG S BS Recommendations Opening: Start of the lesson x Pace and variety x Language/voice quality x /amount of teacher talk Giving instructions x Providing feedback x Use of teaching aids x Body language/posture x Classroom management x Classroom atmosphere x Focusing on learning strategies x Teaching pronunciation x Closure: End of the lesson x OVERALL IMPRESSION Aim of activities perceived x Learning outcomes achieved x Learners' interest maintained x Suitability of activities x Time management x Lesson planning (+preparation) x Comments: The teacher trainee
  • 31.
    made a grammaticalmistake and this frustrated the pupils.
  • 32.
    Practice in TeachingEnglish as a Foreign Language LESSON COMMENT FORM Fall Semester 2012 Student Teacher: Κakouri Aikaterini Group: 19 Week: 2 Date: 8/11/2012 School: 11th Primary School of Thessaloniki Grade: ΣΤ2 Length: 40mts Observer: Dimitriou Vaia Please tick . E excellent VG very good S satisfactory BS below satisfactory LESSON UNFOLDED Opening: Start of the lesson Pace and variety Language/voice quality /amount of teacher talk Giving instructions Providing feedback Use of teaching aids Body language/posture Classroom management Classroom atmosphere Focusing on learning strategies Teaching pronunciation Closure: End of the lesson OVERALL IMPRESSION Aim of activities perceived Learning outcomes achieved E VG S BS Recommendations In the hangman the learners were asked to write stores but they were writing the store owners, for example florist instead of florist’s and this wasn’t corrected later on by the teacher Sometimes the learners were talking to each other and the teacher should have tried to impose herself
  • 33.
    Learners' interest maintained Suitabilityof activities Time management Lesson planning (+preparation) Comments: It was a well- organised lesson plan and learners liked it very much. My only objection is that since the teacher introduced a new unit she should have given the appropriate vocabulary for testing. Generally though it was a great lesson.
  • 34.
    Practice in TeachingEnglish as a Foreign Language REFLECTIVE PRACTICE REPORT Fall Semester 2012 Trainee Teacher: KAKOURI AIKATERINI Group: 19 Week: 2 Report: 2 School: 11th Primary School of Thessaloniki Date:08/11/2012 Grade: 6th Length: 45 Minutes Prior to the lesson: In this lesson, unlikely the traditional way of planning a games at the end of a lesson so that students can relax ,I chose to start the lesson with it as it will be a very effective student’s attention and curiosity about the new unit introduced. However this may cause some discipline problems as children get really excited when games are carried out in the classroom. What is more it may not be possible all the students to participate in hangman, as this would mean spending a very important amount of time on this activity whereas is just an introductory activity. I have tried to allot better the time among the activities so that I will not deal with the same time management issues I faced in the previous lesson. This is a lesson besed mainy on reading skills and speaking skills. Despite the fact that is a new unit with new vocabulary I avoided giving an impersonal and tiring bilingual list with the words and their translation in Greek as simple exposure to the text and some activities related to it will force them discover this new vocabulary. There are also some activities in workbook that focus on vocabulary of the text and will be assigned as homework so that students will concentrate on some particular words of the text (shops ,products sold in them ) Besides I have planned that in the next lesson the focus will be again on this vocabulary so that I become sure they have fully acquired it. After the lesson: The main aim of this lesson was to provide students with some new vocabulary implicitly and simultaneously focusing on their reading skills. The goal was achieved and the time was more than enough to cover all the activities planned. In fact there was some time left and I had the chance to make them practice upon the new vocabulary. The hangman was a very good idea. The pupils participated and seemed as if they were really enjoying the lesson but as I was the first one to play I made a mistake. Instead of writing “chemist’s” to indicate the shop I wrote simply “chemist” which may prove confusing for them , but I will try to make them aware of the rule with apostrophe for the shops like ‘ chemist’s,’ ‘florist’s ‘in the next lesson. As far as the reading tasks is concerned they were capable of handling a text without knowing every single word in it but they felt the need to discover new words that they have never seen before or do not know what they mean. The activities in workbook helped them also to deal with the new vocabulary about shopping. All in all I believe it was a well planned lesson The most successful part for the learners was perhaps the hangman , which is very natural ,as
  • 35.
    they are childrenand they are fond of games. What is also remarkable though is that during the reading tasks that they were asked to do they had to work as a group. This way they collaborated and tried to guess meaning from the context. My main concern which was the time management was efficiently confronted as not only all the activities were carried out but also I had time for extra ones. This lesson was very challenging for me as I tried to focus on the school books so that I would have a chance to work with the materials provided from the school and have a closer contact with the state school reality. Hangman was used to supplement the lesson and the activities in their books were more than enough to cover the main objective of the lesson.
  • 36.
    Practice in TeachingEnglish as a Foreign Language LESSON PLAN _____ Fall Semester 2012 Group: 19 Week: 2 Date:12/11/2012 (Note: Mts stands for minutes; e.g. 5' - length of a particular activity) School:11th Primary School of Thessaloniki Grade: 6th Time: 10:45-11:30 Length: 45 Minutes No of learners: B: 4 G: 8 Main aim: To be familiarized with some new vocabulary about Skills: writing, speaking. shopping and shops. Student Mts Aim(s) of Language Vocabulary Methodology Teaching Teacher activity Aids KAKOURI 5 To revise Naming Bakery, Activating previous A photocopy AIKATERI Minut the shops. newsagent’s, vocabulary knowledge with the task. NI es vocabulary butcher’s, activity. about shops. chemist’s, There are six definitions florist’s, about shops in English. greengrocer’s. For instance : ‘’ you can buy bread and cakes here’’. The students have to guess which shop corresponds to this definition. E.g bakery. And write it next to the definition. It is an exercise to confirm that they remember the necessary vocabulary about shops. KAKOURI 5 Having Vocabulary Reasonable Fill -in the gap A photocopy AIKATERI Minut learnt some about price, in cash, activity(ne wiabulary with the task. NI es basic prices, by credit card, introduced). Learners will vocabulary payments. cheap, have to fill in the blanks about shops expensive, with some words about there is an write a check. prices and payments. attempt to These words are new expand their words that they are going vocabulary to learn it in a meaningful by context and not simply by providing giving them a list with them some their meaning. For more example these sentences
  • 37.
    comprehens also indicatethat the word ible input cash for instance is about accompanied by the prices, preposition in (in cash). payments This way they are able to etc. see how these new words are used in everyday language and they do not focus only on their meaning. KAKOURI AIKTERIN I Student Mts Aim(s) of Language Vocabulary Methodology Teaching Teacher activity Aids KAKOURI 15 To be Excuse me I Whole grain Role play game. Chalkboard, AIKATERI engaged in would like bread, Three students are chosen pictures of NI a speaking Do you antiseptic to be products, activity that have cream, cough shopkeepers.( newsagent’s little cards provides a any?some… syrup. , cafι, bakery) .My desk is with the real life going to be the chemist’s. words of the situation. Here you The rest will be customers. products. are, here’s There will be some your…. pictures of these products that these shops sell and also separately the words that represent them. For example there will be a picture of whole grain bread and a little piece of paper with the word whole grain bread the students will have to choose in randomly one of these words, go the right shop ask for the product and take it (picture) from the shopkeeper. I will have written on the chalkboard some expressions to help them produce the dialogue.
  • 38.
    KATERIN 10 NewProducts Whole grain Eliciting some new Chalkboard . A vocabulary that are sold bread, vocabulary from the KAKOURI will be in several antiseptic game 1 elicited stores, cream, white Then the students stand up from the bread etc. and write on the board the game. product that they had to buy. I ask for the meaning of these words and if there are unknown words I explain the meaning and give them some additional information about them. E.g. chocolate.- we do not count it we say a bar of chocolate so that there will be a link between this lesson and the next one which will focus on countable and uncountable nouns. By the end of the lesson, the learners wil be able to talk about prices and payments and be take part in a dialogue customer- shopkeeper.
  • 39.
    Write the rightshop!!! 1. You can buy bread and cakes here. 2. You can buy magazines here. 3. You can buy meat and poultry here. 4. You can buy medicines here. 5. You can buy plants and flowers here. 6. You can buy fruit and vegetables here. Fill in the blanks with the words in the box below: 1) reasonable cheap expensive (2) cash check Credit card (2) The price: If something costs a lot of money then it is ____________. But if it’s on sale then it is usually ____________. A ____________ price is the price that you would expect to pay for something. (2) Payment: When you pay for something, if you have enough money in your pocket you can pay in___________. If you don’t, you can pay by _____________ or write a _____________.
  • 40.
    Cake Newspaper Antiseptic cream Chocolate Whole grainbread Cup of tea Cough syrup White bread Glass of coke Magazine Newspaper Whole grain bread Antiseptic cream Cup of tea
  • 42.
    Material sources: Created byKakouri Aikaterini, 12/11/2012 ,group 19
  • 43.
    Practice in TeachingEnglish as a Foreign Language LESSON COMMENT FORM x Fall Semester 2012 Student Teacher: Kakouri Aikaterini Group: 19 Week: 3 Date: 12/11/2012 School: 11th Primary School of Thessaloniki Grade: ΣΤ2 Length: 45 mins Observer: Karagianni Ioanna Please tick . E excellent VG very good S satisfactory BS below satisfactory LESSON UNFOLDED Opening: Start of the lesson Pace and variety Language/voice quality /amount of teacher talk Giving instructions Providing feedback Use of teaching aids Body language/posture Classroom management Classroom atmosphere Focusing on learning strategies Teaching pronunciation Closure: End of the lesson OVERALL IMPRESSION Aim of activities perceived Learning outcomes achieved Learners' interest maintained Suitability of activities Time management Lesson planning (+preparation) Comments: E VG S BS Recommendations x x x x x x x x x x x x x x x x x
  • 44.
    Practice in TeachingEnglish as a Foreign Language LESSON COMMENT FORM Fall Semester 2012 Student Teacher: Kakouri Aikaterini Group: 19 Week: 3 Date: 12/11/2012 School: 11th Primary School of THESSALONIKH Grade: ΣΤ2 Length: 45mts Observer: Dimitriou Vaia Please tick . E excellent VG very good S satisfactory BS below satisfactory LESSON UNFOLDED E VG S BS Recommendations Opening: Start of the lesson Pace and variety Language/voice quality /amount of teacher talk Giving instructions Providing feedback Use of teaching aids Sometimes the use of the board was not clear and learners got confused. For example correct answers where written in the centre of the board but when there was no room left they were written somewhere on the left, somewhere on the right whereas there should have been in the order as said inside the classroom. Body language/posture Classroom management Classroom atmosphere Focusing on learning strategies Teaching pronunciation Closure: End of the lesson
  • 45.
    OVERALL IMPRESSION Aim ofactivities perceived Learning outcomes achieved Learners' interest maintained Suitability of activities Time management Lesson planning (+preparation) Comments: There was some disturbance in the beginning since the teacher was 2 to 3 mts late for class. Apart from this it was a very well planned lesson.
  • 46.
    Practice in TeachingEnglish as a Foreign Language REFLECTIVE PRACTICE REPORT Fall Semester 2012__ Trainee Teacher: KAKOURI AIKATERINI Group: 19 Week: 2 Report: Number 3 School: 11th Primary School of Thessaloniki Date: 12/11/2012 Grade:6th Length: 45 Minutes Prior to the lesson: The core of this lesson will be a role playing game. There are several parametres that need to be taken into consideration about it. Its main goal is to assist children acquire some new vocabulary implicitly through the game and simultaneously practice and activate some background knowledge thy already have. What is more this game is a very good opportunity for all children to practice their communicative skills engaged in real-life situation activities like the customer - shopkeeper dialogue. This lesson requires also some prior knowledge from the previous lesson, as learners have to recall some specific vocabulary about shops. However, this game is challenging as far as the discipline of the class is concerned. Learners will have to stand up, pretend that they really go to the particular shop they are asked to which may leave some space to the ‘troublemakers’ to make noise. The activities planned and the game will be a way of testing if they have fully acquired what it was taught in the previous lesson. Based on this previous knowledge (naming shops) there will be made an attempt to provide them with some new comprehensible input closely related to their previous lesson (payments, talking about prices, learn some other products sold in shops). This way, there will be coherence between the lessons. What also really makes me stressful is the time management issue. The game is time consuming and I do not know if it will be completed because I want each one of them to participate and some time is needed to organize the game and give them instructions about it too. After the lesson: The aim of the lesson was fulfilled and the activities planned seemed appropriate for the achievement of the goal. The role playing game was carried out successfully and there was positive response by the children. They actively participated and showed great enthusiasm. There were not major discipline problems and everything seemed to be under control and organized. However there was some time left as I thought the game will last longer. I believed I showed flexibility though, as I decided to make a brief introduction to countable/uncountable nouns which will be the focus of the subsequent lesson. It was a smooth transition from the game to the book and this way there was a balance and coherence between the lessons. However, it was on the spot-decision and I found it very difficult to improvise and find something to cover the time left. This led me to the conclusion that is always very advisable to plan some extra activities in cases time is left. I really enjoyed the fact that I have dealt with both
  • 47.
    running out oftime and having some extra time left so that I can see how I would cope with both problems. The whole procedure of the lesson indicated that the pupils had the required knowledge for playing the game was fully acquired by the students. This way I discovered that not giving them the vocabulary as a bilingual word list they had to learn as a dictation, was not a burden in acquiring vocabulary. They have learnt the words through the reading tasks and some other activities for practice used in the previous lesson. As a result they were ready to receive some new input about the same topic (shopping) that will help them have a deeper knowledge of the theme.
  • 48.
    PART B School: 17th Lowersecondary school of Thessaloniki Cooperating teacher: Kalaitzidou Melina University Supervisor: Psaltou- Joycey Aggeliki
  • 49.
    Practice in TeachingEnglish as a Foreign Language SCHOOL SCHEDULE Fall Semester 2012 School: 17th lower secondary school of Thessaloniki Address: Xristopoulou 6 Phone number: 2310262721 Headmaster: Papargiriou Argirios Teacher of English: Kalaitzidou Melina Phone number: 2310313981 Group: 19 Grade: A1 (Teaching) 1 Dimitriou Vaia 2 Kakouri Aikaterini 3 Karagianni Ioanna Mark: (T - teaching, OB - observation) Morning classes Monday Tuesday Wednesday Thursday Friday Time 1 08:15-9:00 B1(OB) 2 09:05-09:50 A1(T) 3 10:00-10:45 B1(OB) Γ(OB) 4 10:55-11:40 A2(OB) 5 11:50-12:35 A1(T) A1(T) 6 12:40-13:25 7 13:30-14:10 Evening classes -- Monday Tuesday Wednesday Thursday Friday Time 1 2 3 4 5
  • 50.
    Practice in TeachingEnglish as a Foreign Language Registry Fall Semester 2012 Group :19 week 1 week 2 week 3 Last / 26/1 - 28 - 30/1 3/ - 5/12 - 7/12 10/1 - 12/1 - First 1 /1 1 12 2 2 Name 1 1 Dimitr -- -- iou Vaia 2 Kakou ri Aikate rini 3 Karag ianni Ioann a Lessons missed due to school reasons Individual absences Date Reason Date Name Reason 21/12/ Christmas party 3/12/ Dimitrio Loss of family 2012 2012 u Vaia member(1st degree) 5/12/ Dimitrio Loss of family 2012 u Vaia member(1st degree)
  • 51.
    Practice in TeachingEnglish as a Foreign Language TEACHING RECORD Fall Semester 2012 S Sum (in minutes) / T Total (in minutes) Gro Grade: A1 Week 2 Week 3 Week 4 up:1 9 Last / First 3/12 / 5/ / 7 S 10 / 12 / 14/1 S 17/1 / 19 / 21 S T Name 12 / /1 /1 2 2 /1 /1 1 2 2 2 2 2 1 Kakouri 1 13 Aikaterini 3 5m 5 ts m ts 2 Karagiann 1 13 i Ioanna 3 5m 5 ts m ts 3 Dimitriou -- 9 90 Vaia 0 mts m ts
  • 52.
    Practice in TeachingEnglish as a Foreign Language OBSERVATION REPORT x Fall Semester 2012 Spring Semester 201__ NAME OF OBSERVER(S) [Group: 19 Week: 1 Date: 26/11/2012 Observation No: 1] 1) Last name: Dimitriou First name: Vaia Code: 13053 2) Last name: Kakouri First name: Aikaterini Code: 13345 3) Last name: Karagianni First name: Ioanna Code: 13346 School: 17th Lower Secondary School of Thessaloniki Teacher: Kalaitzidou Melina Time: 9:05 Length: 45 mins Grade: A1 No of learners (present): B 9 G 8 Observation focus: Providing Feedback The teacher returns some tests that the students have written. The lesson begins with a conversation about the test and the mistakes that were made. She provides corrective feedback using the board. She asks questions and explains the reason why these errors were made. In addition, she asks students who have done well at the test to give their own answers as to correct those classmates who have made mistakes. Many times the teacher uses recasts to correct the learners. Nevertheless, the teacher’s method of correcting mistakes varies: she may correct the students explicitly, but she mainly does it implicitly (by not giving the rule straight-away, but trying to extract it from the students instead, after they have been exposed to a lot of examples). What is more, she provides pronunciation feedback for some ‘problematic’ words (e.g. choir). She may sometimes write the correct pronunciation on the board using phonological symbols, and other times she may just correct it simply by repeating the word. What is noticeable is that she exposes the students only to the English language and she encourages them not to resort to the mother tongue at all. Besides, all the explanations are given in English and it is interesting that the students understand everything, a fact that shows that they are familiarized with the language. As far as the students’ encouragement is concerned, the teacher does not miss a chance to praise good performance. She uses phrases such as ‘Excellent’ or ‘Very good’ and she shows her enthusiasm.
  • 53.
    Practice in TeachingEnglish as a Foreign Language OBSERVATION REPORT x Fall Semester 2012 NAME OF OBSERVER(S) [Group: 19 Week: 1 Date: 26/11/2012 Observation No: 2 1) Last name: Dimitriou First name: Vaia Code: 13053 2) Last name: Kakouri First name: Aikaterini Code: 13345 3) Last name: Karagianni First name: Ioanna Code: 13346 School: 17th Lower Secondary School of Thessaloniki Teacher: Kalaitzidou Melina Time: 10:00- 11:45 Length: 45 mins Grade: B2 No of learners (present): B 8 G 8 Observation focus: Teaching Aids The teacher distributed photocopies with the lyrics of two songs ( ‘Sweet Home Alabama’-Lynyrd Skynyrd and ‘Still loving you’- Rolling Stones). She had omitted some words and she had put blanks to be filled by the students. She played each song twice, leaving the learners ample time to complete the task. When they had finished, she read the songs and the students were asked to tell the words that were missing. She then wrote them down on the chalkboard. She did not organize the board in a specific way, but her writing was quite clear to be seen by all of the class. When students met an unknown word, the teacher either wrote the definition on the board or asked the students to guess its meaning by context. It is noticeable that all this was made the whole procedure was carried out using only the target language. What is more, the teacher did not miss the chance to make some comments on the phonological aspect of some words that were pronounced wrongly, either by just correcting the students or by writing the word on the board with its phonological symbols to stress the right pronunciation. After the class had checked the blanks, the teacher commented on the context of the songs as well, addressing questions to the students about the story that each song narrated. Nevertheless, using the song ‘Sweet Home Alabama’, the teacher took the opportunity to make comments on the history and on the politics that the song discusses, providing the students with extra knowledge. The way the teacher manipulated this material was quite impressive, since she managed to practice three skills at once (listening, speaking and reading) and to keep the learners’ interest alive throughout the lesson.
  • 54.
    Practice in TeachingEnglish as a Foreign Language OBSERVATION REPORT Fall Semester 2012 NAME OF OBSERVER(S) [Group: 19 Week: 1 Date: 28/11/2012 Observation No: 3 1) Last name: Dimitriou First name: Vaia Code: 13053 2) Last name: Kakouri First name: Aikaterini Code: 13345 3) Last name: Karagianni First name: Ioanna Code: 13346 School: 17th Lower Secondary School of Thessaloniki Teacher: Kalaitzidou Melina Time: 11:50-12:35 Length: 45 mts Grade: A1 No of learners (present): B 9 G 8 Observation focus: Focusing on learning strategies The teacher pays attention to the specific learning strategies of each lesson but she neither focuses the learners’ attention on them nor does she discuss the effectiveness of each particular strategy focused by the book. She rather chooses to make implicit use of these learning strategies. This is because, in this particular case, the learners are too young to understand and this could lead them to confusion. As far as vocabulary is concerned, the teacher writes the word on the board giving its meaning in the target language and putting new words into context. The mother tongue is not used at all by the class. Pair work or group work is always included in the lesson concerning all tasks: writing, listening, reading and speaking. This results in the maintenance of the students’ interest. Moreover, students of higher level can indirectly help those that are not as competent in the language. In the classroom the teacher does not prompt the learners to make use of various strategies. When she introduces a specific task, the teacher only reads the instructions given by the book and, if necessary, she gives further explanations to avoid any kind of misunderstanding. Last but not least, when it is needed, the instructor activates background knowledge that the students have by doing some speaking or other related tasks that may help.
  • 55.
    Practice in TeachingEnglish as a Foreign Language OBSERVATION REPORT Fall semester 2012 NAME OF OBSERVER(S) [Group: 19 Week:1 Date: 30/11/2012 Observation No: 4 1) Last name: Kakouri First name: Aikaterini Code: 13345 2) Last name: Karagianni First name :Ioanna Code: 13346 3)Last name : Dimitriou First name: Vaia Code : 13053 School: 17th Lower Secondary of Thessaloniki Teacher: Kalaitzidou Melina Time: 11:50- 12: 35 Length: 45 minutes Grade: 1st No of learners (present): B: 9 G: 8 Observation focus: Classroom atmosphere In general, the classroom atmosphere in this particular classroom can be characterised as very good. The teacher does not make discriminations among the learners and does not favour the ‘’good ones’’. In fact she does not even seem to label the learners as good and bad ones. The learners and the teacher have a balanced and harmonious relationship as learners treat their teacher with respect and vice versa. This may be mainly due to the fact that the teacher treats them as equals. What is more she has created a proximity to learners as she is very cordial with them. She is accessible so that all her students can ask questions or express their opinions freely.She also praises them and does not only focus on their mistakes. Lastly, she has set some rules in her classroom such as speaking only in English which encourages learners to use the target language consistently. This is also significant because this way she does not underestimate her students. She believes that her students are capable of communicating using the target language. Learners respond positively to her rules as they feel they have a teacher who is not there to punish them or to assign loads of homework but to guide them and learn. They even make jokes with the teacher. The teacher herself is also very enthusiastic during the procedure of the lesson. She even made an attempt to create some displays on the wall with learners’ work. However, the environment in general is not very tidy and does not have any other equipment such as projector, a computer etc so that it could be more motivating. To sum up, the classroom atmosphere is motivating mainly due to the harmonious relationship between the teacher and the learners.
  • 56.
    Practice in TeachingEnglish as a Foreign Language OBSERVATION REPORT Fall semester 2012 NAME OF OBSERVER(S) [Group: 19 Week: 2 Date: 07/12/2012 Observation No: 5 1) Last name: Kakouri First name: Aikaterini Code: 13345 2) Last name: Karagianni First name: Ioanna Code: 13346 3) Last name: Dimitriou First name: Vaia Code: 13053 School: 17th Lower Secondary School of Thessaloniki Teacher: Kalaitzidou Melina Time: 12:45 - 13: 30 Length: 45 minutes Grade: 3rd No of learners (present): B 11 G: 13 Observation focus: Teaching pronunciation The teacher speaks loudly and clearly so that she can be audible to all students in the classroom. She seems to have an American English accent while she speaks. During this lesson, pronunciation was taught implicitly using a variety of techniques. First of all the teacher provides feedback about pronunciation with recasts. To be more specific, when the learners make some pronunciation errors, she repeats the word again using the correct pronunciation of the word. For example the learners pronounce the word also with an / a/ sound and the teacher recasts it with an / aw/ sound. Apart from this she uses phonetic symbols on the chalkboard to provide them with some phonological rules. However this is done implicitly ,as she takes the chance to use some words from the text learners had to work on, and elaborate about their pronunciation. For example she uses the word archaeological to indicate the difference between words like chemistry, choir, and teacher. She needs to indicate the difference in pronouncing /ch/ in words like these, so she writes /k/ next to the words choir, archaeological to help them distinguish it from the /ch/ sound in teacher. Learners’ reaction to this phonological input is positive as they are cognitively mature enough to deal with phonetic symbols and seem very comfortable to comprehend the pronunciation issues taught. Despite the fact that the teacher gives some emphasis on the pronunciation during the lesson procedure, it is more likely that is something more like on the spot decision rather than an aspect that she initially intended to teach. In other words she does not seem to focus the lesson on the pronunciation.
  • 57.
    Practice in TeachingEnglish as a Foreign Language OBSERVATION REPORT Fall semester 2012 NAME OF OBSERVER(S) [Group: 19 Week: Date: 10/12/2012 Observation No: 6 1) Last name: Kakouri First name: Aikaterini Code: 13345 2) Last name: Dimitriou First name:Vaia Code: 13053 3) Last name: Karagianni First name:Ioanna Code: 13346 School: 17th Lower Secondary School of Thessaloniki Teacher: Kalaitzidou Melina Time: 08:15- 09:00 Length: 45 minutes Grade: 2nd No of learners (present): B: 12 G :4 Observation focus: Pace and Variety. In terms of pace the lesson was carried out in a very smooth way. There was a sense of purpose, as this lesson was mainly based on grammatical aspects ,such as the use of simple present in describing a daily routine and transformations from passive voice to active and vice versa. These two grammatical aspects were linked in a very interesting way. Firstly the teacher gave some cards to the students with some famous people’s names written on them. Then they were asked to write these famous people’s daily routine. This way there was an implicit practice of using simple present which was much more effective than by giving them some traditional fill-in-the gap activity. And after students had finished their task,she used their own examples to teach them how their sentences could be transformed into passive voice. This transition was significant as it linked their previous knowledge (simple present) with new one (passive voice). As far as the variety of the activities is concerned the teacher has planned a motivating activity to assist learners deal with grammatical issues in a more interesting and implicit way rather than following the traditional presentation and practice model. Students were excited and there were no moments of silence. However there was a sense that the whole lesson was spent on a single activity, because after the completion of the task with the cards,the teacher provided learners with some input about passive voice and a task for practicing it. Thus almost the whole lesson was based on the card- activity and towards the end of the lesson there was the sense that the lesson lost its pace and variety.
  • 58.
    Practice in TeachingEnglish as a Foreign Language OBSERVATION REPORT x Fall Semester 2012 NAME OF OBSERVER(S) [Group: 19 Week: 3 Date: 19/12/2012 Observation No:7 1) Last name: Dimitriou First name: Vaia Code: 13053 2) Last name: Kakouri First name: Aikaterini Code: 13345 3) Last name: Karagianni First name: Ioanna Code: 13346 School: 17th Lower Secondary School of Thessaloniki Teacher: Kalaitzidou Melina Time: 10:55-11:40 Length: 45 mins Grade: A2 No of learners (present): B 9 G 8 Observation focus: The opening and ending of the lesson This lesson was the last one before Christmas holidays. The teacher had organized a little fest for the students to make them relax but at the same time to make them learn something and, most importantly, to expose them to the target language again. The lesson started on time and the teacher had entered the classroom and had prepared everything she needed. She had already put on Christmas songs and a happy and friendly atmosphere was expecting the students. When the bell rung and the students entered the classroom, the teacher informed them about what they were going to do that day. Afterwards, she distributed photocopies with the songs’ lyrics, encouraging the students to sing and have fun, and she gave them cards reinforcing them to write their wishes on them. Although she left the students free to write whatever they wanted, she wrote a wish on the board to give them a guideline. The students responded very enthusiastically and enjoyed themselves very much. The lesson closed with the teacher distributing little chocolates and the students singing and dancing in a Christmas mood, moving around in a classroom designed with colorful Christmas cards filled with wishes that the students had written (in the target language of course).
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    Practice in TeachingEnglish as a Foreign Language LESSON PLAN FALL SEMESTER 2012 Group: 19 Week: 2 Date: 03/12/2012 (Note: Mts stands for minutes; e.g. 5' - length of a particular activity) School: 17th Lower Secondary school of Thessaloniki Grade: 1st Time: 09:05- 09:50 Length: 45 Minutes No of learners: B: 9 G: 8 Main aim: to be able to talk about feelings Skills: reading, writing, speaking Student Mts Aim(s) of Language Vocabulary Methodology Teaching Aids Teacher activity Kakouri 5 To indicate I Teaching Photocopies with an Aikaterini the mustn’t…., grammar in exercise about modals. difference I don’t have context. Children in meaning to …. are given some between photocopies with mustn’t and some sentences don’t have and are expected to. to fill in some gaps with mustn’t or don’t have to. This was taught in the previous lesson by their teacher and in a smooth transition to my lesson. Using this type of exercise learners focus on grammar but in context. They are asked to fill in the gaps based mainly on the context provided t decide which of the two modals is appropriate for
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    the sentence. For examplewhen they see the word forbidden their minds will have to make the association with mustn’t whereas when they notice the word optional they will be able to understand that they will have to fill in the gap with don’t have to. Kakouri 5 To Words about Brainstorming : Chalkboard Aikaterini introduce feelings ( love, I will write the them to the fear, shock etc) word feeling on theme of the the board and ask lesson and students to tell me capture some words that their come to their attention . minds about it such as love, shock etc, Then I will introduce them to the main topic of our lesson, feelings. Kakouri 10 To focus on Dead tired, Reading task: Student’s book page Aikaterini some excited, bored, learners are asked 33.exercise 1,3 adjectives sad, happy, glad to read aloud 3 which etc. songs in students describe book that refer to feelings. feelings in different kind of situations. After having it aloud they are asked to underline the adjectives that
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    believe they describe feelings. Thenthey will move on to exercise 3 where they will have to decide which of the adjectives they underlined have negative or positive meaning. Student Mts Aim(s) of Language Vocabulary Methodology Teaching Aids Teacher activity Kakouri 12 To talk I usually Sad, stressed, Post reading Student’s book page 33 Aikaterini about feel sad dead tired etc. task students are chalkboard. feelings in when….. divided in groups various and are asked to situations. form sentences with the adjectives they underlined previously. They have to think of several occasions that would make them feel this way I will have written clearly the words on the board so that they do not spend time searching for the words in the text again. Then after they have completed their task one member of each group will present their work in the classroom orally.
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    Kakouri 3 Toprovide Depressed , Assigning Photocopies with a son Aikaterini them with a confused, angry. homework sample for ( writing a song). their Learners are homework. given a photocopy with a song about feelings. They are told that is a song that I wrote and I read it in classroom. Then I announce them their homework. They have to write their own songs and are reassured that if they do their homework they will be rewarded without revealing them the reward telling them that is a surprise. Kakouri 10 To add Embarrassed, Hangman : for Chalkboard. Aikaterini more terrified, the last minutes of comprehens astonished. the lesson ible input to learners will play the hangman with adjectives words about already feelings that they taught. know apart from the ones mentioned previously in the text. This way new input is provided by themselves., the lesson will become learner-
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    centered. I will startby giving embarrassed. If they can not really come up with any words ,I will help them by telling one student secretly one word that his classmates have to find. The whole procedure will be one student thinking of a word write the initial letter of it on board and the rest of the classroom will have to guess the word he has selected. By the end of the lesson, the learners will have been exposed to sufficient input so that they can talk about th feelings and they are expected even to write a song about them.
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    Mustn’t or don’thave to ? It is forbidden. You ______ do that. You ______ ask my permission. You can do what you want. You ______ speak to the driver when the bus is moving. It's dangerous. Help yourself to anything you want. You ______ ask. You ______ park here. There is a double yellow line. Pay me back when you can. You ______ do it immediately. It's optional. We ______ I'll tell you a secret. You Promise? Be on time. You ______ you. He's a millionaire. He because he enjoys it. to go if you don't want to. ______ tell anybody else. be late or we will leave without _____ _ work but he does
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    Poem When I amsad, I want to cry. When I am happy, I reach the sky. When I am tired I want to sleep. When I am depressed I want to weep. When I am angry I want to scream When I am hungry I eat ice cream When I am confused I simply shrug When I am loving I want a hug. Exercise with modals: http://www.better-english.com/grammar/mustnt.htm poem : http://www.childfun.com/index.php/activity-themes/people-house-home/229-feelings-activity- theme.html?start=4 (adaptations made by Kakouri Aikaterini, 03/12/2012, group 19
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    Practice in TeachingEnglish as a Foreign Language LESSON COMMENT FORM x Fall Semester 2012 Student Teacher: Kakouri Aikaterini Group: 16 Week: 2 Date: 3/12/2012 School: 17th Lower Secondary School of Thessaloniki Length: 45 mins Observer: Karagianni Ioanna Please tick . E excellent VG very good S satisfactory BS below satisfactory LESSON UNFOLDED Opening: Start of the lesson Pace and variety Language/voice quality /amount of teacher talk Giving instructions Providing feedback Use of teaching aids Body language/posture Classroom management Classroom atmosphere Focusing on learning strategies Teaching pronunciation Closure: End of the lesson OVERALL IMPRESSION Aim of activities perceived Learning outcomes achieved Learners' interest maintained Suitability of activities Time management Lesson planning (+preparation) Comments: E VG S BS Recommendations x x x x x x x x x x x x x x x x x x
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    Practice in TeachingEnglish as a Foreign Language REFLECTIVE PRACTICE REPORT Trainee Teacher: Kakouri Aikaterini Group: 19 Week:2 Report: 1 School: 17th Lower Secondary School of Thessaloniki Date:03/11/2012 Grade: 1st Length: 45minutes Prior to the lesson: Teaching in high school has many discrepancies compared with teaching in primary school. First of all there is the challenge of the age as I have to cope with older learners and more specifically teenagers. On the one hand this is very encouraging as they are cognitively mature and have some basic knowledge of English so that I can speak the target language consistently. On the other hand though, it is difficult to capture their attention and maintain their interest. What is more since I am young teacher and they are close to my age there is a high possibility of not treating me as their teacher and there may be some discipline problems. To deal with this problem I will try to create proximity to them but at the same time imposing myself when the situation is out of control. I am not stressed about teaching though as I have already been exposed to a classroom environment as a trainee teacher in primary school and my lesson is well planned and has a variety. In the beginning I selected to start with an activity based on their previous lesson so that a smooth transition from the previous to my lesson could be made. The theme of the lesson is feelings, which is very interesting among teenagers, who in this period of their lives experience them very intensely. I expect them to react for their homework as they may find writing a song difficult. To confront I will mention that reward is involved so that the majority of the classroom will do their homework. What is more I tried to include also some group work in my lesson plan because it is very important for them to collaborate and exchange ideas about how they may feel on different occasions. In order to this I have to make some alterations in seating arrangement as it is organized in orderly rows which do not favor group work. In case time is left I will let them start creating their songs but I will try to be very careful with the time management. After the lesson: The aim of the lesson was achieved and learners responded positively to the activities planned. They were familiarized with speaking only in the target language and they participated in all activities planned. They showed great interest about the lesson and were very delightful with hangman at the end of the lesson. As I had predicted they reacted for writing a song but the reward seemed that motivated and I expect that almost everyone will do his homework. The lesson plan was followed without needing making any changes, and without having any time management issues. We seemed to have a
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    harmonious relationship asI tried to show them that I am accessible for them and praised them in every chance I had. What is more I tried not to favor any student and treat them with respect and as equals. The transition from the previous lesson to mine with the grammar exercise was successful and from the very beginning they were very eager to participate as most of them raised their hands. However, as far as group work there were some discipline problems. I did not set a time limit and I kept on asking them whether they had finished. As a result, they found chance to talk to each other but they collaborated successfully and I made all the necessary seating arrangements to divide them in groups. All in all my first contact with teaching in high school was much better than I initially thought. Learners showed that they really enjoyed my lesson and I believe I was very enthusiastic too. What I really need to focus on is setting my own rules in the classroom so that discipline problems will be prevented.
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    Practice in TeachingEnglish as a Foreign Language LESSON PLAN Fall semester 2012 Group: 19 Week: 2 Date: 5/12/2012 (Note: Mts stands for minutes; e.g. 5' - length of a particular activity) School: 17th Lower Secondary School of Thessaloniki Grade: 1st Time: 11:50- 12:35 Length: 45 minutes No of learners: B: 9 G: 8 Main aim: to revise adjectives of feelings Skills: writing, speaking. Student Mts Aim(s) Language Vocabulary Methodology Teaching Aids Teacher of activity Kakouri 10 Test provided by Aikaterini learners’ English teacher. Kakouri 15 To be Happy, Presentation of Chocolates. Aikaterini expose stressed, learners’ work . d to depressed. Learners are some asked to present songs their homework about in front of the their classroom. Each feelings of them will read that aloud their own their songs about classma feelings. After tes each of them wrote. having read their songs I will reward them with a little chocolate. Kakouri 20 To Angry, Charades . 2 cards with Aikaterini revise embarrassed, Learners are adjectives about some excited, divided into 2 feelings. basic confused, teams: boys and vocabul depressed, girls. I will give ary afraid, them 2 cards with about nervous, a list of 4
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    feelings tired. adjectiveson them. Each of the teams will have to pantomime the adjectives written on the card. When one team pantomimes a word the other one will have to guess which adjective is pantomimed. The team with the most correct guessed will be named the winner. By the end of the lesson, the learners will have been presented their own songs about feelings and they will have fully acquired some useful vocabulary about feelings.
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    Practice in TeachingEnglish as a Foreign Language LESSON COMMENT FORM x Fall Semester 2012 Student Teacher: Kakouri Aikaterini Group: 16 Week: 2 Date: 5/12/2012 School: 17th Lower Secondary School of Thessaloniki Length: 45 mins Observer: Karagianni Ioanna Please tick . E excellent VG very good S satisfactory BS below satisfactory LESSON UNFOLDED Opening: Start of the lesson Pace and variety Language/voice quality /amount of teacher talk Giving instructions Providing feedback Use of teaching aids Body language/posture Classroom management Classroom atmosphere Focusing on learning strategies Teaching pronunciation Closure: End of the lesson OVERALL IMPRESSION Aim of activities perceived Learning outcomes achieved Learners' interest maintained Suitability of activities Time management Lesson planning (+preparation) Comments: E VG S BS Recommendations x x x x x x x x x x x x x x x x x x
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    Practice in TeachingEnglish as a Foreign Language REFLECTIVE PRACTICE REPORT Trainee Teacher: Kakouri Aiketerini Group: 19 Week:2 Report:2 School: 17th Lower Secondary School of Thessaloniki Date: 5/12/2012 Grade: 1st Length: 45 minutes Prior to the lesson: This lesson will be learner centered as most focus of it will be on learners’ own work and fun. First of all learners will present their songs about feelings that I had assigned for homework in the previous lesson. They will have the chance to be exposed to their classmates songs and they will also be rewarded with some chocolate. I expect them to be very enthusiastic as they do not know what their reward will be and they will be very curious until it is revealed. What is more it very crucial for me to let them know that I really appreciate that they tried and that all of them will be rewarded without making any discriminations about good or bad songs. This way everyone will be praised. However there are some other concerns that make me stressed about this lesson such as a 10 minute test planned by their teacher that will reduce the length of my lesson. It will be a limited to a 35 minute lesson. Consequently, after writing a test and having presented their homework it will be really pleasing for them first of all to be rewarded for trying to write something so difficult and secondly to play a game so that they can relax. The last part of the lesson will be a charades game so that learners will revise the vocabulary focus of the previous lesson and simultaneously having fun. After the lesson: This lesson was quite successful as learners seemed really enthusiastic and actively participated. First of all everyone had done their homework which really made me glad and were very willing to read to their songs with their classmates as an audience. What is more they really enjoyed their reward and since the whole had done their homework chocolates were given to everyone in the classroom. Everyone was praised for presenting their own songs. The second part, the charades game was also successful as learners guessed almost all words on the cards which was evidence that they really had acquired. It was a really efficient way of testing vocabulary through a game. Everyone participated and L2 was used consistently by the students even during the game. However there were some discipline problems as at some point learners were really noisy about arguing who will be the winner. I tried to attract their attention but it was really hard as they were really enthusiastic about the game but finally a balance was maintained. Perhaps an advisable thing to do would be to set some rules to maintain
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    discipline in classroom.For example I could tell them that if they kept on being noisy they would lose points. In general though I would describe my lesson successful as although it was a very short lesson and there was a test included in it , learners were very energetic and interest was maintained during the whole procedure of the lesson. What is more lesson plan was followed as there were no time management issues to need take any on-the -spot decisions.
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    Practice in TeachingEnglish as a Foreign Language LESSON PLAN FALL SEMESTER 2012 Group: 19 Week: 2 Date: 07/12/2012 (Note: Mts stands for minutes; e.g. 5' - length of a particular activity) School: 17th Lower Secondary School of Thessaloniki Grade: 1st Time: 11:50-12:35 Length: 45 minutes No of learners: B: 9 G: 8 Main aim: Skills: Student Mt Aim(s) of Language Voca Methodology Teaching Teacher s activity bular Aids y Kakouri 10 To Should+ Warm -up. I show a A large Aikaterini introduce verb large picture to the picture. learners to students. This picture the theme portrays a sad girl. A of the discussion is started lesson with the learners about ( giving the picture. I ask a theme) number of questions: What can you see in the picture? How old do you think the girl is? How does she feel? Why do you think she feels this way? Any answer learners give is acceptable. Kakouri 5 To write Should+ Practicing grammar. A large Aikaterini some verb After learners have a picture.. piece of clear idea about the advice picture I write a using question on the board: should. ‘’ what do you think she should do?’’ underlining should.
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    Then students areasked to work in groups and write some suggestions for making this girl feel better using the modal verb should. Kakouri 10 To give Ought to + I Writing task. Learners Photocopy Aikaterini some verb. strong are given a photocopy with piece of ly with three scenarios. scenarios. advice advise These scenarios refer to with some you problems that three other to…. teenagers and they have expression Why to give them advice s apart don’t using some key phrases from you… and expression that are should. .? written on the It photocopy. To carry out would this task they will work be a in groups again. very good idea to…. Student Mt Aim(s) of Language Voca Methodology Teaching Teacher s activity bular Aids y Kakouri 10 To be Must/can’t Teaching Chalkboard. Aikaterini familiarize /might/cou grammar. I will d with ld. write some degrees of sentences on the possibility board using modals of propability: She is wearing a wedding ring. She must be married. There are some clouds on the sky. It may rain.
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    She is fartoo behind . She can’t win the race. I bought a lottery yesterday. I could be a millionaire. Then learners are expected to think of the difference between the modals in the sentences and think to what extend are we sure about something when we use must/can’t/may/coul d. Kakouri 10 To be able Must/can/ Practice grammar. Chalkboard. Aikaterini to talk might/may Then I write some other using /could. sentences on the board modals of and the learners have to propability think of sentences which express possibility using the appropriate modal verb. They will express their ideas orally. For instance when I write in the chalkboard : ‘’ I haven’t studied for my exams- Pass the exams’’ , they have to think of the modal can’t.( I can’t pass the exams). By the end of the lesson, the learners will be capable of giving some piece od advice using several expressions. What is more learners will be able to talk about possibilities using modals.
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    What should Ido??????? Scenario 1 I am worried that I am getting fat and I want to lose some weight, what do you advise me to do? Scenario 2 I want a new mobile phone but I don’t have enough money.. Help me!!!! Scenario 3 My friend has told lies about me and I’m angry. What should I do? Key phrases Should +verb I strongly advise you to…. Why don’y you….? It would be a very good idea to…. You ought to + verb…. You’d better + verb Material produced by Kakouri Aikaterini, 7/12/2012
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    Practice in TeachingEnglish as a Foreign Language LESSON COMMENT FORM x Fall Semester 2012 Student Teacher: Kakouri Aikaterini Group: 16 Week: 2 Date: 7/12/2012 School: 17th Lower Secondary School of Thessaloniki Length: 45 minutes Observer: Karagianni Ioanna Please tick . E excellent VG very good S satisfactory BS below satisfactory LESSON UNFOLDED Opening: Start of the lesson Pace and variety Language/voice quality /amount of teacher talk Giving instructions Providing feedback Use of teaching aids Body language/posture Classroom management Classroom atmosphere Focusing on learning strategies Teaching pronunciation Closure: End of the lesson OVERALL IMPRESSION Aim of activities perceived Learning outcomes achieved Learners' interest maintained Suitability of activities Time management Lesson planning (+preparation) Comments: E VG S BS Recommendations x x x x x x x x x x x x x x x x x x
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    Practice in TeachingEnglish as a Foreign Language LESSON COMMENT FORM Fall Semester 2012 Student Teacher: Kakouri Aikaterini Group: 19 Week: 2 Date:07/12/2012 School: 17th Lower Secondary School of Thessaloniki Grade: A1 Length: 45mts Observer: Dimitriou Vaia Please tick . E excellent VG very good S satisfactory BS below satisfactory LESSON UNFOLDED Opening: Start of the lesson Pace and variety Language/voice quality /amount of teacher talk Giving instructions Providing feedback Use of teaching aids Body language/posture Classroom management Classroom atmosphere Focusing on learning strategies Teaching pronunciation Closure: End of the lesson OVERALL IMPRESSION Aim of activities perceived Learning outcomes achieved Learners' interest maintained Suitability of activities Time management E VG S BS Recommendations
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    Lesson planning (+preparation) Comments:It was a great lesson and learners were very excited and were participating. Great combination of school book material with material the teacher had prepared herself.
  • 83.
    Practice in TeachingEnglish as a Foreign Language REFLECTIVE PRACTICE REPORT Fall semester 2012 Trainee Teacher: Kakouri Aikaterini Group: 19 Week: 2 Report: 3 School: 17th Lower Secondary School of Thessaloniki Date: 07/12/2012 Grade: 1st Length: 45 minutes Prior to the lesson: My last lesson plan focuses on giving advice and some modal verbs that express possibility. Although these are grammatical issues I will not use the traditional presentation- practice model to teach learners grammar. First of all as far as giving advice part I will not provide them with rules about ways of giving advice. I will expose them to the problems and I will require to give some advice. These problems are depicted through a picture and a photocopy with 3 scenarios that need advice. Furthermore when it comes to modals that express possibility I will not start giving them some explicit rules about their use, but they are asked to think of their use and rules themselves. In other word I simply expose them to some examples to indicate the difference in degrees of possibility among these modal verbs. Learners are the ones that have to think what does it mean to use must instead of may in a sentence. I have never focused on grammatical aspects before but the teacher of this classroom insisted on covering what there is in the book and consequently I had to make a lesson plan based on these grammatical points. However, I do not to what extent learners’ interest will be maintained as in my previous lessons there was always a game in the procedure of the lesson and I do not know if they will be as enthusiastic as they used to be the previous lessons. After the lesson: The main objective of the lesson was achieved. I tried to avoid giving explicit information about grammar and the use of the modal verbs to denote possibility or provide advice. They participated especially in the initial discussion about the photograph I had brought. They collaborated to find solutions for the girl portrayed and later on for the scenarios. Furthermore, they were able to distinguish between the semantic differences among must/may/could and can’t by simply giving them some examples of them. However their interest was not maintained as it was a lesson based mainly n grammar but I had to cooperate with the teacher who found it crucial that learners were taught about modal verbs and their use. As a result I tried to make the lesson as much as interesting as possible and to stay away from the traditional presentation, production model. In general the lesson plan was followed without making any major changes or having to take any on- the -spot decisions. Learners enjoyed working with each other and participated in all activities. I believe it was a planes lesson and
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    the materials used( the picture and the photocopies with scenarios) assisted in making this lesson differ from a typical grammar lesson. However I would not list it in the best lessons in my teaching practice. I am more in favour of activities that promote communication rather than simply practicing grammatical points. This is why learners seemed to enjoy mostly the initial discussion about the photo and giving advice than trying to figure out the differences between using different modal verbs of possibility. In other words they prefer being engaged in activities that do not focus on grammar.