Salama observed English language classes at a school for blind girls. In the first class, the teacher focused mainly on homework, grammar lessons, and reading. Salama felt the teacher could have handled correcting homework errors more tactfully. Students participated actively but the teacher talked most of the time. The second class lacked preparation and wasted time trying to get technology working. Neither class incorporated group work or activities to fully engage students. Overall, Salama observed a lack of student-centered techniques and opportunities for collaborative learning.
1) The Community Language Learning method focuses on creating a secure environment where students' feelings are respected and they can take risks in learning a new language.
2) The teacher acts as a language counselor, translating students' words and building relationships to help lower anxiety. Students' conversations are recorded and transcribed for analysis.
3) Throughout the lesson, feedback is gathered from students and their perspectives are valued to continually improve the learning process. Various techniques keep students actively engaged, including role playing, group work, and reflective listening activities.
The document summarizes the author's experience completing their second practicum period as an English student teacher at a primary school. Some key points:
- The author focused on using more English in the classroom and recognizing different needs of students. They planned six lessons incorporating technology, reading, writing and other skills.
- Lessons included interactive activities like games and videos to motivate students. Visual materials helped engage those learning English for the first time.
- While progress was made using a more communicative approach, planning remained challenging with students having little English. The author believes better training for current teachers could improve language instruction overall.
This document contains Jill Cameron's self-evaluation of an audio recording of one of her science lessons along with samples of work from two students, one on-level and one below-level. Jill found that while her lesson went well, she identified areas for improvement such as slowing down her speech and using more affirmative language. The student work samples show improvement in spelling and sentence complexity for the on-level student but inconsistency for the below-level student who struggled to focus during lessons.
The document discusses classroom management and interaction. It provides options for how teachers can respond in different classroom situations, such as a student not wanting to do an exercise or an activity taking longer than planned. It also discusses how to maximize student interaction, including using small groups, pairs, questions that require longer answers, and listening to students. The goal is for students to have more opportunities to speak with each other rather than just the teacher.
The teacher led a biology class on the topic of corrosion. She noticed that many students were stuck and lacking pre-existing knowledge of key terms, so she stopped to explain notations and terminology through questioning. While some explanations went well, other parts were missed due to an uncertainty of students' existing knowledge as a relief teacher. The teacher realized students did not understand an assignment question and had to provide additional explanation before continuing with the content. Through spending more time explaining deeply and asking individual questions, the teacher was able to get students back on task to do experiments, though pre-existing knowledge should have been checked initially.
This document contains journal entries from a student teacher, Fernanda Emili E. López, describing her observations of and lessons with a 4th grade English class, group 4A, in Zapala, Neuquén. In her first observation, she notes that the students are enthusiastic and motivated. She describes how the regular English teacher conducts the lesson in Spanish and has the students do activities like describing monsters. In subsequent entries, Fernanda reflects positively on teaching her first lesson to the class, in which she used visuals and a game to engage the students. She aims to encourage more English use and fun activities in her lessons.
Fernanda observed her first class with a group of 5th year secondary students. She found the students seemed indifferent to her presence and the teacher said their English level was beginner despite being in their last year of secondary school. The class involved revising vocabulary through games with students enthusiastic to compete but showing little interest in learning English. Fernanda is encouraged to continue working with this challenging group.
The teacher provided an overview of the student's strengths and weaknesses. The student does well participating in class but has low reading, writing, and vocabulary skills. Goals for the year include getting the student reading at grade level and improving writing stamina and punctuation. The teacher recommends observing the student during independent work to ensure he stays on task and understands assignments.
1) The Community Language Learning method focuses on creating a secure environment where students' feelings are respected and they can take risks in learning a new language.
2) The teacher acts as a language counselor, translating students' words and building relationships to help lower anxiety. Students' conversations are recorded and transcribed for analysis.
3) Throughout the lesson, feedback is gathered from students and their perspectives are valued to continually improve the learning process. Various techniques keep students actively engaged, including role playing, group work, and reflective listening activities.
The document summarizes the author's experience completing their second practicum period as an English student teacher at a primary school. Some key points:
- The author focused on using more English in the classroom and recognizing different needs of students. They planned six lessons incorporating technology, reading, writing and other skills.
- Lessons included interactive activities like games and videos to motivate students. Visual materials helped engage those learning English for the first time.
- While progress was made using a more communicative approach, planning remained challenging with students having little English. The author believes better training for current teachers could improve language instruction overall.
This document contains Jill Cameron's self-evaluation of an audio recording of one of her science lessons along with samples of work from two students, one on-level and one below-level. Jill found that while her lesson went well, she identified areas for improvement such as slowing down her speech and using more affirmative language. The student work samples show improvement in spelling and sentence complexity for the on-level student but inconsistency for the below-level student who struggled to focus during lessons.
The document discusses classroom management and interaction. It provides options for how teachers can respond in different classroom situations, such as a student not wanting to do an exercise or an activity taking longer than planned. It also discusses how to maximize student interaction, including using small groups, pairs, questions that require longer answers, and listening to students. The goal is for students to have more opportunities to speak with each other rather than just the teacher.
The teacher led a biology class on the topic of corrosion. She noticed that many students were stuck and lacking pre-existing knowledge of key terms, so she stopped to explain notations and terminology through questioning. While some explanations went well, other parts were missed due to an uncertainty of students' existing knowledge as a relief teacher. The teacher realized students did not understand an assignment question and had to provide additional explanation before continuing with the content. Through spending more time explaining deeply and asking individual questions, the teacher was able to get students back on task to do experiments, though pre-existing knowledge should have been checked initially.
This document contains journal entries from a student teacher, Fernanda Emili E. López, describing her observations of and lessons with a 4th grade English class, group 4A, in Zapala, Neuquén. In her first observation, she notes that the students are enthusiastic and motivated. She describes how the regular English teacher conducts the lesson in Spanish and has the students do activities like describing monsters. In subsequent entries, Fernanda reflects positively on teaching her first lesson to the class, in which she used visuals and a game to engage the students. She aims to encourage more English use and fun activities in her lessons.
Fernanda observed her first class with a group of 5th year secondary students. She found the students seemed indifferent to her presence and the teacher said their English level was beginner despite being in their last year of secondary school. The class involved revising vocabulary through games with students enthusiastic to compete but showing little interest in learning English. Fernanda is encouraged to continue working with this challenging group.
The teacher provided an overview of the student's strengths and weaknesses. The student does well participating in class but has low reading, writing, and vocabulary skills. Goals for the year include getting the student reading at grade level and improving writing stamina and punctuation. The teacher recommends observing the student during independent work to ensure he stays on task and understands assignments.
The teacher provided an overview of the student's strengths and weaknesses. The student does well participating in class but has low reading, writing, and vocabulary skills. Goals for the year include getting the student reading at grade level and improving writing stamina and punctuation. The teacher recommends observing the student during independent work to ensure he stays on task and understands assignments.
Tpd schulze all journals primary checkedPaula Schulze
Paula taught an English lesson to a 6th grade class about pirates. She focused on communicative language teaching and the Natural Approach. Activities included reading a story, vocabulary games, and dressing up. Students were engaged and used English. Time management went well except one lesson ran long due to a school assembly. Paula improved at using technology but recording stopped during videos/music. Feedback will help her plan future lessons to better manage time and encourage more English during activities.
This document outlines protocols for lesson observations, including advice on paraphrasing, reflecting, summarizing, and listening during observations. It provides examples of effective probing questions and pitfalls to avoid when questioning the observed teacher. It also includes a sample lesson observation pro forma documenting a lesson on modern technology. The observed teacher felt the lesson was not fully successful due to timing and noise issues. Areas for improvement included choosing a different lesson time and incorporating more structured tasks and student involvement.
Classroom observation final presentationjjohnsoncross
This document summarizes a classroom observation of a kindergarten classroom. It describes the demographics of the students, the daily lesson plan and activities, including a math activity, story time, and writer's workshop. It also discusses adaptations the teacher makes for English language learners, including modeling, tactile learning, social interaction, repetitive practice, and assessment. The recommendations call for further labeling of objects in the classroom and adding visual supports to explain abstract concepts discussed during lessons.
This document is a reflection by Emili López on her first practicum period teaching English to first year primary students in Zapala, Neuquén. Some key points:
- She taught 16 students who were having their first experience with English.
- She aimed to give students a different experience than the typical grammar-translation approach used by their regular teacher.
- Over 5 lessons she incorporated games, songs, videos and other activities to make lessons more communicative and student-centered.
- She reflected on challenges like students' lack of English skills and distance from advisors, but felt she created a relaxed learning environment.
Tpd schulze all journals primary checkedPaula Schulze
Paula taught an English lesson to a 6th grade class focusing on pirates. She used principles of the natural approach to encourage communication in English. Activities included reading a story, a dressing up game where students brought pirate costumes, and a competition game. The students were enthusiastic and engaged, though there was more Spanish spoken during the energetic game. For future lessons, Paula notes she should remind students to speak English during activities and leave more time for reflection on learning. Technology issues interrupted recording at times but she was able to resume. Overall the lesson was a success though time management was impacted by a longer school greeting.
Tpd schulze all journals primary checkedPaula Schulze
Paula taught a lesson on pirates to a group of 6-year-olds focusing on the natural approach. She introduced vocabulary through miming and examples. The students were engaged with the story and activities, though the video was too short. Most aspects went well with good time management, student participation using the target structures, and no behavioral issues. Areas for improvement include refreshing on comparative adjectives and resolving technical issues with recording devices.
Edu 305 week 5 classroom observation and teacher interview paperglamlobsduckcont1971
This document provides instructions for an assignment to observe and interview an elementary or middle school teacher. Students must observe a teacher for at least 1 hour, interview them using provided sample questions, and write a 750-1050 word paper summarizing the teacher's responses and reflecting on the importance of developmental theory in education. Along with the paper, students must submit an artifact from the observation/interview showing how it supports child development, and answer questions about how the teacher and student could incorporate it into their classrooms.
Rodrigues - TPD - Tercer Período - Planificación 3 Natyrod1984
- The document describes an English lesson plan for a class of 21 secondary students in Argentina on the topic of food and health.
- The lesson aims to revise food vocabulary, improve speaking skills through partner interactions, and teach the use of "should" and "shouldn't" to give advice.
- Key activities include a food vocabulary Bingo game, introducing "should" and "shouldn't" with examples, and an activity where students read their daily eating habits to partners and receive advice using the new modal verbs.
Tpd 2015 tielve - third period final report - secondary-checked Myriam Tielve
The document is a reflection by Myriam Tielve on her teaching practicum with secondary school students in Argentina. She faced challenges adapting to the mixed ability group who lacked intrinsic motivation to learn English. Through creative lesson planning and varied techniques like gestures and peer explanations, she tried to make lessons communicative while following the syllabus. Though feeling mixed after lessons, strategies used could benefit mixed ability classes. Reflecting, she would improve checking understanding in the target language. The experience gave her new perspectives on how school communities can impact motivation to learn a new language.
The document contains an observation instrument that assesses educational paradigms, approaches, and techniques used in a classroom. It includes Likert scale questions regarding humanism, behaviorism, constructivism, cognitivism, and more. It also has questions on adolescent development and second language acquisition. The final section examines different teaching methods and includes yes/no questions about techniques like using songs, worksheets, pictures and more. Responses are presented using graphic bars and a pie chart.
Myriam taught 4 lessons on healthy lifestyles to a secondary class. She used various communicative strategies including group work, role plays, songs, and discussions. While some students struggled with instructions in English, others became more engaged. Myriam reflected on making instructions clearer and was pleased that students seemed to understand the lessons' messages about nutrition and habits. Overall she felt her practicum experience built her confidence in teaching.
Natalia conducted three English lessons with a secondary school class in Spain, applying communicative teaching strategies like group work and questions to engage students in speaking practice around topics of introductions, food, and giving advice. Students responded positively to the lessons and seemed comfortable participating orally in English, while Natalia gained experience in lesson planning and delivery.
1. The document describes the author's experience completing her third practicum period as an English teacher trainee at I.F.D. No13.
2. Over the course of 8 lessons with a fifth year class of 17 students, the author focused on improving her use of the target language, incorporating technology and audiovisual materials, and making lessons more communicative and student-centered.
3. While the experience was positive overall, it was impacted by the school's building problems which led to suspended lessons and an inability to finish the practicum period with that class. The author reflects on the challenges but also potential for improvement in state education.
The document discusses various strategies for teaching mixed-ability classes, including dividing students into groups with different tasks, providing extra activities for advanced students, and encouraging the use of students' first languages in some circumstances to help comprehension. It also addresses ways to deal with uncooperative students, quiet students who don't want to speak, and students who don't understand audio tracks, such as using pair work and predicting listening content.
The observation reflects on an English class for 1st grade secondary students in Mexico. The teacher relied heavily on grammar translation, speaking Spanish and translating everything into English. Students worked individually from a textbook and dictionary with no technology. They depended a lot on the teacher due to their basic English level. The 50-minute class lacked communicative activities and student engagement was interrupted by a backpack check. Overall, the observation critiques the traditional and non-communicative approach to teaching English.
The document summarizes a lesson given by the author to a 5th year secondary school class. The lesson was based on the communicative language teaching approach and focused on using visual aids, comprehensible input, and pair/group work. Key strategies used included pictures and videos to support a listening activity on food and health. Students participated actively but some challenges remained around student tardiness and managing distracted students. The author felt the organization of activities worked well overall and aims to improve student engagement and time management.
Community language learning slide show chater 7Rebaz Ameen
1. The Community Language Learning method considers students as whole persons and aims to reduce anxiety through a counseling approach.
2. The teacher acts as a language counselor, helping students communicate in the target language by providing translations in chunks. Students then create a transcript of the conversation.
3. Throughout the learning process, students work independently and in groups while the teacher facilitates activities focused on communication, reflection, and building community among learners.
10 Listening/speaking lessons with youtubeCurt Reese
This document provides ideas for enhancing English language lessons with a focus on listening and speaking. It includes 11 topics: 1) using YouTube videos, 2) practicing TOEFL tasks, 3) finding phrases for speeches, 4) formal vs. informal vocabulary, 5) pronunciation analysis, 6) finding idioms, 7) creating expert listening groups, 8) performing as American characters, 9) paired American dialogue performances, 10) final student video projects, and 11) discussing conditionals and modal verbs. For each topic, it provides detailed instructions and examples for classroom activities.
Creating Student Engagement - Online and OfflineJon Malach
The document discusses strategies for schools to engage students through online media outlets. It recommends driving student enrollment in media outlets, creating targeted content for the student audience like posters and print materials, and distributing the content through links, email lists, and social media. It also suggests ways to increase student engagement within the school, such as following up on student social media posts, asking open-ended questions, and implementing a hierarchy of influence.
This document provides a summary of the Louisiana 4th Grade Math LEAP Assessment practice test with answers. It includes sample math word problems and their solutions related to topics like addition, subtraction, time, measurement conversions. The document notes that the information and practice questions were taken from the 4th Grade Reading LEAP Assessment Guide published by the state of Louisiana.
The teacher provided an overview of the student's strengths and weaknesses. The student does well participating in class but has low reading, writing, and vocabulary skills. Goals for the year include getting the student reading at grade level and improving writing stamina and punctuation. The teacher recommends observing the student during independent work to ensure he stays on task and understands assignments.
Tpd schulze all journals primary checkedPaula Schulze
Paula taught an English lesson to a 6th grade class about pirates. She focused on communicative language teaching and the Natural Approach. Activities included reading a story, vocabulary games, and dressing up. Students were engaged and used English. Time management went well except one lesson ran long due to a school assembly. Paula improved at using technology but recording stopped during videos/music. Feedback will help her plan future lessons to better manage time and encourage more English during activities.
This document outlines protocols for lesson observations, including advice on paraphrasing, reflecting, summarizing, and listening during observations. It provides examples of effective probing questions and pitfalls to avoid when questioning the observed teacher. It also includes a sample lesson observation pro forma documenting a lesson on modern technology. The observed teacher felt the lesson was not fully successful due to timing and noise issues. Areas for improvement included choosing a different lesson time and incorporating more structured tasks and student involvement.
Classroom observation final presentationjjohnsoncross
This document summarizes a classroom observation of a kindergarten classroom. It describes the demographics of the students, the daily lesson plan and activities, including a math activity, story time, and writer's workshop. It also discusses adaptations the teacher makes for English language learners, including modeling, tactile learning, social interaction, repetitive practice, and assessment. The recommendations call for further labeling of objects in the classroom and adding visual supports to explain abstract concepts discussed during lessons.
This document is a reflection by Emili López on her first practicum period teaching English to first year primary students in Zapala, Neuquén. Some key points:
- She taught 16 students who were having their first experience with English.
- She aimed to give students a different experience than the typical grammar-translation approach used by their regular teacher.
- Over 5 lessons she incorporated games, songs, videos and other activities to make lessons more communicative and student-centered.
- She reflected on challenges like students' lack of English skills and distance from advisors, but felt she created a relaxed learning environment.
Tpd schulze all journals primary checkedPaula Schulze
Paula taught an English lesson to a 6th grade class focusing on pirates. She used principles of the natural approach to encourage communication in English. Activities included reading a story, a dressing up game where students brought pirate costumes, and a competition game. The students were enthusiastic and engaged, though there was more Spanish spoken during the energetic game. For future lessons, Paula notes she should remind students to speak English during activities and leave more time for reflection on learning. Technology issues interrupted recording at times but she was able to resume. Overall the lesson was a success though time management was impacted by a longer school greeting.
Tpd schulze all journals primary checkedPaula Schulze
Paula taught a lesson on pirates to a group of 6-year-olds focusing on the natural approach. She introduced vocabulary through miming and examples. The students were engaged with the story and activities, though the video was too short. Most aspects went well with good time management, student participation using the target structures, and no behavioral issues. Areas for improvement include refreshing on comparative adjectives and resolving technical issues with recording devices.
Edu 305 week 5 classroom observation and teacher interview paperglamlobsduckcont1971
This document provides instructions for an assignment to observe and interview an elementary or middle school teacher. Students must observe a teacher for at least 1 hour, interview them using provided sample questions, and write a 750-1050 word paper summarizing the teacher's responses and reflecting on the importance of developmental theory in education. Along with the paper, students must submit an artifact from the observation/interview showing how it supports child development, and answer questions about how the teacher and student could incorporate it into their classrooms.
Rodrigues - TPD - Tercer Período - Planificación 3 Natyrod1984
- The document describes an English lesson plan for a class of 21 secondary students in Argentina on the topic of food and health.
- The lesson aims to revise food vocabulary, improve speaking skills through partner interactions, and teach the use of "should" and "shouldn't" to give advice.
- Key activities include a food vocabulary Bingo game, introducing "should" and "shouldn't" with examples, and an activity where students read their daily eating habits to partners and receive advice using the new modal verbs.
Tpd 2015 tielve - third period final report - secondary-checked Myriam Tielve
The document is a reflection by Myriam Tielve on her teaching practicum with secondary school students in Argentina. She faced challenges adapting to the mixed ability group who lacked intrinsic motivation to learn English. Through creative lesson planning and varied techniques like gestures and peer explanations, she tried to make lessons communicative while following the syllabus. Though feeling mixed after lessons, strategies used could benefit mixed ability classes. Reflecting, she would improve checking understanding in the target language. The experience gave her new perspectives on how school communities can impact motivation to learn a new language.
The document contains an observation instrument that assesses educational paradigms, approaches, and techniques used in a classroom. It includes Likert scale questions regarding humanism, behaviorism, constructivism, cognitivism, and more. It also has questions on adolescent development and second language acquisition. The final section examines different teaching methods and includes yes/no questions about techniques like using songs, worksheets, pictures and more. Responses are presented using graphic bars and a pie chart.
Myriam taught 4 lessons on healthy lifestyles to a secondary class. She used various communicative strategies including group work, role plays, songs, and discussions. While some students struggled with instructions in English, others became more engaged. Myriam reflected on making instructions clearer and was pleased that students seemed to understand the lessons' messages about nutrition and habits. Overall she felt her practicum experience built her confidence in teaching.
Natalia conducted three English lessons with a secondary school class in Spain, applying communicative teaching strategies like group work and questions to engage students in speaking practice around topics of introductions, food, and giving advice. Students responded positively to the lessons and seemed comfortable participating orally in English, while Natalia gained experience in lesson planning and delivery.
1. The document describes the author's experience completing her third practicum period as an English teacher trainee at I.F.D. No13.
2. Over the course of 8 lessons with a fifth year class of 17 students, the author focused on improving her use of the target language, incorporating technology and audiovisual materials, and making lessons more communicative and student-centered.
3. While the experience was positive overall, it was impacted by the school's building problems which led to suspended lessons and an inability to finish the practicum period with that class. The author reflects on the challenges but also potential for improvement in state education.
The document discusses various strategies for teaching mixed-ability classes, including dividing students into groups with different tasks, providing extra activities for advanced students, and encouraging the use of students' first languages in some circumstances to help comprehension. It also addresses ways to deal with uncooperative students, quiet students who don't want to speak, and students who don't understand audio tracks, such as using pair work and predicting listening content.
The observation reflects on an English class for 1st grade secondary students in Mexico. The teacher relied heavily on grammar translation, speaking Spanish and translating everything into English. Students worked individually from a textbook and dictionary with no technology. They depended a lot on the teacher due to their basic English level. The 50-minute class lacked communicative activities and student engagement was interrupted by a backpack check. Overall, the observation critiques the traditional and non-communicative approach to teaching English.
The document summarizes a lesson given by the author to a 5th year secondary school class. The lesson was based on the communicative language teaching approach and focused on using visual aids, comprehensible input, and pair/group work. Key strategies used included pictures and videos to support a listening activity on food and health. Students participated actively but some challenges remained around student tardiness and managing distracted students. The author felt the organization of activities worked well overall and aims to improve student engagement and time management.
Community language learning slide show chater 7Rebaz Ameen
1. The Community Language Learning method considers students as whole persons and aims to reduce anxiety through a counseling approach.
2. The teacher acts as a language counselor, helping students communicate in the target language by providing translations in chunks. Students then create a transcript of the conversation.
3. Throughout the learning process, students work independently and in groups while the teacher facilitates activities focused on communication, reflection, and building community among learners.
10 Listening/speaking lessons with youtubeCurt Reese
This document provides ideas for enhancing English language lessons with a focus on listening and speaking. It includes 11 topics: 1) using YouTube videos, 2) practicing TOEFL tasks, 3) finding phrases for speeches, 4) formal vs. informal vocabulary, 5) pronunciation analysis, 6) finding idioms, 7) creating expert listening groups, 8) performing as American characters, 9) paired American dialogue performances, 10) final student video projects, and 11) discussing conditionals and modal verbs. For each topic, it provides detailed instructions and examples for classroom activities.
Creating Student Engagement - Online and OfflineJon Malach
The document discusses strategies for schools to engage students through online media outlets. It recommends driving student enrollment in media outlets, creating targeted content for the student audience like posters and print materials, and distributing the content through links, email lists, and social media. It also suggests ways to increase student engagement within the school, such as following up on student social media posts, asking open-ended questions, and implementing a hierarchy of influence.
This document provides a summary of the Louisiana 4th Grade Math LEAP Assessment practice test with answers. It includes sample math word problems and their solutions related to topics like addition, subtraction, time, measurement conversions. The document notes that the information and practice questions were taken from the 4th Grade Reading LEAP Assessment Guide published by the state of Louisiana.
PeopleZone connects all Human resources Features, processes, activities and tasks in an integrated fashion therefore all data will be updated automatically between related process and Features. This information integration leads to better decision-making and resolution of problems. Another advantage of this integration is that the people who are involved are also connected to each other. This integration has great potential for improving productivity.
source : www.codezone-eg.com
Este documento explica cómo crear ejercicios interactivos utilizando el programa Hot Potatoes. Se pueden crear cinco tipos de ejercicios como relacionar conceptos, rellenar huecos, responder preguntas, crucigramas y ordenar oraciones. Explica cómo configurar las instrucciones, mensajes, aspecto y otros parámetros del ejercicio, y guardar los archivos con las extensiones .jmt y .htm para poder editar y publicar el ejercicio.
Este documento proporciona una introducción al desarrollo de campañas publicitarias. Define qué es una campaña publicitaria y explica los diferentes tipos de campañas, incluidas las comerciales e institucionales. También describe los objetivos de diferentes tipos de campañas como de lanzamiento, sostenimiento y reposicionamiento. El documento analiza aspectos clave del desarrollo de una campaña como la determinación del público objetivo y la selección de medios de comunicación.
The document summarizes an English language class observation. It describes how the large class size required two teachers. One teacher used the grammar translation method to explain what a plenary was, first in English and then translating to Spanish. Students formed groups but struggled without clear instructions. Teachers lost time explaining the activity individually to each group. Students wrote a radio show dialogue in Spanish about celebrities without practicing much English. Overall, the class did not make good use of the target language and students lacked motivation and discipline.
The document provides a reflection on an observed English language class. It describes how the large class size required two teachers. One teacher stayed at the front asking about a new topic while the other monitored the back. Students were divided into groups to complete a plenary activity about celebrities. However, the teachers spent a lot of time explaining instructions individually and students spoke mostly in their native language with little English used. Overall, the class did not go as planned due to discipline issues and lack of focus on using the target language.
The class had two teachers due to its large size. One teacher stayed at the front asking students about a new topic, "plenary," but there was no student participation. The teacher then used grammar translation, explaining first in English and then Spanish, to clarify what a plenary is. Students formed groups of 6 and wrote ideas in Spanish to later translate. However, students spoke little English and teachers lost time explaining instructions individually. The activity aimed for students to write a radio script dialogue between group members about a celebrity, but grammar translation was the only method used with little active English.
The first class observed focused on the present continuous tense. The teacher explained the topic on the board and had students participate by writing sentences. Most students seemed interested, though some in the back were distracted.
The second class reviewed the previous lesson and introduced countable and uncountable nouns. Students described images and translated, but others were speaking during presentations.
The third class covered indefinite articles and "there is/are". The teacher used realia and had students write sentences. Participation was low.
The final class covered the present perfect tense. The teacher explained with writing, questions and guides. Students then wrote concepts and completed group worksheets. The class lacked dynamics and motivation at the start.
The first class observed focused on the present continuous tense. The teacher explained the topic on the board and had students participate by writing sentences. Most students seemed interested, though some in the back were distracted.
The second class reviewed the previous lesson and introduced countable and uncountable nouns. Students described pictures and translated sentences. Observers felt distracted due to lack of student attention.
The third class covered indefinite articles and "there is/are". The teacher used realia and had students write sentences. Participation was low.
The final class covered the present perfect tense. The teacher explained using various methods and had students write concepts and answer questions. It was not very dynamic but the teacher adjusted to
The observers summarized 3 English classes at different grade levels. In the first class, the teacher explained the present continuous tense through examples on the board and having students participate. Some students were distracted. The second class reviewed a previous lesson and had students describe images, but there was more distraction. The third class covered indefinite articles and used realia, but had low student participation. Overall, the observers felt the classes could be more dynamic, use less translation, and better motivate students through a variety of activities.
The student observed two English classes at their former high school. In the first class, the teacher used a picture quiz as a warm-up activity but it was short. Vocabulary was taught by having students look up definitions. The teacher read aloud and had students translate sections. In the second class, the teacher used a group game as an engaging introduction. Vocabulary was elicited using various techniques. Students worked in pairs on a communicative activity
FINAL REPORT:My training as an English TeacherEscuela Publica
Melisa Gonzalez completed her teaching practicum with two groups of teenagers aged 13-17. She observed both groups and their teachers initially. Group 1 was well-behaved while Group 2 was noisy and undisciplined. Melisa planned engaging lessons incorporating activities, materials beyond the textbook, and English use. While nervous, her teaching went well with student participation and comprehension. Both experiences were valuable for improving her skills, though Group 2 was more challenging to motivate. Overall, Melisa found the practicum rewarding for developing as a teacher.
The document discusses oral work and teaching speaking skills to young children learning English as a foreign language. It outlines several methods for presenting new language orally, including using puppets and mascots. It also describes controlled practice activities like telling time and guided practice with limited choices. Role plays and dialogues are recommended as they require using language naturally. Free activities focus on meaning over correctness and include pairwork, groupwork, and whole class games and questionnaires to encourage speaking. Correcting mistakes is important for proper learning. Overall, oral work requires balancing practice opportunities both in and out of the classroom while making the learning fun and accessible for young learners.
Natalia observed her first English lesson with a kindergarten class in Spain. She noticed the students were noisy and had trouble following instructions. During the lesson, the teacher introduced parts of the body vocabulary using pictures, wool pieces for students to stick on, and questions in Spanish. Students struggled to understand when Natalia spoke to them in English. Natalia worries about managing students' behavior and their ability to understand her during her upcoming lessons speaking only English.
Gunzelmann tpd - final reflection secondarydanalegun
This document provides a final reflection from a student teacher on their practice period teaching English at a secondary school. It discusses some of the challenges the students faced, such as needing to work or care for siblings, which caused absenteeism. The student teacher implemented activities from the textbook as well as videos and images to engage students. While students were shy about speaking English aloud at first, they became more active participants once recording stopped. The reflection notes that the experience was positive overall, but the student teacher needs to continue improving their own pronunciation and grammar.
This observation report summarizes a class taught by two teacher trainees, Rocio Belén Villoría and Amneris Denis Pereira, to a 4th grade English class of 15 students at Escuela No 6. The class was observed by Prof. Lis María Luján Ramos. The report provides feedback on various aspects of the trainees' teaching performance, including their leadership presence, classroom atmosphere, lesson pacing and structure, activity design and types, language instruction techniques, student participation, and areas for future improvement. Overall, the lesson is praised for its positive qualities while targeted suggestions are offered to help strengthen specific elements of the trainees' teaching practice.
The document describes a trainee teacher's observations of her practicum lessons teaching English to 1st year secondary students in Spain. During her first observation, she focused on getting to know the students and noticed their classroom was small with irregular desk placement. Many students did not seem engaged in the lesson and lacked textbooks. In her second observation, many students again did not participate and some wrote in their notebooks. She expressed doubts about her lessons. In subsequent lessons, she focused on communicative activities and personalizing instruction. Students seemed more engaged. The trainee worked to improve pacing and transitions between activities. Overall, the observations showed the trainee adapting her teaching based on the students' skills and engagement levels.
Cynthia taught her first English lesson to a class of 10-year-old students in Spain. She focused on vocabulary related to food, dates, weather, likes and dislikes. Real objects and visuals like flashcards engaged the students. They participated actively in activities using the textbook, worksheets, and speaking practice. While the use of materials was largely successful, Cynthia realized she needs to allow more time for activities and check student understanding of all vocabulary. Overall, the lesson provided experience that will help her strengthen planning and pacing for future classes.
This document summarizes the student's experience completing their teaching practicum with a class of 34 primary school students in Argentina. Some of the key challenges included motivating unengaged students, dealing with personal issues and school closures, and having lesson plans reviewed by two teachers. The student worked to make lessons engaging by including games and speaking English. Over time, student participation improved. The experience helped the student develop strategies for motivating reluctant language learners and improved their confidence in managing a large class.
1) The document summarizes the student's observations of three teachers' lessons on elements of a story, figures of speech, and the Church.
2) Different teaching strategies were used, including collaborative learning, discussion, and integration of topics. Learning strategies observed included cooperative learning, role play, and lecture-discussion.
3) Learners' participation varied between classes, with most students actively involved, though a few exhibited misbehaviors in one class. The student reflected on encouraging participation and the importance of using varied teaching strategies.
Michelle kept a teaching journal during her observations and teaching of English lessons to 5-year-olds in Spain. Her early entries expressed worries about the lack of comprehensible input, focus on songs and art over vocabulary, and difficulty changing entrenched teaching habits. Later entries showed small successes teaching vocabulary directly in English despite student resistance to the new language. However, her mentor noted the journal lacked deep analysis of lesson planning, materials, and strategies to foster student understanding and language learning. The mentor encouraged Michelle to reflect more on constructive approaches to teaching young learners a new language.
This observation report summarizes a class that was observed at an intermediate reading and composition course. There were 16 students in the class. The class started with a journal writing activity where students wrote independently and exchanged journals with partners to read and respond to each other's entries. This allowed students to practice writing in a low-stakes way. Later, students worked in groups to review homework answers and justified their responses based on the assigned reading. The class then watched commercials corresponding to their textbook and discussed cultural influences on advertising effectiveness. Finally, the class discussed academic integrity policies by considering scenarios in their own and American academic cultures. Overall, the class used a variety of individual and group activities to engage students in critical thinking about the course materials
The document provides reflections from a student teacher on their teaching experience over 3 weeks.
1. In the first week, the student teacher was introduced to the school and given two classes to teach. They observed their cooperating teacher's lessons and discussed lesson planning.
2. In the third week, the student teacher drew images to help remember students' names and noticed improvements in student participation. They also identified an action research topic.
3. Feedback from the cooperating teacher suggested writing answers on the board to engage more students and assigning homework related to reading clocks. The student teacher saw improvements through practicing feedback and felt more confident in classroom management by the end of the semester.
The document discusses potential problems in classroom management and language teaching. It addresses issues like not checking students' understanding of instructions, asking vague questions like "do you understand", having a fear of genuine feedback, lacking authority, focusing on the fastest students, and failing to create rapport. It emphasizes checking comprehension, being authentic, showing respect, developing empathy, and balancing work on language skills and systems.
Similar to Salama's observation and other parts of the experience (20)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
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Slideshare: http://www.slideshare.net/PECBCERTIFICATION
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Salama's observation and other parts of the experience
1. Salama’s Report of Class Observations plus remaining parts of this interesting experience:
Report of Class Observations
Trainee or teacher observation is an excellent way of professional development because it
provides opportunities for more experience and it improves the quality of teaching through
criticizing and being critiqued. In this paper, I will describe three classes, 40 minutes each, that I
attended at Al-Nor Wa-Al-Amal School for blind girls on March 14th 2010. Two of these classes
were taught by Mr Ibrahim Mazen in the first secondary class and the last one by Mr Abdel-Aziz
in the second secondary class; both classes used a course book called “Hello” by Simon Haines
and Don Dallas. Before attending the classes, I arranged to meet both teachers and agreed to
observe their classes focusing on student teacher interaction and use of available materials. I did
observe these two things but I also took notes of several other aspects.
In the first two successive classes given by Mr Ibrahim, the teacher mainly did three things:
dealing with previous homework, explaining a grammar lesson highlighting the difference
between “hard” and “hardly”, and doing a reading task.
Regarding the first part of lesson, I was impressed when the teacher asked one of (blind) girls to
collect the homework; it was some sort of empowering or assigning roles in the class which
fosters the principles of motivation and autonomy. The teacher then examined their homework
silently and gave feedback for each student’s homework highlighting their mistakes and
providing corrections. The teacher’s good command of the language use was evident; however,
correcting error in front of the students must have drastically embarrassed them. The teacher here
focused on cognitive content and downplayed or even undermined the affective side doing harm
to both their self-confidence and ego. He could have taken notes of common errors and discussed
them without saying who made them, and as for individual errors he could have arranged for
after class conferences to deal with them. What I only liked during this correction task was that
he asked some of the girls to do self and peer correction, again fostering both autonomy and
collaborative learning. I noticed that, apart from focusing on two students whose pronunciation
was good, the students all participated actively particularly in the final reading task. During the
grammar section of the class and while the teacher was explaining the difference between “hard”
and “hardly”, one of the girls wanted to ask the teacher a question but he asked her to wait. This
happened twice and the girl ended up asking no question. It is possible that her questions had
been answered, but other scenarios were possible too. The teacher who might have desired no
1
2. interruption for the flow of his explanation could have asked the girl whether her questions were
answered. He could have asked her to write down her question and ask her to read it after his
explanation. Unfortunately, some of this teacher’s pedagogical decisions in the class did not take
the affective side into account. The teacher started the grammar section asking the students what
the difference between the words “hard” and “hardly” could be and he then gave several
examples, some of which were in the student’s book.
The teacher reflected a good sense of humor in the class, but he excessively used Arabic (L1) and
almost adopted a single teaching approach which is the grammar translation using a lot of
metalanguage in both English and Arabic. Using terminology such as tense and auxiliary verbs in
both English and Arabic must have been confusing for the poor blind girls.
I noticed that in the classes I attended in this school there was neither pair nor group work; the
poor girls did not move at all which caused a lot of boredom in the class and prevented the
students from assisting one another and from capitalizing on the benefits of co-constructive
learning. I was surprised when the teacher later told me that one professor from Ain Shams
University conducted some research in this school and experimented on collaborative learning
and the teachers were amazed then at the benefits they and the students reaped as a result of
applying both pair and group work learning strategies. I wonder why he and the other teachers
whom I observed ignored this principle while I was attending their classes.
I also noticed that the teacher talked most of the time. Students did participate but their
contributions altogether could be like 10% percent of the class and the remaining 90% was
teacher talking time. When discussed later with the teacher, he attributed their minimal talking
time to their disabilities, which I totally disagreed with because theirs is a visual not a speech
disability. There were some questions in the grammar part in the student’s book which the
teacher read. He could have asked the students to read as a way of maximizing their talking time.
They only read from their books in the last reading section. The teacher provided several
examples that were not in the book, which proved that he was well prepared. The examples were
funny, life-like and relevant to this group of learners. I was surprised he did not encourage the
students to come up with several examples too and give them credit for that. Near the end of the
grammar section, the teacher asked the students to state the grammar rule for “hard” and “hardly”
to make sure they had understood it to the full. He even added some relevant collocations such as
“hard worker/ hard working” and I could hear several students take notes using their Braille
2
3. typewriters. It was clear most of the girls were intrinsically motivated and they needed some
guidance to enhance their strategic learning. For instance, one girl asked the teacher for advice
regarding difficulties she was facing in understanding native speakers. The teacher advised her to
listen to the radio, speak English with her peers and try to imitate native speakers. His advice was
relevant to speaking rather than listening concerns.
The teacher’s techniques in dealing with several things were usually evolving round ease rather
than challenge. For example, in pronunciation he got the girls to chorally repeat new word and in
grammar he used translation and L1 most of the time. He even answered the students’ questions
regarding any trouble they had in Arabic. Despite that, it was obvious that there was rapport as
the girls accepted the teacher’s advice. One of the students asked the teacher for help regarding a
presentation about English idioms she would give in the English party. This clearly showed her
motivation to expand her vocabulary.
The teacher did not link the three parts of the lesson well. I felt like they were separate and un-
sequenced. The teacher then asked three girls to prepare the present tenses (simple , progressive
and perfect) to explain them to their friends in class and he also asked the other girls to prepare
these structures to prepare questions for their friends.
The other class I attended for Mr. Abdel-Aziz in second secondary shared most of the negatives
things mentioned above, particularly the lack of group or pair work. I discovered that the classes
were equipped with computers for all the students. The teacher who was explaining unit 13 in
their “Hello” book asked the girls at the beginning of his class to turn on their computers but the
purpose was not clear because they did not use it until later. The teacher asked one of the girls to
play a particular file on his own computer but she failed to. He left the class for almost five
minutes to bring the cassette player from the teachers’ room and when he came back he spent
more time trying to locate the wanted section for that particular lesson. Some girls helped the
teacher with this task, but others were not kept busy doing something useful. Unlike the previous
teacher, this reflected lack of preparation. Half way while the teacher was trying to start the
cassette at the right moment, the file on the computer started playing the whole listening section
of this course and the teacher said it was a good idea for them to listen to native speakers.
However it was not a guided task as they were not assessed on what they listened to. We could
not be absolutely sure they were all listening it was a way of passing the time until listening could
be done.
3
4. As the students were listening, they were Braille- reading the matching passage , which helped
them a lot in understanding words pronounced fast by native speakers. The teacher paused the
listening several times and provided several explanations. I think that all pauses were beneficial
except for the first one because the teacher elaborated on the history of computers, which was
off-topic. Perhaps he wanted to have a warm-up or activate their schemata, but they were
confused and hummed their disapproval regarding this part of the lesson because they could not
see how it could be linked to the rest of the lesson. It was weird that the teacher did neither pre-
nor post reading comprehension activities. He orally checked their listening comprehension after
every pause he made. Fostering the principle of meaningful learning, the teacher encouraged the
girls to log on the internet and read (using JAWS) some news. The teacher said he would bring
them a dummy spider or a toy to let them touch it and imagine how it looked like. Neither this
teacher nor the other one used realia in their explanations. He only promised he would bring one
item to class the next time. The learners have other senses such as touching smelling and tasting
in addition to their cognitive maturity which the teachers in this school did not invest. The only
sense they developed was listening, they only method teachers use to channel their ideas to the
students. This teacher had good class discipline except when he left the class. He also used the
computers in class, unlike the other teacher in whose class all computer sets were wrapped in
bed-sheets as I was told by students in the break.
In conclusion, I really benefited from these two observations as I will try on my teaching to
avoid the caveats these teachers suffered from and I intend to minimize teacher talking time, use
all their available senses and make the best use of whatever they have in their classrooms.
4
5. Section 2
Salama Teaching EFL
In this section, Salama presents four sample activities for what he did while teaching. For more on what
Salama did, four sample lesson plans are given in Appendix A.
Activity 1
The activity is called “What noise is this?” and Salama did to achieve two learning objectives: getting
the learners to use vocabularly related to inventions and a/an articles correctly. Salama downloaded ten
audio files for noises of inventions like clock, telephone, car, train, radio, television and computer.
He gave very clear instructions asking the learners to listen to each file and guess the noise, and then
they can type it using Braille. The students naturally in providing the answers used indefinite articles
saying for instance, “a car, a radio, an airplane, ..etc.”
This way Salama used technology and minimized TTT; he also praised the learners’ good answers using
English all the time. He actually cleverly extended this simple activity by asking students to work in pair
putting the inventions they brailed in order of importance in their own opinions. Later he used their
answers to introduce expressions of agreement and disagreement because each pair put the inventions in
a different order. This extension maximized the learners’ talking time, increased their motivation and
participation and their confidence as a result of using English meaningfully and authentically to talk
about themselves.
Activity 2
This activity is called “Guessing Game” which Salama did with three learning objectives in mind: Use
vocabulary related to food, ask and answer questions and use a/an articles. Salama brought a boiled egg,
banana, watermelon, onion and orange juice to class. He put the banana and the egg in a bag and asked a
volunteer to touch one object in the bag and identify it. The learners’ classmates would ask questions to
identify this object and the volunteer would provide the answers. The girl who guessed correctly was
praised and given that object as a gift; Salama praised them all for their participation and guessing; he
did the same thing with the watermelon but without using a bag. The number of questions asked plus the
answers provided good opportunity for using the language and minimizing TTT.
5
6. As for the onion, Salama said he would cut an object and the learners were supposed to identify it
through smelling, which they all did. It is worth mentioning here that the learner did not simply practice
the words introduced but also learned and practice several other related words. For instance, with
watermelon, they learned “round, green, red, black, seed, fruit …etc.” With the orange juice, Salma
asked the learners to taste it. This way he made use of their available senses, added interest to his class,
raised motivation, used real objects, maximized the learner participation, encouraged collaborative
learning and minimized TTT.
Activity 3
It was actually a mini-activity called “Pre-reading vocabulary presentation” in which Salama aimed at
students’ learning and using violence-related vocabulary. Much of this vocabulary is abstract in nature
and using real objects is not possible. Salama decided to use the learner’s background knowledge
through displaying segments of very famous movies. One of the popular cinema figures in Egypt is
Mohamed Saad and Salama played part of his famous movie “ Elli Bali Balek/ What we are both
thinking of”. Salama wanted to introduce the word “criminal” and he successfully did so.
Activity 4
This activity is called “move and match” and Salama did it to achieve one learning objective: getting the
learners to use vocabulary related to violence before doing a reading task. The word he wanted the
learners to learn were 9; he designed 9 small flashcard with the words and 9 larger flashcards with the
definitions. The flashcards were typed on Braille on one side and large print on the other; he put each
flashcard in an envelope and scrambled them asking each learner to take only one envelope and read its
content. Each learner would naturally have either a word or a definition and their task is to move around
the class from learner to learner asking questions to match the words with their definitions. This way
Salama got them to meaningfully move catering for kinesthetic learners, raised their interest and
minimized TTT.
6
7. Section 3
After the Unique ESL Teaching Experience
Two main things happened after this unique teaching experience: feedback was given and
recommendations were made. Salama received feedback from five different sources: his professor,
mentor, MA colleagues, visually impaired learners and himself.
Let’s start with self-reflection, below is a self-reflection report Salama wrote after one of his classes:
Reflection on my own teaching : Salama Mohamed Salama
Introduction
Self-observation is a very effective technique for teachers of English to continually improve the
quality of their instruction. Before I experienced self-observation, which will be described below,
I personally believed that observation always required two parties: the observer and the observed
teacher. My belief was based on the fact that one person can not effectively do two complex
things at the same time: teach and observe his/her own teaching. However, thanks to technology
in form of audio/video recorders and computers, it is now possible to reflect on one’s own
teaching, analyze it and make sound judgments regarding this teaching in order to gradually
improve it. In the paragraphs below, I will discuss one lesson that I taught to 12 blind and
visually impaired teenage girls in their first secondary grade. I will describe and then comment on
a reading lesson taught in 45 minutes. I wanted to record the lesson to allow me (with the help of
others) to see the lesson several times and analyze it thoroughly, but the school principal did not
permit me to record anything. I had to write down as much as I could as soon as the lesson was
over. On my comments I will focus on three points: using any available and possible aids to
facilitate comprehension, teacher/ student and student / student interaction and time management.
7
8. Description
The lesson on “Hello 7” unit 14 was mainly a reading lesson about Jules Verne’s famous
novel “Around the World in Eighty Days” and I wanted to start the class in a friendly manner, so
at the warm-up time I talked about how I move from one place to another and invited several
students to do the same. My purpose was to introduce them to as many means of transportation as
possible because the reading of that lesson included several ones. I was happy that the students
could mention several means such as “in a taxi, by bus, by train, by car, by airplane, by bike, by
air … etc.” During that warm-up stage, two things happened: students made mistakes about using
the appropriate preposition before the means of transportation and one girl asked me about how
to say “tuktuk” in English. As for the latter point, I told the student that “tuktuk” is not an Arabic
word and it is possible that it is also “tuktuk’” in English. I asked her to allow me to research and
tell her more about this point next time I visit their class, which I did. I later told her that “tuktuk,
three-wheeler and rickshaw” could be used to refer to the means of transportation she asked
about. As for the use of prepositions, I noticed that some students used “by” and “in”
interchangeably. I explained to the students in general that there are three prepositions used
before means of transportation “on, in and by”. I told them that “by” is followed immediately by
the means with no word in between. I avoided using metalanguage and gave them several
examples for each preposition to make sure they notice the difference.
Because I noticed that some new words in the passage have easy opposites that students
knew, I decided to Braille-type the words and their opposites on small cards and give them to the
students asking them to move about to discover who has the opposite of the word/s each one had.
I included easy examples among the new words to motivate them and help them match the new
words easily. They moved several times in the class and sounded like they enjoyed the activity.
This activity took double the time I was planning for it.
8
9. There were other new and difficult words in the reading that could not be introduced in
the same way, so I used some audio files and contextualized these words using examples and I
was happy that the students could identify their meanings. To make sure the students really
understood the words, I got them to play another matching game. I gave each student two cards: a
small one including a word and a bigger one including the definition of another word. I asked
them to move about and help each other match each small card with the big one that includes the
suitable definition. I could know that they knew the meanings when they matched the cards and
translated some of these words in Arabic (the L1 for all of these students).
I then told the students that they were going to listen to the recorded reading, then read the
passage at their own pace to answer two questions which I used as listening/reading objectives. It
took them some time, but they answered the questions correctly. I was planning to do two post-
reading exercises but the class time was up and I had to ask them to do these exercises as
homework.
Comments
I think that the warm-up was somehow useful, but if time had been managed more
effectively, it would have been more successful. I think I have a tendency to overcorrect in the
class because I spent almost 5 minutes responding to some students’ wrong use of prepositions
before means of transportation even though it was not one of the learning objectives of this
lesson. It was good that I did not use metalanguage, and I affectively dealt with this situation
without ignoring the cognitive aspect. I think I was influenced by Brown’s principle of
interlanguage as I did not address the students who made the preposition mistake so as not to
negatively influence them and I provided the students with several examples to make sure they
cognitively identified what is correct. However, the timing and duration of this correction was not
appropriate. I think I somehow honestly and professionally dealt with the student who asked me
9
10. for the English translation for an Arabic word. It was ok to research and give this girl and all the
class; however, I should have developed strategic learning and just guided the student showing
her how to access information of this sort.
Again in the activity that followed, I could not control the time and I spent more time than
I should. Despite this drawback, I managed it use good aids in form of Braille-typed cards that
the students tried and managed to match each word with its opposite. The students were really
motivated and happy to move about in the class and as I was monitoring them, I noticed their
enthusiasm. They even asked me to let them keep the cards. I think every activity usually took
more time because of their disability and because of logistics as their class was not large enough
for them to move easily bearing in mind their visual disability.
I was glad I got them involved again in playing a matching game in vocabulary. I also
used Braille-typed cards of different sizes after using some audio files, some of which are taken
from Arabic comic movies. I noticed they were very happy as I was using the computer and
audio files. I should say that using such materials maximized effective and meaningful interaction
between me and them and definitely among themselves. It is true they did not use English all the
time but their use of English increased compared to the first time I visited them. The only
disadvantage of applying these technology-assisted meaningful and communicative student-
centered activities is time management. The effect was so obvious because I could not do all the
activities I planned to do and had to ask them to do two exercises as homework.
Conclusion
In conclusion, it was really good practice for me to observe myself and reflect on what I
did. At least I discovered that some of my teaching procedures are enlightened and based on
informed approaches and readings. For example, the way I addressed the preposition error, the
way I responded to the girl who had a question about a new word, avoiding the use of
10
11. metalanguage, using Braille-typed cards, using technology, enhancing learners motivation,
encouraging collaborative learning in the matching games, encouraging interaction with and
among the students and developing learners’’ autonomy in finding the answers to several
questions on their own. However from this observation I discovered that I really need to plan for
overcoming the time management obstacle and I need to further enhance strategic learning as
well. As a result of discovering some positive and negative things in my teaching, I am now fully
convinced that self-observation and self-evaluation are very useful for professional development
in the field of English language teaching.
Salama received feedback from his professor in form of recorded audio files and had received a lot of
feedback from his mentor through face-ta-face discussions, telephone talks and emails. Salama also
received feedback from his colleagues through an activity called critical friendship circles. Four
colleagues would meet after their teaching practice classes; each would talk about his or her performance
in addition to the problems and challenges faced and then each would be critiqued and advised to
improve the teaching quality. Below is Salama’s description of one of the critical friendship circles CFCs
he attended:
A Description of a Critical Friendship Circle
Introduction
The practice of critical friendship circles is highly useful for both teachers and students. It is both
constructive and corrective because it includes both warm and cool feedback regarding teaching
performance. What is so professional and agreeable about CFC is that it has a very well-
organized structure in which all participants know before they start doing it what they will do
exactly, so there is no or very little room for misunderstanding or hard feelings. I think that the
role of the facilitator or coordinator is the trickiest. In my CFC team, it was Mariam who played
this role. She was like a nice “tyrant” whose instructions must be followed because she helped
11
12. the process run smoothly. The rest of the CFC is collaborative learning because we all learn from
our experiences and mistakes.
I did not practice CFC in 511 only, but in several courses in my MA TEFL program. For
example in 540 ESP/ English for Business, I remember all course participants were involved in
this practice which was extremely useful. It improved my presentation, teaching and oral skills.
Due to its success, I decided to apply CFC in the school I manage not only in language meetings
and sessions involving subjects such as English, German and French but also in other content
areas. At first, teachers were reluctant to criticize one another, however after some sessions they
realized how useful it is and started to find it interesting.
CFC in 511
I attended and participated in five CFC sessions: four in my own CFC team and another session
held by another CFC team. I will describe in detail the CFC session in which I acted as the
presenter. I intentionally selected a problem in my teaching with which I have a long and bad
history. This problem is “time management”; I thought three colleagues with different
experiences could help me with this problem. I also thought that what I learned in 511 could help
me with this problem, but I was disappointed as the problem endured. I related to my CFC team
members my experience teaching 12 visually impaired first secondary girl students. I told them
about the materials that I prepared before teaching this class. I intentionally decided to tap on
their other senses, so much of the materials included media files to address their hearing. I also
brought to class real objects to address their touching, tasting and smelling senses. For example, I
brought to class with me toys, fruits, vegetables and other relevant materials. However, each
activity and task that the students participated in took almost double the time I was planning. My
CFC team members started with probing questions focusing on this particular group of learners.
For example they asked about how I planned to raise their motivation and how I planned to check
12
13. their written work; which was a real challenge for me because these learners use the Braille
system in their writing, which I know nothing about. What added to this challenge is that I
mainly use the computer in my writing and most of the girls are technophobic. It was either to
learn Braille or change their attitude about using technology, two tough choices for me. As a way
out, I asked one my friends to help me prepare Braille materials for them, read for me their
written tasks and help me type to them my feedback in Braille as well.
The probing question section was followed by positive and warm feedback. Heba said she
liked it when I identified the problem of time management stating that the first step in both
analyzing and solving any problem is to know the problem itself. Norhan praised my courage
when I discussed this problem with my professor, Dr Wachob, before the professor herself
discussed it. Mariam liked my preparation and the materials I brought to my classes. She wished
she could have attended any of my classes to see how these learners reacted. As a joke, she said
the materials must have cost me a lot of money.
In the cool feedback section, they mainly made suggestions such as running a pre-
diagnostic test to pre-assess the students’ proficiency level to time everything appropriately. They
also suggested that I read their school book very well and stick to it as it was mainly prepared for
this particular group of learners. It was Braille typed and they said I could have asked my friend
to read and describe everything in it for me. They set a challenge for me which could solve my
problem of time management. They suggested choosing materials and tasks that would not take
this group of beginner level learners much time.
Conclusion
In conclusion, I am grateful to both my professor and colleagues as they helped me get involved
in this very helpful and practical technique. It gave me the opportunity to voice my opinion
13
14. regarding others performance and it allowed me to get a lot of valuable advice from my
colleagues. As a reaction to the CFC sessions I attended, I plan to apply what my colleagues
suggested. I am also influence regarding their suggestion to other colleagues’ teaching
performance. I also plan to apply other useful suggestions. What I am sure about is that I will
carry on practicing CFC broadly in my teaching later on to continually improve my teaching
quality and help other reap its amazing benefits. Finally, I do recommend this CFC practice to all
TEFLers.
The last and the most important source of feedback, according to Salama, is the learners themselves.
When Salama was done with his teaching practicum, he asked the learners to anonymously Braille their
comments on his performance mentioning both positive and negative sides. To help them express
themselves freely and effectively, he said they could write the comments in Arabic. Ten out of eleven
girls wrote their comments; they liked Salama’s use of technology, making them participate, the type of
tasks, use of English and diversity of teaching methods. As for the negative points, some of them swore
there was nothing bad at all. One of the learners said the main negative point is that they do not have
enough of Salama’s classes.
To summarize the feedback points Salama garnered from different sources, positive remarks include
using English, raising motivation, using all possible senses and background knowledge, utilizing
technology, pair-work and group-work tasks. However Salama needed to work on mainly two things :
activity timing and time management in addition to teacher talking time.
Recommendations Made
- Using diagnostic tests to pace activities
- Avoiding overcorrection
- Using interesting activities near the end of late classes
- Planning how to monitor learners’ work
- Creating online social networking (such as Facebook) to maximize learning time outside the
classroom and enhance learner autonomy
14
15. What Has Changed in Salama’s Teaching after This Experience
Below is a description by Salama explaining how he change after that unique ESL teaching experience
and after doing the related course:
Successful language teachers are dynamic and ready to change so as to perform better. I admit
several changes have occurred to my teaching attitudes and practices during my MA TEFL years
and particularly during this Spring as a result of the 511 teaching practicum. In this paper, I will
describe some of the major changes I have experienced.
The first and the most important change that I experience is that I gained my first teaching
experience. Before doing the 511 course, I used to look at teaching as an outsider or an observer.
I read about and studied teaching theories and several topics related to pedagogy. I discussed
teaching ideas with the teachers in the school I run during meetings. I only minimally and
informally taught some conversation and grammar lessons to the math and science teachers in the
school I run. However, I did not know what a challenge the teaching profession is until I did
teach a class of first secondary girls in a school for visually impaired students. It was then that I
started to experiment what I read about before. My ideas about both pair and group work and
their great benefits were confirmed when I discovered how helpful they were for these students.
Through group work and pair work activities, I realized that teachers are not the only
source of learning in the language classroom and that learners could assist one another if paired
or grouped appropriately. The girls I was teaching told me in a feedback session that they liked it
better when they worked together. My ideas about collaborative learning were thus changed.
As a principal in Zohor El-Yasmin language school, I used to believe that teachers-
including language teachers- should control the class and allow little or no noise at all; therefore,
students’ moving around in the class was really irritating for me. However, this is totally wrong. I
15
16. found out that I was wrong not only as a result of my reading that some learners are kinesthetic
but as a result of applying this in El-Nor Wa El-Amal School. I was told by my mentor that when
I got the students to move about in the class while doing meaningful activities, they got
motivated and learned better. Now I think that as long as students’ moving in the class is
purposeful, the teacher still reflects a high level of class management. I myself changed my
attitude toward the teacher’s moving about in the classroom. I used to think that teachers should
stand in front of all the students who sit in rows and columns to make himself visible to all
students. That is totally wrong and annoying at the same time. I discovered how annoying this
could be when I taught 12 visually impaired girls sitting in a small classroom; I was deprived of
moving about to monitor, encourage and help the students when necessary. Now I strongly
believe that the teacher somehow should be near every student in the class.
My concept about the importance of preparation was also changed because I was teaching
visually impaired students who could use Braille but I use the computer instead of Braille. It was
very interesting to prepare materials for them that only them could read it. I learned that my
teaching should be student-centered and that the students must know why they are doing a
particular activity. I became more convinced that technology applications in language learning
are becoming very important particularly when teaching students with certain disabilities.
Again as a school principal, I used to believe that teachers should stick to the school book,
but now I have realized that motivated and successful teachers design their own materials to
adapt to particular learners.
At the beginning of 511, we were asked to attend Nile TESOL conference, and my
concept about continual teacher development was definitely changed. I now believe that I should
seize every possible opportunity to add to my teaching performance.
16
17. The CFC practice that I was involved in changed my idea about being criticized by my
colleagues. I now strongly believe that peer teaching and observation are essential to improve
teaching quality. Other changes that occurred to me include my view about teaching grammar
and about error correction. I now believe that grammar is better taught inductively and that not all
error should be corrected. Learning objectives should be heeded all the time regarding any
teaching decision made during my teaching.
In conclusion, I can honestly say that my teaching performance, methods, and decisions
have witnessed a tremendous change because of the 511 course.
17
18. Appendix A
Salama’s Sample Lesson Plans
Lesson plan 1
Things to be observed: Teacher talking time and use of available facilities for blind learners
Tuesday 23rd March 2010
7th period
AlNor Wa Alamal School
First secondary
Unit 13
Lesson 2 SB page 82 + WB page 80
Goal
Students will become familiar with some basic uses of both definite and indefinite articles.
Objectives
Terminal objectives
Students will produce at least 5 sentences in both written and spoken forms using the articles
"a/n" and "the" correctly.
Students will be able to identify 7 basic rules for definite and indefinite articles and match them
with example sentences.
Students will be able to tell the difference in meaning between definite and indefinite articles by
examining 3 pairs of sentences that are identical in all words except in articles.
Enabling objectives
Students will be able to revise what they have studied in the previous lesson and relate to the
main grammar point discussed in this lesson, which is "articles".
Students will learn and practice using the definite article with inventions.
Students will learn and practice using the indefinite article with jobs.
Students will learn and practice using the indefinite article with things mentioned for the first
time and the definite article with things already known through playing a guessing game.
Students will be able to notice different uses of articles in a listening context.
Students will be able to engage in real life conversations using articles.
18
19. Materials and equipment
Students' book
Work-book
Braille typed sheets
Computer with assisting software for blind and visually impaired learners
Speakers
Realia such as fruit and egg
Sound files
Supplementary soft copies of exercises in Word files
Procedures
Warm-up
1. Remember inventions (2 minutes)
Teacher reviews the students' preferred inventions and draws their attention to the use of “the” before
inventions.
Example inventions: TV, Radio, Computer, Plane, Train, Car …etc.
Activity 1
2. What noise is this? (6 minutes)
Teacher plays some audio files and students guess what these noises represent. The teacher draws
attention to using “a/an” when we talk about one out of many.
3. Just one job (2 minutes)
Teacher then talks about relatives and friend’s jobs; he also asks students what jobs they like to do in the
future. This is done to elicit the use of “a/an” before jobs and to also mean “one out of many”.
19
20. Activity 2
4. Guessing game (5 mins)
Teacher plays the guessing game with the students; the purpose here is to capitalize on the blind
students’ other 4 senses (hearing, touching, smelling and tasting) and background cognitive schemata.
T: I have some things my bag now and I want you to guess what they are. The first thing is a kind of
vegetable, I will cut into small pieces, you smell it and tell me what it is.
S: An onion.
T: Excellent. An onion, one out of many. “an” is used before this noun. Time for tasting , you will not
eat the onion or drink its juice, don’t worry. It is fruit this time. You taste the juice and tell me what it is.
S: Orange.
T: Yes, it is the juice of an orange. Just one orange, an orange. One out of many. Do we know which
orange?
S: No.
T: We did not see the person who made it into juice. An orange, any orange. “an” comes before
unknown things. Now something else; it is not a vegetable or fruit. Not a kind of fruity this time. It is
white from outside and yellow from inside. Birds produce it. It can be easily broken. We can eat it boiled
or fried. What is it?
S: It is an egg.
T: Excellent. (T explains more about “an” and draws students’ attention that all the previous three noun
begin with a vowel and that’s why we did not use “a” which will be used for the next one)Now
something else. Back to fruit. I want to tell you that my bag is very big to hold this thing. I want you to
touch it and tell me what it is. This fruit is like a big ball, green from outside and red from inside. It is
good to eat in summer. We have to use the knife to cut it open. It has small black seeds inside too. What
is it?
20
21. S: A watermelon.
T: Excellent. Which one of them is the biggest, smallest…..etc
Then the teacher points out that the first time we talked about these things, we use “a/an” but once they
have become know, we used “the”. We also use it before adjectives ending in “-est”
The teacher can ask the students to count how many “the” do we have in each of the following
sentences:
“The egg is the smallest thing.”
“The watermelon is the biggest thing.”
Teacher points what that the second “the” is used before superlative adjectives.
An adjective can be simple such as “nice”, “big”, “easy” describing one person or thing.
Fatima is a nice girl.
This is a big class.
This is an easy lesson. (Notice the use of “a/n” here.)
An adjective that is used to compare, compare one thing or person to another is not a simple adjective, it
is a comparative (from compare) adjective.
Fatima is nicer than Fola.
This class is a bigger than my class.
This lesson is easy. (Notice the use of no article.)
An adjective can be use to say that some one is super, super when we compare only one to many. We
call this adjective superlative (from super)
21
22. Fatima is the nicest girl here.
This class is the biggest class in the school.
This lesson is the easiest grammar lesson. (Notice the use of “the” here.)
Activity 3
Listen to Saleh from Saudi Arabia (7mins)
Teacher plays the audio file and pauses whenever appropriate to check comprehension and point how
a/an/the are used.
More practice
Exercise 1 page 82 (Read and discuss) (7 min)
Teacher asks students to work in pairs, one reading the explanation and the other matches it with the
appropriate example. Each pair or group answers one question and teacher elicits and/or provides
appropriate feedback.
Exercise 2 (5 min)
Students read each pair of sentences and try to tell the difference in meaning between them. Each pair or
group answers one question and teacher elicits and/or provides appropriate feedback Teacher motivates
students to express themselves.
Evaluation
Exercise 3 (4 min)
22
23. Students sit in pairs to choose the appropriate answer. Teacher monitors and gives feedback. Each pair or
group answers one question and teacher elicits and/or provides appropriate feedback
1. a, the, the
2. the
3. a, a, the, the
4. the, the
Exercise 4 (6 min)
All students are encouraged to participate in this discussion. The teacher can give a sample answer to
help students know what they will say.
Extra Practice and evaluation
Practice “grammar challenge” sheets
Homework
Depending on time, students are asked to do 1, 2 or exercises in their workbook page 80.
Lesson Plan 2
Lesson plan for Professor Phyllis Wachob
Things to be observed: Time and timing management + Use of Activities that engender Risk-taking
Thursday 6th May 2010
7th period
AlNor Wa Alamal School (Light and Hope School)
First secondary
Unit 18
Lesson 3 SB page 113
Goal
Students will practice reading for identifying the main idea and specific details.
Objectives
Terminal objectives
23
24. Students will be able to skim and scan a reading passage to answer general questions based on a
short reading passage.
Students will be able to answer questions related to who, what, when, where, how and why…
based on a short reading passage.
Students will be able to identify the meaning of new words from context.
Enabling objectives
Students will be able to use a mini-dictionary to identify word meanings.
Students will read to get the general meaning of a passage and improve their pronunciation at the
same time.
Materials and equipment
Students' book
Braille typed sheets and activities
Computer with assisting software for the instructor
Speakers
Realia such as a toy tortoise
Supplementary soft copies of exercises in Word files (For the instructor)
Procedures
Warm-up
1. Remember holidays (5 minutes)
Organizing class into groups
Quickly discuss students’ reflection on previous lessons.
Teacher talks about a strange holiday that he went on to introduce the word “adventure” and encourages
the students to talk about similar experiences.
Activity 1 (10 minutes) Pair or small group work
Students are given an exercise and the mini-dictionary to answer this exercise. They help each other to
reach the correct answer. After reading the mini-dictionary, the teacher asks the students about other
words they learned from the dictionary and what they could mean; this is done to prepare for the next
activity.
24
25. Activity
Before browsing the mini-dictionary that includes 12 words, try filling in the following sentences
using one of the words below. Then check if your answers are correct or not using this mini-
dictionary.
Tortoise
Sailing
Instructor / Trainer
Disabilities
Coast
Climate
a. Alexandria is on the north…of Egypt.
b. When I went to the zoo, I saw a big…. there. It was moving very slowly.
c. The … in Egypt during winter is warm, and it sometimes rains.
d. I love to go…when I am in Sharm El-Sheik.
e. My driving ….teaches me how to drive my car safely.
f. We are going to help children suffering from different … .
DICTIONARY
First Secondary Mini-Dictionary
For Unit 18
A Dozen New Words Worth Learning
1. Adventure
An unusual, exciting and dangerous activity such as a journey or experience, or the excitement produced
by such an activity
She had some exciting adventures in Egypt.
2. Climate
The general weather conditions usually found in any place
a hot/dry climate
3. Coast
25
26. The land next to or close to the sea
We spent a week by/on the coast (= by the sea) .
4. Community
The people living in one area or people who are considered as a unit because of their common interests,
or nationality
He's well-known in the Egyptian community.
5. Conservation
The protection of plants and animals, natural areas, and interesting and important structures and
buildings, especially from the damaging effects of human activity
a conservation area
6. Disability
An illness, injury or condition that makes it difficult for someone to do the things that other people do
She is deaf, but refuses to let her disability prevent her from doing what she wants to do.
7. Expedition
An organized journey
We're going on a shopping expedition on Saturday.
8. Experience
Something that happens to you that affects how you feel
I had a bad experience at the dentist's.
9. Instructor / Trainer
A person whose job is to teach people a practical skill
a driving/ski/swimming instructor
26
27. 10. Rare
Not common; very unusual
a rare disease/species
11. Sailing
The sport or activity of using boats moving at the sea
She loves to go sailing.
12. Tortoise
An animal with a thick, hard shell that it can move its head and legs into for protection. It eats plants,
moves very slowly and sleeps during the winter.
Activity 2 (4 minutes) Whole class work.
Students move about to match the words and their translations. They are also asked to read the
information in the dictionary about the word to confirm its correct translation. This activity is mainly
designed to engender risk-taking.
Activity
After browsing the mini-dictionary, match the word with its translation.
Rare
ﻣﻐﺎﻣﺮة
Experience
ﻣﺠﺘﻤﻊ
Expedition
ﺣﻔﻆ
Conservation
ﺑﻌﺜﺔ
Community
ﺧﺒﺮة
Adventure
27
28. ﻧﺎدر
Activity 3 Silent Reading 5 minutes
Students read the passage silently to answer the following questions:
Name the countries and cities mentioned in the passage?
Passage
Global Challenge Holidays
Global Challenge will give you an adventure holiday – and you will give something to the
community you join. Our expeditions last for a month. Our friendly instructors will train you
before you leave and will help you all the time you are away. Global Challenge arranges
expeditions to 30 countries. Here are two people’s experiences:
James Hammond, from Australia, is in India. This is what he says about his experience:
Before I came, I thought life in a small village with no television and a strange language would
be difficult. But it hasn’t been difficult at all. We’ve helped in a home for children with
disabilities. We’ve had invitations for meals with Indian facilities. Our instructor Michael has
taken us for a day’s sailing on the Indian Ocean.
Olivia Owen, from London, is in Egypt. This is what she says:
The Mediterranean coast of Egypt is beautiful and has a wonderful climate. I’ve spent a lot of
time here helping a tortoise conservation society. The Egyptian tortoise is one of the smallest and
rarest tortoises in the world. Unfortunately people are building on many of the places where the
tortoises usually live, so we are finding new , safe homes for them to live in.
Activity 4 Intensive reading (10 minutes)
Students take turns to read, the teacher asks questions to makes sure they understand the passage well
and then answers the questions in exercise 3.
Exercise 3
a. Are these holidays different from ordinary holidays?
b. What happens before young people go on Global Challenge holidays?
c. Why did James think living in the Indian village would be difficult?
d. How does James help in the local community?
e. Why does the Egyptian tortoise need help?
f. What has Olivia done to help the tortoises?
Activity 5 (Open speaking activity) Group work
28
29. This activity has been added because students are tired at this time of the day and they need to do
something interesting.
Students choose a country a city or a place they like in their country or in their school , think about basic
information related to it and gives a small speech to encourage other students to visit it.
Or
Guess where I went game.
Students ask questions and a contestant answers to help them guess where she went.
Questions could be like:
Where is this country?
What is it famous for?
What can we see there?
What is the capital?
What language do people speak there?
How can we go there?
Homework
Exercise 4 , page 113
Lesson Plan 3
Goal
Students will learn about agreement and disagreement expressions.
Objectives
By the end of this lesson, students will be able to:
Use agreement expressions in 5 sentences at least.
Learn and practice some vocabulary related to inventions.
Materials
Student book.
29
30. Computer
Audio files
Procedures
Warm-up (3min)
Teacher starts saying he likes apples very much and invites students to sit in groups of three according to
their preferred fruit. Let’s say we will have the following groups:
- the apple group
- the banana group
- the orange group
- the grapes group
- the strawberry group
While doing that, the teacher introduces agreement and disagreement expressions such as” I agree with
you, you are right, apples are the best fruit.” Or “I disagree with you, that is not right, bananas are not my
favorite fruit.” ...etc.
Guess what the invention is (12 min)
Teacher plays 10 audio files for different noises representing 10 inventions (car, clock, computer, phone,
plane, radio, train, TV, typewriter, and vacuum cleaner) , asks them to write each invention down, and
asks each group to rate them in order of their importance.
Teacher invites students to read their lists and explains why each invention is important.
Teacher then engages in a dialogue with one student and gets him to carry on the dialogue with another
student and so on using the expressions “I agree with you.” Or “I disagree with you.”
What life would be like without … (4 min)
Teacher talks about what he has in his pocket , bag , class and home.
Teacher asks what students have in their bags.
Teacher tells students what life would be like without these inventions and gets the students to say” I
agree or disagree with you.”
Example dialogue:
30
31. T: Life would be more difficult without mobile phones.
S: I agree.
T: Computers made learning very slow.
S: I disagree.
Listening
First time listening (4 min)
Teacher tells the students that they are going to listen to three people talking about important inventions.
They need to find out what the inventions are and why they are chosen. They also compare these
inventions with their own preferences.
Second time listening (4min)
This time they can listen to this file using an assisting software such as JAWS to read for them to
mention what good and bad points each person in the conversation mentioned about his/her
preferred invention.
Script
Interviewer: Hello, everybody.
All: Hi.
Interviewer: Now you’ve seen the different inventions, I'd like you to tell me which you think is the most
important and give me your reasons. Then, can you also say something about the
disadvantages of your choice? Magdi, let’s start with you.
Magdi: OK. In my opinion, the most important invention of the last hundred years is the plane,
because it has made the world a smaller place. People can travel to other countries in a very
short time. For example, I can get on a plane at Cairo airport and be in London in about
four hours. The disadvantage is that planes cause air and noise pollution and we have to do
something about that soon.
Interviewer: Thanks, Magdi. Nahla, what about you?
Nahla: Mmm ... I'm afraid I don't agree with Magdi. I think the most important invention of the last
hundred years has been the telephone - and particularly the mobile phone. Just think about
it. I can put a few numbers into my phone and talk to people anywhere in the world
31
32. immediately. Or, if I haven't got much time, I send a text message. In the past, you had to
write letters and they took weeks to arrive in a foreign country. The only problem is the cost -
international calls can be quite expensive.
Interviewer: Thanks, Nahla. What do you think, Hussein?
Hussein: Well, I agree with both Magdi and Nahla, but in my opinion the
most important invention has been the radio. You just switch it on
and you can get news from all over the world in different
languages. I'm an English teacher and I often listen to radio
programmes in English.
Interviewer: Are there any disadvantages to the radio?
Hussein: Well, not many. It can sometimes be difficult to find a station.
And when you've found the station, it s sometimes difficult to hear
clearly unless you have an expensive radio.
Interviewer: OK - thanks a lot for giving me your opinions.
Discuss (5 min)
Some sentences to discuss:
1- The television is better than the radio.
2- The computer wastes our time.
3- Air travel is very expensive.
4- The mobile phone saves our time.
5- The car causes a lot of pollution.
Teacher reads through these sentences with the class, and then asks the students to take a minute or
two to think about what they could say about each of the sentences. Teacher puts the students into
pairs and asks them to take turns saying what they think about each sentence.
Practice and Homework (12-15 min)
Workbook page 79
Students sit in pairs and do the exercises on this page. Teacher discusses the answers after each exercise.
32
33. Exercise 1
Teacher reads the listening script and asks the students to complete the sentences
Script
a Air travel has made the world a smaller place.
b You can fly from Cairo to London in about four hours.
c You can send people text messages if you don't have much time.
d Unfortunately, planes cause air and noise pollution.
e It can be expensive to make international phone calls.
f Hussein often listens to radio programmes in English.
g Sometimes it can be difficult to find a radio station.
Exercise 2
Students sit in pairs and complete the missing prepositions:
Answers
a to (given); in
b on; in; in
c into; to; in
d In; in
c from; in
Exercise 3
Students sit in pairs and discuss the possible answers.
Answers
b. You’re right.
c. I don’t agree.
d. In my opinion. / I don’t agree.
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34. Lesson Plan 4
UNIT 14
LESSON 4
PAGE 88
Goal
Students will develop their reading comprehension skills.
Objectives
By the end of the lesson, students will be able
Learn and practice vocabulary related to means of transportation.
Learn and practice some antonyms.
Develop their reading comprehension skills through a narrative text.
To identify the main idea and specific details in a narrative text.
Guess meaning of new words from context.
Materials
Student book
Computer
Speakers
Assisting software for the instructor
Audio files
Some Braille typed cards and sheets
Warm-up
Means of transportation (in/on/by) 6 MINUTES
a. The teacher asks the students about different means of transportation, about how people travel.
Suggested answers:
On foot, on a camel, on horseback, on a boat, on a ship, on a helicopter, on a motorbike, on a cart, in a
carriage, in a taxi, in a tuktuk (rickshaw), by bus, by train, by car, by elephant, by airplane, by bike, by
air, by sea, …etc.
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35. b. The teacher could get the students to use in, on and by before these means of transportation.
(These words need to be typed in braille.)
1. Foot
2. Sea
3. Carriage
4. Camel
5. Air
6. Horseback
7. A donkey
8. Bike
9. A motorbike
10. A helicopter
11. Airplane
12. Car
13. A taxi
14. Train
15. Elephant
16. A ship
17. A tuktuk
Opposites 4 MINUTES
(These words need to be typed in braille.)
1. Rich
2. poor
3. Succeed
4. Fail
5. Win
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36. 6. lose
7. Leave
8. return – reach
9. Catch the train
10. miss the train
11. Lucky
12. unlucky
13. Fortunate
14. unfortunate
15. Fortunately
16. unfortunately
17. Start
18. finish
19. Late
20. early
Vocabulary presentation 8 MINUTES
Argument
Listen to cats arguing
http://www.youtube.com/watch?v=_P52ky_G7bQ
Man arguing aloud
http://www.youtube.com/watch?v=8kAbwVdbIpY
Criminal
Interview with one famous criminal
http://www.youtube.com/watch?v=IsMCktJi3Io&feature=related
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37. kidnap
http://www.youtube.com/watch?v=BkbyaJe0Yuw&feature=related
Servant = someone who helps a wife at home
Railway = it is the place where the train moves
Rescue = to save from danger
Journey = travel from one place to another
Fuel = the liquid material used by cars and buses to move
Arrest = catch by the police
Discover = find out something for the first time
Vocabulary game 8 MINUTES
Match the word card with the definition card (braille typed using diffferent papewr size)
ARGUMENT
a disagreement
CRIMINAL
someone who commits a crime such as a thief or a murderer
KIDNAP
for a criminal to take a person away in order to ask for money before making him or her free
RAILWAY
the metal tracks on which trains run
RESCUE
to help someone or something out of a dangerous, harmful situation
JOURNEY
travelling from one place to another
FUEL
a material which is used to give heat or power, usually by being burned
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38. ARREST
If the police arrest someone, they take them away to ask them about something wrong they may have
done
DISCOVER
to find information, a place or an object, for the first time
Listening objective for silent reading (10 MINUTES)
(THESE Three QUESTIONS ARE TO BE TYPED IN BRAILE)
What happened to Passepartout in New York?
Did Fogg succeed in traveling around the world in 80 days?
What happened at the end of the story?
Intensive reading (10 MINUTES)
Around the World in Eighty Days
The story begins in a London club on October 2, 1872. Phileas Fogg, a rich man, has an argument
with a friend about how long it would take him to travel round the world. Fogg's friend does not believe
that Fogg can finish the journey in 80 days. If he succeeds, Fogg will win £20,000.
Fogg leaves London, with his servant Passepartout, at 8.45 pm on October 2, They will have to
return at the same time on December 21. After seven days, they reach Suez, where they meet a man
called Fix. Fix is a policeman who thinks that Fogg is the criminal he is looking for. The three men
travel to Bombay by ship, then to Calcutta by train. Unfortunately, the railway line is not finished and
they need to travel part of the way by elephant. On their journey, they save a young woman from death.
She is called Aouda and she goes with them on their journey. From Calcutta, they travel by ship to
Hong Kong, then across the Pacific to San Francisco.
In San Francisco, Fogg, Passepartout, Fix and Aouda catch the train to New York, but during this
journey Passepartout is kidnapped. Fogg rescues his servant, but they get to New York late and miss
their boat to Liverpool. After fuel problems, the next boat finally reaches Britain.
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39. As soon as they arrive, Fix arrests Fogg. He quickly realises that Fogg is not the real criminal, but
by now they have missed their train to London, lost a day and so lost the money. However, Passepartout
discovers that it is December 20, not December 21. Because they had travelled east, they had crossed
the International Date Line and saved a day! Fogg and Passepartout hurry to the club and arrive in time
to win the £20,000.
(4 students read the main 4 paragraphs) and the teacher explains.
Book exercises 3 and 4 (20 minutes)
Exercise 3
Read and order
Read the story and put these events in the order they happened.
a. Arrest of Fogg by Fix
b. Arrival in Suez
c. Disagreement between Fogg and his friend
d. Fogg and Passepartout leave London
e. Journey by elephant
f. Journey from Liverpool to London
g. Kidnap of Passepartout
h. Passepartout finds out the date
i. Rescue of young woman
Answers
a. 7 i. 5
b. 3
c. 1
d. 2
e. 4
f. 9
g. 6
h. 8
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40. Exercise 4
Read and answer
Read again and answer these questions.
a What does Fogg catch in San Francisco?
b What do they miss in New York?
c What two things do they think they lose in Britain?
Answers
a. train
b. a boat to Liverpool
c. a day and the money
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41. Appendix B
The Presentation Slides
Raafat M Gabriel & Salama M Salama
American University in Cairo
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42. Outline
• What was done before
teaching VI learners
• What was done during this
experience
• What was done after this
experience
How the story started
• 511
Teaching
Practicum
– Choosing a
school for
visually
impaired
learners
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43. Challenges and how
we met them
• How to impart language skills to visually
impaired learners/ how to import EFL and
positively impact VI learners
• How to apply or at least just try
• How to provide them with what, how and why
• How to teach them to learn and keep an eye
– Salama will reflect and recollect
– We will read and select.. (Salama underlining
what is perceived to be important)..
– Salama will observe other teachers..
Results of reading
• No sight , no problem (Guinan, 1997; Snyder, 1971)
– No one asks : Do you see English?
• Explore and accommodate, never imitate /
Be creative (Kashdan & Barnes, n.d.)
• Take advantage of what VILs can do and
focus not on what they cannot (MIUSA, n.d.)
• Study and teach the place in addition to
equipping it; familiarity is crucial for
facilitation of learning (Schreiner, n.d.)
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44. Results of reading
• Move them. If you want them to love English &
improve, make them meaningfully move
(Schreiner, n.d.)
• Use Braille AND /or assisting technology… learn
and teach them (Schreiner, n.d.)
• Develop awareness of SLA theories/ LAD
accessibility at early years/ Cognitive maturity
and schemata (L1) later on (AFB, n.d.)
• Cross-training. Content and ESL teaching
proficiency are key but not enough. Credibility is
crucial. You are a VIP. (Mitchel, 2007)
Results of reading
• Spell out, speak up… Nothing is
taken for granted.
• Simulate and do what visual
learners cannot visualize
• Plan , prepare, observe, be
observed, reflect… grow (AFB, n.d.)
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45. Observing Other
Teachers
• Ten hours of class
observation
• Three different
teachers
• Pluses (social |& affective)
• Good rapport
• Sense of Humor
Observing Other
Teachers
• Minuses
• LOTS , not HOTS / Easy tasks
with no cognitive challenge
• Unused technology
• No use of real objects
• Depending heavily on listening/
TTMTTT
• Static lifeless classes
• Excessive use of L1
• No pair work/ no group work
• Inappropriate feedback styles
(error correction)
45
46. Sample activities
Activity 1
What noise is this? (6 minutes)
Learning objectives
Use vocabulary related to inventions
Use a/an articles
Procedures
Teacher plays some audio files and students guess what these noises
represent. The teacher draws attention to using “a/an” when we
talk about one out of many.
Comments
Using listening / computer/ praise
The activity was actually extended to learn “expressing agreement
and maximize learners’ talking time.
Sample activities
Activity 2
Guessing Game (5 minutes)
Learning objectives `
Use vocabulary related to food
Ask and answer questions
Use a/an articles
Procedures
A volunteer holds a bag, the teacher hides something inside the bag and
the volunteer silently identifies it. Other students ask the volunteer
questions to find out the answer.
Comments
Using real objects / Accessing other senses
Maximizing learner ‘s talking time.
Collaboration / interesting / praise..
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47. Sample activities
Mini-Activity 3
Pre-reading vocabulary presentation (5 minutes)
Learning objectives
Use vocabulary related
to violence
Procedures
Play the video
Comments
Using background and cognitive maturity/ L1
background
Minimizing use of L1 in introducing abstract vocabulary
Sample activities
Activity 4
Move and match (5 minutes)
Learning objectives
Use vocabulary related to violence
Procedures
Hand out the vocabulary and definition
cards
Each learner finds her pair
Comments
Serving kinesthetic learners
Interest
Praise
TTT
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48. What happened after: Feedback &
Recommendations
- Professor’s feedback
- Mentor’s feedback
- CFC (Critical Friendship Circles)
- Self reflection
- Students’ feedback
- Recommendations based on
various feedback inputs
Feedback Summary
- Apart from positive remarks related to
using English, raising motivation, using all
possible senses and background
knowledge, utilizing technology, pair-work
and group-work tasks,…etc., I needed to
focus on things to work on and these are:
- Activity timing and time management
- Teacher talking time
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50. Recommendations
- Using diagnostic tests to pace activities
- Avoiding overcorrection
- Using interesting activities near the end
of late classes
- Planning how to monitor ss work
- Creating more networking to maximize
learning time and learner autonomy
Wrap-up
• What was done before
teaching VI learners (reading and
observation)
• What was done during this
experience (Sample activities)
• What was done after this
experience (Feedback &
Recommendations
50
51. Raafat M Gabriel Salama M Salama
mrraafat@aucegypt.edu Salama_mhd@aucegypt.edu
American University in Cairo American University in Cairo
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