Why the students feel frightening
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Students feel frightened to speak in English or start conversations for several reasons. Many students were unable to talk in English in class because the teacher only wrote on the board or had students read from copies. When the teacher asked questions, no one would answer and the teacher would speak in Spanish instead. This meant students did not understand the topics, so they did not speak up even when the teacher spoke Spanish. The teacher needed to change their methodology to help students understand and develop their speaking abilities.
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Similar to Why the students feel frightening
Our class observations 1.
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.
Our class observations
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
CLL community language learning
CLL community language learning slide which represented by Mohammad Heidari from Iran-Mofid University
CLL community language learning
CLL community language learning slide which represented by Mohammad Heidari from Iran-Mofid University
Final reflection primary practicum-aguirrezabala
1) The student teacher struggled at first to manage a classroom of mostly boys and gain their attention in English lessons, as the regular teacher only communicated in Spanish.
2) The first two lessons were very challenging, as students did not understand and the student teacher did not feel ready, but realized the practicum was for learning and not needing perfection.
3) Later lessons improved with using visuals like pictures and games, teaching vocabulary like family members and possessions, and using body language and cognates to be understood without translating.
Final observation format
The document summarizes observations from a classroom visit on May 9, 2013. It notes that the teacher used both behaviorism and constructivism techniques, but did not effectively motivate the students or give feedback on their mistakes. The material was not adequate and the tasks were boring. Students struggled with the concepts and producing language correctly. However, the teacher explained step-by-step initially and students exchanged views in their native language. Factors like motivation, confidence, and bullying can negatively impact language learning for teenagers, while abilities like memorization can promote it.
Problems of Spoken English in Hindi Heartland and their Soluations
What are the obstacles of teaching English in Hindi heartland and how we can overcome it? It is an important document to help English Langauge Teachers.
This Research paper has been published in a National Seminar.
Rajeev Ranajn
Our experience in the seminary[1]
The document summarizes the experiences and lessons learned from a seminary course on improving English teaching skills. Key points covered include learning new tools for teaching English online and in the classroom using various materials; developing microteaching skills for the four language skills (reading, writing, speaking, listening); emphasizing the importance of developing these four skills, using proper grammar, motivating students, and incorporating various teaching materials and styles; understanding multiple intelligences and adapting lessons accordingly; learning APA citation rules to avoid plagiarism; receiving feedback to improve teaching skills; and recognizing the importance of continual learning and professional development to be effective English teachers.
Instrument of natanael
The teacher introduced the topic of sentences by asking students about their prior knowledge. Students provided answers drawing from past experience. The teacher's role was to guide students and provide some brief explanations, while also allowing student participation through simple exercises and games. Students were able to distinguish language elements and express basic understanding of the topic. The lesson exposed students to the target language and built on their previous knowledge to provide basic input and practice producing language within this framework.
Reflexion 121202193441-phpapp02
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.
Our class observations
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.
Reflexion
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.
Proyect 3 observation format
The document summarizes an observation of an English language class at a technical high school in Argentina. According to the observation, the teacher did not introduce the topic based on prior knowledge and did not motivate students to use English. Students struggled to produce English and made grammatical errors. The classroom was not well organized, students were distracted, and the material provided was not very useful or engaging for students.
Final report
The document reports on observations of English language classes for children and teenagers at the University of Cordoba. For the children's class, the lesson focused on Christmas vocabulary through songs, word searches, and speaking activities. Most students were engaged but some talked amongst each other. The environment was supportive with posters and materials.
For the teenager's class, lessons covered modal verbs in different tenses using examples, videos, and listening activities. However, the students were often late, inattentive and chatty, though the teacher tried to engage them without confrontation. More communicative activities and variety of materials could improve student motivation.
Reflexion
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.
10. chapter i putri perbaikan
This document introduces the background and scope of a study on improving students' narrative writing skills through the use of think-pair-share strategy. It notes that writing is difficult for Indonesian students due to limited vocabulary and grammar knowledge. Think-pair-share strategy involves students working in groups to discuss topics, then sharing ideas with the class. The study aims to determine if this strategy improves students' narrative writing achievement. It hopes to help students, teachers, and future research.
Approach to language teaching
This document summarizes and compares several language teaching methods based on their approach to providing optimal input to students. It discusses the Grammar Translation Method, Audiolingual Method, Cognitive Code Method, Direct Method, Natural Approach Method, Total Physical Response Method, and Suggestopedia Method. For each method, it evaluates them based on whether they provide input that is comprehensible, interesting/relevant, not too grammatically focused, sufficient in quantity, and able to reduce students' affective filters.
Community Language Learning Notes
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.
Oral skill- didactics
This document discusses strategies for teaching oral language skills. It notes that the four key language skills - writing, reading, speaking and listening - should not be taught separately, as they are often used together in real life. It provides examples of activities teachers can use to integrate all four skills, including texts for preparation, top-down and bottom-up approaches, and ensuring comprehension through vocabulary pre-teaching and appropriate challenge. Suggested activities to develop oral skills include conversations, role plays, storytelling, games, songs and total physical response approaches. Teachers should aim to create a supportive environment where students feel comfortable practicing their emergent spoken language skills.
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Why the students feel frightening
- 1. Why the students feel frightening, when someone is starting a conversation in English? One manner of share ideas, information, messages, opinion or feelings is talking, interacting, communicating with others in whatever place, for this reason it necessary have knowledge in different topics of the daily life, therefore when we want to acquire second language is important develop abilities, between speak, for be more specific in the context of school, when we talking about of student, teacher in a classroom, rarely the student interact with the teacher in the target language, then it is necessary applied new ideas for develop this ability. When I was in my observation clearly I could saw that a lot of students couldn’t talk in English because the teacher only wrote in the board or read in the copies and in the moment of participate they feel frightening for express his ideas, even if teacher started with a question for received an answer, none talked, and he talked in Spanish for continued with the topic, and had an answer, before he read in copies for that again they participated but the case was the same, they couldn’t talk or they couldn’t express his ideas, some student if talked but they had many wrong in the grammatical structure. In the end of the class I observed that they didn’t understand the topic for this reason, they didn’t talk, although the teacher talked in Spanish Durant the class. Thus I tried to explain in English the homework, but they didn’t understand me. After the teacher in other class, explained other activity for develop the writing as in the previous class he had had many problems for develop the ability of speaking, then this was the solution. So I thought why the student feels frightening for talk in English or for start a conversation with other partner in the target language?And why the teacher didn’t try of change the methodology for that his students understood? Leidy Alejandra Cocomá Jiménez