Before I designed my lesson plan, I had suffered torments about what to teach and how to teach. It was really a big deal for me to select teaching materials. At first, I would like to use a part of materials form my tutoring student’s textbook but the biggest difficulty is how to teach students these traditional materials adapted from formal textbook for junior high school students in a new way different from grammar translation. I had thought about it for several days and I decided once to use the textbook for children rather for junior high school students. At last moment, I changed my mind to set my target students as ninth grade students because my tutoring students are in ninth grade. I couldn’t avoid facing the problem that how to teach in a new way instead of grammar translation so I chose this. After I decided what to teach, I encountered another difficulty that how to teach. Finally, I chose not to follow how I usually teach (vocabulary listàgrammaràreading text) but to teach reading first and then vocabulary and grammar.
As I expected, students kept silent most of the time. Although I knew there must be such situation in advance, I still expected there were some volunteers. I was a little bit disappointed because there was no volunteer. If I am the teacher in the future, I will look forward to some volunteers. Peers all gave me some positive opinions and also advices. I apologize for that I didn’t demonstrate and instruct the game well and it made some students confused. I think a part of the reason is time is insufficient so I was afraid I would run out of the time. What’s more, I didn’t show who my target students are in the beginning. Actually my target students are ninth grade students in junior high.
Response to teacher’s questions
1. What level? Ninth grade students in junior high
2. Why read conversation silently instead of reading aloud?
I have thought about that let students listen to the recording when I designed my lesson plan; however, I thought my target is reading rather than listening so I let them read silently. On the other hand, I was afraid the recording or reading aloud would make them distracted.
Methods, approaches and techniques
In my microteaching, I have used “natural approach”, “meaningful learning of cognitive principle”, “risk taking of affective principle”, “communicative competence of linguistic principle” “responsive, selective and extensive way”. In the part of teaching vocabulary, I adopted some techniques such as objects, collocations, analyzing vocabulary, repetition of read; what’s more, I helped them to learn in context and develop the strategy to guess. In grammar teaching, I have used deductive way, meaningful drill, charts, objects, dialogues to check comprehension and definition clues in text to provide clues. In the grammar game, I used substitution drill and moving slot substitution drill. Overall, I taught in a teacher-centered way and used many controlled techniques when I taught grammar or vocabulary.
Changes I will make
1. Ask two students to read the conversation out loud for the class.
2. Highlight target vocabulary in the text.
3. Demonstrate rules of the game more clearly after instruction.
4. Teach grammar in inductive way.
5. If time was sufficient, I would like to go back to the conversation to teach in a free way. Let students share their traveling experiences and talk about how will they do next time when they are packaging.
6. In the beginning, show who my target students are.
7. Pay attention to my diction (simple words) for that some students couldn’t understand what I am talking about.
what have I learned
I think it was a progress fro me to teach those materials in a new way instead of grammar translation. The experience gave me lots of confidence to try something new and reminded me there’s not only one way I can do in my teaching in the future. Maybe the microteaching was not so perfect, making some mistakes, but it was just a start to realize what I should do in the future. I know there's still great room for improvement. Thanks for everyone's opinions and advices, I learned a lot from it, especially teacher's advices.
2007年11月26日 星期一
2007年11月18日 星期日
Form-focused instruction
Grammar
I am used to teach my students by grammar translation because I was taught in this way and even in these days, students accept this way more. They don’t think they understand it clearly without grammar translation. Whenever my student is confused about a sentence, he must ask me to translate it completely. When I teach a student grammar, I would explain its rules, reading some examples first and then have him do some exercises. However, according to Teaching by Principles, it is much more appropriate to teach it inductively. What’s more, it’s helpful to use charts, objects, maps& drawings, dialogues and so on.
Yesterday, I taught my student possessive pronouns inductively, making her find rules herself at first and then gave her complete rules. So far, I couldn’t learn whether it will make her remember the grammar easier or not but I think it is easier to understand and remember grammars instead of learning by being given rules deductively. Because of my learning experiences, I have used charts, especially some confusing tense such as perfect tense or past perfect tense. It does help students understand what you talk about. I will try to make good use of other ways such as objects or maps to teach in my later teaching.
Vocabulary
As the way of teaching grammar, I get used to teach my students in the traditional way. I usually start a lesson with the vocabulary list. After explaining words, I will teach with sentences and collocation because I think it’s useful for their reading and writing. You can know hoe to use the word in sentences instead of cramming. Frankly, I have never though about maybe it’s inappropriate to start with a long and boring list because it is what I was taught. I though it was normal in the past but I realized what I thought was wrong now. The best way to learn vocabulary is from context. But it may be a little difficult to teach a lesson by starting with a reading text because students would think there are too many unknown words and it’s torturous to guess so many words. I will try to start with a reading text and then teach vocabulary and grammar but before they get much used to guess meanings, I may still start with a vocabulary list, building their essential vocabulary for the context.
I am used to teach my students by grammar translation because I was taught in this way and even in these days, students accept this way more. They don’t think they understand it clearly without grammar translation. Whenever my student is confused about a sentence, he must ask me to translate it completely. When I teach a student grammar, I would explain its rules, reading some examples first and then have him do some exercises. However, according to Teaching by Principles, it is much more appropriate to teach it inductively. What’s more, it’s helpful to use charts, objects, maps& drawings, dialogues and so on.
Yesterday, I taught my student possessive pronouns inductively, making her find rules herself at first and then gave her complete rules. So far, I couldn’t learn whether it will make her remember the grammar easier or not but I think it is easier to understand and remember grammars instead of learning by being given rules deductively. Because of my learning experiences, I have used charts, especially some confusing tense such as perfect tense or past perfect tense. It does help students understand what you talk about. I will try to make good use of other ways such as objects or maps to teach in my later teaching.
Vocabulary
As the way of teaching grammar, I get used to teach my students in the traditional way. I usually start a lesson with the vocabulary list. After explaining words, I will teach with sentences and collocation because I think it’s useful for their reading and writing. You can know hoe to use the word in sentences instead of cramming. Frankly, I have never though about maybe it’s inappropriate to start with a long and boring list because it is what I was taught. I though it was normal in the past but I realized what I thought was wrong now. The best way to learn vocabulary is from context. But it may be a little difficult to teach a lesson by starting with a reading text because students would think there are too many unknown words and it’s torturous to guess so many words. I will try to start with a reading text and then teach vocabulary and grammar but before they get much used to guess meanings, I may still start with a vocabulary list, building their essential vocabulary for the context.
2007年11月7日 星期三
Resent tutoring experiences
Speaking
Recently, I've started to add some speaking activities to the tutoring period. At first, my tutoring students would be afraid of speaking and get nervous; however after several times of interactions, they are gradually getting used to it and did much better. In past days, I used to
correct students most kinds of errors, but now I try not to correct local erros in order to build their confidence and get more fluency. I choosed the speaking subjects which depends on texts in their textbooks which I have just taught for fear that they couldn't think of any words or sentences to respond. What's more, they can use some words or sentences from what they have learned and practice them. Take one of my experiences for example, once, after I finished the lesson about travel, I asked my student "Have you ever been to any interesting tourist sites in Taiwan or abroad?" and then he shared his touring experiences with me. In the begining, he just responded my questions with short answers, but several times later I would asked him to give me a more complete sentence. During the conversation, I did almost no correction but just told him some words he pronounced wrongly. However, I think he becomes more confodent in speaking English. And when he got tired from the lesson, it was also a good way to get fun and relaxation.
Children in the private school
As I have said, some of them are noisy and even couldn't concentrate on the class over 10 minutes a time. Several weeks ago I have started to have one student lead others to read phonics orally by turns every class and they become more obedient during the process. I think one reason is they are not familiar with the paltporm and feel a kinda shy, they would like to behave well at that time. At the same time, I request another student to record who do well or not on the blackboard when they read phonics orally. In the end of the class, we will choose one who behave best and he can decide one who behave worst to do accomplish one thing before class dismissal. This is somewhat effective in class management, although sometimes it does just work in fist half of the class.
Recently, I've started to add some speaking activities to the tutoring period. At first, my tutoring students would be afraid of speaking and get nervous; however after several times of interactions, they are gradually getting used to it and did much better. In past days, I used to
correct students most kinds of errors, but now I try not to correct local erros in order to build their confidence and get more fluency. I choosed the speaking subjects which depends on texts in their textbooks which I have just taught for fear that they couldn't think of any words or sentences to respond. What's more, they can use some words or sentences from what they have learned and practice them. Take one of my experiences for example, once, after I finished the lesson about travel, I asked my student "Have you ever been to any interesting tourist sites in Taiwan or abroad?" and then he shared his touring experiences with me. In the begining, he just responded my questions with short answers, but several times later I would asked him to give me a more complete sentence. During the conversation, I did almost no correction but just told him some words he pronounced wrongly. However, I think he becomes more confodent in speaking English. And when he got tired from the lesson, it was also a good way to get fun and relaxation.
Children in the private school
As I have said, some of them are noisy and even couldn't concentrate on the class over 10 minutes a time. Several weeks ago I have started to have one student lead others to read phonics orally by turns every class and they become more obedient during the process. I think one reason is they are not familiar with the paltporm and feel a kinda shy, they would like to behave well at that time. At the same time, I request another student to record who do well or not on the blackboard when they read phonics orally. In the end of the class, we will choose one who behave best and he can decide one who behave worst to do accomplish one thing before class dismissal. This is somewhat effective in class management, although sometimes it does just work in fist half of the class.
2007年11月2日 星期五
Speaking, Reading and Writing
Speaking
From the theory of the traffic light, I learn it’s not proper to correct students’ speaking errors whenever they make mistakes because it may reduce their confidence and make them afraid of speaking. If I were a teacher for beginners and intermediates, I would correct my students in logical errors which would confuse or mislead people instead of correcting their local errors which are small errors and couldn’t confuse people. In case I am going to do so, I will say “Maybe it’s better to say this…..this way.” or “ It’s not quite proper to say......” What’s more, I can also correct those errors by writing down on the blackboard in the end of the class rather than correct students immediately and interrupt their speeches. Nevertheless, it depends on what students’ personalities are. If he is outgoing, bold and not afraid of disgrace, I will correct him immediately. Therefore, I had better have good knowledge of students’ personalities. On the other hand, for advanced learners, I think it is appropriate to correct their diction and grammar and so on for great promotion.
Reading
I am going to teach my students strategies about reading. If they are 8-12 years old, I prefer to have them read orally because it helps them concentrate more on the class and I can also check their pronunciation. For junior high students, I will ask him to read silently because reading orally would easily disturb their attention as well as comprehension. What’s more, it takes much more time. Some skills I will teach are as following:
1. Skim the text for main ideas. They can get the main idea quicker.
2. Scan the text for specific information. If they are doing reading texts, I will ask them to read questions first and then get back to the text to read quickly and find answers.
3. Guess when you aren’t certain. It is better to guess the meaning when you encounter vocabularies or messages you don’t know. You can guess meaning according to front and rear text or other clues in the text. You shouldn’t perplex and trouble yourself with those uncertain vocabularies during reading. It takes you much more time to something unworthy. It would be a torture to skip or guess meaning at first but after you cultivate the habit, you would make unexpected progress in your reading. Because I had been also this kind of student who feel unbearable to guess or skip vocabularies I don’t know.
4. Analyze vocabulary. Look for prefixes, suffixes and roots to analyze words.
5. Distinguish between literal and implied meaning. Implied meaning is often derived from pragmatic meaning and thus they should have good knowledge of the context. It means they must get the general idea about the text.
6. Discourse markers. From those markers sometimes you can find out relationships between causes and effects or other related context.
Besides those reading strategies, I think the best way to promote their reading abilities is to read as many as possible by using those strategies. Therefore, I am going to ask my student to do more reading no matter in outside reading or reading test exercises. If it's outside reading I would give them some schemata to have ideas about the text.
Writing
If I have chance to teach writing, I wouldn’t correct students all kinds of errors they make especially in first draft. First, I will check whether the student express his idea clearly. As correcting speaking, I will correct some errors which confuse and mislead people and then give him some ideas about presentation that how he can present ideas or make details more convincing and also correct vague words. I will correct errors by underline those errors to remind them instead of correcting directly and giving answers. What’s more, I would like to give some feedback about the context and share some related experiences with him.
From the theory of the traffic light, I learn it’s not proper to correct students’ speaking errors whenever they make mistakes because it may reduce their confidence and make them afraid of speaking. If I were a teacher for beginners and intermediates, I would correct my students in logical errors which would confuse or mislead people instead of correcting their local errors which are small errors and couldn’t confuse people. In case I am going to do so, I will say “Maybe it’s better to say this…..this way.” or “ It’s not quite proper to say......” What’s more, I can also correct those errors by writing down on the blackboard in the end of the class rather than correct students immediately and interrupt their speeches. Nevertheless, it depends on what students’ personalities are. If he is outgoing, bold and not afraid of disgrace, I will correct him immediately. Therefore, I had better have good knowledge of students’ personalities. On the other hand, for advanced learners, I think it is appropriate to correct their diction and grammar and so on for great promotion.
Reading
I am going to teach my students strategies about reading. If they are 8-12 years old, I prefer to have them read orally because it helps them concentrate more on the class and I can also check their pronunciation. For junior high students, I will ask him to read silently because reading orally would easily disturb their attention as well as comprehension. What’s more, it takes much more time. Some skills I will teach are as following:
1. Skim the text for main ideas. They can get the main idea quicker.
2. Scan the text for specific information. If they are doing reading texts, I will ask them to read questions first and then get back to the text to read quickly and find answers.
3. Guess when you aren’t certain. It is better to guess the meaning when you encounter vocabularies or messages you don’t know. You can guess meaning according to front and rear text or other clues in the text. You shouldn’t perplex and trouble yourself with those uncertain vocabularies during reading. It takes you much more time to something unworthy. It would be a torture to skip or guess meaning at first but after you cultivate the habit, you would make unexpected progress in your reading. Because I had been also this kind of student who feel unbearable to guess or skip vocabularies I don’t know.
4. Analyze vocabulary. Look for prefixes, suffixes and roots to analyze words.
5. Distinguish between literal and implied meaning. Implied meaning is often derived from pragmatic meaning and thus they should have good knowledge of the context. It means they must get the general idea about the text.
6. Discourse markers. From those markers sometimes you can find out relationships between causes and effects or other related context.
Besides those reading strategies, I think the best way to promote their reading abilities is to read as many as possible by using those strategies. Therefore, I am going to ask my student to do more reading no matter in outside reading or reading test exercises. If it's outside reading I would give them some schemata to have ideas about the text.
Writing
If I have chance to teach writing, I wouldn’t correct students all kinds of errors they make especially in first draft. First, I will check whether the student express his idea clearly. As correcting speaking, I will correct some errors which confuse and mislead people and then give him some ideas about presentation that how he can present ideas or make details more convincing and also correct vague words. I will correct errors by underline those errors to remind them instead of correcting directly and giving answers. What’s more, I would like to give some feedback about the context and share some related experiences with him.
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