The teacher begins an English language lesson by greeting the students and asking about the day and month. She checks for absences and introduces a story about bird nests. The main activity has students build nests in pairs using materials like feathers and cotton balls. To end the lesson, the teacher places a toy bird in each student-built nest to check if it can hold the bird and asks questions to review.
The teacher begins an English language lesson by greeting the students and asking about the day and month. She checks for absences and introduces a story about bird nests. The main activity has students build nests in pairs using materials like feathers and cotton balls. To end the lesson, the teacher places a toy bird in each student-built nest to check if it can hold the bird and asks questions to review.
The teacher begins an English language lesson by greeting the students and asking about the day and month. She checks for absences and introduces a story about bird nests. The main activity has students build nests in pairs using materials like feathers and cotton balls. To end the lesson, the teacher places a toy bird in each student-built nest to check if it can hold the bird and asks questions to review.
The teacher begins an English language lesson by greeting the students and asking about the day and month. She checks for absences and introduces a story about bird nests. The main activity has students build nests in pairs using materials like feathers and cotton balls. To end the lesson, the teacher places a toy bird in each student-built nest to check if it can hold the bird and asks questions to review.
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Observe an English language lesson. If possible, try to obtain term/topic plans and a lesson plan.
Make notes about what the teacher does and photograph (with permission) and note what the children do in each of the stages of the lesson. Create a table which clearly illustrates this. Structure of What the teacher Language What the children comments lesson does Teaching Method do Start of lesson Teacher starts with: The student replays It is important greetings good morning, then *Communicative at the teacher to first start asks what day is language questions , get with an warm up today and what teaching involve and engaged interesting month, she asks who “The focus of this to the lesson. story to get independent is absent, then she method is to the students activity time starts an enable the learner attention, focus introduction and to communicate because when next a presentation effectively and you do the rest about the bird nest, appropriately in of the lesson what is made from, the various will continue how he keeps the situations she successfully bird warm etc. would be likely to find herself in.”
*Input approach
Main activity Communicative
e.g. The main activity language The student make a Working in consolidating was to build a bird teaching nest using materials pairs is useful the target language nest, using materials “The focus of this he has , and the to teach the through like feathers, papers method is to teacher walk around student how activities. and cotton balls, in enable the learner and scaffold. to share and pairs to communicate respect other effectively and Colleagues appropriately in the various situations she would be likely to find herself in.”
End of In the end of the Comprehensible
lesson/plena lesson the teacher input Students answer Letting the ry take the bird that questions and think students Review / made from play “It is described as about what nest comprehend Assessment one level above that e.g. Reviewing dough, and try to could hold the bird and predict of the learners if it the session and put it in each bird can only just be better and why? the answers is ‘finishing off’ nest the students an effective understood. the lesson. made, and see if it’s way to deliver According to strong enough to Krashen's theory of the input. hold the bird or not, language acquisition, giving 1 she asks questions learners this kind of while doing that. input helps them acquire language naturally, rather than learn it consciously.”
