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my reflection about Unit 8 presentation on May 20, 08 May 25, 2008

Filed under: efl class fb — shellawu @ 2:21 pm

I assumed I messed up my presentation on May 20. Actually one of the reasons for that day’s bad appearance was that I didn’t advanced rehearsal well. In the other hand, I didn’t count on the time of group discussion accurately. Though I didn’t calculate the time on the spot, I considered I had waste too much time on some meaningless activities. It was out of my previous plan, and I as well didn’t follow my schedule to run all the procedure. It was pity that I really gave others a bad imageL

        My original plan was that at the beginning I would say a story related to my GO design which was a Winnie and his sweet hearts. I planned that I would say the short story and meanwhile relate to the actual purpose of the activity (group learning sheet doing), and then I would give a clean instruction about how to co- finish it and share an application about using the theory in the practical teaching. But after I broken speech about the Winnie story, I gradually forgot what I had to do next. It was really a tough challenge for me, especially for my explanation after each group’s board writing. I also found out that I couldn’t speak out a complete and organized sentence, and I still couldn’t deliver my message entirely. It was my weakness that I still need to try my best to conquer my stage fright, and I also had to create more opportunities to practice my English presentation. However, the most important work for me was that I needed to rehearsal well and sharpen my speaking ability advanced.

        But I could say I still did a small job on my learning sheet (Winnie and hearts_graphic_organizers), and I really gained some experiences from producing it. I would continuously apply GO in my teaching.

 

Taipei Lishan High School visit on May 13,08

Filed under: efl assignment — shellawu @ 8:24 am

I believe students studying in Lishan High School would have an abundant and beautiful learning environment. Lishan was our second visiting school, and its campus environment was as gorgeous as Long- Men Junior High School. We met this school at 7:50, and this time was the first class beginning time for senior high students. Because this school was located in Neihu which was so far from my living place, I needed to get up earlier than usual. It also made me rememorize my high school life and did some comparison with Lishan.

Lishan truly disobeyed the traditional high school system and framework. Just took its outside appearance for instance, its school’s dimension was so huge and picturesque. Students can gain broader view sight by learning in this area. Second, through this school’s introduction we know that this school strongly prove them become a scientific, outstanding, international, and finally the world- class high school. Their educational goal is to make their students become not only a rational (scientific) but also sensible (humanistic) person. So under this learning aim both teachers and students in Lishan would integrate “science” in their teaching and learning. Not except for the English teaching, students would have the extra courses which are unique in senior high school in Taiwan’s education now to do some specific subject researches with their guide teacher. So students can already gain the ability about individual searching.

The third one would be the important on for us, future’s English teacher. Their English classes adopt the whole English teaching environment. Teachers totally speak and teach in English, and this policy can improve students listening skill and get used to the language use of English. I also discovered that teachers from my observations they didn’t focus their teaching on linguistic competence anymore. Instead, they’d like to focus the central meaning of the reading and help students get the blue picture of a unit. Teachers used graphic organizers to be one of their main teaching materials for the reading, and this method could make students construct a complete structure of reading itself. But it didn’t mean that their teaching would emphasize on the grammar and vocabulary and so on. However, they utilize the GO and combine the other learning parts together and making students know the true learning not only focus on the linguistic parts. But they should learn how to mix all the elements such as listening, speaking, reading, writing, and Gr together to attain a full English learning.

My first observation was class 109. Teacher Yuan in her class used lots of multimedia such as ppt and video to be her teaching assistants. Yuan used the ppt to review students’ vocab and meanwhile she required students speaking out each explanation of vocab. It was a good way to make students speak in English in class. Then she played the video related to the content and suitably explained the extended meaning about the video. Before the class end, she assigned two students to play a short role play whose materials were derived from the video. It really made students enjoy it and pertain the learning in the practical usage. My second observation was teacher Huang’s teaching. For me, she was an energetic teacher. I could say that her students really loved learning English in her class. At the beginning of her class she used the body language to point out today’s learning aspect. Then she used lots of ppt to give students the rough image of this unit, and she also used GO to support her main idea of reading. Her whole class was really organized and tightly. I hope I could one day did a great job as her did.

 

reflection about the efl class on May 6,08 May 7, 2008

Filed under: efl class fb — shellawu @ 1:07 pm

This class had approximately three parts, and every part was meaningful to me. I’d like to focus on the first and the third part which was talking about a new methodology- GO “Graphic Organizers” in this reflective blog. The first part could roughly belong to the introduction about the usage and application of GO. Alice had introduced it on the last class, and we also had the homework to practice it. At the beginning, I thought the theory of graphic organizers was abstract. For me, I couldn’t understand its’ importance for students, especially for students’ linguistic competence. But after Alice’s explanation and my practical operation, I gradually discovered its’ value. The graphic organizer is like a map of an article, and learners (readers) can through the instruction of map know the whole structure of the reading.

My thought was reinforced by a teacher who was from Taipei Fuhsing Private School. In her speech she also repeatedly emphasized on GO. She said that GO also popularized in the elementary English teaching, and so many teachings today utilize this skill to make learners construct the structure of meaning tightly. She also gave us some samples about the GO which have common used in the junior high school. Students by teacher’s instruction really can create their own GO, and by their design and explanation teachers can evaluate how degree students understand the articles. The students’ examples above deeply support my idea, and I consider I would apply this method in my teaching in future.

 

Taipei City Long-Men Junior High School Visit on April 1 April 7, 2008

Filed under: efl class fb — shellawu @ 4:02 pm

Class Observation Notes

School: Taipei City Long-Men Junior High School

Teacher: Grade 8th

Learners: 8 Graders

Date: April 1, 08

Opening:

It was unfortunately that when we visitors went into the class, the teacher in this class had started her lesson for a period of time. So we interrupted the class and observe it from the body of the whole lesson.

 

Body:

Name of the activity Sequence of the activity Patterns of interaction pacing
Vocabulary teaching
  • 1. T teaches Ss KK alphabets (discrete the vowel and consonant first ,and then combine them together) and leads Ss pronouncing the word.
  • 2. T translates the word meaning, reading the sentence on the textbook, and she supples the related extra- knowledge(synonym, homonym, etc)
  • 3. After the whole voc teaching, T leads Ss reading all the words again.
T would build the new knowledge on Ss previous one, helping them recall the old related words or sentences  taught before.Ex: “review”T departs the prefix “re-” first and take the old sentence to remind Ss such us the “site-viewing” which equal to the Chinese風景. About 15 minute
Grammar teaching 1
  • 1. T teaches Ss grammar application and limitation, and then lead the Ss learning the textbook’s sentence.
  • 2. T helps Ss underlining the key word and analyzes the Gr.
  • 3. Ss finish the exercises on the book and reply the answers on the class.
T goes around the whole class and evaluates Ss work when Ss complete the exercises. Teacher also use the activity of “九宮格”(-the neighbors of the called number of Ss need to stand up, and T would order one depending on Ss reactions) to go through the exercise checking work. Also, T gives the illustration of activity and the examples in English. About 15 minute
Grammar teaching 2
  • 1. read the sentence in English and translate it and explain the grammar in Chinese.
  • 2. write down Ss translation on the blackboard and revise it with Ss(Gr teaching also)
  • 3. Ss finish the exercise on the class.
The main method is in teacher- led About 10 minutes

 

Closures:

Teacher in the end finished on the grammar teaching and required students finishing the incomplete sentence (one of the Ss was called to answer T’s question). Teacher also reminds students they would have a vocabulary test tomorrow.

 

Feedback:

It’s mainly a GTM, and I also found some techniques and class administration used in this class. Teacher continuously watched out each student’s action under the platform, and she would order some specific students answer the questions to attract their attentions. I also found that there had a great relationship between teacher and students. Their interaction was just like friends, and it was so natural and moderate.

I really love this kind of atmosphere in this class, and I also discovered that teacher would encourage students learning English grammar. She took the other subjects as comparison and wanted to arouse students’ interests about learning English. In addition, teacher’s examples were kind of authentic and related to student’s daily life. Teacher would use Ss’ name as example and made students laugh, intangible reinforcing students’ memories. I would treasure this experience and utilize the advantages learned from this class in my future teaching.

 

 

Mar 11 assignment:my lesson plan March 18, 2008

Filed under: Uncategorized — shellawu @ 10:24 am

Lesson Plan Book 2 Unit 1 Images of Animals

Purpose: 1.   make students know the different cultural images of animals between Chinese and English.

   2.   require students searching both English and Chinese proverbs related to animals.

   3.   1st Sentence Pattern: Dative Verb& 2nd Sentence Pattern

   4.    introduce students about the transitional word and the format about English composition

Time: 6 classes

Class

Date

Content

Materials

1st

 

 

  • 1. Warm-up activities
  • ¨ Adjectives that modify animals(p3,6reading comprehesion)
  • 2. Vocabulary teaching (1-16)

HW1: preview /review vocabulary and phrase

HW2 :search both English and Chinese proverbs related to animals

2nd

 

 

  • 1. Share the search result (groups)
  • 2. Vocabulary and phrase teaching (v:13-19, p: 1-11)

HW 1: Prepare the quiz on vocabulary and phrase

HW 2: preview the reading

3rd

 

 

  • 1. Vocabulary Quiz
  • 2. Listening to the reading
  • 3. Reading (content and language) teaching

HW: preview /review reading

Reading CD

4th

 

 

  • 1. Reading (content and language) teaching
  • 2. discussions(p7, 16,extended content)

HW: preview /review reading

5th

 

 

  • 1. reading review(including aural practicing)
  • 2. sentence pattern1 teaching
  • 3. introduction of composition format and transitional words(handout)

HW 1: Exercises(p13) in the textbook
HW 2: review the composition handout

6th

 

 

  • 1. Check the answers of exercise1 in the textbook(p13)
  • 2. sentence pattern2 teaching
  • 3. composition format and transitional words teaching(handout)

HW1: Exercises(p14,15) in the textbook

WH2:use the format to write a short composition/paragraph involved transitional words

WH3:Prepare unit quiz

p.s I revised it from the sample 1 teacher gave us, and I just roughly put my ideas about the whole lesson. I havn’t build the category of  time management, so some of them  mayseem ridiculous …..  

 

reflection about the EFL class on Mar 18

Filed under: efl class fb — shellawu @ 10:08 am

I had to say that this week class really “shocked” me a lot. After the second group’s presentation,  the professor asked us to prepare vocabulary teaching in 15 minutes.  Actually, for me, at that short 15 minutes my brain only could go through some traditional teaching ways like syntactic categories analysis or  translation, etc. However, the impromptu the two classmates presented for us really made me surprised! ” Wow! I havn’t thought that definitions also can be taught as a vocabluary teaching materials.”  I believe it would be a good lesson for me to absorb others’ inspiration, and I also have to read more and think more. Hope that one day I can be a creative teacher:-)

 

questions about lesson plan March 17, 2008

Filed under: efl assignment — shellawu @ 3:40 pm

The following are some questions and answers (some are summarized from materials and some are from self view) about the lesson plan.
1. What should go into an Englishlesson?
Engage- make students interest in our lesson/teaching.
Study- focus on materials’ language, also it should cover the taught material
Activate- require students producing their own works related some knowledge taught before.
2. What is a lesson plan?
For me, lesson plan means a blueprint about the process of the whole class. Though the practical teaching wouldn’t absolutely follow the original plan, teachers still have a prediction about the class and won’t be feel very nervous and helpless before the class beginning. It can be a note or a complete plan, and they all depend on teacher’s convenience.
3. Why is planning important?
It can help teachers to clean their thought and set their goals about the new knowledge” students should learn from the lesson. Teachers also can through this work adjust the teaching order and make it more appropriate.
4. What are the principles of planning?
Aim- knows what the students’ prior knowledge is and what they need or want to know.
Flexibility-teachers should prepare some extra tasks or materials for the accidental time.
Mood- not only students but also teachers should keep a good relationship in class and make the class go on fluently.