International House Newcastle Teacher Development Teaching Practice Feedback Name: Raul Order: Observer: Chris Day: Tuesday

No of students: 6 Level: Beginner Lesson No: 1 Length: 2 hours Date: 9th November

Lesson type: Revision of previous lessons + reading + grammar (ser/estar) Strengths: - Lots of time was spent on activities and they were well-staged (presentation practice monitoring feedback) - The lesson was paced well activities weren't too long or too short - Great rapport - Good correction - Lots of praise (well done, very good, etc. - but it was meaningful) - Language was well presented, with lots of opportunities to practise - Lots of eliciting - Excellent materials In your next lesson you need to work on: - Continue working on TTT 'show don't tell' demonstrate activities, use gesture/mime more - Remember to drill pronunciation when eliciting/teaching new language, as well as when correcting mistakes (remember to teach MPF meaning, pronunciation, form) - Think about how you can make stages more student-centred for example, matching ser/estar with reasons. Ss match in pairs, then you can take quick feedback. It will take less time and reduce TTT too. - You ran out of time at the end, but timing is a difficult thing to get right, especially in a first lesson. You prioritised activities, though as you said, it was better to look at ser/estar than the adjectives.

International House Newcastle Teacher Development Teaching Practice Feedback

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Comments: Give people a couple more minutes to come in before starting. You show the star, then the picture. You elicit then teach 'estrella'. You put Ss in a pair and a three. You elicit questions you demo 'Como te llamas?' - excellent. ____ tu nombre? - You elicit Cual. Good. You tell them to think of more questions. They're speaking some English here this is to be expected at this level, though. They're on task and coming up with Spanish questions. Fine. Music in the background, good. They feel more confident about speaking. You take feedback, and elicit some more answers. Some excellent eliciting here. You give them enough time to think and come up with the answers. You don't over-elicit, you teach when you need to. You give lots of praise. You elicit '30' and drill it nicely. You've got all the questions on the whiteboard now. You hand out the stars. Are you going to drill? You tell them not to copy remember to give out instructions before handout. It will keep the Ss focused on you, instead of reading/writing. Ss work in pairs now. You needed to drill the individual phrases more before this to improve their pronunciation/intonation, but also to help memorize the phrases. You monitor from behind, good. You correct and help as necessary. You take feedback good. You elicit and convey the use of tienes/tiene well, then eres/es. Lots of drilling with corrections (choral and individual). You elicit some 'blocking vocab' before the 'mingling' activity (lots of teaching language here, sorry!) - good. It's important to check they know the meaning of these words before they do the activity. It's also good that you start with the concept of the job, and elicit the name of the job rather than saying 'profesor' what does it mean? I pop out to get a CD player. Ss ask each other questions. They're not supposed to talk when the music plays just walk. You could have simplified the instructions for this 'zip' your mouth. Gestures are always better than words. (Well, not always, but often...!) You monitor really effectively here. You're listening, but not intrusively. Good. You walk around so you can hear everyone. Ss sit. You take feedback. Break. (You tell them to copy off the board good. It's important for them to have a written record.)

International House Newcastle Teacher Development Teaching Practice Feedback Silence.... It's probably worth either going into English here or getting people to leave the room/leaving the room yourself. When the lesson restarts it feels a bit quiet and whispery! You hand out the bingo cards. You give them time to read them, good. You give the instructions. Maybe some very quick revision of the numbers would have been good here. You start the game. You read the numbers at a good pace. They're struggling a little! Revision would have helped. They're enjoying it, though, and it's good comprehension practice to hear it more than once (rather than stopping the activity). Rachel wins! You play again. They look scared, haha. You could slow down a little here they're big numbers. They're doing well, though. Jackie wins! Hangman. You give instructions as above a quick revision of the letters would have been good here it doesn't have to be a 'test'. 'B' for 'B....' is a nice idea, too. You're enjoying drilling 'r'!!! Reading. You board 'Barcelona' and ask 'Como es Barcelona?' You elicit grande, bonita, etc. You show the handout this time you give instructions first good. Ss read. I don't know if vocal music is such a good idea here it's a bit off-putting. Instrumental music might be okay but silence is fine. Music works best in speaking activities, it makes Ss feel more confident and can often make them speaker louder. I like your choice of music generally, though! It creates a Spanish atmosphere in the classroom. The use of this reading (as well as reading practice) is a great presentation of ser/estar and the adjectives in context. Very good. Ss compare their answers in pairs. You board some of the adjectives you elicit examples (London, Newcastle) You've already conveyed the meaning through the context of the reading: this is an excellent way to check that students understand the language. Great. Next handout this time before instructions. Try to remember 'Instructions Before Handout'. Ss write ser/estar phrases from the text in the correct column. Good. This should help them see the difference in meaning between the two verbs through the context of the phrases. We've just exchanged glances about the music. Haha. It got a bit strange there! Feedback remember pair-checking first (although time is running out, so it's not essential) This takes quite a while can you think of

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International House Newcastle Teacher Development Teaching Practice Feedback a faster way to do it than writing everything on the whiteboard? (Mini-board, OHP over-head projector) You elicit the difference between I'm a teacher/I work in a bar. You elicit temporary/permanent. You successfully convey all the reasons why ser/estar are used professions, physical description, etc. How could this be more student-centred? What would be the advantages of this? You end the lesson. Well done this was a very good lesson. I enjoyed watching it.

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