Professor: Ana Data: 09/05/2008
Nível da turma: Elementary Número de alunos presentes: 15 Objetivo(s) percebido(s): -Ask and answer questions about the frequency of sports and exercise.
Ações do professor
Tempo de cada
atividade Comentários, questionamentos
para a entrevista T greets Ss and orders that unnecessary materials
should be put away in the classroom locker. T announces the Book Fair in the library.
T announces correction of Unite 6. T invites Ss to write answers to the exercise on the WB. Exercise is a vocab categorization: team sports, individual sports and exercise.
13.30
13.40
T seems to be forcing Ss to be saying things (eg. greet the class, meer new Ss). Spends a lot of time getting Ss to speak English beyond their means.
T seems to be singling out a girl that had been sick in the previous class. Ss attitudes range from boredom to apathy. This could have been done so as to get Ss to practice speaking,. Yet the class was in silence while S1 went up to the board to write their
agree.
S1 continues to write all the answers on the WB. T asks class to correct them. T acknowledges a correct answer from Ss but the wrong answer (“You how often go to do jogging?”) remains on the WB.
T invites other Ss to the WB. Then conducts choral reading of the answers and corrects pronunciation or word choices as needed.
Now T sees the wrong answer above (prompted by one S) and gets another S to correct it.
Ss are given slips of paper to write sports vocab and questions (?) related to their experience.
While Ss are working on their sentences, T writes reminder on the WB “Today is the last day of Book Fair”. She explains ‘fair’ by referring to the “Paraguay Fair”.
T interrupts activity to explain the use of auxiliary verbs in Wh-questions.
T interrupts activity again to say, in L1, how important to it is to ask for the name of interlocutors who are providing information (?).
Interrupts again to spell a word requested by one S.
13.50
The exercise comprises Wh-
questions using adverbials of
frequency + sports activities.
Instructions are not checked, so some Ss are lost or doing the
wrong task. T goes round
explaining activity to individuals, when she clarifies that Ss are not required to ask questions (like those on the WB) but sentences about their experiences. Modeling was clearly badly missed by this class. Task was not clear about the number of sentences required either.
T gets S1 to collect slips.
T hands out video workbook and leaves video rewinding with the image on.
T freezes image in title of the segment and gets Ss to read it aloud chorally.
T explains that there is a text and exercise and Ss will read the text. T reshuffles books more evenly among the class.
Ss alternate reading the ‘Culture Snapshot’ in the activity. At the end, T asks if Ss understand and singles out some Ss as she repeats the question. T asks if Ss exercise for the reasons stated in the text they have just read.
T singles out a S to say she doesn’t do anything – just relaxes.
T launches another sports vocabulary drill and elicits more examples of sports.
T plays 1 minute of video. At first, sound is too soft and then T mutes it completely.
T asks random questions on images as they appear on the screen.
T plays video through without rewinding with sound up. T asks S to read instructions of first comprehension exercise.
T gets another S to read another task. Choral drill of alternatives in the answer.
14.12
done!
...destroying the surprise element in the scenes.
Just about all the talking they get to do in this class...
No lead-in!
Ss do not seem at ease about this quip.
No viewing/comprehension task for Ss to focus on.
Again, no focus. The fun element was lost, as Ss didn’t catch the
full story given the poor
management of the activity. Ss weren’t able to fully answer the questions either as they only saw the video once without previously being told what to listen/watch
T puts Ss in groups to ‘have a conversation’. After Ss have turned their backs to her, as they form small circles, T explains the task ( i.e. answering sports- related question in the video workbook).
On the WB, T writes sample questions.
T interrupts a group to ask about sports offers in their schools.
T gets class to watch the video again by saying “Pay attention to the next dialogue”. aiming to check if the male character is really a friend of the girl’s.
T plays / pauses, asking random questions.
T establishes real reason for character to go to the park (find a girlfriend).
Ss listen and fill in gaps in the dialogue. T explains vocab.
T conducts choral repetition of dialogue in the coursebook. T asks Ss to check vocab and look for new words. She explains these (but does not check understanding).
In pairs, Ss read the dialogues. T reminds Ss to use the
14.50
not understand the video herself (Eg. The two characters were not friends – as the T indicated – the man was simply hitting on the woman).
Apathy is widespread among Ss.
Ss are mostly off task when T is not within earshot. Focus is lost for some 5-10 minutes and Ss chat away in their small groups (in L1).
Ss don’t seem to really
understand what to be listening for.
T starts activities without ensuring that the class is focused and knows what is going on.
... but uses I + 100. Vocab used is often more sophisticated than the word she originally intends to explain.
tips = short advices freak = maniac (?)
As T turns her back, most Ss break into L1.
T gets a pair to do the dialogue. Ss do not use natural speech patterns and this remains unchecked.
End of the lesson. 15.00
helped.