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      The teaching practice provided us a chance to rethink about the teaching materials design and how to achieve the goals and to meet the different needs of learners. The target students of our teaching are seven graders in junior high schools. Because of the tight schedule, we decided to use their textbooks as materials. The aim of the class is to teach students present progressive pattern to make them familiar with it through practices.We followed the procedure of 2W3P-warm up, presentation, practice, production and wrap up. The practices involved worksheets with the sentence pattern and oral production. The purpose of the worksheet is to check students’ comprehension about grammar usage. The activity is served as oral production and students could have more opportunities to communicate with their peers.

 

 

To be different from traditional instructions, we put the pattern into contexts to elicit students’ comprehension inductively. In my opinion, it is beneficial for learners to discover knowledge by themselves rather than making instructions directly. Therefore, a song with blanks regarding the target feature may activate students’ motivation. It is also a chance to train learners’ listening ability. However, some students with low proficiency felt that it was too difficult. To solve the problem, we divided students into several heterogeneous groups and then those high achievers could provide some scaffolding for the low achievers. From the evaluation of students, some of them said that they hoped the teachers could use more Chinese in the classroom. In this way, they could easily understand what they had to do. However, there were still a lot of students expressed their positive attitudes toward using English in the classroom. They could accept that the teacher used English to explain the sentence patterns and rules of the activity. Moreover, they were also willing to communicate and perform in English. The different attitudes toward English use from the students may relate to their previous English learning experiences.

 

 

The impressive part of the class was the activity. Because the tight schedule of the school, students seldom have opportunities to do activities in their regular classes. It was a good chance for them to practice their English and cooperate with other classmates. But here comes another problem. Not all students in the class could communicate with their group members effectively. Some students may feel shy or anxious when they worked with peers they were not very familiar with. After the practice teaching, I find it is difficult and challenging for teachers to design a class integrating four skills. The materials should be arranged in a logical sequence and everything should be well-prepared. Something unexpected may happen in your teaching process so teachers had better prepare another plan in advance. It is very important for teachers to have good ability in time arrangement. We prepared a variety of activities to do but time was limited. At the end of the class, we did not have enough time to complete the activity and it forced us to extend our teaching time. Thus, we ended the class in a hurry. From students’ feedback, they hoped that teachers could spend more time doing activities and provide more classes with interaction. 

 

 

For me, it is really a special teaching experience by designing materials and some class activities. Students also have positive feedback of this class. However, some disadvantages need to be improved such as time management, interaction between students and materials design. I think that I need more practice to accumulate my teaching experiences.

 

 

 

 

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