WEEK 1-2   THE LANGUAGE

Trainee: Fatma EŞ - Mine ÖNER

Topic: Wheel of Fortune

Class: 3/H- 3/G

Number of students: 25

Date: 05.10.2015-12.10.2015

TASK 1 and 2

     Teacher greeted students in English and she used target language at the beginnig of the lesson.

-          Good morning students

-          Good morning teacher

-          How are you today?

-          Hmm..

    But; when the students didnt answer this guestion, the teacher said “ ne diyorduk ama ben size nasılsınız diye sorduğumda? Or, when she gave some instructions about topic, sometimes, she used native language like “ evet arkadaslar, kitabımızdaki 10. sayfayı açıp doğru resme tık koyuyoruz.” The teacher used both native langauge and target language during the lesson because students’ level is beginner and generally they didnt understand what their teacher said. And also, The teacher used Chain Drill which is one of the Audio Lingual Method’s techniques. For example; the students, one-by-one ask and answer the same question “What is your name?” by using target language.

   During the lesson, she wrote the words related to unit on the board and read aloud in target language. Students repeated every word on the blackboard after the teacher. She only used positive feedbacks like ‘’well done, bravo, çok iyisin, tebrik ederim, good job’’ in both native language and target language.. She gave the instructions in English then translated to native language activities in the book.. She helped the students while they gave answer. For example; the teacher asked “which colour this picture is? “ when the student didnt answer, she said “ pembe ne demekti? P ile başlıyordu hani” like that. She used native language to explain the answer.

    At the end of the lesson, teacher showed some movements about the words at the beginning of the lesson. Students tried to guess what the word was. Then two students came to the board and did the same but still; while giving instruction, to understand for students she used native language.

     As for interaction with teacher-students during the all lessons, we concentrated on teacher-students interactions regarding teacher's question and its type, the teacher's wait time, teacher's feedback, students' response, the students' response to the feedback. Teacher asked some questions to make students speak in target language. For example how many letters are there ? she used display question type. Also the teacher tried to ask simple and familiar question to them and, when the teacher asked a question, she waited just a few or second minutes to let the students to think. Sometimes, she gave some clues in mother language about word like “what is wheel ” “hani çeviriyorduk böyle.” When the students answered the question correctly, the teacher praised them by saying well done, süpersin, aferin sana like that. Also, when the teacher asked question, students' responses were generally one word in target language.

Personal reflection: The teacher started to the lesson with target language. It was good for the students to be motivated. The teacher made the students active in the class, which was good for second language acquisition. She encouraged cooperative behaviour among students. She provided student-student interaction. The teacher was careful and clear when she explained instructions. She explained both in Turkish and in English. The teacher used Audio-Lingual Method and Total Physical Response to use target language and it was great. Furthermore, the teacher focused on attitude goal which is so important for students to encourage and motivate them to learn a language.