REPORT 2

Week 3-4

THE LESSON

Student Teacher: Eda Ceyda ÇAVDAR, Muhammet OKUR

Date:19.10.2015-26.10.2015

Lesson: English

Number of student:25

School Attended: Petrol Ofisi Primary School

Week 3

   As third and fourth week observation, we try to figure out what our mentor does in presentation, practice and production phases of whole lesson and each activity in a lesson.

   The class was third grade and the topic was “Family”. Teacher started with the family tree in the course book. She just showed the pictures and taught how we call them. For example, by showing a photo of anold lady, she aimed to illustrate image of grandmother that students have in their schema. Then, she pronounced the words before listening. But instructions were not clear that students could not understand what they did. This part was a missing presentation part because there was no checking understanding or relation with the practice part.

After this section, teacher played a video about family members in order to focus on improving listening skills of students. Presentation part and video which was practice part were well integrated. However, while-listening students did not pay attention. So, practice section was not satisfying enough for students.

As much as we deduced from activities, as production part, teacher made students repeat the words they listened. Finally, they played a game which is basically about matching words and pictures.

According to our observations, we may say for this kind of topic and activities, teacher could have made them draw their own family trees as production part. By means of that there would be a relation with the topic and real life. We need to use authentic materials for students. Also, in order to create an interactive classroom atmosphere, students can ask some questions about their family trees. For example, “Who is this girl?”, “She is my cousin.”

Week 4

As a continuation of previous week, we continued to observe structure of lesson. This week the class was fourth grade and the topic was continents and countries.

   Teacher entered the classroom and greeted to students. She gave some instructions in mother tongue and started to ask questions. The first question was “How many continents are there in the world?”. While teacher was asking this question she was holding a map. Students’ answers were like; “Bölgemi ?”, “kıtamı?”. Teacher did not give any feedback to students. She continued to ask same question and added some information like “Europe is a continent.”, “Asia is a continent.”. This section was presentation part of the lesson. Then, she moved on listen and repeat activity. In this activity, children repeated names of continents. As we see, that part was practice part and for production part children played guessing game. The game was consisting of student-student interaction and useful for students. They worked in pairs. One of pairs was giving some information about an animal like “It is lives in North America, It is big and brown. What is it?”  and the other one was trying to guess which animal is by gathering these information.

    After this game, teacher skipped another activity which is related with the topic. This time, students listened to record and matched flags with the countries. For this listening activity, there were no clear instructions or presentation part. Teacher ended the lesson by giving homework which is based on writing skill. She asked to students write sentences such as “I am Yasemin. I am from Turkey. I live in Turkey.” As a result, we may say homework could be kind of production part.