Report 5

9^th and 10^th week

Muhammet OKUR

2011177089

Eda Ceyda ÇAVDAR

2012177026

TASK 1  

In 9^th and 10^th week we observed how our mentor used the blackboard. According to our observations, teacher generally uses the blackboard beginning of each new chapter. In order to teach new grammar rules, she prefers to write structural grammar sentences on board.We can see   the example in the chart below.

“CAN”                                                                                                                  1)      Can you play basketball? §  Yes, I can.(+)  /No I can’t(-)         2)      Can you swim? (Eliz) §  Yes, I can.         3)      Can you fly? §  No, I can’t.         4)      Can Egemen(he)  fly?  You→ I §  No, he can’t.

5) Can you ride a bike? §  Yes, I can.           6)      Can she Ride a bike? §  Yes, she can. 10 soru sor , cevapla.

    As we see, using blackboard is not effective way to teach children. Moreover, they are not interested in lesson while teacher tries to write something on the board. They prefer to chatting or eating instead of following teacher.

   The thing that we have learnt from this observation is using blackboard is supposed to be aimed at students’ age and needs. In our observation class, students are young learners. So, using blackboard should minimize or be changed. For example, sticking flashcards or pictures are more effective and useful way to draw attention and teach instead of writing grammar sentences. Thus, we can make an entertaining atmosphere in the class and help the students who have visual intelligence.

TASK 2

In our last observation, we focused on oral correction techniques. Our mentor generally corrected students’ mistakes automatically. For example, beginning of the course teacher gives instructions in English. When students do not understand , they do not hesitate to ask the point in Turkish.

Here some examples are;

T: Is the lion big?

S: (Students nod theirs’ head yes as facial expression)

T: Is the lion small?

S: No, It is. (Teacher corrects this mistake automatically)

T: Is she strong? (yes diyeceksiniz)

S: Yes,he.

T:Yes, SHE( emphasizing) is.

   As much as we observe during lesson, error correction is not in a way as it is supposed to be. Children cannot understand what their mistakes are. They just repeat what teacher said. It is really important to make students feel comfortable and insecure while correcting their mistakes. As we infer, body language, facial expressions are more helpful than automatic correction. In this way, children think ‘I did it’ and this encourages them to learn, make more mistakes and self-correction. And we all know how this motivation important is in English language teaching for young learners. Besides giving positive reinforcements or feedbacks and appreciation when they are good at what they do, error correction and showing disapproval is also important as well.