Week 3-4 - Report 2

REPORT-2                                                                                        

Kamile YENEL & Duran TORUN

School: Celaleattin Sayhan Primary School
Date: 30.10.2015-6.11.2015
Class: 4/D - 4/E
Yonca ÖZKAN

Yasemin ÖZDEMİR

TASK 1
In this task, we were supposed to collect data about what the mentor did in the presentation, practice and production phases of a lesson. 

Week 3

The subject was numbers. She used the flashcards of numbers from 1 to 20. The teacher performed this action because she wanted to activate the students' background knowledge.

T: Look. Which number is this? 

S:Six

(T. is changing the cards.)

S: Fourteen.

S: Five.

Then, the teacher wrote the numbers from 20 to 100 on board. And the students wrote down the numbers on their notebooks .

As the pratice part, the teacher and the students read the numbers aloud and repeated several times.

In the production part, the teacher ask the students to write the number which she said.

T: Dila fifty three

(The student wrote '53' )

T: Come here please. Sixty four. Very good. You, come here please. Seventy seven 

etc.

And students are expected to match the numbers with the colourful doors on the book. The teacher also gave the students a worksheet about numbers.

Week-4:

In the presentation phase, the teacher asked the students whether they heard the words 'the world' and 'the earth'. And then she showed the continents and the countries on the map.

T: Hiç duyan var mı world ya da earth ne demek? 

S:Ben duydum ama bilmiyorum

T: Harita var orda getirin, bring it. This is the map of 'the world'. 

S: dünyaaa

T: evet world dünya. Dünya 6 büyük bölüme ayrılmış. Ne diyoruz bu bölümlere?

S: ülkee

T: Daha büyük olması lazım.

S: Kıtalar

T: Evet continent diyoruz. Continents diyelim çünkü birden fazla kıta var. Her birinin içinde  ne var?

Ülkeler yani ''countries''. What is Asia ? Burada mavi olan kısım nedir ? Asya’dır.

Showing the countries on the map was a good pre-activity for the lesson. 

T: This is our map. These are cites. Ülkemizin adı nedir ?

Türkiye. Peki Türkiye sınırlarında yaşayanlara, ülkemizde yaşayan insanlara ne deriz?

S: halk

T: Türk deriz. Türkiye sınırları içerisinde yaşayan insanlara Türk deriz. 

Then the teacher wrote the countries and the nationalities on the board. 
As a practice part, the students repeated the new words after the teacher altogether. We know that repetitions are necessary for the students because of the right pronunciation. The teacher said the words loudly when the students made mistakes about pronunciation.

However, the teacher did not allowed any time for the production part in the classroom. She gave homework from their supplementary book.

Report 2 - Hilal Cemre Altıparmak / Ozan Berk

 Report 2

Hilal Cemre ALTIPARMAK - Ozan Berk

Week 3&4
School: Celaleattin Sayhan Primary School
Class: 4/D - 4/E

Yonca ÖZKAN
Yasemin ÖZDEMİR

Task 1

In this week we observed what teacher did during presentation, practice, production parts of the lesson. Lesson was about numbers

The teacher first started lesson with simple greetings. After that, she asked students if anyone knew how to count numbers in English from 1 to 100. Few students raised fingers to show they already know how to do it.  Upon hearing the answer she said that they should have been learned how to count from 1 to 20 previous year but she said that she’ll start from the start nonetheless. After finished her questions she wrote numbers on the board and she read them aloud several times. This concluded presentation part.

During practice part she made students write down numbers to their notebooks. After that they read the numbers aloud several times. She showed students how numbers work. She said that in order to write fifty one, they need to combine “fifty” and “one”. After that they did some exercises in which teacher wrote down a number, as example “30” and students wrote it in English, like “thirty”.

In production part students did some exercises from the book. There were some doors which have numbers on it and they needed to match the numbers with English words that represents the numbers. She also gave homework about numbers.

Task 2

In this week teacher started lesson with an exercise about numbers. And then she started a new topic which is about nationalities.

Firstly, she asked students “What does the earth mean?”. After she explained it to the students in Turkish, she asked them “What is a continent?”, “What is a country?”, “What is a city” and “What does nationality mean” in that order and explained them in Turkish while showing them a world map. She and students had a small discussion about that and this concluded presentation part.

After that, she wanted students to look at their books. There was a world map and they were to find out which color represented which continent. As an example she showed the blue part of the map and asked which continent it is and she said “The blue one is Asia”. After that she asked what Europe means and the students replied “It is Avrupa” in Turkish. This discussion went on for some time as she further explained topic to the students. And then she wrote the countries and the nationalities which belong to related countries. After she finished writing them she read them aloud and the students repeated after her altogether.

In the production part she gave homework from their supplementary book and it concluded the production part.

AYTEN PARİN & AYŞE ŞAHİN

OBSERVATION REPORT /  TASK 2

Week 3 and 4

Clases:  second grade

Unit 2 / friends

Week 3

             At the begining of the lesson, the teacher makes the repetition of the previous lesson in 5 minutes.  For the presentation stage, the teacher tells the words pointing  their pictures on the book and the students repeat after him. Then he writes the words on the board and wants the student to read them. Here the teacher aims to associate the words with their visuals so that the student understand better. Also they learn the difference between the words’ spelling and pronunciation during  the teacher’s repetition.

In the practice stage, the teacher makes them do the matching activity.They match the words with pictures. After checking their doings, the teacher shows the correct one on the book. The teacher expects them to bear in their minds  with their images. As at this age, they cant keep the abstract concepts in their mind, concretization  is easier for them to remember.  When they try to recall, what they do is bring up the images they learn. So, they don’t have difficulties about remembering.

        The other activity is trace and color.  Firstly they color the pictures above the words. Then they trace the words which is uncompleted. After it is completed, the teacher check what they do and repeat. In this way they reinforce what they learn writing once more. 

        The post part involves drawing picture and homework. The teacher wants them to draw their pictures  on their drawing book choosing 5  words from the book  and paint them  Here the student feel themselves more independent compared to the first activities. So, they use  their creativity. Also it is colorful and enjoyable for young learners. They both learn and get pleasure.

 The teacher ends up the lesson giving them homework at the post stage.he tells them which pages numbers will be done. They includes matching,tracing and drawing. Thus, they have opportunity to repeat everything they learn in a day and also try to perform their duty without getting teacher’s support.

WEEK 4

At the beginning of the lesson, the teacher  tells the words one by one and  wants  students to repeat after him. Students get up and read the words on the board. By the way he shows the words (market,lemon ,melon..) with their pictures on the book and he tells them to read by their own silently.He also emphasizes the capital of M.  The teacher expects them both to associate the words and pictures  and comprehend how is written  and pronunciation of the words.

While : The activity of this stage is listen and say.There is a dialogue which is about a group of friend. They have speech balloons above the image of friends who  greet and introduce themselves to eachother. The teacher vocalises the dialogue and make the students  repeat. He lets them have pairs and study on their own for a while and makes them perform it on the board. The activity is useful for their social improvement and it decreases their shyness problems and so it is enjoyable. They learn by experiencing. The teacher teach them by regarding to kinesthetic  strategy and  so  they are motivated and feel more comfortable.

The second activity is matching. There are speech balloons  of two people. They match the speech balloon with right person.Then they react on the board. Here they learn how to make sentence to communicate rather than learn words. In this way they pass another level expressing themselves in english .

Post : They have a game for this stage. The teacher  calls one of the students on the board and wants him to turn back to his friends . The teacher  whispers one sentence about the dialogue they learn to one of his students’ ear. And then another student repeats  loudly what he heard. The teacher expects the student on the board to know who is the person telling the sentence. He has three chances to find the right one. This activity is the most enjoyable one among the others. It increases their attention and making guess in participating the lesson is quite incentive for them. 

At last, the teacher gives homework. He tells students to make a dialogue with your family members.

Report 2 WEEK 3-4 THE LESSON

WEEK 3-4 THE LESSON

Student Teacher: Fatma GÜNGÖR, Melis GENÇ

Class: Second graders

Date: 22.10.2015 - 05.11.2015

Subject: Friends

In this week, we were supposed to observe about what teacher did in class during presentation, practice and production part. Firstly she started to the lesson by greeting and then she checked the students’ homework and she tried to help them to make their mistakes correct. After that, the teacher did some activities related to the last lessons by using flashcards. She did revision to activate their background knowledge (schemata), also made a connection between new and old knowledge. Here, while she asked about flashcards which is related to the last lesson, she used the target language like what is this? What do you say? . She asked and waited  for the students’ answers. If they couldn’t pronounce the words, she repeated the words again(market, good morning, etc…)

While presenting the new topic, she wrote down some vocabularies on the board which the students were expected to learn. She repeated them and the students were expected to repeat after her. Actually students were so naughty and they made noisy. So teacher had some difficulties to say loudly the vocabularies. Because they all couldn’t hear her voice.  Nevertheless, she kept on her lesson and tried to help the students to learn the pronunciation in a best way.

  

   In the production part, she did some activities from the book and checked them. Again she revised the lesson they just learned. and she played games with the students to keep the vocabularies in their minds better. The students had fun. Because they wanted to play game instead of learning something about English. She gave their homework for the next week.

To sum up teacher used only the coursebook and did a few enjoyable activities. She didn’t make any different activities like drama, puppets, singing song or listening to music. Generally students are learning but they don’t expose the language so much.

  

 

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Observation Report on the Lesson

Week 3-4                                                               

Class: 8/C, 8/D                                                           Muhammed Emin Yüksel              
Date: 23.10.2015 / 06.11.2015                                                         Caner Koca
School: Celalettin Sayhan Primary School

During the third and fourth weeks of our internship, we were expected to observe the lesson in terms of the teacher's actions. The subject was the simple present tense and the teacher made a short introduction about the subject matter. Since the students have a background knowledge from last year, the teacher's aim was to review the subject. She reviewed mostly confused grammar rules by presenting first and then giving plenty of examples afterwards. In doing so, she can remind the students how to use the simple present tense properly. The students are inclined to forget what has been discussed in the classroom right away. For this reason, it would be essential to review the previous knowledge as much as possible. Especially, when the upcoming TEOG exam is taken into account, reviewing the previous subjects occasionally  is crucial to ensure the permanency of the knowledge.

As for the practice phase of the lesson, the teacher asks some warm-up questions about the grammar rules that has already been discussed. She uses exercises from the book to practice the subject matter. She started with a gap-and-cue exercise and gave positive feedbacks or corrected the mistakes depending on the replies. The second exercise was a 'find the mistakes and correct them'. This would be a good practice for the students to have an ability to spot a mistake and replace it with its correct form. Once they complete such an exercise successfully, it means that they have become aware of the rules of the subject matter. Overall, the aim of the exercises was to consolidate the grammar rules of the simple present tense.

After practicing the rules adequately, the teacher asked the students to create a sentence out of the given structure. "Why don't you make a sentence with 'after and before' " the teacher asked. And a student replied, I go to the school after breakfast. Another example from a different student was 'I go to the sleep after I brush my teeth.' Furthermore, the teacher asked, 'do you like grill?' and expected the students to reply by using the simple present tense. Except those a few questions, the students were not provided with activities to produce the language.

To sum up what we observed during the third and fourth weeks, the teacher started with a quick review to revive the previous knowledge. Then, she continued with a series of exercises to consolidate the proficiency. However, she did not allowed much time for the production of the language. The reason would possibly because of the fact that the students will mostly need grammar practices in their TEOG exam instead of open-ended production questions.

WEEK 3-4 THE LESSON

Student Teacher: Mine ÖNER- Fatma EŞ

Class: 3-G / 3-H

Date: 19.10.2015 - 26.10.2015

Lesson: English

Number of student: 25

WEEK 3

In this week, we observed about what our mentor did in presentation, practice and production phases of whole lesson and each activity in a lesson.

The teacher always greets to students by using target language.

  -          Good morning students

  -          Good morning teacher

  -          How are you today?

  -          fine, thanks

The teacher started the lesson with repeating the previous lesson, numbers 1 to 20 that the numbers were students’ homework. The students counted the numbers by standing. Teacher helped the students who couldn’t remember the numbers. Many activities were done about the subject in order to reinforce and the teacher used effectively her body language, gesture, voice and her lesson. She used simple, clear and short instructions for her students and always taught a subject gradually. She checked by asking questions and by using her tone and voice whether they understand or not.

And during the practise stage, The next subject was Body Parts. The teacher prefered to use visual material and She drew a big man on the board, wrote the name of body parts with colourful boardmarker. Then, she used coursebook and she made students do activities in the coursebook. Activities were fill in the blanks, matching and gap-filling about numbers such as “s_v_n”, “f_ur” like that. Soon afterwards the first activite was started. Teacher gave clear and understandable instructions to students by using target laguage first, then native language. All activities were related with the previous subject. Teacher did not use another source.

While activities were being done, teacher benefited from affective learning right along with visual materials. She turned up a song related to body parts. Even though the language of the video was not quite suitable to the level of students, students felt relax and found it enjoyable. Thus, the teacher used Desuggestopedia Method and affective filter was low at that time

To sum up; our personal thought, the lesson was very enjoyable and effective for students. They repeated all their learnings and they enjoyed by drawing a big man. The teacher was good at learning a word and she was really patient.

Week 4

This week, the teacher didnt do presentation stage and she directly passed the new topic was Family members and practise stage. Teacher started the lesson by writing the name of family members to the board and drew family members as stickman. Then she wanted the students to guess the topic. After they gave the correct answer, they repeated the names of family members many times and one by one.

 Afterwards, the teacher wanted to draw their own family on their notebooks. They draw their family. But, unfortunately a few students were active, the others were very slow and were not interested in their drawing or the lesson.

In this week, the teacher didnt interfere her students too much, too. So, time could not be effectively used by teacher, especially as students were  drawing their own family to  the notebooks because the drawing took time very much roughly whole lesson.

In the other lesson, the teacher made students do activities on their coursebook. She wanted to match two same picture from the students and the other activities on the coursebook gave as homework.

In thıs week, the lesson was not effective for both students and our mentor.

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.