Teacher would give them some hint to inspire their memory by saying “you had learned that in para. 2” “it is in the line 5 of this text” “which I emphasized in last class”. By saying all these, more students joined in. Then, the teacher raised some question about grammar or translation by making a roll call. Maybe some students were just out of class when they heard their names, the response was slowness. Rarely had a student to be volunteer. From some aspects, maybe it was sort of teacher’s failure on attracting students’ attention.
As for the students who answered in this class, their pronunciation, structure of sentence,voice were not ok at all even with the inspiration given by the teacher. I was wondering why they even couldn’t speak out loudly as a man, was that so-called lack of confidence? So by what means could a teacher avoid this problem and make student speak out, I didn’t find out in this class. What this teacher had done was just waiting until they squeezed out a word. The Second Part of the Class
After reviewing, the teacher guided students to do excises about vocabulary on book. During this period, the teacher not only made students to come out the answer by leading question, but also told them some exam-oriented strategies through her own experience. In additional, teacher and students made an association by the same experience. It was good for making students focus on and arousing their thinking of the rules of English. It seems that the teacher holds the “interactional view of language” according to what she did in this lesson.
The Essay on Some students like classes where teachers lecture in class
... in class. On the other side, a large number ... a number of teachers who are in various class teaching styles. On one side, parts of the students like their teacher do a lecture ... should also realize that the class is not only the form to deliver knowledge from teacher to students, it is also a process ...
According to Richards (1986), in the “interactional view of language”, language is “a vehicle for the realization of interpersonal relations and for the performance of social transactions between individuals”. In this view, EFL teachers not only focus on the structure and function of language but also what students may personally experience in the cognitive, social & affective process of language learning, e. g. , the interpersonal knowledge/ skills like how to perform the patterns of moves, actions, negotiation or interaction in real communications.
What’s more, suddenly a word “Jupiter” emerged in the sentence. There was an association popping into teacher’s mind—tropic zodiac. And the teacher just played it by ear and showed students tropic zodiac, which could develop their divergent thinking. And that was the very way of learning English. The Third Part of Class In advance, a piece of vocabulary had been emailed to every student which based on CET-6(this exam is important to these students of science).
They were told to have diction in this class. And it was time to check their homework by a classroom quiz.
This is kind of homework and homework is a vital teaching tool, giving students the ability to practice the techniques and skills they learned in class. Homework reinforces the lesson, while helping students develop questions and observations they can ask the teacher later in class. Instructors assign homework as an element of any other teaching method, as it is an effective teaching tool for many class constructs. What I am saying is this procedure really made students feel tension. After diction, teacher gave them another task to finish after class. The room just became a bustling place.
They bargained about the amount of the vocabulary, the limited time and other excuses. Students always became active when it came to things relating to them. I think diction just a forced way to push students to spend time on English. And you should know that vocabulary is the foundation of any language, only enough quantity can lead to a progress in quality. This teacher is young who has just been through what her students go through now. She knows exactly what they are thinking, what they are afraid of, what they need and what they lack in their way of learning English.
The Homework on Mrs Otter Students Class Group
Paper Topic # 3 It was a typical Monday for Mrs. Otter, after lunch she had her usual 3 classes. Water was the first group, Nets the second and Earth the third. Before she would begin class, students had to follow the agenda for the day. The agenda is located at the front of the board and it tells the students what they will need for the class. Once the students are seated quietly, Mrs. Otter ...
One way to do it is to hand the task of formative assessment over to the students. Rather than simply telling them what we expect from them, teacher can challenge them to determine for themselves what the characteristics of a well done assignment are. But assessment is probably not going to go away any time soon, and teacher are simply suggested that use it in an attempt to not allow assessment to compromise teaching while helping students develop important new skills. Self-evaluation is a big part of tenure and promotion for many faculty and most of teachers appreciate its value for professional development.
Required assessment has become an opportunity to teach self-evaluation to students. The Forth Part of Class Combining the exertion with rest is an eternal principal. The teacher played a section of original English movie, which interested students even during the internal of class. Conclusion Over all, this class is sort of at large. I think there are something should be improved. 1. Pre-class stage: This stage is to prepare the students with certain expectation for what they are going to do in following class. For instance, at an airport in real life, we expect to hear about flight numbers, gate numbers, arrivals, delays, cancellations, etc.
In this stage, some listening activities can be included: discuss relevant topics and experiences; associate vocabulary, expression, picture with the topic. And the teacher should make good use of the time before class to make a dynamic atmosphere. 2. While-class stage: This stage is to help the students understand the content of class, they are not necessarily expected to grasp every word, but try to recognize as many as possible, so that students can try to identify or confirm the precise part and each change of part. In this tage, some activities can be included: identify the exact topic or part of it; note pieces of information and answer questions; complete a table/picture and sentences. 3. Post-class stage: This stage is to help the students connect what they have learned about their own ideas and experience; just we often do in daily life, and give their feedback. They should respond on what they understand after class. In this stage, some activities can be included: give opinions or role-play a similar interaction; write a report on a similar text; debate the topic and relate similar experiences.
The Term Paper on Ability Grouping Students Class Groups
Ability grouping is a widely spread practice used among many educators today. Between-class grouping is by far one of the most commonly used types of ability grouping. "The goal of this grouping is for each class to be made up of students who are homogeneous in standardized intelligence or achievement test scores" (Snowman, Biehler). In this type of grouping, the schools separate their students ...
Suggestion As for learning of vocabulary, there are some methods that this class just lacks of. Explicit Select words from a text students will engage in reading. Write each word for students to independently attempt to read. Ask for a volunteer to indicate the base word, or root word. Encourage the class to suggest meanings of the vocabulary word. Draw a picture of the word’s meaning. Tell students to act out the word’s meaning. Study four or five words in this manner. Review the words with the pictures or actions as the text with the words is read.
Indirect The National Reading Panel emphasizes that students benefit from opportunities to learn new words while reading independently. Select invigorating text students will engage with independently. Offer students readings with in-text definitions or contextual clues to vocabulary definitions. Discuss the new words upon completion of the reading. Ask students to retell and teach each other how they determined the meaning of the unfamiliar words. Multimedia Create a multimedia presentation of vocabulary words for students to review.
Many students are raised in an environment surrounded by multimedia input. Exposing vocabulary words in a multimedia setting will help many students commit the words to permanent memory. Select clip art to demonstrate what the word means. Attach a representative sound to the word that will initiate when the image is clicked. Instruct students to design a corresponding chart for the vocabulary word by writing the word and drawing an image representing its definition. Association Read an isolated, unfamiliar word to the class.
Ask students if any part of the word sounds familiar or remind them of a word they already know. Write the word on the board or chart paper. Instruct students to look for a base word that will help them deduce the word’s definition. Teaching students the skill of association when reading a new, unfamiliar word gives them the skills necessary to independently comprehend text beyond their reading level. Practice the skill of association with isolated words regularly to allow students to grow as independent, successful readers.
The Term Paper on The Effect Of The Graphic Organizer Strategy On University Students’ English Vocabulary Building
Abstract This study aimed at investigating the effect of the graphic organizer strategy on vocabulary building and vocabulary incremental growth of Jordanian university EFL students. One hundred and two students participated in the study which lasted for one academic semester of four months. Each student enrolled in one of two intact and equally-sized classes of a general English ...