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Jeremy, This was a very interactive and engaging lesson - I really like your teaching style, especially your use of high fives after students have answered something correctly. I also really like how you guide students to the correct answer without giving the answer away - as in when you asked students if they can say something is "much hot." Instead of providing students with the knowledge that this is incorrect, you asked for everyone's opinion, which means students are more likely to remember this in the future.
I think this is a great video which shows a powerful and clear demonstration of PPP being used effectively (obviously I assume they used the language in the freer practice, to count for the last 'P', the production stage). I really like the CCQ's because you didn't ask one student, you asked them all and even when you had received the right answer you still allowed for everyone to 'weigh in' on the concept. I also think that high fives are so supportive. Some people think its childish, however I have had more feedback positive than negative feedback and the students were evidently smiling, and felt good about what they had accomplished. Something I do, but maybe should do more. I would like to add some suggestions to this method, actually two. 1. I think when you are eliciting intensifiers it was T-WC (Teacher with Class) maybe you could allow the students to talk between themselves and 'they' elicit the TL between themselves. This will increase STT and lower TTT, this could have occurred on two occasions I think. 2. I don't know if this is possible due to time constraints, but we could include a bit of skills practice in here, again lowering TTT. Instead of presenting the grammar in a PPP style, maybe we could create a short paragraph which includes the language, thus making it a noticing Task The students see the intensifiers italicized and in bold in context of a real situation (this makes it a meaning focused approach as opposed to form, the latter being less realistic) making them easy to pick up on. The students draw them out with each other and then we could turn to a short 'P' of presentation iwith teacher and pre made questions on the sheet (student led clarification with some questions under the short paragraph the students do by themselves and then check with partner), so lowering TTT but also allowing additional STT and skills practice, reading. I got this idea from James Scrivener Learning Teaching pg. 49 (EF Version, see female lesson plan on 3rd conditional). Lastly I am so proud to have Jeremy in my center, we team taught a few days ago and apart from learning a lot from his ways in class, his mannerisms and pleasant nature that you see in the video and which is evidently responded to well from the students, is the same when off camera, students love him and feel really relaxed in his classes, yet he still pushes students to do more. I think we should remember that pushing students in the right way like Jeremy is a good thing, we shouldn't avoid asking for more. Well done Jeremy/Remy/Jezza/CQ Superstar <3
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