Class Observation Notes
School: Linshuan Junior High Teacher: Miss Luin Class: 912 Date: 04.25.07
Lesson objectives: Relative Clauses, Prepositions, and Adverbs
Teaching Materials: PPT and handouts
| Opening |
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1. Greet students in humor 2. At the very beginning of the class, inform students what they will learn, including Relative Clauses, Prepositions, and Adverbs.
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| Body |
| Activity I: Relative Clause
Sequence of the activity: 1. Define and preview Defining Relative Clauses 2. Introduce and explain the new grammar point, Non-Defining Clauses with pictures (three cats) and clear examples. 3. Contrast the Defining Relative Clause and Non-Defining Clauses. If the sentence have comma, it is Non-Defining Clauses. 4. Review the usage one more time with clear sentences. 5. Draw students to answer questions about Relative Clauses and distinguish between Relative and Non-relative ones on the PPT. Patterns of interaction: Mostly one-way instruction, and lectures with humor. Pacing: About 25 minutes
Activity II. AdverbsSequence of the activity: 1. Quickly preview the rules of regular Adverb variations, such as +ly,slowà slowly, -y+ ly, happyà happily, adverbs and adjectives and the same form, such as early, late, fast, hard, high, far, right, wrong 2. Quickly preview the irregular Adverbs variations, such as wellà much, 3. Draw students to answer the questions about the correct form of Adverbs. Patterns of interaction: Mainly teacher-led instruction Pacing: About 15 minutes
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| Closure |
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1. Next time, teacher will finish the untaught part, Preposition in today’s lesson. 2. Assign homework 3. Remind students have to review what they learned and will test them next time.
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Feedback
After observing, what came into my mind first was grammar-oriented teaching, which seems inevitable in real teaching context. Although it is a grammar lesson, teacher Liu vividly taught it through pictures showed on PPT. In addition, grammar points present systematically with real examples help students learn better. In short, computer efficiently integrated into teaching context is what I am in favor of.
I observed that teacher instructed class with less interaction. However, interaction, such as pair work or group work is an essential element to motivate students’ learning willingness and enhance their involvement in teaching context. It may benefit students with actively interaction either teacher-students interaction, or students to students at proper time.
I am amazed by the works done by gifted students. All of them are great and talented. I truly admired their hardworking and amazing works from my bottom of heart.
Yes, most of the teachers cannot escape the spell of grammar, especially when the midterms are around the corner. My teachers taught us in this way, and we observe a class so similar to the one I had 30 years ago except for technology infusion. However, I believe that there must be something else in Ms Luin’s classes. After all, we only saw a very little part of her teaching. And I think her lively personality along with the passion and enthusiasm she presented prove that she’s a teacher that is trying her best to try new things and give the students the best!
Comment by Alice — May 3, 2007 @ 10:13 pm