Reflections on my learning in TESOL class

       

Since I become an English teacher, it's been more than two years I haven't studied any ELT teaching methodology and teaching theories. Thanks to the class, my memory about ELT methodology could be aroused. I much appreciate the teacher in the class triggered us come up with lots of ideas about practical teaching methods and create some ideal teaching plans. From the class, I also got lots of opportunities to analyze the strengths and weakness of each teaching design and journal studies based on the authoritative theoretical framework.  

    Besides, I much enjoyed the reciprocal group time in which I could have a brainstorming with my group members. During the discussion, I could always   gain lots of creative and new ideas which I haven't thought of.  The reciprocal learning changed my opinion on working in a group. I realize that "two heads are better than one". I contributed myself more but I gained much more.

       In the end, I have to admit I sometimes kept silent in the class since I lacked of some more points of view. However, I always tried my best to make our groups reach the communicative goal and discussion outcomes.

Teaching Practicum Reflection

Team teaching reflection

Teaching for a group of teenagers, who are in a junior high level wouldn’t be my hard time. However, I used to teach my students in their first language along with some speaking and listening practice in the target language, especially when I was instructing them the grammatical sentences and vocabulary parts. Most of time, I just need to follow my pace. If I was behind the schedule I set in the beginning of the lesson, I just needed to catch up the schedule while next class was proceeding. Then, I am familiar with my students a lot, so I would pay more attention to those who can’t follow what I taught. However, this time, Nicole and I needed to finish a lesson within an hour and we needed to design a whole new lesson plan, and a worksheet from scratch, which are not just “a piece of cake” for us to complete. Therefore, it’s natural to meet some challenge while we were proceeding the team teaching lesson.

    In the very beginning, we conducted the lesson with a warm up activity. To cultivate their motivation in the lesson, we asked students to guess what the landmarks are and where the landmarks are by showing them some real pictures around the world. However, we forgot that for some students, maybe some children, it would be also a hard time for them to know what they are in Chinese. For some children, they don’t have some much background knowledge about the world so far. It’s no wonder some students could just keep silent and seeing other peers raising their hands. However, some students were eager to answering the questions. From the little part of warm up, I could also found a hung gap of English proficiency between students, even though the cram school has already grouped the group of students.

Vocabulary Teaching

Class: L2 Vocabulary Learning & Teaching F2012

Name: Lilian (9859504)

Teaching practicum about writing

Second Language Writing: Theory and Practice

Fall 2012

Practicum proposal

9859504 Lilian Hung

The purpose of the practicum:

Servicing as a writing tutor to facilitate a teacher's writing skills and enhance a student's writing proficiency by tutoring the student in a writing lesson once per week. 

The setting:

I am here to promote the student’s writing ability to help her get good grades on the JCEE exam. The writing tutoring is held at 1:00 to 3:00 in the afternoon every Sunday in the student’s house.

The materials:

1.    The main material used in the lesson isThe main techniques of English writing (英文寫作的主要關鍵技巧) by 謝南玉,who is an English teacher in Taipei First Girls High School and it’s published in 2006. The textbook introduces from basic sentence structure, sentences paragraphs to different kinds of rhetorical patterns such as narrative essay, argumentative essays and common correspondence.

2. Some teacher-made handouts.

3. Assignments.

The instructor:

Lilian hung.

The background of students:                                                                                  

The student is 17 years old, who is in the third year of a senior high school. Since he is a 3-grader in a senior high, he has learned English for over 10 years. His current English proficiency, especially writing, is basic to intermediate. He is able to produce short sentences and short paragraph, but with difficulty to write essay-length composition. Moreover, the learner especially encounters writing a composition without any coherence, and cohesion. That is, he writes without organized content. Also, she sometimes encounters some ungrammatical sentences, such as two verbs in a sentence. Therefore, he usually just gets low scores on his writing exams. The EFL learner has few chances to expose to English environment and his goal is obvious: to improve his writing skills and get higher score in his JCEE exams. His motivation to improving writing is obvious and strong, no matter the external or internal motivations.

Teaching practicum evaluation

      課程評量調查表

Name(姓名):                            Course(課程):                   

Date(日期) :                             Time (時間):                    

我們一起來檢視這堂課我們到底在做些什麼，了解了老師講的了嗎? 根據自己的情況，誠實回答才是乖小孩喔!

有你們的回答，就能幫助老師調整下次的上課內容及上課方式，讓你們學習到更多更有幫助。

1.      這堂課老師說要達成的目標跟原本想的目標有所不同嗎?

    

      是的，不一樣。□                不是的，跟我想的一樣。□

2.      在這堂課後，你覺得你有達到預先設定的目標嗎?

  

   是的，我有達到。□               不是的，我沒有達到。□

3.      老師有清楚的解釋上課的內容，讓你都聽得懂嗎?

     

     是的，我都通得懂。□              不是的，我聽不太懂。□

Task-based teaching practicum

Lesson plan of our teaching practicum

Class: TESOL F2012

Name: Lilian (9859504) and Nicole(0159810)