Opportunities for Students to Practice Speaking in Class

This grade is composed of 30 schoolchilds in Grade 6 aged from 13 to 14, whose English aim is quite deferent. About 20% of them argon good at English, and they are active and participant in correct, while 40% of them are distressing at English, so they often remain quiet In class and some metres cant follow the teacher. And the rest of them are of average level. They want to meditate English well and are trying as hard as possible, but sometimes they are shy in class and same(p) to be audiences rather than hold fastting involved n class activities themselves.In this lesson, I want to focus on helping students compare and describe life-time objurgate in unlike places by using different sentence formulas to posit erstwhile(prenominal) and present events. In addition, during the whole lesson hope to crate much opportunities for students to devote speaking in class as well as encourage the weak and average students to speak out their Ideas bravely. Sample 1. linguistic co n teachbook At the beginning of the class, I showed students two maps of Kittys old and clean vapid and asked them, Did she function near or far away from school? However, unrivalled of the students break uped, Yes, she lived far away from school. Comment Since this was the second period of a sore lesson, I intended to check how much the students had learned nearly the text in the previous period, so I started it with an alternative question. However, the student didnt answer it right, which was beyond my expectation. To grade 6 students, the lead-in sentence seemed to be too complicated with alternative question for them to grasp though they were simple. They werent able to resolve correctly both In content and grammar. Appropriately In maneuver grading plays a vital role In a actors line teacher.Therefore, Instead of Glenn a confusing lead-in reading, I could have manifestly burn downed a question, Did Kitty live near school? Which would be easy for them to answer without feeling nervous after answering it wrong. And I can lead in the new lesson in an more trenchant way. Sample 2 Context in the final part of the lesson, I asked students to work in couple ons and talk about their deferent school life by using the given sentence patterns and key words. While whiz pair was doing the practice in front of the whole class, another pair of dents was still talking to each other about the class activity.In association up to keep the class under control, I neglected the two students who were doing the practice and simply said In a loud voice, Lets listen to them guardedly and no chatting However, embarrassed. Comment Although classroom management is a must for an potent lesson, my tone of instruction to keep the class under control was not very friendly. I shouldnt have interrupted the students because it broke their chain of opinion suddenly and they didnt know what to do in that government agency. Instead, I could have monitored the class in an more effective way by walking to them and postulation them to stop talking with my body language.Sample 3 Context In nine to have a smooth transit from Kittys life in different places to students real life in different schools, I created a situation by saying, Tom is a photographer( stress on the first syllable) for our school newspaper, and he has taken many photos about our school life. Please take in at his pictures on the PPTP and think about the life in your essential school. Lets work in pairs and bury the speaking activity together. Comment true statement in word pronunciation when giving a clear instruction is a basic requirement for a language teacher.Here, I gave an wrong stress on the word photographer. The correct stress should be on the second syllable instead of the first one. Enough attention should be compensable next time I speak out the word. Sample 4 Context In a drill related to the key sentence patterns of the lesson, I showed students two pictur es of a be adriftming pool and the sea and elicit a dialogue for them to practice as follows T What did Kitty and Ben do when they lived in the metropolis enter? S When they lived in the city center, they swim in the limpid pool. T They swim? S Oh, they swam in the swimming pool.T direct they live in the suburbs. Where do they swim? In the sea. S Now they swim Comment In order to make the student aware of his mistake in grammar, I repeat the mistake with move up intonation and stress on the mistaken word so that he can pay attention to it and correct themselves immediately. Here I essay to get students to self-correct with echo correct clearly and effectively and I got clamant expected feedback. Sample 5 Context Two pictures were shown on the PPTP about Kitty and Ben getting up when they lived in the city center and when they live in the suburbs.There was a clock elicit the following questions T examine at the picture. What time did Kitty and Ben get up in the past? S They go t up at seven oclock in the past. T Did they get up late? S Yes, they did. T Now calculate at this picture. What time do they get up now? S Now they get up at half past six. T Do they get up late now? S No, they dont. They get up early. T Can you finish the sentence now? When they lived in the city center, they Now they live in the suburbs, and they After answering these questions, students can finish the sentence easily and correctly.Comment In order to check whether students have dumb the target sentence structure When they lived . , they got up I elicited some(prenominal) purpose checking questions to make real that they have grasped the meaning of a new sentence structure. I broke down the meaning or concept of the target structure into a number of simple questions for students to have a clear idea of it. Besides, I also showed the employed sentence on the PPTP to make the pattern of the grammar clear so that the students can memorize it better.Sample 6 Context Two pictures were shown on the PPTP. One was a TV set and the other was the sky full of bright stars. T Now lets look at the two pictures. (Teacher points to the pictures). They are about Ben and Kittys life at night. This time lets do a pair work in two minutes. (Show students the pattern of pair work) Lets go SSL What did Kitty and Ben do at night when they lived in the city center? SO When they , they SSL Now they live in the suburbs. What do they do at night? SO Now they K, time is up. Lets educe back.Any volunteers? (Students raised their hands). K, good. Stand up please. Comment Although it is not always obligatory to use Instruction Concept Questions, they can often make sure that the learners know exactly what they are asked to do in class amount by step. Here I broke down my instructions into a series of simple chunked statements so that students could understand and respond to them quickly. As a result, they could be more involved and participant in the class activities and brin g more to the class. Candidate Name Lion Gonzalez