Barbara Sherin Module 2 DELTA
B2 CLASS PROFILE
This is a mixed group of 6 Chinese, 2 Indian and 12 Malay secondary teachers who are very active and
responsive to new methods and ideas. Some of the Chinese and Malay are weak at reading and writing
skills. All lack a high level of vocabulary and many have unclear pronunciation. Generally, from what I've
seen so far, they all need training on how to teach lexis, reading and writing skills.
LESSON AIMS
My aims are to recycle some of the lexis learned from last lesson relating to lexical chunks and introduce
new classroom words and phrases found in the article on Lexical Threads. Another aim is to focus on
reading strategies skimming and scanning for the article as well as discussion language for the given
questions. Teachers/learners should be able to use the approach for learning lexical chunks in order to
increase their vocabulary level as well as the skimming and scanning reading methods to improve their
reading scores on the Aptis test in January 2014.
LANGUAGE SKILLS ANALYSIS
Skills analysis is on reading strategies and whether they can understand and apply the 2 methods of
skimming and scanning in a timely fashion. Language skills analysis will be on pronunciation and
meaning of new and recycled lexis.
NEEDS AND GOALS
For all the teachers their needs include clear pronunciation for new lexical chunks as well as methods for
broadening their vocabulary through lexical chunks. All the Malay teachers need to increase their
vocabulary/pronunciation and reading strategies for the Aptis test so they can go up to C1.
ANTICIPATED PROBLEMS AND SOLUTIONS
Some teachers forget to put their phones on silent so I'll remind them. A few of the Malay teachers may
not say anything for fear of being wrong or making a mistake, especially, in front of a BC observer. I'll tell
them that Alison is here to focus on my teaching not on their correct or incorrect answers. Also,
invariably, some teachers don't listen to the full set of instructions and start the activity anyway. This
leads to me explaining it, so I'll check their understanding of how to do the activities first before setting
them off.
REFERENCE FOR MATERIAL/RESOURCES
British Council EFT3 textbook Module 1 exercises 5.1 to 7.2
LESSON STAGES
1 10 Min
To stimulate learner creativity and grammar awareness in the warmer activity on Unfinished Sentences I explain
to the teachers that they need to think, write, pair and share their finished sentences. I model one sentence on the
board first. Students finish the unfinished sentences from the board and then discuss them in pairs and sm groups
2 5 Min
Narrow the focus for a lexis review of the previous lessons' vocabulary through unfinished definitions. Teacher
puts 5 unfinished sentences on the board to reactivate students' memory of previously learned lexis. Learners
discuss their ideas or answers in pairs before I elicit answers from volunteers
3 15 Min
Reading strategies skimming and scanning focus on the article on Lexical threads Learners discuss in groups the
first two questions in ex. 5.1 and then scan/skim the article for the last two questions.
4 10 Min
Discussion of 2 new lexical approaches for pre- teaching vocabuary Students answer and discuss the questions in
ex 5.2. Teacher monitors and elicits feedback at the end of the lesson
5 5 Min
To identify the correct words and their matching definitions for classroom words and phrases. Students follow
instructions for the matching activity and skim/scan the article for key words
6 10 Min
To reinforce what collocations are and how they are a combination of content words. Learners work in groups and
have an identical set of word cards that they need to turn over and match for collocations. They individually turn
over 2 cards and show the others. If they think it's not a match then they replace them on the desk face down until
they find all 12
7 5 Min
Reflection on past matching activity Teachers discuss the questions in ex. 7.2 and how they would adapt the
activity for their students. Teacher monitors, helps and elicits answers from groups after they have finished
discussion
Course and Lesson Planning (all of the elements below were involved in my planning for this lesson)
1 Demonstrates ability to plan lessons effectively with aims and learning outcomes appropriate to both to the
course objectives and the needs of students.
2 Demonstrates ability to prepare a coherent sequence of purposeful activities relevant to acheiving the lesson
aims and learning outcomes.
3 Teaching techniques are appropriate to the objectives and level of the course and to the needs of both
individual students and the group.
Understanding Your Learners
4 Shows sensitivity to the group and to individuals within the group to ensure a positive learning atmosphere.
5 Demonstrates the ability to manage learning activities and interactions effectively to engage students.
Classroom Management
6 Uses appropriate feedback and correction techniques
7 Shows sound knowledge of the linguistic systems of English and will be able to model both spoken and written
English appropriately.
Subject Knowledge
8 Demonstrates techniques for developing as well as practising receptive and/or productive skills/sub-skills
appropriate for the ages, needs and level of the learners.
9 Demonstrates an ability to manage the resources appropriately and effectively to facilitate learning.
10 Evaluates own performance objectively through written self-reflection and post-observation discussion;
illustrates commitment to further development
TEACHER REFLECTION POST LESSON
I believe my lesson was successful because: teachers could do the matching activity on the lexical chunks
previously taught. Teachers could discuss in pairs what their perceptions of an ideal class, school and students
were during the warmer. Teachers could understand the reading passage on lexical threads and also find the lexis
definitions quickly and accurately. Teachers really enjoyed doing the memory game using lexical chunks. As the
lesson was observed for an hour my planning and lesson stages were adjusted for that though the class is much
longer at three hours.
Final comment
I believe my strengths involve my flexiblity with lesson plans in order to follow what the students need and their
responses to the chosen material . As this was the 2nd lesson with the textbook I assumed the students could
handle the various activities and lexis focus without difficulty. Areas for my improvement: in depth analysis of
lexical chunks and methodology for teaching it.