She is Sally who is 11 years. I gave her reading task which is same article as I used for micro teaching #2.
I am thinking about this week's subject vocabularies. Sally has difficulties about vocabularies most of time.
0:36 It was warm-up, I usually ask her "how was your school?" I usually scheduled with her after school when I am off from my work. It is her free time after school, and my free time, too. I found that I was different (speaking speed, tone of voice, and teaching style) from early morning class. In the morning class, I had to control many kids in the class, however I focused only one student made me more come down little bit. She was described how was her school life that day. I usually ask her about L1 English class at the elementary school. She said that public school English is very fun, she had Halloween candy from L1 English teacher.
0:51 We started to discuss about the picture. It is a preview stage. I asked to her
T: What can you see from the pictures?
S: Um... hamburger...
T: Do you like Mc Donald Hamburger?
The article is related ICC concept. what's culture? It may be hard to understand for Sally, but I tired to give her this reading. Reading is still hard subject for her. When I started to teach her reading the first time, I gave her dictionary to find meanings. We spent so much time and effort to find difficult vocabularies. The lesson was not communicative, it was focused on finding definitions. It was really problematic both of us.
After learning how to teach reading, I stopped to search vocabularies from dictionary.
2:00-5:00 We directly discussed about the questions. I kept in my mind to make student centered lesson. I tried to give her chances to speak as much as I can.
During this minutes, it was really Sally's turn. I think this lesson is much more better than before.
I was a sole-talker, she was listening while I was talking. The reason why I talked much was I was not sure she understood or not. I was just wondering I can I know that how much she got reading comprehension input. It was no way to proof!!!!
Now I got it how I know how much she understood the article. I can check from how she was answering my questions. I think it is students output. Sally produced speaking as output of language learning.
Output is a proof of learning of TL.
I BELIEVE SALLY PRODUCE SOMETHING TODAY.
5:46 I explaned her about what's culture? Hamburger or Holy cow is methophor of culture. My next question is how she understand the concept of lesson. I talked much as usual because I was not sure she knew the concept or not. I repeat again again..... to make sure she got it.
I am thinking Harmer's activity #6 how she is learning vacabularies even unfamiliar topic or subject. She doesn't know the real meaning of culture.
Drawing word map/circle brings her more opportunity to extend her vocabularies.
I will get it more about how to teach vocabulary week 11, I will give her more activity related vocabularies.
I hope that her vocabulary activity should be work!!
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