This is Varinder Unlu’s account of her 6th Day using the coursebook.
Meanwhile, let me hand you over to Varinder…
4th May 2012
Today’s class was to continue with yesterday’s lesson: reported speech. We had only got to the Reading task on page 70 in Global Intermediate because the students wanted to discuss the Sherlock Holmes book they had read.
To teach/revise reported statements and questions
To conduct feedback on the teach-off.
I started the lesson by explaining to the students what we would be doing today. I wanted them to understand why the final hour of the lesson was going to be focussing on feedback.
- I asked the students to open their books and look at page 70. They had to read the “Extend your vocabulary” information about hear and listen. Students read the first part and we went through the differences. I clarified and answered some of their questions. Students then completed the 5 sentences and checked their answers in pairs. I monitored and helped.
- Next I asked the students if they remembered yesterday’s reading task, which they all did. We had a brief recap of the stories before I asked the class to look at the Grammar exercise on page 71. Students referred back to the reading text and changed the sentences to direct speech – we did the first one together so that they knew what they had to do.
- Students worked in pairs and discussed their answers with each other. I conducted feedback and here we spent a lot of time going through the language. The class seemed very interested and asked a lot of questions about the rules of reported speech. There were numerous occasions during this activity when we side-tracked away from it. One such example of this was when we looked at the sentence with cheese in it. One student asked me was this the same as cheesy (something we had come across in yesterday’s lesson). I asked the class if anyone knew the difference and explained that one was a noun and the other an adjective. Students then asked for more examples of cheesy. The conversation went from the ending of the film Titanic (which I thought was cheesy!!) to cheesy chat-up lines. Students wanted examples of cheesy chat-up lines and I was able to bring these up in the IWB (which was finally working). They really enjoyed reading them and we discussed if they had this sort of thing in their languages.
- We moved on to the listening activity on page 71. Students had to listen to six people speaking and make notes. They then worked with their partner to report what they had heard. After they had done this, I asked them to look at page 155 of the book where the audio scripts are for the listening. Students looked at what was actually said and compared their notes. I asked them to amend their reported sentences now that they had seen exactly what had been said. In one of the listenings the speaker says “I fell over and broke my stupid ankle” which most of the class heard as stupid uncle. They found this hilarious and a lot of laughter generated from this mistake. We did quick class feedback.
- After the break Chia and I conducted feedback from the students about the past four weeks. We also got to show the what has been happening over the past month on Chia’s blog and I think they were pretty impressed and a little surprised that this had all been going on behind the scenes. The results? You will all have to wait for those in another post…..
I have really enjoyed the past month and the especially the past two weeks when I have had the opportunity to get back into the classroom. The learners were really wonderful and responded well to what we were doing. They were also very good about having observers in their classes on a daily basis and did not allow this to affect their behaviour.
Apart from the last hour of this lesson, the rest of the lesson was a little more similar to how I would normally do things – ie follow the students’ lead and not stick rigidly to the course book. It makes for a much more student centred learning environment.