The Teach-Off – Coursebk Day 1

This is Varinder Unlu’s account of her 1st Day using the coursebook in the Teach-Off at IH London.

Click here if you need a refresher on what’s happened till now.

Meanwhile, let me hand you over to Varinder…

23rd April 2012

Ok, can’t say that I wasn’t nervous this morning. I had already met the group several times when I observed Chia last week and I was sitting at the back of the classroom when Chia conducted feedback on Friday. I knew the learners had already developed a really good rapport with their teacher and my biggest challenge today was to create a tiny bit of that rapport.
Today was an intake day and we had two new students join the class after the break. I didn’t want to dive straight into the course book as that’s not what I would normally do when starting a new class. So this is what happened:
As I walked into the classroom at 8.55, three students were already there. I was introducing myself to them when four more students arrived.
Stages of my lesson:
1. Introductions – in order for students to learn something about me I invited them to ask me questions. Two out of the six students actually took this opportunity:
“Where are you from?” was the first one.
“What do like doing in London?” was the second.
The rest of the class looked at me with suspicion. This was going to be harder than I thought.
2. I explained what we were going to be doing in today’s lesson and boarded my lesson objectives:
• Needs analysis
• Choosing the topics of interest to them from the course book
• Learning to learn – being a better learner

3. Students answered their needs analysis questions. They were keen to do this and put quite a lot of thought into their answers. What surprised me was not their answers but the number of spelling mistakes, lack of punctuation and lack of structure in their written answers. Their speaking is definitely stronger than their writing.

4. I put the class into two groups and explained that we were going to be using the course book that they had been given the week before. I asked them to look at the contents page and discuss in their groups which topics appealed to them. I told them that because we only had two weeks together we would not be able to cover all the topics in the book and that each group had to decide to two. Interestingly, the two groups choose the same topics! So the two units we will be looking at this week (and possibly carrying on into next week) are: Unit 6 and Unit 7 from Global intermediate.

5. Now it was time to move on to learner training – we talked about what the students do to help improve their English outside the classroom. This discussion led to the importance of reading and we established that most of the class likes to read books about history and detective stories. So during the break I took the opportunity to get a class set of Edgar Alan “A collection of short stories” and Arthur Conan Doyle’s “Sherlock Holmes – short stories”.

6. After the break students were given the books and I asked them to choose one that they would like to read over the next two weeks. They chose Sherlock Holmes. They will be reading the first story in the book this week and we will discuss it on Wednesday morning.

7. As I was so surprised at the lack of sentence structure in their needs analysis answers, I decided to do a quick test of present simple and continuous – page 17 (gap fill) from the course book. They actually found this challenging. We discussed the differences between the two as we checked the answers. As we were doing this, I dealt with language that was emerging as a result of some of the vocabulary in the text, for example: a student asked me what “sense of humour” meant. I threw it back out to the class and someone said “to make fun”. So I had to explain the difference between to “make fun of sbdy/sthg” and “to have fun”. We also discussed what the word “Liverpudlians” is used to describe leading to “Mancunians” “Geordies” etc.

8. We then moved on to exercise 2 – questions. During feedback, we looked at subject/object questions.

9. It was now 11.50 and we had ten minutes to re-cap the lexis that had come up in the lesson. We went through pronunciation and meaning of the words and phrases that I had written on the whiteboard.

So we got through quite a lot in three hours. I’m happy to say that as the lesson progressed, the learners relaxed and started responding better. They asked me for clarification when they were not sure about something and they even asked me a few personal questions as lesson went on.
Tomorrow we start using the course book properly…….