Teacher: Vilija Ramonienė Date: 2011-01-24
Class: 2d
Level: Intermediate Topic: Earth:SOS
Aims: 1) to develop speaking/listening skills
2) to encourage being and becoming ‘environmental-friendly’
3) to get acquainted with/ memorize active vocabulary
Materials: Enterprise (coursebook), Enterprise (workbook)
| Time / Interaction | Stage | Teacher activities | Students activities | Objectives | Unexpected problems and solutions |
| 2min | Warm-up | Greets the students. Asks how they are. Checks attendance | Greet the teacher | To prepare students for the class work | |
| 11min | Checking homework | Asks to show their homework (page 91 from grammar books). Asks to read aloud, corrects mistakes | Show homework, read the exercises, correct mistakes, ask if something is not clear | To consolidate the previous lesson`s topic | Students who are not prepared, have to bring their homework for the next lesson |
| 5min | Brainstorming (1) | Writes on the board ’Earth :SOS’. Asks the students what comes to their minds. The teacher gives a start and writes down ‘Environment’. Expected answers from the learners (stop, prevent etc.) | Dictate their minds to the teacher | To develop speaking skills, to remember vocabulary related to the topic | |
| 7min | Brainstorming (2) | Asks what kind of environmental problems the students know. Gives a start and writes on the board (deforestation). Expected answers (acid rains, endangered species, global warming etc.) | Share their ideas, list the problems | To develop speaking skills, to encourage thinking | |
| 7 min | Practice/speaking | Asks to open their books (page 106). There are several pictures related to the topic. The teacher asks the questions ‘Why is the earth crying? Can you identify the problems in the pictures? etc.’ | Answer the teacher`s questions, share their ideas | To encourage students to be environmental-friendly, to be aware of the problems and solutions to the problems | Some students can be silent, because more active students will speak more. The teacher has to make sure that each student says something. Invites silent students to speak |
| 10 min | Practice/listening | Instructs the students about the listening task. Asks to go through a text, then listen carefully and do the listening task. Checks the answers after listening | Listen to the teacher`s instructions. Listen to the tape and do the ex. Check the answers | To develop listening skills, to drill active vocabulary | If the students need to hear a tape more than once, the teacher plays a record 2 or 3 times (this class is weaker) |
| 3 min | Setting homework | Gives a task for homework (to choose one environmental problem and speak on it for 1 min. ‘Why it is important? How to prevent it etc.’) | Listen to the teacher, put down homework | Students who were active and prepared for the lesson get a plus |
Student-teacher: Raimonda Vilkaitytė
Personal qualities
1. My voice was clearly audible to all the students all of the time 5
2. I spoke at the right speed 4
3. I controlled the level of my own language 4
4. I established and maintained a purposeful working atmosphere 4
5. I developed positive relationships with students that results in students feeling safe and confident 4
General shape of the lesson
1. I identified clear objectives appropriate to the subject and the students 4
2. The overall shape and balance of the lesson worked out as planned 4
3. My lesson plan was very useful 5
4. I followed the stages of my lesson plan 5
5. There was variation in types of activities 5
6. I set tasks for whole class, individual and group work 3
7. The time each activity took worked out as planned 3
8. The pace of each segment was appropriate for the type of activity 3
Material, aids
1. The materials were appropriate with regard to the age and level of the class 4
- In terms of their linguistic difficulty 4
- In terms of their functional difficulty and use 4
2. My blackboard was clear and well laid out 5
3. My visual aids were necessary, clear and effective 5
Classroom management
1. I did not have problems in managing the class 4
2. I gave clear instructions and demonstrations 5
3. The sitting position of the students was appropriate for the type of the activity involved 5
4. The arrangement of groups and other students’ movement in the class went on smoothly 5
Questions
1. The questions were phrased correctly to get the answers I wanted 5
2. The types of questions were varied 5
3. My questions were graded from easy to understand to difficult 3
4. I distributed my questions among the students equally 5
Communication
1. I gave the students an opportunity for genuine communication 4
2. I ensured that the students take part in communication activities 5
Students’ response
1. All the students were interested all of the time 4
Errors
1. I coped effectively with the students’ errors which arose in the class 4
Checking
1. I paid enough attention to each student in the class 5
2. I checked that every student had understood the main teaching point 4
Unexpected
1. I coped well with everything unexpected 4
Summary
1. I succeeded in achieving my aim 4
2. The students gained much from the lesson 4
3. I evaluated my teaching critically and drew conclusions 4
The lesson was quite productive. The brainstorming worked very well.The students were interested and active. There some students who wanted to remain silent but I encouraged them to speak. So all students said something during the lesson. My lesson plan worked well and helped me a lot, I did everything what I had planned to do during the lesson. Maybe the time for each activity was distributed not succesfully because some tasks took more time, some less. All in all, all the tasks were completed during the lesson.
Teacher: Vilija Ramonienė Date: 2011-01-26
Class: 1e
Level: Intermediate
Aims: 1) to develop listening skills 2) to drill/memorize active vocabulary Topic: The World of Work
Materials:Solutions (coursebook) Solutions (workbook)
| Time / Interaction | Stage | Teacher activities | Students activities | Objectives | Unexpected problems and solutions |
| 2min | Greeting | Asks students how are they, check attendance | Greet the teacher | To make a warm atmosphere in the class. | |
| 7min | Checking homework | Checks homework from the workbook (page 22). Explains unclear cases | Check the exercise, correct the mistakes. . | To drill active vocabulary. | Many students could be not prepared because I forgot to translate the words of the unit the previous lesson. |
| 12min | Presentation/ translation | Asks to open their workbooks (a bank of words) and translates all the words of the unit. Asks the students to tell the translation if they know it | Tell the translation if they know, put down the translation | To memorize active vocabulary | |
| 7min | Practice | Ex. 6 has remained undone from the topic ‘The World of Work’. The teacher asks to look at ex 6, then listen to the tape and finish questions by filling in the gaps with one active word. Checks the answers | Go through the task, listen to the tape and fill in the gaps. Check the answers | To drill active vocabulary, to develop listening skills | If there is a need, listen to the tape twice |
| 15min | ‘Alias’ (memorizing words) | Distributes the cards for ‘alias’. Explains the rules. Helps if some students will find it difficult to explain or guess the word | Play a game | To drill active words | The teacher gives pluses for the most active students, gives feedback |
| 2min | Farewell/Setting homework | Explains homework (23p. from workbook), reminds about spelling test on Monday | Put down homework, say goodbye | Students who were active and prepared for the lesson get a plus |
Student-teacher: Raimonda Vilkaitytė
Personal qualities
6. My voice was clearly audible to all the students all of the time 5
7. I spoke at the right speed 5
8. I controlled the level of my own language 4
9. I established and maintained a purposeful working atmosphere 4
10. I developed positive relationships with students that results in students feeling safe and confident 4
General shape of the lesson
9. I identified clear objectives appropriate to the subject and the students 4
10. The overall shape and balance of the lesson worked out as planned 4
11. My lesson plan was very useful 5
12. I followed the stages of my lesson plan 5
13. There was variation in types of activities 5
14. I set tasks for whole class, individual and group work 3
15. The time each activity took worked out as planned 5
16. The pace of each segment was appropriate for the type of activity 5
Material, aids
4. The materials were appropriate with regard to the age and level of the class 5
- In terms of their linguistic difficulty 4
- In terms of their functional difficulty and use 4
5. My blackboard was clear and well laid out 5
6. My visual aids were necessary, clear and effective 5
Classroom management
5. I did not have problems in managing the class 3
6. I gave clear instructions and demonstrations 5
7. The sitting position of the students was appropriate for the type of the activity involved 5
8. The arrangement of groups and other students’ movement in the class went on smoothly 5
Questions
5. The questions were phrased correctly to get the answers I wanted 5
6. The types of questions were varied 5
7. My questions were graded from easy to understand to difficult 3
8. I distributed my questions among the students equally 5
Communication
3. I gave the students an opportunity for genuine communication 5
4. I ensured that the students take part in communication activities 5
Students’ response
2. All the students were interested all of the time 4
Errors
2. I coped effectively with the students’ errors which arose in the class 4
Checking
3. I paid enough attention to each student in the class 5
4. I checked that every student had understood the main teaching point 4
Unexpected
2. I coped well with everything unexpected 4
Summary
4. I succeeded in achieving my aim 4
5. The students gained much from the lesson 4
6. I evaluated my teaching critically and drew conclusions 4
The lesson was very productive. Having in mind that class 1e consists mostly of boys who are very energetic and talkative, today they were very obedient and followed my intructions. I fulfilled my lesson plan. ‘Alias‘ worked especially well, students were interested and active. I noticed that winning is very important for them so they tried to do their best while playing. They asked me to do more such kind of acivities because they could memorize the words better through games.
Teacher: Vilija Ramonienė Date: 2011-01-31
Class: 2c
Level: Intermediate
Aims: 1) to get acquainted/drill linking words Topic: Grammar/Use of English
Materials: Enterprise (coursebook)
| Time / Interaction | Stage | Teacher activities | Students activities | Objectives | Unexpected problems and solutions |
| 2min | Warm-up | Greets students. Checks attendance | Greet the teacher | | |
| 5min | Presentation (positive/negative addition) | Asks the students to open their coursebooks (page112). Reads table nr.1. Translates the sentences stressing the linking words used to express addition | Put down the translation of linking words (if they do not know it),listen and follow the teacher | To get acquainted/drill linking words and their usage | |
| 5min | Practice | Asks to do ex.1 (choose only one sentence and join it in every possible way). | Work individually, check the answers | To make sure that students understood the teacher`s presentation and are able to apply it | |
| 5min | Presentation (expressing contrast) | Reads table nr.2. Translates the sentences stressing the linking words used to express contrast | Put down the translation of linking words (if they do not know it),listen and follow the teacher | To get acquainted/drill linking words and their usage | |
| 5min | Practice | Asks to do ex.2 (choose only one sentence and join it in every possible way). | Work individually, check the answers | To make sure that students understood the teacher`s presentation and are able to apply it | |
| 5min | Presentation (joining ideas) | Reads the following table. Translates the sentences stressing the linking words used join ideas | Put down the translation of linking words (if they do not know it),listen and follow the teacher | To get acquainted/drill linking words and their usage | |
| 5min | Practice | Asks to do the following ex.(choose only one sentence and join it in every possible way). | Work individually, check the answers | To make sure that students understood the teacher`s presentation and are able to apply it | |
| 5min | Presentation (cause/reason and result) | Reads the following table. Translates the sentences stressing the linking words used to express cause and result | Put down the translation of linking words (if they do not know it),listen and follow the teacher | To get acquainted/drill linking words and their usage | |
| 5min | Practice | Asks to do the following ex.(choose only one sentence and join it in every possible way). | Work individually, check the answers | To make sure that students understood the teacher`s presentation and are able to apply it | |
| 3min | Setting homework/farewell | Explains homework, wishes good day | Put down homework | Students who were active and prepared for the lesson get a plus |
Student-teacher:Raimonda Vilkaitytė
Personal qualities
11. My voice was clearly audible to all the students all of the time 5
12. I spoke at the right speed 4
13. I controlled the level of my own language 4
14. I established and maintained a purposeful working atmosphere 4
15. I developed positive relationships with students that results in students feeling safe and confident 4
General shape of the lesson
17. I identified clear objectives appropriate to the subject and the students 4
18. The overall shape and balance of the lesson worked out as planned 3
19. My lesson plan was very useful 4
20. I followed the stages of my lesson plan 5
21. There was variation in types of activities 4
22. I set tasks for whole class, individual and group work 3
23. The time each activity took worked out as planned 2
24. The pace of each segment was appropriate for the type of activity 3
Material, aids
7. The materials were appropriate with regard to the age and level of the class 4
- In terms of their linguistic difficulty 4
- In terms of their functional difficulty and use 4
8. My blackboard was clear and well laid out 5
9. My visual aids were necessary, clear and effective 3
Classroom management
9. I did not have problems in managing the class 4
10. I gave clear instructions and demonstrations 5
11. The sitting position of the students was appropriate for the type of the activity involved 5
12. The arrangement of groups and other students’ movement in the class went on smoothly 5
Questions
9. The questions were phrased correctly to get the answers I wanted 5
10. The types of questions were varied 4
11. My questions were graded from easy to understand to difficult 3
12. I distributed my questions among the students equally 4
Communication
5. I gave the students an opportunity for genuine communication 4
6. I ensured that the students take part in communication activities 5
Students’ response
3. All the students were interested all of the time 3
Errors
3. I coped effectively with the students’ errors which arose in the class 4
Checking
5. I paid enough attention to each student in the class 5
6. I checked that every student had understood the main teaching point 4
Unexpected
3. I coped well with everything unexpected 4
Summary
7. I succeeded in achieving my aim 4
8. The students gained much from the lesson 4
9. I evaluated my teaching critically and drew conclusions 4
I fulfilled my lesson plan but I had to hurry at the end. The material was not very easy so some students needed more time than I expected. We worked during the break as well, the students were willing to spend some 7 minutes and to finish the lesson. My students were not very interested in the topic because it is pure grammar and they said that grammar is difficult and boring. I tried to explain the importance of grammar and they agreed to finish what I had planned.
Teacher: Vilija Ramonienė Date: 2011-02-01
Class: 1b
Level: Intermediate
Aims: 1) to develop reading skills Topic: Working Abroad
2) to develop reading comprehension skills (analyzing the text, understanding the words from the context)
3) to develop listening skills
Materials:Solutions (coursebook) Solutions (workbook)
| Time / Interaction | Stage | Teacher activities | Students activities | Objectives | Unexpected problems and solutions |
| 1min | Greeting | Asks students how are they, check attendance | Greet the teacher | To make a warm atmosphere in the class. | |
| 7min | Checking homework | 1) Checks homework from the workbooks (page 23) 2) Explains unclear cases. | 1) Check the exercises, correct the mistakes. 2) Actively answers to teacher’s questions. | To revise the relative pronouns and defining relative clauses. | |
| 5min | Pre-reading | Asks the students what do they think about working abroad and if would like to work abroad. Asks if they know the difference between emigrant and immigrant. Stresses the difference | Answers the teacher`s questions | To prepare students for reading the text about working abroad | |
| 10min | While-reading | Asks to read the text closely and do the reading comprehension task | Read the text attentively, do the task | To check students` understanding | If the students come across any unknown words which they could not understand from the context, the teachers translates them |
| 5min | After-reading | Asks to do the following task ( to complete the definitions with the highlighted words from the text) | Work individually | To check students` understanding of the words from the context | |
| 10min | Practice/listening | Asks the students to listen to three immigrants talking about the experience in the UK and to tell which speaker had the worst experience | Listen to the tape twice, answer to the question | To develop listening comprehension skills, to hear a particular information | |
| 5min | Practice/after-listening | Asks the students to do the following task (match sentences expressing attitude towards immigration with the speaker which they have heard while listening | Do the task | To recall information from the listening task | |
| 2min | Farewell/Setting homework | Explains homework (page 24 from workbook) | Put down homework, say goodbye | Students who were active and prepared for the lesson get a plus |
Student-teacher: Raimonda Vilkaitytė
Personal qualities
16. My voice was clearly audible to all the students all of the time 5
17. I spoke at the right speed 5
18. I controlled the level of my own language 5
19. I established and maintained a purposeful working atmosphere 5
20. I developed positive relationships with students that results in students feeling safe and confident 5
General shape of the lesson
25. I identified clear objectives appropriate to the subject and the students 5
26. The overall shape and balance of the lesson worked out as planned 4
27. My lesson plan was very useful 5
28. I followed the stages of my lesson plan 5
29. There was variation in types of activities 5
30. I set tasks for whole class, individual and group work 4
31. The time each activity took worked out as planned 5
32. The pace of each segment was appropriate for the type of activity 5
Material, aids
10. The materials were appropriate with regard to the age and level of the class 4
- In terms of their linguistic difficulty 4
- In terms of their functional difficulty and use 4
11. My blackboard was clear and well laid out 5
12. My visual aids were necessary, clear and effective 5
Classroom management
13. I did not have problems in managing the class 5
14. I gave clear instructions and demonstrations 5
15. The sitting position of the students was appropriate for the type of the activity involved 5
16. The arrangement of groups and other students’ movement in the class went on smoothly 5
Questions
13. The questions were phrased correctly to get the answers I wanted 5
14. The types of questions were varied 5
15. My questions were graded from easy to understand to difficult 4
16. I distributed my questions among the students equally 5
Communication
7. I gave the students an opportunity for genuine communication 4
8. I ensured that the students take part in communication activities 5
Students’ response
4. All the students were interested all of the time 5
Errors
4. I coped effectively with the students’ errors which arose in the class 4
Checking
7. I paid enough attention to each student in the class 5
8. I checked that every student had understood the main teaching point 4
Unexpected
4. I coped well with everything unexpected 5
Summary
10. I succeeded in achieving my aim 5
11. The students gained much from the lesson 4
12. I evaluated my teaching critically and drew conclusions 4
The students were very interested in the topic. Many students are planning to study and to work abroad after the school. Also, many students had relatives who were abroad so the topic was relevant to them. The students were active and talkative. I fulfilled my lesson plan, all the tasks were completed. The lesson was smooth and productive.
Teacher: Vilija Ramonienė Date: 2011-02-14
Class: 2c
Level: Intermediate Topic: Valentine`s day
Aims: 1) to develop speaking/listening skills Argumentative composition
2) to encourage creativity
3) to memorize the theory on argumentative composition
Materials: Enterprise (coursebook), Enterprise (workbook)
| Time / Interaction | Stage | Teacher activities | Students activities | Objectives | Unexpected problems and solutions |
| 2min | Warm-up | Greets the students. Asks how they are. Checks attendance | Greet the teacher | To prepare students for the class work | |
| 7min | Brainstorming /Valentine`s day | Asks what students know about Valentine`s day (Where did it come from? What`s the meaning of it etc.) | Answer the questions, tell what they know about Valentine`s day | To develop speaking skills, to encourage thinking | If the students do not know exact answers, the teacher corrects and tells the answers |
| 7min | Presentation | Tells a short story/history about Valentine`s day | Listen to the teacher | To develop listening skills, to know more about Valentine`s day | |
| 11min | Practice/expressions | Asks to look at the board ( there are expressions written) and asks the students to arrange these expressions ( how the relations among two people start) | Share their ides | To develop speaking skills, to encourage creativity | If students come across unknown phrases, the teacher translates |
| 15 min | Checking homework | Asks the students the theory on argumentative compositions (structure, language, linking words etc.) | Answer the teacher`s questions, tell what they know about argumentative compositions | To deepen students knowledge on writing | |
| 3 min | Setting homework/Farewell | Explains homework, wishes good day | Put down their homework | Students who were active and prepared for the lesson get a plus |
Student-teacher: Raimonda Vilkaitytė
When I fall in love…
Number these expressions to show the order in which you think these things might happen.
Live together/with sb
Fall in love
Ask sb out
Have kids
Get engaged
Go out together/with sb
Get to know sb
Get divorced
Start to argue
Meet sb
Get back together
Drift apart
Fancy sb
Split/break up
Go on honeymoon
Get married
Personal qualities
21. My voice was clearly audible to all the students all of the time 5
22. I spoke at the right speed 4
23. I controlled the level of my own language 4
24. I established and maintained a purposeful working atmosphere 4
25. I developed positive relationships with students that results in students feeling safe and confident 4
General shape of the lesson
33. I identified clear objectives appropriate to the subject and the students 4
34. The overall shape and balance of the lesson worked out as planned 4
35. My lesson plan was very useful 5
36. I followed the stages of my lesson plan 5
37. There was variation in types of activities 5
38. I set tasks for whole class, individual and group work 3
39. The time each activity took worked out as planned 3
40. The pace of each segment was appropriate for the type of activity 3
Material, aids
13. The materials were appropriate with regard to the age and level of the class 4
- In terms of their linguistic difficulty 4
- In terms of their functional difficulty and use 4
14. My blackboard was clear and well laid out 5
15. My visual aids were necessary, clear and effective 5
Classroom management
17. I did not have problems in managing the class 4
18. I gave clear instructions and demonstrations 5
19. The sitting position of the students was appropriate for the type of the activity involved 5
20. The arrangement of groups and other students’ movement in the class went on smoothly 5
Questions
17. The questions were phrased correctly to get the answers I wanted 5
18. The types of questions were varied 5
19. My questions were graded from easy to understand to difficult 3
20. I distributed my questions among the students equally 5
Communication
9. I gave the students an opportunity for genuine communication 4
10. I ensured that the students take part in communication activities 5
Students’ response
5. All the students were interested all of the time 5
Errors
5. I coped effectively with the students’ errors which arose in the class 4
Checking
9. I paid enough attention to each student in the class 5
10. I checked that every student had understood the main teaching point 4
Unexpected
5. I coped well with everything unexpected 4
Summary
13. I succeeded in achieving my aim 4
14. The students gained much from the lesson 4
15. I evaluated my teaching critically and drew conclusions 4
The lesson was smooth expect that the students were not ready to speak on theory on argumentative composition. So most of the time I was speaking myself, they were only listening. They were in high spirits and wanted to talk about love only. So my tasks were very appropriate today. The students were active and interested. I asked to be ready to talk about argumentative compositions next lesson.
Teacher: Vilija Ramonienė Date: 2011-02-22
Class: 2d
Level: Intermediate Topic: Module self-assessment (unit 7-9)
Aims: 1) to revise what students have learnt in these three units
2) to practice vocabulary, grammar
3) to evaluate themselves
Materials: Enterprise (coursebook)
| Time / Interaction | Stage | Teacher activities | Students activities | Objectives | Unexpected problems and solutions |
| 2min | Warm-up | Greets the students. Asks how they are. Checks attendance. Tells that today students are going to evaluate themselves | Greet the teacher | To prepare students for the class work | |
| 30min | Practice | Asks the students to do ex. 1,2,3,4,5 (have to fill in the correct participle(s), to fill in the correct prepositions and to fill in the correct words from the list below). Checks the answers after each ex. Asks students to count the mistakes. Explains unclear cases | Do the exercises. Check the answers after each ex. Count the mistakes | To revise what has been learnt | If students come across unknown words which disturb to do the ex,the teacher translates them |
| 3min | Evaluating | Draws a table for evaluation | Evaluate themselves | ||
| 7min | Practice | Asks the students, who are not satisfied with their marks, do ex. 6 (transformation) and to improve their marks. Checks the answers | Students who want to raise their marks do ex. 6. Correct the answers, count the evaluation | To improve the results | . |
| 3 min | Setting homework/finishing the lesson | Explains what they have to do at home (ex. 6,7,8,9,10 page 119-finish self-assessment) | Put down their homework, say goodbye | |
Student-teacher :Raimonda Vilkaitytė
Personal qualities
26. My voice was clearly audible to all the students all of the time 5
27. I spoke at the right speed 4
28. I controlled the level of my own language 4
29. I established and maintained a purposeful working atmosphere 4
30. I developed positive relationships with students that results in students feeling safe and confident 4
General shape of the lesson
41. I identified clear objectives appropriate to the subject and the students 5
42. The overall shape and balance of the lesson worked out as planned 5
43. My lesson plan was very useful 5
44. I followed the stages of my lesson plan 5
45. There was variation in types of activities 5
46. I set tasks for whole class, individual and group work 3
47. The time each activity took worked out as planned 5
48. The pace of each segment was appropriate for the type of activity 5
Material, aids
16. The materials were appropriate with regard to the age and level of the class 4
- In terms of their linguistic difficulty 4
- In terms of their functional difficulty and use 4
17. My blackboard was clear and well laid out 5
18. My visual aids were necessary, clear and effective 5
Classroom management
21. I did not have problems in managing the class 4
22. I gave clear instructions and demonstrations 4
23. The sitting position of the students was appropriate for the type of the activity involved 5
24. The arrangement of groups and other students’ movement in the class went on smoothly 5
Questions
21. The questions were phrased correctly to get the answers I wanted 5
22. The types of questions were varied 5
23. My questions were graded from easy to understand to difficult 4
24. I distributed my questions among the students equally 5
Communication
11. I gave the students an opportunity for genuine communication 4
12. I ensured that the students take part in communication activities 5
Students’ response
6. All the students were interested all of the time 5
Errors
6. I coped effectively with the students’ errors which arose in the class 4
Checking
11. I paid enough attention to each student in the class 5
12. I checked that every student had understood the main teaching point 4
Unexpected
6. I coped well with everything unexpected 4
Summary
16. I succeeded in achieving my aim 4
17. The students gained much from the lesson 4
18. I evaluated my teaching critically and drew conclusions 4
The lesson was very productive. All the tasks were completed. I was proud of my students because their marks were quite good after evaluation (having in mind that this class is weaker). I planned the time successfully, all the students completed the tasks. Some students even started doing their homework because they were very fast.
Teacher: Vilija Ramonienė Date: 2011-02-23
Class: 1b
Level: Intermediate Topic: Get ready for you exam
Aims: 1) to check knowledge
2) to develop reading/listening skills
Materials: Solutions (coursebook), Solutions (workbook)
| Time / Interaction | Stage | Teacher activities | Students activities | Objectives | Unexpected problems and solutions |
| 5min | Warm-up | Greets the students. Asks how they are. Checks attendance. Presents what the students are going to do this lesson (self-check) | Greet the teacher, listen to the teacher | To prepare students for the class work | |
| 10min | Practice/listening | Instructs students what they have to do while listening. Plays a record twice. Checks the answers | Listen, do the listening comprehension task ex.2 Counts the mistakes, if any | To develop listening skills | If students haven`t tick the answer, count it as a mistake |
| 10min | Practice | Instructs the students what they have to do in ex. 4 (fill in the gaps). Checks answers | Do the exercise. Counts mistakes, if any | ||
| 18min | Practice/reading | Instructs the students what they have to do in ex. 2 (on the next page) (true/false and to find evidence for the statements) Gives a table for evaluation. Asks the students to evaluate themselves | Do the reading task. Count the mistakes. Then count the mistakes from all exercises | To develop reading skills. | . |
| 2min | Setting homework/finishing the lesson | Explains what they have to do at home (page 29 from workbook) | Put down their homework, say goodbye | Students who were active and prepared for the lesson get a plus |
Student-teacher :Raimonda Vilkaitytė
Personal qualities
31. My voice was clearly audible to all the students all of the time 5
32. I spoke at the right speed 4
33. I controlled the level of my own language 4
34. I established and maintained a purposeful working atmosphere 4
35. I developed positive relationships with students that results in students feeling safe and confident 4
General shape of the lesson
49. I identified clear objectives appropriate to the subject and the students 4
50. The overall shape and balance of the lesson worked out as planned 4
51. My lesson plan was very useful 5
52. I followed the stages of my lesson plan 5
53. There was variation in types of activities 5
54. I set tasks for whole class, individual and group work 3
55. The time each activity took worked out as planned 3
56. The pace of each segment was appropriate for the type of activity 3
Material, aids
19. The materials were appropriate with regard to the age and level of the class 4
- In terms of their linguistic difficulty 4
- In terms of their functional difficulty and use 4
20. My blackboard was clear and well laid out 5
21. My visual aids were necessary, clear and effective 4
Classroom management
25. I did not have problems in managing the class 4
26. I gave clear instructions and demonstrations 5
27. The sitting position of the students was appropriate for the type of the activity involved 5
28. The arrangement of groups and other students’ movement in the class went on smoothly 5
Questions
25. The questions were phrased correctly to get the answers I wanted 4
26. The types of questions were varied 5
27. My questions were graded from easy to understand to difficult 3
28. I distributed my questions among the students equally 5
Communication
13. I gave the students an opportunity for genuine communication 3
14. I ensured that the students take part in communication activities 5
Students’ response
7. All the students were interested all of the time 4
Errors
7. I coped effectively with the students’ errors which arose in the class 4
Checking
13. I paid enough attention to each student in the class 4
14. I checked that every student had understood the main teaching point 4
Unexpected
7. I coped well with everything unexpected 3
Summary
19. I succeeded in achieving my aim 3
20. The students gained much from the lesson 4
21. I evaluated my teaching critically and drew conclusions 4
I fulfilled my lesson plan but I was not satisfied with my students` marks. They found the listening task very difficult. Despite the fact that they were listening the tape three times, they couldn`t complete the task. Maybe the listening was really too difficult for them. On the whole, the lesson was smooth, the students followed my instructions and were willing to work.
Teacher: Vilija Ramonienė Date: 2011-03-01
Class: 1b
Level: Intermediate
Aims: 1) to get acquainted/drill the active vocabulary 2) to develop listening skills Topic: The Human Body
Materials: Solutions (coursebook), Solutions (workbook)
| Time / Interaction | Stage | Teacher activities | Students activities | Objectives | Unexpected problems and solutions |
| 2min | Greeting | Asks students how are they, checks the attendance | Answer to the questions | To make a warm atmosphere in the class | |
| 8min | Checking homework | Checks homework from the workbooks (page 29). Explains unclear cases | Corrects the mistakes, if any | To revise active words from module 3 | |
| 15min | Presentation/ translation | Translates the active words (parts of the body, inside the body, aches and pains, symptoms, illnesses) from the end of the workbooks | Write down the translation | | |
| 7min | Practice/listening | Asks to match the parts of the body with the words in the box (ex.1) Plays the recording to listen and check the answers. | Do the task individually, check while listening | To drill active vocabulary vocabulary | |
| 5min | Practice | Asks to complete the idioms with the words in the box (ex.5) Then match them with the meanings (a-f). | Do the task individually, check the answers | To learn idioms related with the parts of the body | |
| 5min | Practice/listening | Asks students to listen to the dialogues and match each dialogue to an idiom they had in the exercise before (ex.6) | Listen and match the dialogues with the idioms. | To drill the idioms, to check the understanding of them | |
| 3min | Setting homework | Explains homework (page 30 from workbook) | Note down | | Students who were active and prepared for the lesson get a plus |
Student-teacher: Raimonda Vilkaitytė
Personal qualities
36. My voice was clearly audible to all the students all of the time 5
37. I spoke at the right speed 5
38. I controlled the level of my own language 5
39. I established and maintained a purposeful working atmosphere 5
40. I developed positive relationships with students that results in students feeling safe and confident 5
General shape of the lesson
57. I identified clear objectives appropriate to the subject and the students 5
58. The overall shape and balance of the lesson worked out as planned 5
59. My lesson plan was very useful 5
60. I followed the stages of my lesson plan 5
61. There was variation in types of activities 5
62. I set tasks for whole class, individual and group work 4
63. The time each activity took worked out as planned 5
64. The pace of each segment was appropriate for the type of activity 5
Material, aids
22. The materials were appropriate with regard to the age and level of the class 4
- In terms of their linguistic difficulty 4
- In terms of their functional difficulty and use 4
23. My blackboard was clear and well laid out 5
24. My visual aids were necessary, clear and effective 5
Classroom management
29. I did not have problems in managing the class 5
30. I gave clear instructions and demonstrations 5
31. The sitting position of the students was appropriate for the type of the activity involved 5
32. The arrangement of groups and other students’ movement in the class went on smoothly 5
Questions
29. The questions were phrased correctly to get the answers I wanted 5
30. The types of questions were varied 5
31. My questions were graded from easy to understand to difficult 4
32. I distributed my questions among the students equally 5
Communication
15. I gave the students an opportunity for genuine communication 4
16. I ensured that the students take part in communication activities 5
Students’ response
8. All the students were interested all of the time 5
Errors
8. I coped effectively with the students’ errors which arose in the class 4
Checking
15. I paid enough attention to each student in the class 5
16. I checked that every student had understood the main teaching point 5
Unexpected
8. I coped well with everything unexpected 4
Summary
22. I succeeded in achieving my aim 4
23. The students gained much from the lesson 4
24. I evaluated my teaching critically and drew conclusions 4
I realized my lesson plan successfully. The students knew many new words themselves and were active while I was translating. I felt that the students were even competing with each other. They wanted to show that they knew many words. I gave feedback to every student who gave correct translation of the word. I praised my students by saying ‘good’, ‘you know many words’, ‘right you are!’ etc. The listening tasks went smoothly as well. Students did not face any difficulty in completing them.
Teacher: Vilija Ramonienė Date: 2011-03-03
Class: 1b
Level: Intermediate Topic: Future Simple/Future Continuous
Aims: 1) to memorise future tenses, to drill/practice the two future tenses (Future Simple/Future Continuous)
2) to develop speaking skills
Materials: Round-up (grammar book)
| Time / Interaction | Stage | Teacher activities | Students activities | Objectives | Unexpected problems and solutions |
| 2min | Warm-up | Greets the students. Asks how they are. Checks attendance | Greet the teacher | To prepare students for the class work | |
| 7min | Brainstorming | Asks the student questions such as’ How many future tenses does the En. lang. has? ‘ Asks to enumerate them etc. | Name and enumerate the tenses | To encourage thinking. to remember future tenses in short | |
| 10min | Checking homework(theory on Future Simple/Future Continuous) | Asks the students what do they know about these two tenses, how do we form them, when do we use them, what`s the difference between them etc. | Answer the teacher`s questions. Add what they know | To develop speaking, skills memorise Future Simple/Future Continuous | |
| 10min | Practice | Shares a short quiz on Future Simple/Future Continuous (to fill in the gaps using Future Simple or Future Continuous). Checks the answers, explains unclear cases | Do the quiz, corrects the answers | To drill Future Simple/Future Continuous , to understand the difference between two tenses | . |
| 13min | Practice | Asks to open grammar books( page 40).Asks to do ex. 1,2,3,4 Checks the answers after each ex. Corrects | Do the exercises, corrects the mistakes after each | | |
| 3 min | Setting homework/finishing the lesson | Explains what they have to do at home ex 5,6,7,8 from grammar book | Put down their homework, say goodbye | Students who were active and prepared for the lesson get a plus |
Student-teacher :Raimonda Vilkaitytė
Personal qualities
41. My voice was clearly audible to all the students all of the time 5
42. I spoke at the right speed 5
43. I controlled the level of my own language 4
44. I established and maintained a purposeful working atmosphere 5
45. I developed positive relationships with students that results in students feeling safe and confident 4
General shape of the lesson
65. I identified clear objectives appropriate to the subject and the students 4
66. The overall shape and balance of the lesson worked out as planned 4
67. My lesson plan was very useful 5
68. I followed the stages of my lesson plan 5
69. There was variation in types of activities 5
70. I set tasks for whole class, individual and group work 4
71. The time each activity took worked out as planned 5
72. The pace of each segment was appropriate for the type of activity 4
Material, aids
25. The materials were appropriate with regard to the age and level of the class 5
- In terms of their linguistic difficulty 4
- In terms of their functional difficulty and use 4
26. My blackboard was clear and well laid out 5
27. My visual aids were necessary, clear and effective 5
Classroom management
33. I did not have problems in managing the class 4
34. I gave clear instructions and demonstrations 5
35. The sitting position of the students was appropriate for the type of the activity involved 5
36. The arrangement of groups and other students’ movement in the class went on smoothly 5
Questions
33. The questions were phrased correctly to get the answers I wanted 5
34. The types of questions were varied 5
35. My questions were graded from easy to understand to difficult 4
36. I distributed my questions among the students equally 5
Communication
17. I gave the students an opportunity for genuine communication 4
18. I ensured that the students take part in communication activities 5
Students’ response
9. All the students were interested all of the time 5
Errors
9. I coped effectively with the students’ errors which arose in the class 5
Checking
17. I paid enough attention to each student in the class 5
18. I checked that every student had understood the main teaching point 5
Unexpected
9. I coped well with everything unexpected 5
Summary
25. I succeeded in achieving my aim 5
26. The students gained much from the lesson 5
27. I evaluated my teaching critically and drew conclusions 4
The lesson went on smoothly. The students did not have difficulty in distinguishing the two future tenses. They were prepared to speak on theory of these two tenses. The quiz worked well as well. I completed everything that I had planned and even more. The students started doing their homework from grammar books.
Teacher: Vilija Ramonienė Date: 2011-03-03
Class: 2c
Level: Intermediate Topic: Education
Aims: 1) to develop speaking/listening/writing skills
2) to drill the active vocabulary
Materials: Enterprise (coursebook), Enterprise (workbook)
| Time / Interaction | Stage | Teacher activities | Students activities | Objectives | Unexpected problems and solutions |
| 2min | Warm-up | Greets the students. Asks how they are. Checks attendance | Greet the teacher | To prepare students for the class work | |
| 5min | Checking homework | Asks to read aloud ex. 18 from workbook. Corrects the mistakes, explains unclear cases | Read the ex. Corrects the mistakes | ||
| 7min | Practice/speaking | Asks to open their books (page 125) and look at ex. 7 (There is a picture in which computer, tv and video recorder, tape recorder, projector are portrayed). Asks if the students recognise the objects and how these objects can be used in education using the expressions such as: so that, to avoid etc. | Recognise the objects, speak how the objects can be used in education | To develop speaking skills, to encourage thinking | |
| 10min | Practice/listening | Asks to look at ex 8. Asks to go through all notes and decide which can be done by computer. Then asks to listen to the tape and tick to boxes. Asks how correct were the students` guesses? | Try to decide what can be done with the help of computer, then listen to the tape and tick the answers. Discuss how correct were their guesses | To develop listening skills, speaking skills | If students come across unknown phrases, the teacher translates |
| 18 min | Practice/writing | Asks the students to look at the following exercise and read the task. The teacher eases the task and asks the students to concentrate on computers and write few sentences how computers help the students learn. Asks each student to read his/her work | Think when and for what purposes they use computers while studying. Write down few sentences. All students read what they have written | To develop writing skills, to encourage thinking | The teacher gives feedback, adds more cases when the computer can be used( if something was not mentioned) |
| 3 min | Setting homework/Farewell | Explains homework, wishes good day | Put down their homework | Students who were active and prepared for the lesson get a plus |
Student-teacher: Raimonda Vilkaitytė
Personal qualities
46. My voice was clearly audible to all the students all of the time 5
47. I spoke at the right speed 4
48. I controlled the level of my own language 4
49. I established and maintained a purposeful working atmosphere 3
50. I developed positive relationships with students that results in students feeling safe and confident 4
General shape of the lesson
73. I identified clear objectives appropriate to the subject and the students 3
74. The overall shape and balance of the lesson worked out as planned 3
75. My lesson plan was very useful 4
76. I followed the stages of my lesson plan 5
77. There was variation in types of activities 4
78. I set tasks for whole class, individual and group work 3
79. The time each activity took worked out as planned 3
80. The pace of each segment was appropriate for the type of activity 3
Material, aids
28. The materials were appropriate with regard to the age and level of the class 3
- In terms of their linguistic difficulty 4
- In terms of their functional difficulty and use 4
29. My blackboard was clear and well laid out 3
30. My visual aids were necessary, clear and effective 3
Classroom management
37. I did not have problems in managing the class 4
38. I gave clear instructions and demonstrations 5
39. The sitting position of the students was appropriate for the type of the activity involved 5
40. The arrangement of groups and other students’ movement in the class went on smoothly 4
Questions
37. The questions were phrased correctly to get the answers I wanted 5
38. The types of questions were varied 5
39. My questions were graded from easy to understand to difficult 3
40. I distributed my questions among the students equally 5
Communication
19. I gave the students an opportunity for genuine communication 4
20. I ensured that the students take part in communication activities 4
Students’ response
10. All the students were interested all of the time 2
Errors
10. I coped effectively with the students’ errors which arose in the class 4
Checking
19. I paid enough attention to each student in the class 5
20. I checked that every student had understood the main teaching point 4
Unexpected
10. I coped well with everything unexpected 3
Summary
28. I succeeded in achieving my aim 2
29. The students gained much from the lesson 4
30. I evaluated my teaching critically and drew conclusions 5
The lesson went on not very smoothly especially the writing task. My students had difficulty in writing. They could hardly even set their ideas. My students were not creative during the writing task, all of them wrote more or less the same ideas. Other tasks went on more productively. My students completed all the tasks that I had planned to do but the students were not interested in the topic. I could change and vary the exercises but I did not. The main aspect was computer and how it could help in studying, so the students found it boring.
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