This is the video of my second official presentation. In this presentation, I am in a 5th grade classroom in a private school. The students are around eleven years old and their proficiency level is intermediate. Throughout this lesson, we talk about holidays and holiday plans. The grammar focus of the lesson is "going to". I did not want to focus on grammar very much but I rather tried to make them use "going to" in appropriate places during their speaking activities. Hope you enjoy this video !
PEER EVALUATION ON AYŞEGÜL BAYRAM’S SECOND OFFICIAL BY BETÜL ERBAŞI
YanıtlaSilThis peer evaluation is based on the second official lesson done by Ayşegül Bayram in fifth graders to teach planned future “be going to”. It includes my comments on Ayşegül’s strong points basically and some recommendations about instructions.
Firstly, I would like to state that Ayşegül has a good classroom language with clear pronunciation and enunciation. She speaks neither fast nor slowly, just at the right speed. I think that she has the voice and speaking style that a teacher should be aiming to have.
Second, I found the activities enjoyable, but at the same time, serving the purpose of the lesson. They were also quite varied in that she utilized a lot of media, including computers, pictures, papers and group work as well as whole class discussions. The True-False game helped students focus on the text because they had to indicate for each and every item in the game (they either sat or stood up with no other choice). I believe that this kind of an activity helped the students understand the text better, which helped them to understand the grammar point more easily because the grammar point was introduced by the text. So, each activity made it easier to conduct the following one, a point I appreciated in the lesson.
Ayşegül was also good at eliciting answers from the students. She asked questions about the pictures at the beginning to make students speak more, which they did. She asked “Why do we use maps?” when she had shown the picture of a map, for instance. Students tried to answer. She might have as well chosen to show the picture only, say “This is a map.” and pass it. But students would not contribute as much, then. Similarly, instead of just telling the grammar point and when we use “be going to”, she elicited answers from the students. She used the word “planning” only after a students came up with that word while discussing grammar, for example. I think that this was a good strategy to follow.
One point I would advise her is about instructions. Although I found her instructions very clear, she could have made several students to repeat what they are going to do just to make sure that they are not distracted and could follow the instructions. The class seemed to be a good one, but even those students can be distracted at times due to short attention span and may not follow even the clearest instructions. One student asked whether they were going to do the activity as a group or not. It would be good to have some students give the instructions again just to prevent that.
I would say that Ayşegül’s lesson was a very successful one in general terms. She used her voice well and she chose effective, engaging and to the point activities. She was also successful in eliciting answers from the students. With a little more focus on the repetition of instructions, she will make a perfect teacher! Congratulations!