Opportunities for Students to Practice Speaking in Class

This class is composed of 30 educatees in Grade 6 aged from 13 to 14, whose English level is quite deferent. About 20% of them are good at English, and they are active and participant in class, while 40% of them are poor at English, so they often remain quiet In class and some ages cant follow the teacher. And the rest of them are of average level. They want to nab English well and are trying as hard as possible, but sometimes they are shy in class and like to be audiences rather than getting involved n class activities themselves.In this lesson, I want to focus on helping students compare and describe life in distinguishable places by using different objurgate patterns to express recent and present events. In addition, during the whole lesson hope to crate more opportunities for students to practice speaking in class as well as encourage the weak and average students to speak out their Ideas bravely. Sample 1. circumstance At the beginning of the class, I showed students deuc e maps of Kittys old and new flat and asked them, Did she live near or far away from school? However, one of the students dissolvered, Yes, she lived far away from school. colour Since this was the second blockage of a new lesson, I intended to check how much the students had learned nearly the text in the previous period, so I started it with an alternative question. However, the student didnt answer it right, which was beyond my expectation. To grade 6 students, the lead-in metre seemed to be too complicated with alternative question for them to grasp though they were simple. They werent able to suffice correctly both In content and grammar. Appropriately In engage grading plays a vital role In a language teacher.Therefore, instead of Glenn a confusing lead-in instruction, I could have simply elicited a question, Did Kitty live near school? Which would be easy for them to answer without feeling nervous after answering it wrong. And I can lead in the new lesson in an more e ffective way. Sample 2 Context in the final part of the lesson, I asked students to work in pairs and talk intimately their deferent school life by using the given sentence patterns and key words. While one pair was doing the practice in front of the whole class, another pair of dents was still talking to each other about the class activity.In order to keep the class under control, I neglected the two students who were doing the practice and simply said In a loud voice, Lets get a line to them carefully and no chatting However, embarrassed. Comment Although classroom management is a must for an effective lesson, my tone of instruction to keep the class under control was not very friendly. I shouldnt have interrupted the students because it broke their chain of thought suddenly and they didnt know what to do in that situation. Instead, I could have monitored the class in an more effective way by walking to them and asking them to stop talking with my body language.Sample 3 Contex t In order to have a smooth transit from Kittys life in different places to students real life in different schools, I created a situation by saying, Tom is a photographer( stress on the first syllable) for our school newspaper, and he has taken many photos about our school life. Please look at his pictures on the PPTP and think about the life in your primary school. Lets work in pairs and finish the speaking activity together. Comment Accuracy in word pronunciation when giving a clear instruction is a basic requirement for a language teacher.Here, I gave an inaccurate stress on the word photographer. The correct stress should be on the second syllable instead of the first one. Enough attention should be paid next time I speak out the word. Sample 4 Context In a drill related to the key sentence patterns of the lesson, I showed students two pictures of a smooth pool and the sea and elicit a dialogue for them to practice as follows T What did Kitty and Ben do when they lived in th e city enter? S When they lived in the city cracker bonbon, they swim in the swimming pool. T They swim? S Oh, they swam in the swimming pool.T Now they live in the suburbs. Where do they swim? In the sea. S Now they swim Comment In order to make the student aware of his mistake in grammar, I repeat the mistake with rising intonation and stress on the fictitious word so that he can pay attention to it and correct themselves immediately. Here I tried to get students to self-correct with echo correct clearly and effectively and I got instant expected feedback. Sample 5 Context Two pictures were shown on the PPTP about Kitty and Ben getting up when they lived in the city focalize and when they live in the suburbs.There was a clock elicit the following questions T Look at the picture. What time did Kitty and Ben get up in the past? S They got up at seven oclock in the past. T Did they get up late? S Yes, they did. T Now look at this picture. What time do they get up now? S Now they get up at half past six. T Do they get up late now? S No, they dont. They get up early. T Can you finish the sentence now? When they lived in the city center, they Now they live in the suburbs, and they After answering these questions, students can finish the sentence easily and correctly.Comment In order to check whether students have understood the target sentence structure When they lived . , they got up I elicited several concept checking questions to make sure that they have grasped the center of a new sentence structure. I broke down the meaning or concept of the target structure into a number of simple questions for students to have a clear idea of it. Besides, I also showed the employed sentence on the PPTP to make the pattern of the grammar clear so that the students can memorize it better.Sample 6 Context Two pictures were shown on the PPTP. One was a TV train and the other was the sky full of bright stars. T Now lets look at the two pictures. (Teacher points to the pict ures). They are about Ben and Kittys life at night. This time lets do a pair work in two minutes. (Show students the pattern of pair work) Lets go SSL What did Kitty and Ben do at night when they lived in the city center? SO When they , they SSL Now they live in the suburbs. What do they do at night? SO Now they K, time is up. Lets come back.Any volunteers? (Students raised their hands). K, good. Stand up please. Comment Although it is not always necessary to use Instruction Concept Questions, they can often make sure that the learners know exactly what they are asked to do in class step by step. Here I broke down my instructions into a series of simple chunked statements so that students could understand and oppose to them quickly. As a result, they could be more involved and participant in the class activities and contribute more to the class. Candidate Name Lion Gonzalez