Pamela’s Box

on preparation 

To plan a lesson, especially for a microteaching session it should have a focus and be related. So I chose the graphic organization, tried to transform it into a more attractive and effective one which was able to trigger the following teaching activity. It could be vocabulary, sentence pattern or expansion. In order to accomplish my idea I arranged the sentence pattern in the answers to the questions that were listed on the graphic organize. Then, I supposed the teaching could be transferred to sentence pattern smoothly. Thus, the main teaching activity would be focus on these patterns. And I started to complete my plan from this conception.

Next I found the expansion to be the assignment and when I decided to apply it in pair work; I just divided the class by the different marks on the first worksheet from the very beginning. I thought that would be fairer and surprised to students. After setting the opening and closure I backed to the body and designed the activities based on the textbook. Between the activities I made effort on the interaction; to imagine what would happen and how would the students feel. That’s why I prepared some visual materials I simply wanted to make my plan be more interesting and effective. In the meanwhile, what I was doing recalled me that a lesson plan was like a map, and a textbook was a guide book which contains much useful information.

on presentation 

Before standing on the stage, I thought that I had already prepared everything I could do and also taught privately many times. But I realized that all were just “preparation”, how to present it was totally another thing. In front of the class, I felt like naked. The only thing that I wore was my smile. According to the part I didn’t present well or those I even didn’t deliver, I understood that’s not because of the time, but due to my poor ability of language use. The feedback from the classmates also pointed out the problem of my presentation.

I was truly thankful for the comments from you guys. Although you said that I was active, humorous and interesting, I knew that most of my presentation was just myself, not much related to the language itself. Frankly to say, I even wrote a draft for my presentation word by word. But when I on the stage the language I used was almost different from it. I suddenly realized that what I could speak out without hesitation was exactly what I have really learnt. Those I prepared were all depended on the dictionary and the internet… It’s time to enter the practical word, to be an intern, there must be more challenges waiting. And to be cute was just for fun but not effective to teaching at all… WAKE UP!!!!!!   

 Unit Two- Hey, Thanks!

ÜTime: 50 minutes

ÜMaterials:

   ‧worksheet1 (Wh questions for reviewing reading)

‧worksheet2 (Exercise B for sentence pattern 2)

‧worksheet3 (Writing form for homework)

‧word cards (for the sentence patterns)

‧Paper-made crown (For the price in Exercise B for sentence pattern 2)

‧Text book

ÜPurpose:

‧Guide students review the reading of Unit Two.

‧Learn the sentence patterns: such + N + that-clause

                                               so+ adj./adv.+ that-clause

                                               Indirect speech: S + V (+O) + if/whether-clause

‧Have students interview each other about their best friend.

‧Have students create writing to describe the friendship they learn form the interview.

ÜProcedure: