Indirect Instructional
Strategies using the inductive method
Teacher: Miss May Grade Level: Grade
seven- beginners_____
Room Number: 6
Course
Title: English for second language_
Class Period: 50min.
Lesson
Topic: Subject Verb agreement____
Date: Nov.26 ______
No of Sts: __30_
1-
Lesson Objectives:
A)
Students should be able to
identify, practice and use subject verb agreement accurately.
B)
Student should be able to
differentiate how subject verb agreement is used in different grammatical
structures in the present simple.
2-
Procedures (and
number of minutes is 20 minutes)
·
Introductory activities (2-3
min)
a)
Teacher introduces the
students to the various flowers pictures, Virtuous Woman magazine, real
flowers, and tools and materials which will be used to plant.
b)
Teacher asks students to
label the yellow card paper to its object. (1 min)
·
Developmental activities (4-14
min)
Activity 1.
a)
Teacher asks students to
read the paragraph. (2 min)
b)
Teacher asks students to
work in pair to answer the comprehension questions. (3 min).
Activity 2.
a)
Teacher plants the bulb
with the help of the students. (2-3 min)
b)
Teacher divides students
into group of three to do activity 2. (3-4 min)
c)
Students swap their writings
and provide peer editing. (2 min)
In
groups of three, students have to rewrite the activity. Group A: write the
activity using nouns or pronouns in the third person singular while Group B:
write the activity using pronouns or nouns in the plural form.
·
Closing activities. (2-3
min)
Teacher asks students about the rule without stating it. Students can
predict and deduce the rule of subject verb agreement.
a)
Jigsaw activity
Students have to put the sentences in the correct form.
3-
Instructional Materials
Various flowers pictures,
Virtuous Woman magazine, real flowers, tools and materials for planting
like soil, water, a pot and planting tools. Cardboard to label names of the
objects, and cardboard envelopes to put in the unjumble words in to make
sentences in for the jigsaw, work sheet and board.
4-
Evaluation of
students
Students’ achievements could be evaluated
through their engagement in the activities.
During pair work and group work activities,
the teacher could interfere and provide feedback if needed.
5-
Assignment
Write a paragraph about your
favorite hobby.
6-
Comments on the
Lessons and Ideas for Revision
·
This lesson plan was
written on the assumption that teacher has explained the pronouns, nouns and
verbs in the present form and the students have practiced and understood the
material.
·
Teacher will not state the
rule unless the students are unable to proceed. Then deductive method is used.
·
This lesson is implemented
through the use of authentic and genuine material that is suitable for the
level of the students. Every student is involved in these amusing and communicative
activities. Students will learn through experiential method.
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Appendix. A
In my free time I
like to plant flowers. Flowers are of various types and colors. Some have
roots, like roses and some have bulbs like narcissi and tulips. Roses differ in
size and shape. They can grow into trees, bushes or baby roses. Narcissi are
always white but tulips vary in colors and sizes. For example, there are red, yellow and even
black Tulips. A garden full of flowers is a source of happiness, peace and
relaxation.
Answer these
questions:
1-
What do you do in your free
time?
2-
Do you like gardening?
3-
How do flowers differ?
4-
Does any of you like to
plant flowers?
5-
Which is your favorite type
of flowers?
6-
Are flowers a source of
happiness to you and why?
Appendix. B
I fill three
quarter of the pot with good fertile soil. Then I plant the bulb and cover it
with a mixed of top and fertile soil. I cover the bulb with about 2 inches of
soil. Then I water the bulb. Every two three days, I water a little bit
depending on the humidity of the soil. Finally I keep the pot in a sunny place.
Students deduce the rule.
- In groups of three, students have to
rewrite the activity.
-
Group A: write the activity
using nouns or pronouns in the third person singular while Group B: write the
activity using pronouns or nouns in the plural form.
-
Students swap their papers
and peer feedback is provided.
-
Appendix. C
Students are dived in two groups A and B.
sentences are distributed among the two yellow envelop.
-
Jigsaw
1- Eric and Jimmy like to plant roses.
2- My uncle spends his free time gardening.
3- Peter and Jack read classic stories.
4- There is one sentence left.
5- There are many colors in the rainbow.
6- Plants need sun, water, and soil to grow.
Microteaching Reflection
This microteaching lesson plan was designed to be
presented in an authentic, communicative way that enables students to identify,
practice and differentiate the subject verb agreement in a real genuine setting
using the inductive method. I wanted to be creative and I wanted the students
to learn the subject verb agreement through experimenting a real planting
session. I thought that I will experiment a new teaching method by generating
questions and demanding answers to implement my lesson plan. In order to do
this, I introduced the students to the various types of flowers thinking that these
activities might help them to formulate and write sentences using the subject
verb agreement as I proceed through the lesson. When students produce their
writing sentences and paragraphs I can correct their errors and provide feedback.
In order to meet my objective, I wanted students to write complete simple
sentences where the subject and verb agree. My intention was to make students
realize the differences between the first personal pronouns, second personal
and third personal pronoun. As some grade seventh ESL students' are unaware of
these differences.
I might have some gaps in
implementing my lesson plan but this doesn’t mean that my instructions to
rewrite the paragraph in groups were unclear (activity 2, appendix B). If the
instructions were not clear then how could Lina and Rula proceed in their
writing paragraph?
I was nervous and disappointed because the
alleged time for this activity was passing and as a result the peer editing
activity which is based on this writing activity could not be implemented. On
the other hand, time management and class management was not executed as it
should be. If things were done as I planned for these writing activities, maybe
I could have done the jigsaw activity and finished within the time limit. May be
I could have presented a lesson where students could deduce the rule and I
could assess the students and provide feedback of subject verb agreement. I
should have been firm and precise in performing my role as a teacher.
It's okay May. Your intentions towards using an inductive method and implementing it while using the theme of 'flowers and plants' is actually creative. We learned about flowers and how to plant one. Moreover, your intention towards teaching the subject verb agreement are clear in your lesson plan. The thing is that you need to find a more systematic approach to combine the theme with the target language. Beside that you brought a lot of realia to class and this makes it enjoyable, but you need to calm down, take it easy, and be clear in your instruction. Try sitting down and maintaining eye contact with students. Study you movements more in class, and try to manage time in a better way. I wish you luck in your second micro-teaching performance.
ReplyDeleteMay’s microteaching was not successful at all. Her objectives were not met and her activities did not help her students achieve comprehension. She was way off the time limit frame and used the Arabic language frequently. She was lost, not assertive, and lacked self-confidence. There was no coherence in her activities as each one could be good separately. Moreover, there was a no learning objective behind the planting activity. It could be useful in a science class but not in a subject-verb agreement lesson. She has to know what her objectives are and the best way to reach them. Her use of pair and group work did not serve her lesson plan. Although she used experiential and collaborative learning, she did not use them in the right place. Hope she does better in her second microteaching.
ReplyDeleteMay started her lesson by talking about plants and flowers then asked students to label cards to its objects. She also asked students to read a paragraph about plants and to answer the questions. Students were confused from where to get the answers. In my opinion such questions could not be done in group work these kinds of questions are personal questions and members in the group may have different answers. After that she went back to plants the bulbs with the help of students. So May focused on the plantation more than the objective of her lesson. Thus, the activities were not correlated and the objectives do not clearly reflect the lesson. In my opinion, it may be better if she started with the plantation as an activity to gain students’ attention and then do the jigsaw activity and asked student to write their phrases in the board in this way she might ensure that she will get the sentences in the form she wanted them. I hope that things will be better in your next microteaching.
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