Microteaching at Brattleboro

I conducted 2 sessions for my peers during the second week at campus:

Session plan 1

Title:   activation of student’s schemata(previous knowledge) before reading a new text.

Name: Tamar  Remishvili

Time : 6 0 min.

Objective: by  the end of the session teachers will be ready to implement the activation of student’s schemata in the class.

Stage 1: Write on the board :

               Do you need to read all the words to understand the meaning?

               Ask participants to think about the question. then ask to share their thoughts with their   pairs first, then with the class.

Stage 2: Distribute the handout 1 and ask to read individually. Ask a question: did  you understand the meaning? Give the knowledge for pre-reading: key-words and questions about the new text you are going to distribute. Make sure that they understand the words, can use them in practice and distribute handout 2.Ask to read it and give time to understand the meaning.

Stage 3: Ask questions:

                    How did you feel while reading?

   Did you know all the words?

   What made easier your  understanding?

   Why  is it important  to  activate  student’s  schemata ?

Next  steps  will  be:

Stage 4: distribute slits of paper and ask to write 2 things they remember and 1 thing they use in their teaching.

Stage 5: distribute handout 3(Penny Ur p.133-134 English Language Teaching).

               Participants read the topic individually then in pairs. Invite participants to share their new tips to class.

Stage 6: write the plan of session on the board ,asking participants  about the stages  and finally ask participants to write how  can they adapt the session to their classes.

     

Session plan 2

Title:   using pictures to present vocabulary- meaning, spoken and written forms of the words.

Name: Tamar  Remishvili

Time : 60 min.

Objective: by  the end of the session teachers will be able to use pictures to present vocabulary (FUMP).

Stage 1: Write on the board :

Did you use pictures to present vocabulary?

Are they useful for students? Why? pictures

Stage 2: Distribute pictures and ask to write down the nouns in plural they see on the pictures(regular and irregular) as soon as possible.

Stage 3: teachers should join into groups of 3 and share their lists of words. If necessary they can use dictionaries.

Stage 4:invite teachers to pool their lists of words and write them on the board. Ask to read them aloud and to make sentences using these words. Then ask to write on the slips of papers the new words and ask to paste them on the walls of classroom for review later.

Stage 5: ask:

How do you feel during the session?

Ask to involve in writing on the board the process of the session.

Did  all the students  know the words?

If no, how  did they learn them?

How would you adapt the activity  in  your classes?

Stage 6: write the plan of session on the board ,asking participants  about the stages  and finally ask participants to write how  can they adapt the session to their classes.