Teaching practice feedback NAME: John Martin Okoth

TP No: 7
Level: Int
Length: 60 mins
No of students:

Main Aim: To provide less controlled and freer spoken practice of character
adjectives and comparatives using a lot, much, a bit, (not) as...as.
Sub Aim: To provide controlled and less controlled written practice of the same.
Personal Aim: - Timing
Week 1

Week 2

Week 3

Week 4

- Classroom management
- TTT and language
grading
- Sensitivity to learner
needs
- Rapport & assertiveness
- Pair/group work
- Instructions
- Professional appearance
of materials
- Accurate models of
spoken/written English

- Detailed lesson plans

- Selecting/adapting
materials
- Using ICQs
- Pace & Timing
-Conveying
meaning
using a variety of ways
-Responding to feedback
- Monitoring students
-Evidence of language
research & analysis

-Eliciting TL and using

CCQs, timelines
-anticipating problems
with language & skills
-Pitching lessons at the
right level
-Teaching
language
(mpf)
and
skills
effectively
-Correcting errors
- Showing awareness of
register

- Selecting and using a

range of materials &
resources
- Creative exploitation of
the materials
- Designing tasks and
activities appropriate for
the learners, for the
stage of the lesson & the
aims of the lesson
- Working co-operatively
with the team

LESSON PLAN:

POSITIVE ASPECTS OF THE LESSON:

ACTION POINTS FOR THE NEXT LESSON:

For this stage of the course your lesson today was:

Above standard
To standard

Not to standard
Tutor signature:

I have read and understood the tutors feedback

Trainee signature:

BOARD PLAN

Materials: Handout, Worksheet for 8 a), Worksheet for 9 (a), Visuals for lead-in

Skills Analysis
Reading

Speaking

Writing

Sub-skills to be covered in the lesson:

Reading for gist
Freer spoken practice using comparatives and character adjectives. Turn-taking and
Mingle.
Controlled and less controlled written practice using comparatives and character
adjectives
The context:
Life as teenagers
Anticipated problems with the skills:
Ss might use incorrect form of comparatives
Ss might not use TL in Ex 9 a)
Solutions:
Monitor actively. Use on-the-spot error correction and delayed feedback

Language Research & Analysis

My target language: (vocabulary, grammar, function)

Meaning/use of the TL:

Vocabulary: Character adjectives

Character adjectives are used to describe personality, appearance etc.

Shy, bright, noisy, stubborn, helpful, moody, patient, lazy,

honest, selfish, mature, polite, aggressive, ambitious,
organised, considerate, easy-going, tall etc.

Comparatives are mostly used with than. For eg: Olivias a bit taller than
me.

Grammar: Making comparisons using a lot, much, a bit, (not)

as...as

Comparatives can be modified using intensifiers such as a lot, a bit, much,

(not) as...as etc.
A lot and much are used to denote a big difference while a bit is used to
denote a small difference.

How will I introduce the TL? The context? The approach?

As...as shows that something is the same or equal. Not as...as shows that
something isn't the same or equal

Text-based approach and Situational approach in the context

of life as teenagers.
My assumptions of students knowledge
Ss familiar with character adjectives.
Ss familiar with form and meaning of comparatives
Problems with meaning
Ss might get confused in the degree of difference denoted
by a lot, much, a bit, (not) as...as

-Ss might say /

-Ss might say /
-Ss might say /

Problems with pronunciation

/ instead of / /
/ or /
/ instead of /
/ /l t/ instead of / / /l t/

CCQs, timelines, clines, etc.

-Does a lot denote a big difference? Y
-Does much denote a big difference? Y
-Does a bit denote a small difference? Y
-If I say Toms as intelligent as Harry, does that mean they are the same?
Y
Sounds, Stress, Intonation, Connected speech
-Weak forms of as, a and than

Problems with form

Analysis of form
-Ss might omit articles in a lot and a bit.
One syllable adjectives generally form the comparative by adding er
-Ss might use more with comparatives where adding er is
Two syllable adjectives which end in -y usually form the comparative by
required and vice versa. For eg: more noisy instead of
adding er
noisier
Two syllable adjectives ending in -ed, -ing, -ful, or -less always form the
-Ss might use the comparative degree with as...as. For eg: as comparative with more
happier as me.
Adjectives which have three or more syllables always form the comparative
with more

a lot + comparative
a bit + comparative
much + comparative
as + positive degree of comparison + as
Problems with practice activities
-Ss might take long to write sentences in Ex 8 a) leaving less
time for freer spoken practice.
-Ss might use incorrect form of comparatives and a lot,
much, a bit, (not) as...as

Solutions
-Adapt Ex 8 a) to include 4 sentences instead of 6.
-Monitor during activities. On-the-spot error correction and delayed
feedback

Stage
Lead-in

Aim
To set the context,
create ss interest

Time &
Interaction

Procedure

2 T-Ss

Personalise.
Tell ss about how you are different now from
when you were a teenager. Use visuals.
Im a bit taller now.
I was a lot moodier then than I am now.
I was not as calm then as I am now.
Im also much more ambitious now than
when I was a teenager.
Ask CCQs to check understanding of a bit,
lot, (not) as...as.

Set gist reading task

Give ss a chance to
internalise the text and
a reason for reading

Ss read for gist

Ss practice skill in
reading for general
understanding

Pair-check and
monitor

Give ss a chance to
compare answers in a
student centred way

1 T-Ss

Signpost. Focus on photo. Tell ss they are

going to read about a different family.
Instruct ss to read individually, attempt the
gap-fill exercise and identify who is easier to
live with, Carol or Beth.

4 S

Ss attempt Ex 7 individually

2 S-S

Ss compare answers in pairs

Tutor Comment

Stage

Aim

Time &
Interaction

Procedure

Feedback-confirm
answers

Confirm general
understanding

1 T-Ss

Display answer key on flipchart

Set task for less

controlled written
practice

Give ss a reason to
write

1 T-Ss

Signpost worksheet.
Refer to lead-in.
Instruct ss to write four sentences to
compare themselves and their best friend
using a lot, a bit, much and (not) as...as, and
the adjectives from 1.
Distribute worksheets

Less controlled written

practice

Ss practice
comparatives and a lot,
a bit, much and (not)
as...as

Set task for less

controlled spoken
practice

Give ss a chance to
make comparisons
using TL

Less controlled
spoken practice

Ss develop oral fluency

in using TL

4 S

1 T-Ss

7 Ss-Ss

Ss use worksheet to write sentences

individually.
Monitor and help ss who face problems.

Instruct ss to mingle and share comparisons

with others.
ICQs.

Ss mingle and use TL. Monitor.

Tutor Comment

Stage

Aim

Time &
Interaction

Procedure

Feedback

Error correction

2 T-Ss

Delayed error correction on whiteboard.

Set task for freer

spoken practice

Give ss a chance to use

TL.

3 T-Ss

Signpost worksheet.
Instruct ss to write two adjectives each in
each of the columns.
ICQs.
Distribute worksheets.
Ss write words.
Ss write sentences using TL if time allows.

Freer spoken practice

To provide freer
practice of TL

10 Ss-Ss

Re-group using character adjectives.

Ss take turns in groups to make
comparisons between their life now and
when they were teenagers.
Ss refer to answers in their worksheets.

Feedback

Error correction

2 T-Ss

WCFB.
Delayed error correction on whiteboard.

Tutor Comment