Huangpu Classes by Aretha https://padlet.com/arethanasroen/huangpu Place to store lesson plans and their reflections. en-us 2019-02-27 06:25:42 UTC 2019-02-28 05:01:13 UTC hello@padlet.com Reflection https://padlet.com/arethanasroen/huangpu/wish/335850283 Feb 27, 2019

I think that the class today was a bit better than the previous class observed by Aretha.

From her observation, what I needed to do was:
1. Plan the classes thoroughly, 
2. Time management
3. Clearer instruction
4. Present myself more as a teacher than a friend.
5. Make sure that i remember ss names

I tried to implement those feed-backs in class today.
The result:
1. Student participation rises significantly. Not yet satisfactory, but the silence was almost gone.
2. I myself as a teacher felt more confident in what I am teaching.
3. With ICQs and examples, the participation in task related activities rise because ss knows what they have to do.

There are some parts of the class that i could do better, for example:
1. Create a more engaging activity
2. Better monitoring.
3. Instructions could be more simple.

]]> 2019-02-27 12:47:58 UTC https://padlet.com/arethanasroen/huangpu/wish/335850283 Lesson Plan Unit 6.4 https://padlet.com/arethanasroen/huangpu/wish/335852900 Feb 28, 2019
40 minutes (16.35 - 17.15 China)
AE2B unit 6.4 pg.24-26

Skills: Listening + speaking
Language focus: Reduced relative clause

- T starts class by checking ss homework pg 25 listening section C (quick check)

- Quick review of previous class

- T continue class to page 25, Language study.
- have ss work together with their partner and answer question 1 and 2
- Ss work on the task
- Nominate 1 s to answer question 1 and 2.

- Ask ss "what is the difference between sentence a and b"? (one is using the present participle form without rp and the other is rp+verb)
- Which one can you use for writing? (both?)
- In sentence a, is it active or passive? (active)
- If it's a passive sentence, what form does the verb change to? (past participle)
- give ss an example
(This CCQ feel iffy)

- T continues to ask ss to do practice A by themselves.
- Ss work by themselves.
- Pair check
- class check

- T ask: "As you can see, there is no comma in the language study, but there is in the practice. Can anyone tell me why?" (language study is a defining relative clause and practice is a non-defining relative clause)
- Great! what is the difference? (one defines the word that it is reffering to and the other is additional information).
(again, a bit iffy here)

-T continues the class: "I want you to do practice B. Now from reduced relative clause, i want you to change it into non-defining relative clause. I will give you 3 minutes. do it by yourselves."
- Ss work on their task.
- Pair check
- Class check.

- T: " Okay, now that you have done some practice with reduced relative clause,
1.




I still feel that the activity at the end is quite strange. While it is still on topic, it is somehow not related to the language focus. Can i have them do the activity with using the target language? like, with the first partner they use the non defining/defining relative clause, and with the second partner they use the reduced relative clause?


]]> 2019-02-27 12:57:11 UTC https://padlet.com/arethanasroen/huangpu/wish/335852900 Unit 6.4 revision deddy_boone https://padlet.com/arethanasroen/huangpu/wish/336252030 Lesson Plan Unit 6.4 
Feb 28, 2019
40 minutes (16.35 - 17.15 China)
AE2B unit 6.4 pg.24-26

Skills: Listening + speaking
Language focus: Reduced relative clause

- Homework check

- Quick review of previous class

- Language study.

- Practice A

- Practice B

- Reduced relative clause games/ activities.
a.Relative Mad Libs
Have each person write the names of three classmates on a piece of paper in random order. They should write the names in a column along the left hand side of the paper. Then students should fold over the left edge of their paper so the names are covered. Everyone shifts their papers to the next person. In the second column, each person writes three relative clauses that is related to this unit’s topic.  They then fold over the left side of their paper to hide what they have written before passing the paper to the next person. Finally, students write three verb phrases (still related to this week’s theme) in the third column. Once they are finished, collect the papers and read aloud the sentences your students came up with. Write down incorrect examples of the relative/reduced relative clauses in the board and check together with class.

b.Clues for you
Divide your class into two teams. Have each team take turns choosing an object related to the weeks topic to give clues about. Each clue should start with, “This is something that/which…” Each team will give three clues for its chosen object. If the other team is able to guess the object after just one clue, they score three points. If they need two clues to identify the object, they score two points. After three clues, they only score one point. If they are unable to guess the object after three clues, they score zero. If they use reduced relative clause as a clue, they will get 1 extra point. Play until 1 team gets 12 points.
]]> 2019-02-28 04:02:14 UTC https://padlet.com/arethanasroen/huangpu/wish/336252030 Unit 6.5 deddy_boone https://padlet.com/arethanasroen/huangpu/wish/336252207 Feb 29, 2019
60 minutes
AE2B unit 6.5 (tutorial) pg 27-29

Skills: Listening + speaking
Focus: Reporting verbs

- Lead in (about tutorial/ discussion) Try to make it related to the target language (reporting verbs).
a. What do you think a tutorial is? (group discussion)
b. Have you ever participated in one? (yes/no)
c. After the discussion do you have to report your discussion result to the whole class? (yes/no)
d. What kind of language do you use? (try to elicit reporting verbs)

- Tutorial: fashion

- Listening

-Language study

- Reporting verbs activity
a. Reporting verbs bingo cards

]]> 2019-02-28 04:02:43 UTC https://padlet.com/arethanasroen/huangpu/wish/336252207